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Contributions to the Second Deseco Symposium Geneva, Switzerland, 11-13 February, 2002

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Contributions to the Second Deseco Symposium Geneva, Switzerland, 11-13 February, 2002 Definition and Selection of Key Competencies Contributions to the Second DeSeCo Symposium Geneva, Switzerland, 11-13 February, 2002 Neuchâtel 2003 Definition and Selection of Key Competencies Contributions to the Second DeSeCo Symposium Geneva, Switzerland, 11-13 February, 2002 Edited by: Dominique Simone Rychen Swiss Federal Statistical Office Laura Hersh Salganik Education Statistics Services Institute, American Institutes for Research Mary Elizabeth McLaughlin Education Statistics Services Institute, American Institutes for Research Swiss Federal Statistical Office Neuchâtel, 2003 Information: Heinz Gilomen (SFSO) Phone: 41 (0) 32 713 68 38 Dominique Simone Rychen (SFSO) Phone: 41 (0) 32 713 61 60 Editors: Swiss Federal Statistical Office (SFSO) Education Statistics Services Institute (ESSI), American Institutes for Research (AIR) Obtainable from: Swiss Federal Statistical Office (SFSO) CH-2010 Neuchâtel Phone: 41 (0) 32 713 60 60 Fax: 41 (0) 32 713 60 61 Email: [email protected] Order number: 312-0200 Price: Fr. 28.– Graphics/Layout: Sanjay R. Seth, ESSI/AIR Cover Art: Andreas de Bruin, Publi Duty Copyright: SFSO, Neuchâtel 2003 Reproduction with mention of source authorized (except for commercial purposes) ISBN: 3-303-15297-7 Definition and Selection of Key Competencies Table of Contents Foreword . 3 Editors’ Note . 5 Introduction . 7 1. Opening Session . 13 Ruth Dreifuss, Head of the Swiss Federal Department of Home Affairs, The Federal Council of Switzerland Valena White Plisko, Associate Commissioner, National Center for Education Statistics, U.S. Department of Education Satya Brink, Director, Child, Youth, and Social Development Studies, Human Resources Development Canada Barry McGaw, Director for Education, OECD 2. Key Competencies in OECD Countries – Similarities and Differences . 25 Uri Peter Trier, Twelve Countries Contributing to DeSeCo: A Summary Report 3. Key Competencies and their Relevance for Human, Social, and Ecomomic Development Beyond the OECD . 65 Albert Tuijnman, An Overview of the Panel Discussion 4. Critical Competencies in Relevant Social Fields . 69 Barbara Fratczak-Rudnicka and Judith Torney-Purta, Competencies for Civic and Political Life in a Democracy Trevor Riordan and Gianni Rosas, Key Competencies: An International Labour Office Perspective Attilio Oliva, Key Competencies in and Across Social Fields: The Employers’ Perspective Sondra Stein, What Family Life Demands: A Purposeful View of Competent Performance 5. Toward a Framework for Defining and Selecting Key Competencies . 107 Dominique Simone Rychen, A Frame of Reference for Defining and Selecting Key Competencies in an International Context 6. Lifelong Learning – Development of Key Competencies . 117 Andrew Gonczi, Teaching and Learning of the Key Competencies Adama Ouane, Defining and Selecting Key Competencies for Lifelong Learning Daniel P. Keating, Definition and Selection of Competencies From a Human Development Perspective 7. Key Competencies – Moving Toward Indicators and Assessments . 169 Tim Oates, Key Skills/Key Competencies: Avoiding the Pitfalls of Current Initiatives Laura H. Salganik, Highlights from Current Assessments Jean-Claude Emin, Proposal for a Strategy to Assess Adults’ Competencies 8. Closing Remarks. 201 Heinz Gilomen, Conclusions and Next Steps 3 Foreword What competencies are necessary for individuals to cope with important challenges in the different spheres of life, such as the economic sphere, the political sphere, and family life? Is it possible to identify a finite set of compe- tencies necessary for an overall successful life and a well-functioning society? If so, what is the nature of these com- petencies? To what extent are key competencies similar across countries and sectors? What are the implications of the concept of key competence for learning and teaching throughout life? And what are the challenges for enhanc- ing and assessing key competencies? These are some of the questions that have served to stimulate the research within the OECD project Definition and Selection of Competencies: Theoretical and Conceptual Foundations (DeSeCo) and the contributions and discussions at the second international DeSeCo Symposium. Although DeSeCo may not have answered each of these questions completely or definitively, it fulfilled its mission to advance the theoretical and conceptual foundations for defining, selecting, and assessing important competencies. In a collaborative effort, it succeeded over the course of its work program in developing an overarching conceptual frame of reference for key competencies rooted in theory, yet relevant for policy. DeSeCo has focused on competencies