Description: Within the increasing complexification of organisational forms, cognition and working life in Description: Europe, competence development requires increased attention to individual abilities for reflecting in action, and to reflexive interrelations between people, groups, organizations and networks. This paper argues that such a requirement is insufficiently taken into account by current European VET, which is designed as if the economy and labour processes are still based on linear structures and once-for-all defined work tasks and professional profiles. Methodology: A theoretical review covers the personalised", "situated" and "emergent" dimensions of competencies. Drawing on the provisional results of the "Reflect" Leonardo project, reflexivity is theorized as a generalized meta-competence typical of late-modern ways of living, learning and working, increasingly needed in work contexts where complexity and uncertainty are the rule. Conclusions: Following different authors, reflexivity is theorised from "pragmatic", "critical" and "post-modern" viewpoints. A pivotal role is attributed to the work of Donald Schön as a realistic and coherent way of keeping together different important aspects of both competence development and reflexivity. In particular the paper will deal with Schön's concepts of "reflective practice", as intrinsic to effective practitioners' behaviours, and of "reflective practicum" as the environment of non-formal learning. (192 words)