SIST EN 16234-1:2020

SLOVENSKI STANDARD
01-februar-2020
Nadomešča:
SIST EN 16234-1:2016
Krovni seznam e-usposobljenosti (e-CF) - Skupno evropsko okolje za strokovnjake
na področju informacijske in komunikacijske tehnologije v vseh sektorjih - 1. del:
Krovni seznam
e-Competence Framework (e-CF) - A common European Framework for ICT
Professionals in all sectors - Part 1: Framework
e-Kompetenz-Rahmen (e-CF) - Ein gemeinsamer europäischer Rahmen für IKT-Fach-
und Führungskräfte in allen Branchen - Teil 1: Rahmenwerk
Référentiels de e-Compétences - Référentiel européen commun pour les professionnels
des technologies de l'information et de la communication dans tous les secteurs - Partie
1 : Référentiel
Ta slovenski standard je istoveten z: EN 16234-1:2019
ICS:
03.100.30 Vodenje ljudi Management of human
resources
35.240.01 Uporabniške rešitve Application of information
informacijske tehnike in technology in general
tehnologije na splošno
2003-01.Slovenski inštitut za standardizacijo. Razmnoževanje celote ali delov tega standarda ni dovoljeno.

EN 16234-1
EUROPEAN STANDARD
NORME EUROPÉENNE
December 2019
EUROPÄISCHE NORM
ICS 35.020 Supersedes EN 16234-1:2016
English Version
e-Competence Framework (e-CF) - A common European
Framework for ICT Professionals in all sectors - Part 1:
Framework
Référentiels de e-Compétences - Référentiel européen e-Kompetenz-Rahmen (e-CF) - Ein gemeinsamer
commun pour les professionnels des technologies de europäischer Rahmen für IKT-Fach- und
l'information et de la communication dans tous les Führungskräfte in allen Branchen - Teil 1:
secteurs - Partie 1 : Référentiel Rahmenwerk
This European Standard was approved by CEN on 23 October 2019.

CEN members are bound to comply with the CEN/CENELEC Internal Regulations which stipulate the conditions for giving this
European Standard the status of a national standard without any alteration. Up-to-date lists and bibliographical references
concerning such national standards may be obtained on application to the CEN-CENELEC Management Centre or to any CEN
member.
This European Standard exists in three official versions (English, French, German). A version in any other language made by
translation under the responsibility of a CEN member into its own language and notified to the CEN-CENELEC Management
Centre has the same status as the official versions.

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
© 2019 CEN All rights of exploitation in any form and by any means reserved Ref. No. EN 16234-1:2019 E
worldwide for CEN national Members.

Contents Page
European foreword . 3
Introduction . 5
1 Scope . 7
2 Normative references . 7
3 Terms and definitions . 7
4 Symbols and abbreviated terms . 9
5 Main principles . 10
5.0 General. 10
5.1 Dimension 1: Five e-Competence areas . 10
5.2 Dimension 2: e-Competences . 10
5.3 Dimension 3: Five work proficiency levels . 11
5.4 Dimension 4: Knowledge and skills . 11
5.5 Transversal Aspects . 11
5.6 Embedded in Dimension 2, 3, 4 and in transversal aspects: Attitudes. 12
6 Objective . 12
7 e-Competence Framework overview . 13
8 e-Competence Framework full description . 15
8.0 Transversal Aspects of the e-Competence Framework . 15
8.1 A. PLAN: e-Competences A.1 to A.10. 17
8.2 B. BUILD: e-Competences B.1. to B.6. . 27
8.3 C. RUN: e-Competences C.1. to C.5. . 33
8.4 D. ENABLE: e-Competences D.1. to D.11. . 38
8.5 E. MANAGE: e-Competences E.1. to E.9. . 49
Annex A (normative)  Level parameters of this standard . 58
Annex B (informative) Positioning this standard to other structures and frameworks. 59
B.1 Introduction . 59
B.2 European Qualifications Framework (EQF) . 60
B.3 ESCO . 63
B.4 DigComp . 67
st
B.5 P21’s Framework for 21 Century Learning . 70
B.6 SFIA . 72
B.7 European ICT Professional Role Profiles . 78
B.8 Related ISO standards and standardisation initiatives . 85
Bibliography . 91

