DCF Training Handout

Digital Competency Framework
Training Handout
Summary Document
Development and Implementation of a Digital Competency Framework for

Citizens Botswana
1
TABLE COMPETENCE 0- with dimension 1 and 2 and 3 (levels)
0. Devices and software operations**
To identify and use hardware tools and technologies. To identify data, information and digital content needed to operate software tools and
technologies
Table 1:TABLE COMPETENCE 0- with dimension 1 and 2 and 3 (levels)
Competence Competences Level Descriptors Proficiency

areas Dimension 2 Dimension 3 Levels
Dimension 1
1. At basic level with guidance I can: Foundational

• Identify most common digital devices (in my own environment)
• Use input devices such as keyboards, mice (to provide instructions to/
communicate with) the device.
0.1 Physical operations of • Apply knowledge on how to safely charge, turn/power on and off and put on
digital devices standby devices as appropriate.
0. Devices and To identify and use the functions 2. At basic level and with autonomy and appropriate guidance where needed, I
software and features of the hardware can:
operations** tools and technologies.
• Select which digital device is the best option for a limited range of simple tasks
To identify and
use hardware • Use a digital device to carry out a simple task relevant to my life
and software • Apply knowledge on how to connect and disconnect devices to share data either
tools and with a cable or using WiFi.
technologies.
3. On my own and solving straightforward problems, I can: Intermediate
• Distinguish the different capabilities and limitations of types of devices (range from
non-smart phones to more advanced laptops etc) i.e. what they can and cannot do
2
• Describe the capabilities I would like in a digital device and explain why
4. Independently, according to my own needs, and solving well-defined and
non-routine problems
• Select the most appropriate device for a range of moderately complex and diverse
tasks
• Identity which device is the next best option if the best option is unavailable or
broken
5. As well as guiding others, I can: Advanced

• Show others how to use a wide range of digital devices and hardware for
reasonably complex tasks.
6. At advanced level, according to my own needs and those of others, and in complex
contexts, I can: Show others how to use a wide range of digital devices and hardware,
in range of tasks including the ability to advise on one or two narrow areas of speciality
for a defined scope of complex tasks.
7. At highly specialised level, I can: Highly

Specialised
• Specify the capabilities of devices needed for professional or specialised
operations or tasks
• integrate my knowledge to contribute to professional practices and knowledge and
guide others in selecting and using digital devices and hardware
8. At the most advanced and specialised level, I can:
• create solutions to solve complex problems with many interacting factors that are
related to Devices and software operations
• propose new ideas based on my specialised knowledge of recent developments in
hardware and digital devices

0.2 Software operations in digital
• Identify the operating systems of most common digital devices in my ecosystem
Devices
such as Android, iOS, Windows, Linux, etc.
To distinguish amongst the • Use the software applications on my digital device to carry out a simple task
various operating and application relevant to my personal environment such as communicating, accessing
software available for different information
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devices and use their full
features 2. At basic level and with autonomy and appropriate guidance where needed, I
can:
• Use applications on the digital device to securely carry out tasks relevant to my life
including managing personal profile data and accessing mobile money in my e-
wallet.
• Apply knowledge on how to securely navigate the and use the applications on the
networked device
3. On my own and solving straightforward problems, I can: Intermediate

• Identify, download and install application software required on my device to
undertake day-to-day tasks possible on my networked device
• Justify the need for required software compared to others with similar capabilities.
Make use of reviews to strengthen choice of applications to install.

• Decide on the most appropriate security and safety application software to
strengthen my personal security and that of my device including anti-malware
applications to install in my device
• Identify means of protecting my device from theft and physical loss that can
prevent me from conducting and enjoying the benefits for which I purchased the
device including in ability to carry out moderately complex and diverse tasks.
5 As well as guiding others, I can: Advanced

• Identity the next best option for recovering from an application software hack or
account lockout if the usual or standard option is unavailable or broken
• Show others how to use a wide range of available software applications for
complex tasks.
6. At advanced level, according to my own needs and those of others, and in
complex contexts, I can:
• Specify the application software needed for professional or specialised operations
or tasks including to be able to access, manage, understand, integrate,
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communicate, evaluate, and create information safely and appropriately through
digital devices and networked technologies for participation in economic, social,
and political life.
• Integrate my knowledge to contribute to professional practices and knowledge and
guide others in selecting and using appropriate software applications that can be
installed on specific digital devices and hardware

Specialised
• Specify the capabilities of and operations of software needed for professional or
specialised operations or tasks especially security-sensitive tasks such as those
related to financial transactions and social-political conversations.
guide others in selecting and using software applications installed on digital
devices and hardware
related to applications software and related operations
• Propose innovative ideas based on my specialised knowledge of recent
developments in software and application development to solve emerging
problems and challenges.
5
TABLE COMPETENCE 0. WITH DIM 4 (KNOWLEDGE, SKILLS, ATTITUDE) AND
DIMENSION 5 (USE CASES)
Table 2: TABLE COMPETENCE 0. WITH DIM 4 (KNOWLEDGE, SKILLS, ATTITUDE) AND DIMENSION 5 (USE CASES)
Competence areas Knowledge Skills Attitudes Examples (note these apply to specific Use cases
Dimension 1 competences - 0.1 and 0.2
0.1
Knowledge Employment- job seeking-foundational.
0.1.1. Knows that different types of mobile phones have different capabilities With help from an employment adviser
0.1.2.
Knows the relative battery life of different types of mobile phones
0.1.3.
Knows how to use mobile phone (hotspot) for internet if WiFI is not available
(RW) • I can describe which digital devices I have
0. Devices and basic knowledge of
software • I recognise the digital devices used in a
operations** Skills
standard office work place and can name
(0.1) To identify 0.1.4. Apply knowledge on how to attach and remove peripheral devices e.g. them
and use headphones, speakers, flash drives.
hardware 0.1.5. Apply knowledge on how to safely store devices to protect from hazards
tools and Foundational Use Case Employment ( Farming,
(e.g. liquids, sand, heat)
technologies. from UNESCO, 2018 report)
• .A mobile phone can help farmers to improve
Attitudes
their earnings through their decisions
0.1.6. Inclined to carefully explain functions of different devices to beginner users regarding
0.1.7. Looks after digital devices and makes effort to limit power use as possible • Which crops to grow, and markets to sell
and appropriate their produce At a foundational level this
0.1.8. Shows committment to using the most accessible digital device available competence means that the farmers
(DA) can input a SIM card into their phones, turn it
on and charge it.
Learning Scenario foundational
6
In the classroom with my teacher who I can
consult
whenever I need:
•I can switch on a computer, attach
headphones and enter in any necessary
login in details. I can log off and switch the
computer off safely at the end of the session.
•I understand that I or my classmates may need

adapted devices to make them accessible (DA)
(0.2) To distinguish KNOWLEDGE FOUNDATION 1

amongst the various
0.2 Distinguish amongst the various operating and application software EMPLOYMENT SCENARIO: job seeking
operating and process
application software available for different devices and use their full features
available for With help from an employment adviser
different devices and 0.2.1. Knows the different Operating Systems managing devices, Anti-Virus and
• I can identify, the most suitable software
use their full anti-malware applications protecting devices and Application Software used
application to solve my personal and corporate
features for automating personal and business process as well as solving personal
problems and automate processes.
and business problems.
0.2.2. Aware that some software is proprietary and licenced while others are free • I can also take advantage of application reviews
and open source. to inform the best choice of applications
0.2.3. Aware of the advantages and disadvantages of open-source solutions and
alternatives to proprietary software and applications
LEARNING SCENARIO:
With help from my teacher
SKILLS • I can manage (copy, paste, backup) and
0.2.4. Able to select the software applications to install on my digital device to carry share files with my classmates
out a simple task relevant to my personal environment such as • I can use a cloud-based storage system
communicating, accessing information (e.g. OneDrive, Dropbox, Google Drive)
0.2.5. Able to install the software application and keep it updated when new updates to backup and share material with other
are available from the App Store or download source. members of my group.
0.2.6. Identity the next best option for recovering from an application software hack • I can identify free and proprietary
or account lockout if the usual or standard option is unavailable or broken software applications I can install on my
0.2.7. Able to delete or uninstall software applications from my device when they mobile device for online and remote data
are no longer required collection
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ATTITUDES • I can also figure out the operating system
0.2.8. Intentionally avoids adware and disruptive popups built into some free and device type the application can run on
software applications (e.g. Teamscope (Android, iOS & Web);
0.2.9. Values software applications designed to protect devices and assure Open Data Kit (Android); KoboToolbox
personal safety, privacy and other rights of users (Android & Web); REDcap (Android, iOS
& Web) ).
INTERMEDIATE
LEARNING SCENARIO
In consultation with my teacher who I can ask
whenever I want.
• I can explain to other members of my
group, using the class laptop and
projector or through online meeting
applications, how I share the material in
the digital storage system.
• I can show my teacher physically or
through screen sharing or remote desktop
applications, the digital sources I use to
prepare the material for group work.
ADVANCED
EMPLOYMENT
Monitoring and Evaluation SCENARIO:
remote data collection with my team of
enumerators
On my own
• I can advise on the correct use of devices
and software to ensure accurate and
secure data collection
• I can explain the advantages of chosen
software and hardware with justification
from other sources
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1. INFORMATION AND DATA LITERACY

1.1. 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 personal search strategies.
1.2. 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. To organise, store and retrieve data, information, and content in digital environments. To organise and process them in a structured environment.
Table 3: TABLE COMPETENCE 1- with dimension 1 and 2 and 3 (levels)
Competence areas Competences Level Descriptors Proficiency

Dimension 1 Dimension 2 Dimension 3 Levels
1.1 BROWSING, 1. At basic level with guidance I can: Foundational

SEARCHING AND • identify my information needs, find data, information and content through a simple
FILTERING DATA, search in digital environments,
INFORMATION AND • find how to access these data, information and content and navigate between
DIGITAL CONTENT them,
To articulate information • identify simple personal search strategies.
needs, to search for data,
information and content
in digital environments, to 2. At basic level and with autonomy and appropriate guidance where needed, I
access them and to can:
navigate between them. • identify my information needs,
9
To create and update • find data, information and content through a simple search in digital environments,
1. INFORMATION AND
personal search • find how to access these data, information and content and navigate between
DATA LITERACY strategies. them.
• identify simple personal search strategies.
3.On my own and solving straightforward problems, I can: Intermediate

• explain my information needs,
• perform well-defined and routine searches to find data, information and content in
digital environments,
• explain how to access them and navigate between them,
• explain well-defined and routine personal search strategies.
• illustrate information needs
• organise the searches of data, information and content in digital environments
• describe how to access these data, information and content, and navigate between
them
• organise personal search strategies.

• respond to information needs,
• apply searches to obtain data, information and content in digital environments,
• show how to access these data, information and content and navigate between
them.
• propose personal search strategies.
6. At advanced level, according to my own needs and those of others, and in complex
contexts, I can:
• assess information needs,
• adapt my searching strategy to find the most appropriate data, information and
content in digital environments,
• explain how to access these most appropriate data, information and content and
navigate among them,
• vary personal search strategies.
10
Specialised
• create solutions to complex problems with limited definition that are related to
browsing, searching and filtering of data, information and digital content,
• integrate my knowledge to contribute to professional practice and knowledge
and guide others in browsing, searching and filtering data, information and digital
content.

related to browsing, searching and filtering data, information and digital content.
• propose new ideas and processes to the field.

• detect the credibility and reliability of common sources of data, information and
their digital content.
1.2 EVALUATING
2. At basic level and with autonomy and appropriate guidance where needed, I
DATA, INFORMATION
can: detect the credibility and reliability of common sources of data, information and
AND DIGITAL
their digital content.
CONTENT
To analyse, compare and 3. On my own and solving straightforward problems, I can: Intermediate
critically evaluate the
credibility and reliability of • perform the analysis, comparison and evaluation of the credibility and reliability of
sources of data, well-defined sources of data, information and digital content.
information and digital • perform the analysis, interpretation and evaluation of well-defined data, information
content. To analyse, and digital content
interpret and critically
evaluate the data, 4. Independently, according to my own needs, and solving well-defined and
information and digital non-routine problems
content.
• perform the analysis, comparison and evaluation of sources of data, information
and digital content.
• perform the analysis, interpretation and evaluation of data, information and digital
content.
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• carry out an evaluation of the credibility and reliability of different sources of data,
information and digital content.
• carry out an evaluation of different data, information and digital content.

• critically assess the credibility and reliability of sources of data, information and
digital content.
• critically assess data, information and digital content.

Specialised
analysing and evaluating credible and reliable sources of data, information and
content in digital environments.
to guide others in the analysis and evaluation of the credibility and reliability of
data, information and digital content and their sources.

related to analysing and evaluating credible and reliable sources of data,
information and content in digital environments.
1.3 MANAGING DATA, 1. At basic level with guidance I can: Foundational

INFORMATION AND
• identify how to organise, store and retrieve data, information and content in a
DIGITAL CONTENT
simple way in digital environments.
To organise, store and • recognise where to organise them in a simple way in a structured environment.
retrieve data, information, 2. At basic level and with autonomy and appropriate guidance where needed, I
and content in digital can:
environments. To
organise and process • identify how to organise, store and retrieve data, information and content in a
simple way in digital environments.
• recognise where to organise them in a simple way in a structured environment.
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them in a structured 3. On my own and solving straightforward problems, I can: Intermediate
environment
• select data, information and content in order to organise, store and retrieve them in
a routine way in digital environments.
• them in a routine way in a structured environment.

digital content.
• critically assess data, information and digital content

• manipulate information, data and content for their easier organisation, storage and
retrieval.
• carry out their organisation and processing in a structured environment.

• adapt the management of information, data and content for the most appropriate
easy retrieval and storage.
• adapt them to be organised and processed in the most appropriate structured
environment.

Specialised
managing data, information, and content for their organisation, storage and
retrieval in a structured digital environment.
to guide others in managing data, information and digital content in a structured
digital environment.
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digital content.
• critically assess data, information and digital content
14
TABLE COMPETENCE 1 WITH DIM 4 (KNOWLEDGE, SKILLS, ATTITUDE) AND
Table 4: TABLE COMPETENCE 1 WITH DIM 4 (KNOWLEDGE, SKILLS, ATTITUDE) AND DIMENSION 5 (USE CASES)
Competence areas Dimension 4: Knowledge Skills Attitudes Examples (note these Use cases
Dimension 1 apply to specific competences within competence area but not to
specific levels
KNOWLEDGE FOUNDATION 1
1.1 Know what an information need is: i.e. the requirement to find out EMPLOYMENT SCENARIO: job seeking
some new or additional facts or data in order to, for example, solve a process
problem, decide on which course of action to take, provide advice to With help from an employment adviser
someone in your care, check the ‘facts’ of some advice you have been • I can identify, from a list, those job portals
given.
1. INFORMATION AND which can help me look for a job.
1.1.1. Knows that some online content in search result may not be open access • I can also find these job portals in my
DATA LITERACY smartphone’s
or freely available and may require a fee or signing up for a service in
1.1. To articulate information order to access it. app store, and access and navigate
needs, to search for data, 1.1.2. Aware that online content that is available to users at no monetary cost between them.
information and content in is often paid for by advertising or by selling the user’s data.
1.1.3. Aware that search results, social media activity streams and content • From a list of generic keywords for job
digital environments, to seeking
recommendations on the internet are influenced by a range of factors.
access them and to navigate These factors include the search terms used, the context (e.g. available in a blog on job hunting, I can
between them. To create and geographical location), the device (e.g. laptop or mobile phone), local also
update personal search regulations (which sometimes dictate what can or cannot be shown), the
strategies. identify the keywords that are useful for me.
behaviour of other users (e.g. trending searches or recommendations)
and the user’s past online behaviour across the internet. Scenario from farming
1.1.4. Aware that search engines, social media and content platforms often use Foundational “information and data literacy”
AI algorithms to generate responses that are adapted to the individual skills would allow the farmer to receive text
user (e.g. users continue to see similar results or content). This is often messages on their phone regarding
referred to as “personalisation” and can result in users mainly only seeing weather
content that confirms and reinforces current beliefs rather than providing forecasts, market prices of products, and
different perspectives and viewpoints. (AI) effective farmer practices.
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1.1.5. Aware that AI algorithms which follow user behaviour (personalisation) UNESCO,WB, 2018
can exaggerate and inflate fears and negative perceptions of certain
body types / life styles etc by manipulating what is perceived as ‘normal’
(AI) LEARNING SCENARIO: prepare group
1.1.6. Aware that AI algorithms work in ways that are usually not visible or work with my classmates
easily understood by users. This is often referred to as “black box” With help from my teacher
decision-making as it may be impossible or very difficult to trace back • I can identify websites, blogs and digital
how and why an algorithm makes specific suggestions or predictions.
databases from a list in my digital textbook
Black Box refers to a convention in design drawings that items whose
inner working are not explained on a drawing are surrounded by a thick to look for literature on the report topic.
black line (AI) • I can also identify literature on the report
topic
SKILLS
in these websites, blogs and digital
1.1.7. Can choose the search engine that most likely meets one’s information databases,
needs as different search engines can provide different results even for
the same query. and access and navigate among them.
1.1.8. Knows how to improve search results by using a search engine’s • Using a list of generic keywords and tags
advanced features (e.g. specifying exact phrase, language, region, date available
last updated, operators AND or OR).
1.1.9. Knows how to formulate search queries to achieve the desired output in my digital textbook, I can also identify
when interacting with conversational agents or smart speakers (e.g. Siri, those which
Alexa, Cortana, Google Assistant), e.g. recognising that, for the system would be useful for finding literature on the
to be able to respond as required, the query must be unambiguous and report topic.
spoken clearly so that the system can respond. (AI)
1.1.10. Can make use of information presented as hyperlinks, in non-textual
form (e.g. flowcharts, knowledge maps) and in dynamic representations
(e.g. data).
1.1.11. Develops effective search methods for personal purposes (e.g. to
browse a list of most popular films) and professional purposes (e.g. to
find appropriate job advertisements).
1.1.12. Knows how to handle information overload and “infodemic” (i.e. increase
of false or misleading information during a disease outbreak) by adapting
personal search methods and strategies.
ATTITUDES
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1.1.13. Intentionally avoids distractions (for example by checking email at set
times rather than continuously) and aims to avoid information overload
when accessing and navigating information, data and content.
1.1.14. Values tools designed to protect search privacy and other rights of users
(e.g. browsers such as DuckDuckGo).
1.1.15. Weighs the benefits and disadvantages of using AI-driven search
engines (e.g. while they might help users find the desired information,
they may compromise privacy and personal data, or subject the user to
commercial interests). (AI)
1.1.16. Concerned that much online information and content may not be
accessible to people with a disability, for example to users who rely on
screen reader technologies to read aloud the content of a web page.
(DA)
1.1.17. Committed to increase accessibility of information and alerts providers
(e.g. companies or educational bodies) when lack of accessibility is
noted
1.2. To analyse, compare and Knowledge 1.2 FOUNDATION 1

