e-Competence Framework (e-CF) — A common European ... · • Part 4: provides a series of Case...

CEN/TC428

Date:2020-04

prCEN/TR16234-2:2020

Secretariat:UNI

e-CompetenceFramework(e-CF)—AcommonEuropeanFrameworkforICTProfessionalsinallsectors—Part2:UserGuide

ICS:

CCMCwillprepareandattachtheofficialtitlepage.

CEN

copyright - not for distribution - restricted use for the the e-CF user Support Final W

orkshop

prCEN/TR16234-2:2020(E)

2

ContentContent.......................................................................................................................................................................................2Europeanforeword................................................................................................................................................................4Introduction..............................................................................................................................................................................51 Scope....................................................................................................................................................................................72 Normativereferences.....................................................................................................................................................73 Termsanddefinitions....................................................................................................................................................74 Executiveoverview.........................................................................................................................................................74.1 e-CFscopeandtargetgroups...............................................................................................................................74.2 e-CFafundamentalpillarofICTProfessionalismforEurope...................................................................84.3 e-CFstructure,contentandapplicationopportunities...............................................................................84.3.1 e-CFoverview:structure,content...............................................................................................................84.3.2 e-CFataglance–Theconceptualview...................................................................................................124.3.3 e-CFapplicationstrategiesataglance...................................................................................................14

4.4 Thee-CFasastandard:normativeversusinformativeelements........................................................154.5 Entrystartpointsforusingthee-CF...............................................................................................................164.5.1 Competences...................................................................................................................................................164.5.2 TransversalAspects......................................................................................................................................164.5.3 EuropeanICTProfessionalRoleProfiles...............................................................................................184.5.4 Deliverables.....................................................................................................................................................19

4.6 Purposeandtargetgroupsofthisuserguide..............................................................................................195 e-CFformultipleapplicationacrossmultipletargetgroups.........................................................................205.1 Applyingthee-CFintheICTorganisation:HRandICTdepartments..................................................205.1.1 Peoplearemoreimportantthanthings:Thee-CFgivingshapetothevalueandinvestmentinhumancapital..........................................................................................................................................................205.1.2 Basicfactorsforsuccessfulimplementation........................................................................................215.1.3 Rolesandjobprofilebuilding...................................................................................................................225.1.4 SupportICTstrategydevelopmentwithpersonnelandcompetenceplanning.......................225.1.5 Competencegapanalysisandidentifyingtrainingneeds...............................................................225.1.6 Personnel/talentdevelopmentandlearning......................................................................................235.1.7 Recruitmentsupport....................................................................................................................................235.1.8 Enhancementofcommunicationinternalandexternally...............................................................245.1.9 e-CFuniversalmodelembracingspecificICTframeworksandstandards................................24

5.2 Applyingthee-CFinaqualificationcontext.................................................................................................245.2.1 Comparingthee-CFtotheEQF..................................................................................................................255.2.2 Relevanceofe-CFtoVocationalEducationandTraining(VET),HigherEducation(HE)andprivatetrainingproviders........................................................................................................................................265.2.3 Developingcurriculabasedonthee-CF.................................................................................................27

CEN


orkshop

prCEN/TR16234-2:2020(E)

3

5.3 e-CFapplicationbyindividuals,ICTstudentsandprofessionals.........................................................285.3.1 CVandself-promotion.................................................................................................................................285.3.2 Assessmentandrecognitionofcompetences......................................................................................29

5.4 e-CFappliedinICTlabourmarketresearch................................................................................................295.4.1 Acommonreferenceformarketobservation–underdevelopment............................................29

5.5 e-CFinpolicyanddigitalskillsstrategydevelopment.............................................................................305.5.1 Settingdigitalskillspriorities...................................................................................................................305.5.2 Publicprocurementprocesses–underdevelopment........................................................................305.5.3 e-CFadoptionasanindicatorofdigitalmaturity–underdevelopment.....................................305.5.4 Implementinge-CFinEuropeaninstruments:Europass,Desi,Ovate.........................................30

5.6 Makingcombineduseofframeworks............................................................................................................315.6.1 Somebasicsforintroduction.....................................................................................................................315.6.2 e-CFinterfacesprovidedbyEN16234-1:2019AnnexB:EQF,ESCO,DigComp,SFIA,P21,ICTProfessionalRoleProfiles,ISOstandards...........................................................................................................325.6.3 e-CFconnectingwithmultipleICTmarketstandards:DIGIFRAME.............................................325.6.4 Howtocreatefurtherframeworkinterfaces:Examplee-CFandEuro-Inf................................32

AnnexAe-Competencelevels1to5fromEN16234-1:2019.................................................................................34AnnexB(informative)Examplesofdeliverablesrelatedtoe-CFcompetences............................................35AnnexC(informative)........................................................................................................................................................41Bibliography..........................................................................................................................................................................44

CEN


orkshop

prCEN/TR16234-2:2020(E)

4

Europeanforeword

This document (prCEN/TR16234-2:2020) has been prepared by Technical Committee CEN/TC428 “ICTProfessionalismanddigitalcompetences”,thesecretariatofwhichisheldbyUNI.

ThisdocumentiscurrentlysubmittedtotheCENEnquiry.

ThisdocumentwillsupersedeCEN/TR16234-2:2016.

Incomparisonwiththepreviousedition,thefollowingtechnicalmodificationshavebeenmade:

• ReviewofallpreviouslyexistingchaptersandcontentinthelightoftheEN16234-1revisionandbenefittingfrommultiplee-CFuserexperiencesgatheredandapplicationfeedbackreceived.

This document has been prepared under a mandate given to CEN by the European Commission and theEuropeanFreeTradeAssociationandsupportsessentialrequirementsofEUDirective(s).

This standard for ICT professional competence outlines the minimum requirements of competence (i.e. athreshold) in theworkcontext. It includes typicalknowledgeandskillsexamples thatarenotstandardisedbutprovidedtosupportorientationandunderstanding.Whenapplyingthestandard,thisapproachmustberecognised to clearly distinguish betweenwhich elements aremandatory andwhich aremerely examples(representedby,shallversusshould/may/can,etc.).

ThisEuropeanstandardismadeupoffourparts:

• Part1:istheFrameworkofthee-CFpublishedasaEuropeanNorm(EN).

• Part2:istheUserguidepublishedasaCENTechnicalReport(TR).

• Part3:istheMethodologypublishedasaCENTechnicalReport(TR).

• Part4:providesa seriesofCaseStudies illustratinge-CFpracticaluse frommultiple ICT sectorperspectivesandpublishedasaCENTechnicalReport(TR)

Part1isfullystandalone,andpart2,3and4relyonpart1.

CEN


orkshop

prCEN/TR16234-2:2020(E)

5

Introduction

EN16234-1wasestablishedasatooltosupportmutualunderstandingandprovidetransparencyoflanguagethrough the articulation of competences required and deployed by Information and CommunicationTechnology(ICT)professionals.

Tosupportusersandguidedevelopersofapplicationsof thisstandard, the followingnarrativeprovidesanoverview of the underpinning philosophy and principles adopted during the standard’s construction andmaintenance.Understanding theseguidingprinciples is equally important forapplying the standardacrossmultipleenvironmentsconcernedwithICTprofessionalism.

TheGuidingPrinciples:

This standard is an enabler; it is designed to be a tool to empower users, not to restrict them. Itprovides structure and content for applicationbymanyusers fromorganisations in theprivate andpublicsector, ICT user or ICT supply companies, educational institutions including higher education and privatecertificationproviders,socialpartnersandindividuals.Acrossthisbroadapplicationcontext,thisstandardisdesignedtosupportcommonunderstanding,nottomandatetheuseofeachandeverywordusedwithinit.

This standard expresses ICT competence using the following definition: ‘Competence is a demonstratedabilitytoapplyknowledge,skillsandattitudesforachievingobservableresults’.Thisholisticconceptdirectlyrelates to workplace activities and incorporates complex human attitudes and resultant behaviours.Behaviour and attitude are important influences that facilitate successful knowledge and skills application.Withineachcompetence,embeddedattitudesarereflectedinbehaviourandenablethesuccessfulintegrationofknowledgeandskills.

Competence isadurableconcept andalthough technology, jobs,marketing terminologyandpromotionalconceptswithin the ICTenvironmentchangerapidly, thisstandardremainsdurablerequiringmaintenanceapproximatelyeverythreeyearstomaintainrelevance.

A competence can be a component of a job role, but it cannot be used as a substitute for similarlynamedjobtitles, forexample; thecompetence,E.2. ‘ProjectandPortfolioManagement’doesnotrepresentthe complete content of a ‘Project Managers’ job role. Competences can be aggregated, as required, torepresent the essential content of a job role or profile. On the other hand, one single competencemay beassignedtoanumberofdifferentjobprofiles.

Competenceisnottobeconfusedwithprocessortechnologyconceptssuchas,‘CloudComputing’or‘BigData’. These descriptions represent evolving technologies and in the context of this standard, theymaybeintegratedasknowledgeandskillsexamplesinDimension4.

ThisstandarddoesnotattempttocovereverypossiblecompetencedeployedbyanICTprofessionalnor are the included competences necessarily unique to ICT. This standard articulates competencesassociatedwith ICTprofessional roles including some thatmaybe found inotherprofessionsbut areveryimportant in an ICT context; examples include, C.4. ‘Problem Management’ or E.3. ‘Risk Management’.However, tomaintainan ICT focus, this standardavoidsgeneric competences suchas ‘Communications’or‘GeneralManagement’.Althoughveryapplicablethesegenericcompetencesarecomprehensivelyarticulatedinotherstructures.Selectingcompetencesforinclusionwithinthisstandardisthereforeapragmaticratherthan an exhaustive process. The selection was based on engagement with a broad cross-section ofstakeholderswhoprioritizecompetenceinclusionbaseduponindustryknowledgeandexperience.

Thisstandardisstructuredacrossfourdimensions.e-CompetencesinDimensions1and2arepresentedfrom the organisational perspective as opposed to an individual’s perspective. Dimension 3 defines e-CompetencelevelsandrelatestotheEuropeanQualificationsFramework(EQF),itprovidesabridgebetweenorganisationalandindividualcompetences.Dimension4providesexamplesofknowledgeandskillsinthee-

CEN


orkshop

prCEN/TR16234-2:2020(E)

6

Competences of Dimension 2; they are not intended to be exhaustive but included for inspiration andorientation.

Thislatestversionofthestandardincorporatesanewelement,transversalaspects;theserecognisetherelevance of a number of important cross-cutting aspects and provide additional generic ICT relateddescriptorsforsuccessfulapplicationofe-CFcompetencesintheworkplace.Accessibility,EthicsandSecurityareexamplesoftransversalaspectsthatmaybeappliedflexiblytomatchtheapplicationcontext

This standard has a sector specific relationship to the EQF; competence levels within this standardprovideaconsistentandrational relationship to levelsdefinedwithin theEQF.TherelativitybetweenEQFlearning levels and the e-competence work proficiency levels of this standard has been systematicallyestablished to enable consistent interpretation of the EQF in the ICTworkplace environment. It should benotedthatanexactequivalencyisnotpossibleduetothedifferentpurposesandcontextsoftheEQFandthee-CF,butrelevantrelationshipinformationisprovided.

Continuity of this standard is imperative; following maintenance updates, it is essential that users areprovidedwithasimpleupgradepath.Usersofthisstandardinvestconsiderabletimeandresourcestoalignprocesses or procedures to it. Organizations deploying these downstream activities are reliant upon thisstandardandneedtobeconfidentofthecontinuedsustainabilityoftheirprocesses.Updatestothisstandardmustrespectthisrequirementandensurecontinuitybyenablingcontinueduseoftheexistingstandarduntilconvenienttoupgradetothelatestversion.

Thisstandardisneutral;itdoesnotfollowthespecificinterestsofafewmajorinfluencers,itisdevelopedandmaintained throughanEU-widebalancedmulti-stakeholder agreementprocess, under theumbrellaofthe European Committee for Standardisation. This standard is a key component of the European DigitalAgendaforICTProfessionalism;itisdesignedforusebyanyorganisationorindividualengagedinICTHumanResourceplanningandcompetencedevelopment.

CEN


orkshop

prCEN/TR16234-2:2020(E)

7

1 Scope

ThisTechnicalReport supportsunderstanding, adoptionanduseofEN16234-1e-CompetenceFramework(e-CF)whichprovidesacommonreferenceof41ICTprofessionalcompetencesasrequiredandappliedintheInformationandCommunicationTechnology(ICT)professionalworkenvironment,usingacommonlanguageforcompetences,skills,knowledgeandproficiencylevelsthatcanbeunderstoodacrossEurope.