European foreword
This document (EN 16234-1:2019) has been prepared by the Technical Committee CEN/TC 428 “ICT
professionalism and digital competences”, the secretariat of which is held by UNI.
This European Standard shall be given the status of a national standard, either by publication of an
identical text or by endorsement, at the latest by June 2020, and conflicting national standards shall be
withdrawn at the latest by June 2020.
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 EN 16234-1:2016.
In comparison with the previous edition, the following technical modifications have been made:
— Review of terms and definitions
— Review of all existing competences in the light of latest business and technology trends
— Adding three new competences in the light of latest business and technology trends (A.10 User
Experience, C.5 Systems Management, D.7 Data Science and Analytics)
— Merging three previously co-existing competences to one (D.5. Sales Development)
— Elaboration of a new e-Competences descriptions complementary transversal concept (aspects of
cross-cutting relevance to any successful ICT professional competence performance in context)
— Adding in Annex B,
— a report relating and/ or positioning this standard against other relevant structures and
concepts in a similar field (EQF, ESCO, DigComp).
— In addition P21 is referenced as one example for making behavioural skills explicit.
— A report establishes relationships of this standard with SFIA.
— A new relationship with the European ICT Professional Profiles (CWA 16458-1:2018) is
provided: the competence content of each Professional Profile, including level assignment, has
been aligned with this standard.
— Relationships with relevant ISO standards have been systematically checked with regard to
mutual consistency in structure, terminology and/or content.
This standard for ICT professional competence outlines the minimum requirements of competence (i.e.
a threshold) in the workplace: it includes typical knowledge and skills examples that are not
standardised but provided to support orientation and understanding. When applying the standard, this
approach has to be recognised to clearly distinguish between which elements are mandatory and which
are merely examples (represented by, shall versus should/may/can, etc.).
This European standard consists of three parts:
— Part 1: is the Framework of the e-CF published as an European Norm (EN).
— Part 2: is the User Guide published as a CEN Technical Report (TR).
— Part 3: is the Methodology published as a CEN Technical Report (TR).
Part 1 is fully standalone, and part 2 and 3 rely on part 1.
According to the CEN-CENELEC Internal Regulations, the national standards organisations of the
following countries are bound to implement this European Standard: 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 the
United Kingdom.
Introduction
This standard 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.
To support users and guide developers of applications to this standard, the following narrative provides
an overview of the underpinning philosophy and principles adopted during the standard’s construction
and maintenance. This is also intended to provide guidance for successive updates to the standard.
The Guiding Principles:
This standard is an enabler; it is designed to be a tool to empower users, not to restrict them.
This standard provides a structure and content for application by many types of users from
organizations in the private and public sector, ICT user or ICT supply companies, educational
institutions including higher education and private certification providers, social partners and
individuals. In this broad application context, this standard is designed to support common
understanding, not to mandate the use of each and every word used within it.
This standard 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, this standard 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 Managers’ 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 this standard,
they may be integrated as knowledge and skills examples in Dimension 4.
This standard does not attempt to cover every possible competence deployed by an ICT
professional nor are the included competences necessarily unique to ICT. This standard
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, this standard 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 this standard 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.
This standard is structured across four dimensions. e-Competences in Dimensions 1 and 2 are
presented from the organizational perspective as opposed to an individual’s perspective. Dimension 3
defines e-Competence levels and relates to the European Qualifications Framework (EQF), it is a bridge
between organizational and individual competences. Dimension 4 provides examples of knowledge and
skills to the e-Competences in Dimension 2, they are not intended to be exhaustive but for inspiration
and orientation only.
This latest version of the standard incorporates a new element, transversal aspects; it recognises
the relevance of a number of cross-cutting aspects that are important and provide additional generic
