ISO/IEC 20006-1:2014

Information technology for learning, education and training - Information model for competency - Part 1: Competency general framework and information model

ISO/IEC 20006-1:2014 provides: a general framework for dealing with competency information in information technology for learning, education, and training (ITLET) contexts; a system architecture for managing and exchanging competency information and its related objects; an information model for expressing competency and its related objects that includes an introduction to the composition of competency; use cases used to support the development of the general framework and competency information model. ISO/IEC 20006-1:2014 is for those who design and use learning systems and human resources systems to support management and exchange of competency information using ITLET systems. ISO/IEC 20006-1:2014 is related to the Conceptual Reference Model developed in ISO/IEC TR 24763. Information regarding the relationships between the ISO/IEC 20006 and ISO/IEC TR 24763 is provided.

Technologies de l'information pour l'apprentissage, l'éducation et la formation — Modèle d'information pour les compétences — Partie 1: Cadre général des compétences et modèle d'information

General Information

• Status: Published
• Publication Date: 02-Jul-2014
• ICS: 03.100.30 - Management of human resources
• ICS: 35.240.90 - IT applications in education
• ICS: 35.240.99 - IT applications in other fields
• Technical Committee: ISO/IEC JTC 1/SC 36 - Information technology for learning, education and training
• Drafting Committee: ISO/IEC JTC 1/SC 36/WG 3 - Learner information
• Current Stage: 9093 - International Standard confirmed
• Start Date: 02-Oct-2025
• Completion Date: 30-Oct-2025

Overview

ISO/IEC 20006-1:2014 - "Information technology for learning, education and training - Information model for competency - Part 1: Competency general framework and information model" defines a general framework, system architecture and information model for representing, managing and exchanging competency information in IT for learning, education and training (ITLET) contexts. The standard provides conceptual building blocks, use cases and semantic approaches to express competencies (knowledge, skills, ability, attitudes and educational objectives) so different learning management, HR and related systems can interoperate.

Key topics and technical requirements

• General framework and system architecture for managing and exchanging competency information across ITLET systems.
• Information model for expressing competency and related objects, including an introduction to the composition of competency (see sections on elements and semantic elements).
• Competency semantic information model and architecture (sections cover types such as competency meaning information and competency situation information).
• Competency organization and elements: guidance on structuring competency sets, semantic expressions and relationship patterns.
• Use cases and applicability: practical scenarios used to develop and validate the model (annexes include example mappings and implementations).
• Conformance guidance to promote interoperability and consistent structuring of competency data.

Exclusions and non-addressed areas (explicit): adaptability to culture/language, security, authentication, privacy, accessibility, e‑profiles, evidence information, and assessment methods/metrics.

Practical applications and target users

Who uses ISO/IEC 20006-1:

• Software developers and system architects building LMS, HRIS, competency registries or skills exchange services.
• Instructional designers and assessment/test designers mapping learning outcomes to competencies.
• HR professionals and workforce planners aligning job profiles with learning pathways and national occupational classifications.
• Standards bodies and integrators working on competency interoperability and analytics.

Practical uses:

• Enable interoperability of competency data between learning systems and HR platforms.
• Support competency mapping and aggregation for career pathways, skills gap analysis and workforce planning.
• Provide a common semantic model to improve portability of learning records, credentialing and competency-based reporting.
• Facilitate data-driven analytics across disparate ITLET systems.

Related standards

• ISO/IEC TR 24763 - Conceptual Reference Model for Competency Information and Related Objects (CRM) - foundational relationship.
• ISO/IEC 20006-2 - Proficiency level information model (companion part).
• ISO/IEC 20006-3 (TS) - Guidelines for aggregation of competency information and data.

Keywords: ISO/IEC 20006-1:2014, competency information, information model for competency, ITLET, interoperability, learning management, HR systems, competency framework, proficiency levels, competency aggregation.

Standards Content (Sample)

DRAFT INTERNATIONAL STANDARD ISO/IEC DIS 20006-1
ISO/IEC JTC 1 Secretariat: ANSI

Voting begins on Voting terminates on
2013-05-17 2013-08-17
INTERNATIONAL ORGANIZATION FOR STANDARDIZATION • МЕЖДУНАРОДНАЯ ОРГАНИЗАЦИЯ ПО СТАНДАРТИЗАЦИИ • ORGANISATION INTERNATIONALE DE NORMALISATION
INTERNATIONAL ELECTROTECHNICAL COMMISSION • МЕЖДУНАРОДНАЯ ЭЛЕКТРОТЕХНИЧЕСКАЯ КОММИСИЯ • COMMISSION ÉLECTROTECHNIQUE INTERNATIONALE

Information Technology for Learning, Education and Training —
Information Model for Competency —
Part 1:
Competency General Framework and Information Model

ICS 03.100.30; 35.240.99
To expedite distribution, this document is circulated as received from the committee
secretariat. ISO Central Secretariat work of editing and text composition will be undertaken at
publication stage.
Pour accélérer la distribution, le présent document est distribué tel qu'il est parvenu du
secrétariat du comité. Le travail de rédaction et de composition de texte sera effectué au
Secrétariat central de l'ISO au stade de publication.

THIS DOCUMENT IS A DRAFT CIRCULATED FOR COMMENT AND APPROVAL. IT IS THEREFORE SUBJECT TO CHANGE AND MAY NOT BE
REFERRED TO AS AN INTERNATIONAL STANDARD UNTIL PUBLISHED AS SUCH.
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THEY ARE AWARE AND TO PROVIDE SUPPORTING DOCUMENTATION.
International Organization for Standardization, 2013
©
International Electrotechnical Commission, 2013