critically evaluate the KNOWLEDGE EMPLOYMENT SCENARIO: job seeking
credibility and reliability of process
sources of data, information 1.2.1. Aware of meaning of reliability (does source have good track record) , With help from an employment adviser
and digital content. To credibility (is source authoritative and why, do numbers look
analyse, interpret and believable) and bias (is source or data favouring one perspective only • I can identify in a list of job portals and
critically evaluate the data, rather than accurately representing the complete picture) apps
information and digital 1.2.2. Aware that online environments contain all types of information and a friend has found in an employment
content. content including misinformation and disinformation, and even if a topic office’s
is widely reported it does not necessarily mean it is accurate.
blog, those that are commonly used
1.2.3. Aware the information sources are sophisticated persuaders with expert
because
knowledge of what humans find hard to resist so a wise approach is ‘ if
it sounds to be good to be true it then it is too good to be true i.e. it is they have credible and reliable job offers.
false. LEARNING SCENARIO: prepare group
1.2.4. Understands the difference between disinformation (false information work with my classmates
with the intent to deceive people) and misinformation (false information
regardless of intent to deceive or mislead people). With help from my teacher
1.2.5. Knows the importance of identifying who is behind information found on • I can identify, from a list in my textbook of
the internet (e.g. on social media) and verifying it by checking multiple blogs
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sources, to help recognise and understand point of view or bias behind and digital databases containing available
particular information and data sources literature, those that are commonly used
1.2.6. Aware of potential information biases caused by various factors (e.g.
data, algorithms, editorial choices, censorship, one’s own personal because they are credible and reliable.
limitations).
1.2.7. Knows that the term “deep-fakes” refers to AI-generated images, videos
or audio recordings of events or persons that did not really happen (e.g.
speeches by politicians, faces on different bodies, strange animal
behaviour)
They may be impossible to distinguish from the real thing. (AI)
1.2.8. Aware that AI algorithms might not be configured to provide only the
information that the user wants; they might also embody a commercial
or political message (e.g. to encourage users to stay on the site, to watch
or buy something particular, to share specific opinions). This can also
have negative consequences (e.g. reproducing stereotypes, sharing
misinformation). (AI)
1.2.9. Aware that the data, on which AI depends, may include biases. If so,
these biases can become automated and worsened by the use of AI. For
example, search results about occupation may include stereotypes about
male or female jobs (e.g. male bus drivers, female sales persons). (AI)
SKILLS
1.2.10. Carefully considers the top/first search results in both text-based and
audio searches, as they may reflect commercial and other interests
rather than be the most appropriate results for the query.
1.2.11. Knows how to differentiate sponsored content from other content online
(e.g. recognising advertisements and marketing messages on social
media or search engines) even if it is not marked as sponsored.
1.2.12. Knows how to analyse and critically evaluate search results and social
media activity streams, to identify their origins, to distinguish fact-
reporting from opinion, and to determine whether outputs are truthful or
have other limitations (e.g. economic, political, religious interests).
1.2.13. Knows how to find the author or the source of the information, to verify
whether it is credible (e.g. an expert or authority in a relevant discipline).
1.2.14. Able to recognise that some AI algorithms may reinforce existing views
in digital environments by creating “echo chambers” or “filter bubbles”
(e.g. if a social media stream favours a particular political ideology,
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additional recommendations can reinforce that ideology without
exposing it to opposing arguments). (AI)
ATTITUDES
1.2.15. Inclined to ask critical questions in order to evaluate the quality of online
information and concerned about purposes behind spreading and
amplifying disinformation.
1.2.16. Maintains critical awareness of potential of government and other
organisations to manipulate information for their own ends.
1.2.17. Willing to fact-check a piece of information and assess its accuracy,
reliability and authority, while preferring primary sources (e.g a direct
quote from a scientist) over secondary sources of information ( e.g. a
newspaper article summarising scientist’s work) where possible.
1.2.18. Carefully considers the possible outcome before clicking a link. Some
links (e.g. compelling titles) could be “clickbait” that takes the user to
sponsored or unwanted content (e.g..scam sites posing as reputable
companies or material that is unsuitable for children).
1.2.19. Aware that information providers and organisations use algorithms to
specifically target the vulnerabilities of users and may take advantage of
these vulnerabilities for either commercial , political or criminal purposes.
1.3. To organise, store and Knowledge 1.3 FOUNDATION 2

retrieve data, information, and EMPLOYMENT SCENARIO:
content in digital environments. KNOWLEDGE
To organise and process them in job seeking process
a structured environment. At home with my sister who I ask
1.3.1. Understand the principles and purpose of information organisation: to whenever I need
enable information items to be found easily and quickly and to enable
effective browsing of information items on similar topics together e.g. a • I can identify how and where to organise
collection of brochures, leaflets on health for the under 2s. and keep track of job ads in a job app (e.g.
1.3.2. Identity the features of information (digital or otherwise) by which it can www.indeed.com) of my smartphone in
be labelled and organised such as subject matter, date, possible use, order to retrieve them when I need them
who will use it etc. along my job seeking.
1.3.3. Understand at a basic level the different ways in which search engines LEARNING SCENARIO: prepare group
use content of information (tends to be more objective) and work with my classmates
context/use/popularity of information ( tends to be less objective e.g.
PageRank in Google) in providing ‘relevant’ results from queries In the classroom with my teacher who I
can consult whenever I need
19
1.3.4. Aware that many applications on the internet and mobile phones collect • I can identify an app in my tablet to
and process data (personal data, behavioural data and contextual data) organise and store links to those websites,
that the user can access or retrieve, for example, to monitor their blogs and digital databases related with a
activities online (e.g. clicks in social media, searches on Google) and specific topic of literature and use it to
offline (e.g. daily steps, bus rides on public transport). retrieve them when needed for my report.
1.3.5. Aware that for data (e.g. numbers, text, images, sounds) to be processed
by a program, they have to be first properly digitised (i.e. digitally
encoded).
1.3.6. Knows that data collected and processed, for example by online
systems, can be used to recognise patterns (e.g. repetitions) in new data
(i.e. other images, sounds, mouse clicks, online behaviours) to further
optimise and personalise online services (e.g. advertisements).
1.3.7. Aware that sensors used in many digital technologies and applications
(e.g. facial tracking cameras, virtual assistants, wearable technologies,
mobile phones, smart devices) generate large amounts of data, including
personal data, that can be used to train an AI system. Training AI using
data means to allow it access to large data sets so it can get better at
spotting patterns, categories and trends (AI)
1.3.8. Knows that open data repositories can exist where anyone can get data
to support some problem-solving activities (e.g. citizens can use open
data to generate thematic maps or other digital content).
SKILLS
1.3.9. Knows how to collect digital data using basic tools such as online forms,
and present them in an accessible way (e.g. using headers in tables).
1.3.10. Can apply basic statistical procedures to data in a structured
environment (e.g. spreadsheet) to produce graphs and other
visualisations (e.g. histograms, bar charts, pie charts).
1.3.11. Knows how to interact with dynamic data visualisation and can
manipulate dynamic graphs of interest (e.g. as provided by government
statistics websites).
1.3.12. Can differentiate between different types of storage locations (local
devices, local network, cloud) that are the most appropriate to use (e.g.
data on the cloud is available anytime and from anywhere, but has
implications for access time).
1.3.13. Can use data tools (e.g. databases, data mining, analysis software)
designed to manage and organise complex information, to support
decision-making and solving problems.
20
1.3.14. Can judge which approach to labelling and organising information is best
suited to different contexts e.g. (school assignments by course, health
information by family member name or time of next appointment etc.)
ATTITUDES
1.3.15. Considers transparency when manipulating and presenting data to
ensure reliability, and spots data that are expressed with underlying
motives (e.g. unethical, profit, manipulation) or in misleading ways.
1.3.16. Watchful of accuracy when evaluating sophisticated representations of
data (e.g. tables or visualisations as they could be used to mislead one’s
judgement by trying to give a false sense of objectivity.
1.3.17. Considers how the interests and needs of the data provider may have
influenced how they have chosen to represent the data e.g saying 75%
of passengers find the bus service is good sounds better than saying 1
in 4 found it bad but is based on the same data.
21
2. COMMUNICATION AND COLLABORATION
2.1. To interact through a variety of digital technologies and to understand appropriate digital communication means for a given context.
2.2. To share data, information and digital content with others through appropriate digital technologies. To act as an intermediary, to know about referencing
and attribution practices which acknowledge sources by citing authors and creators.
2.3. 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. To use digital tools and technologies for collaborative processes, and for co-construction and co-creation of data, resources and knowledge.
2.5. To be aware of behavioural norms and know-how while using digital technologies and interacting in digital environments. To adapt communication
strategies to the specific audience and to be aware of cultural and generational diversity in digital environments.
2.6. 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.

Dimension 1 Dimension 2 Levels
1 At basic level with guidance I can: Foundational

• select simple digital technologies to help me interact with people, and
• identify appropriate simple communication means for a given context.
22
2.1 INTERACTING 2 At basic level and with autonomy and appropriate guidance where needed, I
THROUGH DIGITAL can:
TECHNOLOGIES
• select simple digital technologies to help me interact with people and
To interact through a • identify appropriate simple communication means for a given context.
variety of digital
technologies and to
2. COMMUNICATION understand appropriate 3 On my own and solving straightforward problems, I can: Intermediate
AND COLLABORATION digital communication
means for a given context. • perform well-defined and routine interactions with digital technologies, and
• select well-defined and routine appropriate digital communication means for a
given context.
4 Independently, according to my own needs, and solving well-defined and
• select a variety of digital technologies to help me interact with people, and
• select a variety of appropriate digital communication means for a given context.

• use a variety of digital technologies in order to interact and communicate
• show others the most appropriate digital communication means for a given
context
6 At advanced level, according to my own needs and those of others, and in

• adapt a variety of digital technologies to most appropriately help interaction and
communication
• adapt the most appropriate communication means for a given context.
7 At highly specialised level, I can: Highly

Specialised
interacting through digital technologies and digital communication means.
• integrate my knowledge to contribute to professional practices and knowledge
and to guide others in the interaction through digital technologies.
23
8 At the most advanced and specialised level, I can:
related to interacting through digital technologies and digital communication
means
• propose new ideas and processes for the use and development of digital
technologies for communication and interaction.
1 at basic level with guidance I can: Foundational

• recognise simple appropriate digital technologies to share data, information and
digital content.
• identify simple referencing and attribution practices.
2 At basic level and with autonomy and appropriate guidance where needed, I
can:
2.2 SHARING THROUGH • recognise simple appropriate digital technologies to share data, information and
DIGITAL digital content.
TECHNOLOGIES • identify simple referencing and attribution practices.
To share data, information
3 On my own and solving straightforward problems, I can: Intermediate
and digital content with
others through appropriate • select well-defined and routine appropriate digital technologies to share data,
digital technologies. To act information and digital content.
as an intermediary, to • explain how to act as an intermediary for sharing information and content
know about referencing through well-defined and routine digital technologies,
and attribution practices • illustrate well-defined and routine referencing and attribution practices.
which acknowledge
sources by citing authors
and creators.
• manipulate appropriate digital technologies to share data, information and digital
content.
• explain how to act as an intermediary for sharing information and content
through digital technologies,
• illustrate referencing and attribution practices.
24
• share data, information and digital content through a variety of appropriate digital
tools,
• show others how to act as an intermediary for sharing information and content
through digital technologies.
• apply a variety of referencing and attribution practices.

• assess the most appropriate digital technologies to share information and
content.
• adapt my intermediation role,
• vary the use of the more appropriate referencing and attribution practices.

Specialised
sharing through digital technologies.
and guide others in sharing through digital technologies.

advanced and specialised level, I can:
related to sharing through digital technologies.
2.3 ENGAGING 1 at basic level with guidance I can: Foundational

CITIZENSHIP THROUGH • identify simple digital services in order to participate in society.
DIGITAL • recognise simple appropriate digital technologies to empower myself and to
TECHNOLOGIES participate in society as a citizen.
To participate in society 2 At basic level and with autonomy and appropriate guidance where needed, I
through the use of public can:
and private digital • identify simple digital services in order to participate in society.
services. To seek • recognise simple appropriate digital technologies to empower myself and to
opportunities for self- participate in society as a citizen.
25
empowerment and for 3. On my own and solving straightforward problems, I can: Intermediate
participatory citizenship
• select well-defined and routine digital services in order to participate in society.
through appropriate digital
• indicate well-defined and routine appropriate digital technologies to empower
technologies.
myself and to participate in society as a citizen.
• select digital services in order to participate in society.
• discuss appropriate digital technologies to empower myself and to participate in
society as a citizen.

• propose different digital services to participate in society.
• use appropriate digital technologies to empower myself and to participate in
society as a citizen.
• vary the use of the most appropriate digital services in order to participate in
society.
• vary the use of the most appropriate digital technologies to empower myself and
to participate in society as a citizen.

Specialised
engaging in citizenship through digital technologies.
and guide others in engaging in citizenship through digital technologies.
related to engaging in citizenship through digital technologies.
• Critically engage with and discuss the benefits and risks of digital technologies in
citizen engagement
26
• choose simple digital tools and technologies for collaborative processes.
can:
• choose simple digital tools and technologies for collaborative processes.

select well-defined and routine digital tools and technologies for collaborative
processes.
2.4 COLLABORATING • select digital tools and technologies for collaborative processes.
THROUGH DIGITAL
TECHNOLOGIES
• propose different digital tools and technologies for collaborative processes.
To use digital tools and
technologies for
collaborative processes,
and for co-construction • vary the use of the most appropriate digital tools and technologies for
and co-creation of data, collaborative processes.
resources and knowledge. • choose the most appropriate digital tools and technologies for co-constructing
and co-creating (creating with other people) data, resources and knowledge.

