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1) a database of digital competence frameworks. This database provides a global reference point for information on how digital competencies are being defined for citizens, learners and educators through the use of competence frameworks. The content is relevant to all types of UNEVOC Network members (national and international policy-makers, researchers and practitioners).
2) links to articles and think-pieces discussing the many implications of changing digital skills needs on TVET provision:
2 webinars were held on the topic: The database will be expanded to include digital strategies developed at continental, national and regional level, and occupational digital competence frameworks. Please check back regularly!
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Digital Competence Framework for Austria (DigComp 2.3AT) | The Austrian Framework is based on the European Reference Framework for Digital Competence (DigComp). The Framework serves to classify and compare digital skills and contributes to the discussion on the desirable knowledge and competences needed in the digital worlds of life and work. | Federal Ministry for Digital and Economic Affairs, Austria | Citizens Teacher/trainers Curriculum developers | Federal Ministry for Digital and Economic Affairs, Austria. |
Digital Literacy Skills Framework (DLSF) | This framework has been developed to support the 'Foundation Skills for your Future Commonwealth Government Program 2019'. This program offers subsidised training to support individuals to identify language, literacy, numeracy and digital (LLND) skill needs and enables eligible participants to access either accredited or non-accredited training either in a traditional vocational education and training (VET) or workplace setting. | Australia | Citizens; Non-governmental organisations (NGOs) | Australian Department for Education, Skills and Employment, 2021 |
Quebec Digital Competency Framework | The aim of this framework is to foster the development of digital competency throughout the educational community so that Quebecers may be autonomous and exercise critical judgment in their use of digital technologies. The framework sets out the key dimensions of learning and personal development for learners as well as teachers and non-teaching professionals. | Quebec, Canada | Citizens; Non-governmental organisations (NGOs) Teachers/trainers; Curriculum Developers | Ministry of Education and Higher Education, Quebec, Canada, 2019 |
Indonesian National Digital Literacy Framework | The framework is part of a national movement 'SiBerkreasi' to overcome the threat of the biggest potential dangers faced by Indonesia, namely the spread of negative content through the internet such as hoaxes, cyberbullying and online radicalism. In raising awareness in the Indonesian community of the need for digital skills, the resource presents the national digital education program and curriculum. | Indonesia | Citizens; Non-governmental organisations (NGOs) Policy makers Teachers/trainers | Bahasa, Indonesia, 2021 |
National Digital Literacy Mission (NDLM) Scheme | The National Digital Literacy Mission (NDLM) Scheme has been formulated by the Ministry of Electronics & Information Technology, Government of India to impart IT training including in rural areas. Eligible households can nominate one person from their family and the selected person gets enrolled under this programme in a nearest training centre. | India | Citizens; Non-governmental organisations (NGOs) Teachers/trainers | Government of India, 2015 |
Skills Future - Skills Framework for Infocom Technology | The Skills Framework is an initiative developed by the Government of Singapore to promote skills mastery and lifelong learning. It provides useful information on: sector information; career pathways; occupations and job roles; existing and emerging skills; and training programmes for skills upgrading and mastery. | Singapore | Citizens; Non-governmental organisations (NGOs) Curriculum Developers; Sector: IT Professionals; Labour market (social partners) | Government of Singapore, 2022 |
IC3 Digital Literacy | IC3 Digital Literacy, by Certiport, is a starting point for learners who need to establish a foundational skill set of digital competencies. | North America | Citizens; Non-governmental organisations (NGOs); Curriculum Developers; Labour market (social) partners | Certiport, 2022 |
Microsoft Digital Literacy Curriculum | Microsoft Digital Literacy is for anyone with basic reading skills who wants to learn the fundamentals of using digital technologies. | Microsoft | Citizens; Non-governmental organisations (NGOs); Curriculum Developers; Labour market (social) partners | Microsoft, 2022 |
Defining the skills citizens will need in the future world of work | This framework aims to define the skills citizens will need in the future world of work. The skills are defined by three criteria regardless of economic sector and/or occupation within which people work i.e. - to add value beyond what can be done by automated systems and intelligent machines; - operate in a digital environment; - continually adapt to new ways of working and new occupations. | McKinsey | Citizens; Teachers/trainers; Non-governmental organisations (NGOs); Labour market (social) partners | McKinsey & Company, Global, 2019 |
International Computer Driving License (ICDL) | The International Computer Driving License has been developed by the ICDL Foundation. ICDL aims to raise digital competence standards in the workforce, education and society. It provides certification in over 100 countries through many test centres. | ICDL | Learners; Teachers/trainers; Sector: IT Professionals; Citizens; Non-governmental organisations (NGOs) | ICDL Global, 2000 |
