competences in the spanish education system

8/7/2019 Competences in the Spanish Education System

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OXFORDUNIVERSITY PRESS

THE KEY COMPETENCES INTHE KEY COMPETENCES IN

THE EDUCATION SYSTEMTHE EDUCATION SYSTEM


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What is a Key Competence?

The ability to integrate knowledge, skills andattitudes in a practical way to solve

problems and react appropriately in avariety of contexts and situations.In other words, it is the integration and

application of theoretical and practicalknowledge in settings outside theacademic context.


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Where do they come from?

The key competences (Competencias Bsicas) inthe Spanish Education Sysem have their origin in

the key competences, established by theEuropean Union at the end of the 1990s.

They are also referred to in the Delors Report ( Learning, the treasure within , UNESCO, 1996)

and in the DeSeCo Project ( Defining and SelectingKey Competences , OCDE, 1999).


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What are the European Key Competences?

Communication in the mother tongueCommunication in foreign languages

Mathematical competence and basic competencesin science and technologyDigital competenceLearning to learn

Interpersonal, intercultural and socialcompetences and civic competenceEntrepreneurshipCultural expression

Key competences for lifelong learning:


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When do they appear in the Spanish

education system?

The Ley Orgnica de Calidad de la Educacin(LOCE, 2002) mentioned the competences,without defining them or establishing which

competences were relevant.They appear in the Spanish education system with

the Ley Orgnica de Educacin (LOE, 2006) andin the curricula described in this law.


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H ow are the key competences related to the

curriculum?

In article 6 of the LOE the curriculum is defined as

a series of objectives, key competences,contents, methodology and evaluation criteria.


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Which key competences are describedin regional education systems? (I)

General competences:Competence in linguistic communicationMathematical competenceCompetence in knowledge of and interaction with thephysical worldCompetence in processing information and use of ICTCompetence in social skills and citizenship

Cultural and artistic competenceLearning to learn Autonomy and personal initiative .


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Which key competences are described

in regional education systems? (II)Some autonomous regions have introduced specific

competences in their curricula:

ANDALUSIA(Changes in nomenclature)

Mathematical reasoning

Competence in knowledge and interaction with thephysical and natural worldDigital and data processingLife-long autonomous learning


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in regional education systems? (III)

CASTILLA-LA MANCHA(inclusion of a ninth competence)

Emotional competence:The maturity which a student shows in his/her

actions, both with others and with him/herself,above all when resolving everyday problems.


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in regional education systems? (IV)CATALUNYA

(different nomenclature and grouping of competences)

Transversal competences :Communicative: Linguistic and audiovisual communication andCultural and artistic competenceMethodological: Data processing and digital competence,Mathematical competence and Learning to learnPersonal: Autonomy and personal initiative

Competences specifically concerned with co-existence and living inthe world:Competence in knowledge and interaction with the physicalworldSocial and civic competence.


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Which key competences are describedin the Spanish autonomous education system

(in compulsory education)? (V)THE BASQUE COUNTRY

(different nomenclature for some competences)

Cultur e of science, t echno logy and hea lth (ins t ead of Co mpe t ence in kn o wl edg e and in t eraction with th ephysical world )Hu manistic and artistic cultur e ( inst ead of Cultural and artistic co mpe t enc e)


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Who is supposed to teach the key

competences? (I)The LOE says that all subject areas should contribute to the

development of as many competences as possible, and

each one includes specific reference to the competencesmost associated with the area.The most obvious link for English is with competence in

linguistic communication and the foreign language completes and enriches the communicative language work

done in the mother tongue


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competences? (II)W hilst competence in linguistic communication is

clearly the main competence to be developed, the

curriculum also specifies:L earning to l earn Comp et enc e in social skills and citiz enship Comp et enc e in proc essing information and us e of ICT

Cultural and artistic comp et enc e Autonomy and p ersonal initiativ e

as r el evant to th e English classroom


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competences? (III)It is important to remember, at the same time, that the

only competence which will be evaluated in English (or in

the first foreign language of the school) is competence inlinguistic communication .

The English classes can contribute to the othercompetences, but according to the information published todate they will be evaluated in the students mother tongue.


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What does each key competence consist of?

Note

The following information refers to the key competencesestablished in the royal decrees on the curricula forPrimary and Secondary Education, and so does not

include descriptions of competences specific to certainautonomous regions, which may have added to, or made

changes to the competences.


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What does competence in linguisticcommunication involve?

This competence presupposes the use of language as a means of oraland written communication and as a learning tool and for self-

regulation of thinking, emotions and behaviour. It contributes in thisway to the development of a positive self-image, and helps forge a

constructive relationship with others and with the environment.

So learning to communicate a way of establishing links with others,and approaching and making sense of other cultures. Linguisticcompetence is fundamental in the resolution of conflicts and in

learning to co-exist peacefully.

Acquisition of this competence involves a command of oral and writtenlanguage in a variety of contexts, and a functional use of at least

one foreign language.


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What does mathematical competence

involve?This competence involves the ability, above all, to use numbers and

basic mathematical operations, symbols and different types of mathematical expression and reasoning to produce and interpret

information, understand quantitative and spatial concepts and tosolve everyday and work-related problems.

Acquisition of this competence means employing skills and attitudeswhich allow one to use mathematical reasoning, understand amathematical argument, express oneself and communicate in

mathematical language, and to integrate mathematical and othertypes of knowledge.


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What does competence in knowledge of and

interaction with the physical world involve?This is the ability to interact with the physical world it its natural state,

and in that created by human activity, in order to understand eventsand predict of consequences, and appreciate actions designed to

improve and preserve living conditions of other people and livingcreatures.

