Global Framework for Digital Skills

UNESCO Institute for Statistics

session 344 organizer(s) logo

Session 344

16:30–18:15, Monday, 19 March 2018 Popov Room 2, ITU Tower Thematic Workshop Speakers/Panellists  Link to WSIS Action Lines  Link to SDGs  Summary Document  Documents  Related Links 

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Measuring SDG 4.4

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.



Mr Alexandre Barbosa, Head of the Center of Studies for Information and Communications Technologies (CETIC)


Mr Manos Antoninis, Director of the Global Education Monitoring Report (GEMR) / Chair of Task Force 4.4, Global Alliance to Monitor Learning (GAML)

Ms Tatiana Jereissati, Coordinator of UNESCO projects at the Center of Studies for Information and Communications Technologies (CETIC)

MS. Diana Parra Silva , Head of Digital Agenda / Chief International Officer,  Agency for e-Government and Information and Knowledge Society, Office of the President of Uruguay 

Ms. Maria Cristina Cardenas Peralta, National Coordinator of @PRENDE from Mexican Ministry of Education


Session's link to WSIS Action Lines

  • AL C11 logo C11. International and regional cooperation

C.11) International and regional cooperation: The session refers to the Global Alliance to Monitor Learning, an example of an international mechanism to monitor indicators on ICT and digital literacy skills

The session is also linked to the following Action Lines: 

C.12) Achieving the WSIS targets (Plan of Action, Section B), e.g. 
• To connect universities, colleges, secondary schools and primary schools with ICTs;
• To adapt all primary and secondary school curricula to meet the challenges of the Information Society, taking into account national circumstances 

C.14) Follow-up and evaluation (Plan of Action, Section E), e.g. through benchmarking, gender-specific indicators , international performance evaluation, monitoring the digital divide and statistics

Session's link to Sustainable Development Process

  • Goal 4: Quality education logo Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

The session presents the work of the Global Alliance to Monitor Learning (GAML) task force on SDG target 4.4 regarding digital literacy skills. GAML is coordinated by the UNESCO Institute for Statistics, the custodian agency for SDG 4 indicators.


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