The Digital Citizen SEC

THE DIGITAL CITIZEN
An analysis of digital competence in the Norwegian population

Vox 2008
ISBN 978-82-7724-124-1
Grafsk produksjon 07 Gruppen AS
Opplag 1 500
Preface
The Digital Citizen is an analysis of digital competence in the Norwegian population. The study
divides the population into levels according to their digital competence, reveals differences
in skills, and describes the characteristics of these differences. The analysis is based on a
representative survey implemented in 2007. The report describes the populations use of
PCs and the Internet in general, and investigates how frequently, where and how often they
use digital tools in particular. Furthermore, the report describes the populations attitudes
to their own competence and to future learning.
The same survey was conducted in Denmark in 2006 by the Technological Institute (TI).
By using an identical research design, we have the opportunity to compare the level of digital
competence in the two countries. In this context, we would like to express our gratitude
to the Directorate of Information Technology and Telecommunications under the Danish
Ministry of Science, Technology and Development, which commissioned the Danish study,
and the Technological Institute (TI) in Denmark, which granted us access to the Danish data.
The project was directed by Lene Guthu at Vox, who has undertaken the analyses and
written the report in cooperation with Berit Gravdahl. Per Morten Jrgensen, Head of
Research Unit at Vox, is administratively responsible for the report.
Oslo, 21 May 2008
Turid Kjlseth
Director general
Contents
1. Introduction ......................................................................................................................................................... 7
1.1 Methodology and data collection ............................................................................................................ 7
1.2 Digital competence and level ................................................................................................................... 8
1.3 Structure of the report .............................................................................................................................. 8
2.0 Digital competence in the Norwegian population ................................................................................. 10
2.1 How good are we? .................................................................................................................................... 10
2.2. ICT areas .................................................................................................................................................... 12
2.3 Use and access ........................................................................................................................................... 13
2.3.1 User levels: Access to, and use of, PCs ........................................................................................ 14
2.3.2 User levels: Access to, and use of, the Internet ........................................................................ 15
2.3.3 Various uses of PCs ........................................................................................................................... 16
2.4 Characteristics of the levels ................................................................................................................... 16
2.4.1 The young generation digital societys natives ........................................................................ 17
2.4.2 Digital competence increases with levels of education ........................................................... 18
2.4.3 Retirees and the disabled dominate the non-user group ........................................................ 19
3.0 How and why learn to use ICT ................................................................................................................... 21
3.1 Acquiring digital competence ................................................................................................................. 21
3.2 Motivation and barriers ........................................................................................................................... 22
3.2.1 Motivation ............................................................................................................................................ 22
3.2.2 Barriers .................................................................................................................................................22
3.3 Future needs ............................................................................................................................................... 24
3.3.1 Future needs for improving digital skills at work ....................................................................... 24
3.3.2 Future needs for improving digital skills in everyday life ......................................................... 25
3.3.3 Future learning .................................................................................................................................... 26
4.0 Segments of ICT users with weak and strong skills .............................................................................. 28
4.1 Segments of the population with weak digital skills .........................................................................28
4.2 Segments of the population with intermediate digital skills ........................................................... 30
4.3 Segments of the population with strong digital skills....................................................................... 32
5.0 Digital competence in Norway and Denmark ........................................................................................ 34
5.1 Norwegian and Danish ICT users ......................................................................................................... 34
5.2 A comparison of users and non-users in Norway and Denmark ................................................. 36
5.2.1 Future needs in Norway and Denmark ........................................................................................ 37
5.2.2 Obstacles to becoming a (better) user ........................................................................................ 37
6.0 Final remarks ................................................................................................................................................... 39
References ............................................................................................................................................................... 41
The Digital Citizen reviews and analyses the results
from a study of digital competence in the Norwegian
population. Since the 1990s, the use of information
and communication technology has expanded strongly.
At the outset, ICT was a niche for those with a
special interest, but soon developed and spread to
nearly all parts of the population. Even the areas of
use have changed. Digital tools are used not only for
entertainment, consumption and searching for and
sharing information. Today, you can submit your tax
return form on the Internet or by using a couple of
keystrokes on your mobile phone, and this is only one
among many public services that have gone digital.
To the extent that the public sector increasingly
offers 24-hour services on the Internet, it becomes
increasingly important that everybody has the same
opportunity to use them. We are not only users and
consumers of digital tools. Social and democratic
aspects also play a central role, because a growing
amount of information is made available through
the Internet. Because access to this information is
dependent on the use of digital tools, the differences
between those who master this technology and those
who do not are likely to increase.
This is not only a matter of whether one participates in
the digital society or not, it is also a matter of how one
participates. The Report to the Storting, An information
society for all,
1
in many ways constitutes a manifesto
calling for a policy for more equality in the information
society of today. The report emphasizes that everybody
should possess digital competence. The starting point is
favourable as Norway is among the world leaders in the
use of ICT. In the European context, Norway is found
among the most advanced users of the Internet, and the
digital divide is narrower in Norway than in the EU.
2

Appropriate digital skills constitute a core prerequisite
for a well-functioning information society, and the
Government notes the connection between a high level
of digital skills and Norway as a good country to live in:
Information and communication technology (ICT)
is becoming a steadily more important precondition
for welfare society. ICT renders public services more
effcient ICT increases the nations productivity. Digital
competence in the population, well-developed electronic
services and predictable frameworks are therefore
decisive for keeping Norway in the position as the
best country in the world in which to live.
3
ICT is a feld that changes continuously. New
technologies are added, meaning that one never stops
learning. There are, however, differences in the way the
population, as citizens as well as consumers, relates to
and perceives this change. The digital divide refers to
the spilt between those who have access to, and master
this technology, and those who do not.
4
The purpose
of The Digital Citizen is to provide a description of the
digital competence among Norwegians, and to describe
the characteristics of the digital divide in the population.
1.1 Methodology and data collection
The Digital Citizen is based on a representative,
questionnaire-based survey of a sample of 1998 persons
aged 16 and older. Data collection was undertaken by
Norstat during 2007, and all interviews were made
by telephone. The representative nature of the study
means results can be generalized from the sample to
the population. With a representative sample, the
results will be similar to those that would have been
produced by a study of the entire population. The
results are weighted by age, gender and geographical
location.
In 2007, the Technological Institute (TI) published
the results from a survey of the Danish populations
digital competence on behalf of the Directorate of
Information Technology and Telecommunications
under the Danish Ministry of Science, Technology
and Development.
5
The purpose of the study was to
produce a knowledge base for policy formulation in
relation to Danish preconditions for facing current
and future requirements for the use of ICT. With a
view to describing and analysing digital competence,
the population was divided into user levels on the basis
Introduction 1.0
1 Report No. 17 to the Storting (2006-2007).
2 Press release from the Ministry of Government Administration and Reform, 25 February 2008.
3 Ministry of Government Administration and Reform: ICT policy / e-Norway.
4 Slettemes 2007
5 Technological Institute 2007.
6 Data for the Danish population were collected in 2006, while the Norwegian data were collected in the autumn of 2007.
8 The Digital Citizen
of the strength or weakness of their skills. This enabled
TI to analyse differences in Denmark pertaining to
who knows what and the characteristics of strong and
weak groups, and subsequently to assess future needs,
competence-building efforts and strategies for training.
The Digital Citizen is based on the Danish analysis and
makes use of the same questionnaire. We thereby
have a good basis for comparison, which also renders
it possible to assess the digital competence of the
Norwegian population in relation to the Danish.
6
This study attempts to measure the digital competence
of the population. This involves challenges related to
the concept of digital competence as such, as well as to
the measurement of the same. Here, digital competence
is defned as the sum of various digital skills. The
study is inspired by the work of Educational Testing
Service (ETS) from 2001, where an international panel
reviewed the importance of existing and emerging
information and communication technologies, and how
various skills could be categorized.
7
ETS distinguished
between cognitive and technical skills. Cognitive skills
comprise basic skills like reading, writing, calculation
and problem-solving, while technical skills include skills
related to hardware, software, applications, networks,
etc. In accordance with the ETS defnition, one must be
able to integrate cognitive and technical skills in order
to be regarded as a profcient user.
8
The Digital Citizen measures the digital competence
of the Norwegian population within eight separate
ICT areas, which have been operationalized through
34 questions pertaining to digital skills. The respondents
are not tested, but asked what experience they possess
with regard to common ICT processes and areas
of use.
9
This kind of self-assessment elicits certain
methodological challenges. First, assessing ones own
competence is not an easy task and responses may
also vary in relation to whom one chooses to compare
oneself with. Therefore, the respondents have been
inquired about their experience and routine, rather than
about how they feel that they master a certain process.
This is a result of the assumption that having a great deal
of experience with a specifc ICT process causes the
user to beneft from this experience and become more
profcient.
10
This implies that in this study, experience
and competence are regarded as equal.
1.2 Levels of digital competence
Digital competence is measured on the basis of eight
areas operationalized using a total of 34 skills. Figure 1
shows the skills that will encompass the various areas:
defnition of information needs, access to information,
technological self-reliance, information management,
information assessment, integration of information,
communication and information sharing, and ability
to create and present new information using ICT.
The population is measured on the basis of their
experience with various digital skills, and subsequently
divided into levels that refect their digital competence.
The analysis makes use of four user levels: non-users,
weak users, intermediate users and strong users.
11
This
categorization is described in more detail in the next
chapter.
1.3 Structure of the report
Chapter 2 describes the digital competence of the
population and investigates what Norwegian citizens
know and do not know about information and
communication technology. The chapter details the
populations access to, and use of, PCs and the Internet,
as well as their competence in the various felds of
ICT. The chapter further describes and analyses
the various user levels on the basis of a number of
demographic variables, including gender, age, education
and employment. Chapter 3 reviews the motivations
for, and the barriers against, the use of digital tools. In
addition, the analysis discusses the populations assumed
future needs to enhance their ICT skills in the context
of work and private life, and the desired methods to
be used for such skill development. In chapter 4, we
undertake a segmentation of the users at the different
levels into sub-groups to show a more complex
image of the population. Chapter 5 compares the
main fndings from Norway and Denmark. Finally, we
summarize the fndings from the analysis in chapter 6.
7 Technological Institute 2007:5
8 Ibid.
9 In this report, the concepts digital tools and ICT are used as synonyms. In the questionnaire, the respondents are asked about their use
of computers. This was done in order not to exclude users of types of machines other than PCs. In the report, the concept PC has been
used to denote computers, for the sake of simplicity.
10 Technological Institute 2007:11.
11 The levels are broadly concurrent with the goals for digital competence developed by Vox on assignment from the Ministry of Education
and Research. The formulation of these levels was based on British standards for digital competence (ICT Skills for Life).
