How the Key Competencies Evolved over Time: Insights from the Research

Autor/inn/en	McDowall, Sue; Hipkins, Rosemary
Institution	New Zealand Council for Educational Research
Titel	How the Key Competencies Evolved over Time: Insights from the Research
Quelle	(2018), (14 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-98-854242-3
Schlagwörter	Foreign Countries; Competence; National Curriculum; Curriculum Development; Interpersonal Competence; Critical Thinking; Thinking Skills; Intellectual Disciplines; Self Management; Alignment (Education); Knowledge Level; Curriculum Implementation; Literacy; Lifelong Learning; Science Process Skills; Diversity; Achievement; Mathematics Skills; Communication Skills; Language Skills; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Kompetenz; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Interpersonale Kompetenz; Kritisches Denken; Denkfähigkeit; Geisteswissenschaften; Selbstmanagement; Wissensbasis; Alphabetisierung; Schreib- und Lesefähigkeit; Life-long learning; Lebenslanges Lernen; Performance; Leistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kommunikationsstil; Language skill; Sprachkompetenz; Neuseeland
Abstract	This is one of two papers developed for a Ministry of Education (MOE)-funded project, Competencies in New Zealand Council for Educational Research (NZC). The first paper draws on archived policy discussion papers to document the provenance of the NZC key competencies. This second paper analyses a series of research projects to describe how understandings about key competencies have developed over the decade since NZC was published. The key competencies have attracted considerable research attention over the decade since "The New Zealand Curriculum" ("NZC") was introduced. In this paper the authors report on an inquiry into the contribution this research effort has made to understanding: (1) what key competencies are (their nature); (2) how they should be included in a local curriculum (their weaving together with other curriculum components); and (3) how they should impact the intended learning (their role). A collection of relevant research was used to define four phases in the ways that key competencies have been understood and enacted in the overall school curriculum. This report describes the main conceptual and practical shifts during each of the four phases. Assessment implications of these different ways of thinking about the nature and role of key competencies in the curriculum are also outlined. [For the first paper, "How the Key Competencies Were Developed: The Evidence Base," see ED598100.] (ERIC).
Anmerkungen	New Zealand Council for Educational Research. P.O. Box 3237, Wellington 6140 New Zealand. Tel: +64-4384-7939; Fax: +64-4384-7933; Web site: http://www.nzcer.org.nz
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01