The definition of competences is essential for categorising the existing formal systems in conformance with the Austrian National Quality Framework which is an implementation of the European Quality Framework (EQF). European and Austrian vocational education have to meet major challenges. In Austria, 80 % of the youth in the age of 14 to 18 participate in vocational base education. Vocational schools provide general as well as vocational education that qualifies them for professional work in and outside Austria. In this paper the following research questions will be answered: • Which requirements on individual actions result from vocational standard situations? • Which options of acting can meet these requirements? • Which partial competences result from the concept of activity orientation? • How can students’ competences be developed by didactic intervention? The goal of the research project „Learn2act“, which is carried out by the Pedagogical University of Styria, is to show teachers didactical and methodical prospects, which allow them to bring the teaching contents in context with situations: They reflect their professional practice and use the experiences of experts. Situations were documented in case studies, which will be analysed with the students. Thus, they are able to identify their potentials and deficits in self-assessments. Consequently, they become aware of potentials for development, which leads them to competent acting. Theoretical approach 1: Model of competence Competence research describes, analyses and explains individual potentials. The model by Erpenbeck is widely used, he defines competence as a behaviour which is focussed on an unclear aim, which can be seen as a “responsibility”. As an outcome professional-methodical, social-communicative, personal and activity-orientated competences can be identified und divided into partial competences. Theoretical approach 2: Situated learning The situation is a central dimension of learning. The premise, that the students develop individual perspectives and interests, implies that human learning is open und gives the students various chances of acting in different situations. In the framework of the research, standard situations were collected and documented, as a base for understanding complex learning tasks. Theoretical approach 3: Concept of activity-orientation “Activity orientation” focuses on the cyclic structure of learning-actions. Czychol found out, that this structure, if not constricted from outside, passes through several stages: orientation and defining aims, planning, acting, feedback and evaluation. In the learning-process learning-arrangements are designed, learning activities involve autonomous planning, preparation and evaluation steps.

The contribution is based on a research-project divided into three steps. First, theoretical models, based on an intense literature research, were selected, discussed and brought into a context with the research questions. The following dimensions could be formulated: Identification of professional standard situations, options of acting in standard situations, defining partial competences, didactic interventions to develop competences. Second, 20 experts (practitioners from different professional backgrounds) developed a set of 32 partial competences. Using this competences, qualitative interviews were performed to rank their importance. To validate the findings, supporting quantitative analysis was carried out. Another 20 experts (HR managers) were interviewed about the relevance of the partial competences in professional standard situations. The 40 interviews were evaluated by content analysis. Third, didactic materials for application in teaching were created as self assessments, case studies and strategies to fill a competence gap.

In addition of a common set of competences for different professions, there are competences that are specific for the respective profession and work environment. Furthermore, professional competences are dynamic in nature, i.e. they change over time. There is a profound basis in literature but still a noticeable deficit in investigating competences in specific professional areas. This could be a contribution towards solving the duality problem which exists between the domains of theoretical knowledge and practical skills. With our project we were able to fill the gap between basic theory education and practical training in specific professions. Moreover we provide the teacher with an practical toolset which is applicable in specific teaching and learning environments.