Abstract
This article presents the evolution of the “professional competence” concept, based on its definitions ranging from references to pure knowledge to the ones that consider personal qualities and professional reflection. Properly formulated competence descriptors serve as an interface between education and sectoral industries, hence predetermining their interrelations. Hereby, this article also contains an analysis of the definitions, circulating in the field literature, at the same time identifying the components of this concept that is widely used in higher education. These components may serve as a basis for the identification of teaching and learning content in higher education. It should be noted that the analysis of the reviewed definitions highlighted the “personal qualities” component, containing a number of subjective factors which should also be prioritized in professional education.
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