And Training: ICT Practitioner Skills - Cedefop

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am409709coverBAT 8/10/04 10:21 Page 1040516TI-AF-04-005-EN-CIn recent years the spread and dynamic of information andcommunications technologies (ICT) across Europe have beensteadily increasing. Today the high importance of ICT for the EUeconomy and business, services, domestic and leisure activities isobvious. ICT developments have created an ‘information society’with consequential new possibilities and challenges in all areas ofwork and life. This is especially true of ICT work itself.ICT practitioners - skilled and highly skilled ICT staff - are neededto manage business and work processes in both the core ICTsector and in ICT user industries. To understand, produce and usethe new information and communications technology (computers,networks, the Internet, new hard- and software applications,e-commerce, fixed and mobile telecommunications, consumerelectronic devices, digital cameras and television, etc.)increasingly demands a wide range of ICT competences and skills.This is one of four studies which Cedefop launched in support ofthe e-Europe programme and e-skills forum set up by theEuropean Commission in 2003, covering three user industries(automotive, banking and financing, media and graphic arts) andthe ICT manufacturing industry. The focus of the last of these is onsubdegree level skills and training issues.ICT practitioner skillsand training:banking and financial servicesICT practitioner skillsand training:banking and financial servicesEuropean Centre for theDevelopment of Vocational TrainingEurope 123, GR-570 01 Thessaloniki (Pylea)Postal address: PO Box 22427, GR-551 02 ThessalonikiTel. (30) 23 10 49 01 11, Fax (30) 23 10 49 00 20E-mail: info@cedefop.eu.intHomepage: www.cedefop.eu.intInteractive website: www.trainingvillage.grFree of charge – On request from Cedefop5151 ENISBN 92-896-0307-0EN

ICT practitioner skills and training:banking and financial servicesAlessandro CastelliCedefop Panorama series; 95Luxembourg: Office for Official Publications of the European Communities, 2004

A great deal of additional information on the European Union is available on the Internet.It can be accessed through the Europa server (http://europa.eu.int).Cataloguing data can be found at the end of this publication.Luxembourg: Office for Official Publications of the European Communities, 2004ISBN 92-896-0307-0ISSN 1562-6180 European Centre for the Development of Vocational Training, 2004Reproduction is authorised provided the source is acknowledged.Printed in Belgium

The European Centre for the Development of Vocational Training (Cedefop) is the EuropeanUnion's reference centre for vocational education and training. We provide information on andanalyses of vocational education and training systems, policies, research and practice.Cedefop was established in 1975 by Council Regulation (EEC) No 337/75.Europe 123GR-57001 Thessaloniki (Pylea)Postal Address:PO Box 22427GR-55102 ThessalonikiTel. (30) 23 10 49 01 11Fax (30) 23 10 49 00 20E-mail: info@cedefop.eu.intHomepage: www.cedefop.eu.intInteractive website: www.trainingvillage.grAuthors:Alessandro CastelliEdited by:CedefopBurkart Sellin, Project managerPublished under the responsibility of:Johan van Rens, DirectorStavros Stavrou, Deputy Director

Table of contentsPreface . 7Executive summary . 91.2.Introduction. 111.1.Development and situation of the banking industry in Europe . 111.2.European banking structure. 111.3.The impact of the ICT on banking and financial services . 18ICT skills and training, vocational education and training (VET) and continuousvocational training (CVT) at sub-degree level in Italy and France. 192.1.3.4.5.ICT skills and training: overview . 19Skills, VET and CVT (lifelong learning: LLL) delivery at schools, colleges andwithin apprenticeship training in Italy . 213.1.General education system. 213.2.ICT infrastructures in Italian education. 23Skills, VET and CVT (LLL) delivery at schools, colleges and withinapprenticeship training in France. 264.1.General education system. 264.2.ICT infrastructure in the French educational system. 27Banking and financial services skill needs with particular reference to ICT. 295.1.Need for sub-degree professionals and skills in comparison with degreelevel profiles . 295.2.Trends in ICT skill needs by skill levels in Italy and France . 315.3.Evaluation of the supply of ICT professionals in banking . 325.4.Types of ICT professionals and skills needed at sub-degree level in Italyand France . 345.5.Deficit in ICT training supply within the sector. 365.6.Trends in ICT skill needs by skill levels in Italy and France . 365.7.E-learning implementation in banking and financial services (Italy andFrance). 395.8.Number, range and importance of ICT profiles at sub-degree levels. 415.9.Supply of CVT courses for ICT professionals in banking and financialservices . 425.10. Special needs of certain target groups . 435.11. Women in ICT and banking . 441

