Key Competences For Lifelong Learning Research Articles

КОМПЕТЕНТНІСНИЙ ПІДХІД В ОСВІТІ: ЄВРОПЕЙСЬКИЙ ДОСВІД

The article deals with the competence approach in secondary education of the European Union. In the last decades of the XXI century scientific studies on the theory and practice of implementing the competency approach in the educational systems of the European Union have been intensified. Education in today’s world plays a fundamental role in ensuring acquisition of key competences by European citizens, needed for adaptation to constant changes. In the increasingly complex world where technologies are being introduced actively, creativity and the ability to continue learning and introduce innovation will be relevant and valuable. Lifelong learning should be a norm and important necessity.The article reveals the competence terminology (for such concepts as “competence”, “key competencies”, “skills”) in the educational documents of the EU member states. The essence of the concept of “key competencies”, which refers to a set of fundamental skills and abilities, has been clarified. The relevant knowledge, skills, values that students must master in order to respond efficiently to the challenges of the modern world, have been identified. It has been noted that the key competencies outlined in the European Reference Framework of Key Competences for Lifelong Learning (2018), equally important for personal development and for a successful life in society, should contribute to improving the level of education, development of quality education.Emphasis has been placed on the fact that the updated structure of key competencies will be successful if it is for use in various sectors of education, as well as at the level of non-formal and informal learning in the European countries.The article concludes that introduction and acquisition of key competencies in school education takes place through different approaches and depends on the individual capabilities of the EU member states. In this context, the application of the interdisciplinary approach deserves special attention. It has been noted that the EU countries are currently at different stages of implementation of key competencies in school curricula.

Perfil emprendedor de estudiantes universitarios : un modelo predictivo

Introduction: Entrepreneurship is recognized by the European Union as one of the eight key competences for lifelong learning. Research on entrepreneurship started in the field of economics, although in recent decades the individual skills and attitudes it involves have become more important and there has been more interest in teaching and learning about the subject. Although some research has found a positive relationship between Entrepreneurship Education (EE) and entrepreneurial behavior, the relationship is not clear and the results are contradictory. The level of entrepreneurial initiative shown prior to any EE seems to be the variable that best explains the different results. Objective: The aim of this paper is to determine which individual differences can best identify those university students with a strong entrepreneurial attitude. Method: The sample was made up of 514 students from six Spanish universities, who were divided into two groups corresponding to individuals with high and low entrepreneurial intention. A step-by-step logistic regression analysis was performed resulting in a model in which the variables of emotional repair, low neuroticism and agreeableness were significant. Results: This model allows us to correctly forecast 62.20% of cases. Discussion: These findings are important for work on models that allow us to identify the profiles of potential entrepreneurs. The results are interesting in terms of the relationship between entrepreneurial education and intention and the investigation of whether an entrepreneurial intention profile, such as the one found in this research, could improve EE results and facilitate the transition from intention to action in entrepreneurial behavior.

La progettazione scolastica orientata alla promozione della salute. Un percorso di dialogo intersettoriale per l’allineamento delle competenze chiave per l’apprendimento e «life skill»

In health promotion area, the integration of the school and health sectors is essential. The objective of this work is to introduce a logical framework to «align» educational concepts and objectives, starting from international and national indications on school curricula, with health promotion concepts and objectives (in particular life skill and life skill education). A working group composed of 26 school representatives and health promotion professionals has been set up and in a participatory way they have produced alignment tables for different school orders. The tables propose an alignment between: European key competences for lifelong learning, student profile competences, targets for competence development, life skills and LifeSkills Training objectives. The logical framework offers a comparison between different conceptualisations of competences useful for learning and people’s well-being. It can also serve as a guideline for school planning competence-based oriented towards health promotion and it can represent an operationalisation of cross-sectoral collaboration.

