DigComp 2.0:
The Digital Competence Framework
for Citizens
Update Phase 1:
The Conceptual Reference
Model
Riina Vuorikari, Yves Punie, Stephanie
Carretero, Lieve Van den Brande

2016

EUR 27948 EN

This publication is a Science for Policy report by the Joint Research Centre, the European Commission’s in-housescience service. It aims to provide evidence-based scientific support to the European policy-making process.
The scientific output expressed does not imply a policy position of the European Commission. Neither theEuropean Commission nor any person acting on behalf of the Commission is responsible for the use which might
be made of this publication.
Contact information
Name: Yves Punie
Address: Edificio Expo, Calle Inca Garcilaso 3, E-41092 Seville, Spain
E-mail: Yves.PUNIE@ec.europa.eu
Tel.: +34 9544-88229
JRC Science Hub
https://ec.europa.eu/jrc

JRC101254
EUR 27948 EN

PDF

ISBN 978-92-79-58876-1

ISSN 1831-9424

doi:10.2791/11517

LF-NA-27948-EN-N© European Union, 2016
Reproduction is authorised provided the source is acknowledged.
How to cite: Vuorikari, R., Punie, Y., Carretero Gomez S., Van den Brande, G. (2016). DigComp 2.0: The Digital
Competence Framework for Citizens. Update Phase 1: The Conceptual Reference Model. Luxembourg Publication
Office of the European Union. EUR 27948 EN. doi:10.2791/11517
All images © European Union 2016

Abstract
DigComp 2.0: The Digital Competence Framework for Citizens.
The European Digital Competence Framework for Citizens, also known as DigComp, offers a tool to improve
citizens’ digital competence. DigComp was first published in 2013 and has become a reference for many digitalcompetence initiatives at both European and Member State levels. This document introduces DigComp 2.0. It
constitutes phase 1 of the update of the framework which focuses on the conceptual reference model, newvocabulary and streamlined descriptors. The current document also gives examples of how DigComp is used at
the European, national and regional levels.

Table of contents
Preface ................................................................................................................ 2
Executive summary ............................................................................................... 3
1.

Introduction .............................................................................................. 52.

The two-phase update process ..................................................................... 6

3.

DigComp 2.0 - the Conceptual Reference Model ............................................. 8

4.

From DigComp 1.0 to DigComp 2.0 ............................................................ 10
4.1. DigComp 2.0: new vocabulary and streamlined descriptors for better scoped
competences ....................................................................................... 10
4.2.
Comparison of changes ......................................................................... 12

5.

Use and uptake of DigComp ...................................................................... 17
5.1.
Purpose of use: Policy formulation and support ........................................ 17
5.2.
Purpose of use: Instructional planning .................................................... 21
5.3.
Purpose of use: Assessment tool ............................................................ 22
5.4.
Related work and projects ..................................................................... 24
5.5.
Language translations .......................................................................... 25

6.

Conclusion and next steps ......................................................................... 26

Annex 1: Illustrations of the updated changes ...................................................... 27
Annex 2: Mapping of UNESCO’s MIL to DigComp .................................................. 34
Annex 3: Mapping “Global Media and Information Literacy Assessment Framework”
to DigComp ..................................................................................................... 35
Annex 4: A snapshot of Member State implementations ........................................ 36
Annex 5: Cross-references between DigComp and e-CF ........................................ 37
References ......................................................................................................... 38
List of abbreviations and definitions ....................................................................... 39
List of figures...................................................................................................... 40
List of tables ....................................................................................................... 40

1

Preface
The European Commission’s Communication "A new skills agenda for Europe: Working
together to strengthen human capital, employability and competitiveness" proposes
ways to address the skills challenges that Europe is currently facing. The aim is foreveryone to have the key set of competences needed for personal development, social
inclusion, active citizenship and employment. These competences include literacy,
numeracy, science and foreign languages, as well as more transversal skills such as
digital competence, entrepreneurship competence, critical thinking, problem solving andlearning to learn.
The European Digital Competence Framework for Citizens 1 , also known as DigComp,
offers a tool to improve citizens’ digital competence. In the fields of education andtraining, and employment, there was a need to have a common reference framework ofwhat it means to be digitally savvy in an increasingly globalised and digital world.
DigComp was developed by the Joint Research Centre (JRC) of the European
Commission as a scientific project based on consultation with, and active input from, awide range of stakeholders and policy makers from industry, education and training,
employment, social partners, etc. The project originated in DG Education and Culture
and was further developed on behalf of DG Employment, Social Affairs and Inclusion. It
was first published in 2013 and has become a reference for the development andstrategic planning of digital competence initiatives at both European and Member Statelevels. However, as the digitalisation of our society, work and education is moving fast,
there is a need to update the concepts and vocabulary of the DigComp framework. The
current document, DigComp 2.0, presents Phase 1 of the update, which focuses on theconceptual reference model. The report also showcases examples of its implementation
at the European, national and regional levels.
The origin of this work goes back to 2006 when the European Union proposed 8 keycompetences for lifelong learning, one of which was Digital Competence.
DG Employment, Social Affairs and Inclusion is working with JRC IPTS to strengthen the
uptake and use of DigComp in Europe. DigComp 2.0 and the first report on a "European
entrepreneurship competence framework" (EntreComp) 2 are being published at the sametime. Both tools will enable public authorities and private actors to improve theirguidance, training and mentoring services for citizens, young people and job seekers.
We believe they can help address some of the key skills challenges that Europe iscurrently facing.
Detlef Eckert,
Director, DG Employment, Social Affairs and Inclusion

12

https://ec.europa.eu/jrc/digcomp
https://ec.europa.eu/jrc/entrecomp

2Executive summary
Policy context
The Europe 2020 Strategy aims to create the conditions for smart, sustainable andinclusive growth. Some of the areas it targets are employment, education, social
inclusion and poverty reduction. Each of these areas is changing fast through thedigitalisation of our society. People need digital competence to be able to participate andbenefit from digital opportunities - but also to mitigate possible risks. This is clearly achallenge that must be addressed today. Almost half (44.5%) of the EU population aged
between 16 and 74 has insufficient digital skills, as demonstrated by the EU-wide Digital
Economy and Society Index (DESI) indicator on "digital skills", based on 2015 Eurostat
data3.
Boosting digital skills is one of the European Commission’s priorities. Its most recent
proposals have been put forward in the Communication "A New Skills Agenda for
Europe: Working together to strengthen human capital, employability andcompetitiveness".
Key conclusions
The Digital Competence Framework for Citizens, also known as DigComp, was firstpublished in 2013 by the European Commission. It is a tool to improve citizens’ digitalcompetence, help policy-makers formulate policies that support digital competencebuilding, and plan education and training initiatives to improve the digital competence ofspecific target groups. DigComp also provides a common language on how to identify
and describe the key areas of digital competence and thus offers a common reference at
European level.
This report presents version 2.0 of the Digital Competence Framework for Citizens(Phase 1). It consists of an update of the conceptual reference model, a revision of the
vocabulary and more streamlined descriptors. Examples of how DigComp is used at theEuropean, national and regional levels are also provided.
Main findings
From 2013 up until now, DigComp has been used for multiple purposes, particularly inthe context of employment, education and training, and lifelong learning.
This report outlines these implementations in three main areas: 1) policy formulationand support; 2) instructional planning for education, training and employment; and 3)
assessment and certification. More than ten examples of these implementations in
Member States are listed in the report in order to give an overview of the current uses of
DigComp.
Additionally, DigComp has been put into practice at the EU level, for example toconstruct a European-wide indicator called “Digital skills” which is used to monitor the
Digital Economy and Society. Another example is incorporated into the Europass CV
enabling jobseekers to evaluate their own digital competence and include the evaluationin their Curriculum Vitaes.
Furthermore, new frameworks have been derived from DigComp for new contexts where
digital competence is needed. In collaboration with the Directorate-General for Justice
and Consumers, the JRC is working on the Digital Competence Framework for
Consumers (DigCompConsumers) to help consumers to participate actively, safely andassertively in the digital marketplace. The JRC is also working on the Digital Competence
Framework for Teachers (DigCompTeach) on behalf of the Directorate-General for
Education and Culture.

3

https://ec.europa.eu/digital-single-market/desi

3

Related and future JRC work
After the publication of the DigComp 2.0 conceptual reference model (Phase 1), the JRC
will continue working on Phase 2 of the update. This will include further refining the
DigComp proficiency levels for the 8 levels of learning outcomes, which will be validated
in the course of 2016. The JRC will also continue to monitor the implementation of the
DigComp framework at regional and national levels (see Implementation Gallery 4) andensure that it is up-to-date and policy relevant in the future.
Additionally, the JRC is developing related competence frameworks in the fields ofeducation and training, employment and lifelong learning. Examples of this work include
the Entrepreneurship Competence Framework (EntreComp 5 ) and the European
Framework for Digitally-Competent Educational Organisations (DigCompOrg 6).