in terms of potential strategic resources not only for economic productivity but, more broadly, for sustainable democratic development. Education and investment in key competencies for all are thus critical instruments for promoting equality of opportunity and for strengthening respect for human rights and peace, thereby contributing to the quality of life and of society. Many topics and issues that appear on today’s political agenda are complex and thus need to be explored not only from various perspectives but also from a more holistic viewpoint, taking into account relevant socio-economic and historical factors in order to formulate adequate policy strategies based on sound information. Thus, the interdis- ciplinary, theory-oriented, and policy-driven approach adopted in DeSeCo seems a viable method to tackle in a more integrated way many of the questions that individuals and countries are confronted with and concerned about. As lead country of this project, we hope that DeSeCo’s conceptual work will prove a useful tool to guide the devel- opment of a long-term strategy for internationally comparative assessments of competencies, the design of policy strategies for enhancing key competencies in light of the desired societal objectives, and the evaluation of educa- tion and training programs. At the same time, we recognize the relevance and value of, and the need for, continu- ous sustained international and interdisciplinary collaboration and exchange in this research area, as well as in other new domains critical for monitoring the quality of education and training systems. This publication contains contributions prepared for the 2nd international DeSeCo Symposium, held in February 2002. It is one of four publications that document the invaluable work, reflections, and creativity of the many researchers, experts, policy-makers, and policy analysts involved and engaged in the process of defining and select- ing key competencies at the international level. The contributions in this volume reflect, on the one hand, the broad range of perspectives and issues at stake when attempting to define and select key competencies for a suc- cessful life and a well-functioning society and, on the other hand, the many conceptual and cultural commonali- ties that transcend these perspectives and issues and thus make possible the construction of an overarching frame of reference for key competencies and the identification of a set of key competencies. Contributions to the Second DeSeCo Symposium 4 Finally I would like to take this opportunity to thank the members of the DeSeCo Steering Group for their sustained support and commitment to the DeSeCo Project over the past 5 years. In particular I would like to thank Eugene Owen and the National Center of Education Statistics of the United States Department for the considerable resources contributed to the project. My thanks also go to Barry McGaw and Andreas Schleicher from the OECD and Scott Murray from Statistics Canada. I would also like to extend my thanks to the many other individuals who contributed to the second international DeSeCo Symposium by authoring papers, giving presentations or leading discussions, as well as to others who par- ticipated in this international collaborative effort and contributed their time and reflections to DeSeCo in earlier phases of the project. Special thanks go to my Swiss colleagues, Norberto Bottani, Walo Hutmacher, and Uri Peter Trier, who played a key role in the initiation of the DeSeCo Project. Last but not least, I am grateful to Laura Salganik and Mary McLaughlin of the Education Statistics Services Institute, American Institutes for Research, and to Dominique Simone Rychen, of the Swiss Federal Statistical Office, for their significant efforts during the past years and for bringing together in this volume the valuable contributions of the DeSeCo's second symposium. Heinz Gilomen Director of Social and Education Statistics Swiss Federal Statistical Office 5 Editors’ Note This volume contains the contributions prepared in conjunction with the second international DeSeCo Symposium,1 which constitute valuable source and reference material for the DeSeCo strategy paper (OECD, 2002) and final report. Thus, this symposium volume complements DeSeCo’s final publication, Key Competencies for a Successful Life and a Well-Functioning Society (Rychen & Salganik, Eds., 2003). The material in this volume, in particular DeSeCo’s categorization of key competencies, reflects the status of the Project as of early 2002. We therefore ask readers to refer to the final report, Key Competencies for a Successful Life and a Well-Functioning Society, for DeSeCo's overarching conceptual frame of reference in its final form. The contributions in this volume reflect the wide and varied range of input and perspectives received and discussed at the symposium. An effort has
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