INTEGRATED CYANOTYPES SURVEY

PURPOSE

• Visibility (will go to everyone)

• Information (create interest in the project)

• Provide material for follow-up focus group sessions (poss beginning in July, then again
in early September)

• Provide data for analysis/synthesis and input to Vienna event

TIMELINE

24.05: Draft for comments (internal)


26.05: Pilot survey (internal)

31.05: Final draft for comments

02:06: Survey online

06.06: O cial Launch event

INDEX

SURVEY STRUCTURE 2

INTRODUCTION AND DEMOGRAPHIC QUESTIONS 3

GENERAL QUESTIONS 3

SKILLS IN YOUR SECTOR 4

IN DEPTH QUESTIONS FOR 4 SECTORS 5

SKILLS AND LEARNING ECOSYSTEMS 6

IN DEPTH QUESTIONS FOR LEARNING PROVIDERS 8

PRIORITISING COMPETENCES TO BE DEVELOPED 9

PARTICIPATORY COMPETENCES 9

ANTICIPATORY COMPETENCES 12

EMANCIPATORY COMPETENCES 14

CLOSING QUESTIONS 17
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SURVEY STRUCTURE

General Information
ALL

6 x General Skills
Landscape Questions
ALL

6 x Sectoral Skills
Questions
ALL

If one of 4 focus
sectors, additional
path
Selection based on
sectoral choice

6 x Learning Provision
Questions
ALL

If providing learning,
additional path
Selection based on
stakeholder type

Checklist of Possible
Competences
ALL

3 x Closing Questions
ALL

The elements in blue could be added at the points indicated or after the checklist of
possible competences towards the end.
INTRODUCTION AND DEMOGRAPHIC QUESTIONS
Purpose of survey

Demographic questions

GENERAL QUESTIONS
This is the European Year of Skills (Link), and this puts skills centre-stage. Helping people
get the right skills for quality jobs and helping companies, in particular small and medium
enterprises, address skills shortages in the EU is what this Year is all about.

From where do you currently get advice and support regarding skills development?
Drop down menu

What are the main gaps and barriers that you nd when addressing your skills
needs?
Provision of training

Training content, relevance of what is available

Training delivery

Limitations

Gaps

Opportunities

Other

ADD AND IMPROVE, maybe divide into personal, organisational, sectoral?

Thinking about the cultural and creative sector in general, what do you think are the
skills that are most urgently needed?
Open question

Thinking about the cultural and creative sector in general, what do you think are the
skills that will be most needed in the future?
Open question

Do you have examples of studies, initiatives or good practices that you think are
interesting for the CCI sector in the area of developing and implementing skills-
based approaches?
You can add as many examples as you want below

Short Description:
Sectors involved
Link to further information if available:

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SKILLS IN YOUR SECTOR
Thinking about the sector with which you are most familiar, which of the following
types of skills would you consider important?
5 point scale, least to most

Technical Skills, such as

Digital Skills, such as
Entrepreneurial Skills, such as

‘Soft’ Skills, such as

Non-cognitive’ skills, such as
Transformative Skills, such as
Sustainability skills, such as
ADD AND IMPROVE

Which of the following skills areas are already being provided in your sector and
which of them need greater provision?

Skills areas Currently provided More provision required

Technical Skills,
such as
Digital Skills, such
as
Entrepreneurial
Skills, such as

Soft’ Skills, such as

Non-cognitive’ skills,
such as
Transformative
Skills, such as
Respondent asked
to add skills area to
consider
ADD AND IMPROVE
What would you consider to be the main skills gaps that you have encountered in
your sector?
Give some choices and space for comment

What do you consider to be the main skills that should be addressed in terms of
upskilling and reskilling?
Give some choices and space for comment

What do you think are the skills that are most urgently needed for your sector?
Open question

What do you think are the skills that will be most needed in the future for your
sector?
Open question

Do you have examples of interesting studies, initiatives or good practices in your

sector?
You can add as many examples as you want below

Short Description:
Sectors involved
Link to further information if available:

IN DEPTH QUESTIONS FOR 4 SECTORS

Linked automatically depending on earlier choice of sectors in rst section.

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SKILLS AND LEARNING ECOSYSTEMS

What would you consider to be the main strengths of the skills provision within
learning environments for your sector?
Open question

What would you consider to be the main gaps that you have encountered in the
skills provision within learning environments for your sector?

Open question

What do you think are the most important changes that are needed in delivering
skills for your sector?
Open question

To what extent do you agree with the following statements?

