# Skills Language 101: Frameworks, Taxonomies and Levels *How skills are named and levelled, and why shared language makes credentials portable.* ## About this course This course is part of the ICoBC Credentialing Skills Framework (ICSF). It builds the skill "Skills taxonomies and alignment" (SKTX) at level L1 "Contribute" and stage K "Knowledge". It sits in the VRITE pillar Rigor, with a strong link to Value (portability). At this level and stage, you explain what skills frameworks and levels are, and you find a skill and its descriptor in a common framework. The course teaches understanding. It does not claim that you can apply frameworks in a live project; later courses in the series do that. **Who this course is for** - L&D and corporate academy leads - HR, talent acquisition and mobility teams - Programme and micro-credential leads - Learning designers and teaching staff - Professional bodies and sector associations - Earners and learners No prerequisites are needed. **Learning outcomes** 1. Explain the difference between a skills taxonomy, a competence framework and a qualifications framework. 2. Find skills and levels in ESCO and SFIA and read their descriptors. 3. Explain how levels can be defined by responsibility (as in SFIA) or by complexity of learning (as in the EQF), and why the difference matters. 4. Recognise when a skill label is too vague to be useful. **Workload:** 2.5 hours of notional learning, self-paced. Live or workshop elements are described in facilitator notes and are optional for self-study. **Assessment:** a knowledge check of 12 questions (the final check in this file contains the assessed questions, and each module has a short practice quiz) and an exercise: find three skills for a given job advert in ESCO or SFIA. **Badge:** "Skills Language 101: Frameworks, Taxonomies and Levels (Knowledge, L1)", alignment code ICSF-SKTX-L1-K. | Outcome | Module | How it is assessed | |---|---|---| | 1. Explain the difference between a skills taxonomy, a competence framework and a qualifications framework | Taxonomies, frameworks and their purposes | Knowledge check, questions 1 to 4 | | 2. Find skills and levels in ESCO and SFIA and read their descriptors | Reading ESCO and SFIA | Knowledge check, questions 5 to 7; job advert exercise | | 3. Explain how levels can be defined by responsibility or by complexity of learning, and why the difference matters | Levels: complexity of learning and responsibility at work | Knowledge check, questions 8 to 10 | | 4. Recognise when a skill label is too vague to be useful | Good and weak skill statements | Knowledge check, questions 11 and 12; job advert exercise | The module "Why shared skills language matters" gives the reasons behind all four outcomes and supports every assessed question.
Facilitator notes This course works fully self-paced. If you run it as a cohort, plan one optional 60-minute live session after Module 3: participants bring the job advert from the exercise, search ESCO and SFIA together on screen and compare results. A second optional 30-minute session after Module 5 can review weak and good skill statements from participants' own organisations. Ask participants to remove confidential details before sharing.
## Why shared skills language matters ### The problem: the same skill, many names Imagine a corporate academy in a logistics company. Its learning team writes a course called "Data skills for planners". The HR team posts a vacancy asking for "analytical mindset". A university down the road awards a certificate in "quantitative methods". All three may describe overlapping abilities. Nobody can tell, because each uses its own words. This is the everyday problem that shared skills language addresses. A skill is something a person can do or apply, and it needs a name. If every organisation chooses its own names and its own scale of levels, three things go wrong: - **Search fails.** A recruiter looks for "stakeholder engagement" and misses a candidate whose badge says "partner communication". - **Comparison fails.** A learner cannot tell whether "advanced" on one course means the same as "advanced" on another. - **Portability fails.** A credential earned in one place is hard to understand in another place, so its value drops. ### What shared language gives you A shared skills language is a common set of names, descriptions and levels that many people agree to use or map to. Public and sector bodies publish such sets. Two you will meet in this course are ESCO, the European multilingual classification of skills, competences and occupations, and SFIA, a framework for skills in the digital and IT field. You will also meet the European Qualifications Framework (EQF), which describes levels of qualifications. With shared language: - Employers can describe what they need in terms others recognise. - Providers can show what a course develops, with a reference anyone can check. - Earners can carry a credential into a new context and be understood. - Associations can publish a profile for a profession that members and employers can read in the same way. ### Where credentials fit A credential, such as a digital badge, is evidence that someone met a defined standard. A badge that names a skill and points to a framework entry says more than a badge with a free-text label. The pointer is called an alignment. Alignment is part of the Rigor pillar in the ICoBC approach. Portability is part of Value. ![Three actors share one skills language](data:image/svg+xml;utf8,) Employer, provider and earner share one skills language A navy circle labelled shared skills language sits in the centre. Three boxes surround it: an orange box for employers, a cyan box for education providers, and a navy outlined box for earners. Arrows labelled "describes needs", "describes learning" and "carries credential" point from each box to the centre. Shared skills language Employers describe needs Education providers describe learning Earners carry credentials One common vocabulary connects all three ### Worked example and practice **Worked example: One skill, three labels** *Corporate academy context.