ICT related descriptors for successful application of e-CF competences in a workplace context. Examples
of transversal aspects identified for context-specific and flexible application within this standard are
Accessibility, Ethics and Security.
This standard has a sector specific relationship to the EQF; competence levels within this standard
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 this standard has been
systematically developed 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 EQF and e-CF but relevant relationship information is provided.
Continuity of this standard is imperative; following maintenance updates it is essential that users are
provided with a simple upgrade path. Users of this standard invest considerable time and resources to
align processes or procedures with it. Organizations deploying these downstream activities are reliant
upon this standard and need to be confident of the continued sustainability of their processes. Updates
of this standard need to recognize this requirement and provide for continuity, enabling use of the
existing version of the standard until it is convenient to upgrade to the latest version.
This standard 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. This standard is a key component of the
European Digital Agenda for ICT Professionalism; it is designed for use by any organisation or
individual engaged in ICT Human Resource planning and competence development.
1 Scope
This document provides a reference of 41 competences as required and applied at the Information and
Communication Technology (ICT) professional work environment, using a common language for
competences, skills and proficiency levels that can be understood across Europe.
This document was created for application by:
— ICT service, user and supply companies,
— ICT professionals, managers and human resource (HR) departments,
— vocational education institutions and training bodies including higher education,
— 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.
2 Normative references
There are no normative references in this document.
3 Terms and definitions
For the purposes of this document, the following terms and definitions 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
3.1
Information and Communication Technology
ICT
digital computers and internet (communication) systems, including software, hardware and
networks
3.2
Information and Communication Technology
ICT
cross sector of enterprises, including manufacturers, product suppliers or
service providers relating to the ICT field
3.3
ICT professional
person having the competence to plan, build, run, enable and/or manage Information and
Communication Technology and having a professional ICT qualification and/or ICT occupational
experience; they include both employees of ICT companies and ICT employees of organisations in all
other sectors; they are in the scope of this standard
3.4
ICT user
person having the competence to use devices, software and systems to support his/her private,
educational, civic or work activities and normally having no professional ICT qualification or ICT
occupational experience; they are not in the scope of this standard
3.5
competence
demonstrated ability to apply knowledge, skills and attitudes for achieving observable results
3.6
knowledge
body of facts which can be applied in a field of work or study (know what to do)
3.7
skill
ability to carry out managerial or technical tasks, and they may be cognitive or practical (know how to
do it)
3.8
attitude
representing the human element of an e-competence and reflecting the way an ICT professional
integrates knowledge and skills and applies them in a contextually appropriate manner
3.9
transversal aspects
cross-cutting topics that are relevant to all competences defined by this standard; each transversal
aspect is provided by a title and a generic description that may be applied, dependent upon context by,
‘being aware of’ or ‘behaving proactively’ with regard to the transversal aspect description; awareness
and proactivity influence attitude (3.8) linking with knowledge (3.6) and skills (3.7) as applied in the
definition of competence (3.5) in this standard
3.10
behavioural skills
interactive skills used 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
3.11
proficiency level
level indicating the degree of mastery that allows an ICT professional to meet requirements in the
performance of a competence; proficiency levels in the e-CF are characterised by a combination of
levels of influence within a community, context complexity, autonomy, and typical behaviour expressed
by examples of action verbs; this standard incorporates proficiency levels e-1 through to e-5
3.12
learning level
level indicating a grading and may be represented by a formal qualification; they generally derive from
an education system or indicate a grading in a taxonomy of intellectual or learning behaviours (like
memorizing, applying, interpreting) and having a relationship with proficiency levels but they are not
explicitly within the scope of this standard
4 Symbols and abbreviated terms