5 point scale strongly disagree to strongly agree plus don’t know

Statement 1 2 3 4 5 D/k
In order to support the CCI sector in adapting to
constantly changing living and working
environments, a broad range of skills and
competences need to be updated and further
developed.
There is a need for new Occupational Pro les for
the CCI that are not currently described in existing
initiatives.
Skills for making use of new technologies in terms
of products or services are essential we also need
skills in terms of understanding the social-
technological contexts within which we must
operate.
In my organisation/sector the development of skills
is not a priority.
The challenges around sustainability and the green
transition present new opportunities to foreground
the work of the CCI sector.
Entrepreneurial and communication skills remain
critically important.
My organisation/sector is already well-served by the
Vocational Education & Training courses that are
currently available
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 My organisation/sector is already well-served by the
Higher Education courses that are currently
available
There is a growing recognition of so-called ‘soft
skills’ that are often missing from learning and
training but are crucial to support people to perform
in shifting environments and contexts and are often
a key aspect for career development and reskilling.
Many skills around critical thinking, systems
thinking, problem solving and question-framing are
ever-more in demand but are not always the focus
of learning initiatives.
A renewed focus on meta-cognitive skills (such as
XXX) and transformative skills (such as xxx) may be
required to support the development of the CCI
sector
Skills should be available at di erent educational
levels and as part of lifelong learning trajectories
that are provided in a wide variety of di erent
settings.
More focus is needed for creating personalised
skills development pathways
ADD AND IMPROVE

In which ways of you think access to micro-learning and micro-credentials could

help your organisation/sector?
Some choices + don’t know

How can the implementation and take-up of micro learning be achieved and
incentivised in your sector?
Open question

Do you have examples of studies, initiatives or good practices that you think are
interesting for the CCI sector in the area of learning ecosystems, occupational
pro les and implementing micro-learning based approaches?

You can add as many examples as you want below

Short Description:
Sectors involved
Link to further information if available:
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IN DEPTH QUESTIONS FOR LEARNING PROVIDERS
Linked automatically depending on earlier choice of sectors in rst section.

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PRIORITISING COMPETENCES TO BE DEVELOPED

Note:

GUIDE (TO BE REMOVED):

ORANGE: ENTRECOMP

BLACK: CYANOTYPES

BLUE: DIGICOMP

GREEN: GREENCOMP

BROWN: OECD TRANSFORMATIVE

THE DESCRIPTIONS WILL BE CHANGED AND IMPROVED and are also available in the attached
spreadsheet.

Following initial work on the skills landscape for the CCI sector, we have started to create
a longlist of possible competences to be developed during the lifetime of the project. This
is ongoing work and makes use of existing competence frameworks and additional
competencies identi ed thus far by the Cyanotypes project.

We would very much like your help in prioritising these competences and we would like
you to tell us which of these would be relevant for you and the sector in which you work.

Please indicate on the scale 1 (no relevance) to 10 (high relevance)

PARTICIPATORY COMPETENCES

UNDERSTANDING COLLABORATION
Urgently needed skills sets involve relational skills, the experience of new ways of
working together and a systematic, critical re ection about one’s own role and
performance within this setting. 

CROSSOVER COMPETENCES
Intermediary skills, how can these skills be transferred into other sectors? These are often
under-recognised but can be key in creating new value in other sectors. Competences in
cross-disciplinary team working,

WORKING IN TEAMS
Individual vs shared creativity

INTERMEDIATION SKILLS
Mediation. And translation, Scepticism as a way of caring

VALUING IDEAS
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 Learners can develop strategies to make the most of the value generated by ideas.

FINANCIAL AND ECONOMIC LITERACY

Learners can make a plan for the nancial sustainability of a value- creating activity.

WORKING WITH OTHERS

Learners can improve their abilities to create value by building on their previous
experiences and interactions with others.

MOBILISING OTHERS
Learners can inspire others and get them on board for value-creating activities.

PURPOSEFUL MINDSETS
Cultivating a sense of purpose, curiosity and an open mindset towards new ideas,
perspectives and experiences.

SELF-AWARENESS
a sense of self-awareness, self-regulation and re ective thinking

CRITICAL THINKING

To assess information and arguments, identify assumptions, challenge the status quo, and
re ect on how personal, social and cultural backgrounds in uence thinking and
conclusions

EXPLANATORY PROCESSES

Exegetic skills are a crucial part of translational dynamics.

Interacting through digital technologies

To interact through a variety of digital technologies and to understand appropriate digital

communication means for a given context.

Sharing through digital technologies

To share data, information and digital content with others through appropriate digital
technologies. To act as an intermediary, to know about referencing and attribution
practices.

Engaging in citizenship through digital technologies

To participate in society through the use of public and private digital services. To seek
opportunities for self-empowerment and for participatory citizenship through appropriate
digital technologies.

