Periodic Reporting for period 1 - Edu4Standards.EU (Education for Standardisation in the EU)
Berichtszeitraum: 2024-01-01 bis 2025-06-30
EDU4Standards modernises and strengthens standardisation's role in European education by developing an innovative teaching concept and comprehensive, value-based competence framework. Recognising the fragmented state and unattractive image of current standardisation education in the EU, the project establishes a systematic, inclusive, future-oriented approach integrating industrial and societal dimensions while promoting responsible, human-centric standardisation aligned with EU democratic values.Foundational to the aim of developing the Innovative Teaching Concept of Standardisation (ITCoS) was the introduction of a value-based framework of Intended Learning Outcomes (ILOs) designed to guide values integration into standardisation education at different qualification levels and learning contexts. This values-based framework draws from established educational classification systems including the European Qualifications Framework for Lifelong Learning (EQF), International Standard Classification of Education (ISCED), and Bloom's taxonomy, aligning with principles from international organisations including WTO and ISO's International Workshop Agreement IWA 30 focusing on the competence of standards professionals.
The EDU4Standards.eu value-based ILO framework rests on standardisation documents analysis, comprehensive literature review on value-based education, expert interviews, and feedback from academic and industrial stakeholders. It outlines nine qualification levels from early childhood education (Level 0) to doctoral level (Level 8), including learning outside formal education systems. The framework consists of three interconnected parts: general value-based ILO structure, framework focusing on European values, and component integrating green, digital, and gender-related competencies.
Following this pedagogical foundation, the project identified and categorised existing teaching materials, educational content, and best practices in standardisation education to map current practices and reveal gaps. Analysis encompassed pre-normative standardisation, formal and consortia-based standard development, policy roles in standards, and EU core values integration. Interviews with European university educators and standardisation organisation representatives captured diverse teaching approaches and highlighted today’s and future occupations requiring standard-related knowledge.
Collected data is based on interviews, consortium surveys, expert feedback, and review of EU policy documents, Horizon Europe calls, university websites, academic publications, and teaching materials from CEN, ETSI, DIN, and ISO. The project also examined existing teaching resources accessibility and reuse conditions. This comprehensive and systematic analysis allowed to identify content gaps, underused teaching methods, and excluded disciplines.
Following the Design Science Research Methodology (DSRM), the project translated the general ITCoS concept into specific tasks and artefacts through iterative design, demonstration, evaluation, and communication stages, allowing continuous feedback and refinement.
Following this pedagogical foundation, the project identified and categorised existing teaching materials, educational content, and best practices in standardisation education to map current practices and reveal gaps. Analysis encompassed pre-normative standardisation, formal and consortia-based standard development, policy roles in standards, and EU core values integration. Interviews with European university educators and standardisation organisation representatives captured diverse teaching approaches and highlighted today’s and future occupations requiring standard-related knowledge.
Collected data is based on interviews, consortium surveys, expert feedback, and review of EU policy documents, Horizon Europe calls, university websites, academic publications, and teaching materials from CEN, ETSI, DIN, and ISO. The project also examined existing teaching resources accessibility and reuse conditions. This comprehensive and systematic analysis allowed to identify content gaps, underused teaching methods, and excluded disciplines.
Following the Design Science Research Methodology (DSRM), the project translated the general ITCoS concept into specific tasks and artefacts through iterative design, demonstration, evaluation, and communication stages, allowing continuous feedback and refinement.
The project-developed innovative educational concept includes a hierarchical ILO model reflecting industry and society-required competencies, accompanied by a generic teaching guide supporting implementation across diverse educational settings. The EDU4Standards Teachers' Support Tool is publicly available at www.edu4standards.eu/teacher-support-tool providing practical support and resources for instructors designing value-based standardisation courses. A versatile Framework Model of ITCoS has been developed to guide implementation of new and renewal of existing standardisation courses and programs at European HEIs.
The project identified priority knowledge gaps in standardisation education, offering direction for future content development and policy recommendations. These insights inform EDU4Standards pilot implementations targeting various stakeholder groups across institutional contexts, testing and refining ITCoS and ILOs framework in real-world settings.
The project identified priority knowledge gaps in standardisation education, offering direction for future content development and policy recommendations. These insights inform EDU4Standards pilot implementations targeting various stakeholder groups across institutional contexts, testing and refining ITCoS and ILOs framework in real-world settings.