456

https://ec.europa.eu/jrc/en/digcomp/implementation
https://ec.europa.eu/jrc/en/entrecomp/https://ec.europa.eu/jrc/en/digcomporg

41. Introduction
In 2015, almost half (44.5%) of the EU population aged from 16 to 74 had insufficient
digital skills to participate in society and economy. 7 In the active labour force (employed
and unemployed), this figure is more than a third (37%). 12% of young Europeans aged
from 11 to 16 were likely to be exposed to cyberbullying - a number that has increased
from 20108. Work, employability, education, leisure, inclusion and participation in society- all of these areas and many others in our society are being transformed bydigitalisation. Consequently, digital competence – or the confident and critical use of ICT
tools in these areas - is vital for participation in today's society and economy (European
Parliament and the Council, 2006).
The Digital Competence Framework for Citizens, also known by its acronym DigComp,was first published in 2013 by the European Commission. It aimed to be a tool toimprove citizens’ digital competence, to help policy-makers to formulate policies that
support digital competence building, and to plan education and training initiatives toimprove digital competence of specific target groups. DigComp also provided a common
language on how to identify and describe the key areas of digital competence and thus
offered a common reference at European level.
From 2013 up until now (2016), DigComp has been used for multiple purposes,
particularly in the context of employment, education and training, and lifelong learning.
However, the fast moving digitalisation of various aspects of society sets new
requirements, hence the need for DigComp version 2.0.
In this report, we outline the two-phase update process of DigComp 2.0 (Section 2). We
then introduce the first phase of the update, presenting the DigComp conceptualreference model with its 21 updated competence descriptors (Section 3). Section 4familiarises the reader with the new vocabulary and details all the changes to thecompetence titles and descriptors. Finally, in Section 5, we present a number ofexamples of implementations at national and European level to illustrate the variety ofuses.
The Digital Competence Framework for Citizens uses a multi-stakeholder governancemodel in which DG Employment, Social Affairs and Inclusion and JRC-IPTS lead the
management and quality assurance. A cross-Directorate-General (DG) governing
mechanism allows other relevant DGs to be involved, namely DG Education and Culture(EAC) with whom DigComp was initially launched, DG for Communications Networks,
Content and Technology (CNECT); DG for Internal Market, Industry, Entrepreneurshipand SMEs (GROW); and DG for Justice and Consumers (JUST). This cross-DG
governance plays an important role in ensuring complementarity between existing andemerging actions (e.g. e-Skills for growth and jobs, Digital Single Market, ESCO, etc.).
There is also further collaboration with a wider set of external stakeholders such as
national authorities, interest groups (e.g. DIGITALEUROPE 9 , eSkills Association 10 ,Telecentre-Europe 11 , ECDL 12 ) and other key players. For example, other digitalcompetence frameworks, such as the European e-Competence Framework for ICT
Professionals13, and training providers have been involved in the process of updating thecurrent framework to version 2.0.

7
8
9
10
11
12

13

DESI
indicatoron"digitalskills",2015
Eurostatdata:
http://digital-agendadata.eu/datasets/desi/indicators
EU Kids Online (2014): findings, methods, recommendations. EU Kids Online, LSE.
http://eprints.lse.ac.uk/60512/
http://www.digitaleurope.org/
http://eskillsassociation.eu/
http://www.telecentre-europe.org/
http://www.ecdl.com/
http://www.ecompetences.eu/

52. The two-phase update process
The Digital Competence Framework for Citizens is structured in four dimensions.
Dimension 1 and 2 represent the DigComp conceptual reference model (see Table 1 –grey background). The process of updating DigComp is advancing in two phases. This
document describes Phase 1: the update of the “conceptual reference model” - in otherwords, updating the competence areas, the competence descriptors and their titles.
Table 1: Main dimensions of DigComp 2.0.

Dimension 1:

Areas identified to be part of the digital competence

Dimension 2:

Competence descriptors and titles that are pertinent to eacharea

Dimension 3:

Levels of proficiency for each competence

Dimension 4:

Examples of the knowledge, skills and attitudes applicableto each competence

Phase 1 of the update has three main objectives: to update the vocabulary, tostreamline the competence descriptors by reducing redundancy, and to include relevant
updates regarding EU legislation (e.g. EU data protection reform 14 ). The rest of theframework will be updated and validated during the course of 2016 (see Figure 1). This
will include an update of proficiency levels to include 8 levels of learning outcomes(Dimension 3) and examples of knowledge, skills and attitudes (Dimension 4).

Figure 1: The two-phase process to update the DigComp Framework to version 2.0.

The process of updating DigComp started in early 2015 with feedback from the
Education and Training 2020 Working Group for Transversal Skills15. In three separate
sessions (February, June and October 2015), feedback was gathered on the different
parts of the update process (e.g. use cases at the national level, proficiency levels,
conceptual reference model). The ET 2020 Working Groups are part of the Open Methodof Coordination, a way for the European Commission and Member States to cooperate inaddressing key challenges at national and European levels in the field of education. Their
engagement in implementing DigComp is important, as will be shown in Part 5 where anumber of examples are given at regional, national and EU-levels. It is also worth
1415

http://europa.eu/rapid/press-release_IP-15-6321_en.htm
See more about ET 2020 Working Groups here:
http://ec.europa.eu/education/policy/strategic-framework/expert-groups_en.htm

6mentioning that the Thematic Working Group that focused on ICT and Education had
already endorsed version 1.0 of the Digital Competence Framework for Citizens.
In November 2015, a fairly stable version of the DigComp 2.0 conceptual reference
model was made publicly available on the JRC Science Hub 16 with a deadline for
feedback of 15 March 2016. Throughout that period, feedback was gathered using
different means, e.g. interviews, emails, consolidated feedback from Ministerial working
groups, external reviewers. Moreover, during the annual “Governance of the EU digitalcompetence and entrepreneurship competence frameworks” in February 2016, thestakeholders were made aware of the update and asked for their feedback.

16

https://ec.europa.eu/jrc/digcomp/7

3. DigComp 2.0 - the Conceptual Reference ModelIn this section, we present the updated conceptual reference model for the Digital
Competence Framework for Citizens. These changes are explained and discussed in thefollowing section.

Competence areas

Competences

Dimension 1

Dimension 2

1. Information anddata literacy

1.1 Browsing, searching and filtering data, information and digital content
To articulate information needs, to search for data, information and content in digital
environments, to access them and to navigate between them. To create and update personalsearch strategies.
1.2 Evaluating data, information and digital content
To analyse, compare and critically evaluate the credibility and reliability of sources of data,
information and digital content. To analyse, interpret and critically evaluate the data,
information and digital content.
1.3 Managing data, information and digital content
To organise, store and retrieve data, information and content in digital environments. To
organise and process them in a structured environment.

2. Communicationand collaboration

2.1 Interacting through digital technologies
To interact through a variety of digital technologies and to understand appropriate digitalcommunication means for a given context.
2.2 Sharing through digital technologies
To share data, information and digital content with others through appropriate digitaltechnologies. To act as an intermediary, to know about referencing and attribution practices.
2.3 Engaging in citizenship through digital technologies
To participate in society through the use of public and private digital services. To seek
opportunities for self-empowerment and for participatory citizenship through appropriate
digital technologies.
2.4 Collaborating through digital technologies
To use digital tools and technologies for collaborative processes, and for co-construction
and co-creation of resources and knowledge.
2.5 Netiquette
To be aware of behavioural norms and know-how while using digital technologies andinteracting in digital environments. To adapt communication strategies to the specificaudience and to be aware of cultural and generational diversity in digital environments.
2.6 Managing digital identity
To create and manage one or multiple digital identities, to be able to protect one's own
reputation, to deal with the data that one produces through several digital tools,
environments and services.

8

3. Digital content
creation

3.1 Developing digital content
To create and edit digital content in different formats, to express oneself through digitalmeans.
3.2 Integrating and re-elaborating digital content
To modify, refine, improve and integrate information and content into an existing body ofknowledge to create new, original and relevant content and knowledge.
3.3 Copyright and licences
To understand how copyright and licences apply to data, information and digital content.
3.4 Programming
To plan and develop a sequence of understandable instructions for a computing system tosolve a given problem or perform a specific task.

4. Safety

4.1 Protecting devices
To protect devices and digital content, and to understand risks and threats in digital
environments. To know about safety and security measures and to have due regard toreliability and privacy.
4.2 Protecting personal data and privacy
To protect personal data and privacy in digital environments. To understand how to use andshare personally identifiable information while being able to protect oneself and others fromdamages. To understand that digital services use a “Privacy policy” to inform how personal
data is used.
4.3 Protecting health and well-being
To be able to avoid health-risks and threats to physical and psychological well-being while
using digital technologies. To be able to protect oneself and others from possible dangers indigital environments (e.g. cyber bullying). To be aware of digital technologies for social wellbeing and social inclusion.
4.4 Protecting the environment
To be aware of the environmental impact of digital technologies and their use.