ISO/IEC DIS 20006-1
©  ISO/IEC 2013
All rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilized otherwise in any form or by any
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ISO/IEC FCD 20006-1
37 Contents Page
38 Foreword . v
39 Introduction . vi
40 1 Scope . 9
41 1.1 General . 9
42 1.2 Exclusions . 2
43 1.3 Areas not addressed . 2
44 2 Conformance . 2
45 3 Normative references . 2
46 4 Terms and definitions. 3
47 5 Symbols and abbreviated terms . 6
48 6 Competency general frameworks . 7
49 6.1 Introduction . 7
50 6.2 Information architecture basic integrated competency information . 8
51 6.3 Competency organization . 11
52 6.4 Elements of competency and association with ISO/IEC TR 24763 . 12
53 6.5 Semantic elements in competency expressions . 13
54 7 Competency Semantic Information . 14
55 7.1 Architecture of competency information . 14
56 7.2 Competency semantic information model . 15
57 7.3 Types of Competency Semantic information – Competency Meaning Information . 17
58 7.3.1 Introduction . 17
59 7.3.2 Essential units . 17
60 7.3.3 Scenario units . 18
61 7.4 Types of Competency Semantic Information - Competency Situation Information . 25
62 7.4.1 Introduction . 25
63 7.4.2 Situation element unit . 25
64 Annex A (informative) Relevant linkages and relationships between ISO/IEC 20006 and ISO/IEC
65 TR 24763 . 29
66 Annex B (informative) Previous use case on Japanese National Skills Standard (ETSS) . 37
67 B.1 General . 37
68 B.2 Development of semantics information model on ETSS as previous case. 37
69 Annex C (informative) Application to Japanese National Skills Standard (ITSS) . 38
70 C.1 General . 38
71 C.2 Application of semantics information model to project quality management skill in ITSS . 38
72 Annex D (informative) Application to Canadian Learning Management System Desire2Learn . 40
73 D.1 General . 40
74 D.2 Application of semantics information model to project quality management skill in ITSS . 44
75 Annex E (informative) Application to Canadian National Occupational Classification (NOC) . 46
76 E.1 General . 46
77 E.2 Application of semantics information model to project quality management skill in ITSS . 46
78 Bibliography . 49
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ISO/IEC FCD 20006-1
80 Foreword
81 ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
82 Commission) form the specialized system for worldwide standardization. National bodies that are members of
83 ISO or IEC participate in the development of International Standards through technical committees
84 established by the respective organization to deal with particular fields of technical activity. ISO and IEC
85 technical committees collaborate in fields of mutual interest. Other international organizations, governmental
86 and non-governmental, in liaison with ISO and IEC, also take part in the work. In the field of information
87 technology, ISO and IEC have established a joint technical committee, ISO/IEC JTC 1.
88 International Standards are drafted in accordance with the rules given in the ISO/IEC Directives, Part 2.
89 The main task of the joint technical committee is to prepare International Standards. Draft International
90 Standards adopted by the joint technical committee are circulated to national bodies for voting. Publication as
91 an International Standard requires approval by at least 75 % of the national bodies casting a vote.
92 Attention is drawn to the possibility that some of the elements of this document may be the subject of patent
93 rights. ISO and IEC shall not be held responsible for identifying any or all such patent rights.
94 ISO/IEC 20006-1 was prepared by Joint Technical Committee ISO/IEC JTC 1, Joint Technical Committee,
95 Subcommittee SC 36, Information Technology for Learning, Education and Training.
96 ISO/IEC 20006 consists of the following parts, under the general title Information Technology for Learning,
97 Education and Training — Information Model for Competency:
98  Part 1: Competency General Framework and Information Model
99  Part 2: Proficiency Level Information Model
100  Part 3: Guidelines for Aggregation of Competency Information and Data
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101 Introduction
102 [Project Co-editors Note: The new text provided below is intended to address UK and the AU
103 comments that requested a simple statement that would explain how this standard will support
104 development of better ITLET systems, how this work relates to existing specifications such as
105 RDCEO, and to identify the interoperability challenges encountered. As an alternative the previous
106 updated text has also been provided. NBs are asked to vote as to which text they prefer and to
107 provide suggestions for improvement.]
108 New Text:
109 Organizations, such as schools, universities, institutes, governments, and companies, use different ITLET
110 systems to support the management and exchange of competency information. To meet their mission and
111 goals, such organizations may rely on Human Resource Information Systems (HRISs), Learning
112 Management Systems (LMSs), assessment systems, and other types of IT systems to communicate and
113 store competency-related information. These IT systems are often quite diverse, employ one or more
114 different approaches and may be standalone or integrated in combination with other IT systems. They
115 may be
116  developed in-house,
117  provided through ITLET providers and suppliers,
118  adapted from open source products, or
119  other.
120 Due to lack of interoperability, some typical problems encountered by stakeholders as well as with ITLET
121 systems dedicated to the management and exchange of competency information include use of
122  different competency schema;
123  diverse information architectures and software that is not compatible;
124  dissimilar information models and approaches; and,
125  other.
127 Initial observations suggest that much work remains to be done in order to
129  Accommodate complicated competencies;
130  Link competencies adequately;
131  Support comparisons of competency information and data between different communities;
132  Track and scaffold the knowledge state of the learner;
133  Other.
134 If there are interoperability issues then these issues may be encountered as noted in the examples below
135 (Hirata & Brown, 2008):
136 Example 1: Technical - Competency and associated information cannot always be selected and shared
137 between different ITLET systems (e.g., learning management, HR, and other related platforms);
139 Example 2: Organizational - Competency and associated information is not easily used in human
140 development activities, because skills and competency information may be detailed or expressed
141 differently in various ITLET systems (e.g., learning management, HR, national occupational classification,
142 and other related systems);
144 Example 3: Information exchange - Skills and competency proficiency information, such as individual
145 status or degrees acquired, cannot be shared easily amongst different ITLET systems (e.g., HR, learning
146 management, national occupational classification, and other related systems);
148 Example 4: Individual learner - Individual developmental learning, education, and training paths cannot
149 easily migrate or be exchanged amongst ITLET systems;
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ISO/IEC FCD 20006-1
151 Example 5: Systems perspective (where systems include individuals, organizations, and the
152 technologies that support them) - Individuals and organizations cannot easily design and integrate
153 informal and formal learning, education, and training opportunities to support life goals, career strategies,
154 and career paths using existing common dimensions within ITLET systems;
156 Example 6: Practical analytics - The ability to access, extract, and analyze competency and associated
157 information can provide evidence as to whether learning, education and training information needs are
158 being met in order to analyze lifelong learning, thus where competency information must be drawn from
159 different systems and where non-interoperable format and definitions are used;
161 Example 7: Assessment and evaluation - ITLET systems (e.g., acknowledgement and consideration
162 are needed regarding evaluation biases in human assessment, the use of varying methods and metrics to
163 evaluate human performance, and the need to conduct accurate skill gap analysis), where ITLET systems
164 that use different competency digital schema are involved; and,
166 Example 8: Overarching goals and outcomes - Human assessment and support for the development of
167 human potential requires ITLET systems that provide a more flexible, holistic integration and exchange of
168 competency and associated information beyond individual learning opportunities, everyday operation, and
169 work performance. Competency data must be generated.
171 Some of these identified problems have been addressed on a limited basis by the standards and
172 specifications produced by the organizations mentioned above. Not only is it difficult to use these
173 standards and specifications; however, but also the unsolved problems are still critical. It is still confusing
174 for stakeholders to implement and use these standards and specifications. Also, various problems
175 associated with ITLET related systems, which should be solved by or supported with information
176 technology, still remain.
178 A comparison of various competency information and data models indicates that (Sitthisak et al., 2007, IMS
179 GLC Inc., 2002, 2010; HR-XML, 2008; Deane, 2005; Sampson, Karampiperis & Fytros, 2007 cited in
180 Blandin, Frank, Hirata & Laughton, 2011)
182 1. Competency may be defined differently by various organizations, national body regulators, and others,
183 and there may be variability in how competency is defined even within the same field.
184 2. Current competency information and data models seem to have limitations, and at present there does
185 not seem to be one model that may be used for all contexts or subject domains.
186 3. The selective integration of existing competency information and data models may help to meet some
187 identified limitations of the current models.
189 Existing specifications, such as HR-XML, RDCEO, IEEE RCD, have been implemented in several targeted
190 markets; however, there is growing recognition that there is no one specification that will meet the
191 competency information needs and requirements of all organizations. Additionally, there are several
192 examples where specification hybrids have been created in order to address the shortcomings that may
193 exist when only one specification is used. This indicates that a critical success factor to supporting
194 organizations that use IT systems for their competency development work is to ensure that any
195 standardized approach is flexible and adaptable to support the diverse needs of different communities.
197 Thus, the aims of the ISO/IEC 20006 series are to support the standardized exchange of competency
198 information amongst varied IT systems that use different specifications and approaches by providing a
199  General framework and information model with standardized elements, and examples of system
