Digital competence frameworks define the knowledge, skills, attitudes and values required for participation in digital society. The European Digital Competence Framework for Citizens (DigComp) and UNESCO digital literacy and artificial intelligence competency frameworks provide reference structures for policy, curriculum and competency development. The growth of generative and agentic AI raises a further question: does knowing what constitutes competent digital behaviour provide sufficient evidence that an individual can act competently in an authentic digital situation? This conceptual paper addresses that question through a comparative analysis of DigComp, UNESCO Digital Literacy Global Framework, UNESCO AI Competency Framework for Students, and the International Digital Driving License (IDDL). Rather than treating these frameworks as competing models, the paper distinguishes their functions. DigComp and UNESCO primarily define what individuals should know, understand, value and be able to do. IDDL addresses the subsequent evidentiary problem by assessing digital capability through behaviour observed during authentic digital tasks. Its Knowledge-Capability-Reflection model distinguishes knowing what should be done, demonstrating the required behaviour, and explaining the judgement behind it. IDDL integrates Digital Skills, Cybersecurity Awareness and AI Competency, and extends assessment to human agency under AI delegation. The paper distinguishes defined competence from demonstrated capability and positions IDDL as an interoperable behavioural assessment and certification layer that can operate downstream of international competency frameworks.

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