Glossaire TVETipedia

Key competencies

Any of several generic skills or competencies considered essential for people to participate effectively in the workforce. Key competencies apply to work generally, rather than being specific to work in a particular occupation or industry. The Finn Report (1991) identified six key areas of competence which were subsequently developed in the Mayer Report (1992) into seven key competencies: collecting, analysing and organising information; communicating ideas and information; planning and organising activities; working with others and in teams; using mathematical ideas and techniques; solving problems; and using technology.

Source:
NCVER (Australia), VOCEDplus: Glossary of VET, (accessed 12/2022)
NCVER (Australia), VOCEDplus: Glossary of VET, (accessed 12/2022)
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This glossary is a compilation of Australian vocational education and training (VET) terms and acronyms. It includes both current and historical terms, concepts, acronyms and other abbreviations found in Australian VET research, policy and data.

The application of universal knowledge and skills across a range of social, work, and geographical settings.

(Comment: Key competences are also referred to as critical cross-field outcomes, transferable skills and core competences).

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."