CEN/TR 16234-2:2021

SLOVENSKI STANDARD
01-april-2021
Nadomešča:
SIST-TP CEN/TR 16234-2:2016
Krovni seznam e-usposobljenosti (e-CF) - Skupno evropsko okolje za strokovnjake
na področju informacijske in komunikacijske tehnologije v vseh sektorjih - 2. del:
Vodilo za uporabnike
e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 2: User Guide
E-Kompetenz-Rahmen (e-CF) - Ein gemeinsamer europäischer Rahmen für IKT-Fach-
und Führungskräfte in allen Branchen - Teil 2: Nutzerleitfaden
Référentiel des e-Compétences (e-CF) - Référentiel européen commun pour les
profession-nels des technologies de l’information et de la communication dans tous les
secteurs d’activité - Partie 2 : Guide de l’utilisateur
Ta slovenski standard je istoveten z: CEN/TR 16234-2:2021
ICS:
03.100.30 Vodenje ljudi Management of human
resources
35.020 Informacijska tehnika in Information technology (IT) in
tehnologija na splošno general
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

CEN/TR 16234-2
TECHNICAL REPORT
RAPPORT TECHNIQUE
February 2021
TECHNISCHER BERICHT
ICS 35.020 Supersedes CEN/TR 16234-2:2016
English Version
e-Competence Framework (e-CF) - A common European
Framework for ICT Professionals in all sectors - Part 2:
User Guide
Référentiel des e-Compétences (e-CF) - Référentiel E-Kompetenz-Rahmen (e-CF) - Ein gemeinsamer
européen commun pour les profession-nels des europäischer Rahmen für IKT-Fach- und
technologies de l'information et de la communication Führungskräfte in allen Branchen - Teil 2:
dans tous les secteurs d'activité - Partie 2 : Guide de Nutzerleitfaden
l'utilisateur
This Technical Report was approved by CEN on 15 February 2021. 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.
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. CEN/TR 16234-2:2021 E
worldwide for CEN national Members.

Content  Page
European foreword . 3
Introduction . 4
1 Scope . 6
2 Normative references . 6
3 Terms and definitions . 7
4 Main Principles. 7
4.1 EN 16234-1 (e-CF) scope and target groups . 7
4.2 EN 16234-1 (e-CF) a fundamental pillar of ICT professionalism for Europe . 7
4.3 EN 16234-1 (e-CF) structure, content and application opportunities. 8
4.4 The e-CF as a standard: normative versus informative elements . 15
4.5 Entry start points for using the EN 16234-1 (e-CF) . 16
4.6 Purpose and target groups of this user guide . 20
5 e-CF for multiple application across multiple target groups . 20
5.1 Applying the e-CF in the ICT organisation: HR and ICT departments . 20
5.2 Applying the EN 16234-1 (e-CF) in an education and training context. 25
5.3 EN 16234-1 (e-CF) application by individuals, ICT students and professionals . 30
5.4 EN 16234-1 (e-CF) applied in ICT labour market research . 31
5.5 EN 16234-1 (e-CF) in policy and digital skills strategy development . 31
5.6 Making combined use of frameworks . 34
Annex A (normative) e-Competence levels e-1 to e-5 from EN 16234-1 (e-CF). 38
Annex B (informative) Examples of deliverables related to e-CF competences . 39
Annex C (informative) Creating further framework interfaces: Example EN 16234-1 (e-CF) and Euro-
Inf . 47
Annex D (informative) Overview of CEN/TR 16234-4 - Case Studies illustrating e-CF usage in practice
....................................................................................................................................................................................................... 52
Bibliography . 57