ThistechnicalreportsupportsInformationandCommunicationTechnology(ICT)stakeholdersdealingwithICTProfessionalcompetencesfrommultipleperspectives,inparticular:

—ICTservice,demandandsupplycompanies;

—ICTprofessionals,managersandhumanresource(HR)departments;

—vocationaleducationinstitutionsandtrainingbodiesincludinghighereducation;

—socialpartners(tradeunionsandemployerassociations);

—professionalassociations,accreditation,validationandassessmentbodies;

—marketanalystsandpolicymakers;and

—otherorganizationsandstakeholdersinpublicandprivatesectorsacrossEurope,

toadopt,applyandusetheframeworkintheirenvironment.

2 Normativereferences

The following documents are referenced in such a way that some or all of their content constitutesrequirementsofthisdocument.Fordatedreferences,onlytheeditioncitedapplies.Forundatedreferences,thelatesteditionofthereferenceddocument(includinganyamendments)applies.

• EN16234-1e-CompetenceFramework(e-CF)-AcommonEuropeanFrameworkforICTProfessionalsinallsectors

• TR16234-3Methodologyofthee-CompetenceFramework(e-CF)

• TR16234-4CaseStudiesillustratinge-CFpracticalusefrommultipleICTsectorperspectives

3 Termsanddefinitions

Forthepurposesofthisdocument,thetermsanddefinitionsgiveninEN16234-1apply.

ISOandIECmaintainterminologicaldatabasesforuseinstandardizationatthefollowingaddresses:

• IECElectropedia:availableathttp://www.electropedia.org/

• ISOOnlinebrowsingplatform:availableathttp://www.iso.org/obp

4 Executiveoverview

4.1 e-CFscopeandtargetgroups

TheEN16234-1e-CFprovidesareferenceof41competencesasrequiredandappliedintheInformationandCommunication Technology (ICT) professional work environment, using a common language forcompetences,skillsandproficiencylevelsthatcanbeunderstoodacrossEurope.

Thee-Competencestandardwascreatedforapplicationby:

CEN


orkshop

prCEN/TR16234-2:2020(E)

8

— ICTservice,userandsupplycompanies,

— ICTprofessionals,managersandhumanresource(HR)departments,

— vocationaleducationinstitutionsandtrainingbodiesincludinghighereducation,

— social partners (trade unions and employer associations), professional associations, accreditation,validationandassessmentbodies,

— marketanalystsandpolicymakers,

andotherorganizationsandstakeholdersinpublicandprivatesectors.

4.2 e-CFafundamentalpillarofICTProfessionalismforEurope

Figure1—e-CFanessentialpillarofICTProfessionalismforEurope

Textunderdevelopment–e-CFconnectedwith the forthcomingEuropeanFoundationalBodyofKnowledgefortheICTProfession,ICTProfessionalEthicsFramework,EuropeanICTProfessionalRoleProfiles.Alltheseinterconnected basic concepts and frameworks supported by practical guidance on how to implement andapplytheminorganisation,qualificationandpolicyenvironment.

4.3 e-CFstructure,contentandapplicationopportunities

4.3.1 e-CFoverview:structure,content

Thee-CFstandardisstructuredacrossfourdimensions.Thedimensionsreflectareasofbusinessandhumanresourceplanningandincorporatejobandworkproficiencyguidelinesspecifiedinthetablethatfollows.The

CEN


orkshop

prCEN/TR16234-2:2020(E)

9

standardiscomplimentedbytheinclusionofacomponent,thetransversalaspect,thatprovidesbasicgenericICTdescriptorsforenhancedapplicationofe-CFcompetencesinaworkplacecontext.

Table1—Thee-CFfourdimensionsandtransversalaspects

Dimension1:5e-CompetenceareasMAYAPPLY

Derived from the IT macro processes PLAN – BUILD – RUN – ENABLE –MANAGE. The areas provide the entry point to e-Competences and reflect aprocess perspective based upon a waterfall approach. However, the e-CF isequallyrelevanttostepsappliedwithinagileprocessstructuressuchasAgile/DevOpslifecycles.

Dimension241e-Competences

SHALLAPPLY

41 e-Competences provide the European standard references for ITProfessional competence as required and performed in an IT work context.Each dimension 2 description contains a competence title and a genericcompetencedescription,definedfromanorganisationalperspective.

Dimension35e-CFproficiencylevelsSHALLAPPLY

5 e-Competence proficiency levels are characterised by increasing levels ofcontext complexity, autonomy, influence and typical behaviour. Relevantproficiency levels are assigned to each competencedescription.Dimension3leveldescriptorsprovideindividualcompetenceperformanceindicators.

Dimension4knowledgeandskillsexamplesMAYAPPLY

Examples of knowledge and skills relate to the e-Competence genericdescriptions in Dimension 2. Examples are provided to add value to thecompetence descriptor but are not intended to be exhaustive. They offerinspirationandorientationfortheidentificationoffurtherspecificknowledgeandskillsassignmentaccordingtocontextualneeds.

Transversal aspect components provide basic generic ICT related descriptors for successfulapplicationofe-CFcompetencesintheworkplace.

MAYAPPLY

The four-dimensional structure plus transversal aspects of the e-CF offer comprehensive insight into thecompetencerequirementsoforganisationsandexecutedbyITprofessionals.Thecoreoftheframeworkisthe41 competence descriptors found at the heart of the structure articulated in dimension 2. This dimension,complementedbytheremainingthree,providesacommonstartpointforinitialunderstandingofthee-CF.

Thefigurebelowillustratesthecontentofatypicalcompetence,A.2ServiceManagement, itshowshowthecentral dimension 2 provides the competence description and how this can be further articulated indimension3,atdifferentproficiency levels3and4(in thisexample).Furthermore,examplesofknowledgeandskillslistedindimension4,providecomplimentarycontenttothecorecompetencedescriptionswithindimension2.Figure1providesanexampleofe-Competencedescriptioninallfourdimensions.

Figure2—EN16234-1:2019“e-CF”e-CompetenceexampleA.2.ServiceLevelManagement

CEN


orkshop

prCEN/TR16234-2:2020(E)

10

The41competencesdefinedbythisstandardareconstructedinthesameway,consistingof4dimensionsaspreviously described. The following table represents the entire table of competences, it demonstrates thatalthough the format of each competence is similar, the quantity and level of dimension 3 descriptors varyaccordingtoworkplacerelevance.

Dimension 1e-Comp. area A. PLAN

Dimension 2

e-Competence: Title + generic description

A.2. Service Level Management

Defines, validates and makes applicable service level agreements (SLAs) and underpinning contracts tailored to services offered. Negotiates service performance levels taking into account the needs and capacity of stakeholders and business.

Dimension 3

e-Competence proficiency levels e-1 to e-5

Level 1 Level 2 Level 3 Level 4 Level 5

– – Ensures the content of the SLA. Negotiates revision of SLAs, in accordance with the overall objectives. Ensures the achievement of planned results.

–

Dimension 4

Knowledge examples

Knows / aware of / familiar with

K1 SLA documentationK2 how to compare and interpret management data K3 the elements forming the metrics of service level agreementsK4 how service delivery infrastructures workK5 impact of service level non-compliance on business performance

Skills examples

Is able to

S1 analyse service provision records S2 evaluate service provision against SLAS3 negotiate realistic service level targets S4 use relevant quality management techniques S5 anticipate and mitigate against potential service disruptions

CEN


orkshop

prCEN/TR16234-2:2020(E)

11

Figure3—EN16234-1:2019e-CompetenceFramework(e-CF)overview

Dimension 15 e-CF areas

Dimension 241 e-Competences identified

Dimension 3 5 e-Competence proficiency levels

e-1 e-2 e-3 e-4 e-5

A. PLAN A.1. Information Systems and Business Strategy Alignment

A.2. Service Level Management

A.3. Business Plan Development

A.4. Product / Service Planning

A.5. Architecture Design

A.6. Application Design

A.7. Technology Trend Monitoring

A.8. Sustainability Management

A.9. Innovating

A.10. User Experience

B. BUILD B.1. Application Development

B.2. Component Integration

B.3. Testing

B.4. Solution Deployment

B.5. Documentation Production

B.6. ICT Systems Engineering

C. RUN C.1. User Support

C.2. Change Support

C.3. Service Delivery

C.4. Problem Management

C.5. Systems Management

D. ENABLE D.1. Information Security Strategy Development

D.2. ICT Quality Strategy Development

D.3. Education and Training Provision

D.4. Purchasing

D.5. Sales Development

D.6. Digital Marketing

D.7. Data Science and Analytics

D.8. Contract Management

D.9. Personnel Development

D.10. Information and Knowledge Management

D.11. Needs Identification

E. MANAGE E.1. Forecast Development

E.2. Project and Portfolio Management

E.3. Risk Management

E.4. Relationship Management

E.5. Process Improvement

E.6. ICT Quality Management

E.7. Business Change Management

E.8. Information Security Management

E.9. Information Systems Governance

CEN


orkshop

prCEN/TR16234-2:2020(E)

12

Inaddition to the fourdimensions, transversal aspectsprovidebasicgeneric ICTdescriptors for successfulapplicationofe-CFcompetencesinaworkplacecontext.

Transversalaspectsarerepresentedbystatementsthatcomplementthedescriptorsofdimension2.Figure3illustratestheseventransversalaspectswhichareappliedtoeverycompetenceeitherfromthestandpointofbeing‘awareof’or‘behavingproactively’withregardtocontext

Figure4—TransversalAspectsapplyingacrosstheentireframework

4.3.2 e-CFataglance–Theconceptualview

The e-CFmay be broadly considered from two perspectives, the application view, examples of which areprovidedinsection4.2.3 ,andtheconceptualviewpointthat focusesuponthedimensionalconstructoftheframeworkandtheunderpinningdefinitionsofeachcomponent.Thisstructuralperspectivemaybeusedtounderstand thegenesisof thee-CFand the relationshipsbetweeneachof itskeyelementsas illustrated infigure4.

CEN


orkshop

prCEN/TR16234-2:2020(E)

13

Figure 5— e-CF at a glance – The conceptual view (note: higher resolution quality of graphics underelaboration)

CEN


orkshop

prCEN/TR16234-2:2020(E)

14

4.3.3 e-CFapplicationstrategiesataglance

Therearemanywaysofusingthee-CFforICTProfessionalcompetencedevelopmentandplanninginanICTorganisational or qualification/certification context. The following figure 5. provides an illustration of howdifferent process perspectives may be supported by the application of the e-CF whilst figure 6 shows apossibleapplicationtoqualificationenvironments.

Figure6—e-CFapplicationstrategiesacrossprocessesintheICTorganisation

Figure7—e-CFapplicationstrategiesacrossICTqualificationprocesses

CEN


orkshop

prCEN/TR16234-2:2020(E)

15

4.4 Thee-CFasastandard:normativeversusinformativeelements

TheEuropeane-CompetenceFrameworkispublishedasaEuropeanNorm.Thee-CFisaflexibletoolanditisthereforeimportanttodifferentiatebetweenelementsprovidingthestandardandelectiveelementsprovidedforinspirationandoptionalfurtherelaborationdependentuponapplication.

• Dimension1structuredbyfivemainbusinessprocessesPLAN–BUILD–RUN–ENABLE–MANAGEprovides the entry point to the framework. The main purpose of this dimension is to providenavigation and structured access to the e-Competences articulated in dimension 2. Allocating an e-Competence to a specific e-Competence area is not an exact science. However, for pragmaticorientation and framework use, it is neccesary to assign each competence to a logical area of thestructure.

• Dimension2,composedofagenerictitleandcomprehensivedescription,providestheheartofthee-Competencestandard.

• Dimension3, levelassignments,definedbythee-CF level table,providethesecondelementof thestandard’s definitions. However, it is necessary to understand that level 3 descriptors are derivedfromstakeholderagreedexamplesof the competenceperformanceappliedat each level,whilst thedefinition of the dimension 3 standard is provided by the e-CF level table backing each leveldescription.

• Dimension4,knowledgeandskillsexamplesareanunstructuredelementoftheframeworkandarenotprovidedasastandard.Knowledgeandskillsexamplesarise frommulti-stakeholderandexpertviews,theyareprovidedtofurtherillustrate,inspireandreflecttypicalcompetencecontent.

CEN


orkshop

prCEN/TR16234-2:2020(E)

16

• Transversal aspects provide foundational elements of IT Professional competence performance.Theyofferstandardgenericreferenceswhichmaybeexploitedbyframeworkuserswithinaspecificcontext.

Figure8—e-Competenceexample–standardcontentversusexampleelements

4.5 Entrystartpointsforusingthee-CF

Thee-CFisavaluabletoolandstandardthat,byprovidingacommoncompetencelanguage,maybeusedtosupportmultiplestakeholdersfrommanyandvariousbackgrounds.Dependentuponcontextperspectiveandorganisational requirements, the e-CF can be addressed from different starting points. Some possiblepotentialentrypointsaredescribedinthefollowingsubsections.

