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Before we start dealing with the theme of approaches to competences, it is necessary to defi ne the concept of competence itself. In spite of the fact that this concept is no novelty in our dictionaries, there is a range of its possible explanations. For example, Otto’s Encyclopaedia explains this concept as follows: “Competence is the entitlement and obligation of the authorities to handle issues which they are obliged to deal with in accordance with the law...” (1903, p. 710). The same explanation appears in the Czech language as well. Competence is therefore a total of entitlements and obligations, determines powers and provinces, but the diff erence is that today competence is also transferred on individuals and it therefore is not connected merely with orga nisations. Mainly encyclopaedic dictionaries interpret this expression as a “capability”, they further state such synonyms as ability, qualifi cation, experience, skill, etc. The diff erences in the interpretation of the concept of competence arise primarily from the understanding of the source of competence (competences) (see Mlčák, 2005, p. 29, Furnham, 1992, p. 54). In the fi rst place, it is an attribute which is given from the outside, i.e. by an authority, and it is arranged by the society (Murény, 1993, p. 54, Mansfi eld, 1990, p. 25). Whereas the second interpretation explains it as a capability, where the inner attribute is emphasised, i.e. the quality of the capability is not determined by external environment, but depends on the individuality of the subject. Naturally, this meaning is used in scholarly literature in the fi eld of personnel management, social pedagogy, and human resources, and in our paper, we are going to build on it as well. Pedagogical literature draws on a similar defi nition. The Research Institute of Education in Prague (RVP, 2005, p. 4) describes the term of competence as “a total of knowledge, skills, 1 This paper has been written within the work on the framework research grant “Determinants and development competences of social pedagogue in professional preparation”, GACR 406/09/1220.

e-pedagogium

Approaches to Determination of the Profession and Application of a Social Pedagogue Seen from the Perspective of Pedagogical, Psychological and Managerial Theories of Competences