Figure 1 Digital competence operationalized through eight ICT areas and 34 skill types
ICT AREAS MEASURES OF SKILLS/QUESTIONS TO RESPONDENTS
What is your experience/routine in:
1. Defning information needs
Using ICT to identify and defne
information needs
determining what kind of information one needs and that can possibly be retrieved
using a computer/the Internet, for example pertaining to common tasks like
shopping, travel and contact with government agencies
2. Access to information
Knowing how and where to fnd and
collect information with the aid of ICT
locating websites that contain the information one needs
fnding information on websites in a language other than Norwegian
using search engines on the Internet (e.g. Google, Yahoo, etc.)
obtaining an overview and navigating on a website
fnding specifc information that one needs on the websites of government agencies
3. Technological self-reliance
Undertaking technological operations
independently
opening computer programs independently
being able to install programs on the computer independently
using a program from a CD-ROM
creating an e-mail address independently
using and updating anti-virus software
creating a digital signature
4. Information management
Sorting and organizing information
having an overview of the information that one fnds on the Internet and selecting
the necessary information
being able to collect and sort the information found, for example by arranging it
into lists or tables
organizing and storing fles in ones computer, so that they can be easily retrieved
5. Information assessment
Assessing the quality, relevance
and usefulness of the information
assessing the quality of the information that one fnds in the Internet, for example
whether it is old, biased or untrustworthy
6. Integration of information
Interpreting, summarizing and comparing
information through different forms of
presentations
writing, editing and transferring text in word processors
using spellcheckers/dictionaries
inserting and editing tables in word processors
transferring fgures from a spreadsheet to another program, or vice versa
inserting images/symbols in word processors
using drawing/graphics application, for example PowerPoint
7. Communication and information
sharing
Sharing and exchanging information and
knowledge with the aid of ICT
sending/receiving e-mail
sending attachments (fles) with e-mails
sending/receiving SMS messages on a mobile phone
using chat rooms on the Internet
participating in cooperation and project groups over the Internet
using e-mail/calendar systems to organize/arrange meetings
buying and selling goods through Norwegian websites
buying and selling goods through websites in languages other than Norwegian
entering information to government agencies, for example by using a net-based
template, tax return form, electricity meter reading, etc.
ordering/purchasing tickets over the Internet
using a digital signature
8. Creating new information
Creating and presenting new information
with the aid of ICT
composing information that one has found, being able to present it to others
electronically
Introduction 9
Non-users
Weak users
Intermediate
users
Strong users
Ict-score
LEVEL 3
70,1100
LEVEL 2
40,170
LEVEL 1
040
LEVEL 0
0
20
40
60
80
100
This chapter describes the digital competence of
Norwegians. First the levels in various felds of ICT
will be analysed. The chapter then goes on to review
Norwegians ICT habits and patterns of ICT use, and
goes on to characterize strong and weak users in
contemporary digital society. In this manner, we will
elucidate factors that affect the digital competence of
the population.
The digital competence of the population has been
measured using a total of 34 questions related to
experience in the use of ICT. For each of the 34
measurements of skills, respondents were requested
to give an answer on a scale from 1 to 4. Of these, a
score of 1 denoted no experience, 2 denoted limited
routine and experience, 3 indicated a certain routine
and experience and 4 equalled comprehensive routine
and experience. In the estimates of competence, each
measure of skills has the same weight.
12
In other words,
mastery of an ICT process which is assumed to be
more complicated does not result in a higher score.
For example, being able to send and receive e-mails
gives the same score as being able to use chat rooms on
the Internet. The response scale from 1 to 4 is indexed
to an ICT score ranging from 0 to 100. The placement
of the population at the various levels is estimated on
the basis of an average score for all skills.
This analysis uses the same grouping of competence
level scores as the Danish study. The grouping and the
defnition of the levels are as follows:
Figure 2 Description of the levels
The proportion of the population which is found at level
0 does not use a PC. Users at level 1 possess limited
experience in most areas of ICT. Users at level 2 have a
certain experience, while users at level 3 on the whole
exhibit a lot of routine and experience. Using the 34
questions as background, the Norwegian population as
a whole scores 55, and can thereby be placed at level
2. If we exclude users at level 0 (non-users), the total
digital competence of Norwegian ICT users results in
a score of 61.
The population can be grouped into these four levels in
the following manner:
Table 1 Levels and average scores
Level Total (N) Per cent
Average
score
0 206 10 0
1 330 17 24
2 737 37 57
3 725 36 83
Total 1998 100 55
A total of 90 per cent of the Norwegian population
responds that they use a PC, while ten per cent reports
that they never use a PC. The non-users are unable
to respond to any of the questions and are therefore
not given a score, and are placed at level 0. A total of
17 per cent of the population is found at level 1, and are
thereby defned as weak users. The main proportion
of the population is found at levels 2 and 3, of which
37 per cent are defned as intermediate users and
36 per cent as strong users. In other words, a total
of 27 per cent of the Norwegian population makes
little or no use of contemporary information and
communication technology.
2.1 How good are we?
On the whole, the digital competence of Norwegians
is high. There are, however, fairly wide variations with
regard to types of skills. Figure 3 gives an overview of
how Norwegians score on all 34 measures of skills.
The red line in the fgure indicates average digital skills
in the population (55).
The population as a whole scores highest on sending
and receiving e-mails (80) and opening programs on
2.0 Digital competence in the Norwegian population
12 Respondents with unanswered items were given an average score on these items on the basis of their responses to the remaining questions.
Digital competence in the Norwegian population 11
0 10 20 30 40 50 60 70 80 90 100
Totalt (N=1 998)
Total
Organizing and storing files on the computer,
so that you can easily retreive them
Writing, editing and moving text in word processors
Using spellcheckers/dictionaries
Inserting and editing tables in word processors
Moving figures from a spreadsheet to another program or vice versa
Inserting images/symbols in word processors
Using drawing/graphics applications like e.g. PowerPoint
Opening programs on the computer independently
Installing programs on the computer independently
Using a program from/on a CD-ROM
Using and updating anti-virus software
Finding the websites that contain the information you need.
Determining what type of information that you need and possibly
can find using a computer/the Internet. E.g in the context of common
tasks like shopping, travel.. contact with public agencies
Finding specific information on non-Norwegian websites
Using search engines on the Internet (e.g. Google, Yahoo and others)
Establishing an overview and being able to navigate on a website
Finding specific information that you need on public-sector websites
Having an overview of the information that you find on the Internet
and selecting the information that you need.
Collecting and sorting the information that you find,
for example by arranging it into lists or tables
Assessing the quality of the information that you find on the Internet
for example whether it is old, biased or untrustworthy
To compose the information that you have found,
so that you can present it to others electronically
Sending/receiving e-mails
Sending attachments (files) by e-mail
Using chatrooms on the Internet
Participating in cooperation and project groups over the Internet
Using e-mail/calendar systems to organize/arrange meetings
Buying or selling goods through Norwegian websites
Buying or selling goods through non-Norwegian websites
Entering information to government agencies, for example by using a
web-based template, tax return form, electricity meter reading, etc.
Ordering/purchasing tickets over the Internet
Using a digital signature
Creating an e-mail address
Creating a digital signature
Sending/receiving SMS messages from a mobile phone 73
22
58
28
64
63
30
48
48
28
28
72
80
49
55
45
66
63
60
72
48
67
69
57
59
51
74
42
59
43
49
60
55
69
68
Figure 3 Norwegians digital skills for all 34 indicators. (N=1998)
the computer (74), and on sending and receiving SMS
messages on a mobile phone (74). One interesting
observation is that the population as a whole reports
having more experience in sending and receiving e-mails
than they have with SMS messages.
As regards the use of drawing and graphics applications,
for example, PowerPoint (42) and the use of
spreadsheets (43), competence appears to be more
limited. As a whole, we have the least experience
in communication through chat rooms (28) and
participating in cooperation and project groups over
the Internet (28), as well as in creating (22) and using
(28) a digital signature
13
.
The 34 skill types measure the digital competence of
Norwegians in eight separate ICT areas.
2.2. ICT areas
The eight ICT areas refer to a persons ability to
perform tasks with the aid of digital tools, by fnding,
creating, managing and integrating information from
various sources, and being able to communicate this
information to others (see fgure 1).
Norwegians score highest using digital tools for
identifying and defning information needs (67). This
involves searching for information on the Internet, often
in association with travels and contact with government
agencies. The latter activity includes, for example, use of
the Tax Directorates website for submitting the annual
tax return form, or searching for a place for children in
a day-care centre. In view of the fact that public services
are becoming increasingly digitalized, it is promising to
observe that our skills are best in exactly this area.
Defning information needs and accessing information
have clear similarities. These are also felds in which
Norwegians excel (62). However, the score in this area
is lowered by the fact that many feel that they have
limited skills in using websites in languages other than
Norwegian.
The competence is somewhat lower with regard to
assessment (55) and integration of information (53).
Here, assessment is defned as the ability to evaluate
information with regard to quality, relevance and
usefulness. Critical sense and discretionary judgment
are key elements in this context. Integration of
information is intended as a measure of the more
operative competence associated with data processing,
i.e. competence in using the most common types of
digital tools, like word processing, spreadsheets and
graphics applications. Norwegians are poor at using
spreadsheets and graphics applications, but far better
at using word processors (see fgure 3).
We have least experience in the areas of
communication and information sharing (51) and of
creating new information using ICT tools (49). Using
e-mail is an example of communication with the aid
of ICT, and in this area, Norwegians have a lot of
experience. With regard to more advanced areas of
use, like organizing and arranging meetings, conducting
meetings over the Internet, using digital signatures
and communicating through chat rooms, the level of
competence and experience is lower. Compared to the
other ICT areas, we have less experience in creating
and presenting new information with the aid of ICT. In
this area, the variation is also most pronounced. This is
a feld in which the population tends to have very high
skills or the opposite, only very limited abilities.
0 10 20 30 40 50 60 70 80 90 100
Total
Creating new information
Communication and sharing
Integrating information
Assessing information
Managing information
Access to relevant information
Defining information needs
67
55
49
51
53
55
60
60
62
Figure 4 Norwegians digital competence, by ICT areas (N=1998)
13 Digital signatures are not widely used in Norway. As opposed to Denmark, Norway has no common public standard for this technological
solution at the present time.
Furthermore, we elucidate the user levels and how
the users on each level score within the various ICT
areas as a whole. The red lines in fgure 5 indicate the
threshold to a placement at level 1 (with a score lower
than 40) and at level 3 (with a score higher than 70).
There is a clear correlation between the populations
scores within the eight ICT areas and their placement
at the various user levels. Weak users have defcient
competence in the feld of ICT, and therefore score at
level 1 in all areas. They have a weak competence in
defning information needs and in accessing relevant
information on the Internet, which is gradually
becoming a democratic prerequisite in contemporary
society. In this manner, a gap is likely to occur, in the
form of a digital divide between those who master this
technology and those who do not.
The weak users have a very limited command of
contemporary information and communication
technology. The distance between the weak and
the intermediate users is wider than between the
intermediate and the strong users. Accordingly, the
intermediate users are closer to becoming strong users
than the weak users are to becoming intermediate
users. On the one hand, we can identify the non-
users or those who on the whole possess only limited
skills, and on the other hand those who master the
technology. Even though there are large variations in
the skills at level 2 ranging from a score of 45 with
regard to creating new information to a score of
74 on the area defning information needs overall
competence is not weak in any of the ICT areas.
At level 3, digital competence on the whole is high
within all areas. These users possess strong skills within
the entire feld. Nevertheless, with regard to the strong
users communication and information sharing stands
out as an area in which the skills are not as high as in
the others. This applies in particular to the use of chat
rooms and digital signatures.
2.3 Use and access
Chapter 2.3 describes the populations access to, and
use of, PCs and the Internet, including patterns of use
among men and women in different age groups. The
purpose of this chapter is to describe whether certain
groups are better represented in digital society than
others. We will continue with a review of various
arenas of use of ICT, and how patterns of use and
ICT habits are correlated with the skills and placement
of the citizens at the different user levels.
A total of 85 per cent of the Norwegian population use
a PC at home, and 84 per cent access the Internet from
home. In the youngest age group, those under 30 years,
93 per cent of the men and 95 per cent of the women
use a PC at home. The proportion that access the
Internet at home is somewhat lower. The use of PCs
and the Internet decreases with age. The two oldest age
groups, those aged 60 years or over, use PCs and the
Internet at home far less than the younger part of the
population.
