17.

- Digital Competence Frameworks-

DigiComp 1.0, Digi Comp 2.0. Digi Comp 2.1 Digi compOrg- Digi compEdu, Digi
comp Consumer

Digital Competence Framework

DigComp was first published in 2013, as a reference framework to support the

development of digital competence of individuals in Europe. DigComp describes
which competencies are needed today to use digital technologies in a confident,
critical, collaborative and creative way to achieve goals related to work, learning,
leisure, inclusion and participation in our digital society.

From a technical perspective, DigComp methodological approach and structure

originate from the Framework of professional skills (e_Competence Framework) and
from the European qualifications framework (e_QF). Then, DigComp develops the
specific area of the use of digital technologies by European citizens.

DigComp dimensions

The Digital Competence Framework is structured in dimensions. Dimensions outline

the underlying data model and organise all the elements showing how they relate to
one another.

1. COMPETENCE AREAS (5 AREAS)

2. COMPETENCES DESCRIPTIONS AND THEIR TITLES (21)

3. PROFICIENCY LEVELS FOR EACH COMPETENCE

4. KNOWLEDGE, SKILLS AND ATTITUDES EXAMPLES FOR EACH COMPETENCE

5. APPLICATION TO SPECIFIC PURPOSES: LEARNING AND EMPLOYMENT

Each dimension has its specificities allowing for a flexible use of the framework so
that it can be adapted to the needs and requirements that emerge from the context.
For example, someone may only use dimensions 1 and 2 without the use of
proficiency levels. The use of dimensions also allows for better interoperability and
comparability between various frameworks.

Dimension 1 outlines the competence areas of which the digital competence is

composed.
Dimension 2 details the titles of each competence and their descriptors.

Dimension 3 is used to describe the proficiency levels of each competence (see 1.5
more details).

Dimension 4 and 5 describe various examples related to Dimension 2.They are

provided to add value and context and thus, they are not intended to be exhaustive.
In the case of Dimension 4, these would include examples of knowledge, skills and
attitudes related to each competence, whereas Dimension 5 provides examples of
the framework’s application to specific purposes.In the case of DigComp, two
contexts are provided, that of learning and employment.

DigComp competence areas

In DigComp, there are 5 competence areas which outline the key components of the
digital competence. They are the following: Information and data literacy;
Communication and collaboration; Digital content creation; Safety; and Problem
solving.

In DigComp, the competence areas 1, 2 and 3 deal with competences that can be
retraced in terms of specific activities and uses

1.INFORMATION AND DATA LITERACY

2. COMMUNICATION AND COLLABORATION

3. DIGITAL CONTENT CREATION

Competence areas 4 and 5 are “transversal” as they apply to any type of activity
carried out through digital means. Problem solving elements, in particular, are
present in all competence areas, but a specific area was defined to highlight the
importance of this aspect for the appropriation of technology and digital practices.

Dimension 5 provides examples of use applied to employment, and to education and

training.

4. SAFETY

5. PROBLEM SOLVING

DigComp proficiency levels

DigComp maps out 4 broad proficiency levels (foundation, intermediate, advanced,

highly specialised).
These 4 levels can also be further elaborated across 8 levels offering a more detailed
description of progression criteria. The 8 levels provide the granularity needed to
develop learning materials, assess and recognise learning progression, and to
describe tasks and competences in detail.

Each of the 8 level descriptions represents a further step by the citizens in three
domains:

- The acquisition of knowledge of the competence

- The complexity of the tasks they can handle.
- Their autonomy in completing the task.

Each description contains knowledge, skills and attitudes, described in one single
descriptor for each level of each competence (8 x 21 learning outcomes). The
proficiency levels were inspired by the structure and vocabulary of the European
Qualification Framework (EQF) and were written as a combination of learning
outcomes, using one action verb per learning outcome.

Example

A person at proficiency level 2 is able to remember and carry out a simple task, with
help from somebody with digital competence only when they need it. However, a
person at proficiency level 5 can apply knowledge, carry out different tasks and
solve problems and help others to do so.

Value of using DigComp

Four main reasons:

• Its character as a European framework

• Its contribution to create a common language and understanding of digital

competence

• The quality and flexibility of the framework

• Its guiding function for education and training actions.

Domains of digital competence development

DigComp is being used in three main domains where digital competence is

increasingly important.

1. Education and training

DigComp is used in education at all levels starting at school, where it contributes to
educational achievements and the wellbeing of children and youngsters.

2. Life-long learning and inclusion

Digital competence is important in everyday life and the lack of digital competence
can exacerbate the condition of already disadvantaged people or contribute to
socially excluding them.

3. Employment

Digital competence is needed today for a wide variety of job profiles in the world of
work.

Steps in DigComp implementation

STEP 1 Adaptation and specification DigComp is adapted and specified to develop

digital competence for a given target population and a certain context.

STEP 2 Competence assessment DigComp is used to assess digital competence

level, strengths and weaknesses of an individual or target population.

STEP 3 Training trainers DigComp is used to design training measures for the
trainers who must develop their digital competence.

STEP 4 End-user learning DigComp is used to design teaching and learning

experiences for the end users in the target population.

