Competences for Learning to Learn and Active Citizenship: different currencies or two sides of the same coin?

Abstract

In the context of the European Union Framework of Key Competences and the need to develop indicators for European Union member states to measure progress made towards the ‘knowledge economy’ and ‘greater social cohesion’ both the learning to learn and the active citizenship competences have been highlighted. However, what have yet to be discussed are the links and the overlaps between these two competences. Based on the development of research projects on these two fields, this article will compare the two sets of competences, both qualitatively and quantitatively. It will describe how the values and dispositions that motivate and inform active citizenship and learning to learn are related to each other, both empirically and theoretically. Both these competences are tools for empowering individuals and giving them the motivation and autonomy to control their own lives beyond the social circumstances in which they find themselves. In the case of active citizenship, the ability to be able to participate in society and voice their concerns, ensure their rights and the rights of others. In the case of learning to learn to be able to participate in work and everyday life by being empowered to learn and update the constantly changing competences required to successfully manage your life plans. When measuring both these competences then certain values relating positively towards democracy and human rights are common in their development.

Digital Learning Resources and Ubiquitous Technologies in Education

“…Digital skills and ICT competences are a pre-requisite for employment, personal fulfilment, social inclusion and active citizenship in today's rapidly-changing world (Hoskins & Crick, 2010;Ross, 2007). In a sense, education institutions are there to help their students develop competences (Halasz & Michel, 2011).…”

“…Many pupils already operate offline specialised software as well as online programmes on internet (Castaño-Muñoz, Duart & Sancho-Vinuesa, 2014;Tyner, 2014). As a matter of fact, ICT has improved the ways of accessing knowledge, researching, communicating, socialising and succeeding in all levels of education (Hoskins & Crick, 2010;Smith, Higgins, Wall & Miller, 2005). Nowadays, many children and teenagers can easily access a personal computer either at home or at school.…”

“…The pupils" motivation for digital learning resources may also be correlated to the access and availability of these innovative resources in school environments (Sardone & Devlin-Scherer, 2010). Wastiau, Blamire, Kearney, Quittre, Van de Gaer & Monseur (2013) have indicated that students have the highest frequency of digital learning resources when they are taught by teachers who possess appropriate digital skills, who use the internet, including social media in a responsible manner (Hoskins & Crick, 2010). Moreover, EU (2013) has underlined the importance of high access to ICT infrastructure at school; this recent survey reported that between 20-25% of European students are taught by digitally competent teachers who have high access to ICT.…”

Reduzir as Atitudes Negativas em Relação à Aprendizagem da Matemática e Aumentar o Desempenho dos Alunos Através de Metodologia CAL

“…Podemos dizer que as TIC são mais utilizadas como um apoio para o "trabalho diário dos professores do que como forma central do ensino pedagógico para a inovação" (Moreira [16]). Resultados no trabalho, nas relações pessoais ou na sociedade civil, não são baseadas simplesmente na acumulação de conhecimento em segunda mão armazenado como dados, mas como uma combinação desse conhecimento com habilidades, valores, atitudes, desejos e motivações e sua aplicação na configuração humana, em particular, em um determinado ponto numa trajetória no tempo, (Hoskins e Crick [17]). …”

Special section on “emerging trends and challenges in digital learning”

“…Wastiau et al [3] have also indicated that students have the highest frequency of digital learning technology use when taught by teachers who possess appropriate digital skills, who use the internet, including social media [9].…”