SIST-TP CEN/TR 17748-2:2022

SLOVENSKI STANDARD
01-april-2022
Osnovni nabor znanj za poklic IKT (ICT BoK) - 2. del: Uporabniški priročnik in
metodologija
Foundational Body of Knowledge for the ICT Profession (ICT BoK) - Part 2: User Guide
and Methodology
Europäischer Grundwissensbestand für den IKT-Beruf - Teil 2: Methodik und
Benutzerhandbuch
Socle de connaissances pour les professionnels des TIC - Partie 2 : Guide de l'utilisateur
et méthodologie
Ta slovenski standard je istoveten z: CEN/TR 17748-2:2022
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 17748-2
TECHNICAL REPORT
RAPPORT TECHNIQUE
February 2022
TECHNISCHER BERICHT
ICS 35.020; 03.100.30
English Version
Foundational Body of Knowledge for the ICT Profession
(ICT BoK) - Part 2: User Guide and Methodology
Socle de connaissances pour les professionnels des TIC Europäischer Grundwissensbestand für den IKT-Beruf
- Partie 2 : Guide de l'utilisateur et méthodologie - Teil 2: Methodik und Benutzerhandbuch

This Technical Report was approved by CEN on 17 January 2022. 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
© 2022 CEN All rights of exploitation in any form and by any means reserved Ref. No. CEN/TR 17748-2:2022 E
worldwide for CEN national Members.

Contents Page
European foreword . 3
Introduction . 4
1 Scope . 6
2 Normative references . 9
3 Terms and definitions . 9
4 Executive overview . 9
4.1 ICT BoK scope and target groups . 9
4.2 ICT BoK a fundamental building block of ICT Professionalism for Europe . 10
4.3 ICT BoK structure, content and application opportunities . 10
4.4 The ICT BoK as a standard: normative versus informative elements . 14
4.5 Entry start points for using the ICT BoK . 14
5 ICT BoK (EN 17748-1) User Guide . 19
5.1 Making combined use with other frameworks: EN 17748-1 (ICT BoK) interfaces with
EN 16234-1 (e-CF) and other career structures . 19
5.2 Applying the ICT BoK in learning programme context: VET, HE and CPD . 21
5.3 Applying the ICT BoK in organization environment: HR and ICT departments . 24
6 ICT BoK (EN 17748-1) Methodology . 34
6.1 ICT BoK construction steps . 34
6.2 ICT BoK development essentials . 40
Annex A (informative) ICT BoK navigation by ICT Knowledge Domains . 43
Annex B (informative) ICT BoK navigation by EN 16234-1 (e-CF) areas/ICT processes . 45
Annex C (informative) ICT BoK navigation by EN 16234-1 (e-CF) competences . 47
Annex D (informative) ICT BoK navigation by CWA 16458 (ICT Profiles) . 52
Annex E (informative) Research template: The existing BoK landscape. 55
Annex F (informative) The ICT BoK development process . 57
Bibliography . 59
European foreword
This document (CEN/TR 17748-2:2022) has been prepared by the 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 is part of a series that consists of two parts:
— EN 17748-1, Foundational Body of Knowledge for the ICT Profession (ICT BoK) - Part 1: Body of
Knowledge;
— CEN/TR 17748-2, Foundational Body of Knowledge for the ICT Profession (ICT BoK) - Part 2: User Guide
and Methodology.
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.

Under preparation. Stage at the time of publication: prEN 17748-1.
Introduction
EN 17748-1 Foundational Body of Knowledge for the ICT Profession (ICT BoK) was established as a tool
to support mutual understanding and provide transparency of language through the articulation of
knowledge required and deployed by Information and Communication Technology (ICT) professionals.
Similar to and complementary to the EN 16234-1:2019 (e-CF), that provides a common European
language for ICT professional competence, the European ICT Foundational Body of Knowledge (ICT BoK)
makes a substantial contribution to increasing transparency and maturity of the ICT Profession across
Europe.