200 architectures from IT systems that can support the unique approaches employed by various
201 organizations and communities;
202  Proficiency level information model that supports communication and exchange of this type of
203 competency-related information; and,
204  Guidance regarding the aggregation of competency information and data.
205 This multi-part standard may be used by software developers, implementers, instructional and test
206 designers, and others to ensure that learning, education, and training environments reflect learners’ and
207 organizations' competency development needs.
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208 Updated Previous Text:
209 From the late 1990s, some industrial and academic organizations have developed information technology
210 standards in the skills and competency domain, such as human resources, on a global level to address
211 the interoperability requirements and environmental complexities of management and sharing of
212 competency information amongst different organizations. Some examples include work spearheaded by
213 the following organizations: the IMS Global Learning Consortium Inc., HR-XML Consortium, IEEE-LTSC,
214 OMG, CEN TC353 and also ISO/IEC JTC 1/SC36 itself. Some typical problems encountered by
215 stakeholders as well as ITLET systems dedicated to the management and exchange of competency
216 information and where these issues may be encountered are provided in examples below (Hirata & Brown,
217 2008):
218 Example 1: Technical - Competency and associated information cannot always be selected and shared
219 between different ITLET systems (e.g., learning management, HR, and other related platforms);
221 Example 2: Organizational - Competency and associated information is not easily used in human
222 development activities, because skills and competency information may be detailed or expressed
223 differently in various ITLET systems (e.g., learning management, HR, national occupational classification,
224 and other related systems);
226 Example 3: Information exchange - Skills and competency proficiency information, such as individual
227 status or degrees acquired, cannot be shared easily amongst different ITLET systems (e.g., HR, learning
228 management, national occupational classification, and other related systems);
230 Example 4: Individual learner - Individual developmental learning, education, and training paths cannot
231 easily migrate or be exchanged amongst ITLET systems;
233 Example 5: Systems perspective (where systems include individuals, organizations, and the
234 technologies that support them) - Individuals and organizations cannot easily design and integrate
235 informal and formal learning, education, and training opportunities to support life goals, career strategies,
236 and career paths using existing common dimensions within ITLET systems;
238 Example 6: Practical analytics - The ability to access, extract, and analyze competency and associated
239 information can provide evidence as to whether learning, education and training information needs are
240 being met in order to analyze lifelong learning, thus where competency information must be drawn from
241 different systems and where non-interoperable format and definitions are used;
243 Example 7: Assessment and evaluation - ITLET systems (e.g., acknowledgement and consideration
244 are needed regarding evaluation biases in human assessment, the use of varying methods and metrics to
245 evaluate human performance, and the need to conduct accurate skill gap analysis), where ITLET systems
246 that use different competency digital schema are involved; and,
248 Example 8: Overarching goals and outcomes - Human assessment and support for the development of
249 human potential requires ITLET systems that provide a more flexible, holistic integration and exchange of
250 competency and associated information beyond individual learning opportunities, everyday operation, and
251 work performance. Competency data must be generated.
253 Some of these identified problems have been addressed on a limited basis by the standards and
254 specifications produced by the organizations mentioned above. Not only is it difficult to use these
255 standards and specifications; however, but also the unsolved problems are still critical. It is still confusing
256 for stakeholders to implement and use these standards and specifications. Also, various problems
257 associated with ITLET related systems, which should be solved by or supported with information
258 technology, still remain.
260 Currently, organizations, such as schools, universities, institutes, and companies, use different ITLET
261 systems to support the use of learning content, to enable and enhance various learning activities, and to
262 provide other services. To meet their mission and goals, such organizations may rely on in-house
263 developers, others such as ITLET vendors or suppliers, or a combination of both to provide and operate IT
264 systems to support LET. This means ITLET operations and other organizational systems that deal with
265 skills and competency information, such as interrelated human resources (HR) information systems, need
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ISO/IEC FCD 20006-1
266 to be interoperable to allow for communication between organizations, their employees, and outsourcing
267 ITLET providers or suppliers.
268 The purpose of this three-part International Standard is to provide a framework, models, system
269 architecture used for competency and proficiency information, and a way to aggregate competency
270 information. This standard will provide a general framework and information model to manage and
271 exchange information about knowledge, skills, ability, attitude, and educational objectives. Especially this
272 International Standard will focus on extending the concepts contained within ISO/IEC TR 24763 by
273 providing more detailed information regarding competency information and its information aggregation.
274 This multi-part standard may be used by software developers and implementers, instructional designers
275 and test designers, and others to ensure that learning, education and training environments satisfy
276 learners’ and organizations' competency needs. In addition, this International Standard will provide
277 definitions of several types of competency information aggregation, which will provide guidance for all
278 stakeholders to better understand and support the development of interoperable systems that will enable
279 competency information exchange.
281 Information Technology for Learning, Education and Training —
282 Information Model for Competency — Part 1: Competency
283 General Framework and Information Model
284 1 Scope
285 1.1 General
286 ISO/IEC 20006-1 provides
287  A general framework for dealing with competency information in information technology for learning,
288 education, and training (ITLET) contexts;
289  A system architecture for managing and exchanging competency information and its related objects.
290  An information model for expressing competency and its related objects that includes an introduction
291 to the composition of
292 o Basic competency information;
293 o Semantic competency information; and,
294 o Supplemental competency information.
295  Use cases used to support the development of the general framework and competency information
296 model.
298 This standard is for those who design and use learning systems and human resources systems to support
299 management and exchange of competency information using ITLET systems.
300 NOTE: This international standard is related to the Conceptual Reference Model developed in ISO/IEC TR
301 24763. Information regarding the relationships between the ISO/IEC 20006 and ISO/IEC TR 24763 is
302 provided in this standard.
303 This multi-part International Standard also includes the following parts:
304 ISO/IEC 20006-2 – Information Technology for Learning, Education and Training – Information Model for
305 Comeptency – Part 2: Proficiency Level Information Model (IMC-P), which provides:
306  Information model for expressing semantics of competency proficiency levels; and,
307  Use cases used to support the development of the competency proficiency level information model.
309 and,
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ISO/IEC FCD 20006-1
310 ISO/IEC TS 20006-3 – Information Technology for Learning, Education and Training – Information Model for
311 Competency – Part 3: Guidelines for Aggregation of Competency Information and Data (IMC-A), which
312 provides
313  Guidelines and a data driven architecture for the development of specific data models managing
314 aggregation of competency information and related objects;
315  Ways to aggregate competency information and its related object data; and,
316  Use cases used to support the development of the guidelines for aggregation of competency
317 information and competency data.
318 1.2 Exclusions
319 The scope of this International Standard does not include an in-depth technical review of issues related to:
320  Adaptability to culture, language, and human functions;
321  Security; and
322  Authentication.
323 1.3 Areas not addressed
324 This International Standard currently does not address the following items:
325  Privacy
326  Accessibility
327 2 Conformance
328 The objective of this part of ISO/IEC 20006 is to support the management and exchange of competency
329 information in a way that will promote interoperability and integration. The general framework and information
330 model are based on the Conceptual Reference Model for Competency Information and Related Objects
331 (CRM) (defined by ISO/IEC 24763). The CRM provides a toolkit that can be used to abstract and identify
332 concepts used within IT systems to support the management and exchange of competency information across
333 different HR, learning and training contexts. ISO/IEC 20006 builds upon the conceptual and abstract focus of
334 ISO/IEC 24763 to provide a general framework, information architecture, competency information model and
335 additional components.
337 To support competency management and development, competency information needs to be structured and
338 described consistently to promote understanding, mutual communication and agreement. Competency
339 information should be detailed in a way that is semantically robust and extensible. For the purposes of this
340 standard, competency information is conformant with this International Standard if it adopts the information
341 model and the element property notations specified in this International Standard. (The element property
342 notations are defined in Clauses 6.3 – 6.5 and Clause 7).
344 A conforming notation may contain descriptions of meaning and context of competency information. In other
345 words, it is intended to be extensible and may contain additional information elements of ISO/IEC 24763. For
346 conformance to ISO/IEC 24763, classes for defining a competency in CRM competency are indicated with the
347 following notation [En] where n = a number that refers to a class defined in ISO/IEC 24763 to assist with
348 understanding the linkages and relationships between the CRM and this standard. For example, as noted in
349 ISO/IEC 24763, E1 = Action, E2 = Actor, E3 = Competency, and so on.

