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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
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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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The Global Framework for Educational Competence in the Digital Age

This is an international digital competency framework for educators. The framework is structured sound 3 'identities' a teacher may have i.e. citizen, teacher and connector. The framework goes on to define the competences needed to realise these 3 identities.


ORIGIN: Profutoro 2020

PUBLISHER: Profuturo, 2020

BACKGROUND: The Global Framework for Educational Competence in the Digital Age is presented online by Proforma, a non-profit, private cultural foundation formed jointly by Telefonica Foundation and la Caixa Foundation, Madrid, Spain. Based on mapping and analysis of international frameworks developed by expert institutions and authors for digital and education competence, the resulting framework cuts across and integrates education and digital competencies, forming educational competence in the digital age.


The Profuturo Global Framework for Educational Competence in the Digital Age outlines three interconnecting parts of the educational role; these are: teacher identity; citizen identity; and the connector identity. These identities are then broken down into three major roles as follows:

- teacher identity: design; facilitation; assessment

- citizen identity: lifelong learning; committed citizenship; fundamental technological literacy

- connector identity: mentoring; collaboration; leadership.

Each of the roles in each of the identities are then defined by their functions and practices. For example, within their teacher identity, educators should design a 21st century learning experience (function) which in practice means to promote learning to meet the challenges of the 21st century.

ADDITIONAL INFORMATION: The Proforma Foundation website and the Framework are available in English, Spanish and Portuguese and resources are freely available to teachers, students and educational institutions. Included in the online and downloadable Framework document are clear diagrams that indicate the functions and the integrated nature of the three identities of teacher, citizen and connector and their key functions for the digital age.

TARGET GROUP(S): Teachers/trainers

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