5. Problem solving

5.1 Solving technical problems
To identify technical problems when operating devices and using digital environments, andto solve them (from trouble-shooting to solving more complex problems).
5.2 Identifying needs and technological responses
To assess needs and to identify, evaluate, select and use digital tools and possible
technological responses to solve them. To adjust and customise digital environments topersonal needs (e.g. accessibility).
5.3 Creatively using digital technologies
To use digital tools and technologies to create knowledge and to innovate processes andproducts. To engage individually and collectively in cognitive processing to understand andresolve conceptual problems and problem situations in digital environments.
5.4 Identifying digital competence gaps
To understand where one’s own digital competence needs to be improved or updated. To
be able to support others with their digital competence development. To seek opportunities
for self-development and to keep up-to-date with the digital evolution.

94. From DigComp 1.0 to DigComp 2.0
The Digital Competence Framework was first published in 2013 by the Institute for
Prospective Technological Studies of the European Commission's Joint Research Centre.
In this section, we explain the changes that took place in Phase 1 of the updateconcerning the conceptual reference model which is composed of the competence areas,
competence titles and their descriptors.

4.1.

DigComp 2.0: new vocabulary and streamlined
descriptors for better scoped competences

Since the first publication in 2013, the digital evolution has re-written itself with newneeds and requirements, which are reflected in a fast changing vocabulary. Even though
the DigComp framework is a rather high-level conceptual reference framework, it has
become clear that some vocabulary needed to be updated. This is independent ofchanges in the functionalities of the tools, software and apps as such, and aims to reflect
more abstract changes at the conceptual level. The glossary of the new terms is
introduced in Table 2.
Content in different formats = e.g. text document, graphics, images, video, music,
multimedia, web-pages stored using a standard file format, 3D printing (either proprietary,
free and/or open). For more, see: https://en.wikipedia.org/wiki/List_of_file_formats
Data = a sequence of one or more symbols given meaning by specific act(s) ofinterpretation. Data can be analysed or used in an effort to gain knowledge or makedecisions. Digital data is represented using the binary number system of ones (1) and zeros(0) as opposed to its analogue representation.
(sources: https://en.wikipedia.org/wiki/Data_%28computing%29;
http://www.thefreedictionary.com/data).
Digital communication = communication using digital technology. Various modes ofcommunication exist, e.g. synchronous communication (real time communication, e.g. using
skype or video chat or Bluetooth) and asynchronous ones (not concurrent communication,e.g. email, forum to send a message, sms) using for example, one to one, one to many, or
many to many modes.
Digital content = any type of content that exists in the form of digital data that are encoded
in a machine-readable format, and can be created, viewed, distributed, modified and stored
using computers and digital technologies, e.g. the internet. The content can be either free or
pay content. Examples of digital content include: web pages and websites, social media,
data and databases, digital audio, such as mp3s, and e-books, digital imagery, digital video,
video games, computer programmes and software.
Digital environment = a context, or a "place", that is enabled by technology and digital
devices, often transmitted over the internet, or other digital means, e.g. mobile phone
network. Records and evidence of an individual's interaction with a digital environment
constitute their digital footprint. In DigComp, the term digital environment is used as a
backdrop for digital actions without naming a specific technology or tool.
Digital services (public or private) = services that can be delivered through digitalcommunication, e.g. internet, mobile phone network that might include delivery of digital
information (e.g. data, content) and/or transactional services. They can be either public or
private, e.g. e-government, digital banking services, e-commerce, music services (e.g.
Spotify), film/tv services (e.g. Netflix).
Digital technology = any product that can be used to create, view, distribute, modify, store,
retrieve, transmit and receive information electronically in a digital form. For example,
personal computers and devices (e.g. a desktop, laptop, netbook, tablet computer, smart
phones, PDA with mobile phone facilities, games consoles, media players, e-book readers),
digital television, robots. Modified from source:
http://www.tutor2u.net/business/ict/intro_what_is_ict.htm.

10Digital tools = digital technologies (see: digital technology) used for a given purpose or for
carrying out a particular function of information processing, communication, content
creation, safety or problem solving.
Privacy policy = the term related to the protection of personal data, for example, how aservice provider collects, stores, protects, discloses, transfers and uses information (data)
about its users, what data are collected, etc.
Problem solving = “an individual’s capacity to engage in cognitive processing tounderstand and resolve problem situations where a method of solution is not immediately
obvious. It includes the willingness to engage with such situations in order to achieve one’s
potential as a constructive and reflective citizen” (OECD, 2014).
Well-being = the term is related to the WHO definition of good health as a state of complete
17physical, social and mental well-being , and not merely the absence of disease or infirmity.
Social well-being refers to the sense of involvement with others and with the communities(e.g. access and use of social capital, social trust, social connectedness and social
networks).
Social inclusion = the process of improving the terms for individuals and groups to take18
part in society (the World Bank ). Social inclusion aims to empower poor and marginalized
people to take advantage of burgeoning global opportunities. It ensures that people have avoice in decisions which affect their lives and that they enjoy equal access to markets,
services and political, social and physical spaces.
Structured environment = where data resides in a fixed field within a record or file, e.g.
relational databases and spreadsheets.
Technological response/solution = refers to the attempt to use technology (and/or
engineering) to solve a problem.

Table 2: Updated vocabulary for DigComp 2.0

In the new vocabulary, for example, instead of talking about being “online” or “the useof ICT”, a catch-all term “digital environment” is used to describe the backdrop to digitalactions. In this case, it is not necessary to name a specific technology or tool andtherefore, the term encompasses not only the use of personal computers (e.g. adesktop, laptop, netbook or tablet computer) but also other hand-held devices (e.g.
Smart Phones, wearable devices with mobile networking facilities), games consoles,
media players or e-book readers which, more often than not, are also networked and/or
connected to the internet.
Moreover, new requirements for digital competence have resulted from the digitaltransformation. Compared to 2013, for example, it is now more common to use cloudbased storage to store data and digital content than before. Also, data literacy has
become more and more necessary thanks to new information visualisation tools andlarger amounts of data available. Other important updates relate to accessibility andsocial inclusion. Privacy and legislation regarding personal data have also moved onsince DigComp version 1, to mention just a few of the updates related to emerging
trends (for more details, see Annex 1).
In addition, the demand for workers who can solve problems at the workplace has
evolved and increased. More and more, these problems arise in technology-richenvironments. So, on the one hand, there is a need for people who can assess needs
and/or existing problems and come up with a solution using digital tools andtechnologies. On the other hand, there is a need for people who can use digitaltechnologies to create new knowledge and to innovate processes and products that did

1718

http://www.who.int/features/factfiles/mental_health/en/
http://www.worldbank.org/en/topic/socialdevelopment/brief/social-inclusion

11

not exist before. Therefore, the competence descriptors in the area of “Problem solving”
have been updated to emphasise problem solving as part of digital competence.
Moreover, the DigComp 2.0 conceptual reference model is now also aligned with theOECD definition of problem solving.
PISA 2012 defines problem-solving competence as: …an individual’s capacity toengage in cognitive processing to understand and resolve problem situations
where a method of solution is not immediately obvious. It includes the willingness
to engage with such situations in order to achieve one’s potential as aconstructive and reflective citizen (OECD, 2014, p.30).
Regarding the conceptual updates, the name of the competence area previously known
as “1. Information” was changed to “1. Information and data literacy”. This is an
important alignment which makes the link between information literacy and DigComp
more visible and explicit. Like the UNESCO’s work on Media and Information Literacy(UNESCO, 2011), which brings together the fields of Information and Media literacy as “acombined set of competencies necessary for life and work today”, DigComp 2.0
encompasses the main components of Information Literacy and parts of Media Literacy(see Annex 2 and Annex 3 for more details on mapping between UNESCO frameworks
and DigComp).
Additionally, there was a need for the DigComp reference model to better focus on thecurrent demand for citizens to have a better understanding of programming and coding.
A plethora of international, EU-level and national initiatives has focused on the issue
recently (e.g. Balanskat & Engelhardt, 2015; eSkills campaign 19 ). Therefore, thecompetence of “programming” has been revisited and redefined so that it is closelyaligned to the one used in “Computing and Digital Literacy: Call for a Holistic Approach”(ECDL Foundation, 2015).
Finally, the updating exercise focused on streamlining the competence descriptors by
reducing the redundancy of concepts expressed in each descriptor. As well as making
the framework leaner, it also helps with the task of building tools for assessing
individual’s digital competence.

4.2.

Comparison of changes

DigComp 2.0 keeps the same overall structure of 5 competence areas. Table 3 shows
the changes in the names of competence in italics.