Collaborating through digital technologies

To use digital tools and technologies for collaborative processes, and for co-construction
and co-creation of resources and knowledge.

Netiquette

To be aware of behavioural norms and know-how while using digital technologies and
interacting in digital environments. To adapt communication strategies to the speci c
audience and to be aware of cultural and generational diversity in digital environments.

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Managing digital identity

To create and manage one or multiple digital identities, to be able to protect one's own
reputation, to deal with the data that one produces through several digital tools,
environments and services.

ADAPTABILITY

To manage transitions and challenges in complex sustainability situations and make

decisions related to the future in the face of uncertainty, ambiguity and risk

EXPLORATORY THINKING

To adopt a relational way of thinking by exploring and linking di erent disciplines, using
creativity and experimentation with novel ideas or methods

COLLECTIVE ACTION

To act for change in collaboration with others

LEARNING BY DOING

Reframe the relationship between knowing and doing. Action context as learning
environments, workplace based learning, embedding students in workplaces

T-SHAPED PEOPLE
Supporting trans-sectoral and trans-disciplinarity. T shaped people possess excellent
knowledge of and skills in speci c areas and are good at working with others in a
collaborative way.

LOCATING OPPORTUNITIES FOR CREATIVE COOPERATION

UNDERSTANDING ECOSYSTEMS
Leads to new ecosystems for value creation

LEARNING HOW TO LEARN

Learn, unlearn, relearn

FINANCIAL LITERACY
Finance language is a skills gap. Lots of skills there, also a values mismatch. FLIP has
created a guidebook for this.

UNDERSTANDING CONTEXT
Managing and adapting to contexts. Social Skills in diverse contexts, understanding
relationships, etiquette, power. Politeness: knowing when and where to respond, new
contextual etiquette. Navigating complex power environments. Confronting other
cultures, contexts, people

INTER-SECTORAL COMMUNICATION
Learning how to translate and communicate between sectors and di erent types of
stakeholders. Pragmatics of Inter-subjectivity

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 MARKET-MAKING
RESHAPING SKILLS: Skills to reshape organisations and sectors and markets

Developing digital content

To create and edit digital content in di erent formats, to express oneself through digital
means.

Integrating and re-elaborating digital content

To modify, re ne, improve and integrate information and content into an existing body of
knowledge to create new, original and relevant content and knowledge.

Copyright and licences

To understand how copyright and licences apply to data, information and digital content.

Programming

To plan and develop a sequence of understandable instructions for a computing system

to solve a given problem or perform a speci c task.

Q: Please add other participatory competences that you think are relevant:
You can add as many as you wish

Title
Short Description
Link to further information if available:

ANTICIPATORY COMPETENCES

ANTICIPATORY GOVERNANCE

Training in participatory governance. Engaging with all in community. This layer comes
rst then implement

ANTICIPATING PLAYFULLY
If we are to understand the present and possibly the future, we need to anticipate
playfully and use our speculative imagination in diverse contexts

SCENARIO BASED THINKING

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 UNDERSTANDING COMPLEX ADAPTIVE SYSTEMS

RETHINKING HUMAN MACHINE RELATIONSHIPS

Give meaning to emerging human-machine relationships

Understanding socio-technological systems

UNDERSTANDING CO-AGENCY

SYSTEMS THINKING

To approach a sustainability problem from all sides; to consider time, space and context in
order to understand how elements interact within and between systems

PROBLEM FRAMING

To formulate current or potential challenges as a sustainability problem in terms of

di culty, people involved, time and geographical scope, in order to identify suitable
approaches to anticipating and preventing prob- lems, and to mitigating and adapting to
already existing problems

FUTURES LITERACY

To envision alternative sustainable futures by imagining and developing alternative

scenarios and identifying the steps needed to achieve a preferred sustainable future

POLITICAL AGENCY

To navigate the political system, identify political responsibility and ac- countability for
unsustainable behaviour, and demand e ective policies for sustainability

VALUIG SUSTAINABILITY

To re ect on personal values; identify and explain how values vary among people and over
time, while critically evaluating how they align with sustainability values

SUPPORTING FAIRNESS

To support equity and justice for current and future generations and learn from previous
generations for sustainability

SPOTTING OPPORTUNITIES
Learners can seize and shape opportunities to respond to challenges and create value for
others.

CREATIVITY

Learners can transform ideas into solutions that create value for others.

VISION

Learners can use their vision to guide strategic decision-making

UNDERSTANDING DIFFERENT POINTS OF VIEW

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 cognitive exibility and perspective-taking skills so that they can see an issue from
di erent points of view and understand how these di ering views result in tensions and
dilemmas.