* A retail group's academy offers a short course called "Number confidence for store managers". The HR team's job profile for store managers asks for "commercial awareness". A regional training provider sells a unit called "Business arithmetic". A learning designer at the academy wants to compare the three. She searches a common framework for the underlying skill and finds an entry that covers analysing and interpreting numerical data in a business setting. She notes the entry's name and identifier next to each of the three local labels. Now the academy, HR and the provider can see that all three point at the same framework entry, even though the local names differ. A store manager who earns the course badge can show an employer elsewhere which framework entry it relates to. *University context.* A university programme lead maps a module called "Research methods 2" to a framework entry for analysing data. Students receive the entry name on their diploma supplement alongside the module title. Employers who do not know the module title can still read the entry. **Practice activity: Name the gap** Take one course, job profile or badge from your own organisation. Write down its skill label in one line. Then write down two other labels that someone else might use for the same ability. Answer: if a stranger searched for any one of the three, would they find the other two? Note your answer. You will use this label again in Module 5.
Facilitator notes In a live setting, give each participant five minutes to write their three labels, then pair them up. Each pair decides whether the labels would match in a search. Collect two or three examples on a whiteboard to show how often matches fail. Keep the discussion on labels, not on blaming authors.
### Quick check **Question 1.** What is the main benefit of a shared skills language for a credential? [( )] It makes the credential harder to copy. [(X)] It helps others understand and compare what the credential covers. [( )] It guarantees that the holder will get a job. [( )] It replaces the need for assessment. **** A shared language makes names, descriptions and levels readable across organisations. It does not prove job performance, replace assessment or protect against copying. **** **Question 2.** A recruiter searches for "stakeholder engagement" and misses a candidate whose badge says "partner communication". Which problem does this show? [( )] Level inflation [( )] Licence restriction [(X)] Search fails because labels differ [( )] Qualification recognition **** The two labels may describe similar abilities, but without a shared reference the search does not connect them. **** **Question 3.** What is an alignment in the context of a credential? [( )] A rule that sets the price of a badge [( )] A list of people who earned the badge [(X)] A pointer from the credential to a named entry in a framework [( )] A rating of how hard the course was **** An alignment links a skill claimed by a credential to a specific entry in a framework, so others can check what the entry says. **** **Question 4.** Which pair of actors both benefit directly from portable credentials? [( )] Software vendors and auditors [(X)] Earners and employers [( )] Regulators and printers [( )] Examiners and publishers **** Earners can carry credentials into new contexts, and employers can read them. Portability serves both. **** ## Taxonomies, frameworks and their purposes ### Three kinds of tool People often say "framework" for everything. This course separates three kinds of tool, because each answers a different question. **A skills taxonomy** is a structured list of skills. It names skills, groups them and may link them to occupations. It answers the question: what skills exist, and what are they called? A taxonomy usually says little about how well someone performs a skill. ESCO is an example: it lists skills, competences and occupations in a classification with relations between them. **A competence framework** describes what people can do at work, usually with levels and descriptors. It answers the question: what does good performance look like, and at what level? SFIA is an example: it describes skills at levels of responsibility in the digital and IT field. A competence framework often includes a taxonomy-like list, but its main job is to describe performance. **A qualifications framework** classifies qualifications by level, based on learning outcomes. It answers the question: how does this qualification compare to others? The European Qualifications Framework (EQF) is an example. It places qualifications from different countries on a common eight-level scale, so they can be compared. National frameworks link to it. ### Why the differences matter If you mix them up, you use the wrong tool. A recruiter who wants a list of skill names needs a taxonomy. A manager who wants to describe expected performance at "senior" level needs a competence framework. A person who wants to know whether a foreign diploma is comparable to a national