6.7.Cooperation in initial VET and continuing training at European level . 476.1.General overview. 476.2.Cooperation between ICT training institutions . 496.3.European standardisation of ICT profiles. 49Guidelines and recommendations for curriculum development and designingcourses . 517.1.Need for ICT skills and competences for banking and financial services. 517.2.Entry requirements, definition of outcomes, qualifying process, assessmentand certification for learning modules. 518.Recommendations for designing learning modules and new ICT didactics andcurricula . 549.Conclusions and recommended actions. 589.1.Bridging the gap between demand and supply. 58Bibliography. 65Attachement-1 . 71Attachment-2 . 77Attachment-3 . 83Attachment-4 . 91

List of tables and figuresTablesTable 1:Banks, 1990-02 . 12Table 2:Bank concentration (1990-2001) . 13Table 3:Number of bank branches 1990-2001. 14Table 4:Number of bank employees 1990-2001 . 15Table 5:Trends in banking professional roles . 16Table 6:Three levels of outsourcing. 17Table 7:Equipment in schools in Italy . 24Table 8:Sub-degree education: corresponding diploma and job profile relatedto ICT. 24Table 9:Equipment in schools in France. 28Table 10:Sub-degree education: corresponding diploma and job profile relatedto ICT. 28Table 11:Population and banking employees in Italy and France, 2001. 29Table 12:ICT sub-degree banking employees in comparison with respectivedegree level employees in Italy and France, 2001 . 30Table 13:New banking employees entry level in Italy and France, 2001 . 30Table 14:Sub-degree level of employability of the retail banking tasks (related tothe ICT). 59Table 15:Type and intensity of competences: profile role related to ICT: Italy . 60Table 16:Type and intensity of competences: profile role related to ICT: France. 61Table 17:Increase in competences banking activities comparing 1995 and 1999 . 62Table 18:Sub-degree level of satisfaction of the ICT in retail banking activities. 62FiguresFigure 1:Banking channels in Europe, 2001 . 16Figure 2:Public expenses on education as percentage of GDP (gross domesticproduct). 19Figure 3:Split of ICT-Professionals based on the Draft EU Directive (2002):recognition of professional qualifications (article 11 levels ofqualification). 20Figure 4:The Italian education and vocational training system. 223

Figure 5:IFTS courses in Italy, 2001 and 2003 . 23Figure 6:The French Education System . 27Figure 7:Banking employees by level of education: Italy and France. 31Figure 8:Expected change in the role of IT banking employees by level ofqualification . 31Figure 9:Present and future e-business application, (%): Italy and France . 32Figure 10:Supply of banking employees to meet company demands: Italy andFrance. 33Figure 11:Satisfaction of the IT banking employees for degree and sub-degreelevel: Italy and France. 33Figure 12:Availability of specific training courses in the ICT area: France andItaly . 34Figure 13:Job profiles related to ICT covered by banking and financial servicesin Italy . 35Figure 14:Job profiles related to ICT covered by banking and financial servicesin France . 35Figure 15:IT courses implemented or planned by training institutions in Italy . 37Figure 16:IT courses implemented or planned by training institutions in France. 37Figure 17:Training day course per employees: Italy and France. 39Figure 18:Ways in which training courses are provided: Italy and France . 41Figure 19:Number and range of ICT profiles (sub degree level): Italy and France. 41Figure 20:Importance of employee’s ICT level: Italy and France. 42Figure 21:Supply of training courses: Italy and France. 42Figure 22:Percentage of special target groups (foreign workers, ethnic minoritiesand handicapped/disabled): Italy and France. 43Figure 23:Problems faced by special target groups in ICT: Italian and Frenchbanks . 44Figure 24:Problems faced by special target groups in ICT: Italian and Frenchtraining institutions . 44Figure 25:Banking and financial employees: Italy and France . 45Figure 26:Percentage of females in training courses as participants: Italy andFrance. 45Figure 27:Availability of specific training courses for placing females in the ICTarea: Italy and France . 46Figure 28:Cooperation with other ICT training centres: Italy and France . 494

Figure 29:Necessity for a European standard for job profiles: Italian and Frenchbanks . 50Figure 30:Necessity for a European standard for the job profiles: Italian andFrench training institutions . 50Figure 31:Entry level satisfaction: Italy and France. 51Figure 32:Importance of the training provider: Italian banks. 52Figure 33:Importance of the training provider: French banks. 52Figure 34:Percentage of job placement after training courses in IT: Italy andFrance . 53Figure 35:Percentage of job placement after training courses on traditionalsubjects: Italy and France. 53Figure 36:Type and intensity of competences: intermediation activities andfinancial advisor. 55Figure 37:Difficulty of updating courses and contents of job profiles: Italianbanks . 56Figure 38:Difficulty of updating courses and contents of job profiles: Frenchbanks . 56Figure 39:Most difficult content when you have to update a training courses inbanking and financial services: Italy and France . 57Figure 40:Main problems and criteria further improve ICT training: Italy andFrance. 57Figure 41:Opportunity for job placement for people in IT sector, e-business,CRM and call centre: Italy and France . 585

