Key competencies
Parent term: Competence/y
 The sum of skills (basic and new basic skills) needed to live in contemporary knowledge society. Source: CEDEFOP 2008, Europe
Organisation: | European Centre for the Development of Vocational Training (CEDEFOP) , Europe |
Source: | Terminology of European education and training policy (2008) |
Description: | This multilingual glossary of terms used in education and training policy is intended for researchers and more generally for all those involved in education and training policy. It does not represent an exhaustive inventory of the terminology used by specialists; rather it identifies a selection of key terms that are essential for an understanding of current education and training policy in Europe. This glossary is an updated and extended version of the Terminology of vocational training policy, published by Cedefop in 2004. [...]
This glossary was prepared in cooperation with the European Training Foundation (ETF), The European Commission (DG Education and Culture) and Eurydice (The information network on education in Europe). p. 14 (Introduction) |
 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 2013, Australia
Organisation: | National Centre for Vocational Education Research (NCVER) , Australia |
Source: | Glossary of VET (2013 - online version continuously updated, Accessed in Jan. 2016) |
Description: | The language of vocational education and training (VET) is complex and particularly prone to jargon and acronyms. The aim of this glossary is to provide a single up-to-date reference source for definitions of Australian VET-related terms, acronyms and organisations.
The glossary is based on 'A glossary of Australian vocational education and training terms' which was published by the National Centre for Vocational Education Research (NCVER) in 2000. New content, sourced from recent NCVER publications, the VOCED database, websites of key Australian VET organisations, other VET glossaries and suggestions from NCVER staff, has been added. Website |
 Key competences are:
1) Communication in the mother tongue;
2) Communication in foreign languages;
3) Mathematical competence and basic competences in science and technology;
4) Digital competence;
5) Learning to learn;
6) Social and civic competences;
7) Sense of initiative and entrepreneurship;
8) Cultural awareness and expression.
These key competences are all interdependent, and the emphasis in each case is on critical thinking, creativity, initiative, problem solving, risk assessment, decision taking and constructive management of feelings. Source: EU Legislation 2007, Europe
 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 2015, Global
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