one needs a qualifications framework. Many organisations also build their own competence models. These are useful, but they work best when they map to a public taxonomy or framework. Mapping means recording which entry in the public source corresponds to your local item. ### Three layers Think of the three tools as layers. The bottom layer names things (taxonomy). The middle layer describes performance at levels (competence framework). The top layer classifies whole qualifications (qualifications framework). A credential can touch more than one layer: a micro-credential may name skills from a taxonomy, describe performance with a competence framework, and sit at a level in a qualifications framework. Three layers: taxonomy, competence framework and qualifications framework Three stacked horizontal bars. The top bar, in lime, is the qualifications framework, which classifies qualifications by level. The middle bar, in cyan, is the competence framework, which describes performance at levels. The bottom bar, in orange, is the skills taxonomy, which names and groups skills. Each bar has a question on the right. Qualifications framework Example: EQF Competence framework Example: SFIA Skills taxonomy Example: ESCO How does this qualification compare to others? What does good performance look like, at which level? What skills exist, and what are they called? Each layer answers a different question. ### Worked example and practice **Worked example: Choosing the right tool** *HR context.* An HR lead at a manufacturing firm has three tasks in one week. First, she must write a job advert and wants standard names for the skills. Second, she must describe what a "senior" maintenance planner is expected to do. Third, a candidate presents a diploma from another country, and she must judge how it compares to national qualifications. For the first task she uses a taxonomy, because she needs names. For the second she uses a competence framework, because she needs descriptions of performance at levels. For the third she uses a qualifications framework, because she needs a level comparison of qualifications. Using one tool for all three tasks would give her gaps: a list of names does not describe levels, and a qualifications level does not tell her what the candidate can do at work. *Training provider context.* A college lists the skills taught in a welding course (taxonomy), describes the expected performance of a welder at the end of the course (competence description), and states the course's level on the national qualifications framework (qualifications framework). The three statements together give a fuller picture than any one alone. **Practice activity: Sort the questions** Write each question on a separate line and decide which tool answers it best: taxonomy, competence framework or qualifications framework. 1. What is the standard name for the ability to schedule maintenance work? 2. Is a foreign master's degree comparable to a national one? 3. What does an experienced practitioner in this field do on their own initiative? 4. Which skills are related to "project coordination"? Suggested answers: 1 taxonomy, 2 qualifications framework, 3 competence framework, 4 taxonomy.
Facilitator notes In a workshop, print the three layer names on cards and let small groups place real examples from their organisation on the cards. Ask groups to find an item that does not fit any card; this often exposes internal lists that mix purposes, such as a "competency list" that is part taxonomy and part job grade scheme.
### Quick check **Question 1.** Which tool answers the question "What skills exist, and what are they called?" [(X)] A skills taxonomy [( )] A competence framework [( )] A qualifications framework [( )] A job grading scheme **** A taxonomy names and groups skills. It is the right tool when you need standard names. **** **Question 2.** What is the main purpose of a qualifications framework such as the EQF? [( )] To list every skill used in industry [( )] To describe daily tasks of a job [(X)] To classify qualifications by level so they can be compared [( )] To rank employers **** A qualifications framework places qualifications at levels based on learning outcomes, which supports comparison across systems. **** **Question 3.** A competence framework differs from a plain taxonomy mainly because it: [( )] contains no skill names [(X)] describes performance, often at several levels [( )] only covers academic subjects [( )] is always owned by a government **** A competence framework describes what people can do and at which level. A taxonomy mainly names and structures skills. **** **Question 4.** A learning designer records that a local course item corresponds to a specific entry in a public framework. What is this practice called? [( )] Pricing [( )] Moderation [(X)] Mapping [( )] Sampling **** Mapping records which entry in a public source corresponds to a local item, which supports portability. **** ## Reading ESCO and SFIA ### ESCO in practice ESCO is the European multilingual classification of skills, competences, qualifications and occupations. You can search it on its public portal. For this course, focus on two pillars: skills and occupations. When you open a skill entry in ESCO, you will typically see: - a **preferred label**, which is the standard name; - **alternative labels**, which are other words people use for the same skill; - a **description**, which explains what the skill covers; - a **skill type**, which separates, for example, skills from knowledge; - links to **related occupations** and