EN 17748-1 (ICT BoK) identifies knowledge and sub divides each knowledge unit into three elements:
a) common knowledge applicable to all ICT professionals regardless of speciality;
b) base knowledge that provides a foundation and underpins each of a range of different
disciplines/specialisms;
c) specialized knowledge normally, only applicable to in-depth, very specific expert knowledge.
For c) specialist knowledge, where applicable, sources of further specialist knowledge are signposted as
examples to relevant in-depth complementary sources.
This document offers direction on how to adopt the EN 17748-1 (ICT BoK) approach from multiple user
perspectives. Clause 4 provides the executive overview of EN 17748-1 (ICT BoK) scope, target groups,
underlying principles, concepts and structure, including entry points for using the ICT BoK (4.5).
Clause 5 provides practical guidance for multiple applications of the standard by target groups and from
different stakeholder perspectives. Learning Programme Provider guidance for applying the BoK is
offered in 5.2, whilst users from an ICT operational environment are also provided with application
guidance including real-world examples in 5.3.
Clause 6 explains the methodology adopted to develop EN 17748-1 (ICT BoK).
To support users of EN 17748-1 (ICT BoK), the following narrative provides an overview of the design
philosophy and principles adopted during the standard’s construction. In addition, these underpinning
principles will provide guidance for future standard updates.
The EN 17748-1 (ICT BoK) Guiding Principles:
EN 17748-1 (ICT BoK) is an enabler; it is designed to be a tool to empower users, not to restrict
them. The document provides a structure and content for application by many types of users from
organizations in the private and public sector, educational institutions, learning program and
certification providers of all types including Vocational and Educational Training (VET), Higher education
(HE) and Continuous Professional Development (CPD), and ICT organizations from demand and supply
side, social partners, professional associations and individuals. In this broad application context, the
document is designed to support common understanding, it is not intended not to mandate the use of
each and every word used in the document.
EN 17748-1 (ICT BoK) is an integrated component of the four building blocks of ICT
professionalism for Europe and offers the identification of essential knowledge elements common to
the ICT profession.
EN 17748-1 (ICT BoK) is neutral and intrinsically linked to the EN 16234-1 (e-CF). It does not follow
the specific interests of a few major influencers; it has been developed and will be maintained through
the CEN standards process.
EN 17748-1 (ICT BoK) expresses common, base and specialized knowledge of relevance to the ICT
profession in the following context; knowledge, alongside skill and attitude, is an integrated component
of competence as defined in the EN 16234-1 (e-CF).
Knowledge units are the core structure of EN 17748-1 (ICT BoK); they are labelled to enable easy
access from viewpoints relevant to the user. Flexibility of application is provided by tagging from four
perspectives; the EN 16234-1 (e-CF) areas and competences, CWA 16458 (ICT Professional Role Profiles),
and from traditional knowledge domains.
Knowledge units are articulated at a general level of granularity and each is further detailed by the
provision of knowledge elements presented in a common template. Knowledge elements are
accompanied by examples of the application of each.
1 Scope
This document supports understanding, adoption and use of EN 17748-1 (ICT BoK) that provides a
reference of 42 knowledge units as required and applied in the Information and Communication
Technology (ICT) professional work environment that can be understood across Europe.
This document supports Information and Communication Technology (ICT) stakeholders dealing with
ICT Professional knowledge, skills and competences from multiple perspectives, in particular:
— educational institutions, learning programmes and certification providers of all types including:
— Vocational and Educational Training (VET);
— Higher education (HE);
— Continuous Professional Development (CPD);
— ICT service, user and supply organizations;
— 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 organizations and stakeholders in public and private sectors across Europe
to adopt, apply and use the Foundational Body of Knowledge in their environment as one fundamental
building block of ICT Professionalism for Europe.
See Figure 1 for illustration of document scope and target groups.
Figure 1 — ICT BoK EN and TR target groups: All stakeholders involved in the ICT
Professionalism eco-system
A close connection with EN 16234-1 (e-CF) and CWA 16458 (ICT Profiles) are a design element of
EN 17748-1 (ICT BoK). This application support document details how to approach the complementary
application of each structure by varied stakeholders of the European ICT Professionalism eco-system. It
supports the use of a shared neutral reference for ICT professional development. This interconnected
application is illustrated in Figure 2. Nevertheless, the ICT BoK can also be used as a stand-alone tool.
