kSIST-TS FprCEN/TS 17699:2021
(Main)Guidelines for developing ICT Professional Curricula as scoped by EN16234-1 (e-CF)
Guidelines for developing ICT Professional Curricula as scoped by EN16234-1 (e-CF)
This document provides the practical guidance on how to develop curricula in support of ICT Professionals as scoped and defined by the EN 16234-1 (e-CF). It will support all cornerstones of ICT professionalism, leading to enhanced provision of products and services.
This document excludes the IT user community (which is covered by DigComp the Digital competence Framework for Citizens, see EN 16234-1 Annex B.4).
It covers ICT professionals defined by EN 16234-1 and supports Information and Communication Technology (ICT) stakeholders, in particular:
- learning program providers, including higher education, vocational education institutions and training bodies
- ICT service, demand and supply organisations;
- ICT professionals, managers and human resource (HR) departments;
- social partners (trade unions and employer associations);
- professional associations, accreditation, validation and assessment bodies;
- market analysts and policy makers and
- other organisations and stakeholders in public and private sectors.
It provides guidance and support on how to apply and benefit from the European ICT Professionalism reference standards in learning context.
Richtlinien für die Entwicklung von Lehrplänen für IKT-Fachkräften nach EN16234-1 (e-CF)
Smernice za izdelavo strokovnih učnih načrtov IKT v skladu s standardom EN 16234-1 (e-CF)
General Information
Standards Content (sample)
SLOVENSKI STANDARD
kSIST-TS FprCEN/TS 17699:2021
01-november-2021
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: FprCEN/TS 17699
ICS:
03.100.30 Vodenje ljudi Management of human
resources
35.020 Informacijska tehnika in Information technology (IT) in
tehnologija na splošno general
kSIST-TS FprCEN/TS 17699:2021 en,fr,de
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.
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kSIST-TS FprCEN/TS 17699:2021
FINAL DRAFT
TECHNICAL SPECIFICATION
FprCEN/TS 17699
SPÉCIFICATION TECHNIQUE
TECHNISCHE SPEZIFIKATION
September 2021
ICS 03.100.30; 35.020
English Version
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)
This draft Technical Specification is submitted to CEN members for Vote. It has been drawn up by the Technical Committee
CEN/TC 428.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.Recipients of this draft are invited to submit, with their comments, notification of any relevant patent rights of which they are
aware and to provide supporting documentation.Warning : This document is not a Technical Specification. It is distributed for review and comments. It is subject to change
without notice and shall not be referred to as a Technical Specification.EUROPEAN COMMITTEE FOR STANDARDIZATION
COMITÉ EUROPÉEN DE NORMALISATION
EUROPÄISCHES KOMITEE FÜR NORMUNG
CEN-CENELEC Management Centre: Rue de la Science 23, B-1040 Brussels
© 2021 CEN All rights of exploitation in any form and by any means reserved Ref. No. FprCEN/TS 17699:2021 E
worldwide for CEN national Members.---------------------- Page: 3 ----------------------
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Contents Page
European foreword ................................................................................................................................................................. 4
Introduction ............................................................................................................................................................................... 5
1 Scope .................................................................................................................................................................................... 7
2 Normative references .................................................................................................................................................... 7
3 Terms and definitions .................................................................................................................................................... 8
4 ICT Curriculum guidelines in context of European ICT Professionalism .................................................. 12
5 Education and Training System in Europe ........................................................................................................... 14
5.1 Introduction............................................................................................................................................................ 14
5.2 Forms of post-secondary education ............................................................................................................... 14
5.2.1 General ............................................................................................................................................................. 14
5.2.2 Higher Education.......................................................................................................................................... 15
5.2.3 Vocational Education and Training ....................................................................................................... 15
5.2.4 Other forms of education .......................................................................................................................... 15
5.3 Levels in education............................................................................................................................................... 16
5.4 Competence-based learning programmes .................................................................................................. 17
6 The Educational profile model ................................................................................................................................. 17
6.1 Introduction............................................................................................................................................................ 17
6.1.1 General ............................................................................................................................................................. 17
6.1.2 The Educational profile as a tool ............................................................................................................ 19
6.1.3 Scopes of the Educational profile ........................................................................................................... 20
6.2 Elements of the Educational profile ............................................................................................................... 20
6.2.1 General ............................................................................................................................................................. 20
6.2.2 Description ..................................................................................................................................................... 21
6.2.3 A set of programme learning outcomes ............................................................................................... 22
6.2.4 A set of unit learning outcomes .............................................................................................................. 22
6.2.5 Assessments ................................................................................................................................................... 22
6.3 Constructing Educational profiles .................................................................................................................. 22
6.3.1 General ............................................................................................................................................................. 22