PrefaceThis study is part of a series of four studies launched by Cedefop in late 2002 under theproject ICT platform. A working party, set up to accompany these studies, comprised some 20eminent experts and expert bodies in the field. This ICT workshop has met three times sinceits constitution and has the task of advising Cedefop on the approach to, and content of, thesurveys and on questions linked to ICT skills supply and curriculum development in general.Links were also established by Cedefop to parallel developments in the European Commissionand especially to the e-skills forum and e-Europe action programme launched under theDanish Presidency. The workshop also relates to other important activities of DG Educationand Culture on E-Learning. The contractors were invited, on the basis of their formerexperience and additional surveys, to edit a text of around 50 pages (without annexes) on thesubject indicated in the introduction below.These four studies are now available individually and will be combined in a synthesis reportexpected to be ready during 2004.In parallel to the studies, Cedefop cosponsored a workshop in the framework of Europeanstandardisation activities (CEN/ISSS). This was intended to validate the outcomes of the workof the Career Space Consortium, published by Cedefop in 2001 and 2002 (www.careerspace.com) on ICT profiles and curricula aimed at university level skills and IT practitionerhigher education.Once this validation is concluded (anticipated during 2004) the same procedure will be usedto validate the outcomes of these four Cedefop studies (see also the virtual community underhttp://cedefop.communityzero.com/cen-ict, set up by Cedefop on this issue).Werner Herrmann, Senior Advisor to the Cedefop DirectorBurkart Sellin, Principal Administrator and Project Manager7

Executive summaryThis work focuses on the situation in the banking and finance industry with particularreference to needs and job profiles in the ICT (information and communications technology)in Italy and France.The research reflects information and suggestions from companies, associations and traininginstitutions. This knowledge is intended to provide a basis for technical institutions to reviewand adapt relevant courses. It is hoped that successful implementation of these guidelines willbe of mutual benefit to industry, students and academia, enhancing and strengthening themand encouraging more young people and adults to pursue the relative educational and careeropportunities.9

1.Introduction1.1.Development and situation of the banking industryin EuropeThe European financial services sector has ‘traditionally been a sharply segmented sector,with clear distinctions between different types of institutions and the provision of differenttypes of service’ (see Webster, 2001). Banking and financial services are provided in manycountries by separate types of banking institutions (for example savings banks, commercialbanks and cooperative banks), in addition to independent insurance companies and saleschannels.This sector is currently undergoing deregulation, liberalisation, privatisation and concentrationthat is radically changing its value chain.Deregulation, liberalisation and privatisation have forced a reshaping of the structures and theattitudes of the sector and its human resources. According to the ECB the main consequencesare, first, that the structural boundaries between insurance and banking have been dismantled.Second, some state owned institutions have been privatised in the EU, transforming the sectorfrom one dominated by stable, bureaucratised institutions into one dominated by marketrelations. Next, boundaries between national markets have been reduced (see ECB, 2000). AtEuropean level, mergers and acquisitions have mainly involved cross-national activities inmarkets dominated by a large number of small players. A fourth consequence has been toencourage a reduction of (geographical and operational) barriers.In addition, the single European currency and a unified market (characterised by fullcirculation of capital and means of production) have forced financial institutions to act moreinternationally. The opportunities presented by deregulation and integration are clearly higherin certain segments (savings) than others (clearing and settlement).These changes have led to increased competition between financial institutions.1.2.European banking structureThe European banking industry is experiencing a period of concentration, restructuring, andjob loss never seen before. These challenges are directly linked to new technologies that haveenhanced the potential for competition.The number of banks in Europe has decreased from about 12 600 to 8 000 in 12 years. Thisprocess has mainly involved savings and cooperative banks, which traditionally have beensmaller than private financial institutions.11

The bulk of mergers and acquisitions carried out in the EU has been between smallerinstitutions in the same country. Most (around 80 %) were concentrated in four MemberStates: Germany, France, Italy, and Austria (see ECB, 2000).During 2001 and the first half of 2002 some previously planned mergers and acquisitions weresuspended due to the worsening of the international and European economic situation.Table 1:Banks, 1990-021990199520002002*(first edenUnited KingdomEU1 2101571245292 0274 72039481 15617711126069670462412 5821 0411451223811 4693 78553569702201022335062495649 8968481182103411 0992 74257818612025862183681464918341101983701 0242 48562868391855432073642144478 3687 968Source: ECBThe European Central Bank supports further financial integration because it might have manybenefits ‘in terms of increased efficiency and competitiveness of the real economy.’ (SeeECB, 2002)In the European Union the rate of concentration (calculated on the total amount of bankingactivities of the five biggest banks in each country) shows an increase of 29 % in the past 10years. In 2002, Sweden had the highest rate of concentration (89 %) while Germany the lowest(21 %).12

