The European e-Competence Framework
The e-Competence Framework, is a tool to describe the skills of professionals in ICT-related roles.The e-CF is a reference for job and role descriptions, skill development, training and education.The framework has been developed by a large number of European ICT and HR experts in the context of the CEN Workshop on ICT Skills.The European e-Competence Framework is structured from four dimensions. These dimensions reflect different levels of business and human resource planning requirements in addition to job/ work proficiency guidelines.
The four dimensions of the e-CF are specified as follows:
- Dimension 1: 5 e-Competence areas, derived from the ICT business processes:
PLAN – BUILD – RUN – ENABLE – MANAGE
- Dimension 2: A set of reference e-Competences for each area, with a generic description for each competence. 36 competences identified in total provide the European generic reference definitions of the e-CF 2.0.
- Dimension 3: Proficiency levels of each e-Competence provide European reference level specifications on e-Competence levels e-1 to e-5, which are related to the EQF levels 3 to 8.
- Dimension 4: Samples of knowledge and skills relate to e-Competences in dimension 2. They are provided to add value and context and are not intended to be exhaustive.
The 40 e-competencies of the e-CF
Click on the competency code in the list for the full description.
e-Competence: Title + generic description
D.3 Education and Training Provision
Defines and implements ICT training policy to address organisational skill needs and gaps. Structures, organises and schedules training programmes and evaluates training quality through a feedback process and implements continuous improvement. Adapts training plans to address changing demand.
e-Competence proficiency levels (on e-CF levels e-1 to e-5, related to EQF levels 3 to 8
Organises the identification of training needs; collates organisation requirements, identifies, selects and prepares schedule of training interventions.
Acts creatively to analyse skills gaps; elaborates specific requirements and identifies potential sources for training provision. Has specialist knowledge of the training market and establishes a feedback mechanism to assess the added value of alternative training programmes.
|Knowledge examples||Knows/ Aware of/ Familiar with:
- K1 appropriate pedagogical approaches and education delivery methods e.g. classroom, online, text, dvd..
- K2 the competitive market for educational offering
- K3 training needs analysis methodologies
|Skills examples||Able to:
- S1 organise training and education schedules to meet market needs
- S2 identify and maximise use of resources required to deliver a cost effective schedule
- S3 promote and market education and training provision
- S4 analyse feedback data and use it to drive continuous improvement of education and training delivery
- S5 design curricula and training programmes to meet client ICT education needs
Back to list