Key Competences in Europe: Interpretation, Policy Formulation and Implementation

Autor/inn/en	Halasz, Gabor; Michel, Alain
Titel	Key Competences in Europe: Interpretation, Policy Formulation and Implementation
Quelle	In: European Journal of Education, 46 (2011) 3, S.289-306 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/j.1465-3435.2011.01491.x
Schlagwörter	Compulsory Education; Lifelong Learning; Educational Change; Foreign Countries; Educational Policy; Program Implementation; Policy Formation; Competency Based Education; Performance Factors; Curriculum Development; Educational Practices; Learning Processes; Change Strategies; Educational Strategies; Policy Analysis; European Union + Suchen Sie Ihr Suchwort? Schulpflicht; Life-long learning; Lebenslanges Lernen; Bildungsreform; Ausland; Politics of education; Bildungspolitik; Politische Betätigung; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Leistungsindikator; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Bildungspraxis; Learning process; Lernprozess; Lösungsstrategie; Lehrstrategie; Politikfeldanalyse
Abstract	The evolution in Europe towards more competence-based curricula in the last ten years or so is the result of several exogenous factors and a determined European policy. The Reference Framework of Key Competences for Lifelong Learning, a Recommendation approved by the European Parliament and the Council in 2006, and the work carried out within the Open Method of Coordination as well as by European research bodies have had a significant impact on Member States' curriculum reforms. This article shows that some terminology issues, both conceptual and practical, may explain, together with other causes, the diverse formulations of key competences and the way in which they are being integrated into the compulsory education curricula by the Member States or at intra-national levels. The focus of the article is on cross-curricular competences because these are the key competences which require the most significant innovations in teaching and learning practices, on assessment tools and procedures, and school organisation. The analysis illustrates the main differences and convergences in policy formulation and implementation strategies among the EU Member States. It also identifies key obstacles that must be overcome for an effective implementation before suggesting some policy recommendations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10