sometimes to related skills; - a **URI**, which is a unique web identifier for the entry. Occupation entries list essential and optional skills. This is useful when you read a job advert: you can find the closest occupation, then look at its listed skills. ESCO is published in numbered versions. Always record the version you used, because entries can be added, changed or retired. ### SFIA in practice SFIA, the Skills Framework for the Information Age, describes skills for digital, technology and change roles. Each skill in SFIA has: - a **name and code**, a short code such as three letters; - a **description of the skill** in general; - **levels** of responsibility, numbered from 1 to 7, each with a level-specific description of what a person does at that level; - **generic attributes** that apply across skills, such as autonomy, influence and complexity. Not every skill is defined at every level. A skill entry shows only the levels at which that skill is described. So when you read SFIA, you read two things together: the skill description and the level description for that skill. SFIA 9 is the version in widespread use. SFIA 10 is in consultation, and the SFIA Foundation targets release around Q4 2027. Status as of November 2026; check before publishing. **Licence note:** check the SFIA licence terms before you copy SFIA descriptors into course material or a badge description. This course describes the structure of SFIA and does not reproduce descriptors. ### Reading a descriptor carefully A descriptor is the text that explains a skill or a level. Read it slowly. Look for: 1. the **action verbs** (what does the person do?); 2. the **scope** (alone, in a team, for an organisation?); 3. the **context** (which kind of systems, data or work?); 4. the **limits** (what is not included?). Two skills with similar names can have different descriptors. The descriptor, not the label, is the evidence of what the entry means. Anatomy of an ESCO entry and a SFIA entry Two cards side by side. The left card, in cyan, is an ESCO skill entry with fields: preferred label, alternative labels, description, skill type, related occupations and URI. The right card, in lime, is a SFIA skill entry with fields: name and code, skill description, levels from 1 to 7, level descriptions and generic attributes. ESCO skill entry Preferred label Alternative labels Description Skill type Related occupations URI (unique identifier) Record the ESCO version used SFIA skill entry Name and code Skill description Levels (1 to 7, where defined) Level description per level Generic attributes Check licence terms before copying ### Worked example and practice **Worked example: From a job advert to framework entries** *Corporate academy context.* An academy lead receives this short advert text from HR: "Service desk analyst. You will answer user requests, record incidents and escalate problems. You will explain technical issues clearly to non-technical colleagues." Step 1: She underlines key phrases: "answer user requests", "record incidents", "explain technical issues clearly". Step 2: She searches ESCO for each phrase. For "explain technical issues clearly" she finds a skill entry about communicating technical information to non-technical audiences, and she notes its preferred label and URI. She records the ESCO version she used. Step 3: She searches SFIA for the digital skills in the advert and looks at the skills that deal with incident management and customer support. She reads the skill description and the level description for the lowest levels where the skill is defined, because the advert describes work under supervision. Step 4: She writes a short alignment note: advert phrase, framework, entry name, identifier, level (for SFIA) and one line explaining why she chose it. *College context.* A teacher at a training provider repeats the steps for the learning outcomes of a short IT support unit, so the unit page can show framework entries to prospective students. **Practice activity: Find and read** Open the ESCO portal and search for the skill "teamwork principles". Note the preferred label, one alternative label, the skill type and one related occupation. Then open SFIA and find any skill related to "customer service support". Note the skill name, the levels where it is defined and the first action verb in the lowest-level description. Do not copy the SFIA text into your notes; paraphrase it in your own words.
Facilitator notes If participants cannot reach the portals, project screenshots and walk through each field together. Remind participants that the portals change over time, so their results may differ from yours. For SFIA, point out the licence terms and ask participants to paraphrase rather than copy.
