You are viewing an archived web page, collected at the request of United Nations Educational, Scientific and Cultural Organization (UNESCO) using Archive-It. This page was captured on 08:37:57 Oct 05, 2022, and is part of the UNESCO collection. The information on this web page may be out of date. See All versions of this archived page.
Loading media information hide


UNESCO-UNEVOC Logo open menu

About Us

The UNESCO-UNEVOC International Centre: Who We Are | What We Do | Working With Us | Get in Touch

Our Network

The UNEVOC Network: Learn About the Network | UNEVOC Network Directory
For Members: UNEVOC Centre Dashboard

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

Knowledge Resources

Our Services & Resources: Publications | TVET Forum | TVET Country Profiles | TVETipedia Glossary | Innovative and Promising Practices | 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. Please click here to read an article on TVET: Scaffolding digital skills to the future, published in the TVET Journal. New articles will be added periodically.

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!

Framework title Description Origin Target group/s Publisher, Year
DigComp 2.2DigComp is a descriptive, enabling framework designed to support the development of digital competence of individuals personally and professionally. European UnionPolicy makers; Teachers/trainers; Labour market partners (employers and unions)Publications Office of the European Union, 2022
DigCompEduDigCompEdu is designed to aid teachers and education stakeholders develop their digital competence models across all levels of education. It provides a common European Framework to develop the digital competence of educators.European UnionTeachers/trainersPublications Office of the European Union, 2017
SELFIE for Teachers SELFIE for Teachers is an online, interactive tool to allow teachers to get feedback on how they use digital technology in their work. European UnionTeachers/trainersEuropean Commission, 2021
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). GlobalPolicy makers; Researchers; Teachers/trainersUNESCO Institute of Statistics, 2018
The Global Framework for Educational Competence in the Digital AgeThis is an international digital competency framework for educators. The framework is structured sround 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.ProfutoroTeachers/trainersProfuturo, 2020
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.SpainTeachers/trainersNational Institute of Educational Technologies and Teacher Training (Spain), 2017
Professional Development Framework for Digital LearningThis framework provides guidelines for the professional development of educators. The main aim of the framework is to: define professional development for digital learning in an education system that seeks to improve access, quality, equity, redress and efficiency. South AfricaTeachers/trainersDepartment of Basic Education, South Africa, 2019
Professional Digital Competence Framework for TeachersThe framework is a guidance document to improve the quality of teacher education and continuing professional development of teachers. The purpose of the framework is to establish a common conceptual framework and frame of reference for what teachers' professional competence entails. It specifies two aims: one centres on professional development, the other around the actual practice of the profession.NorwayTeachers/trainersNorwegian Centre for ICT in education, 2017
Skills Framework for International Age (SFIA - 8)SFIA defines the skills and competencies required by professionals who design, implement, manage and protect the data and technology that power the digital world. The framework is created and managed by the SFIA Foundation which is a global not-for-profit organisation which oversees the production and use of the Skills Framework for the Information Age. SFIAIT Professionals
SFIA Foundation, 2000
Digital Competence FrameworkThis is part of the cross-curricular skills framework developed by the Welsh government.Wales, United KingdomTeachers/trainersEducation Wales (Welsh government, United Kingdom), 2022
International Computer Driving License (ICDL)The International Computer Driving License has been developed by the ICDL Foundation. ICDL aims to raise digital competence standards in the workforce, education and society. ICDLLearners; Teachers/trainers; IT Professionals; Citizens; Non-governmental organisationsICDL Global, 2000
Digital Literacy Skills Framework (DLSF)This framework has been developed to support the 'Foundation Skills for your Future Commonwealth Government Program 2019'. This program offers subsidised training to support individuals to identify language, literacy, numeracy and digital (LLND) skill needs and enables eligible participants to access either accredited or non-accredited training either in a traditional vocational education and training (VET) or workplace setting.AustraliaCitizens; Non-governmental organisationsAustralian Department for Education, Skills and Employment, 2021
Skilling the Australian Workforce for the Digital Economy - The Australian Workforce Digital Skills FrameworkThis framework has been developed as part of a wider project which aims to capture the current digital skills requirements of the Australian workforce, the capacity of the vocational education and training (VET) system to effectively meet the growing need for digital skills across the workforce, and employers’ views, strategies and commitment to adopting digital technologies and meeting the associated digital skills needs of their workforces.AustraliaGovernment; Labour market partners (employees and unions)NCVER, 2019
Digital Teaching Professional Framework The aim of this framework is to enable TVET providers and their teachers and trainers working in the Further Education sector (which includes TVET) to identify the training needs to help develop their teaching and training practice. The framework has bite-sized training courses mapped to it which can be pursued online and are certified with the award of a digital badge.England, United KingdomTeachers/trainers; Training providers; Curriculum DevelopersEducation and Training Foundation, England, United Kingdom