6.3.2 Inputs of an Educational profile ............................................................................................................. 23
6.3.3 From Professional Role Profile to Educational profile ................................................................... 24
6.3.4 From EN 16234-1:2019 (e-CF) e-Competences to Educational profile ..................................... 27
6.3.5 From other starting points to Educational profile ........................................................................... 28
7 Designing or redesigning a EN 16234-1:2019 (e-CF) based learning programme ................................ 29
8 Implementation and organization of an EN 16234-1 (e-CF) based learning programme .................. 32
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8.1 EN 16234-1 (e-CF) compliancy ........................................................................................................................ 32
8.1.1 Degrees of alignment .................................................................................................................................. 32
8.1.2 EN 16234-1:2019 (e-CF) and the T-shaped professional .............................................................. 33
8.1.3 How to stay EN 16234-1:2019 (e-CF) compliant ............................................................................... 33
8.2 Localization ............................................................................................................................................................. 33
8.2.1 Local needs ..................................................................................................................................................... 33
8.2.2 Linking to professional practice ............................................................................................................. 33
8.2.3 Cooperation with other educational institutes ................................................................................. 34
8.3 Staff training ........................................................................................................................................................... 34
8.4 Accreditation and certification ........................................................................................................................ 34
8.4.1 Accreditation ................................................................................................................................................. 34
8.4.2 Certification ................................................................................................................................................... 34
8.5 Communication and marketing ....................................................................................................................... 35
8.5.1 External ........................................................................................................................................................... 35
8.5.2 Internal ............................................................................................................................................................ 35
Annex A (informative) ICT Professionalism for Europe underpinning references and standards ......... 36
Annex B (informative) e-Competence levels e-1 to e-5 from EN 16234-1:2019 (e-CF) ............................... 49
Annex C (informative) EN 16234-1 (e-CF) and European ICT Professional Role Profiles Use Cases –
overview .................................................................................................................................................................................... 51
Annex D (informative) e-CF proficiency levels versus EQF and types of education ..................................... 55
Annex E (normative) The educational profile template ......................................................................................... 56
Annex F (informative) Creating an Educational profile related to ICT Project management based on
different market needs and starting points ................................................................................................................. 58
Annex G (informative) Example: Translating EN 16234-1(e-CF) competence into Programme Learning
Outcome ..................................................................................................................................................................................... 79
Annex H (informative) Example: Translating e-CF-based Programme Learning Outcome into Learning
Outcomes ................................................................................................................................................................................... 85
Annex I (informative) Questions and answers related to the development of an Educational profile . 94
Bibliography ......................................................................................................................................................................... 140
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European foreword
This document (FprCEN/TS 17699:2021) has been prepared by Technical Committee CEN/TC 428 “ICT
Professionalism and Digital Competences”, the secretariat of which is held by UNI.
This document is currently submitted to the Vote on TS.---------------------- Page: 6 ----------------------
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Introduction
To underpin the development of a European Professional ICT workforce there is an imperative to provide
education and training fit to meet the requirements of the ICT professional community. Enhanced approaches
to address the education of new ICT entrants and for existing practitioner continuous professional development
needs are required.The EN 16234-1:2019 e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 1: Framework incorporates a common language articulating key ICT
competences as required and applied in the ICT professional workplace. It offers a multifaceted background of
the required essential knowledge, skills and attitudes applicable to ICT professionals across the breadth of ICT
disciplines. It therefore follows that applying EN 16234-1 (e-CF) principles to education provision offers a route
map to the realization of a genuinely professional ICT community.This document is designed to address ICT professionalism through education provision. It guides curriculum
and learning programme developers through the process of forming ICT practitioner courses and/or
programmes, along a pathway to support the development of a competent, professional European ICT
workforce.This document provides guidance on the design/redesign, development and maintenance of a curriculum or
learning programme to achieve alignment or compliance with the EN 16234-1:2019 (e-CF). A methodology,
deploying the application of educational profiles is provided as a step-by-step approach for verifying
programme content alignment with EN 16234-1 (e-CF) articulated competences.The application of the EN 16234-1:2019 (e-CF) and its intrinsic links to CWA 16458:2018 series European ICT
Professional Role Profiles and prEN 17748-1 - European Foundational Body of the Knowledge for the ICT
Profession (ICT BoK), for the purpose of guiding curriculum and learning programme design, has been
commissioned as an essential building block to support the vision of a European ICT Professional community.
This document is neutral and directly linked to the EN 16234-1:2019 (e-CF) and does not follow the specific
interests of a minority of major influencers.This document is for application by educational institutions, learning programmes and certification providers
of all types, public and private, that provide ICT Professional education and training.
