Competences in contemporary society can no longer be described as a fixed set of skills; they represent a dynamic combination of abilities, skills and knowledge. Competences are context dependent and reflect a person’s potential as realised in different contexts. Klieme & Leutner (2006) define competences as context-specific cognitive dispositions that are acquired and needed for cope successfully with situations and tasks in specific domains.  It is developed in the processes of learning, education, training and work based activities.  Changing demands in the labour market and the application of new knowledge in work processes impact on competence identification and registration. The research presented aims at optimal usage of the potential of information and communication technologies such as competence management systems for capturing the personal characteristics in the process of design and development of learning environments.  Competence registration and the design of competence framework provide a tool for planning and design of learning process and for students’ successful integration in learning environment. A competence repository aims to provide individualisation and personalization, which assist the identification of individual characteristics and competences. The analysis of the person's profile with the registration of acquired and required competences also focuses on learning to learn skills and learning style and preferences. Based on individual characteristics and competences, appropriate learning styles and approaches are introduced and planned in the individualised learning process.

In the design of learning environments, collaborative processes are combined with individual learning processes. The identification of approaches and styles can assist optimal alignment. The learning objectives have to be matched with the gaps in the planning and design of learning processes. The identification and assessment of generic competences and learning skills which are needed in the learning process using ICT assisted learning environments supports the personalization process.  In the planning process, problems are faced when a highly individualised learning process. The competences needs assessment can provide information needed in the processes of planning and the design of learning environments. Berio & Harzallah distinguish four classes of competences: identification, competence assessment, competence acquisition, and competence usage (Berio & Harzallah, 2006).

Th research was conducted within an EECM project funded under EU Leonardo da  Vinci programme from 2009 - 2011. Main objective of research presented within this paper is to develop a model for competence registration in to be used in the area of Energy efficiency, aiming at competence identification, competence assessment, competence acquisition, competence usage.

Research questions are:

-           How do competence definitions assist the process of competence registration and management by competence management system Eco master?

-           Which competences are in focus when students in the fields of energy efficiency are learning in the ICT assisted learning environments?

-           Which factors at the system, institutional and individual level influence implementation of the competence management system “Eco master”?

-           How does the competence management system “Eco master” support competence registration and the identification of the mismatch between required and acquired competences in energy efficiency?

-           How different user groups evaluate the competence management system Eco master?

Berio, G., & Harzallah, M. (2007). Towards an integrating architecture for competence management Computers in Industry 58, 199–209. Klieme, E. & Leutner, D. (2006). Competence models for assessing individual learning outcomes and evaluating educational process. Description of new priority program of German Research Foundation, DFG. Zeitscrift fuer Paedagogik, 52, 876-903.