Digital Competence in practice: An analysis of frameworks


Work data:

ISBN: 978‐92‐79‐25093‐4

Type of work: Report


Digital Literacy


With the 2006 European Recommendation on Key Competences,1 Digital Competence has been acknowledged as one of the 8 key competences for Lifelong Learning by the European Union. Digital Competence can be broadly defined as the confident, critical and creative use of ICT to achieve goals related to work, employability, learning, leisure, inclusion and/or participation in society. Digital Competence is a transversal key competence which enables acquiring other key competences (e.g. language, mathematics, learning to learn, cultural awareness). It is related to many of the so-called 21st Century skills which should be acquired by all citizens, to ensure their active participation in society and the economy.

This report is part of a project on Digital Competence (DIGCOMP), launched by JRC-IPTS IS Unit2 under an Administrative Agreement for DG Education and Culture with an objective to contribute to better understand and develop Digital Competence in Europe. The project is being carried out between January 2011 and December 2012.3 The objectives of the project are:

  • To identify the key components of Digital Competence in terms of the knowledge, skills and attitudes needed to be digitally competent;
  • To develop Digital Competence descriptors that will feed a conceptual framework/guidelines that can be validated at European level, taking into account relevant frameworks currently available;
  • To propose a roadmap for the possible use and revision of a Digital Competence framework and descriptors of Digital Competence for all levels of learners.

The project aims to achieve these objectives in collaboration and interaction with stakeholders at European level.

This report contributes to the second work package of the project, by mapping and analyzing case studies where Digital Competence is being developed, acquired, and assessed or certified.