SIST-TS CEN/TS 17699:2022
(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)
Das vorliegende Dokument dient als Anleitung und Inspiration für die Gestaltung/Neugestaltung, Entwicklung, Aktualisierung, Anpassung und den Vergleich von IKT Lehrplänen und -Lernprogrammen, wie sie in EN 16234 1:2019 und zugehörigen Dokumenten beschrieben sind.
EN 16234 1:2019 (e CF) ist der Ausgangspunkt für dieses Dokument, das eine gemeinsame europäische Sprache für die Entwicklung von IKT Fachkräften darstellt. Für die Anwendung der in diesem Dokument dargelegten Methodik können auch andere Rahmenquellen verwendet werden.
Dieses Dokument ist für Bildungseinrichtungen, Lernprogramme und Anbieter von Zertifikaten aller Art (öffentlich und privat) gedacht, die IKT Fachkräfte aus- und weiterbilden, einschließlich:
— Hochschulbildung (HE, en: higher education);
— Berufsausbildung und Weiterbildung (VET, en: vocational education and training);
— jede andere Bildungs- oder Ausbildungseinrichtung oder jeder Anbieter im Bereich der fachkundigen IKT, z. B. im Rahmen der Weiterbildung zur stetigen beruflichen Entwicklung (CPD, en: continuous professional development).
Dieses Dokument konzentriert sich darauf, Bildungsanbieter anzuleiten, wie sie Lehrpläne und Lernprogramme mit der Struktur und den Grundsätzen von EN 16234 1 (e CF), e Kompetenzen und CWA 16458 1 ICT Professional Role Profiles ausrichten können. Es gilt für alle Formen der Bildung und unterstützt Bildungsanbieter, die eine gemeinsame europäische Sprache für Wissen, Fertigkeiten, Kompetenzen und Rollen als Bestandteile für die erfolgreiche Bereitstellung von Aus- und Weiterbildung für IKT Fachkräfte verwenden wollen.
Die in diesem Dokument enthaltenen Leitlinien umfassen die formale, nicht-formale und von der Industrie entwickelte Aus- und Weiterbildung, indem sie hochrangige, konsistente Empfehlungen und Anleitungen für die Gestaltung von IKT Lehrplänen oder -Lernprogrammen durch Bildungsanbieter bereitstellen.
In diesem Dokument wird zwischen einem Lernprogramm und einem Lehrplan unterschieden. Der Begriff „Lehrplan“ wird stark mit formalen Bildungseinrichtungen und Abschlüssen assoziiert, während der Begriff „Lernprogramm“ für ein breiteres, umfassenderes Konzept steht, das auch Ausbildungs- und andere Lernprogramme einschließt und nicht nur auf „Lehrpläne“ beschränkt ist. Da sich die in diesem Dokument vorgeschlagene Methodik sowohl auf Lehrpläne als auch auf Lernprogramme bezieht, wird im gesamten Text die Benennung „Lernprogramm“ verwendet. Wenn die Benennung „Lehrplan“ verwendet wird, dann ist diese engere Bedeutung in dieser Situation ausdrücklich anwendbar.
Smernice za izdelavo strokovnih učnih načrtov IKT v skladu s standardom EN 16234-1 (e-CF)
Ta dokument podaja praktične smernice za izdelavo učnih načrtov v podporo strokovnjakom IKT, kot je opredeljeno v standardu EN 16234-1 (e-CF). Podpiral bo vse temelje strokovnosti IKT, s čimer se bo izboljšalo zagotavljanje izdelkov in storitev.
Ta dokument ne vključuje skupnosti uporabnikov IT (ta je zajeta v okviru digitalnih kompetenc za državljane (DigComp); glej standard EN 16234-1, dodatek B.4).
Obravnava strokovnjake IKT, opredeljene v standardu EN 16234-1, ter podpira deležnike informacijske in komunikacijske tehnologije (IKT), zlasti:
– ponudnike programov učenja, vključno z ustanovami za višješolsko in poklicno izobraževanje ter organi usposabljanja;
– službe, uporabnike in organizacije za zagotavljanje informacijske in komunikacijske tehnologije;
– oddelke s strokovnjaki, vodstvenim kadrom ter človeškimi viri na področju informacijske in komunikacijske tehnologije;
– socialne partnerje (združenja sindikatov in zveze delodajalcev);
– strokovna združenja ter organe za akreditacijo, potrjevanje in ocenjevanje;
– tržne analitike in oblikovalce politik; ter
– druge organizacije in deležnike v javnem sektorju ter zasebnih sektorjih.
Zagotavlja smernice in podporo glede tega, kako uporabljati evropske referenčne standarde o strokovnosti IKT v kontekstu učenja ter kakšne so njihove prednosti.
General Information
Standards Content (Sample)
SLOVENSKI STANDARD
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.
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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.
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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
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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
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Annex I (informative) Questions and answers related to the development of an Educational profile
99
Bibliography . 147
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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.
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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.
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.
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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 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 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
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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
1
[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.
1
Under preparation. Stage at the time of publication: prEN 17748-1:2021.
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3.7
common knowledge
knowledge shared by all ICT professionals
1
[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
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
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
1
[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]
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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
1
[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
1
[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
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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.
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kSIST-TS FprCEN/TS 17699:2021
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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.
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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.
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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
and common metrics to form the Education and Training cornerstone.
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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: Framework
1
prEN 17748-1 , European Foundational Body of Knowledge for the ICT Profession - Part 1: The Body of Knowledge
(ICT BoK)
1
WI 00428011 , e-Competence performance indicators and common metrics
CWA 16458:2018 (all parts), European ICT professional role profiles
1
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
importance of understanding
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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 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
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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 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
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