EUROSTAT
Directorate F: Social statistics
Unit F-4: Quality of Life
Doc. 2013/2/6a/EN
document for point 6of the agenda
Topics on education, ICT and languages skills - ICT skills
4th meeting of the expert group on quality of life indicators
Luxembourg, 8/9 October 2013
Bech – Room Ampere
SELF REPORTED COMPUTER AND INTERNET SKILLS
There are several types of self-reported computer skills collected in the ICT use household survey. They are measured using aself-assessment approach, where the respondent indicates whether he/she has carried out specific tasks related to computer use, without these skills being assessed, tested or actually observed. Different types of tasks are asked for different years and various indicators derived from them are available on the Eurostat web page. The summary of the available information is provided in the Annex 5 of this document. This paper concentrates on the levels and skills which were asked most frequently in the past repetitions of the survey and out of which the aggregated levels were defined. However, it is not clear whether the time series will be continued as both the skills levels and the component tasks.
1.LEVELS OF COMPUTER SKILLS
Six computer-related items were used to group the respondents into levels of computer skills in 2006, 2007, 2009, 2011 and 2012: copy or move a file or folder; use copy and paste tools to duplicate or move information within adocument; use basis arithmetic formula (add, substract, multiply, divide) in a spreadsheet; compress files; connect and install new devices, e.g. a printer or a modem; write a computer program using a specialised programming language.
The three aggregated level of computer skills were defined as follows:
Low level of basic computer skills: Individuals who have carried out (ticked) 1 or 2 of the 6 computer-related items.
Medium level of basic computer sills: Individuals who have carried out (ticked) 3 or 4 of the 6 computer-related items.
High level of basic computer skills: Individuals who have carried out (ticked) 5 or 6 of the 6 computer-related items.
Additionally, the category: No basic computer skills: Individuals who have not carried out any of 6 computer-related items.
As the questions on skills are aggressed only to the individuals who were ever using computer, those who never used computers complete the picture of the whole population.
Individuals’ level of basic computer skills (2012) as % of population aged 16 to 74
2.LEVELS OF INTERNET SKILLS
Similarly to the computer skills, the level of Internet skills are measured using a self-assessment approach, where the respondent indicates whether he/she has carried out specific tasks related to Internet use, without these skills being assessed, tested or actually observed. Six Internet-related items were used to group the respondents into levels of Internet skills in 2005, 2006, 2007, 2010 and 2011: use a search engine to find information; send an e-mail with attached files; post messages to chatrooms, newsgroups or any online discussion forum; use the Internet to make telephone calls; use peer-to-peer file sharing for exchanging movies, music etc.; create a web page.
Low level of basic Internet skills: Individuals who have carried out (ticked) 1 or 2 of the 6 Internet-related items.
Medium level of basic Internet skills: Individuals who have carried out (ticked) 3 or 4 of the 6 Internet-related items.
High level of basic Internet skills: Individuals who have carried out (ticked) 5 or 6 of the 6 Internet-related items.
No basic Internet skills: Individuals who have not carried out any of 6 Internet-related items
As the questions on skills are aggressed only to the individuals who were ever using Internet, those who never used computers complete the picture of the whole population.
Individuals’ level of basic Internet skills (2011) as % of population aged 16 to 74
3.FUTURE OF THE E-SKILLS IN THE ICT HOUSEHOLD SURVEY
Even if the data on Internet and computes skills are not available yearly or for the same year at the same time: (for more details, please see the Annex 1), the approach of defining ICT levels as described in 1 and 2, as the one with longest time series and the most comparable as for the definition of the components, seemed to be the easiest and most stable. It is however currently under revision as the results were not satisfactory for policy makers (e.g. concentration on low levels of skills outdating of some of the components and development of new technologies).
The debate (enforced by the results of testing in 3 countries) is currently going on. The meeting of the ICT Task Force took place on 12-13 September 2013. So far three ICT skills categories were identified: general ICT, software skills and media and Internet skills. For each type of skills, indicators on the level will be proposed, based on the self-reported questions on whether respondent performed some specific tasks (approach similar to the one applied already, see point 1 and 2) . However, the details on these tasks type are not yet well defined so this cannot be proposed to become an element of the quality of life indicators framework. To illustrate the discussion currently taking place, the questions on which the general ICT skills, software skills and media and Internet skills will be constructed are presented in the Annex 3. This proposal is going to be re-discussed by the TF members in order to provide an input for the discussion at the ICT Working group meeting on 26-27 November 2013. The model questionnaire for the 2015 wave of the survey will be agreed in March 2014. It is possible that newly defined e-skills module (as a whole or in form of General skills only, or Interned and media skills, or only Software skills) will become optional for the implementation.