Inter-related areas
with overlapping
points andcross-references

Cross-cutting
acrossall areas

Competence areas version 1.0

Competence areas version 2.0

1. Information

1. Information and data literacy

2. Communication

2. Communication and collaboration

3. Content creation

3. Digital content creation

4. Safety

4. Safety

5. Problem solving

5. Problem solving

Table 3: Areas of Digital Competence based on DigComp 1.0

It is worth mentioning that the division of areas and competences is artificial and inreality, there are numerous overlaps and cross-references across areas andcompetences. Also, the nature of the areas is not always similar (see Table 3, left

19

http://eskills-week.ec.europa.eu/

12column). Arguably, the area of "Problem solving" is the most cross-cutting of all andtherefore it can be found in all of the other competence areas, as was illustrated in theprevious report (JRC-IPTS, 2013, p.11) with the following example:..the competence area "Information" (area 1) includes the competence"evaluating information", which is part of cognitive dimension in problem solving.
Communication and content creation include several elements of problem solving(namely: interacting, collaborating, developing content, integrating and reelaborating, programming…). Despite including problem solving elements inrelevant competence areas, it was seen necessary to have a dedicated standalone area about problem solving, as for the relevance this aspect has on theappropriation of technologies and digital practices. It can be noted that some of
the competences listed in areas 1 to 4 can also be mapped into area 5.
DigComp 2.0 numbers the competence areas in the same way as version 1.0: i.e. from 1
to 5. The progression does not refer to growing achievement or any other type of
hierarchy. All competences within the area use a sequential numbering scheme of two
numbers (e.g. 1.3): the first sequence indicates the competence area and the second
indicates the competence (area.competence).
Finally, it is important to highlight that the DigComp framework is descriptive rather thanprescriptive. Several aspects of digital competence may include legal and ethical issues,for example, issues related to illegal sharing of proprietary digital content. The person
who engages in this illegal activity may be competent and aware of the licences andrules being broken. Therefore, in this framework ethical aspects are included in terms ofcompetences (i.e. knowledge of rather than correct behaviour). In other words, we raise
the issue but believe it is up to the implementation initiatives to define this competence
in more prescriptive terms, if they so wish. Moreover, the descriptive nature also applies
when tailoring interventions (e.g. instructional planning and curriculum development) to
fit the specific needs of target groups. Instead of directly transposing the DigComp
framework into actual learning activities, or using it to measure student performance assuch, it should be used as a reference framework.
In Table 4, the competences from versions 1.0 and 2.0 are displayed side by side inorder to facilitate comparison. This allows us to see what kinds of changes took place inPhase 1 of the update. The changes were a result of a detailed mind-mapping exercisethat was conducted in order to reflect the scope of each competence (see Annex 1:
Illustrations of the updated changes). These changes will be further reflected in Phase 2of the update through examples of knowledge, skills and competences that relate toeach of the competences (Dimension 4).

13

Table 4: Comparison of competence descriptors in version 1 and 2

Competences version 1.0

Competences version 2.0

1.1 Browsing, searching and filtering information

1.1
Browsing, searching and filtering data,
information and digital content

To access and search for online information, to
articulate information needs, to find relevant
information, to select resources effectively, to navigate
between online sources, to create personal information
strategies

To articulate information needs, to search for data,
information and content in digital environments, toaccess them and to navigate between them. To create andupdate personal search strategies.

1.2 Evaluating Information

1.2 Evaluating data, information and digital content

To gather, process, understand and critically evaluate
information

To analyse, compare and critically evaluate the credibility
and reliability of sources of data, information and digitalcontent. To analyse, interpret and critically evaluate thedata, information and digital content.

1.3 Storing and retrieving information

1.3 Managing data, information and digital content

To manipulate and store information and content foreasier retrieval, to organise information and data

To organise, store and retrieve data, information andcontent in digital environments. To organise and process
them in a structured environment.

2.1 Interacting through technologies

2.1 Interacting through digital technologies

To interact through a variety of digital devices andapplications, to understand how digital communication
is distributed, displayed and managed, to understandappropriate ways of communicating through digitalmeans, to refer to different communication formats, toadapt communication modes and strategies to thespecific audience

To interact through a variety of digital technologies andto understand appropriate digital communication means
for a given context.

2.2 Sharing information and content

2.2 Sharing through digital technologies

To share with others the location and content of
information found, to be willing and able to shareknowledge, content and resources, to act as anintermediary, to be proactive in the spreading of news,
content and resources, to know about citation practices
and to integrate new information into an existing bodyof knowledge

To share data, information and digital content withothers through appropriate digital technologies. To act as
an intermediary, to know about referencing andattribution practices.

2.3 Engaging in online citizenship

2.3
Engaging in citizenship through digitaltechnologies

To participate in society through online engagement,
to seek opportunities for self-development andempowerment in using technologies and digital
environments, to be aware of the potential oftechnologies for citizen participation

To participate in society through the use of public andprivate digital services. To seek opportunities for selfempowerment and for participatory citizenship throughappropriate digital technologies.

2.4 Collaborating through digital channels

2.4 Collaborating through digital technologies

To use technologies and media for team work,
collaborative processes and co-construction and cocreation of resources, knowledge and content

To use digital tools and technologies for collaborative
processes, and for co-construction and co-creation of
resources and knowledge.

142.5 Netiquette

2.5 Netiquette

To have the knowledge and know-how of behaviouralnorms in online/virtual interactions, to be aware ofcultural diversity aspects, to be able to protect self andothers from possible online dangers (e.g. cyberbullying), to develop active strategies to discoverinappropriate behaviour

To be aware of behavioural norms and know-how while
using digital technologies and interacting in digital
environments. To adapt communication strategies to thespecific audience and to be aware of cultural andgenerational diversity in digital environments.

2.6 Managing digital identity

2.6 Managing digital identity

To create, adapt and manage one or multiple digital
identities, to be able to protect one's e-reputation, todeal with the data that one produces through several
accounts and applications

To create and manage one or multiple digital identities,
to be able to protect one's own reputation, to deal withthe data that one produces through several digital tools,
environments and services.

3.1 Developing content

3.1 Developing digital content

To create content in different formats including
multimedia, to edit and improve content that s/he hascreated or that others have created, to express
creatively through digital media and technologies

To create and edit digital content in different formats, toexpress oneself through digital means.

3.2 Integrating and re-elaborating

3.2 Integrating and re-elaborating digital content

To modify, refine and mash-up existing resources tocreate new, original and relevant content andknowledge

To modify, refine, improve and integrate informationand content into an existing body of knowledge to create
new, original and relevant content and knowledge.

3.3 Copyright and Licences

3.3 Copyright and licences

To understand how copyright and licences apply to
information and content

To understand how copyright and licences apply to data,
information and digital content.

3.4 Programming

3.4 Programming

To apply settings, programme modification,
programme applications, software, devices, tounderstand the principles of programming, tounderstand what is behind a programme

To plan and develop a sequence of understandable
instructions for a computing system to solve a given
problem or perform a specific task.

4.1 Protecting devices

4.1 Protecting devices

To protect own devices and to understand online risks
and threats, to know about safety and security
measures

To protect devices and digital content, and to understandrisks and threats in digital environments. To know about
safety and security measures and to have due regard toreliability and privacy.

4.2 Protecting personal data

4.2 Protecting personal data and privacy

To understand common terms of service, active
protection of personal data, understanding otherpeople privacy, to protect self from online fraud andthreats and cyber bullying

To protect personal data and privacy in digital
environments. To understand how to use and sharepersonally identifiable information while being able toprotect oneself and others from damages. To understandthat digital services use a “Privacy policy” to inform how
personal data is used.

4.3 Protecting health

4.3 Protecting health and well-being

To avoid health-risks related with the use oftechnology in terms of threats to physical andpsychological well-being

To be able to avoid health-risks and threats to physicaland psychological well-being while using digitaltechnologies. To be able to protect oneself and othersfrom possible dangers in digital environments (e.g. cyberbullying). To be aware of digital technologies for social
well-being and social inclusion.

15

4.4 Protecting the environment

4.4 Protecting the environment

To be aware of the impact of ICT on the environment

To be aware of the environmental impact of digitaltechnologies and their use.

5.1 Solving technical problems

5.1 Solving technical problems

To identify possible problems and solve them (fromtrouble-shooting to solving more complex problems)with the help of digital means

To identify technical problems when operating devices
and using digital environments, and to solve them (fromtrouble-shooting to solving more complex problems).

5.2 Identifying needs and technological responses

5.2 Identifying needs and technological responses

To assess own needs in terms of resources, tools andcompetence development, to match needs withpossible solutions, adapting tools to personal needs, tocritically evaluate possible solutions and digital tools

To assess needs and to identify, evaluate, select and use
digital tools and possible technological responses to solve
them. To adjust and customise digital environments topersonal needs (e.g. accessibility).

5.3 Innovating and creatively using technology

5.3 Creatively using digital technologies

To innovate with technology, to actively participate incollaborative digital and multimedia production, toexpress oneself creatively through digital media andtechnologies, to create knowledge and solve conceptual
problems with the support of digital tools.

To use digital tools and technologies to create knowledge
and to innovate processes and products. To engage
individually and collectively in cognitive processing tounderstand and resolve conceptual problems andproblem situations in digital environments.

5.4 Identifying digital competence gaps

5.4 Identifying digital competence gaps

To understand where own competence needs to be
improved or updated, to support others in thedevelopment of their digital competence, to keep upto-date with new developments

To understand where one’s own digital competenceneeds to be improved or updated. To be able to support
others with their digital competence development. To
seek opportunities for self-development and to keep upto-date with the digital evolution.

