CEN/TS 17699:2022
(Main)Guidelines for developing ICT Professional Curricula as scoped by EN 16234-1 (e-CF)
Guidelines for developing ICT Professional Curricula as scoped by EN 16234-1 (e-CF)
This document provides guidance and inspiration on how to design/redesign, develop, maintain, adjust, and compare ICT Professional curricula and learning programmes as scoped by EN 16234 1:2019 and related documents.
EN 16234 1:2019 (e-CF) is the starting guiding point for this document, for a shared European language for ICT professional development. Other framework sources can be used to apply the methodology outlined in this document.
This document is for application by educational institutions, learning programmes and certification providers of all types (public and private), providing ICT Professional education and training including:
• Higher Education (HE);
• Vocational Education and Training (VET);
• Any other educational or training institution or provider in professional ICT, e.g. Continuous Professional Development (CPD).
This document is focused on guiding education providers on how to align curricula and learning programmes with the structure and principles of EN 16234 1 (e-CF) e-Competences and CWA 16458 1 ICT Professional Role Profiles. It applies to all forms of education, supporting educational providers who plan to use a shared European language on knowledge, skills, competences and roles, as ingredients for the successful provision of ICT Professional education and training.
The guidelines, provided by this document, include formal, non-formal and industry developed education and training through the provision of high-level, consistent recommendations and guidance for ICT curriculum or learning programme design by any education provider.
In this document, a distinction is made between a learning programme and a curriculum. The term “curriculum” is strongly associated with formal educational institutions and degrees, the term “learning programme” indicates a broader, more encompassing concept, also incorporating training and other learning programmes, not restricted to only “curricula”. As the proposed methodology in this document relates to both curricula and learning programmes, the term ‘learning programme’ is used throughout the text. If the term ‘curriculum’ is used, then that narrower meaning is explicitly applicable in that situation.
Leitlinien für die Entwicklung von Lehrplänen für IKT-Fachkräfte nach EN 16234-1 (e-CF)
Das vorliegende Dokument dient als Anleitung und Inspiration für die Gestaltung/Neugestaltung, Entwicklung, Aktualisierung, Anpassung und den Vergleich von IKT Lehrplänen und -Lernprogrammen, wie sie in EN 16234 1:2019 und zugehörigen Dokumenten beschrieben sind.
EN 16234 1:2019 (e CF) ist der Ausgangspunkt für dieses Dokument, das eine gemeinsame europäische Sprache für die Entwicklung von IKT Fachkräften darstellt. Für die Anwendung der in diesem Dokument dargelegten Methodik können auch andere Rahmenquellen verwendet werden.
Dieses Dokument ist für Bildungseinrichtungen, Lernprogramme und Anbieter von Zertifikaten aller Art (öffentlich und privat) gedacht, die IKT Fachkräfte aus- und weiterbilden, einschließlich:
— Hochschulbildung (HE, en: higher education);
— Berufsausbildung und Weiterbildung (VET, en: vocational education and training);
— jede andere Bildungs- oder Ausbildungseinrichtung oder jeder Anbieter im Bereich der fachkundigen IKT, z. B. im Rahmen der Weiterbildung zur stetigen beruflichen Entwicklung (CPD, en: continuous professional development).
Dieses Dokument konzentriert sich darauf, Bildungsanbieter anzuleiten, wie sie Lehrpläne und Lernprogramme mit der Struktur und den Grundsätzen von EN 16234 1 (e CF), e Kompetenzen und CWA 16458 1 ICT Professional Role Profiles ausrichten können. Es gilt für alle Formen der Bildung und unterstützt Bildungsanbieter, die eine gemeinsame europäische Sprache für Wissen, Fertigkeiten, Kompetenzen und Rollen als Bestandteile für die erfolgreiche Bereitstellung von Aus- und Weiterbildung für IKT Fachkräfte verwenden wollen.
Die in diesem Dokument enthaltenen Leitlinien umfassen die formale, nicht-formale und von der Industrie entwickelte Aus- und Weiterbildung, indem sie hochrangige, konsistente Empfehlungen und Anleitungen für die Gestaltung von IKT Lehrplänen oder -Lernprogrammen durch Bildungsanbieter bereitstellen.
In diesem Dokument wird zwischen einem Lernprogramm und einem Lehrplan unterschieden. Der Begriff „Lehrplan“ wird stark mit formalen Bildungseinrichtungen und Abschlüssen assoziiert, während der Begriff „Lernprogramm“ für ein breiteres, umfassenderes Konzept steht, das auch Ausbildungs- und andere Lernprogramme einschließt und nicht nur auf „Lehrpläne“ beschränkt ist. Da sich die in diesem Dokument vorgeschlagene Methodik sowohl auf Lehrpläne als auch auf Lernprogramme bezieht, wird im gesamten Text die Benennung „Lernprogramm“ verwendet. Wenn die Benennung „Lehrplan“ verwendet wird, dann ist diese engere Bedeutung in dieser Situation ausdrücklich anwendbar.