4.CONCLUSIONS.
For the time being, Eurostat proposes to use the available information on the computer and Internet skills, that is two separate indicators on the Internet and computer skills (3 levels) and follow the development of the e-skills revision module.
Annex 1.
SPECIFIC COMPUTER SKILLS (being or not component of the aggregated skills levels)
The data sets start in 2003. It is complete as for the countries coverage from the year 2006; however there are gaps in the time series (e.g. no data for 2008, 2010). Additionally, different sets of the specific skills were collected in different years (for the details see annex 1).
The questions on skills assessment refers to gained experiences at any time in the past. The selected answer options below reflect amixture of computer literacy, occupational skills i.e. use of applications most often required at the work place (e.g. word processing, spread sheets) and aspects of professional skills. The selected activities refer to abilities of computer use to retrieve, assess, store, produce, present and exchange information. Abilities in using computers to communicate and participate in networks via the internet are addressed separate in the question on internet skills. The listed skills items picked some essential features of a potentially large basket of tasks possible when using computers, starting with some more basic such as file management, using a word processing application.
The following items were asked in 2006, 2007, 2009, 2011 and 2012:
a) Copying or moving a file or folder
b) Using copy and paste tools to duplicate or move information within a document (E.g. in a Word document.)
c) Using basic arithmetic formulas in a spread sheet (E.g. in an Excel sheet.)
d) Compressing files
This activity applies when the respondent has compressed a file by using Winzip or related programs to limit the size of large files.
e) Connecting and installing new devices, e.g. a modem
This activity covers both the hardware and the software side of the operation, even if both can be relatively straightforward nowadays because of plug-and-play USB connections.
f) Writing a computer program using a specialised programming language
Specialised programming language refers to high-level computer languages such as BASIC, Pascal or for instance SAS programming, which might only be familiar to programmers, system analysts and so forth.
Although the items a) to f) are generally ordained from less complex to more complex, a respondent didn’t necessarily need to have ticked e.g. item a), b) and c) before item d). In other words, there is no strict order in the items presented.
The following options g) to j) are new since the 2011 survey:
g) Transferring files between computer and other devices (from digital camera or from/to mobile phone, mp3/mp4 player)
h) Modifying or verifying the configuration parameters of software applications (except internet browsers) - optional
Most computers are pre-configured with some computer software but users may change the settings to execute the software in the desired manner. This can include the change of the set of basic options or preferences in common software applications (e.g. word processing, spread sheet, database, presentation, e-mail, photo editing or computer games). Examples are setting the default folder to open and save files, change security settings or changing security settings. More complex computer applications can require users to perform post-installation configuration to make the software truly operational.
i) Creating electronic presentations with presentation software (e.g. slides), including e.g. images, sound, video or charts
Electronic presentations could be PowerPoint slides but also photo presentations in form of books etc. for which use of specific software installed, downloaded or directly used via the internet would be required.
j) Installing a new or replacing an old operating system
E.g. replacing Windows Vista by Windows 7 operating system for the computer.
The last four options, introduced in 2011 were considered relevant for measurement and potential alternate skills categorisation in the future, e.g. replacing item d) compressing or zipping files by i) creating electronic presentations or item e) connecting and installing new devices by j) installing a new or replacing an old operating system.
k) None of the above
This is a closing item, enabling checking if the before-mentioned items were reviewed by respondents. Persons with "no computer skills" are those who have no experiences in any of the above items a) to j) plus those who have never used a computer.
The order of items g) to j) reflect some degree of sophistication, with g) the transfer of files between devices being at the more bottom end as it can be done by using the USB port of the computer for plug and play connections. Items h) and j) reflect more the aspects of IT expert proficiency, but users in other jobs than IT specialist jobs may well have certain capabilities to perform such activities.
