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Definition and Selection
of Competencies:
DeSeCo
Theoretical and Conceptual Foundations (DeSeCo)
Dominique Simone Rychen
Program Director
OECD DeSeCo Secretariat
www.deseco.admin.ch
DeSeCo
International assessment of learning outcomes
DeSeCo
PISA
ALL / PIAAC
assessment overarching conceptual
assessment
framework
of
of
competencies
competencies of
of 15 years old
adults
DeSeCo
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 reference
for key competencies
DeSeCo
Starting point of the OECD Project DeSeCo
What competencies do we need for a successful life
and a well-functioning society?
DeSeCo
DeSeCo’s research process
Review of competencerelated work
Sociologists
Philosophers
Anthropologist
Psychologists
Economists
Statisticians
Educationalists
Clarification of concepts of
competence
1998
Expert opinions from various academic
disciplines and multiple sectors
1st Symposium: key issues,
Policy-makers
Policy analysts
Trade unionists
Employers
networks
intern. organizations incl.
1999
UNESCO, World Bank, ILO
Country Consultation
National reports from:
Austria, Belgium,
Process
Denmark, Finland
France, Germany
2nd Symposium: builds a consensus
Netherlands
New Zealand
Norway, Sweden,
Final report Key Competencies for a Successful Life and a
Switzerland
Well-Functioning Society
United States
DeSeCo Executive Summary
2000-2001
2002
2003
2005
DeSeCo
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
DeSeCo
A competence is more than knowledge or a skill
psychosocial
resources
knowledge
cognitive skills
practical skills
attitudes
emotions
values and ethics
motivation
Social or
economic
demand
DeSeCo
Situated learning
„The old learning paradigm needs to be replaced by a
new one which
links learners and
to thesocial
environment
in
“Sustainable
development
cohesion
which learning is taking place. Such a conception of
depend critically on the competencies for all of
learning takes account of the affective, moral,
our
population
with
competencies
physical,
as well–as
cognitive
aspects of understood
individuals…“
to cover knowledge, skills, attitudes andGonzci
values.”
(2003)
DeSeCo
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
DeSeCo
Key competencies and desired outcomes
at the individual level
at the societal level
 gainful employment
 economic productivity
 personal health /safety
 democratic processes
 political participation
 solidarity, social cohesion
 social networks
 cultural participation
 accomplishment and
satisfaction
 human rights and peace
 equity and equality
 ecological sustainability
DeSeCo
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
DeSeCo
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
–…
DeSeCo
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
DeSeCo
Three broad categories of key competencies
Use tools
interactively
Interact in
heterogenous Act autonomously
groups
a conceptual basis for identifying and
mapping key competencies
DeSeCo
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 competencies
use language, text, symbols
use information/knowledge
use (new) technology
Students use computers for a wide range of
DeSeCo
purposes and not just to play games…
Percentage of students reporting they use the following “Almost every day”
or “A few times each week”:
The Internet to look up information about people, things or ideas.
Games on a computer.
Word processing (e.g. <Word® or WordPerfect®>)
80
60
40
United Kingdom1
Japan
Slovak Republic
Turkey
Ireland
Finland
Hungary
Poland
Greece
Mexico
Games – 53% on
average
Germany
Italy
Czech Republic
OECD average
Switzerland
Portugal
Korea
Belgium
Austria
Sweden
Internet research
– 55% on average
New Zealand
Denmark
Iceland
Australia
Canada
0
United States
20
Word processing –
48% 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.
… a minority of students frequently use
DeSeCo
educational software on computers…
Percentage of students reporting they use the following “Almost every day”
or “A few times each week”:
Educational software such as mathematics programs
The computer to help learn school material
80
60
40
United Kingdom1
Educational
software - 13% on
average
Japan
Ireland
Finland
Korea
Switzerland
Liechtenstein
Russian Federation
Greece
Sweden
Belgium
Latvia
Poland
Czech Republic
Germany
Serbia
Canada
OECD average
Hungary
New Zealand
To learn school
material - 30% on
average
Austria
Slovak Republic
Turkey
Australia
United States
Thailand
Iceland
Tunisia
Italy
Mexico
Denmark
Uruguay
0
Portugal
20
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.
DeSeCo
OECD PIAAC first cycle 2010
Testing of “literacy in the information age”:
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
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.
DeSeCo
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 competencies
act within the big picture
form/conduct life plans and projects
assert/defend rights/needs/interests
DeSeCo
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 competencies
relate well to others
co-operate, work in teams
manage and resolve conflicts
DeSeCo
Relative importance of KC in different contexts
acting
autonomously
context A
context B
using tools
interactively
interacting in heterogeneous groups
DeSeCo
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
DeSeCo
Development of Competencies…
…implies a holistic approach
 effective pedagogical strategies and methods
educationdevelopment
as a total experience
(around cohesion
„4 pillars“:
“Sustainable
and social
learning
to know,
and to live together)
depend
critically
on do,
thebe,
competencies
for all of
 an enabling environment
our population – with competencies understood
 lifelong
learning (initial
and adult
education)
to
cover knowledge,
skills,
attitudes
and values.”
critical role of school, family, workplace, mass media,
NGOs, cultural organizations,…
DeSeCo
DeSeCo’s overarching conceptual framework
HUMAN RIGHTS
EQUALITY
vision of society PRODUCTIVITY
SUSTAINABILITY
theoretical elements,
concepts, models
TECHNOLOGY
DIVERSITY
demands of life MOBILITY
RESPONSIBILITY
GLOBALIZATION
HUMAN CAPITAL
• BASIC SKILLS
successful
life
• COMPETENCIES
• KEY COMPETENCIES
interact in
groups
REFLECTIVITY
act autonomously
using
tools
wellfunctioning
society
DeSeCo
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
DeSeCo
Information
Publications
link for ordering:
www.deseco.admin.ch
DeSeCo Secretariat
[email protected]