Specialised
• vary the use of the most appropriate digital tools and technologies for
collaborative processes.
• choose the most appropriate digital tools and technologies for co-constructing
and co-creating data (creating with other people) , resources and knowledge.

related to using collaborative processes and co-construction and co-creation
(creating with other people) of data, resources and knowledge through digital
tools and technologies.
27

• recognise and apply simple behavioural norms and know-how while using digital
technologies and interacting in digital environments.
• choose simple communication modes and strategies adapted to an audience
and
• recognise simple cultural and generational diversity aspects to consider in digital
environments.
can:
• recognise and apply simple behavioural norms and know-how while using digital
2.5 NETIQUETTE
To be aware of • choose simple communication modes and strategies adapted to an audience
behavioural norms and and
know-how while using • recognise simple cultural and generational diversity aspects to consider in digital
digital technologies and environments.
interacting in digital
environments. To adapt
communication strategies 3 On my own and solving straightforward problems, I can: Intermediate
to the specific audience
and to be aware of cultural • clarify well-defined and routine behavioural norms and know-how while using
and generational diversity digital technologies and interacting in digital environments.
in digital environments • express well-defined and routine communication strategies adapted to an
audience.
• describe well-defined and routine cultural and generational diversity aspects to
consider in digital environments.

• discuss behavioural norms and know-how while using digital technologies and
interacting in digital environments.
• discuss communication strategies adapted to an audience and
• discuss cultural and generational diversity aspects to consider in digital
environments.
28
• apply different behavioural norms and know-how while using digital technologies
and interacting in digital environments.
• apply different communication strategies in digital environments adapted to an
audience and
• apply different cultural and generational diversity aspects to consider in digital
environments.
• adapt the most appropriate behavioural norms and know-how while using digital
• adapt the most appropriate communication strategies in digital environments to
an audience.
• apply different cultural and generational diversity aspects in digital environments.

Specialised
digital etiquettes respectful of different audiences and cultural and generational
diversity.
• integrate my knowledge to contribute to professional practice and knowledge and
guide others in digital etiquette

related to digital etiquettes respectful to different audiences and cultural and
generational diversity.
2.6 MANAGING DIGITAL 1 at basic level with guidance I can: Foundational

IDENTITY • know what a digital identity is,
To create, and manage • describe simple ways to protect my reputation online,
one or multiple digital • recognise simple data I produce through digital tools, environments or services.
29
identities, to be able to 2 At basic level and with autonomy and appropriate guidance where needed, I
protect one’s own can:
reputation, to deal with the
• know what a digital identity is,
data that one produces
• describe simple ways to protect my reputation online,
through several digital
tools, environments and • recognise simple data I produce through digital tools, environments or services.
services. 3 On my own and solving straightforward problems, I can: Intermediate
• distinguish between a range of well-defined and routine digital identities,
• explain well-defined and routine ways to protect my reputation online,
• describe well-defined data I routinely produce through digital tools, environments
or services.

• display a variety of specific digital identities,
• discuss specific ways to protect my reputation online,
• manipulate data I produce through digital tools, environments or services.

• use a variety of digital identities,
• apply different ways to protect my reputation online,
• use data I produce through several digital tools environment and services.

• distinguish between multiple digital identities,
• explain the more appropriate ways to protect one’s own reputation,
• change the data produced through several tools, environments and services.

Specialised
managing digital identities and protection of people’s online reputation.
30
• integrate my knowledge to contribute to professional practice and knowledge and
guide others in managing digital identity.

related to managing digital identities and protection of people’s online reputation.
31
TABLE COMPETENCE 2 WITH DIM 4 (KNOWLEDGE, SKILLS, ATTITUDE) AND DIMENSION 5
(USE CASES)
Table 6: TABLE COMPETENCE 2 WITH DIM 4 (KNOWLEDGE, SKILLS, ATTITUDE) AND DIMENSION 5 (USE CASES)
Competence areas Dimension 4: Knowledge Skills Attitudes Use cases (Dimension 5)

Dimension 1
KNOWLEDGE INTERMEDIATE 3
2.1.1. Knows that many communication services (e.g. instant messaging) EMPLOYMENT SCENARIO: organise an
and social media are free of charge because they are partly paid for event
by advertising and monetising user data.
2.1.2. Aware that many communication services and digital environments By myself:
(e.g. social media) use mechanisms such as nudging, gamification • I can interact with participants and other
2. COMMUNICATION and manipulation to influence user behaviour. colleagues using my corporate email account
AND COLLABORATION 2.1.3. Know what gamification, manipulation and nudging are (using app on my smartphone in order to organise an
psychology to develop rewards and feedback which humans event for my company.
2.1. To interact through a find very hard to resist in digital tools which then encourage
variety of digital particular actions) and their negative effects • I can also select options available in my
technologies and to 2.1.4. Aware which communication tools and services (e.g. phone, email, email suite to organise the event, such as
understand appropriate video conference, social network, podcast) are appropriate in specific sending calendar invitations.
digital communication circumstances (e.g. synchronous, asynchronous), depending on the • I can fix problems, e.g. an incorrect email
audience, context and purpose of the communication.
means for a given address.
2.1.5. Aware that some tools and services also provide an accessibility
context. statement. (DA) LEARNING SCENARIO: prepare group
2.1.6. Aware of the need to formulate messages in digital environments so work with my classmates
that they are easily understandable by the targeted audience or the
recipient. By myself:
SKILLS • I can use a commonly-used chat on my
smartphone (e.g. Facebook messenger or
2.1.7. Knows how to use a variety of videoconferencing features (e.g.
WhatsApp) to talk to my classmates and
moderating a session, recording audio and video).
organise group work.
32
2.1.8. Able to achieve effective communication in asynchronous (non- • I can choose other digital communication means
simultaneous) mode using digital tools (e.g. for reporting and briefing, on the classroom tablet (e.g. my classroom forum)
sharing ideas, giving feedback and advice, scheduling meetings, that could be useful to talk about the details of
communicating milestones). (RW) organising group work.
2.1.9. Knows how to use digital tools for informal communication with • I can fix problems such as adding or deleting
colleagues in order to develop and maintain social relations (e.g. to members to the chat group.
reproduce conversations such as those during face-to-face coffee
breaks). (RW)
2.1.10. Knows how to identify signs that indicate whether one is
communicating with a human or an AI-based conversational agent
(e.g. when using text- or voice-based chatbots). (AI)
2.1.11. Able to interact and give feedback to the AI system (e.g. by giving user
ratings, likes, tags to online content) to influence what it next
recommends (e.g. to get more recommendations on similar movies
that the user previously liked). (AI)
2.1.12. Considers the need to balance asynchronous and synchronous
communication activities (e.g. to minimise video conferencing fatigue,
to respect co-workers time and preferred working hours).
ATTITUDES
2.1.13. Willing to listen to others and to engage in online conversations with
confidence, clarity and reciprocity, both in personal and social
contexts.
2.1.14. Open to AI systems supporting humans to make informed decisions in
accordance with their goals (e.g. users actively deciding whether to
act upon a recommendation or not). (AI)
2.1.15. Willing to adapt an appropriate communication strategy depending on
the situation and digital tool: verbal strategies (written, oral language),
non-verbal strategies (body language, facial expressions, tone of
voice), visuals strategies (signs, icons, illustrations) or mixed
strategies.
2.1.16. Aware of the importance of inclusivity and diversity in use of
communication tools including language and images (icons etc.) (DA )
33
2.2. To share data, KNOWLEDGE INTERMEDIATE 4
information and digital EMPLOYMENT SCENARIO: organise an event
2.2.1. Aware that everything that one shares publicly online (e.g. images,
content with others through
videos, sounds) can be used to train AI systems. For example, • I can use my company’s digital storage system to
appropriate digital
commercial software companies who develop AI facial recognition share the event’s agenda with the list of
technologies. To act as an
systems can use personal images shared online (e.g. family participants I created on my PC.
intermediary, to know about
photographs) to train and improve the software’s capability to
referencing and attribution • I can show my colleagues on their smartphones
automatically recognise those persons in other images, which might
practices. how to access and share the agenda using my
not be desirable (e.g. might be a breach of privacy). (AI)
2.2.2. Aware that Images can be used as data which is given to AI systems organisation’s digital storage system.
to help them ‘learn’ what certain images are with more accuracy ( i.e. • I can show my boss examples on her tablet of the
the more faces they see they the better AI get at knowing what a face digital sources I use to design the event’s agenda.
is and distinguishing between different faces) and that the accuracy of
this learning also depends on whether they are ‘seeing’ a wide range • I can respond to any issue while I am doing these
of faces ( age, race, gender etc.) activities, such as unexpected problems with
2.2.3. Knows the role and responsibilities of the online facilitator to structure sharing the agenda with the participants.
and guide a discussion group (e.g. how to act as an intermediary when LEARNING SCENARIO: prepare group work
sharing information and digital content in digital environments). with my classmates
SKILLS • I can use a cloud-based storage system (e.g.
Dropbox, Google Drive) to share material with
2.2.4. Knows how to share digital content (e.g. pictures) across multiple
other members of my group.
devices (e.g. from smartphones to cloud services).
2.2.5. Knows how to share and show information from one’s own device (e.g. • I can explain to other members of my group,
show graphs from a laptop) to support a message being conveyed using the class laptop, how I share the material in
during a real time online session (e.g. video conference). (RW) the digital storage system.
2.2.6. Able to select and restrict with whom the content is shared (e.g. giving • I can show my teacher, on his or her tablet, the
access only to friends on social media, allowing only co-workers to digital sources I use to prepare the material for
read and comment on a text). group work.
2.2.7. Knows how to curate content on content sharing platforms so as to
add value for oneself and others (e.g. shares music playlists, shares • While I am doing these activities, I can solve any
comments on online services). issue that may arise such as solving problems to
2.2.8. Knows how to acknowledge the original source and authors of shared do with storage or sharing material with other
content. members of my group.
2.2.9. Knows how to flag or report disinformation and misinformation to fact-
checking organisations and to social media platforms in order to stop
it spreading.
34
ATTITUDES
2.2.10. Willing to share expertise on the internet, for example through taking
part in online forums, contributing to Wikipedia or through creating
Open Educational Resources.
2.2.11. Open towards sharing digital content that might be interesting and
useful to others whilst taking due care they are relevant and safe
2.2.12. Inclined not to share digital resources if not able to cite their author or
source in an appropriate manner.
2.3. To participate in society KNOWLEDGE ADVANCED 5

through the use of public 2.3.1. Knows about different types of digital services on the internet: public EMPLOYMENT SCENARIO: organise an event
and private digital services. ones (e.g. services to consult tax information or make an appointment
To seek opportunities for • I can propose and use different media strategies
in the health care centre), community-based services (e.g. knowledge (e.g. Survey on FaceBook, Hashtags on Instagram
self-empowerment and for
repositories such as Wikipedia, map services such as Open Street and Twitter) to empower the citizens of my city to
participatory citizenship
Map, environmental monitoring services ) and private services (e.g. e- participate in defining the main topics of an event
through appropriate digital commerce, online banking).
technologies on the use of sugar in food production.
2.3.2. 68. Knows that a secure electronic identification, (e.g. identity cards
which contain digital certificates), has the potential to enable citizens • I can inform my colleagues about these strategies
to increase safety when using online services provided by the and show them how to use a particular one to
government or by the private sector. empower citizens to participate.
2.3.3. Knows that different countries have different attitudes to identity cards LEARNING SCENARIO: prepare group work
and other methods of digital ID and is aware of the potential with my classmates
advantages and disadvantages.
2.3.4. Knows the relevant national or regional legislation regarding citizens • I can propose and use different micro-blogs (e.g.
rights to not be subject to fully automated decision making (e.g. if an Twitter), blogs and wikis, for a public consultation
automatic system refuses a credit application, the customer has the regarding social inclusion of migrants in my
right to ask for the decision to be reviewed by a person). (AI) neighbourhood to collect proposals on the topic of
2.3.5. Recognises that while the application of AI systems in many domains the group work.
is usually uncontroversial (e.g. AI that helps predict the weather), AI • I can inform my classmates about these digital
that directly interacts with humans and takes decisions about their life platforms and guide them on how to use a
can often be controversial and problematic due to the possibility of it particular one to empower citizenship participation
amplifying in a non-transparent manner existing unfair bias. (e.g. CV- in their neighbourhood.
sorting software for recruitment procedures, scoring of exams that may
determine access to education). (AI)
2.3.6. Knows that AI per se is neither good nor bad. What determines
whether the outcomes of an AI system are positive or negative for
35
society are how the AI system is designed and used, by whom and for
what purposes. (AI)
2.3.7. Aware that AI can have unexpected negative consequences even if
the designer and user did not expect or plan for the negative outcome.
2.3.8. Aware that there can be a tendency to place undue trust in the
objectivity and results of AI systems and that a culture which enables
them to be examined and questioned can help reduce harmful
consequences.
2.3.9. Aware that science fiction and stories can both sometimes provide
useful scenarios to warn us about the negative effects of AI as well as
sometimes showing technologies that are not currently possible.
2.3.10. Aware of civil society platforms on the internet that offer opportunities
for citizens to participate in actions targeting global developments to
reach sustainability goals on local, regional, national, andd
international level.
2.3.11. Aware of the role of traditional (e.g. newspapers, television) and new
forms of media (e.g. social media, the internet) in democratic and non-
democratic societies.
SKILLS
2.3.12. Knows how to acquire certificates from a certification authority (CA) for
the purpose of a secure electronic identification.
2.3.13. Knows how to monitor public spending of local and national
government (e.g. through open data on the government’s website and
open data portals).
2.3.14. Knows how to identify areas where AI can bring benefits to various
aspects of everyday life. For example, in healthcare, AI might
contribute to early diagnosis, while in agriculture, it might be used to
detect pest infestations. (AI)
2.3.15. Knows how to engage with others through digital technologies for the
sustainable development of society (e.g. create opportunities for joint
action across communities, sectors and regions with different interests
in sustainability challenges) with an awareness of technology´s
potential for both inclusion/participation and exclusion.
36
ATTITUDES
2.3.16. Open, as appropriate accessible and safe methods are developed, to

change one’s own administrative routines and adopt digital procedures
when dealing with government and public services.
2.3.17. Aware of rights to access government and public services through a
range of methods as are available and usable by citizens
2.3.18. Readiness to contemplate ethical questions related to AI systems (e.g.
in which contexts, such as sentencing criminals, should AI
recommendations not be used without human intervention)? (AI)
2.3.19. Considers responsible and constructive attitudes on the internet as
they are the foundation for human rights, together with values such as
respect for human dignity, freedom, democracy and equality.
2.3.20. Proactive about using the internet and digital technologies to seek
opportunities for constructive participation in democratic decision-
making and civic activities (e.g. by participating in consultations
organised by municipality, policy-makers, NGOs; signing a petition
using a digital platform).
2.4. To use digital tools and KNOWLEDGE ADVANCED 6

technologies for
2.4.1. Aware of the advantages of using digital tools and technologies for EMPLOYMENT SCENARIO: organise an event
collaborative processes,
remote collaborative processes (e.g. reduced commuting time, join • I can use the most appropriate digital tools at
and for co-construction and
specialised skills together regardless of location). work (e.g. Dropbox, Google Drive, wiki) to create
co-creation of data,
2.4.2. Aware of the shortcoming of using digital tools for remote collaborative with my colleagues a leaflet and a blog on the
resources and knowledge.
processes (e.g. lack of body language cues, screen fatigue, loss of event.
social aspects) and aware of methods to mitigate them ( e.g. short
breaks, allowing time for chat and introducing people). • I can also differentiate between appropriate and
2.4.3. Understands that in order to co-create digital content with other inappropriate digital tools for collaborative
people, good social skills (e.g. clear communication, ability to clarify processes. The latter are those tools that do not
misunderstandings) are important to compensate for the limitations of address the purpose and scope of the task - e.g.
online communication. two people editing text simultaneously using a wiki
is impractical.
SKILLS
• I can overcome unexpected situations that can
2.4.4. Knows how to use digital tools in a collaborative context to plan and arise in the digital environment when co-creating
share tasks and responsibilities within a group of friends, a family or a the leaflet and the blog (e.g. controlling access to
sport or work team (e.g. digital calendar, planners for trips and leisure
activities).
37
2.4.5. Knows how to use digital tools to facilitate and improve collaborative edit documents or a colleague cannot save
processes, for example through shared visual boards and digital changes to the material).
canvases (e.g. Mural, Miro, Padlet).
LEARNING SCENARIO: prepare group work
2.4.6. Knows how to engage collaboratively in a wiki (e.g. negotiate opening
with my classmates
a new entry on a subject that is missing from Wikipedia to increase
public knowledge). • can use the most appropriate digital resources in
2.4.7. Knows how to use digital tools and technologies in a remote working order to create a video related to the work on my
context for idea generation and co-creation of digital content (e.g. tablet with my classmates. I can also differentiate
shared mind maps and whiteboards, polling tools). (RW) between appropriate and inappropriate digital
2.4.8. Knows how to evaluate the advantages and disadvantages of digital resources to create this video and work in a digital
applications for making collaboration effective (e.g. the use of online environment together with classmates.
spaces for co-creation, shared project management tools). • I can overcome unexpected situations that arise
ATTITUDES on the digital environment when co-creating data
and content and making a video on group work.
2.4.9. Encourages everyone to express their own opinions constructively (e.g. a file is not updating the changes made by
when collaborating in digital environments. the members, a member doesn’t know how to
2.4.10. Acts in trustworthy ways to achieve group goals when engaging in co- upload a file in the digital tool).
construction of resources or knowledge.
2.4.11. Inclined to use appropriate digital tools for fostering collaboration
between the members of a team while, at the same time, ensuring
digital accessibility. (DA)
2.5. To be aware of HIGHLY SPECIALISED 7