Teacher Educator Technology Competencies | The Teacher Educator Technology Competencies (TETCs) were developed to support the redesign of teaching in teacher education programmes so that all educators are prepared to integrate technology into their teaching. The competencies are presented in an article by Foulger, T.S., Graziano, K.J., Schmidt-Crawford, D. & Slykhuis, D.A. (2017) in the Journal of Technology and Teacher Education (25(4)). The article presents a chart consisting of 12 teacher educator competencies. The competencies range from (1) use effective strategies for teaching online and/or in blended/hybrid learning environment to (12) apply basic troubleshooting skills to resolve technology issues. Each of these competencies is supported by several functions/technological activities that can be used to asses and provide direction in the development of teacher technology competencies. | United States of America | Policy makers Curriculum developers Teacher/trainers Researchers | Journal of Technology and Teacher Education (2017), 25:4. |
DQ (Digital Intelligence) Global Standard on Digital Literacy, Digital Skills and Digital Readiness | The framework is based on the DQ concept of 'Digital Intelligence', defined as 'a comprehensive set of technical, meta-cognitive, and socio-emotional competencies that are grounded in universal moral values and that enable individuals to face the challenges and harness the opportunities of digital life.' | DQ Institute | Policy makers Non-governmental organisations (NGOs); Teachers/trainers | DQ Institute, Global, 2019 |
Digischool: The Digital Literacy Programme | The aim of this programme is to impart the competencies required for the 21st century economy in Kenya. | Kenya | Policy makers Teachers/trainers Non-governmental organisations (NGOs) | UNESCO, 2018 |
Educators' Digital Competency Framework | The framework aims to empower teachers, to improve online teaching and to boost innovation in education. | UNICEF Regional Office for Europe and Central Asia | Policy makers, Non-governmental organisations (NGOs) Teachers/trainers Learners and parents. | UNICEF and Regional Office for Europe and Central Asia (ECARO) |
Skilling the Australian Workforce for the Digital Economy - Digital Skills Framework | This framework has been developed as part of a wider project which aims to capture the current digital skills requirements of the Australian workforce, the capacity of the vocational education and training (VET) system to effectively meet the growing need for digital skills across the workforce, and employers’ views, strategies and commitment to adopting digital technologies and meeting the associated digital skills needs of their workforces. | Australia | Policy makers; Labour market (social) partners | NCVER, 2019 |
DigComp 2.2 | DigComp is a descriptive, enabling framework designed to support the development of digital competence of individuals personally and professionally. It provides examples of competence areas and their sub-levels at all levels of development. | European Union | Policy makers; Teachers/trainers; Labour market (social) partners | Publications Office of the European Union, 2022 |
Digital Literacy Global Framework (DLGF) | The objective of the DLGF is to develop a methodology to measure the Sustainable Development Goal 4 indicator 4.4.2 (percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills). | Global | Policy makers; Researchers; Teachers/trainers | UNESCO Institute of Statistics, 2018 |
Artificial Intelligence and Digital Transformation Competencies for Civil Servants | The framework promotes the use of AI and emerging technologies. The basis of the framework is the understanding that civil servants impact heavily on countries' AI and digital transformation. | UNESCO and Broadband Commission | Sector: government administration | UNESCO |
Developing mobile digital skills in low- and middle-income countries | Using mobile devices and the mobile data ecosystem, the framework aims to foster connectivity, especially in low and middle income countries. | GSMA Global Organisation | Sector: IT | GSM Association |
Skills Framework for the Information Age (SFIA - 8) | The Skill Framework for the Information Age (SFIA) defines the skills and competencies required by professionals who design, implement, manage and protect the data and technology that power the digital world. The framework is created and managed by the SFIA Foundation which is a global not-for-profit organisation which oversees the production and use of Framework. | SFIA | Sector: IT Professionals; Teachers/trainers | SFIA Foundation, 2000 |
Competency Framework. Digital Skills (CGMA) | The CGMA Competency Framework is designed to help management accountants and their employers to understand the knowledge requirements and to assess the skills needed for both current and desired roles. It includes a section on digital skills. While this is a standalone knowledge area, it also permeates the other knowledge areas of technical, business, people and leadership skills. | Association of International Certified Professional Accountants | Sector: accountancy and financial services | Association of International Certified Professional Accountants |
British Columbia’s Digital Literacy Framework | The framework provides a clear, and detailed sense of what digitally literate students should understand and be able to do at various levels of their development. The aim is to help educators integrate technology and digital literacy-related activities into their classroom practice and to provide some basis for the development of assessment tools for the digital literacy competencies. | British Columbia, Canada | Teachers/trainers | Province of British Columbia, 2013 |
