This paper examines the notion of 'competence' in the VET systems of France and England. While both countries have developed 'competence-based' approaches, underlying the similar terminology are distinct meanings, rooted in the countries' institutional structures and labour processes. A key distinction is identified between a knowledge-based model in France and a skills-based model in England. Competence in the French sense is multi-dimensional and relies on the integration of practical and theoretical knowledge, as well as personal and social qualities within a broadly defined occupational field. By contrast, in England, competence refers to the performance of fragmented and narrowly defined tasks, with minimal underpinning knowledge. Thus, whereas 'competence' in the English VET system usually denotes functional employability for what may be relatively low-skilled employment, in France, it encapsulates the multi-dimensional development of the individual as a citizen as well as an employee.

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The European Qualification Framework (EQF) is intended to transform European national qualification frameworks (NQFs) by moulding them into a learning outcomes framework. Currently adopted as an enabling law by the European Union, the EQF has now operated for several years. In order to secure widespread adoption, however, it will be necessary for it to be anchored at the sectoral and occupational levels in the European labour market as well as at the European and national levels. The article assesses the progress made so far, identifies difficulties encountered and modifications that need to be made and provides an appraisal of the likely evolution of the EQF. It is argued that it is likely that some key design features, such as the ‘strong’ approach to learning outcomes and a narrow conception of competence will not survive modification and adaptation in the context of the European labour market. The argument is illustrated with some recent research on the EQF.