Figure 2 — ICT BoK an integrated component of a shared and neutral European reference
language for ICT professional development
This document provides:
— An ICT BoK EXECUTIVE OVERVIEW of the scope, target groups, underlying principles and main
characteristics is provided in Clause 4.
— The ICT BoK USER GUIDE in Clause 5: guidance on how to apply the Foundational Body of Knowledge
for the ICT Profession from multiple ICT stakeholder perspectives. It addresses the need to further
enhance the flexibility and applicability of the competences described within the e-CF as it offers
further delineation and articulation of the knowledge components of competences. EN 17748-1 (ICT
BoK) is intended for guidance and is designed to provide a common shared reference tool which can
be implemented, adapted and used in accordance with ICT stakeholder requirements. The following
implementation guidance is structured by target groups and complemented by two ICT BoK
application cases. During the course of the EN 17748-1 (ICT BoK) development, real world
experience was a necessary contribution to ensuring future application of the structure.
Dissemination of the ICT BoK development progress enabled testing of the structure as it developed.
One outcome of this open approach was that some examples of practical application, despite that at
the time, not published, could be tested and made available as two application cases.
— The ICT BoK METHODOLOGY DOCUMENTATION in Clause 6: here the ICT BoK creation process is
explained as well as important aspects of its development. This section supports the methodology
grounding for the development, implementation and future maintenance of the ICT BoK.
— A series of ANNEXES, allowing user-targeted ICT BoK navigation according to particular viewpoints.
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 17748-1, Foundational Body of Knowledge for the ICT Profession (ICT BoK) - Part 1: Body of Knowledge
EN 16234-1:2019, e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 1: Framework
CWA 16458:2018 (all parts), European ICT Professional Role Profiles
3 Terms and definitions
For the purposes of this document, the terms and definitions given in EN 17748-1 (ICT BoK) apply.
ISO and IEC maintain terminological databases for use in standardization at the following addresses:
— ISO Online browsing platform: available at https://www.iso.org/obp
— IEC Electropedia: available at https://www.electropedia.org/
4 Executive overview
4.1 ICT BoK scope and target groups
The ICT BoK provides a reference of 42 knowledge units as required and applied in the Information and
Communication Technology (ICT) professional work environment, using a shared language for common,
base and specialized knowledge that can be understood across Europe.
EN 17748-1 (ICT BoK) is created for application by:
— Educational institutions, learning program and certification providers of all types including:
— Vocational and Educational Training (VET);
— Higher education (HE);
— Continuous Professional Development (CPD);
— ICT service, user and supply organizations;
— ICT professionals;
— ICT 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.
See Clause 1 and 4.3 for further illustration.

Under preparation. Stage at the time of publication: prEN 17748-1.
4.2 ICT BoK a fundamental building block of ICT Professionalism for Europe
The Foundational Body of Knowledge for the ICT Profession is an integrated component of the four ICT
professionalism building blocks for Europe. Figure 3 positions EN 17748-1 (ICT BoK) with regard to the
foundations required for a European ICT Profession. It illustrates the connectivity between the four key
elements; e-Competences from the EN 16234-1 (e-CF), professional Ethics and EN 17748-1 (ICT BoK),
and education, training, assessment and recognition processes.

Figure 3 — ICT BoK an essential building block of ICT Professionalism for Europe
4.3 ICT BoK structure, content and application opportunities
4.3.1 ICT BoK structure and content
The European Foundational Body of Knowledge for the ICT Profession has a flat, non-hierarchical
structure. The EN 17748-1 (ICT BoK) contains 42 knowledge units which can be accessed from various
navigational perspectives.
There is no hierarchy of views and each knowledge unit can be accessed through the perspective most
meaningful and valuable to the ICT BoK user.
