The author reports on an exploratory study to establish a semantic base for the concept of competence in the French-speaking literature on education. Doing so will make it possible to identify neighbouring concepts or notions that researchers can use to determine definitions and applications for the concept. The research team found only one dimension it could refer to as an invariable criterion, that is, one that is present in all six dimensions of the concept. Further studies need to be conducted to specify a shared vision of the concept of competence, which does not currently exist.