Hogeschool Utrecht


The Netherlands

Hogeschool Utrecht uses the e-CF as a foundation to their IT professional education offering (bachelor and master courses). Furthermore, the research group ‘Process innovation and information systems’ is doing research (in cooperation with EXIN) on the adoption and implementation of e-CF in the Netherlands.

www.moi.hu.nl

“We used e-CF to redesign our Master of Informatics (Msc). It’s now flexible, modular and based on e-CF profiles, in this way we have closed the gap to demand from business.”

Anita Bosman, Educational Manager

Transport and telecommunications Institute


Latvia

The Higher Education and research Institute implements ERASMUS+ Project “Implementation of Software Engineering Competence Remote Evaluation for Master Program Graduates” Project ID – 2015-1-LV01-KA203-013439. One of the main activities is development and implementation of the methodology for evaluation of Master Program Graduate’s competence in SE &ST on the base of European e-CF. One of their main goals is to promote the use of learning outcomes using e-CF to describe and define qualifications, parts of qualifications and curricula, in order to support teaching, learning and assessment.

www.tsi.lv

CCII – Consejo General de Colegios Profesionales de Ingeniería Informática de España


Spain

The Spanish CCII promotes the use of the e-CF (EN 16234) to generate a standardised version of Spanish university qualifications in informatics engineering: Implementing a specification for competence content of official bachelor and Master of Informatics Engineering Spanish university degrees.

CCII are currently analysing the informatics engineering professional competences to identify any that are not included in the e-CF current version (EN 16234) in order to contribute to the next update.

www.ccii.es

Université de Toulouse and Université de Grenoble


France

The French universities of Grenoble and Toulouse link the Business Informatics Masters (MIAGE) curricula in France by mapping the syllables to the e-CF. Their curricula is structured into 5 teaching domains, 22 teaching themes and 125 learning units; each teaching theme is linked to e-CF competences and each is specified with some of the 620 learning outcomes. It was built by academia but with strong relations to business.

www.univ-grenoble-alpes.fr  

www.univ-tlse3.fr

BCS Koolitus AS


Estonia

All Estonian qualification standards in IT are developed on the basis of the e-CF. BCS Koolitus is the official professional certification authority in IT in Estonia and uses the e-CF to develop the certification tools and principles. The e-CF has been successfully applied for building the common language between employers and universities for curriculum development.

www.bcskoolitus.ee

Sofia University


Bulgaria

Matching the computing curricula at Sofia University with the e-CF has reflected on the bachelor, master and doctoral levels of education. Sofia University uses the methodology and tools developed in the frames of the EC Sixth Framework European Integrated Project Ten-Competence and further plans include to pilot implementation of the e-CF.

www.uni-sofia.bg

University of Minho


Portugal

The e-CF is used as a framework of competences to illustrate the professional competences and job roles of future graduates in the fields of information systems and information technology.

www.uminho.pt

University of Alcalà, departamento de ciencias de la computación,


Spain

Several European projects (e.g. eCF Concil, eSkills Match) and other research and education studies where e-CF is compared and combined with ESCO, Body of Knowledge and other frameworks and used for further training covering e-CF competences, skills and knowledge.

www.bit.ly/TIFYC-UAH

IWS Marburg


Germany

“Depicting ethically oriented leadership as a lifecycle process and changing from diagnosis to intervention results in active players within the process, achieving equal importance. Our research results in the context of innovation processes prove that technical and personal competences of individuals must be recognised and developed to respond to the continuously changing technical demands and ethical challenges placed on leaders. The e-CF, especially with the look at industry 4.0, provides a decisive step towards process-oriented development of individual competences. Competence analysis provides an opportunity for meaningful intervention. Overall this will contribute to a remarkable improvement of personnel development within the ICT sector Europe-wide, especially with regard to the globaly competitive environment.”

Stefan Kunkel, Institut für Wirtschafts- und Sozialethik Marburg

www.iws-marburg.de