European ICT Skills Meta-Framework - State-of-the-Art Review, Clarification of the Realities and Recommendations for Next Steps 
: http://eskills.cedefop.europa.eu/download/CWA15515-00-2006-Feb.pdf 
Date:  February 2006
Typology: policy initiative - framework-model 
European Committee for Standardization


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CEN - Comité Européen de Normalisation (= European Committee for Standardization) publications 


February 2006

European ICT Skills Meta-Framework - State-of-the-Art review, clarification of the realities, and recommendations for next steps

CWA 15515:2006 (E)

Executive summary
The CEN Workshop Agreement (CWA) first presents an in-depth analysis of the current state-of-the art of ICT Practitioner Skills/Competence frameworks in order to clarify the nature of the next steps towards a European ICT Skills Meta-Framework, and its relationship to the proposed European Qualifications Framework (EQF). Then, recommendations based on the results of the analysis are presented.
A comprehensive overview of ICT frameworks has been produced, and a structured inventory of five particularly significant ICT Practitioner Skills/Competence frameworks is presented, in terms of a number of key attributes."
(p. 3)

Annex E: Level Descriptors for ICT Practitioner Competence

Knowledge Cognitive Competence

  • Declarative and tacit knowledge (breadth, kind)
    - Application of knowledge

  • Understanding

 Skills Functional Competence

  • Range and Selectivity
    Ability to select from a certain range of skills (and tools, methods, procedures…)

  • Decision Taking based on:

 Wider Competences Personal Competences

  • Autonomy/Responsibility
    Context (Ability to operate within context)

  • Learning Competence
    Learning to learn

  • Social Competence
    Cooperation (including Role)

  • Professional Competence
    - Problem Solving
    - Training (and briefing) others (Transfer of Knowledge)

[...] The authors of this CWA are aware that the precise wording necessary effectively to discriminate between consecutive levels of competence is of paramount importance and expressly invite feedback from technical experts to iteratively improve these level descriptions. Table 11 has been adopted by the Workshop as a starting point for this process." (p. 93-94)

Table 11 - Level Descriptors for ICT Practitioner Competence (p. 95-97)

Meta FW Category Refers to Sub-category Level 3 Level 4 Level 5 Level 6 Level 7
Functional Competence Technical Skills Selection

Select and apply known procedures,tools, methods and concepts from a limited, field-specific set of options (involves interpretation of situation)

Develop methodical approaches to tasks by using broad and specialised skills and tools and by applying specialist knowledge and expert sources of information

Develop methodical and creative responses to well-defined concrete and abstract problems based on a comprehensive range of standard methods and specialised methods and tools

Demonstrate mastery of standard methods and tools and ability to apply complex and specialised advanced skills;
Utilize fundamental techniques for enquiry and show innovative use of methods and appropriate judgement

Develop new skills at high level including novel and emerging knowledge and techniques using specialised techniques of enquiry and research;
Creatively select from complex and advanced set of skills

Methodological Skills (Decision Taking) Analysis

Able to interpret situation and to perform guided analysis based on given classifications or principles

Able to analyse selected information and gather required information

Able to analyse wide range of situations/ problems by applying general ICT theory
Able to identify missing information and methods to access this information

Able to autonomously analyse abstract or unfamiliar situations based on broad spectrum of methods;
Able to analyse contradictory data and to perform guided research

Able to create a research-based diagnosis to problems even with incomplete, conflicting or limited information;
Appropriate and context-dependent selection of instruments and tools for analysis

Evaluation Evaluate reliability of data

Evaluate outcomes of used approach and the methods used

Evaluate relevance and validity of information;
Select appropriate evaluation methods

Evaluate outcomes and approaches critically and give recommendations based on reliability and validity tests;
Evaluate reasons for conflicting data

Evaluate, present and assess existing or potential approaches;
Review own or other’s work confidently and systematically

Synthesis Collect information and categorize terms

Apply information and technical categories to given contexts 

Rearrange and prioritize ideas and information to meet objectives 

Contextualise concepts of ICT and abstract information to given practical situations and develop innovative solutions

Combine and process knowledge, methods, tools from interdisciplinary fields;
Development of answers/approaches beyond current limits of knowledge or procedures

Personal Competence Learning Competence Learning to learn (planning/ organising)

Take responsibility for own learning by accessing and using learning resources.

Demonstrate self-direction in learning

Evaluate own learning and identify learning needs necessary to undertake further learning

Consistently evaluate own learning and identify learning needs; 
Organize own learning efforts under guidance

High level of understanding of learning processes;
Direct autonomously self-learning;
Use and organize professional support for learning process

Social Competence Communication

Respond to and produce detailed electronic & oral communication;
Report and present data and procedures;
Take responsibility for self understanding and behaviour

Respond to and produce clear and detailed electronic & oral communication in unfamiliar situations;
Present options and alternatives and communicate possible rationales

Convey ideas in a wellstructured and coherent way to peers, supervisors and clients using qualitative and quantitative information;
Choose from a variety of presentation styles and techniques;
Adapt forms of expression to audience;
Express comprehensive internalised personal world view

Communicate ideas, problems and solutions effectively to specialist and non-specialist audiences using a range of techniques involving qualitative and quantitative information

Moderate meetings and communications effectively;
Communicate project outcomes, methods and underpinning rationale to specialist and non-specialist audiences choosing and using appropriate techniques;
Ability to facilitate and to resolve conflicts

Professional/ Vocational Competence Problem solving

Solve well-described problems using wellknown information sources taking account of some social issues;
Able to assess complexity of problem; 
Apply possible solutions effectively

Solve problems by integrating information from expert sources taking account of social and ethical issues;
Formulate response to concrete problems

Recognize core elements of a problem and potential solutions;
Formulate response to abstract and concrete problems

Recognize, define and describe complex problems;
Devise and sustain arguments for problem solving

Review and develop strategies for solving of problems that involve many interacting factors and different levels;
Solve problems by integrating complex sometimes incomplete knowledge sources;
Adapt to unusual or unexpected situations.

Keywords: European standardisation - ICT skills - ICT competences - European framework - ICT skills metaframework - cognitive competences - knowledge skills - descriptors for ICT competence - functional competence - selection skills - decision taking - decision taking  skills - analysis skills - evaluation skills - synthesis skills - personal competences - autonomy skills - responsibility skills - context skills - learning competence - learning skills - learning to learn - independent learning - self-learning - learning process - social competence - communication skills - professional competence - vocational competence - problem solving - knowledge transfer - knowledge sharing - knowledge sources -  technical skills - method skills - critical use of information - information sources - information gathering - evalaution of information - planning skills - organisation skills - research skills 

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