16

5. Use and uptake of DigComp
Since its inception, the DigComp framework has been well received and taken up by
various stakeholders. This versatile instrument is used for various purposes. In thissection, and as illustrated in Figure 2, we categorise three different uses the framework
can have in the context of education, training and employment as follows:
1) Policy formulation and support
2) Instructional planning for education, training and employment
3) Assessment and certification
The stakeholders range from policy makers, educational and employment authorities atnational and regional levels to public and private training institutions and the third sector
bodies, which provide education and training opportunities.

Figure 2: Different uses require different types of implementations

In an attempt to share practices and offer opportunities for peer learning around theimplementation of DigComp, in 2015 an “Implementation Gallery” was launched on the
JRC Science Hub website 20 . The Implementation Gallery works on the self-reporting
principal and presents snapshots of the implementations at a given moment in time. The
goal is to display examples of use across Europe. These should not be regarded, by
definition, as best practices. In this section, we will describe a number of these uses by
various stakeholders in the three above-mentioned categories (see also the map in
Annex 4), without providing an exhaustive overview of DigComp implementations. We
will also give some examples of work done at the European level, either throughinstitutions or project work.

5.1.

Purpose of use: Policy formulation and support

In this sub-section, we describe how DigComp has been used to support strategicplanning and policy-making. Secondly, we list some examples where it has been used tocompare existing frameworks by mapping areas in order to better understand thesynergies, overlaps and possible gaps.
Strategic support for policy-formulation is one of the purposes of DigComp use at
the national and regional level. The Ikanos 21 project was developed by the Basque20
21

https://ec.europa.eu/jrc/digcomp/implementation
http://ikanos.blog.euskadi.net/?page_id=2423&lang=en

17

Government (Spain) to promote the Information and Knowledge Society in the BasqueRegion. In 2016, the new Digital Agenda 2020 for the integration of digital competence
into education and the workplace was launched. Since 2013, however, the Basque
Government has deployed various tools and competence profiles to train, boost andassess digital competence within existing education and training systems, among
citizens and job-seekers, and companies and public administrators (Figure 3) - some ofwhich will be explained later in this report.

Figure 3: DigComp supporting policy formulation in the Basque Country, Spain.

In order to help policymakers to obtain a macro-level view of citizens’ digitalcompetence, the European Commission has developed a Digital Skills Index (DESI).
This composite indicator is based on DigComp’s four competence areas (information,communication, content creation and problem solving). It uses data from the European
Union Survey on Internet Usage in Households and by Individuals (which covers a
representative sample of the EU population between the ages of 16 and 74) from
Eurostat. It focuses on how individuals have used the internet in the last three months22
as a proxy for digital skills.
On the Digital Scoreboard website has an interactive tool for viewing and further
analysing the data. The indicator can be, for example, broken down by various
background variables, so it is possible to assess the digital skills of the individuals, butalso the EU workforce. Four levels for citizens’ digital competence are used (no-lowbasic–above basic). Figure 4 provides a bar chart of individuals with “basic” and “above
basic” digital skills for each EU country, plus Norway and Iceland. In the EU-28, theaverage of individuals with “basic” and “above basic” digital skills is 55%, whereas theaverage in the active labour force (employed and unemployed) is 63%. Applying
DigComp for job-related training and up/re-skilling could bring further advantages.
Various policy documents also use or reference DigComp. For example, a recent
publication by the Italian Coalition for Digital Skills included a Strategy and Roadmap for
Digital Competence in 201623, which outlined a translation of DigComp. Also, the Italian
National Plan for Digital School (Il Piano Nazionale Scuola Digitale), released in late2223

http://ec.europa.eu/newsroom/dae/document.cfm?doc_id=13706, see p. 32
Competenze Digitali: strategia e roadmap 2016:
http://www.agid.gov.it/sites/default/files/documenti_indirizzo/agid__competenze_digitali_2016_r11.pdf

18

2015 24 , lists DigComp in its guideline document. Similarly, the Maltese Ministry for
Education and Employment published the "Green Paper: Digital Literacy" 25 in 2015,
which references the DigComp framework. The Navarra Department of Education in
Spain also uses DigComp as a key reference for its strategic planning.
Another example of using DigComp to support implementations comes from Poland. The
Operational Programme Digital Poland 2014-2020 refers26 to DigComp, among a numberof key frameworks, as supporting the implementation of e-integration projects (Digitalcompetences of the society).

Figure 4: A bar chart showing the Digital Skill index by country in 2015.

An example of gap analysis to compare existing frameworks is the ESCO27 list oftransversal ICT skills. Here, DigComp was used as one of the reference tools for
ESCO, the multilingual classification of European Skills, Competences, Qualifications andOccupations. ESCO is coordinated by DG Employment, Social Affairs and Inclusion, andsupported by the European Centre for the Development of Vocational Training(Cedefop). ESCO is part of the Europe 2020 strategy.
The ESCO classification identifies and categorises skills, competences, qualifications andoccupations for the EU labour market and education and training. One of theseclassifications is the ESCO list of Transversal ICT skills. During its development in 2015,
the DigComp framework was used as one of the reference tools for gauging thecompetence areas and needed skills. Table 5 shows the five areas finally included in the
ESCO Transversal ICT skills list, and the corresponding areas in DigComp.
DigComp has itself taken advantage of this collaboration by adding a number of newconcepts into its updated framework. This is a good demonstration of convergence

24
25

26
27

http://www.istruzione.it/scuola_digitale/allegati/Materiali/pnsd-layout-30.10-WEB.pdf
See:
https://education.gov.mt/elearning/Documents/Green%20Paper%20Digital%20Literacy%20v6.pdf
https://mc.gov.pl/projekty/polska-cyfrowa-po-pc-2014-2020/ramowy-katalog-kompetencjicyfrowych
https://ec.europa.eu/esco/

19

towards the same vision for enhanced compatibility and interoperability between
instruments, at the same time keeping the specificities of each instrument.
Table 5: The mapping of the competence areas of DigComp and an ESCO example

DigComp

ESCO transversal ICT skills

Information and data literacy

Digital data-processing

Communication and collaboration

Digital communication

Digital content creation

Content-creation with ICT software

SafetyICT Safety

Problem solving

Problem-solving with ICT tools and hardware

Similarly, the e-Competence Framework for ICT Professionals (e-CF) was mappedwith DigComp to better understand the synergies between existing frameworks. In thiscase, the main difference between the instruments is that one is for a general audience,
i.e. DigComp for citizens, whereas the e-CF framework is for professionals working in the
ICT sector. The advantage of mapping the two is to show the continuity of certain skills
when passing from competences expected of citizens to those expected of ICT
professionals (see Annex 5 for the entire list of cross-references).

Figure 5: Area of cross-reference between DigComp and e-CF

The mapping revealed that 10 out of 21 DigComp competence descriptors have arelationship, either full or partial, to 14 competences that are described in the e-CF (seeFigure 5). In other words, out the list of 40 e-CF competences, a third (14) can be crossreferenced with DigComp. This demonstrates, among other things, that the ICT
competence required of professionals in the ICT sector has a much wider scope (i.e. 40
vs. 21 competence descriptors) and is more specifically focused on ICT tasks relatedwith the industry.
Another example of gap analysis to compare existing frameworks is the Basic
Digital Skills framework 28 . It has been developed by GO ON UK that works in close
cooperation with the Cabinet Office and the UK Government’s Digital Service. In theirrecent update of the framework, the area of “problem solving” was added into the Basic
Digital Skills framework. This new area now aims to “Increase independence and28

https://www.go-on.co.uk/get-involved/basic-digital-skills/. (note: at the time of publication ofthis report, the news item about the update has been removed)20confidence by solving problems using digital tools and finding solutions”. This addition
was inspired by the DigComp framework.

5.2.

Purpose of use: Instructional planning

DigComp has mostly been taken up to develop education and training initiatives foreducation, skills and employment purposes. In the following, we outline cases where
DigComp is used in various contexts.
New training syllabus for digital competence in adult education is an inspiring
example of how DigComp was used to support a curriculum review and update. In 2014,
the Department of Education in Flanders, Belgium, set up a cross-sectoral curriculum
commission to review the content of existing ICT programmes in the adult education
sector. In Flanders, this sector enrols some 400,000 adults a year. In total, eighteducational programmes were developed with different sets of modules. Each module
includes a set of competences derived from DigComp. From September 2016 onwards,
adult centres will be able to use the new programmes.
Professional development programmes for teachers in various EU countries haveembraced the DigComp Framework for teachers’ digital competence building. For
example, the Ministry of Education, Culture and Sports in Spain created A Common
Framework for Digital Competence for Teachers (Marco comun de Competencia Digital
Docente 2.0) 29 in 2014. Since then, INTEF develops new digital training materials forteachers based on DigComp. These include, for example, a Massive Open Online Course(MOOC) on how to teach and evaluate digital competence 30, already in its 3rd edition. In
2016, a number of short, 3 hours per unit, online courses on DigComp were also
launched 31 . Moreover, the use of DigComp for Professional Development (PD) for
teachers has been agreed between the state and regional governments. This has
encouraged implementation, e.g. Extremadura has introduced a digital competence
portfolio for teachers based on the Spanish model of Teacher DigComp32.
The Education Development Centre in Lithuania, which is under the direct authority of
the Ministry of Education and Science, conducts similar work to implement the DigComp
framework for professional development for teachers since 201533.
In Portugal, the Directorate-General for Education of the Ministry of Education uses
DigComp as an input for professional development courses for teachers since 2016. The
translation of DigComp 34 has been done by the Research Centre “Didactics andTechnology in Education of Trainers” (CIDTFF) with the support of the DirectorateGeneral for Education of the Portuguese Ministry of Education.
The Norwegian Centre for ICT has been using the DigComp since 2013 as a generalreference for the development of their national digital competence framework for theteaching profession. Here, it is used to guide initial and continuing teacher training.
In Croatia, the e-Schools project (2015-2022) 35 is implementing DigComp as a key
support for digitally-competent teachers in Digitally-Mature Schools. The e-Schools
project is led by the Croatian Academic and Research Network and co-funded by theEuropean Regional Development Fund and the European Social Fund.