Each knowledge unit is ‘tagged’ with different labels. These labels provide four different entry points,
through which the BoK can be accessed:
— ICT domains (7 in total) – see 4.5.1 and Annex A;
— EN 16234-1 “e-CF” competence areas/ICT processes (5 in total) – see 4.5.2 and Annex B;
— EN 16234-1 (e-CF) competences (41 in total) – see 4.5.2 and Annex C;
— European ICT Professional Role Profiles (30 in total) – see 4.5.3 and Annex D.
The four access points are illustrated in Figure 4. In support of EN 17748-1 (ICT BoK) user orientated
navigation, these viewpoints are also incorporated within the knowledge unit template that follows in
Table 1.
Figure 4 — The Foundational Body of Knowledge index: access to each knowledge unit by four
different entry points
Each Knowledge unit is formed using an identical structure, the main components of which are described
as follows:
a) common knowledge shared by all ICT professionals regardless of speciality;
b) base knowledge that provides a foundation and underpins each of a range of different
disciplines/specialisms;
c) specialized knowledge normally, only applicable to in-depth, very specific expert knowledge.
Where applicable, sources of further specialist knowledge are signposted to relevant in-depth
complementary sources.
Figure 5 illustrates the EN 17748-1 (ICT BoK) design principles of common, base and specialized
knowledge assigned to areas of ICT expertise as represented by the ICT Professional Role Profiles.

Figure 5 — EU ICT BoK design principles of common, base and specialized knowledge and areas
of ICT expertise as represented by the ICT Professional Role Profiles
By categorizing knowledge in this way, EN 17748-1 (ICT BoK) users are able to identify content
appropriate to their needs.
Furthermore, the natural progression of the depth and intensity of knowledge, from common through
base to specialized, provides a potential learning pathway to support curriculum development.
Each knowledge unit is described in a uniform way, using a multi-stakeholder agreed knowledge unit
template as shown in Table 1.
Table 1 — The multi-stakeholder agreed ICT BoK knowledge unit template
UNIT NAME CLEAR UNIQUE NAME TO IDENTIFY THE KNOWLEDGE UNIT + ACRONYM
Unit A general description of the knowledge unit formulated in terms that can stand the test of time as best as
description possible (so no reference to specific terms like specific trends or specific programming languages). Also
formulated in a way that the level of detail is still open (to be defined in the level descriptions).
Common The knowledge in general terms that every ICT professional should have about this knowledge unit. Provide
Knowledge the essential elements every ICT professional should know and an indication of the level of detail of this
knowledge.
shall apply
Example One or more short examples of what somebody should know on this level. These are more
specific (e.g. specific trends or programming languages).
To each knowledge example a unique identifier is assigned [ACC.C.a] – [UID.C.f]
Tags for Knowledge EN 16234-1 e-CF area(s) EN 16234-1 e-CF ICT Professional Role
views Domain Competence(s) Profile(s) CWA 16458-1
A unit can be related to
may apply A unit relates to one or more of the five e- The competences this The ICT role profiles this unit
one knowledge competence areas unit is essential to (on is relevant to on base level
domain: (depending on the base and specialized (and specialized level) – (1
competences listed): level). The competence to 4 or 5 profiles max.).
1. Transversal
cannot be achieved
knowledge A.PLAN The job cannot be performed
without the knowledge
without the knowledge from
2. Behavioural B.BUILD
from this Knowledge
this Knowledge Unit.
knowledge
C.RUN
Unit.
3.Architecture
D.ENABLE
4.Networks
E.MANAGE
5.Software
6.Data
7.Business
Base The knowledge in general terms that is base knowledge for the aforementioned ICT role profiles. Provide the
Knowledge essential elements of the base knowledge for the ICT role profiles in the tags of this knowledge unit and an
indication of the level of detail of this knowledge.
may apply
Example One or more short examples of what somebody should know on this level. These are more
specific (e.g. specific trends or programming languages).
To each knowledge example a unique identifying acronym is assigned [ACC.C.a] – [UID.B.f].
Specialized Specialized knowledge is not a part of this BoK, but to show the connection to specialized knowledge it can be
Knowledge mentioned here.
