7.1 Competences frameworks

Competences frameworks

Main interested users:

What are competences frameworks

There is growing consensus on the new prominent place of the notions of skills and competences in relation to: i) development of human capabilities in general, whereby the dissemination of skills and competence frameworks illustrate this dimension; ii) skills intelligence; iii) matching supply and demand in the labour market.

Although recognition of the competencies that are important for the workforce has long been endorsed, it is relatively recently that calls for their development have moved from a strongly vocational stance to an educational one, for both work, personal development and life perspective (UNESCO, 2016).

A number of competence frameworks have emerged in different regions of the world, as result of international cooperation on education and training. The EU, UNESCO (Asia Pacific) and Council of Europe have adopted competence frameworks targeting different domains, as for example:

• UNESCO Asia-Pacific (Network on Education Quality Monitoring in the Asia-Pacific): ERI-Net’s framework on transversal competencies (UNESCO, 2016).
• Council of Europe: Reference Framework of Competences for Democratic Culture (CDC)
• In the EU: Key competences for lifelong learning (2006, revised in 2018); digital skills (2013); EntreComp - entrepreneurship competence (2016)

Defining skills and competences

In-depth discussion of the definitions of “skills” and “competences” goes beyond the scope of this report, but a succinct overview is nonetheless useful. The various skills / competence initiatives, international surveys, research and analysis refer to a range of related concepts: basic skills, vocational / technical skills, soft skills, transversal skills, behavioural skills, entrepreneurship competence, digital skills and their elements. Research highlights that soft skills are not less vital than technical skills for employment in a wide range of occupations.

 “Skills / competences” can be used in the broad sense and covering different types, beyond technical skills for a job. For the purposes of the Europass Decision of 18/04/2018 (pg 9),

 “skills are understood in a broad sense covering what a person knows, understands and can do. Skills refer to different types of learning outcomes, including knowledge and competences, as well as ability to apply knowledge ad to use knowhow in order to complete tasks and solve problems. In addition to the acknowledged importance of professional skills, there is acknowledgement that transversal or soft skills, such as critical thinking, teamwork, problem solving and creativity, digital or language skills, are increasingly important and are essential prerequisites for personal and professional fulfilment and can be applied in different fields. Individuals could benefit from tools and guidance on assessing and describing those and other skills.”

In the EU Recommendation of Key Competences for LLL competences are defined as a combination of knowledge, skills and attitudes. All key competences are equally important. Key competences are those, which all individuals need for personal fulfilment and development, employability, social inclusion, sustainable lifestyle, successful life in peaceful societies, health-conscious life management and active citizenship. Skills such as critical thinking, problem solving, teamwork, communication and negotiation skills, analytical skills, creativity, and intercultural skills are embedded throughout the key competences.

The ERI-Net’s framework on transversal competences likewise takes a wide view combining skills, competencies, values and attitudes.

A closer look at some competence frameworks

There are many frameworks, which describe the skills or competencies that this 21st century world demands and they display strong commonalities. These include descriptions of how people think, act, use tools, and interact.

Let us start with the humankind’s overarching framework for sustainable development adopted by the global community of countries at the United Nations – the “Sustainable Development Goals 2030”.  SDG 4, in its target 4.7 mentions the indispensable knowledge and skills that all learners need to develop by 2030, as follows:

“By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development.”

The SDG Knowledge Platform offers detailed information on progress of each of the 17 SDG at: https://sustainabledevelopment.un.org/sdg4.

UNESCO – Asia-Pacific

The framework for transversal competencies is derived from the studies by the Asia-Pacific Education Research Institutes Network (ERI-Net), which is hosted by UNESCO Bangkok. Globally, there is increasing recognition of the relevance of transversal competencies development in education. This framework is structured in six vast domains:

Figure: ERI-Net’s framework on transversal competencies (UNESCO, Asia-Pacific)

Source: UNESCO (2016), pg 4

These examples of skills competencies, values and attitudes proposed by the ERI-Net’s framework on transversal competencies share many commonalities with the EU Key Competences Framework.

EU competence frameworks – information for citizens

EU Key Competences Framework - Key competences for LLL

Reaching out to the wider public, including learners, is one of the central objective of this framework. It wants to “provide a European reference tool for policy makers, education and training providers, educational staff, guidance practitioners, employers, public employment services and learners themselves”. 
As a result of EU cooperation on education and training, the Council of the European Union adopted the Recommendation on Key Competences for LLL. The first Recommendation (2006) was revised in 2018, as one of the 10 actions of the new Skills Agenda for Europe.

Detailed information for the public is disseminated at official website.

The eight Key Competences of this framework are wide-ranging. They include many of the competences of the UNESCO (Asia-Pacific) transversal competences framework. In addition the EU Key competences framework comprises basic competences (literacy, mathematical, science, technology, engineering).

Figure: EU Key competences for LLL:

• Literacy competence
• Multilingual Competence
• Mathematical, science, technology, engineering
• Digital
• Personal, social and learning to learn
• Citizenship
• Entrepreneurship
• Cultural awareness and expression

Other EU competence frameworks

Among the competence frameworks developed by the EU and its Member States, the Digital Skills Framework, and the Entrepreneurship Competences Framework have significant public visibility. Online information platforms for different publics, and user guidance and tools for self-assessment support both frameworks. A pick of resources available on these platforms show a focus to deliver information to citizens and encourage application and use of these tools.

Figure 5: Other EU competence frameworks

Entrepreneurship competence framework

Further reading:

• UNESCO (2016), Assessment of transversal competencies – Policy and practice in the Asia-Pacific region, 2016.