More men than women use a PC and the Internet
at home. With the exception of the youngest, this
Figure 5 Levels and ICT areas (N =1792)
0 10 20 30 40 50 60 70 80 90 100
Technologically self-reliant
Technologically self-reliant
Level 3 (N=725)
Level 2 (N=737)
Level 1 (N=330)
34
30
29
28
22
20
23
9
74
67
62
62
57
53
53
45
95
90
89
89
84
84
77
84
55
49
51
53
55
60
60
62
applies to all age groups. The differences between men
and women in the use of ICT increases with age. The
difference is higher with regard to frequency of use
than with regard to access. The proportion of daily
users of PCs and the Internet decreases with age, and
among women in particular there is a marked drop in
the proportion of daily users after the age of 60. Not
only do fewer women use ICT at home, they also do
so more rarely than men in the same age group.
Furthermore, the analysis shows that there are
differences in the patterns of use for users at the
various levels, both in terms of where digital tools
are used and how often they are used.
2.3.1 User levels: Access to, and use of, PCs
A total of 75 per cent of the Norwegian population
uses a PC on a daily basis. Another ten per cent reports
that they never use this type of technology; this group
is found at level 0. Nine per cent reports that they use
a PC two to four times per week, and seven per cent
responds that they use a PC once a week or less often.
The frequency of use varies strongly between the
various levels. A total of 97 per cent of the users at level
3 use a PC on a daily basis, against 44 per cent at level 1.
The difference is not as wide between levels 2 and 3.
The youngest respondents are the most frequent users
of digital tools. In addition, the level of education has
a strong infuence on the frequency of use. These
factors are internally correlated, because the level of
education tends to be higher in the younger age groups.
While more than 80 per cent of the respondents with
higher education use digital tools on a daily basis, this
proportion is only 60 per cent among those with lower
secondary education. More daily users are also found
among respondents with an academic education than
among those with vocational training.
The analysis will further describe the PC users (levels 1, 2
and 3), and review various arenas for use of digital tools.
Table 2 Frequency of use (PC) by levels. Percentages. (N =1 998)
Level 0 (N=206) Level 1 (N=330) Level 2 (N=737) Level 3 (N=725) Total (N=1998)
Daily 0 44 86 97 75
2-4 times per week 0 25 11 2 9
Approximately once per week 0 13 2 0 3
Approximately 1-2 times per month 0 10 1 0 2
More rarely 0 8 0 0 2
Never 100 0 0 0 10
Total 100 100 99 100 101
Bruker internett daglig
Internett hjemme
0 20 40 60 80 100
Bruker pc daglig
Pc hjemme
Kvinne
Mann
Kvinne
Mann
Kvinne
Mann
Kvinne
Mann
Kvinne
Mann
Kvinne
Mann
Befolk-
ningen
totalt
Under 30
3039
4049
5059
6069
70+
75
93
95
86
81
83
78
72
71
68
50
49
28
95
93
93
94
92
89
87
81
78
68
66
40
84
88
91
83
79
81
70
68
56
62
40
46
22
69
78
85
97
95
94
95
91
88
85
80
69
67
45
0 20 40 60 80 100
Uses the Internet daily
Internet at home
0 20 40 60 80 100
Uses a PC daily
Pc at home
Women
Men
Women
Men
Women
Men
Women
Men
Women
Men
Women
Men
Total
Under 30
3039
4049
5059
6069
70+
0 20 40 60 80 100
Figure 6 Access to a PC and the Internet
at home and proportion of daily users.
Percentages. (N=1998)
A total of 95 per cent of the users make use of a PC at
home, and 65 per cent respond that they use a PC at
work. Many of these also use a laptop at home as well
as at work. 40 per cent use a PC belonging to another
family member, and 15 per cent use digital tools at
school. A somewhat lower proportion report that they
use PCs found in libraries and Internet cafs.
Most of the respondents use a PC at home, irrespective
of their skill level. On the other hand, there are marked
differences between the user groups in the use of ICT
in the work situation. Among users at level 3, a total
of 79 per cent report that they use a PC at work.
Among those at level 1, a total of 38 per cent give the
same response. The majority of these have completed
their education at the upper secondary school level,
whereof those with vocational training constitute the
largest group. Most of these work in the health and
care sector, and are more frequent users of PCs in
comparison to others in the weak group.
There is a discernible tendency for strong users to make
more frequent use of PCs in a larger variety of locations
than the intermediate and the weak users. This also
applies to use of PCs found in libraries and Internet cafs.
2.3.2 User levels: Access to, and use of,
the Internet
A total of 77 per cent of the users report that they
access the Internet on a daily basis. Nine percent use
the Internet once a week or less. Those who never
use the Internet are placed at level 1, as a logical
consequence of the fact that many of the questions that
measure digital competence are associated with the
use of the Internet. While 95 per cent of the users at
Table 3 Use of PCs by levels. Percentages. (N=1792)
Level 1 (N=330) Level 2 (N=737) Level 3 (N=725) Total (N=1792)
At home 91 95 98 95
At work 38 64 79 65
Laptop PC at home and at work 18 34 57 40
With family 21 37 52 40
At school/place of study 4 13 22 15
In the library 5 8 16 11
At Internet cafs 4 6 15 9
Other places 2 3 5 4
Table 4 Frequency of use (Internet) by levels. Percentages. (N=1792)
Level1 (N=330) Level 2 (N=737) Level 3 (N=725) Total (N=1792)
Daily 32 79 95 77
2-4 times per week 26 16 4 13
Approximately once per week 14 3 0 4
Approximately 1-2 times per month 11 1 1 3
More rarely 4 0 0 1
Never 13 0 0 2
Total 100 100 100 100
Table 5 Access to the Internet by levels. Percentages. (N =1792)
At home 84 95 98 94
At work 41 63 78 65
At school/place of study 3 13 20 14
Other places 5 6 7 6
level 3 state that they use the Internet on a daily basis,
this applies to only 32 per cent of the users at level 1.
However, a signifcant proportion of the weak users
report that they use the Internet on a weekly basis.
A total of 12 per cent of Norwegians do no use the
Internet, and ten per cent do not use ICT at all (level
0), while approximately two per cent use a PC without
having access to or making use of the Internet. All of
these are found at level 1.
As many as 90 per cent of the Norwegian population
makes use of a PC. Most of these have access to the
Internet at home (94 per cent). In addition, a large
proportion of the users have access to the Internet at
work (65 per cent) or at school/place of study (14 per
cent).
Most of the PC users have access to this from home,
including the weak users. On the other hand, there
are differences in access to the Internet between the
various user levels. Whereas 98 per cent of the users at
level 3 have access to the Internet at home, this applies
to 84 per cent among those at level 1.
In order to investigate how the use of ICT in various
arenas may infuence competence levels in the
population we will now investigate the purposes
to which the users put their PCs.
2.3.3 Various uses of PCs
The number of Norwegians who use a PC in a work
situation is approximately equal to those who use it
privately. Here, however, there are signifcant differences
between the user levels. A total of 59 per cent of the
strong users report that their main use of the PC is in the
work situation. The weak users, on the other hand, tend
to use the PC mainly for private purposes (70 per cent).
This indicates that the use of a PC in the work situation
results in enhanced digital competence. One explanation
could be that those who use a PC at work tend to use it
more often, and thereby become more profcient.
Among those who use PCs mainly at work, a total of
85 per cent are daily users, while this proportion of
daily users is lower among those who mainly use the
PC in a private setting (72 per cent).
Using a PC at work leads to more frequent use of ICT.
Even here, however, there are differences between the
various user levels. The weak user group comprises a
relatively low proportion of daily users, irrespective of
the purpose for which the PC is used, while the strong
users comprise a similarly high proportion of daily
users irrespective of purpose. PC use at work remains,
however, an infuential factor for increasing the level of
digital competence.
Patterns of use and ICT habits exert a strong infuence
on digital competence levels. In other words, is it
true that those who use digital tools most frequently
are also the strongest users? A basic assumption for
this study is that experience leads to competence. As
regards the causal connection, there is no empirical
evidence to the causal direction of this correlation, i.e.
that more frequent use makes one a more profcient
user, or whether having the profciency increases the
frequency of use. It is reasonable to assume that these
factors mutually affect each other.
Table 7 Frequency of use for those who use a PC
mainly at work and privately. Percentages. (N=1618)
At work
(N=826)
For private use
(N=792)
Daily 85 72
2-4 times per week 12 16
Approximately
once per week
2 6
Approximately
1-2 times per month
1 4
More rarely 0 2
Never 100 100
Table 6 What is the PC mainly used for? By level. Percentages. (N=1792)
In the context of work 22 45 59 47
For private use 70 46 32 45
In the context of education 3 6 7 6
Voluntary work and organizational activities 4 3 1 2
Do not know 0 1 1 1
2.4 Characteristics of the levels
This section describes the various user levels and the
characteristics of these, based on background variables
like gender, age, education, income and employment/
main occupation.
Men possess a higher digital competence than women.
Men have an average ICT score of 59, while women have
an average score of 51. In particular, men report a higher
score than women in the feld of technological self-
reliance. The gender difference is most prominent with
regard to the strong users. While 42 per cent of the men
are placed at level 3, this applies to only 30 per cent of
the women. The largest proportion of women is found at
level 2 (39 per cent), but women are also represented to
a higher extent among the weak users and the non-users.
Nevertheless, there are other factors that characterize
the various levels to a more prominent extent, including
age, education and main occupation.
2.4.1 The young generation digital societys
natives
Digital competence decreases with age, and the
skills are particularly weak among the oldest of the
population. In the oldest age group, those aged 70 and
older, 44 per cent do not use a PC at all. A total of 70
per cent of the population in this age group have weak
or no skills in the use of contemporary ICT technology.
Even among those aged 50 years and above we fnd a
relatively high proportion on non-users and weak users.
The youngest age group possesses the highest digital
competence. In the age group under 30 years, which
includes a number of students, everybody uses ICT, either
at home or at work/place of study, often in combination.
Their ICT use is comprehensive in terms of the arenas of
use and the purposes for which they use their PCs. Well
over half of them (58 per cent) are strong users.
Employment activity appears to have an impact on
digital competence within the various age groups. The
Figure 7 Gender distribution by levels. Percentages. (N=1998)
0
10
20
30
40
50
60
70
80
90
100
Level 3
Level 2
Level 1
Level 0
Total (N=1 998) Women (N=965) Men (N=1 033)
8
15
34
42
12
18
39
30
10
17
37 36
Figure 8 Age groups by levels. Percentages. (N=1998)*
0 10 20 30 40 50 60 70 80 90 100
Level 3
Level 2
Level 1
Level 0
70 and above (N=175)
6069 (N=332)
5059 (N=352)
4049 (N=459)
3039 (N=377)
Under 30 (N=298)
Total
62
10 17 37 36
5 36 58
2 10 36 53
5 16 38 41
10 22 42 26
20 24 38 19
44 26 26 3
* 5 respondents have not reported their age
older the respondent, the higher the impact on digital
competence stemming from employment activity.
However, the strongest infuence on skill levels among
those aged 30 years or above does not stem from
whether they are employed or not, but from whether
they use a PC in the work situation.
For the youngest age group, the use of a PC in the work
situation has little impact on the total set of digital skills.
In the group aged 30 years and younger everybody
uses digital tools, and very few are weak users. Digital
competence is well-developed among the young, who
more or less have grown up with the use of digital media
and thereby have become digital societys natives.
