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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 Global Framework (DLGF)

The objective of the DLGF is to develop a methodology to measure the Sustainable Development Goal 4 indicator 4.4.2 (percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills).


ORIGIN: Global 2018

PUBLISHER: UNESCO Institute of Statistics, 2018

BACKGROUND: The DLGF was produced as an information paper by the UNESCO Institute of Statistics (UIS) in June 2018. The objective of the Digital Literacy Global Framework (DLGF) project is to develop a methodology that can serve to measure Sustainable Development Goal (SDG) thematic Indicator 4.4.2: “Percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. The proposed DLGF builds on the European Commission’s Digital Competence Framework for Citizens (DigComp 2.0) and is based on extensive mapping of digital literacy frameworks in 47 countries and on consultation with experts across the world.


UNESCO's Institute of Statistics Digital Literacy Global Framework builds on the five digital competence areas in DigComp 2.0:

1) Information and data literacy;

2) Communication and collaboration;

3) Digital content creation;

4) Safety; and

5) Problem solving. It adds two additional competence areas, which are:

6) devices and software operations, and

7) career-related competences.

The devices and software operations competence aims to identify and use hardware tools and technologies; and to identify data, information and digital content to operate software tools and technologies. The career-related competences, described as the digital competencies necessary for specific occupations, aim to operate specialised digital technologies and to understand, analyse and evaluate specialised data, information and digital content for a particular field.

ADDITIONAL INFORMATION: The additional competencies added to the framework are to allow it to be applicable to countries with different levels of national income. The information paper in which the DLGF is described includes in-depth analysis of how digital competency frameworks are implemented in a range of countries and skill areas.

TARGET GROUP(S): Policy makers; Researchers; Teachers/trainers

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