References References are provided to specialized sources to facilitate further reading as necessary. These are indicative
rather than exhaustive.
may apply
4.3.2 ICT BoK application opportunities across all stakeholder perspectives
There are boundless ways in which a Body of Knowledge may applied by multiple stakeholders and
across a variety of purposes. EN 17748-1 (ICT BoK) complements the knowledge requirements expressed
in EN 16234-1 (e-CF), the European ICT professional competence standard, and therefore addresses the
same wide-ranging multi-stakeholder community. Education providers will, in particular, benefit from
the provision of the detailed knowledge content in the EN 17748-1 (ICT BoK), alongside the variety of
stakeholders who currently benefit from the application of EN 16234-1 (e-CF).
As previously stated, knowledge in the ICT BoK encompasses the knowledge examples in the EN 16234-
1 (e-CF) and embeds and complements these within a broader structure. In practice, the EN 17748-1 (ICT
BoK) can be used either with e-CF competences and/or ICT Professional Role Profiles or as a stand-alone
instrument.
Furthermore, in addition to the integrated applications illustrated above, the EN 17748-1 (ICT BoK) may
be used to complement any ICT related structure or framework. See 5.1 for further detail.
Examples of potential broad applications either related to the e-CF ecosystem or otherwise are listed
below:
— Learning programme and curricula design and redesign;
— Assessment/Evaluation;
— Hiring personnel;
— Upskilling, reskilling, CPD- lifelong learning;
— Certification;
— Exam design and redesign;
— Accreditation;
— Communication and promotion;
— Support of ICT organizational change;
— Continuous ICT organizational improvement;
— Workforce transformation;
— Talent Management;
— Workforce development motivation;
— Capacity Management;
— Managing complex technologies in the ICT organization;
— Learning and Development in the ICT organization.
Clause 5 of this document offers further guidance and detailed coverage of how the EN 17748-1 (ICT BoK)
may and has been applied.
4.4 The ICT BoK as a standard: normative versus informative elements
The Foundational Body of Knowledge for the ICT profession is published as a European Norm. It is a
flexible tool and therefore important to differentiate between elements providing the standard and
elective elements provided for inspiration and optional dependent upon application.
[1] Unit name is the title given to each knowledge unit. It reflects the contents of the unit (normative).
[2] A description of the Knowledge Unit. This description is not intended to be a definition. Its purpose
is to provide an idea how the knowledge unit should be understood. It describes the knowledge unit in a
general sense in a way that the level of detail is still open (normative).
[3] Tags enabling different views on the Body of Knowledge. In this way, it is possible to view the Body
of Knowledge through different lenses: Competence areas, Competences, Knowledge domains, and ICT
role profiles. These are suggested entry points to access the knowledge in the BoK. It is also possible to
add additional, alternative tags and adapt the BoK to local demand (informative).
[4] Common Knowledge describes the knowledge in general terms that every ICT professional should
have about a knowledge unit. It provides an indication of the level of detail of this knowledge (normative).
[5] Examples of Common Knowledge are a non-exhaustive list of the essential elements every ICT
professional should know. They serve to illustrate the element in the form of keywords and general terms
that indicate the way knowledge manifests itself at a common level. An indication is given of the level of
detail. Together they provide a quick overview of the minimum knowledge that every ICT professional
should have of this knowledge unit. The list is not exhaustive, it can be extended to include additional
elements compatible to those listed (normative).
[6] Base Knowledge describes the knowledge in general terms that is base knowledge for the ICT role
profiles as listed in the tags. It provides an indication of the level of detail of this knowledge (informative).
[7] Examples of Base Knowledge are a non-exhaustive list of essential elements of the base knowledge
for the ICT role profiles in the tags of this knowledge unit. They serve the purpose of illustration in the
form of keywords and general terms that indicate the way knowledge manifests itself at a general level.
Together, they provide a quick overview of the essential base knowledge for the ICT role profiles of this
knowledge unit (informative).
[8] Specialized Knowledge falls outside the scope of EN 17748-1 (ICT BoK), but if there is a connection
to an authoritative source of specialist knowledge, for example a specialized BoK or standard, it is
mentioned here (informative).
[9] References only serve the purpose of illustration: there are and will be potentially more sources that
relate to a specific knowledge unit. References are not exclusively related to the specialized knowledge.
