Evaluation plays a central role in promoting learning and teaching improvement as well as organizational enhancement across education systems. Although frameworks define the standards and dimensions to be assessed, less attention has been devoted to the competences required by evaluators to perform their role effectively. Evaluation is not solely a technical activity; it involves professional judgement, critical thinking, communication, collaboration and the ability to interpret complex organisational contexts. This paper presents a competence mapping framework designed to identify and operationalise the competences underpinning educational evaluation processes. Starting from sixteen Quality Areas commonly employed in evaluation frameworks, the study develops a systematic association between quality dimensions and evaluator competences. The resulting framework organises competences into four domains: contextual knowledge of education systems, evaluation-specific competences, methodological-evaluative competences, and transversal competences. The mapping process reveals considerable variation in competence requirements across Quality Areas. While methodological and procedural competences are consistently represented, other dimensions associated with effective evaluator performance — such as communication, collaboration, adaptability and contextual understanding — appear less systematically embedded. The analysis also identifies competence gaps linked to emerging challenges, particularly digital transformation and sustainability, which are becoming increasingly relevant within educational organisations. By making explicit the relationship between quality standards and competence requirements, the framework contributes to the professionalisation of evaluators and provides a conceptual basis for the design of training programmes, competence assessment tools and professional development pathways. More broadly, the study advances the understanding of educational evaluation as a competence-based professional activity, highlighting the importance of both technical and transversal competences in supporting evidence-informed quality improvement processes.