UNESCO Global MIL Assessment Framework

The UNESCO Global Media and Information Literacy (MIL) Assessment Framework provides a conceptual and theoretical framework for MIL, and introduces the rationale and methodology for conducting an assessment of country readiness and existing competencies on MIL at the national level. It also includes practical steps for adaptation of its recommendations at national level.

The increasing flow of information and media content created and shared using new information and communication technologies (ICTs) and the growing role of media and information providers in society offer new possibilities for social, economic and political development.

In order to take advantage of these developments and to tackle the resulting challenges, there is a need for a new approach to literacy that is more situational, pluralistic and dynamic, drawing attention to information, communication, media, technological and digital aspects. Furthermore, it was commonly agreed that countries need to invest in the creation of an enabling environment, as well as to develop a new set of critical competencies (skills, knowledge and attitude) of their citizens.

Major levels considered by MIL construct: Societal, Institutional and Individual

UNESCO brings together Information Literacy and Media Literacy, along with ICT and Digital Literacy, as a new literacy construct that helps to empower people, communities and nations to participate in, and contribute to, global knowledge societies.

Prior to initiating a policy and strategy development or special programmes, UNESCO urges its Member States to gather first valid and reliable data on the status and availability of competencies on Media and Information Literacy.

Role of teachers as gatekeepers and providers of knowledge and skills in society. From left to right: Country Readiness, Teachers and Individuals.

The UNESCO Global MIL Assessment Framework enables Member States to carry out comprehensive assessments of the information and media environment, and to monitor at the national level the extent to which citizens have acquired MIL competencies, particularly targeting teachers in service and training.

This evidence-based information will subsequently help Member States monitor the effectiveness of the implementation of education, information, media and ICT policies in developing 21st century capacities, and help design new strategies and action-oriented plans that fit best within country-specific contexts and conditions.

Major steps towards Global MIL Assessment Framework

In connection to the implementation of the strategic objective of UNESCO – building inclusive Knowledge Societies –, as well as in relation to the World Summit on the Information Society (WSIS) and “Information Literacy” priority of the Information for All Programme (IFAP), UNESCO initiated the development of a set of Information Literacy (IL) indicators, which would allow its Member States to measure the IL at national level.

Due to the growing impact and convergence of information, media and ICTs in society, UNESCO applied a joint approach including Media Literacy, ICT and Digital Literacy in already ongoing Information Literacy indicators development process. Since 2007, UNESCO has thus been promoting the encompassing concept of Media and Information Literacy.

In order to provide its Member States with a valid and reliable framework, UNESCO has carried research in the subject area, organized several global consultations and validation sessions in 2009 and 2013. This same year, UNESCO’s Communication and Information Sector – in close cooperation with the UNESCO Institute of Statistics in Montreal, and with the support of the Japanese Funds-in-Trust to UNESCO – successfully completed this important work and published the Global MIL Assessment Framework.

Global Media and Information Literacy Assessment Framework: Country Readiness and Competencies


The UNESCO Global Media and Information Literacy Assessment Framework offers UNESCO Member States methodological guidance and practical tools throughout the assessment of country readiness and competencies, particularly of teachers in service and in training, regarding media and information literacy  at the national level.

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