AI  Artificial Intelligence
API Application Programming Interface
BYOD  Bring Your Own Device
CMMI  Capability Maturity Model Integration
COBIT  Control Objectives for Information and related Technology
CPD  Continuing Professional Development
CSR  Corporate Social Responsibility
DBMS  Data Base Management Systems
DigComp Digital Competence Framework for Citizens
DMP  Data Management Plan
DSS  Data Storage Server
DVD  Digital Versatile Disc
e-CF e-Competence Framework
EQF European Qualifications Framework
ESCO European Skills, Competences and Occupations
ETL Extract, Transform Load
GDPR  EU General Data Protection Regulation
HCI  Human-Computer-Interaction
IaaS  Infrastructure as a Service
ICT  Information and Communication Technology
IoT  Internet of Things
IPR  Intellectual Property Rights
IS  Information Systems (in the broad understanding of including software, hardware, data,
people, procedures and business processes)
ISCO International Standard Classification of Occupations
ISO  International Standardization Organization
ITIL  Information Technology Infrastructure Library
KPI  Key Performance Indicator
LAN  Local Area Network
OECD Organisation for Economic Cooperation and Development
OER  Open Educational Resources
PaaS  Platform as a Service
PDCA  Plan - Do - Check – Act / Plan – Do – Check - Adjust
PPC  Pay per click
SaaS  Software as a Service
SEM  Search Engine Marketing
SEO  Search Engine Optimization
SFIA Skills for the Information Age
SIEM Security Information and Event Management
SLA  Service Level Agreement
SWOT  Strengths, Weaknesses, Opportunities and Threats [Analysis]
TCO  Total Cost of Ownership
URI Uniform Resource Identifier
VAR  Value-Added Resellers
WLAN  Wireless Local Area Network
5 Main principles
5.0 General
This standard is structured across four dimensions. The dimensions reflect areas of business and
human resource planning and incorporate job and work proficiency guidelines specified as follows.
In addition, this standard adds a transversal component which provides basic generic ICT descriptors
for successful application of e-CF competences in a workplace context.
5.1 Dimension 1: Five e-Competence areas
Five e-Competence areas were derived from the ICT main business processes PLAN – BUILD – RUN –
ENABLE – MANAGE in order to identify sets of e-Competences expressing the abilities of planning
(conceiving, designing, deciding, etc.), building (developing and implementing), running (delivering,
supporting, maintaining, etc.), enabling (creating the proper conditions), and managing (conducting,
ensuring, etc). They are named identically:
A. PLAN
B. BUILD
C. RUN
D. ENABLE
E. MANAGE
Assigning an e-Competence to a specific process, such as PLAN or MANAGE, is not an exact science and
is open to interpretation influenced by context and judgement. The main function of Dimension 1, in
this standard, is to serve as a navigation and entry point to the e-Competences articulated in
Dimensions 2, 3 and 4.
Dimension 1 reflects a traditional process perspective based upon the waterfall approach. However,
this standard is equally relevant to the steps applied in agile process structures such as Agile/ DevOps
lifecycles.
5.2 Dimension 2: e-Competences
This dimension encompasses a set of reference e-Competences for each e-Competence area. Each e-
Competence is specified by a title and a generic description of the competence. A total of 41 e-
Competences have been identified; they provide the generic reference definitions of this standard.
The e-Competences defined within the standard are not exhaustive; nonetheless they provide a basic,
clear and sound orientation for individuals and organisations making decisions about recruitment,
career paths, training, assessment, etc. and also for understanding an organisations ICT Professional
competence needs. The comprehensive descriptions articulated in Dimension 2 provide primary e-
competence reference points for application of the framework.
5.3 Dimension 3: Five work proficiency levels
In Dimension 3, specific proficiency levels are assigned for each e-Competence described in Dimension
2. The level specifications of this standard encompass e-Competence levels e-1 to e-5. These levels
define proficiency criteria and describe the degree of mastery required by an ICT professional to meet
different levels of performance in each competence. The levels are characterized by a combination of
levels of influence within a community, context complexity, autonomy, and typical behaviour expressed
by examples of action verbs. See Annex A providing the level Parameters of this standard.
These work proficiency levels have a sector specific, consistent and rational relationship to the
European Qualification Framework (EQF) learning levels 3 – 8. However, the relationship between both
frameworks is not one of equivalence but rather is meant to indicate a reference relationship adding
depth and context to e-CF levels and providing a consistent bridge and shared language between ICT
Professional competence demand and ICT qualification supply. An overview of this relationship is
provided and explained in detail in Annex B.2.
