SDG Indicator 4.4.2: Percentage of youth/adults achieving at least a minimum proficiency level in digital literacy skills. The minimum proficiency level will be measured with respect to a common framework with a common metric to be developed.
Data from national learning assessment offices, ministries of education or international organizations engaged in learning assessments. IEA's ICILS (at Grade 8, thus not covering the target population) and OECD's PIAAC (at ages 15-65) have collected data on 9th and 10th graders, youth and adults.
UNESCO Institute for Statistics
The available indicator is calculated as the percentage of students or youth at the relevant stage of education who have achieved or exceeded the minimum proficiency level in the given subject area. Percentage of students or youth in year t who have achieved at least the minimum threshold of proficiency defined for large-scale (representative sample) ICT skills assessment:
Performance level data and how these performance levels are set up from the national and cross-national assessments (e.g. IEA's ICILS, OECD’s PIAAC).
There is only one threshold that divides students or youth into below minimum or at or above minimum proficiency levels. (a) Below minimum is the proportion or percentage of students who do not achieve a minimum standard as established by countries according to the globally-defined minimum competencies. (b) At or above minimum is the proportion or percentage of students or youth who have achieved at least the minimum standard.
A common framework, including the target population and content coverage, and further methodological work, including a common reporting metric, are required to develop surveys to assess digital literacy skills for youth and adult age groups. The UIS has developed and consulted on a Digital Literacy Global Framework (DLGF), based on the Digital Competence Framework (DigiComp) by the European Commission, and it is currently mapping the tools that align to this DLGF.
Accessing, analysing and communicating information takes place through the use of digital devices and applications (computers, smart phones and the Internet). The capacity to use these devices intelligently to manage information is important in many aspects of life. Proficiency in literacy and numeracy is important for using ICT applications effectively to manage information. This indicator is a direct measure of the digital literacy skills of youth/adults.
By age or age-group, sex, location, socio-economic status and others as available.