 Thanks a lot, Felix. Good day to everyone. Well, normally we work in English as part of the European Commission, but actually I have prepared my presentation in Spanish, so, or in Andalus, you know, as I work in Sevilla. So I will do it in Spanish anyway, so I'm going to talk about, I'm going to talk about the European brand for educational organizations, digitally competent, which we have launched several years ago, and I will talk more specifically about the development and analysis of a tool for the other evolution and for the other evolution of educational centers. But first, briefly, to introduce, although Felix has already said it, my research center, we are part of the European Commission, but we are not the people who do politics. We are a research center, and we do studies to support European politics in various areas, clearly in my case, in the field of education and skills. The JRC is called the Common Research Center. There are several institutes in all of Europe, there are more than 3,000 people working at the JRC. There is an institute here in Sevilla, in Spain, in Sevilla, which is called IPTS, Institute for Prospects Technological Studies. There are about 300 people working there. And I have a team of 10 people there, and as Felix said, we work on how we can improve and innovate education, using tics and having a better integration, better use of new technologies in the field of education. And as Felix said, we already have more than 80 publications, all free on the internet. And above all, we work on politics with the European Commission of Education and Culture, DIGIEAC, and employment. But, well, we are going to talk here today specifically about this European framework for education organizations digitally competent. The first question is more simple, this one, why? Why do we need a framework? Well, I'm going to try to explain it. It's a reason. The reason is that we have to innovate and modernize the waves. Because if we continue teaching in the way of the 20th or 19th century, the students are going to another place. The students already have so many possibilities using new technologies to have a relevant, interesting, creative, personalized education that if we don't adapt the waves, they can become empty. A pretty picture, but that's not what we want in education. More fundamental, it can be said, this framework, because there are many initiatives in all the member countries and many projects to have many initiatives on the integration of TICS in education, in schools. But what is missing is an understanding and a common reference to facilitate transparency, transparency to facilitate compatibility and, clearly, the improvement of education. This framework is used to learn one another and, above all, not reinventing the wheel, not to start everyone from scratch without knowing that in other places, in other countries, they have already done a lot, they have progressed a lot and we can learn what they are doing in other places. That's why we have established a European framework of competent digital organizations. What is the framework? The framework is a conceptual framework to help the progressive incorporation of the TICS within educational organizations. Of course, with the objective of improving education in all areas and adapting them to the digital era. That is the main objective. The framework is complete. We have done an analysis of everything that exists, to see what is inside and the framework has to incorporate all the elements that are important. The most important ones have to be there. The scientific framework, we have done a scientific analysis, very elaborate and the framework is also validated by experts and stakeholders, the key agents. The holistic framework and that has a connection with the translation systemic also focused on systemic change. Because that is also one of the problems that we find that if we change a little thing and we don't change the entire system, it will not have the impact we want. Why does this framework serve? It is a tool of self-reflection and self-evaluation for educational organizations. It also serves as a guide and an evaluation for educational policy on integration and the effective use of digital learning technologies. Digcomp org is a theoretical conceptual brand for all educational organizations. We published it in the end of 2015 and it is also based on a previous model called CCR, Creative Classrooms and it is more elaborate. And what was published in 2015, the end of 2015 but we continue to work on the framework, especially what we are doing this year, the year that comes is to be a pilot and test the model within education within practice, let's say. Then I will talk a little more about that. This is the summary of the framework and coincided with what José Luis Blanco said before. I don't know if they are the same but we have a wheel of seven legs with one eight to have a focus that is a systematic model. I will talk briefly about the different areas. The point works like this. There are seven areas there it is. We don't look good. Talking briefly about the seven areas the first area up up are practices of leadership and governance and it is about having a mission, a strategy, a vision but then also a plan of implementation and then also a model of following the implementation of the project. The project needs leadership and governance. A strategy, a vision and following this plan, let's say. The second is the practices of teaching and learning and here a key element is the digital skills of the teacher as José Luis Blanco said and also of the students very, very important but it is also about thinking and replanting the developed models adapted to the use and potential of the new technologies. The evolution the content and the curriculum the kings, for example the open educational resources are very important to redesign the curriculum it is also about collaboration and networking connectivity, as Luis Blanco said before it is also about infrastructure digital infrastructure but also the physical infrastructure the redesign of the physical can also facilitate new ways of teaching new pedagogical models for example to work together with the students and then you have the red because this model is valid for all organizations is the specific sector the specific sector can be universities can be educational organizations professional information