The VQTS model does not focus on the specificities of national VET systems because it uses a learning outcomes approach to enhance transparency. It provides a ‘common language’ to describe competences and their acquisition and a way to relate these competence descriptions to the competences acquired in national-level training programmes. On the one hand, the VQTS model focuses on competences related to the work process and identifies the core work tasks within the context of the particular occupational field. On the other hand, the VQTS model follows a ‘development logical’ differentiation of a competence profile (known as a competence development or acquisition model) and thus can also describe the acquisition of competences.

The core elements of the VQTS model are the Competence Matrix and Competence Profiles:

  • A Competence Matrix displays competences of a specific occupational field in a table. The competences are structured according to core work tasks in the respective occupational field and the progress of competence development.
  • Competence Profiles (including Credit Points) are formed from individual parts of this Competence Matrix. The "organisational profile” identifies competences relevant for a certain training programme or qualification. The "individual profile” notes the competences acquired by a person in training.

The VQTS model can be used for different purposes where the transparency of competence profiles is highly important (e.g. for transferring and recognising competences acquired within the official VET system as well as competences achieved through non-formal or informal learning; developing qualifications, training programmes and curricula; enhancing the visibility of differences in qualifications).
Author: red.