OPPORTUNITIES TO LEARN HISTORY AND CULTUROLOGY AND TO DEVELOP DIGITAL COMPETENCE IN THE AGE OF INFORMATION TECHNOLOGY

Technological progress, which sets scenarios for the development of humanity, affects the pattern of human behaviour in the most direct way and becomes an integral part of life, serving as progressives and at the same time also as regressive means in the educational process. The school should follow the modern digital age so it is necessary to offer students to learn the content of learning in an interactive, understandable, achievable and educational way. In order to facilitate the interaction of the digital competence of student’s with knowledge-building in the learning process of History and Culturology, two years of development resulted in the creation of a website enabling students to learn more successfully history and culturology. It should also be noted that the European Commission highlights the digital competence as one of the key competences for lifelong learning: it is recommended that the European Union should raise and improve the level of digital competences at all stages of education and training (European Commission, 2018). The aim of this article is, highlighting the importance of digital competence and information technology in the education process, identify students' growth rates in History and Culturology studies using the learning platform developed and tested www.pavelsjurs.lv. The article reflects the introduction of innovation in the History and Culturology subjects through an open interactive learning platform that can be used in daily education at school and for online learning.

Bralna pismenost v raziskavi PISA 2018 – psihološki vpogled in interpretacije dosežkov slovenskih učencev

Reading literacy in PISA 2018 – psychological insight and interpretation of the results of Slovene students The paper presents an interweaving and analysis of the already published results of the PISA 2018 reading literacy study with our own secondary analysis of the relations between certain factors and achievement in reading literacy in more than 6,000 Slovenian students. The content of the article is divided into three parts. In the first part, we highlight the general achievement in reading literacy amongst Slovenian 15-year-olds in terms of the efforts of the school system (Ministry of Education, Science and Sport) and the National Education Institute Slovenia for the development of this literacy in the last two decades. We also highlight some systemic changes for enhancing the development of reading literacy (e.g., Council Recommendation on Key Competences for Lifelong Learning; the National Strategy for the Development of Reading Literacy for the period 2019-2030). In the second part of the article, we try to explain the substantial differences in reading achievement and motivation in Slovenian students with regard to gender. Using a biopsychosocial model (Halpern, 2012) and research pointing to the origins of gender differences, we point to some critical areas in the development of reading literacy and to possible ways to reduce these differences. Finally, we emphasize some characteristics of a stimulating learning environment in the Slovenian language course for the development of reading literacy, as perceived by students (teacher enthusiasm, perceived learning and emotional support of teachers and providing feedback to students) and compare them with the perceived learning environment of students in other OECD countries. We draw attention to caution in the interpretation of the results, especially in the (direct and causal) relationships between some teacher characteristics and students’ individual variables - reading motivation and achievement in reading literacy. Keywords: reading literacy, Slovenian students, gender differences, reading motivation, stimulating learning environment

The Examination of Prospective Mathematics Teachers' Perceptions of Lifelong Learning Competencies

The purpose of this study is to examine the prospective mathematics teachers' perceptions of lifelong learning competencies. The study group of the research consisted of 1st, 2nd, 3rd and 4th year prospective teachers studying at mathematics education undergraduate program of the education faculty of a public university. In this research, cross-sectional research method was used within the scope of descriptive research approach in order to reveal how mathematics teacher candidates' perceptions of lifelong learning competencies have improved. In the research, as a data collection tool "Key Competencies for Lifelong Learning" scale developed by Şahin, Akbaşlı and Yanpar-Yelken (2010) was used. Independent samples t-test and one-way analysis of variance (ANOVA) were used to compare the mean scores obtained from the scale by variables. The results obtained from the research indicated that the prospective mathematics teachers participated in the research have high level of life-long learning competencies. A significant difference was found in prospective mathematics teachers’ scores of life-long learning competencies as regards their genders and the high schools they graduate from. Participants graduated from Anatolian High School and Teacher Training High School had higher scores than the other participants. However, no significant difference was found in prospective mathematics teachers’ scores of life-long learning competencies regarding the year of their study.