This document is informed and framed by the scope of EN 16234-1:2019 (e-CF) and thus covers the entire ICT
Professional process lifecycle.This document provides:
• a methodological approach to linking EN 16234 (e-CF) and related documents with new or existing
learning programmes;• a model relating ICT learning outcomes to EN 16234 (e-CF) related competences;
• an overview of strategic and operational aspects related to the implementation of an e-CF based learning
programme;• a comprehensive overview of ICT professionalism documents and references providing a shared European
language for ICT Professional competences, knowledge, skills, attitudes and roles.
This document enhances and complements existing learning programme development and design practice in
the following ways:• It embeds the context of European ICT Professionalism through compatibility with its four cornerstones
comprising EN 16234-1 (e-CF), prEN 17748-1 (ICT BoK), WI 00428013 (European Professional Ethics
Framework for the ICT Profession) and by complementing the guidelines on e-CF performance indicators
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• It facilitates translation of workplace competence needs into an education and learning environment.
• It supports transparency of education and training content through the application of EN 16234-1 (e-CF)
common language and therefore influences learning programme currency and quality.
This document is structured by 8 Clauses, as described in Figure 1.Clauses 1, 2 and 3 describe the scope, the normative references and the relevant terms and definitions used.
Clauses 4 and 5 place the document in its European context. These items are dedicated to ICT professionalism
and the education and training system. Clause 4 introduces the European ICT Professionalism Framework with
its four building blocks and underlying reference publications. This document is an important contribution for
developing ICT Professionalism in Europe and provided as part of a series, all related to this broader ICT
Professionalism Framework. Clause 5 highlights the different forms of education to which these ICT curriculum
guidelines are relevant. It also relates the European Qualification Framework and the concept of competences
to the construct of the e-CF.Clauses 6, 7 and 8 form the core of the document. They describe the (re)design of a learning programme or
curriculum based on the EN 16234-1 (e-CF) and related documents. In Clause 6 the concept of educational
profiles is introduced, as a structure that enables a competence-oriented learning programme design and
development, thus providing a link between competences needed in a professional environment and the
learning outcomes of education and training. Clause 7 explains how to use this educational profile in the design
or redesign of an ICT curriculum or learning programme. Clause 8 focuses on specific implementation and
organization issues, related to the practical realization of an e-CF based ICT-curriculum or learning programme
in a concrete context.Figure 1 — Navigation aid for Clauses 4 to 8 of this document
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1 Scope
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 the 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.2 Normative references
The following documents are referred to in the text in such a way that some or all of their content constitutes
requirements of this document. For dated references, only the edition cited applies. For undated references, the
latest edition of the referenced document (including any amendments) applies.EN 16234-1:2019, e-Competence Framework (e-CF) - A common European Framework for ICT Professionals in all
sectors - Part 1: FrameworkprEN 17748-1 , European Foundational Body of Knowledge for the ICT Profession - Part 1: The Body of Knowledge
(ICT BoK)WI 00428011 , e-Competence performance indicators and common metrics
CWA 16458:2018 (all parts), European ICT professional role profiles
Under preparation.
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3 Terms and definitions
For the purposes of this document, the following terms and definitions apply.
3.1
Information and Communication Technology
ICT
digital computers and internet (communication) systems, including software, hardware and
networks[SOURCE: EN 16234-1:2019, definition 3.1]
3.2
Information and Communication Technology
ICT
cross sector of enterprises, including manufacturers, product suppliers or service
providers relating to the ICT field[SOURCE: EN 16234-1:2019, definition 3.2]
3.3
ICT professional
person having the competence to plan, build, run, enable and/or manage ICT and having a professional ICT
qualification and/or ICT occupational experience; they include both employees of ICT companies and ICT
employees of organizations in all other sectors; they are all in the scope of this document
[SOURCE: EN 16234-1:2019, definition 3.3]3.4
competence
demonstrated ability to apply knowledge, skills and attitudes for achieving observable results
[SOURCE: EN 16234-1:2019, definition 3.5]3.5
knowledge
body of facts which can be applied in a field of work or study (know what to do)
[SOURCE: EN 16234-1:2019, definition 3.6]
3.6
knowledge
theoretical or practical understanding and awareness of phenomena such as facts, terminology, concepts,
models or theories[SOURCE: prEN 17748-1:—, definition 3.6]
Note 1 to entry: Knowledge as defined in the EN 16234-1 (e-CF) is rooted in the competence and work-based focus of the
ICT professional competence. Building on this for the educational and training sector a revised definition of knowledge is
included to incorporate the more theoretical aspects of knowledge which are covered in education and to emphasise the
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3.7
common knowledge