References may contain sources that can be relevant or relate to the knowledge unit in general
(informative).
4.5 Entry start points for using the ICT BoK
4.5.1 General
The EN 17748-1 (ICT BoK) is composed of a set of knowledge units. These knowledge units are not
related, apart from being connected to the ICT field. By using an entry start point, a selection of required
knowledge units can be made to address the specific ICT BoK application. Within the knowledge unit
template, entry start points are marked by ‘tags’; each tag serves as a viewpoint through which the Body
of Knowledge can be accessed. The provision of tags offers users a flexible pathway to required
knowledge units. It also supplies the potential for logical machine searches.
Entry start points are merely a navigational aid, the Body of Knowledge may also be addressed without
tags or if required through user created tags.
4.5.2 ICT BoK navigation by Knowledge Domains
Knowledge units are linked to knowledge domains to provide a traditional access point. For simplicity of
navigation, each knowledge unit is linked to only one knowledge domain. Seven ICT knowledge domains
are provided. See Figure 6 for illustration.

Figure 6 — The EU ICT BoK seven knowledge domains
— [1] Transversal knowledge; this is 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. This knowledge domain is supporting the other
domains.
— [2] Behavioural knowledge; refers to non-technical knowledge that is in support of behavioural
skills on how to successfully engage with situations in the workplace, and may refer to work quality,
social interaction or emotion; examples include, communication, empathy, attention to detail and
integrity. This knowledge domain is supporting the other domains.
— [3] Architecture; this knowledge domain contains knowledge that relates to the overarching design
and construction of the technical infrastructure.
— [4] Networks; in this domain knowledge about devices and the interconnection of devices used for
communication is central.
— [5] Software; this knowledge domain contains knowledge about applications, programs and
operating information that instructs a computer or other device.
— [6] Data; this domain relates to knowledge about models, methods and techniques for capturing,
organizing, analysing, exploiting and communicating data and information.
— [7] Business; in this category falls knowledge of all the activities that relate to the organization’s
primary processes, supporting processes and management processes.
A table illustrating ICT BoK navigation by knowledge domains is provided in Annex A.
4.5.3 ICT BoK navigation by EN 16234-1 (e-CF) Competences and e-CF areas/ICT processes
The 41 competences from the EN 16234-1 (e-CF) are a further entry point through which knowledge
units can be accessed. If a knowledge unit is an important competence component, then the two are linked
through tags associated with the base knowledge. By using e-CF competences as an entry point,
knowledge that forms the core of a specific competence can be extracted.
Table 2 provides the EN 16234-1 (e-CF) overview.
Table 2 — EN 16234-1 (e-CF) overview

A table illustrating ICT BoK navigation by knowledge domains is provided in Annex B.
4.5.4 ICT BoK navigation by e-CF areas/ICT processes
When competence and knowledge unit links are identified, the e-CF areas to which these competences
relate (as structured in the EN 16234-1 (e-CF): A. Plan, B. Build, C. Run, D. Enable, E. Manage (derived
from 5 main ICT processes) are also linked to this knowledge unit. This entry point illustrates, on a more
general level, which knowledge units are most relevant to which competence (dimension 1) area/ICT
macro-process.
A table illustrating ICT BoK navigation by e-CF areas, thus ICT macro-processes, is provided in Annex C.
4.5.5 ICT BoK navigation by CWA 16458 European ICT Professional Role Profiles
The 30 ICT Professional Role Profiles, as described in the CWA 16458-1 European ICT professional role
profiles document, are another useful knowledge unit, entry point.
Using European ICT role profiles, knowledge may be identified that forms the base of a specific
professional profile. The knowledge that is essential to a specific ICT Professional Role Profile at the
foundation level is linked to that specific profile.
Figure 7 provides a replication of the ICT Professional Role Profiles family as specified in CWA 16458-1.

Figure 7 — European ICT Professional Role Profiles overview
A table illustrating ICT BoK navigation by ICT Professional Role Profiles is provided in Annex D.
4.5.6 Creating own entry points
The simple structure of the Body of Knowledge allows users to create their own specific entry point(s),
focused on their application requirements. This can be achieved by adding the user’s viewpoint to the
Knowledge Unit template.