### Quick check **Question 1.** Which field in an ESCO skill entry holds other words people use for the same skill? [( )] URI [(X)] Alternative labels [( )] Skill type [( )] Related occupations **** Alternative labels list other terms for the skill. The preferred label is the standard name, and the URI is the unique identifier. **** **Question 2.** In SFIA, what does the level description tell you? [( )] The price of training for the skill [( )] The country where the skill is used [(X)] What a person does at that level of responsibility for that skill [( )] The number of years of study needed **** SFIA level descriptions describe responsibility and the nature of work at each level for a skill. **** **Question 3.** Why should you record the ESCO version when you align a skill? [( )] Because the version sets the price of the badge [(X)] Because entries can change between versions [( )] Because version numbers show a person's level [( )] Because ESCO requires a signature **** ESCO is published in versions. Recording the version lets others find the same entry and text you used. **** **Question 4.** Before copying SFIA descriptors into a course page, what should you do? [( )] Translate them into every language [( )] Remove the level numbers [(X)] Check the SFIA licence terms [( )] Ask learners to vote **** SFIA has licence terms. Check them before reproducing descriptors in course material. **** **Question 5.** When reading a descriptor, which element tells you how independent the person is? [( )] The URI [(X)] The scope, such as working alone, in a team or for an organisation [( )] The preferred label [( )] The version date **** Scope words show how much autonomy and influence are expected. **** ## Levels: complexity of learning and responsibility at work ### Why levels exist A level is a step on a scale. Levels let a framework say "more" or "less", for example more complex or more responsible. Without levels, "project management" could mean running a small task or leading a national programme. But levels do not all mean the same thing. Frameworks define their levels in different ways, and the way a framework defines its levels shapes what its levels can tell you. ### Two level logics **Levels by complexity of learning.** The EQF has eight levels. Each level is described through learning outcomes, grouped as knowledge, skills, and responsibility and autonomy. The scale reflects how complex the learning is and how much it prepares someone for independent action. The EQF classifies qualifications, so a level says something about what a qualification represents. **Levels by responsibility at work.** SFIA has seven levels of responsibility. They describe how much autonomy, influence, complexity of work and business skills a person shows in a role. The levels describe work, not a course. A person can be at level 3 for one skill and level 5 for another. ### Why the difference matters The two logics answer different questions. The EQF asks: how demanding was the learning that this qualification certifies? SFIA asks: how much responsibility does someone carry when they apply this skill at work? This leads to practical cautions: - **Do not equate numbers.** EQF level 5 and SFIA level 5 are different things, even though the number is the same. There is no automatic conversion. - **Do not assume that a course gives a work level.** Completing a course can show learning at a level of complexity. It does not by itself show that someone carries a given level of responsibility in a role. Responsibility is shown in work. - **State which logic you use.** When a credential claims a level, say which framework and which level logic it refers to. Other frameworks use other logics, for example stages from novice to expert. Always read the framework's own explanation of what its levels mean. ### Two ladders Two ladders: complexity of learning and responsibility at work Two ladders side by side. The left ladder, in lime, is labelled EQF, complexity of learning, with eight steps numbered 1 to 8. The right ladder, in cyan, is labelled SFIA, responsibility at work, with seven steps numbered 1 to 7. A note between them says the same number does not mean the same level. EQF: complexity of learning SFIA: responsibility at work Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Same number, different meaning Classifies qualifications Describes work in a role ### Worked example and practice **Worked example: A "level 5" that is not the same** *University context.* A university programme lead is preparing a certificate description for a short course in data analysis. A colleague writes "Level 5" on the draft. The programme lead asks: which framework? The colleague first meant the national qualifications framework level of the certificate, which refers to the complexity of the learning. A second colleague read it as a work level and thought it meant "senior practitioner". The programme lead rewrites the line as: "Qualification level: national qualifications framework level 5 (complexity of learning)." She leaves out any claim about workplace responsibility, because the course does not assess work in a role. *HR context.* An HR business partner at a public agency reads a candidate's badge that mentions a SFIA level for a data skill. She understands that this refers to responsibility in work, so she asks the candidate to describe the responsibility they carried in a role and checks the claim against the SFIA level description. She does not treat the number as a grade for the course. **Practice activity: Which logic?** For each statement, decide whether it uses complexity of learning or responsibility at work, and note what extra information you would need. 1. "This diploma sits at level 6." 2. "She works at level 4 for this skill and mentors two colleagues." 3. "Our academy course is advanced level." Suggested answers: 1 complexity of learning, if it refers to a qualifications framework; you need to know which framework. 2 responsibility at work; you need to know which framework defines level 4. 3 unclear; "advanced" is not tied to any framework, so ask what the label means.
Facilitator notes Draw the two ladders on a whiteboard and ask participants to place familiar job titles and qualifications on each. Highlight cases where the same person sits at different positions on the two ladders. Stress that this is normal and not a conflict.