European foreword
This document (CEN/TR 16234-2:2021) 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.
This document supersedes CEN/TR 16234-2:2016.
In comparison with the previous edition, the following technical modifications have been made:
— Review of all previously existing clauses and content in the light of the EN 16234-1:2019 and benefitting
from multiple e-CF user experiences gathered and application feedback received.
This document for ICT professional competence outlines the minimum requirements of competence (i.e. a
threshold) in the work context. It includes typical knowledge and skills examples that are not standardized but
provided to support orientation and understanding. When applying the standard, this approach must be
recognized to clearly distinguish between which elements are mandatory and which are merely examples
(represented by, shall versus should/may/can, etc.).
This European standard is made up of four parts:
— EN 16234-1 e-Competence Framework (e-CF) - A common European Framework for ICT Professionals in
all sectors - Part 1: Framework. It provides the e-Competence Framework (e-CF) published as a European
Norm (EN).
— CEN/TR 16234-2 e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 2: User Guide. It provides the e-CF User guide published as a CEN Technical
Report (TR).
— CEN/TR 16234-3 e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 3: Methodology. It provides the e-CF Methodology published as a CEN
Technical Report (TR).
— CEN/TR 16234-4 e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 4: Case Studies. It provides a series of Case Studies illustrating e-CF
practical use from multiple ICT sector perspectives published as a CEN Technical Report (TR).
Part 1 is fully standalone, and part 2, 3 and 4 rely on part 1.
Introduction
EN 16234-1, e-Competence Framework (e-CF) - A common European Framework for ICT Professionals in all
sectors – Part 1: Framework was established as a tool to support mutual understanding and provide
transparency of language through the articulation of competences required and deployed by Information and
Communication Technology (ICT) professionals.
In the complex environment of ICT professional skills development and management there is a need for clarity
and simplification. Existing organisational processes have often been established in an ad hoc way over many
years and lack connectivity to the wider community. The e-CF offers a way out of this dilemma, providing a
neutral solution to overcome inertia and to establish a structured approach to ICT professional competence
development.
This document offers direction on how to adopt the e-CF approach from multiple user perspectives. Clause 4
provides the executive overview of e-CF scope, target groups, underlying principles, concepts and structure,
including entry points for using the e-CF (4.5). Clause 5 provides practical guidance for multiple applications of
the standard among multiple target groups and from different stakeholder perspectives. Compelling reasons
for adopting the e-CF are given in 5.1.2 (basic factors for successful implementation). Annex D of this document
gives an overview of Case Studies published in a complementary document illustrating examples of e-CF
practical application.
To support users and guide developers of applications of EN 16234-1 (e-CF), the following narrative provides
an overview of the underpinning philosophy and principles adopted during the document’s construction and
maintenance. Understanding these guiding principles is equally important for applying the EN 16234-1 (e-CF)
across multiple environments concerned with ICT professionalism.
EN 16234-1 (e-CF) Guiding Principles:
EN 16234-1 (e-CF) is an enabler; it is designed to be a tool to empower users, not to restrict them. It
provides structure and content for application by many users from organisations in the private and public
sector, ICT user or ICT supply organisations, educational institutions including higher education and private
certification providers, social partners and individuals. Across this broad application context, EN 16234-1 (e-
CF) is designed to support common understanding, not to mandate the use of each and every word used within
it.
EN 16234-1 (e-CF) expresses ICT competence using the following definition: ‘Competence is a demonstrated
ability to apply knowledge, skills and attitudes for achieving observable results’. This holistic concept directly
relates to workplace activities and incorporates complex human attitudes and resultant behaviours. Behaviour
and attitude are important influences that facilitate successful knowledge and skills application. Within each
competence, embedded attitudes are reflected in behaviour and enable the successful integration of knowledge
and skills.
Competence is a durable concept and although technology, jobs, marketing terminology and promotional
concepts within the ICT environment change rapidly, EN 16234-1 (e-CF) remains durable requiring
maintenance approximately every three years to maintain relevance.
A competence can be a component of a job role, but it cannot be used as a substitute for similarly named
job titles, for example; the competence, E.2. ‘Project and Portfolio Management’ does not represent the
complete content of a ‘Project Manager’s’ job role. Competences can be aggregated, as required, to represent
the essential content of a job role or profile. On the other hand, one single competence may be assigned to a
number of different job profiles.
Competence is not to be confused with process or technology concepts such as, ‘Cloud Computing’ or ‘Big
Data’. These descriptions represent evolving technologies and in the context of EN 16234-1 (e-CF), they may be
integrated as knowledge and skills examples in Dimension 4.
EN 16234-1 (e-CF) does not attempt to cover every possible competence deployed by an ICT
professional nor are the included competences necessarily unique to ICT. EN 16234-1 (e-CF) articulates
competences associated with ICT professional roles including some that may be found in other professions but
are very important in an ICT context; examples include, C.4. ‘Problem Management’ or E.3. ‘Risk Management’.
However, to maintain an ICT focus, EN 16234-1 (e-CF) avoids generic competences such as ‘Communications’
or ‘General Management’. Although very applicable these generic competences are comprehensively
articulated in other structures. Selecting competences for inclusion within EN 16234-1 (e-CF) is therefore a
pragmatic rather than an exhaustive process. The selection was based on engagement with a broad cross-
section of stakeholders who prioritize competence inclusion based upon industry knowledge and experience.
EN 16234-1 (e-CF) is structured across four dimensions. e-Competences in Dimensions 1 and 2 are
presented from the organisational perspective as opposed to an individual’s perspective. Dimension 3 defines
e-Competence levels and relates to the European Qualifications Framework (EQF), it provides a bridge between
organisational and individual competences. Dimension 4 provides examples of knowledge and skills in the e-
Competences of Dimension 2; they are not intended to be exhaustive but included for inspiration and
orientation.
This latest version of the standard incorporates a new element, transversal aspects; these recognize the
relevance of a number of important cross-cutting aspects and provide additional generic ICT related descriptors
for successful application of e-CF competences in the workplace. Accessibility, Ethics and Security are examples
of transversal aspects that may be applied flexibly to match the application context.
EN 16234-1 (e-CF) has a sector specific relationship to the EQF; competence levels within EN 16234-1 (e-
CF) provide a consistent and rational relationship to levels defined within the EQF. The relativity between EQF
learning levels and the e-competence work proficiency levels of EN 16234-1 (e-CF) has been systematically
established to enable consistent interpretation of the EQF in the ICT workplace environment. It should be noted
that an exact equivalency is not possible due to the different purposes and contexts of the EQF and the e-CF, but
relevant relationship information is provided.
Continuity of EN 16234-1 (e-CF) is imperative; following maintenance updates, it is essential that users are
provided with a simple upgrade path. Users of EN 16234-1 (e-CF) invest considerable time and resources to
align processes or procedures to it. Organisations deploying these downstream activities are reliant upon
EN 16234-1 (e-CF) and need to be confident of the continued sustainability of their processes. Updates
EN 16234-1 (e-CF) must respect this requirement and ensure continuity by enabling continued use of the
existing standard until convenient to upgrade to the latest version.
EN 16234-1 (e-CF) is neutral; it does not follow the specific interests of a few major influencers, it is developed
and maintained through an EU-wide balanced multi-stakeholder agreement process, under the umbrella of the
European Committee for Standardization. EN 16234-1 is a key component of the European Digital Agenda for
ICT professionalism; it is designed for use by any organization or individual engaged in ICT Human Resource
planning and competence development.