Telecollaboration for Civic Competence and SDG Development in FL Teacher Education

The Civic Competence has been acknowledged essential to support sustainable societies, economies and ecosystems for the development of responsible active citizens in today's increasingly connected world. In this regard, telecollaboration seems to help enhance related media literacy and intercultural skills. However, despite the development of key competences for lifelong learning with telecollaboration has already been the focus of some studies, the measurement of Civic Competence in teacher education with telecollaboration remains still a question for investigation. Following this line of research, this study aimed to explore the own perception of FL student teachers in Civic Competence, and if this competence can be developed working the Sustainable Development Goals (SDG) with telecollaboration. The participants of this study were two groups of student teachers at two different European universities. Both groups completed a survey and proposed collaborative strategies to improve the global and Civic Competence. Educational proposals and digital collaborative tools were analysed to measure the improvement of the student teachers´ perception. Forum, e-portfolios and evaluation forms together with pre- and post-questionnaires were used to explore the outcomes. Results indicated that most Civic Competence domains can be enhanced by working SDG and that adopting a reflective, experiential and safe collaborative online international learning approach can help promote further knowledge, skills and attitudes in specific contexts.

KOMPETENCJE CYFROWE PRZYSZŁYCH NAUCZYCIELI JĘZYKÓW OBCYCH I ICH POTENCJALNY WPŁYW NA PLANOWANIE PROCESU DYDAKTYCZNEGO

This article and the study it describes present the results of research on the general level of digital competence of students in the teaching specialization in the context of preparation for the teacher profession and the Council of the European Union recommendation of 22 May 2018 on key competencies for lifelong learning. The results of the research are compared with publicly available reports on the digital competencies of Poles and with the European Media Literacy Standard for Youth Workers (EMELS).

The peculiarities and challenges of integrating generic forms of knowledge into the upper‐secondary curriculum:A Bernsteinian analysisof ‘Communication’ and ‘Application of Number’ in the Welsh Baccalaureate

Throughout the past 40 years, a number of terms have been used in the UK to refer to competency‐based pedagogies that focus on preparing students for everyday ‘life’ and employment. The evolution of these generic forms of knowledge in official curricula has been accompanied by harsh practical realities when it comes to teaching, assessing and certifying them. These practical realities counterbalance the strong supportgenericskillismenjoys in policy discourses that centre on employability and universalism in upper‐secondary education. By drawing upon Bernstein's sociological insights and data collected and analysed as part of a study that sought to examine the compulsory integration of Communication and Application of Number into the Welsh Baccalaureate Advanced Diploma (legacy qualification), this paper offers new empirical observations into the persistent peculiarities and challenges of teaching and assessing generic forms of pedagogised knowledge. The discussion takes into consideration practical and policy dimensions that extend beyond individual education sites in Wales and are also relevant to the 2017 review of the new Essential Skills Wales qualifications, ongoing developments following the 2018 review of the Welsh Baccalaureate Skills Challenge Certificate, and the Council of the EU 2018 Recommendation of Key Competences for Lifelong Learning.

ФОРМУВАННЯ ТА РОЗВИТОК ЦИФРОВОЇ КОМПЕТЕНТНОСТІ ПРАЦІВНИКІВ ЯК СКЛАДОВА АНТИКРИЗОВОГО УПРАВЛІННЯ ОРГАНІЗАЦІЄЮ

In the article discusses the essence of the concept of “anti-crisis management”, describes the terms “competency” and “competence”. The main groups of key competencies that a specialist should possess are considered. The results of studies are presented, which indicate that for many citizens of both Ukraine and Poland, advanced digital technology is now an important element of functioning both in professional and in private life. The concept of “digital competency” is characterized and it is established that the new edition of the key competencies for lifelong learning - recommendation 2018/0008 (NLE) of the European Parliament and the Council (EU), like the previous one, contains digital competence. It is noted that the dissemination of new technologies among society and the full use of their capabilities is impossible without the constant build-up of digital competence, and the formation and development of digital competence among potential and working personnel provides for their approximation and adaptation to world practice. The main provisions of the Concept for the development of the digital economy and society of Ukraine for 2018-2020 are given.

