Oldal 145 [145]
How Do WE DESCRIBE WHAT WE ARE DOING?
idea. ESCO follows the EOF recommendation and defines competence as
"the proven ability to use knowledge, skills and personal, social and/or
methodological abilities, in work or study situations and in professional and
personal development.”””
USING COMPETENCE FRAMEWORKS
TO OVERCOME HETEROGENEITY
While classifications of occupations, qualifications, and skills and competences
such as ESCO represent one approach to providing a common terminology and
reference system for competence descriptions in labour market and education
and training contexts, competence/competency'* frameworks are another
option. And while in the past large enterprises and organizations in particular
developed their own distinct set of competence frameworks, today competence
frameworks are quite often specified by economic sector representatives,
international organizations and networks, public institutions, professional
associations, and other similar bodies. Some examples of competence
frameworks that classify competences on a more holistic level, often focusing
on a sector or professional group, include:
« the CEDEFOP Competence Framework for VET Professions’
+ the UNESCO ICT Competency Framework for Teachers”®
77 C£.: European Commission: Cover Note: Draft ESCO Guidlines v0 (ESCO2012), SEC 066, last
update 12 March 2013, 85.
18 In its factsheet, the CIPD (Chartered Institute for Personnel and Development) defines the
difference between competency and competence as follows: Competency and competencies
focus on the “personal attributes and inputs of an individual” and can be defined as “the
behaviours (and technical attributes where appropriate) that individuals must have or must
acquire, to perform effectively at work”. Competence and competences are seen as “broader
concepts that encompass demonstrable performance outputs as well as behaviour inputs,
and may relate to a system or set of minimum standards required for effective performance
at work.” While in the narrower sense competence could be seen as the more outcome- and
performance- or action-oriented and competency as more input- and behaviour-oriented,
this distinction has become less important in recent publications. Therefore this distinction
does not apply in this publication. (Quotations from: www.cipd.co.uk/hr-resources/factsheets/
competence-competency-frameworks.aspx, accessed 13 October 2015.)
For details see: K. Volmari — S. Helakorpi — R. Frimodt, (eds.), Competence Framework for VET
professions. Handbook for practitioners, Finnish National Board of Education, Sastamala 2009,
www.cedefop.europa.eu/en/news-and-press/news/competence-framework-vet-professions¬
handbook-practitioners, accessed 12 October 2015.
20 For details see: UNESCO, UNESCO ICT Competency Framework for Teachers, Version 2.0,
UNESCO and Microsoft, Paris, 2011, http://unesdoc.unesco.org/images/0021/002134/213475e.
pdf, accessed 12 October 2015.
* 143 +