29
30
31
32
33
34

35

http://blog.educalab.es/intef/2015/10/22/common-framework-for-digital-competence-ofteachers/
http://mooc.educalab.es/courses/INTEF/INTEF162/2016_ED3/about?preview-lang=en
http://mooc.educalab.es/courses/INTEF/NOOC02/2016_ED1/about
http://www.educarex.es/edutecnologias/porfoliotic.html
http://www.upc.smm.lt/projektai/mentep/DIGCOMP_saltiniai.php
See:
http://erte.dge.mec.pt/sites/default/files/Recursos/Estudos/digcomp_proposta_quadro_ref_eur
opeu_compet_digital.pdf
http://www.carnet.hr/e-schools/project_description

21

Third-sector education and training programmes have also embraced the DigComp
framework. For example, the members of Telecentre Europe (TE) have implemented
DigComp in various instances. Telecentre Europe is a European not-for-profit
organisation that represents publicly-funded telecentres/telecentre networks, ICT
learning centres, adult education centres and libraries across Europe. In these places,children and adults can access the internet, learn the latest digital skills and keep up todate with technology and community developments.
In December 2015, Telecentre Europe published “Guidelines on the adoption of
DigComp” 36 (Figure 6) including case studies as examples of good practice. The
examples in the Guidelines include an extended overview of the above-mentioned
Ikanos-project in the Basque Country (Spain) that offers training and self-assessment
through the Telecenters’ network. Another example from Spain is offered by Guadalinfo(an initiative run by local and regional authorities in the Andalucia region) through theportal called "Andalucia digital"37. It includes an implementation of self-assessment andtraining actions for job-seekers based on DigComp. Additionally, the Guidelines present
an Italian example from Emilia Romagna region, called the “Pane e Internet” (Bread andinternet) 38 project, and explains the use of DigComp in redesigning courses andaccompanying materials for an e-inclusion initiative.

Figure 6: The cover page of the Guidelines that also offers “Lessons learned andrecommendations”

Another type of example of DigComp use for instructional planning of training offers isprovided by ECDL Foundation. ECDL Foundation is an international organisation
dedicated to raising digital competence standards in the workforce, education andsociety. The ECDL training modules, delivered in more than 40 languages worldwide, arefocused on tools and applications which cover competences outlined in DigComp.

5.3.

Purpose of use: Assessment tool

Tools for assessing one’s own digital competence constitute one of the most visible
areas of all DigComp implementations. Various stakeholders have operationalised
DigComp as a publicly and freely used tool. One of the first implementations, available

36
37
38

http://www.telecentre-europe.org/wp-content/uploads/2016/02/TE-Guidelines-on-theadoption-of-DIGCOMP_Dec2015.pdf
http://www.digcomp.andaluciaesdigital.es/
http://www.paneeinternet.it/index.php

22since 2012, is an online test called Skillage. It was developed by Telecentre Europe toassess young people’s understanding of ICT in an employment setting. The test results
in a “Skillage Report” that can be used to help improve skills within the local Telecentre
network. In 2014, new evaluation questions were added to the tool, which now covers
the five areas of the DigComp conceptual reference model.
The Ikanos project, led by the Basque Government in Spain, was another early
implementation (2014) of the DigComp self-assessment grid. It offers a free-of-charge
diagnostic tool for assessing one’s own digital competence 39. After a 15-minute online
test, an evaluation is made available in a simple format. The online tool is based on thefive areas of DigComp. The results can be printed out and saved, so that one can, forexample, compare results from one year to the next. Training opportunities are also
identified (e.g. through Telecenters). The diagnostic tool can also be used by educational
institutions in the Basque country, for example, to give them an overview of digitalcompetence at the organisational level.
In summer 2015, the Europass CV 40 included an online tool for jobseekers to evaluate
their own digital competence and include the results in their Curriculum Vitaes. The tool
uses the five areas of the DigComp framework with an easy-to-use self-evaluation form.
This tool is available in all the official EU languages.

DigComp
areas

DigCompcompetences

LevelsProficiency levels
compatibility

IKANOSx

x

3 levels:(Basico/Basic;
Medio/Average;
Avanzado/Advanced)

Levels with loose link
to DigComp

Guadalinfoxx

4 levels:(Sin competencia;
Iniciación; Intermedio
avanzado)

Levels with loose link
to DigComp

EuropassCVx

3 levels(Basic user,
independent user,
Proficient user)

Levels as in DigComp

DigitalSkills index(DESI)

x

4 levels(No skills; Low skills;
Basic skills; Abovebasic skills)

Levels with no link to
DigComp

Table 6: Examples of DigComp as evaluation tool and how the proficiency levels areused.

The last example is the online assessment tool for digital competence published by
Guadalinfo41 in late 2015. Guadalinfo is a network of local and regional authorities of theRegion of Andalucía (Spain) with more than 760 centres that offer free access to ICTs forAndalucians. The DigComp based self-assessment tool also links the assessment resultswith training options in the areas of the digital competence where gaps are identified.
Providing testing and certification based on the DigComp framework is one of
the latest uses of the DigComp model. The ECCC Foundation in Poland promotes and
39
40
41

http://ikanos.encuesta.euskadi.net/index.php/566697/lang-en
https://europass.cedefop.europa.eu/editors/en/cv/compose
http://www.digcomp.andaluciaesdigital.es/

23disseminates the development of digital and IT competences, an example of which is thetranslation and promotion of the DigComp report from 2013 42 . ECCC also provides
validation of IT and digital competences of citizens (e.g. pupils, students, employed,
unemployed, job seekers). The ECCC digital competence validation standard, which isused for the certification process, is based on the DigComp model. Another example is
ACTIC43 – the accreditation system for ICT competences in the Catalan Region (Spain)
since 2005 – that has recently commissioned work in order to ensure that its digitalcompetence certification system complies better with the DigComp model.
DigComp will also be used for assessing students in Estonia from 2017 onwards.
The digital competence of 9th grade students will, for the first time, be assessed with thehelp of the DigComp framework. This is a follow up from 2014, when the term ‘digitalcompetence’ was added to the national curriculum. An expert group, charged withcreating the assessment instrument, is basing its work on the DigComp framework andthe national curriculum. The work is managed by the Information Technology Foundation
for Education (HITSA).

5.4.

Related work and projects

Using the DigComp conceptual reference model as the basis for a new digitalcompetence framework in a specific context is considered as derivative work. Examples
fall into two categories; the new frameworks created by the European Commission andthose created by others. For example, JRC-IPTS is currently working on two new Digital
Competence Frameworks. The Digital Competence Framework for Consumers(DigCompConsumers 44 ) is being produced in collaboration with DG Justice andConsumers and it will be finalised in the course of 2016. Another initiative, which is
being carried out in collaboration with DG Education and Culture, is to produce theDigital Competence Framework for the teaching profession (DigCompTeach45).

Figure 7: Happy Onlife is a game for children to raise awareness of internet risks andopportunities

The DigComp model has also inspired the development of a game called ‘Happy Onlife’46
that is available in paper and digital versions (Figure 7). The DigComp area of safety wasused in the conceptualisation of the game and the adjunct booklet.
As regards work developed outside the European Commission, the Carer+ project47 is aninteresting example. This project supports the professional development of care workers
who face new challenges in the digital age. A competence framework for care workers
was developed using DigComp as one of the basic components.

42
43

44
45
46
47

http://www.digcomp.pl/
http://acticweb.gencat.cat/es/index.html
https://ec.europa.eu/jrc/digcompconsumers
https://ec.europa.eu/jrc/digcompteachhttps://ec.europa.eu/jrc/en/scientific-tool/happy-onlife-game-raise-awareness-internet-risksand-opportunities
http://www.carerplus.eu/developing-training/wiki/digital-competence-framework24Additionally, related work is being carried out in EU-funded projects. For example ‘Digital
Competences for Teachers’ 48 uses the DigComp model to develop a set of open
educational resources (OER) for training teachers in the field of digital competence. It
also assesses their knowledge at the end of the training offered.

