Cristina Stringher Il glossario del progetto L2L · 4. EU : Key Competences (2006, Review 2018) 5....

Cristina Stringher

Il glossario del progetto L2L

Comparazione dei principali quadri teorici delle organizzazioni internazionali

MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 1

Finalità

• Operazionalizzare il concetto di L2L/SES (quali-quantitativamente)• Costruire un linguaggio comune• Dipanare le ambiguità, soprattutto nella traduzione italiana di

alcune parole chiave


OUTPUT Comparazione delle parole chiave presenti

nei quadri di riferimento internazionali e nella letteratura scientifica

OUTCOME Definizioni L2L/SES per il progetto

I principali quadri di riferimento esaminati1. Delors/UNESCO Learning: the Treasure Within (1996)2. WHO: Life Skills (1997)3. OECD : Key Competencies (DeSeCo, 2003)4. EU : Key Competences (2006, Review 2018)5. UNICEF: Life skills (2012)6. UNESCO: Toward Universal Learning (2013) 7. WBG: Socioemotional Skills (2016)8. OECD: 2030 Framework (2018)9. OECD: Global Competency (2018)MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 3

Toto Patera & Cristina Stringher

Il glossario

Definizioni delle organizzazioni internazionali


Obiettivi specifici

• Identificare le definizioni delle parole chiave nei quadri di riferimentointernazionali

• Confrontare le definizioni rinvenute individuando similitudini/differenze


OUTPUT Comparazione delle parole chiave presenti nei quadri di riferimento

internazionali

Le parole chiave del glossario• Competence/Competency• Core Competencies• Curriculum/Curricolo• Global Competence• Key Competencies• Knowledge• Life Skills• Non cognitive skills• Skills• Socio-emotional skills• Soft skills• Transversal skills


Esempio di comparazione 1/7

Parola chiave (OECD;2018a, p.7)

(EC;2017b, p.20)(EC; 2008, p.4)

(EC;2018a, p.4) (UNESCO; 2013a, p. 10)

(EC;2006, p.13) (OECD; 2003a, p.4)

(OECD; 2003b, p.2)

Competence/Competency

“Competence” is notmerely a specific skillbut is a combinationof knowledge, skills,attitudes and valuessuccessfully appliedto face-to-face,virtual or mediatedencounters withpeople who areperceived to be froma different culturalbackground, and toindividuals’experiences of globalissues (i.e. situationsthat require anindividual to reflectupon and engagewith global problemsthat have deepimplications forcurrent and futuregenerations).

‘Competence’means the provenability to useknowledge, skillsand personal, socialand/ormethodologicalabilities, in work orstudy situations andin professional andpersonaldevelopment. In thecontext of theEuropeanQualificationsFramework,competence isdescribed in termsof responsibility andautonomy.

Competencesinclude more thanknowledge andunderstanding andtake into accountthe ability to applythat whenperforming a task(skill) as well as how– with what mind-set – the learnerapproaches thattask (attitude).

All children andyouth developcompetenciesacross sevendomains of learning.The task forcerecommends thateducation systemsoffer opportunitiesfor children andyouth to mastercompetencies in theseven domains oflearning that areessential as theyprepare childrenand youth for theirfuture lives andlivelihoods.

Competences aredefined here as acombination ofknowledge, skillsand attitudesappropriate to thecontext.

A competency ismore than justknowledge andskills. It involvesthe ability tomeet complexdemands, bydrawing on andmobilisingpsychosocialresources(including skillsand attitudes) in aparticular context.

A competence isdefined as the abilityto successfully meetcomplex demands in aparticular context.Competentperformance oreffective actionimplies themobilization ofknowledge, cognitiveand practical skills, aswell as social andbehavior componentssuch as attitudes,emotions, and valuesand motivations. Acompetence – aholistic notion - istherefore notreducible to itscognitive dimension,and thus the termscompetence and skillare not synonymous


Esempio di comparazione 2/7

Parola chiave (OECD; 2018a, p.13) (EC; 2018b, p.7) (EC; 2017b, p.20)(EC; 2008, p.4)

(OECD; 2015a, p. 34)

Skills Skills are defined as thecapacity to carry out acomplex and well-organised pattern ofthinking (in the case of acognitive skill).

Skills – ability andcapacity to carry outprocesses and use theexisting knowledge toachieve results.

skills’ means the ability toapply knowledge and useknow-how to completetasks and solve problems.In the context of the EQF,skills are described ascognitive (involving theuse of logical, intuitiveand creative thinking) orpractical (involvingmanual dexterity and theuse of methods,materials, tools andinstruments);

Skills are broadly definedas individualcharacteristics that driveat least one dimension ofindividual well-being andsocio-economic progress(productivity), that can bemeasured meaningfully(measurability), and thatare malleable throughenvironmental changesand investments(malleability). Individualsneed multiplicity of skillsto achieve diverse lifegoals. Skills are also keyto understanding thedevelopment of socialand economicinequalities.


