Technological Aids to the Efficient Assessment of Prior Learning - E-Infrastructures and Technologies for Lifelong Learning - page 326

Figure 1. Screenshot of a webtool to identify competences (from Stalmeier, 2006, p. 43)

der Klink and Boon point at the confusion sur-
rounding the concept of competence, which is
clearly illustrated in Table 2.
As this table shows notions on competences
differ strongly which harm the exchangeability
of competence profiles. For example, profiles
applied in companies for performance assessments
cannot be easily transferred into profiles for edu-
cational purposes. It goes without saying that the

further attuning of the various competence profiles
is not going to happen easily but at the same time
this is a prerequisite for the ultimate success of
APL. Especially for this reason, it is important to
define competence profiles in such a way that
others understand the meaning of the profiles.
Different people may interpret the same compe-
tence of the same person at the same time differ-
ently. The question is, which interpretation is

Table 2. Various perspectives on the concept of competences

Perspective Position Difference in definition

Geographic USA Competency refers to behaviour and personal traits that contribute to excel-

lent performance

UK Competence refers to collectively agreed occupational standards such as

national vocational qualifications

Germany Kompetenz refers to the capacity of a person to act. It is more holistic than

competency or competence , comprising not only content or subject matter
expertise but also more generic abilities

Field of application Training and education Competences are defined as clusters of skills, attitudes and knowledge that

can be learned

Selection and recruitment Competences are perceived as partly trainable and as partly rather stable

traits that are difficult to change.

Performance assessment Competences are mainly defined as the output of tasks and jobs

Underlying learning theory Cognitivism Emphasis on observable and measurable performance. Stronger focus on

top-down development of competence-based systems

Constructivism Stresses values and beliefs as important components of competences.

Stronger focus on employees' participation in the development of
competence-based systems