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Thematic Areas: Inclusion and Youth | Digital Transformation | Private Sector Engagement | SDGs and Greening TVET
Our Key Programmes & Projects: BILT: Bridging Innovation and Learning in TVET | Building TVET resilience | TVET Leadership Programme | WYSD: World Youth Skills Day
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Digital competence frameworks for teachers, learners and citizens

These pages are dedicated to defining and discussing the digital knowledge, skills and attitudes viewed as inherent to being digitally 'competent'. There are two main components to this work:

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

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.


ORIGIN: Wales, United Kingdom Updated in 2022

PUBLISHER: Education Wales (Welsh government, United Kingdom), 2022

BACKGROUND: This Digital Competence Framework was developed by Curriculum for Wales in 2019. It is regularly updated. Literacy, numeracy and digital competence are mandatory cross-curricular skills - all three competence areas have their own framework.


The framework comprises four digital competence areas with 12 sub-sections:

- citizenship (including: identity, image and reputation; health and well-being; digital rights, licensing and ownership; online behaviour and online bullying)

- interacting and collaborating (communication; collaboration; storing and sharing)

- producing (sourcing, searching and planning digital content; creating digital content; evaluating and improving digital content)

- data and computational thinking (problem solving and modelling; data and information literacy)

Each competence has five progression levels reflecting higher levels of skills.

As a framework, its ultimate goal is to cultivate conscientious digital citizens for positive contributions to the digital world, to expose learners to effective methods of electronic communication, uncover the importance of creativity in producing digital contents and to emphasize the importance of data and information literacy for learners in Wales.

ADDITIONAL INFORMATION: Available in online and printed format.

TARGET GROUP(S): Teachers/trainers

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