About the competence framework
Competence Framework with four dimensions and four levels
The Competence Framework comprises four descriptive dimensions and its taxonomy categorizes competence requirements over a total of four hierarchical levels.
The taxonomy’s four hierarchical levels
The four hierarchical levels of tekom’s Competence Framework classify the various qualification and competence requirements using a taxonomic method.
Areas of competence
|Seven areas of competence in technical communication are derived from the individual phases involved in the process of creating information products: 1. Context analysis, 2. Planning, 3. Concept development, 4. Content creation, 5. Media production, 6. Publication and distribution, 7. Market observation|
Fields of competence
|A number of fields of competence for each area of competence, each given a title and a general description. A total of 27 fields of competence describe the professional and workplace requirements for developing information products.|
|Each field of competence is underpinned by a number of thematic blocks. The various thematic blocks classify the individual teaching contents.|
|A number of teaching contents for each thematic block. Teaching contents are the Competence Framework’s lowest level of detail. Approaches to teaching and imparting knowledge for teaching and qualification measures and the learning objectives for persons seeking to obtain qualifications are directly derived from these teaching contents.|
Fig. 1: Excerpt of the Taxonomy for the Competence Framework
The Competence Framework’s four dimensions
These four dimensions encompass the qualification space in technical communication focusing on qualification and competence requirements, teaching approaches, learning objectives and qualification levels.
Qualification and competence requirements
|The first dimension consists of the taxonomy for qualification and competence requirements. These are classified in the Competence Framework in relation to: |
|The second dimension consists of three categories of different teaching approaches which, in relation to teaching contents, define which aspects must be taken into account when imparting knowledge:|
|The third dimension describes four categories of learning objectives for persons who are seeking to obtain qualifications, these are patterned on Bloom’s Taxonomy of Educational Objectives: |
|The fourth dimension describes skills profiles and qualification levels that can be achieved after completing a qualification measure. The qualification levels are patterned on the classification adopted in the European Qualifications Framework (EQF). Two skills profiles that each correspond to two qualification levels are defined in tekom’s Competence Framework for tekom certification purposes:|
1. Professional Level Qualification: EQF 4 (3)
Fig. 2: The four dimensions of the competence profile
Relationships between the dimensions
The relationships between the dimensions are especially important when applying the Competence Framework in a further education setting. The aim is to mesh the individual dimensions of the Competence Framework together during the further education and qualification process.
The following graphic illustrates these relationships: The competence requirements define teaching contents that are defined in the tekom Competence Framework. The competence requirements or teaching contents that result from them, are thematized using a specific teaching approach. This is done by further education institutes. The purpose of imparting knowledge is for the further education student to acquire knowledge and to achieve specific learning objectives. The end of the knowledge acquisition process must result in a specific learning outcome. Whether or not this has been achieved is ascertained during the certification exam by examination questions. If the learning outcome and examination results correspond to the defined qualification levels and skills profiles, the qualification of the further education student can be confirmed and endorsed by certification.
Fig. 3: Relationships between the dimensions of the Competence Framework