We are aware that there are a number of competence models out there. However, we tried to develop LEVEL5 based on the ones that we consider most useful and convincing to achieve utmost feasibility (to be easy to understand and operate, to befit for purpose, to show utmost flexibility, to connect to other European instruments) – and all that based on our competence definition (LINK).
As defined by various European bodies, as well as by educational experts throughout and beyond Europe, competences consist of three interrelated ingredients:
- Knowledge (cognition),
- Skills (capabilities and the overt behavioural repertoire) and
- Attitudes (related to emotions, motivation, volition and values).
Competences consist of a combination of cognitive, behavioural and affective elements required for effective performance of a real-world task or activity. A competence is defined as the holistic synthesis of these components.
If we see it this way it may be explained as the (inner) potential of a person to tackle a task.
From another (an external) perspective a competence may again be divided in three aspects. A competent person is able to:
- demonstrate behaviour
- in a specific context and
- at an adequate level of quality.
Eventually the context also becomes a crucial factor since it determines the environment in which the individual has to perform – and it is certainly a different matter to solve an exercise or to engage in role play or to tackle a challenge in real life. At the same time, this critical element of contextualisation brings in the quality aspect.