5.5.

Language translations

Cedefop has translated a concise version of the DigComp self-assessment questionnaire
into 24 official EU languages, plus in Icelandic, Norwegian, Macedonian and Turkish, sothat people can compose personalised Europass CVs online. The links to the translations
on the Cedefop’s Europass website are presented in Table 7.
Table 7: Official translations of the DigComp self-assessment questionnaire used for theEuropass CV

bg - es - cs - da - de - et - el - en - fr - hr - is - it - lv - lt - hu - mk - mt - nl - no
- pl - pt - ro - sk - sl - fi - sv - tr
In addition to the above initiative, a number of Member States have translated theframework into their own languages (e.g. Croatia, Flanders, Belgium, Estonia, Italia,
Lithuania, Poland, Portugal, Spain and Slovenia). Hungary and France are also
considering translating the framework.

48

http://www.digital-competences-for-teachers.eu/

25

6. Conclusion and next steps
Version 1.0 of the DigComp framework was first released in 2013. Since then, there
have been numerous implementations at European, national and regional levels, some ofwhich are mentioned in this report. However, as the digitalisation of various aspects of
our work, education and society continued to evolve, there was a need to update theconcepts and vocabulary of the DigComp framework. A two-phase approach was chosen
to achieve this.
The first step - an update of the conceptual reference model - is described in this report.
It presents the DigComp conceptual reference model with its 21 updated competence
descriptors. The report details all the changes made and further familiarises the reader
with the new vocabulary. Finally, a number of examples of implementations at national
and European levels are given to illustrate the variety of use.
The second step – the introduction of more fine-grained proficiency levels with examplesof knowledge, skills and attitudes for each of the 21 competences - will be validated
towards the end of 2016.
Between 2016-2018, the JRC will continue to monitor the implementation of the
DigComp framework at regional and national levels (see Implementation Gallery 49) andensure it remains up-to-date and policy relevant in the future.
Additionally, the JRC will carry on working on competence frameworks in the areas ofeducation and training, employment and lifelong learning. Examples of these include theEntrepreneurship Competence Framework for Citizens (EntreComp50, see also Bacigalupo
et al., 2016), the European Framework for Digitally-Competent Educational
Organisations (DigCompOrg51), the Digital Competence Framework for Teachers and theDigital Competence Framework for Consumers 52.
These competence frameworks, and especially DigComp 2.0, aim to support digital skills
initiatives with a view to ultimately increasing digital skills capacity in the population,
thus enabling more people to participate more deeply in our digital society and economy.

49

https://ec.europa.eu/jrc/en/digcomp/implementation
https://ec.europa.eu/jrc/en/entrecomp/51
https://ec.europa.eu/jrc/en/digcomporg
52
https://ec.europa.eu/jrc/en/digcompconsumersconsumers
50

26Annex 1: Illustrations of the updated changes
The purpose of the illustrations for each of the competences is to show the conceptual
updates to be included in Dimension 4: Examples of knowledge skills and attitudes. This
will take place in Phase 2 of the update. The lilac boxes of the mind-map below illustrate
the concepts as they were in version 1.0, whereas the orange ones introduce a numberof new concepts for consideration.

1.1 Browsing, searching and filtering data, information and digital content
To articulate information needs, to search for data, information and content in digital environments, to selectaccess them and to navigate between them. To create and update personal information search strategies.

1.2 Evaluating data, information and digital content
To gather, process, understand analyse, compare and critically evaluate the credibility and reliability of sourcesof data, information and digital content. To analyse, interpret and critically evaluate the data, information anddigital content.

1.3 Managing data, information and digital content
To manipulate organise, store and retrieve data, information, and content in digital environments. To organiseand process them in a structured environment.

27

2.1 Interacting through digital technologies
To interact through a variety of digital technologies devices and applications, to understand how digitalcommunication is distributed, displayed and managed, to understand appropriate digital communicationmeans for a given context.

2.2 Sharing information and content through digital technologies
To share data, information and digital content with others through appropriate digital technologies. thelocation and content of information found, to be willing and able to share knowledge, content and resources,
To act as an intermediary, to be proactive in the spreading of news, content and resources, to know aboutcitation referencing and attribution practices and to integrate new information into an existing body ofknowledge.

2.3 Engaging in online citizenship through digital technologies
To participate in society through the use of public and private digital services. To seek opportunities using
technologies and digital environments to be for self-empowerment and for participatory citizenship throughparticipation engagement, self-development and in using o be aware of the potential appropriate digitaltechnologies.

28

2.4 Collaborating through digital channels technologies
To use digital tools and technologies and media for team work, collaborative processes, and for coconstruction and co-creation of resources, knowledge and content.

2.5 Netiquette
To have the knowledge and know-how be aware of behavioural norms and know-how in online/virtual while
using digital technologies and interacting in digital environments. To adapt communication strategies to thespecific audience and to be aware of cultural and generational diversity aspects in digital environments, to beable to protect self and others from possible online dangers in digital environments(e.g. cyber bullying).

2.6 Managing digital identity
To create, adapt and manage one or multiple digital identities, to be able to protect one's own e-reputation, todeal with the data that one produces through several accounts and applications digital tools, environments
and services.

3.1 Developing digital content
To create and edit digital content in different formats including multimedia), to edit and improve content thats/he has created or that others have created, to express creatively oneself through digital means media andtechnologies.

29

3.2 Integrating and re-elaborating digital content
To modify, refine, improve and integrate information and content into an existing body of knowledge andmash-up existing resources to create new, original and relevant content and knowledge.

3.3 Copyright and licences
To understand how copyright and licences apply to data, information and digital content.

3.4 Programming
To plan and develop a sequence of understandable instructions for a computing system to solve a given
problem or to perform a specific task. To apply settings, programme modification, programme applications,software, devices, to understand the principles of programming, to understand what is behind a programme.

304.1 Protecting devices
To protect own devices and digital content, and to understand online risks and threats in digital environments.
To know about safety and security measures and to have due regard to reliability and privacy.

4.2 Protecting personal data and privacy
To understand active protection of personal data and other people's privacy in digital environments. To
understand how to use and share personally identifiable information while being able and to protect oneself
and others from damages fraud) and threats and cyber bullying. To understand that digital services use a“Privacy policy” to inform how personal data is used.

4.3 Protecting health and well-being
To be able to avoid health-risks and threats related with the use of technology in terms of threats to physicaland psychological well-being while using digital technologies. To be able to protect oneself and others frompossible dangers in digital environments (e.g. cyber bullying). To be aware of digital technologies for social
well-being and social inclusion.

31

4.4 Protecting the environment
To be aware of the environmental impact of ICT digital technologies and their use on the environment.

5.1 Solving technical problems
To identify possible technical problems when operating digital devices and using digital environments, and tosolve them (from trouble-shooting to solving more complex problems) with the help of digital means.

5.2 Identifying needs and technological responses
To assess own or others' needs and to identify, evaluate, select and use digital tools and possible technologicalresponses to solve them. To adjust and customise digital environments to personal needs (e.g. accessibility).

32

5.3 Innovating and Creatively using digital technologyies
To use digital tools and technologies to create knowledge and to innovate processes and products. To engage
individually and collectively in cognitive processing to understand and resolve conceptual problems andproblem situations in digital environments. to actively participate in collaborative digital and multimedia
production, to express oneself creatively through digital tools, media and technologies, with the support ofdigital tools

5.4 Identifying digital competence gaps
To understand where one's own digital competence needs to be improved or updated. To be able to support
others with their digital competence development. To seek opportunities for self-development and to keep
up-to-date with the digital evolution new developments. To support others in the development of their digitalcompetence.

33Annex 2: Mapping of UNESCO’s MIL to DigComp
Competences in DigComp

Media and Information Literacy Curriculum for
Teachers (2011)

1.1 Browsing, searching and filtering data,
information and digital content

IL: Define and articulate information needs

1.2 Evaluating data, information and digitalcontent
1.3 Managing data, information and digitalcontent

IL: Locate and access information
IL: Assess Information
IL: Organize Information
IL: Use ICT skills for information processing
ML: Critically evaluate media content (…in the light ofmedia functions)

2.1 Interacting through digital technologies

IL: Communicate Information

2.2 Sharing through digital technologies

IL: Make ethical use of information

2.3 Engaging in citizenship through digitaltechnologies

ML: Engage with media for self-expression anddemocratic participation

2.4 Collaborating through digitaltechnologies
2.5 Netiquette
2.6 Managing digital identity
3.1 Developing digital content
3.2 Integrating and re-elaborating digitalcontent

ML: Review skills (including ICTs) needed to produce
user-generated content

3.3 Copyright and licences
3.4 Programming
4.1 Protecting devices
4.2 Protecting personal data and privacy
4.3 Protecting health and well-being
4.4 Protecting the environment
5.1 Solving technical problems
5.2 Identifying needs and technologicalresponses
5.3 Creatively using digital technologies
5.4 Identifying digital competence gaps
Note: 2 ML competences without direct mapping to DigComp (ML: Understand the role and functions of media indemocratic societies; ML: Understand the conditions under which media can fulfil their functions)34Annex 3: Mapping “Global Media and Information Literacy
Assessment Framework” to DigComp
Competences

