Glossaire TVETipedia

Competence

For the difference between skills and competence/competency please see the entry Skills vs. Competence.

The application of knowledge and skills in context which is described using learning outcomes.

Comment: Influenced by the competency-based approach used in the vocational sector. Main types of competences include affective, core and applied.

Source:
UNESCO, Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century, 2015
UNESCO, Level-setting and recognition of learning outcomes: The use of level descriptors in the twenty-first century, 2015
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Description of the report:
"The aim of this research is to support a broader initiative that will explore the possibility of developing international guidelines on quality assurance for the recognition of qualifications based on learning outcomes, including a set of world reference levels to facilitate the international recognition of qualifications."
Description of the glossary (pp 189 ff):
"The definitions of this glossary are provided by the authors, drawing on a wide range of literature in the field, and in particular the cited references for this publication. They do not necessarily coincide with official positions of UNESCO."

Demonstrated ability to use knowledge, know-how, experience, and – job-related, personal, social or methodological – skills, in work or study situations and in professional and personal development.

Comment

Competence is not limited to cognitive elements (involving the use of theory, concepts or tacit knowledge); it also encompasses functional aspects – including technical skills – as well as interpersonal attributes (e.g. social or organisational skills) and ethical values.

Source:
Cedefop, Glossary. Terminology of European education and training policy, (accessed 03/2023)
Cedefop, Glossary. Terminology of European education and training policy, (accessed 03/2023)
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This multilingual glossary (provided in a multitude of European languages) defines a selection of key terms used in European education and training policy. It is a revised and expanded version of the “Terminology of European education and training policy – A selection of 130 key terms” (2014). It considers new priorities of European Union policy, mainly concerning skills intelligence and employment. New definitions have been developed in collaboration with the experts of Cedefop’s departments VET and Skills and VET and Qualifications.

Ability to mobilise and use internal resources such as knowledge, skills and attitude, as well as external resources such as databases, colleagues, peers, libraries, instruments etc., to solve specific problems efficiently in real life situations.

Source:
UIS, Glossary, (accessed 12/2022)
UIS, Glossary, (accessed 12/2022)
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The UIS Glossary includes statistical terms related to education, science, technology and innovation, culture, and communication & information . Some of the entries contain translations in one or more of the following languages: Arabic, English, French and Spanish. Other entries provide more detailed information, such as definitions, calculation formulas for indicators and sources. Indicators are marked with an asterisk (*). This is a dynamic tool, which is regularly updated by the UIS.

Competence includes responsibility and autonomy required for competent performance in the workplace. (documents/projectdocumentation/wcms_645065.pdf Gasskov, 2018, 6).

Competence means the ability to use knowledge, skills and attitudes in order to perform work activities and to achieve expected results (PRISTINA, 2011) within a given timeframe.

Source:
ILO, Skills recognition mechanisms for selected occupational profiles of migrant workers in Ethiopia, Kenya and South Africa, 2022
ILO, Skills recognition mechanisms for selected occupational profiles of migrant workers in Ethiopia, Kenya and South Africa, 2022
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This publication, a feasibility study on skills recognition mechanisms for selected occupational profiles, namely, domestic work and welding, contains a 2-page glossary of selected terms that are relevant in the area. The analysis of the study focused on different economic contexts and labour migration governance mechanisms, namely the intra-regional migration corridor: Ethiopia-South Africa, and the free mobility within a regional economic community (IGAD), with emphasis on the Ethiopia-Kenya migration corridor.

The proven or demonstrated individual capacity to use know-how, skills, qualifications or knowledge in order to meet the usual, and changing, occupational situations and requirements.

Source:
UNESCO, Terminology of Technical and Vocational Education, 1984
UNESCO, Terminology of Technical and Vocational Education, 1984
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This publication is a practical terminology in the field of technical and vocational education for the purposes of international communication. After use of the original English/French version for over five years in numerous regional and international meetings, conferences, seminars and workshops held in those two languages, it was felt that publication of the guide in additional international languages would permit Unesco to contribute further to a better understanding in Member States of the Revised Recommendation concerning Technical and Vocational Education (1974), would facilitate the implementation of this instrument and would foster a more effective exchange of information in the field of technical and vocational education.

The ability, encompassing know-how, skills and attitudes of an individual to perform adequately in a job.

Source:
ILO, Glossary of Key Terms on Learning and Training for Work, 2006
ILO, Glossary of Key Terms on Learning and Training for Work, 2006
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The "Glossary of key terms on learning and training for work" provides a comprehensive overview of terms and their definition used in the field of human resource development and training. Each tenn is followed by its definition and link to related terms. When a term has a broader general meaning, the definition given in the Glossary refers to its use in the training context. Both terms and definitions, as well as cross-references to synonyms and related terms are commonly used by the International Labour Office (ILO) and several other intematlonal organizations involved in human resources development and training.

Competences indicate a satisfactory state of knowledge, skills and attitudes and the ability to apply them in a variety of situations.

Source:
European Commission, Validation of Non-formal MOOC-based Learning, 2016
European Commission, Validation of Non-formal MOOC-based Learning, 2016
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The OpenCred study is part of the OpenEdu Project, carried out by DG JRC IPTS on behalf of DG EAC. It supports the 2013 European Commission's Communication 'Opening up education: Innovative teaching and Learning for All through New Technologies and Open Educational Resources1.
It focuses on one of the core dimensions of the OpenEdu framework for openness in higher education institutions, which is recognition […]. Recognition is an important topic in the European Agenda for modernising higher education. […] Within this perspective, the purpose of validation and recognition are the same: both confirming certain learning outcomes against specific standards, providing proof of learning that can potentially be exchanged into future learning and/or work.