ETH Zürich Kompetenzraster

The competence framework is clearly systematized into four main areas (subject-specific, methodological, social, and personal competences), each broken down into 4–7 sub-dimensions that distinguish between knowledge, skills, and attitudes. This three-part presentation illustrates systematic integration and is pedagogically well-structured and accessible to students, teachers, and employers.

Each competence dimension includes specific types of knowledge, observable abilities, and attitude-related mindsets. For example, 'Project Management' includes 'ability to plan milestones and activities' and 'taking responsibility for resources and outcomes.' This supports didactic planning, feedback orientation, and curriculum development.

The framework was developed based on literature review and interviews with Swiss employers and experts, focusing on job relevance. However, major societal or political megatrends (e.g., digitalization, sustainability, VUCA) are not explicitly addressed. Contextualization remains limited to the labor market and higher education.

Some ethical principles (e.g., integrity, transparency, responsibility) are included under attitudes (e.g., 'Integrity and Work Ethics'). However, an explicit normative foundation is missing—topics like democracy, social justice, or Education for Sustainable Development (ESD) are not referenced. Participation or civic engagement is also not clearly stated.

Some competences such as 'customer orientation', 'sensitivity to diversity', and 'responsibility' hint at societal relevance. However, the focus is strongly on interpersonal efficiency and professional actionability. Aspects like social transformation or political agency are absent.

Future, Future Skills, or future challenges are not explicitly mentioned. Competences such as 'critical thinking', 'self-regulation', 'project management', and 'digital media literacy' are clearly future-relevant, but transformation trends (e.g., AI, climate change, sustainability) are not explicitly referenced. The concept of future remains implicit, focused on employability rather than shaping the future.

The framework is based on literature (not further specified) and labor market requirements. It lacks reference to educational theories (e.g., constructivism, competency-based learning, self-directed learning didactics). The threefold structure of knowledge, skills, and attitudes aligns with Bloom’s taxonomy but is not explicitly mentioned.

The competence definition follows the triad of knowledge, skills, and attitudes and distinguishes cognitive, affective, and performative aspects. However, it lacks an explicit theoretical framework (e.g., Weinert, Erpenbeck, OECD).

Employer interviews and competency frameworks were used (p. 1), but no details are given about selection, methods, criteria, or validation. The development process is not transparently documented.

The framework is publicly available and aimed at instructors and students. There are web portals with target group adaptations (www.ethz.ch/kompetenzen-fuer-studierende). However, it is unclear whether and how the framework is embedded in curricula, assessed, or supported by feedback systems.

The goals are to foster a common language around competences and enhance student employability (p. 1). While clearly stated, these goals are not embedded in educational policy or social frameworks, nor aligned with institutional development or ESD strategies.