ДЕЯКІ АСПЕКТИ ПРОФЕСІЙНОЇ КОМПЕТЕНТНОСТІ НА РІВНІ ВИВЧЕННЯ НАВЧАЛЬНОЇ ДИСЦИПЛІНИ “СВІТОВІ МОДЕЛІ ТА СТАНДАРТИ ПІДГОТОВКИ ФАХІВЦІВ СОЦІАЛЬНОЇ СФЕРИ”

The article highlights the problems of the competence approach in the higher education system. The author analyzes the conceptual issues of studying the peculiarities of training specialists in the social sphere in different countries of the world in the framework of studying the masters specialty “Social work” of the discipline “World models and standards of specialists in the social sphere training”. The article defines the purpose and objectives of the discipline “World models and standards of specialists in the social sphere training”. The author analyzes the content of the concept “competence”. The author focuses on integrational changes in education in a global context. The article analyzes competences and competences in accordance with the Framework Program for Updated Key Competences for Lifelong Learning, established by the European Parliament and the Council of the European Union on 17 January 2018. The author analyzes personal, social and educational competences, characterizes basic knowledge, skills and attitudes in accordance with this competence. The article analyzes the content of the definition “competence” in the scientific and practical perspective. The article describes the concept “scientific research competence”. The author defines the content of professional competences on the basis of the discipline “World models and standards of specialists in the social sphere training”. The article focuses on the integration of theoretical knowledge and practical experience of training social specialists in the process of developing methodological recommendations for the implementation of such experience in the system of training of relevant specialists in Ukraine as a key competence of the discipline “World models and standards of specialists in the social sphere training”. The author recommends to take into account the conceptual principles of formation of professional competencies of social sphere specialists at the level of study of the discipline “World models and standards of specialists in the social sphere training” provided that they are integral characteristics.

Development of successful entrepreneurial education initiatives enabled by EU funded projects - The case of FH JOANNEUM

This paper presents the lessons learned from different formal and non-formal entrepreneurial education initiatives at the University of Applied Sciences FH JOANNEUM in Graz, Austria conducted in the period 2016-2019. Four projects funded through the European Commission provided the opportunity to explore a variety of teaching and learning methods to develop the “sense of initiative and entrepreneurship” as one of the key competences for life-long learning set by the European Union. While the target groups were different and the objectives were manifold, all of these projects aimed at fostering this key competence for students to effectively develop and implement creative and market-oriented ideas. Different entrepreneurial education methodologies have been developed, customised for the requirements of the target group and setting. This paper analyses them using the “Learning by sharing model” by Thijssen & Gijselaers. The analysed teaching methods and approaches have different efficiency for alternative target groups or objectives. The Business Case Challenge allows to involve intercultural student groups in intensive case work, with real live cases. A blended approach which combines a MOOC, face-to-face teaching, presentations and mentoring by a role model has proven to successfully provide entrepreneurial competences to athletes. A moderated MOOC for intrapreneurship including interactive teamwork and professional moderation to keep participants to be consciously active, resulted in high completion rate on an offline level. Finally, action learning sets and development of business models for case studies through e-communication are presented as an alternative learning model for international teams. Based on the in-depth analysis of these cases, the authors have proposed four factors which may serve as a frame for development of successful entrepreneurial education initiatives in various education and training environments. The frame offers additional fifth factor, student career development, specifically significant for formal education institutions.

