Relevant themes were identified from these statements and clustered around the framework for competency-based education.
It is suggested that the term came into use because it fits with work-based frameworks for competencies in a number of areas, an approach that has been used to train and maintain a competent professional workforce.
By virtue of its global leadership role in nursing, the International Council of Nurses (ICN) developed an ICN Framework of Competencies for the Generalist Nurses in 2003.
Furthermore, a three-theme (knowledge, skills, and attitudes) action-based approach framework for entrepreneurial competencies focused on developing entrepreneurial competencies is proposed (Lackéus 2013).
The USA's Accreditation Council for Graduate Medical Education (ACGME) Outcome Project (1999) introduced six domains of clinical competencies and the Royal College of Physicians and Surgeons of Canada (RCPSC) developed CanMEDS as a framework for physician competencies organized around seven roles [ 4].
According to Andreas Schleicher, Director for Education and Skills at the OECD, Fadel's book, Four-Dimensional Education: The Competencies Learners Need to Succeed, provides a "first of its kind organizing framework of competencies needed for this century which defines the spaces in which educators, curriculum planners, policy makers and learners can establish WHAT should be learned".
We analyzed the curricular contents using the framework for core competencies developed by the Association of Schools of Public Health (ASPH); and the Miller's triangle.
This reflects the proposal of ten Cate and colleagues that we use a more integrative framework for assessing competencies that centers around 'entrustable professional activities', those that reflect day-to-day professional activities appropriate to the level of learner [ 4].
Hence, a landscape of technical and conceptual requirements for DDM&S was identified and serves as a basis for developing a framework of competencies to guide future education and training in DDM&S.
It does not fit into well-known frameworks for mathematical competencies (see, for instance, Kilpatrick et al. 2001; Niss 2015; Niss & Jensen 2002), due to the fact that neither L nor C can naturally be described as corresponding to "competencies'' when taken separately.
While frameworks for mathematical competencies are clearly important for describing learning goals and measuring learning in schools, a one-sided emphasis on such frameworks may, given their inherent process orientation, tend to lead attention away from the body of knowledge aspect of mathematics.
