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.
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.
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.
The taxonomy equips educators and employers with a flexible tool to design inclusive training programs, support diverse learners and anticipate future workforce needs.
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.