Global Media and Information Literacy Assessment
Framework (UNESCO, 2013) “MIL Subject Matters”

1.1 Browsing, searching and filtering data,
information and digital content

1.1. Definition and articulation of a need for
information

1.2 Evaluating data, information and digitalcontent

1.2 Search and location of information and media
content

1.3 Managing data, information and digitalcontent

1.3 Access to information, media content andmedia and information providers
1.4 Retrieval and holding/storage of informationand media content
2.2 Assessment of information and media content,
and media and information providers
2.3 Evaluation of information and media content,
and media and information providers
2.4 Organisation of information and media content

2.1 Interacting through digital technologies
2.2 Sharing through digital technologies
2.3 Engaging in citizenship through digitaltechnologies
2.4 Collaborating through digital technologies
2.5 Netiquette

3.2 Communication of information, media content
and knowledge … (see below)
3.3 Participating in societal-public activities asactive citizen
3.4 Monitoring influence of information, media
content, knowledge production and use, as well asof media and information providers

2.6 Managing digital identity
3.1 Developing digital content

3.1 Creation of knowledge and creative expression

3.2 Integrating and re-elaborating digital content
3.3 Copyright and licences

3.2 …. in an ethical and effective manner

3.4 Programming
4.1 Protecting devices
4.2 Protecting personal data and privacy
4.3 Protecting health and well-being
4.4 Protecting the environment
5.1 Solving technical problems
5.2 Identifying needs and technological responses
5.3 Creatively using digital technologies
5.4 Identifying digital competence gaps

35

Annex 4: A snapshot of Member State implementations

36

Annex 5: Cross-references between DigComp and e-CF
DigComp competence

Nature of cross-reference

3.4 Programming

could correspond with

e-CF competence
A.6. Application Design (EQF levels 3-6);
B.1 Application Development (EQF levels 38);
B.6 Systems Engineering (EQF levels 6-7)

1.3 Storing and retrieving
information

higher levels could
correspond with

D.10
Information
andManagement (EQF levels 6-8)

Knowledge

4.1 Protecting devices

higher levels could
correspond with

D.1
Information
Security
Management (EQF levels 7-8);

Strategy

E.8. Information Security Management (EQF
levels 5-7)
4.4 Protecting theenvironment

higher levels could
correspond with

A.8 Sustainable Development (EQF levels 67)

5.1 Solving technicalproblems

higher levels could
correspond with

C.4. Problem Management (EQF levels 4-7)

5.3 Innovating andcreatively using
technology

higher levels could
correspond with

A.9 Innovating (EQF levels 7-8)

5.2 Identifying needs andtechnological responses

higher levels could partiallycorrespond with

A.4. Product/Service Planning (EQF levels 47)

5.4 Identifying digitalcompetence gaps

higher levels could partiallycorrespond with

D.3. Education and Training Provision (EQF
levels 4-6);
D.9. Personnel Development (EQF levels 4-7)

2.6 Managing Digital
Identity

higher levels could partiallycorrespond with

E.3. Risk Management (EQF levels 4-7)

3.3 Copyright and Licences

higher levels could partiallycorrespond with

D.8. Contract Management EQF levels 4-7)37

Note: many others also mention IPR as aknowledge example

References
Bacigalupo, M., Kampylis, P., Punie, Y., Van den Brande, G. (2016). EntreComp: The
Entrepreneurship Competence Framework. Luxembourg: Publication Office of theEuropean Union; EUR 27939 EN; doi:10.2791/593884
Balanskat, A., & Engelhardt, K. (2015). Computing our future - Computer programmingand coding: Priorities, school curricula and initiatives across Europe. European
Schoolnet. Retrieved from:http://www.eun.org/c/document_library/get_file?uuid=3596b121-941c-4296-a7600f4e4795d6fa&groupId=43887
ECDL Foundation. (2015). Computing and Digital Literacy: Call for a Holistic Approach
ECDL Foundation. Retrieved from: http://www.ecdl.org/media/PositionPaperComputingandDigitalLiteracy1.pdf
European Parliament and the Council. (2006). Recommendation of the European
Parliament and of the Council of 18 December 2006 on key competences for lifelong
learning. Official Journal of the European Union, L394/310. Retrieved from: http://eurlex.europa.eu/legal-content/HR/ALL/?uri=URISERV:c11090
European Parliament and the Council. (2008). Recommendation of the European
Parliament and of the Council on the establishment of the European Qualifications
Framework for lifelong learning. Official Journal of the European Union, C111/111.
OECD. (2014). Assessing problem-solving skills in PISA 2012. In PISA 2012 Results:
Creative Problem Solving (Volume V): Students' Skills in Tackling Real-Life Problems.
OECD Publishing, Paris. DOI: http://dx.doi.org/10.1787/9789264208070-6-en
UNESCO (2011). Media and Information Literacy Curriculum for Teachers. Unesco.
France. http://unesdoc.unesco.org/images/0019/001929/192971e.pdf
UNESCO (2013). Global Media and Information Literacy Assessment Framework: Country
Readiness and Competencies. Unesco. France.
http://www.unesco.org/new/en/communication-and-information/resources/publicationsand-communication-materials/publications/full-list/global-media-and-informationliteracy-assessment-framework/38

List of abbreviations and definitions
A number of basic terms are used in this report that are based on definitions as such theones found in the European Qualifications Framework (European Parliament and theCouncil, 2008).
Competence
In the Key Competences Recommendation, competence is defined as a combination ofknowledge, skills and attitudes appropriate to the context (European Parliament and theCouncil, 2006). In the context of this work, competence is understood as a set ofknowledge, attitudes and skills.
Knowledge
Knowledge means the outcome of the assimilation of information through learning.
Knowledge is the body of facts, principles, theories and practices that is related to a fieldof work or study. In the context of the European Qualifications Framework, knowledge is
described as theoretical and/or factual.
SkillsSkill means the ability to apply knowledge and use know-how to complete tasks andsolve problems. In the context of the European Qualifications Framework, skills aredescribed as cognitive (involving the use of logical, intuitive and creative thinking) orpractical (involving manual dexterity and the use of methods, materials, tools andinstruments).
Attitudes
Attitudes are conceived as the motivators of performance, the basis for continued
competent performance. They include values, aspirations and priorities.
Dimensions
The concept of "dimension" in this work is used in the same way that it is used in theeCompetence framework for ICT professionals. In both works, the word 'dimension'refers to the structure of the framework, i.e. the way in which the content of theframework is displayed.

39

List of figures
Figure 1:

The two-phase process to update the DigComp Framework to version 2.0. ... 6

Figure 2:

Different uses require different types of implementations ......................... 17

Figure 3:

DigComp supporting policy formulation in the Basque Country, Spain. ....... 18

Figure 4:

A bar chart showing the Digital Skill index by country in 2015. .................. 19

Figure 5:

Area of cross-reference between DigComp and e-CF ................................ 20

Figure 6:

The cover page of the Guidelines that also offers “Lessons learned andrecommendations”............................................................................... 22

Figure 7:

Happy Onlife is a game for children to raise awareness of internet risks andopportunities ...................................................................................... 24

List of tables
Table 1:Main dimensions of DigComp 2.0. ............................................................ 6

Table 2:Updated vocabulary for DigComp 2.0 ..................................................... 11

Table 3:

Areas of Digital Competence based on DigComp 1.0. ............................... 12

Table 4:Comparison of competence descriptors in version 1 and 2 ........................ 14

Table 5:The mapping of the competence areas of DigComp and an ESCO example .. 20

Table 6:

Examples of DigComp as evaluation tool and how the proficiency levels areused. ................................................................................................. 23

Table 7:

Official translations of the DigComp self-assessment questionnaire used for
the Europass CV .................................................................................. 2540

Europe Direct is a service to help you find answers to your questions about the European Union
Free phone number (*): 00 800 6 7 8 9 10 11(*) Certain mobile telephone operators do not allow access to 00 800 numbers or these calls may be billed.
A great deal of additional information on the European Union is available on the Internet.
It can be accessed through the Europa server http://europa.eu

How to obtain EU publications
Our publications are available from EU Bookshop (http://bookshop.europa.eu),
where you can place an order with the sales agent of your choice.
The Publications Office has a worldwide network of sales agents.
You can obtain their contact details by sending a fax to (352) 29 29-42758.

LF-NA-27948-EN-N

JRC Mission
As the Commission’s
in-house science service,
the Joint Research Centre’s
mission is to provide EU
policies with independent,
evidence-based scientificand technical support
throughout the wholepolicy cycle.
Working in close
cooperation with policy
Directorates-General,
the JRC addresses key
societal challenges while
stimulating innovation
through developing
new methods, tools
and standards, and sharing
its know-how with
the Member States,
the scientific community
and international partners.

Serving society
Stimulating innovation
Supporting legislation

doi:10.2791/11517
ISBN 978-92-79-58876-1

2