For the remaining users, employment, age and the use
of a PC in the workplace have a large impact on the
relevant skills. Of those aged 50 years and over, and
who use their PCs exclusively for private purposes, a
total of 42 per cent are found on level 1. On the other
hand, this applies to only 15 per cent of those who use
a PC at work.
There are wide variations in whether the use of ICT
in the workplace has an impact on digital skills. The
youngest are already profcient to an extent where this
factor matters little, while for those who are older
and of working age, this is far more important. For
the oldest among these, who can be characterized
as digital immigrants, the use of digital tools in the
workplace appears to have an integrating effect with
regard to the contemporary information society.
Present-day labour markets increasingly require digital
competence, and the need to keep up is becoming
more and more pressing. These fndings indicate that
a requirement to use ICT at work generates a need to
acquire and develop digital skills.
2.4.2 Digital competence increases with levels
of education
Among those with four or more years of higher
education, a total of 57 per cent are regarded as strong
users, and this group comprises very few non-users or
weak users. The proportion of weak users is, however,
0 10 20 30 40 50 60 70 80 90 100
Level 3
Level 2
Level 1
Level 0
Univ.college/university 4 yrs. or more (N=413)
Univ.college/university, 2 to 4 yrs. (N=374)
Univ.college/university, 2 yrs. or less (N=167)
Upper secondary, vocational (N=462)
Upper secondary, academic (N=295)
Lower secondary (N =264)
Total
62
10 17 37 36
25 24 29 22
11 18 39 32
12 24 39 25
8 14 44 34
6 13 38 43
2 6 34 57
0 10 20 30 40 50 60 70 80 90 100
Level 3
Level 2
Level 1
Level 0
Total
62
10 17 37 36
25 24 29 22
11 18 39 32
12 24 39 25
8 14 44 34
6 13 38 43
2 6 34 57
0 10 20 30 40 50 60 70 80 90 100
Level 3
Level 2
Level 1
Level 0
Total
62
10 17 37 36
25 24 29 22
11 18 39 32
12 24 39 25
8 14 44 34
6 13 38 43
2 6 34 57
0 10 20 30 40 50 60 70 80 90 100
Level 3
Level 2
Level 1
Level 0
Total
62
10 17 37 36
25 24 29 22
11 18 39 32
12 24 39 25
8 14 44 34
6 13 38 43
2 6 34 57
0 10 20 30 40 50 60 70 80 90 100
Level 3
Level 2
Level 1
Level 0
Total
62
10 17 37 36
25 24 29 22
11 18 39 32
12 24 39 25
8 14 44 34
6 13 38 43
2 6 34 57
* 23 respondents have not
reported their level of education
Figure 9 Educational groups by levels. Percentages. (N=1998)*
Table 8 Average scores for ICT users (levels 1, 2 and 3) in different age groups, by use of PC at work or not
(N= 1792)
Total (N=1792) Use at work (N=1159) Does not use at work (N=633) Difference
Average score Average score Average score
Increase in
average score
Under 30 72 76 69 7
30-39 68 71 51 20
40-49 63 67 46 21
50-69 54 60 45 15
Total 61 67 52 16
somewhat larger for those with less education from
university colleges or universities. Among those who
have upper secondary school as their highest attained
level of education there is a difference between those
who have an academic orientation and those who have
undergone vocational training. The group that has
vocational training includes a larger proportion of weak
users than the group with academic studies. This latter
group also comprises a larger proportion of strong
users.
Close to half of those who have lower secondary as
their highest attained level of education are non-users
or weak users.
Use of ICT at work exerts a positive effect on digital
skill levels, in particular for the highest age groups in
the labour market. There are also differences between
various educational groups with regard to whether
the use of ICT in the workplace has an impact on
competence.
The use of ICT in the workplace leads to improved
ICT skills, but this difference is not equally pronounced
in all educational groups. For those who have more than
four years of higher education, ICT scores increase by
19 percentage points compared to those who do not
use a PC at work.
For those who have only a basic level of education as
their highest attained level, the use of digital tools at
work has little impact on their skills. This is likely to
refect the types of jobs performed by this educational
group, in addition to the types of ICT processes that
are common in workplaces. For those with vocational
training, on the other hand, there is a marked difference
in skills between those who use ICT at work and those
who do not (16 percentage points). In particular, there
are fewer weak users among those who use ICT at
work within this educational group.
For those who do not use ICT at work, there are few
differences in skills between the various educational
groups.
2.4.3 Retirees and the disabled dominate the
non-user group
Among the population as a whole, a total of 65 per
cent report that they are economically active while
35 per cent respond that they are not, and are students,
unemployed, retired, homemakers or disabled.
The proportion of strong ICT users is considerably
higher in the economically active part of the population
(42 per cent) compared to those who are not active in
the labour market (25 per cent). In the latter group, the
proportion of non-users is high (21 per cent), whereof
the retirees and disabled form the majority. We fnd
few non-users among the economically active (4 per
cent). The highest proportion of strong users is found
in the group of students and school pupils (56 per cent).
Digital skills increase with income levels. Among those
with a household income of NOK 700 000 or more,
only one per cent report that they do not use a PC,
while more than half can be defned as strong ICT
users.
Half of those who have a household income of
NOK 300 000 or less are found at level 0 or 1.
Only 17 per cent of these are defned as strong users,
and the largest proportion of these are students.
Table 9 Average scores for ICT users (levels 1, 2 and 3) with various levels of education, by use of PC
at work or not. (N= 1792)

Total (N=1792)
Use at work
(N=1159)
Does not use at
work (N=633)
Difference
Average
score
Average
score
Average
score
Increase in
average score
Lower secondary 53 55 53 2
Upper secondary, vocational 55 62 45 16
Upper secondary, academic 60 63 56 8
Univ. college/university, 2 years or less 62 65 51 14
Univ. college/university, from 2 to 4 years 65 69 54 15
Univ. college/university, more than 4 years 71 74 55 19
Total 61 67 52 16
On the whole, the digital competence of the population
is good. Norwegians generally have ample access to
digital tools, even though variations remain between
population groups. There is a considerable proportion
(27 per cent) of the population that possesses weak
or no digital competence. Age and education have a
strong impact: The lower a persons age, the more
likely he/she is to possess high digital skills. The higher
a persons education, the more likely he/she is to be
profcient in the use of ICT tools. Employment activity
and the use of digital tools in the workplace decrease
the differences in digital skills among age groups.
This effect is especially pronounced in the oldest age
groups. Differences between educational groups with
regard to digital skills are enhanced by the use of ICT
in the workplace. Use of digital tools at work tends to
increase the frequency of use and more variation in
forms of use. These factors exert a strong infuence
on the level of digital skills.
0 10 20 30 40 50 60 70 80 90 100
Level 3
Level 2
Level 1
Level 0
More than
NOK 700 000 (N =471)
NOK 500700 000(N =370)
NOK 300500 000 (N=366)
Less than
NOK 300 000 (N=249)
Total (N=1 998) 10 17 37 36
25 25 33 17
9 21 43 27
4 14 40 43
1 6 38 55
Figure 11 Household income by levels. Percentages. (N=1998)*
* 211 respondents have not reported household income
Figure 10 Main occupation by levels. Percentages. (N=1998)*
0 10 20 30 40 50 60 70 80 90 100
Niv 3
Niv 2
Niv 1
Niv 0
Disabled (N=78)
Working at home/homemaker (N=39)
Retired (N=294)
Unemployed (N=30)
Student, apprentice (N=1 97)
Self-employed (N=145)
Employee (N=1 146)
Economically non-active (N=707)
Economically active (N=1 291)
Total (N=1 998)
62
10 17 37 36
4 15 38 42
21 20 34 25
4 14 39 43
10 21 34 35
5 39 56
10 13 60 17
34 26 32 8
21 28 38 13
31 31 26 13
0 10 20 30 40 50 60 70 80 90 100
Level 3
Level 2
Level 1
Level 0
Total
62
10 17 37 36
25 24 29 22
11 18 39 32
12 24 39 25
8 14 44 34
6 13 38 43
2 6 34 57
0 10 20 30 40 50 60 70 80 90 100
Level 3
Level 2
Level 1
Level 0
Total
62
10 17 37 36
25 24 29 22
11 18 39 32
12 24 39 25
8 14 44 34
6 13 38 43
2 6 34 57
0 10 20 30 40 50 60 70 80 90 100
Level 3
Level 2
Level 1
Level 0
Total
62
10 17 37 36
25 24 29 22
11 18 39 32
12 24 39 25
8 14 44 34
6 13 38 43
2 6 34 57
0 10 20 30 40 50 60 70 80 90 100
Level 3
Level 2
Level 1
Level 0
Total
62
10 17 37 36
25 24 29 22
11 18 39 32
12 24 39 25
8 14 44 34
6 13 38 43
2 6 34 57
This chapter will describe how and why we learn or fail
to learn to use ICT tools, and the populations opinions
on the need to learn more in order to meet future
needs. We will then go on to elucidate the factors that
promote and motivate the use of ICT, as well as the
factors that are perceived as limitations and barriers
to a further strengthening of digital skills.
3.1 Acquiring digital competence
Figure 12 shows the factors that Norwegians believe
to have been their key methods to learning how to
use ICT. The respondents were asked to state three
methods that they felt were the most important for
them.
As many as 69 per cent of the users have acquired their
ICT skills by independent trial and error. Approximately
half emphasize guidance received from friends and
3.0 How and why learn to use ICT
0 10 20 30 40 50 60 70 80 90 100
Public training facilities
Courses chosen/paid for by myself
Reading manuals and instructions
Guidance by colleagues
Training courses at workplace/school
Guidance by friends/family
Trial and error
69
8
9
23
34
42
53
0 10 20 30 40 50 60 70 80 90 100
All users
(N=1 792)
Level 1 (N=725)
Level 2 (N=737)
level 3 (N=330)
Courses chosen/
paid for by myself
Reading manuals
and instructions
Guidance by colleagues
Training courses at
workplace/school
Guidance by
friends/family
Trial and error
54
66
78
69
70
59
40
53
33
43
45
42
26
38
34
34
15
21
29
23
11
9
9
9
8
9
8
8
55
49
51
53
55
60
60
62
Figure 12 Most important methods for learning ICT skills. Percentages. (N=1792)
Question wording: I will now list some methods for learning to use a computer. Which of these have been most important for you?
Figure 13 Acquisition of digital skills by levels. Percentages.
Question wording: I will now list some methods for learning to use a computer. Which three of these have been most important for you?
family as a prominent method for learning ICT skills.
A total of 42 per cent feel that ICT training provided
at the workplace/place of study has been important for
them. These three methods are thereby regarded as
most important for acquisition of ICT skills.
A considerable proportion also perceive guidance
provided by colleagues as a useful method for learning
to use ICT (34 per cent).
The younger generation has for the most part acquired
their digital skills through independent trial and error.
Guidance from friends and family has been equally
relevant for all age groups, in particular for those with
less education. The elderly in the age group from 60 to
69 years stand out in this context, as almost one third
of them report that training courses that they paid for
themselves have been an important learning method.
People at the various user levels have used different
methods to acquire their skills.
The strongest users have learned to use ICT on their
own, through trial and error and by reading manuals
and guides. The weakest users have mainly learned their
skills with the aid of friends and family.
The weak users have only to a limited extent acquired
any digital competence through training courses at the
workplace. However, because this group also comprises
a considerable number of elderly people and retirees,
this option tends to be less relevant for this group.