КОНЦЕПТУАЛЬНИЙ ЗМІСТ СТАНДАРТИЗАЦІЇ ПРОФЕСІЙНОЇ ОСВІТИ В УКРАЇНІ: ПРАВОВИЙ ТА УПРАВЛІНСЬКИЙ АСПЕКТИ

The subject of research is public relations in the field of standardization of education in Ukraine, the subject is the understanding of the conceptual content of standardization of vocational education. The purpose of the article is to determine the conceptual content of standardization of vocational education based on the analysis and generalization of the views of scholars of different fields of knowledge and lawmakers on the role and benefits of standardization of education on a competency-modular basis. The authors analyze the approaches to understanding the essence of standardization of vocational education, its advantages and perspectives. The necessity to pay due attention to the formation of key competences in education recipients is justified, taking into account the recommendations of the Council of the European Union of May 22, 2018 “On Key Competences For Lifelong Learning”. It is proved that conceptualization and systematic standardization of the content of vocational education contributes to the development of partnerships between the state, employers, educational institutions and future employees. Generally speaking, it is the combination of professional, vocational education and assessment standards that is the core and condition for the training of a qualified person who would meet the needs of the national economy, the labour market and certainly personal needs. It is concluded that trends in professional confrontation in the labour market determine the use of modern educational practices to prepare a competitive and highly qualified specialist. The development and active application of standards builds competence not only among educators, but also with teachers. An analysis of employers’ requirements for a future employee is increasingly indicative of a shift in focus from knowledge to skills. The situation in the world with the spread of the Covid-19 pandemic has vividly demonstrated how quickly the world and the way of life can change. We cannot but mention that the education and training of those who receive education at any educational level, after such an experience, must shift towards the formation of a person who realizes that the only thing that is unchanged is change. Standardization of the content of vocational education will certainly contribute to this.

SKILLS OF THE 21st CENTURY IN THE CONTEXT OF QUALITY ASSURANCE OF TEACHER PROFESSIONAL TRAINING

The article deals with the problem of quality of professional training. It emphasizes the importance of the 21st century skills developmentamongfuture teachers to ensure quality pedagogicaltraining. The results of theoretical study of normative documents in the field of higher education in Ukraine and foreign works on the formation of general and professional competencies of primary school teachers and educators of preschool education are disclosed. As a result of scientific research, the skills that provide competence training for students of pedagogical specialties in a higher education institution have been identified, in particular: critical thinking, digital skills and cooperation skills. The problem of training teachers of preschool and primary institutions, the content of the current professional standards, the European reference system on key competencies for lifelong learning are studied. The results of the questionnaire survey of 1st-4th year students of specialties and teachers-practitioners are summarized in order to determine the necessary skills and abilities for a modern teacher. The results of diagnostics of the formation of digital skills, interaction skills and critical thinking in first-year students of the Pedagogical Institute of Borys Grinchenko Kyiv University are presented. According to the selected criteria of personal and professional self-development of the teacher (value-motivational, cognitive, activity), the levels (basic, medium and high) and indicators of formation are determined. The levels of their formation are defined: basic (digital skills — 28 people, critical thinking — 52 people, skills cooperation — 23 people); medium (digital skills — 29 people, critical thinking — 24 people, cooperation skills — 34 people); high (digital skills — 21 people, critical thinking — 2 people, cooperation skills — 21 people). The results of studying the qualifications of future teachers of primary and preschool institutions of the 21st century are generalized and the need for purposeful and systematic work on their formation is substantiated. Scientific research examines practical experience in the development and implementation of content-methodological support for the formation of skills of students of pedagogical specialties in a higher education institution.

Children’s Play The Ecological Story in Function of Ecological Education of Preschool Children

Abstract Today, the importance of ecological education is often highlighted, although the current National Curriculum for Early and Preschool Education doesn’t even mention it. Although ecological education is not mentioned in this baseline document, various activities in this direction are often carried out in our kindergartens. An example of this is the play The Ecological Story by the author Sanja Seferović-Bosak from her collection of plays Maštarije: Igrokazi za djecu od 3 do 13 godina (eng. Pipe Dreams: Plays for Children of 3-13 years). This paper describes the preparation and performance of this play in 2017 in the kindergarten Radost (eng. Joy) in Novska. The theoretical part of the paper considers the basic settings of ecological education in early and preschool age, with special reference to current practice in Croatian kindergartens. The empirical part of the paper describes the stages of preparation and performance of the play The Ecological Story, with special reference to the compliance of this project with the requirements of the National Curriculum in terms of developing key competences for lifelong learning. The paper also contains an analysis of methodological procedures with particular reference to the preparation of musical numbers in the play.

Introduction: what are knowledge work practices in education? How can we study and promote them?

