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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-professionshandbook-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 +