### Quick check **Question 1.** In the EQF, levels are mainly defined by: [( )] job titles [(X)] learning outcomes that reflect the complexity of learning [( )] the number of study hours [( )] employer ratings **** The EQF levels are described through learning outcomes, which show how complex the learning is. **** **Question 2.** In SFIA, levels are mainly defined by: [( )] the type of qualification held [( )] the length of employment [(X)] the level of responsibility, autonomy and influence at work [( )] the cost of the training **** SFIA levels describe responsibility in work, including autonomy, influence and complexity of the work. **** **Question 3.** Why can EQF level 5 and SFIA level 5 not be treated as equal? [( )] Because one is older than the other [(X)] Because they measure different things: learning complexity and work responsibility [( )] Because SFIA only covers management [( )] Because the EQF only covers schools **** The numbers sit on different scales with different logics. There is no automatic conversion between them. **** **Question 4.** A badge says "advanced level" and names no framework. What is the best response? [( )] Accept it as level 7 [( )] Convert it to an EQF level [(X)] Ask which framework and level logic the label refers to [( )] Ignore the badge **** Without a framework reference, "advanced" has no shared meaning. Ask what it refers to. **** ## Good and weak skill statements ### What a skill statement is A skill statement is a short text that says what a person can do. You find skill statements in job adverts, course pages, learning outcomes and badge descriptions. A good skill statement helps people search, compare and assess. A weak one does not. ### Signs of a weak statement A skill label or statement is too vague to be useful when it shows one or more of these signs: 1. **No observable action.** "Understands data" or "good communicator" do not say what the person does. 2. **A trait instead of a skill.** "Motivated", "flexible" and "team player" describe attitudes or traits. They may matter, but they are hard to assess or align to a framework. 3. **No context or scope.** "Manages projects" does not say what size, what kind or with what independence. 4. **No level.** Without a level or a reference to one, the statement could mean beginner or expert. 5. **Buzzwords.** Terms that mean different things to different people, with no definition. 6. **Several skills bundled in one label.** "Digital and analytical skills" hides at least two skills. ### Signs of a good statement A good statement is specific enough to be checked and mapped. A helpful pattern is: **Action verb + object + context (+ level or standard).** For example: "Records and classifies customer incidents in a service desk system, following a defined procedure." This names an action, an object, a context and a level of independence. It could be mapped to framework entries and assessed. ### Fixing a weak statement To improve a weak statement: 1. Replace vague verbs (understand, know, be aware of) with an observable verb that fits the level (explain, record, plan, evaluate). 2. Add the object and the context. 3. Split bundled labels into separate statements. 4. Look for a matching entry in a public framework and read its descriptor. Use it to check your wording. 5. Add the level, and say which framework's logic you use. ### AI tools and skill suggestions Many tools now suggest skills from text: they read a job advert or a course page and propose a list of skills. Some use machine learning or large language models. Such tools can speed up a first pass, but they can also be wrong in ways that are hard to see: - They may match words in the text to skill labels that look similar but have different descriptors. - They may suggest a skill that is not in the framework, or give an identifier that does not exist. - They may mix framework versions. - They may repeat the weakness of the original text: a vague advert gives vague suggestions. A person must check each suggestion against the framework text. Open the entry, read the descriptor and the level description, and decide whether it fits. Record the framework version. Treat a suggestion as a draft, not as a result. From a weak skill label to a checked skill statement A flow from left to right with four boxes. The first box, in orange, shows a weak label, for example good with data. The second box, in cyan, shows an AI suggestion that needs checking. The third box, in lime, shows a person checking the suggestion against the framework descriptor. The fourth box, in navy outline, shows a checked skill statement with a framework reference and version. Weak label "Good with data" AI suggestion a draft only Person checks against framework text Checked statement entry + version A suggestion is not a result until a person checks it Check descriptor, level and version every time ### Worked example and practice **Worked example: Rewriting a weak statement** *Corporate academy context.* An academy's course page says: "After this course you will be a strong communicator and understand digital tools." An academy lead reviews it. Problems: "strong communicator" is a trait with no action; "understand" is not observable; "digital tools" has no scope; two ideas are bundled. Rewrite 1: "Writes clear email replies to customer queries, using agreed templates and tone." Rewrite 2: "Uses a shared document tool to edit a team document and track changes made by others." She then searches ESCO for skills close to each rewrite and records the closest entry names and the ESCO version. An AI tool had suggested three skills for the original text. She opens each entry, finds that one suggestion has a descriptor about a different kind of communication, and removes it. *College context.* A teacher at a training provider rewrites the outcome "Be aware of health and safety" as "Identifies three hazards in a workshop and states the control measure for each." This is observable and can be assessed. **Practice activity: Fix your own label** Return to the label you wrote in Module 1. Check it against the six signs of weakness. Rewrite it using the pattern action verb, object, context. Search ESCO or SFIA for one close entry and note the entry name and where you found it. If you use an AI tool for suggestions, compare each suggestion with the entry's descriptor and write one sentence on whether it fits.
Facilitator notes Use a short round of "weak or strong" with statements from real course pages (remove names and organisations). Ask participants to vote and then rewrite the weakest one in pairs. If you demonstrate an AI suggestion tool, choose a neutral example and show one correct and one incorrect suggestion, then check both against the framework text. Do not name commercial tools.