Defining the skills citizens will need in the future world of workThis 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. 1) to add value beyond what can be done by automated systems and intelligent machines; 2) operate in a digital environment; 3) continually adapt to new ways of working and new occupations.McKinseyCitizens; Teachers/trainers; Non-governmental organisations; Labour market partners (employers and unions)McKinsey & Company, Global, 2019
The International Society for Technology in Education (ISTE) Standards for students ISTE standards are defined for students, educators and education leaders as well as for coaches and for computational thinking. The student section is designed to empower students in the classroom. The educators' section is designed to deepen practice, promote collaboration with peers, challenge a rethink of traditional approaches and to prepare students to drive their own learning. The educator leaders' section is designed to support the knowledge and behaviours required for leaders to empower teachers and make student learning possible.ISTETeachers/trainers; Learners; Training providers; Curriculum Developers; Policy makersISTE, Global, 2018
Quebec Digital Competency Framework The aim of this framework is to foster the development of digital competency throughout the educational community so that Quebecers may be autonomous and exercise critical judgment in their use of digital technologies. The framework sets out the key dimensions of learning and personal development for learners as well as teachers and non-teaching professionals.Quebec, CanadaCitizens; Non-governmental organisations; Teachers/trainers; Training providers; Curriculum DevelopersMinisty of Education and Higher Education, Quebec, Canada, 2019
Common Framework of Reference for Intercultural Digital Literacies (CFRIDiL)This framework aims to standardise digital skills by promoting transparency and recognition for the evaluation of what one should know to be a successful communicator in transnational digital environments. The framework was developed through an ERASMUS+ funded project between 2016-19. European UnionTeachers/trainers; Learners; Citizens; Non-governmental organisations; ResearchersEUMade4LL, Erasmus+ (funded by the European Commission), 2019
Indonesian National Digital Literacy Framework The framework is part of a national movement 'SiBerkreasi' to overcome the threat of the biggest potential dangers faced by Indonesia, namely the spread of negative content through the internet such as hoaxes, cyberbullying and online radicalism. IndonesiaCitizens; Non-governmental organisations Bahasa, Indonesia, 2021
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.UNESCOTeachers/trainers, Policy makers; Researchers, Training providers; Curriculum DevelopersUNESCO, 2018
DQ (Digital Intelligence) Global Standard on Digital Literacy, Digital Skills and Digital ReadinessThe framework is based on the DQ concept of 'Digital Intelligence'defined as 'a comprehensive set of technical, meta-cognitive, and socio-emotional competencies that are grounded in universal moral values and that enable individuals to face the challenges and harness the opportunities of digital life.' DQ InstituteCitizens; Non-governmental organisations; Teachers/trainers; Policy makersDQ Institute, Global, 2019
Digischool: the Digital Literacy ProgrammeThe aim of this programme is to impart the required competencies for the 21st century economy in Kenya. KenyaPolicy makersUNESCO, 2018
British Columbia’s Digital Literacy FrameworkThe framework provides a clear, and detailed sense of what digitally literate students should understand and be able to do at various levels of their development. The aim is to help educators integrate technology and digital literacy-related activities into their classroom practice and to provide some basis for the development of assessment tools for the digital literacy competencies. British Columbia, CanadaTeachers/trainersProvince of British Columbia, 2013
USE, UNDERSTAND & ENGAGE: A Digital Media Literacy Framework for Canadian SchoolsThe USE, UNDERSTAND & ENGAGE framework provides a road map for teaching the necessary skills in Canadian schools, to enable young students to be able to critically, effectively and responsibly access, use, understand and engage with media of all kinds.CanadaTeachers/trainers Mediasmarts, 2022
IC3 Digital LiteracyIC3 Digital Literacy, by Certiport, is a starting point for learners who need to establish a foundational skill set of digital competencies. North AmericaCitizens; Non-governmental organisations; Training providers; Curriculum Developers; Labour market partners (employers and unions)Certiport, 2022
Microsoft Digital Literacy CurriculumMicrosoft Digital Literacy is for anyone with basic reading skills who wants to learn the fundamentals of using digital technologies. MicrosoftttCitizens; Non-governmental organisations; Training providers; Curriculum Developers; Labour market partners (employers and unions)Microsoft, 2022
National Digital Literacy Mission (NDLM) SchemeThe National Digital Literacy Mission (NDLM) Scheme has been formulated by the Ministry of Electronics & Information Technology, Government of India to impart IT training including in rural areas. Eligible households can nominate one person from their family and the selected person gets enrolled under this programme in a nearest training centre. IndiaCitizens; Non-governmental organisationsGovernment of India, 2015
SkillsFuture - Skills Framework for Infocomm TechnologyThe Skills Framework is an initiative developed by the Government of Singapore to promote skills mastery and lifelong learning. It provides useful information on: sector information; career pathways; occupations and job roles; existing and emerging skils; and training programmes for skills upgrading and mastery. SingaporeCitizens; Non-governmental organisations; Training providers; Curriculum Developers; IT Professionals; Labour market partners (employers and unions) Government of Singapore, 2022
ETF READY ModelThe European Training Foundation's READY model (Reference model for Educators' Activities and Development in the 21st centurY) offers a structured way to identify the professional practices and development needs of the 21st century educators. European Training FoundationTeachers/trainers; Training providers; Curriculum DevelopersEuropean Training Foundation, 2022

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



Data privacy statement | Contacts | © UNESCO-UNEVOC