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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:

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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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.




BACKGROUND: The ICT Competency Framework for Teachers (ICT CFT), Version 3, guides pre- and in- service teacher training on the use of ICTs across the education system and advocates for digital skills to be an integral part of their professionala development. There are overarching considerations for the Framework which include meeting aims and principles of: Knowledge Societies; Universal Design for Learning; and Inclusive education.

SUMMARY: The framework attempts to reflect the new teacher roles implied by new pedagogies. It describes 6 competence areas: 1 - Understanding ICT in education policy 2 - Curriculum and assessment 3 - Pedagogy 4 - Application of Digital Skills 5 - Organisation and administration 6 - Teacher Professional Learning Each competence area is described at 3 levels. Level 1 refers to where teachers tend to use technology to supplement what they already do in class (Knowledge Acquisition). Level 2 is where they being to exploit the true power of the technology and change the way they teach and students learn (Knowledge Deepening). Level 3 is transformative, where teachers and studets create knowledge and devise innovative strategies (Knowledge Creation). The 18 resulting competencies are further defined by objectives, each with an example.

ADDITIONAL INFORMATION: The framework is used by countries globally. It operates in line with the UNESCO repository of open courseware resources . The UNESCO ICT Competency Framework for Teachers is available in several languages including English, French, Arabic, Chinese, Russian, Spanish, Khmer, Kyrgyz, Tajik.

TARGET GROUP(S): Teachers/trainers, Policy makers; Researchers, Training providers; Curriculum Developers

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UNESCO-UNEVOC gathered inputs from organizations leading on the development of digital competence frameworks at the country and international level, and presented them in a webinar on 9 June.

More information on the webinar



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