Report on a literature review of reforms related to the 2006 European Framework of Key Competences for lifelong learning and the role of the

Transcription

1 Report on a literature review of reforms related to the 2006 European Framework of Key Competences for lifelong learning and the role of the Framework in these reforms

2 EUROPEAN COMMISSION Directorate-General for Education, Youth, Sport and Culture Directorate B Youth, Education and Erasmus+ Unit B.2 Schools and multilingualism Contact: Ivana VRHOVSKI EAC-UNITEB2@ec.europa.eu European Commission B-1049 Brussels

3 Report on a literature review of reforms related to the 2006 European Framework of Key Competences for lifelong learning and the role of the Framework in these reforms Authors: Tim Fox, Shona MacLeod, Marcus Chandler and Elizabeth Kwaw, Ecorys Directorate-General for Education, Youth, Sport and Culture 2017 EN

4 Disclaimer This document has been prepared for the European Commission. However, it reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Europe Direct is a service to help you find answers to your questions about the European Union. Freephone number (*): (*) The information given is free, as are most calls (though some operators, phone boxes or hotels may charge you). More information on the European Union is available on the Internet ( Luxembourg: Publications Office of the European Union, 2017 ISBN doi / Numéro de catalogue NC EN-N European Union, 2017 Reproduction is authorised provided the source is acknowledged.

5 Table of Contents Table of Contents... 5 Colophon Introduction About this study Methodology About this report Key educational reforms in teaching and learning key competences since Communication in the mother tongue Communication in foreign languages Mathematical competence and basic competences in science and technology Digital competence Learning to learn Social and civic competences Sense of initiative and entrepreneurship Cultural awareness and expression Transversal competences and additional addressed skills Role of Key Competences Framework in reforms Overview of the use, benefits and challenges of the Framework Evidence of the Framework's benefits for Member States Evidence of the Framework's challenges for Member States Opportunities for improvement of the Framework Summary and conclusions Overview of reforms Conclusions Bibliography

6 Colophon Document Title Report on a literature review of reforms related to the 2006 European Framework of Key Competences for lifelong learning and the role of the Framework in these reforms Contract No Led by Prepared by Checked by Contract No. RFS 026 under Framework Contract EAC Ecorys Tim Fox, Shona MacLeod, Marcus Chandler and Elizabeth Kwaw Tim Fox Date 31 May

7 1.0 Introduction 1.1 About this study This report presents the findings from a literature review of reforms related to the 2006 European Framework of Key Competences for lifelong learning. The Commission is currently conducting a wider review of the Key Competence Framework which this study feeds into. In June 2016, it launched the New Skills Agenda for Europe 1, which proposes ten actions to strengthen human capital, employability and competitiveness, including a relaunch of the Framework in 2017: The goal is to develop a shared understanding of key competences and to further foster their introduction in education and training curricula. The revision will also provide support for better developing and assessing these skills. Special attention will be paid to promoting entrepreneurial and innovation-oriented mind-sets, including by encouraging practical entrepreneurial experiences. (EC The New Skills Agenda for Europe page 5-6). As such, the revision to the framework aims to review current definitions of key competences and, where appropriate and necessary, update these definitions. In this context, the overall aim of this study was to undertake a literature review and desk based exercise to provide an overview and analysis of the main reforms featuring the development, teaching and learning of key competencies in the EU since The focus was at Member State level and the review also considered, where possible, education sector (i.e. early childhood through to adult and higher education) and types of learning (formal, non-formal and informal). The outputs of the study are intended to contribute to the Key Competence Framework review and the wider activities linked to this review including a consultation process with various stakeholders. On its own, the study does not provide a firm indication of the use of the European Key Competence Framework across Member States, instead it can help inform further and wider work (particularly linked to the consultation phase). 1.2 Methodology The methodology for this review incorporated a series of tasks designed to meet the study s aims and objectives while also considering the parameters of the relatively small budget and tight timescales allocated for this work. The approach involved three main tasks: A Rapid Evidence Assessment- REA (Literature review) which involved conducting a review of key literature to identify the main relevant educational reforms implemented by the Member States (MS) since 2006, focusing on existing key literature sources. The results of this review were used to direct country-level research by our national experts and formed the basis for selecting ten national experts to conduct further investigation at a country-level. 1 EC (2016). A new skills agenda for Europe. Working together to strengthen human capital, employability and competitiveness, COM (2016) 381 final 7

