Knowledge, mastery and competence are concepts used in the preparation of curriculum descriptions and course descriptions. The relationship between the concepts is reflected in the fact that students’ competence is based on their knowledge and mastery as well as self-understanding, attitudes and ethics. It is not enough to possess knowledge, but students need to be able to analyze and communicate it. Similarly, students’ mastery is not only manifested in learning methods. They need to be able to choose between and apply appropriate working methods, tools and methods at each time. Both knowledge and mastery apply to all learning, whether in the field of academic studies, artistic studies or vocational studies.

Student competence includes the ability to apply their knowledge and skills in a given situation. Students also need to have the ability and capacity to acquire new knowledge, skills and competences when they leave school. In this process, learning skills, information literacy, creative thinking and the application of knowledge are key. A more detailed definition of the terms knowledge, skills and competences is shown in the figure below.

Definition of the terms knowledge, skills and competence

Knowledge is a collection of facts, laws, theories, and methods. It is both theoretical and practical.

• Knowledge is acquired by watching, reading, listening, discussing, or through experience and practice.
• Knowledge is analyzed by discussing, classifying, and comparing.
• Knowledge is communicated through a variety of forms of expression, such as verbal, written, or practical.

Skill is both intellectual and practical. It involves the ability to apply methods, procedures, and logical thinking.

• Mastery is acquired through the use of methods and training in procedures.
• Mastery involves analysis with choices between methods and the organization of work processes.
• Mastery is conveyed by applying the methods, tools, and techniques of different forms of expression.

Competence includes insight and the ability to apply knowledge and skills.

• Competence requires a sense of responsibility, respect, openness, creativity, moral awareness, and an individual’s understanding of their own abilities. Self-confidence and independence in work methods are also important.
• Competence involves the student’s analysis of their own knowledge and skills by comparing, finding relationships, simplifying, drawing conclusions, and reasoning. The ability to analyze is based on critical thinking and professional reflection.
• Competence is conveyed through a variety of forms of expression where intellectual, artistic and practical knowledge and skills are intertwined with the individual’s moral and social attitudes. Competence requires creativity, responsibility and activity.

Learning and teaching methods in upper secondary schools promote the all-round development of students and are characterized by respect for the individual and their needs. It is important that school work aims to make students active and independent in their studies and enable them to acquire knowledge on their own. Teaching methods need to provide all students with opportunities to use their abilities and give them the opportunity to receive feedback on their work. Emphasis on students’ competence after completing their studies requires that diverse methods be used to assess students’ competence and provide them with guidance towards a set goal.

Diversity in teaching methods and approaches is one of the prerequisites for students to acquire a variety of skills. It is important to keep in mind that different skills can be achieved in a variety of ways and that the same methods are not suitable for all students. Teaching methods must not discriminate against students based on gender, place of residence, origin, skin color, disability, religion, sexual orientation or social status.

To acquire key competences, students need to be given ample opportunities to deal with different subjects that can be linked to the work environment and everyday life. In all school activities, both in and out of class, students need to be supported to develop their opinions, attitudes and skills both in general and in specific areas. This requires that students integrate their knowledge and skills, while giving them the opportunity to train social skills, which are based on ethics and respect for human rights and equality. It must also be ensured that students practice expressing their opinions and explaining procedures in a responsible, critical and clear manner. The learning and teaching environment of an internship student needs to work towards students becoming active and responsible professionals who possess good professionalism.

Internships usually take place both in school and in the workplace. A large part of the program involves students being trained in the application of different methods and procedures. The training takes place, on the one hand, in practical specialized school education under the guidance of a teacher, and, on the other hand, in on-the-job training or job training in the workplace.

The terms workplace training and apprenticeship are used interchangeably. The assumption here is that workplace training generally requires more targeted, structured education, guidance and supervision than on-the-job training. On-the-job training emphasizes that students are given the opportunity to further practice tasks and processes that they have already been taught. It is therefore assumed that they can demonstrate greater responsibility and independence in their work practices than in on-the-job training.

Workplace learning and training provide students with important opportunities to apply their knowledge and skills and thereby gain the skills to participate in the workforce. To promote targeted workplace learning and training in the workplace, emphasis is placed on the use of learning records. Workplace learning and training in the workplace are contracted in accordance with applicable laws and regulations.