With the 2006 European Recommendation on Key Competences, all EU Member States have agreed on a framework of eight Key Competences for Lifelong Learning. Digital Competence is a transversal key competence which, as such, enables acquiring other key competences and is a very relevant and necessary skill to equip people more competitive on the labour market and overall digitally competent. Europe is also facing a skills deficit and, during a time of economic crisis, highly-skilled individuals have a better chance of finding a job. With an estimated 90% of jobs requiring digital skills in the near future, it is thus essential that education and training systems provide individuals with the required skills (EU2020). The current level of unemployment is unprecedented in the EU27 (over 25% in Spain and Greece) in 2014 (especially higher in young people). Promote inclusion and social welfare of people to combat unemployment.In the twenty-first century, learning takes place almost everywhere, at all times, on all kinds of paths and at all kinds of paces. These learning opportunities break wide open the traditional confines of school walls and school days, and provide more options and opportunities for lifelong learning. Individuals have the ability to develop content knowledge as well as skills such as critical thinking, communication, and collaboration that are essential for productive employment and effective citizenship in the twenty-first century. Students also have the ability to develop specific workforce skills and build on their own interests. We have identified 2 interesting profiles for employment and digital competences offering opportunities for employment and employability next years and we're going to define the competences profiles based on DIGCOMP: entrepreneur and ‘virtual office workers’. We are focusing on non-formal and informal education and thus want to adress the target group of people taking part in activities outside a formal education environment, for example people in volunteer services or people with a lack of formal education.Project aims to foster the assessment of digital competences by supporting the recognition and validation of skills and qualifications: taking the DIGCOMP framework as reference (to ensure that skills and qualifications can be more easily recognized 'crossing borders'). The project will impact on one of the priorities of the programme: Transparency and recognition of skills and qualifications to facilitate learning, employability and labour mobility. An assessment web tool will be developed to assess and recognize the digital competences of people. Also the project plans to use Mozilla Open badges, because they meet needs not currently being met, not only for learners ranging from Kindergarten through college, but for lifelong learners, or for people adquiring skills in non-formal and informal activities, for example, volunteering. The patchwork way our learning is currently recognized means that many of our abilities are unevenly recognized or not recognized at all. There are skills, abilities and knowledge acquired outside classroom walls that lack the necessary credentials to verify what they know and can do. Project contributes defining the recognition pathways focused on employment and employability at European level and how to display expertise and abilities gained in ways that employers find relevant.The focus on digital competence in non-formal and informal education is recent and still insufficient. The importance of learning about digital competence in non-formal and informal settings becomes a central aspect of education of the EU population with an employability perspective. However, formal validation and recognition of competences acquired in such ways remains an issue for job-seekers (whether unemployed or already active in the job market) to be able to demonstrate to prospective and new employers their competence portfolio. Project is going to face this necessity developing a web assessment tool that will allow users to assess their digital competences aligned with the DIGCOMP framework, implementing a digital competence portfolio. The platform will provide a self-assessment tool that will present an initial digital competences portfolio. Then users will be able to assess their digital competences of the profile selected using the assessment tool updating their update their digital competence portfolio with the digital competences obtained. Assessment modules will be designed directly connected within the five Areas of DIGCOMP; and will evaluate the different components of the digital competence (knowledge, skills and attitudes) using digital ICT based methodologies. Accreditation pathways defined will support formative assessment. This project goes one step further by offering embedded assessment with instant feedback and targeted support.