DeSeCo (the acronym of Definition and Selection of Competencies: Theoretical and Conceptual Foundations) was launched by the OECD at the end of 1997 under the leadership of Switzerland in close collaboration with the United States. The OECD project DeSeCo was designed to complement international comparative assessments by stepping back from an immediate concern of how to measure or develop competencies in order to focus on questions such as what is a competence and which competencies are important and important for what. Its goal was to develop a coherent, theory-based framework for identifying a comprehensive set of key competencies, strengthening international assessments, and defining overarching objectives for education systems and lifelong learning.
DeSeCo brought together experts from psychology, sociology, economics, philosophy, anthropology, and history, and involved policymakers, practitioners, and stakeholders to ensure both theoretical rigor and policy relevance (see publication with expert opinions).
Conceptual clarification and definitional criteria
Reviews of various initiatives revealed a lack of rigor and consistency in the use of terms related to competence. In public discourse and sometimes also in specialized literature, there was – and still is – a tendency to use terms such as skills, literacy, qualifications, education goals, and competencies either imprecisely or interchangeable. One of DeSeCo’s added value is the provision of a research based, conceptually sound definition: A competence is defined as the ability to successfully meet complex demands in a particular context through the mobilization of knowledge, (cognitive, metacognitive, socio-emotional and practical) skills, attitudes and values. Underlying is an action competence model. Building on the concept of competence the research process resulted in a widely accepted definition of key competencies.
Revisiting DeSeCo’s original work (see final publication) in 2016 against major global trends and challenges confirms that its core assumptions, insights, and conclusions — including the three categories of key competencies — remain highly relevant. DeSeCo 2.0 informed the development of the OECD Learning Compass 2030, an educational framework designed to support the transition toward a more sustainable future by equipping learners of all ages to navigate an increasingly complex world.