{"id":4228,"date":"2020-10-06T16:56:52","date_gmt":"2020-10-06T14:56:52","guid":{"rendered":"https:\/\/sites.dsu.univr.it\/re-serves\/?page_id=4228"},"modified":"2020-10-08T16:24:24","modified_gmt":"2020-10-08T14:24:24","slug":"competences","status":"publish","type":"page","link":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/competences\/","title":{"rendered":"Competences"},"content":{"rendered":"<div class='clear'><\/div><div id='sub_menu1'  class='av-submenu-container main_color  avia-builder-el-0  el_before_av_one_fifth  avia-builder-el-first  av-sticky-submenu  container_wrap fullsize' style='  z-index:301' ><div class='container av-menu-mobile-disabled '><ul id='av-custom-submenu-1' class='av-subnav-menu av-submenu-pos-right'>\n<li class='menu-item menu-item-top-level  menu-item-top-level-1'><a href='https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/' ><span class='avia-bullet'><\/span><span class='avia-menu-text'>GLOSSARY<\/span><\/a><\/li>\n<\/ul><\/div><\/div><div class='sticky_placeholder'><\/div><div id='after_submenu'  class='main_color av_default_container_wrap container_wrap fullsize' style=' '  ><div class='container' ><div class='template-page content  av-content-full alpha units'><div class='post-entry post-entry-type-page post-entry-4228'><div class='entry-content-wrapper clearfix'>\n<div class=\"flex_column av_one_fifth  no_margin flex_column_div av-zero-column-padding first  avia-builder-el-1  el_after_av_submenu  el_before_av_three_fifth  avia-builder-el-first  \" style='border-radius:0px; '><\/div>\n<div class=\"flex_column av_three_fifth  no_margin flex_column_div   avia-builder-el-2  el_after_av_one_fifth  el_before_av_one_fifth  glossa-dettaglio \" style='background: #ffffff; padding:30px; background-color:#ffffff; border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  av_inherit_color '   itemprop=\"text\" ><p><strong>Competences<br \/>\n<\/strong><strong>(Key, transversal, profile, acknowledgement)<\/strong><\/p>\n<p>Barbara De Angelis e Raffaella Leproni<br \/>\nRoma Tre University<\/p>\n<p>Competences are generally defined as the conditions allowing for the complex integration of knowledge, skills and capabilities achieved at the end of processes of personal and professional development. They are a set of forms of knowledge, potentialities, features and intrinsic attitudes representing a resource of \u201c<em>knowing how to do<\/em> that is a manifest expression of <em>knowing how to be<\/em>\u201d (Carlotto, 2018, translation mine).<br \/>\nFrom a business perspective, the term competences often overlaps with and\/or supplements the terms skills and capabilities, therefore, it is linked to the demonstrable quality of performance.<br \/>\nCapability refers to the condition that allows individuals to acquire skills and learn to perform tasks suited to their potential \u2013 a condition that may be achieved but not yet fully enacted. The term also indicates the set of resources a person has, together with his or her ability to use them (Sen, 1999\/2000).<br \/>\nSkill, on the other hand, is a type of work, task or activity that requires specific training and knowledge, and also, vice versa, the set of knowledge and competences that allows the person to demonstrate his or her ability to carry out a job (Chianese, 2011). Therefore, skill can be understood as a competence which is effective in a specific context, put into practice to produce a performance and\/or achieve a goal. The term transferable competences \u2013 translated in Italian as \u201ccompetenze transferibili\u201d \u2013refers to skills that cut across different areas and disciplines, transferable to and expendable in different professional contexts. It is used alongside the term life competences \u2013 \u201ccompetenze per la vita\u201d in Italian \u2013 referring to cross-cutting and adaptive skills (also called \u201ckey competences\u201d) that develop from early childhood to adulthood as part of lifelong learning.<br \/>\nThe Council of Europe has identified employability, social inclusion, sustainable lifestyle and active citizenship as the key competences for lifelong learning (for more details see Recommendation of 22 May 2018), competences which help individuals lead fruitful lives in a knowledge society as they may be applied in a range of contexts and in different combinations. Critical thinking, problem-solving, teamwork, communication and negotiation skills, analytical skills, creativity and intercultural skills are the underlying elements of all key competences; they form a kind of bridge between lifelong learning and vocational specialization and are so crucial in this role that, according to the World Economic Forum, labor market demand is increasingly focused on transferable competences with a strong educational and pedagogical character.