1 Scope
This document supports understanding, adoption and use of EN 16234 (all parts) e-Competence Framework
(e-CF) - A common European Framework for ICT Professionals in all sectors which provides a common
reference of 41 ICT professional competences as required and applied in the Information and Communication
Technology (ICT) professional work environment, using a common language for competences, skills,
knowledge and proficiency levels that can be understood across Europe.
This document supports Information and Communication Technology (ICT) stakeholders dealing with ICT
professional competences from multiple perspectives, in particular:
— ICT service, demand and supply organisations;
— ICT professionals, managers and human resource (HR) departments;
— educational institutions, learning program and certification providers of all types including Vocational and
Educational Training (VET), Higher Education (HE) and Continuous Professional Development (CPD);
— social partners (trade unions and employer associations);
— professional associations, accreditation, validation and assessment bodies;
— market analysts and policy makers;
— other organisations and stakeholders in public and private sectors across Europe;
to adopt, apply and use the framework in their environment.
2 Normative references
The following documents are referenced 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
CEN/TR 16234-3:2021, e-Competence Framework (e-CF) — A common European Framework for ICT
Professionals in all sectors - Part 3: Methodology
CEN/TR 16234-4:2021, e-Competence Framework (e-CF) — A common European Framework for ICT
Professionals in all sectors - Part 4: Case Studies
CWA 16458-1:2018, European ICT Professional Role Profiles — Part 1: 30 ICT profiles
CWA 16458-2:2018, European ICT Professional Role Profiles — Part 2: User Guide
CWA 16458-3:2018, European ICT Professional Role Profiles — Part 3: Methodology documentation
CWA 16458-4:2018, European ICT Professional Role Profiles — Part 4: Case studies
3 Terms and definitions
For the purposes of this document, the terms and definitions given in EN 16234-1 apply.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
• IEC Electropedia: available at http://www.electropedia.org/
• ISO Online browsing platform: available at http://www.iso.org/obp
4 Main Principles
4.1 EN 16234-1 (e-CF) scope and target groups
The EN 16234-1 (e-CF) provides a reference of 41 competences as required and applied in the Information and
Communication Technology (ICT) professional work environment, using a common language for competences,
skills, knowledge and proficiency levels that can be understood across Europe.
The EN 16234-1 (e-CF) was created for application by:
— ICT service, demand and supply organisations;
— ICT professionals, managers and human resource (HR) departments;
— educational institutions, learning program and certification providers of all types including Vocational and
Educational Training (VET), Higher Education (HE) and Continuous Professional Development (CPD);
— social partners (trade unions and employer associations);
— professional associations, accreditation, validation and assessment bodies;
— market analysts and policy makers;
— other organisations and stakeholders in public and private sectors across Europe;
to adopt, apply and use the framework in their environment.
4.2 EN 16234-1 (e-CF) a fundamental pillar of ICT professionalism for Europe
The EN 16234-1 (e-CF) provides a common European language for ICT workplace-related competences, skills
and proficiency levels as required and applied by organisations and professionals. In this way, all sector
stakeholders, including public and private sector and individuals, have access to a shared reference.
In particular, the e-CF supports the articulation, definition and description of:
— jobs, role profiles, recruitment offers and needs and other types of competence specifications;
— training courses, qualifications, certifications and higher education curricula;
— career paths and professional development needs;
— formal and non-formal learning paths;
— competence gaps analysis at the individual, team or organisational level;
— education and training needs at the individual, team or organisational level;
— criteria for competence assessment and market-trend analysis, etc.;
— a shared reference to gather and present ICT professional competence need information, e.g. at national or
large corporation level.
The EN 16234-1 (e-CF) and its supporting documents are an integrated component of the four ICT
professionalism pillars for Europe. Figure 1 positions this document with regard to the foundations required
for the establishment of an ICT European Profession. It illustrates the connectivity between the four key
elements; e-competences from the e-CF, education and training, professional ethics and the Body of Knowledge.

