There are several validated and adaptable tools for assessing Information and Communication Literacy (ICL) that could be relevant to your research on secondary school graduates in Benue State, Nigeria. International frameworks such as the International Computer and Information Literacy Study (ICILS) by the IEA and the European Commission’s DigComp framework offer comprehensive structures for evaluating digital skills. ICILS, which has been implemented in countries like South Africa, assesses students' abilities to use computers as tools for investigating, creating, and communicating. DigComp, on the other hand, defines digital competence across five areas including information literacy and communication. Both frameworks provide open-access materials that can be culturally adapted. UNESCO's Digital Literacy Global Framework also aligns various global digital competency indicators and has seen application in African contexts, including Nigeria. In addition, studies from Nigeria, such as those by Adebowale et al. (2019) and Agbo (2015), have developed and validated ICT competence scales tailored to Nigerian educational contexts, offering a useful reference for designing context-specific instruments. While Nigeria’s National ICT Policy and curriculum integration efforts have not resulted in a standardized national tool, localized assessments in some states (e.g., Lagos, Kaduna) provide examples of adaptation. For your research, you could use ICILS or DigComp as foundational frameworks and adapt them to local realities such as mobile phone usage, access through cybercafés, or application processes for WAEC/NECO while validating the instrument through expert review and pilot testing in Benue State. Collaborating with local educators and incorporating both quantitative and qualitative methods will strengthen the contextual relevance and accuracy of your findings.