The nature of the activities required specialist knowledge, skills and services to meet the requirements to create a continuous exchange and generate, review, analyze and report on thematically organized information and knowledge to support the policy-making process in line with the European Union's eEurope Action Plan (in partnership with the industry's own efforts) as well as to identify and promote training solutions and certification in ICT and e-business skills and last but not least to further contribute to the implementation of the e-Learning Action Plan for the European Union. These goals have been pursued under the auspices of the European Commission and Cedefop since 2002.
Introduction
Motivation
- Changing Demands on ICT workers
- Skills Obsolescence and Lifelong Learning
- Acquiring Relevant e-Skills
- Diversity of Qualifications
- Comparability of e-Skills Certification Systems
- Harmonise Existing Approaches
As a result, the focus is on comparability, transparency and recognition of the results of relevant qualifications and related education and training courses. The aim of the research is to contribute to the debate on possible ways and solutions to harmonize the rather diverse e-skills certification situation in the European ICT industry and users.
![Figure 1 Some of the routes how skills are acquired [8, p.13]](https://thumb-ap.123doks.com/thumbv2/123dok/10272496.0/23.892.309.624.374.610/figure-routes-skills-acquired-p.webp)
Objectives
We collect information from high-level experts and bodies that are widely recognized and active in the field of e-skills certification, using a questionnaire. An important part of the research task involves investigating the nature, methods and structure of certification systems.
Survey
Industry ICT Certification
- Certification for ICT Security Professionals
- Reasons and Motivation for Certification
- Costs of Certification
- Models of e-Skills Certification
- Career Paths
The first category sums up individuals who are either new to the ICT field or new to the field of e-skills certification. The respondents in the survey sample mentioned that the cost is in many cases a barrier for many ICT practitioners/end users to go through an e-skills certification system (as shown in Figure 3).
![Table 1 Example: ICT security professionals [56]](https://thumb-ap.123doks.com/thumbv2/123dok/10272496.0/32.892.132.720.241.1009/table-example-ict-security-professionals.webp)
Structuring e-Skills Certification
Certification is influenced to a greater or lesser extent by its various component parts.17 As shown, more or less strong dependencies exist that need to be taken into account when analyzing e-skills certification programs. Both 'knowing what' and 'knowing how' are important learning elements in becoming an ICT professional, [30, p.47] and blur the line between education and industry.18 E-skills certification provides a means for stakeholders to reward its fulfillment. of specific job requirements of ICT employees for professional positions.
Certification
- Certification System
- Certification Programme
- Certification Process
Certification of persons is one way of providing evidence that a certified person meets the requirements of the certification scheme. The certification body shall establish a proactive monitoring process to monitor the candidate's compliance with the relevant provisions of the certification program.
Definition
- Qualification
- e-Skills
- ICT Practitioner, End-User and e-Business Skills
The term "e-skills" encompasses a wide range of capabilities (knowledge, skills and competencies) and issues with an e-skills dimension span a number of economic and social dimensions" [40]. Generally, the term "skills" is used as the set of requirements , which employers require of those who are able to satisfactorily perform an occupational role [26].
Learning Process
- Training
- Test
A variety of learning models and related programs are available for individuals willing to undergo e-skills certification [49]. Consequently, e-skills certification systems can be differentiated by source, delivery method for available courseware, and individual access to learning content. Blended learning allows choosing the right learning method and media to support different steps of the learning process.
Recognition of the issued credentials depends on the expected quality of the final examination tests by the community [52].
Education and work experience
- Education
- Work Experience
Even when the test questions are good, there should still be enough to get a reliable result. They are based on a test base with a collection of possible questions and topics to ask. Before a candidate is able to sit the exam, it must be checked that the candidate meets the requirements for admission to the certification scheme.
After entering the ICT profession, the acquired basic knowledge and skills are continuously expanded [30, p.48].
Quality Standards
- Organisation of Certification Bodies
- Accreditation
- Conclusion
In an ideal case, applied quality standard(s) should be the basis for the recognition of the certification bodies and their certification schemes to promote acceptance at national and international level. Primarily, the certification body must develop its own quality policy, implemented using quality models or concepts. This structure must enable the participation of all parties significantly affected in the development of policies and principles regarding the content and functioning of the certification system, without any particular interest dominating.
Certification bodies are primarily in charge of approving whether specific training courses meet requirements set by the certification scheme.
Widely Applied e-Skills Certification Systems
- Market Recognition
- Level of Recognition
- Level of Skills
- Geographical Coverage
- Certification Body
- Degree of Standardisation
- Outcome
- Target Group
- Success Factors
The respondents mentioned a total of 106 e-skills certification systems, which are widely applied in their countries. First, e-skills certification systems can be distinguished by their level of market recognition. The analysis of the survey sample shows that the widely used systems generally have significant market recognition.
In the sample, the majority of credentials issued by widespread e-skills certification systems are referred to as certificates (73).
Future of e-Skills Certification
- Current Situation
- Type of e-Skills Certification Systems
- Co-operation and Joint Activities
- Quality Standards
Furthermore, the sample is analyzed on which type of e-skills certification systems are an appropriate basis for a European Framework (see Figure 28). Agree with type of e-skills certification systems as appropriate basis for a European Framework (according to status of organization). How important is collaboration of and aggregated activities by relevant stakeholders on transparency and comparability of e-skills certification.