8 Desk research by country experts was conducted in ten Member States 2 selected for the coverage of different forms and experiences of reforms related to the key competences. A clearly structured template was developed for use by the experts in their investigations and populated with relevant, country-level results derived from the REA. National experts were instructed to build upon these templates and complete them consulting a wide range of resources and data sources and drawing upon their prior knowledge of key competences and education reforms in their specific country. Synthesis of desk research involved analysing the collective findings of the REA and the country-level desk research; as collated by, and systematically structured in, templates completed and returned by the country experts. This synthesis is the basis for the draft and final reports. It collated evidence in relation to: o o o the main educational reforms in the teaching and learning of the eight competences of the Key Competences Framework, since 2006 illustrative examples of reforms in relation to: different education sectors including early childhood education and care, school education, vocational education and training, adult education and higher education; and different forms of learning including formal, non-formal and informal learning the relationship, where possible to identify evidence, between the reforms and use of the Key Competences Framework. A number of methodological issues and considerations influenced the scope of this study. The desk-based nature of the review, and its short timescale, placed limitations on the level of detail it has been possible to identify about the key reforms and the evidence it could identify to attribute reforms to the introduction of the Framework. Where possible, the study has documented the evidence of such links available in the reviewed literature or identified by the country experts. In this way the findings of this review contribute to an understanding of the main reforms in relation to the key competences, since 2006, and, where it has been feasible, capture any evidence of links between those main reforms and use of the FWC. 1.3 About this report This report is structured as follows: Section 2 presents an overview of the key educational reforms implemented by Member States, since 2006, in relation to the teaching and learning of the eight key competences of the Key Competences Framework alongside examples illustrating the reforms which have occurred in different countries, with particular reference to reforms in relation to: different education sectors and/or different forms of learning (where differences exist). Section 3 sets out a commentary on evidence identified by the review about the degree to which the Key Competence Framework has been used by Member States when implementing reforms; the main benefits and challenges for Member States that have used the Framework and highlights potential opportunities for improvement to the Framework going forward. 2 Romania; Slovakia; Poland; Austria; Lithuania; Malta; Spain; Finland; Ireland, and Estonia. 8

9 Section 4 summarises the review s evidence of the reforms that have occurred in the EU 28 since the introduction of the Key Competences Framework in 2006 and outlines brief conclusions 9

10 2.0 Key educational reforms in teaching and learning key competences since 2006 This section presents an overview of the key educational reforms implemented by Member States, since 2006, in relation to the teaching and learning of each of the eight key competences of the Key Competences Framework. Examples of these reforms, based on the evidence identified by this review, are included throughout the text with particular focus on those which best illustrate reforms about different education sectors or types of learning. 2.1 Communication in the mother tongue The first competence of the 2006 Key Competence Framework 3 is: Communication in the mother tongue. Currently this is defined as the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; in education and training, work, home and leisure. Since 2006 the majority of Member States have introduced some kind of reform in relation to this competence, according to the evidence gathered by this study. The implementation of most of this educational reform has been distributed fairly evenly across the ten years since the Recommendation. However, this includes reforms in some countries in the years immediately after the Framework s introduction which have been followed up in subsequent years by revisions or adaptations to the original reform long-term reforms which have planned to implement change over a period of three, five or seven years. Some of the most recent reforms constitute part of countries introduction of national qualifications frameworks, where these have drawn upon the Framework and all eight of its key competences. A variety of different administrative levers and instruments have been employed by countries to reform their teaching of communication in the mother tongue (CMT). These differ in the degree to which they mandate reforms including the following. Measures which make any change compulsory such as the introduction of new or revised legislation and the issuance of statutory guidance for a subject, area of learning or programme of study. For example, Spain s 2006 school legislation set out how each subject contributed to the development of all eight key competences in the EU Framework and in which greater importance was given to languages (as well as technology and science) and to reading, especially to improve literacy. This approach was revised by legislation in 2013 which reduced the emphasis on CMT, along with the other key competences, conceiving them more as skills rather than as cross-cutting elements of all subjects and disciplines. Guidance to direct and inform reforms through the publication of policies and strategies or by developing frameworks which help design curricula or educational programmes by setting overarching goals, aims and objectives. In 2016, for 3 Recommendation of the European Parliament and of the Council on key competences for lifelong learning, (2006/962/EC) 10

