The global digital forensic market is expected to reach over 15 billion GBP by 2027 due to ever-increasing cybercrimes carried out by state-sponsored, organized criminal gangs and hacktivists. The digital forensic science job market is expected to grow by around 15% between 2020 to 2030. Digital forensic professionals require in-depth cross-disciplinary technical knowledge and hands-on skills. The digital forensic is a global profession due to the lack of geographical boundaries between cyber criminals and victims. Therefore, digital forensic practitioners need to be trained by considering the international context (such as legal, ethical, technical, logistical, and operational challenges). To the best of our knowledge, there is no comprehensive curricula document that can satisfy the above requirements and provide systematic and standard guidelines to training and education providers to design undergraduate, postgraduate and professional training programs. The aim of this project is to review curriculum frameworks and knowledge bodies such as Cybersecurity curricula by ACM; CyBok by NCSC, UK; Saudi Framework for Higher Education in Cybersecurity (Cyber-Education) by the National Cybersecurity Authority in Saudi Arabia; Computing Curricula by ACM and IEEE-CS; Qualification Specification by BCS, UK and other related documents. Then a transnational digital forensic curricula framework with relevant knowledge areas will be published. Two separate competence frameworks, one each for higher education and professional training or career professional development (CPD) will be published with the focus on industry, public, law enforcement and state security job markets. It is expected that these publicly available documents will inform national, regional, and global institutes and training providers to underpin their curriculum.