Briefing Book - Curriculum Design and Assessment

Table of Contents

THEME 1: CURRICULUM DESIGN 2
What is Curriculum? 2
Curriculum in OECD Countries 2
Philosophy and Core Concepts in Approaching Curriculum 4

The Scaffold: Curriculum Components 4

Cross-Curricular Components 4

Nine Curricular Considerations 5

Old, New, or Blend? 5

Learning Outcomes 5

Game Changers: Self-Regulated Learning & Adaptive Learning Technologies 9

THEME 2: FROM CURRICULUM TO COMPETENCES 9

What is a Competence? 9

What are Key Competences? 9

The Key Competences Reference Framework by the European Union 10
The EU Reference Framework of Eight Competences 10
Competence or Competency? 10
Transversal Competences 11
Key Competences For Lifelong Learning: An EU Reference Framework 12

Basic elements of the updated EU Recommendations: 2018 12

Descriptions of the 8 Key Competences 13
Science, technological, engineering and mathematical competence 21
Digital competence 23
Personal, Social and Learning Competence 24
Civic competence 27
Entrepreneurship competence 29
Cultural awareness and expression 31
UNESCO 33
ACT21 33
THEME 3: OECD, ASSESSMENT, and PISA 36

READING LIST 38
Key Sources 38
Assessments in Classrooms and Excerpts from Articles 38
Competences(cies) 40
Course on 21st Century Competences 41
Culture 41
Curriculum Design 41
Diversity and Multilingualism 41
Language, Literacy, and Financial/Media Literacy 42
Lifelong Learning 42
OECD and PISA 42
Science and Sustainability 43

___________________

Revised: 25/01/2020 | Drs. Vandenbrande, L. and Mednick, F. | Back to Table of Contents -1-

THEME 1: CURRICULUM DESIGN

What is Curriculum?
Educationalists and leaders often claim (rightly so) that a country’s curriculum is an
encapsulation of its values, whether it is explicit (what the country wants its citizenry to know)
or implicit (what it teaches, even if not within the covers of its textbooks). Innovation is often
centered in curriculum because it includes not only the what, but the why, when, and how. In
short, a country’s vision for education (knowledge, skills, and values themselves) are
embedded in its curriculum.
Innovation is essential for the education sector. Curriculum innovations can include new
subjects, combinations of old subjects or cross-cutting learning objectives. They may also take
the form of new content, concepts, sequencing, time allocation or pedagogy. The ways in
which curriculum decision making is organised also reflects different implicit approaches on
how educational systems approach innovation and development.
Some examples should suffice. A country that shifts from basic science in separate subjects to
STEM (far more interdisciplinary) is usually undergoing a transition—to participate more
competitively in a global, information age...or because it recognizes that single disciplines may
no longer be effective.
How a country makes that shift is a subject worthy of study in the field of Education
Sciences. A good idea may be executed poorly. A bad idea may become common practice. A
policy may open up unlimited possibilities or dampen enthusiasm for taking intellectual
risks. Curriculum reform may feel like an opportunity or a threat. Think of your own
country and what you learned in school. What does it say about you? Your country?
There are two contrasting approaches to curriculum decision making and bringing about
innovations in education.
● At one extreme, a prescriptive central curriculum implicitly places the initiative for
educational innovations at the level of the central administration. This approach
provides strong incentives for schools and teachers to adapt innovations that would
not otherwise take place. Innovations, supported by policy measures and informed by
research, are brought within the reach of all schools and teachers in an equitable
manner. The challenge is then to accommodate local needs and ensure the
commitment to and implementation of innovations by schools and teachers.
● At the other extreme, decentralised curriculum decision making provides schools –
and perhaps even teachers – with room to create their own educational innovations.
This approach allows for experimentation relevant to individual students and local
communities. Innovations are meant to spread through horizontal networks of
schools and teachers. The challenge is then to provide incentives for individual
schools and teachers to innovate or adapt innovations and ensure that they have
equal capacity to do so.
Curriculum in OECD Countries

Note: More on OECD in Theme 3: OECD, The Organization for Economic Cooperation and
Development (OECD) is a consortium of 36 countries and more than 70 non-member
___________________


economies to promote economic growth, prosperity, and sustainable development. In addition

to its offering of the PISA exam (more on that later), OECD focuses a great deal on the link
between curriculum policy and educational innovation. To keep in mind:
● OECD education systems differ clearly when looking at formal curriculum decision
making, although no system relies on a purely central or school-based approach to
curriculum innovations.
● Second, several elements can reduce the “innovation power” of the central curriculum
and the “innovation flexibility” of the decentralised curriculum.
● Third, stakeholders – such as experts, teachers and parents – are able to influence
curriculum innovations differently at central and school levels. Innovations in
central-level curriculum appear to have widespread possibilities to rely on expert
knowledge with consultation with practitioners, parents and the wider public..
Overall, reliance largely on schools as origins of curriculum-related decisions appears as slightly

more popular than reliance on the central level. At the same time, several OECD countries seem
to opt for a rather centrally-driven approach, while few countries appear to mix the two origins
of decisions according to the what a nd how dimensions of the curriculum.
Broadly, the overall approaches to curriculum-related innovations can be entitled (1) School-based
approach, (2) Mixed approach and (3) Central approach:
● The school-based approach seems to prevail in 13 OECD education systems that appear
to rely more on schools than on central authorities to bring about curriculum
innovations. New Zealand stands out as the OECD country where schools can
autonomously decide upon most elements for potential innovations regarding both what
is taught to students and how students are taught. In addition, in eleven other countries
curriculum decision-making power is largely allocated to school level. In eight OECD
education systems, schools mostly decide autonomously on how students are taught,
while most decisions on what is taught to students are taken within a central framework.
In the Czech Republic, Denmark, Estonia and Hungary, most decisions regarding both
curriculum dimensions are made by the schools, however not autonomously, but within
a central framework.
● The mixed approach is less popular, with five OECD countries – Italy, Korea, Norway,
Portugal and Sweden – appearing to rely on both central and school levels in bringing
about curriculum innovations. In these countries, most innovations on what is taught to
students are expected to originate autonomously from the central level, whereas schools
can autonomously innovate on how students are to be taught. In no OECD country,
however, is direct central influence on how students are taught combined with more
freedom for schools to innovate on what to teach students.
● The central approach e merges also as a popular approach with eight OECD countries
implicitly expecting curriculum innovations to originate from the central level. In the two
smallest OECD countries – Iceland and Luxembourg – as well as in the two less affluent
OECD countries – Mexico and Turkey – most curriculum innovations regarding both
what is taught to students and how students are taught are expected to originate from
the central level. Furthermore, in four other countries – Austria, Germany, Slovenia and
___________________


Spain – what is taught to students is mainly autonomously decided at central level, while
most innovations by schools on how students are taught are also guided by the central
framework.
Finally, since the data analysis of formal curriculum decision making and implicit approaches to
innovation is restricted to public lower-secondary education, a somewhat different picture could
emerge on other types or levels of education.
Philosophy and Core Concepts in Approaching Curriculum

What should it include...and why? The general rule of thumb has traditionally been that there
are four orientations for achieving curriculum objectives:
1. HUMANISTIC: focuses on personally satisfying experiences, such as the growth and
personal integrity of each individual;
2. SOCIAL RECONSTRUCTION: puts larger social needs over individual ones;
3. TECHNOLOGIST: emphasizes curriculum as a technological process for efficiently
producing ends demanded by policy makers. Think of this more as a lever than the use
of computers;
4. ACADEMIC: emphasizes curriculum as a means to introduce learners to subject matter
disciplines and organized fields of study.
Of course, curriculum can also be seen as:
1. Cognitive processing, where its main task would be to develop a set of cognitive skills
applicable to learning almost anything
2. An intellectual tradition, whereby curriculum is a legacy to be passed down from
generation to generation
3. Social Behaviorist: the way in which a society perpetuates its culture and social norms
4. Experimentalist: the means by which learners develop a scaffold of skills related to
problem-solving that leave much to the teacher to synthesise knowledge of learners,
subject matter and milieu
The Scaffold: Curriculum Components

1. Scope determines the breadth of subjects and topics offered over a given time
2. Continuity nsures re-visitation of a theme or skill over a certain period of time such as
over the length of secondary education
3. Sequence refers to the deepening of a skill or concept over a certain period of time by
building on a preceding one
4. Integration refers to the mutually reinforcing relationship between elements such as
concepts, skills and values across the curriculum
Cross-Curricular Components
In addition to treating each subject as a separate component, cross-curricular components
include:
___________________


1. Activities identified for consistent treatment in some or all subjects;

2. Activities, such as a project, added to, or outside, subject boundaries;
3. integrated elements, relevant for society or student interests, going beyond traditional
subject boundaries
Nine Curricular Considerations

1. Platform refers to beliefs and assumptions behind curriculum decisions such as positions,
orientations or principles
2. Objectives represent the intended outcomes from broad aims to standards of student
performance
3. Student entry behaviours refer to competency requirements for a particular programme
4. Assessment tools and procedures are defined as test items and test forms.
5. Instructional material includes written, visual, audio or other material.
6. Learner experiences, Learner experiences refer to different learner profile descriptions.
7. Teaching strategies, Teaching strategies is seen as patterns of teacher
8. Content comprises facts, concepts, principles or generalisations and thought systems
9. Time for all the other eight curriculum dimensions
Old, New, or Blend?

Curriculum innovations can take the form of completely new subjects or combine old subjects
with new ones. They can include, for example, new content, concepts, sequencing and time
allocation within or across already existing subjects, while curriculum innovations can even
translate to new and improved ways of teaching students.
In OECD countries, so-called key competences and student-centred approaches to teaching
have been recently promoted in several curriculum frameworks, while cross curricular or
integrated studies are increasingly common in many countries.
As a case in point, while many European countries are seen as evolving towards a
competence-based curriculum – “understood as a combination of knowledge, skills, attitudes
and values” – the approaches on how to go about it tend to differ (Halász and Michel, 2011).
Policy formulations may rely on approaches focusing on skills/competences, subjects, themes,
personal development or goals and principles (Annex 2).
Learning Outcomes
Throughout Europe, the term ‘learning outcomes’ is increasingly embedded in the vocabulary
of education and training policies. Here are two definitions:
● “What a learner knows, understands and is able to do upon completion of a learning
process, in terms of knowledge, skills and competence”

● “Sets of knowledge, skills and/or competences an individual has acquired and/or is
able to demonstrate after completion of a learning process, either formal, non-formal
or informal” (Cedefop, 2014a, pp. 164-165).
___________________


The relationship between these two definitions can be understood as the relationship – or
feedback-loop – between intended and actually achieved learning outcomes. Competence
(discussed at length below) can be understood as actually achieved learning outcomes,
validated through the ability of the learner autonomously to apply knowledge and skills in
practice, in society and at work. Learning outcomes are validated by their relationship to
competences (Cedefop, 2012, p. 35). Both learning outcomes and competence-based
approaches have been influenced by constructivist and behaviourist theories of learning.
Bloom’s taxonomy has been cited as one of the most important theoretical influences on
thinking about learning outcomes and progression.