In general, the respondents agreed to the establishment of a central coordination organization of e-skills certification in Europe (see Figure 32).
Recommendations
International Testing Board
Certifications recognized by the central body would be recognized in the same way in all Member States, leading to greater mobility and a means of reducing skills mismatches. The central body could monitor an agreed skills framework and develop an agreed qualifications framework. The central body could not only monitor the certifications, but also promote the image of ICT as a suitable career for young Europeans.
It is the contention of this report that the alternative of a Central European Body would be a much better solution and would lead to real mobility and transparency.
Available Approaches for General Framework
There are regional frameworks that are developed based on geographical and linguistic factors and this will lead to small regional areas of competence and mobility. At the end-user level, the qualifications will definitely have to be available in the native language of the participants.
General Framework to Setting European Level Quality Standards
The introduction of automated test procedures using existing and proven ICT test mechanisms would go a long way in ensuring transparency of test processes. It is clear that the future of Europe requires transparency and mobility in all areas of the workforce. This proposal can lead to the establishment of such transparent qualifications and certificates as to contribute to the mobility of the European ICT workforce.
For these recommendations to succeed, the establishment of the proposed European Meta eSkills Framework should be followed up by the establishment of a European eSkills Qualifications Framework.
Glossar
Professional ICT skills: ability to use advanced ICT tools and/or develop, modify and create such tools. Learning is a cumulative process in which individuals gradually assimilate increasingly complex and abstract entities (concepts, categories, and behavior patterns or models) and/or acquire skills and competencies. A set of knowledge, skills and/or competences that an individual has acquired and/or is able to demonstrate after completing the learning process.
Recognition of the value of skills and/or competences by economic and social stakeholders (social recognition).
Index
ICT 101 ICT end users 45 ICT job profiles 89 ICT practitioner skills 45 ICT practitioners 101 ICT security professionals 27 ICT skills 101.
Bibliography
Anglo-Deutsche Stiftung für das Studium der Industriegesellschaft/ Deutsch-Britische Stiftung für das Studium der Industriegesellschaft. IAF-Leitfaden zur Anwendung der Konformitätsbewertung – Allgemeine Anforderungen für Stellen, die die Zertifizierung von Personen durchführen. 57] Christiane Ehses, Rainer Zech: Projektabschlussbericht: „Prüfung der Qualität lernorientierter Weiterbildungsnetzwerke“, BLK-Pilotprogramm „Lebenslanges Lernen“, Oktober 2002; http://www.artset.de.
58] GIS Certification Institute (GISCI) Certification Program for GIS Professionals, http://www.urisa.org, last visited 11/12/2004.
Appendix 1 - Questionnaire
The following questions explore the importance and future role of e-Skills certification at European level. Q3.1 Which e-Skills certification schemes for ICT practitioners/end-users do you know are widely used in your country? Q3.2 What do you see as important differences in the e-Skills certification systems for ICT practitioners/end-users in your country.
Q4.3 How do you agree with the following issues that should be addressed by a relevant framework for e-skills certification.
Appendix 2 – List of Vendor-Specific Certifications
Microsoft Training & Services Microsoft Certified Professional (MCP) Microsoft Certified Professional + Internet (MCP+I) Microsoft Certified Professional + Site Builder (MCP+SB) Microsoft Certified Solutions Developer (MCSD) Microsoft Certified Systems Engineer (MCSE) Microsoft Certified Systems Engineer + Internet (MCSE+I) Microsoft Certified Database Administrator (MCDBA) Microsoft Certified Trainer (MCT) Microsoft Office User Specialist (MOUS). Oracle Certified Professional (OCP) - Database Operator (DBO) Oracle Certified Professional (OCP) - DBA (Oracle 8 eller 7.3) Oracle Certified Professional (OCP) - Financial Apps Consultant Oracle Certified Solution Developer - Jdeveloper. SAS Certified Professional - Applikationsudvikling SAS Certified Professional - Business Intelligence SAS Certified Professional - Data Management V6 SAS Certified Professional V6.
Sybase Certified Professional Program Sybase Certification Exams Certification Exam Information Sybase Adaptive Administrator Certified Sybase Certified SQL Anywhere Certified Developer PowerBuilder 7.0 Certified PowerBuilder Developer 6.0 Sybase Certified Professional Study Program.
Appendix 3 – Description of Survey Sample
Survey Methodology
Structure of the Sample
- Position in Organisation
- Membership in Working Groups
- Place of Residence
- Type of Organisation
- Status of Organisation
Furthermore, respondents were asked to indicate their place of residence in four categories: old EU member, new EU member, associated country, other. This paragraph presents the results of the analysis of respondents by type of organization. The analysis produced useful results describing a sample that was expected to consist of nine (9) organizations with industry/private status (23 percent), ten (11) organizations with public status (27 percent), seven (7) with government status ( 18) percent) and thirteen (13) organizations with the status of other (32 percent).
The preparatory analysis of respondents according to their organizational status is an important factor in relation to the main statistical analysis that follows (see chapter 3, page 67 ff. and 4, page 85 ff.).
Appendix 4 – Country Codes