This competence implies the acquisition of a scientific-rational thought process which allows autonomous interpretation of information,

personal initiative in decision-making, and the use of ethical values

when taking personal and social decisions.


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What does competence in processing

information and use of ICT involve?This is the ability to search for, obtain, process and communicate

information, and transform it into knowledge. Different skills areinvolved, from access to and selection of the information, to its use

and transmission through different media, and the use of ITC as anessential element of communication.

Acquisition of this competence involves the use of technologicalresources to resolve problems efficiently, keeping a critical andreflective attitude when evaluating the available information.


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What does competence in social skills andcitizenship involve?

This competence enables the student to form a part of the societyhe/she lives in, understand how it functions and play a part, as a

democratic citizen, in an ever more diverse society. It involves theindividual patterns of behaviour which facilitate peaceful co-

existence, relationships with others, cooperation, commitment, andthe resolution of conflicts. The acquisition of this competence

involves being capable of putting oneself in the place of others,accepting differences, being tolerant and respecting the values,

beliefs, cultures and personal and collective history of thosearound one.

It implies an understanding of the social situation we live in, and theability to respond to conflicts with ethical values, exercising withsolidarity and responsibility the rights and obligations we have as

citizens.


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What does cultural and artistic competence

involve?This competence implies knowledge, appreciation, understanding, and

critical evaluation of different cultural and artistic manifestations,both for the sake of enjoyment and as a source of personal

enrichment, and considering them as part of the heritage of different cultures.

It involves an appreciation and enjoyment of Art and othermanifestations of culture, keeping an open-minded attitude towardsdifferent types of Art, preserving the common cultural heritage and

encouraging one s own creative capacity.


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What does learning to learn involve?

This competence involves beginning to learn and being capable of continuing to learn autonomously, looking for and finding answers

in a rational manner. This means accepting a variety of possible

answers to the same problem, and being motivated to use different methodologies to find them.

It implies being able to organise one s own learning, and an efficient use of intellectual resources and techniques.


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What does autonomy and personal initiative

involve?This involves making choices following one s own criteria, carrying out

the initiatives necessary to develop one s choice, and takingresponsibility for one s decisions both in social and personal

domains and in the workplace.

The acquisition of this competence implies creativity, innovation,responsibility and a critical approach in the development of

individual or group projects.


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Why are the key competences referred to as

bsicas in Spanish?Because they are within the capabilities of themajority of studentsBecause they are common to many areas of everyday lifeBecause they contribute to continuing learningBecause not attaining them would have anegative effect on personal, social andprofessional development.


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What use are they to the student?

The competences are useful in:achieving self-fulfilment.smoothing the path to adulthood.helping them to become active citizens.developing life-long learning.


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Key competences and learning

The integration of the key competences into thecurriculum allows a focus on essential learning, in

a holistic sense, and learning that is directedtowards the practical application of theknowledge acquired.


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M ethodology and the key competences

The introduction of the key competences implies changes in teachingmethods, which should now focus on:

Essential learning (from k nowing to being c omp etent).

Constru c tive learning (un d erstan d ing an d app ly ing) rather thanrep rod uc tive learning (re p etition).Resear c h an d use if ITC.Stud ent autonom y .Group work .Transfer of learning.

A transversal subje c t an d c ontent c urric ulum (horizontal an d vertic al).Integration of formal an d informal learning.Coord ination between d ep artments.


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Key competences and reading in Primary

Education

Literacy is fundamental for the development of the

key competences.W hen schools organise their teaching they shouldguarantee a daily reading period of at least 30

minutes throughout the different stages of

primary education ..


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Key competences and reading at secondary

level

Literacy is also absolutely essential for the

development of the key competences at secondary level.Schools should guarantee that throughout

secondary education, and in all subject areas,

some time is devoted to reading.


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Key competences in school life

The organization of the school, its teaching, therelationship between members of the school

community and complementary and extra-curricular activities can also help the attainment and development of the key competences.


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Key competences and diversificacin curricular

D iv ersificaci n curricular pr ogra mme s (3r d an d 4th ye ar s ec on dar y) s houl d s pecif y

methodo l ogy, c on te n t s an d e valua t i on cri te ria whic h g uaran tee the a tt ain me n t o f the key

c ompete nc es .


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Key competences and vocational training

Vocational training courses in secondary schoolsshould make the development of key

competences possible and so make thetransition from the education system into the

workplace smoother.


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Key competences and assessment in secondary

education (I)

The evaluation criteria of the different subject

areas will be an essential reference point forevaluation of the level of acquisition of the key

competences, and the achievement of objectives.


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Key competences and assessment in secondaryeducation (II)

Assessment of students taking part in thediv ersific ac in c urric ul ar programme wi ll ha v e anessentia l referen c e in the key c ompeten c es, the

se c ondary obje c tiv es and in the spe c ific ev al uation c riteria of the programme.


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Key competences and passing to the nextcycle of primary education

Students will pass on to the next educational cyclein primary if it is considered that they have

attained the corresponding key competencesand an appropriate level of maturity.


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Key competences and passing to the nexteducational stage in primary education

Students will pass on to secondary level if they

have attained the appropriate development inthe key competences and a sufficient level of maturity.

They can follow the new course of studies as longas their level of attainment does not impede

this, in which case they will receive thenecessary support to achieve the level required.


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Key competences and the achievement of the

secondary certificate of graduationThe student who, on finishing secondary education, has attained the

key competences and completed the objectives of this educationalstage will receive the secondary certificate of graduation.

Students can also obtain this certificate if they fail one or two subjectsat the end of secondary, and in special cases even having failed

three subjects, as long as the teaching staff of the school feel that the type and weight of these subjects in the overall objectives of the

stage do not preclude the attainment of the key competencesand the general secondary objectives.

competences in the spanish education system

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