<br \/>\nAlong these lines, individuals can use a competence assessment process (L\u00e9vyleboyer, 1993) to analyze their strengths in relation to the development of their specific <a href=\"https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/life-project\/\">life project<\/a>. Competence assessment has neither evaluative nor quantitative connotations: it is a mainly self-evaluative tool providing guidance, considered a possible aid for making conscious decisions in the construction of a person\u2019s professional development and future (Canevaro, 2008). In situations of marginality linked to fragility and hardship, even temporary situations or those caused by different factors, initiatives aimed at providing guidance, intended as a training and employability-enhancement strategy, may bolster individual emotional resources and launch a process of empowerment that helps people avoid and\/or cope with the risk of <a href=\"https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/social-inclusion-exclusion\/\">social exclusion<\/a>.<br \/>\nThis is why any pathway to <a href=\"https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/social-inclusion-exclusion\/\">social inclusion<\/a> should provide for an individually tailored intervention action plan that involves providing different services based on the needs and requirements of each person. In the case of young people not engaged in educational, training or work (<a href=\"https:\/\/sites.dsu.univr.it\/re-serves\/en\/glossary\/neet\/\">NEETs<\/a>), the guidance\/training relationship is an opportunity to strengthen and expand the range of individuals\u2019 choices.<br \/>\nIt is this multifaceted meaning of competences that lies at the center of the RE-SERVES project\u2019s <a href=\"https:\/\/sites.dsu.univr.it\/re-serves\/en\/general-project\/wp3-inclusion-of-young-people\/\">Inclusion of young people<\/a> research action.<\/p>\n<p><strong>Selected references<br \/>\n<\/strong><\/p>\n<p>Carlotto, G. (2018). SOFT SKILLS<em>. <\/em>Con-vincere con le competenze trasversali e raggiungere i propri obiettivi. FrancoAngeli.<\/p>\n<p>Chianese, G. (2011). Il piano di sviluppo individuale. Analisi e valutazione di competenze. FrancoAngeli.<\/p>\n<p>L\u00e9vyleboyer C. (1993). Le Bilan de comp\u00e9tences. Les \u00e9ditions d&#8217;organisation.<\/p>\n<p>Canevaro, A. (Cur.). (2008). Monografia. Il Bilancio di Competenze per persone con svantaggio. L\u2019Integrazione Scolastica e Sociale. Vol. 7, n. 5.<\/p>\n<p>Sen, A. (2000). Lo sviluppo \u00e8 libert\u00e0. Perch\u00e9 non c\u2019\u00e8 crescita senza democrazia. (G. Rigamonti, Trad. it.). Mondadori. (Originariamente pubblicato nel 1999)<\/p>\n<\/div><\/section><\/div><div class=\"flex_column av_one_fifth  no_margin flex_column_div   avia-builder-el-4  el_after_av_three_fifth  avia-builder-el-last  \" style='background: #ffffff; padding:30px; background-color:#ffffff; border-radius:0px; '><section class=\"av_textblock_section \"  itemscope=\"itemscope\" itemtype=\"https:\/\/schema.org\/CreativeWork\" ><div class='avia_textblock  '   itemprop=\"text\" ><p><strong>How to cite this text:<\/strong><\/p>\n<p>De Angelis, B., &amp; Leproni, R. (2020). Competences (Key, transversal, profile, acknowledgement). In M. Milana &amp; P. Perillo (Cur.) RE-SERVES project: Glossary. <a href=\"https:\/\/sites.dsu.univr.it\/re-serves\/\">https:\/\/sites.dsu.univr.it\/re-serves\/<\/a><\/p>\n<\/div><\/section><\/div><\/p>\n","protected":false},"excerpt":{"rendered":"","protected":false},"author":1,"featured_media":0,"parent":3042,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"acf":[],"_links":{"self":[{"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages\/4228"}],"collection":[{"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/comments?post=4228"}],"version-history":[{"count":5,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages\/4228\/revisions"}],"predecessor-version":[{"id":4364,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages\/4228\/revisions\/4364"}],"up":[{"embeddable":true,"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/pages\/3042"}],"wp:attachment":[{"href":"https:\/\/sites.dsu.univr.it\/re-serves\/en\/wp-json\/wp\/v2\/media?parent=4228"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}