The framework Human Capital Development
Digital Skills and Education
By 2030, inclusive, standardised digital skilling aligned to EU DigComp equips learners and workers for the digital economy.
Contributes to CPD outcome: Human Capital Development
The reality and the drivers
Where we start
Based on the EU-UN Policy Dialogue process in 2025 regarding Digital Skills and Education in Bosnia and Herzegovina, the following are the main characteristics of this system:
Digital Education Policy, Governance and Evidence
A fragmented governance across entities and cantons, disjointed digital education policies, and anecdotal data evidence, where duplicated initiatives, inefficient use of resources, and disconnected outcomes fail to create meaningful systemic change.
Digital Capacities Development
Scattered, project-based digital capacity-building efforts with no or limited coordination and long-term vision, where training for teachers and professionals lacks standardization, is not linked to career progression, and fails to reach all regions equally.
Inclusive Digital Education and Multi-Stakeholder Partnership
Siloed efforts and limited collaboration between key actors, education authorities, the private sector, academia, and civil society often working in isolation, with minimal coordination, shared planning, or sustained engagement, where youth, marginalized groups, and local communities are rarely included in shaping digital education reforms, limiting the system's inclusivity, innovation, and relevance.
Key trends shaping change
What is driving the shift
Reform Agenda under the Growth Plan
The Reform Agenda explicitly mandates aligning all core curricula with the EU DigComp framework and requires 30% of teachers to undergo specialized digital skills training by 2027. This shifts the system from IT classes to a standardized and obligatory national effort for digital literacy based on EU standards.
Public Education vs. Demand of Labor Market
A discrepancy exists between the digital skills and competencies acquired through education and the demands of the labor market. Some IT companies establish "academies" to retrain/upskill university graduates. Education systems prioritize theoretical knowledge over practical digital skills required for the modern work environment.
The Generative AI "Crisis"
The widespread teacher and student adoption of AI tools is disrupting traditional learning and homework assignments. Educational authorities and schools need to respond as early as possible with policies that will ensure that artificial intelligence (AI) empowers learning and teaching rather than replacing them.
Our plan
What we will do, 2026-2030
6 areas of engagement where UNDP will work with partners to deliver this pillar.
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Support improvements in Digital/IT curriculums
Support activities aimed at improving digital curriculums in primary and secondary high schools (in line with the EU Digital Competence Framework for Citizens (DigComp)) in collaboration with entities' and cantonal education authorities, to advance the teaching of practical skills required for the modern work environment. Specific focus on Cybersecurity and Artificial Intelligence (AI).
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Support establishment of a data ecosystem related to Digital Skills and Education
Facilitate the deployment of the EU SELFIE tool across primary and secondary schools, including through the development of a digital tool, and based on the school-level reports, support principals and the relevant educational authority in drafting School Digital Action Plans for investments in equipment and teacher training.
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Develop pilots to advance STEM education in primary schools
Building on the EGG2 "Schools of the Future" initiative, develop and test a series of experiments/pilots that would advance STEM education in primary schools (e.g., advanced university STEM students serve as mentors for primary school robotics clubs) to fill instruction gaps in lower grades while building leadership and soft skills in older youth.
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Advance involvement of IT companies in formal and informal digital education
Based on developed partnerships with IT/Digital companies, pilot voluntary and non-voluntary mechanisms that would connect IT/Digital practitioners with primary and secondary school teachers and students, providing either mentorship or lectures on specific digital/IT topics. The goal is to improve the link between education and the private sector and decrease the skills mismatch.
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Girls leadership and scholarship programme
Expand the EGG2 gender equality focus by launching a dedicated scholarship fund and mentorship ring for women in technical faculties. Connect women university students with high school girls to reduce drop-out rates in STEM fields and challenge gender stereotypes in the workforce.
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Advanced Digital Skills for the workforce
Support demand-driven, applied digital skilling for the private-sector workforce beyond formal IT education, covering Industry 4.0, data, AI, and e-commerce competencies, delivered with companies and Business Development Support Organizations to close the skills mismatch.
Partner with us on this
Let's deliver Digital Skills and Education together
These areas are an invitation. If your organisation can co-design, co-fund or co-deliver any of them, we want to hear from you.