11 example, Romania introduced a new National Curriculum Framework which set standards for updating its Early Childhood Education and Care (ECEC) and school curriculum, including aims related to all eight key competences. Communication in the mother tongue has been incorporated in reforms to teaching and learning in different ways since the 2006 Framework. This is reflected in the diversity of approaches taken by Member States to renew or update the way the competence is treated within national curricula, or to introduce it as part of a substantial change in their educational philosophy. The strongest evidence is of reforms concentrated in ECEC and School sectors, with some overlapping changes in IVET where pathways are part of the School sector. Likewise most reform activity relates to formal learning, with very few exceptions. A number of reasons could explain the absence of evidence of changes in informal and nonformal learning and this desk-based review is limited in its exploration of factors which could explain this pattern. However two possibilities include the: emphasis and priority placed on such a basic learning need at the education career and/or need or expectation to achieve some form of accreditation (e.g. to prove to employers that a recognised standard of proficiency has been achieved in CMT) and which is less available through informal/non-formal learning pathways. Some reforms make an explicit reference to communication in the mother tongue through its direct inclusion in curricula as a discrete concept, separate topic or component linked to a specific subject, qualification or assessment process. For example, in 2010 Croatia introduced an obligatory final exam for pupils completing their secondary education (State matura) which includes the Croatian language, the first foreign language and the mother tongue for ethnic minority pupils reform of Slovakia s Educational Standards Slovakia s Education Act of 2008 changed the approach to the teaching and learning of the Communication in the mother tongue key competence in the Early Childhood Education and Care and School systems. This legislation revised Slovakia s educational standards to include the imperative for learners to 'acquire competencies, particularly in the field of communication skills, oral competences and written capabilities, (and) mother tongue'. The change was implemented through a number of learning materials including Slovak language and literature which sets out what learners are expected to be able to do in relation to this competency. Learners in the IVET sector in Slovakia were also affected by the 2008 Act. As a result of this law, lessons in communication in the mother tongue became a mandatory part of all VET programmes, as set out in Framework teaching plans within national curricula of state educational programmes. Several of the direct reforms involving CMT demonstrate the different phrases which are used to refer to the competence. In addition to mother tongue there are references to state language and official language. Most recently, in 2016, Finland launched a twoyear ECEC programme aimed at improving pre-school children s development of everyday language skills, which is referred to using the term multi-literacy. The use of different terms related to CMT highlights the possibility that, in some country contexts, there may be potential ambiguities in using the phrase mother tongue and a 11

12 clear need to make distinctions between, for example, a national language and a mother tongue. Slovenia s development of a new, national school educational policy in 2011 illustrates this circumstance. The policy explicitly states a key, national educational objective is to develop linguistic competences and raise awareness of the Slovenian language as the official language of the Republic of Slovenia; whilst in ethnically mixed areas, fostering and developing Italian and Hungarian in addition to the Slovenian language. In contrast, some Member States have made reforms indirectly related to CMT by, for example, integrating or encompassing the competence, for example, within curriculum or subject requirements or by expressing it as part of a learning outcome. Legislation in Romania, in 2012, refers to the development of general competences for each subject as part a new preparatory class in Primary education which includes the competence cognitive development of language and communication. In Lithuania, wideranging reforms to implement a revised, general education curriculum for ECEC, Primary & Secondary are using competence-based curricula, which indirectly incorporate the CMT competence. The scope and scale of this review makes it difficult to form definitive, specific conclusions regarding which specific aspect of the CMT competence (i.e. its title and current description) may be helpful to Member States when planning educational reform. However, the evidence indicates that this competence is clearly used by Member States with aims to: improve learners basic communication skills, knowledge and understanding; participate fully in all aspects society; improve individuals capacity to access and progress into further learning and enable better access to labour market. 2.2 Communication in foreign languages Communication in foreign languages is the second competence in the 2006 Key Competence Framework. The skills dimensions linked to this competence are similar to communication in mother tongue ( based on the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing ). However, it also includes mediation skills (summarising, paraphrasing, interpreting or translating) and intercultural understanding. The majority of Member States reviewed under this study have either introduced curricular reforms or developed policy levers and instruments to encourage the learning of foreign languages. These reforms have been mainly at school education level (primary and secondary schools). The reforms and policy levers and instruments often focus on making the teaching and learning of a foreign language a mandatory requirement through programmes in schools, in some cases these have been supported by laws and regulations. There are other Member States that emphasise and communicate the importance of this competence in policy statements; a few of these policies are yet to be implemented. Others have also developed programmes and projects that focus on promoting the acquisition of foreign languages. Member States that have introduced communication in foreign language in national core curricula, and in some cases made this a mandatory requirement include Scandinavian countries such as Finland, Sweden and Denmark who all have policies on teaching and learning of foreign languages in schools. For example, English is included in the national 12