Table 2:Bank concentration alSpainSwedenUnited KingdomEU 0515352Source: ECBThe phenomenon of banks expanding outside their home market has increased. This processsuggests links across markets and greater integration between countries. In fact, assets offoreign branches of European banks are concentrated in the EU, indicating that there is anincreasingly homogenous market with common economic, political, cultural and regulatorysystems. It is worth noting that the foreign presence in national banking systems is larger interms of ownership (20-30 %) than in terms of branch networks (5 %).According to the governor of the Bank of Italy, this process is not yet concluded (see Bancad’Italia, 2001) Globalisation, the impact of ICT and increasing shareholder pressure oncompany financial results (see Ferguson, 2001) have yet to finish shaping the market.During the 1980s the tendency was to have a unique conglomerate or structure (retail, privateand investment banks) with common support functions (such as marketing, IT, accounting).The conglomeration (‘big is beautiful’) was ‘intended to diversify the risk and to smoothincome volatility’. (see ECB, 2000).With the move away from the more traditional, or historical, role of the bank, the organisationof banking has undergone a profound change. Strategies such as partnerships and allianceswithin sectors, across sectors (assurance) or in niche segments focus, on the one hand, on thereduction of cost and, on the other, on the concentration of core business. A bank, particularlyfrom the small and medium-sized sector, cannot do everything internally.13

Table 3:Number of bank branches 1990-2001(per 1 000 SpainSwedenUnited U 8n.a0.51n.a0.330.690.97n.a.n.a.n.a.Source: ECB‘Integration has progressed fastest in the areas where professional market participants have theresources to overcome or circumvent the existing obstacles to integration (i.e. in the wholesaleand capital market areas). By contrast, retail clients do not usually have such resources, theoutcome being a slower pace of integration’ (see ECB, 2002).14

Table 4:Number of bank employees 1990-2001(per 1 000 SpainSwedenUnited KingdomEU 7.965.476.5n.a.n.a.8.167.48n.a.n.a.Source: EBCHigh operational costs have encouraged the adoption of automated systems and a consequentreduction in employee numbers. For example, 26 000 bank employees in Italy lost their jobsfrom 1990 to 2001.Even if the main point of contact between the bank and its clients is the branch office, othersales channels (telephone, Internet, etc.) are increasing. As the complexity of servicesincreases, problems connected to running a distribution channel also increase. Betterperformance and increased points of contacts mean services require greater security, are fasterand available around the clock. The new business model is a multi - channel bank thatenhances the integration among its branches, financial advisors, the Internet, phone banking,mobile banking and ATM (automated teller machines). ‘The advent of open networkarchitectures and a sharp reduction in costs have made possible computerised transactionbetween financial institutions and clients’ (see OECD, 2001).15

Figure 1:Banking channels in Europe, 2001(%)9080706050403020100InternetPhoneOther (creditcard, etc.)BranchSource: Datamonitor, eBanking strategies in Europe, 2001The structure of the individual banks highlights their transformation from a federalorganisation toward a divisional organisation thanks to the implementation of SBU (singlebusiness unit) tailored to the needs of customers. This process of reorganisation has led to aconcentration of the banks’ strategic activities and rationalisation.Market evolution and the new way in which banks are organised have created a need for newor additional skill components for employees.Table 5:Trends in banking professional rolesEnvironmentSupplySalesClientJob attitudeICTPersonal idea1980/19901990/20002000/2010StaticSavingsOffice bankPersonal relationshipRepetitive andstandardised jobsOpportunityFaireTurbulentProductCompany BankVirtual relationshipInnovation and clientorientationOpportunitySavoir faireReactiveServiceVirtual and ‘real’ bankPersonalisationFlexibility andperformanceImperativeSavoir êtreSource: Studio BloomThere has been increasing centralisation of company know-how with four main goals. Thefirst is the reduction of the risks linked with an excessive dispersion of information. Thesecond is to allow cross-validation that might reduce errors. The third is to share bestpractices. The fourth is to create a richer intellectual environment which satisfies commonneeds such as integration and varied skills (see Frachot, 2002). According to the Federation16

Bancaire Française (FBC) the importance of varied skills such as time management andproblem-solving is highlighted by the number of banking jobs with such characteristics (37out of 60) (see Federation Bancaire Française, 2002).International banks have enhanced integration and transversatility programmes through amulticultural environment thanks to the establishment of closer links between senior andjunior employees and through movement between countries and functions. In particular,international banks have implemented training programmes focused on sharing a commoncompany culture. The guidelines are implemented in daily operations at all levels.This structure, defined as ‘learning organisation’ allows labour conditions that enhance theability of em

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