Individuals who never used computer as % of the total number of individuals aged 16 to 74
2006 / 2007 / 2009 / 2011 / 2012European Union (28 countries) / : / 30 / 26 / 22 / 20
Belgium / 28 / 24 / 18 / 13 / 13
Bulgaria / 63 / 60 / 50 / 45 / 41
Czech Republic / 40 / 37 / 28 / 22 / 18
Denmark / 7 / 9 / 9 / 6 / 4
Germany / 17 / 16 / 14 / 11 / 11
Estonia / 33 / 31 / 25 / 20 / 19
Ireland / 33 / 29 / 26 / 19 / 16
Greece / 56 / 53 / 48 / 41 / 41
Spain / 39 / 36 / 31 / 26 / 22
France / : / 25 / 20 / 15 / 13
Croatia / : / 46 / 43 / 36 / 30
Italy / 54 / 49 / 43 / 37 / 37
Cyprus / 50 / 47 / 42 / 38 / 34
Latvia / 40 / 36 / 30 / 26 / 23
Lithuania / 48 / 45 / 36 / 32 / 29
Luxembourg / 20 / 16 / 9 / 6 / 6
Hungary / 41 / 38 / 32 / 26 / 24
Malta / 51 / 47 / 37 / 28 / 28
Netherlands / 12 / 10 / 8 / 6 / 5
Austria / 25 / 20 / 20 / 15 / 14
Poland / 42 / 39 / 34 / 30 / 31
Portugal / 51 / 48 / 43 / 36 / 30
Romania / 64 / 58 / 56 / 50 / 44
Slovenia / 34 / 31 / 27 / 24 / 24
Slovakia / 28 / 26 / 17 / 17 / 15
Finland / 12 / 13 / 11 / 7 / 5
Sweden / 7 / 7 / 6 / 4 / 3
United Kingdom / 18 / 14 / 11 / 9 / 8
Individuals who never performed any of the 6 listed tasks as % of the total number of individuals aged 16 to 74
2006 / 2007 / 2009 / 2011 / 2012European Union (28 countries) / : / 9 / 11 / 9 / 11
Belgium / 13 / 13 / 18 / 9 / 11
Bulgaria / 6 / 8 / 13 / 12 / 15
Czech Republic / 8 / 8 / 18 / 16 / 12
Denmark / 10 / 12 / 10 / 8 / 9
Germany / : / 9 / 10 / : / 10
Estonia / 15 / 13 / 17 / 14 / 14
Ireland / 15 / 16 / 19 / 18 / 17
Greece / 0 / 4 / 11 / 9 / 9
Spain / 6 / 6 / 9 / 6 / 9
France / 10 / 12 / 12 / 10 / 10
Croatia / : / 13 / 10 / 7 / 10
Italy / 2 / 3 / 4 / 4 / 5
Cyprus / 4 / 6 / 6 / 6 / 9
Latvia / 12 / 10 / 19 / 10 / 12
Lithuania / 5 / 6 / 9 / 9 / 10
Luxembourg / 7 / 6 / 6 / 8 / 5
Hungary / 3 / 3 / 4 / 5 / 4
Malta / 0 / 7 / 12 / 9 / 11
Netherlands / 11 / 10 / 9 / 9 / 11
Austria / 8 / 8 / 9 / 7 / 8
Poland / 11 / 13 / 17 / 15 / 13
Portugal / 7 / 4 / 4 / 5 / 9
Romania / 2 / 11 / 8 / 11 / 21
Slovenia / 9 / 8 / 12 / 10 / 12
Slovakia / 7 / 8 / 11 / 8 / 8
Finland / 15 / 15 / 12 / 8 / 8
Sweden / 13 / 15 / 20 / 9 / 11
United Kingdom / 17 / 15 / 17 / 13 / 20
Individuals' with low level of basic computer skills - % of the total number of individuals aged 16 to 74
2006 / 2007 / 2009 / 2011 / 2012European Union (28 countries) / : / 13 / 14 / 14 / 16
Belgium / 15 / 16 / 18 / 16 / 21
Bulgaria / 11 / 10 / 11 / 14 / 13
Czech Republic / 16 / 17 / 14 / 15 / 18
Denmark / 14 / 13 / 15 / 12 / 12
Germany / 17 / 15 / 16 / 18 / 22
Estonia / 10 / 11 / 10 / 10 / 12
Ireland / 13 / 16 / 12 / 12 / 11
Greece / 14 / 11 / 13 / 9 / 8
Spain / 10 / 9 / 10 / 10 / 11
France / 10 / 10 / 12 / 16 / 17
Croatia / : / 12 / 8 / 11 / 13
Italy / 8 / 8 / 9 / 10 / 11
Cyprus / 9 / 10 / 7 / 10 / 11