The terms competency information and competency data will be defined in ISO/IEC 20006-3.
2 © ISO/IEC 2013 – All rights reserved © ISO/IEC 2013 –
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ISO/IEC FCD 20006-1
350 3 Normative references
351 The following referenced documents are indispensable for the application of this document. For dated
352 references, only the edition cited applies. For undated references, the latest edition of the referenced
353 document (including any amendments) applies.
354 ISO/IEC 2382-36:2008 (E/F), Information Technology - Vocabulary - Part 36: Learning, Education and
355 Training.
356 4 Terms and definitions
357 For the purposes of this document, the following terms and definitions apply.
358 [Project Co-editors Note: The terms and definitions for 4.2 competency aggregation, 4.3 competency
359 composition, 4.5 competency modeling, and 4.7 competency package italicized below are intended to
360 be used for ISO/IEC 20006-3. The terms and definitions for 4.14 method for competency assessment
361 and 4.15 metrics for competency assessment italicized below are terms that are related to ISO/IEC
362 19796-3. The intention is to provide potential implementers with an understanding of the terms and
363 definitions that are used for the 20006 series and also to indicate that this work is related to ongoing
364 SC36 work on quality. Another option would be to re-organize the Terms and Definitions section to
365 indicate the terms and definitions that are specific to other parts of the 20006 series and to 19796-3.
366 NBs are asked to decide whether these terms and definitions should be
367 1. included in ISO/IEC 20006-1 as they are currently listed;
368 2. included in ISO/IEC 20006-1 in a separate section of the terms and definitions; or
369 3. removed from ISO/IEC 20006-1.
370 NBs are also asked to decide if the terms and definitions 4.x1 competency definition and 4.x2
371 competency framework (which the U.K. suggests would replace 4.6 competency organization), and
372 4.x3 sub-competency should be added to this clause.]
373 4.1 a (previous agreed upon version)
374 competency
375 ability of an actor to perform (a) necessary action(s) in (a) given context(s) to achieve (a) specific outcome(s)
376 Note 1 to entry: The definition refers to ISO/IEC 24763:2011 (2.2), but the terms of observable or measureable before
377 ability were deleted to allow for more general usage and application.
378 4.1 b (suggestion from Australian N.B.)
379 competency
380 demonstrated (or, implied or presumed) ability of a person (or an entity) to accomplish the task-in-question (or
381 a given task) at a certain satisfactory level
382 Note 1 to entry: The definition refers to ISO/IEC 24763:2011 (2.2), but the terms of observable or measureable before
383 ability were deleted and actors was changed to person (or an entity) and the concept of level was added to allow for more
384 general usage and application.
385 Note 2 to entry: Context is implied, so there is no need to use the word context.
386 4.2 a (previous agreed upon version)
387 competency aggregation
388 any way of uniting competency expressions (4.4) for identifying and exchanging competency (4.1) information
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ISO/IEC FCD 20006-1
389 4.2 b (suggestion from Australian N.B.)
390 competency aggregation
391 collection of competency expressions (4.4) that is in any structure
392 4.3
393 competency composition
394 unit and aggregation type that consists of structured relationships of elements and attributes used to express
395 information content related to competency (4.1)
396 Note 1 to entry: For example, this may include information related to competency such as identification, semantics, context,
397 and supplemental.
398 4.x1 (addition suggested by U.K. N.B.)
399 competency definition
400 specification of a disposition that, when attributed to an actor, can be used to predict the extent to which that
401 actor will perform in such a way as to produce one or more desirable outcomes, when faced witha certain type
402 of challenge and contextual environment
404 Note 1 to entry: In common language, competency definitions may be referred to as abilities, capabiltieis, skills, knowledge
405 domains, aptitudes, attitudes or other terms that appear appropriate to a specific context.
406 Note 2 to entry: Competency is used to refer to the abstract definition. When applied to a particular actor, the term
407 proficiency should be used instead.
408 4.4
409 competency expression
410 any form of digitalized information regarding competency representation (4.8)
411 4.x2 (addition suggested by U.K. N.B.)
412 competency framework
413 group of related competency definitions structured to represent the essential relationships between the
414 individual competency definitions
415 Note 1 to entry: This may include structured sub competencies (e.g., competency information expressed as parent-child
416 relationships).
417 Note 2 to entry: Essential relationships refers to any relationship that is required in order to understand the full meaning of
418 the individual competencies that constitute the framework.
419 4.5a
420 competency modeling (previous agreed upon version)
421 ways and methods to identify competency organization (4.6) structure and/or each competency definition for
422 targeted group(s) or population(s)
423 Note 1 to entry: These targeted groups or populations typically include public organizations, private companies, industries,
424 and schools
425 4.5b
426 competency modeling (suggestion from Australian N.B.)
427 act of determining the structure into which the competency expressions are organized
428 4.6
429 competency organization
430 digitized expression or map of aggregation type(s), that defines a designated unit as a set of competencies
431 (4.1)
4 © ISO/IEC 2013 – All rights reserved © ISO/IEC 2013 –
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ISO/IEC FCD 20006-1
432 Note 1 to entry: This may include structured sub competencies (e.g., competency information expressed as parent-child
433 relationships).
434 4.7
435 competency package
436 standardized way to identify and exchange a set of data regarding competency (4.1) among different systems
437 or tools
438 Note 1 to entry: This standardized way may involve one of many aggregation types such as information regarding job, task,
439 role and so on, - because a competency may not only be expressed by competency content, in practice, it also may be
440 used with or by other information such as job, task, or role.
441 4.8
442 competency representation
443 image and idea of competency (4.1) that occurs in a human mind.
444 Note 1 to entry: This is the real-world or portrayal or image or idea of competency as it is perceived by the
445 human mind; whereas, the competency expression is the actual digital manifestation, notation, statement of
446 competency. Representations include many different expressions.
447 4.9
448 conceptual reference model
449 common structure and definitions for describing the concepts and relationships within a system
450 [SOURCE: Adapted from ISO/IEC 24763:2011, 2.8.]
451 4.10
452 data model
453 graphical or lexical representation of data, specifying their properties, structure and inter-relationships
454 [SOURCE: Adapted from ISO/IEC 11179-3:2003, 3.2.11.]
455 4.11
456 framework
457 structure composed of related parts that are designed to support something
458 4.12
459 information model
460 expression of concepts, relationships, constraints, rules, and operations to specify data semantics (4.17) for a
461 chosen domain of discourse
462 Note 1 to entry: An information model can provide sharable, stable, and organized structure of information requirements
463 for the domain context.
464 4.13
465 Information technology for learning, education and training system (ITLET system)
466 set of one or more computers, devices, associated software, peripherals, terminals, human operations,
467 physical processes, personal needs and preferences profiles, information transfer means, that form an
468 autonomous whole, capable of performing information processing or information transfer to support learning,
469 education or training
470 [SOURCE: Adapted from ISO/IEC 14662: 2010, 3.13.]
471 4.14
472 method for competency assessment
473 instrument or tool to judge and/or to assess an acquired or demonstrated competency (4.1)
© ISO/IEC 2013 – All rights reserved © ISO/IEC 2013 – All 5
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ISO/IEC FCD 20006-1
474 Note 1 to entry: Methods include physical methods and abstract or conceptual methods. There are various
475 types of methods from the subjects of management science, pedagogy, psychology, engineering, statistic s,
476 biology and others.
477 Note 2 to entry: "Measurement method" is a generic description of a logical sequence of operations used in a
478 measurement [ISO VIM: 2004].
479 Note 3 to entry: This definition is associated with ISO/IEC 19796-3 [ISO/IEC 19796: 2009].
480 4.15
481 metrics for competency assessment
482 [Project Co-editors Note: There are two definitions below. NBs please indicate your preference
483 in your voting comments.]
484 a) material measure within some aspects of competency characteristics
485 or
486 b) material measure used to determine the value of specific aspects or characteristics of competency (4.1)
487 Note 1 to entry: In other words, it is done as a way of assigning a certain value using methods of measuring or
488 testing in order to quantify a quality object from the standpoint of quality characteristics, such as scale,
489 criterion, degree, weight, magnitude, interval, ratio, standard rate, or others.
490 Note 2 to entry: ―Material measure‖ is defined as device reproducing or supplying, in a permanent manner
491 during its use, quantities of given kinds, each with an assigned value [ISO VIM: 2004].
492 Note 3 to entry: In ISO/IEC 15939:2002, the metric is defined as "the defined measurement methods and the
493 measurement scale". However metric shall be clearly divided between the terms of method and scale to
494 support implementation for audit assessment and evaluation.
495 Note 4 to entry: This definition is associated with ISO/IEC 19796-3 [ISO/IEC 19796: 2009].
496 4.16
497 proficiency
498 level or degree of a competency (4.1) by judgment or measurement
499 Note 1 to entry: OED defines proficiency as improvement in skill or knowledge; progress, advancement.
500 Note 2 to entry: Proficiency can be used to ascertain or to identify progress, advancement or improvement in a
501 competency, such as skill, knowledge, and other competency-related concepts.
502 4.17
503 semantics
504 branch of linguistic science that deals with the meanings of words
505 [SOURCE: ISO/IEC 11179-5:2005, 3.13.]
506 4.x3
507 sub-competency (addition suggested by U.K. N.B.)
508 competency definition (REF) that is nested within a competency framework (REF) as a child or a parental
509 competency defintion
510 Note 1 to entry: Future versions of this standard may introduce different "roll-up rules", specifying different relationships
511 between a parent competency and its children. These rules would determine how the attainment of proficiency in sub-
512 competencies should be translated into the attainment of profiicency in the parent competency. In the absence of such
513 rules, it should be assumed that an actor's proficiency in the parental competency will equal the average proficiency
514 attained in all of the sub-competencies, with each sub-competency being given equal weighting.
6 © ISO/IEC 2013 – All rights reserved © ISO/IEC 2013 –
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ISO/IEC FCD 20006-1
515 Note 2 to entry: A sub-competency may be attributed to an actor without reference to its parental or sibling competencies.
516 For example, an apprentice may be assessed on his or her ability to join two pieces of wood without reference to his or her
517 general ability as a carpenter.
518 5 Symbols and abbreviated terms
Abbreviation Term
CMS Contents Management System
communi. communication
HR Human Resources
HRD Human Resources Development
HRM Human Resources management
HRIS Human Resources Information System
HR-XML Human Resources - eXtensible Markup Language
IEEE Institute of Electrical and Electronics Engineers, Inc.
IMC-A Information Model for Competency – Guidelines for the
Aggregation of Competency Information and Data