Esempio di comparazione 3/7Parola chiave

(EC, 2018, Annex, p. 8) (EC; 2018b, p.7) (EC; 2018a, p.5) (EC;2017a, p.6) (EC; 2006, p. 13)

KeyCompetences

They are conceptualised as acombination of knowledge, skillsand attitudes and the definitionof each key competence statesthe knowledge, skills andattitudes relevant for it. Thisapproach supported thedefinition of learning outcomesand its translation into curriculaor learning programmes.Knowledge – facts and figures,concepts, ideas and theorieswhich are already establishedund support the understandingof a certain area or subject;Skills – ability and capacity tocarry out processes and use theexisting knowledge to achieveresults;Attitudes - disposition and mind-sets to act/ react to ideas,persons or situations ; in theEuropean Framework of KeyCompetences also includingvalues, thoughts and beliefs

Knowledge – facts andfigures, concepts, ideas andtheories which are alreadyestablished und support theunderstanding of a certainarea or subject; • Skills –ability and capacity to carryout processes and use theexisting knowledge toachieve results; • Attitudes -disposition and mind-sets toact/ react to ideas, personsor situations; in theEuropean Framework of KeyCompetences also includingvalues, thoughts and beliefs;

Key competences are thosecompetences all individualsneed for personal fulfilmentand development,employment, social inclusionand active citizenship. Theyare composed of 'knowledge,skills and attitudes' and gobeyond the notion of only(academic) 'knowledge'.They are conceptualised as acombination of knowledge,skills and attitudes and thedefinition of each keycompetence states theknowledge, skills andattitudes relevant for it.

Key competences are thosecompetences all individualsneed for personal fulfilmentand development, activecitizenship, social inclusionand employment. TheRecommendation definescompetences as acombination of knowledge,skills and attitudes.

Key Competences aredefined here as acombination ofknowledge, skills andattitudes appropriateto the context. Keycompetences arethose which allindividuals need forpersonal fulfilmentand development,active citizenship,social inclusion andemployment.


Esempio di comparazione 4/7Parola chiave (EC;2018b, p. 53) * (ESCO; 2017)

Soft skills Taking into account the plethora ofdefinitions concerning social andemotional, noncognitive, life, soft or 21stcentury skills, as well as the variety oftheir scope, the personal, social andlearning competence has been definedto encompass personal (intrapersonal),social (interpersonal) and learning(intellectual) aspects.

Transversal knowledge, skills andcompetences are relevant to a broadrange of occupations and sectors. Theyare often referred to as core skills, basicskills or soft skills, the cornerstone forthe personal development of a person.Transversal knowledge, skills andcompetences are the building blocksfor the development of the "hard" skillsand competences required to succeedon the labour market.


* (ESCO; 2017) ESCO handbook European Skills, Competences, Qualifications and Occupations, European Union, 2017Retrieved from https://ec.europa.eu/esco/portal/document/it/0a89839c-098d-4e34-846c-54cbd5684d24 also available atEscopedia https://ec.europa.eu/esco/portal/escopedia/Skills_pillar

https://ec.europa.eu/esco/portal/document/it/0a89839c-098d-4e34-846c-54cbd5684d24

https://ec.europa.eu/esco/portal/escopedia/Skills_pillar

Esempio di comparazione 5/7Parola chiave (OECD; 2017, p. 31; 2018, p.4) (WBG; 2016, p.15) (OECD; 2015a, p. 34) Ibidem

Social andemotional(Skills)

Skills for 2030: Social &emotional skills: A set ofindividual capacities that can bemanifested in consistentpatterns of thoughts, feelingsand behaviours. Social andemotional skills can help balanceand ground personalities andstrengthen character.

“Social and emotional skills”refer to the abilities toregulate one’s thoughts,emotions and behaviour. Theseskills differ from cognitiveabilities such as literacy ornumeracy because they mainlyconcern how peoplemanage their emotions, perceivethemselves and engagewith others, rather thanindicating their raw ability toprocess information.

(…) there are diverse definitionsthat refer to the broad concept ofsocioemotional skills. However,despite their apparentdifferences, the definitionspresented subsequently describesimilar underlying concept(Socioemotional life skills, Softskills, No-cognitive skills,Character skills; 21st centuryskills; Personal qualities).

Social and EmotionalSkills: individual capacitiesthat (a) are manifested inconsistent patterns ofthoughts, feelings andbehaviours (b) can bedeveloped through formaland informal learningexperiences and (c)influence importantsocioeconomics outcomesthroughout theindividual’s life.Achieving goals:Perseverance, Self-control,Passion for goalsWorking with others:Sociability, Respect, CaringManaging emotions: Self-esteem, Optimism,Confidence

Social and emotional skills –also known as non-cognitiveskills, soft skills or characterskills – are the kind of skillsinvolved in achieving goals,working with others andmanaging emotions. As such,they manifest themselves incountless everyday lifesituations.


