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5. Developing

the competence framework

5.1. The concept of competence

As a preliminary to using the competence framework, it is necessary to explore the
underlying concept of competence. Sultana (forthcoming) (10) provides a review of the
issues that are relevant to uses of ‘competence’ and ‘competence frameworks’ in career
guidance. Sultana traces the development of the concept and applications of competence
over time and in respect to different sociocultural contexts, notably those of the USA and
different traditions in European countries.
Sultana explores debates about the merits and disadvantages of competence-based
approaches in learning. On the one side is the value of identifying specific skills and traits
which may be related causally to good work performance, and then focusing training input to
achieving mastery of these elements. Against this, there is a danger of underplaying the
contribution that knowledge and understanding make to effective performance, and stifling
‘creative and imaginative learning’. Knowledge is recognised as a multifaceted concept, as
reflected in the European context in descriptors of both the reference levels of the European
qualifications framework (EQF) and the cycles of higher education adopted within the
Bologna process (the so-called ‘Dublin descriptors’).
Knowledge can be divided into three elements (though others suggest more: see Reid,
2007):
(a) propositional knowledge: knowing that (savoir);
(b) practical knowledge: knowing how (savoir faire);
(c) procedural knowledge: knowing how to be (savoir être).
All these elements of knowledge need to be captured within a definition that will serve a
purpose in exploring the competences needed for a professional role, enabling it to be widely
accepted as being based on considerable professional autonomy and ethical practice in
responding to the varied individual needs of service users.
The European Union addressed the question of defining ‘competence’ in the context of
developing the European qualifications framework. With the formal adoption of the EQF in
April 2008, it provides this definition:
‘competence’ means 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. In the context of the European qualifications framework, competence is
described in terms of responsibility and autonomy’ (European Parliament, 2008, p. 4).

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( ) This thorough review of the concept of competence and the specific issues that arise in the application of
competence frameworks in career guidance extends far beyond what is possible in this project report. It is
strongly recommended reading for those who wish to increase their understanding of these matters or who
intend to apply the competence framework proposed here in their own country or work setting.

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