Overall trends

1
Overall trends

• Shift to competence-based teaching and learning
• Transversal competences through subjects,
  cross-curricular and extra-curricular work, team
  teaching
• Curricula becoming mostly competence-based, but
  more work needed in teacher education, learning
  material, assessment and school development
• Most of the change relates to schools VET, HE
  and Adult learning were less reported

2
The Use of the KC Framework
3

• Mother tongue and foreign languages
• Cross-curricular, multi-disciplinary, and whole
  school approaches
• National literacy programmes
• Measures for bi- and multilingualism and
  immigrants language learning
• European instruments and projects (CLIL, ELP,
  CEFRL)
• Early intervention, defining attainment levels
• Offer of languages often an issue
• Decline in mother-tongue reading performance

4
Maths, Science and Technology

• Subject-centred but cross-curricular and
  extra-curricular work increasing
• Critical thinking and problem solving and
  real life maths often mentioned
• The use of inquiry-based science pedagogy
  mentioned by only one
• Gender gap did not emerge as a priority

5

Digital competence

• Curricula a separate subject, or integrated
  into of all/most them
• Investments in infrastructures
• - But half of the low-skilled still without
  internet at home
• - Critical use of ICT, and the ethical and legal
  aspects not much stressed
• - Informal learning of ICT, and the skills gaps
  not much addressed
• - Use of IST for creativity, innovation and new
  learning environments still to be mainstreamed

6
Learning to learn

• Embedded in curriculum of school, sometimes in
  VET
• Objectives, frameworks, programmes and modules
  exist learning plans, portfolios and self- and
  peer assessment
• Some mention the developments of teachers
  competences
• - Unclear to what extent the L2L is explicitly
  taught, and how the whole school ethos and
  practice systematically supports L2L

7
Social and civic competences, initiative and
entrepreneurship

• Takes various forms subjects, related
  subjects throughout the curriculum, learning
  environment, specific measures, action plans,
  partnerships, even assessment
• - Not clear to what extent real skills and
  attitudes for democracy, initiative and
  entrepreneurship are supported and coordinated
• - Development of teachers competences, time and
  resources to implement still an issue

8
Cultural awareness and expression

• Music, arts the traditional subjects, but
  increasingly supported through cross-curricular
  work visits, partnerships
• - The 8th competence ? - not much attention in
  reports
• - Potential for personal fulfilment,
  intercultural learning, integrating learning

9
Key Competences - disadvantaged

• Single legislative frameworks, and rights-based
  approaches
• Individualised learning, early intervention,
  new materials helping those with SEN
• ESL high in the agenda second chance,
  partnerships and networks growing

10
Teachers

• Initial teacher education
• Reforms towards a competence-based approach
• Cross-curricular work, and support of literacy
  increasing
• - Continuum with induction and CPD not stressed
• Continuing teacher education major task
• - Only six countries refer to training on key
  competences approach
• - Long-term programmes, mentoring, networking
  mentioned by few
• - Little specific training for School leaders

11
Assessment and evaluation

• Formative assessment increasing
• by means such as self-, and peer assessment
  portfolios, personal learning plans, project work
• By using summative for feeding back to teaching
  and learning
• Summative assessment well established for
  subjects
• - Mostly only the knowledge component assessed
• - Transversal competences not systematically
  assessed
• - Potential of ICT still not used
• Monitoring and evaluation increasing to inform
  policy
• - Mostly focussing on competences close to
  traditional subjects, and knowledge