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Key Competences in Europe: Opening Doors for Lifelong Learners Across the School Curriculum and Teacher Education

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Key Competences in Europe: Opening Doors for Lifelong Learners Across the School Curriculum and Teacher Education A Service of Leibniz-Informationszentrum econstor Wirtschaft Leibniz Information Centre Make Your Publications Visible. zbw for Economics Gordon, Jean et al. Working Paper Key competences in Europe: Opening doors for lifelong learners across the school curriculum and teacher education CASE Network Reports, No. 87 Provided in Cooperation with: Center for Social and Economic Research (CASE), Warsaw Suggested Citation: Gordon, Jean et al. (2009) : Key competences in Europe: Opening doors for lifelong learners across the school curriculum and teacher education, CASE Network Reports, No. 87, ISBN 978-83-7178-497-2, Center for Social and Economic Research (CASE), Warsaw This Version is available at: http://hdl.handle.net/10419/87621 Standard-Nutzungsbedingungen: Terms of use: Die Dokumente auf EconStor dürfen zu eigenen wissenschaftlichen Documents in EconStor may be saved and copied for your Zwecken und zum Privatgebrauch gespeichert und kopiert werden. personal and scholarly purposes. Sie dürfen die Dokumente nicht für öffentliche oder kommerzielle You are not to copy documents for public or commercial Zwecke vervielfältigen, öffentlich ausstellen, öffentlich zugänglich purposes, to exhibit the documents publicly, to make them machen, vertreiben oder anderweitig nutzen. publicly available on the internet, or to distribute or otherwise use the documents in public. Sofern die Verfasser die Dokumente unter Open-Content-Lizenzen (insbesondere CC-Lizenzen) zur Verfügung gestellt haben sollten, If the documents have been made available under an Open gelten abweichend von diesen Nutzungsbedingungen die in der dort Content Licence (especially Creative Commons Licences), you genannten Lizenz gewährten Nutzungsrechte. may exercise further usage rights as specified in the indicated licence. www.econstor.eu The views and opinions expressed here reflect the authors’ point of view and not necessarily those of CASE Network. This study was commissioned by the European Commission's Directorate- General for Education and Culture. The views expressed in the report are those of the authors and do not necessarily reflect those of the European Commission. Keywords: key competences, lifelong learning, cross-curricular, competence JEL: I21 Analysis of Education © CASE – Center for Social and Economic Research, Warsaw, 2009 Graphic Design: Agnieszka Natalia Bury EAN 9788371784972 Publisher: CASE-Center for Social and Economic Research on behalf of CASE Network 12 Sienkiewicza, 00-010 Warsaw, Poland tel.: (48 22) 622 66 27, fax: (48 22) 828 60 69 e-mail: [email protected] http://www.case-research.eu The CASE Network is a group of economic and social research centers in Po- land, Kyrgyzstan, Ukraine, Georgia, Moldova, and Belarus. Organizations in the network regularly conduct joint research and advisory projects. The research cov- ers a wide spectrum of economic and social issues, including economic effects of the European integration process, economic relations between the EU and CIS, monetary policy and euro-accession, innovation and competitiveness, and labour markets and social policy. The network aims to increase the range and quality of economic research and information available to policy-makers and civil society, and takes an active role in on-going debates on how to meet the economic chal- lenges facing the EU, post-transition countries and the global economy. The CASE network consists of: • CASE – Center for Social and Economic Research, Warsaw, est. 1991, www.case-research.eu • CASE – Center for Social and Economic Research – Kyrgyzstan, est. 1998, www.case.elcat.kg • Center for Social and Economic Research – CASE Ukraine, est. 1999, www.case-ukraine.kiev.ua • CASE –Transcaucasus Center for Social and Economic Research, est. 2000, www.case-transcaucasus.org.ge • Foundation for Social and Economic Research CASE Moldova, est. 2003, www.case.com.md • CASE Belarus – Center for Social and Economic Research Belarus, est. 2007. KEY COMPETENCES IN EUROPE: OPENING DOORS FOR LIFELONG LEARNER Acknowledgements This report is the result of a team effort and reflects the contributions of all those who have contributed to the country fiches, the country case studies as well as the interim and final reports, in particular: The authors of the final report: Jean Gordon, Gabor Halasz, Magdalena Krawczyk, Tom Leney, Alain Michel, David Pepper, Elzbieta Putkiewicz, Jerzy Wiśniewski (Project Coordinator). Supporting researchers: Philip Ammerman, Marta Arànega Gallart, Laura Boardman, François-Xavier Chevrier, Natalia Cuddy, Raoul Dutta, Céleste Girard, Eeva Kesküla, Elżbieta Majchrowicz, Beata Matysiewicz, Tom May, Jordi Planas, Bernard Platel, Ricardo Prieto, Magdalena Rokicka, Elena Siegmann, Vilmos Vass. The project team was led by: CASE – Center for Social and Economic Research (Poland) The members of the consortium were: European Institute of Education and Social Policy – EIESP (France) Qualifications and Curriculum Authority – QCA (United Kingdom) Universitat Autonoma de Barcelona – UAB (Spain) And two individual experts: Gábor Halasz, Eötvös Loránd University, Buda- pest and Vilmos Vass, University Pannonia, Veszprém (Hungary) CASE Network Reports No. 87 4 KEY COMPETENCES IN EUROPE: OPENING DOORS FOR LIFELONG LEARNERS Contents PART I: Introduction and Conceptualization of Key Competences ...............22 1 Introduction ......................................................................................................23 1.1 The assignment .......................................................................................23 1.2 Context – the Lisbon Strategy.................................................................24 1.3 The methodology ....................................................................................26 1.4 The report................................................................................................28 2 Conceptualising cross-curricular key competences: a review of approaches and research..........................................................................................................29 2.1 Introduction.............................................................................................29 2.2 What are (cross-curricular) key competences? .......................................33 2.3 EU strategies to support competences for the 21st century ....................42 2.4 What can we learn from other international examples?..........................56 2.5 Further conceptual and research approaches and issues .........................67 2.6 What are the major issues for the study raised by the different frameworks and literature?.................................................................................73 PART II: Policy and Implementation...................................................................77 3 Policies and Implementation Approaches.....................................................78 3.1 Introduction.............................................................................................78 3.2 Do all countries have a specific policy in this area? ...............................79 3.3 Main issues arising................................................................................120 4 The assessment of cross-curricular key competences .................................123 4.1 Introduction...........................................................................................123 4.2 What is being assessed? ........................................................................124 4.3 How are competences being assessed? .................................................134 4.4 Main issues and implications for policy................................................145 5 Teacher Education for the Development of Key Competences.................148 5.1 Introduction...........................................................................................148 5.2 Teacher education systems in EU-27 with regard to cross-curricular key competences .....................................................................................................149 5.3 Assessing teachers’ competences..........................................................159 5.4 Education towards specific competences..............................................161 5.5 Leadership.............................................................................................165 5.6 Teachers as key actors in the shift towards competences .....................165 5.7 Main issues arising................................................................................167 6 Competence Development and School Practice...........................................169 6.1 Introduction...........................................................................................169 6.2 New pedagogy?.....................................................................................170 6.3 The national curriculum – the context for school practice....................171 5 CASE Network Reports No. 87 KEY COMPETENCES IN EUROPE: OPENING DOORS FOR LIFELONG LEARNER 6.4 School strategies................................................................................... 174 6.5 The whole school approach.................................................................. 175 6.6 School level curriculum....................................................................... 176 6.7 Key competence defined as special subjects........................................ 178 6.8 Key competences through optional subjects .......................................
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