Figure 1. Bloom’s Taxonomy
Learning outcomes are used in different contexts and fulfil different purposes. These include
qualifications frameworks (regional and national) level descriptors, qualification and education
standards, curricula and assessment, and quality assurance.
These tools are intended to improve links between education and labour markets and civil
society, to promote learner mobility, and to improve the quality of learning. Ideally, learning
outcomes approaches also improve transparency and coherence of qualification systems and
qualifications. In this section, we describe these various tools and how they may be used to meet
these several aims.
The European Center for the Development of Vocational Training (CEDEFOP) has connected
learning outcomes to institutions actively involved in creating a learning culture. CEDEFOP
Its ambition is to act as a reference point for cooperation in this area. It offers examples of the
use of learning outcomes and provides an overview of existing guidance and research material
supporting their definition and writing.
The handbook also aims to promote dialogue between education and training and labour
market stakeholders by building on material from different parts of the education and training
system, and bridging the gap between institutions and sectors.. Here’s a video on CEDEFOP
and an additional publication. We have also included some key summaries of CEDEFOP’s
publication:

___________________


Learning outcomes and systemic policy reform

Examination of how the shift to learning outcomes triggered policy reforms at system level in
the 33 countries included in the study. All the countries examined are moving towards
learning outcomes approaches within and across their education and training subsystems,
albeit from very different starting points, at different paces and using different methods.
It also aims to describe the objectives of these interventions, the form they take and their focus
and coverage. It is important to understand whether policies in this area are comprehensive or
whether they are limited to particular areas, such as subsystems of education and training
(general, vocational, higher education, adult learning). From this, the study is concerned with
the extent to which initiatives seek to bridge the different subsystems and how the challenge of
lifelong learning is addressed.
The impetus for a shift towards learning outcomes approaches, both in national systems and
subsystems, came at different times depending on the country and/or system. Systems that
show more incremental features, such as Scotland or France, have been developing these
approaches and policy instruments over a long period, albeit in different ways. In other
countries, such as Croatia or Romania, reforms have been stimulated by various factors
including EU accession. More on this later.
In recent years, countries in Europe have made significant progress in the shift to learning
outcomes, both at the national policy level and – increasingly – in terms of practices at local
and institution level. Practically all European countries have introduced new policies, many of
them defining new qualifications and curriculum standards and activating support
mechanisms to promote the use of learning outcomes approaches in some or all subsystems of
education. The shift to outcomes-based teaching and learning has become visible in an
increasing number of education and training institutions. While a few years ago the shift was
most visible in vocational education and training (VET) and adult education subsystems, now
it is also visible in higher education in almost all countries. Developments can also be observed
– although to a lesser extent – in primary and secondary education.
A main driver of progress has been the emergence of comprehensive, learning-outcomes-based
national qualifications frameworks, including explicit learning-outcomes-based levels (in line
with the European qualifications framework (EQF)). The process of developing national
qualifications frameworks has increased the awareness of key actors (including policymakers,
curriculum and programme developers, evaluation and assessment experts, teaching
practitioners, employers and other social partners) about learning outcomes approaches and
the interrelations among the subsystems of education and training. In most countries, the
existence of, and the recent learning outcomes approach, for example in higher education (HE)
or vocational education and training (VET), has positive results for establishing lifelong
learning strategies and practices. In others, the development of a comprehensive NQF has been
a significant contributing factor in evolving a strategy for lifelong learning and defining
learning outcomes.
All 33 countries examined for this study demonstrate a range of strategies at system and
subsystem level: stakeholder consultations, collaboration and partnerships; initiating
programmes for professional development of teaching staff; developing support mechanisms
and incentives; and monitoring implementation. Collaboration between and among the many
___________________


stakeholders – the social dimension – is considered vital for policy learning and
implementation of learning outcomes approaches.
Learning outcomes in general, vocational, higher and adult education and training
The impetus for a shift towards learning outcomes approaches, both in national systems and
sub systems, came at different points in time depending on the country and/or subsystem: (a)
while no country has made a complete shift toward outcomes-based general education, a shift
towards learning outcomes can be seen in most European countries. The outcome focus
provided by the programme for international student assessment (PISA) and other
international comparisons played a role in this. Developments are less pronounced in upper
secondary education; (b) for vocational education and training, the strong position of learning
outcomes and competence-based approaches noted in 2009 remains and has been
strengthened. Trends and reforms over recent years are focused on aspects such as improving
labour market relevance, quality and transparency of vocational qualifications and better
access to qualifications for learners of all ages. One major instrument high on national policy
agendas is development of comprehensive NQFs, with VET being an integral part. Countries
are developing and renewing occupational and qualifications standards and aligning them
with NQF level descriptors. Stakeholder involvement is important in a subsystem in which the
relationship between education and training and the labour market is crucial.
Skills councils, though different across countries, have been established in almost all countries
to ensure that stakeholder needs are taken into account in designing qualifications; use of
top-down approaches, without initiatives at institution and classroom level, may not only
produce formal structures without real changes in institutional practices but may also have
detrimental effects. Implementation of learning outcomes approaches in education systems is
typically non-linear and involves different levels and a broad range of stakeholders. According
to interviews with national experts, allocation of appropriate time seems to be a key
component of implementation success. Stakeholders are involved through successive stages.
First, policy interventions create outcomes, which feed into the next stage and become a new
environment for new policy intervention.
Positive feedback loops emerge: smaller implementation successes can create favourable
environments for more advanced implementation steps, and the latter are taken when the
more favourable environments have emerged.
Countries implementing learning outcomes approaches seem to differ, both in their
commitment and in their implementation capacities. Findings seem to suggest that some of
them are strongly committed but they are less able to mobilise the appropriate tools and to
create synergies between them. They have difficulty in motivating key actors, creating enabling
forces and/or removing obstacles. Others seem to be better prepared in this respect.
The shift to learning outcomes: policies and practices in Europe concluded that considerable
efforts and some progress were being made in promoting ‘effective teaching and successful
learning (including assessment) as learning outcomes are given a stronger role’ (Cedefop, 2009,
p. 154). Teachers and trainers were identified as key agents of change. If teacher trainers and
future teachers acquire a deep and operational understanding of learning outcomes
approaches, and if they are able to make informed decisions on using them, a solid basis will
be created for this approach to be embedded in the whole education and training system.
___________________


To provide some insights into how learning outcomes approaches are applied by institutions
designing and providing initial education and training for teachers, 10 case studies were
carried out for this study. The interviews with teaching staff and future teachers, as well as
observations of teaching practice, provide some evidence that teacher education institutions
(faculties) have used the Bologna process as an opportunity to initiate institution level
discussions on the nature of learning, the roles of future teachers, forms and instruments of
assessments, and adequate definition of intended learning outcomes of initial teacher
education.
Game Changers: Self-Regulated Learning & Adaptive Learning Technologies

Two rapidly converging fields are upending traditional views of curriculum, yet are widely
seen as essential for developing flexible, modern learning across the continent: (a)
Self-Regulated Learning (SRL) and (b) Adaptive Learning Technologies (ALT). SRL equips
individuals with motivational, behavioural, cognitive, meta-cognitive and environmental
1
strategies to define and succeed in their learning goals. ALT leverages existing and emerging
digital technologies to accelerate teaching efficiencies, connect learners to information and
each other, and build novel pathways for feedback, organisation, support, and
2
personalisation.
THEME 2: FROM CURRICULUM TO COMPETENCES

Innovation is essential for the education sector. The ways in which curriculum decision making
is organized reflects different implicit approaches on how educational systems pertain to
promote innovation in education. Curriculum holds an outstanding place when seeking to
promote innovation in education, as it reflects the vision for education.
Curriculum innovations can take a form of completely new subjects or combine old subjects with
new ones. They can include, for example, new content, concepts, sequencing and time allocation
within or across already existing subjects, while curriculum innovations can even translate to
new and improved ways of teaching students.
In OECD countries, so-called key competences and student-centered approaches to teaching
have been recently promoted in several curriculum frameworks. Many European countries are
seen as evolving towards a competence-based curriculum.
What is a Competence?
As the OECD noted in developing the PISA framework: “A competency is more than just
knowledge and skills. It involves the ability to meet complex demands, by drawing on and
mobilising psychosocial resources (including skills and attitudes) in a particular context.”
What are Key Competences?

Key competences are a dynamic combination of knowledge, skills and attitudes a learner needs
to develop throughout life, starting from an early age onwards. High quality and inclusive
education, training and lifelong learning provides opportunities for all to develop key
competences, therefore competence-oriented approaches can be used in all education, training
and learning settings throughout life.
1
Vander Ark, T. (21 Sept. 2017). 10 current and emerging trends in adult learning. Getting Smart.
2
Thórisson, K (14 September 2014). Kristin Thórisson on constructivist AI. MIRI. Machine Intelligence Research Institute.
___________________


The Key Competences Reference Framework by the European Union

In 2018 Europe (The Council of the European Union adopted on 22 May 2018 a revised
recommendation on key competences for lifelong learning) reflected upon an update and refresh
of the Recommendation on Key Competences published in 2006 and became the core basis of
most of the European educational reforms and innovation on learning and teaching curriculum
design and assessment.
The key competences are developed in a lifelong learning perspective, from early childhood
throughout adult life, and through formal, non-formal and informal learning in all contexts,
including family, school, workplace, neighbourhood and other communities. They are all
considered equally important; each of them contributes to a successful life in society.
The EU Reference Framework of Eight Competences
KEY COMPETENCES 2006 KEY COMPETENCES 2018

Communication in the mother tongue Literacy competence
Communication in foreign languages Multilingual competence
Mathematical competence and basic Mathematical competence and competence in science,
competences in science and technology technology, and engineering
Digital competence Digital competence
Learning to learn Personal, social and learning to learn competence
Social and civic competences Citizenship competence
Sense of initiative and entrepreneurship Entrepreneurship competence
Cultural awareness and expression Cultural awareness and expression competence

Global competences are of inestimable value, too—what is needed (transversal, academic,

socio-emotional) to navigate a world-wide learning economy.
➪ Note to Students: this is an area worthy of master’s and doctoral projects

Competence or Competency?
In the EU 2006 Recommendation, “competence” and “competency” are synonymous, but that is
increasingly not the case in current usage. There is an important distinction to make between the
two terms, albeit a distinction driven by usage, specifically in human resources and personnel
selection, rather than linguistic or etymological origins.
While “competence” tends to be used as a synonym for “sufficient ability to be effective” in
something, “competency” tends to be used as a synonym for a combination of knowledge, skills
and attitudes for, as defined in the United Nations’ careers structure as a “combination of skills,
attributes and behaviours that are directly related to performance on the job.”
“Competence” implies a more limited or circumscribed capability, whereas “competency”
implies an applied framework of skills and behaviour. We will use the latter term and definition
and attempts to demonstrate how the individual competencies are vital in and of themselves,
while at the same time being composed of and interwoven with other skills, attitudes and
behaviours whenever they are meaningfully applied in the real world.
___________________


Transversal Competences
Transversal competencies are also commonly referred to as soft skills, 21st century skills, and
global competencies. They are “the cornerstone for the personal development of a person” and
are fundamental for applying any knowledge or skill. Here is some information about
transversal competences.
Transversal competencies have the following characteristics:
• They are transferable across domains, geographies, work and life contexts;
• They typically relate to social and interpersonal relations;
• They are cross-functional and cross-curricular in training and education, but can be
combined in a blended learning approach, e.g. collaborative problem-based learning;
• Communication is the key element in manifesting and evidencing transversal skills; if
not communicated explicitly, they can remain undervalued or unrecognised;
• They are essential tools in any context of significant and accelerated change;
• They can be observed, evidenced and developed, whereas developing values such as
integrity in adults and changing ingrained character traits is extremely difficult;
• They are learnt through experience and development and cannot be easily taught, except
through highly interactive learning processes;
• In their development, they have a symbiotic relationship with improved self-awareness
and self-knowledge.
Many international reference frameworks are increasingly analyzing and discussing 21st century
skills such as OECD, UNESCO, etc. See for an overview and discussion the white paper (Skila)
below. Detailed description of these competence frameworks (also often linked to learning &
teaching approaches and assessment of these 21st century skills) is given in the file: Key
Competences of this course.
“Which transversal and core competencies, not typically provided in formal education, does the
21st century citizen need to adapt and thrive in work and in life, and why?” This question has
consumed educationalists and policy makers the world over. The White Paper of Skilla
proposes some answers to the above question, extrapolated from an analysis and synthesis of
key and definitive policy sources from the major International Organisations (IOs), such as the
World Economic Forum, European Commission, UNESCO and the OECD.
The objective was to identify the overlaps and common points between them, and thereby
derive an implicit consensus on which are the most important transversal competencies globally,
how they relate both to each other and to other types of skills (cognitive, technical) and the gaps
in learning and development provision this reveals. It reveals a broad emerging consensus on a
common core of 10 transversal skills:
1. Digital Competencies
2. Problem-solving
3. Initiative
4. Learning To Learn
5. Cultural Awareness
___________________


6. Resilience
7. Social Intelligence
8. Creativity
9. Critical Thinking
10. Adaptability
Research has revealed a strong connection between transversal competencies and self-regulated
learning.
There is widespread uncertainty about which of these transversal competencies are the most
critical, about how they may fit into a conceptual taxonomy of competencies and dovetail with
more traditionally recognised cognitive and technical skills, and about how these competencies
can be integrated into existing training systems, developed and formally recognised.
For example, how does an organisation go about developing such “soft skills” in its workforce
and embedding the competencies into practice and operations at an organisational level, when
people are more accustomed to traditional learning models, valuing specialist knowledge and
having their interactions defined by administrative organisational processes, or by a relatively
closed organisational culture?
Key Competences For Lifelong Learning: An EU Reference Framework

