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)

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

Status
Published
Public Enquiry End Date
30-Nov-2021
Publication Date
23-Mar-2022
Technical Committee
Current Stage
6060 - National Implementation/Publication (Adopted Project)
Start Date
24-Mar-2022
Due Date
29-May-2022
Completion Date
24-Mar-2022

Buy Standard

Technical specification
SIST-TS CEN/TS 17699:2022 - BARVE
English language
148 pages
sale 10% off
Preview
sale 10% off
Preview
e-Library read for
1 day
Technical specification
kSIST-TS FprCEN/TS 17699:2021 - BARVE
English language
141 pages
sale 10% off
Preview
sale 10% off
Preview
e-Library read for
1 day

Standards Content (sample)

SLOVENSKI STANDARD
SIST-TS CEN/TS 17699:2022
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
SIST-TS CEN/TS 17699:2022 en,fr,de

2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

---------------------- Page: 1 ----------------------
SIST-TS CEN/TS 17699:2022
---------------------- Page: 2 ----------------------
SIST-TS CEN/TS 17699:2022
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.
---------------------- Page: 3 ----------------------
SIST-TS CEN/TS 17699:2022
CEN/TS 17699:2022 (E)
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

34
---------------------- Page: 4 ----------------------
SIST-TS CEN/TS 17699:2022
CEN/TS 17699:2022 (E)

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

68

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

---------------------- Page: 5 ----------------------
SIST-TS CEN/TS 17699:2022
CEN/TS 17699:2022 (E)

Annex I (informative) Questions and answers related to the development of an Educational profile

99

Bibliography ............................................................................................................................................................... 147

---------------------- Page: 6 ----------------------
SIST-TS CEN/TS 17699:2022
CEN/TS 17699:2022 (E)
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.
---------------------- Page: 7 ----------------------
SIST-TS CEN/TS 17699:2022
CEN/TS 17699:2022 (E)
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.

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 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 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 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), FprCEN/TS 17834 (European

Professional Ethics Framework for the ICT Profession) and by complementing the guidelines on e-

CF performance indicators and common metrics to form the Education and Training cornerstone.

---------------------- Page: 8 ----------------------
SIST-TS CEN/TS 17699:2022
CEN/TS 17699:2022 (E)

• 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 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
---------------------- Page: 9 ----------------------
SIST-TS CEN/TS 17699:2022
CEN/TS 17699:2022 (E)
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 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: Framework

prEN 17748-1, Foundational Body of Knowledge for the ICT Profession (ICT BoK) - Part 1: Body of

Knowledge
CWA 16458:2018 (all parts), European ICT professional role profiles
---------------------- Page: 10 ----------------------
SIST-TS CEN/TS 17699:2022
CEN/TS 17699:2022 (E)
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: EN 17748-1:— , definition 3.6]

Note 1 to entry: Knowledge as defined in 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 emphasize the importance of understanding.
Under preparation. Stage at the time of publication: prEN 17748-1:2021.
---------------------- Page: 11 ----------------------
SIST-TS CEN/TS 17699:2022
CEN/TS 17699:2022 (E)
3.7
common knowledge
knowledge shared by all ICT professionals
[SOURCE: EN 17748-1:— , definition 3.7]
3.8
base knowledge

knowledge required for a particular area of ICT expertise as represented by CWA 16458-1

[SOURCE: EN 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

CWA 16458-1
[SOURCE: EN 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: EN 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 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]
---------------------- Page: 12 ----------------------
SIST-TS CEN/TS 17699:2022
CEN/TS 17699:2022 (E)
3.14
transversal knowledge

knowledge that is coupled to one of the transversal aspects as distinguished in EN 16234-1 “e-CF”: T1

Accessibility, T2 Ethics, T3 ICT legal issues, T4 Privacy, T5 Security, T6 Sustainability and T7 Usability

[SOURCE: EN 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 emotion
EXAMPLES 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: EN 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

competence

Note 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 training
3.19
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 factors

---------------------- Page: 13 ----------------------
SIST-TS CEN/TS 17699:2022
CEN/TS 17699:2022 (E)
3.21
learning environment
any environment that allows a
...

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.

---------------------- Page: 1 ----------------------
kSIST-TS FprCEN/TS 17699:2021
---------------------- Page: 2 ----------------------
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 ----------------------
kSIST-TS FprCEN/TS 17699:2021
FprCEN/TS 17699:2021 (E)
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

---------------------- Page: 4 ----------------------
kSIST-TS FprCEN/TS 17699:2021
FprCEN/TS 17699:2021 (E)

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

---------------------- Page: 5 ----------------------
kSIST-TS FprCEN/TS 17699:2021
FprCEN/TS 17699:2021 (E)
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 ----------------------
kSIST-TS FprCEN/TS 17699:2021
FprCEN/TS 17699:2021 (E)
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

and common metrics to form the Education and Training cornerstone.
---------------------- Page: 7 ----------------------
kSIST-TS FprCEN/TS 17699:2021
FprCEN/TS 17699:2021 (E)

• 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
---------------------- Page: 8 ----------------------
kSIST-TS FprCEN/TS 17699:2021
FprCEN/TS 17699:2021 (E)
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: Framework

prEN 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.
---------------------- Page: 9 ----------------------
kSIST-TS FprCEN/TS 17699:2021
FprCEN/TS 17699:2021 (E)
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

importance of understanding
---------------------- Page: 10 ----------------------
kSIST-TS FprCEN/TS 17699:2021
FprCEN/TS 17699:2021 (E)
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

---------------------- Page: 11 ----------------------
kSIST-TS FprCEN/TS 17699:2021
FprCEN/TS 17699:2021 (E)
[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 emotion
EXAMPLES 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

competence

Note 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 training
3.19
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 factors
3.21
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

environment
---------------------- Page: 12 ----------------------
kSIST-TS FprCEN/TS 17699:2021
FprCEN/TS 17699:2021 (E)
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 time
3.23
degree programme

type of learning programme resulting in a formal degree, such as a bachelor or a master programme

3.24
curriculum

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 university
3.25
learning process

transformative process of acquiring new understanding, knowledge, skills, behaviours, values, attitudes, and

preferences
3.26
learner

person who acquires knowledge, skills or behaviour, and by internalizing this informing his/her future thinking

and behaviour
3.27
student

person who is learning at an educational institution, such as a school, college or university

3.28
learning path

specific route that reflects a person’s subsequent learning activities undertaken in a specific learning

environment throughout his/her life, career or study
3.29
learning unit

elements of which a learning programme is composed of, e.g. a course, a module, an assignment

3.30
learning 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

activities
3.32
learning objective

statement of the teacher’s or instructor’s purpose for creating and teaching a specific learning unit or a learning

activity
3.33
learning outcome
statement of what a person k
...

Questions, Comments and Discussion

Ask us and Technical Secretary will try to provide an answer. You can facilitate discussion about the standard in here.