The document was built by Terry Hook, Clementina Marinoni and Irmhild Rogalla during the e-CF version 2.0 activity in and is maintained in the context of the e-CF version 3.0 project in. The team of e-CF experts and European ICT stakeholders used this basis, combined with their experience and industry knowledge, to inform decisions and choices. The objective of creating e-CF was to provide a common, common European tool to support .. organizations and training institutions in recruitment, assessment, analysis of competence needs, learning programs, design and development of the training path. career.
At the start of the e-CF development project, there were four fundamental aspects of the future framework. considered. However, individual competencies can be identified within dimension 3 of e-CF, where competency levels are defined and are strongly related to autonomy and personal attitudes. The e-CF experts and European stakeholder teams extrapolated from the EQF the following level indicators; "contextual complexity", "autonomy".
The decisions made to produce the e-CF were supported by theoretical and literature. e-CF must meet many requirements by providing a user-friendly orientation and be open and flexible. In the context of e-CF development, it was also necessary to justify the process model and the relationship between different types of processes, workplace requirements and ICT (or knowledge) areas.
ICT business processes were mainly used to develop the structure of the e-CF framework and using PLAN – BUILD – RUN – ENABLE – MANAGE in dimension 1, competencies were categorized.
Building the e-CF – a combination of sound methodology and expert
- Dimension 2: Competences
- Dimension 3: Proficiency levels
- Dimension 4: Knowledge & Skills
- Closing Comments: European
The experts and stakeholders involved in the e-CF development decided to use "operational" descriptions to make them comparable to EQF learning outcomes and to create a reasonable and logical bridge between the e-Competence Framework and the EQF. This definition is consistent with the EQF, which defines competence as "the documented ability to use knowledge, skills and personal, social and/or methodological abilities in work or study situations and in professional and personal development". Identifying, grouping and describing ICT competences required access to considerable expertise, experience and industry knowledge from the e-CF experts and the European ICT stakeholders.
However, "Sustainable development", the competence that was finally accepted as competence A.8, is more tangible and can be expressed in terms of environmental impact and energy consumption. Within version 2 of the e-CF, particular attention was paid to ensuring that competence descriptors include the necessary personal and social elements. Building the e-CF – a combination of good methodology and expert of good methodology and expert contribution.
This attention was also focused on existing competencies carried over from version 1 of e-CF. Consequently, e-CF levels range from 1, the lowest, to 5, the highest, and they correspond to KEK levels 3 – 8. Both perspectives – e-CF and EQF – are interrelated as qualifications contribute to the development of competencies.
Since e-CF describes competencies as needed and applied in the workplace, KEK levels 1 and 2 are not relevant for ICT sector competencies. In addition, the differentiation between KEK level 4 and 5 is too small to be reflected in the e-CF levels; for this reason they have been merged into e-Competence level 2. The following paragraphs describe KEK's tiered approach and the methodology adopted by e-CF to connect with KEK in a transparent manner.
Behavior that here represents an observable outcome and varies between "the ability to apply" and "the ability to conceive". Consequently, to define e-competence levels within the e-CF and assign consistent rules, context categories must be identified. A set of properties that determine levels are applied to the e-CF; they reflect a typical company workplace perspective and are structured as follows.
The e-CF and EQF level scheme published in the EU e-Competence Framework accompanying the user guide demonstrates this approach.7. Regarding the complexity of the context, the aim was to consider learning/skill levels from EQF and e-CF to design curricula and syllabi to create interoperability options (see CEN-CWA.
Bibliography / References
Statement of Objectives for Undergraduate Engineering Education, Massachusetts Institute of Technology Department of Aeronautics and Astronautics, January 2001. CEN-CWA European e-Competence Framework 3.0 - A common European framework for ICT professionals in all industrial sectors. SPiCE (ISO 15504 – Software for Process Improvement and Performance Determination) is a standard for process improvement; based on/integrating ISO 12207.
ITIL Books” and also many other publications, for example Köhler, P.: ITIL: Das IT-Service Management Framework.
Individual versus
Organisational competence definitions
European e-CF and EQF level table
In addition to concepts specifically developed for the European e-Competence Framework, the table contains descriptive elements of 1) the European Qualifications Framework for Lifelong Learning (EQF), April 2008 and 2) The. The European e-Competence Framework is an integral part of the European Union's "e-Skills for the 21st Century" strategy. It is promoted as a very useful tool to promote digital skills and the recognition of competences and qualifications in countries and to promote ICT professionalism in Europe.
Visit the European e-Competence Framework website: www.ecompetences.eu Create an e-CF profile: http://profi letool.ecompetences.eu/. The CEN workshop on ICT skills is a network of experts representing the ICT industry, academic institutions, vocational training organisations, ICT professional associations, social partners and research institutions. The workshop aims to promote excellence in the ICT sector and strengthen the ICT profession through the creation of relevant supporting standards that can be applied across Europe and around the world.
All CEN Workshop Agreements (CWAs) in the field of ICT skills can be found on the CEN website (under Sectors > ICT). CEN (European Committee for Standardization) is one of the three officially recognized organizations responsible for the development and definition of standards at European level - together with CENELEC (European Committee for Electrotechnical Standardization) and ETSI (European Telecommunications Standards Institute). CEN develops European Standards that set out specifications and procedures relating to a wide range of products and services.
The members of CEN are the national standardization bodies of 33 European countries, including all Member States of the European Union, three countries of the European Free Trade Association (Iceland, Norway and Switzerland) and two EU candidate countries (Turkey and the former Yugoslav Republic of Macedonia). European standards (ENs) approved by CEN are accepted and recognized in all these countries. Work on the European e-Competence Framework version 3.0 was supported by the European Commission, the Directorate-General for Enterprise and Industry and the European Free Trade Association.
The Grand Coalition will help support efforts initiated by European policies such as the Digital Agenda for Europe, the e-skills strategy, the Employment Package, the Opening-up Education Initiative, the Rethinking Education Strategy, the Youth Opportunities Initiative, and the EU Skills Panorama. Dreams time.com (Jeff Wasserman, Antikainen, Micha Rosenwirth, Drx, Auremar, Jonathan Ross, Goodluz, Syda Productions, Rmarmion, Gelpi, Photographerlondon, Magomed Magomedagaev, Monkey Business Images, Nyul, Pavalache Stelian, Jason Stitt, Ronnie Patrick, Andres Rodriguez, Wavebreakmedia Ltd, Valua Vitaly, Luminis); Fotolia.com (pressmaster). Reproduction is governed by Guide 10 on Copyright, Distribution and Sales of CEN-CENELEC publications, available at:.
