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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

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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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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.


ORIGIN: McKinsey 2019

PUBLISHER: McKinsey & Company, Global, 2019

BACKGROUND: This framework was developed in 2019 by the McKinsey Global Institute, informed by a survey of 18,000 people in 15 countries. This survey research alongside academic research and McKinsey’s experience in adult training was used to identified a set of 56 foundational skills that will be of benefit to all citizens. The work by McKinsey suggests that higher proficiency in these skills is already associated with a higher likelihood of employment, higher income, and job satisfaction.


The 56 foundational skills are divided into four categories: cognitive, digital, interpersonal, and self-leadership. These categories are divided into a total of 13 separate skill groups. The 56 foundational skills are found in these 13 separate skill groups. The digital skills category is further defined by:

- digital fluency and citizenship (digital literacy; digital learning; digital collaboration; digital ethics)

- software use and development (programming literacy; data analysis and statistics; computational and algorithmic thinking)

- understanding digital systems (data literacy; smart systems; cybersecurity literacy; tech translation and enablement)

The component skills are described by McKinsey as distinct elements of talent (DELTAs) because they are a mix of skills and attitudes. There is no evidence provided as yet of how this framework has been implemented with learners, although McKinsey recommend that governments could consider reviewing and updating curricula to focus more strongly on the DELTAs.

ADDITIONAL INFORMATION: Holding all variables constant—including demographic variables and proficiency in all other elements—McKinsey found employment was most strongly associated with proficiency in several DELTAs within the self-leadership category, namely “adaptability,” “coping with uncertainty,” “synthesizing messages,” and “achievement orientation”.

TARGET GROUP(S): Citizens; Teachers/trainers; Non-governmental organisations (NGOs); Labour market (social) partners

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