In 2017 the European Commission launched a consultation to revise the old Key Competences.
The Education Committee discussed the proposed recommendations during the Bulgarian
presidency and the Education Council made the final decision on the 22nd of May, 2018.
While this 2006 recommendation complemented various innovative thinking on education, one
cannot say that the update will have the same impact. The reason for this is clear. While
analyzing and rethinking the initial 206 Recommendation, the consulted experts and policy
makers did not really add new ideas to the 2006 Framework. If one compares the 2006 and 2018
recommendations, nearly no changes can be identified. One could say that the 2018
recommendation is just a restating of the 2006 recommendation. A Missed opportunity?
Basic elements of the updated EU Recommendations: 2018

Key competences are a dynamic combination of
knowledge, skills and attitudes a learner needs to
develop throughout life, starting from an early age
onwards. High quality and inclusive education, training
and lifelong learning provides opportunities for all to
develop key competences, therefore
competence-oriented approaches can be used in all
education, training and learning settings throughout life.
According to the Council, everyone has the right to
quality and inclusive education, training and life-long
learning in order to maintain and acquire skills that
enable them to participate fully in society and manage
successfully transitions in the labour market. Everyone
has the right to timely and tailor-made assistance to improve employment or self-employment
prospects. This includes the right to receive support for job search, training and re-qualification.
___________________


The European Pillar of Social Rights (COM(2017) states as its first principle that everyone has the
right to quality and inclusive education, training and lifelong learning in order to maintain and
acquire skills that allow full participation in society and successful transitions in the labour
market.
The key competences are developed in a lifelong learning perspective, from early childhood
throughout adult life, and through formal, non-formal and informal learning in all contexts,
including family, school, workplace, neighbourhood and other communities. They are all
considered equally important; each of them contributes to a successful life in society.
Descriptions of the 8 Key Competences

Literacy Competence
Literacy is the ability to identify, understand, express, create, and interpret concepts, feelings,
facts and opinions in both oral and written forms, using visual, sound/audio and digital
materials across disciplines and contexts. It implies the ability to communicate and connect
effectively with others, in an appropriate and creative way.
Development of literacy forms the basis for further learning and further linguistic interaction.
Depending on the context, literacy competence can be developed in the mother tongue, the
language of schooling and/ or the official language in a country or region.
This competence involves the knowledge of reading and writing and a sound understanding of
written information and thus 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, and the main features of different
styles and registers of language.
Individuals should have the skills to communicate both orally and in writing in a variety of
situations and to monitor and adapt their own communication to the requirements of the
situation. This competence also includes the ability to distinguish and use different types of
sources, to search for, collect and process information, to use aids, and to formulate and express
one’s oral and written arguments in a convincing way appropriate to the context. It encompasses
critical thinking and ability to assess and work with information.
A positive attitude towards literacy involves a disposition to critical and constructive dialogue,
an appreciation of aesthetic qualities and an interest in interaction with others. This implies an
awareness of the impact of language on others and a need to understand and use language in a
positive and socially responsible manner.
Multilingual competence
This competence defines the ability to use different languages appropriately and effectively for
communication. It broadly shares the main skill dimensions of literacy: 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 according to one’s wants or needs. Languages competences integrate a
historical dimension and intercultural competences. It relies on the ability to mediate between
different languages and media, as outlined in the Common European Framework of Reference.
As appropriate, it can include maintaining and further developing mother tongue competences,
as well as the acquisition of a country’s official language(s).
___________________


This competence requires knowledge of vocabulary and functional grammar of different

languages and an awareness of the main types of verbal interaction and registers of languages.
Knowledge of societal conventions, and the cultural aspect and variability of languages is
important.
Essential skills for this competence consist of the ability to understand spoken messages, to
initiate, sustain and conclude conversations and to read, understand and draft texts, with
different levels of proficiency in different languages, according to the individual’s needs.
Individuals should be able to use tools appropriately and learn languages formally,
non-formally and informally throughout life.
A positive attitude involves the appreciation of cultural diversity, an interest and curiosity about
different languages and intercultural communication. It also involves respect for each person’s
individual linguistic profile, including both respect for the mother tongue of persons belonging
to minorities and/or with a migrant background and appreciation for a country’s official
language(s) as a common framework for interaction.
Mathematical competence and competence in science, technology, engineering
Mathematical competence is the ability to develop and apply mathematical thinking and insight
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 and presentation (formulas, models, constructs, graphs, charts).
Competence in science refers to the ability and willingness to explain the natural world by
making use of the body of knowledge and methodology employed, including observation and
experimentation, in order to identify questions and to draw evidence-based conclusions.
Competences in technology and engineering are applications of that knowledge and
methodology in response to perceived human wants or needs. Competence in science,
technology and engineering involves an understanding of the changes caused by human activity
and responsibility as an individual citizen.
Necessary knowledge in mathematics includes a sound knowledge of numbers, measures and
structures, basic operations and basic mathematical presentations, an understanding of
mathematical terms and concepts, and an awareness of the questions to which mathematics can
offer answers.
An individual should have the skills to apply basic mathematical principles and processes in
everyday contexts at home and work (e.g. financial skills), and to follow and assess chains of
arguments. An individual should be able to reason mathematically, understand mathematical
proof and communicate in mathematical language, and to use appropriate aids including
statistical data and graphs and to understand the mathematical aspects of digitalisation.
1. Positive attitude in mathematics is based on the respect for truth and a willingness to
look for reasons and to assess their validity.
2. For science, technology and engineering, essential knowledge comprises the basic
principles of the natural world, fundamental scientific concepts, theories, principles and
methods, technology and technological products and processes, as well as an
understanding of the impact of science, technology, engineering and human activity in
general on the natural world. These competences should enable individuals to better
___________________


understand the advances, limitations and risks of scientific theories, applications and
technology in societies at large (in relation to decision-making, values, moral questions,
culture, etc.).
Skills include the understanding of science as a process for the investigation through specific
methodologies, including observations and controlled experiments, the ability to use logical and
rational thought to verify a hypothesis and the readiness to discard one’s own convictions when
they contradict new experimental findings. It includes the ability to use and handle
technological tools and machines as well as scientific data to achieve a goal or to reach an
evidence-based decision or conclusion. Individuals should also be able to recognise the essential
features of scientific inquiry and have the ability to communicate the conclusions and reasoning
that led to them.
Competence includes an attitude of critical appreciation and curiosity, a concern for ethical
issues and support for both safety and environmental sustainability, in particular as regards
scientific and technological progress in relation to oneself, family, community, and global issues.
Digital competence
Digital competence involves the confident, critical and responsible use of, and engagement with,
digital technologies for learning, at work, and for participation in society. It includes information
and data literacy, communication and collaboration, media literacy, digital content creation
(including programming), safety (including digital well-being and competences related to
cybersecurity), intellectual property related questions and problem solving.
● Individuals should understand how digital technologies support communication,
creativity and innovation, and be aware of opportunities, limitations, effects and risks.
● They should understand the general principles, mechanisms and logic underlying
evolving digital technologies and know the basic function and use of different devices,
software, and networks.
● Individuals should take a critical approach to the validity, reliability and impact of
information and data made available by digital means and be aware of the legal and
ethical principles involved in engaging with digital technologies.
● Individuals should be able to use digital technologies to support their active citizenship
and social inclusion, collaboration with others, and creativity towards personal, social or
commercial goals.
● Skills include the ability to use, access, filter, evaluate, create, program and share digital
content. Individuals should be able to manage and protect information, content, data,
and digital identities, as well as recognise and effectively engage with software, devices,
artificial intelligence or robots.
● Engagement with digital technologies and content requires a reflective and critical, yet
curious, open-minded and forward-looking attitude to their evolution. It also requires an
ethical, safe and responsible approach to the use of these tools.
Personal, social, and learning-to-learn competence
Personal, social and learning-to-learn competence is the ability to reflect upon oneself, effectively
manage time and information, work with others in a constructive way, remain resilient and
manage one’s own learning and career. It includes the ability to cope with uncertainty and
___________________


complexity, learn to learn, support one’s physical and emotional well-being, to maintain
physical and mental health, and to be able to lead a health-conscious, future-oriented life,
empathize and manage conflict in an inclusive and supportive context.
For successful interpersonal relations and social participation it is essential to understand the
codes of conduct and rules of communication generally accepted in different societies and
environments. Personal, social and learning-to -earn competence require knowledge of the
components of a healthy mind, body and lifestyle. It involves knowing one’s preferred learning
strategies, knowing one’s competence development needs and various ways to develop
competences and search for the education, training and career opportunities and guidance or
support available.
Skills include the ability to identify one’s capacities, focus, deal with complexity, critically reflect
and make decisions. This includes the ability to learn and work both collaboratively and
autonomously and to organise and persevere with one’s learning, evaluate and share it, seek
support when appropriate and effectively manage one’s career and social interactions.
Individuals should be resilient and able to cope with uncertainty and stress. They should be able
to communicate constructively in different environments, collaborate in teams and negotiate.
This includes showing tolerance, expressing and understanding different viewpoints, as well as
the ability to create confidence and feel empathy.
The competence is based on a positive attitude toward one’s personal, social and physical
wellbeing and learning throughout one’s life. It is based on an attitude of collaboration,
assertiveness and integrity. This includes respecting diversity of others and their needs and being
prepared both to overcome prejudices and to compromise. Individuals should be able to identify
and set goals, motivate themselves, and develop resilience and confidence to pursue and succeed
at learning throughout their lives. A problem-solving attitude supports both the learning process
and the individual’s ability to handle obstacles and change. It includes the desire to apply prior
learning and life experiences and the curiosity to look for opportunities to learn and develop in a
variety of life contexts.
Citizenship competence
Citizenship competence is the ability to act as responsible citizens and to fully participate in civic
and social life, based on understanding of social, economic, legal and political concepts and
structures, as well as global developments and sustainability.
Citizenship competence is based on knowledge of basic concepts and phenomena relating to
individuals, groups, work organisations, society, economy and culture. This involves an
understanding of the European common values, as expressed in Article 2 of the Treaty on the
European Union and the Charter of Fundamental Rights of the European Union. It includes
knowledge of contemporary events, as well as a critical understanding of the main developments
in national, European and world history. In addition, it includes an awareness of the aims, values
and policies of social and political movements, as well as of sustainable systems, in particular
climate and demographic change at the global level and their underlying causes. Knowledge of
European integration as well as an awareness of diversity and cultural identities in Europe and
the world is essential. This includes an understanding of the multi-cultural and socio-economic
dimensions of European societies, and how national cultural identity contributes to the European
identity.
___________________


Skills for citizenship competence relate to the ability to engage effectively with others in common
or public interest, including the sustainable development of society. This involves critical thinking
and integrated problem solving skills, as well as skills to develop arguments and constructive
participation in community activities, as well as in decision-making at all levels, from local and
national to the European and international level. This also involves the ability to access, have a
critical understanding of, and interact with both traditional and new forms of media and
understand the role and functions of media in democratic societies.
Respect for human rights as a basis for democracy lays the foundations for a responsible and
constructive attitude. Constructive participation involves willingness to participate in democratic
decision-making at all levels and civic activities. It includes support for social and cultural
diversity, gender equality and social cohesion, sustainable lifestyles, promotion of culture of
peace and nonviolence, a readiness to respect the privacy of others, and to take responsibility for
the environment. Interest in political and socio-economic developments, humanities and
intercultural communication is needed to be prepared both to overcome prejudices and to
compromise where necessary and to ensure social justice and fairness.
Entrepreneurship competence
Entrepreneurship competence refers to the capacity to act upon opportunities and ideas, and to
transform them into values for others.
It is founded upon creativity, critical thinking and problem solving, taking initiative and
perseverance and the ability to work collaboratively in order to plan and manage projects that are
of cultural, social or commercial value.
Entrepreneurship competence includes, but is not limited to the following:
● Knowing that there are different contexts and opportunities for turning ideas into action
in personal, social and professional activities, and an understanding of how these arise.
● Knowing and understanding approaches to planning and management of projects, which
include both processes and resources.
● Awareness of economics and the social and economic opportunities and challenges facing
an employer, organisation or society.
● Internalization of principles and challenges of sustainable development and have
self-awareness of their own strengths and weaknesses.
● Creative skills: imagination, strategic thinking and problem-solving, and critical and
constructive reflection within evolving creative processes and innovation.
● Capacity to work both as an individual and collaboratively in teams, to mobilize
resources (people and things) and to sustain activity. This includes the ability to make
financial decisions relating to cost and value. The ability to effectively communicate and
negotiate with others, and to cope with uncertainty, ambiguity and risk as part of making
informed decisions is essential.
● An entrepreneurial attitude characterised by a sense of initiative and agency, pro-activity,
being forward-looking, courage and perseverance in achieving objectives. It includes a
desire to motivate others and value their ideas, empathy and taking care of people and the
world, and accepting responsibility taking ethical approaches throughout the process.
___________________