Figure 1 — EN 16234 (e-CF) series an essential pillar of ICT professionalism for Europe
CEN/TC 428 “ICT Professionalism and digital competences” is responsible for all aspects of standardization
related to maturing the ICT Profession in all sectors, public and private. It harmonises activity related to the
four major building blocks of ICT Professionalism: (1) competences represented by the e-CF (2) education and
training, (3) Code of Ethics and (4) Body of Knowledge (BoK).
In the context of CEN/TC 428 continuous work is taking place to support the ICT Profession in Europe with
solid references and standards around all four basic pillars of ICT Professionalism. The EN 16234 (e-CF) series
is consistently connected in concept and definitions with all the other deliverables published in CEN/TC 428
context (e.g. WI00428010 “European Foundational Body of Knowledge for the ICT Profession”, the “ICT
Professional Ethics Framework”), and the CWA 16458 European ICT Professional Role Profiles.
4.3 EN 16234-1 (e-CF) structure, content and application opportunities
4.3.1 EN 16234-1 (e-CF) overview: structure, content
The EN 16234-1 (e-CF) is structured across four dimensions. The dimensions reflect areas of business and
human resource planning and incorporate job and work proficiency guidelines specified in the Table 1.
EN 16234-1 (e-CF) is complimented by the inclusion of a component, the transversal aspect, that provides basic
generic ICT descriptors for enhanced application of e-CF competences in a workplace context.