### Quick check **Question 1.** Which statement is the most specific? [( )] "Good with data" [( )] "Digital and analytical skills" [(X)] "Creates a chart from a supplied data set and explains the main trend to a colleague" [( )] "Understands analytics" **** The third statement has an observable action, an object and a context. The others are traits, bundled labels or vague verbs. **** **Question 2.** "Motivated team player" is weak as a skill statement mainly because it: [( )] is too long [(X)] describes a trait, not an observable action [( )] uses British spelling [( )] names a framework **** Traits are hard to assess and cannot easily be aligned to framework entries. **** **Question 3.** An AI tool suggests a skill and gives an identifier. What should you do first? [( )] Publish it, since the tool is fast [( )] Add a higher level to be safe [(X)] Open the framework entry and compare its descriptor with your text [( )] Delete the original text **** A suggestion is a draft. Check the descriptor, the level and the version in the framework itself. **** **Question 4.** Why does a vague job advert lead to weak AI suggestions? [( )] AI tools cannot read adverts [(X)] The suggestions repeat the vagueness of the source text [( )] The framework refuses vague terms [( )] Because adverts have no verbs **** Tools work from the text they receive. Vague input gives vague output, so improve the text and check the result. **** ## Assessment and badge ### The two assessment parts To earn the badge you complete two parts: 1. **The knowledge check**: 12 single-choice questions below. 2. **The exercise**: find three skills for a given job advert in ESCO or SFIA. ### Exercise: three skills for a job advert Use this advert (illustrative text, written for this course): > **Learning coordinator, regional training centre.** You will schedule short courses, keep learner records up to date, answer learner questions by email and phone, and prepare a monthly summary of attendance for the centre manager. You will work with trainers and explain course options clearly to people who are new to training. You will report to the centre manager and work with some independence. Tasks: 1. Choose three skills from the advert. Prefer specific actions, not traits. 2. For each skill, find the closest entry in ESCO or SFIA. You may use ESCO for all three, SFIA for all three, or a mix. 3. For each skill, write: the advert phrase, the framework used (and version), the entry name, the identifier (ESCO URI or SFIA code), and, if you used SFIA, the level you chose with a one-sentence reason in your own words. If you used ESCO, give the skill type. 4. Choose one of the three and write one sentence on why you picked this entry rather than another close one, quoting a few words from the descriptor. 5. Name one phrase in the advert that is too vague to map, and rewrite it as a clearer skill statement. Do not copy SFIA descriptor text into your answer; paraphrase it. ### Rubric | Criterion | Meets the standard | Does not yet meet the standard | |---|---|---| | Choice of skills | Three skills that appear in the advert and are specific, observable actions | Skills are traits, are not in the advert, or are bundled | | Finding entries | Each entry exists in the named framework, with name and identifier given | Entries are invented, wrong or have no identifier | | Versions and levels | Framework version recorded; SFIA level given with a reason that matches the advert's scope | No version; level missing or not supported by the advert | | Reading descriptors | Justification quotes or paraphrases the descriptor accurately | Justification relies on the label only or misreads the descriptor | | Vague phrase | One vague phrase correctly identified and rewritten with action, object and context | Phrase is not vague, or the rewrite is still vague | | Own words and licence | SFIA text paraphrased, not copied | SFIA descriptor text copied | ### Pass rule - Knowledge check: at least 9 of 12 questions correct (75 per cent). - Exercise: all six criteria at "Meets the standard", or five of six with a short resubmission of the sixth. - Both parts must be passed to earn the badge. ### Evidence submitted for the badge - Result of the knowledge check (passed). - Your exercise answers (the three entries with identifiers, versions, justification and the rewritten statement). The badge "Skills Language 101: Frameworks, Taxonomies and Levels (Knowledge, L1)" carries the alignment code ICSF-SKTX-L1-K. It records that you met the standard for understanding at the Knowledge stage. It does not state that you can perform a job role.
Facilitator notes If you review exercise answers, check first that every identifier exists by opening it. Then read the justification for the descriptor evidence. Give written feedback within a stated time. For cohort use, a calibration round of two sample answers helps reviewers agree on the rubric.