5 ICT BoK (EN 17748-1) User Guide
5.1 Making combined use with other frameworks: EN 17748-1 (ICT BoK) interfaces with
EN 16234-1 (e-CF) and other career structures
As discussed previously, EN 17748-1 (ICT BoK) may be used by multiple stakeholders as a standalone
entity or in combination with other European structures such as the EN 16234-1 (e-CF) and CWA 16458
(ICT Profiles). Figure 8 illustrates the complementary characteristics, in function, structure, content and
principles of the three reference frameworks relating to ICT Professional competences, knowledge, skills,
attitudes, levels and roles.
Figure 8 — An integrated, neutral, up-to-date EU standard language
on ICT Professional competences, skills, knowledge, attitudes, levels and roles
The conceptual relationships between EN 17748-1 (ICT BoK) knowledge units, competences from the EN
16234-1:2019 (e-CF), and the ICT Professional Role Profiles (CWA 16458-1:2018) are shown in Figure 9.
Figure 9 — Conceptual relations between the ICT Profiles from CWA 16458, competences from
the EN 16234-1:2019 (e-CF) and knowledge units from EN 17748-1 (ICT BoK)
Although closely linked, each of these structures may be used as stand-alone tools or may be combined
with one or both other constructs to add significant value.
Furthermore, the EN 17748-1 (ICT BoK) has the content and structure that enables it to complement
many other constructs.
The design of the ICT BoK has focused upon flexibility and wide scope of coverage (the same scope as the
e-CF). This positions it as a universal tool suitable for application in many environments encompassing
requirements for general and specific knowledge articulation.
EN 16234-1:2019 Annex B provides interfaces of the e-CF with other career structures and frameworks.
As e-CF and ICT BoK are closely connected, the same examples are relevant to the ICT BoK. For ease of
reference these possible interfaces are reproduced below.
— European Qualifications Framework (EQF);
— ESCO;
— DigComp;
st
— P21’s Framework for 21 century learning;
— SFIA;
— European ICT Professional Role Profiles (CWA 16458);
— other EN and ISO Standards;
— The euro-Inf label added in CEN/TR 16234-2 / CEN/TR 16234-3.
5.2 Applying the ICT BoK in learning programme context: VET, HE and CPD
5.2.1 Advantages of using ICT BoK in learning programmes and curricula
There are significant advantages of implementing ICT BoK in a learning programme or curriculum:
— the knowledge articulated within the European ICT BoK is strongly embedded in a European context.
Based upon the knowledge that is part of EU competences and EU role profiles it has a direct
relationship with the European job market. The BoK underpins recognisable competences and
profiles in the European job market and forms a link between the demand and supply side of
education provision. The ICT BoK supports educational providers in connecting learning
programmes to job market demands;
— the ICT BoK is developed in association with the content of other CEN documents, that together form
‘the bigger picture’ of ICT professionalism. ICT BoK has an important role as one of the four ICT
professionalism building blocks (see Figure 3). Learning programmes and curricula that are based
on one or more building blocks benefit from being part of this bigger picture. ICT BoK can be used as
a starting point to connect with, enhance and/or be enhanced by the wider European ICT
Professionalism picture;
— ICT BoK contains not only technical knowledge, but also the ICT-related knowledge of business
processes and generic behavioural knowledge, both of which are of relevance to the ICT workplace.
Within ICT BoK, different knowledge types are distinguished: a common level of knowledge
applicable to all ICT professionals, a base level applicable to specified professional areas or roles.
This knowledge structure enables the development of T-shaped professionals;
— ICT BoK is comprised of knowledge units derived from authoritative European sources used to
develop learning programmes and curricula, see 6.2.3 for more detail. This enables comparison and
analysis of existing curricula and programmes based upon one of these sources. It also makes it easier
to integrate ICT BoK into existing programmes;
— by building learning programmes and curricula based upon ICT BoK and/or e-CF competences and
ICT role profiles, a European identity of learning programmes will develop. This will stimulate
mobility of learners across different countries and provide a clear identity within the European job
market. This European identity in a learning program or curriculum, may be a valuable marketing
tool. It offers a way to positively discriminate from other educational providers, to connect to labour
market demands and to stimulate cooperation with other institutions. Furthermore, compliance with
the standard may strengthen an institution’s accreditation credentials.