Cultural awareness and expression competence

Competence in cultural awareness and expression involves having an understanding of and
respect for how ideas and meaning are creatively expressed and communicated in different
cultures and through a range of arts and other cultural forms. It involves being engaged in
understanding, developing and expressing one’s own ideas and sense of place or role in society in
a variety of ways and contexts.
● This competence requires knowledge of local, national, European and global cultures and
expressions, including their languages, heritage and traditions, and cultural products, and
an understanding of how these expressions can influence each other as well as the ideas of
the individual.
● It includes understanding the different ways of communicating ideas between creator,
participant and audience within written, printed and digital texts, theatre, film, dance,
games, art and design, music, rituals, and architecture, as well as hybrid forms.
● It requires an understanding of one’s own developing identity within a world of cultural
diversity and how arts and other cultural forms can be a way to both view and shape the
world.
● Skills include the ability to express and interpret figurative and abstract ideas, experiences
and emotions with empathy, and the ability to do so in a range of arts and other cultural
forms.
● Skills also include the ability to identify and realise opportunities for personal, social or
commercial value through the arts and other cultural forms and the ability to engage in
creative processes, both as an individual and collectively.
● It is important to have an open attitude towards, and respect for, diversity of cultural
expression together with an ethical and responsible approach to intellectual and cultural
ownership. A positive attitude also includes a curiosity about the world, an openness to
imagine new possibilities, and a willingness to participate in cultural experiences.
Literacy
A good level of literacy is the basis for the development of key competences67. It represents the
basis for any further learning, it is the greatest predictor of school achievement68 and a
prerequisite for cognitive progress across the curriculum.
In the 2006 Reference Framework, literacy is addressed under the 'Communication in the mother
tongue' competence. Nevertheless, the title 'Communication in the mother tongue' created an
ambiguous situation in which 'mother tongue' is regarded as being identical with the language of
schooling, not taking into account the fact that for many children in Europe language of schooling
and mother tongue might not be the same. A footnote to the 2006 Communication in the mother
tongue' addressed this issue by stating: “It is important to recognise that many Europeans live in
bilingual or multilingual families and communities, and that the official language of the country
in which they live may not be their mother tongue.” It continued stating that "(m)easures to
address such cases, and apply the definition accordingly, are a matter for individual Member
States in accordance with their specific needs and circumstances."
Defining literacy as a key competence has to take note of the fact that literacy can be developed in
the mother tongue, in the language of schooling and/or the official language in a country or
___________________


region and that these languages can be different. The key element here is that a good level of
literacy needs to be ensured in at least one of these languages to allow for further competences
development.
Underperformance in literacy is still a widespread phenomenon in all age groups in Europe.69
When it comes to progress towards the Education and Training 2020 benchmark for basic skills70,
the EU as a whole is lagging behind. According to latest PISA data, 17.8% of five 15- year-olds71
lack basic literacy skills. This proportion has remained more or less stable since 2009, and even
slightly dropped in 2015 as compared to 2012 (from 19.7% in 2012). In 2015, there were 64 million
people, more than a quarter of the Union population aged 25-64, who had left initial education
and training with at most a lower secondary education qualification.
While there are no means to measure the basic skill levels of those people, the Organisation for
Economic Co-operation and Development (OECD) Survey of Adult Skills (‘PIAAC’), which tested
levels of literacy, numeracy and problem-solving in technology-rich environments, indicates that
similar proportions of adults aged 16 to 65 performed at the lowest level of proficiency in 20
Member States.72 This limits opportunities for employment and civic participation, and increases
risks of social exclusion. By defining literacy as a key competence, the Reference Framework
emphasises the importance of literacy achievement for all.
In its follow-up, a High Level Group of Experts on Literacy was established in 2011 by the
Commission, bringing together European academics and policy-makers to map Europe's literacy
landscape, identifying changing needs and requirements, as well as to examine the most effective
and efficient ways to improve reading skills in Europe. The final report74 of the High Level
Group underscores the importance of literacy in the 21st century, as well as the need to ensure
political ownership and cooperation to ensure genuine improvement. Council conclusions in 2012
on literacy highlighted the broader personal, economic, cultural and social dimension of literacy,
besides a sole educational purpose, and called for creating a broad ownership of a range of
players in society in order to improve literacy levels.
As a follow-up, the Commission funded a European network of literacy organisations76
(ELINET) to facilitate the sharing of good practices and policy initiatives, and promote
transnational cooperation aimed at improving literacy performance across the European Union.
Literacy and Migration
Socio-economic status as well as student's migrant and/or minority background play a strong
role in low achievement in literacy.
An increasing number of young people in European school systems speak a different language at
home than in the classroom. It raises specific challenges for their literacy attainment. In 2015 -
according to latest PISA data – the proportion of 15-year-old pupils with a migrant background
varied from 52% in Luxemburg (the highest in Europe), to 17 % in Sweden and Germany, 14 % in
France and 11% in the Netherlands, and to less than 1% in Romania or Poland.
A recent study on multilingual classrooms conducted by the European Commission proved that
children with migration background or being part of a national minority develop better literacy in
the language of schooling if they also develop literacy in their mother tongue, or if at least their
mother tongue is taken into account and valued in school.
Schools and teachers need to be better prepared to support bilingual learners. Teachers need
specific training and support for working with children who are learning the language of the
___________________


school as an additional language, or who are bilinguals. Moreover, teaching in a multilingual

classroom requires a different set of competences. Teaching in a cultural and linguistic diverse
classroom appeared as one of the areas where teachers needed most help for professional
development. The 2017 Eurydice report on 'Teaching languages at school in Europe' indicated
that only in two countries future teachers were trained to work with students with a migrant
background.
Languages Competence
European integration includes the principle of freedom of movement and linguistic diversity as
a fundamental component of European culture. Learning languages and being able to
communicate in more than one language remains one of the key competences for lifelong
learning, as defined in the 2006 Reference Framework.
The 2006 Reference Framework referred to 'Communication in a foreign language', however the
concept of 'foreign language' can cause ambiguity when trying to define what is foreign and to
whom. It also excludes sign languages which could hardly be described as foreign.
Therefore, it is proposed to refer to 'Languages competence' in a revised Reference Framework,
stressing the importance of learning languages as a tool for communication within multilingual
societies and work environments.
Learning languages remains one of the key competences for lifelong learning. Focus is on
improving the development of linguistic competences and on helping people to communicate
across borders, to make use of mobility within Europe and in a globalised economy.
The public consultation as well as a study on cross-border cooperation in Europe83, completed
by European Commission's Directorate General for regional policy in 2016, showed that
language barriers (i.e. lack of knowledge of a neighbouring country’s language) was the most
important obstacle to cross-border cooperation. Language differences have also been identified
as a barrier and risk factor correlated with increased fragmentation.
Successive Council conclusions called on EU Member States to work together to enhance
European cooperation on multilingualism and to take appropriate steps to improve effective
language teaching and strengthening linguistic competence. A good command of more than one
language is essential to making one's way in the modern world and labour market. The New
Skills Agenda for Europe recalled the importance of formal education and training in equipping
every citizen with a broad range of skills which open doors to personal fulfilment and
development, social inclusion, active citizenship and employment, which includes foreign
languages.
The Barcelona European Council of 2002 already called for action “to improve the mastery of
basic skills, in particular by teaching at least two foreign languages from an early age.” This goal
has led most of the EU-level and national policies aimed at monitoring and promoting the
development of language competences across Member States, including discussion about the
establishment of a linguistic competence indicator.
In May 2014 Council conclusions on multilingualism and the development of language
competences highlighted that the level of language skills of many young people in Europe could
be improved and that, despite some progress in recent decades, there is still considerable
variation across countries in terms of access to language learning. Indeed, the
___________________


First European Survey on Language Competences provided the first-ever European scale
comparison of the foreign language proficiency of pupils in secondary education, revealed, on
average, a low level of competence. Only 42% of the tested pupils overall reached the level of
independent user in the first foreign language, and merely a quarter of pupils did so in the
second foreign language. This means that after several years of studying a language in school, a
majority of young Europeans cannot have a simple conversation in the languages they have
studied.
The Key Data on Teaching Languages at School in Europe Report gives an overview on what
languages students are learning in schools across Europe, at what age they begin studying their
first and second foreign language, and what level of proficiency they are expected to reach by
the end of compulsory education. The 2017 edition also includes data on how the language skills
of newly arrived language pupils are being assessed and what type of language support is
available to them.
Highlights of the 4th edition of the Key data on teaching languages at school in Europe:
● Students learn a foreign language at a younger age, compared with a decade ago;
● More lower-secondary students are now learning two foreign languages compared with
10 years ago;
● Learning a second language is not compulsory in all countries;
● English is the most studied foreign language, and many more primary education
students learn English compared with 10 years ago;
● French, German, Spanish are popular choices for the second foreign language;
● Foreign languages other than English, French, German or Spanish are rarely studied;
● The students are expected to reach 'independent user level' in their first foreign
● language by the time they finish school;
● VET students learn fewer foreign languages than their counterparts in general
● Only around half of all foreign language teachers in Europe have travelled abroad for
professional reasons;
● The majority of European countries provide language support for newly arrived migrant
students, but only in two countries are all prospective teachers prepared to work with
migrant students.
Science, technological, engineering and mathematical competence

Competences in mathematics, science and technology are increasingly important. With their
emphasis on critical questioning and problem solving they are a prerequisite for the functioning
of technologically advanced, knowledge based societies and economies. Challenges like climate
change, energy supply, healthy aging and digitalisation further increase the imminent need for
competences in mathematics, science and technologies.
The 2006 Reference Framework already provided a good and comprehensive definition of these
competences. This is also confirmed by the results of the consultation process dedicated to the
review of the Recommendation on Key Competences. They indicate that the descriptions of
___________________


these two competences correspond to the commonly accepted understanding among education
experts and the Member States' authorities. Looking at it more than a decade later might lead
only to minor changes, adapting the title of this competence to current terminology,
strengthening the understanding of science as a process and way of thinking, and including a
reference to the increasing need of financial literacy.
However, about 20% of Europe's 15-year olds do not reach a minimum level of skills in
mathematics and science91. Furthermore, a number of countries experience shortages of highly
qualified graduates in the so-called STEM disciplines (science, technology, engineering and
mathematics); the share of STEM graduates compared to the total number of graduates in the
European Union is further decreasing. Therefore, in the context of the review of the
Recommendation on Key Competences for Lifelong Learning it is important to address the
challenge of helping learners to develop competences in mathematics, science and technology.
Mathematics is an instrument; mathematical reasoning is essential for a wide range of daily
activities, tasks and professions. It is also key to academic areas of study such as sociology,
psychology, history, geography, economics or politics. Together with literacy, a basic level of
mathematical reasoning is a basic skill that is a prerequisite for the development of other key
competences93.
The ability to understand and use different financial instruments and statistical data has become
an increasingly important skill in the modern economy. The 2008 financial crisis exposed the
lack of understanding of financial products by European consumers94. PISA 2015 is the latest
international study to assess the financial literacy of young people95. Its results indicate that
around one in four students in the 15 countries and economies that took part are unable to make
even simple decisions on everyday spending, while only one in ten can understand complex
issues, such as income tax. The latest OECD financial literacy study among adults point that the
“overall levels of financial literacy - indicated by combining scores on knowledge, attitudes and
behaviour - are relatively low.” Mathematical reasoning is the key to financial education98.
Financial literacy skills are positively correlated with mathematics and reading skills99. The
expectation is that “students who have a better understanding of mathematical concepts will
also be able to apply that understanding to financial contexts”. Furthermore, the financial aspect
provides the much-needed context in mathematics education that should help with the
development of mathematical skills.
The science and technology competence refers to the natural and material world. This
competence is essential for understanding the natural environment and for acting in a
responsible way vis-á-vis our planetary resources.
The UN Decade of Education for Sustainable Development (2005-2014) emphasised the need to
shed more light on the need for sustainable development, the responsibility of all people and the
role of education to motivate children and young people to support sustainable development.
Sustainability education draws on numerous academic areas and provides the crucial
comprehension of the inte-connectedness and interdependence of nature and human activities.
In addition, the environmental aspects of science provide a powerful vehicle for teaching science
and understanding scientific and technological developments in their cultural, economic, social,
and political contexts.
It is more and more relevant to foster the understanding of science not only as knowledge but
also as a process for investigation of the living and non-living matter. The work of scientists
___________________