STEP 5 Recognition and certification DigComp is used to assess, recognise and

possibly certify learning achievements and enhanced competence.

In reality, not all these steps may in fact be necessary, as they also depend on
context conditions and maturity, as well as on the aims being pursued.

Stakeholders using DigComp

DigComp is being used by the following main stakeholder categories.

Policy makers are national or regional ministries or international organisations (e.g.

European Commission, United Nations) and their related research and support
agencies, institutes and similar entities. They develop digital competence initiatives
in different policy areas: education and training, employment, economic
development, public administration, and digital agenda. In the case of education and
training, they undertake digital development actions at all levels and they address
the lifelong learning perspective in adult education.

Third sector and enterprise are foundations, associations and other non-profit
organisations which run activities and offer services in non-formal education and
training, including specialised digital competence centres (i.e. All Digital ALL-
DIGITAL.ORG). Non-profit organisations address various target users such as:
youngsters to enhance their employability, children in a (non-formal) educational
perspective and older people, unemployed people and adults in general in a life-long
learning and inclusion perspective. DigComp is also being used to develop digital
competence for employees of companies and public organisations facing digital
transformation challenges.

Education and training institutions develop digital competence initiatives acting

independently, in national networks (also in association with professional and
government bodies) or in European projects with different types of partners. They
operate in the education and training and other domains, but with research and
support functions. A few examples are implemented by schools, typically in the
context of European projects.

Which are the different versions of the DigComp framework and how do
they differ?

The three official DigComp Framework reports are the following:

● DigComp (1.0): A Framework for Developing and Understanding Digital

Competence in Europe (2013)

The DigComp 1.0 report defined and described the Framework’s:

• scope and content - 21 competences grouped into 5 main areas

• basic structure – 5 dimensions i.e. the way in which the content of the Framework
is displayed

● DigComp 2.0: The Digital Competence Framework for Citizens. Update Phase
1: The Conceptual Reference Model (2016)

This second version is an update designed to clarify the concepts and to adapt the
content to the changing needs and to users suggestions. The document is
completely free of charge and is available on the website:
https://ec.europa.eu/jrc/digcomp

(It shows both, the new text and the made changes.)

The DigComp 2.0 report brought the following improvements to the Framework:

• an update of the conceptual reference model, with updates for competence areas
(dimension 1) and competence titles and descriptors (dimension 2).

• a revision of the vocabulary and streamlined descriptors.

These changes were made also to reflect:

• relevant updates in EU legislation

• new requirements for digital competence and data literacy stemming for instance
from greater data availability and new visualisation techniques, the growing use of
cloud-based services etc.

• concerns for accessibility and social inclusion issues

● DigComp 2.1: The Digital Competence Framework for Citizens with eight
proficiency levels and examples of use (2017)

The main novelty of DigComp 2.1 are the new 8 proficiency levels of the Framework

DigComp and other related frameworks

The DigComp conceptual reference model has been used by the JRC to develop other
related frameworks for the European Commission:

➔ DigCompOrg (2015) The European Framework for Digitally Competent

Educational Organisations
The European Reference Framework of Digitally Competent Educational Organisation
is an initiative of the European Commission, Directorate General for Education and
Culture (DG EAC). Research and design of the Framework was carried out by the
Joint Research Centre - Institute for Prospective Technological Studies (JRC-IPTS).The
DigCompOrg framework has seven key elements and 15 sub-elements that are
common to all education sectors. There is also scope for the addition of sector-
specific elements and sub-elements.For each of the elements and sub-elements of
DigCompOrg, a number of descriptors were developed (74 in total). DigCompOrg
provides a comprehensive and generic conceptual framework that reflects all
aspects of the process of systematically integrating digital learning in educational
organisations from all education sectors. It is adaptable to the particular contexts
within which educational organisations, intermediaries or project developers operate
(e.g., sector-specific elements, sub-elements or descriptors may be added).
DigCompOrg complements rather than supersedes other frameworks and tools
already in use for specific purposes: e.g., the DIGCOMP framework that can be used
to develop relevant aspects of students' digital competence.

What can DigCompOrg do for educational organisations?

The DigCompOrg framework can be used by educational organisations (i.e., primary,

secondary and VET schools, as well as higher education institutions) to guide a
process of self-reflection on their progress towards comprehensive integration and
effective deployment of digital learning technologies.

What can DigCompOrg do for policymakers and education stakeholders?

DigCompOrg can facilitate transparency and comparability between related

initiatives throughout Europe, and it can also play a role in addressing fragmentation
and uneven development across the Member States.

DigCompOrg can also be used as a strategic planning tool for policymakers to

promote comprehensive policies for the effective uptake of digital learning
technologies by educational organisations at regional, national and European level. It
can also be used as a means to create awareness about the systemic approach
needed for effective use of digital learning technologies.

DigCompOrg is designed to focus mainly on the teaching, learning, assessment and

related learning support activities undertaken by a given educational organisation.
As such, it is not intended to address the full range of administrative and
management information systems that may be in use within the organisation.

