Competences, Skills, and Knowledge in the Context of the European Qualifications Framework (EQF) PDF

COMPETENCE/SKILL/KNOWLEDGE Competences, Skills, and Knowledge in the Context of the European Qualifications Framework (EQF) To understand the distinctions between competences, skills, and knowledge, we can reference the Recommendations of the European Parliament and of the Council on the establish...

COMPETENCE/SKILL/KNOWLEDGE Competences, Skills, and Knowledge in the Context of the European Qualifications Framework (EQF) To understand the distinctions between competences, skills, and knowledge, we can reference the Recommendations of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning (EQF), dated 23rd April 2008. This framework provides a structured way to describe qualifications in terms of what a learner knows, understands, and is able to do. Knowledge Definition: Knowledge refers to the body of facts, principles, theories, and practices that are related to a field of work or study. In the EQF, knowledge is described as either theoretical or factual. Application in Heritage Conservation: o In the context of heritage conservation, this includes understanding historical construction techniques, architectural styles, and the chemical properties of materials used in restoration. o For example, a restorer must have theoretical knowledge of how lime reacts in mortar over time and factual knowledge of the specific materials present in a heritage site. Skills Definition: Skills denote the ability to apply knowledge and use know-how to complete tasks and solve problems. They can be categorized as cognitive (involving the use of logical, intuitive, and creative thinking) or practical (involving manual dexterity and the use of tools, methods, materials, and instruments). Application in Heritage Conservation: o Practical skills include the ability to clean delicate frescoes without damaging the pigments, or to use advanced digital tools like 3D scanners for documenting a site. o Cognitive skills involve problem-solving in conservation, such as determining the best intervention techniques for a structurally unstable historic building. Competences Definition: Competences are defined as the proven ability to use knowledge, skills, and personal, social, and/or methodological abilities in work or study situations. The EQF emphasizes autonomy and responsibility as key aspects of competence. Application in Heritage Conservation:  o Competences reflect the capacity to manage an entire conservation project, from initial assessment to final implementation, while ensuring alignment with ethical guidelines and stakeholder expectations. o For instance, a restorer with strong competences can lead a multidisciplinary team, make informed decisions about intervention strategies, and take responsibility for the long-term sustainability of the project. The Key Differences Focus: o Knowledge is about what you know. o Skills are about what you can do with that knowledge. o Competences are about how effectively you can apply both knowledge and skills in real-world situations, especially under conditions requiring responsibility and autonomy. Level of Autonomy: o Competences require a higher level of autonomy and integration of knowledge and skills compared to skills alone. Example in Context: o A heritage professional might know the historical significance of lime mortars (knowledge), demonstrate the technique of mixing and applying lime mortars (skills), and lead a team to apply this technique responsibly on a restoration site while considering environmental and cultural implications (competences). SOME USEFUL COMPETENCES FOR CONTEMPORARY RESTORERS Taking care of cultural Heritage materials Achievement of environmental challenges and objectives Sustainable management of Cultural Heritage Organization and logistic of complex situations Application of new technologies Digitalization Social media Developing knowledge banks on CH materials, techniques and know-how Encouraging and supporting the development of networks Training and educational activities Implementing measures to encourage people to practice heritage  Encouraging creative industries’ involvement in CH domains Mapping and analysis of users’ needs and requirements