constantly refines, and extends this knowledge104 which is based on the consensus of the
science practitioners who study professionally a specific natural phenomenon. In order to help
educators and policy makers, the updated Reference Framework offers a more concrete
description of the science competence.
Scholars have identified some essential characteristics of science as a process which (i) involves
the use of the experimental method in controlled conditions; (ii) develops a way of thinking
which does not come naturally to most people106; and (iii) follows the strictly hierarchical
structure of its knowledge development107. The ever-evolving comprehension of the material
world based on newly accumulated, reproducible evidence sits at the core of the scientific
endeavour. “Scientific knowledge is simultaneously reliable and tentative.”
Therefore, the science classroom and laboratory experiments provide an important tool for the
development of the general ability to change one’s mind when presented with evidence that
contradicts one’s previous convictions.
Modern science has evolved to an extent, which makes it rarely distinguishable from technology,
engineering or applied science. Today’s technology-rich environment expects from every citizen
to comprehend the connection between a technological application or an engineering solution
and their respective underlying scientific principles. Therefore, technology and engineering are
intrinsically linked to the science competence and rely heavily on the mathematical reasoning
competence.
Digital competence
The understanding and relevance of digital competences has experienced a dramatic boost since
2006. In revising the 2006 Reference Framework, these developments need to be reflected
leading not to a redefinition of digital competences, but to an alignment with the Digital
Competence Framework110, its associated tools, such as frameworks specifically for consumers,
educators or organisations as well as other existing national frameworks. This was a particularly
strong point that was expressed during the review and consultation process.
The terminology used in the competence definition also needs to be updated to reflect language
used by the sector. Instead of 'IST' (Information Society Technology) and 'ICT' (Information
Communication Technology) that were used in the 2006 definition, 'digital technologies' is
considered the most appropriate term to refer to the full range of devices, software or
infrastructure. With the increased, varied and embedded use of mobile devices and applications,
references to 'computers' and the 'Internet' are removed, but are still classed under the broad
term of 'digital technologies'.
The 2015 Joint Report of the Council and the Commission on the implementation of the strategic
framework for European cooperation in education and training (ET 2020)111 stressed both the
need for digital competences and the positive contribution of digital technologies in teaching
and learning as well as education governance. The Communications "Rethinking Education:
Investing in skills for better socio-economic outcomes" (2012)112 and "Opening up Education"
(2013)113 were also dedicated to digital and innovative education and stressed the relevance of
digital skills and competences and the role of Open Educational Resources (OER).
More recent Communications on education, such as on the Modernisation of Higher Education
(2011) and Improving and Modernising Education (2016), and A Digital Single Market Strategy
for Europe (2015), highlighted the importance of developing digital competence and noted the
___________________


potential for innovation in education to include the use of digital tools. The New Skills Agenda
for Europe (2016) placed the need for digital competence as a priority, and called on Member
States to ensure they have comprehensive strategies in place for improving the digital
competence of people. Beyond the European level, a number of national coalitions118 have also
been set up, and while structure and activity vary by country, some of these are closely linked to
national education policy.
A revised description should try to be sufficiently flexible to be relevant in today's society and in
the future, recognising the embedding of social media and the emergence of technologies such
as Artificial Intelligence, robots, virtual and augmented reality. It needs to enhance references to
digital safety by including the management of one’s own digital identities in a way that
positively encourages engagement in a responsible and critical manner. The phrase 'digital
identities' has two meanings in this context: one about data protection (such as email accounts)
and one about the perception of self in online environments (such as behaviour on social media).
An ethical, safe and responsible approach is strengthened with an added reference under
'attitude'.
References
The Digital Competence Framework has proven useful at European level – in the revision of
Europass and Measurement of Digital Skills (Digital Skills Indicator of Digital Agenda
Scoreboard) - and at Member State level- by 14 Member States and 5 regions in Spain for
curricula review, teacher education (including continuous professional development), student
self-assessment, policies regarding digital skills and strategies, and for employment, such as
jobseekers self-assessment, and the development of training offers and certification for
employees and jobseekers.
http://ec.europa.eu/dgs/education_culture/repository/education/news/2015/documents/cit
izenshipeducation-declaration_en.pdf
https://ec.europa.eu/digital-single-market/en/national-local-coalitions
Personal, Social and Learning Competence

Most children entering primary school today will end up working in completely new job types
that do not yet exist, and half of today's work activities could be automated by 2055.
Cross-disciplinary competences and creative skills will become crucial in performing the
non-automated tasks. To boost resilience and resist increasing levels of uncertainty and stress,
future generations need to develop strong personal, social and learning competences in order to
successfully navigate their personal and social lives and careers.
The 2006 definition of the competence 'learning to learn' focused on personal development
through learning strategies and management of learning and career, while omitting broader
personal development and social interrelations. Having in mind the new challenges described
above, a new 'personal, social and learning competence' is able to encompass a comprehensive
approach to personal development, learning strategies and social competences.
The competence includes three specific aspects:
● Personal, including self-awareness, physical and mental well-being;
● Social, covering interpersonal interactions and working with others; and
___________________


● Learning, with a focus on lifelong learning strategies, career management skills.

Personal, social and learning competence addresses also a number of transversal skills from the
2006 Framework as well as some new ones such as resilience, ability to deal with uncertainty
and complexity.
Various international documents have stressed the importance of 'life skills,' ‘soft',
'non-cognitive', 'social and emotional' or '21st century skills.’. Their definitions vary, but include
a range of cognitive (critical thinking and responsible decision-making), personal (awareness,
drive, self-management) and interpersonal skills (communication, negotiation, cooperation and
teamwork, inclusion, empathy and advocacy).
A number of EU Member States' national competence frameworks include personal competences
on 'well-being', 'health', 'personal development', 'taking care/managing oneself', 'managing
information', '(critical and creative) thinking', 'learning to learn', as well as interpersonal, social
competences such as 'working with others', 'interpersonal relationships', 'empathy, respect,
responsibility' or 'socio-relational development'.
Similarly, different international organisations' competence frameworks (OECD, Council of
Europe, WEF, UNESCO) include among other competences: analytical and critical thinking,
autonomous learning skills, understanding of the self, problem-solving, team working, conflict
resolution, global awareness, collaboration, empathy, flexibility and adaptability, persistence,
responsibility, respect, tolerance of ambiguity.
An overview of recent and on-going projects funded by the EU European Commission and
academic literature reviews shows the interest and the need to integrate this set of copetences
and skills into the curricula of European education systems.
The impact of social and emotional skills on education, labour market and social outcomes has
been proven by research. From an economic point of view, non-cognitive skills have important
effects both on school attainment and on labour market outcomes, including education and
earnings. These effects are often as important as the effects of cognitive skills.
Evidence shows the associations between early social, emotional and cognitive skills (looking at
preschool age) and a range of later outcomes, including educational attainment, employment,
income, health, and wellbeing. Self-regulation and self-awareness have significant influence over
a range of outcomes later in life, independently of the cognitive ability of the child.
Research also indicates that achievement tests do not adequately capture non-cognitive skills,
personality traits, goals, character, motivations, and preferences that are valued in the labour
market, in school, and in other domains. An analysis of skills enhancement programmes from
the pre-school to the adult age shows that many effective programmes work because they foster
non-cognitive skills. Development of social and emotional competences is indicated as one of the
key aspects of inclusion in schools and school systems.
The evidence furthermore shows that academic learning and social and emotional learning
support one another. Social and emotional education enables students to regulate their emotions
and deal with stress, cope with school requirements, solve problems more effectively, have
healthier relationships, and work more collaboratively with others, providing thus a foundation
for effective learning and academic success129. A meta-analysis of over 200 studies130 reported
___________________


that students who participated in social and emotional learning programs, scored significantly
higher on standardized achievement tests when compared to peers who did not participate.
One of the most commonly used frameworks of social and emotional competences across
different countries has been developed by the Collaborative for Social and Emotional learning
(CASEL)131. It identifies five interrelated sets of socio emotional competences that can be taught
in schools and other contexts, namely self-awareness and self-management (intrapersonal),
social awareness and relationship skills (interpersonal), and responsible decision making
(cognitive). Recent psychological research132 into the ‘character strengths’ of school students
proposes a three-partite taxonomy: intrapersonal competencies (which facilitate the regulation of
behaviour, thoughts, and emotions in seeking to achieve one’s goals), interpersonal
competencies (which enable children to develop harmonious, positive relationships with other
people), and intellectual competencies (which support active engagement in learning).
Taking into account the plethora of definitions concerning social and emotional, non-cognitive,
life, soft or 21st century skills, as well as the variety of their scope, the personal, social and
learning competence has been defined to encompass personal (intrapersonal), social
(interpersonal) and learning (intellectual) aspects. The link between the personal, social and
learning aspects reflects also current neuroscientific evidence underlying the foundational role
of emotions and relationships in academic learning as well as scientific evidence that social and
emotional education contributes to academic learning.
Looking at the situation in education systems, international reports135 show that most countries
include fostering of social and emotional skills as part of general objectives of education or
curricula frameworks, usually within physical (and health) education, civic / citizenship and
moral / religious education. Some countries, such as England or Ireland, have dedicated schools
subjects for development of social and emotional skills (personal, social and health education),
whereas other countries adopt curriculum-wide approaches to these skills. Findings from
rigorous evaluations of more than 80 programmes show that most programmes to develop
socio-emotional skills are embedded within innovative education and training curricula, as well
as pedagogical and classroom practices. Evidence shows that programmes are particularly
effective when targeted to highly vulnerable populations and, in particular, to young children.
High-quality programmes for young children tend to foster cognitive abilities in the short run
and to impact socio-emotional skills over the long run.