Table 1 — The EN 16234-1 (e-CF) four dimensions and transversal aspects
Dimension 1: Derived from the ICT macro processes PLAN – BUILD – RUN – ENABLE –
5 e-Competence MANAGE. The areas provide the entry point to e-Competences and reflect a
areas process perspective based upon a waterfall approach. However, the e-CF is
equally relevant to steps applied within agile process structures such as Agile/
MAY APPLY DevOps lifecycles.
Dimension 2 41 e-Competences provide the European standard references for ICT
41 e-Competences professional competence as required and performed in an ICT work context.
Each dimension 2 description contains a competence title and a generic
SHALL APPLY
competence description, defined from an organisational perspective.
Dimension 3 5 e-Competence proficiency levels are characterised by increasing levels of
5 e-CF proficiency context complexity, autonomy, influence and typical behaviour. Relevant
levels proficiency levels are assigned to each competence description. Dimension 3
level descriptors provide individual competence performance indicators.
SHALL APPLY
Dimension 4 Examples of knowledge and skills relate to the e-Competence generic
knowledge and descriptions in Dimension 2. Examples are provided to add value to the
skills examples competence descriptor but are not intended to be exhaustive. They offer
inspiration and orientation for the identification of further specific knowledge
MAY APPLY and skills assignment according to contextual needs.
Transversal aspect components provide basic generic ICT related descriptors for successful application
of e-CF competences in the workplace.
MAY APPLY
The four-dimensional structure plus transversal aspects of the EN 16234-1 (e-CF) offer comprehensive insight
into the competence requirements of organisations and executed by ICT professionals. The core of the
framework is the 41 competence descriptors found at the heart of the structure articulated in dimension 2. This
dimension, complemented by the remaining three, provides a common start point for initial understanding of
the EN 16234-1 (e-CF).
The 5 e-Competence proficiency levels in dimension 3 are characterised by increasing levels of context
complexity, autonomy, influence and typical behaviour. Relevant proficiency levels are assigned to each
competence description. The generic e-CF competence level descriptors are provided in Annex A.
Figure 2 illustrates the content of a typical competence, A.2. Service Level Management, it shows how the
central dimension 2 provides the competence description and how this can be further articulated in dimension
3, at different proficiency levels 3 and 4 (in this example). Furthermore, examples of knowledge and skills listed
in dimension 4, provide complimentary content to the core competence descriptions within dimension 2.
Figure 2 provides an example of e-Competence description in all four dimensions.

Figure 2 — EN 16234-1 (e-CF) e-Competence example A.2. Service Level Management
The 41 competences defined by EN 16234-1 (e-CF) are constructed in the same way, consisting of 4 dimensions
as described previously. Table 2 represents the e-Competence Framework overview, it demonstrates that
although the format of each competence is similar, the quantity and level of dimension 3 descriptors vary
according to workplace relevance.

Table 2 — EN 16234-1 (e-CF) table overview

In addition to the four dimensions, transversal aspects provide basic generic ICT descriptors for successful
application of e-CF competences in a workplace context.
Transversal aspects are represented by statements that complement the descriptors of dimension 2. Figure 3
illustrates the seven transversal aspects, which are applied to every competence either from the standpoint of
being ‘aware of’ or ‘behaving proactively’ with regard to context.

