Note: The term “skills” is a more complete description of interaction and resolution skills.
See also peace skills.
“Know-how can have different meanings. One definition, in the strict sense of the term, is automated elements of behavior; another, in the broader sense, is the abilities demonstrated by an individual in action. In this broader sense, “know-how” is sometimes synonymous with “skills”, particularly as both terms refer to abilities that become “visible” in action.”
Source: UNESCO, Bureau International de l’Education (BIE) and Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ), Preparation for life and work: a comparative study focusing on basic education (primary and lower secondary) in developing African countries, 2008-9, with the collaboration of Dakmara Georgescu, Philip Stabback, Klaus Jahn, Elmehdi Ag-Muphtah and Philippe de Castro.
The difference between skills and know-how – position of UNESCO’s Bureau International de l’Education (BIE)
“Skills are sometimes equated with know-how. Today, however, it is more generally accepted that competence is more than know-how: competencies generally involve complex systems of action that encompass not only knowledge and know-how, but also the strategies and routines needed to apply this knowledge and know-how, as well as the appropriate emotions and attitudes and the effective self-regulation of these competencies. Learning processes are a necessary condition for the development of competencies…
Although in Webster’s dictionary these two terms (skills and competencies) are considered synonymous, a more detailed analysis would show that they are not.
Weinert (3) proposes to define know-how as those prerequisites that can in principle be fully automated, whereas the term competence has a broader context, encompassing know-how.” (1)
“Competence (is) defined essentially as a broad capacity for acquiring and applying, independent of knowledge, in a practical and sensible way (and in association with know-how, attitudes and values). Know-how is seen as a very discrete ability to perform a task (in a more automatic way). From this point of view, skills are actually elements of competencies, or sub-skills.” (2)
Sources:
(1) UNESCO/BIE/GTZ, id. p.19.
(2) id. p.26.
(3) : Weinert, F.E. 2001. Concept of competence: a conceptual clarification. In: Rychen, D.S.; Salganik, L.H., eds. Defining and Selecting Key Competencies, p. 45-66. Seattle, Hogrefe & Huber.