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The Implementation of the Key Competencies and the School Improvement

The Implementation of the Key Competencies and the School Improvement. Vilmos Vass, Ph. D Eötvös Loránd University, Budapest Institute of Education Science vassvili63@gmail.com www.vassvili.hu. The main pillars of the lecture. The levels of the curriculum implementation

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The Implementation of the Key Competencies and the School Improvement

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  1. The Implementation of the Key Competencies and the School Improvement Vilmos Vass, Ph. D Eötvös Loránd University, Budapest Institute of Education Science vassvili63@gmail.com www.vassvili.hu

  2. The main pillars of the lecture • The levels of the curriculum implementation • Key competencies (EU) • PLC • Conclusions

  3. „Curriculum development is an art of making balance.” (Peter Szebenyi)

  4. Dimensions of implementation „black box” curriculum asessment

  5. Key competencies (EU) 1) Communication in the mother tongue; 2) Communication in foreign languages; 3) Mathematical competence and basic competences in science and technology; 4) Digital competence; 5) Learning to learn; 6) Social and civic competences; 7) Sense of initiative and entrepreneurship; and 8) Cultural awareness and expression Recommendation of the European Parlament and of the Council of 18 December 2006 on Key Competences for Lifelong Learning (2006/962/EC)

  6. The main pillars of the curriculum implementation • research and development • second-level tools of the content regulation system • school improvement and leadership • communication

  7. The levels of the implementation • supra: international, comparative • macro: system, society, nation, state • meso: school, institution, program • micro: classroom, group, lesson • nano: individual, personal Curriculum development re-invented. ed. Jos Letschert SLO. Leiden, the Netherlands, 2005. 18.p.

  8. Top-down and bottom-up innovation Jean Gordon - Gabor Halasz - Magdalena Krawczyk - Tom Leney - Alain Michel - David Pepper – Elzbieta Putkiewicz – Jerzy Wisniewsky: Key Competences in Europe: Opening Doors For Lifelong Learners Across the School Curriculum and Teacher Education. CASE Network Reports No. 87. 2009. Center for Social and Economic Research, Warsaw, 2009. Central curriculum development (KIT) Local school innovation (redesigning school, teaching, learning)

  9. PLC • Communication • Collaboration • Coaching • Change • Conflict • Creativity • Courage

  10. Conclusion • More comprehensive approach and systematic attention • Importance of the meso, micro and nano level implementation

  11. Conclusion http://www.youtube.com/watch?v=a32eDsxDfjY

  12. Thank you very much for your attention!

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