4.5.1 Competences

As the core of the framework competence descriptions, articulated within dimension 2, provide cleardefinitions. The comprehensivenature of thesedescriptionsmake them ideal for comparing and analysingcommonaltiesanddifferenceswithbroadlysimilarorganisational/ individualcompetences. Inconsequenceexaminingthecontentofdimension2mayofferusers,withexistingjob/rolestructures,asuitablee-CFaccesspoint.

4.5.2 TransversalAspects

Transversal Aspects are provided by EN16234-1:2019 as an addendum to dimension 2 competencedescriptions. They consist of low granularity, generic statements describing the following essential ICTdisciplines:

§ T1Accessibility

§ T2Ethics

§ T3ICTLegalIssues

CEN


orkshop

prCEN/TR16234-2:2020(E)

17

§ T4Privacy

§ T5Security

§ T6Sustainability

§ T7Usability

ThesecommonelementsofICTcompetencecontentcanofferaroutetolinkspecificuserrequirementstoe-CFcontent.Becausetransversalaspectssuchassecurityandsustainabilityarerelevanttoeveryorganisation,they bridge organisational processes with individual employee competences. This dual perspective is aconsistent feature of the e-CFwhich from the outsetwas designed to address and link the competence ofindividualsandorganisations.

Apossibleapproachtodeployingthee-CFcouldbetostartfromtransversalaspects.Althoughtheseaspectsplayaroleineveryorganisationandforeveryemployee,theyneedtobeadaptedtocontext.Respondingtothefollowingquestionsmyhelpinapplyingthee-CF,usingtransversalaspectsasanentrypoint:

• Whatprocessesconnecttheorganisationwitheachtransversalaspect?Whatdepthandrelevanceofcontentrelatestowhichprocess?

• What organisational objectives are associated with respective transversal aspects? Taking intoaccount its culture, customer and employee responsibilities, what are the relative importance andprioritiesoftheorganisationwithregardtothetransversalaspects.

• Howdotherequirements,responsibilitiesandindividualprioritiesofemployeesrelatetotransversalaspects? For example, a Systems Administrator should have a high level of security awareness. Inaddition to the transversal aspect “T5 Security”, the competence description of E.8. InformationSecurityManagement is likely to be relevant. However, for all IT professionals, aminimum level ofsecurityunderstanding is required.Whatdoes thismean inpractice foreachemployee?Should theemphasis,foraparticularindividual,beawarenessorisproactiveactionexpected?

Answerstothesequestionswillamplifyanawarenessofthecultureandcapabilityoftheorganisationononehand and the actions and competencies of the employees on the other. It can also contribute to a higherMaturityLevelbyimprovingmutualunderstandingandenhancingthequalityofproductsandservices.

Addressing transversalaspectscanalsosupport introduction tootherdimensionsof thee-CF, inparticularcompetencedescriptions indimension2which in turnprovide linkage toEuropean ICTProfessionalRoleProfiles.Astransversalaspectsarerelatedtoeachcompetenceandeachrole,itisnecessarytoclarifywhere,in each circumstance, they aremeaningfully defined either, from competence descriptions or role profilecomponents. As transversal aspects are common to all organisations and to every ICT professional, wideranges of capability are applicable need to be explored to determine organisational and individualcompetencerequirements.

Considering transversal aspects contributes to enhancing professionalisation of the organisation and theexpertise of IT professionals. Transversal Aspects offer a comprehensive overview of topics beyondtechnology and incorporate broader concepts such as business management, legislation and customersupport.Referencetotransversalaspects,raisesawarenessandoffersthepotentialtoexpandtheknowledgeandskillsofITprofessionalsbeyondtechnology.

By implementingacomprehensiveoverhaulof transversalaspects, theeffectivenessandprofessionalismofITpractitionerscanbeenhanced,enablingthemtotaketherightdecisionattherighttime.

Further materials related to T2 Ethics will be found in a further Technical Report entitled ‘EuropeanProfessional Ethics Framework for the ICT Profession’ (precise and add reference) This is a complex,multidisciplinary topic and the framework offers guidance on the many facets that ethics impact ICTprofessionalactivities.

CEN


orkshop

prCEN/TR16234-2:2020(E)

18

4.5.3 EuropeanICTProfessionalRoleProfiles

e-CF competencesareembeddedwithin theEuropean ICTProfessionalProfileswhich represent30 typicalrolesconductedbyITprofessionals,coveringallITdisciplines.Theseprofilesdescribegeneralrolesusingaconsistentformatincorporatingthefollowingelements:

§ asummarystatement

§ amissionstatement

§ deliverables

§ maintasks

§ e-Competences

§ KPIareas

Table2—EUICTProfessionalRoleProfileexample(11)InformationSecurityManagerRole

Profiletitle INFORMATIONSECURITYMANAGERROLE(11)

Summarystatement

Leadsandmanagestheorganisationinformationsecuritypolicy.

Mission Defines the information security strategy and manages implementationacrosstheorganisation.Embedsproactive informationsecurityprotectionbyassessing,informing,alertingandeducatingtheentireorganisation.

Deliverables

Accountable Responsible Contributor

• InformationSecurityPolicy

• KnowledgeorInformationBase

• InformationSecurityStrategy

• RiskManagementPolicy

• NewSolutionandCriticalBusinessIntegrationProposal

Maintask/s • Definetheinformationsecuritystrategyandstandards• Contributetothedevelopmentoftheorganisation’ssecuritypolicy• Managessecurityaudits• Evaluaterisks,threatsandconsequences• Establishandmanageprevention,detection,correctionand

remediationplans• Informandraiseawarenessamonggeneralmanagementandacross

allITusersandprofessionals• Conductinformationsecurityoperations

e-Competences(frome-CF)

A.7.TechnologyTrendMonitoring Level4

D.1.InformationSecurityStrategyDevelopment Level5

E.3.RiskManagement Level4

CEN


orkshop

prCEN/TR16234-2:2020(E)

19

E.8.InformationSecurityManagement Level4

E.9.ISGovernance Level5

KPIarea Securitypolicyeffectiveness

The consistent connection between the competences of the e-CF and the European ICT Professional RoleProfiles offer a further route for accessing the e-CF. Comparing existingorganisational roleswith standardEuropeanICTProfessionalRoleProfilesmay,inturn,enablee-CFuserstolinktotheirownenvironment.

4.5.4 Deliverables

The language used in the e-CF may at first sight be unfamiliar to some e-CF users and present a barrier to entry. To mitigate this perspective, deliverables, as the outputs of competence, in specific situations, can be linked to e-CF defined competences. Simple, deliverable statements help provide additional clarity between workplace activities and the full descriptors of the e-CF.

Deliverables, alongside e-CF competences, are key components of European ICT Professional Role Profile descriptions. This association offers a common entry point to both concepts, e-CF and European ICT Profiles. By reflecting the output of competence, deliverables offer an insight, dependent upon context, into a more detailed dimension 2 competence descriptor.

The list of deliverables, see Annex C, offer an abbreviation for competence and by addressing a limited, context related, perspective they should not be used as a substitute for the full competence description, however, they provide practical examples of competence in practice. They are offered as examples as they are not exhaustive and do not cover every aspect of the full competence description. Likewise, dimension 4 of the e-CF also offers examples; these are of knowledge and skills.

Deliverables offer linkage to the e-CF from a workplace perspective by relating job requirements to competence, in a similar way, dimension 4, knowledge and skills offer connection to competences from an educational perspective.

In consequence, the process for deploying the e-CF using deliverables is similar to working with e-CFdimension 4 where users from an education perspective link skills and knowledge to a competencedescription. From a workplace perspective, using deliverables can help users identify the activities of ITprofessionals through recognition of work outputs which in turn link to full dimension 2 competencedescriptions.

4.6 Purposeandtargetgroupsofthisuserguide

This Technical Report provides guidance on how to apply EN 16234-1 from multiple ICT stakeholderperspectives.ItaddressesthefactthataEuropeanreferencesetofICTcompetencedefinitionsisunlikelytomatchallorganisation’sor individual’sneeds in thesameway.EN16234-1 is intended forguidanceand isdesigned to provide a common shared reference tool which can be implemented, adapted and used inaccordance with ICT stakeholder requirements. The following implementation guidance is structured bytargetgroups.

CEN


orkshop

prCEN/TR16234-2:2020(E)

20

5 e-CFformultipleapplicationacrossmultipletargetgroups

5.1 Applyingthee-CFintheICTorganisation:HRandICTdepartments

5.1.1 Peoplearemore importantthanthings:Thee-CFgivingshapetothevalueandinvestment inhumancapital

Figure9—e-CFgivingshapetothevalueandinvestmentinhumancapital

grafic(underdevelopment):threepeoplewhobalancethetime–cost–quality–triangleareliftedbythee-CFlikealiftingramp###

As in any business case, the relationship between time, cost and quality plays a decisive role in thedevelopment and use of new technologies. To gain the full positive impact of digital technologies,organizationsneedtounderstandthepossibilitiesof thesetechnologies.Understanding, in thiscase,meansthat within the organisation the leadership, the business units, and the ICT staff have a commonunderstandingandagreementonthepurposeofimplementationofnewdigitalinitiatives.Allneedtoknowwhy,whatandhowtodevelopandusedigitaltechnologyandtoagreeonthebalancebetweentime,costandquality.However, thereareusuallydifferentviewpoints;digitaldevelopment typically takes timetodelivertherequiredquality,whilstmanagementandbusinessunitsdrivetokeepcostsundercontrol.

Tocometoacommonunderstandinginsuchsituations,thee-CFcanassistbybringingtogetherthenecessaryand desired organisational capabilities with the necessary competencies of the people engaged in theimplementation.Thee-CFcanhelptoidentifythecompetencesneeded,therolesrequiredandtheknowledgeand skills to be applied. It can also help to understand the gap between the competences available to theorganisationand thecompetencesneeded. Ifpeoplewithinanewdigital initiativehave therightskillsandcompetences to address the challenges, there is a positive impact upon organisational capability, througheffectivemanagementoftime,costandquality.

CEN


orkshop

prCEN/TR16234-2:2020(E)

21

Paul Strassmann brought to our attention, the importance of human capital in his book InformationProductivity; Assessing the Information Management Costs of U.S. Industrial Corporations.1 He came to theconclusion that the return on investment for employee skills development is far higher than for anorganisationsinvestmentinhardwareandsoftware.

5.1.2 Basicfactorsforsuccessfulimplementation

5.1.1.1. A good case: Positive arguments to persuade internal departments:Whatmakes the e-CF agoodinvestmentandasuccess

• TheEuropeane-CompetenceFramework(e-CF)isastandarddevelopedbytheEuropeanCommitteeforStandardisation(CEN)thepublicstandardsagencyfosteringtheeconomyoftheEuropeanUnionin global trading. In consequence, the e-CF is a sustainable structure, independent of commercialinterests.

• Thee-CFprovidesacommonlanguageforusebymultiplestakeholdersincludingindustry,education,central and regionalgovernmentsand information technologyprofessionals. Itprovidesauniversaltooltosupportunderstandingandcommunicationdigitalcompetences.

• The breadth of coverage and scope of the e-CF includes not only technical but also business andprocess perspectivesprovidingcomprehensivecoveragerelevant to theapplicationof InformationTechnology by organisations and individuals from a broad spectrum. To enable commonunderstandingacrossthisuniversalnetworkthegranularityof languageprovide isappropriate toawideaudience;itavoidstechnicaljargonandusescommonEnglishlanguagethroughout.Thee-CFhasbeentranslated intoseveralEuropeanlanguagesandeachnationalstandardisationinstitutehasthestructurestopublishlocallanguageversionsiffoundappropriate.

• Despite the rapid pace of digital disruption and transformation, the e-CF, by focusing uponcompetenceandadoptingappropriategranularityoflanguage,isabletoprovideastablebackgroundto underpin changemanagement. By supporting the understanding of existing capability, the e-CFprovidesabaseforfurtherinnovation

• Organisationsareabletoempowerthemselvestomanagementchange,withoutexternalsupport,byclearlyarticulating theexistingcompetencesof theirworkforce.Therequiredcompetencescanalsobe identified, and skills gaps managed through training and development, recruitment or sub-contracting.

• Rather than starting with a ‘blank sheet’ the e-CF provides a fast start to skills management bycapitalising on the experience of the many contributors to e-CF development whilst retaining theflexibilitytocustomiseittolocalneeds

5.1.1.2.Howtomakethee-CFsuccessfulinyourorganisation

Buy in frommanypartsofanorganisation, includingseniormanagement, is required tomakea successofdeployingthee-CF.Gainingsupportcanbehelpedbysharingthebenefitsoutlinedinsection5.1.1.1above.

Althoughtacticaluseofthee-CFispossible,itismorelikelythatthee-CFwillformanimportantcomponentofanorganisationswiderstrategicplan.Consequently,seniormanagementsupportisessentialforsuccessfulimplementation.Thisrequiresconcisecommunicationof theanticipatedoutcomesandstrategicbenefitsofdeployingastructuredapproachtohumanresourcedevelopment.