Latvia / 16 / 16 / 11 / 11 / 12
Lithuania / 11 / 9 / 8 / 9 / 10
Luxembourg / 11 / 10 / 12 / 11 / 13
Hungary / 10 / 10 / 14 / 13 / 13
Malta / 8 / 9 / 12 / 13 / 14
Netherlands / 16 / 16 / 13 / 18 / 19
Austria / 12 / 12 / 13 / 11 / 15
Poland / 16 / 16 / 16 / 15 / 15
Portugal / 8 / 9 / 11 / 11 / 11
Romania / 13 / 14 / 17 / 15 / 14
Slovenia / 10 / 12 / 12 / 12 / 12
Slovakia / 18 / 18 / 17 / 18 / 18
Finland / 15 / 17 / 18 / 12 / 15
Sweden / 18 / 18 / 23 / 16 / 20
United Kingdom / 12 / 15 / 15 / 16 / 16
Individuals' with medium level of basic computer skills - % of the total number of individuals aged 16 to 74
2006 / 2007 / 2009 / 2011 / 2012European Union (28 countries) / : / 24 / 24 / 25 / 25
Belgium / 23 / 24 / 27 / 29 / 27
Bulgaria / 13 / 15 / 18 / 17 / 17
Czech Republic / 22 / 21 / 20 / 23 / 22
Denmark / 32 / 30 / 35 / 34 / 30
Germany / 31 / 32 / 32 / 33 / 32
Estonia / 18 / 20 / 20 / 22 / 21
Ireland / 10 / 21 / 20 / 25 / 23
Greece / 14 / 16 / 15 / 16 / 17
Spain / 20 / 20 / 22 / 19 / 21
France / 23 / 25 / 26 / 28 / 28
Croatia / : / 19 / 16 / 17 / 18
Italy / 17 / 17 / 18 / 21 / 20
Cyprus / 18 / 18 / 16 / 22 / 22
Latvia / 20 / 23 / 23 / 22 / 23
Lithuania / 20 / 21 / 19 / 18 / 21
Luxembourg / 26 / 29 / 31 / 32 / 34
Hungary / 21 / 22 / 22 / 23 / 25
Malta / 19 / 20 / 18 / 25 / 24
Netherlands / 29 / 31 / 30 / 34 / 34
Austria / 24 / 26 / 29 / 25 / 30
Poland / 18 / 20 / 19 / 21 / 23
Portugal / 14 / 16 / 16 / 20 / 21
Romania / 10 / 10 / 10 / 14 / 13
Slovenia / 20 / 21 / 21 / 23 / 21
Slovakia / 30 / 30 / 33 / 33 / 33
Finland / 29 / 26 / 26 / 27 / 28
Sweden / 33 / 33 / 30 / 27 / 28
United Kingdom / 27 / 30 / 27 / 29 / 27
Individuals' with high level of basic computer skills - % of the total number of individuals aged 16 to 74
2006 / 2007 / 2009 / 2011 / 2012European Union (28 countries) / : / 23 / 25 / 27 / 26
Belgium / 22 / 22 / 18 / 28 / 23
Bulgaria / 6 / 7 / 7 / 11 / 12
Czech Republic / 14 / 17 / 19 / 25 / 26
Denmark / 38 / 36 / 31 / 39 / 42
Germany / 27 / 28 / 28 / 25 / 21
Estonia / 25 / 24 / 28 / 32 / 32
Ireland / 19 / 18 / 22 / 26 / 31
Greece / 16 / 15 / 13 / 24 / 24
Spain / 23 / 28 / 28 / 32 / 35
France / 21 / 27 / 31 / 29 / 30
Croatia / : / 10 / 24 / 27 / 27
Italy / 17 / 19 / 23 / 25 / 24
Cyprus / 19 / 19 / 29 / 23 / 23
Latvia / 12 / 14 / 17 / 29 / 29
Lithuania / 16 / 19 / 27 / 32 / 29
Luxembourg / 36 / 39 / 42 / 43 / 40
Hungary / 25 / 27 / 27 / 32 / 33
Malta / 21 / 17 / 20 / 24 / 23
Netherlands / 33 / 32 / 40 / 32 / 30
Austria / 31 / 33 / 29 / 42 / 33
Poland / 11 / 12 / 14 / 18 / 18
Portugal / 21 / 22 / 27 / 28 / 29
Romania / 5 / 5 / 9 / 10 / 8
Slovenia / 28 / 28 / 28 / 31 / 31
Slovakia / 17 / 18 / 21 / 23 / 24
Finland / 29 / 29 / 33 / 43 / 41
Sweden / 30 / 27 / 21 / 42 / 35
United Kingdom / 26 / 26 / 29 / 32 / 26
Annex 2.