Programmes that take a whole-school approach and those integrated into the school day are
more successful. Studies also show that universal interventions (programmes implemented
throughout the schools for all pupils) have positive social, emotional, as well as cognitive and
academic impact on all children at school, including children at risk such as children from ethnic
and cultural minorities, children from low socio-economic background and children
experiencing social, emotional and mental health difficulties.
Career management is part of the personal, social and learning competences, which includes the
knowledge of one's capacities and interests, self-evaluation, social skills, planning, engagement
with learning, capacity to analyse information about learning and work opportunities in relation
to one's self-knowledge and the capacity to make career decisions and successful transitions.
Since the 2008 Council Resolution on better integrating lifelong guidance into lifelong learning
strategies138, there has been an awareness of the need to equip the individuals with the right
___________________


skills to better cope in the world of fast changing jobs, education, training pathways, and in
general to manage their life effectively. Mobility, including international experiences, is a
valuable way of gaining career relevant competences and skills, such as problem solving,
tolerance and self-confidence.
Career education has already been introduced in most EU countries with the objective to
enhance career management skills: 12 countries integrate Career Management Skills as a
learning outcome in their curricula as a separate subject with specific time allocation; 7 countries
integrate them in other school subjects or give the schools autonomy to allocate specific hours.
Mental, emotional and physical well-being depend to a large extent on one's physical fitness.
Evidence shows that physical activity is associated with improvement of brain functioning,
cognition and school results. The annex to the Report of the expert group on "health enhancing
physical activity" (2015)"gathers scientific evidence on the links between children’s level of
physical activity vs. sedentarity and their school results.
The current physical activity recommendations for health142 indicate that children and
adolescents should accumulate at least 60 minutes of moderate- to vigorous-intensity physical
activity every day, with preferably at least three sessions of vigorous-intensity activity each
week. Adults and seniors should undertake at least 150 minutes of moderate-intensity or 75
minutes of vigorous-intensity aerobic physical activity, and at least two sessions of muscle
strengthening activities, each week.
Civic competence
The 2006 Reference Framework included social and civic competences as a dual competence,
including both a personal and a societal perspective. Some aspects of the social competence were
more interlinked with personal elements, as specified in the learning to learn competence. Other
aspects of the social competence were interlinked with civic, in the sense of knowledge of
societies and respect of diversity.
Civic (citizenship) competence as a concept has recently been developed further through several
international frameworks and surveys. This calls for giving "civic competence" a separate place
in the framework. In addition, the requirement to create sustainable societies and economies
needs stronger reflection within a Reference Framework of Key Competences for lifelong
learning.
European societies are experiencing changing traditional bonds, shifts towards individual values
and new issues of tolerance and respect for others; more people globally are moving across the
countries, pushed by instability, climate change and population surge, which can have an impact
on the composition of future European populations143. New forms of solidarity, social
engagement and civic participation are emerging as a response144. As a result, citizenship has
been a prominent issue in European and international discussions related to education.
Sustainability of ecosystems, as well as of societies and economies has become a crucial element
in understanding future social, economic and climate trends, as well as developing innovative
solutions to unforeseen problems. As part of global citizenship, sustainable development goes
beyond environmental protection and includes the (individual) responsibility for building a
sustainable future, including values and choices. It requires the knowledge, skills and attitudes
to be able to manage change and uncertainty, think and act critically, deal with complexity, be
creative and able to assess and take risks. In this sense, sustainability cuts across several other
___________________


key competences: based on scientific thinking, it includes a number of personal and social
competences, entrepreneurship, as well as cultural awareness. Sustainability is linked with the
civic competence in order to stress the learner's role in deciding and contributing to the
development of peaceful, inclusive and sustainable world.
Citizenship has been an important topic for education in the EU, in particular following the
Paris Declaration145 of 17 March 2015. Also the Working Group on promoting citizenship and
the common values of freedom, tolerance and non-discrimination through education146, set up
under the Framework for European cooperation in education and training, has been working on
topics such as media literacy and critical thinking, social and civic competences, social inclusion.
In 2018 the Group will deliver an online compendium of good practices and the key elements of
a policy framework to support citizenship and inclusive education.
The Council of Europe has recently developed a broad Reference Framework of Competences
for Democratic Culture147 for use in primary and secondary schools, higher education and
vocational education institutions throughout Europe, as well as in national curricula and
teaching programmes. The competences cover a range of values, attitudes, skills and knowledge
and critical understanding, centred on the concept of citizenship:
● Values: valuing human dignity and rights; valuing cultural diversity; valuing
democracy, justice, fairness, equality and the rule of law
● Attitudes: openness to cultural otherness; respect; civic mindedness; responsibility;
self-efficacy; tolerance and ambiguity
● Skills: autonomous learning; analytical and critical thinking skills; skills of listening and
observing; empathy; flexibility and adaptability; linguistic, communicative and
plurilingual skills; cooperation skills; conflict resolution
● Knowledge and critical understanding: knowledge and critical understanding of the
self; knowledge and critical understanding of language and communication; knowledge
and critical understanding of the world
Accompanying descriptors were piloted in the Council of Europe member states and guidance
on curriculum development, teaching and learning strategies and appropriate assessment
methods has been prepared in dialogue with European governments and the education
community. The full Council of Europe Reference Framework will be published at the beginning
of 2018.
UNESCO has developed Global Citizenship Education (GCED)149, linked to Education for
Sustainable Development and guided by Target 4.7 of the Sustainable Development Goals.
GCED aims to empower learners to assume active roles to face and resolve global challenges and
to become proactive contributors to a more peaceful, tolerant, inclusive and secure world. Key
learning outcomes, key learner attributes and topics for 5-18+ year-olds are divided into
cognitive, socio-emotional and behavioural domains. Learning objectives are cover four levels of
education
In order to influence the formation of attitudes and values, early childhood is the best place to
start with global citizenship education, where early learners acquire the right mindsets for global
citizenship. Information and knowledge about global citizenship have to be combined with
practice, actual experiences and opportunities for learners to develop, test and build their own
views, values and attitudes and to learn how to take actions responsibly. Participation in
___________________


community activities and opportunities to interact with populations of different backgrounds or
of different views are necessary.
The Eurydice report on citizenship education also stresses the importance of a variety of
teaching and learning approaches in citizenship education, from active, interactive, critical,
collaborative and participative learning to whole school approaches and learning through
extra-curricular activities. Student participation in school governance and parents' engagement
are however crucial in sending a strong message about democracy and inclusion in the school as
a whole.
Critical thinking, understanding, and critical use of all forms of media are part of civic
competences and citizenship education154 and at the same time linked to literacy, digital and
cultural awareness competences. Encouraging open discussions among learners, supporting
teachers and school leaders in the use of new technologies and open educational resources,
engaging with parents and other actors in society, are all part of developing critical thinking and
civic competence, as a critical ability for navigating the digitalised world.

References

140 Kraatz, S.,Vuorinen, R.,2016, Key competence “Career management skills”: Taking up
ongoing national policy developments at EU level
141http://ec.europa.eu/transparency/regexpert/index.cfm?do=groupDetail.groupDetailDoc&
id=19860&no=1
142 World Health Organization, 2010, Global recommendations on physical activity for
health. Geneva, World Health Organization.
143 European Commission, 2017, Reflection Paper on Harnessing Globalisation
https://ec.europa.eu/commission/publications/reflection-paper-harnessing-globalisatio
n_en
144 European Commission, 2016, Reflection Paper on the Social Dimension in Europe
https://ec.europa.eu/commission/sites/beta-political/files/reflection-paper-social-dim
ension-europe_en.pdf
Entrepreneurship competence
Already the 2006 Reference Framework listed 'Sense of initiative and entrepreneurship' among
the eight key competences for lifelong learning. But since then, the understanding of
entrepreneurship competence has developed further and consequently also the public
consultation called for better alignment between the Reference Framework and the recently
developed Entrepreneurship Competence Framework.
Entrepreneurship competence has become a priority in policy agendas of modern economies
and societies with the belief that this is a vital competence within the labour market and for
people in their daily lives, even for those who are not classed as 'entrepreneurs' in the sense of
creating new business opportunities. The 2013 Communication 'Entrepreneurship 2020 Action
Plan'states that "investing in entrepreneurship education is one of the highest return investments
___________________


Europe can make" and that the benefits include essential knowledge, skills and attitudes that
help transform ideas into action and also significantly increase an individual's employability.
Most Member States have engaged in promoting and developing entrepreneurship competence
in their respective countries in some way with the understanding that education, training and
learning (formal and non-formal) plays a key role in developing an entrepreneurial mind-set
and skills.
Many aspects of this competence are present in education reforms that have taken place across
Europe since 2006. The 2014 Final Report from the Thematic Working Group on
Entrepreneurship noted many differences between definitions of entrepreneurship competence,
which were judged to be detrimental to effective or coherent policies and practices. The Report
also urged national policy makers to take further steps to embed entrepreneurship competence
in education.
As highlighted in the 2016 Eurydice Report on ‘Entrepreneurship Education at School in
Europe,’ about half of the countries in Europe have made use of the Key Competence
Framework definition of entrepreneurship competence. A recent study on Youth Work and
Youth Entrepreneurship161 has also found the use of the Key Competence definition in
non-formal learning.
The Entrepreneurship Competence Framework has been created as a reference tool to help
improve the entrepreneurial capacity of European people and organisations. The framework
aims to build consensus around a common understanding of entrepreneurship competence by
defining 3 competence areas and a list of 15 competences, learning outcomes and proficiency
levels.
'Sense of initiative', which was addressed separately in the title of the entrepreneurship
competence, describes only one of many 'attitudes' that are part of the competence. Aligning the
definition with the Entrepreneurship Competence Framework and other European initiatives
makes a strong case for not placing this phrase in the title of the competence. A number of
projects and guidance documents developed since 2006 use ‘entrepreneurial’ as a way of
referring to a state of being (processes) and mind-set (attitude).
Emphasis in the definition of entrepreneurship competence remains on the broad
understanding of turning ideas into action and creating value, both as something that happens
over time and that involves people and things (resources). Social, commercial and cultural
processes and outcomes refer to activity that makes a positive contribution to individuals' lives
and to the sustainable development of society as a whole. This contribution is also reflected in
the skill of 'negotiating with others with empathy' and the attitude of 'taking care of people and
the world'. Whereas 'creativity' and 'innovation' are sometimes thought of as discrete skills
(alongside risk-taking) within entrepreneurship competence, they are more accurately
understood as processes that entrepreneurship skills play a part in.
A strong call was made in the consultation process to be clear about risk as part of making
informed decisions, rather than including 'risk-taking' as a discrete skill, as well as highlighting
the important skill of coping with uncertainty and ambiguity. This is strengthened in the
'attitudes' of perseverance and a sense of initiative and agency – the latter referring to a
confidence in one's capabilities.
___________________


There are recognised challenges with the perceived meaning and translation of the term
‘entrepreneurship competence’ to be too narrowly focused on the creation and management of
business opportunities. Promoting a broad definition should help to support a more appropriate
understanding of the broad nature of the knowledge, skills and attitudes, as well as
opportunities for the development of the competences in a range of contexts – including through
cross-sectoral cooperation.
Cultural awareness and expression

The OMC Working Group on Cultural Awareness and Expression (2014-15) both reviewed the
2006 definition of cultural awareness and expression competence and generated a collection of
examples from education, training and learning together with policy recommendations. Whilst
not a discrete Framework, the work represents a strong desire across Member States to ensure a
broad and common understanding of how the competence refers not merely to passive
appreciation but a more active and engaged participation in cultural development and the
sustainability of society.
Like ‘entrepreneurship competence’, the benefits of the competence of cultural awareness and
expression can be of socio-economic value. The Council Conclusions on a Work Plan for Culture
(2015-2018)163 recall the substantial contribution of the cultural and creative sectors to economic,
social and regional development, and the importance of these sectors to the Europe 2020 strategy
for smart, sustainable and inclusive growth. 'Cultural awareness and expression competence'
means both actually having a voice and a way (tools/processes) to view and shape the world.
This also relies on an awareness of how culture, as a collective social construct, shapes the views
of the individual in return. It is important to highlight the crucial process of developing a sense
of one’s own place or role in society – which may be understood as one's 'socio-cultural identity'
- as well as a sense of the identity of others with positive open-minded attitudes towards diverse
cultural differences.
This understanding of culture, based on the individual existing within particular contexts and
communities implies interaction, inclusion and mobility as key issues and opportunities in
society. Whilst this has strong links to the competences of personal, social and learning, and of
civic, the distinction is made though the tools and processes; in other words the forms of cultural
expression.
Consultation with experts highlighted that 'culture' is less static as a concept – a sum of its
products - but more dynamic. Again this refers to the way of being as individual or community
and how we as individuals or communities interact with our environment, influencing both how
we construct it, and how we understand it.164 Cultural ideas, values and products also transcend
cultural borders, and influence other cultures. In this way cultural ideas and products are mobile
across cultural borders. Equally, the 'ideas' that an individual might possess are also not always
predetermined or fixed but can be influenced by cultural expression, expressed in the revised
definition.
The phrase 'creatively expressed' remains important, in recognition of how cultural products are
formed by seeing and showing the world in new ways. Research literature contains many varied
definitions of creativity but broadly along a similar understanding of the ability to foresee needs
and problems, and respond imaginatively, innovatively, and flexibly to them.165
___________________


