Definition and Selection of Competencies: Theoretical and Conceptual Foundations (DeSeCo)

1. Definition and Selection of Competencies:Theoretical and Conceptual Foundations (DeSeCo) Dominique Simone RychenProgram DirectorOECD DeSeCo Secretariat www.deseco.admin.ch

2. International assessment of learning outcomes PISA assessment of competencies of 15 years old ALL / PIAAC assessment of competencies of adults DeSeCo overarching conceptual framework

3. OECD DeSeCo Definition and Selection of Competencies: Theoretical and Conceptual Foundation • a theory- and policy oriented research program • a broad interdisciplinary perspective • complementary to PISA and ALL aimed at developing… an overarching conceptual frame of referencefor key competencies

4. Starting point of the OECD Project DeSeCo What competencies do we need for a successful life and a well-functioning society?

5. Expert opinions from various academic disciplines and multiple sectors Country Consultation Process Final report Key Competencies for a Successful Life and a Well-Functioning Society DeSeCo’s research process Review of competence-related work Clarification of concepts of competence 1998 Sociologists Philosophers Anthropologist Psychologists Economists Statisticians Educationalists Policy-makers Policy analysts Trade unionists Employers intern. organizations incl. UNESCO, World Bank, ILO 1st Symposium: key issues, networks 1999 National reports from: Austria, Belgium, Denmark, Finland France, Germany Netherlands New Zealand Norway, Sweden, Switzerland United States 2000-2001 2nd Symposium: builds a consensus 2002 2003 DeSeCo Executive Summary 2005

6. The definition of competence • A competence is... • the ability to meet complex demands • a combination of interrelated knowledge, cognitive skills, attitudes, values, motivation and emotions • action-based and context-oriented a dynamic and holistic concept

7. A competence is more than knowledge or a skill knowledge cognitive skills practical skills attitudes emotions values and ethics motivation psychosocialresources Social or economic demand mobilization context

8. Situated learning „The old learning paradigm needs to be replaced by a new one which links learners to the environment in which learning is taking place. Such a conception of learning takes account of the affective, moral, physical, as well as cognitive aspects of individuals…“ Gonzci (2003) “Sustainable development and social cohesion depend critically on the competencies for all of our population – with competencies understood to cover knowledge, skills, attitudes and values.”

9. What makes a competence a key competence? Key competencies • are important to all individuals • help individuals meet important demands in all relevant fields of life (family life, workplace, political sphere, health sector,...) • contribute to desired outcomes • a successful life • a well-functioning society

10. gainful employment personal health /safety political participation social networks cultural participation accomplishment and satisfaction economic productivity democratic processes solidarity, social cohesion human rights and peace equity and equality ecological sustainability Key competencies and desired outcomes at the individual level at the societal level

11. What makes a competence a key competence? Key competencies • are important to all individuals • help individuals meet important demands in all relevant fields of life (family life, workplace, political sphere, health sector,...) • contribute to important and valued outcomes • a successful life • a well-functioning society • assume a reflective practice vis-à-vis complex demands

12. Meeting important demands in life • Global challenges … • rapid social and technological changes • economic and cultural globalization • growing diversity • ... • and mental demands… • responsibility and initiative-taking • adaptability and flexibility • tolerance and open-mindedness • …

13. Reflectivity – the heart of key competencies Many demands are complex and call for a higher level of mental complexity e.g. “going beyond the either-or” a reflective/integrated practice creative abilities a critical stance metacognitive skills

14. Three broad categories of key competencies a conceptual basis for identifying and mapping key competencies

15. Using tools interactively Why? • Need to keep up to date with technologies • Adapt tools to own purposes • Need to conduct active dialogue with the world Key competenciesuse language, text, symbols use information/knowledge use (new) technology

16. Percentage of students reporting they use the following “Almost every day” or “A few times each week”: Students use computers for a wide range of purposes and not just to play games… Internet research – 55% on average Word processing – 48% on average Games – 53% on average 1. Response rate too low to ensure comparability. Source: OECD (2005) Are students ready for a technology-rich world? What PISA studies tell us, Figures 3.3 and 3.4, pp.39 and 41.

17. Percentage of students reporting they use the following “Almost every day” or “A few times each week”: … a minority of students frequently use educational software on computers… Educational software - 13% on average To learn school material - 30% on average 1. Response rate too low to ensure comparability. Source: OECD (2005) Are students ready for a technology-rich world? What PISA studies tell us, Figure 3.4, p.41.

18. OECD PIAAC first cycle 2010 the emphasis is on the cognitive processes underlying literacy, such as dealing with dynamic and interactive problems as well as non-linear information structures, not on information technology Testing of “literacy in the information age”: The interest, attitude and ability of individuals to appropriately use socio-cultural tools, including ICT… … to access, manage, integrate and evaluate information, solve problems, construct new knowledge, and communicate with others… … in order to participate effectively in society.

19. Acting autonomously Why? • understanding one’s environment and its functioning • need to build one’s identity (including a value system) • exercise rights and take responsibility Key competenciesact within the big picture form/conduct life plans and projects assert/defend rights/needs/interests

20. Interacting in socially heterogenous groups Why? • The need to deal with diversity in pluralistic societies • The importance of empathy • The importance of social capital Key competenciesrelate well to othersco-operate, work in teams manage and resolve conflicts

21. Relative importance of KC in different contexts acting autono-mously context A context B using tools interactively interacting in heterogeneous groups

22. Challenges for international assessments • recognition of the complex nature of a competence • linkage to desired outcomes • new domains beyond using tools interactively • need for a variety of methodologies • interactive testing instruments

23. Development of Competencies… …implies a holistic approach • effective pedagogical strategies and methods • an enabling environment • lifelong learning (initial and adult education) “Sustainable development and social cohesion depend critically on the competencies for all of our population – with competencies understood to cover knowledge, skills, attitudes and values.” education as a total experience (around „4 pillars“: learningto know, do, be, and to live together) critical role of school, family, workplace, mass media, NGOs, cultural organizations,…

24. DeSeCo’s overarching conceptual framework • HUMAN CAPITAL • BASIC SKILLS • COMPETENCIES • KEY COMPETENCIES successful life HUMAN RIGHTS EQUALITY PRODUCTIVITY SUSTAINABILITY vision of society interact in groups theoretical elements, concepts, models well- functioning society REFLECTIVITY TECHNOLOGY DIVERSITY MOBILITY RESPONSIBILITY GLOBALIZATION act auto- nomously using tools demands of life

25. Usefulness of such a framework ...a basis for... • building a common understanding and discourse - an educational response to the demands of a globalized, interdependent world - a bridge between education and training • interpreting empirical results • developing future international assessments and policy-relevant indicators • formulating strategies for competence development

26. Information Publications link for ordering: www.deseco.admin.ch DeSeCo Secretariat dominique.rychen@bfs.admin.ch