The particularities of the two-dimensional structure of such frameworks, which include vertical (level) and horizontal (functional activity) descriptors, are known to depend on the purpose(s) for which each was designed. It is well known that lifelong learning is of utmost importance, especially in the ICT sector and ICT professional professions, where understanding, skills and competences need to be regularly updated. The "owners" of the main frameworks in Europe should be invited to participate in the development of a two-dimensional framework with horizontal skill/competence descriptors defining profiles grouped into appropriate groups whose level specifications would be based on the generic level descriptors in the CWA.
The Commission should support a serious exercise to gather concrete evidence of the benefits of using ICT practitioner skills/competence frameworks as part of the provision, in relation to each relevant potential use of a European e-competence framework for ICT practitioners (see Annex A), much greater clarity of justification for further commitment. The chair and co-chair of the ICT Skills Workshop, and CWA authors Yosh Beier and Matthew Dixon, would like to express their gratitude to all who. This Draft CEN Workshop Agreement documents the second phase of the CEN/ISSS workshop project related to ICT skills.
ICT Curriculum Development Guidelines for the ICT Supply Industry (May, 2004), both revisions from the CEN/ISSS ICT-Skills Workshop for Career-Space work. Final meeting of the workshop on 29-30 September 2005 at CEN headquarters (where the prepared Draft CWA was discussed and approved in principle, subject to a number of modifications).
Introduction
Increasing ICT skills within the EU will be part of how the challenging Lisbon goals (that Europe must become “the most competitive and dynamic knowledge-based economy in the world, capable of sustainable economic growth, with more and better jobs ] and greater social cohesion”) are to be achieved. Interest in developing such a framework has been expressed in a number of contexts, not least in the Synthesis Report of the European e-Skills Forum and the Final Statement of the European e-Skills 2004 Conference in Thessaloniki. The European Center for Vocational Training (CEDEFOP) and the European Commission have expressed their support for the proposal.
The purpose of the ICT Skills Meta-Framework (M-F ICT Skills, or simply M-F) is primarily to promote better understanding within the European Union about the nature and structure of ICT Practitioner Skills required by employers . 5 defined by the European eSkills Forum as "Skills needed for research, development and design, management, production, consulting, marketing and sales, integration, installation and administration, maintenance, support and service of ICT systems". 11 A meta-frame is one that stands beyond (or above) (other) frames, in the sense of describing (other) frames.
There are a number of frameworks for ICT practitioners in the EU and beyond, and the proposed meta-framework would "stand outside" of them, particularly as it is not intended or designed to stand alongside them. As a result, efforts to clarify and codify the structures of these skills have not yet reached a level of stability that would allow adequate agreement at European level on classification frameworks that could be considered as a possible future standard for the European Union.
Scope
Details of the structure of the proposed European Qualifications Framework emerged during the course of the project. The proposed EQF is obviously a very important proposal, and is a major structural initiative to facilitate greater coherence for lifelong learning in Europe, while responding to the Lisbon objectives. In the second part of the current project, recommendations have therefore been developed on how ICT qualifications would relate to the proposed EQF.
In order to clarify the most constructive response of the ICT Skills Meta-Framework project to the emergence of the proposed EQF, it is important to be clear about the difference between a skills framework (or perhaps more correctly, a competence) and a qualifications framework. For this reason, and to strengthen the link between learning, qualifications and employers' competence needs, the proposed EQF is designed around learning outcomes, specified in terms of sets of competences: knowledge, skills and broader competences ("KSCs"). . Qualifications thus relate primarily to the supply side of the labor market, providing some evidence of a person's (job seeker's) abilities to perform certain aspects of a job, while competency frameworks (or competency) express the structure of demand in the labor market (employers). ' skill needs).
In conclusion, the main priority of the ICT Professional Skills/Competence Framework (and any European meta-framework associated with such frameworks) is to provide something that is largely determined by employers and has real value for them, as well as for those employed as - and those looking for work as ICT professionals, as well as stakeholders connected to both sides of the labor market. Its contribution as a platform through which the proposed EQF can be applied in relation to the work of ICT professionals remains secondary in the context of this workshop.
Conclusions and Agreements
15 creating a sectoral framework10 as envisaged in the KEK consultation proposals, the workshop participants have considered the options. The expected lack of an approved framework of e-competencies (references) within the timescales required for the promotion and implementation of the KEK in relation to this important area, has prevented the possibility of working directly from this. However, the workshop does not believe that this lack should (or should) prevent the development of a framework to support a common structuring of ICT qualifications at European level.
This could, among other things, drawing on such commonalities of current ICT Practitioner skills/competency frameworks as exist and on the "Grid of Proficiency Level Descriptors" relevant to the ICT Practitioner's work developed within Phase 2 (Section 3.3), as well as benefiting from approaches to classification of ICT qualifications of any kind already obtained in some Member States. Specifically, the Phase 2 workshop developed and agreed on: .. a) a structured review of major existing ICT Practitioner frameworks. Frameworks for ICT practitioners can be harvested; .. e) a set of recommendations for next steps, including options for reaching the "ideal scenario".
These are presented in detail in section 3.6 and include proposals for a number of concrete steps that could be taken to make progress, both in promoting the convergence of existing frameworks and in gathering stronger evidence on the benefits of a single European e-competence. A framework for ICT practitioners and for exploring ways of structuring ICT qualifications in line with EQF principles.
Detailed Findings and Comments
Introduction: the realities of a changing ICT world
The May 2005 workshop meeting reviewed the proposed EQF and suggested levels of qualification learning outcomes. The workshop recognizes the greater importance of the ICT industry, compared to the formal education system, in setting such standards. Results-based qualification, as considered here in the context of M-F, is seen as in the context of KEK.
Proposed level descriptors for ICT practitioner competencies: two-dimensional "network" structure with examples [Full table presented in Appendix E (as table 11)]. However, there is no exception to the scope of the relevant model orientation. Depending on the goal and the guiding paradigm for the development of the profile model, different orientations are possible.
In the absence of the ideal agreed e-competence framework within the foreseeable future, the workshop sees three main points. Convergence cannot be . is guaranteed in particular to take place within the time limits necessary for the application of the EQF. It is accepted that lifelong learning is of utmost importance, especially in the ICT sector and ICT practitioners, where understanding, skills and competences need to be regularly updated.
The conceptual basis is consistent with that of the KEK, and the proposed vertical level descriptors for ICT practitioners are specified by the KEK Reference Levels. In the M-F context, learning and learning outcomes are linked to performance and performance expectations. It is recognized that lifelong learning is of great importance in the ICT sector, where understanding and competences need regular updating.
Brief descriptions of the eight reference levels for qualifications specified for the proposed EQF are presented in Figure 3. Level descriptors should provide a structure that allows evaluation and description of knowledge, skills and competences as they exist in the real life of the ICT industry are found. Due to the practical orientation towards the ICT sector, level descriptors in the context of the European Meta-Framework should focus on the description of competences (cognitive, functional, personal), involving the application of knowledge and skills.
The M-F levels should describe the "reference points" for performance expectations within the work of ICT practitioners. They are adapted - as much as possible - from the general context to reflect the specifics of the ICT industry and the work of ICT practitioners. Any further specialization requires an ICT sector grouping and subsequent reference to the resulting profile model.
These subcategories therefore provide valuable additional information for the use and application of the descriptors in professional practice within the ICT industry.