SPECIFIC INTERNET SKILLS
The data sets start in 2005. It is complete as for the countries coverage from the year 2006; however there are gaps in the time series (e.g. no data for 2008, 2009, 2012). Additionally, different sets of the specific skills were collected in different years (for the details see annex 1).
The questions on skills assessment refers to gained experiences at any time in the past. The purpose is to assess the skills level of the respondents relating to Internet use.
The following items were asked in 2005, 2006, 2007, 2010, 2011 and 2013:
a) Using a search engine to find information (The question refers to search engines such as Yahoo, Google etc.)
b) Sending e-mails with attached files (documents, pictures, etc.)
Attached files can be anything from a document, a video or pictures etc.
c) Posting messages to chatrooms, newsgroups or an online discussion forum (e.g. on websites for social networking)
A chatroom can be defined as a virtual room, where participants have a chat session. Newsgroups are on-line discussion groups covering all kinds of interest. The member of a newsgroup view and post messages via a news server on the Internet.
d) Using the Internet to make telephone calls
Voice over IP (VoIP) are offered by specialised enterprises but also by internet service providers. This activity should involve instalment of a program or activating it for making live audio or combined with visual communication between persons (e.g. Skype).
e) Using peer-to-peer file sharing for exchanging movies, music etc.
Peer-to-peer (P2P) refers to a network where the communication/information is distributed to a wide variety of computers rather than residing on one central server. In this network each computer has equal capabilities which differ from a traditional client/server network. P2P is more and more used for sharing of files, movies and music.
f) Creating a web page
Although the items a) to f) are generally ordered from less complex to more complex, a respondent doesn’t necessarily need to have ticked e.g. item a), b) and c) before item d) can be ticked. In other words, there is no strict order in the items presented.
The following options g) and h) are new since the 2011 survey:
g) Uploading text, games, images, films or music to websites (e.g. to websites for social networking)
This can involve uploading of own produced content (not text messages for communication) to own websites or to any other website with the purpose of sharing it with others but also personal files in general no matter who created them.
As mentioned, the item is foreseen to replace peer-to peer file sharing used for the categorisation of low, medium and high skills. Social networking sites for example have become more popular and parallel forms of sharing content. Some part of P2P file sharing may be illegal and could receive lower response in some countries.
h) Modifying the security settings of internet browsers
There are possibilities to improve the settings in internet browsers for higher protection against virus and other attacks or attempts of intrusion (e.g. can be changed by selecting 'tools' – 'internet options' in menu of web browser). It will require more advanced skills and knowledge on the effect of modifications.
The two new options g) and h) were considered relevant for measurement and potential alternate skills categorisation in the future, e.g. replacing item e) using peer-to-peer file sharing for exchanging movies, music etc by g) uploading files to websites, e.g. for social networking, plus considering a new item representing more complex internet skills: h) modifying the security settings of internet browsers.
