GROOVE Toolkit_Final Version_090223

19 www.grooveproject.eu This project has been funded with support from the European Commission under the Erasmus+ Programme. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein. [Project Number: 2021-1-CY01-KA220-VET-000033254] competence levels, strengths and weaknesses of an individual or target population. This helps understand where to focus efforts and then measure their success. Trainers who need to develop digital competences, as well as end-user training and learning experiences are the main target for DigComp use. Lastly, DigComp is used to assess, recognize and certify learning achievements and enhanced competence (Kluzer & Pujol, 2018). Stakeholders find DigComp valuable as it is an inclusive, qualitative and flexible framework that has a European character and contributes to the creation of a common language and understanding of digital competences. Applying the DigComp 2.1 Framework DigComp is used within an educational, training and employment context and has three different target aims that have to do with: • Policy formulation and support • Instructional planning for education, training and employment • Assessment and certification Policy formulation and support Many European and national policy documents use DigComp as a reference when formulating and implementing strategies. For example, the Digital Skills Index (DESI) developed by the European Commission, which helps policy makers obtain a macro-level view of citizens’ digital competences, is based on DigComp competence areas. The ICDL digital certification program (former ECDL) which is currently being implemented in many countries, is fully aligned with the latest versions of the DigComp framework. The Basque Government uses DigComp as a supporting document for strategic policy formulation to boost the acquisition of digital competences in the educational and training sector. They developed “Ikanos” project to deploy the Digital Agenda. Moreover, the Italian National Plan for Digital School, the Maltese Green Paper: Digital Literacy and the Spanish Navarra Department of Education use it as a reference and guidance document (Vuorikari et al, 2016). The Ministry of Education in Portugal uses DigComp as an input for teachers’ PD. Apart from the European implementation of DigComp, several international organizations include this framework as a basis or a guideline. For example, UNESCO uses it in the 2018 report for a global framework of reference on digital literacy, UNICEF incorporated it in the 2019 report for digital literacy for children and the Worl Bank developed 2020 digital skills frameworks and programs (Vuorikari et al., 2022).