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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
Past Activities: COVID-19 response | i-hubs project | TVET Global Forums | Virtual Conferences | YEM Knowledge Portal

Knowledge Resources

Our Services & Resources: Publications | TVET Forum | TVET Country Profiles | TVETipedia Glossary | Innovative and Promising Practices | Toolkits for TVET Providers | Entrepreneurial Learning Guide
Events: Major TVET Events | UNEVOC Network News

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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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.


ORIGIN: Australia 2019


BACKGROUND: This framework is based on research from the National Centre for Vocational Educational Research (NCVER) in Australia that explores the current digital skills demand-and-supply situation in Australia, focussing on the transport, postal and warehousing, and public administration and safety industries. Based on the study's findings, this digital skills framework that identifies digital skills gaps within organisations aims to provide guidance for targeted training programs.


The framework is based on a broad definition of digital skills that includes digital knowledge (theoretical comprehension and understanding); cognitive know-how (use of logical, intuitive, innovative and creative thinking in the digital space); practical know-how (the use of digital tools such as hardware, software, information and security systems); competence (ability to learn, adapt and apply digital knowledge in a new setting) and digital’ attitude (value and beliefs). The framework itself defines four categories of digital skills:

1 - Digital tools for working (sub-categories: digital devices; system competency)

2 - Digital ways of working (data analytics; digital communication and collaboration)

3 - Digital ways of thinking (digital creativity and innovation; digital problem-solving)

4 - Living in the digital age (digital safety and security; social and ethical responsibility

Each category is defined according to five levels: digital skills literacy; competency; proficiency; fluency; and savvy.

Examples are provided for each digital skills area by each level of proficiency.

ADDITIONAL INFORMATION: This digital skills framework responds to findings that more than half of the study survey respondents were unsatisfied with the digital skills of their vocational education and training graduate recruits and were concerned about TVET’s ability to meet industry digital skill requirements.

TARGET GROUP(S): Policy makers; Labour market (social) partners

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