Common Digital Competence Framework for Teachers (CDCFT) | This a reference framework for the diagnosis and improvement of the digital competencies for teachers. These competencies are defined as those teachers need to develop in the 21st century to improve their teaching practice and for their continuous professional development. It is based on EU's DigComp 2.1 and DigCompEdu. | Spain | Teachers/trainers | National Institute of Educational Technologies and Teacher Training (Spain), 2017 |
DigCompEdu | DigCompEdu is designed to aid teachers and education stakeholders develop their digital competence models across all levels of education. It provides a common European Framework to develop the digital competence of educators. | European Union | Teachers/trainers | Publications Office of the European Union, 2017 |
Digital Competence Framework | This is part of the cross-curricular skills framework developed by the Welsh government. The goal of the framework is to support digital citizens to contribute positively to the digital world through electronic communication and creativity. | Wales, United Kingdom | Teachers/trainers | Education Wales (Welsh government, United Kingdom), 2022 |
Professional Development Framework for Digital Learning | This framework provides guidelines for the professional development of educators. The main aim of the framework is to: define professional development for digital learning in an education system that seeks to improve access, quality, equity, redress and efficiency. | South Africa | Teachers/trainers | Department of Basic Education, South Africa, 2019 |
Professional Digital Competence Framework for Teachers | The framework is a guidance document to improve the quality of teacher education and continuing professional development of teachers. The purpose of the framework is to establish a common conceptual framework and frame of reference for what teachers' professional competence entails. It specifies two aims which centre on professional development and actual practice of the profession. | Norway | Teachers/trainers | Norwegian Centre for ICT in education, 2017 |
SELFIE for Teachers | SELFIE for Teachers is an online, interactive tool to allow teachers to get feedback on how they use digital technology in their work. | European Union | Teachers/trainers | European Commission, 2021 |
The Global Framework for Educational Competence in the Digital Age | This is an international digital competency framework for educators. The framework is structured sound 3 'identities' a teacher may have i.e. citizen, teacher and connector. The framework goes on to define the competences needed to realise these 3 identities. | Profutoro | Teachers/trainers | Profuturo, 2020 |
Digital Media Literacy Framework for Canadian Schools: Use, Understand and Engage | The USE, UNDERSTAND & ENGAGE framework provides a road map for teaching the necessary skills in Canadian schools, to enable young students to be able to critically, effectively and responsibly access, use, understand and engage with media of all kinds. | Canada | Teachers/trainers Policy makers | Mediasmarts, 2022 |
UNESCO ICT Competency Framework for Teachers (ICT CFT) Version 3 | The UNESCO ICT Competency Framework for Teachers (ICT-CFT) assists countries to develop comprehensive national teacher ICT competency policies and standards and to implement these in education plans. It is in its 3rd iteration, the latest from 2018. It has been developed in cooperation with ISTE, CISCO, Intel and Microsoft. | UNESCO | Teachers/trainers, Policy makers; Researchers, Curriculum Developers | UNESCO, 2018 |
Digital Teaching Professional Framework | The aim of this framework is to enable TVET providers and their teachers and trainers working in the Further Education sector (which includes TVET) to identify the training needs to help develop their teaching and training practice. The framework has bite-sized training courses mapped to it which can be pursued online and are certified with the award of a digital badge. | England, United Kingdom | Teachers/trainers; Curriculum Developers | Education and Training Foundation, England, United Kingdom |
ETF READY Model | The European Training Foundation's READY model (Reference model for Educators' Activities and Development in the 21st century) offers a structured way to identify the professional practices and development needs of the 21st century educators. | European Training Foundation | Teachers/trainers; Curriculum Developers Policy makers | European Training Foundation, 2022 |
Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL) | This framework aims to standardise digital skills by promoting transparency and recognition for the evaluation of what one should know to be a successful communicator in transnational digital environments. The framework was developed through an ERASMUS+ funded project between 2016-19. | European Union | Teachers/trainers; Learners; Citizens; Non-governmental organisations (NGOs); Researchers | EUMade4LL, Erasmus+ (funded by the European Commission), 2019 |
The International Society for Technology in Education (ISTE) Standards for students | ISTE standards are defined for students, educators and education leaders as well as for coaches and for computational thinking. The student section is designed to empower students in the classroom. The educators' section is designed to deepen practice, promote collaboration with peers, challenge a rethink of traditional approaches and to prepare students to drive their own learning. The educator leaders' section is designed to support the knowledge and behaviours required for leaders to empower teachers and make student learning possible. | ISTE | Teachers/trainers; Learners; Curriculum Developers; Policy makers | ISTE, Global, 2018 |