Standards underpin much of the technology we rely on every day. At the same time, as new technologies continue to emerge, the world of standardisation is facing a generational shift. For ETSI, education has therefore been a key issue for the future of standardisation for some time.
The invisible infrastructure
Today’s digital technology depends on standards. They enable systems to communicate, allow products to work together, and enable innovation to scale globally.
Despite its importance, standardisation remains largely invisible, both for users and for many people working in technology. When systems operate seamlessly, few people reflect on how they are built or the work that makes this possible.
We met Claire d’Esclercs, Director of Education and Knowledge at ETSI. After more than three decades within the organisation, she describes standards as “the silent foundation of everything.”
Standards are everywhere, from mobile networks and internet protocols to charging connectors and cybersecurity. Yet knowledge and understanding of how they are developed remains limited.
Claire d’Esclercs, Director of Education and Knowledge på ETSI
A generational shift in standardisation
Many of the experts who helped shape today’s approaches to standardisation have been active for several decades. This has created a strong base of knowledge, but it also raises the risk of a weak generational transition. As experienced experts retire, new participants must be ready to step in.
The challenge becomes particularly clear as new technological fields emerge. In areas such as artificial intelligence, quantum technologies and cybersecurity, technological development is moving rapidly.
New technologies require new expertise
Much of the emerging expertise lies with younger engineers and researchers working close to the practical development of new technologies. Standardisation work, however, relies heavily on experience and continuity.
The challenge comes when these perspectives meet. New technologies require up-to-date expertise, while the standardisation process depends on experience of how collaboration works between companies, organisations and public authorities.
For standardisation to keep pace with technological development, more young experts need clear pathways into standardisation, without losing the experience that already exists.
Understanding standardisation
One of the biggest obstacles is simply a lack of understanding of the benefits of standardisation and how it works.
“Many people still end up in standardisation out of opportunity rather than as a long-term investment,” says Claire d’Esclercs.
Historically, this was not always a problem. Many people who first attended standardisation meetings could gradually learn how the work functioned, which processes were used, how consensus is built, and how different interests are balanced.
As technological development accelerates, however, that model is no longer sufficient. New participants need to be able to contribute more quickly, and many companies today lack the knowledge that was previously passed on between generations of experts.
Education is therefore becoming an increasingly important part of the future of standardisation.
Three keys to change
Strengthening competence in standardisation requires cooperation between the education system, industry and the national standards organisations.
Teachers first – reaching the students
Standardisation is still rarely visible in university programmes in engineering and ICT. The work therefore needs to begin with those who shape teaching.
“We first need to assist the teachers,” says Claire d’Esclercs.
Many university lecturers have never themselves received training in how the standardisation system works. When the topic is absent from teachers’ own education, it also becomes harder to introduce it into teaching — even in programmes where standards play a central role.
Changing curricula takes time and requires both knowledge and resources. A key part of the work therefore involves developing materials and tools that make it easier for teachers to introduce standardisation into their courses.
Companies – where expertise is built
The second key lies in industry, where most experts involved in standardisation are based.
In larger companies, established structures are usually in place, with experienced standards experts acting as mentors, introducing new colleagues to the work. For small and medium-sized enterprises, the situation is different.
“Smaller companies often lack the internal expertise to pass this knowledge on,” says Claire d’Esclercs.
For many companies, standardisation becomes relevant only when the link to business development becomes clear. By taking part in standardisation work, companies gain access to the international standardisation community, identify new collaborations and strengthen their position in the market.
ETSI is therefore exploring the possibility of developing mentorship networks where experienced experts can help smaller companies understand how the standardisation system works and find their way into the standardisation environment.
NSOs – bridging education and standardisation
The third element involves the national standards organisations.
Through their networks, they can connect universities, companies and public authorities, helping to strengthen the link between education and standardisation.
They can also contribute by disseminating educational material, building links with universities and highlighting the role of standardisation in different technological fields.
What young professionals gain from standardisation
Taking part in standardisation involves more than contributing to technical specifications. For many younger engineers and researchers, it is also an opportunity to build both knowledge and international networks early in their careers.
Through standardisation work, experts from companies, universities and public authorities around the world meet and collaborate.
“You suddenly have access to a network that would otherwise take many years to build,” says Claire d’Esclercs.
The work also develops skills beyond purely technical expertise. Standardisation involves balancing different interests, negotiating compromises and building consensus between stakeholders with different perspectives.
For Claire d’Esclercs, it is precisely this aspect of the work that continues to motivate her after more than three decades at ETSI.
“What motivates me most is igniting curiosity in others,” she says.
New initiatives to strengthen education
ETSI is actively working to strengthen cooperation with universities and higher education institutions.
An early step was the textbook Understanding ICT Standardization, first published in 2018 to support teachers in their courses. A new updated edition is now being developed together with the European standardisation organisations CEN and CENELEC.
At the same time, new forms of education are being developed. ETSI will soon launch a digital learning platform enabling participants to follow training in standardisation and receive certification upon completion.
To spark interest among students, ETSI has also developed new pedagogical tools, including the game Tech Trivia, where participants can experience how a standard is developed in practice. ITS lends this game to interested universities in Sweden.
Despite the central role standards play in the digital infrastructure, knowledge of how they are developed remains limited.
For ETSI, education is not only about spreading knowledge. It is about making standardisation a conscious career path for the next generation of engineers and researchers.
Would you like to help write tomorrow’s standards?
Further reading:
1. ICT standards
2. Becoming a member of ITS
3. Book a workshop with ITS managing director Bettina Funk
