To understand better the ratio behind this two framework, we have to go back to 2006.

The aforementioned document is of pivotal importance for all Member States as it provides for specific recommendations on:

• Key competences leading people’s empowerment in knowledge driven economics and societies

Let’s keep in mind this one for later…

If we look closely into which key competences belong to the recommendation, we will see that two of them are strangely familiar…   Let’s look at no. 4 and no. 7

…so what about this reference models?  

It is mentioned that one of the objective of this recommendation is to:

[…] provide a European level reference tool for policy makers, education providers, employers, and learners themselves to facilitate national and European level efforts towards commonly agreed objectives.

These words put the seeds for both DigComp and EntreComp.

In other words, the EntreComp tells you which are the key competences that you should focus on to nurture your entrepreneurial spirits and upskill your entrepreneurial attitudes. EntreComp is designed following a sort of onion structure:

To each of this competences, EntreComp’s users should apply the 8-layer proficiency model included into the framework – a self-assessment tool designed to help users in evaluating their progresses in the acquisition of (new) entrepreneurial competences.

	Competence	Hint	Description
	1.1Spoting Opportunities	Use your imagination and abilities to identify opportunities for creating value	• Identify and seize opportunities to create value by exploring the social, cultural and economic landscape
			• Identify needs and challenges that need to be met
			• Establish new connections and bring together scattered elements of the landscape to create opportunities to create value
	1.2 Creativity	Develop creative and purposeful ideas	• Develop several ideas and opportunities to create value including better solutions to existing and new challenges
			• Explore and experiment with innovative approaches
			• Combine knowledge and resources to achieve valuable effects
	1.3 Vision	Work towards your vision of the future	• Imagine the future
			• Develop a vision to turn ideas into action
			• Visualise future scenarios to help guide effort and action
	1.4 Valuing Idea	Make the most of ideas and opportunities	• Judge what value is in social, cultural and economic terms
			• Recognise the potential an idea has for creating value and identify suitable ways of making the most out of it
	1.5 Ethical and sustainable thinking.	Assess the consequences and impact of ideas, opportunities and actions	• Assess the consequences of ideas that bring value and the effect of entrepreneurial action on the target community, the market, society and the environment • Reflect on how sustainable long-term social, cultural and economic goals are, and the course of action chosen
			• Act responsibly

1.1 Spotting opportunities: sub competences  

Page 179 and 180 of EntreComp into Action for the full proficiency model for each of the thread

1.2 Creativity: sub competences

Page 181 and 182 of EntreComp into Action for the full proficiency model for each of the thread

1.3 Vision: sub competences

Page 183 of EntreComp into Action for the full proficiency model for each of the thread

1.4 Valuing ideas: sub competences

Page 184 of EntreComp into Action for the full proficiency model for each of the thread

1.5 Ethical and Sustainable thinking: sub competences

Page 185 and 186 of EntreComp into Action for the full proficiency model for each of the thread

	Competence	Hint	Description
	2.1 Self-awareness and self-efficacy	Believing in yourself and keep developing	• Reflect on your needs, aspirations and wants in the short, medium and long term
			• Identify and assess your individual and group strengths and weaknesses
			• Believe in your ability to influence the course of events, despite uncertainty, setbacks and temporary failures
	2.2 Motivation and perseverance	Stay focused and don’t give up	• Be determined to turn ideas into action and satisfy your need to achieve
			• Be prepared to be patient and keep trying to achieve your long-term individual or group aims
			• Be resilient under pressure, adversity, and temporary failure
	2.3 Mobilising resources	Gather and manage the resources you need	• Get and manage the material, non-material and digital resources needed to turn ideas into action
			• Make the most of limited resources
			• Get and manage the competences needed at any stage, including technical, legal, tax and digital competences
	2.4 Financial and Economic literacy	Develop financial and economic know-how	• Estimate the cost of turning an idea into a value-creating activity
			• Plan, put in place and evaluate financial decisions over time
			• Manage financing to make sure your value-creating activity can last over the long term
	2.5 Mobilising others	Inspire, enthuse and get others on board	• Inspire and enthuse relevant stakeholders
			• Get the support needed to achieve valuable outcomes
			• Demonstrate effective communication, persuasion, negotiation and leadership

2.1 Self-awareness and self-efficacy: sub competences

Page 187 and 188 of EntreComp into Action for the full proficiency model for each of the thread

2.2 Motivation and perseverance: sub competences

Page 189 and 190 of EntreComp into Action for the full proficiency model for each of the thread

2.3 Mobilizing resources: sub competences

Page 191 and 192 of EntreComp into Action for the full proficiency model for each of the thread

2.4 Financial and economic literacy: sub competences

Page 193 and 194 of EntreComp into Action for the full proficiency model for each of the thread

