BS EN 16234-1-2016 pdf free download.e-Competence Framework (e-CF) — A common European Framework for ICT Professionals in all industry sectors Part 1: Framework
4 Symbols and abbreviated terms
The following symbols and abbreviated terms are used in Clause 7.
CMMI – Capability Maturity Model Integration
COBIT – Control OBjectives for Information and related Technology
CPD – Continuing Professional Development
CSR – Corporate Social Responsibility
DBMS – DataBase Management Systems
DSS – Data Storage Server
IaaS – Infrastructure as a Service
ICT – Information and Communication Technology
IDE – Integrated Development Environment
IDL – Interface Definition Languages
IPR – Intellectual Property Rights
IS – Information Systems (in the broad understanding of including software, hardware, data, people,
procedures and business processes)
ISO – International Standardization Organization
ITIL – Information Technology Infrastructure Library
KPI – Key Performance Indicator
PaaS – Platform as a Service
RAD – Rapid Application Development
SaaS – Software as a Service
SLA – Service Level Agreement
SWOT – Strengths, Weaknesses, Opportunities and Threats [analysis]
VAR – Value-Added Resellers
5 General principles
5.1 General
This standard is structured across four dimensions. These dimensions reflect different levels of business and human resource planning requirements in addition to job and work proficiency guidelines and are specified as follows.
5.2 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. They are named identically:
A. PLAN
B. BUILD
C. RUN D.
ENABLE E.
MANAGE Assigning an e-Competence to a specific process, like PLAN or MANAGE, is not an exact science. It plays a less important role in the completed and applied standard than during its development. The main function of Dimension 1 in this standard is to serve as a navigation and entry point to the e- Competences in Dimensions 2, 3 and 4.
5.3 Dimension 2: 40 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 40 e- Competences have been identified; they provide the generic reference definitions of this standard. The e-Competences defined within this standard are not exhaustive; nonetheless they provide a basic, clear and sound orientation for organizations which need to take decisions about recruitment, career paths, training, assessment, etc.; and also for people to understand organizations’ competence needs. Furthermore, descriptions in Dimension 2 provide general and comprehensive explanations of the reference e-Competences.
5.4 Dimension 3: Five proficiency levels with EQF relationship In Dimension 3, specific proficiency levels are assigned to each e-Competence generally described in Dimension 2. The level specifications of this standard encompass the e-Competence levels e-1 to e-5. These levels have a sector specific, consistent and rational relationship to the EQF levels 3 – 8 (see Table 1).
The relationship between EQF learning levels and the e-Competence proficiency levels of this standard has been systematically developed to enable consistent interpretation of the EQF in the ICT workplace (see B.1). Precisely, the EQF expresses a progression from
a) absence of autonomy and responsibility, EQF level 1, to full accountability and substantial authority in one or more fields, EQF level 8 (third EQF column – Autonomy and Responsibility),
b) basic knowledge, EQF level 1, to “knowledge at the most advanced frontier of a field of work or study and at the interface between fields”, EQF level 8 (first EQF column – Knowledge),
c) “basic skills required to carry out simple tasks”, EQF level 1, to “the most advanced and specialized skills and techniques, including synthesis and evaluation, required to solve critical problems”, EQF level 8 (Second EQF column – Skills).
Likewise, the descriptions of e-Competence proficiency levels assigned to any e-Competence, in terms of abilities, context complexity, autonomy and accountability, are comparable to the EQF. However, e- Competence level specifications cover only relevant proficiency levels for each e-Competence descriptor in Dimension 2. No competence is allocated at all five levels. Moreover, e-Competence proficiency levels do not link directly to any degrees; they focus specifically on “demonstrated abilities” in practical work experiences.BS EN 16234-1 pdf download.