Smernice za izdelavo strokovnih učnih načrtov IKT v skladu s standardom EN 16234-1 (e-CF)
Ta dokument podaja praktične smernice za izdelavo učnih načrtov v podporo strokovnjakom IKT, kot je opredeljeno v standardu EN 16234-1 (e-CF). Podpiral bo vse temelje strokovnosti IKT, s čimer se bo izboljšalo zagotavljanje izdelkov in storitev.
Ta dokument ne vključuje skupnosti uporabnikov IT (ta je zajeta v okviru digitalnih kompetenc za državljane (DigComp); glej standard EN 16234-1, dodatek B.4).
Obravnava strokovnjake IKT, opredeljene v standardu EN 16234-1, ter podpira deležnike informacijske in komunikacijske tehnologije (IKT), zlasti:
– ponudnike programov učenja, vključno z ustanovami za višješolsko in poklicno izobraževanje ter organi usposabljanja;
– službe, uporabnike in organizacije za zagotavljanje informacijske in komunikacijske tehnologije;
– oddelke s strokovnjaki, vodstvenim kadrom ter človeškimi viri na področju informacijske in komunikacijske tehnologije;
– socialne partnerje (združenja sindikatov in zveze delodajalcev);
– strokovna združenja ter organe za akreditacijo, potrjevanje in ocenjevanje;
– tržne analitike in oblikovalce politik; ter
– druge organizacije in deležnike v javnem sektorju ter zasebnih sektorjih.
Zagotavlja smernice in podporo glede tega, kako uporabljati evropske referenčne standarde o strokovnosti IKT v kontekstu učenja ter kakšne so njihove prednosti.
General Information
Standards Content (Sample)
SLOVENSKI STANDARD
01-maj-2022
Smernice za izdelavo strokovnih učnih načrtov IKT v skladu s standardom EN
16234-1 (e-CF)
Guidelines for developing ICT Professional Curricula as scoped by EN16234-1 (e-CF)
Richtlinien für die Entwicklung von Lehrplänen für IKT-Fachkräften nach EN16234-1 (e-
CF)
Ta slovenski standard je istoveten z: CEN/TS 17699:2022
ICS:
03.100.30 Vodenje ljudi Management of human
resources
35.020 Informacijska tehnika in Information technology (IT) in
tehnologija na splošno general
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.
CEN/TS 17699
TECHNICAL SPECIFICATION
SPÉCIFICATION TECHNIQUE
March 2022
TECHNISCHE SPEZIFIKATION
ICS 03.100.30; 35.020
English Version
Guidelines for developing ICT Professional Curricula as
scoped by EN 16234-1 (e-CF)
Richtlinien für die Entwicklung von Lehrplänen für
IKT-Fachkräften nach EN16234-1 (e-CF)
This Technical Specification (CEN/TS) was approved by CEN on 3 January 2022 for provisional application.
The period of validity of this CEN/TS is limited initially to three years. After two years the members of CEN will be requested to
submit their comments, particularly on the question whether the CEN/TS can be converted into a European Standard.
CEN members are required to announce the existence of this CEN/TS in the same way as for an EN and to make the CEN/TS
available promptly at national level in an appropriate form. It is permissible to keep conflicting national standards in force (in
parallel to the CEN/TS) until the final decision about the possible conversion of the CEN/TS into an EN is reached.
CEN members are the national standards bodies of Austria, Belgium, Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia,
Finland, France, Germany, Greece, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway,
Poland, Portugal, Republic of North Macedonia, Romania, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey and
United Kingdom.
EUROPEAN COMMITTEE FOR STANDARDIZATION
COMITÉ EUROPÉEN DE NORMALISATION
EUROPÄISCHES KOMITEE FÜR NORMUNG
CEN-CENELEC Management Centre: Rue de la Science 23, B-1040 Brussels
© 2022 CEN All rights of exploitation in any form and by any means reserved Ref. No. CEN/TS 17699:2022 E
worldwide for CEN national Members.
