Key Competences in Europe: interpretation, policy formulation and implementation

Abstract

The evolution in Europe towards more competence‐based curricula in the last ten years or so is the result of several exogenous factors and a determined European policy. The Reference Framework of Key Competences for Lifelong Learning, a Recommendation approved by the European Parliament and the Council in 2006, and the work carried out within the Open Method of Coordination as well as by European research bodies have had a significant impact on Member States' curriculum reforms. This article shows that some terminology issues, both conceptual and practical, may explain, together with other causes, the diverse formulations of key competences and the way in which they are being integrated into the compulsory education curricula by the Member States or at intra‐national levels. The focus of the article is on cross‐curricular competences because these are the key competences which require the most significant innovations in teaching and learning practices, on assessment tools and procedures, and school organisation. The analysis illustrates the main differences and convergences in policy formulation and implementation strategies among the EU Member States. It also identifies key obstacles that must be overcome for an effective implementation before suggesting some policy recommendations.

Defining the Industrial and Engineering Management Professional Profile: a longitudinal study based on job advertisements

“…As mentioned earlier, the literature refers to transversal competences in different ways, "generic", "transferable", "dynamic" (Halász & Michel, 2011). Transversal competences refer to those competences that are beyond technical subjects but are also related to professional practice.…”

Jóvenes, fracaso escolar y programas de segunda oportunidad / Youth, academic failure and second chance training programmes

“…These programmes organize the curricula around training in key competences and job skills; the former enables the trainee to gain access to educational, social and labour contexts and the latter enables access to employment. In other words, curricula of IPQP are defined not only in terms of knowledge and/or disciplinary areas, but also of capacities, attitudes, practical skills, abilities, motivation, emotions, ethical values and behaviours (Halász y Michel, 2011;Tiana, Moya y Luengo, 2011).…”

Full Issue

“…A pesar de que, en un principio, el concepto de competencias resultaba confuso por el hecho de acumular significados de tradiciones diversas, existe un acuerdo generalizado en considerar que implican la movilización de habilidades prácticas, conocimientos, motivaciones, valores éticos, actitudes, emociones y otros componentes sociales y de comportamiento para lograr una acción eficaz orientada a la adquisición de fines educativos (Escamilla, 2008;European Union, 2006;Halász & Michel, 2011;Marco, 2007;OECD, 2005;Zabala & Arnau, 2007).…”

“…Es preciso tener en cuenta la aplicabilidad de los aprendizajes en determinados contextos (González, 2011;Perrenoud, 2011;Zabala & Arnau, 2007); la transversalidad y la interdisciplinariedad (Escamilla, 2008;Marco, 2007;Sarramona, 2004;Zabala & Arnau, 2007); y la resolución de retos del entorno más próximo del alumnado (López-Ros, 2005), integrando aprendizajes de diferentes materias para que los aprendizajes perduren a lo largo de la vida (Halász & Michel, 2011).…”