PD CEN/TS 17699:2022 - Guidelines for developing ICT Professional Curricula as scoped by EN 16234-1 (e-CF)

Standard Number: PD CEN/TS 17699:2022

Pages: 152

Released: 2022-07-04

ISBN: 978 0 539 16443 5

Status: Standard

Overview

The PD CEN/TS 17699:2022 is a comprehensive guideline designed to assist in the development of ICT professional curricula. This standard is scoped by the EN 16234-1 (e-CF), which is the European e-Competence Framework. It provides a structured approach to creating educational programs that align with the competencies required in the ICT sector.

Key Features

• Structured Framework: The guideline offers a structured framework that aligns with the European e-Competence Framework (e-CF), ensuring that the curricula developed are relevant and up-to-date with industry standards.
• Comprehensive Coverage: With 152 pages of detailed information, this standard covers all aspects of developing ICT professional curricula, from initial planning to final implementation.
• Up-to-Date Information: Released on 2022-07-04, this guideline includes the latest insights and best practices in the field of ICT education.
• ISBN: 978 0 539 16443 5, ensuring easy reference and cataloging.

Benefits

Adopting the PD CEN/TS 17699:2022 guidelines offers numerous benefits for educational institutions, curriculum developers, and ICT professionals:

• Alignment with Industry Standards: Ensure that your curriculum aligns with the latest industry standards and competencies required in the ICT sector.
• Enhanced Employability: Equip students with the skills and knowledge that are in high demand, thereby enhancing their employability.
• Quality Assurance: Follow a standardized approach to curriculum development, ensuring high-quality educational programs.
• Flexibility: The guidelines are designed to be flexible, allowing for customization to meet specific educational needs and contexts.

Target Audience

The PD CEN/TS 17699:2022 guidelines are ideal for a wide range of stakeholders in the field of ICT education, including:

• Educational Institutions: Universities, colleges, and vocational training centers looking to develop or update their ICT curricula.
• Curriculum Developers: Professionals involved in the design and development of educational programs in the ICT sector.
• ICT Professionals: Individuals seeking to understand the competencies required in the industry and how to align their skills with these standards.
• Policy Makers: Government and regulatory bodies involved in setting educational standards and policies for the ICT sector.

Content Overview

The PD CEN/TS 17699:2022 guidelines are divided into several key sections, each focusing on different aspects of curriculum development:

• Introduction: An overview of the guidelines and their purpose.
• Framework Alignment: Detailed information on how to align curricula with the European e-Competence Framework (e-CF).
• Curriculum Design: Best practices and methodologies for designing effective ICT curricula.
• Implementation: Practical advice on implementing the designed curricula in educational settings.
• Evaluation and Improvement: Strategies for evaluating the effectiveness of the curricula and making continuous improvements.

Why Choose PD CEN/TS 17699:2022?

The PD CEN/TS 17699:2022 guidelines stand out for their comprehensive approach and alignment with industry standards. By adopting these guidelines, you can ensure that your ICT curriculum is not only relevant but also of the highest quality. Here are some reasons why you should choose this standard:

• Expertise: Developed by experts in the field, these guidelines incorporate the latest research and best practices in ICT education.
• Relevance: The guidelines are designed to meet the current and future needs of the ICT industry, ensuring that your curriculum remains relevant.
• Flexibility: The guidelines offer a flexible framework that can be adapted to different educational contexts and needs.
• Quality Assurance: Following these guidelines ensures that your curriculum meets high standards of quality and effectiveness.

Conclusion

In today's rapidly evolving ICT landscape, it is crucial to have a curriculum that is aligned with industry standards and competencies. The PD CEN/TS 17699:2022 guidelines provide a comprehensive and structured approach to developing such curricula. Whether you are an educational institution, a curriculum developer, or an ICT professional, these guidelines offer valuable insights and best practices to help you create high-quality educational programs.

Invest in the PD CEN/TS 17699:2022 guidelines today and take the first step towards developing an ICT curriculum that meets the needs of the industry and prepares students for successful careers in the ICT sector.

PD CEN/TS 17699:2022

This standard PD CEN/TS 17699:2022 Guidelines for developing ICT Professional Curricula as scoped by EN 16234-1 (e-CF) is classified in these ICS categories:

• 03.100.30 Management of human resources
• 35.020 Information technology (IT) in general

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.