ABSTRACTNew kinds of jobs require managing new kinds of work life competences and a number of such key competences for lifelong learning which equip young people for further learning and employability in a knowledge society have already been identified. Research has however indicated that formal education is not providing adequate support and opportunities for acquiring the needed competencies in practice. More discussion and empirical research is needed about knowledge work competences and related practices in secondary schools, higher education and in the work life. The theme of this special Issue is ‘Knowledge work: educational practices preparing students for work life’ and it has as its aim to contribute to a discussion on how changes in professional work can be taken into account in educational settings. Of particular interest in this special issue is how educational theory about ‘knowledge-creation’ is applied in practice. The trialogical approach to learning highlights collaborative knowledge creation and the development of shared, mediating objects. This theory and its associated design principles are introduced. The contributions of this special issue relate to implementing ideas of the trialogical approach to learning in various ways and each contribution is briefly presented.

FILOLOGICZNA PRACA LICENCJACKA A ROZWÓJ KOMPETENCJI NAUKOWYCH STUDENTA

The completion of undergraduate L2 studies traditionally entails preparation of a BA dissertation on a selected topic. Since Polish ministerial regulations allow interpretations, the academic community has been electrified by the possibility of alternative solutions. The ensuing discussions result in emerging proposals to substitute the traditional paper with an essay form, or with total resignation from the written part in favor of a viva. This article considers the problem with regard to the idea of key competences for lifelong learning, as defined by The European Commission, which highlight the need for practicality. Analysis of the process of writing a dissertation and its evaluation helps to draw conclusions for possible improvements.

The Importance of Competency Model Development

Personal competencies are significant predictors of employee outcome. Nowadays, due to the rapid development of technologies and increased automation level, competency requirements have changed. Therefore, experts develop and make regular updates in the general competencies and in the specific competency models for each industry. In 2018, the European Commission developed the Council Recommendation on Key Competencies for Lifelong Learning, which defines the core competencies necessary to improve performance, to sustain current standards of living and to adapt to market changes. Competency models are particularly significant in order to produce innovations where the educational level and knowledge and the skills and attitude of employees are essential.The purpose of the research is to define the basic concepts of actual competency models and to determine the advantages of their development. This research is a literature review for building a literature background for the next stage of the investigation, which will be empirical research. The outputs of this research are four hypotheses on the influence of the practical application of competency models, including the use of competency models in the development and implementation of training programmes as a positive impact on learners' results and attitude. Use of general competency models does not ensure the implementation of fully-fledged competency-based training programmes in a specific area.The literature review has identified that the major advantages of the development and use of competency models are improved performance and evaluation system optimisation. It is essential for each industry to identify its own competency requirements although there are still specific industries in which competency models have not yet been fully developed. It is concluded that most of the research evidence on competencies is, nevertheless, related to medium and large sized companies and industrial plants. Different approaches are required to analyse and develop competency models depending on the company size.

Междупредметните връзки в ранното обучение по английски език като чужд

Cross-curricular links in the process of teaching English as a foreign language to young learners are discussed in the article. Some useful techniques, strategies and activities for developing key competencies for lifelong learning are listed.

Digital Literacies or Digital Competence: Conceptualizations in Nordic Curricula

This article examines how the concepts of digital literacies and digital competence are conceptualized in curricula for compulsory education within the Nordic countries. In 2006, the European Union defined digital competence as one of eight key competences for lifelong learning. The terms digital literacies and digital competence have since been used interchangeably, particularly in policy documents concerning education and the digitalization of educational systems and teaching. However, whether these concepts carry similar meanings, and are understood in a similar way, across languages and cultures is not self-evident. By taking the curricula in Sweden, Denmark, Finland, and Norway as examples, this article attempts to clarify similarities and differences in how the concepts are interpreted, as well as what implications this has for the digitalization of education. The analyses reveal that different terms are used in the curricula in the different countries, which are connected to themes or interdisciplinary issues to be incorporated into school subjects. The conceptualizations of the terms share a common emphasis on societal issues and a critical approach, highlighting a particular Nordic interpretation of digital literacies and digital competence.