knowledge shared by all ICT professionals
[SOURCE: prEN 17748-1:—, definition 3.7]
3.8
base knowledge
knowledge required for a particular area of ICT expertise as represented by the CWA 16458-1
[SOURCE: prEN 17748-1:—, definition 3.8]3.9
specialised knowledge
detailed knowledge required at a high level of proficiency for an area of ICT expertise as represented by the
CWA 16458-1[SOURCE: prEN 17748-1:—, definition 3.9]
3.10
body of knowledge
structured set of facts, terminology, concepts, models and theories which represent the accepted and agreed
upon core knowledge base required by a particular profession with the aim of fostering professional cohesion
and encouraging a shared vision[SOURCE: prEN 17748-1:—, definition 3.15]
3.11
skill
ability to carry out managerial or technical activities and tasks, and this may be cognitive or practical (know
how to do it)[SOURCE: EN 16234-1:2019, definition 3.7]
3.12
attitude
representing the human element of an e-competence and reflecting the way a person integrates knowledge and
skills and applies them in a contextually appropriate manner[SOURCE: EN 16234-1:2019, definition 3.8]
3.13
transversal aspects
cross-cutting topics that are relevant to all competences defined by the EN 16234-1 (e-CF); each transversal
aspect is provided by a title and a generic description that may be applied, dependent upon context by, ‘being
aware of’ or ‘behaving proactively’ with regard to the transversal aspect description; awareness and proactivity
influence attitude linking with knowledge and skills as applied in the definition of competence in EN 16234-1
[SOURCE: EN 16234-1:2019, definition 3.9]3.14
transversal knowledge
knowledge that is coupled to one of the transversal aspects as distinguished in the EN 16234-1 “e-CF”: T1
Accessibility, T2 Ethics, T3 ICT legal issues, T4 Privacy, T5 Security, T6 Sustainability and T7 Usability
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[SOURCE: prEN 17748-1:—, definition 3.19]
3.15
behavioural skills
interactive skills used to successfully engage with situations in the workplace, they may refer to work quality,
social interaction or emotionEXAMPLES Communication, empathy, attention to detail and integrity.
[SOURCE: EN 16234-1:2019, definition 3.10]
3.16
behavioural knowledge
non-technical knowledge in support of behavioural skills concerning successful engagement in workplace
situations which may refer to work quality, social interaction or emotions; examples include, communication,
collaboration and problem solving[SOURCE: prEN 17748-1:—, definition 3.21]
3.17
proficiency level
level indicating the degree of mastery that allows a person to meet requirements in the performance of a
competenceNote 1 to entry: Proficiency levels in the e-CF are characterized by a combination of levels of influence within a
community, context complexity, autonomy, and typical behaviour expressed by examples of action verbs. EN 16234-1 (e-
CF) incorporates proficiency levels e-1 through to e-5.[SOURCE: EN 16234-1:2019, definition 3.11]
3.18
educational profile
structure that provides a link between competences needed in a professional environment and learning
outcomes of education and training3.19
learning level
level indicating a grading and may be represented by a formal qualification; they generally derive from an
education system or indicate a grading in a taxonomy of intellectual or learning behaviours (like memorising,
applying, interpreting) and have a relationship with proficiency levels but are to be distinguished from these
[SOURCE: EN 16234-1:2019, definition 3.12]3.20
learning context
general, overall context in which the learner performs his/her learning activities; it is composed of elements
that influence learning activities of learners in general or of an individual learner, such as national and
international regulations and cultural, social and economic factors3.21
learning environment
any environment that allows a person to learn in providing certain conditions or procedures to do so; this can
be an educational institute, a training facility or a workplace, as well as a face-to-face, hybrid or a virtual
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3.22
learning programme
coherent set of learning activities with the aim of providing learners with certain knowledge, skills or behaviour
over a certain period of time3.23
degree programme
type of learning programme resulting in a formal degree, such as a bachelor or a master programme
3.24curriculum
type of learning programme, based on a predefined selection and organization of content, offered in a certain
way by an educational institution, such as a school, college, or university3.25
learning process
transformative process of acquiring new understanding, knowledge, skills, behaviours, values, attitudes, and
preferences3.26
learner
person who acquires knowledge, skills or behaviour, and by internalizing this informing his/her future thinking
and behaviour3.27
student
person who is learning at an educational institution, such as a school, college or university
3.28learning path
specific route that reflects a person’s subsequent learning activities undertaken in a specific learning
environment throughout his/her life, career or study3.29
learning unit
elements of which a learning programme is composed of, e.g. a course, a module, an assignment
3.30learning activity
activity specifically designed or arranged in a way to support learning
3.31
learning situation
specific set of circumstances specifically designed or arranged in a way to enable a learner to perform learning
activities3.32
learning objective
statement of the teacher’s or instructor’s purpose for creating and teaching a specific learning unit or a learning
activity3.33
learning outcome
statement of what a person k
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