As many as 67 per cent of the users feel that they
quickly can get acquainted with new technology. One
third perceive this as a feld over which they have little
command. The perception of quickly adapting to new
technology is correlated with the level of skills.
Close to all level 3 users feel that they can quickly learn
and make use of new technology. The weak users have
the opposite experience. The intermediate users on the
whole refect the average for the population, of which the
majority perceive this as a feld that they already master.
3.2 Motivation and barriers
The population varies strongly in its use of ICT, in
terms of where these tools are used and for what
purpose. Correspondingly, there are variations in the
motivations for making use of ICT. In a similar vein,
there are different perceptions of the factors that are
perceived as barriers to acquisition of digital skills.
3.2.1 Motivation
The majority report that they use ICT because
these tools help them in daily life (72 per cent).
Approximately 60 per cent use digital tools because
their job or studies require them to, or because they
fnd it entertaining or exciting. Relatively few report
using ICT in order to improve their opportunities in
the labour market (32 per cent).
On the whole, the weak users emerge as less motivated
to make use of digital tools than the strong users.
Among the weak users, the majority use ICT tools
because they are a help in daily life, or because they fnd
them entertaining and exciting. These users differ from
those at levels 2 and 3 in being far less motivated by job-
related factors. This applies to the economically active
as well as the inactive at this level. Among the strong
users, a far larger proportion reports that they use ICT
in order to stay abreast of developments at work or in
the context of studies. This observation is caused by the
0
10
20
30
40
50
60
70
80
90
100
No
Yes
All users
(N=1 792)
Level 3
(N=725)
Level 2
(N=737)
Level 1
(N=330)
19
81
62
38
92
8
67
33
Figure 14 Perceived ability to quickly become
familiar with new technology by levels.
Percentages. (N=1792)*
* Respondents were asked whether they consider themselves as a
person who easily becomes familiar with new ICT technology and
then uses it. Those who replied to some extent and to a large
extent were merged into one category, referred to as Yes, they
have this ability. Those who replied to a minor extent and not
at all, as well as those who replied do not know, were placed in
the category No, and do not have this ability.
How and why learn to use ICT 23
fact that a considerably larger group among the strong
users depends on the use of ICT at work.
3.2.2 Barriers
Individuals may perceive several factors as barriers
to the use of digital tools, or to becoming a more
profcient user of such tools.
Lack of time and interest, followed by non-existent
needs, constitute the main barriers to strengthening
ones digital skills. Other challenges are associated with
lack of knowledge of digital tools, the perception of
these as complicated, and an absence of opportunities
for training. Financial constraints and lack of access
are only to a limited extent perceived as barriers to
acquisition of digital skills.
The perceptions of barriers differ among the various
levels. More than half of the non-users and the weak
users report that a lack of interest constitutes the
main barriers to their use of digital tools. One third of
those found at level 1 respond that lack of knowledge
and limited skills in this feld stop them from becoming
better users.
Figure 16 Barriers to improvement of digital skills. Percentages. (N =1998)
0 10 20 30 40 50
Finances cannot afford to
Lack of access to computer,
the Internet or relevant software
Lack of assistance from others
(colleagues/family/teachers etc.
Others do it for me
Lack of training opportunities
Limited skills finds it difficult
Lack of knowledge
Lack of need
Lack of interest
Time constraints 42
35
25
21
18
16
12
9
8
8
Question wording: : Which are the main barriers for you to become better at using a computer and the Internet?
Figure 15 Motivation for the use of digital tools by levels. Percentages.
0 10 20 30 40 50 60 70 80 90 100
All users (N=1 792) Level 3 (N=725) Level 2 (N=737) Level 1 (N=330)
To improve my opportunities
in the labour market
Because it is
entertaining and exciting
It is necessary to keep
up at work or at school
Because they make life easier
50
75
79
72
28
62
79
63
44
58
68
60
11
30
42
32
55
49
51
53
55
60
60
62
Question wording: Which of the following reasons to use a computer and the Internet apply to you?
A total of 27 per cent of the non-users report that lack
of access to computers, the Internet or relevant software
constitute reasons for their not using digital tools.
Close to half of the users at levels 2 and 3 perceive time
constraints to be the most prominent obstacle to a
further improvement of their digital skills.
These barriers against the use of ICT or against
further improvement of skills refect a digital divide
between non-users and weak users on the one hand,
and intermediate and strong users on the other. Those
who use ICT extensively report that they lack the time
to improve their skills. Those who rarely or never use
digital tools report that they have neither any interest,
nor any need to do so.
3.3 Future needs
Technology has become an integrated part of
Norwegian society, and we may reasonably assume that
digitalization will proceed even further. We therefore
need to take a look at how the population perceives
its need for a further strengthening of skills in order
to meet future requirements related to the use of
ICT at work and in daily life, including the methods
that are perceived as appropriate for improving digital
competence.
3.3.1 Future needs for improving digital skills at
work
Among the population as a whole, a total of 58 per cent
perceives a need for enhancement of their digital skills
with regard to their job situation, while the remaining
42 per cent claims that this is unnecessary. Among the
intermediate and strong users, a total of 63 and 77
per cent respectively feel that they need to improve
their digital skills with regard to working life. On the
other hand, this applies to only 13 per cent of the non-
users and 33 per cent of the weak users. This clearly
refects the digital divide between those who master
the technology and those who do not. Among the non-
users and the weak users only a minority perceive a
future need to improve their digital skills in relation to
their jobs. For the intermediate and the strong users we
can observe the opposite tendency.
Table 10 Barriers to improvement of digital skills by level. Percentages. (N =1998)
Time constraints 12 28 45 53 42
Lack of interest 52 55 35 20 35
Lack of need 36 32 27 17 25
Lack of knowledge 20 34 25 12 21
Limited skills fnd it diffcult 18 33 22 8 18
Lack of training opportunities 17 19 19 11 16
Others do it for me 18 20 12 6 12
Lack of assistance from others
(colleagues/family/teachers etc.)
10 15 10 4 9
Lack of access to computer, the Internet
or relevant software
27 7 6 4 8
Finances cannot afford to 9 7 6 9 8
* Respondents were asked to what extent they believe that they
will have a need to improve their work-related skills in the use of
a computer and the Internet in the future. Those who replied to
some extent and to a large extent have been merged into the
category of those who perceive such a need. Those who replied
to a minor extent and not at all, as well as those who replied
do not know, have been merged into the category of those who
do not perceive this need.
Figure 17 Perceived future need to improve digital
skills in relation to work by level. Percentages.
(N=1 998)*
0
10
20
30
40
50
60
70
80
90
100
No need
Need
Total
(N=1 998)
Level 3
(N=725)
Level 2
(N=737)
Level 1
(N=330)
Level 0
(N=206)
13
87
33
67
63
37
58
42
77
23
If we restrict the analysis to those who are
economically active and those who use ICT at work,
the picture becomes more varied. Figure 18 shows
the proportion of those who perceive a need to
improve their digital skills among respondents who
are economically active and among those who use ICT
at work within the various levels.
The differences in perceived needs with regard to
improvement of digital skills become somewhat smaller
when we compare the economically active at the
various user levels. The strongest users still perceive
this need to the greatest extent, but the perception
of this need is signifcantly greater among those non-
users and the weak users who are economically active.
Among those who are economically active and who do
not use a PC today, more than twice as many (31 per
cent) perceive such a need in comparison to the total
number of non-users (13 per cent).
If we look at those who use a PC at work, the
differences between the levels are further reduced.
For the weak users, the use of a PC at work has a large
impact on whether they perceive a need to improve
their skills or not. Among the weak users as a whole,
a total of 33 per cent feel a need for improvement of
their skills, while among those weak users who use a
PC at work 61 per cent report the same need. Even
among the intermediate users, the proportion who
perceive a need to become better users is higher
among those who are economically active, in particular
among those who use a PC at work. The strong users
perceive this need irrespective of their frequency and
area of use. At level 3, these differences are therefore
less pronounced. In addition, most of these respondents
are economically active and use ICT in their jobs.
The economically active perceive a larger need for
improvement of their skills than those who are outside
the labour market. Among the non-users in particular
there are large variations between the economically
active and the non-active with regard to whether they
perceive a need to become ICT users and to improve
their digital skills. The major factor with regard to
digital skills appears to be less related to economical
activity, and more related to actual use of ICT in the
work situation.
3.3.2 Future needs for improving digital skills
in everyday life
Approximately half of the Norwegian population
perceives a need for better digital skills in relation to
future use of a PC and the Internet in everyday life. The
digital divide makes itself felt even here, as non-users
and weak users perceive this need to a lesser extent
than intermediate and strong users.
Among the non-users, a total of 22 per cent claim that
they need to improve their digital skills in order to meet
future needs in daily life, and thereby feel that this need
is more acute with regard to daily life than in terms
of working life. The same observation can be made
with regard to the weak users. More than half of the
intermediate and strong users perceive a need to improve
their digital skills in relation to everyday life, although
for this group the need to improve their ICT skills is
perceived as more acute with regard to working life.
Figure 18 Proportion perceiving a need to improve their work-related skills by level, employment activity and
the use of a PC at work.
* Respondents were asked to what extent they believe that they will have a need to improve their work-related skills in the use of computers and
the Internet in the future. In the fgure above, only those who perceive this need have been included. These have answered to some extent or
to a large extent.
0
10
20
30
40
50
60
70
80
90
100
Use ICT at work
Economically active
All
Total
(N=1 998/1 291/1 159)
Level 3
(N=725/546/571)
Level 2
(N=737/495/469)
Level 1
(N=330/192/119)
Level 0
(N=206/58/0)
13
31
0
33
49
61 63
77
79
77
84 84
58
74
80
There are few differences between the economically
active and the non-active with regard to the perceived
need to improve digital skills for use in everyday life.
At level 0, however, there is a larger group among the
economically active (35 per cent) who perceives this
need in comparison with the total number of non-users
(22 per cent).
There are signifcant variations in the populations
perceptions of what they will need to know in the
future, and the extent to which they feel a need
to improve their digital skills. While the need to
strengthen skills in relation to the job situation
increases in proportion to the existing skill level, the
need to strengthen skills in relation to private use of
ICT appears as more uniform among all skill levels,
with the exception of the non-users. Respondents in
this latter group on the whole perceive a smaller need
for enhancing their digital competence.
3.3.3 Future learning
A majority of the Norwegians perceive a need to
enhance their digital skills in order to meet future
requirements. It is therefore relevant to review
the methods that the population wishes to use
for development of such skills.
A total of 42 per cent claim that self-study is the best
way to learn how to use ICT. Approximately the same
proportion feels that guidance from friends and family
or training courses at the workplace/place of study are
best suited as learning methods. A total of 27 per cent
fnd guidance from colleagues to be useful, while 17-18
per cent claim that digital skills can be best developed
through participation in courses paid for privately or by
visiting public training facilities.
Non-users and weak users fnd that guidance from
friends and family is the most advantageous learning
0 10 20 30 40 50
Totalt (N=1 998)
Courses chosen/paid for by myself
Guidance from colleagues
Courses at workplace/school
Guiadnce from friends/family
Self-study
42
41
38
27
18
17
Figure 20 Development of computer and Internet skills. Percentages. (N=1998)
Question wording: Seen in relation to your needs, how would you prefer to develop your computer and Internet skills?
* Respondents were asked to what extent they believe that they will
need to improve their skills with regard to private use of computers
and the Internet in the future. Those who answered to some
extent and to a large extent have been merged into the category
of those who perceive this need. Those who answered to a minor
extent and not at all, as well as those who answered do not
know, have been merged into the category of those who do not
perceive this need.