can be primary can be secondary but I will talk a little more about that because there are seven areas and within the seven areas we have 15 key elements that some of you said I explained a little and the framework still has more details because each element has a description of more elements and a detailed description of what exists in this case, for example it is about the evolution and here they give examples how we can extend the framework of the formative evolution how we can have the self-evolution and the evolution shared between the students there are several elements and all of these elements are detailed in the framework in the end there are 74 different descriptors of the conceptual framework I don't have time to go into detail but it is very important to have that it is a holistic change to fight against fragmentation because fragmentation does not help us to have this systematic and holistic change as I said before it was published in 2015 at the end of 2015 and we are very, very, very proud thanks to the collaboration with Intef that you already have in your package the formative in Spanish we had a collaboration Intef was translated in Spanish and even Fresh from the Fresh today from the press the formative in Spanish I hope it is very useful for you there are more countries used in Spain a leader but in several countries there are more than 12 countries where they are already translating or using this framework in Finland, Denmark in Spain in Italy, Greece Cyprus, Croatia Hungary, Serbia Lithuania and Estonia so it indicates I guess that the framework is useful relevant and has its use in practice not only in theoretical framework but it can be used in practice for example in Spain there are also some private companies on the framework there is an AIM consultant Pedro is here they are also going to schools with the framework to apply it within the schools that is already the work done until now what are we going to do in the future because the framework is still conceptual and theoretical although scientific but not tested in practice and this we are going to do now starting from the theoretical framework we are going to see within the schools now we are going to have a focus on secondary, primary and vocational education to test the model within the practice with two focus first take the model and make a survey with the potential users and see what elements are the most relevant what elements are the most important what elements have to be clarified what elements are more difficult to get etc on the one hand and then next year develop an arrangement of self-evolution that can be used for the centers and also for the politicians what we are going to pilot and try in four countries Spain is one of the countries also in Italy, Estonia and one more country that we still do not know which one is minimum 85 educational centers we are going to have primary, secondary the two cycles in Spain of professional training in Spain we are going to have minimum 12 schools or centers in primary professional training public and private centers and also concerted and the data of this type of pilotation are provided for the leaders of the schools the directors head of study but also the professor of course and the students very important too and the centers have something of course the centers will have the property of their data of course it is normal they will have an idea of their current level where we are in this framework with all its elements with the seven areas and the 74 descriptors what are we doing some we are not doing anything some we are doing something for example in the education of the professor the digital conceptual brand for the professor you can see a self-evaluation they will have a moment of their current level and we can then have recommendations to increase their level to evolve, to make a progress and also have a comparative evolution with other centers and for the investigation and for the political leaders they can also have this instantaneo of the current level but more to the level to the level of meso and macro of a whole society or a whole region for example through the analysis of added data, of course anonymous, of course and it can help the strategic planning for the political intervention of the organization well, here is the website where there is more information everything is explained all the publications are there and also to indicate that we have several projects about this topic because José Luis Blanco also talked about the digital competencies of the students well, there is a model already published in 2013 that we are going to publish in a month about digital competence for the citizen there we describe and define which are the key digital competencies for everyone there are five areas information, communication creation of content protection and resolution of problems and within the five areas in total we have 21 competencies and it can also be an observation of where the students are where they are at their level of digital competencies and as José Luis Blanco said before we already know of European data that the level is relatively low there is a 40% of the European population that does not have the sufficient level in our digital society of our digital economy almost a 40% and in some countries of course it is much more, others are less and the students, the young people also do not have this critical competencies to know what they are doing on the internet they are smart, it may be that they do know how to use the ticks but they do not know how to use them well in a critical, creative and responsible way and that is why we have this conceptual brand of digital competencies to orient the curriculum to the revision of the curriculum to know or to give information to the professor what we have to teach to the students so that they have this digital critical competencies we also have a brand about entrepreneurship we have a brand about online consumption and we have several conceptual brands that we are doing we work more on the computational thinking computational thinking and also more about European policy and in the member countries to increase the change that we need the change to digital education there are websites of all the information and all the projects that we are doing so I think that that's it, thank you very much if you have a question then we can thank you