behavioural norms and KNOWLEDGE EMPLOYMENT SCENARIO: organise an event
know-how while using
digital technologies and 2.5.1. Aware of the meaning of non-verbal messages (e.g. smiley faces, • While organising an event for my organisation, I
interacting in digital emojis) used in digital environments (e.g. social media, instant can solve problems that arise while writing and
environments. To adapt messaging) and knowing that their use can culturally differ between communicating in digital environments, (e.g.
communication strategies to countries and communities. inappropriate comments about my organisation in
the specific audience and to 2.5.2. Aware of the existence of some expected rules about one’s behaviour a social network).
be aware of cultural and when using digital technologies (e.g. using audio headsets instead of • I can create rules from this practice for my current
generational diversity in loudspeakers when taking calls in public places or listening to music). and future colleagues to implement and use as a
digital environments. 2.5.3. Understands that inappropriate behaviours in digital environments guide.
(e.g. drunken, being overly intimate and explicit) can damage social
and personal aspects of lives over a long term.
2.5.4. Aware that adapting one’s behaviour in digital environments depends LEARNING SCENARIO: prepare group work
on one’s relationship with other participants (e.g. friends, co-workers, with my classmates
38
managers) and the purpose in which the communication takes place • I can solve problems of etiquette that arise with
(e.g. to instruct, inform, persuade, order, entertain, inquire, socialise). my classmates while using a digital collaborative
2.5.5. Aware of accessibility requirements when communicating in digital platform (blog, wiki, etc.) for group work (e.g.
environments so that communication is inclusive and accessible for all classmates criticising each other).
users (e.g. for people with disabilities, older people, those with low • I can create rules for appropriate behaviour while
literacy, speakers of another language). (DA) working online as a group which can be used and
SKILLS shared in the school’s digital learning environment.
2.5.6. Knows how to stop receiving unwanted disturbing messages or I can also guide my classmates as to what
emails. constitutes appropriate digital behaviour while
2.5.7. Able to manage one’s feelings when talking with other people on the working with others on a digital platform.
internet.
2.5.8. Knows how to recognise hostile or derogatory messages or activities
online that attack certain individuals or groups of individuals (e.g. hate
speech) and how to report it to relevant person in authority or police.
2.5.9. Can manage interactions and conversations in different socio-cultural
contexts and different domain situations
ATTITUDES
2.5.10. Believes that it is necessary to define and share rules within digital
communities (e.g. explain codes of conduct for creating, sharing or
posting content).
2.5.11. Inclined to adopt an empathic perspective in communication (e.g.
being responsive to another person’s emotions and experiences,
negotiating disagreements to build and sustain fair and respectful
relationships).
2.5.12. Open to and respectful of the views of people on the internet with
different cultural affiliations, backgrounds, beliefs, values, opinions or
personal circumstances; open to the perspectives of others even if
they differ from one’s own.
2.6. To create, and manage KNOWLEDGE HIGHLY SPECIALISED

one or multiple digital
2.6.1. Aware that digital identity refers to (1) the method of authenticating a EMPLOYMENT SCENARIO: organise an event
identities, to be able to
user on a website or an online service, and also to (2) a set of data
protect one’s own By myself
identifying a user by means of tracing their digital activities, actions
reputation, to deal with the • I can propose to my boss a new social media
and contributions on the internet or digital devices (e.g. pages
data that one produces procedure that avoids actions which could harm
viewed, purchase history), personal data (e.g. name, username,
39
through several digital tools, profile data such as age, gender, hobbies) and context data (e.g. our company’s digital reputation (e.g. spam) when
environments and services. geographical location). promoting the company’s events.
2.6.2. Know what meta data is (descriptive items about an information item)
LEARNING SCENARIO: prepare group work
and that people can be information items.
with my classmates
2.6.3. Aware that AI systems collect and process multiple types of user data
(e.g. personal data, behavioural data and contextual data) to create By myself
user profiles which are then used, for example, to predict what the user • I can propose a new procedure to my school that
might want to see or do next (e.g. offer advertisements, avoids the publication of digital content (texts,
recommendations, services). (AI) pictures,
2.6.4. Knows that in line with relevant international and national standards,
laws and regulations, one has the right to ask a website’s or search videos), that can harm the students’ reputation.
engine’s administrators to access personal data held about you (right
of access), to update or correct them (right of rectification), or remove
them (right of erasure, also known as the Right To Be Forgotten).
2.6.5. Aware that there are ways to limit and manage the tracking of one’s
activities on the internet, such as software features (e.g. private
browsing, deletion of cookies) and privacy-enhancing tools and
product/service features (e.g. custom consent for cookies, opting out
of personalised ads).
SKILLS
2.6.6. Knows how to create and manage profiles in digital environments for
personal purposes (e.g. civic participation, e-commerce, social media
use) and professional purposes (e.g. create a profile on an online
employment platform).
2.6.7. Knows how to adopt information and communication practices in order
to build a positive online identity (e.g. by adopting healthy, safe and
ethical behaviours, such as avoiding stereotypes and consumerism).
2.6.8. Able to conduct an individual or family name search in order to inspect
one’s own digital footprint in online environments (e.g. to detect any
potentially troubling posts or images, to exercise one’s legal rights).
2.6.9. Able to verify and modify what type of metadata (e.g. location, time) is
included in pictures being shared in order to protect privacy.
2.6.10. Knows what strategies to use in order to control, manage or delete
data that is collected/curated by online systems (e.g. keeping track of
services used, listing online accounts, deleting accounts that are not
in use).
40
2.6.11. Knows how to modify user configurations (e.g. in apps, software,
digital platforms) to enable, prevent or moderate the AI system
tracking, collecting or analysing data (e.g. not allowing the mobile
phone to track the user’s location). (AI)
ATTITUDES
2.6.12. Considers the benefits (e.g. fast authentication process, user
preferences) and risks (e.g. having identities stolen, personal data
exploited by third parties) when managing one or multiple digital
identities across digital systems, apps and services.
2.6.13. Inclined to check and select website cookies to be installed (e.g.
accepting only technical cookies) when the website provides users
with this option.
2.6.14. Careful about keeping one’s own and others’ personal information
private (e.g. holiday or birthday photos; religious or political
comments).
2.6.15. Identifies both the positive and negative implications of the use of all
data (collection, encoding and processing), but especially personal
data, by AI-driven digital technologies such as apps and online
services. (AI)
2.6.16. Considers ‘who may benefit’ when considering the benefits and risks
of allowing data to shared
41
3. DIGITAL CONTENT CREATION
3.1. To create and edit digital content in different formats, to express oneself through digital means.
3.2. To modify, refine and integrate new information and content into an existing body of knowledge and resources to create new, original and relevant
content and knowledge.
3.3. To understand how copyright and licences apply to digital information and content.
3.4. To plan and develop a sequence of understandable instructions for a computing system to solve a given problem or to perform a specific task.
Competence areas Competences Level Descriptors Proficiency Levels

Dimension 1 Dimension 2
3.1 DEVELOPING 1 at basic level with guidance I can: Foundational

DIGITAL CONTENT • identify ways to create and edit simple content in simple formats,
To create and edit digital • choose how I express myself through the creation of simple digital
content in different means.
42
formats, to express
oneself through digital 2 At basic level and with autonomy and appropriate guidance
means. where needed, I can:
• identify ways to create and edit simple content in simple formats,
• choose how I express myself through the creation of simple digital
means.
3. DIGITAL CONTENT
CREATION
• indicate ways to create and edit well-defined and routine content in
well-defined and routine formats,
• express myself through the creation of well-defined and routine
digital means.
4 Independently, according to my own needs, and solving well-
defined and
• indicate ways to create and edit content in different formats,
• express myself through the creation of digital means.

• apply ways to create and edit content in different formats,
• show ways to express myself through the creation of digital means.
6 At advanced level, according to my own needs and those of
others, and in complex contexts, I can:
• change content using the most appropriate formats,
• adapt the expression of myself through the creation of the most
appropriate digital means.
7 At highly specialised level, I can: Highly Specialised

• create solutions to complex problems with limited definition that are
related to content creation and edition in different formats, and self-
expression through digital means.
• integrate my knowledge to contribute to professional practice and
knowledge and guide others in developing content.
43
• create solutions to solve complex problems with many interacting
factors that are related to content creation and edition in different
formats, and self-expression through digital means.

• select ways to modify, refine, improve and integrate simple items of
new content and information to create new and original ones.
2 At basic level and with autonomy and appropriate guidance
where needed, I can:
3.2 INTEGRATING AND • select ways to modify, refine, improve and integrate simple items of
MODIFYING DIGITAL new content and information to create new and original ones.
CONTENT
To modify, refine and • explain ways to modify, refine, improve and integrate well-defined
integrate new information items of new content and information to create new and original
and content into existing ones.
knowledge and
information resources to 4 Independently, according to my own needs, and solving well-
create new, original and defined and
relevant content and non-routine problems
knowledge.
• discuss ways to modify, refine, improve and integrate new content
and information to create new and original ones.

• operate with new different items of content and information,
modifying, refining, improving and integrating them in order to create
new and original ones.

44
• assess the most appropriate ways to modify, refine, improve and
integrate specific new items of content and information to create new
and original ones.

related to modifying, refining, improving and integrating new content
and information into existing knowledge to create new and original
ones.
knowledge and guide others in integrating and re-elaborating
content.

factors that are related to modifying, refining, improving and
integrating new content and information into existing knowledge to
create new and original ones.
3.3 COPYRIGHT AND 1 at basic level with guidance I can: Foundational

LICENCES • identify simple rules of copyright and licenses that apply to data,
To understand how digital information and content.
copyright and licences 2 At basic level and with autonomy and appropriate guidance
apply to digital information where needed, I can:
and content. • identify simple rules of copyright and licenses that apply to data,
As general point across digital information and content.
this competence gets legal
advice from Govt if these 3 On my own and solving straightforward problems, I can: Intermediate
all apply to Botswana in • indicate well-defined and routine rules of copyright and licenses that
same way? apply to data, digital information and content.
45
defined and
• discuss rules of copyright and licenses that apply to digital
information and content.

• apply different rules of copyright and licenses that apply to data,
digital information and content.

• select the most appropriate rules that apply copyright and licences to
data, digital information and content.

related to applying copyright and licenses to data, digital information
and content.
knowledge and guide others in applying copyright and licenses.

factors that are related to applying copyright and licenses to data,
digital information and content.
3.4 PROGRAMMING 1 at basic level with guidance I can: Foundational

To plan and develop a • list simple instructions for a computing system to solve a simple
sequence of problem or perform a simple task.
46
understandable 2 At basic level and with autonomy and appropriate guidance
instructions for a where needed, I can:
computing system to solve
• list simple instructions for a computing system to solve a simple
a given problem or to
problem or perform a simple task.
perform a specific task

• list well-defined and routine instructions for a computing system to
solve routine problems or perform routine tasks.

defined and
• list instructions for a computing system to solve a given problem or
perform a specific task.

• operate with instructions for a computing system to solve a different
problem or perform different tasks.

• determine the most appropriate instructions for a computing system
to solve a given problem and perform specific tasks.

related to planning and developing instructions for a computing
system and performing a task using a computing system.
47
knowledge and guide others in programming.
factors that are related to planning and developing instructions for a
computing system and performing a task using a computing system.
48
TABLE COMPETENCE 3 WITH DIM 3 (KNOWLEDGE, SKILLS, ATTITUDES) AND
Table 8: TABLE COMPETENCE 3 WITH DIM 3 (KNOWLEDGE, SKILLS, ATTITUDES) AND DIMENSION 5 (USE CASES)
Competence areas Dimension 4: Knowledge Skills Attitudes Examples Use cases

Dimension 1
3.1.1. Knows that digital content exists in a digital form and that there are EMPLOYMENT SCENARIO: develop a short
many different types of digital content (e.g. audio, image, text, course
video, applications) that are stored in various digital file formats. (tutorial) to train the staff on a new procedure
3.1.2. Knows that AI systems can be used to automatically create digital
to be applied
content (e.g. texts, news, essays, tweets, music, images) using
existing digital content as its source. Such content may be difficult in the organisation
3. DIGITAL CONTENT
CREATION to distinguish from human creations. (AI) With the help of a colleague (who has
3.1.3. Aware that “digital accessibility” means ensuring that everyone, advanced digital competence and who I can
3.1. To create and edit digital including people with disabilities, can use and navigate the internet. consult whenever I need) and having as
content in different formats, to Digital accessibility includes accessible websites, digital files and support a tutorial video with the steps on how
express oneself through digital documents, and other web-based applications (e.g. for online to do it:
means. banking, accessing public services, and messaging and video-
calling services). (DA) • I can find out how to add new dialogues and
3.1.4. Aware that virtual reality (VR) and augmented reality (AR) allow images onto a brief support video already created
new ways to explore simulated environments and interactions on the intranet to illustrate the new organisational
within the digital and physical worlds. procedures.
SKILLS LEARNING SCENARIO: prepare a presentation
on a certain topic that I will make to my
3.1.5. Can use tools and techniques to create accessible digital content classmates Helped by my teacher:
(e.g. add ALT text to images, tables and graphs; create a proper
and well-labelled document structure; use accessible fonts, • I can find out how to create a digital animated
colours, links) following official standards and guidelines (e.g. presentation, using a video tutorial from YouTube
WCAG 2.1 and EN 301 549). (DA) provided by my teacher to help me to present my
work to my classmates.
49
3.1.6. Knows how to select the appropriate format for digital content • I can also identify other digital means from an
according to its purpose (e.g. saving a document in an editable article in my textbook that can help me to present
format vs one that cannot be modified but is easily printed). the work as an animated digital presentation to my
3.1.7. Knows how to create digital content to support one’s own ideas and classmates on the interactive digital whiteboard.
opinions (e.g. to produce data representations such as interactive
visualisations using basic datasets such as open government data).
3.1.8. Knows how to create digital content on open platforms (e.g. create
and modify text in a wiki environment).
3.1.9. Knows how to use Internet of Things (IoT) and mobile devices to
create digital content (e.g. use embedded cameras and
microphones to produce photos or videos).
ATTITUDES
3.1.10. Inclined to combine various types of digital content and data to
better express facts or opinions for personal and professional use.
3.1.11. Open to explore alternative pathways to find solutions to produce
digital content.
3.1.12. Inclined to follow official standards and guidelines (e.g. WCAG 2.1
and EN 301 549) to test the accessibility of a website, digital files,
documents, e-mails or other web-based applications that one has
created. (DA)
3.2. To modify, refine and KNOWLEDGE FOUNDATION 2

