Indicator
Digital skills development
Implemented
Not Implemented
Not Applicable
| Level | ALB | BIH | KOS | MNE | MKD | SRB |
|---|---|---|---|---|---|---|
| Teachers have the necessary competences and/or are supported to implement digital skills curriculum. | ||||||
| Coherent progression of digital skills and competences between primary, secondary and higher education curricula. | ||||||
| The framework plan has the objective to introduce computers with internet access and equip classrooms as much as possible to promote development of digital skills. | ||||||
| The framework plan includes the integration of digital skills development and digital technologies into primary and secondary education. | ||||||
| A national framework for digital skills for students is in place. *Not yet in place, but under development | ||||||
| Performance indicators on students’ digital skills development are collected regularly. | ||||||
| All schools are equipped with the adequate ICT infrastructure. | ||||||
| Regular monitoring activities and impact assessments on are conducted. *Monitoring has been carried out, but not regularly | ||||||
| Programmes to boost digital skills are periodically assessed by external evaluators. | ||||||
| Results of monitoring and evaluation analysis inform policy framework design. |
Note that for Bosnia and Herzegovina, “State” stands for the state level, while “FBiH” stands for the Federation of Bosnia and Herzegovina and “RS” stands for Republika Srpska - the two entities of Bosnia and Herzegovina. Note that the presented scoring criteria system is not a full representation of the scoring methodology used to determine the score for an indicator. For more information, see the Methodology section.