Figure 3 — Transversal Aspects applying across the entire framework
4.3.2 EN 16234-1 (e-CF) alternative view – the conceptual perspective
The EN 16234-1 (e-CF) may be broadly considered from two perspectives, the conceptual viewpoint or the
application viewpoint.
The conceptual perspective focuses upon the dimensional construct of the framework and the underpinning
definitions of each component which may be used to understand the genesis of the e-CF and the relationships
between each of its key elements as illustrated in Figure 4.

Figure 4 — Conceptual view of the EN 16234-1 (e-CF)
By addressing each dimension of the e-CF users are able to extract clearly articulated statements related to
their requirements. For example, one of many possibilities, an HR department may select competence
statements from dimension 2 to support the construction of job descriptions.
4.3.3 EN 16234-1 (e-CF) alternative view – the application perspective
An alternative viewpoint to that described in 4.3.2 is the application perspective. This holistic approach
addresses the many ways of applying the EN 16234-1 (e-CF) for ICT professional competence development and
planning in an ICT organisational or qualification/certification context. Figure 5 provides an illustration of how
different process perspectives may be supported by the application of the EN 16234-1 (e-CF).

Key
internal process
external process
area where e-CF is applied
e-CF Usage
Figure 5 — EN 16234-1 (e-CF) application across processes in the ICT organization
The colour coding identifies the process elements under the control of the organization as opposed to those
externally supplied. Dependent upon many factors including the organisations particular sector, its size and
mission the scale and degree of process control will vary. However, the use of e-CF common language across all
processes regardless, ensures effective process integration.
Figure 6 provides a complementary insight into the qualification/certification related processes revealing the
use of the e-CF common language for the implementation of the key education, training, learning, assessment
and recognition processes. As in Figure 5, colour coding identifies the internal process elements of the
qualification/certification organization as opposed to those externally supplied.