5.4 Dimension 4: Knowledge and skills
Examples of knowledge and skills relate to the e-Competences in Dimension 2. These examples are
provided to add value to the competence descriptor and are not intended to be exhaustive. They offer
inspiration and orientation for the identification of further context specific knowledge and skills
assignment.
5.5 Transversal Aspects
This standard incorporates an additional concept by introducing the notion of transversal aspects that
apply across the entire framework. Transversal aspects recognise the relevance of a number of cross-
cutting aspects that are important in the ICT workplace. They are complementary to competence
descriptions and provide additional descriptors that vary in their relevance to each competence ranging
from the need for awareness to proactive engagement. The transversal aspects identified as relevant
are:
— T1 Accessibility,
— T2 Ethics,
— T3 ICT legal issues,
— T4 Privacy,
— T5 Security,
— T6 Sustainability,
— T7 Usability.
T1 – T7 transversal aspects are relevant to each of the 41 competences within this standard. They can
be applied at the framework users’ discretion by applying emphasis dependent upon granularity
requirements. Each may be prioritised to highlight the most important aspects for the application and
each offer the possibility for users to enhance the detail of the descriptor. Alternatively, transversal
aspects may be applied with equal importance and with no description enhancements.
5.6 Embedded in Dimension 2, 3, 4 and in transversal aspects: Attitudes
Competence definitions are explicitly assigned to Dimensions 2 and 3 and knowledge and skills appear
in Dimension 4 of the framework. Attitude is however, embedded in all three dimensions and also
within transversal aspects. Attitudes represent the individual human element of an e-competence. They
reflect the way an ICT professional integrates knowledge and skills and applies them in a contextually
appropriate manner. Owing to the wide range of possible and valid human responses that may be
incorporated within a competence, attitudes are not explicitly described but are implied within overall
statements. There are numerous examples throughout the framework and here are three examples; ‘act
systematically’ (C.6. level 3) implies being methodical or ‘identify project risks’ (E.2. skill example)
implies being cautious and ‘Provides leadership’ (E.9. level 4) implies being responsible.
6 Objective
The prime objective of this standard is to provide a common European language for ICT workplace-
related competences, skills, knowledge 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, this standard 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 organizational level,
— education and training needs at the individual, team or organizational 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 opportunities for improving the efficiency and effectiveness of European ICT HR-related processes
by adopting this standard are significant. It provides a link between jobs, competences and
qualification. This means in more detail:
a) This standard describes competence and can be used in a broad variety of applications where
consistency of competence language is required. These include job descriptions, role profiles,
competence specifications and the articulation of professional development needs.
b) This standard identifies proficiency at five e-Competence levels and can be used to provide detailed
profiling where various competence combinations are involved. This can be used for Career path
planning to assist professionals to identify their competences and to develop the competences they
need for future desired roles.
c) This standard supports assessment of competence from a job role perspective, enabling targeted
and efficient recruitment, contracting, sourcing and hiring.
d) This standard makes it possible to measure competence gaps at the individual, team or
organizational level. It enables short and long-term planning by HR management or by individuals
to assess and budget for education and training needs.
e) This standard supports curriculum and ICT qualification and certification development and/ or
communication in a broad variety of public and private contexts (e.g. higher education, vocational
education and training, industry programs). This standard is a tool which facilitates the
development of new national and international offers of education/qualification including higher
education programs. In addition, it may support the development of employer focused certification.
f) This standard is also an enabler, making it possible for students and job seekers to better
understand the possibilities offered by ICT jobs and to identify future career opportunities.
7 e-Competence Framework overview
Table 1 — Overview of e-Competences identified by this standard
Dimension 1: Dimension 2: Dimension 3: e-Competence proficiency levels
5 e-CF areas (A – E) 41 e-Competences identified e-1 to e-5
e-1 e-2 e-3 e-4 e-5
A. PLAN
A.1. Information Systems and Business Strategy Alignment
A.2. Service Level Management
A.3. Business Plan Development

