Brief
definition of each key competence (EU 2006)
Competence
Competency-based
curriculum
Core
curriculum
Key
competences
Brief definition
of each key competence (EU 2006)
1. Communication in
the mother tongue
Definition:
Communication in the mother tongue is the
ability to express and interpret concepts, thoughts, feelings, facts and opinions
in both oral and written form (listening, speaking, reading and writing), and
to interact linguistically in an appropriate and creative way in a full range
of societal and cultural contexts; in education and training, work, home and
leisure.
Communication in the mother tongue requires an
individual to have knowledge of vocabulary, functional grammar and the
functions of language. It includes an awareness of the main types of verbal
interaction, a range of literary and non-literary texts, the main features of
different styles and registers of language, and the variability of language and
communication in different contexts.
2. Communication in
foreign languages
Definition:
Communication in foreign languages broadly
shares the main skill dimensions of communication in the mother tongue: it is
based on the ability to understand, express and interpret concepts, thoughts,
feelings, facts and opinions in both oral and written form (listening,
speaking, reading and writing) in an appropriate range of societal and cultural
contexts (in education and training, work, home and leisure) according to one's
wants or needs. Communication in foreign
languages also calls for skills such as mediation and intercultural
understanding.
3. Mathematical
competence and basic competences in science and technology
Definition:
A. Mathematical
competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations. Building on
a sound mastery of numeracy, the emphasis is on process and activity, as well
as knowledge. Mathematical competence involves, to different degrees, the
ability and willingness to use mathematical modes of thought (logical and
spatial thinking) and presentation (formulas,
models, constructs, graphs, charts).
B. Competence in
science refers to the ability and willingness to use the body of knowledge and
methodology employed to explain the natural
world, in order to identify questions and to draw evidence-based conclusions.
Competence in
technology is viewed as the application of
that knowledge and methodology in response to perceived human wants or needs.
Competence in science and technology involves an understanding of the changes
caused by human activity and responsibility as an individual citizen.
4. Digital competence
Definition:
Digital competence involves the confident and
critical use of Information Society Technology (IST) for work, leisure and
communication. It is underpinned by basic skills in ICT: the use of computers to
retrieve, assess, store, produce, present and exchange information, and to
communicate and participate in collaborative networks via the Internet.
5. Learning to learn
Definition:
‘Learning to learn’ is the ability to pursue
and persist in learning, to organize one's own learning, including through effective management of time and information,
both individually and in groups. This competence includes awareness of one's
learning process and needs, identifying available opportunities, and the
ability to overcome obstacles in order to learn successfully. This competence
means gaining, processing and assimilating new knowledge and skills as well as seeking
and making use of guidance. Learning to learn engages learners to build on
prior learning and life experiences in order to use and apply knowledge and
skills in a variety of contexts: at home, at work, in education and training.
6. Social and civic
competences
Definition:
These include personal, interpersonal and
intercultural competence and cover all forms of behavior that equip individuals
to participate in an effective and constructive way in social and working life,
and particularly in increasingly diverse societies, and to resolve conflict
where necessary. Civic competence equips individuals to fully participate in
civic life, based on knowledge of social and political concepts and structures
and a commitment to active and democratic participation.
Civic competence is based on knowledge of the concepts of democracy, justice, equality,
citizenship, and civil rights, including how they are
expressed in the Charter of Fundamental Rights of the European Union and international
declarations and how they are applied by various institutions at the local,
regional, national, European and international levels. It includes knowledge of
contemporary events, as well as the main events and trends in national,
European and world history. In addition, an awareness of the aims, values and
policies of social and political movements should be developed. Knowledge of
European integration and of the EU's structures, main objectives and values is
also essential, as well as an awareness of diversity and cultural identities in
Europe.
7. Sense of initiative
and entrepreneurship
Definition:
Sense of initiative and entrepreneurship refers
to an individual's ability to turn ideas into action. It includes creativity, innovation
and risk-taking, as well as the ability to plan and manage projects in order to
achieve objectives. This supports individuals, not only in their everyday lives
at home and in society, but also in the workplace in being aware of the context
of their work and being able to seize opportunities, and is a foundation for
more specific skills and knowledge needed by those establishing or contributing
to social or commercial activity. This should include awareness of ethical
values and promote good governance.
