Apart from basic skills «what competencies do we need to lead a successful and responsible life and to face the challenges of the present and future»? The OECD Project DeSeCo - Definition and Selection of Competencies: Theoretical and Conceptual Foundations (1997-2005) - 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 main mission was to define a comprehensive, theory-grounded set of key competencies and to provide a basis for an overall long-term strategy for international assessments and a reference point for the development of important competencies from a lifelong learning perspective.
Conceptual clarification and definitional criteria - key or core competencies / 21st century competencies
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.