integrate new information and 3.2.1. Aware that it is possible to integrate hardware (e.g. sensors, EMPLOYMENT SCENARIO: develop a short
content into an existing cables, motors) and software structures to develop programmable course (tutorial) to train the staff on a new
knowledge and information
robots and other non-digital artefacts (e.g. Lego Mindstorms, procedure to be applied in the organisation
resources to create new, Micro:bit, Raspberry Pi, EV3, Arduino, ROS).
original and relevant content With the help of a colleague (who has
SKILLS
and knowledge. advanced digital competence and who I can
3.2.2. Can create infographics and posters combining information, consult whenever I need) and having as
statistical content and visuals using available apps or software. support a tutorial video with the steps on how
3.2.3. Knows how to use tools and applications (e.g. add-ons, plug-ins, to do it
extensions) to enhance digital accessibility of digital content (e.g. • I can find out how to add new dialogues and
adding captions in video players to a recorded presentation). (DA) images onto a brief support video already created
3.2.4. Knows how to integrate digital technologies, hardware and sensor
on the intranet to illustrate the new organisational
data to create a new (digital or non-digital) artefact (e.g.
procedures.
makerspace and digital fabrication activities).
50
3.2.5. Knows how to incorporate AI edited/manipulated digital content in LEARNING SCENARIO: prepare a presentation
one’s own work (e.g. incorporate AI generated melodies in one’s on a certain topic that I will make to my
own musical composition). This use of AI can be controversial as it classmates
raises questions about the role of AI in artworks, and for example, At home with my mother (who I can consult
who should be credited. (AI) whenever
ATTITUDES I need) and the help of a list (stored on my
3.2.6. Open to creating something new from existing digital content using tablet provided by my teacher with the steps on
iterative design processes ( e.g. create, test, analyse and refine how to do it)
ideas). • I can identify how to update a digital animated
3.2.7. Inclined to help others to improve their digital content (e.g. through presentation I have created to present my work to
providing useful feedback).
my classmates, adding text, images and visual
3.2.8. Inclined to use available tools to verify whether images or videos
effects to be shown in the classroom using the
have been modified (e.g. by deep-fake techniques).
interactive digital whiteboard.
3.3. To understand how KNOWLEDGE INTERMEDIATE 3

copyright and licences apply to 3.3.1. Knows that digital content, goods and services might be protected EMPLOYMENT SCENARIO: develop a short
digital information and content. under intellectual property (IP) rights (e.g. copyright, trademarks, course (tutorial) to train the staff on a new
designs, patents). procedure to be applied in the organisation By
3.3.2. Aware that the creation of digital content (e.g. pictures, texts, myself:
music) when original is considered protected by copyright as soon • I can tell a colleague which image banks I usually
as it exists (automatic protection). use to find images that I can download free of
3.3.3. Aware that certain copyright exceptions exist (e.g. use for the
charge for a brief tutorial video on a new procedure
purpose of illustration for teaching, for caricature, parody, pastiche,
for my organisation’s staff.
for quotation, private uses).
3.3.4. Knows different models of licensing software (e.g. proprietary, free • I can deal with problems such as identifying the
and open-source software) and that some types of licences need symbol that indicates whether an image is licensed
to be renewed once the licence period expires. with a certain type of Creative Commons licence
3.3.5. Aware of the legal limitations of using and sharing digital content and therefore can be reused without the author’s
(e.g. music, movies, books) and the possible consequences of permission.
illegal actions (e.g. sharing copyrighted content with others can give LEARNING SCENARIO: prepare a presentation
rise to legal sanctions). on a certain topic that I will make to my
3.3.6. Aware that mechanisms and methods to block or limit access to classmates By myself:
digital content exist (e.g. passwords, geo-blocking, Technical
Protection Measures, TPM). • I can explain to a friend which image banks I
usually use to find images that I can download
SKILLS
51
3.3.7. Able to identify and select digital content for downloading or completely free of charge to create a digital
uploading legally (e.g. public domain databases and tools, open animation to present my work to my classmates.
licences).
• I can fix problems such as identifying the symbol
3.3.8. Knows how to use and share digital content legally (e.g. checks the that indicate that an image is copyrighted and
terms and conditions and licensing schemes available, such as the therefore cannot be used without the author’s
various types of Creative Commons) and knows how to assess permission.
whether limitations and copyright exceptions apply.
3.3.9. Able to identify when uses of copyright-protected digital content fall
under the scope of a copyright exception so that no prior consent
is needed (e.g. in some educational contexts)
3.3.10. Able to check and understand the right to use and/or re-use digital
content created by a third party (e.g. knows about collective
licencing schemes and contacts the relevant collective
management organisations, understands the various Creative
Commons licences).
3.3.11. Can choose the most suitable strategy, including the licensing, for
the purpose of sharing and protecting one’s own original creation
(e.g. by registering it in an optional copyright deposit system;
choosing open licences such as Creative Commons).
ATTITUDES
3.3.12. Respectful of rights affecting others (e.g. ownership, contract
terms), only using legal sources for downloading digital content
(e.g. movies, music, books) and when relevant, opting for open-
source software.
3.3.13. Open to consider whether open licences or other licence schemes
are more suitable when producing and publishing digital content
and resources.
3.4. To plan and develop a KNOWLEDGE INTERMEDIATE 4

sequence of understandable 3.4.1. Knows that computer programs are made of instructions, written EMPLOYMENT SCENARIO: develop a short
instructions for a computing
according to strict rules in a programming language. course (tutorial) to train the staff on a new
system to solve a given 3.4.2. Knows basic history of the development of programming languages procedure to be applied in the organisation
problem or to perform a and computers with acknowledgement of full global and gender
specific task. • Using a programming language (e.g. Ruby,
perspective. Python), I can provide instructions to develop an
3.4.3. Knows that programming languages provide structures that allow educational game to introduce the new procedure
program instructions to be executed in sequence, repeatedly, or to be applied in the organisation.
52
only under certain conditions, and to group them to define new • I can resolve issues such as debugging the
instructions. programme to fix problems with my code.
3.4.4. Knows that programs are executed by computing devices/systems,
LEARNING SCENARIO prepare a presentation
that are able to automatically interpret and execute instructions. on a certain topic that I will make to my
3.4.5. Knows that programs produce output data depending on input data, classmates:
and that different inputs usually yield different outputs (e.g. a
calculator will provide output 8 to the 3+5 input and output 15 to the • Using a simple graphical programming interface
7+8 input). (e.g. Scratch Jr), I can develop a smartphone app
3.4.6. Knows that, to produce its output, a program stores and that presents my work to my classmates.
manipulates data in the computer system that executes it, and that • If a problem appears, I know how to debug the
it sometimes behaves unexpectedly (e.g. faulty behaviour, programme and I can fix easy problems in my
malfunction, data leakage). code.
3.4.7. Knows that a program’s blueprint is based on an algorithm, i.e. a
step-wise method to produce an output from an input.
3.4.8. Knows that algorithms, and consequently programs, are designed The examples under this competence are
to help solve real life problems; input data models the known abbreviated from Programming for All:
information about the problem, while output data provides Understanding the Nature of Programs (Brodnik et
information relevant to the problem’s solution. There are different al., 2021). The document offers a more complete
algorithms, and consequently programs, solving the same problem. list of knowledge, skills and attitude statements
3.4.9. Knows that any program requires time and space (hardware that are accompanied with examples from
resources) to compute its output, depending on the input’s size everyday life.
and/or problem’s complexity.
3.4.10. 159. Knows that there are problems that cannot be solved exactly For example, when reading example, no: 157, the
by any known algorithm in reasonable time, thus, in practice they interested reader can go to the document and find
are frequently dealt with by approximate solutions (e.g. DNA more information about “programs” under the
sequencing, data clustering, weather forecasting). section “A.2 Programs are made of instructions”
(p.14), or to understand more about data models,
SKILLS the reader should direct to the knowledge
3.4.11. Knows how to combine a set of program blocks (e.g. as in the visual statement “K3.4” on p.18.
programming tool Scratch), in order to solve a problem.
3.4.12. Knows how to detect issues in a sequence of instructions, and
make changes to resolve them (e.g. to find an error in the program
and correct it; to detect the reason why the execution time or output
of the program is not as expected).
3.4.13. Able to identify input and output data in some simple programs.
3.4.14. Given a program, being able to recognise the execution order of
instructions, and how information is processed.
53
ATTITUDES
3.4.15. Willing to accept that algorithms, and hence programs, may not be
perfect in solving the problem that they aim to address.
3.4.16. Considers ethics (including but not limited to human agency and
oversight, transparency, non-discrimination, accessibility, and
biases and fairness) as one of the core pillars when developing or
deploying programs including AI systems. (AI)
54
4. SAFETY
4.1. 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 a due regard to reliability and privacy.
4.2. To protect personal data and privacy in digital environments.
4.3. To understand how to use and share personally identifiable information while being able to protect oneself and others from damages.
4.4. To understand that digital services use a “Privacy policy” to inform how personal data is used.
4.5. 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 in digital environments (e.g. cyber bullying). To be aware of digital technologies for social well-being and social inclusion.
4.6. To be aware of the environmental impact of digital technologies and their use.
Competence areas Competences Level Descriptors Proficiency Levels

Dimension 1 Dimension 2 Dimension 3
4.1 PROTECTING DEVICES 1 at basic level with guidance I can: Foundational

To protect devices and digital • identify simple ways to protect my devices and digital content,
content, and to understand and
risks and threats in digital • recognise simple risks and threats in digital environments.
environments. To know about • choose simple safety and security measures, and
55
safety and security measures • identify simple ways to have due regard to reliability and
and to have a due regard to privacy.
reliability and privacy
• identify simple ways to protect my devices and digital content,
4. SAFETY and
• recognise simple risks and threats in digital environments.
• follow simple safety and security measures
• identify simple ways to have due regard to reliability and
privacy.

• indicate well-defined and routine ways to protect my devices
and digital content, and
• identify well-defined and routine risks and threats in digital
environments, and
• select well-defined and routine safety and security measures
• indicate well-defined and routine ways to have due regard to
reliability and privacy
defined and
• organise ways to protect my devices and digital content, and
• identify risks and threats in digital environments.
• select safety and security measures.
• explain ways to have due regard to reliability and privacy.

• apply different ways to protect devices and digital content, and
• identify a variety of risks and threats in digital environments.
• apply safety and security measures.
• employ different ways to have due regard to reliability and
privacy.
56
• choose the most appropriate protection for devices and digital
content, and
• distinguish between and assess different risks and threats in
digital environments.
• choose the most appropriate safety and security measures.
• assess the most appropriate ways to have due regard to
reliability and privacy.

• create solutions to complex problems with limited definition that
are related to protecting devices and digital content, managing
risks and threats, applying safety and security measures, and
reliability and privacy in digital environments.
• integrate my knowledge to contribute to professional practice
and knowledge and guide others in protecting devices.
• create solutions to solve complex problems with many
interacting factors that are related to protecting devices and
digital content, managing risks and threats, applying safety and
security measures, and reliability and privacy in digital
environments.
4.2 PROTECTING PERSONAL 1 at basic level with guidance I can: Foundational

DATA AND PRIVACY • select simple ways to protect my personal data and privacy in
To protect personal data and digital environments,
privacy in digital environments. • identify simple ways to use and share personally identifiable
To understand how to use and information while protecting myself and others from damages.
share personally identifiable • identify simple privacy policy statements of how personal data
information while being able to is used in digital services.
protect oneself and others from 2 At basic level and with autonomy and appropriate guidance
damages To understand that where needed, I can:
57
digital services use a “Privacy • select simple ways to protect my personal data and privacy in
policy” to inform how personal digital environments,
data is used. • identify simple ways to use and share personally identifiable
information while protecting myself and others from damages.
• identify simple privacy policy statements of how personal data
is used in digital services.

• explain well-defined and routine ways to protect my personal
data and privacy in digital environments, and
• explain well-defined and routine ways to use and share
personally identifiable information while protecting myself and
others from damages.
• indicate well-defined and routine privacy policy statements of
how personal data is used in digital services.
4 Independently, according to my own needs, and solving

well-defined and non-routine problems
• discuss ways to protect my personal data and privacy in digital
environments, and
• discuss ways to use and share personally identifiable
information while protecting myself and others from damages.
• indicate privacy policy statements of how personal data is used
in digital services.

• apply different ways to protect my personal data and privacy in
• apply different specific ways to share my data while protecting
myself and others from dangers.
• explain privacy policy statements of how personal data is used
in digital services.

58
• choose the more appropriate ways to protect personal data and
privacy in digital environments, and
• evaluate the most appropriate ways of using and sharing
personally identifiable information while protecting myself and
others from damages.
• evaluate the appropriateness of privacy policy statements on
how personal data are used.

are related to protecting personal data and privacy in digital
environments, using and sharing personally identifiable
information protecting self and others from dangers, and
privacy policies to use my personal data.
and knowledge and guide others in protecting personal data
and privacy
interacting factors that are related to protecting personal data
and privacy in digital environments, using and sharing
personally identifiable information protecting self and others
from dangers, and privacy policies to use my personal data.
4.3 PROTECTING HEALTH 1 at basic level with guidance I can: Foundational

AND WELL-BEING recognise some simple ways to avoid health risks and threats
to physical and psychological well-being while using digital
To be able to avoid health-risks
technologies.
and threats to physical and
psychological well-being while • select simple ways to protect myself from possible dangers in
using digital technologies. To digital environments.
be able to protect oneself and • identify simple digital technologies for social well-being and
others from possible dangers in social inclusion.
digital environments (e.g. cyber 2 At basic level and with autonomy and appropriate guidance
bullying). To be aware of digital where needed, I can:
59
technologies for social well- • recognise some simple ways to avoid health risks and threats
being and social inclusion. to physical and psychological well-being while using digital
technologies.
• select simple ways to protect myself from possible dangers in
digital environments.
• identify simple digital technologies for social well-being and
social inclusion.

• explain well-defined and routine ways to how to avoid health
risks and threats to physical and psychological well-being while
using digital technologies.
• select well-defined and routine ways to protect myself from
dangers in digital environments.
• indicate well-defined and routine digital technologies for social
well-being and social inclusion.

• explain ways to avoid threats to my physical and psychological
health related with the use of technology.
• select ways to protect self and others from dangers in digital
environments.
• discuss how digital technologies can affect social well-being
and inclusion.

• show different ways to avoid health -risks and threats to
physical and psychological well-being while using digital
technologies.
• apply different ways to protect myself and others from dangers
in digital environment.
• show how different digital technologies can affect social well-
being and social inclusion.
60
• recognise the most appropriate ways to avoid health risks and
threats to physical and psychological well-being while using
digital technologies.
• adapt the most appropriate ways to protect myself and others
from dangers in digital environments.
• vary the use of digital technologies for social well-being and
social inclusion.

are related to avoiding health -risks and threats to well-being
while using digital technologies, to protect self and others from
dangers in digital environments, and to the use of digital
technologies for social well-being and social inclusion.
and knowledge and guide others in protecting health.

interacting factors that are related to avoiding health risks and
threats to well-being while using digital technologies, to protect
self and others from dangers in digital environments, and to the
use of digital technologies for social well-being and social
inclusion.
4.4 PROTECTING THE 1 at basic level with guidance I can: Foundational

ENVIRONMENT
• recognise simple environmental impacts of digital technologies
To be aware of the and their use.
environmental impact of digital 2 At basic level and with autonomy and appropriate guidance
technologies and their use. where needed, I can:
61
• recognise simple environmental impacts of digital technologies
and their use.

• indicate well-defined and routine environmental impacts of
digital technologies and their use.
• discuss ways to protect the environment from the impact of

• show different ways to protect the environment from the impact
of digital technologies and their use.

