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BS ISO IEC 20006 — Information Model for Competency Standard Series
Information technology for learning, education and training — Information model for competency — Part 1 & Part 2
🎯 BS ISO/IEC 20006 is the British Standards Institution (BSI) adoption of the ISO/IEC 20006 series, covering the information model for competency in the field of information technology for learning, education and training (ITLET). The series aims to provide an information model for the interoperable representation, attribution, and aggregation of learner competency information, a foundation for data-driven educational technology. It was prepared by UK technical committee IST/43 and carries ICS classifications 03.100.30 and 35.240.99. The series currently comprises two parts: Part 1 specifies the competency general framework and information model, and Part 2 specifies the proficiency level information model.
💡 Competency information is the bridge between “educational output” and “workforce demand”: a unified competency information model lets a learner’s competency descriptions flow, be compared, and be aggregated across educational institutions, enterprises, and certification systems.
1. Series Overview and Positioning 📌
A traditional academic certificate describes “what was studied”, while a competency model tries to describe “what one can do”. The ISO/IEC 20006 series provides a structured representation of competency information so that competency data from different sources (course assessment, job evaluation, qualification certification) can be handled uniformly. It is worth noting that the UK national foreword explicitly states that the UK committee holds reservations about certain aspects of the standard, considering the terminology unclear and inconsistent and lacking implementation validation, and recommends cautious promotion until extensive piloting — readers should combine other public specifications in understanding and practice.
The two parts currently in the BS ISO/IEC 20006 series are shown below. Part 1 establishes the general framework for representing competency, and Part 2 adds the proficiency-level dimension.
| Standard | Subject | Key Content | Edition |
|---|---|---|---|
| BS ISO/IEC 20006-1:2014 | Competency general framework and information model | Conceptual framework, information model, and representation method for competency (incorporating corrigendum May 2015) | First edition 2014-07-01 (corrigendum 2015) |
| BS ISO/IEC 20006-2:2015 | Proficiency level information model | Representation model for competency proficiency levels, supporting graded descriptions | First edition 2015-03-15 |
⚠️ The UK committee notes in the national foreword that the standard was developed by a limited number of overseas experts without associated implementation activity, and that terminology is unclear and inconsistent. Adoption should combine pilot validation and other public specifications, avoiding over-interpretation of the standard’s capabilities.
2. Competency General Framework and Information Model 🏗️
BS ISO/IEC 20006-1 establishes the competency general framework, clarifying:
- The concept of competency: defines competency and its components (knowledge, skills, attitudes, etc.).
- Information model: gives a structured representation of competency information, including elements such as competency identification, framework membership, evidence, and source.
- Attribution and aggregation: explains how competency information is attributed to an individual and aggregated into a profile.
This part also discusses the “evidence” problem of competency representation — how a competency assertion should be evidenced and how its reliability can be demonstrated.
3. Proficiency Level Information Model 🔧
BS ISO/IEC 20006-2 specifies the proficiency level information model, used to represent the level an individual has attained for a competency (e.g., beginner, proficient, expert). Proficiency is often expressed as a graded scale; the model defines:
- Concept of level: the relationship between proficiency levels and competency.
- Standardisation of representation: numbering, naming, description, and ordering of levels.
- Context dependency: proficiency is usually relative to a particular task/role and must be interpreted with context.
💡 Experience in the HR profession shows that competency expressions are often binary (competent versus not yet competent) and relative to a specific job role; education additionally requires metrics that allow ranking. The proficiency-level model is designed to bridge such differences.
4. Engineering Practice and Applications 🔍
The competency information model can be applied in educational portfolios, talent assessment, and recruitment matching. Practical suggestions include:
- Pilot first: because implementation validation of the standard is still insufficient, run small-scale pilots to collect data and validate the usability of terminology and models.
- Combine with HR practice: align competency representations with job competency dictionaries and competence models to avoid “incomparable representations”.
- Evidence mechanism: build traceable evidence for each competency assertion (course grades, project outcomes, assessment records).
- Cross-system mapping: create mapping tables between different competency frameworks to support competency exchange across institutions and domains.
5. Frequently Asked Questions ❓
❓ Q: What is the difference between the competency information model and an academic certificate?
A: An academic certificate describes study experience and credits; the competency model describes the competencies an individual actually has and their levels; competency information better supports talent matching and personalised learning.
A: An academic certificate describes study experience and credits; the competency model describes the competencies an individual actually has and their levels; competency information better supports talent matching and personalised learning.
❓ Q: What is the relationship between Part 1 and Part 2?
A: Part 1 defines the general framework and representation of competency and its information; Part 2 adds the “proficiency level” dimension on top, extending competency from “yes/no” to graded descriptions.
A: Part 1 defines the general framework and representation of competency and its information; Part 2 adds the “proficiency level” dimension on top, extending competency from “yes/no” to graded descriptions.
❓ Q: Why does the UK committee hold reservations about this standard?
A: The national foreword points out that the standard lacks associated implementation validation, has inconsistent terminology, and is open to multiple interpretations; it recommends cautious use until extensive piloting, and reference to other public specifications.
A: The national foreword points out that the standard lacks associated implementation validation, has inconsistent terminology, and is open to multiple interpretations; it recommends cautious use until extensive piloting, and reference to other public specifications.
🔍 Q: What is the key difficulty in implementing the competency information model?
A: The core is “consistent meaning” and “mapability” — different organisations may understand the same competency differently, so a unified evidence mechanism and framework mapping are needed to ensure data credibility and comparability.
A: The core is “consistent meaning” and “mapability” — different organisations may understand the same competency differently, so a unified evidence mechanism and framework mapping are needed to ensure data credibility and comparability.