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Skills for Work and Life

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 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.


ORIGIN: Australia 2021

PUBLISHER: Australian Department for Education, Skills and Employment, 2021

BACKGROUND: The framework is aligned with the government’s Australian Core Skills Framework (ACSF). Digital literacy has been added as the sixth core skill to the ACSF, which also covers learning, reading, writing, oral communication and numeracy. This ensures that shared concepts and language are used when discussing core skills, and a systematic approach to benchmarking. The framework can be used to: benchmark an individual's digital literacy skills; map core skill requirements in education and training; tailor teaching and learning approaches; describe core skills relevant to the workplace; support the moderation and validation of digital literacy; and to inform decisions regarding funding and referrals.


The Australian Digital Literacy Skills Framework is structured according to:

1) Active awareness of self as a digital user (further disaggregated into two focus areas: create, communicate and collaborate; and digital identity and safety)

2) Knowledge, use and application of digital literacy skills (further disaggregated into: digital technologies and systems; and access, organise, present and problem solve)

Each focus area describes five levels of competence (Pre-Level 1, Stages A and B, Levels 1, 2 and 3) according to four performance variables that can influence a person's performance at any time (support, context, text complexity and task complexity) in three domains (personal and community, workplace and employment; education and training). The Framework describes examples of demonstrated competence at each level for each focus area. For example, at Level 2 Education and Training: ‘Interacting with others appropriately using internet-based software, e.g., group discussion’, and level 3, ‘Converts data to a bar graph or pie chart’. Significant for teachers is the section on tailoring teaching and learning to assess and develop relevant skills. The tabular form of the framework is readily accessed.

ADDITIONAL INFORMATION: The resource and the framework are underpinned by the understanding that technology is a channel to improve skills, enhance the quality of life, drive education and promote economic wellbeing.

TARGET GROUP(S): Citizens; Non-governmental organisations (NGOs)

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