• choose the most appropriate solutions to protect the
environment from the impact of digital technologies and their
use.

are related to protecting the environment from the impact of
and knowledge and guide others in protecting the environment.

interacting factors that are related to protecting the environment
from the impact of digital technologies and their use.
62
TABLE COMPETENCE 4 WITH DIM 3 (KNOWLEDGE, SKILLS, ATTITUDE AND
Table 10: TABLE COMPETENCE 4 WITH DIM 3 (KNOWLEDGE, SKILLS, ATTITUDE AND DIMENSION 5 (USE CASES)

Dimension 1
KNOWLEDGE ADVANCED 5
4.1.1. Knows that using different strong passwords for different online EMPLOYMENT SCENARIO: use of a Twitter
services is a way to mitigate the negative effects of an account account to share information on my
being compromised (e.g. hacked). organisation
4.1.2. Knows about measures to protect devices (e.g. password,
• I can protect the corporate Twitter account using
fingerprints, encryption) and prevent others (e.g. a thief,
different methods (e.g. a strong password, control
4. SAFETY commercial organisation, government agency) from having the recent logins) and show new colleagues how to
4.1. To protect devices and access to all data. do it.
digital content, and to 4.1.3. Knows about the importance of keeping the operating system and
understand risks and threats in applications (e.g. browser) up-to-date, in order to fix security • I can detect risks like receiving tweets and
digital environments. To know vulnerabilities and protect against malicious software (i.e. messages from followers with false profiles or
about safety and security malware). phishing attempts.
measures and to have a due 4.1.4. Knows that a firewall blocks certain kinds of network traffic, aiming • I can apply measures to avoid them (e.g. control
regard to reliability and to prevent different security risks (e.g. remote logins). the privacy settings).
privacy. 4.1.5. Aware of different types of risks in digital environments, such as
identity theft (e.g. someone committing fraud or other crimes • I can also help my colleagues to detect risks and
.
using another person’s personal data), scams (e.g. financial threats while using Twitter.
scams where victims are tricked into sending money), malware LEARNING SCENARIO: use of the school’s
attacks (e.g. ransomware). digital learning platform to share information
SKILLS on interested topics
4.1.6. Knows how to adopt a proper cyber-hygiene strategy regarding • I can protect information, data and content on my
passwords (e.g. selecting strong ones difficult to guess) and school’s digital learning platform (e.g. a strong
managing them securely (e.g. using a password manager). password, control the recent logins).
63
4.1.7. Knows how to install and activate protection software and • I can detect different risks and threats when
services (e.g. antivirus, anti-malware, firewall) to keep digital accessing school’s digital platform and apply
content and personal data safer. measures to avoid them (e.g. how to virus check
4.1.8. Knows how to activate two-factor authentication when available attachments before downloading).
(e.g. using one-time passwords, OTP, or codes along with access • I can also help my classmates to detect risks and
credentials). threat while using the digital learning platform on
4.1.9. Knows how to check the type of personal data an app accesses their tablets (e.g. controlling who can access the
on one’s mobile phone and, based on that, decides whether to files).
install it and configures the appropriate settings.
4.1.10. Able to encrypt sensitive data stored on a personal device or in a
cloud storage service.
4.1.11. Can respond appropriately to a security breach (i.e. an incident
that results in unauthorised access to digital data, applications,
networks or devices, the leaking of personal data such as logins
or passwords).
ATTITUDES
4.1.12. Vigilant not to leave computers or mobile devices unattended in
public places (e.g. shared workplaces, restaurants, trains, car
backseat).
4.1.13. Weighs the benefits and risks of using biometric identification
techniques (e.g. fingerprint, face images) as they can affect safety
in unintended ways. If biometric information is leaked or hacked, it
becomes compromised and can lead to identity fraud.
4.1.14. Keen to consider some self-protective behaviours such as not
using open Wi-fi networks to make financial transactions or online
banking.
4.2. To protect personal data KNOWLEDGE ADVANCED 6

and privacy in digital 4.2.1. Aware that secure electronic identification is a key feature EMPLOYMENT SCENARIO: use of a Twitter
environments. designed to enable safer sharing of personal data with third account to share information on my
To understand how to use and
parties when conducting public sector and private transactions. organization
share personally identifiable 4.2.2. Knows that the “privacy policy” of an app or service should explain
information while being able to • I can select the most appropriate way to protect
what personal data it collects (e.g. name, brand of device, the personal data of my colleagues (e.g. address,
protect oneself and others geolocation of the user), and whether data are shared with third
from damages. phone number) when sharing digital content (e.g. a
parties. picture) on the corporate Twitter account.
To understand that digital
services use a “Privacy policy”
64
to inform how personal data is 4.2.3. Knows that the processing of personal data is subject to relevant • I can distinguish between appropriate and
used international and national standards, laws and regulations. Voice inappropriate digital content to share it on the
interactions with a virtual assistant are personal data in terms of corporate Twitter account, so that my privacy and
relevant international and national standards, laws and that of my colleagues are not damaged.
regulations and can expose users to certain data protection, • I can assess whether personal data are used on
privacy and security risks). (AI) the Corporate Twitter appropriately according to
relevant international and national standards, laws
SKILLS and regulations on Data Protection and Right to
be Forgotten.
4.2.4. Knows how to identify suspicious e-mail messages that try to
obtain sensitive information (e.g. personal data, banking • I can deal with complex situations that can arise
with personal data in my organisation while on
identification) or might contain malware. Knows that these emails
Twitter, such as removing pictures or names to
are often designed to trick people who do not check carefully and
who are thus more susceptible to fraud, by containing deliberate protect personal information in accordance with the
errors that often prevent more vigilant people from clicking on relevant international and national standards, laws
them. and regulations on Data Protection and Right to be
4.2.5. Knows how to apply basic security measures in online payments Forgotten.
(e.g. never sending a scan of credit cards or giving the pin code of LEARNING SCENARIO: use of the school’s
a debit/payment/credit card). digital learning platform to share information
4.2.6. Knows how to use electronic identification for services provided on interested topics
by public authorities or public services (e.g. filling-in your tax form, • I can select the most appropriate way to protect
applying for social benefits, requesting certificates) and by the my personal data (e.g. address, phone number),
business sector, such as banks and transport services. before sharing it on the school’s digital platform.
4.2.7. Knows how to use digital certificates acquired from certifying
authorities (e.g. digital certificates for authentication and digital • I can distinguish between appropriate and
signing stored on identity cards). inappropriate digital content to share it on my
school’s digital platform, so that my privacy and
ATTITUDES that of my classmates are not damaged.
4.2.8. Weighs the benefits and risks before allowing third parties to
• I can assess whether the way my personal data
process personal data (e.g. recognises that a voice assistant on a
are used on the digital platform is appropriate and
smartphone, that is used to give commands to an automated
acceptable as regards my rights and privacy.
devices , could give third parties - companies, governments,
cybercriminals - access to the data). (AI) • I can overcome complex situations that can arise
4.2.9. Confident in carrying out online transactions after taking with my personal data and those of my classmates
appropriate safety and security measures. while on the digital education platform, such as
personal data is not used in accordance to the
“Privacy policy” of the platform.
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4.3. To be able to avoid health- KNOWLEDGE HIGHLY SPECIALISED 7
risks and threats to physical 4.3.1. Aware of the importance of balancing the use of digital EMPLOYMENT SCENARIO: use of a Twitter
and psychological well-being
technologies with non-use as an option, as many different factors account to share information on my
while using digital in digital life can impact on personal health, wellbeing and life organization
technologies. To be able to satisfaction.
protect oneself and others • I can create a digital campaign of possible health
4.3.2. Knows signs of digital addictions (e.g. loss of control, withdrawal
from possible dangers in digital dangers of using Twitter
symptoms, dysfunctional mood regulation) and that digital
environments (e.g. cyber addiction can cause psychological and physical harm. • for professional reasons (e.g. bullying, addictions,
bullying). To be aware of physical well-being) which can be shared and used
4.3.3. Aware that for many digital health applications, there are no
digital technologies for social official licensing procedures as is the case in mainstream by other colleagues and professionals on their
well-being and social inclusion. medicine. smartphones or tablets.
4.3.4. Aware that some applications on digital devices (e.g. LEARNING SCENARIO: use of the school’s
smartphones) can support the adoption of healthy behaviours by digital learning platform to share information
monitoring and alerting the user about health conditions (e.g. on interested topics
physical, emotional, psychological). However, some actions or
images proposed by such applications could also have negative • I can create a blog on cyberbullying and social
impacts on physical or mental health (e.g. repeated viewing of exclusion for my school’s digital learning platform,
certain artificially enhanced body images can change perceptions which helps my classmates to recognise and face
of reality and what is ‘normal) with negative effects on self-image up to violence in digital environments.
and relationships
4.3.5. Understands that cyberbullying is bullying with the use of digital
technologies (i.e. a repeated behaviour aimed at scaring,
angering or shaming those who are targeted).
4.3.6. Knows that the “online disinhibition effect” is the lack of restraint
one feels when communicating online in comparison to
communicating in-person. This can lead to an increased tendency
towards online flaming (e.g. offensive language, posting insults
online) and inappropriate behaviours.
4.3.7. Aware that vulnerable groups (e.g. children, lonely and socially
isolated people) are at a higher risk of victimisation in digital
environments (e.g. cyber bullying, grooming).
4.3.8. Aware that digital tools can create new opportunities for
participation in society for vulnerable groups (e.g. older people,
people with special needs). However, digital tools can also
contribute to isolation or the exclusion of those who do not use
them.
SKILLS
66
4.3.9. Knows how to apply, for oneself and others, a variety of digital
usage monitoring and limitation strategies (e.g. rules and
agreements on screen-free times, delayed availability of devices
for children, installing time limitation and filter software).
4.3.10. Knows how to recognise embedded user experience techniques
(e.g. clickbait, gamification, nudging) designed to manipulate
and/or to weaken one’s ability to be in control of decisions (e.g.
make users to spend more time on online activities, encourage
consumerism).
4.3.11. Can apply and follow protection strategies to fight online
victimisation (e.g. block receiving further messages from
sender(s), not reacting/responding, forwarding or saving
messages as evidence for legal procedures, deleting negative
messages to avoid repeated viewing).
ATTITUDES
4.3.12. Inclined to focus on physical and mental wellbeing, and avoid the
negative impacts of digital media (e.g. overuse, addiction,
compulsive behaviour).
4.3.13. Assumes responsibility for protecting personal and collective
health and safety when evaluating the effects of medical and
medical-like products and services online, as the internet contains
some false and potentially dangerous information about health.
4.3.14. Wary of the reliability of recommendations (e.g. are they by a
reputable source) and their intentions (e.g. do they really help the
user vs encourage to use the device more to be exposed to
advertising).
4.4. To be aware of the KNOWLEDGE HIGHLY SPECIALISED 8

environmental impact of digital 4.4.1. Aware of the environmental impact of everyday digital practices EMPLOYMENT SCENARIO: use of a Twitter
technologies and their use. (e.g. video streaming that rely on data transfer), and that the account to share information on my
impact is composed of energy use and carbon emissions from organization
devices, network infrastructure and data centres.
• I can create an illustrated video which answers
4.4.2. Aware of the environmental impact of the manufacturing of digital questions on the sustainable use of digital devices
devices and batteries (e.g. pollution and toxic by-products, in organisations of my sector, to be shared on
consumption of energy) and that at the end of their life, such Twitter, and to be used by staff and by other
devices must be appropriately disposed of to minimise their professionals in the sector.
67
environmental impact and to enable reuse of rare and expensive LEARNING SCENARIO: use of the school’s
components and natural resources. digital learning platform to share information
4.4.3. Aware that some components of electronic and digital devices can on interested topics
be replaced to extend their life or performance, however, some • I can create a new eBook to answer questions on
might be purposefully designed to stop functioning correctly after the sustainable use of digital devices at school and
a certain period (planned obsolescence). home, and share it on my school’s digital learning
4.4.4. Knows ‘green’ behaviours to follow when buying digital devices, platform in order to be used by other schoolmates
e.g. choose products with less energy consumption during use and their families.
and stand-by, less polluting (products easier to dismantle and
recycle) and less toxic (limited use of substances harmful to the
environment and health).
4.4.5. Knows that e-commerce practices such as purchasing and
delivery of physical goods have an impact on the environment
(e.g. carbon footprint of transport, generation of waste).
4.4.6. Aware that digital technologies (including AI-driven ones) can
contribute to energy efficiency, for example through monitoring
the need for heating at home and optimising its management.
4.4.7. Aware that certain activities (e.g. training AI and producing
cryptocurrencies like Bitcoin) are resource intensive processes in
terms of data and computing power. Therefore, energy
consumption can be high which can also have a high negative
environmental impact. (AI)
SKILLS
4.4.8. Knows how to apply efficient low-tech strategies for protecting the
environment, e.g. shutting down devices and switching off Wi-fi,
not printing out documents, repair and replace component to
avoid the unnecessary replacement of digital devices.
4.4.9. Knows how to reduce the energy consumption of devices and
services used, (e.g. change the quality settings of video streaming
services, using Wi-fi rather than data connectivity when available,
closing apps, optimising email attachments).
4.4.10. Knows how to use digital tools to improve the environmental and
social impact of one’s consumer behaviour (e.g. by looking for
local produce, by searching for collective deals and car-sharing
options for transportation).
ATTITUDES
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4.4.11. Seeks out ways in which digital technologies could help live and
consume in a way which respects the sustainability of human
society and the natural environment.
4.4.12. Seeks out information regarding the environmental impact of
technology to influence one’s behaviour and that of others (e.g.
friends and family) to be more eco-responsible in their digital
practices.
4.4.13. Considers product’s overall impact on the planet when choosing
digital means over physical products, e.g. reading a book online
does not need paper and thus transport costs are low, however,
one should consider digital devices including toxic component and
needed energy to be charged.
4.4.14. Considers the environmental and economic benefits or using
shared public digital resources and physical information (e.g.
through using public libraries)
4.4.15. Considers the ethical consequences of AI systems throughout
their life-cycle: they include both the environmental impact
(environmental consequences of the production of digital devices
and services) and societal impact, e.g. platformisation of work and
algorithmic management that may repress workers’ privacy or
rights; the use of low-cost labour for labelling images to train AI
systems. (AI)
69
5. PROBLEM SOLVING
5.1. To identify technical problems when operating devices and using digital environments, and to solve them (from trouble-shooting to solving more complex
problems).
5.2. To assess needs and to identify, evaluate, select and use digital tools and possible technological responses and to solve them. To adjust and customise
digital environments to personal needs (e.g. accessibility).
5.3. 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 and problem situations in digital environments.
5.4. 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.
5.5. to process a computable problem into sequential and logical steps as a solution for human and computer systems.

Dimension 1 Dimension 2 Dimension 3 Levels
5.1 SOLVING TECHNICAL 1 at basic level with guidance I can: Foundational

PROBLEMS • identify simple technical problems when operating devices and using digital
environments.
• identify simple solutions to solve them.
70
To identify technical problems 2 At basic level and with autonomy and appropriate guidance where needed,
when operating devices and I can:
using digital environments, and
• identify simple technical problems when operating devices and using digital
to solve them (from trouble-
environments.
shooting to solving more
• identify simple solutions to solve them.
complex problems).
5. PROBLEM 3 On my own and solving straightforward problems, I can: Intermediate

SOLVING
• indicate well-defined and routine technical problems when operating devices
and using digital environments.
• select well-defined and routine solutions to them.
non-routine problems.
• differentiate technical problems when operating devices and using digital
environments.
• select solutions to them.

• assess technical problems when using digital environments and operating
digital devices.
• apply different solutions to them.

• appraise technical problems when operating devices and using digital
environments,
• resolve them with the most appropriate solutions.

Specialised
technical problems when operating devices and using digital environments.
and to guide others in solving technical problems.
71
• create solutions to solve complex problems with many interacting factors that
are related to technical problems when operating devices and using digital
environments.

• identify needs, and
• recognise simple digital tools and possible technological responses to solve
those needs.
• choose simple ways to adjust and customise digital environments to personal
needs.
2 At basic level and with autonomy and appropriate guidance where needed,
I can:
5.2 IDENTIFYING NEEDS AND • identify needs, and
TECHNOLOGICAL • recognise simple digital tools and possible technological responses to solve
RESPONSES those needs.
To assess needs and to identify, • choose simple ways to adjust and customise digital environments to personal
evaluate, select and use digital needs.
tools and possible technological
responses and to solve them. To
adjust and customise digital • indicate well-defined and routine needs, and
environments to personal needs • select well-define and routine digital tools and possible technological responses
(e.g. accessibility). to solve those needs.
• select well-defined and routine ways to adjust and customise digital
environments to personal needs.

• explain needs, and
• select digital tools and possible technological responses to solve those needs.
• select ways to adjust and customise digital environments to personal needs.

• assess needs,
72
• apply different digital tools and possible technological responses to solve those
needs.
• use different ways to adjust and customise digital environments to personal
needs.

• assess needs,
• choose the most appropriate digital tools and possible technological responses
to solve those needs.
• decide the most appropriate ways to adjust and customise digital environments
to personal needs

Specialised
• create solutions to complex problems with limited definition using digital tools
and possible technological responses, and to adapt and customise digital
environments to personal needs.
and guide others in identifying needs and technological responses.

• create solutions to solve complex problems with many interacting factors using
digital tools and possible technological responses, and to adapt and customise
digital environments to personal needs.
• I can propose new ideas and processes to the field.
5.3 CREATIVELY USING 1 at basic level with guidance I can: Foundational

DIGITAL TECHNOLOGY • identify simple digital tools and technologies that can be used to create
. To use digital tools and knowledge and to innovate processes and products.
technologies to create • show interest individually and collectively in simple thinking processes to
knowledge and to innovate understand and resolve simple conceptual problems and problem situations in
processes and products. To digital environments.
engage individually and
73
collectively in cognitive 2 At basic level and with autonomy and appropriate guidance where needed,
processing to understand and I can:
resolve conceptual problems
• identify simple digital tools and technologies that can be used to create
and problem situations in digital
knowledge and to innovate processes and products.
environments
• follow individually and collectively simple thinking processes to understand and
resolve simple conceptual problems and problem situations in digital
environments.

