Mapping Transversal Competences for Vocational Education Learners in Response to Transformations in the World of Work: A Scoping Review
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| Title: | Mapping Transversal Competences for Vocational Education Learners in Response to Transformations in the World of Work: A Scoping Review |
|---|---|
| Language: | English |
| Authors: | Alexandra Lecours (ORCID |
| Source: | Education & Training. 2026 68(3):323-340. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Career and Technical Education, Lifelong Learning, Transfer of Training, Employment Potential, Labor Market, Competence, Program Design, Diversity Equity and Inclusion |
| DOI: | 10.1108/ET-08-2025-0678 |
| ISSN: | 0040-0912 1758-6127 |
| Abstract: | Purpose: This study aims to develop a shared theoretical foundation for a harmonized taxonomy of transversal competences between technical and vocational education and training (TVET) and the labour market. Design/methodology/approach: A scoping review was conducted to examine the literature published on competences in education and employment. Twenty-nine documents, including scientific articles and governmental reports, were systematically analyzed. The process was supported by consultations with an expert committee to ensure relevance and applicability. Findings: The review led to a common operational definition of competence as the integrated mobilization of personal and environmental resources to achieve effective and context-appropriate action. Competence is characterized as observable, reproducible, developmental and situated within specific environments. Building on this definition, taxonomy of transversal competences was synthesized, structured into three categories: intrapersonal competences (cognitive, communication, information and technology-related and self-management), interpersonal competences (affective, behavioural and self and others' development) and organizational and societal competences (organizational, societal and sustainability-related). This taxonomy offers a coherent framework to strengthen employability, adaptability and lifelong learning while promoting diversity, equity, inclusion and sustainable practices in TVET and the labour market. Practical implications: The taxonomy equips educators and employers with a flexible tool to design inclusive training programs, support diverse learners and anticipate future workforce needs. Originality/value: This study responds to the growing need for a shared language between training and employment, offering both theoretical clarity and practical guidance for curriculum design, assessment and policy development. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506104 |
| Database: | ERIC |
| Abstract: | Purpose: This study aims to develop a shared theoretical foundation for a harmonized taxonomy of transversal competences between technical and vocational education and training (TVET) and the labour market. Design/methodology/approach: A scoping review was conducted to examine the literature published on competences in education and employment. Twenty-nine documents, including scientific articles and governmental reports, were systematically analyzed. The process was supported by consultations with an expert committee to ensure relevance and applicability. Findings: The review led to a common operational definition of competence as the integrated mobilization of personal and environmental resources to achieve effective and context-appropriate action. Competence is characterized as observable, reproducible, developmental and situated within specific environments. Building on this definition, taxonomy of transversal competences was synthesized, structured into three categories: intrapersonal competences (cognitive, communication, information and technology-related and self-management), interpersonal competences (affective, behavioural and self and others' development) and organizational and societal competences (organizational, societal and sustainability-related). This taxonomy offers a coherent framework to strengthen employability, adaptability and lifelong learning while promoting diversity, equity, inclusion and sustainable practices in TVET and the labour market. Practical implications: The taxonomy equips educators and employers with a flexible tool to design inclusive training programs, support diverse learners and anticipate future workforce needs. Originality/value: This study responds to the growing need for a shared language between training and employment, offering both theoretical clarity and practical guidance for curriculum design, assessment and policy development. |
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| ISSN: | 0040-0912 1758-6127 |
| DOI: | 10.1108/ET-08-2025-0678 |