NAVIGATING THROUGH COMPLEX INFORMATION SPACES

We need to lear how to manage and navigate through complex adaptive systems

Q: Please add other anticipatory competencies that you think are relevant:
You can add as many as you wish

Title
Short Description
Link to further information if available:

EMANCIPATORY COMPETENCES

ARTISTIC/CREATIVE INTELLIGENCE

DATA LITERACY
Familiarity with data becoming essential. Creatives are the new coders.

Browsing, searching and ltering data, information and digital content

To articulate information needs , to search for data, information and content in

digital environments, to access them and to navigate between them. To create and
update personal search strategies.

Evaluating data, information and digital content

To analyse, compare and critically evaluate the credibility and reliability of sources
of data, information and digital content. To analyse, interpret and critically evaluate
the data, information and digital content.

Managing data, information and digital content

To organise, store and retrieve data, information and content in digital

environments. To organise and process them in a structured environment.

BOOSTING CREATIVE CONFIDENCE

THE ART OF CONVERSATION

What it actually is and importance as locus of meaning making. Contexts of use (informal,
formal, arti cial)

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 DIALOGIC SKILLS
how to deploy a language or dialogue to counteract political di erentiation and try to nd
cohesion

ARTISTIC ENTREPRENEURSHIP
Art brings di erent approaches to entrepreneurship. Di erent understanding of value.
Di erent understanding of collaboration. Relearning entrepreneurship through diversity,
equality, ethics

CONTEXTUALISING ARTIFICIAL INTELLIGENCE

AI needs ARTISTIC Intelligence. GPT is return of tech as a tool. What kinds of
conversations are possible. The relationality of AI Networks is mirrored by associative
relationally of our creative minds

RESHAPING SKILLS:
Skills to reshape organisations and sectors and markets. Making implicit explicit soft to
tangible

UNLEARNING and RELEARNING

Portfolio of unlearning skills. Unlearning as part of the relearning process. competences
to transcend current knowledge barriers and identify gaps. Making new categories as a
creative purpose

SCALING ABSTRACTION
Building bridges and understanding through divergent/convergent thinking. Using
Creative intelligence and understanding translation processes. “Sharp thinking in context”

COORDINATION, ORCHESTRATION
Recognising and identifying possible locus of change. Expectation management.
Opportunity management. Orchestrating new ecosystems

BOUNDARY SPANNING

SELF-AWARENESS & SELF-EFFICACY

Learners can compensate for their weaknesses by teaming up with oth- ers and by
further developing their strengths.

MOTIVATION & PERSEVERANCE

Learners can stay focused on their passion and keep creating value de- spite setbacks.

COPING WITH UNCERTAINTY, AMBIGUITY & RISK

Learners can weigh up risks and make decisions despite uncertainty and ambiguity.

CREATING FOCUS AND ATTENTION

Slow Thinking, (self) re ectve etc

PROVIDING ACCESS TO MAKING MEANING

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WAYS OF THINKING
Reverse induction (backwards engineering), Abduction, Intuition, etc

RESILIENCE & TOLERANCE

Developing a sense of resilience, tolerance for complexity and ambiguity, and a sense
of responsibility towards others.

INDIVIDUAL INITIATIVE

To identify own potential for sustainability and to actively contribute to improving
prospects for the community and the planet

KNOWING YOUR OWN STRENGTHS

The ‘skill to know your skills’: di culty pin knowing and communicating the skills you
actually have.

META-COGNITIVE COMPETENCES

knowing the best way for you to learn, learning how to learn

INTER-PERSONAL PERSPECTIVE TAKING

Understanding other peoples’ mindsets, epistemic framing

Solving technical problems

To identify technical problems when operating devices and using digital environments,
and to solve them (from trouble-shooting to solving more complex problems).

Identifying needs and technological responses

To assess needs and to identify, evaluate, select and use digital tools and possible
technological responses to solve them. To adjust and customise digital environments to
personal needs (e.g. accessibility).

Creatively using digital technologies

To use digital tools and technologies to create knowledge and to innovate processes and
products. To engage individually and collectively in cognitive processing to understand
and resolve conceptual problems and problem situations in digital environments.

Identifying digital competence gaps

To understand where one’s own digital competence needs to be improved or updated. To

be able to support others with their digital competence development. To seek
opportunities for self-development and to keep up-to-date with the digital evolution.

Q: Please add other emancipatory competencies that you think are relevant:
You can add as many as you wish

Title
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Short Description
Link to further info if available:

CLOSING QUESTIONS

Would you be willing to take part in short focus group sessions to discuss
your skills needs?

Would you be interested in helping to shape these possible competences into

new curricula built on modular learning units that can be delivered in di erent
contexts?

Would you be interested in participating in a regional or sectoral pilot to test

the training framework being developed by the Cyanotypes project?

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