i) None of the above
This is a closing item, enabling checking if the before-mentioned items were reviewed by respondents. Item i) is useful for obtaining information regarding persons with "no internet skills". This indicator will be derived from i) plus from question C1, i.e. those who have never used the internet
Individuals who never used Internet as % of the total number of individuals aged 16 to 74
2006 / 2007 / 2010 / 2011European Union (28 countries) / : / 37 / 27 / 24
Belgium / 34 / 29 / 18 / 14
Bulgaria / 71 / 65 / 51 / 46
Czech Republic / 49 / 46 / 28 / 24
Denmark / 10 / 12 / 9 / 7
Germany / 26 / 23 / 17 / 16
Estonia / 34 / 32 / 22 / 20
Ireland / 42 / 35 / 27 / 21
Greece / 65 / 62 / 52 / 45
Spain / 47 / 43 / 32 / 29
France / 46 / 34 / 20 / 18
Croatia / : / 56 / 42 / 39
Italy / 59 / 54 / 41 / 39
Cyprus / 62 / 56 / 45 / 41
Latvia / 45 / 39 / 29 / 27
Lithuania / 54 / 49 / 35 / 33
Luxembourg / 27 / 20 / 8 / 8
Hungary / 52 / 46 / 32 / 28
Malta / 58 / 51 / 36 / 30
Netherlands / 16 / 13 / 8 / 7
Austria / 34 / 28 / 23 / 18
Poland / 52 / 48 / 35 / 33
Portugal / 60 / 56 / 46 / 41
Romania / 74 / 69 / 57 / 54
Slovenia / 43 / 39 / 28 / 29
Slovakia / 41 / 35 / 17 / 20
Finland / 18 / 17 / 11 / 9
Sweden / 10 / 15 / 7 / 5
United Kingdom / 29 / 22 / 13 / 11
Individuals who never performed any of the 6 listed tasks as % of the total number of individuals aged 16 to 74
2006 / 2007 / 2010 / 2011European Union (28 countries) / : / 3 / 2 / 2
Belgium / 3 / 3 / 4 / 2
Bulgaria / 1 / 1 / 2 / 4
Czech Republic / 2 / 2 / 2 / 2
Denmark / 4 / 5 / 3 / 3
Germany / : / 2 / 1 / :
Estonia / 3 / 3 / 6 / 4
Ireland / 2 / 5 / 8 / 5
Greece / 0 / 1 / 1 / 2
Spain / 1 / 1 / 2 / 1
France / : / 4 / 2 / 4
Croatia / : / 3 / 2 / 2
Italy / 0 / 1 / 2 / 1
Cyprus / 5 / 4 / 1 / 1
Latvia / 3 / 2 / 1 / 1
Lithuania / 1 / 1 / 0 / 0
Luxembourg / 1 / 1 / 4 / 1
Hungary / 0 / 0 / 1 / 1
Malta / 1 / 2 / 1 / 2
Netherlands / 2 / 3 / 1 / 2
Austria / 4 / : / 2 / 2
Poland / 2 / 2 / 3 / 2
Portugal / 1 / 1 / 1 / 1
Romania / 2 / 0 / 0 / 1
Slovenia / 2 / 2 / 2 / 1
Slovakia / 1 / 1 / 3 / 1
Finland / 5 / 4 / 3 / 3
Sweden / 8 / 7 / 4 / 3
United Kingdom / 10 / 7 / 4 / 4
Individuals' with low level of basic internet skills - % of the total number of individuals aged 16 to 74
2006 / 2007 / 2010 / 2011European Union (28 countries) / : / 29 / 31 / 30
Belgium / 39 / 40 / 39 / 34
Bulgaria / 10 / 13 / 21 / 19
Czech Republic / 30 / 25 / 31 / 28
Denmark / 40 / 37 / 36 / 29
Germany / 41 / 41 / 41 / 42
Estonia / 17 / 20 / 23 / 19
Ireland / 42 / 42 / 36 / 36
Greece / 23 / 22 / 25 / 20
Spain / 27 / 23 / 30 / 28
France / : / 25 / 29 / 31
Croatia / : / 15 / 25 / 17
Italy / 14 / 15 / 20 / 21
Cyprus / 20 / 25 / 24 / 20
Latvia / 29 / 22 / 22 / 12
Lithuania / 20 / 18 / 17 / 13
Luxembourg / 31 / 28 / 37 / 30
Hungary / 23 / 22 / 24 / 22
Malta / 22 / 22 / 24 / 19
Netherlands / 44 / 39 / 36 / 34
Austria / 36 / 38 / 38 / 35
Poland / 22 / 24 / 28 / 29
Portugal / 22 / 16 / 15 / 20
Romania / 14 / 16 / 25 / 20
Slovenia / 27 / 25 / 30 / 23
Slovakia / 34 / 34 / 29 / 27
Finland / 39 / 39 / 48 / 29
Sweden / 48 / 45 / 38 / 30
United Kingdom / 38 / 41 / 38 / 35
Individuals' with medium level of basic internet skills - % of the total number of individuals aged 16 to 74