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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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Common Digital Competence Framework for Teachers (CDCFT)

This a reference framework for the diagnosis and improvement of the digital competencies for teachers. These competencies are defined as those teachers need to develop in the 21st century to improve their teaching practice and for their continuous professional development. It is based on EU's DigComp 2.1 and DigCompEdu.


ORIGIN: Spain 2017

PUBLISHER: National Institute of Educational Technologies and Teacher Training (Spain), 2017

BACKGROUND: This framework is published by the Institute of Educational Technologies and Teacher Training (INTEF), an institution under the Ministry of Education, Culture and Sport (MECD) of the Spanish government in 2017, aiming to support the essential competencies needed to enhance educator’s instructional methods in the 21st century, as well as their professional development journey.

SUMMARY: The Spanish Common Digital Competence Framework for Teachers is modelled on the EU's DigComp 2.1. It illustrates 21 digital competencies that were deemed essential for teaching practitioner in the 21st century, centred around 5 key competence areas of (1) Information and Data Literacy, (2) Communication and Collaboration, (3) Digital Content Creation, (4) Safety and (5) Problem Solving, which were defined in the levels of foundation, intermediate and advanced. The framework has been adapted to the Spanish context to align with other parts of the education system notably the pre-service and in-service training curriculum and opportunities. Teachers can also self-assess their digital competencies to be validated and awarded a Digital Competence Passport that can be presented to any educational administration to demonstrate their competency level. The enforcement of these competencies was intended to refine the educational standards that will be beneficial for students in the 21st century

ADDITIONAL INFORMATION: This framework was initially published in Spanish, later being translated into English to support a European Project “Mentoring Technology Enhances Pedagogy” (MENTEP) that involves 15 other partner countries in 2018.

TARGET GROUP(S): Teachers/trainers

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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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