The term competence was introduced in the National Curriculum Guide for Compulsory Education in 2011, but had previously been used at university level and also in upper secondary schools. Competence refers to how an individual uses their knowledge and skills, that is, what they do with what they know (knowledge) and can (skills). Competence is closely related to goals that have been guiding principles for a long time. The main difference is that competence is always student-centred and competence criteria are formulated in such a way that they refer to what a student should be able to do.

From the National Curriculum Guide for Primary Schools

General education aims to enhance the individual’s self-understanding and their ability to fulfill their roles in a complex society. Students need to know what they know and what they can do, and how best to apply their knowledge and skills to influence and improve their environment.

Competence is thus more than knowledge and skills, it also includes attitudes and moral strength, emotions and creativity, social skills and initiative. (The Core Curriculum for Primary Education, General Part. 2011, p. 25.) The ability to deal with a specific subject in such a way that one can apply the powers of reason, emotions and will and the elements of skills, attitudes and values ​​that the task requires. (OECD (translated by W. Edelst.))

CompetenceThe concept of competence includes an overview and the ability to apply knowledge and skills. Competence, which is aimed at initially, is defined to lay the foundation for a comprehensive general education. Competence is student-centered, competence is implemented within each field of study and subject. A student’s competence consists of how he uses his knowledge and skills. Knowledge is a collection of facts, laws and methods. Skills are the ability to apply methods, procedures and reasoning. School work is based on creating learning situations where students acquire knowledge in a variety of ways, such as through reading, listening or experience of activities. Where they gain mastery in the use of methods and procedures and the ability to use both, which is also based on attitudes, values, creativity, social skills and initiative.

Knowledge, I know what the Earth’s main energy sources are and how they are used.

Proficiency, I can discuss the various uses of energy resources and how they affect the Earth’s ecosystem.

Competence, I treat my environment and resources with sustainability in mind.

Society’s view of what knowledge and skills are important for individuals to have acquired and possess by the end of compulsory school is reflected in the competences that are aimed for. The competences are elaborated within each field of study and subject. The curriculum sets out guidelines for specific stages in compulsory school. School work must take into account what is aimed for and create conditions so that the student can acquire the competences in such a way that they possess them upon completion of their studies.

Assessment is widely based on descriptions of the competences that are aimed at in students. In international surveys, for example, student competence is assessed and the focus is on young people’s ability to use their own knowledge and skills to tackle real-world tasks. Increasingly, emphasis has been placed on what students can do with what they learn in school and not just whether they meet minimum requirements for knowledge or ability. The tasks not only test students’ knowledge of subjects, but also require them to report on their own learning methods, evaluation of their own achievements and attitudes towards learning and learning methods.

Focusing on competence is based on a new view of knowledge and skills. Knowledge and skills are acquired beyond schools and can be found in many places, in students and teachers alike. Learning needs to be student-centered, learning skills are important, and school work needs to be integrated and flexible. Students’ responsibility increases, as does the role of teachers in guiding.