The ability to work both individually and collectively is also an important part of the creative
process, aligned with entrepreneurship competence.
Recognising the increased opportunity and ease with which to share cultural products,
particularly through digital means, and it is important to recognise the legal and ethical
principles relating to intellectual property as a crucial attitude of respect within this competence.
A contemporary understanding of cultural forms is broader than works of art. 'Forms' of
expression166 should include a broader reference to languages and cultural heritage and
traditions, including architecture, rituals and games. Such forms can also include digital texts
and interdisciplinary and hybrid forms that have emerged in recent years thanks to new tools
and practices, as highlighted in the Working Group Handbook.1 67 Engagement with these forms
is not merely figurative but offers a particular opportunity to also engage in abstract thought
and expression; an important element of creativity and innovation.
Having in mind a broad understanding of culture makes it difficult to refer to a non-specific
'canon' of 'major works'. The difficulties with such a concept include the tricky action of dictating
of what is 'important' or 'worth preserving' from far outside of the group of people required to
experience such works.168 Other difficulties are that they are normative claims when such works
are not of value in themselves and that it sets up an unquestioning reverence when modern
pedagogy - and the Framework itself - places such importance on critical reflection. However,
the concept of appreciation is still a relevant element of the competence, in that it 'requires
knowledge' of other cultures and expressions, but should be left open for users of the
Framework to specify the level of detail as appropriate to their context. This is important for
education and training systems in supporting access to a range of cultural experiences by all.
It is important not to retract from references to elements of the more intangible kind170 within
creative processes. 'Empathy' – the ability to understand the world from the perspective of
another - is recognised as an important part of the skill set of cultural awareness and expression.
To be able to appreciate and value the contexts and actions – past and present - of diverse
cultures, groups and nations, requires empathy as a kind of interpersonal problem solving.
'curiosity', 'imagining new possibilities' and 'participation' are also crucial elements to recognise
in this competence as part of generating a sense of engagement, active citizenship, and
contribution to the sustainability of
society.
The Recommendation of the European
Parliament in 2006 on Key Competences
set out 8 key competences for lifelong
learning also identified 7 underpinning
transversal themes which are the basis for
the transversal competencies we
recognise today.
But many other international
organisations have been focusing on the
importance of 21st century skills.
___________________


UNESCO
In 1970 UNESCO began to promote increasingly widely accepted ideas on the importance of
lifelong learning to society, first with Paul Lengrand’s Lifelong Education then with Faure’s
report (1972) emphasising the ‘learning society’. The concept of the learning society became
established in the context of continual change and acknowledged need for learning throughout
life in an enlightened society.
The early signs of the growing international consensus around the importance of transversal
competencies for the 21st century were evident in 1996 in UNESCO’s historic Report of the
International Commission for Education in the 21st Century.
This identified Four Pillars of Education and in so doing helped to shift the balance from
teaching to learning:
1. Learning to Live Together,
2. Learning to Be,
3. Learning to Know,
4. Learning to Do.
The first Pillar recognised the critical role of learning for mutual understanding in balancing the
threats and opportunities inherent in the new globalised, technology-driven, hyper- competitive
world. Learning to Be, which evoked Faure’s 1972 UNESCO publication of the same name,
emphasised the need, more essential than ever, for “greater independence and judgement
combined with a stronger sense of personal responsibility for the attainment of common goals”
(UNESCO, 1996, p.23).
ACT21
Assessment and Teaching of 21st Century Skills project by CISCO, INTEL and MICROSOFT and
Uni. Of Melbourne: http://www.atc21s.org/
ATC21S has defined ten 21st-century skills into four broad categories. These have been grouped
under the acronym KSAVE: knowledge, skills, attitudes, values and ethics.
___________________


For further detail please see: Binkley, M., Erstad, O., Hermna, J., Raizen, S., Ripley, M., Miller-Ricci, M., &
Rumble, M. (2012). D efining Twenty-First Century Skills. In Griffin, P., Care, E., & McGaw, B. Assessment and
Teaching of 21st Century Skills, Dordrecht, Springer.
This book contains insights based on research conducted as part of a major international project
supported by Cisco, Intel and Microsoft. It faces these new working environments head-on,
delineating new ways of thinking about '21st-century' skills and including operational
definitions of those skills.
Overview: 21st Century Learning Design (21CLD) for Educators is a collection of 8 courses with
4-6 lessons in each course. This learning path provides teachers with clear and practical ways to
develop 21st skills using digital technologies with their students.
Through a collection of Office Mix Lessons, 21st Century Learning Design for Educators builds
on the research methodology providing a collaborative, practice-based process to help educators
transform how they design enriching learning activities for their students. The complete series of
8 courses consists of 20 hours of Office Mix Lessons, video and self-assessment materials.
Educators have the opportunity to actively participate in the course by sharing their materials
and by engaging in ongoing discussion as part of a community of learners.
Course #1: Introducing 21st Century Skills

This course provides a rationale for the need to develop 21st century skills among our students.
It presents the key 21st century skills of; collaboration, knowledge construction, self-regulation,
problem-solving and innovation, information and communications technology (ICT) for
learning, skilled communication. It explores what learning looks like in the 21st century and how
innovative teaching practices can support student learning to develop these skills.
Course objectives: To frame and answer the below questions:
● Innovative teaching and learning: what is "innovative teaching practice"?
● What are the characteristics of a “21st century educator”?
● What are the characteristics of a “21st century learner”?
● What school and system factors most support innovative teaching practices?
Course #2: Collaboration
Course summary and objectives: This course explores the broader meaning of collaboration,
and your understanding of it. In today’s workplace, young people are expected to collaborate
and this course helps you to understand what we mean by collaboration. It helps you to design
lessons where students can develop collaboration skills. It will also introduce you to the
dimensions of collaboration which are: students working in groups or pairs, sharing
responsibility, making substantive decisions together, and being co-dependent on one another.
Course objectives: To frame and answer the questions:
● What are the big ideas in collaboration?
● What does working together mean?
● What does shared-responsibility mean?
● What does making substantive decisions mean?
● What does working interdependently mean?

___________________


Course #3: Skilled Communication

Course summary: Skilled communication in the 21st century learning refers to the ability of
individuals to communicate clearly, using oral, written, and non-verbal languages. Society now
requires that everyone has these abilities, because the demands of social relations and the global
economy call for a much more diverse set of communication skills. This course introduces the
concept of skilled communication and supports teachers to design learning activities where
young people can develop this important skill.
Course Objectives: To frame and answer the following questions:
● What are the big ideas in skilled communication?
● What does extended-communication or multimodal communication mean?
● What does supporting evidence mean?
● How can you design communication for a particular audience?

Course #4: Knowledge Construction
Course summary: Knowledge construction provides a rationale for giving young people an
opportunity to move beyond memorizing facts and to develop their critical thinking and
reasoning skills. The 21CLD: Knowledge Construction course introduces you to the dimensions
of Knowledge Construction so that students can build deep knowledge that they can transfer
and apply in practice.
● How to apply knowledge in a new context?
● How to design lessons, so that the main requirement is knowledge construction?
● What does knowledge construction mean?
● What are the big ideas in knowledge construction?
Course #5: Self Regulation
Course summary and objectives: Self-regulation occurs when students consciously organize,
monitor, evaluate and ultimately take control of their own learning. Educators can design
learning activities that assist learners in building and developing their self-regulations skills.
21CLD: Self-Regulation introduces you to the idea of self-regulation and the dimensions of
working on long-term projects, students planning their own work and providing opportunities
to revise work based on feedback.
Course Objectives: To frame and answer the questions:
● What are the big ideas in self-regulation?
● What do we mean by long-term activity?
● How important is defining learning goals and success criteria before undertaking work?
● How important is having the opportunity to revise work based on feedback?

Course #6: Problem-Solving and Innovation

Course summary: Real world problem-solving and innovation are skills that are integral to
living and working in the 21st century. Educators can provide young people with opportunities
___________________


to engage in real world problems and to apply their solutions or ideas in practice. This course
defines what we mean by problem-solving and the dimensions that should be present in such
activities.
● What are the big ideas in problem-solving and innovation?
● What are the problems experienced by real people?
● Are there specific, explicit contexts for problem-solving?
● How can actual data be used to solve a problem?
Course #7: ICT in Education
Course summary: Information and communication technologies (ICT) have become
commonplace in all aspects of life, including education. The use of ICT in education all too often
supports the consumption of information and ideas. 21CLD: ICT for Learning highlights the
need to use ICT to transform learning experiences and to create and design new information.
● What are the big ideas in ICT for learning?
● How can ICT be used to learn or practice basic skills or reproduce information?
● How can ICT be used to support knowledge construction?
● How can an ICT product be created for authentic users?
Course #8: 21c Learning Design: Embedding into Practice
Course summary: 21CLD: Embedding into Practice takes a practical look at implementing 21st
century skills and learning into your classroom, using 21CLD as a framework for lesson design.
This course will provide you with practical activities where you can reflect on your practice and
on the practice of other teachers. This self-reflection and observation ensures that you can
continue to enhance your professional practice using ICT, in order to develop your students’
21st century skills.
● How do you know that your students are developing 21st century skills?
● How to use student work to find evidence of the 21st century skills?
● What is the impact on classroom practice?
● What do teachers think? (teacher testimonials)
● What do teachers think? (student voice)

THEME 3: OECD, ASSESSMENT, and PISA
roject. The aim of the project is
The OECD has launched The Future of Education and Skills 2030 p
to help countries find answers to two far-reaching questions:
● What knowledge, skills, attitudes and values will today's students need to thrive and
shape their world?
___________________


● How can instructional systems develop these knowledge, skills, attitudes and values
effectively?
This position paper describes the first results from this work. The framework is finalized by the
end of 2018. In 2019, Europe changed gears and began to explore the translation of the
framework into pedagogy, assessment and the design of an instructional system.
Students will need to apply their knowledge in unknown and evolving circumstances. For this,
they will need a broad range of skills, including cognitive and meta-cognitive skills (e.g. critical
thinking, creative thinking, learning to learn and self-regulation); social and emotional skills (e.g.
empathy, self-efficacy and collaboration); and practical and physical skills (e.g. using new
information and communication technology devices).
3
Building on the OECD Key Competencies (the D eSeCo project: Definition and Selection of
Competencies) , the OECD Education 2030 project has identified three further categories of
competencies, the "Transformative Competencies", that together address the growing need for
young people to be innovative, responsible and aware:
● Creating new value
● Reconciling tensions and dilemmas
● Taking responsibility
Andreas Schleicher, Director of Education and Skills at OECD, suggested that knowledge is no
longer stacked up in silos. What is required is the capacity to think across disciplines, connect
ideas and “construct information”: these “global competencies” will shape our world and the
way we work and live together. Warning of fake news and social media echo chambers, he
stressed that distinguishing fact from fiction is essential in our digital age and requires, “the
capacity of young people to see the world through different perspectives, appreciate different
ideas, be open to different cultures.”
"Globally competent" students have an understanding of recognised academic subjects, such as
reading, mathematics and science, but equally non-cognitive abilities like tolerance, empathy
and perseverance.
Far from being separate these skill sets interact and cross-fertilise each other, increasing a child’s
likelihood of achieving positive outcomes later in life. Early interventions in both social and
emotional and cognitive skills can therefore play an important role in effective student
development and reduce educational, labour market and social disparities.
Despite soft skills being the area where demand is growing most rapidly, this is not always
reflected in curricula. Oley Dibba-Wadda, Executive Secretary of the Association for the
Development of Education in Africa said that, “In the classroom, students are learning to pass
exams. When they graduate, they have a certificate but they cannot find jobs. We need to teach
skills in public speaking, in self-confidence, in reading and writing – skills to explore”.
If we are to thrive in an increasingly digital, interconnected world, should we not also learn how
to make the most of technology? Can technology help us to acquire – and maintain – the skills
we need? We know that emotions play a key role in learning as our cognitive and emotional
3
OECD Key Competences. Three categories of key competencies – interacting in socially heterogeneous
groups, acting autonomously, and using tools interactively – grounded in a holistic model of
competence, constitute a core element of DeSeCo’s overarching conceptual framework.
___________________


systems are intertwined in our brain. Can technology help create the right conditions for people
to learn?
PISA EXAM: Results from the OECD’s Programme for International Student Assessment
(PISA) show that schools have yet to take advantage of the potential of technology in the
classroom: in most, very little has changed in the way students learn or the way teachers teach.
Schleicher emphasised the need to integrate technology into education to support 21st century
pedagogy and learning environments, stating that, “Technology is the only way to
dramatically expand access to knowledge.” He recommended that teachers be “at the forefront
of designing and implementing this change”
Given the growing national and international attention on educating for global competence,
and absent of other measures, there has arisen a vocal need to scrutinise this framework. Our
critical analysis is conceptually framed by academic literature related to (a) the OECD’s
influential role in facilitating neoliberal education policy trends, (b) disjuncture and debate
surrounding global competence, and (c) how influence is garnered through measurement
technologies. We conclude by encouraging the OECD to be transparent in the reporting of
results and educational stakeholders to be cautious interpreters of forthcoming results and
rankings.
The critique falls generally along these lines.
1. Just a handful of countries improved significantly since they first participated in PISA
2. Something is going on with “star performer” Vietnam.
3. PISA data has some limitations for countries without full secondary enrolment.
4. PISA is still a rich country game
5. A high profile PISA “shock” does not result in big improvement