13 curricula in Denmark and Sweden. In addition, students choose an additional second foreign language later on in the school cycle 4. In Finland, communication in foreign languages is emphasised at all levels of Finnish education, and in national curricula for pre-primary education and Vocational Education and Training (VET) 5. In Luxembourg, students in primary schools can learn up to four languages, and foreign languages are also included as stand-alone modules at the different levels in VET curricula. In the UK (England), foreign language is a compulsory subject up to key stage 3 (age 14) in schools that are required to follow the national curriculum. At upper secondary level (age 16+), the learning of foreign languages is not compulsory, however, education and training providers must offer students opportunities to study a language course if required 6. Education strategies and laws that promote this competence have either been developed or proposed by a few Member States. These include Ireland s proposals to develop a Foreign Language strategy, to support the implementation of foreign languages at Junior Cycle in schools, as part of its Key Action Plan for Education In Slovakia, legislation on foreign language learning and teaching in basic and secondary schools was developed in 2007 (Legislation (Education Act No 245/2008 Coll.)). This legislation set out the policy for foreign language learning in all secondary VET programmes including dual IVET, and was used to implement curricular reforms in the sector from 2008 to Under this legislation the learning of two languages was made compulsory for all ISCED 3A secondary programmes from A slight change was made to the legislation in 2013, according to the evidence reviewed for this study; students are now only obliged to study one foreign language in most of secondary VET programmes 8. Latvia also has an Education development strategy to promote the acquisition of foreign language(s) in all secondary education programmes including VET (VET students acquire general subjects according to the state general education standard) 9. Member States such as Slovakia and Spain have either developed comprehensive programmes or projects linked to this competence. For example, in 2008, the National Education Institute in Slovenia ran a project called Communication in foreign languages to introduce innovative approaches to teaching foreign languages. This project used foreign teachers to develop curriculum reforms, and trained foreign language teacher coordinators to support teachers develop innovative approaches on how to teach foreign languages 10. Spain s ten year programme linked to this competence includes the use of laws and regulations to promote the teaching of foreign languages at all education levels. Comprehensive Programme for Learning Foreign languages ( ), Spain The Spanish Ministry of Education, Culture and Sport in partnership with Autonomous Regions developed a programme titled the Comprehensive Programme for Learning al_secondary_education pdf

14 Foreign languages ( ) 11 in 2010, to make foreign language teaching in primary, secondary, vocational and higher education compulsory 12. One of its objectives is to ensure that primary and secondary education students develop a minimum proficiency in a first foreign language, mainly in English. Another objective, specifically for vocational education curricula, aims to enhance foreign language competence, with special attention to learning languages for specific purposes. The programme also includes plans to support the learning of a first and second foreign language at a level that is appropriate to the needs of the degree/program. There are also plans to promote the learning of a foreign language among the adult population, and to develop policies to make citizens aware of the importance of learning foreign languages. The programme is being introduced through a number of measures, such as regulations and legislations, and accreditation systems. This programme was approved by the Government in 2012, and is currently being implemented by Autonomous Regions 13. Generally, the literature reviewed for this study indicates that a majority of Member States are increasingly communicating the importance of foreign language teaching and learning through different policy levers and instruments. However, there was no evidence to link these policy levers and instruments to the 2006 Key Competence Framework. It is likely that the Framework may have indirectly influenced or supported Member States actions in this area, since most of these reforms discussed above were developed after Mathematical competence and basic competences in science and technology Mathematical competence and basic competences in science and technology are listed by the European Commission as two separate categories: Mathematical competence is the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations. Competence in science refers to the ability and willingness to use the body of knowledge and methodology employed to explain the natural world, in order to identify questions and to draw evidence-based conclusions. 14 In accordance with evidence gained by this study, since 2006, the majority of Member States have introduced reforms in relation to this key competency. The reforms have been evenly spread across the 10 years since the introduction of the key competencies framework. A range of administrative and educational reforms have led to an updated teaching model for the teaching of mathematics, science and technology in Member States. These vary in degree and scope, the French model shows, in the number of French students with low skills levels in mathematics increased, making the learning of mathematics a key issue for reforms to the French educational system. In 2014, a mathematics strategy was designed to help improve the levels of this competency, the broad approach included 10 key measures, in three focus areas; a modernised mathematics curricula, the training of teachers so they could support their students better and giving mathematics a new image. 15 This reform has allowed the creation of a national mathematics portal and an emphasis on the most enjoyable exteriores/eeuu/seminariosconferencias/seminarioadministradores/seattle2010/piale-seattle B/PIALE%20Seattle% %20B.pdf Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning 15 Key Competences in Vocational Education and Training France, Cedefop Refernet France 14

