The VQTS model does not focus on the specificities of national VET systems because it uses a learning outcomes approach to enhance transparency. It provides a ‘common language’ to describe competences and their acquisition and a way to relate these competence descriptions to the competences acquired in national-level training programmes. On the one hand, the VQTS model focuses on competences related to the work process and identifies the core work tasks within the context of the particular occupational field. On the other hand, the VQTS model follows a ‘development logical’ differentiation of a competence profile (known as a competence development or acquisition model) and thus can also describe the acquisition of competences.

The VQTS model can be used for different purposes where the transparency of competence profiles is highly important (e.g. for transferring and recognising competences acquired within the official VET system as well as competences achieved through non-formal or informal learning; developing qualifications, training programmes and curricula; enhancing the visibility of differences in qualifications).

(source and further information: www.vocationalqualification.net)

A VQTS Competence Matrix displays competences of a specific occupational field in a table. The competences are structured according to core work tasks in the respective occupational field and the progress of competence development.

(source and further information: www.vocationalqualification.net)

Competence Profiles are formed from individual parts of a VQTS Competence Matrix. The "organisational profile” identifies competences relevant for/ associated with a certain training programme or qualification or certificate.

(source and further information: www.vocationalqualification.net)

Competence Profiles are formed from individual parts of a VQTS Competence Matrix. The "individual profile” notes the competences acquired by a person.

(source and further information: www.vocationalqualification.net)

When speaking of “competence”, the VQTS model adopts a broad understanding of the term: it includes cognitive competences (knowledge), functional competences (skills) as well as social competences (behaviour).

(source and further information: Luomi-Messerer, K. & Markowitsch, J. (2006). VQTS model: A proposal for a structured description of work-related competences and their acquisition. available at: vocationalqualification.net/mmedia/2008.05.07/1210162936.pdf, p.15ff)

One competence area comprises within VQTS various forms of competences necessary for completing core work tasks in a certain occupational field. Based on core work tasks, a varying number of competence areas are defined, depending on the complexity, range of activities or job opportunities within a certain occupation. It is assumed that 5-25 competence areas will be defined per occupational field.

(source and further information: Luomi-Messerer, K. & Markowitsch, J. (2006). VQTS model: A proposal for a structured description of work-related competences and their acquisition. available at: vocationalqualification.net/mmedia/2008.05.07/1210162936.pdf, p.15ff)

For each competence area, 2-6 steps of the competence development process are described. The nature of the competence area determines whether it makes sense to differentiate more or fewer steps of competence development. Therefore, no concrete number of steps can be pre-determined. As a consequence, this means that the steps only make sense within one single competence area (horizontally), and that the numbers of steps of competence development for one different competence area does not necessarily correspond to the steps for any other area.

(source and further information: Luomi-Messerer, K. & Markowitsch, J. (2006). VQTS model: A proposal for a structured description of work-related competences and their acquisition. available at: vocationalqualification.net/mmedia/2008.05.07/1210162936.pdf, p.15ff)

Set of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process, either formal, non-formal or informal.
or
Statement of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competences.

(Source: CEDEFOP (2014). Terminology of European education and training policy. Luxemburg: Publication Office of the European Union, www.cedefop.europa.eu/de/node/12028)

"Knowledge" means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. In the context of the European Qualifications Framework, knowledge is described as theoretical and/or factual.

"Skills" means the ability to apply knowledge and use know-how to complete tasks and solve problems. In the context of the European Qualifications Framework, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments).

"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.

(Source: Recommendation 2008/C 111/01 of the European Parliament and of the Council, eur-lex.europa.eu/legal-content/EN/TXT/)