Definition and Selection of Competencies: Theoretical and Conceptual Foundations DeSeCo

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• Definition and Selection of CompetenciesTheoreti
  cal and Conceptual Foundations (DeSeCo)

Dominique Simone RychenProgram DirectorDeSeCo
Secretariat
www.deseco.admin.ch
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Key Competencies Identified OECDs Conceptual
Framework a contribution to the International
Workshop in Taipeh 3-4 November 2006
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Structure of the presentation

• DeSeCos portrait
• a collaborative, multidisciplinary project
• (Key)competence a functional approach
• What makes a competence a key competencies?
• 3 broad categories of key competencies
• Challenges for large scale assessments
• Developing competencies a holistic approach
• Concluding remarks

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Investing in competencies for all

• 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.

Communiqué of the meeting of the OECD Education
Ministers, 2001
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• Developing human capital
• Raising the quality of education systems
• Questions such as
• Are individuals equipped with knowledge and
  skills needed to cope with the challenges in
  life?
• Do education and training systems generate the
  required competencies?
• interest in learning and education outcomes

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PISA assessment of competencies of 15 years old
IALS / ALL assessment of competencies of adults
DeSeCo overarching conceptual framework
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ALL

• International Adult Literacy and Life Skills
  Survey
• under the auspices of OECD (lead Canada and the
  US)
• International survey of adults between 16 and 64
  (2003)
• testing of prose and document literacy, numeracy
  and problem solving
• Canada, USA, Italy, Norway, Switzerland, Bermuda
• aimed at assessing
• aspects of human capital (skills and
  competencies)

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OECD DeSeCo

• Definition and Selection of Competencies
  Theoretical and Conceptual Foundation
• under the auspices of OECD (lead country
  Switzerland)
• 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

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Starting point of the OECD Project DeSeCo

• What competencies do we need for a successful
  life and a well-functioning society?

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Issues at stake

• Identifying universal core competencies
  technocratic fantasy or an extension of human
  rights?

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Complexity of the topic
Theoretical models and concepts
Cultural context, biographical variability
Visions of society and individuals
Which key competencies?
Political negotiation, consensus formation
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Complementarity and consensus building

• Different disciplinary viewpoints
• The good life from a philosophical stance
• A sociological approach
• From the perspective of economic productivity
• Focus on individual and social diversity
• Forum for exchange and debate
• moving towards interdisciplinary insight
• policy relevance
• normative anchoring point

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DeSeCos 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
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The definition of competence a functional
approach

• 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
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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
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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.

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• 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

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Key competencies and desired outcomes
at the individual level
at the societal level

• economic productivity
• democratic processes
• solidarity, social cohesion
• human rights and peace
• equity and equality
• ecological sustainability

• gainful employment
• personal health /safety
• political participation
• social networks
• cultural participation
• accomplishment and satisfaction

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• 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

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Global challenges...

• rapid social and technological changes
• economic and cultural globalization
• growing diversity, competition, liberalization
• large-scale value changes, instability of norms
• substantial global inequality of opportunities
• conflicts and poverty in all its forms
• ecological destabilization
• ...

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and mental demands

• responsibility
• initiative-taking
• flexibility
• tolerance
• open-mindedness

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• 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
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DeSeCos overarching conceptual framework
societal goals
DESIREDOUTCOMES
Societal goals

• HUMAN CAPITAL
• SKILLS
• COMPETENCIES
• KEY COMPETENCIES

theory, models
e.g. employability civic engagement social
inclusion social cohesion productivity
interact in groups
act auto- nomously
using tools
demands, challenges
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a conceptual basis for identifying and mapping
key competencies
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Using tools interactively

• Focus interaction with the world through tools
• Need to keep up to date with technologies
• Familiarity with the tool
• Adapt tools to own purposes
• Awareness of new forms of interaction
• Accommodation to the potential

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the ability to

• use language, symbols, and texts interactively
• use knowledge and information interactively
• use (new) technology interactively

critical thinking / holistic/reflective approach
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Acting autonomously

• Focus personal identity/relative autonomy
• understanding ones environment and its
  functioning
• need to build ones identity (including a value
  system)
• exercise rights and take responsibility

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the ability to

• act within the big picture / the larger context
• form and conduct personal projects / life plans
• defend / assert rights, interests, limits

critical thinking / holistic/reflective approach
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Interacting in socially heterogeneous groups

• Focus interaction with the different other
• living in multicultural/pluralistic societies
• need to deal with diversity
• empathy is an important prerequisite
• creating social capital

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the ability to

• relate well to others
• cooperate, work in teams
• manage and resolve conflicts

critical thinking / holistic/reflective approach
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Competencies operate as constellations
Goal (social demand) 2
Goal (social demand) 1
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in different contexts
acting autono-mously
context A
context B
using tools interactively
interacting in heterogeneous groups
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Challenges for international assessments

• recognition of the complex nature of a competence
  
• linkage to desired outcomes
• contextual information on the quality of
  education
• new domains beyond using tools interactively
  trade-offs
• need for a variety of methodologies and settings

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Development of Competencies

• implies a holistic approach
• effective pedagogical strategies and methods
• an enabling environment
• lifelong learning (initial and adult education)
• Education as a total experience

critical role of school, family, workplace, mass
media, NGOs, cultural organizations,
education as a total experience (around 4
pillars learning to know, do, be, and to live
together)
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• building a common understanding and discourse
• interpreting empirical results
• developing future international assessments and
  policy-relevant indicators
• formulating strategies for competence development

...a basis for...
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• Yes
• as a conceptual tool and reference frame
• as an educational response to the demands of a
  globalized, interdependent world
• for monitoring strategies for competence and
  skill development
• in relation to broad common objectives

Do the key competencies identified have global
validity?
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• Some prerequisites
• substantial and sustained research (empirical and
  theoretical work)
• further exploration of the applicability of the
  conceptual framework within and beyond the OECD
• an interdisciplinary approach is important
• a dialogue and exchange among researchers, policy
  makers and practioners
• international collaboration

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To close..

• What is the point of defining (key) competencies
  unless it is to mobilize all the resources
  required to enable all citizens to acquire them,
  first and foremost those who are at present
  failing to acquire them?

Perrenoud in Defining and Selecting Key
Competencies (2001)
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Information

• Publications
• link for ordering
• www.deseco.admin.ch
• DeSeCo Secretariat
• dominique.rychen_at_bfs.admin.ch