2.5 Mobilizing others: sub competences

Page 195 and 196 of EntreComp into Action for the full proficiency model for each of the thread

	Competence	Hint	Description
	3.1 Taking the initiative	Go for it	• Initiate processes that create value
			• Take up challenges
			• Act and work independently to achieve goals, stick to intentions and carry out planned tasks
	3.2 Planning and Management	Priorities, organize and follow-up	• Set long-, medium- and short-term goals
			• Define priorities and action plans
			• Adapt to unforeseen changes
	3.3 Coping with uncertainty, ambiguity & risk	Make decision dealing with uncertainty, ambiguity and risk	• Make decisions when the result of that decision is uncertain, when the information available is partial or ambiguous, or when there is a risk of unintended outcomes
			• Within the value-creating process, include structured ways of testing ideas and prototypes from the early stages, to reduce risks of failing
			• Handle fast-moving situations promptly and flexibly
	3.4 Working with others	Team up, collaborate and network	• Work together and co-operate with others to develop ideas and turn them into action
			• Network
			• Solve conflicts and face up to competition positively when necessary
	3.5 Learning through experience	Learn by doing	• Use any initiative for value creation as a learning opportunity
			• Learn with others, including peers and mentors
			• Reflect and learn from both success and failure (your own and other people’s)

3.1 Taking the initiative: sub competences

Page 197 of EntreComp into Action for the full proficiency model for each of the thread

3.2 Planning and Management: sub competences

Page 198 and 199 of EntreComp into Action for the full proficiency model for each of the thread

3.3 Copying with ambiguity, uncertainty and risk: sub competences

Page 200 of EntreComp into Action for the full proficiency model for each of the thread

3.4 Working with others: sub competences

Page 201 and 202 of EntreComp into Action for the full proficiency model for each of the thread

3.5 Learning through experience: sub competences
 

1.REFLECT			If you wish to learn more about “learning to learn”, please consider consulting the LifeComp framework: the third official education and training framework published by the EU commission in 2020
2.LEARN TO LEARN**
3.LEARN FROM EXPERIENCE
Page 203 of EntreComp into Action for the full proficiency model for each of the thread

The 2006’s Council and EU Parliament recommendation includes digital competences among the new lifelong learning skills for the new decades. According to the proposal…

2013: first edition of DigComp – the DigComp 2.0

2017: revised edition of DigComp – the DigComp 2.1

2017: edition of DigComp for teachers and educators – the DigCompEdu

2018: follow-up with good practices in education settings – DigComp into Action

2020: follow-up with good practices in private sector settings – DigComp at Work

2022: revised edition of DigComp – the DigComp 2.2 (work in progress)

As with the EntreComp, the DigComp is conceived starting from a similar “onion structure” design.

In total there are 5 so defined competence areas…

1. Information and data literacy	2. Communication and collaboration	3. Digital content creation	4. Safety	5. Problem Solving
• 1.1 Browsing, searching and filtering data,  information and digital content	• 2.1 Interacting through digital technologies	• 3.1 Developing digital content	• 4.1 Protecting devices	• 5.1 Solving technical problems
• 1.2 Evaluating data, information   and digital content	• 2.2 Sharing through digital technologies	• 3.2 Integrating and re-elaborating digital content	• 4.2 Protecting personal data and privacy	• 5.2 Identifying needs and technological responses
• 1.3 Managing data, informatio, and digital content	• 2.3 Engaging in citizenship through digital technologies	• 3.3 Copyright and licences	• 4.3 Protecting health and well-being	• 5.3 Creatively using digital technologies
	• 2.4 Collaborating through digital technologies	• 3.4 Programming	• 4.4 Protecting the environment	• 5.4 Identifying digital competence gaps
	• 2.5 Netiquette
	• 2.6 Managing digital identity

 

A comment:

Not all of the aforementioned are “urgently” relevant for you at this stage of your entrepreneurial initiative.

As a suggestion, we might recommend you to look into Pillars no.1 and no.2 as the competence underlined by them represented the very firsts essentials to

gather basic IT and digital skills for e-entrepreneurship.

 

The proficiency model proposed by DigComp

Proficiency level	Complexity of tasks	Autonomy	Cognitive domain
Level 1	Simple task	With guidance	Remembering
Level 2	Simple task	Autonomy and with guidance where needed	Remembering
Level 3	Well-defined and routine tasks, and straightforward problems	On my own	Understanding
Level 4	Tasks, and well-defined and non-routine problems	Independent and according to my needs	Understanding
Level 5	Different tasks and problems	Guiding others	Applying
Level 6	Most appropriate tasks	Able to adapt to others in a complex context	Evaluating
Level 7	Resolve complex problems with limited solutions	Integrate to contribute to the professional practice and to guide others	Creating
Level 8	Resolve complex problems with many interacting factors	Propose new ideas and processes to the field	Creating