### Final knowledge check **Question 1.** A learning designer needs a list of standard skill names and their relations to occupations. Which tool fits best? [(X)] A skills taxonomy [( )] A qualifications framework [( )] A grading scheme for salaries [( )] A learner survey **** A taxonomy names and structures skills and can link them to occupations. This is outcome 1. **** **Question 2.** What is the main job of a competence framework? [( )] To compare qualifications across countries [( )] To list every skill name without description [(X)] To describe what good performance looks like, often at several levels [( )] To record who holds which badge **** A competence framework describes performance and levels. Qualification comparison belongs to a qualifications framework. This is outcome 1. **** **Question 3.** Which pairing of tool and example is correct? [( )] Taxonomy: EQF [( )] Competence framework: ESCO [(X)] Qualifications framework: EQF [( )] Qualifications framework: SFIA **** The EQF is a qualifications framework. ESCO is a classification of skills, competences and occupations, and SFIA is a competence framework. This is outcome 1. **** **Question 4.** A university wants to state how a short certificate compares to other qualifications across borders. Which tool should it reference? [( )] A skills taxonomy [( )] An internal job grading list [(X)] A qualifications framework [( )] A learner satisfaction scale **** Qualifications frameworks classify qualifications by level to support comparison. This is outcome 1. **** **Question 5.** In an ESCO skill entry, which element is a unique identifier for the entry? [( )] The preferred label [( )] The description [(X)] The URI [( )] The alternative labels **** The URI is the unique identifier. Labels can change or overlap. This is outcome 2. **** **Question 6.** In SFIA, you read a skill and a level. What do you read at the level? [( )] A course syllabus for that skill [(X)] A description of the responsibility and nature of work at that level for the skill [( )] A list of qualifications needed [( )] A salary band **** SFIA level descriptions describe responsibility and work at the level. This is outcome 2. **** **Question 7.** You align a skill to ESCO for a badge. Which detail should you record besides the entry name and URI? [( )] The name of the person who proofread it [( )] The time of day you searched [(X)] The ESCO version you used [( )] The number of words in the descriptor **** Entries can change between versions, so the version belongs in the alignment. This is outcome 2. **** **Question 8.** What do the EQF levels mainly express? [( )] The amount of responsibility a person has in a job [(X)] The complexity of the learning that a qualification represents [( )] The seniority of a job title [( )] The price of a programme **** EQF levels are described by learning outcomes. This is outcome 3. **** **Question 9.** What do SFIA levels mainly express? [( )] The complexity of a qualification [( )] The number of courses taken [(X)] The level of responsibility, autonomy and influence in work [( )] The country where a person works **** SFIA levels describe responsibility in work. This is outcome 3. **** **Question 10.** Why does it matter whether levels are defined by learning complexity or by responsibility? [( )] It decides the colour of the badge [( )] It does not matter if the numbers match [(X)] Because the same number on different scales means different things, so a credential must say which logic it uses [( )] Because only one logic is allowed in a badge **** The numbers are not interchangeable. A clear statement of the framework and logic prevents wrong comparisons. This is outcome 3. **** **Question 11.** Which skill label is too vague to be useful? [( )] "Records customer incidents in a service desk system, following a procedure" [( )] "Plans a weekly maintenance schedule for three machines" [(X)] "Strong communicator" [( )] "Explains a safety procedure to new staff in a workshop" **** "Strong communicator" is a trait with no action, object, context or level. The others have observable actions and context. This is outcome 4. **** **Question 12.** An AI tool suggests a skill for a course page. What is the right next step? [( )] Accept it because tools use large data sets [( )] Raise the level to be safe [(X)] Check the suggestion against the framework entry text and version [( )] Remove the course page **** Suggestions are drafts. A person must compare them with the descriptor, level and version in the framework. This is outcome 4. **** ## Sources and further reading Status as of November 2026; check before publishing. - **ESCO**, European Skills, Competences, Qualifications and Occupations. Published by the European Commission. Use the current ESCO version and record the version identifier in alignments. - **SFIA**, Skills Framework for the Information Age, published by the SFIA Foundation. SFIA 9 is in widespread use. SFIA 10 is in consultation, with release targeted around Q4 2027. Check SFIA licence terms before reproducing descriptors in course material. - **European Qualifications Framework (EQF)**, published by the European Union. Describes eight levels of qualifications by learning outcomes (knowledge, skills, and responsibility and autonomy). - **DigComp 3.0**, the European Digital Competence Framework for citizens, published by the European Commission's Joint Research Centre. Current as of November 2026 and relevant for earner-facing courses and citizen digital competence alignment. - **ICoBC Credentialing Skills Framework (ICSF)**, International Council on Badges and Credentials, Berlin. Source of the skill SKTX, the level L1 and the stage K used in this course. Contact: info@icobc.net. This course teaches understanding of skills frameworks and levels. Completing it does not prove competence in a job role.