• select digital tools and technologies that can be used to create well-defined
knowledge and well-defined innovative processes and products.
• engage individually and collectively in some thinking processes to understand
and resolve well-defined and routine conceptual problems and problem
situations in digital environments.

• identify the digital tools and technologies that can be used to create knowledge
and to innovate processes and products.
• engage individually and collectively in thinking processes to understand and
resolve conceptual problems and problem situations in digital environments.

• apply different digital tools and technologies to create knowledge and innovative
processes and products.
• apply individually and collectively thinking processes to resolve different
conceptual problems and problem situations in digital environments.

• adapt the most appropriate digital tools and technologies to create knowledge
and to innovate processes and products.
• resolve individually and collectively conceptual problems and problem situations
in digital environments.
74
Specialised
• create solutions to complex problems with limited definition using digital tools
and technologies.
and guide others in creatively using digital technologies.

• create solutions to solve complex problems with many interacting factors using
digital tools and technologies.

• recognise where my own digital competence needs to be improved or updated.
• identify where to seek opportunities for self-development and to keep up-to-date
with the digital evolution.
I can:
5.4 IDENTIFYING DIGITAL
COMPETENCE GAPS • recognise where my own digital competence needs to be improved or updated,
To understand where one’s own • identify where to seek opportunities for self-developments and to keep up-to-
digital competence needs to be date with the digital evolution.
improved or updated. To be able 3 On my own and solving straightforward problems, I can: Intermediate
to support others with their
digital competence development.
To seek opportunities for self- • explain where my digital competence needs to be improved or updated,
development and to keep up-to- • indicate where to seek well-defined opportunities for self-development and to
date with the digital evolution. keep up-to-date with the digital evolution.

• discuss where my digital competence needs to be improved or updated,
• indicate how to support others to develop their digital competence.
• indicate where to seek opportunities for self-developments and to keep up-to-
date with the digital evolution.
75
• demonstrate where my own digital competence needs to be improved or
updated,
• illustrate different ways to support others in the development of their digital
competence.
• propose different opportunities found for self-development and to keep up-to-
date with the digital evolution.

• decide which are the most appropriate ways to improve or update one’s own
digital competence needs,
• assess the development of others’ digital competence.
• choose the most appropriate opportunities for self-development and to keep
up-to date with new developments.

Specialised
improving digital competence, and to find opportunities for self-development
and to keep up-to-date with new developments.
and to guide others in identifying digital competence gaps.

• create solutions to solve complex problems with many interacting factors that
are related to improving digital competence, and to find opportunities for self-
development and to keep up-to-date with the digital evolution.

5.5 Computational thinking
To process a computable • Recognise what a problem is.
problem into sequential and • Recognise that problems can be divided into simpler parts.
• Recognise that computers can help solve problems.
76
logical steps as a solution for • Identify that analysing a problem into parts is useful for both computer systems
human and computer systems. and human systems (organisations)
I can:
• Recognise what a problem is.
• Recognise that problems can be divided into simpler parts.
• Recognise that these parts can be put in order (sequenced with conditional
skips and repeats)

• Analyse a simple problem and check if it can be solved using a solution
involving computers.
• Break the problem into its parts so that each part can be solved by a computer
• Sequence those parts as computable steps.
• Show how the computer can be used to solve a problem.
• Analyse a moderately complex problem into its parts
• Sequence those parts as steps.
• Show how this would solve the non-simple problem.

• Analyse a complex problem into its parts.
• Sequence those parts as steps showing dependency of stages.
• Demonstrate how this would solve the problem.
• Explain how solutions for human systems differ from solutions for computer
systems.
• Analyse a complex and unfamiliar problem into its parts
77
• Sequence those parts as steps showing dependency of stages.
• Demonstrate how this would solve the problem.
• Explain how solutions for human systems differ from solutions for computer
systems.

Specialised
• Analyse a complex and ill-defined / fluid problem into its parts.
• Sequence those parts showing different options
• Demonstrate how this would provide one or more possible solutions.
• Utilise and adapt existing models which could further refine the processing and
analysis of the problem and provide possible solutions.

• Analyse a complex and ill-defined / fluid problem into its parts.
• Sequence those parts showing different options
• Demonstrate how this would provide one or more possible solutions.
• Develop a new model which could further refine the processing and analysis of
the problem and provide possible solutions
78
TABLE COMPETENCE 5 WITH DIM 3 (KNOWLEDGE, SKILLS, ATTITUDE AND
Table 12: TABLE COMPETENCE 5 WITH DIM 3 (KNOWLEDGE, SKILLS, ATTITUDE AND DIMENSION 5 (USE CASES)

Dimension 1
5.1.1. Knows the main functions of the most common digital devices EMPLOYMENT SCENARIO: use of a digital
(e.g. computer, tablet, smartphone). learning
5.1.2. Knows some reasons why a digital device may fail to connect platform to improve my career opportunities
online (e.g. wrong Wi-fi password, airplane mode on).
5.1.3. Knows that computing power or storage capacity can be improved Helped by a colleague from the IT department:
5. PROBLEM SOLVING to overcome fast obsolescence of hardware (e.g. by contracting • I can create an illustrated video which answers
power or storage as a service).
5.1.4. Aware that the most frequent sources of problems in Internet of questions on the sustainable use of digital
5.1. To identify technical
problems when operating Thing (IoT) and mobile devices, and in their applications, are devices in organisations of my sector, to be shared
devices and using digital related to connectivity/network availability, battery/power, limited on Twitter, and to be used by staff and by other
environments, and to solve processing power. professionals in the sector.
them (from trouble-shooting to 5.1.5. Aware that AI is a product of human intelligence and decision-
making (i.e. humans choose, clean and encode the data, they LEARNING SCENARIO: use of a digital learning
solving more complex
problems). design the algorithms, train the models, and curate and apply platform to improve my mathss skills
human values to the outputs) and therefore it does not exist
Helped by a friend:
independently of humans. (AI)
• I can create a new eBook to answer questions
SKILLS
on the sustainable use of digital devices at
5.1.6. Knows how to identify and solve a camera and/or a microphone
issue when in an online meeting. school and home, and share it on my school’s
5.1.7. Knows how to verify and troubleshoot problems related to digital learning platform in order to be used
interconnected IoT devices and their services.
by other schoolmates and their families.
79
5.1.8. Takes a step-by-step approach to identify the root of a technical
problem (e.g. hardware vs software) and explores various
solutions when facing a technical malfunction.
5.1.9. Knows how to find solutions on the internet when facing a
technical problem.
ATTITUDES
5.1.10. Takes an active and curiosity driven approach to explore how
digital technologies operate.
5.2. To assess needs and to KNOWLEDGE FOUNDATION 2

identify, evaluate, select and 5.2.1. Knows that it is possible to buy and sell goods and services on the EMPLOYMENT SCENARIO: use of a digital
use digital tools and possible internet through commercial transactions (e.g. e-commerce) and learning platform to improve my career
technological responses and to
consumer-to-consumer transactions (e.g. sharing platforms). opportunities
solve them. To adjust and
Different rules (e.g. legal consumer protections) apply when With the help of a colleague from the Human
customise digital environments buying online from a company than from a private person.
to personal needs (e.g. Resource department who I can consult
5.2.2. Able to identify some examples of AI systems: product
accessibility). whenever I need
recommenders (e.g. on online shopping sites), voice recognition
(e.g. by virtual assistants), image recognition (e.g. for detecting • From a list of online courses that the Human
tumours in x-rays) and facial recognition (e.g. in surveillance Resources department has prepared, I can identify
systems). (AI) those that fit with my career improvement needs.
5.2.3. Aware that many non-digital artefacts can be created using 3D • While reading the study material on the screen of
printer (e.g. to print spare parts for domestic appliances or my tablet, I can make the font larger to help the
furniture. readability.
5.2.4. Knows technical approaches that can improve the inclusiveness
and accessibility of digital content and services, e.g. tools such as LEARNING SCENARIO: use of a digital learning
magnification or zoom and text-to-voice functionality. (DA) platform to improve my maths skills
5.2.5. Aware that AI-driven speech-based technology enables the use of In the classroom with my teacher who I can
spoken commands that can enhance the accessibility of digital consult whenever I need:
tools and devices (e.g. for those with mobility or visual limitations,
limited cognition, language or learning difficulties), however, • From a list of digital maths resources prepared by
languages spoken by smaller populations are often not available, my teacher, I can choose an educational game
or perform worse, due to commercial prioritisation. (AI) (DA) that can help me to practice my maths skills.
SKILLS • I can adjust the game’s interface to match with

my mother tongue.
5.2.6. Knows how to use the internet to conduct transactions (e.g.
purchasing, selling) and non-commercial ones (e.g. donating,
gifting) of goods and services of all kinds.
80
5.2.7. Knows how and when to use machine translation solutions (e.g.
Google Translate, DeepL) and simultaneous interpretation apps
(e.g. iTranslate) to get a rough understanding of a document or
conversation. However, also knows that this will not cover all
languages and in cases when the content requires an accurate
translation (e.g. in healthcare, commerce or diplomacy), a more
precise translation may be needed. (AI)
5.2.8. Knows how to choose assistive tools to better access information
and content online (e.g. screen readers, voice recognition tools),
and to take advantage of voice output options to produce speech
(e.g. to be used by individuals who have limited or no means to
communicate orally). (DA)
ATTITUDES
5.2.9. Values the benefits of managing finances and financial
transactions through digital means while acknowledging the
associated risks.
5.2.10. Open to explore and spot opportunities created by digital
technologies for one´s personal needs (e.g. seeking hearing aids
that pair with one’s most-used devices, such as phone, TV,
camera, smoke-alarm). Critically aware that exclusive reliance on
digital technologies can pose risks too.
5.3. To use digital tools and KNOWLEDGE INTERMEDIATE 3

technologies to create 5.3.1. Knows that engaging in solving problems collaboratively, online or EMPLOYMENT SCENARIO: use of a digital
knowledge and to innovate
off-screen, means that one can take advantage of the variety of learning platform to improve my career
processes and products. To knowledge, perspectives and experiences from others which can opportunities
engage individually and lead to better outcomes.
collectively in cognitive By myself:
5.3.2. Knows that digital technologies and electronic devices can be
processing to understand and used as a tool to support the innovation of new processes and • I can use a MOOC’s forum to ask for well-defined
resolve conceptual problems products, in order to create social, cultural and/or economic value information on the course I am following, and I can
and problem situations in use its tools (e.g. blog, wiki) to create a new entry
(e.g. social innovation). Aware that what creates economic value
digital environments. might endanger or enhance social or cultural value. for exchanging more information.
5.3.3. Knows that applications of Internet of Things (IoT) technology • I can engage in a collaborative exercise with
have the potential to be used in many different sectors (e.g. other students using the mind map tool of the
healthcare, agriculture, industry, automobiles, citizen science MOOC in order to understand a concrete issue in a
activities). new way.
81
SKILLS • I can fix problems such as identifying that I am
5.3.4. Knows how to use digital technologies to help turn one’s idea into introducing a question or comment in the wrong
action (e.g. master video making to open a channel to share place.
recipes and nutrition tips for a specific dietary style).
5.3.5. Can identify online platforms that can be used to design, develop
LEARNING SCENARIO: use of a digital learning
and test IoT technologies and mobile apps.
platform to improve my maths skills
5.3.6. Knows how to plan a strategy using multiple IoT and mobile
devices to implement a task (e.g. use a smartphone to optimise By myself:
energy consumption in a room by setting the intensity of the lights • I can use the MOOC’s forum to ask for well-
based on the time of day and ambient light). defined information on the course I am following,
5.3.7. Knows how to engage in resolving social problems through digital, and I can use their tools (e.g. blog, wiki) to create a
hybrid and non-digital solutions for the problem (e.g. envisioning new entry for exchanging more information.
and planning online time banks, public reporting systems,
resource sharing platforms). • I can engage in exercises of the MOOC that use
simulations to practice a maths problem that I
ATTITUDES failed to solve correctly at school. Discussing the
5.3.8. Open as appropriate to take part in challenges and contests exercises in chat with other students helped me to
aimed at solving intellectual, social or practical problems through approach the problem differently and improve my
digital technologies (e.g. hackathons, ideations, grants, joint skills.
initiation of projects). • I can fix problems such as identifying that I am
5.3.9. Motivated to co-design and co-create new products and services introducing a question or comment in the wrong
using digital devices (i.e. end-user development) to create place.
economic or social value for others (e.g. in makerspaces and
other collective spaces).
5.3.10. Critically reflects on positive and negative aspects of opportunities
to engage in collaborative processes to co-design and co-create
new products and services based on AI systems to support and
enhance citizens’ participation in society. (AI)
5.4. To understand where KNOWLEDGE INTERMEDIATE 3

one’s own digital competence 5.4.1. Aware that being digitally competent entails the confident, critical EMPLOYMENT SCENARIO: use of a digital
needs to be improved or and responsible use of digital technologies to achieve goals learning platform to improve my career
updated. To be able to support
related to work, learning, leisure, inclusion and participation in opportunities
others with their digital society.
competence development. To 5.4.2. Aware that difficulties experienced while interacting with digital By myself:
seek opportunities for self- technologies may be due to technical issues, lack of confidence, • I can use a MOOC’s forum to ask for well-defined
development and to keep up- information on the course I am following, and I can
82
to-date with the digital one’s own competence gap or inadequate choice of digital tool to use its tools (e.g. blog, wiki) to create a new entry
evolution. solve the problem in question. for exchanging more information.
5.4.3. Aware that digital tools can be used to help identify one’s learning
• I can engage in a collaborative exercise with
interests and setting personal goals in life (e.g. learning other students using the mind map tool of the
pathways). MOOC in order to understand a concrete issue in a
5.4.4. Knows that online learning can offer opportunities (e.g. video- new way.
tutorials, online-seminars, blended-learning-courses, Massive
Open Online Courses) to keep up-to-date with developments in • I can fix problems such as identifying that I am
digital technologies and to develop new digital skills. Some online introducing a question or comment in the wrong
learning opportunities also accredit the learning outcomes (e.g. place.
through micro-credentials, certifications).
5.4.5. Aware that AI is a constantly-evolving field, whose development
and impact is still very unclear. (AI) LEARNING SCENARIO: use of a digital learning
5.4.6. Aware there are a range of digital competence and skills platform to improve my maths skills
frameworks with associated self-assessment tools (e.g By myself:
DIGCOMP,SFIA) which can be used by individuals or
organisations. • I can use the MOOC’s forum to ask for well-
5.4.7. Aware that professional bodies and governments regularly defined information on the course I am following,
produce updated ethical guidance on the use of new technology and I can use their tools (e.g. blog, wiki) to create a
and managing any associated ethical risks. new entry for exchanging more information.
SKILLS • I can engage in exercises of the MOOC that use

simulations to practice a maths problem that I
5.4.8. Knows how to get reliable feedback on digital competence failed to solve correctly at school. Discussing the
through self-assessment tools, digital skills testing and exercises in chat with other students helped me to
certification. approach the problem differently and improve my
5.4.9. Capable of reflecting on one’s level of competence, and to make skills.
plans and take action to upskill (e.g. by joining the municipality
training course on digital competence). • I can fix problems such as identifying that I am
5.4.10. Knows how to talk about the importance of recognising “fake introducing a question or comment in the wrong
news” to others (e.g. elders, youngsters) by showing examples of place
reliable news sources, and how to differentiate between the two.
ATTITUDES
5.4.11. Has a disposition to keep learning, to educate oneself and stay
informed about AI (e.g. to understand how AI algorithms work; to
understand how automatic decision-making can be biased; to
distinguish between realistic and unrealistic AI; and to understand
the difference between Artificial Narrow Intelligence, i.e. today’s AI
83
capable of narrow tasks such as game playing, and Artificial
General Intelligence, i.e. AI that surpasses human intelligence,
which still remains science fiction in some cases though not in all (
e.g. chess. (AI)
5.4.12. Open to ask to be taught how to use an application (e.g. how to
book a doctor’s appointment on the internet) rather than
delegating the task to someone else.
5.4.13. Willing to help others to improve their digital competencies,
building on their strengths and mitigating their weaknesses.
5.4.14. Does not get discouraged by the fast pace of technological
changes but believes that one can always learn more about how
technology can be used in today’s society.
5.4.15. Ready to reflect on and prioritise the digital skills that will make
the bigger different to life opportunities.
5.4.16. Readiness to value one’s own potential, as well as others´
potential, to continuously learn using digital technologies as a
lifelong process that requires openness, curiosity and
determination.
5.5. to process a computable Knowledge Use Case (Advanced)

problem into sequential and 5.5.1. Aware of classical (historical/ philosophical) methods of
logical steps as a solution for
processing problems EMPLOYMENT
human and computer systems 5.5.2. Aware of logical and computer science methods of processing
problems By myself
5.5.3. Understands current limits to the type of problems that are • I can identify a process at work that could be
computable. made more efficient and/or higher quality.
• I can identify a diverse team of people to help
provide me with multiple perspectives on
problem.
Skills • I can document the relevant steps of the
5.5.4. Able to check carefully for logical sequence of steps (e.g. identify process.
missing steps) • I can suggest improvements that might be
5.5.5. Knows how to ‘translate’ problem sequence steps into appropriate appropriate.
programming language. • I can suggest possible computer programmes
5.5.6. Able to work with other people to ‘brainstorm’ and discuss that may assist.
possible analysis methods and solutions to problems.
84
Attitudes LEARNING
5.5.7. Open to creative approaches to problem analysis and solutions By myself
5.5.8. Persistent in practising problem analysis and processing despite
• I am able to teach students or colleagues to
possible initial unfamiliarity and difficulty
identify a problem relevant to them.
5.5.9. Aware that people have different approaches to problem
• Approaches to analysing it into parts.
identification, processing and analysis which all may yield useful
different solutions. • Approaches to sequencing those parts into
5.5.10. Aware of need to accurately recognise the nature of a problem steps.
before trying to solve it • Explain how this process could provide a
possible solution to the problem.
85
COMPETENCE AREA 6 TABLE Dims 1 and 2 and 3:
6. Career-related competences*
Use specific career-related digital technologies and content to have access to opportunities in the digital economy.
Introduction to Competence Area 6