1www.strassmann.com., https://www.strassmann.com/pubs/computerworld/prod-search.shtml

CEN


orkshop

prCEN/TR16234-2:2020(E)

22

Communication cannot be over emphasised as an essential ingredient in deploying the e-CF. Although astraight-forwardstructure,itisstillnecessarytoensurefullunderstandingofthee-CFconstructandbeableexplainitacrossalldepartments.Recognisingthatthatdifferentdepartmentswillhavedifferentperspectivesandpresentingthee-CFtothemasaunifyingframeworkwilladdtoqualityofinternalcommunication.

Itisimportanttoshareacommonvisionoftheaims,thetacticalplansandthestrategicbenefitsofdeployingthee-CFwiththeentireorganisation.

5.1.3 Rolesandjobprofilebuilding

TheEuropeanICTProfessionalRoleProfilespublishedbyCWA16458:2018offeranalternativeperspectiveandcomplimentaryaccesspointfortheimplementationofthee-CF.Thee-CFistheformalCENstandard“EN16234-1:2019-e-CompetenceFramework(e-CF)andEuropeanRoleProfilesprovideatoolbaseduponthee-CF(see4.4.3forfurtherdetailsandanexample).European profiles provide useful building blocks for the construction of organisation specific jobs andassociatedcompetences.Similartothee-CF,useofEuropeanProfilesofferafaststarttotheidentificationandconstructionofrolesbyusingapreformattedstructurethatcanbemodifiedtomeetlocalrequirements.

SeeEuropeanICTProfessionalroleprofilesversion2CWAPart2“UserGuide”fordetailsonhowtouseandconstructcontextspecificprofiles,e.g.forjobandqualificationenvironment.

5.1.4 SupportICTstrategydevelopmentwithpersonnelandcompetenceplanning

Competence management is not an isolated activity, on the contrary, it is an integrated organisationalprocess;withintheknowledgeeconomyitiscloselylinkedtothesuccessorfailureoftheenterprise.

Digitaltransformationisdependentupontheavailabilityofappropriatelyskilledpersonnelattherightplaceandattherighttime.Thee-CF,byofferingconcisecompetencedescriptions,supportstheimplementationofstrategic changeandempowersorganisations to take controlof essential competencesandmake informeddecisionsaboutfuturerecruitmentand/oroutsourcingpolicies.

The following outline provides an example of how the e-CF can support strategic development throughcompetenceplanning.

1.Adoptinge-CF(andICTprofiles)language

2.Createanorganisation-basedmodelon competenceandprofile requirements linked to thebusinessandcompanystrategy

3.Establishaprocesstoidentifycompetencesandprofileswithintheorganisation

4.Identifyactionstoaddressidentifiedrequirements(training,recruitment)

5.Createafeedbackprocessforcontinuousreview

5.1.5 Competencegapanalysisandidentifyingtrainingneeds

A major application of the e-CF is to identify gaps between existing and required skills, knowledge andcompetenceeitherfromtheorganisationorindividualstandpoint.Byusingthecommonlanguageofthee-CFitispossibletomatchrequirementswiththecurrentstate.

A common process adopted to expose gaps is to set up a process of self-assessment where individualsevaluatetheirownlevelsofcompetence.Thisisobviouslypronetovariabilityandinconsistencyasitisbasedupon personal opinion. By deploying the language of the e-CF, self-assessment is often moderated byknowledgeable colleagues ormanagement to improve the quality of results. The use of e-CF levelswithindimension 3 are an essential component of competence identification andmust be fully understood by allindividualsengagedincompetenceevaluationifusefulresultsaretobeobtained.

CEN


orkshop

prCEN/TR16234-2:2020(E)

23

Equally important is the identificationof required competence andassociated levelsof individuals and theorganisation.Thisinformationwillbederivedfromtheorganisationsstrategicplananddepartmentaltacticalrequirement.

Aggregated individual results are used to provide the overall organisational picture which is typicallyfacilitated through the use of either in-house or commercially available software, to record and calculategaps.

Competencegapscanbefurtheranalysedtorevealknowledgeandskillsdeficienciesaidedbytheexamplesfound indimension4.Knowledgeandskillsoffera linkbetweencompetenceand learningoutcomeswhichareoftenusedtoidentifythecontentoftrainingandeducationprograms.Inthiswaytrainingpathwayscanbeestablishedtoaddresscurrentskillsdeficienciesorprepareforanewstrategicdirection.

Further knowledge and skills elements are to be found within transversal aspects (see 4.4.2) which arerelated to every competence . They are of value in identifying additional learning requirements thatcontributetotheprofessionalidentityofITpractitioners.

Furthermore,theEuropeanICTFoundationalBodyofKnowledgefortheICTProfession(EUICTBoK)whichisplannedtocomplimentthee-CFstandardbypublicationin2021,embodiesessentialknowledgeareasandunitsthatsupportthecommonandspecialisedknowledgerequirementsofITprofessionals.

5.1.6 Personnel/talentdevelopmentandlearning

Althoughthee-CFisavaluabletoolforsupportingorganisationalchangeitcanalsoplayanimportantroleinindividualpersonaldevelopment.Continuousself-developmentcontributestothecareersuccessofmanyITprofessionals.Inafast-changingtechnologicalenvironment,itisnecessarytobuildonexperienceandadapttochangeandstateoftheartdevelopments.Usingthee-CFanditsassociatedprofilescanassistanindividualto evaluate competence and explore personal development requirements. Furthermore, the e-CF enablescleararticulationoftheirtrainingandeducationalrequirementswhichcanbecommunicatedtomanagementoreducationalinstitutions.

OwingtothespecialistnatureofITrolesindividualsmayhavelimitedinsightintoalternativedisciplinesandcareerpathopportunities.EuropeanICTroleprofilesgivethisinsightintomanyrolesandopensthehorizonforpossiblecareerpathchangesintoadjacentITdisciplines.

Focusing upon individual skills development and talentmanagement are essential business processes thatcontribute toorganisationalsuccess.Peopleareat thecoreofanyprocessand theyprovide the innovationrequiredtoflourishinaninformationeconomy.Identifying,supportingandmonitoringofemployeeskillsandprogressioncanallbefacilitatedbyadoptingthee-CFasthesharedlanguageofcompetence.

5.1.7 Recruitmentsupport

Recruitmentofnewstaff isoftenanupliftingandmotivationalmanagementtaskwhichbringswithitmanyopportunitiesbut equallymanychallenges.Recruitment isnot a sciencebut anart, but it canbeenhancedthrough the application of consistent procedures and practices. A key success factor is knowing what isrequiredofthecandidatetofill thevacancyandthee-CFcanplayanobviouspart intheconstructionofanidealprofile.

Again,itcannotbestressedenough,accesstoaclearcommonlanguageistheanswertogoodcommunication.Byexpressingthevacancyine-CFterminologytheorganisationcanclarifyitsrequirementsandthecandidatecan identifythecontentof the jobpriorto interview.Thissavestimeandoffersclaritywhichbenefitsbothpartiesbeforeandduringtheinterviewprocess.

CEN


orkshop

prCEN/TR16234-2:2020(E)

24

5.1.8 Enhancementofcommunicationinternalandexternally

As stated, many times in this user guide, the e-CF provides a common language for communicatingcompetenceanditscomponents,knowledge,skillsandattitude.

Thisaddsvaluewithinanorganisationtosupportclearunderstandingofroles,capabilities,responsibilitiesand continuous development. It enhances interdepartmental discussions and improves commonunderstandingbetweenmanagementandemployees.

Of equal value is the benefit obtained from mutual understanding of suppliers, education providers andclients.Notallexternalorganisationswillbefamiliarwiththee-CFbutbypresentingthemwithspecificationsbased upon e-CF language, as an example, knowledge and skills needs to a college, the benefits will beapparent.Theorganisationwillsavetimeinpresentationofthespecificationandthesupplierwillbeabletoarriveatacommonunderstandingofthespecificationcontentwhichonsomeoccasionswillbesharedwithdown-streamthirdparties.

5.1.9 e-CFuniversalmodelembracingspecificICTframeworksandstandards

The e-CF provides a universal model covering all ICT processes at a level of granularity which is genericenoughtoprovideaholisticpicture,visionandoverviewoftheentirebusinessbutalsospecificenoughtobeofpracticalin-depthusagevaryingcontext.NumerousICTsub-processpecificframeworksareavailableandcommonlyused in industryandqualificationpractice.Thebelow figutegivesacomprehensiveoverviewofmorespecificICTframeworksandstandardsthatarecommonlyused,allocatingthemacrosse-CFdimension1andthefunctionalareasidentifiedbytheEuropeanICTProfessionalRoleProfilesfamilies.

Figure10—e-CFasamajorumbrellainterfacetomultipleICTindustrystandards

5.2 Applyingthee-CFinaqualificationcontext

This chapter explores the relationship between qualification structures and the European e-Competenceframework.Theaimistodemonstratehowtomaplearningoutcomesfromformaleducationprogramstoe-CFcompetencesandviceversa.Thepurposeistoconstructabridgebetweenqualificationsarisingfromaneducationenvironmenttocompetencesdeployedinaworkplaceenvironment.

CEN


orkshop

prCEN/TR16234-2:2020(E)

25

When referring to the qualification environment,where the e-CF is applicable, it is relevant to clarify thateducationprogramsaloneareunlikelytoensureentirecoverageandachievementofassociatedcompetence.This is because of the breadth of competence descriptions and the requirement to demonstrate practicalapplicationofskillsandknowledge.Educationprogramsusuallyhavelimitedexposuretosuchsituationsandlack the mechanisms for performance evaluation. This does not mean that competence is excluded fromformal learningenvironments,on thecontraryknowledgeandskilldevelopment isoftenmoresuitedtoan‘offthejob’environment,butitisofadifferentnaturetothatdevelopedintheworkplace.

Forexample,aftercompletionofrelevantcourses,astudentmaybeableto ‘createandmanageatestplan’whichisatypicalskill(S1)ofcompetenceB.3.However,thecompetencestatement“ConstructsandexecutessystematictestproceduresforICTsystemsorcustomerusabilityrequirementstoestablishcompliancewithdesignspecifications”isonlypartofB.3.Tomeettheentirecompetencecriteriathestudentwouldneedtobeabletodemonstratethisskillinanuncontrolledenvironmentwheretheremaybelimitationsofresourcesorstakeholder influence and other factors requiring an adaptation to meet circumstances. For pragmaticreasons,thesefactorsareusuallydifficulttoimitateorexperienceinaclassroomenvironment.

Nevertheless,itispossibleandfeasibletodevelopcurriculaforVETorHigherEducation,basedonthee-CF,either as a contribution towards competence development or more comprehensively in a work-basedlearningprogramorinternship.

5.2.1 Comparingthee-CFtotheEQF

In the European Qualification Framework, the term qualification is understood as the formal outcome(certificate,diplomaor title)of anassessmentandvalidationprocesswhich isobtainedwhena competentbody determines that an individual has achieved learning outcomes to given standards. A qualificationconfers official recognition of the value of learning outcomes in the labour market and in education andtraining.

Although,EQFconceptsarenotmandatory theyareregularlyusedbyeducationand trainingstakeholders.ThecoreoftheEQFistheeightreferencelevelsdefinedintermsoflearningoutcomes,i.e.knowledge,skillsandautonomy-responsibility.Learningoutcomesexpresswhatindividualsknow,understandandareabletodo at the end of a learning process. This concept has become a basic block for educational and trainingprogramdescriptionsinrecentdecades.However, it isalsocommonforskills,competencesandknowledgedescriptionstobeusedwithinprogramdescriptions,goalsandguidelines,forsomeprograms.

Within the EQF, “knowledge” means the outcome of the assimilation of information through learning.Knowledgeisthebodyoffacts,principles,theoriesandpracticesthatisrelatedtoafieldofworkorstudy.InthecontextoftheEuropeanQualificationsFramework,knowledgeisdescribedastheoreticaland/orfactual”.

The EQFdefines “skills” as the ability to apply knowledge and use know-how to complete tasks and solveproblems. In the context of the European Qualifications Framework, skills are described as cognitive(involvingtheuseoflogical,intuitiveandcreativethinking)orpractical(involvingmanualdexterityandtheuseofmethods,materials,toolsandinstruments).

InthecontextoftheEuropeanQualificationsFramework,competenceisdescribedintermsofresponsibilityandautonomy.”

Incontrast,thecoreofthee-CFisbaseduponcompetenceandcompetenceandisdefinedasa“demonstratedability to apply knowledge, skills and attitudes for achieving observable results”. The e-CF does not useresponsibilityasadefiningcharacteristicbutuses,influence,complexity,autonomyandbehaviourtoidentifycompetenceproficiencylevels. Withinthee-CFknowledgeandskillsarenotexhaustivelyidentifiedbutareincorporatedasexamplesonly.

