Circula una reciente publicación de la Comisión Europea para el desarrollo de competencias en el contexto escolar. Su título es: Developing Key Competences at School in Europe: Challenges and
Opportunities for Policy, 2011/12. Publicado por: Education, Audiovisual and Culture Executive Agency (EACEA, Eurydice and Policy Support).
El texto presenta 8 competencias claves a desarrollar en el contexto escolar:
• communication in the mother tongue;
• communication in foreign languages;
• mathematical competence and basic competences in science and technology;
• digital competence;
• learning to learn;
• social and civic competences;
• sense of initiative and entrepreneurship;
• cultural awareness and expression.
Bajar el documento completo
Dispoible además aquí.
INDICE
Foreword 3
Table of Figures 6
Introduction 7
Key Findings 9
Chapter 1: How do Countries Support the Development of Key Competences? 13
1.1. National strategies to promote key competences 14
1.2. Examples of national strategies 15
1.3. Large-scale initiatives to promote key competences 17
1.4. Towards a more strategic approach to supporting the development of key competences 18
Chapter 2: How do Countries Implement the New Competence-based Curricula? 19
2.1. New concepts shaping modern curricula 19
2.2. Curriculum organisation – approaches to the transversal competences 21
Chapter 3: How do Countries Assess Students in Key Competences? 27
3.1. The scope of national testing 27
3.2. Other forms of assessing the transversal competences 29
3.3. Implications for the implementation of key competences 31
Chapter 4: How do Countries Tackle Low Achievement in Schools? 33
4.1. National policies to tackle low achievement 35
4.2. Specific support measures for low achievers 36
4.3. National targets on low achievement 40
4.4. Promoting evidence-based policies on low achievement 41
Chapter 5: How do Countries Encourage Young People to Pursue Further Study and
Careers in Mathematics, Science and Technology? 43
5.1. Policy concerns regarding skills shortages in MST fields 43
5.2. Improving motivation to study mathematics, science and technology 46
5.3. Challenges for national policies to increase interest in MST careers 50
References 51
Glossary 55
Annex 57
Acknowledgements 63
Comienzo de la Introducción:
The need to improve the quality and relevance of the skills and competences with which young Europeans leave school has been recognised at EU and national level. The urgency of addressing this issue is further underlined by the current situation in which Europe faces high youth unemployment and, in some cases, serious skills mismatches.
In recent years, the concept of key competences has gained prominence in European education systems.
Most European countries have made significant progress in incorporating the key competences into
national curricula and other steering documents (1). There have been positive developments in defining
specific learning outcomes and work is underway in developing a range of assessment tools to support the learning process (2). The European Policy Network on the Implementation of the Key Competences
(KeyCoNet) analyses emerging initiatives for the development of the key competences (3). However a
number of challenges remain. One of them relates to the need for a more strategic approach in supporting the key competences approach at school. A second one is related to the efforts to enhance the status of the transversal competences (digital, civic and entrepreneurship) as compared to the traditional subject-based competences. Furthermore there are the imperatives of lowering the proportion of low achievers in the basic skills (mother tongue, mathematics and science) and encouraging more young people to pursue higherlevel
studies and careers in mathematics, science and technology (MST).
This cross-country report has been produced in support of the European Commission’s Communication on Rethinking Education (4). The main objective of the report is to present the findings on some of the
challenges that European countries face in the implementation of the key competences approach, and to
identify problem areas and common obstacles. Based on research evidence and national practices, the
report will also outline a range of measures that have the potential to effectively address these challenges.
The comparative analysis is organised in five chapters that address the following questions:
 Chapter 1: How do countries support the development of the key competences approach?
 Chapter 2: How do countries implement the new competence-based curricula?
 Chapter 3: How do countries assess the key competences?
 Chapter 4: How do countries tackle low achievement in schools?
 Chapter 5: How do countries encourage young people to pursue further study and careers in
mathematics, science and technology?
Each chapter concludes with a section on policy challenges and possible responses. These concluding
sections are, in turn, brought together in the Key findings section.