Key
internal process
external process
e-CF Usage
Figure 6 — EN 16234-1 (e-CF) application across processes in the ICT qualification and training
environment
4.4 The e-CF as a standard: normative versus informative elements
The European e-Competence Framework (e-CF) is published as a European standard. The e-CF is a flexible tool
and it is therefore important to differentiate between elements providing the normative element and
informative elements provided for inspiration and optional further elaboration dependent upon application.
— Dimension 1 structured by five main business processes PLAN – BUILD – RUN – ENABLE – MANAGE
provides the entry point to the framework. The main purpose of this dimension is to provide navigation
and structured access to the e-Competences articulated in dimension 2. Allocating an e-Competence to a
specific e-Competence area is not an exact science. However, for pragmatic orientation and framework use,
it is necessary to assign each competence to a logical area of the structure.
— Dimension 2, composed of a generic title and comprehensive description, provides the heart of the
EN 16234-1 (e-CF) document.
— Dimension 3, level assignments, defined by the e-CF level table, provide the second element of the
standard’s definitions. However, it is necessary to understand that the text associated with each descriptor
is derived from stakeholder agreed examples of competence performance. The normative definition of the
dimension 3 is provided by the e-CF level table backing each level description.
— Dimension 4, knowledge and skills examples are an unstructured element of the framework and are
provided as informative elements. Knowledge and skills examples arise from multi-stakeholder and expert
views, they are provided to further illustrate, inspire and reflect typical competence content.
— Transversal aspects provide foundational elements of ICT professional competence performance. They
offer generic references which may be exploited by framework users within a specific context.
Figure 7 illustrates mandatory content versus elements which are recommendations within e-Competence A.2.
Service Level Management.
Figure 7 — e-Competence example – standard content versus example elements
4.5 Entry start points for using the EN 16234-1 (e-CF)
4.5.1 General
The e-CF is a valuable tool and standard that, by providing a common competence language, may be used to
support multiple stakeholders from many and various backgrounds. Dependent upon context perspective and
organisational requirements, the EN 16234-1 (e-CF) can be addressed from different starting points. Some
possible potential entry points are described in the following clauses.
4.5.2 Competences
The core of the framework competence descriptions, articulated within dimension 2, provide clear definitions.
The comprehensive nature of these descriptions makes them ideal for comparing and analysing commonalties
and differences with broadly similar organisational/individual competences. In consequence examining the
content of dimension 2 may offer users, with existing job/role structures, a suitable e-CF access point.
4.5.3 Transversal aspects
Transversal aspects are provided by EN 16234-1 as an addendum to dimension 2 competence descriptions.
They consist of low granularity, generic statements describing the following essential ICT disciplines:
— T1 Accessibility;
— T2 Ethics;
— T3 ICT Legal Issues;
— T4 Privacy;
— T5 Security;
— T6 Sustainability;
— T7 Usability.
These common elements of ICT competence content can offer a route to link specific user requirements to e-CF
content. Because transversal aspects such as security and sustainability are relevant to every organization, they
bridge organisational processes with individual employee competences. This dual perspective is a consistent
feature of the EN 16234-1 (e-CF) which from the outset was designed to address and link the competence of
individuals and organisations.
A possible approach to deploying the EN 16234-1 (e-CF) can be to start from transversal aspects. Although
these aspects play a role in every organization and for every employee, they need to be adapted to the context.
Responding to the following questions may help in applying the e-CF, using transversal aspects as an entry
point:
— What processes connect the organization with each transversal aspect? What depth and relevance of
content relates to which process?
— What organisational objectives are associated with respective transversal aspects? Taking into account its
culture, customer and employee responsibilities, what are the relative importance and priorities of the
organization with regard to the transversal aspects?
— How do the requirements, responsibilities and individual priorities of employees relate to transversal
aspects? For example, a Systems Administrator should have a high level of security awareness. In addition
to the transversal aspect “T5 Security”, the competence description of E.8. Information Security
Management is likely to be relevant. However, for all ICT professionals, a minimum level of security
understanding is required. What does this mean in practice for each employee? Should the emphasis, for a
particular individual, be awareness or is proactive action expected?
Answers to these questions will amplify an awareness of the culture and capability of the organization on one
hand and the actions and competences of the employees on the other. It can also contribute to a higher Maturity
Level by improving mutual understanding and enhancing the quality of products and services.
Addressing transversal aspects can also support introduction to other dimensions of the EN 16234-1 (e-CF), in
particular competence descriptions in dimension 2, which in turn provide linkage to European ICT Professional
Role Profiles (CWA 16458). As transversal aspects are related to each competence and each role, it is necessary
to clarify where, in each circumstance, they are meaningfully defined either, from competence descriptions or
role profile components. As transversal aspects are common to all organisations and to every ICT professional,
wide ranges of capability are applicable which need to be explored to determine organisational and individual
competence requirements.
Considering transversal aspects contributes to enhancing professionalisation of the organization and the
expertise of ICT professionals. Transversal Aspects offer a comprehensive overview of topics beyond
technology and incorporate broader concepts such as business management, legislation and customer support.
Reference to transversal aspects, raises awareness and offers the potential to expand the knowledge and skills
of ICT professionals beyond technology.
By implementing a comprehensive overhaul of transversal aspects, the effectiveness and professionalism of ICT
practitioners can be enhanced, enabling them to take the right decision at the right time.
Further materials related to T2 Ethics will be found in a further Technical Report entitled ‘European
Professional Ethics Framework for the ICT Profession’ (under development in CEN/TC 428). This is a complex,
multidisciplinary topic and the framework offers guidance on the many facets that ethics impact ICT
professional activities.
4.5.4 CWA 16458 European ICT Professional Role Profiles
The CWA 16458 European ICT Professional Role Profiles provides a generic set of typical roles performed by
ICT Professionals in any organization, covering the full ICT business process:
— using the EN 16234-1 (e-CF) as the basis for competence identification;
— illuminating and structuring each ICT Professional Profile with a number of components including work
outcomes or “Deliverables”.
The CWA 16458 series provides a sound starting point and inspiration for the flexible creation of more context
specific profiles, based upon organisational roles or individual job descriptions from a broad variety of contexts.
EN 16234-1 (e-CF) competences are embedded within the European ICT professional profiles which represent
30 typical roles conducted by ICT professionals, covering all ICT disciplines. These profiles describe general
roles using a consistent format incorporating the following elements:
— a summary statement;
— a mission statement;
— deliverables;
— main tasks;
— e-Competences;
— KPI areas.
By applying EN 16234-1 (e-CF) competences to ICT profile construction, the European ICT Professional Role
Profiles also provide a tool and entry point for e-CF application to individuals and organisations who wish to
work with the EN 16234-1 (e-CF).