CEN


orkshop

prCEN/TR16234-2:2020(E)

26

5.2.2 Relevance of e-CF to Vocational Education and Training (VET), Higher Education (HE) andprivatetrainingproviders

Themotivation forconnectingqualificationcontexts to thee-CFareevident frompolicystrategicprioritiesandoperationalframeworksatEuropeanandgloballevels.Educationandtrainingsystemsofthefutureneedtobeflexibleandprepareindividualsforcontinuouslearningthroughoutlife.Thetargetbeingtoreduceskillsand knowledge gaps demanded by the labourmarket. To have a lasting impact on skillsmismatch, to thebenefit of national economies, requires active collaborative of all stakeholders (Higher Education, VET,privatecertificationandtraining)withcontinuousinterventionduringtheemploymentlifecycle.

Despite policy targets and sectoral instruments such as the EQF and the e-CF, education and trainingstakeholdershavedifferentreasonsformappingprogramstothee-CF.

5.2.2.1 VocationalEducationandTraining(VET)

Traditionally the European Union has distinguished between the more formal iVET (initial VocationalEducationandTraining,mainly formaleducationwithin theeducational system)and thecVET(continuousVETorlife-longlearningprograms).AlthoughiVEThasbeenthefocusofEUattention,coordinationattheEUlevel has lacked the detail provided by structures such as ECVET(https://www.cedefop.europa.eu/en/events-and-projects/projects/european-credit-system-vocational-education-and-training-ecvet)orEQAVET(https://www.eqavet.eu/).

This is not surprising given the existence of sophisticated European national systemswhere the degree ofdescriptionandregulationofVETprogramsisverydetailed.VETisbynatureorientedtowardsemploymentand the jobmarketwitheducationproviders establishing strong linkswithemployers andusingemployerlanguage.

VET programs encompass learning outcomes as recommended by CEDEFOP(https://www.cedefop.europa.eu/)aswellasexpressionsofacquiredskillsandcompetence,thisterminologyoffersadirectroutetothemappingofe-CFcompetences.

When referring to cVET the degree of structure is often less owing to its flexible and sometimes moreinformalnature,seekingfastadaptationtomeetdifferentcircumstancesandimmediateupskilling/reskillingneedsdeterminedby the jobmarket.This environment is similar to thatofprivate trainingproviders (seesection5.2.3)fromthee-CFmappingperspective.

Thebenefitofusingthee-CFtoVETisthattheirlearningprogrammesareverypracticalandthee-CFoffersmanypracticalhandles/descriptionstobuildcurricula/coursesupon.

5.2.2.2 HigherEducation

ThemainmotivationofHE tomapprograms to thee-CF is toenhance links to the ITemploymentand jobmarket. Current higher educational policy strongly promotes linking university programs to employers’needs. This connection enables faster incorporation of graduates into the jobmarket and better employerunderstandingofjobseekinggraduateprofiles.

Trainingprogrammessuchasdegreesormasterprogramsarestrictlyregulatedbyeducationalauthoritiesspecifyingorganisational,pedagogicalandcontentaspectsinastructuredandspecificformat.Thisfacilitatesdetailed articulation of program content and makes it easier to map to e-CF competences. Recent trendstowards expanding content information to include expressions of skills, competences and above all,descriptionsoflearningoutcomes,supportmappingofhighereducationprogramstoe-CFcompetences.

Highereducationqualificationsarehighlystructuredandregulated,notonlyatnationalbutespeciallyattheEuropean level as exemplifiedbyEU schemes emerging from theEHEA (EuropeanHigherEducationArea:

CEN


orkshop

prCEN/TR16234-2:2020(E)

27

http://www.ehea.info/). Within this panorama, EQANIE, the European Quality Assurance Network forInformaticsEducation(http://www.eqanie.eu/)promotestheimplementationofqualityassessmentpracticeforinformaticseducationsystemsinEuropeandbeyond.Inparticular,EQANIEbuildsconfidenceinsystemsof accreditation of informatics degree programmes within Europe. The EQANIE approach addressesorganisational and educational aspects and guidelines on required competences recommended for ITgraduates.Thoseguidelinescanbeconsideredasareferenceforspecificmappingbetweendegreesande-CFcompetences.

Inaddition,HEisinfluencedbyothersourcesofskillsandrecommendationsformallydescribedbyrelevantorganisms such as e.g. ACM curricula guidelines (https://www.acm.org/education/curricula-recommendations), SWEBOK (Software Engineering Body of Knowledge:https://www.computer.org/education/bodies-of-knowledge/software-engineering)ornationalguidelinesofspecific countries. Themapping of these sources to e-CF competenceswould greatly helpHE tomap theiroverallprogramstoe-CFcompetences.Furthermore,highereducationcareercentres,missionedtosupportstudentstoenterintoemployment,canbenefitfromthee-CFbyusingitasaconnectionbetweeneducationandemployment.

5.2.2.3 Privatetrainingproviders

Private training providers offer flexible provision as facing limited regulation or content restrictions fromnational or European levels. This provision may be provided in-house or on the open market fromcommercial training organisations. The structure of course descriptions of private training courses variesfromoneprogramtoanotherandfromoneprovidertoanother.Thesetrainingactivitiesarenormallyflexibleincontentandaredevelopedwithinashortleadtimetoaddressimmediatemarketneeds.

Themotivationoftrainingproviderstomaptheirprogramstothee-CFdirectlylinkstotheirdrivetoaddressmarketneedsinalanguageunderstandablebytheirclients.Equally,deployingthee-CFasatooltoidentifycompetence gaps supports the consequent identification of training needs that can be fulfilled by trainingprograms. Employers and private training providers may independently use the e-CF to identify trainingrequirements and by using e-CF language, find a commonway in which to articulate needs and potentialtrainingsolutions.

Training methodologies and content very between providers ranging from traditional knowledge-basedtechniques to hands-on practical experience provision. This fast-moving market, characterised by limitedcommonstandards,leadstoalackofhomogeneityincontentdescriptions.Giventhisvariability,mappingtothee-CFprovidesaconsistentreferenceandlanguagetoclarifythecontentofprivatetrainingprograms.

Additionally, e-CF based training offers a promotional tool to attract customers. As the e-CFrepresents an internationally recognised standard, IT Professionals participating in such trainingenlargetheirchancesintheinternationaljobmarket.

5.2.3 Developingcurriculabasedonthee-CF

The following sub chapter offers an overview and rationale for using the e-CF at the core of curriculumdevelopment.ThistopicisofsuchsignificancetotheoverallconceptofEuropeanICTProfessionalism,ithasbeenaddressedseparatelyasaCENTechnicalSpecificationentitled‘ICTCurriculumGuidelines’reference?.InconsequencecurriculumdesignersshouldrefertotheTechnicalSpecificationforcomprehensivecoverageofthistopic.

Educational institutionsofall types,HigherEducation,VocationalEducationandPrivateTrainingprovidersare increasinglyaiming topreparestudents forprofessionalpractice. Inparticular, in theareasof ICTanddigitalisation, theyare facedwithmajorchallenges. ICTasatechnology isdevelopingverydynamicallyandmore andmore areas and processes are being digitalised. Studentsmust therefore simultaneously acquire

CEN


orkshop

prCEN/TR16234-2:2020(E)

28

broad,solidfoundationsandin-depthspecialistknowledgeaswellastheskillsnecessaryfortheirfield(e.g.system/softwaredesignorprojectmanagement).Atthesametime,itisbecomingincreasinglyimportanttoprepare them for the various areas of professional practice, which includes appropriate attitude andresponsibilities (e.g. ethics or security awareness) as well as social (e.g. ability for interdisciplinarycooperationorleadership)andindividualskills(e.g.reflectioncapabilityorself-learningcapability).Thee-CFintegrates all of these demands and aspects in the e-Competences as applied at the ICT workplace,complementedby7TransversalAspectsrelevanttoICTprofessionalcompetenceperformance.Thee-CFcanthereforebeusedtodesignanddevelopmodernstudyprogrammeswithnewcompetence-orientedcurriculaandappropriatelearningenvironments.

However, this is not an easy task as many aspects must be taken into account in order to move fromtraditional,knowledge-basedstructures,tocontemporarycompetence-orientedapproaches.Recognisingthischallenge, a new European standard entitled ‘European Foundational Body of Knowledge for the ICTProfession(BoK)connectedwith thee-CFandcomplementedby the ICTBoKmethodologydescriptionandimplementation guidance is planned to be available in 2021. (###include references ###). This isaccompaniedbytheTechnicalSpecificationentitled‘ICTCurriculumguidelines’referencedatthestartofthissub-chapter.

Thecurriculumguidelinesspecificationprovideseducationalists withdocumentationtosupportthedesignofcurriculaandlearningprogramsalignedwiththee-CF.Theyinclude:

• howtodesignanddevelope-Competence-orientatedICTcurriculaandlearningoutcomes, includingmaintenanceandevaluationofthecurriculaandbuildingrelationshipstoindustrycertifications

• howtodesignanddevelopcompetence-orientedinstitutionallearningenvironments,courses,examsand the relationship between learning and teaching, students and teachers/professors/tutors(Strategyandmethodology),

• practical,supportinginformation,suchascurriculaandlearningoutcomeexamples,checklists

5.3 e-CFapplicationbyindividuals,ICTstudentsandprofessionals

5.3.1 CVandself-promotion

Individuals,ICTstudentsandprofessionalsmaybenefitfromaddingreferencestoe-CFcompetencesintheirdocuments and evidence related to a professional career. Any item referred to in the CVmay be directlymapped to the corresponding e-CF competences to provide a reference to the target audience of thedocument: recruiters, employers, etc. The mapping to the e-CF might be applied to any typical merit orevidenceof career achievement suchas training courses andqualifications (seeSection *), jobexperiencesdocumented by deliverables or testimonial letters of managers and colleagues, or specificdiagnostic/assessmentofcompetencesthroughdifferentmechanisms(seeSection5.3.2).

ePortfolio is an electronic resource to record personal milestones as e.g. education and/or position orprofessionalactivities.TheePortfoliodemonstratespersonalandprofessionalgrowth,asitprovidesevidenceforeachachievedmilestoneaddingsupportingdocumentationorinformation.

Linking e-CF to personal ePortfolio would provide the evidence that the individual is looking for todemonstrate that milestones have been reached. The e-CF would provide a valuable link to the workexperience,astheframeworkcomprisesofdimensions,levelsandskills/competencesforeachfieldrelatedtoICT. e-CF and e-Portfolio linkage will also contribute to describe, recognize and understand competencesacquiredinanothercountry,asthislinkageisbasedona“commonlanguage”.

ThefollowingexampleillustrateshowaCVmaybeconnectedtothee-CF:IworkedforcompanyXXasQAspecialistandtestersupportingthesystemdevelopmentprocessYYYfromMarch2016to August 2017. My job required the construction and execution of independent systematic test procedures for thesystemtovalidatecompliancewithrequirementsspecification.IwasinchargeoforganisationoftestsuitesandIalso

CEN


orkshop

prCEN/TR16234-2:2020(E)

29

needed to develop scripts for automating execution of test cases, especially for stress test andworkload check. OnerelevantdeliverableIgeneratedwasthetestcasespecificationandthecorrespondingautomationscripts.Ialsohadtocheck that the system documentation and user manual were complete, correct and with appropriate format byintegratingalltheinformationandcheckingcomplianceandupdate.Thiswaspartofthegeneralsystemvalidationbothfor traditional documents and associated online documentation. My name appears in the system documentationinformationasreviewer.According to theanalysisof thedescriptionwhich canbeevidenced through thedeliverables, this individual showsacapacityofpracticalapplicationofcompetenceB.3Testingatlevel2andcompetenceB.5atlevel2.

5.3.2 Assessmentandrecognitionofcompetences

Assessment and recognition of e-competences is easierwith e-CF. The framework provides the basis for anumberofdifferentmethodsthatcanbeapplied:

• Self-assessment: it is a process of self-analysis of competence by the individual. This may be aneffective way of assessment, but it is generally recommended that it is used alongside otherassessmentmethods.Usersmayhavedifficultyinobjectivelylinkingtheirskillstothee-CF.

• Expertsassessment:expertsintherelevantdomaincanevaluatethecompetencespossessedbyanindividual considering their e-portfolio, CV and general evidences in conjunction an interview.Thiswouldsupportidentificationofcompetencesindimension2andcorrespondingproficiencylevelsofdimension3.

• Practicalcasestudy:casestudiesorpracticalexercises,involvingdifferentscenariostobesolvedbyan individual related to a specific competence of dimension 2. This could be facilitated by aninteractiveonlineplatform.

• Presentation: presentationbya candidate givena free choice to select a topic thatdemonstratestheirexperienceandcapability toaddressproblemsandprovidesolutionsrelated to theiracquiredcompetences fromdimension2 .Thismethodcanbeextended to incorporateexpertquestionsandanswersbutobviouslythisinvolvesadditionalresourcesandexpenditure.