5.2.2 Basic factors for successful implementation
Some basic factors can be identified that enable successful implementation of ICT BoK in a learning
program context.
— A clear relation between the contents of the BoK, learning outcomes, assessments, and learning units
This makes the contents of the BoK traceable and recognisable within a learning programme. When this
relation is made explicit, this is a strong underpinning of the learning program.
— An implementation of ICT BoK in close connection with e-CF competences and/or role profiles
Although it is possible to implement the ICT BoK in isolation in a learning programme, more value can be
added if ICT BoK application is combined with e-CF competences (EN 16234-1) and/or ICT Professional
Profiles (CWA 16458-1).
— An understanding of the broader context of ICT BoK
As the ICT BoK is developed in close connection to the e-CF competences and the European role profiles,
it reflects the underlying knowledge of these competences and role profiles. Besides technical knowledge,
business processes knowledge and behavioural knowledge are part of the ICT BoK, this is common with
e-CF competences and role profiles. This differentiates the EN 17748-1 (ICT BoK) from other, more
technical oriented ICT BoKs.
— Management of stakeholders within the learning programme context
Stakeholders must be informed, consulted and engaged in the process of developing a BoK. The
advantages of using the ICT BoK in a learning programme must be clearly communicated. In some cases,
change management methods and techniques may be applied.
— An endorsement within the organization to support a European identity through the learning
programme
The ICT BoK is developed in close connection with the other building blocks of ICT Professionalism in
Europe and forms the primary link between learning programmes, competences and profiles of the
European job market; any learning programme or curriculum based on these principles is connected to
this European identity. The advantages of adhering to this European identity should be endorsed by
stakeholders.
5.2.3 Curriculum and learning programme development
5.2.3.1 General
The use of a BoK in the development of a curriculum or learning programme is one aspect in the broader
process. In this clause, the focus is on the role of a BoK in the curriculum development process. The
broader curriculum development process and the details of implementing the BoK are discussed in more
detail in CEN/TS 17699, Guidelines for developing ICT Professional Curricula as scoped by EN 16234-1 (e-
CF).
5.2.3.2 Formulation of learning outcomes
Knowledge from the BoK supports identification of learning outcomes which are translated into learning
units. Learning units within a learning programme can be focused purely on the development of either
knowledge or skills or attitude or focused on a combination of these.

Under preparation. Stage at the time of publication: CEN/TS 17699:2022.
Using the ICT BoK in the development of a curriculum offers a comprehensive source of verified
knowledge intrinsically linked to the European ICT Professional landscape. Construction of learning
outcomes is simplified through the availability of content and the identification of complexity to support
educational level identification. This adds credibility and legitimacy to the curriculum design in terms of
content and educational level selected. CEN/TS 17699, Guidelines for developing ICT Professional
Curricula as scoped by EN 16234-1 (e-CF) contains further information on the structured formulation of
programme learning outcomes and learning outcomes.
In the EN 17748-1 (ICT BoK), knowledge within each knowledge unit is described in three categories:
common, base and specialized. The following shows how the three categories may be broadly associated
with EQF defined learning levels in educational practice:
— Knowledge elements at a common level may be addressed when developing a curriculum that starts
at an undergraduate or associate degree level (EQF level 5).
— Knowledge elements at a base level reflect a more advanced level that forms the base of a specific
ICT role profile or group of profiles. These may be addressed at the bachelor level (EQF level 6).
— Specialized knowledge falls outside the scope of EN 17748-1 (ICT BoK). These are associated with a
further specialization in a certain knowledge. This contains more detailed and/or more advanced
knowledge mainly associated with graduate degree levels masters and doctorate. Here references
are provided to authoritative sources in a specialist area; more specialized BoKs or standards (EQF
levels 7, 8).
Applying this general guidance enables the structuring of curriculum with a
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