IMC-P Information Model for Competency – Proficiency Level
Information Model
IMS IMS Global Learning Consortium, Inc.

Info Information
IT Information technology
ITLET Information technology for learning, education and training
LET Learning, Education and Training
LMS Learning Management System
MLR Metadata for Learning Resources
RCD Reusable Competency Definition
RDCEO Reusable Definition of Competency or Educational
Objective
SIS Student Information System
© ISO/IEC 2013 – All rights reserved © ISO/IEC 2013 – All 7
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ISO/IEC FCD 20006-1
519 6 Competency general framework
520 6.1 Introduction
521 This international standard provides a general framework and information model that facilitate improved
522 interoperability amongst IT systems. It supports the construction and management of information architectures,
523 systems and database implementations for ITLET systems. This international standard supports the
524 establishment of relationships and improved interoperability between learning management systems (LMS)
525 and human resource management (HRM) systems (also known as personnel management systems), and
526 planning for quality management of ITLET.
527 There are several aspects for implementation of competency information, this clause focuses on four aspects
528 as noted below.
529 1. Information architecture view: There are many different types of information architecture that are
530 used in these types of systems (see Clause 6.2). As noted in this clause, various information
531 architectures are used not only in competency management applications, but also in other
...

INTERNATIONAL ISO/IEC
STANDARD 20006-1
First edition
2014-07-01
Information technology for learning,
education and training — Information
model for competency —
Part 1:
Competency general framework and
information model
Technologies de l’information pour l’apprentissage, l’éducation et la
formation — Modèle d’information pour les compétences —
Partie 1: Cadre général des compétences et modèle d’information
Reference number
©
ISO/IEC 2014
© ISO/IEC 2014
All rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilized otherwise in any form
or by any means, electronic or mechanical, including photocopying, or posting on the internet or an intranet, without prior
written permission. Permission can be requested from either ISO at the address below or ISO’s member body in the country of
the requester.
ISO copyright office
Case postale 56 • CH-1211 Geneva 20
Tel. + 41 22 749 01 11
Fax + 41 22 749 09 47
E-mail [e-mail]
Web www.iso.org
Published in Switzerland
ii © ISO/IEC 2014 – All rights reserved

Contents Page
Foreword .iv
Introduction .v
1 Scope . 1
1.1 General . 1
1.2 Exclusions . 2
1.3 Areas not addressed . 2
2 Conformance . 2
3 Normative references . 3
4 Terms and definitions . 3
5 Symbols and abbreviated terms . 5
6 Competency general framework . 6
6.1 Introduction . 6
6.2 Information architecture view to support the management and exchange of
competency information . 7
6.3 Competency organization . 9
6.4 Elements of competency . 9
6.5 Semantic elements in competency expressions .10
7 Competency Semantic Information .11
7.1 Architecture of competency information .11
7.2 Competency semantic information model .12
7.3 Types of Competency Semantic information - Competency Meaning Information .15
7.4 Types of Competency Semantic Information - Competency Situation Information .20
Annex A (informative) Cases and relationships between ISO/IEC 20006 and ISO/IEC TR 24763 .23
Annex B (informative) Examples for competency information architectures .26
Annex C (informative) Patterns of competency organization by HRMLs .29
Annex D (informative) Previous use case on Japanese National Skills Standard (ETSS) .31
Annex E (informative) Application to Japanese National Skills Standard (ITSS)
................................................32
Annex F (informative) Application to Canadian Learning Management System Desire2Learn .34
Annex G (informative) Application to Canadian National Occupational Classification
(NOC) and Canadian Nurses Association Canadian Nurse Practitioner Core
Competency Framework.40
Bibliography .43
© ISO/IEC 2014 – All rights reserved iii

Foreword
ISO (the International Organization for Standardization) and IEC (the International Electrotechnical
Commission) form the specialized system for worldwide standardization. National bodies that are
members of ISO or IEC participate in the development of International Standards through technical
committees established by the respective organization to deal with particular fields of technical
activity. ISO and IEC technical committees collaborate in fields of mutual interest. Other international
organizations, governmental and non-governmental, in liaison with ISO and IEC, also take part in the
work. In the field of information technology, ISO and IEC have established a joint technical committee,
ISO/IEC JTC 1.
The procedures used to develop this document and those intended for its further maintenance are
described in the ISO/IEC Directives, Part 1. In particular the different approval criteria needed for
the different types of document should be noted. This document was drafted in accordance with the
editorial rules of the ISO/IEC Directives, Part 2 (see www.iso.org/directives).
Attention is drawn to the possibility that some of the elements of this document may be the subject
of patent rights. ISO and IEC shall not be held responsible for identifying any or all such patent rights.
Details of any patent rights identified during the development of the document will be in the Introduction
and/or on the ISO list of patent declarations received (see www.iso.org/patents).
Any trade name used in this document is information given for the convenience of users and does not
constitute an endorsement.
For an explanation on the meaning of ISO specific terms and expressions related to conformity
assessment, as well as information about ISO’s adherence to the WTO principles in the Technical Barriers
to Trade (TBT) see the following URL: Foreword - Supplementary information
The committee responsible for this document is ISO/IEC JTC 1, Information technology, Subcommittee
SC 36, Information technology for learning, education and training.
ISO/IEC 20006 consists of the following parts, under the general title Information technology for learning,
education and training — Information model for competency:
— Part 1: Competency general framework and information model
— Part 2: Proficiency level information model
— Part 3: Guidelines for aggregation of competency information and data
iv © ISO/IEC 2014 – All rights reserved