Table 3 provides as example the European ICT Professional Role Profile “Information Security Manager Role”.
Table 3 — EU ICT Professional Role Profile example (11) Information Security Manager Role
Profile title INFORMATION SECURITY MANAGER ROLE (11)
Summary Leads and manages the organisation information security policy.
statement
Mission Defines the information security strategy and manages implementation
across the organisation. Embeds proactive information security protection
by assessing, informing, alerting and educating the entire organisation.
Deliverables Accountable Responsible Contributor

— Information — Knowledge of — Risk Management

Security Policy Information Base Policy
— Information Security — New Solution and
Strategy Critical Business
Integration
Proposal
— Define the information security strategy and standards
Main task/s
— Contribute to the development of the organisation’s security policy
— Manage security audits
— Evaluate risks, threats and consequences
— Establish and manage prevention, detection, correction and remediation
plans
— Inform and raise awareness among general management and across all
ICT users and professionals
— Conduct information security operations
e-Competences A.7. Technology Trend Monitoring Level 4
(from e-CF)
D.1. Information Security Strategy Development Level 5
E.3. Risk Management Level 4
E.8. Information Security Management Level 4
E.9. IS Governance Level 5
KPI area Security policy effectiveness

The consistent connection between the competences of the e-CF and the European ICT Professional Role
Profiles offer a further route for accessing the e-CF. Comparing existing organisational roles with the
CWA 16458 series may, in turn, enable e-CF users to link them to their own environment.
CWA 16458-2 European ICT Professional Role Profiles – Part 2: User Guide and CWA 16458-4 European ICT
Professional Role Profiles - Part 4: Case studies provide pragmatic explanations on how to apply the European
ICT Professional Role Profiles from multiple stakeholder perspectives and for a broad range of application
purposes, such as, for example, HR planning, recruitment, digital transformation process support, curriculum
design and qualifications promotion, including transfer of the concept to other sectors.
4.5.5 Deliverables
The language used in the EN 16234-1 (e-CF) may at first sight be unfamiliar to some e-CF users and present
a barrier to entry. To mitigate this perspective, deliverables, as the outputs of competence, in specific situations,
can be linked to e-CF defined competences. Simple, deliverable statements help provide additional clarity
between workplace activities and the full descriptors of the e-CF.
Deliverables, alongside e-CF competences, are key components of CWA 16458 (ICT Profiles) descriptions. This
association offers a common entry point to both concepts, e-CF and European ICT Profiles. By reflecting the
output of competence, deliverables offer an insight, dependent upon context, into a more detailed dimension 2
competence descriptor.
The list of deliverables, see Annex B, offer an abbreviation for competence and by addressing a limited, context
related, perspective they should not be used as a substitute for the full competence description, however, they
provide practical examples of competence in practice. They are offered as examples as they are not exhaustive
and do not cover every aspect of the full competence description. Likewise, dimension 4 of the e-CF also offers
examples: these are of knowledge and skills.
Deliverables offer linkage to the e-CF from a workplace perspective by relating job requirements to
competence, in a similar way, dimension 4, knowledge and skills offer connection to competences from an
educational perspective.
In consequence, the process for deploying the e-CF using deliverables is similar to working with e-CF dimension
4 where users from an education perspective link skills and knowledge to a competence description. From a
workplace perspective, using deliverables can help users to identify the activities of ICT professionals through
recognition of work outputs which in turn link to full dimension 2 competence descriptions.
4.6 Purpose and target groups of this user guide
This document provides guidance on how to apply EN 1
...