Conference Program

The institutionalisation of Peer Review within European Vocational Education and Training (VET) systems calls for a clearer definition of the competences required for Peer Reviewers (the so-called Peers) to perform their evaluation role responsibly and effectively. Within the EQAVET-inspired framework, Quality Areas do not merely represent technical domains of assessment; rather, they embody normative and value-based dimensions that incorporate principles of transparency, participation, inclusion, accountability and continuous improvement (Evangelista & Carlini, 2020). However, these ethical and organisational principles risk remaining abstract unless they are translated into concrete professional competences.

This paper addresses this gap by proposing a competence mapping model aimed at operationalising Quality Areas within Peer Review processes in VET. The study develops a structured association between the normative and value-based architecture embedded in sixteen Quality Areas – including those dedicated to Digital Transition and Environmental Sustainability – and the multidimensional competence profile required for Peers.

The analysis unfolds in two main stages. First, it reconstructs the competence framework emerging from international and Italian literature on educational evaluation, quality assurance and Peer Review (Stake, 2003; Gutknecht-Gmeiner, 2013). This framework is organised into four macro-categories: (1) contextual knowledge related to VET systems; (2) methodological and evaluative competences; (3) transversal competences (soft skills); and (4) method-specific competences related to Peer Review procedures (Gutknecht-Gmeiner, 2007; Tramontano & Allulli, 2012).

Second, the study conducts a systematic matching between these competence categories and each Quality Area. This process does not merely identify overlaps; rather, it seeks to “fill” the Quality Areas with the competences necessary for Peers to perform their evaluation function in a manner consistent with the ethical and institutional principles they embody (Allulli, 2012).

The findings reveal a heterogeneous distribution of competences across the different Quality Areas. While method-specific competences related to Peer Review appear relatively consolidated, significant gaps emerge in contextual knowledge, transversal competences and methodological and evaluative competences, particularly in relation to organisational complexity, digital transformation and sustainability transitions. Similar challenges have been observed in recent Italian and European experimentation of the Peer Review methodology within VET systems (Fonzo & Evangelista, 2023).

The results suggest that operationalising Quality Areas requires conceiving Peer Review as a professional practice grounded in ethical awareness, systemic understanding and advanced evaluative competences. Peers must not merely apply tools and procedures; they must also possess specific competences while embodying the values underpinning quality assurance frameworks (Gutknecht-Gmeiner, 2013).

By articulating a structured association between Quality Areas and competences, the proposed model contributes to strengthening the professionalisation of Peers and enhancing coherence between normative principles and evaluative practices within VET systems. The study provides both a conceptual clarification of the competence architecture underlying Peer Review and an operational reference framework to support training pathways, selection criteria and institutional development processes.