0
10
20
30
40
50
60
70
80
90
100
No need
Need
Total
(N=1 998)
Level 3
(N=725)
Level 2
(N=737)
Level 1
(N=330)
Level 0
(N=206)
22
78
45
54
57
43
51
49
55
45
Figure 19 Perceived need to improve digital
skills related to private use* by level. Percentages.
(N=1998)
method. Non-users take the most positive view of
using public training facilities. Weak users tend to
agree. The weak users perceive self-study as not very
desirable. On the other hand, a total of 58 per cent of
the strong users claim that self-study is the best method
for learning how to use ICT, and the same applies to
41 per cent of the intermediate users. Self-study is
also reported to constitute the method by which the
intermediate and the strong users have acquired most
of their existing skills.
At the higher skill levels, more emphasis is placed on
self-study and on training courses provided at the
workplace or place of study. At the lower levels, the
majority claims that skills are best developed through
guidance from friends and family or by visiting public
training facilities.
Table 11 Development of computer and Internet skills by level. Percentages. (N=1998)
Self-study 22 23 41 58 42
Guidance from friends/family 46 56 43 31 41
Courses at the workplace/at school 12 26 40 49 38
Guidance from colleagues 12 20 29 31 27
Courses chosen/paid for by myself 21 23 17 16 18
Public training facilities 26 24 16 12 17
4.0 Segments of ICT users
with weak and strong skills
There are clear differences between the various
user levels, but the levels are far from internally
homogenous. Within each level, factors like
demography, ICT habits and attitudes to future needs
and learning all vary. By undertaking a cluster analysis
15

we can reveal segments of users within each level. In
this manner, the users can be grouped within their
respective level on the basis of characteristics other
than digital skills. A segmentation of this kind yields
a more complex picture of the nature of the weak,
intermediate and strong users.
This categorization provides a more distinct
identifcation of the ICT users, which can be
appropriate with regard to political goals for
a reduction of the digital divide.
4.1 Segments of the population
with weak digital skills
The weak users do not constitute a homogenous
group. Their use of PCs and the Internet varies from
rarely to occurring on a daily basis. Most of them use
a PC for private purposes, while some mainly use a PC
at work. Some perceive a strong need to learn more,
while others feel this to a lesser extent. Some factors,
however, are common to all users at level 1. Among
these are a general lack of interest in ICT matters
and the perception that they are unable to become
acquainted with new technology very quickly. The level
1 users constitute 17 per cent of the population as a
whole.
The satisfed senior citizen
Approximately half of the weak users are found in
the category The satisfed senior citizen. This group
constitutes eight per cent of the Norwegian population
as a whole. The satisfed senior citizen is an elderly
man or woman with low level of basic education, and
who has retired from the labour market. He/she has
access to a PC and the Internet at home, and uses
digital tools for private purposes. The satisfed senior
citizen uses a PC and the Internet because they are
helpful in daily life and are entertaining. He/she has
learned to use these tools with the aid of friends and
family members, and does not perceive a need or an
interest to learn more; they know enough already.
The motivated, but weak user
Six per cent of the population is found within this
segment, which consists of economically active persons
with a relatively high level of education. This group
comprises slightly more women than men, and they
have a lot in common with the intermediate users at
level 2. The motivated, but weak user makes use of
computers and the Internet quite often, and reports
several factors that motivate him/her to use digital
tools at work and at home. He/she perceives a need to
improve their digital skills for future use, in particular
with regard to their jobs, but also in the context of
everyday use. He/she wants to achieve this through self-
study and with the help of friends, family members and
colleagues, as well as through workplace-based training
courses. Even though these users are motivated to
use ICT and perceive a need for further improvement
of their skills, many of them still have an insuffcient
interest in ICT matters to undertake this effort. Lack of
interest is a common characteristic of the users at level
1. On the other hand, in the segment The motivated,
but weak user this lack of interest is less widespread.
Time constraints are also perceived as an obstacle to
further development of digital skills.
The almost non-user
Three per cent of the population falls into the category
of The almost non-user. This is a man or woman
aged from 40 to 60 years. He/she has relatively little
education, although many have vocational training.
The economically active and the non-active alike are
represented in this category. He/she uses a PC and
the Internet quite rarely. Some have no access to the
Internet or no PC at home. Thereby, The almost non-
user sits on the boundary between the weak user and
the non-user. This group has little interest in learning
more about ICT, although they may perceive a certain
need to improve their skills in relation to private use.
They intend to do so with the aid of friends and family
members.
14 Cluster analysis is a statistical method used for classifcation of units (e.g. the population) into segments or sub-groups.
Segments of ICT users with weak and strong skills 29
Table 12 Segments of the population at level 1.
Name:
Segment 1 (8 per cent)
The Satisfed Senior Citizen
Elderly people and retirees who
use PCs and the Internet quite
often, because it is entertaining
and makes life easier.
The Motivated, But Weak User
Uses a PC and the Internet quite
often, and has multiple motivations
for using digital tools.
The Almost Non-User
Hardly ever uses a PC or the
Internet, and has few motivations
to improve use.
Demography: - Women as well as men
- 60 per cent older than 60 years
- Little education
- Not economically active
- Many retirees
- Relatively low income
- Mostly women
- Average age 46 years
- Many well-educated (35 per cent)
- Many with vocational training
- Economically active
- Average level of income
- Women as well as men
- Low level of education,
half have vocational training
- Low income
- Half are economically active.
Among the non-actives most
are retirees and the disabled.
ICT habits and
motivation:
- Uses a PC for private purposes,
on a daily or weekly basis
- Has access to a PC and the
Internet at home
- None of them perceives a
need to improve skills related
to work, and only to a limited
extent in relation to private use
- Uses a PC because it makes
life easier and because it is
entertaining.
- Most use a PC and the Internet
on a daily basis
- Uses ICT both at work and at
home
- Perceives a need to improve
skills, with regard to work in
particular, but also for private use
- Uses a PC because:
- it is required in the job situation
- it makes life easier
- it is entertaining and exciting
- to improve opportunities in the
labour market
- Rarely uses a PC, and the
Internet even more rarely
- Some do not use a PC at home,
and have no access to the
Internet at home. Some have
no access to the Internet at all
skills in relation to private use,
but not in relation to work.
How
respondent
learned to use
a PC?
- Has learned to use a PC with
the aid of friends and family.
- Independent trial and error
- Help from friends, family and
colleagues
- Workplace-based training
- Has learned to use a PC with
the aid of friends and family
members
Barriers to
improvement
of ICT skills
- Lack of interest and need
- Limited skills, fnds it diffcult
- Reports lack of interest to a
lesser extent
- Reports time constraints
- Lack of interest, but also lack
of access
How to
improve skills?
- If improvement is required, this
would happen with the aid of
guidance from friends and family
members
- Improvement with the aid
of friends/family/ colleagues,
workplace-based training
- Guidance from friends and
family members
with intermediate digital skills
Three segments stand out at level 2. All of these use
ICT regularly, but the places where they use a PC and
the purposes for which they use it vary. In addition,
there are also clear differences in the extent to which
they perceive a need to improve their skills. Level 2
constitutes 37 per cent of the population as a whole.
The job user willing to learn
A total of 14 per cent of the Norwegian population is
found in the category of job users willing to learn.
Here, women form the majority, most of whom have
an education at the university college or university level
or vocational training. The job user willing to learn is
economically active, and mainly employed in the health
and care services. She has access to a PC at work, and
uses ICT mainly in the work context. She feels that she
can easily familiarize herself with new technology, and
she envisages a future need for improving her digital
skills, in relation to the job as well as to private life.
The job user willing to learn derives motivation for
using ICT tools mainly from the feeling that they are
a help in daily tasks, make it easier to stay abreast of
developments at work and strengthen her opportunities
in the labour market. She has learned to use ICT tools
by independent trial and error, from workplace-based
training courses and through guidance provided by
colleagues. In order to improve her skills, she wishes
to participate in workplace-based training and receives
guidance from colleagues and friends/family members.
Time constraints are perceived as the most prominent
obstacle to further development of her digital skills.
The entertainment-driven leisure-time user
14 per cent of the Norwegian population falls into
the category of entertainment-driven leisure-time
users. This group has a preponderance of men and is
a mixed group in terms of age. Half of these users have
upper secondary education as their highest completed
educational level, many of whom have vocational
training. There are some in this segment who have
only completed a lower secondary education. The
entertainment-driven leisure-time user makes use
of ICT mainly for private purposes, and has no access
to a PC or the Internet at work. He has intermediate
abilities in familiarizing himself with new technology,
and perceives a need for improving his digital skills in
the future. He uses ICT as entertainment, and because
he fnds it helpful in daily tasks. The entertainment-
driven leisure-time user has learned to use ICT by
independent trial and error and through guidance from
friends and family members. More than half state that
further guidance from friends and family members
and further trial and error constitute the preferred
methods for further improvement of skills. He uses
ICT for whatever he himself chooses, and the most
prominent obstacle to becoming a better user is that he
perceives this as unnecessary. He feels that he masters
the types of use that he wishes.
The disinterested job user
The disinterested job users constitute the smallest
segment at level 2, and comprise nine per cent of
the Norwegian population. Here, there are more
women than men, and well over half of them have a
higher level of education. Most of them are between
30 and 59 years of age. The typical disinterested job
user is a woman employed in the public sector, and
who mainly uses ICT in the job context. She feels a
need to strengthen her skills in order to stay abreast
of developments at work, but she has no particular
interest in ICT issues beyond this point. She has mainly
acquired her ICT skills through independent trial and
error and through guidance provided by colleagues.
To the extent that she wishes, and sees a need for,
further improvement of her skills, she mainly desires
workplace-based training courses. Lack of time and
interest are the most prominent obstacles to her
further development within this feld. This group tends
to feel less able than other users at level 2 that they can
quickly become familiar with new technology.
Name:
Segment 1(14 per cent)
The job user willing to learn
Wishes to become a better user, in
relation to the use of ICT in the job
situation as well as privately.
The entertainment-driven
leisure-time user
Uses ICT as entertainment.
Perceives no need to improve skills,
respondent already knows how to
use ICT for their desired purposes.
The disinterested job user
Uses a PC at work, and perceives a
need to improve skills for use in this
context. Otherwise, respondent has
no great interest in ICT issues.
Demography: - Average age 46 years
- Small majority of women
- Half has higher education,
some have vocational training
- Medium income
- Works in the health and care
services
- A majority of men
- Most have upper secondary
school as their highest
completed level of education.
- Some have completed only
primary school.
- Most are economically non-
active
- Many retirees, but some are
students
- Small majority of women
- Sixty per cent have university
college or university education
- High income
- Works in the public sector
ICT habits and
motivation:
- Uses a PC and the Internet on a
daily basis
- Uses a PC at work
- Most use ICT mainly for work
purposes
- Perceives a pronounced need to
improve their skills, in relation
to both work and private use
- Uses a PC because it makes life
easier, to keep up at work and
to improve their opportunities
- Most of them feel that they can
quickly adapt to new technology
- Most of them use a PC and the
Internet on a daily basis
- Use a PC at work only to a
limited extent
- Use a PC mainly for private
purposes
- Need to improve skills related
to private use
- Use ICT because it makes life
easier, because it is entertaining
and exciting
- Average ability to make use of
new technology
- Uses a PC and the Internet on a
daily basis, at home and at work.
- Uses a PC mainly at work
skills in relation to the work
situation, but not in relation to
private use
- Uses ICT to keep up at work,
and because it makes life easier
- Perceives the ability to quickly
adapt to new technology to a
lesser extent
How
respondent
learned to use
a PC?