This competence seeks to align business processes to the digital technologies applicable in specific businesses and industry not just
the ICT Sector. It identifies digital competences required to optimise the use of the technologies in the automation of the said business
processes in order to bring efficiencies. The required skills, knowledge and attitudes required to do business better and efficiently
leveraging on digital technologies need to be also identified and highlighted. It appears that all the competence areas 0 to 5 discussed
earlier are required in order to fulfil the requirements of Career-related competences of Competence Area 6 with the added
requirement that these competences are aligned to the use of digital technologies that are important productivity tools for particular
business sectors. The key areas identified in the ICT Policy as requiring attention within the digital ecosystem are:
1. Community Access and Development

2. Government
3. Learning
4. Health
5. Economic Development and Growth of the ICT Sector
6. Infrastructure and Security
7. Legislation and Policy.
86
On the other hand, the NDP 11 (April 2017 – March 2023) identifies the Sectors listed in Table 2. It is essential for the DCF to consider
prioritising competences required to accelerate the progression of these Economic Growth enablers in Botswana in order to realise
vision 2036 of a high-income country, with an export-led economy underpinned by diversified, inclusive and sustainable
growth driven by high levels of productivity.
Table 13: Sectors in the Botswana Economic Blueprint sorted in order of share pf growth during NDP 10
SECTOR Sectoral share of growth during NDP 10

Mining 30.2
Trade, Hotels and Restaurants 24.6
General Government 22.5
Banks, Insurance & Business 21.2
Construction 9.5
Social and Personal Services 8.9
Manufacturing 8.8
Transport & Communications 8.3
Agriculture 3.6
Water & Electricity -2
Such competences may include those in using Learning Management Systems for teachers, computer-aided design (CAD) and
computer-aided manufacturing (CAM) applications for architects, engineers and construction workers, health information systems for
medical practitioners, and digital marketing on social and related media for marketing professionals. We note that career-related
competences are included in two of the three enterprise frameworks considered in the UNESCO/WB report namely the ICDL and the
Microsoft Digital Literacy Standard Curriculum.
It is the recommendation of the DCF teams that DCT focuses on complementary digital skills (OECD, 2017) which enable people to
succeed in careers which include digital as important part but are not ICT professional roles. This is because there are already high-
quality ICT professional skills and competence frameworks, such as e-CF or SFIA< available which can be used to improve the skill
and competences of ICT professionals. It is, therefore, not necessary to duplicate these in the in DCF for Citizens and Public Service
Officials. ICT Professionals in the targeted groups of Citizens and Public Service Officials are recommended to carry out training
under these abovementioned specialised frameworks.
Table 18 below highlight the competences applicable to this Career-related competences of Competence Area 6.
87
Table 14: COMPETENCE AREA 6 TABLE Dims 1 and 2 and 3:
Competence areas Competences Dimension 3: Level Descriptors

Dimension 1 Dimension 2
1 at basic level with guidance in my career I can: Foundational

• identify the digital technology needs for my primary career goal.
• find data, information and content through a simple search in
• find how to access these data, information and content and
navigate between them,
6. Career-related
competences*
Use specific career-
related digital
technologies and • Identify and describe the main ICT skills requirements for my
content to chosen selection of career options.
have access to 6.1 Operating specialised • Search and identify the type of qualifications/ experience using
opportunities in the digital technologies for a digital and other tools required to enter into the career of my
digital economy. particular field. choice.
• identify simple personal search strategies for career paths and
progression using digital technologies.
• know which digital technologies I may need to be able to use in
order to start my own small business
3 On my own and solving straightforward problems in my career, I can: Intermediate

• Be aware of local supports to help people gain digital skills and
equipment to start a business.
• Describe business processes in my career that can be automated

using digital technologies.
• perform well-defined and routine processes in a digital and
automated environment.
88
• Provide digital solutions that are essential in solving problems in
my career.
4 Independently, according to my own career needs, and solving well-

defined and
non-routine career-related problems I can:
• Appreciate role of digital skills in previously ‘non-digital jobs and
careers’ identified as part of the NDP 11 such as medicine,
teaching etc.
• Motivate myself to pursue and acquire those competences useful
in widening my career opportunities.
• Explain the potential of digital technologies to change business
models.

• Contribute to the digital economy by creating an environment in my
career that promotes electronic transactions.
• Mobilise others to embrace digital economy and build synergies
that will motivate collaborative work in the digital environment
within the ecosystem of my career and work space.
6 At advanced level, according to my own needs and those of others,

and in complex contexts, I can:
• Recognise challenges of digital transformation, common pitfalls/
reasons for failures and success factors in order to proactively
mitigate them.
• Assess, access and harness digital technologies in helping

micro and small businesses to grow and reach new markets
89
Adapt project management terminology and main approaches to
project management (waterfall, agile)
Modify identified frameworks to create a perfect fit with my work
environment.

Harness innovative business opportunities created by the digital
movement to create innovative new products or services
Create, with my career, environments for knowledge sharing and
management such as communities of practice.
Lead organisations through a digital transformation programme by
inspiring a vision, carefully identifying and tracking the value and
benefits from ICT ( e.g. seamless service use for citizens) and
tracking progress.
Apply new developments such as the Internet of Things to transform
processes such as manufacturing ( e.g. industry 4.0)
1 at basic level with guidance in my career I can: Foundational

• identify my information needs,
• find data, information and content through a simple search in
6.2 Interpreting and digital environments,
manipulating data, • find how to access these data, information and content and
information and digital navigate between them,
content for a particular field. • identify simple personal search strategies.

• Identify data sources appropriate to my area of work.
• Establish means of gathering correct data and information to solve
basic problems in my workspace.
90
• Carry out preliminary analyses of collected data in order to
facilitate reporting

• Analyse and interpret available information and data in order to
solve straight forward problems in my work environment using
digital tools at my disposal.
• Be aware of local supports to help people gain digital skills and
equipment to sustainably manage businesses.
• Manipulate and visualise data in order to facilitate decision making.
• Utilise data gathering and analysis to measure performance as
well as identifying possible problem areas in my organisation.
• Apply my organisations ethical codes to my own management use
of data and information at work.
defined and
non-routine problems in my working environment I can:
• Manage and processing the human and technology interfaces and
management issues of ICT such as human-computer interfaces,
project management, team working etc.
• illustrate information management and interpretation needs for
decision making in my field of work.
• Apply my organisations ethical codes to my own management use
of data and information at work.
91
• Contribute to the digital economy by creating an environment in my
career that promotes electronic transactions as well as interpreting
and manipulating data, information and digital content for a
particular field.
• Mobilise others to embrace digital economy and build synergies
that will motivate collaborative work in the digital environment
within the ecosystem of my career and work space.
• Integrate digital ethics into my decision-making processes and
management.
• Assess and Harness digital technologies in helping micro and
small businesses to interpret and visualise data and information in
the digital context for decision making.
• Identify digital skills and capability needs of citizens and business
and provide information and training as needed.
• Recognise challenges of digital transformation, common pitfalls/
reasons for failures and success factors in order to proactively
mitigate them.
• Integrate digital ethics into my decision-making processes and
management
• Access and use as appropriate innovations and insights on the
use of digital content from fields outside my own immediate
expertise.
92
• Adapt project management terminology and main approaches to
project management (waterfall, agile) in data interpretation and
management of data for decision making.
• Vary identified frameworks to create a perfect fit with my work
environment in interpreting data and information for decision
making.
• Develop and use sophisticated performance tracking models using
data.
• Use digital ethics models and processes to anticipate and mitigate
ethical risks at strategic level.

• Harness innovative data interpretation and visualisation tools and
techniques created by the digital movement to re-enter business or
the workforce as mature or retired work force.
• Create, within my career, environments for knowledge sharing and
management as well as data and information interpretation and
visualisation such as communities of practice.
• Use ICT to transform the business or organisation based on
assessment of benefits
• Actively engage with keeping up to date with new methods of
using ICT in my area of work to anticipate new trends and remain
competitive.
• Use digital ethics models and processes to anticipate and mitigate
ethical risks at strategic level.
93
COMPETENCE AREA 6 DIMENSION 4 and 5 table
Table 15: COMPETENCE AREA 6 DIMENSION 4 and 5 table
Competence Dimension 4: Knowledge Skills Attitudes Examples (note these apply to Use cases
areas competence area not to specific competences within competence area nor to
Dimension 1 specific levels
Knowledge Intermediate
6.1.1. Knows the different technologies (both hardware and software) that can be used By myself I
to automate business processes in my working environment
6.1.2. Knows how to use the digital technologies to enhance my productivity in the
workspace. Employment- job seeking
6.1.3. Knows the current digital skills and tools needed for career options that interest I can create an environment for continuous and
6. Career-related me.
competences* sustainable knowledge management in order
Use specific to ensure learning and sustainable
career-related marketability on the job even after maturity and
Skills retirement.
digital
technologies and 6.1.4. Apply knowledge in coming up with innovative tools for data management and • I can identify business opportunities that can
content to analysis for decision making. catapult me into continuous contribution to
have access to digital economy.
opportunities in
Attitudes
the digital
economy. 6.1.5. Committed to ongoing research and development for enhanced capacity to
Competence providing on-going support to enterprises I am working with.
6.1: Operating 6.1.6. Open to how digital tools could enhance my ability to work in my career Educational-
specialised By my self
digital
technologies for • I can pass on knowledge to others and build
a particular field their capacity to contribute towards vision 2036
leveraging on the digital economy.
94
• I can collaborate with others and provide
backstopping support to others to support their
innovative digital solutions and to businesses
and community members
Competence
6.2 Interpreting
Knowledge
and
manipulating 6.2.1. Knows the different data and knowledge management technologies that can be Advanced
data, information used to collect, collate, manage, analyse data in order to produce reports that
and digital supports strategic decisions in my working environment.
content for a 6.2.2. Knows how to use the technologies to enhance my performance and track Employment- job seeking
particular field productivity in the workspace. By my self
6.2.3. Knows opportunities available for participating in the digital economy using
digital technologies at my disposal.
6.2.4. Know about relevant key performance indicators and data needed to track • I can ontinuously creating an environment for
them. continuous and sustainable knowledge
6.2.5. Knows the relevant ethical frameworks and codes as they relate to digital management in order to ensure learning and
aspects of my profession. sustainable marketability on the job even after
maturity and retirement.
• I can identify business opportunities that can
Skills catapult me into continuous contribution to
6.2.6. Apply lessons learned from ongoing data analysis and visualisation to enhance digital economy.
participation in the digital economy by the Small to Medium enterprises I am in
interface with Educational
6.2.7. Contribute to national data gathering initiatives (e.g. in educational
performance) and how to contribute data. By myself
Attitudes • I can re-analyse, repackage and pass on

knowledge to others and build their capacity to
6.2.8. Committed to ongoing research and development for enhanced capacity to
contribute towards vision 2036 leveraging on
providing on-going digital support to enterprises I am working with including e-
the digital economy.
governance, e-commerce and related workspaces.
6.2.9. Living and exhibiting a lifestyle of innovation and continuous development in my
career. Monitoring and Evaluation SCENARIO: data
6.2.10. Critically evaluate the sustainability and relevance of new digital tools suggested analytics and visualisation.
for my workplace and career. With the help of my M&E Lead:
95
6.2.11. Critically engaging with the new ethical challenges brought by digital technology • I can use data scraping and data mining tools
to my workplace and career. to harvest data from varied repositories
6.2.12. Maintaining commitment to core values and using digital technologies with care including the world-wide-web for the benefit of
and an awareness of possible negative consequences for vulnerable groups the organisation I work for.
(e.g. still provide a phone/face to face service not just web based). • I can identify free and proprietary applications I
can use for BIG DATA and ordinary data
analytics and reporting.
• I can also facilitate evidence-based decision
making for the organisation I am working for.
96
References
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CEN. (2019). European e-Competence Framework EN16234-1.
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ICS. (2018). 30 European ICT Professional Role Profiles built on the e-CF.
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guide to the European Digital Competence Framework. In Publications Office of the
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Law, N., Woo, D., de la Torre, J., & Wong, G. (2018). A Global Framework of Reference on
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Digital Competency Framework

Development and Implementation of a Digital Competency Framework for

0. Devices and software operations**

Competence Competences Level Descriptors Proficiency

1. At basic level with guidance I can: Foundational

5. As well as guiding others, I can: Advanced

7. At highly specialised level, I can: Highly

1. At basic level with guidance I can: Foundational

3. On my own and solving straightforward problems, I can: Intermediate

4. Independently, according to my own needs, and solving well-defined and

5 As well as guiding others, I can: Advanced

7. At highly specialised level, I can: Highly

Learning Scenario foundational

•I understand that I or my classmates may need

(0.2) To distinguish KNOWLEDGE FOUNDATION 1

1. INFORMATION AND DATA LITERACY

Competence areas Competences Level Descriptors Proficiency

1.1 BROWSING, 1. At basic level with guidance I can: Foundational

3.On my own and solving straightforward problems, I can: Intermediate

5. As well as guiding others, I can: Advanced

8. At the most advanced and specialised level, I can:

1. At basic level with guidance I can: Foundational

5. As well as guiding others, I can: Advanced

6. At advanced level, according to my own needs and those of others, and in

7. At highly specialised level, I can: Highly

8. At the most advanced and specialised level, I can:

1.3 MANAGING DATA, 1. At basic level with guidance I can: Foundational

4. Independently, according to my own needs, and solving well-defined and

5. As well as guiding others, I can: Advanced

6. At advanced level, according to my own needs and those of others, and in

7. At highly specialised level, I can: Highly

8. At the most advanced and specialised level, I can:

1.2. To analyse, compare and Knowledge 1.2 FOUNDATION 1

1.3. To organise, store and Knowledge 1.3 FOUNDATION 2

2. COMMUNICATION AND COLLABORATION

Competence areas Competences Level Descriptors Proficiency

1 At basic level with guidance I can: Foundational

5 As well as guiding others, I can: Advanced

6 At advanced level, according to my own needs and those of others, and in

7 At highly specialised level, I can: Highly

1 at basic level with guidance I can: Foundational

5 As well as guiding others, I can: Advanced

6 At advanced level, according to my own needs and those of others, and in

7 At highly specialised level, I can: Highly

8 At the most advanced and specialised level, I can:

2.3 ENGAGING 1 at basic level with guidance I can: Foundational

5. As well as guiding others, I can: Advanced

7. At highly specialised level, I can: Highly

1 at basic level with guidance I can: Foundational

3 On my own and solving straightforward problems, I can: Intermediate

7 At highly specialised level, I can: Highly

8 At the most advanced and specialised level, I can:

1 at basic level with guidance I can: Foundational

4 Independently, according to my own needs, and solving well-defined and

7 At highly specialised level, I can: Highly

8 At the most advanced and specialised level, I can:

2.6 MANAGING DIGITAL 1 at basic level with guidance I can: Foundational

4 Independently, according to my own needs, and solving well-defined and