READING LIST
Key Sources
● European Union Education Document Library
● EU Legal Library
● Social and Emotional Learning: Core Competencies
● 12 Most-Read Articles about Assessment
● OECD-PISA
● Transversal Competencies
● Major Foundations of Curriculum
● Overview of Key Competencies as an Approach to Curriculum Design.docx

--- --- ---

Assessments in Classrooms and Excerpts from Articles

● Assessment and Teaching of 21st Century Skills - Methods and Approach
● 12 Most-Read Articles about Assessment
___________________


●Social-Emotional Learning Assessment Measures for Middle-School Youth

● Incorporating Non-Cognitive Skills Into Large-Scale Educational Assessments
● Criteria for High-Quality Assessment

The Most Important Question Every Assessment Should Answer by Terry Heick
Excerpt: “The benefit of assessments for learning isn’t merely a more clear picture of
understanding; Used properly, it can also inform the rest of the learning process, from
curriculum mapping (what do we learn when?) to instruction (how will it be learned?) to
assessment design (how should future learning ideally be measured?)”
7 Key Characteristics Of Better Learning Feedback by Grant Wiggins
Excerpt: “The more I can get such timely feedback, in real time, before it is too late, the
better my ultimate performance will be – especially on complex performance that can
never be mastered in a short amount of time and on a few attempts. That’s why we talk
about powerful feedback ‘loops’ in a sound learning system.”
Why I Won’t Be Using Common Formative Assessments This Year by Peter Anderson
Excerpt: “By reducing students to data points and teachers to impotent technicians, the
PLC model aligns itself with what Paulo Freire called ‘the banking model of education.’…
I’m arguing that PLCs are yet another form of the banking model of education. I don’t
believe that Richard Dufour created PLCs out of a malevolent desire to shortchange
teachers and students. I do believe, however, his desire for accountability and results
through shared instructional methods has been misguided.”
Culturally Responsive Differentiated Instructional Strategies by Metropolitan Center For Urban
Education
Excerpt: “The disproportionate representation of culturally and linguistically diverse
students in high-incidence special education programs (mental retardation, learning
disabilities, and emotional disturbance) has been a concern for more than three decades
(Klingner, Artiles, et.al, 2005). Extensive research suggests many factors are at play in the
disproportionate representation of minority students in special education including a
teacher’s lack of knowledge about culturally and linguistically diverse children (Villegas &
Lucas, 2002), and their propensity to label the behavior of these students’ as negative and
inappropriate (Klinger, Artiles, et. al. 2005).”
Dipsticks: Efficient Ways to Check for Understanding by Todd Finley
Excerpt: “‘When the cook tastes the soup,’ writes Robert E. Stake, ‘that’s formative; when
the guests taste the soup, that’s summative.”
Assessment For Learning, the Achievement Gap & Truly Effective Schools by Rick Stiggins
Excerpt: “Yet, paradoxically, assessment as conceived, conducted, and calcified over the
past has done as much to perpetuate the gap as it has to narrow it. This must change now
and it can. As it turns out (again paradoxically), assessment may be the most powerful
tool available to us for ensuring universal student mastery of essential standards.”
Shifting Your Assessments To Grow Higher-Level Thinking by Beckie Stobaugh
Excerpt: “Madaus, West, Harmon, Lomax, and Viator (1992) determined that only three
percent of assessment items on tests represented high-level conceptual knowledge and
only about five percent of the total items sampled assessed higher-level thinking skills of
___________________


any type. The other ninety-five percent of items sampled involved low-level skills of
recalling information, calculating, and using formulas to solve routine problems similar to
problems worked in the textbook or in class.”
Teachers Going Gradeless: Toward a Future of Growth Not Grades by Arthur Chiaravalli
Excerpt: “For others, gradeless means without grades, that is, avoiding the damaging and
demotivating effects of grades entirely. These teachers are trying to put the focus squarely
on learning, eliminating grades in favor of feedback and growth. Some may even work
in schools that have replaced traditional report cards altogether, using portfolios or
descriptive evaluations instead.”
How Should Learning Be Assessed? by Luba Vangelova
Excerpt: ‘High-stakes tests concern Zhao the most, because he says they represent more
than misspent time and money. He faults them for suppressing creativity and innovation,
and creating narrowed educational experiences, because everything that is not measured
becomes secondary or is dismissed entirely. Moreover, “constant ranking and sorting”
creates stress and makes students less confident.’
The Inconvenient Truths About Assessment by Terry Heick
Excerpt: “It’s an extraordinary amount of work to design precise and personalized
assessments that illuminate pathways forward for individual students–likely too much for
one teacher to do so consistently for every student. This requires rethinking of learning
models, or encourages corner-cutting.”
What Is Understanding? by Terry Heick
Excerpt: “Perhaps the most powerful thing that you can do to combat the slippery notion
of understanding is to use numerous and diverse assessment forms. And then — and this
part is important — honor the performance on each of those assessments with as much
equity as possible.”
Common Misunderstandings About Assessment Of Learning
Excerpt: “Over the past two decades there has been a lot written, and much discussion,
around the use effective use of assessment in the classroom.

Competences(cies)
(May 2018). Outcome of the Council Meeting on Education, Youth, Culture and Sport,
(May 2018). Proposal for a Council Recommendation on Key Competences for Lifelong
Learning, Permanent Representatives Committee,
Council recommendation on key competences for lifelong learning, 2018
Outcome of the Council Meeting, 3617th Council meeting Education, Youth, Culture and Sport,
Brussels, 22 and 23 May 2018
Proposal for a Council Recommendation on Key Competences for Lifelong Learning,
Permanent Representatives Committee

European Commission (2018). Proposal for a Council Recommendation on Key Competences

for Lifelong Learning
___________________


Kautz, T. et al., 2014, Fostering and Measuring Skills: Improving Cognitive and Non-cognitive
Skills to Promote Lifetime Success, OECD Education Working Papers, No. 110, OECD
Publishing, Paris
Skills for Social Progress: The Power of Social and Emotional Skills
Eurydice (2017) Citizenship Education at School in Europe
Transversal Competencies
Entrepreneurship
● Entrepreneurship 2020 Action Plan
● 2014 Final Report from the Thematic Working Group on Entrepreneurship
● European Commission (2016) Entrepreneurship Education at School in Europe
● European Commission 2017 Youth Work and Youth Entrepreneurship

Course on 21st Century Competences

>> Course: One Note (Office 365 required) <<
See also: Open Knowledge Network

Culture
European Commission (2016) Open method of coordination (OMC) working group of EU
Member States’ experts on ‘cultural awareness and expression
Council Conclusions on a Work Plan for Culture (2015-2018)
Aneas, María Assumpta & Sandín, María Paz (2009). Intercultural and Cross-Cultural
Communication Research: Some Reflections about Culture and Qualitative Methods

Curriculum Design
Kärkkäinen, K. (2012), “Bringing About Curriculum Innovations: Implicit Approaches
National Policies in Europe
OECD country overviews: http://gpseducation.oecd.org/CountryProfile
World Bank
Social Science Research Network (journal)
Comparative Education Review (journal)
Compare: A Journal of Comparative and International Education (journal)
Education Systems Around the World: A Comparison

Diversity and Multilingualism

● Education and Culture
● Policy
● Diversity Teaching Report
● Digital Asset Management TALIS 2013 Results
___________________


● Building Awareness on Literacy

Language, Literacy, and Financial/Media Literacy

● UNESCO on “foreign languages”
● Overcoming Obstacles
● Multilingual Europe
● European Commission (2012), First European Survey on Language competences
● Eurydice, Key Data on Languages 2017
● Combating radicalisation through literacy
● Council conclusions on developing media literacy and critical thinking
● The Future of Education and Skills
● Skills for Social Progress: The Power of Social and Emotional Skills
● Many Teeneagers Struggle to Understand Money Matters
● Financial Literacy Study Finds Many Adults Struggle with Money Matters
Lifelong Learning
Proposal for a Council Recommendation on Key Competences for Lifelong Learning,
Permanent Representatives Committee, Brussels, 2 May 2018,
In 2018 Europe (The Council of the European Union adopted on 22 May 2018 a revised
recommendation on key competences for lifelong learning
OECD and PISA

● Dream jobs? Teenagers' Career Aspirations and the Future of Work
● PISA 2018 results
● Country-Specific Overviews
● PISA 2018: Insights and Interpretations
● PISA 2018: A Few Reactions to the New Global Education Rankings.

COUNTRY REFLECTIONS AND EXAMPLES
● Belgium- Flanders | Flemish PISA researchers at Ghent University

● Indonesia
● Estonia
● Finland
● UK

ARTICLES CRITICAL OF THE PISA EXAM

● Study International
● How PISA Created an Illusion of Education Quality
● Around the World in PISA
___________________


● PISA Results Highlight Pressures in Education Systems

● PISA is Fundamentally Flawed Because of the Scaling Methodology Used
● Toward an international measure of global competence? A critical look at the PISA 2018
framework
● No standardized tests, no private schools, no stress: 10 reasons why Finland’s
education system is the best in the world

Science and Sustainability

● Humans and Nature: The Right Relationship
● National Science Teachers Association

___________________


Briefing Book - Curriculum Design and Assessment

Hochgeladen von

Dokumentinformationen

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

Briefing Book - Curriculum Design and Assessment

Hochgeladen von

Copyright:

Verfügbare Formate

Table ​of​ Contents

Curriculum in OECD Countries 2

Philosophy and Core Concepts in Approaching Curriculum 4

Basic elements of the updated EU Recommendations: 2018 12

THEME 3: OECD, ASSESSMENT, and PISA 36

THEME 1: CURRICULUM DESIGN

Curriculum in OECD Countries

economies to promote economic growth, prosperity, and sustainable development. In addition

Overall, reliance largely on schools as origins of curriculum-related decisions appears as slightly

Philosophy and Core Concepts in Approaching Curriculum

The Scaffold: Curriculum Components

1. Activities identified for consistent treatment in some or all subjects;

Nine Curricular Considerations

Old, New, or Blend?

Learning outcomes and systemic policy reform

Game Changers: Self-Regulated Learning & Adaptive Learning Technologies

THEME 2: FROM CURRICULUM TO COMPETENCES

What are Key Competences?

The Key Competences Reference Framework by the European Union

The EU Reference Framework of Eight Competences

KEY COMPETENCES 2006 KEY COMPETENCES 2018

Global competences are of inestimable value, too—what is needed (transversal, academic,

➪​ Note to Students: ​ this is an area worthy of master’s and doctoral projects

Key Competences For Lifelong Learning: An EU Reference Framework

Basic elements of the updated EU Recommendations: 2018

Descriptions of the 8 Key Competences

This competence requires knowledge of vocabulary and functional grammar of different

Cultural awareness and expression competence

school as an additional language, or who are bilinguals. Moreover, teaching in a multilingual

Science, technological, engineering and mathematical competence

Personal, Social and Learning Competence

● Learning, with a focus on lifelong learning strategies, career management skills.

Cultural awareness and expression

Course #1: Introducing 21st Century Skills

Course #3: Skilled Communication

Course #6: Problem-Solving and Innovation

Assessments in Classrooms and Excerpts from Articles

●Social-Emotional Learning Assessment Measures for Middle-School Youth

European Commission (2018). ​Proposal for a Council Recommendation on Key Competences

Course on 21st Century Competences

Diversity and Multilingualism

● Building Awareness on Literacy

Language, Literacy, and Financial/Media Literacy

OECD and PISA

COUNTRY REFLECTIONS AND EXAMPLES

● Belgium- Flanders​ | ​Flemish PISA researchers at Ghent University

ARTICLES CRITICAL OF THE PISA EXAM

● PISA Results Highlight Pressures in Education Systems

Science and Sustainability

Das könnte Ihnen auch gefallen

Table of Contents

➪ Note to Students: this is an area worthy of master’s and doctoral projects

European Commission (2018). Proposal for a Council Recommendation on Key Competences

● Belgium- Flanders | Flemish PISA researchers at Ghent University