Introduction
From the late 1990s, some industrial and academic organizations have developed information technology
standards in the skills and competency domain, such as human resources, on a global level to address
the interoperability requirements and environmental complexities of management and sharing of
competency information amongst different organizations. Some examples include work spearheaded by
the following organizations: the IMS Global Learning Consortium Inc., HR-XML Consortium, IEEE-LTSC,
OMG, CEN TC353 and also ISO/IEC JTC 1/SC 36 itself. Some typical problems encountered by stakeholders
as well as ITLET systems dedicated to the management and exchange of competency information and
[2]
where these issues may be encountered are provided in examples below:
Example 1: Technical - Competency and associated information cannot always be selected and shared
between different ITLET systems (e.g. learning management, HR, and other related platforms);
Example 2: Organizational - Competency and associated information is not easily used in human
development activities, because skills and competency information may be detailed or expressed
differently in various ITLET systems (e.g. learning management, HR, national occupational classification,
and other related systems);
Example 3: Information exchange - Skills and competency proficiency information, such as individual
status or degrees acquired, cannot be shared easily amongst different ITLET systems (e.g. HR, learning
management, national occupational classification, and other related systems);
Example 4: Individual learner - Individual developmental learning, education, and training paths
cannot easily migrate or be exchanged amongst ITLET systems;
Example 5: Systems perspective (where systems include individuals, organizations, and the
technologies that support them) - Individuals and organizations cannot easily design and integrate
informal and formal learning, education, and training opportunities to support life goals, career
strategies, and career paths using existing common dimensions within ITLET systems;
Example 6: Practical analytics - The ability to access, extract, and analyse competency and associated
information can provide evidence as to whether learning, education and training information needs
are being met in order to analyse lifelong learning, thus where competency information must be drawn
from different systems and where non-interoperable format and definitions are used;
Example 7: Assessment and evaluation - ITLET systems (e.g. acknowledgement and consideration
are needed regarding evaluation biases in human assessment, the use of varying methods and metrics
to evaluate human performance, and the need to conduct accurate skill gap analysis), where ITLET
systems that use different competency digital schema are involved; and,
Example 8: Overarching goals and outcomes - Human assessment and support for the development of
human potential requires ITLET systems that provide a more flexible, holistic integration and exchange of
competency and associated information beyond individual learning opportunities, everyday operation,
and work performance. Competency data must be generated.
Some of these identified problems have been addressed on a limited basis by the standards and
specifications produced by the organizations mentioned above. Not only is it difficult to use these
standards and specifications, however, but also the unsolved problems are still critical. It is still confusing
for stakeholders to implement and use these standards and specifications. Also, various problems
associated with ITLET related systems, which should be solved by or supported with information
technology, still remain.
Currently, organizations, such as schools, universities, institutes, and companies, use different ITLET
systems to support the use of learning content, to enable and enhance various learning activities, and
to provide other services. To meet their mission and goals, such organizations may rely on in-house
developers, others such as ITLET vendors or suppliers, or a combination of both to provide and operate
IT systems to support LET. This means ITLET operations and other organizational systems that deal
with skills and competency information, such as interrelated human resources (HR) information
© ISO/IEC 2014 – All rights reserved v

systems, need to be interoperable to allow for communication between organizations, their employees,
and outsourcing ITLET providers or suppliers.
The purpose of this multi-part International Standard is to provide a framework, models, system
architecture used for competency and proficiency information, and a way to aggregate competency
information. This standard will provide a general framework and information model to manage and
exchange information about knowledge, skills, ability, attitude, and educational objectives. Especially
this International Standard will focus on extending the concepts contained within ISO/IEC TR 24763 by
providing more detailed information regarding competency information and its information aggregation.
This multi-part standard may be used by software developers and implementers, instructional designers
and test designers, and others to ensure that learning, education and training environments satisfy
learners’ and organizations’ competency needs. In addition, this International Standard will provide
definitions of several types of competency information aggregation, which will provide guidance for
all stakeholders to better understand and support the development of interoperable systems that will
enable competency information exchange.
vi © ISO/IEC 2014 – All rights reserved

INTERNATIONAL STANDARD ISO/IEC 20006-1:2014(E)
Information technology for learning, education and
training — Information model for competency —
Part 1:
Competency general framework and information model
1 Scope
1.1 General
This part of ISO/IEC 20006 provides:
— a general framework for dealing with competency information in information technology for
learning, education, and training (ITLET) contexts;
— a system architecture for managing and exchanging competency information and its related objects;
— an information model for expressing competency and its related objects that includes an introduction
to the composition of competency;
— use cases used to support the development of the general framework and competency information
model.
This standard is for those who design and use learning systems and human resources systems to support
management and exchange of competency information using ITLET systems.
NOTE This International Standard is related to the Conceptual Reference Model developed in ISO/IEC TR 24763.
Information regarding the relationships between the ISO/IEC 20006 and ISO/IEC TR 24763 is provided in this
standard.
This multi-part International Standard also includes the following parts:
ISO/IEC 20006-2:—, Information technology for learning, education and training – Information model for
competency – Part 2: Proficiency level information model, which provides
— information model for expressing semantics of competency proficiency and its levels, and
— use cases used to support the development of the competency proficiency level information model;
ISO/IEC TS 20006-3:—, Information technology for learning, education and training – Information model
for competency – Part 3: Guidelines for aggregation of competency information and data, which provides
— guidelines and a data driven architecture for the development of specific data models managing
aggregation of competency information and related objects,
— ways to aggregate competency information and its related object data, and
— use cases used to support the development of the guidelines for aggregation of competency
1)
information and competency data.
1) The terms competency information and competency data will be defined in ISO/IEC TS 20006-3.
© ISO/IEC 2014 – All rights reserved 1

1.2 Exclusions
The scope of this International Standard does not include an in-depth technical review of issues related
to:
— adaptability to culture, language, and human functions;
— security;
— authentication;
— privacy;
— accessibility.
1.3 Areas not addressed
This International Standard currently does not address the following items:
— e-Profiles, which are a set of records that pertain to an individual (e.g. personnel records, student
information system records);
— evidence information;
— assessment methods and metrics information
— ISO/IEC 20006 has been developed to support competency information and data management and
exchange based on IT systems that are currently in use in Asia, Europe and North America. It is
based on standardization that has occurred at transnational, national and regional levels in IT
systems that are used to support human development including but not limited to:
— university, college, secondary school curricula development;
— learning activities supported by IT systems such as LMSs;
— IT systems that support LET and Human Resources that are based on a National Occupational
Classification system (e.g. learning activity development, job banks, etc.);
— sector specific standardization in the area of IT and embedded skills;
— IT systems that support LET and human resource quality management and development
activities.
Further work may be needed to ensure that these standards support deeper IT integrations across
various sectors and in other regions of the world.
It is anticipated that some or all of these requirements will be addressed in future editions of
ISO/IEC 20006, or in companion International Standards, Technical Specifications and Technical Reports.
2 Conformance
The objective of this part of ISO/IEC 20006 is to support the management and exchange of competency
information in a way that will promote interoperability and integration. To support competency
management and development, competency information needs to be structured and described
consistently to promote understanding, mutual communication and agreement.
The general framework and information model are based on the Conceptual Reference Model for
Competency Information and Related Objects (CRM) (defined by ISO/IEC TR 24763). The CRM provides
a toolkit that can be used to abstract and identify concepts used within IT systems to support the
management and exchange of competency information across different HR, learning and training
contexts. ISO/IEC 20006 builds upon the conceptual and abstract focus of ISO/IEC TR 24763 to
2 © ISO/IEC 2014 – All rights reserved

provide a general framework, information architecture, competency information model and additional
components.
Competency information should be detailed in a way that is semantically robust and extensible. For the
purposes of this standard, competency information is conformant with this International Standard if it
adopts the information model and the element notations specified in this International Standard. (The
element notations are defined in Clauses 6.4 – 6.5 and Clause 7).
A conforming notation may contain descriptions of meaning and context of competency information.
In other words, it is intended to be extensible and may contain additional information elements of
ISO/IEC TR 24763. For conformance to ISO/IEC TR 24763, classes for defining a competency in CRM
competency are indicated with the following notation [En] where n is a number that refers to a class
defined in ISO/IEC TR 24763 to assist with understanding the linkages and relationships between
the CRM and this standard. For example, as noted in ISO/IEC TR 24763, E1 = Action, E2 = Actor,
E3 = Competency, and so on).
3 Normative references
The following documents, in whole or in part, are normatively referenced in this document and are
indispensable for its application. For dated references, only the edition cited applies. For undated
references, the latest edition of the referenced document (including any amendments) applies.
ISO/IEC 2382-36 (E/F), Information technology — Vocabulary — Part 36: Learning, education and training
4 Terms and definitions
For the purposes of this document, the terms and definitions given in ISO/IEC 2382-36 and the following
apply.
4.1
competency
ability of an actor to perform (a) necessary action(s) in (a) given context(s) to achieve (a) specific
outcome(s)
[SOURCE: ISO/IEC TR 24763:2011, 2.2, modified — the words “observable or measurable” were deleted
to allow for more general usage and application.]
4.2
competency aggregation
collection of competency expressions (4.4) that is in any structure
4.3
competency composition
unit and one of aggregation type that consists of definition and/or structured relationships of elements
and attributes used to define contents of competency (4.1) as competency expression (4.4)
Note 1 to entry: For example, this may include information related to competency such as identification, semantics,
context, and supplemental.
4.4
competency expression
any form of digitalized information regarding competency representation (4.7)
© ISO/IEC 2014 – All rights reserved 3