Contents Page
European foreword . 5
Introduction . 6
1 Scope . 8
2 Normative references . 8
3 Terms and definitions . 9
4 ICT Curriculum guidelines in context of European ICT Professionalism . 13
5 Education and Training System in Europe . 15
5.1 Introduction . 15
5.2 Forms of post-secondary education . 16
5.2.1 General . 16
5.2.2 Higher Education . 16
5.2.3 Vocational Education and Training . 17
5.2.4 Other forms of education . 17
5.3 Levels in education . 17
5.4 Competence-based learning programmes . 18
6 The Educational profile model . 19
6.1 Introduction . 19
6.1.1 General . 19
6.1.2 The Educational profile as a tool . 21
6.1.3 Scopes of the Educational profile . 21
6.2 Elements of the Educational profile . 22
6.2.1 General . 22
6.2.2 Description . 23
6.2.3 A set of programme learning outcomes . 23
6.2.4 A set of unit learning outcomes . 23
6.2.5 Assessments . 24
6.3 Constructing Educational profiles . 24
6.3.1 General . 24
6.3.2 Inputs of an Educational profile . 24
6.3.3 From Professional Role Profile to Educational profile . 26
6.3.4 From EN 16234-1:2019 (e-CF) e-Competences to Educational profile . 28
6.3.5 From other starting points to Educational profile . 30
7 Designing or redesigning an EN 16234-1:2019 (e-CF) based learning programme . 31
8 Implementation and organization of an EN 16234-1 (e-CF) based learning programme
8.1 EN 16234-1 (e-CF) compliancy . 34
8.1.1 Degrees of alignment . 34
8.1.2 EN 16234-1:2019 (e-CF) and the T-shaped professional. 35
8.1.3 How to stay EN 16234-1:2019 (e-CF) compliant . 35
8.2 Localization . 35
8.2.1 Local needs . 35
8.2.2 Linking to professional practice . 36
8.2.3 Cooperation with other educational institutes . 36
8.3 Staff training . 37
8.4 Accreditation and certification. 37
8.4.1 Accreditation . 37
8.4.2 Certification . 37
8.5 Communication and marketing. 37
8.5.1 External . 37
8.5.2 Internal . 37
Annex A (informative) ICT Professionalism for Europe underpinning references and standards 38
A.1 EN 16234-1:2019 (e-Competence Framework) . 38
A.2 CWA 16458-1:2018 European ICT Professional Role Profiles. 42
A.3 prEN 17748-1, Foundational Body of Knowledge for the ICT Profession (ICT BoK) . 45
A.4 FprCEN/TS 17834 European Professional Ethics Framework for the ICT Profession . 49
A.5 FprCEN/TR 17802 e-Competence performance indicators and common metrics . 50
Annex B (informative) e-Competence levels e-1 to e-5 from EN 16234-1:2019 (e-CF) . 51
Annex C (informative) EN 16234-1 (e-CF) and European ICT Professional Role Profiles Use Cases –
overview . 53
Annex D (informative) e-CF proficiency levels versus EQF and types of education . 57
Annex E (normative) The educational profile template . 58
Annex F (informative) Creating an Educational profile related to ICT Project management based
on different market needs and starting points . 60
F.1 Introduction . 60
F.2 ICT Project Management course within the existing bachelor programme . 61
F.3 A single ICT Project Management course as a short separate programme . 65
F.4 Full master programme for Junior project manager role based on ICT professional profile
F.5 MOOC that will provide learners basic theoretical knowledge related to ICT project
management . 72
F.6 Examples of educational profiles . 74
Annex G (informative) Example: Translating EN 16234-1 (e-CF) competence into Programme
Learning Outcome . 82
Annex H (informative) Example: Translating e-CF-based Programme Learning Outcome into
Learning Outcomes . 89
Annex I (informative) Questions and answers related to the development of an Educational profile
Bibliography . 147
European foreword
This document (CEN/TS 17699:2022) has been prepared by Technical Committee CEN/TC 428 “ICT
Professionalism and Digital Competences”, the secretariat of which is held by UNI.
Attention is drawn to the possibility that some of the elements of this document may be the subject of
patent rights. CEN shall not be held responsible for identifying any or all such patent rights.
Any feedback and questions on this document should be directed to the users’ national standards body.
A complete listing of these bodies can be found on the CEN website.
According to the CEN/CENELEC Internal Regulations, the national standards organisations of the
following countries are bound to announce this Technical Specification: Austria, Belgium, Bulgaria,
Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, France, Germany, Greece, Hungary, Iceland,
Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Netherlands, Norway, Poland, Portugal, Republic of
North Macedonia, Romania, Serbia, Slovakia, Slovenia, Spain, Sweden, Switzerland, Turkey and the United
Kingdom.
Introduction
To underpin the development of a European Professional ICT workforce there is an imperative t
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Questions, Comments and Discussion
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