- Has learned by trial and error,
workplace-based training and
through guidance from friends
and family
- Has learned through guidance
from friends and family
- Some have taken courses paid
for privately
- Has learned by trial and error,
guidance from friends and family
and workplace-based training
Barriers to
improvement
of ICT skills
- Time constraints - Lack of need - Time constraints and lack of
interests
How to
improve skills?
- Mainly through workplace-based
training, in addition to guidance
from colleagues, friends and
family
- Desire guidance from friends
and family, in addition to self-
study
- Some would prefer to attend
courses paid for privately,
also possibly in public training
facilities (approx. 20 per cent)
- Prefers workplace-based
training

with strong digital skills
Demographically speaking, the users at level 3
constitute a relatively homogenous group, with a
majority of highly educated men enjoying relatively
high incomes. They use a PC and the Internet on a
daily basis, and the majority use their PCs mainly for
work-related purposes. Most of them feel that they
have no problems in familiarizing themselves with new
technology, but still perceive a need to improve their
skills in the future. Level 3 users constitute 36 per cent
of the population as a whole.
The strong job user
Most of the population found at level 3 can be
categorized as strong job users. This group comprises
28 per cent of the population as a whole. The strong
job user is a young man who is economically active and
with generally high levels of both education and income.
60 per cent have more than two years of education at
the university college or university level. The strong job
user makes use of a PC and the Internet on a daily basis,
mainly for work-related purposes. He perceives a need
to improve his digital skills in order to meet the needs of
the future labour market, and to some extent also with
regard to private use of ICT. The strong job user has
mainly acquired his ICT skills through self-study, guidance
and workplace-based training courses, and these are also
his preferred methods for further improvement of his
skills. The main obstacles to further skill development
are time constraints and a lack of interest in matters that
are not directly relevant to the job.
The self-satisfed, versatile user
Four per cent of the Norwegian population falls into
the category of self-satisfed, versatile users. Here,
there is a clear preponderance of men who work
in the public sector or in manufacturing industries.
The self-satisfed, versatile user makes use of ICT in
several arenas, and feels that he has command of the
skills that he needs. He has learned ICT through self-
study, workplace-based training courses and guidance
from colleagues, and he uses ICT tools because they
are helpful in everyday tasks and to stay abreast of
developments at work. The self-satisfed, versatile
user does not lack an interest in acquiring further
ICT skills, but he does not perceive a need to do so.
The economically non-active, strong user
Four per cent of the population as a whole is found in
the segment of economically non-active, strong users.
This segment differs signifcantly from the other groups
at level 3 by having a majority of users who are not
economically active. Most of them are students, retirees
and disabled, and there is a clear preponderance of
men. In terms of age distribution, this group is split as it
consists of respondents who are either younger than 30
or older than 60. The economically non-active, strong
user makes use of a PC on a daily basis and in several
arenas. In this segment we fnd most of those who use
digital tools in libraries, in addition to in the home and
at places of study. The economically non-active, strong
user has mainly acquired his ICT skills through family
and friends, in addition to some self-study. He has a
strong feeling of having command of the skills that he
needs, but nevertheless perceives a need to improve
his skills in the future, in particular with regard to ICT
use in the private context. In addition to the lack of an
immediate need, he perceives fnancial constraints as
an obstacle to further learning. To the extent that he
wishes to strengthen his skills further, he feels that self-
study and guidance from friends and family are the most
appropriate methods.
Name:
The strong job user
Uses ICT at work as well as
privately. Perceives a need to
improve work-related skills as well
as for private use.
The self-satisfed, versatile user
Uses ICT on a daily basis and in a
variety of locations, mainly in the
context of work. Sees no need to
improve skills.
The economically non-active,
strong user
A user with little formal education
and good digital skills, who mainly
uses ICT for private purposes.
Demography: - Majority of men
- High education
- Some students
- High income
- Clear preponderance of men
- High education
- Works in public administration
or manufacturing industries
- Preponderance of men
- Under 30 or over 60 years
- Few are economically active
- Students, retirees and some
disabled
- Relatively low income.
ICT habits and
motivation:
- Uses a PC and the Internet
on a daily basis
- Some also use a PC in libraries
and at Internet cafs (15 per
cent)
- Pronounced need to improve
work-related skills, somewhat
less in relation to private use
- Essential in order to keep
up at work and to improve
opportunities in the labour
market, and also because it
makes life easier
on a daily basis
- Perceives no need to improve
skills related to work or private
use
- Uses ICT because it makes life
easier and to keep up at work
on a daily basis
- Uses a PC mainly for private
purposes
- Uses a PC at school
- Uses a PC in libraries
(30 per cent)
- No need to improve skills
related to work, but more
related to private use
- Uses ICT because it is
entertaining and exciting, and
because it makes life easier
How
respondent
learned to use
a PC?
- Has learned by trial and
error, through guidance from
colleagues and workplace-based
training
- Has learned through trial and
error and workplace-based
training, as well as some
guidance by colleagues
- Has learned by trial and error
- Guidance by friends and family
Barriers to
improvement
of ICT skills
- Time constraints
- Lack of interest in learning more
than required
- Time constraints, some also
report a lack of need
- Report few barriers, most
prominent is a lack of need. This
segment more frequently than
others report fnancial barriers
How to
improve skills?
- Self-study
- Guidance by friends and family
- Public training facilities
- Self-study
- Workplace-based training and
public training facilities
- Self-study
- Guidance by family/friends
In general, Norwegians possess a higher level of digital
competence than Danes. Measured by the 34 types
of digital skills, Norwegians have a total score of 55,
while Danes score 47. One of the main reasons for this
difference is found in the lower number of non-users in
Norway.
A total of ten per cent of the Norwegian population
reports that they never use a PC, whereas in Denmark,
this fgure is twice as high. Norway also has a higher
proportion of users at levels 2 and 3. On the other
hand, the average scores for users at the various user
levels are approximately equal in the two countries.
In other words, users found at level 1 in Denmark and
Norway possess approximately equal skills.
The gender distribution at the various levels is
approximately equal in Norway and Denmark. The
groups of non-users and weak and intermediate users
comprise more women than men, while the strong user
group has a preponderance of men. Among the strong
users, however, there is a relatively large observable
difference in the gender distribution. In Denmark, the
proportion of men found at level 3 (38 per cent) is nearly
twice the proportion of women (21 per cent). In Norway,
on the other hand, 42 per cent of all men are found at
level 3, while this applies to 30 per cent of the women.
The high proportion of non-users in Denmark can
explain a lot of the differences in digital competence,
but there are also differences between users found
in the two countries with regard to patterns of use,
competence and motivations for use of ICT.
5.1 Norwegian and Danish ICT users
The analysis presented in this section will be restricted
to the ICT users (levels 1, 2 and 3) in the Norwegian
and Danish populations. These comprise 90 per cent
of the Norwegian population and 80 per cent of the
5.0 Digital competence in Norway and Denmark
Figure 22 Access and use by nationality. Percentages. (N=1 792/1 231)
Figure 21 User levels in Norway and Denmark.
Percentages. (N=1 998/1546)
0 10 20 30 40 50 60 70 80 90 100
Danish users (N=1 231) Norwegian users (N=1 792)
Daily Internet users
Daily PC users
Uses the Internet at home
Uses a PC at work
Uses a PC at home
94
93
65
60
94
90
83
78
77
71
0 10 20 30 40 50 60 70 80 90 100
Danish users (N=1 231) Norwegian users (N=1 792)
Daily Internet users
Daily PC users
Uses the Internet at home
Uses a PC at work
Uses a PC at home
94
93
65
60
94
90
83
78
77
71
0
10
20
30
40
Danes (N=1 547)
Norwegians (N=1 998)
Level 3 Level 2 Level 1 Level 0
10
20
17
18
37
32
36
30
0
10
20
30
40
Danes (N=1 547)
10
20
17
18
37
32
36
30
0
10
20
30
40
Danes (N=1 547)
10
20
17
18
37
32
36
30
Digital competence in Norway and Denmark 35
Danes. There are few differences between Norwegian
and Danish users with regard to the access to a PC
at home, as most households possess computers.
Norwegians, however, tend to use their PCs more
often, as 83 per cent of the Norwegian users make
use of their PCs every day, against 78 per cent of the
Danish users. The proportion of daily Internet users is
also higher in Norway. With regard to the use of PCs at
work, the differences are more pronounced. In Norway,
a total of 65 per cent of the users report that they have
access to, and use, a PC at work, against 60 per cent
in Denmark. In Denmark, there is a higher proportion
who report using a PC mainly for private purposes than
there is in Norway.
Frequent use of digital tools, as well as the use of a PC
at work, exerts a clear infuence on the level of digital
skills. The fact that Norwegians in general tend to
use digital tools more often, in the work situation in
particular, can explain some of the observed differences
in skills between Norwegian and Danish users. In
addition, Norwegian users to a larger extent feel they
can quickly familiarize themselves with new technology.
The differences between Norwegians and Danes with
regard to patterns of use are most pronounced within
the group of weak users.
There is little variation in the digital competence of
Norwegian and Danish users, although Norwegian
users score somewhat higher (61) than the Danish
(59). The most prominent difference in skills is found
in the area of technological self-reliance. While the
Danish users score 58 points in this area, the average
Norwegian score is 67. Norwegian users also score
higher on the ability to defne information needs and
on the ability to create new information.
We are equally skilled as the Danes with regard to
obtaining relevant information, and we also have roughly
the same competence in managing, assessing and
integrating information. Both countries have the least
competence in creating new information.
Norwegian and Danish users have to a large extent
acquired their skills by using identical methods. Self-
study and guidance provided by friends and family
members are emphasized as the most important
methods for learning to use ICT.
On the whole, the Norwegian users appear as more
motivated to use ICT. In particular, more Norwegians
use ICT tools because they are a help in daily tasks (see
fgure 24). Even with regard to the more job-related
motivational factors, Norwegian users respond more
frequently than the Danish that this is important in
order to make use of digital tools. The differences
between the two countries are least prominent with
regard to the use of ICT because it is exciting and
entertaining. This factor is reported by most Danes
as important for their use of ICT (59 per cent).
Figure 23 Digital skills among Norwegian and Danish users by IT area. (N=1792/1231)
0 10 20 30 40 50 60 70 80 90 100
Danish users (N=1231) Norwegian users (N=1792)
Managing information
Technologcally self-reliant
Total
61
59
75
67
70
71
67
58
67
65
62
63
60
60
57
51
54
46
5.2 A comparison of users and
non-users in Norway and Denmark

In Denmark, the proportion of non-users is twice as
high as in Norway. The purpose of the comparison
is to reveal to what extent certain groups of the
population are less represented among the users in
Denmark than they are in Norway. In addition, we
will also reveal to what extent there are differences
in the perceived need to improve digital skills, and to
what extent there are differences in the perception
of obstacles to this goal.
Elderly Danes use ICT to a signifcantly less extent than
elderly Norwegians. In particular, respondents aged
70 years and over stand out in the Danish population
in that 74 per cent of this age group are non-users. In
Norway, this applies to 44 per cent of this age group.
Even in the age group 60-69 years, the proportion of
non-users is twice as high in Denmark. In Denmark,
the senior citizens are particularly less likely to be
considered users; 59 per cent of the Danish retirees
report that they never use a PC, compared to 34 per
cent in Norway.
The differences in the use of ICT between the two
countries apply not only to those who are economically
non-active. Even in the working population the
proportion of non-users is higher in Denmark (8 per
cent) than in Norway (4 per cent).