4.5
competency organization
digitized expression or map of aggregation type(s), that defines a designated unit as a set of competencies
(4.1)
Note 1 to entry: This may include structured sub-competencies (e.g. competency information expressed as
parent-child relationships). The form of competency organization structure is formulated as a tree structure or
network structure with competencies.
Note 2 to entry: Competencies may be organized as competency definitions, competency frameworks, maps of
aggregation type(s), and other forms of digitalized competency expressions.
4.6
competency package
standardized way to identify and exchange a set of data regarding competency (4.1) among different
systems or application tools
Note 1 to entry: This standardized way may involve one of many aggregation types such as information regarding
job, task, role and so on, in order to implement into LMS, HRIS, e-Profile, SIS and so on - because a competency may
not only be expressed by competency content in practice, it also may be used with or by other information such
as job, task, or role.
4.7
competency representation
image and idea of competency (4.1) that occurs in a human mind
Note 1 to entry: This is the real-world or portrayal or image or idea of competency as it is perceived by the human
mind; whereas, the competency expression is the actual digital manifestation, notation, statement of competency.
Representations include many different expressions.
4.8
conceptual reference model
common structure and definitions for describing the concepts and relationships within a system
[SOURCE: ISO/IEC TR 24763:2011, 2.8, modified.]
4.9
data model
graphical or lexical representation of data, specifying their properties, structure and inter-relationships
[SOURCE: ISO/IEC 11179-3:2003, 3.2.11, modified.]
4.10
framework
structure composed of related parts that are designed to support something
4.11
information model
expression of concepts, relationships, constraints, rules, and operations to specify data semantics (4.16)
for a chosen domain of discourse
Note 1 to entry: An information model can provide sharable, stable, and organized structure of information
requirements for the domain context.
4.12
information technology for learning, education and training system
ITLET system
set of one or more computers, devices, associated software, peripherals, terminals, human operations,
physical processes, personal needs and preferences profiles, information transfer means, that form an
autonomous whole, capable of performing information processing or information transfer to support
learning, education or training
[SOURCE: ISO/IEC 14662:2010, 3.13, modified.]
4 © ISO/IEC 2014 – All rights reserved

4.13
method for competency assessment
instrument or tool to judge and/or to assess an acquired or demonstrated competency (4.1)
Note 1 to entry: Methods include physical methods and abstract or conceptual methods. There are various types
of methods from the subjects of management science, pedagogy, psychology, engineering, statistics, biology and
others.
Note 2 to entry: “Measurement method” is a generic description of a logical sequence of operations used in a
measurement [ISO/IEC Guide 99:2007].
Note 3 to entry: This definition is associated with ISO/IEC 19796-3 [ISO/IEC 19796-3:2009].
4.14
metrics for competency assessment
material measure used to determine the value of specific aspects or characteristics of competency (4.1)
Note 1 to entry: In other words, it is done as a way of assigning a certain value using methods of measuring or
testing in order to quantify a quality object from the standpoint of quality characteristics, such as scale, criterion,
degree, weight, magnitude, interval, ratio, standard rate, or others.
Note 2 to entry: “Material measure” is defined as device reproducing or supplying, in a permanent manner during
its use, quantities of given kinds, each with an assigned value [ISO/IEC Guide 99:2007].
Note 3 to entry: In ISO/IEC 15939:2002, the metric is defined as “the defined measurement methods and the
measurement scale”. However metric shall be clearly divided between the terms of method and scale to support
implementation for audit assessment and evaluation.
Note 4 to entry: This definition is associated with ISO/IEC 19796-3 [ISO/IEC 19796-3:2009].
4.15
proficiency
level or degree of a competency (4.1) by judgment or measurement
Note 1 to entry: Proficiency can be used to ascertain or to identify progress, advancement or improvement in a
competency, such as skill, knowledge, and other competency-related concepts.
4.16
semantics
branch of linguistic science that deals with the meanings of words
[SOURCE: ISO/IEC 11179-5:2005, 3.13]
5 Symbols and abbreviated terms
CIDA Information Model for Competency – Guidelines for Competency Information and Data
Aggregations
CMS Content Management System
communi. communication
HR Human Resources
HRD Human Resources Development
HRM Human Resources Management
HRIS Human Resources Information System
HRMLs The Society for Human Resource – Markup Language
© ISO/IEC 2014 – All rights reserved 5

HR-XML Human Resources - eXtensible Markup Language
IEEE Institute of Electrical and Electronics Engineers, Inc.
IMS IMS Global Learning Consortium, Inc.
info Information
IT Information technology
ITLET Information technology for learning, education and training
LET Learning, Education and Training
LMS Learning Management System
MLR Metadata for Learning Resources
PLIM Information Model for Competency – Proficiency Level Information Model
RCD Reusable Competency Definition
RDCEO Reusable Definition of Competency or Educational Objective
SIS Student Information System
6 Competency general framework
6.1 Introduction
This international standard provides a general framework that supports the construction and
management of information architectures, systems and database implementations for ITLET systems
that are used to support the management and exchange competency information. This international
standard enables the management and exchange of competency information by various types ITLET
systems (e.g. learning management systems (LMS) and human resource management (HRM) systems
(also known as personnel management systems), and planning for quality management of ITLET).
There are several aspects for implementation of competency information, this clause focuses on four
aspects as noted below.
a) Information architecture view: There are many different types of information architecture that
are used in these types of systems (see Clause 6.2). As noted in this clause, various information
architectures are used not only in competency management applications, but also in other ITLET
systems (e.g. learning management, HRM systems).
b) Hierarchical and structural view: Competency organization of this type of information also
varies from system to system (see Clause 6.3). A competency may be structured in various ways and
may have relationships to other competencies. A competency can be designed in a self-contained
competency structure or as a part of a larger more complex competency structure.
c) Element view: For the element view within a competency (provided in Clause 6.4), competency
information can be defined and specified by several compositions of standardized elements. This
third aspect is the main target of this standard.
d) Semantic view: This is a detailed view of element view focusing on competency semantics. For
the semantic view within a competency (provided in Clause 6.5), competency information has to
include two semantic elements in competency expressions: the “competency meaning information”
and the “competency situation information”.
6 © ISO/IEC 2014 – All rights reserved

6.2 Information architecture view to support the management and exchange of compe-
tency information
Competency information within IT systems may be configured in various ways and express many
different relationships and concepts. Competency information either only title or detailed explanation
is used in variety systems and application tools, such as e-Profile, LMS, HRIS, CMS and others (Figure 1).
Depended on each system, competency information is implemented with variety ways and with other
information into these systems. Simplest packaging way is to implement directly its system using only
competency title label. The second simplest way is to implement directly its system using competency
title label and some related information (see Appendix C case 1). Information regarding competency is
implemented more and more, competency information may be managed with its specific data table or
database system. Furthermore competency database system and/or competency management system
are needed for complex information. These aggregation patterns to implement a set of competency
information into systems and application tools are called competency package. It may be included
data interface, URL or SQL in order to refer to other data table or database system using. It should be
expressed to use competency information interoperability.
ITLET systems (such as LMSs and HRM systems) have to deal with competency label data. Whether the
definition of a skill is clear or not, and also whether the definition exists or not, the data may need to
be exchanged among many stakeholders, organizations and the other ITLET systems and applications.
This competency related information should be consistent and well formed in implementations being
used for managing and exchanging data. For the purpose of managing and exchanging, identifiable
information elements, such as identifier, name, creator, etc. are indispensable to identify and exchange
competency information amongst ITLET systems.
For these requirements, some industrial standard organizations were developed specifications
for express competency information such like HR-XML competencies, RDCEO, RDC and so on. These
packaged information are called sharable competency core information in this standard.
Some stakeholders and organizations require access to more detailed competency semantics, especially
the individuals who want to use and produce further development of competency semantics, such as
teachers, learners, instructional designers, HRD staff, learning content developers, and so on. More
detailed information about competency semantics is useful to refer to and to understand what a
competency is, not only to support and develop human understanding but also for intelligent information
systems. Competency related objects as semantic entities can provide meaning and contextual
information. These entities were indicated in ISO/IEC TR 24763.
© ISO/IEC 2014 – All rights reserved 7

