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Usage of Terms The following terms are used, within the report, with the following broad meanings. See the Glossary (part 2) for details of types of education and training in EU languages. Skills: The set of requirements needed by employers from those who are capable of satisfactorily carrying out each relevant occupation. In the context of labour market work, the word is generally used to refer to the overall market parameters. Occupations: The set of separate broad roles carried out within a particular working area. There are many occupational frameworks in IT, and these are discussed in Section 4 and Annex A. Competencies: The set of capabilities that people in a particular occupation need to have, in order to reliably and consistently perform that role to an adequate level of performance (the term is therefore close to, and often used in this context interchangeably with, Skills) Education: The instilling of the underlying principles that are taught (generally to young people) in broad preparation for life, including working life. Publicly-funded education in most EU Member States consists of three broad levels: 1) Primary, 2) Secondary, and 3) Tertiary (generally in universities). Generally, education provides the underpinning knowledge and understanding required for achieving workplace competencies. Training: Focused learning directly related to capabilities required in specific jobs. Much (although not all) of training for IT Practitioners is in the use of specific software tools: it is largely commercially delivered, and often certified by the supplier of this software. Continuing Professional Development (often referred to generally as Lifelong Learning): The often-regular learning required to maintain employability and effective performance as occupational requirements change over a career. Schematically: Figure 1: Relationships between Occupations, Skills and components of Skill Development IT Practitioner Occupations Skill-sets sets of competencies required for each occupation Knowledge and Understanding Experience Specific Software Tool competencies Education (Body of Knowledge) Work placement Training (generally commercial) 16 | C E P I S I.T. PRACTITIONER SKILLS IN EUROPE
In its quantitative work, this study focuses particularly on the size, profiles and trends of numbers in IT Practitioner occupations, as a starting point for estimating the scale of future supply needs. As will be seen, overall the study aims to improve understanding of a relatively complex world through clarification, in particular, of one or two key distinctions: • the fundamental difference between the occupational and sectoral (or “industry”) views of employment, and • the distinction between the “headline total” of all those who work in some way as IT Practitioners (as opposed to End-Users of the technology) and the smaller “technical core of IT Practitioner occupations” whose need for “advanced” technical skills produce the most serious skill shortages, and which should be the main focus of major policy responses. C E P I S I.T. PRACTITIONER SKILLS IN EUROPE | 17
Page 1 and 2: Information Technology Practitioner
Page 5 and 6: Preface In spite of an extended per
Page 7: Acknowledgements The author has bee
Page 10 and 11: Executive Summary The current state
Page 13: Table of Contents 1. Introduction .
Page 17: 1. Introduction This Study was init
Page 22 and 23: 2. Economic Context 2.1 Scale and I
Page 24 and 25: 2.2 Market Performance Labour marke
Page 26 and 27: 2.4 Employers’ and Individuals’
Page 28 and 29: 26 | C E P I S I.T. PRACTITIONER SK
Page 30 and 31: 3. Policy Context 3.1 Academic and
Page 32 and 33: Probably the greatest challenge in
Page 37 and 38: The ISCO classification used for Eu
Page 39 and 40: 4.2 Recent development of the IT Pr
Page 41 and 42: 600,000 500,000 400,000 300,000 200
Page 43 and 44: 4.3 IT Practitioners in Germany The
Page 45 and 46: The “Monitoring Informationswirts
Page 47 and 48: 4.4 IT Practitioners in Ireland The
Page 49 and 50: As part of its work, the Expert Gro
Page 51 and 52: Table 3: Sub-sectoral structure of
Page 53 and 54: From the data gathered for this stu
Page 55 and 56: applicants to such courses (as meas
Page 57 and 58: • Around one in ten establishment
Page 59 and 60: 4.7 Some comparisons between the fo
Page 61 and 62: Employment Status: Probably the mos
Page 63 and 64: Highest Academic Achievement of Com
Page 65 and 66: ISCED Levels 0-2: General Education
Page 67 and 68: 4.8 IT Practitioners in other Membe
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1.8 1.6 1.2 1 0.6 0.2 Figure 18 Num
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Recent policy responses to skill sh
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Information Technology Practitioner
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The IDC approach is based on estima
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5.3 Improving Validity of Estimates
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Q1 Q2 2000 Q3 Q4 Q1 Q2 2001 Q3 Q4 Q
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Figure 20 Development Scenarios for
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6.2 The Need for, and Value of, Mor
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6.4 Proposed Full Study for all EU
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Page 91:
(ii) Education and Training terms i
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Annex A Definitions, Datastructures
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- “Skills Framework for the Infor
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Occupational Frameworks for this St
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NACE Nomenclature generale des Acti
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Section J: Financial intermediation
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ISCO International Standard Occupat
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Limitations: Eurostat Holdings of M
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The occupational classification app
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SOC-90 Categories ISCO-88 Codes 123
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Annex B Analyses of Eurostat Data:
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120,000 Figure B-2 Age Profiles of
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Numbers employed with ISCED Educati
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Q1 1995 Q3 Q1 1996 Q3 Q1 1997 Q3 Q1
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Annex C Analyses of Eurostat Data:
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Employer Size Distribution of Compu
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Table C-1 Development Scenarios for
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Annex D Analyses of Eurostat Data:
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Numbers in employment in each Categ
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Status of Computing Professionals i
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Table D-1 Development Scenarios for
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Annex E Analyses of Eurostat Data:
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350,000 Figure E-3 Computing Profes
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25,000 Figure E-7 Status of Computi
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Table E-1 Development Scenarios for
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Annex F References and Brief Abstra
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IDC (2000): IDC Study on the ICT sk
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IDC (Milroy, A. and Rajah, P.) 2000
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2. National Level Work: a. Germany
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ITNTO 1999 “Bugbuster” Final Re
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Council of European Professional In
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