8. Cultural awareness
and expression
Definition:
Appreciation of the importance of the creative
expression of ideas, experiences and emotions in a range of media, including
music, performing arts, literature, and the visual arts. Essential knowledge,
skills and attitudes related to this competence:
Cultural knowledge includes an awareness of
local, national and European cultural heritage and their place in the world. It
covers a basic knowledge of major cultural works, including popular
contemporary culture. It is essential to understand the cultural and linguistic
diversity in Europe and other regions of the world, the need to preserve it and
the importance of aesthetic factors in daily life.
Competence: Within the European Union area a
competence is defined as a combination of knowledge, skills and attitudes
appropriate to the context. Competence
indicates the
ability to apply learning outcomes adequately in a defined context (education,
work, personal or professional development). Competence is not limited to
cognitive elements (involving the use of theory, concepts or tacit knowledge);
it also
encompasses
functional aspects (involving technical skills) as well as interpersonal
attributes (e.g. social or organizational skills) and ethical values. (CEDEFOP 2011).
Competences
can be domain-specific, e.g. relating to knowledge, skills and attitudes within
one specific subject or discipline, or general/transversal because they have
relevance to all domains/subjects. In some contexts the term ‘skills’ (in a
broader sense) is sometimes used as an equivalent of ‘competences’.
Competency-based
curriculum:
A curriculum
that emphasizes the complex outcomes of a learning process (i.e. knowledge, skills
and attitudes to be applied by learners) rather than mainly focusing on what
learners are expected to learn about 13 in
terms of traditionally-defined subject content. In principle such a curriculum
is learner-centred and adaptive to the changing needs of students, teachers and
society. It implies that learning activities and environments are chosen so
that learners can acquire and apply the knowledge, skills and attitudes to situations
they encounter in everyday life.
Competency-based
curricula are usually designed around a set of key competences/competencies
thatcan be cross-curricular and/or subject-bound.
Core
curriculum: The body of knowledge, skills and attitudes expected to
be learned by all students, generally related to a set of subjects and learning
areas that are common to allstudents, such as languages, mathematics, arts, physical
education, science and social studies.
Key competences:
Within the
European Union area key competences are defined as the sum of skills (basic and
new basic skills) needed to live in a contemporary knowledge society. In their
recommendation on key competences for lifelong learning (2006), the European
Parliament and the Council set out eight key competences: communication in the
mother tongue; communication in foreign languages; competences in mathematics,
science and
technology; digital competence; learning to learn; interpersonal, intercultural
and socialcompetences, and civic competence; entrepreneurship; and cultural
expression. (Source: CEDEFOP 2011). The recommendation of the European Parliament
and the Council also states that the key competences are all considered equally
important, because each of them can contribute to a successful life in a knowledge
society. Many of the competences overlap and interlock: aspects essential
to one domain
will support competence in another.Competence in the fundamental basic skills
oflanguage, literacy, numeracy and in information and communication
technologies (ICT) is an essentialfoundation for learning, and learning to
learn supports all learning activities. Critical thinking,
creativity,initiative, problem solving, risk assessment, decision taking, and
constructive management of feelings play a role in all eight key competences. (Source:
European
Parliament
2006).
Curriculum
policies increasingly focus on competences that students are expected to
develop during the whole process of learning across specific subjects or disciplines
and that they need to succeed in education and for personal development,
employment and inclusion in a knowledge society. A variety of terms are used to
indicate these competences, the most frequent ones being competences or
competencies (defined as key, core, general, generic, basic, cross-curricular
or transversal competences) and skills (defined as key, foundation, core,
basic, essential, cross-thematic, cross-curricular or 21st century skills).
Beyond the European Union area, several organizations, partnerships and
consortia have defined and endorsed different core competences/skills
frameworks.