Figure 1 — Competency information amongst different systems
However these specifications did not guide the ways of expressing more detailed or more specific
information with exchangeable and interoperability. Two more information entities for competency are
needed, semantic information as extensions and competency proficiency level information as different
conceptions (Figure 2).
Figure 2 — Extensible expressions for competency information
Information architecture view includes a basic outline and data flows that need to be adaptable and
flexible to accommodate connections to various IT systems in ways that make sense for the particular
context. information architectures includes a basic outline and data flows. These are adaptable and
flexible and can be changed in various IT systems for particular contexts. For example, in some systems
connecting relationships designated by arrows may be present and in others some may be absent. Specific
instances of the architecture including data flows may differ to accommodate specific requirements and
contexts. The system architecture including data flows can be flexibly adapted to enable data transfer
or integration of data flows into other systems, such as those used for job markets, resumes, learner
assessment, etc.”
8 © ISO/IEC 2014 – All rights reserved

This part of ISO/IEC 20006 mainly addresses and provides guidance regarding competency information
and how it is organized (Clause 6.3), and the entity of “competency semantic information” (see Clause 6.5).
In addition, an introduction to the relationships between this standard and the competency CRM
(ISO/IEC TR 24763) is provided in sub Clause 6.4. It should be noted that ISO/IEC 20006-2 addresses the
entity of “proficiency level information”.
Additionally, in Clause 7 the difference between sharable competency core information and competency
semantic information is clarified. Although the representation of competency concepts can be
ambiguous in human communications, due to the way people view and construct competencies within
ITLET systems, a certain competency information may exist in real systems as a particular type of data
and may be labelled as something else. For example, a certain company set “communication skill” as one
critical assessment dimension (factor) or as complex or composite learning objectives, then the term of
“communication skill” may be used as a label that exists within the ITLET system and can be exchanged
with other ITLET systems in the real world.
Annex A below presents examples for these cases that can be differentiated to describe how competency
semantics might be implemented in and used by ITLET systems.
6.3 Competency organization
A set of competency, such as competency dictionaries, skills standards, or assessment dimensions can
have different competency organization forms, such as a hierarchal structure (taxonomy), a natural
language statement, and others. A structural complex or an organized competency can include multiple
child or sub-competencies. For example, in the case of 21st. Century skills (The partnership for 21st
century skills; US National organization)”, the root competency title is “21st. Century skills” itself.
Competencies on the second layer are “life and career skills”, “learning and innovation skills” and so on.
Then these second layers consist of the third levelled competencies at the lowest layer levels.
Lower level competencies in a hierarchy are sometimes defined by sub-competencies or other organized
competencies. These parent-children relations and other relations among competencies are indicated
within the semantics of each competency. These relationships provide rich context and meaning that is
far more descriptive than a single competency label.
Parent-Children relationship may be organized several patterns, General-Specific relation, Whole-
Parts relation, Universal-Particular relation. Abstract-Concrete relation, Level relation and others.
Explanations for these patterns are indicated in Annex C, so this standard focuses on expressing
competency information, not expressing competency organization directly. This standard is useful
for building and using a competency information database or exchanging and managing competency
information. This standard can be used to support a shared vocabulary regarding the types of relations
that exist in the way that competency information is organized and to assist in efforts to exchange and
manage this type of information.
6.4 Elements of competency
The main classes of this standard (based on the classes of the ITLET Conceptual Reference Model for
Competency Information and Related Objects from the technical report ISO/IEC TR 24763) are provided
below. Examples of subclasses for each class are given in the form of {a list}.
E1: [Action] {action related to learning, action related to teaching/training, action related to HR
management, action related to HR administration, action related to LET administration…}
E2: [Actor] {person, group, automated agent…}
E3: [Competency] {simple competency, complex competency.}
E4: [Criteria and method] {performance criteria, method of measurement.}
E5: [Environment] {location description, duration, date and time, equipment…}
E6: [Evaluation, assessment process] {jury, exam, test…}
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E7: [LET institution] {school, university, training department…}
E8: [Outcome] {observable result, measurable result…}
E9: [Role] {learner, tutor, teacher, trainer, support, administrator, staff…}
The following three cases have to be differentiated that describe how competency semantics might be
implemented in and used by ITLET systems.
Case 1: Directly used by other systems:
Competency information provided in a competency system or database is identified and extracted to be
used by another ITLET system, such as an LMS (learning objective attained), an e-Profile system (such
as a grade residing in a student information system), metadata for learning resources (which indicates
competencies for which a learning resource is intended). For example, ITLET systems are harvesting
and using information contained in learning course descriptions, job profiles, personal learning records,
and so on. In these cases, competency information as it resides in a system is used through a variety of
methods (e.g. database query) by another ITLET system is used for a different purpose than what was
originally intended.
Case 2: Referring to competency database or competency information from other systems:
Competency information is referred to through specific competency system or database. In this case,
other systems refer to competency information in a competency database or competency object file
to support analysis and action. For example, learning objectives in an LMS could refer to an already
established competency ontology developed by a professional organization; an HRIS could refer to a
national occupational classification system. For these cases competency information is referred to from
within another ITLET system.
Case 3: Building a competency system or database:
National, industrial and also company common competency are informed and their meaning is
described, in order to promote correct understanding among users. In this case, competency database
or specific system should be developed, then competency information is implemented with its meaning
and detailed information.
6.5 Semantic elements in competency expressions
For example using an approach such as the one suggested in ISO/IEC TR 24763, competency meaning
information can be composed as a set of elements with attributes and properties for representation
of competency semantics, especially having direct relationship with the ITLET Conceptual Reference
Model “competency [E3] class. In this example, activity and outcome are also elements that are essential
in expressing the meaning of competency. Competency situation information is composed of a set of
elements with attribution and properties for representation of competency semantics, especially having
indirect relationships amongst the “competency [E3]” class and other classes such as “environment
[E5]”, “criteria and method [E4”, “LET institution [E7]”. Typically competency organization information
may be structured or organized as a taxonomy or it may be expressed in another manner.”
As mentioned above, competency information objects should be divided into two objects: the
competency information (as the sharable competency core information) and the competency semantics
information. The two objects will be developed and are managed according to different purposes and
usages in practice. Additionally, elements in competency expressions for semantics should follow the
standardization rule of simplicity.
The figure below shows the relationship that exists between competency information, which is typically
core competency information that is shared and competency semantic information. Competency
information is extended using semantic information that includes competency meaning information and
competency situation information. Reviewing competency expressions as descriptions or definitions of
competency content, competency semantic information might consist of two types of elements in general,
and are composed of the aspects of meaning expression (the “competency meaning information”) and
10 © ISO/IEC 2014 – All rights reserved

situation information expression (the “competency situation information”) (Figure 3). Competency
meaning information is composed of a set of elements with attributes and properties for representation
of competency semantics, especially having direct relationship with the “competency [E3]” class.
For example, activity and outcome are also elements that are essential in expressing the meaning of
competency.
Competency situation information is composed of a set of elements with attribution and properties for
representation of competency semantics, especially having indirect relationship between “competency
[E3]” class and other classes such as “environment [E5]”, “criteria and method [E4]”, “LET institution
[E7]”. Typically competency organization information may be structured or organized as a taxonomy or
in another manner.
Figure 3 — Conceptual diagram for competency semantic information
7 Competency Semantic Information
7.1 Architecture of competency information
There are currently many different ways to compose competency information using various models
and approaches. A model may be used to d
...