TSE CEN/TS 17699
Guidelines for developing ICT Professional Curricula as scoped by EN 16234-1 (e-CF)
This document provides guidance and inspiration on how to design/redesign, develop, maintain, adjust, and compare ICT Professional curricula and learning programmes as scoped by EN 16234-1:2019 and related documents.
EN 16234-1:2019 (e-CF) is the starting guiding point for this document, for a shared European language for ICT professional development. Other framework sources can be used to apply the methodology outlined in this document.
This document is for application by educational institutions, learning programmes and certification providers of all types (public and private), providing ICT Professional education and training including:
• Higher Education (HE);
• Vocational Education and Training (VET);
• Any other educational or training institution or provider in professional ICT, e.g. Continuous Professional Development (CPD).
This document is focused on guiding education providers on how to align curricula and learning programmes with the structure and principles of EN 16234-1 (e-CF) e-Competences and CWA 16458-1 ICT Professional Role Profiles. It applies to all forms of education, supporting educational providers who plan to use a shared European language on knowledge, skills, competences and roles, as ingredients for the successful provision of ICT Professional education and training.
The guidelines, provided by this document, include formal, non-formal and industry developed education and training through the provision of high-level, consistent recommendations and guidance for ICT curriculum or learning programme design by any education provider.
In this document, a distinction is made between a learning programme and a curriculum. The term “curriculum” is strongly associated with formal educational institutions and degrees, the term “learning programme” indicates a broader, more encompassing concept, also incorporating training and other learning programmes, not restricted to only “curricula”. As the proposed methodology in this document relates to both curricula and learning programmes, the term ‘learning programme’ is used throughout the text. If the term ‘curriculum’ is used, then that narrower meaning is explicitly applicable in that situation.
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About This Item
TSE CEN/TS 17699 provides guidance on how ICT professional curricula and learning programmes can be designed, redesigned, developed, maintained, adjusted, and compared within the EN 16234-1 (e-CF) framework. Rather than defining a qualification scheme itself, this technical specification helps education providers build more consistent links between ICT learning outcomes and professional roles using a shared European language.
Working with e-CF and role-based learning design
EN 16234-1:2019, the e-CF, is the starting reference for expressing knowledge, skills, and competences in ICT in common terms across Europe. In general technical context, the value of this document lies in methodology: it guides providers on how to align learning programmes with e-competences and with the ICT Professional Role Profiles in CWA 16458-1. That makes it useful across higher education, vocational education and training, and continuing professional development, where different institutions need a comparable way to structure ICT-related learning.
What the guidance means in practice
Curriculum design is about translating professional expectations into teachable and assessable learning. This standard’s guidance supports that process across formal, non-formal, and industry-developed provision, so that learning programmes can be built around a common competence structure without forcing every provider into the same delivery model. Its distinction between “curriculum” and “learning programme” is especially important: curriculum usually refers to a formal institutional structure, while learning programme is broader and can include training and other organised learning formats. That broader framing makes the document relevant to providers that want to align content, role profiles, and competence language while keeping local flexibility.
- Method guidance for designing and redesigning ICT learning programmes
- Support for adapting and comparing existing provision against the e-CF structure
- Relevant to HE, VET, CPD, and other professional ICT education contexts
- Covers formal, non-formal, and industry-developed learning arrangements
- Focuses on shared terminology and structuring principles rather than prescribing one fixed syllabus
- Publication Date: 8.07.2024
- Standard Status: U (Yürürlükteki Standard/Standard)
- Publisher: TSE
- Document Language: en
- ICS Classification: 03.100.30 İnsan Kaynakları Yönetimi ; 35.020 Enformasyon Teknolojisi (Genel)
- Pages: 151
- Source Standard: CEN/TS 17699:2022
- International Equivalents: CEN/TS 17699-EQV
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