Under development: Reference to Technical Report about common metrics and assessment indicators for e-Competence:

-indicatorswhicharerelatedtocompetences(ifyetavailable)

-guidelinesforcriteria

-maturitymodelforassessmentofcompetencesintheITorganisation

5.4 e-CFappliedinICTlabourmarketresearch

5.4.1 Acommonreferenceformarketobservation–underdevelopment

• Example:IntelligenceGroupinNL,usinge-CFtogetherwithotherframeworks(ESCOa.o.)

• VMS:fromorganisationdemandtocandidatesfinding

• Cedefop:ESCOande-CFcompetencesusageinaddition

• naturallanguageanalysis

CEN


orkshop

prCEN/TR16234-2:2020(E)

30

5.5 e-CFinpolicyanddigitalskillsstrategydevelopment

5.5.1 Settingdigitalskillspriorities

Underdevelopment

5.5.2 Publicprocurementprocesses–underdevelopment

• e-CF(andICTProfiles)giveaneutralreferenceforrecruitment

• procurementhasitsownlanguage,forAIagooddatacultureisneeded,e-CFcanhelptosetthatcultureandprovideacommonlanguage

5.5.3 e-CFadoptionasanindicatorofdigitalmaturity–underdevelopment

• IT-CMFmakesalink,takefigureasexamplefromDigiframe

5.5.4 Implementinge-CFinEuropeaninstruments:Europass,Desi,Ovate

ExistingEuropean instrumentswhich support themanagement andanalysis e-competences and skillsmaybenefit from the adoption of e-CF as a reference for their work as it represents a traditional EuropeanstandardandisrelevanttoITprofessionalsintheworkplace.

5.5.4.1 Europass

Europass is a European portal aiming at making people’s skills and qualifications clearly and easilyunderstandable across Europe. Europass can be used by citizens looking for a job or recruiters seeking tounderstand skills and qualifications of candidates and also by educators and training authorities to definecurriculacontent.

Europassworkswithfivemaindocuments:

• Issued by education and training authorities: Europass, mobility, certificate supplement anddiplomasupplement.Mobility is a recordof theknowledgeand skills acquired inotherEuropeancountries. Certificate supplement is a document describing the knowledge and skills acquired byholdersofvocationaltrainingcertificatesprovidingadditionalinformationtothatalreadyincludedintheofficialcertificateand/ortranscript.Diplomasupplementisadocumentdescribingtheknowledgeandskillsacquiredbyholdersofhighereducationdegrees,providingadditional information to thatincludedintheofficialdegrees/diplomasand/ortranscript

• Freelyaccessible:curriculumvitaeandlanguagepassport.Curriculumvitaehelpsuserstopresenttheirskillsandqualificationseffectivelyandclearly,whilelanguagepassportisaself-assessmenttoolforlanguageskillsandqualificationswhichhelpsuserstodeterminelanguagelevel.

ConsideringtheabovedescriptionofEuropassmodes,thee-CFcompetencescouldbelinkedtoEuropassintwoways:

a) Issued by education and training authorities as a certificate or diploma supplement: e-CF is a keyoptionfordescribingthecompetenceswhichastudentmayhavedevelopedandshownduringanITlearningprogram.Applying the common languageof the e-CF, these certificates canbemore easilyunderstoodinallEUcountriesofferinghomogeneousinterpretationofcontent.

CEN


orkshop

prCEN/TR16234-2:2020(E)

31

b) e-CFdirectlyappliedbytheuserinCVcreation.WhenfillingtheirownCV,usersfindasectioncalled“personal skills” containing subsections suchas “organisation/managerial skills”, “job-related skills”and“digitalskills”.ThedigitalskillssectionislinkedtoITuserskillsandoffersafixedformatbasedonDigComp.ItwouldbehelpfulifEuropassofferedsupport(similartoDigComp)tohelpusersrecordacquirede-competencesasdefinedbythee-CF.

5.5.4.2 Ovate

TheOVATE tool offersdetailed informationon jobs and skills employersdemandas they are expressed inonline job vacancies. The tool presents data from tens of millions of online job vacancies, arising fromthousandsofsources(includingprivatejobportals,publicemploymentserviceportals,recruitmentagencies,onlinenewspapersandemployerwebsites)collectedfrommanyEuropeancountries.

Insummary,thistoolshowstheanalysisofinformationgatheredfromjobvacanciesindifferentwayssuchasskillsrequiredwithinselectedoccupations,mostrequestedskillsandtop10occupationswheretheselectedskillispresentandskills-setsthatarecommonacrossdifferentoccupations.SkillsandoccupationsarebaseduponESCOlabourclassifications.

Theinterlinkofe-CFandOVATEwouldbepossibleiflinkagebetweenESCOskillsandthee-CFcompetenceswereestablished(consideringtheexplanationofannexB.3ofEN16234-2019).Thiswouldopenupanoptionofapplye-CFlanguagetoOVATEskillsanalysis.

5.5.4.3 DESI

TheDigitalEconomyandSociety Index(DESI) isacomposite index thatsummarisesrelevant indicatorsonEurope’sdigitalperformanceand tracks theevolutionofEUmember states indigital competitiveness.The“Human Capital, Digital Inclusion and Skills” report covers 'internet user skills' and 'advanced skills anddevelopment'.The formerdrawson theEuropeanCommission'sDigitalSkills Indicator,which iscomputedbased on the number and complexity of activities involving the use of digital devices and/or the internet.Although there is reference to DigComp there are some advanced skills which could be linked to e-CFcompetences(prioranalysisispending).ThelatterincludesindicatorsonICTspecialistemploymentandICTgraduates.Heresomesegmentationusinge-CFcompetencescouldbeusefulforamoreprecisedescriptionofthesituation.

5.6 Makingcombineduseofframeworks

5.6.1 Somebasicsforintroduction

ThisstandardaddressesgenericglobaldigitalcompetencesthatapplytoICTprofessionalsandorganisations.However, therearenumerousframeworksavailableacrossEuropeandgloballyeachcreatedanddrivenbydifferent motives and designed to addressdifferentspecific issues. Providing intelligent links betweenframeworksthatareofrelevancetoeachotherisavitalcomponentofe-CFprinciplesandphilosophyand,iffullyunderstood,itisoftenthecasethatframeworksaremutuallyenrichingandsupportive.

Looking into existing frameworks was an essential first step when creating the e-CF structure. Sinceinception,thee-CFprovidessystematicrelationshipswithCMMIandITILandthreenational/internationalITProfessionaljobandskillsframeworks,

• CIGREFnomenclatureofjobprofiles(France)

• SFIAskillsfortheInformationAge(UK)

• TheGermanAdvancedITTrainingSystem(AITTS)andVETProfessions.

CEN


orkshop

prCEN/TR16234-2:2020(E)

32

These relationships have been updated and continuously enriched by the creation of interfaces to otherrelevant frameworks fromthedigital landscape,orbye-CF initiativeor initiatedby the frameworkownersthemselves.

5.6.2 e-CF interfaces provided by EN16234-1:2019 Annex B: EQF, ESCO, DigComp, SFIA, P21, ICTProfessionalRoleProfiles,ISOstandards

AnnexBofEN16234-1:2019providesaseriesofup-to-dateandmutuallyagreedrelationshipreportsabouttheconnectionsandinterfaceswithaseriesofstructures,manyoftheme-CFcomplementary:

• EuropeanQualificationsFramework(EQF)

• ESCO,theEuropeanClassificationforskills,competencesandoccupations

• DigComp,theDigitalcompetenceFrameworkforCitizens

• P21’sFrameworkfor21stCenturyLearningasanexampleofmakingbehaviouralskillsinconnectionwiththee-CFexplicit

• SFIA,SkillsfortheInformationAge

• EuropeanICTProfessionalRoleProfilesincludingupdateofthelatestICTProfilesversionbythenewEN16234-1:2019competences

• RelatedISOstandardsandstandardisationinitiatives

Complementarytextunderdevelopment.

5.6.3 e-CFconnectingwithmultipleICTmarketstandards:DIGIFRAME

Additional to thesystematic linksoutlinedabove,arecentstudyonDigitalOrganisationalFrameworksandICTProfessionalismprovidesaveryusefuloverviewofhowthee-CFembracesandconnectswithcurrentICTindustrystandards,manyofthemrelatedtoe-CFsub-processes,specificcompetences,etc.

Figure 10—e-CF as amajor umbrella interface tomultiple ICT industry standards is provided in chapter5.1.9.ofthisdocument.

5.6.4 Howtocreatefurtherframeworkinterfaces:Examplee-CFandEuro-Inf

prTR16234-3Chapter7.1.providesmethodologyguidancefromamoregenericviewpointonhowtocreateinterfacesbetweenthee-CFandotherframeworksofinteresttothesector.Inthisfollowingsection,anotherrelationship is elaborated as an illustrative example between e-CF and Euro-Inf, supplementary to theinformativeAnnexBoftheEN16234-1standard.

EQANIE (http://www.eqanie.eu/) promotes the implementation of quality assessment practice forinformaticseducationsystemsinEuropeandbeyond.Inparticular,EQANIEbuildsconfidenceinsystemsofaccreditation of informatics degree programmes within Europe. The EQANIE approach addressesorganisational and educational aspects and guidelines on required competences recommended for ITgraduates.Thoseguidelinescanbeconsideredasareferenceforspecificmappingbetweendegreesande-CFcompetences.

Thee-CFisbasedoncompetencedefinedasdemonstratedabilitytoapplyknowledge,skillsandattitudesforachievingobservableresults.Withinthee-CF,knowledgeandskillsareidentifiedasexamplesonly.

CEN


orkshop

prCEN/TR16234-2:2020(E)

33

AnnexB of this document elaborates the specific caracteristics of both frameworks in comparison to eachotherinmoredetail.

InviewofthedefinitionsprovidedinAnnexB,andtakingintoaccountthenatureoftheEQANIEProgrammeOutcomes for InformaticsDegreesdocumented foreachcategory, the following inferences/mappingcanbeobserved:

1. The“UnderlyingConceptualBasisforInformatics”categoryisrelatedtoknowledgeaspectsandscientificprinciplesrequiredtosupportskillsandcompetencedevelopmentatthecorrespondinglevelofstudies.Therefore,itisnotusedasamappingsourcetoexplicite-CFconstituents.

2. The“Analysis”categorycanberelatedtospecifice-CFPLANcompetences,especiallythosedefininglowerproficiencylevels(Level1-Level3)e.g.theA.6.ApplicationDesigncompetence.ThisisduetothefactthatHEIProgrammesofstudyarenotexpectedtoprovidehigherlevelprofessionalexperienceandexpertiseusuallyacquiredwithinemploymentpractice.

3. The “Design and Implementation” category relates to most competences in the e-CF BUILD area ofcompetences,mostoftheminvolvinglowerproficiencylevels,correspondingtointendedfirstandsecondcycledegreeprogrammeslearningoutcomesdefinedbyEuro-Inf.

4. The“Economic,legal,social,ethicalandenvironmentalcontext”categorydirectlycorrespondstothee-CFtransversal aspects T1 Accessibility, T2 Ethics, T3 ICT legal issues, T4 Privacy, T5 Security, T6Sustainability,andT7Usability.

5. The“InformaticsPractice”categoryrelatestocompetencesoftheRUNandENABLEareas,e.g.E.2.ProjectandPortfolioManagementandE.3.RiskManagement

6. The “Other Professional Competences” category addresses important soft skills, necessary for personalandcareerdevelopmente.g.communication,self-organisation,demonstrationofinitiative,responsibility,teamwork,leadership,self-learning,etc.

EQANIEdefinesProgrammeOutcomes forBusiness InformaticsDegrees,whichcanbemapped to thee-CFaccordingly.

Thedevelopmentof theprogramme learningoutcomeshasbeen informedby the report ‘AFramework forQualificationsoftheEuropeanHigherEducationArea’agreedbytheMinisterialConferenceinBergeninMay2005,andbytheDublinDescriptorsreferredtotherein.Furthermore,ithasbeeninformedbytheEuropeanQualificationsFrameworkforlifelonglearningproposedbytheEuropeanCommissionforaRecommendationoftheEuropeanParliamentandoftheCouncil.

Asstated inEuro-Inf, “it isplannedthatadditionalsetsof intended learningoutcomes for informatics-relatedsubjectareaswillbeadded”.Onthisbasis,itcouldbeproposedthattheEuro-Infspecificationisenrichedwithexplicite-CFcompetences,whichwouldleadtoshapingamoretangibleconnectionandstrengtheningofthequalificationcontextandICTprofessionalisminEurope.

CEN


orkshop

prCEN/TR16234-2:2020(E)

34

AnnexA

TableA.1—e-Competencelevels1to5fromEN16234-1:2019

Levels e-CFLeveldescriptor

Influence Complexity Autonomy Behaviour

e-5

Overallaccountabilityandresponsibility;recognisedinsideandoutsidetheorganisationfor

innovativesolutionsandforshapingthefutureusingoutstandingleading

edgethinkingandknowledge.