A.4. Product/ Service Planning

A.5. Architecture Design
A.6. Application Design
A.7. Technology Trend Monitoring

A.8. Sustainability Management

A.9. Innovating
A.10 User Experience
B. BUILD
B.1. Application Development
B.2. Component Integration
B.3. Testing
B.4. Solution Deployment
B.5. Documentation Production
B.6. ICT Systems Engineering
C. RUN
C.1. User Support
C.2. Change Support
C.3. Service Delivery
C.4. Problem Management
C.5. Systems Management
D. ENABLE
D.1.Information Security Strategy Development

D.2. ICT Quality Strategy Development

D.3. Education and Training Provision

D.4. Purchasing
D.5. Sales Development
D.6. Digital Marketing
D.7. Data Science and Analytics

D.8. Contract Management
D.9. Personnel Development
D.10. Information and Knowledge Management

D.11. Needs Identification
E. MANAGE
E.1. Forecast Development
E.2. Project and Portfolio Management
E.3. Risk Management
E.4. Relationship Management
E.5. Process Improvement
E.6. ICT Quality Management
E.7. Business Change Management
E.8. Information Security Management
E.9. Information Systems Governance
8 e-Competence Framework full description
8.0 Transversal Aspects of the e-Competence Framework
Transversal aspects may be applied as e-Competences complementary components in ICT professional
work context, by using the phrase, ‘Being aware of and if applicable, behaving proactively in’:
T1 Accessibility
Accessibility is applicable to the design of products, devices, services or environments to ensure that
they are usable by all, irrespective of their personal capacities. It is relevant to the extent to which
products, systems, services, environments and facilities can be used by people from a population with
the widest range of characteristics and capabilities to achieve a specified goal. For example,
web accessibility allows people with visual impairment to gain access to online content such as
webpages, electronic documents, and multimedia. Accessibility is also relevant, for example, when
working in adverse conditions (such as noisy or badly illuminated environments) or stressful situations.
T2 Ethics
Ethics in ICT deal with the procedures, values and practices that govern ICT and its related disciplines
without damaging or violating the integrity, moral values or beliefs of any individual, organization or
humanity. In practice it is a part of a practical philosophy concerned with how IT professionals and IT
management should make decisions regarding professional conduct. These decisions can be influenced
by the individual’s personal code and also an informal or formal ethical conduct that exists in the work
place or across the wider profession.
T3 ICT Legal Issues
There are many laws either directly or indirectly relevant to the ICT industry and consequently
applicable to all professionals within the sector. A prominent recent example is the GDPR which aims
primarily to give control to individuals over their personal data and to simplify the regulatory
environment. Further typical examples of legislation include copyright design and patent compliance,
plagiarism and intellectual property protection.
T4 Privacy
Data privacy, also known as information privacy, is the ability an organization or individual has to
determine what data can be shared with third parties. The importance of protecting data privacy is
underlined by the introduction of the European General Data Protection Regulation (GDPR) law on data
protection and privacy for all individuals.
T5 Security
This topic incorporates information security which is the practice of defending information from
unauthorised access, use, disclosure, disruption, modification, perusal, inspection, recording or
destruction. It also encompasses IT security designed to prevent unauthorised access to computers,
networks and data. The overarching goal of IT security is to control access and maintain the integrity
and confidentiality of sensitive information without inhibiting access by authorised users.
T6 Sustainability
Sustainability represents meeting needs without compromising the future and can be categorised as
environmental, social or economic sustainability. Environmental sustainability refers to the ability to
maintain rates of renewable resource harvest, pollution creation, and non-renewable resource
depletion that can be continued indefinitely. Within ICT this translates into design and exploitation
techniques that lead to the use of fewer materials, less energy and waste, for example by minimising the
