Within Sustainable Development Goal 4 on education, target 4.4 focuses on skills for work. Thematic indicator 4.4.2 is the “percentage of youth/adults who have achieved at least a minimum level of proficiency in digital literacy skills”. In order to monitor this indicator, it is necessary to establish a framework for digital skills. The Global Alliance to Monitor Learning (GAML), which is coordinated by the UNESCO Institute for Statistics, is responsible for reaching consensus on all indicators under SDG 4 that focus on learning outcomes. For that reason, GAML with the support of the University of Hong Kong Centre for Information Technology in Education, has worked towards reaching consensus on a framework for digital skills that would be applicable around the world.
The proposed global framework takes as its starting point the European Commission’s Digital Competence Framework for Citizens (DigComp 2.1), as it has been developed on the basis of extensive research and consultation in the European Union countries. It builds on the DigComp 2.1 framework using two mapping exercises:
· cross-national, national and sub-national digital literacy (curriculum or assessment) frameworks; and
· use examples of digital literacy in major areas of social economic activity.
The frameworks and use examples have been collected from countries across the world regions.
The mapping of national digital literacy frameworks has been conducted using English-language searches for digital literacy frameworks and found information on frameworks adopted in 43 countries. The following have been selected:
· seven national frameworks that were most clearly written with regard to competency areas; and
· three popular enterprise frameworks found in numerous countries
Then, a low-inference coding scheme has been developed to map competences from each framework to DigComp 2.1. The collected digital literacy frameworks have shown two types of competences that are qualitatively different from any competences defined in DigComp 2.1 and that warrant the creation of new competence areas.
· Fundamentals of hardware and software, which refers to basic operations of digital devices; and
· Career-related competences, which refers to specific careers or career opportunities.
The draft framework is now available for consultation and the purpose of this session is to inform the WSIS of this latest development. The Global Framework for Digital Skills is of particular relevance to WSIS since it will allow countries to report to SDG indicator 4.4.2, and will be an important element in supporting countries to develop digital literacy curricula and assessments.