Determinesstrategy

Unpredictable–unstructured

Demonstratessubstantialleadershipand

independenceincontextswhicharenovelrequiringthesolvingofissuesthatinvolvemanyinteracting

factors.

Conceiving,transforming,innovating,findingcreativesolutionsbyapplicationofawiderangeoftechnicaland/ormanagement

principles.

e-4

Extensivescopeofresponsibilitiesdeployingspecialisedintegration

capabilityincomplexenvironments;fullresponsibilityforstrategicdevelopmentofstaffworkinginunfamiliarandunpredictable

situations.

Providesexecutiveleadership

Demonstratesleadershipandinnovationin

unfamiliar,complexandunpredictable

environments.Addressesissuesinvolvingmanyinteractingfactors.

e-3

Respectedforinnovativemethodsanduseofinitiativeinspecifictechnicalorbusinessareas;

providingleadershipandtakingresponsibilityforteam

performancesanddevelopmentinunpredictableenvironments.

Consults Structured–unpredictable

Worksindependentlytoresolveinteractive

problemsandaddressescomplexissues.Hasapositiveeffectonteam

performance.

Planning,makingdecisions,supervising,buildingteams,formingpeople,reviewingperformances,findingcreativesolutionsbyapplicationofspecifictechnicalorbusinessknowledge/skills.

e-2

Operateswithcapabilityandindependenceinspecified

boundariesandmaysuperviseothersinthisenvironment;

conceptualandabstractmodelbuildingusingcreativethinking;usestheoreticalknowledgeandpracticalskillstosolvecomplexproblemswithinapredictableandsometimesunpredictablecontext.

Appliesandadapts

Worksundergeneralguidanceinanenvironmentwhereunpredictablechange

occurs.Independentlyresolvesinteractiveissueswhicharisefromproject

activities.

Designing,managing,surveying,monitoring,evaluating,improving,findingnonstandard

solutions.Scheduling,organising,

integrating,findingstandardsolutions,interacting,

communicating,workinginteam.

Structured–predictable

e-1

Able to apply knowledge and skillsto solve straight forwardproblems;responsible for own actions;operatinginastableenvironment.

Implementsinstructions

Demonstrateslimitedindependencewherecontextsaregenerally

stablewithfewvariablefactors.

Applying,adapting,developing,deploying,maintaining,repairing,findingbasic-simple

solutions.

CEN


orkshop

prCEN/TR16234-2:2020(E)

35

AnnexB(informative)Examplesofdeliverablesrelatedtoe-CFcompetences

The list of deliverables provided in this Annex offer an abbreviation for competence and by addressing alimited, context related, perspective they should not be used as a substitute for the full competencedescription, however, they provide practical examples of competence in practice. They are offered asexamples as they are not exhaustive and do not cover every aspect of the full competence description.Likewise,dimension4ofthee-CFalsooffersexamples;theseareofknowledgeandskills.

Depending on complexity and size of a competences, at least 1, maximum 3 examples of deliverables areprovidedpercompetence.

TableC.1–Examplesofdeliverablesrelatedtoe-CFcompetences

COMPETENCE DELIVERABLE DELIVERABLEDESCRIPTION

A.1InformationSystemsandBu-sinessStrategyAlignment

BusinessRequirements Adescriptionofwhatabusinessneedssothatitcanoperatesuccessfully.

ICTDepartment&Budget Theorganisation,processes,humanre-sources,infrastructureandbudgetneededtoimplementISStrategy

A.2ServiceLevelManagement ServiceLevelAgreement Aservicelevelagreement(SLA)isacontractbetweenaserviceprovider(eitherinternalorexternal)andtheenduserthatdefinesthele-velofserviceexpectedfromtheserviceprovi-der.

A.3BusinessPlanDevelopment BusinessCase(LightweightBusinessCase)

Anexplanationofwhytheinvestmentshouldbemadeandhowthebusinesswillseeareturnonthatinvestment(ROI)atsomepointinthefuture.Awell-consideredbusinesscaseprovi-desdecisionmakerswiththeinformationtheyneedtodecideiftheinvestmentshouldpro-ceed.

BusinessPlan(StrategicThemes)

Aformalstatementofasetofbusinessgoals,whytheyareattainable,andtheplanforreachingthem.Safestrategicthemesprovidebusinesscontextfordecision-makingwithintheportfolioandinfluenceinvestmentsinVa-lueStream.StrategicThemesprovidetheenterprisewiththedifferentiatorsgoingfor-wardfromcurrentstatetofuturestate;theyhelpdriveinnovationandcompetitivediffe-rentiationthatisachievableonlyviaeffectiveportfoliosolutions.

A.4Product/ServicePlanning BudgetPlan Adescriptionoftheamountofmoneyspentonanorganisation'sInformationTechnologysys-temsandservices,includingcompensationforITprofessionalsandexpensesrelatedtotheconstructionandmaintenanceofenterprise-widesystemsandservices.

ProductorServiceDescrip-tion

AsetofDocumentswhichdescribetheProductorServicetobedevelo-ped/planed/delivered/maintained.

CEN


orkshop

prCEN/TR16234-2:2020(E)

36

A.5ArchitectureDesign EnterpriseArchitecture AnICTplanwhichappliesarchitectureprincip-lesandpracticestoguideorganizationsthroughthebusiness,information,process,andtechnologychangesnecessarytoexecutetheirstrategies.

A.6ApplicationDesign SolutionSpecification AsetofDocumentswhichdefineindetailtheSolutiontobedeveloped.

TeamBacklog AsetofuserandenablerStoriesthatoriginatefromtheProgramBacklog,aswellasstoriesthatariselocallyfromtheteam’sspecificcontext.Itcancontainotherworkitemsaswell,representingallthethingsateamneedstodotoadvancetheirportionofthesystem.

A.7TechnologyTrendMonito-ring

Solutionbasedonemergingtechnologies

Asolutionbasedonnewtechnologiesthattakesadvantageofitsfeaturestoinnovateorimprovebusinesse.

Newtechnologyintegrati-onproposal

Adocumentwhichillustratespossiblegoals,benefitsandstrategyforintegratingnewtech-nologiesinproducts,solutions,servicesorownbusinessprocesses.

A.8SustainabilityManagement SustainablePolicy AnITPolicybuiltontheprinciplesofGreenIT–reducingtheenvironmentalimpactofITproductsandinfrastructureaddingaspectsofsocialresponsibilitysuchasworkingenviron-mentandsociallyresponsiblemanufacturingofITproducts.

A.9Innovating Proofofconcept Ademonstration,thepurposeofwhichistoverifythatcertainconceptsortheorieshavethepotentialforreal-worldapplication.POCisthereforeaprototypethatisdesignedtode-terminefeasibility.

Productinnovationplan APlanthatinvolvestheideagenerationandopportunityrecognitionneededtotakeadvan-tageofmarketopportunitiestointroduceanewbusiness,productorservice.Anytypeofbusiness,productorservicemaybeused.

A.10UserExperience UserExperienceDesign Asetofproductspecificationstoenhanceusersatisfactionbyimprovingtheusability,acces-sibility,andpleasureprovidedintheinterac-tionwiththeproduct.Userexperiencedesignencompassestraditionalhuman–computerin-teractiondesign,andextendsitbyaddressingallaspectsofaproductorserviceasperceivedbyusers.

B.1ApplicationDevelopment Software/HardwareCom-ponent

ASoftware/Hardwaremodulethatencapsula-tesasetofrelatedfunctions(ordata).

SWDesignDescription Adescriptionwhichshowshowthesoftwaresystemwillbestructuredtosatisfytherequi-rements.Itistheprimaryreferenceforcodedevelopmentand,therefore,itmustcontainalltheinformationrequiredbyaprogrammertowritecode.

DocumentedCode Self-documentingcodeisostensiblywrittenusinghuman-readablenames,typicallyconsis-tingofaphraseinahumanlanguagewhichre-flectsthesymbol'smeaning.Thecodemustal-sohaveaclearandcleanstructuresothatahumanreadercaneasilyunderstandthealgo-

CEN


orkshop

prCEN/TR16234-2:2020(E)

37

rithmused.

B.2ComponentIntegration IntegratedSolution Asolutioninwhichallcomponentsandsub-systemsareintegratedandtested

B.3Testing TestProcedure Asetoftestswhichaddresseshomogeneous/similarsolutionareas.

TestPlan Adocumentdescribingthescope,approach,resourcesandscheduleofintendedtestactivi-ties.

ValidatedSolution AsolutionattheendofTestandValidationPhase.

B.4SolutionDeployment Release AresultofactivitiesincludingSolutionverifi-cationandvalidation,documentation,andsupportingactivitiestomakeasolutionavailable.

ReleasePlan AplanofactivitiesincludingSolutionverifica-tionandvalidation,documentation,andsup-portingactivitiestomakeasolutionavailable.

B.5DocumentationProduction SolutionDocumentation AsetofDocumentswhichillustrateallaspectsrelatedtotheSolution.

B.6ICTSystemsEngineering DigitalInfrastucture(Sys-tems,Network,Cloudetc)

Thewholeofnetwork,compute,andstoragefunctionsrequiredforthesuccessfuldeliveryofapplicationsandservicesinaall-IPconnec-tedeconomy.

C.1UserSupport FirstLevelSupport Aservicetosupportcustomerstoidentifysys-tem,networkandapplicationproblemsandadvisingonthesolution;whererequiredacti-vate2ndand3rdlevelforspecialistsupport

C.2ChangeSupport RFC(RequestforChange) Aformalproposalforachangetobemadein-cludingdetailsoftheproposedchange.

Up-to-dateSolution AnupdatedSolutionduringtheMaintenancePhase.

C.3ServiceDelivery ServiceCatalogueInforma-tion

Aservicecatalogueinformationincludesor-deringandrequestingprocesses/prices/de-liverables/contractpoints.

SolutioninOperation Asolutiondeployedandrunningintheactualoperationalenvironment.

CapacityPlan AplantomanagetheresourcesrequiredtodeliverITservicesthatdescribesthecurrentandhistoricusageofITservicesandcompo-nents,andanyissuesthatneedtobeaddressed.Theplanalsocontainsscenariosfordifferentpredictionsofbusinessdemandandcostedoptionstodelivertheagreedservicele-veltargets.

C.4ProblemManagement SolvedIncident AnincidentatthestagewhereaSolutiontoaddresstheproblemhasbeenapplied.

EscalationProcess Aprocesswhichdefineswhattodo,intermsof,forexample,whotoinformandwhatwillthenhappen,whenaproblemreachesadefi-nedlevelofdifficultyorscale.

C.5SystemsManagement System/NetworkConfigu-ration

Thesettingsorthehardware-softwarearran-gementandhoweachdeviceandsoftwareor

CEN


orkshop

prCEN/TR16234-2:2020(E)

38

processinteractwitheachotherbasedonaSystem/Networksettingscreatedautomatical-lybythesystemordefinedbytheuser.

MonitoringReport AregularlycreateddocumentthatprovidesinformationaboutthestatusofthemonitoredITservicesandthenecessarysystems

D.1InformationSecurityStrate-gyDevelopment

InformationSecurityRiskAssessment

Anidentification,monitoringandanalysisofvulnerabilitiesanddataprivacyissuesandhowtomanagethem;aneffectiveplanofprio-ritizedsolutionsbasedonspecificgoals,schedule,andbudget.

InformationSecurityPolicy Asetofprinciples/rulestoguidedecisionsandachieveoptimaloutcome(s)inInformationSecurity.

InformationSecurityStra-tegy

AdescriptionofthegoalsandstrategyforIn-formationSecuritypolicies,activitiesandpro-cesses.

D.2ICTQualityStrategyDevelo-pment

QMS(QualityManagementSystem)

Asetofpolicies,processesandproceduresre-quiredforplanningandexecutioninthecorebusinessareaofanorganization(i.e.,areasthatcanimpacttheorganization'sabilitytomeetcustomerrequirements).

ICTQualityPolicy Asetofprinciples/rulestoguidedecisionstoachieveoptimalIToutcome(s)intermofquali-ty

D.3EducationandTrainingPro-vision

TrainingProgram Aprogramfortheacquisitionofknowledge,skills,andcompetences.

TrainingPolicy Asetofprinciples/rulestoguidedecisionsandachieveoptimaloutcome(s)inICTtraining.

D.4Purchasing Order Astatedintentiontoengageinacommercialtransactionforspecificproductsorservices.

ProcurementProcess Thewayacompanygoesaboutmakingneces-sarypurchasesofmaterialsandservicestofa-cilitateitscontinuedoperation.Itinvolvesthespecificidentificationofthoseneeds,adetailedexaminationofoptions,andallsuccessivestepsnecessarytofindandobtainrequiredgoodsandservices.

D.5SalesDevelopment TechnicalProposal Adocumentthatdefinesthetechnicalrequi-rementsofaproject,andexplainstheplanformulatedtoaddressthem.

