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In this chapter, the author proposes a way to think about, identify and describe what embodies competence for vocational educators with the aim of contributing ideas to the understanding of the relationship between the social world and the mind. The author adopts the cultural-historical activity theory to identify competence in the work of vocational educators and the chapter begins by positioning the project within this approach. This is followed by an account of the occupational view of vocational educators and a discussion of situational requirements for practice. Finally, the author suggests mediation between occupational needs and situational requirements as a means to how competence can be identified.