Key competencies in national curriculum documents

Dakmara GEORGESCU, UNESCO Beirut

d.georgescu@unesco.org

www.academia.edu/dakmara1/28/2016D. Georgescu 1

Discussion points

• Curriculum as hindrance to recognizing learning outcomes/results

• Curriculum as support to recognizing learning achievements

1/28/2016D. Georgescu 2

1/28/2016D. Georgescu 3

Curriculum: learning content selection and organization, methods and environments

Knowledge Skills

Attitudes

Competencies

Life-long learning

Problem-solving

Learning to live

together (LTLT)

Education for

Sustainable Development (ESD)

VALUES

1/28/2016D. Georgescu 4

“Curriculum System/Package”

CurriculumFramework

Syllabuses (Subject

curricula)

Textbooks

Teacher Guides

Other

learning resources

Assessmenttools

1/28/2016 D. Georgescu 5

Competencies: some terminological issues

• Competencies as articulation of knowledge, skills and attitudes

• Equivalent terms: « skills »; « capabilities »; skills and capabilities »

Knowledge

Skills

Attitudes

Values

Curriculum as hindrance

When curriculum is understood as textbooks

When focus is on rote learning

1/28/2016D. Georgescu 6

Curriculum as support

Developing and assessing

key competencies

1/28/2016D. Georgescu 7

Key competencies (and the mind shift needed)

(Transversal, cross-cutting)

1/28/2016D. Georgescu 8

1/28/2016D. Georgescu 9

Singapore

1/28/2016D. Georgescu 10

Communication skills Character development Self management skills Social and cooperative skills Thinking skills and creativity Literacy and numeracy Information skills Knowledge application skills

New Zealand

Communication Skills

Numeracy Skills

Information Skills

Problem-solving Skills

Self Management and Competitive Skills

Social and Co-operative Skills

Physical Skills

Work and Study Skills1/28/2016D. Georgescu 11

Scotland: A curriculum for excellence key competencies

Successful learners

Confident individuals

Responsible citizens

Effective contributors

1/28/2016D. Georgescu 12

Why can key competencies help?

Focus on relevant knowledge and meaningful learning

Whole-child/learner approach

Developing higher-order thinking skills

Avoiding redundancy and overload

Preparation for life and work

Learning to learn

1/28/2016D. Georgescu 13

Compatible curriculum frameworks for formal and non-formal education

1/28/2016D. Georgescu 14