SalesPlan Astrategythatsetsoutsalestargetsandtacticsforyourbusiness,andidentifiesthestepsyouwilltaketomeetyourtargets.

SalesStrategy Plannedapproachtoaccount-managementpo-licyformation,prospectidentificationandqua-lification,salespresentation,andordergenera-tionaimedatachievingafirm'ssalesquotasortargets.

D.6DigitalMarketing Digitalmarketingplan Adocumentsharingthedetailsforalltheplanningforyourdigitalmarketingcampaignsoractions.

D.7DataScienceandAnalytics DataSelection Theresultoftheprocessofdeterminingtheappropriatedatatypeandsource,aswellassuitableinstrumentstocollectdata.

DataCollectionandRe-presentation

Theresultofaprocesswherespecific,struc-turedinformationaregatheredinasystematic

CEN


orkshop

prCEN/TR16234-2:2020(E)

39

fashion,subsequentlyenablingdataanalysistobeperformedonresultinginformation.

DataAnalytics AmethodofData,InformationandKnowledgemanagementwhichusedataaggregationanddataminingtoprovideinsightintothepastandanswer:“Whathashappened?”Thistaketheformofreports,dashboards,etc.

D.8ContractManagement Contract Anagreementbetweentwoormorepartiestoperformaservice,provideaproductorcom-mittoanactandisenforceablebylaw.

D.9PersonnelDevelopment CompetenceAssessment AProcessformeasuringpeoplecompetence.TrainingCourse Aneventwiththeaimoftheacquisitionof

knowledge,skills,andcompetences.HRDevelopmentPlan Asystematicprocessofmatchingtheinte-

rests,skillsandtalentsofemployees/staff/personnelwithorganisatio-nalgoals

D.10InformationandKnow-ledge

KnowledgeorInformationBase

Anorganizedrepositoryofknowledgeconsis-tingofconcepts,data,objectives,require-ments,rules,andspecifications.

DataModel Adescriptionofdataandrelationsintermsofdependency,consistencyandintegrity.

DataManagementPlan Aplanbywhichtherequireddataisacquired,validated,stored,protected,andprocessed,andbywhichitsaccessibility,reliability,andtimelinessisensuredtosatisfytheneedsofthedatausers.

D.11NeedsIdentification SolutionRequirements Asoftwarerequirementsspecificationisadescriptionofasoftwaresystemtobedevelo-ped.Itlaysoutfunctionalandnon-functionalrequirements,andmayincludeasetofusecasesthatdescribeuserinteractionsthatthesoftwaremustprovide.

NonFunctionalRequire-ments

Adescriptionofattributessuchassecurity,re-liability,maintainability,scalability,andusabi-litywhicharenotcoretothespecificfunctionbutnecessaryforeffectivesoftware.

ProgramBacklog AprioritizedlistofFeaturesthathavebeenanalyzedandareintendedtoaddressuserneedsanddeliverbusinessbenefitsforasingleAgileReleaseTrain(ART).

E.1ForecastDevelopment ProductionForecast Aprojectionofachievable/likelyproductionvolumes,basedonmarketneeds,historicalsa-lesdataandcurrentproductioncapacity.

E.2ProjectandPortfolioMa-nagement

ProjectPlan Aformal,approveddocumentusedtoguidebothprojectexecutionandprojectcontrol.

ProjectPortfolio Aformalapproveddocumentforanalyzingandcollectivelymanagingagroupofcurrentorproposedprojects.

E.3RiskManagement RiskManagementPlan Aformaldocumentthatdescribeshowtodealwithspecificrisksandwhatriskmanagingac-tionscanbetakeninordertomitigateorre-movethreats.

RiskManagementPolicy Asetofprinciples/rulestoguidedecisions

CEN


orkshop

prCEN/TR16234-2:2020(E)

40

andachieveoptimaloutcome(s)inRiskMa-nagement.

E.4RelationshipManagement BusinessRelationship Arelationshipestablishedtoprovidebusinessservices.

Communicationplan Aroadmapforgettingyourmessagedeliveredtoyouraudience.It’sanessentialtoolforensu-ringyourorganizationsendsaclear,specificmessagewithmeasurableresults.

E.5ProcessImprovement BusinessProcessDefiniti-on

Aformaldefinitionanddescriptionofrelated,structuredactivitiesthatwillaccomplishaspecificorganizationalgoal.

ProcessKPI AProcessKeyPerformanceIndicatorisamea-surablevaluethatdemonstrateshoweffec-tivelyaprocessobjectiveisachieved.

E.6ICTQualityManagement ICTAuditReport Anexaminationandevaluationofanorganiza-tion'sinformationtechnologyinfrastructure,policiesandoperations.Theevaluationofob-tainedevidencedeterminesiftheinformationsystemsaresafeguardingassets,maintainingdataintegrity,andoperatingeffectivelytoachievetheorganization'sgoalsorobjectives.

QualityPerformanceIndi-cators

Asetofindicatorsmeasuringhowqualitypo-licyisimplementedonISprojectsandICTso-lutionsinoperation.

QualityPlan Adefinitionoftheactivitieswhichwilldeliversolutionsachievingcustomer'squalityexpecta-tionsonthebasisofthequalitystandards.

E.7BusinessChangeManage-ment

ChangeManagementPlan Aplanwhichaddressestheimpactofchangetoanorganization,easingthetransition.

DigitalTransformationRoadmap

Asophisticatedprojectplanthatdetailsdura-tionsanddependenciesofalltheinitiativesintheDigitalTransformation.Theroadmapalsoprovidescheckpointsforassessingthepro-gressandsuccessoftheDigitalTransformationdowntheroad.

E.8InformationSecurityMa-nagement

DataProtectionPolicy Asetofprinciplesorrulestoguidedecisionsandachieveoptimaloutcome(s)inDatapro-tection.

SecurityAssessment AnexplicitstudytolocateITsecurityvulnera-bilitiesandrisks.

E.9InformationSystemsGover-nance

ICTGovernancePolicy Aprincipleorruletoguidedecisionsandachieveoptimaloutcome(s)inICTGovernancepolicy.

CEN


orkshop

prCEN/TR16234-2:2020(E)

41

AnnexC(informative)

prTR16234-3 Chapter 7.1. ensuresmethodology guidance from amoe generic viewpoint on how to createinterfacesbetweenthee-CFandotherframeworksofinteresttothesector.Inthisfollowingsection,anotherrelationship is elaborated as an illustrative example between e-CF and Euro-Inf, supplementary to theinformativeAnnexBoftheEN16234-1standard.

ThisAnnexprovidescomplementaryinformationtochapter5.6.4.TheEQANIEProgrammeOutcomescanbedescribedasqualitystandardsforknowledge,skillsandcompetencesthatgraduatesofanaccreditedcourseshould have achieved as the educational base for practising their profession or for post-graduate studies.Theywill vary inextentand intensity inaccordancewith thedifferingobjectivesofFirstandSecondCycledegree(FCDandSCD)programmes.TheEQANIEcategoriesarethefollowing:

• UnderlyingConceptualBasisforInformatics

• Analysis

• DesignandImplementation

• Economic,Legal,Social,EthicalandEnvironmentalcontext

• InformaticsPractice

• OtherProfessionalCompetences

The first category “Underlying Conceptual Basis for Informatics” therefore identifies capabilities that areessential to satisfying the other programme outcomes, independently from the specific informaticsspecialisationandapplicationcontext.“Analysis”involvestheapplicationofinformaticsconceptsandtoolstotheanalysisofbothproblemsandtheirsolutions,while“DesignandImplementation” involves thecreationanddevelopmentofaneconomicallyviableproduct,processorsystemtomeetadefinedneed.Theseinvolvesignificanttechnicalandintellectualchallengesandcanbeusedtointegrateinformaticsknowledgeandskillsto the solution of real and complex problems. Computing activity can have impacts on individuals, oncommerce, on society and on the environment. The “Economic, legal, social, ethical and environmentalcontext”category identifies theskills thatgraduatesneed tomanage theiractivitiesand tobeawareof thevariouslegalandethicalconstraintsunderwhichtheyareexpectedtooperate,includinganunderstandingofthe need for a high level of professional and ethical conduct in relation to activities in informatics and aknowledge of professional codes of conduct. “Informatics practice” identifies the practical capabilities thatgraduates shouldhavedemonstrated through theapplicationof informatics skills inavarietyof situations.They should have demonstrated that they have an understanding of the contexts in which informaticsknowledge can be applied (e.g. development and application of hardware and software, operation andmanagementofinformaticssystems,etc).

Thee-CFstandardisstructuredacrossfourdimensions.Thedimensionsreflectareasofbusinessandhumanresourceplanningandincorporatejobandworkproficiencyguidelinesspecifiedasfollows.Complementary,the standard incorporates a transversal component which provides basic generic ICT descriptors forsuccessfulapplicationofe-CFcompetencesinaworkplacecontext.

Thefollowingtable“ComparisonofprinciplesappliedbytheframeworkEQANIEandofthee-CF”servesasatool for revealing relationships between the two frameworks and guide an initial mapping process andconclusionsfortheirpotentialcomplementaryfunctioning.

TableB.1—Comparisonofprinciplesappliedbye-CFandEuro-Inf/EQANIE

CEN


orkshop

prCEN/TR16234-2:2020(E)

42

Philosophyandprinciples

e-CF Euro-Inf

Scope ICTProfessionals QualityofHigherEducationInformaticsQualifications

Targetgroups Stakeholders dealing with ICT Professionalcompetences from multiple perspectives, inparticular:

—ICTservice,demandandsupplycompanies;

— ICT professionals, managers and humanresource(HR)departments;

— vocational education institutions andtrainingbodiesincludinghighereducation;

—socialpartners(tradeunionsandemployerassociations);

— professional associations, accreditation,validationandassessmentbodies;

—marketanalystsandpolicymakers;and

— other organizations and stakeholders inpublicandprivatesectorsacrossEurope.

Stakeholders dealing withInformatics Higher Education frommultipleperspectives,inparticular:

—highereducationinstitutions;

—studentsandgraduates;

— accreditation agencies, validationandassessmentbodies;

— ICT professionals, managers andhumanresource(HR)departments;

—policymakers;

—otherorganizationsandstakeholdersinpublicandprivatesectorsacrossEurope.

Aimsandpurposes “a common European language for ICTworkplace-related competences, skills andproficiency levels as required and applied byprofessionalsofthesector.”

“a broad common denominator, oroverarching reference point, for thevariety of informatics degreeprogrammes… All graduates ofdegreeprogrammesassessedagainstthe Euro-Inf Standards are expectedto achieve the programme learningoutcomesstatedtherein.”

Basisstructure businessprocessesdealwithICTsystems:

plan,build,run,enable,manage

• GenericcriteriaforProgrammeAssessmentandAccreditation

• Programmeoutcomesforaccreditation:― underlyingconceptualbasis

forInformatics,― analysis,― designandimplementation,― economic,legal,social,ethical

andenvironmentalcontext,― Informaticspractice,― otherprofessional

competences

Understandingof...

competence(professionalcontext)andoutcomes

“Competenceisademonstratedabilitytoapplyknowledge, skills and attitudes for achieving

“Programme Outcomes can bedescribed as quality standards forknowledge, skills and competences

CEN


orkshop

prCEN/TR16234-2:2020(E)

43

(educationalcontext) observableresults”.

“This is a holistic concept directly related toworkplace activities and incorporatingcomplexhumanbehaviours...”

that graduates of an accreditedcourse should have achieved as theeducational base for practising theirprofession or for post-graduatestudies.Theywill vary in extent andintensity in accordance with thediffering objectives of First andSecond Cycle degree (FCD and SCD)programmes”.

“The intended learningoutcomes forthe programme are easily accessibletotherelevantstakeholders…”

“The needs of relevant stakeholders(such as students, potentialemployers, graduates, informaticssocieties, etc.) have been explicitlyidentifiedandaretakenintoaccount.Graduates have clear labour marketprospects”

levels “Five e-Competence proficiency levels […]focus specifically on “demonstrated abilities”inpracticalworkexperiences.”

“… levels can be defined through threedimensions:

1.Autonomy[...]

2.Contextcomplexity[...]

3. Behaviour here representing an observableoutcome...”

TwoProgrammelevels:

• FirstCyclegraduatesshouldbeabletoformaliseandspecifyreal-worldproblemswhosesolutioninvolvestheuseofinformatics,

• SecondCyclegraduatesare,inaddition,expectedtohavedemonstratedtheirabilitytospecifyandcompleteinformaticstasksthatarecomplex,incompletelydefinedorunfamiliar

Terminologyusedforoutcomes:awareness,complex

CEN


orkshop

prCEN/TR16234-2:2020(E)

44

Bibliography

[1] ENXXXX,Titleofreference

underdevelopment.

CEN


orkshop

Date post:	01-Aug-2020
Category:	Documents
Upload:	others
View:	1 times
Download:	0 times