Esempio di comparazione 6/7Parola chiave (EC;2018b, p. 51) (UNICEF;2012, p.1) (UN; 2011) UNICEF; 2010, p.4) (WHO; 1997, p. 1)

Life Skills Various internationaldocuments havestressed the importanceof 'life skills', 'soft','noncognitive', 'socialand emotional' or '21stcentury skills'. Theirdefinitions vary, butinclude a range ofcognitive (criticalthinking and responsibledecision-making),personal (awareness,drive, self-management)and interpersonal skills(communication,negotiation, cooperationand teamwork, inclusion,empathy and advocacy).

Life skills: Refers to alarge group ofpsychosocial andinterpersonal skills thatcan help people makeinformed decisions,communicateeffectively, and developcoping and self-management skills thatmay help lead a healthyand productive life

Life skills: Refers to alarge group ofpsychosocial andinterpersonal skills thatcan help people makeinformed decisions,communicateeffectively, and developcoping and self-management skills thatmay help lead a healthyand productive life

In its recent efforts todevelop a guidingframework for life skillseducation, UNICEF hasconsolidated the varioussets of core life skillsdrawn up by UnitedNations agencies andother organizations, suchas CASEL, under threebroad categories of‘generic life skills’: •Cognitive – criticalthinking and problemsolving skills forresponsible decisionmaking; • Personal – skillsfor awareness and driveand for self management;and • Interpersonal –skills for communication,negotiation, cooperationand teamwork, and forinclusion, empathy andadvocacy

Lifeskills are abilitiesfor adaptive andpositive behaviourthat enableindividuals to dealeffectively with thedemands andchallenges ofeveryday life (· self-awareness · empathy· communication skills· interpersonal skills ·decision-making ·problem solving ·creative thinking ·critical thinking ·coping with emotions· coping with stress).


Esempio di comparazione 7/7Parola chiave (EC;2017c, p.24) (EC;2016a, p.2) (EC;2012a, p.80) (EC; 2009, p.8)

Transversal Skills There is a set of additional,transversal skills which support thedevelopment of each of the keycompetences and these transversalskills include: critical thinking;creativity; initiative; problem-solving; risk assessment; decision-taking and constructivemanagement of feelings.Three of these cross-cuttingcompetences exhibit links to thetransversal skills but they could alsobe regarded as new ways ofphrasing the existing keycompetences, as follows: •'interaction and self-expression'could be linked to the transversalskill of ‘constructive management offeelings’ or to the competences of‘Communication in the mothertongue’ and ‘Cultural awarenessand expression’ • 'taking care ofoneself and managing daily life'

Transversal skills such asdigital competence,entrepreneurshipcompetence, criticalthinking, problem solving orlearning to learn.

Transversal skills, such asskills that cross the bordersof disciplines or occupations,are gaining significance andskills like abilities ofcommunication, learningand problem solving, as wellas languages andcompetences in informationand communicationtechnologies, are becomingmore and more important.

Across sectors, transversaland generic skills areincreasingly valued in thelabour market. They includeproblem-solving andanalytical skills, self-management andcommunication skills, theability to work in a team,linguistic skills and digitalcompetences.


Aspetto critico da considerare…

(WBG, p. 7) […] “One advantage of the term skill in the previousdefinitions is that it denotes malleability, which opens thepossibility for programs that can generate change.However, not everyone agrees. Duckworth and Yeager contendthat “referring to them as skills may implicitly exclude beliefs (forexample, growth mindset), values (for example, prosocialmotivation), and other relational attitudes (for example, trust)”.


Esempi di costrutti misurati per concetto


WBG

, 201

6

OECD SSES - Competenze selezionate

16

Dai Paesi partecipanti

19 competenze per la prima fase di studio

15 competenzesaranno incluse nellostudio principale

Raggruppate in 5 ampidomini, più un dominiodi competenze“composite”

EMPATIA

FIDUCIA

PENSIERO CRITICO

COOPERAZIONE

META-COGNIZIONE

AUTO-EFFICACIA

REGOLAZIONE DELLE

EMOZIONIPERFORMATIVITà

DOMINI‘BIG FIVE

COMPETENZE COMPOSITE COLLABORAZIONE

IMPEGNO CON GLI ALTRI

APERTURA MENTALE

Punti di attenzione e di riflessione

• Definizioni fortemente dipendenti dal framework/contesto in cui sono state create

• Sottostima di valori, atteggiamenti e credenze (che informano le competenze ma non coincidono con esse)

• Difficoltà a cogliere le competenze in termini performativi rispetto agli attuali strumenti di misurazione (self-reports)


Una sfida per teoria, politica educativa e valutazione

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Cristina Stringher Il glossario del progetto L2L · 4. EU : Key Competences (2006, Review 2018) 5....

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