DigCompOrg includes elements, sub-elements and descriptors that may be regarded

as linked to 'organisational responsibilities' (e.g., Infrastructure) or to 'individual
responsibilities' (e.g., Teaching and Learning practices). This reflects the fact that a
digitally-competent educational organisation needs a balanced combination of strong
leadership and governance (for vision and top-down strategies) and staff and
stakeholders capable of taking personal responsibility (for self-initiated actions and
bottom-up efforts and initiatives).

➔ DigCompConsumers (2016) The Digital Competence Framework for

Consumers

The European Digital Competence Framework for Consumers, or

"DigCompConsumers", offers a reference framework to support and improve
consumers’ digital competence. Consumer digital competence is defined as the
competence consumers need to function actively, safely and assertively in the digital
marketplace. This definition builds on existing work on consumers’ competence, and
on the general digital competences as defined in the DigComp 2.0 framework. This
report introduces the conceptual reference model (DigCompConsumers) which
outlines 14 competences and gives examples of each competence in terms of
knowledge, skills and attitudes.

➔ DigCompEdu (2017) The European Framework for the Digital Competence of

Educators

The European Framework for the Digital Competence of Educators (DigCompEdu) is

a scientifically sound framework describing what it means for educators to be
digitally competent. It provides a general reference frame to support the
development of educator-specific digital competences in Europe.

DigCompEdu is directed towards educators at all levels of education, from early

childhood to higher and adult education, including general and vocational education
and training, special needs education, and non-formal learning contexts.
DigCompEdu details 22 competences organised in six Areas.

DigCompEdu distinguishes six stages or levels along which educators' digital

competence typically develops. For each stage a role descriptor is provided which
reflects the particular focus of digital technology use typical for the competence
stage. These role descriptors also relate to an educator's relative strengths and roles
within a professional community.

Newcomer (A1) Newcomers are aware of the potential of digital technologies for

enhancing pedagogical and professional practice. However, they have had very little

contact with digital technologies and use them mainly for lesson preparation,

administration or organisational communication. Newcomers need guidance and

encouragement to expand their repertoire and to apply their existing digital

competence in the pedagogical realm.

Explorer (A2)Explorers are aware of the potential of digital technologies and are

interested in exploring them to enhance pedagogical and professional practice. They

have started using digital technologies in some areas of digital competence, without,

however, following a comprehensive or consistent approach. Explorers need

encouragement, insight and inspiration, e.g. through the example and guidance of

colleagues, embedded in a collaborative exchange of practices.

Integrator (B1)Integrators experiment with digital technologies in a variety of

contexts and for a range of purposes, integrating them into many of their practices.

They creatively use them to enhance diverse aspects of their professional

engagement. They are eager to expand their repertoire of practices. They are,

however, still working on understanding which tools work best in which situations

and on fitting digital technologies to pedagogic strategies and methods. Integrators

just need some more time for experimentation and reflection, complemented by

collaborative encouragement and knowledge exchange to become Experts.

Expert (B2)Experts use a range of digital technologies confidently, creatively and

critically to enhance their professional activities. They purposefully select digital

technologies for particular situations, and try to understand the benefits and

drawbacks of different digital strategies. They are curious and open to new ideas,

knowing that there are many things they have not tried out yet. They use

experimentation as a means of expanding, structuring and consolidating their

repertoire of strategies. Experts are the backbone of any educational organisation

when it comes to innovating practice.

Leader (C1)Leaders have a consistent and comprehensive approach to using digital

technologies to enhance pedagogic and professional practices. They rely on a broad

repertoire of digital strategies from which they know how to choose the most

appropriate for any given situation. They continuously reflect on and further develop

their practices. Exchanging with peers, they keep updated on new developments and

ideas. They are a source of inspiration for others, to whom they pass on their

expertise.
Pioneer (C2) Pioneers question the adequacy of contemporary digital and

pedagogical practices, of which they themselves are Leaders. They are concerned

about the constraints or drawbacks of these practices and driven by the impulse to

innovate education even further. Pioneers experiment with highly innovative and

complex digital technologies and/or develop novel pedagogical approaches. Pioneers

are a unique and rare species. They lead innovation and are a role model for

younger teachers.

For each of the 22 competences, level descriptors and proficiency statements are
provided that allow educators to understand their level of competence and their
specific development needs.

The focus is not on technical skills. Rather, the framework aims to detail how digital
technologies can be used to enhance and innovate education and training.

The DigCompEdu study builds on previous work carried out to define citizens' Digital
Competence in general, and Digitally Competent Education Organizations
(DigCompOrg). It contributes to the Commission's recently endorsed Skills Agenda
for Europe and to the Europe 2020 flagship initiative Agenda for New Skills for New
Jobs.

Conclusion

DigComp is not a standard in the formal sense as it was not developed by a formal
standardisation body, however , being the only tool available at European level and
the only one officially supported by the EC, it constitutes a “de facto standard”.

While the e-Competence Framework developed by CEN is the common language of

professionals in ICT, DigComp is the common language for people in need to
communicate digital concepts or explain actions involving digital technology,
regardless of their professions or activities.

Nowadays DigComp is not yet very known and widespread across Europe. However,
it is an instrument that may support the development of several applications and
services both by market operators and public authorities.