amount of semi-precious metals, plastics and water consumption during production. The design and
implementation of services and software can affect the amount of energy required and minimise waste
through recycling of materials and intelligent use of data. Social sustainability ensures respect of
universal human rights and that necessities are attainable by all people: for example, purchase and
provider policy should control manufacturing and production conditions. Economic sustainability is the
ability of an economy or organization to support a defined level of production or activity indefinitely.
T7 Usability
Usability is the quality of a product, service or system, as experienced by end- users, to achieve specific
goals, effectively, efficiently and satisfactorily in a predefined context. In Information and
Communication Technology, the term is often used with regard to software applications and Web sites,
but it can be used in relation to any product or service employed to accomplish a task. In general the
usability characteristics of a product or service can be described as learnability, operability or
accessibility but they may also be expressed by tangible qualities such as ease-of-use, visual consistency
or following a clear, defined process of evolution.
8.1 A. PLAN: e-Competences A.1 to A.10
Table 2 — A.1. Information Systems and Business Strategy Alignment
Dimension 1 A. PLAN
e-Comp. area
Dimension 2 A.1. Information Systems and Business Strategy Alignment
e-competence: Anticipates long term business requirements, influences improvement of the organisation’s
Title + generic process efficiency and effectiveness. Determines the IS model and enterprise architecture
description maintaining consistency with organisational policy and ensuring a secure environment.
Recognises potential risks and business requirements to assure resilience in the alignment
SHALL APPLY
of systems and services to the business strategy. Makes strategic IS policy decisions for the
enterprise, including sourcing strategies.
Dimension 3 Level 1 Level 2 Level 3 Level 4 Level 5
e-Competence
-- -- -- Provides leadership Provides IS strategic leadership
proficiency
for the construction to reach consensus and
levels e-1 to e-
and implementation commitment from the
5, related to
of long term management team of the
EQF levels 3 to
innovative IS enterprise.
solutions.
SHALL APPLY
Dimension 4 K1 business strategy concepts
K2 trends and implications of ICT internal or external developments
Knowledge
K3 potential and opportunities of relevant business models
examples
K4 business aims and organisational objectives
Knows/ aware
K5 issues and implications of sourcing models
of/ familiar
K6 existing and emerging technologies (e.g. cloud, distributed ledger technologies, IoT, AI,
with
open data)
MAY APPLY
K7 architectural design principles (e.g. operating models)
K8 the enterprise architecture
K9 data ethical issues
K10 data legal regulations (IPR, GDPR)
Skills S1 analyse future developments in business process and technology application
examples S2 determine requirements for processes related to ICT services
S3 identify and analyse long term user/customer needs
Is able to
S4 contribute to the development of ICT strategy and policy, including ICT security and
MAY APPLY
quality
S5 contribute to the development of the business and data strategy
S6 analyse feasibility in terms of costs and benefits
S7 review and analyse effects of implementations
S8 understand the impact of new technologies on business
S9 understand the business benefits of new technologies and how this can add value and
provide competitive advantage (e.g. open/big data, cloud computing, dematerialisation
opportunities and strategies)
S10 understand the legal and regulatory landscape in order to factor into business
requirements
Table 3 — A.2. Service Level Management
Dimension 1 A. PLAN
e-Comp. area
Dimension 2 A.2. Service Level Management
e-competence: Defines, validates and makes applicable service level agreements (SLAs) and
Title + generic underpinning contracts tailored to services offered. Negotiates service performance
description levels taking into account the needs and capacity of stakeholders and business.
SHALL APPLY
Dimension 3 Level 1 Level 2 Level 3 Level 4 Level 5
e-Competence
-- -- Ensures the Negotiates revision of --
proficiency
content of the SLA. SLAs, in accordance with
levels
the o
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