Figure 25 Users and non-users by age. Comparison NorwayDenmark. Percentages.
0 10 20 30 40 50 60 70 80 90 100
Danish non-users
(N=316)
Danish users
(N=1231)
Norwegian non-users
(N=206)
Norwegian users
(N=1 792)
Under 30
3039
4049
5059
6069
70 and older
Total (N=1 998/1 547)
10
20
90
80
56
26
80
60
90
84
95
92
98
96
100
98
44
74
20
40
10
26
5
8
2
4
0
2
Figure 24 Motivation for use of digital tools. Comparison Norway-Denmark. Percentages.
Question wording: Which of the following reasons to use a computer and the Internet apply to you?
You should only answer yes if the statement applies to you.
0 10 20 30 40 50 60 70 80 90 100
Norwegian users (N=1 792) Danish users (N=1 231)
To improve my opportunities
It is necessary
to keep up at work
or in my studies
Because it makes my life easier
Because it is entertaining
and exciting
59
60
59
72
56
63
29
32
Digital competence in Norway and Denmark 37
We can fnd a signifcant proportion of well-educated
Danes who never use a PC. A total of 25 per cent of
the population with up to two years of higher education
are non-users. In Norway, this applies to eight per cent
of those who have the same educational background.
Differences can also be observed with regard to the
types of training undertaken at the upper secondary
level. While the proportion of non-users among those
with an academic orientation and those with vocational
training is approximately equal in Norway, there
are signifcantly more non-users among Danes with
vocational training (28 per cent).
5.2.1 Future needs in Norway and Denmark
Norwegian and Danish users express similar needs
with regard to the need to strengthen their digital skills,
in terms of work (63 per cent) as well as private life
(54 per cent). Users in both countries perceive it as
most important for developing their skills in relation
to their jobs.
Non-users in Norway as well as Denmark perceive a
more pronounced need to learn to use ICT for private
purposes than with regard to working life. However,
Danish non-users feel this to a lesser extent than their
Norwegian counterparts.
5.2.2 Obstacles to becoming a (better) user
When compared to Danes, Norwegians tend to
perceive more obstacles to further improvement of
their digital skills. This applies to the users and the
non-users alike. Lack of access to PCs, the Internet
and relevant computer software are all obstacles that
are more acutely felt by Norwegian non-users than the
Danish ones. Approximately half of the non-users in
both countries report that they have little interest in
ICT issues. Lack of interest and a perceived lack of need
characterize the Danish non-users in particular, because
they only to a limited extent report other obstacles.
Figure 26 Users and non-users by level of education. Comparison NorwayDenmark. Percentages.
Figure 27 Perceived barriers to improvement
of digital skills among Norwegian and Danish
users and non-users. Percentages.*
0 10 20 30 40 50 60 70 80 90 100
Danske ikke-brukere
Norske ikke-brukere
Primary
Upper secondary, academic
Upper secondary, vocational
Univ. college/university,
2 years or less
from 2 to 4 years
more than 4 years
Total
10
20
90
80
98
89
94
91
92
75
88
72
89
94
75
60
2
11
6
9
8
25
12
28
11
6
25
40
Danish users
(N=1231)
Danish
non-users
(N=316)
Norwegian
non-users
(N=206)
Norwegian users
(N=1 792)
22
8
0
10
20
30
40
50
60
70
80
90
100
Danish non-users (N=316) Norwegian non-users (N=206)
Danish users (N=1231) Norwegian users (N=1 792)
Improve work-
related skills
Improve skills
for private use
54 54
13
63 63
4
* Respondents were asked to what extent they believe that they
will have a need to improve their skills in the future, with regard
to both work-related and private use. In the fgure above, only
those who have reported to perceive this need are represented.
These have responded to some extent or to a large extent.
Time constraints constitute a barrier to improvement
of digital skills to a larger extent than forming a barrier
to becoming an ICT user. In other words, this is a
larger obstacle for the users than for the non-users.
This applies equally to Norway and Denmark. Similarly,
lack of interest and need constitute higher barriers to
becoming an ICT user than against further development
of existing skills.
0 10 20 30 40 50 60
Norwegian users (N=1792)
Norwegian non-users (N=206)
Lack of knowledge
Time constraints
Lack of need
Others do it for me.
Lack of
interest
Limited skills -
finds it difficult.
Lack of access
to a computer,
the Internet or
relevant
software.
Finances
cannot afford to.
Lack of
training
facilities
Lack of help from
others (colleagues/
family/teachers etc.)
10
8
17
16
9
7
27
5
18
18
52
33
18
11
36
24
12
45
20
21
60 50 40 30 20 10 0
Danish users (N=1 231)
Danish non-users (N=316)
1
2
2
13
7
53
1
25
6
11
1
4
3
3
7
21
2
11
35
6
Figure 28 Perceived barriers to the use of ICT
and improvement of digital skills among Norwegian
and Danish users and non-users. Percentages.
Question wording: Which are the most important barriers
for you to become better at using a computer and the
Internet?
Norway has come a long way when it concerns
access to, and use of, digital tools. 90 per cent of the
Norwegian population use a PC, and almost as many
use the Internet. Most have access from home, and
many also use a PC and the Internet at work and/
or at school. We are among the world leaders with
regard to access, and on the whole, the Norwegian
population possesses fairly high skills. However, within
the population there are variations in the patterns of
use and digital competence.
The strongest users are found in the youngest
generation. Young people have grown up with this
technology and perceive few barriers to making use
of digital tools. In addition to age, some of this gap in
competence can be explained by the internal correlation
between age and education. The younger generation in
general has more education than the older age groups,
and digital competence increases with higher levels of
education. However, irrespective of areas of use, gender
and level of education, the youngest generation remains
the strongest users. Men tend to have better digital
skills than women, and this gender difference is most
pronounced in the older generation.
Digital divides are often associated with differences
in access. Findings from the analysis, however, indicate
that several digital divides exist, and one prominent
divide appears to be found between those who master
the technology on the one hand and those who do not
on the other. A total of 73 per cent of the Norwegian
population are intermediate or strong ICT users. Ten
per cent of the Norwegian population never use digital
tools, while 17 per cent are weak users.
The intermediate and the strong users are
characterized by frequent and varied use of ICT, and
these users also have a pronounced desire to improve
their digital skills even further. They perceive a need
to learn more about ICT, and they tend to be self-
reliant with regard to this process. They are also
able to familiarize themselves fairly quickly with new
technology. In other words, those who possess strong
skills also have the most pronounced desire to become
even more profcient. The non-users and the weak
users on the other hand share a lack of interest in ICT
issues. They also perceive to a lesser extent the need
to use ICT tools and to improve their digital skills.
The weak users tend to be less self-reliant, and they
have acquired their existing skills mainly from guidance
provided by friends and family members.
In the workplace, digital competence has nearly become
a prerequisite, and digital tools are being used in a
growing number of professions. Those who use ICT at
work tend to use these tools more often and to realize
their usefulness, in relation to everyday life as well. A
perceived need to use digital tools probably constitutes
the strongest motivation to learn. This perception and
its concurrent motivation arise from use of ICT in the
workplace in particular. Most of the intermediate and
strong users make use of ICT in their jobs, and they
have also acquired most of their existing skills in the
work situation. This can be explained by their higher
levels of education, and by the fact that that they tend
to be employed in jobs where the use of ICT is needed
and required. For economically active persons in older
age groups, the use of ICT in the workplace is very
important for their acquisition of digital competence.
Weak users tend to use ICT to a lesser extent in their
jobs, and it appears as if these differences in ICT use
tend to widen the digital divide. Very few of those who
have little education use ICT in their jobs, and this use
appears to impart little competence to the users.
The majority of Norwegian ICT users make use of
digital tools because they are seen as helpful in daily life
situations. This can to some extent be explained by the
increasing digitalization of public and private services.
The Internet provides easy access to information,
and contacts between the citizens and governmental
agencies are no longer restricted to traditional offce
hours. On the other hand, this could involve some
challenges for those who do not use ICT or have
insuffcient digital competence to avail themselves of
this kind of digital service. The increasing digitalization
of public services leads to the expectation that people
should use the self-service options available. The weak
users possess little competence in the ICT areas of
defning information needs and obtaining relevant
information. From a perspective on citizenship, we
can see how strong users tend to gain better access
to information than weak users, which in turn will have
an impact on democratic processes.
6.0 Final remarks
Even though ICT is a tool that in principle can be used
by anybody, this is not the case. Many are excluded,
some more of their own volition than others. In this
context, public policies for closing the digital divide
refect a democratic challenge. It is necessary to clarify
to what extent this closing of the digital divide is the
responsibility of the government, industry or the
individual citizen.
In its Soria Moria declaration, the Government stated
that everybody should have the opportunity to obtain
a broadband connection. This goal is close to being
reached. Further, the declaration claims that everybody
should have access to the knowledge and skills that
constitute preconditions for participation in democratic
processes:
(...) nobody should be excluded on the basis of factors
like age, geography and fnances with regard to the
use and understanding of the electronic services
provided.
15
Our analysis indicates that factors other than access
have an impact on the use of ICT. To a large extent, the
population is supplied with ICT skills at the workplace,
but the analysis also shows that this does not apply to
everybody. Public policies that aim to close the digital
divide should primarily target the non-users and the
weak users, who tend to use ICT and acquire digital
skills only to a limited extent in their work situation.
One challenge is identifed by the fnding that the non-
users and the weak users in general have little interest
in ICT issues, and perceive no need to become better
users.
Differences in digital competence and in the use of
ICT could contribute to a widening of existing social
inequalities. As many as 27 per cent of the population
have little command of contemporary technology.
Weak digital skills are not only found among the
elderly, and therefore this problem will not disappear
as they die out. The Digital Citizen shows a complex
picture of our digital society. The non-users and the
weak users are characterized by advanced age, low
levels of education and a relatively high proportion
of economically non-active persons, and continuing
digitalization may therefore give rise to a widening
of existing inequalities.
15 Report No. 17 to the Storting (2006-2007).
References
Ministry of Government Administration and Reform: IKT-politikk i Norge. (ICT policy in Norway)
Available from: <http://www.regjeringen.no/nb/dep/fad/Tema/it-politikk__enorge.html?id=1367>
Ministry of Government Administration and Reform: Nordmenns digitale kompetanse p Europatoppen
(Norwegians digital competence is the best in Europe.) Press release 25 February 2008. Available from:
<http://www.regjeringen.no/nb/dep/fad/pressesenter/pressemeldinger/2008/nordmenns-digitale-kompetanse-
paeuropat.html?id=501620>
Slettemes, Dag (2007): Forbrukerens stilling i informasjonssamfunnet. Oppdragsrapport nr. 15-2007. (The position of
the consumer in information society. Project report no. 15-2007) Oslo: SIFO. Available from: <http://www.sifo.no/
fles/fle72321_bld-pres301007.pdf>
St.meld. nr. 17 (2006-2007). Eit informasjonssamfunn for alle. (An information society for all) Oslo: Ministry of
Government Administration and Reform.
Teknologisk Institut (2007). Borgernes IKT-frdigheter i Danmark. (The digital skills of citizens) rhus. Available from:
<http://www.itst.dk/e-laering-og-it-faerdigheder/publikationer/borgernes-ikt-ferdigheder-i-danmark/
Borgernes%20IKT-ferdigheder%20i%20Danmark.pdf>
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THE DIGITAL CITIZEN

An analysis of digital competence in the Norwegian population

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