ISO/IEC TR 24763:2011

TECHNICAL ISO/IEC
REPORT TR
First edition
2011-06-01
Information technology — Learning,
education and training — Conceptual
Reference Model for Competency
Information and Related Objects
Technologies de l'information — Apprentissage, éducation et
formation — Modèle de référence conceptuel pour compétences et
objets liés
Reference number
©
ISO/IEC 2011
©  ISO/IEC 2011
All rights reserved. Unless otherwise specified, no part of this publication may be reproduced or utilized in any form or by any means,
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Published in Switzerland
ii © ISO/IEC 2011 – All rights reserved

Contents Page
Foreword .vi
0 Introduction.vii
0.1 General.vii
0.2 Areas of applicability .viii
0.3 Overview of the structure of this Technical Report.ix
0.4 Acknowledgement.ix
1 Scope.1
1.1 Purpose.1
1.2 Primary role.1
1.3 Aspects not currently addressed .2
2 Terms and definitions .2
3 Symbols and abbreviated terms .4
4 Introduction to the ITLET Conceptual Reference Model for Competency Information and
Related Objects .5
5 Classes of the ITLET Conceptual Reference Model for Competency Information and
Related Objects .7
5.1 Introduction and approach.7
5.2 Identification of classes and their descriptions.8
6 Properties of the classes within the ITLET Conceptual Reference Model for Competency
Information and Related Objects .8
6.1 Introduction and approach.8
6.2 Identification of properties and their descriptions .9
7 How to use the Conceptual Model Reference Model.10
7.1 Overview.10
7.2 Sharing competency information across Digital Services Supply Chains .10
7.3 Aggregating Competency Information using Competency Information Objects .11
7.4 Deriving DSSC Query Requirements from the ITLET CRM.12
7.5 Deriving interoperability requirements for DSSC using the ITLET CRM.16
7.5.1 Constructing CRM Instances for DSSC Links.16
7.5.2 Determining interoperability requirements from the CRM.16
7.5.3 Sharing competency information using a thesaurus .16
7.6 Using metadata to build Competency Information Objects.18
8 Representation of competency information within information technology systems used
for learning, education, and training .19
8.1 Brief Overview.19
8.2 Challenges of standardization for competency information within the context of ITLET .20
8.3 The nature of competency information considered within the context of ITLET and the
labels of competency information .21
9 Potential areas for further international standardization.23
Annex A (informative) Development of models from the ITLET Conceptual Reference Model.25
A.1 General.25
A.2 How to develop a specific use case using the ITLET Conceptual Reference Model .25
A.2.1 Gather representative diagrams and information structures .25
A.2.2 Develop use case description(s) .25
A.2.3 Determine aspects of IT system that will be analyzed using the CRM .25
A.2.4 Prepare new or review existing lexical statement representations .25
A.2.5 Create diagram representations for each lexical statement.26
© ISO/IEC 2011 – All rights reserved iii

A.2.6 Assemble diagram representations or component diagram representations .26
A.2.7 Compare diagrams with CRM.26
A.3 Use case template.26
A.3.1 Background information components.26
A.3.2 Use case components.27
A.3.3 Additional information component — Information relevant to understanding the use case .28
Annex B (informative) Specific example based on a use case submitted .29
B.1 Luxembourg use case.29
B.2 The Luxembourg information models .32
Annex C (informative) Background information related to the development of the CRM .36
Annex D (informative) Use cases submitted by National Bodies.40
D.1 Use cases submitted by National Bodies .40
D.2 SC36 WG3 Use case template .42
D.2.1 Background Information .42
D.2.2 Use case.43
D.2.3 Additional information relevant to understanding the use case .44
Bibliography .45

LIST OF FIGURES
Figure 1 — The ITLET Conceptual Reference Model for Competency Information and Related Objects 7
Figure 2 — Relationship between competency information, competency information records, and a
competency information object . 11
Figure 3 — An example of aggregating competency information from four providers of a DSSC into a
competency information object . 13
Figure 4 — An information model structure based on the CRM for Competency Information and
Related Objects. 15
Figure 5 — Using a competency thesaurus to exchange information and construct a competency
information object . 17
Figure 6 — Examples of identification of competency information that is used and expressed by many
stakeholders in diverse ways. 22
Figure 7 — Luxembourg use case – Step 1: Elaborating the job profile . 29
Figure 8 — Luxembourg use case – Step 2: Designing the curriculum . 30
Figure 9 — Luxembourg use case – Step 3: Delivering the course . 30
Figure 10 — Luxembourg use case – Step 4: Attending the course. 31
Figure 11 — Luxembourg use case – Step 5: Assessing competencies. 31
Figure 12 — Competency information record 1 . 32
Figure 13 — Competency information record 2 . 33
Figure 14 — Competency information record 3 . 34
Figure 15 — Initial set of classes in the ITLET Conceptual Reference Model based on JTC1 SC36
definition of competency . 36
iv © ISO/IEC 2011 – All rights reserved

Figure 16 — First revision of classes and properties in developing the ITLET Conceptual Reference
Model for Competency Information and Related Objects based on use case analyses .38
Figure 17 — Second revision to include new classes and properties in developing the ITLET
Conceptual Reference Model for Competency Information and Related Objects based on use case
analyses .39

LIST OF TABLES
Table 1 — Presence of CRM classes within various implementations, specifications, and standards.19
Table 2 — Use cases submitted by National Bodies .40

© ISO/IEC 2011 – All rights reserved v

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.
International Standards are drafted in accordance with the rules given in the ISO/IEC Directives, Part 2.
The main task of the joint technical committee is to prepare International Standards. Draft International
Standards adopted by the joint technical committee are circulated to national bodies for voting. Publication as
an International Standard requires approval by at least 75 % of the national bodies casting a vote.
In exceptional circumstances, when the joint technical committee has collected data of a different kind from
that which is normally published as an International Standard (“state of the art”, for example), it may propose
the publication of a Technical Report. A Technical Report is entirely informative in natu
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