15 aspects of maths, improving teaching methodologies. The Netherlands has also looked to attract more young people into the subject with innovative and exciting teaching methodologies. A focus on problem solving is to ensure the future workforce meets the future labour demands. As mathematics competencies and basic competencies in science and technology have been ingrained in many Member State s education systems for decades, there are a number of countries, including Belgium, Spain, Bulgaria, Czech that have seen minimal or no updates or major reforms specifically in these fields since the key competency framework introduction in Even those Member States who have implemented reforms are usually building on previous platforms, or are reforming a national qualifications framework which integrates all eight key competencies. This can be seen in the reforms to the national Curriculum Framework in Romania. Maths, Science and Technology often have compulsory elements in most Member States education systems, including in England where maths and science is compulsory up to the age of 16. In Finland and Luxembourg maths is also a requirement of VET programmes. This highlights that these are not new policies, however they are being developed to ensure they keep pace with the evolving education system. The strongest evidence of reforms identified in this study is concentrated in School education and Vocational Education and Training. Apart from a few exceptions, most reform activity relates to formal learning. A number of reasons could explain the absence of evidence of changes in informal and non-formal learning and this desk-based review is limited in its exploration of factors which could explain this pattern. However possibilities include the: emphasis and priority placed on such a basic learning need at the education career, the need or expectation to achieve some form of accreditation which is less available through informal/non-formal learning pathways. The National Curriculum Framework, Romania The National Curriculum framework is the main landmark reform regarding educational policy, updating the aims of each educational cycle (early, primary, lower and upper secondary) in relation to each key competence. The reforms started in 2013 and have had an instrumental effect on mathematical competence and basic competences in science and technology, stipulating for the first three grades at primary level, that mathematics is integrated with sciences in a new discipline called, Mathematics and environment exploration. More recently, the syllabuses for lower secondary education also highlighted the need for an integrated approach, while stressing contents might be approached in this manner. The curricular reform was implemented following multiple studies about education in Romania, multiple pilot programmes funded by the European Social Fund and the country s performance in student achievement in science (measured by PISA and TIMSS). The key competences framework also influenced these reforms in the education system. The scope of the analysis in this report clearly identifies a range of reforms that have changed the education system in relation to mathematics, science and technology; however it is difficult to assess if these were the direct result of the key competencies framework. The evidence shows that this competence is used by Member States with the 15

16 aims of improving of mathematical and scientific thinking, to allow for problem solving to be integrated into the education system from an early age. This has developed mathematics and sciences as a subject, incorporating problem solving within the core material of the subjects. This will lead to students using this competence as a transversal skill, overcoming problems outside of the classroom which can be transferred into further learning and the labour market. 2.4 Digital competence The Digital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication. It is underpinned by basic skills in ICT: the use of computers to retrieve, assess, store, produce, present and exchange information, and to communicate and participate in collaborative networks via the Internet. The majority of reforms since 2006 linked to this competence often relate to improving the access to ICT. Reforms related to the access of ICT often focus on strengthening the infrastructure needed for better ICT in learning environments including increasing the number of computers in classrooms (particular in Slovakia, Romania, Spain and Poland) as well as improving access to digital learning resources. For instance, in Poland, Spain and Slovakia large proportions of European Funding have been used to purchase PCs for classrooms in both primary and secondary education. In Romania, they have used ESF specifically to buy more computers for secondary schools recognising that there are fewer computers in the nation s schools compared to the European average and those barriers to learning are identified as being around the child s access to computers in the learning environment. Thus some of reforms are about equipping educational establishments with digital related hard and software and tools as opposed to just ensuring that learners are developing actual skills and knowledge of computers. Improving Access to ICT, Latvia In 2013 the Ministry of Education developed a stronger set of reforms around improving the number and quality of ICT in schools at both primary and secondary level. The reforms focussed on better hardware, software (for learning), better IT systems for schools (to hold and monitor data on pupils and school performance) as well as better connections to the internet for faster and more reliable distance learning. The reforms helped increase the ratio of pupils to computers and ensured that specific ICT classes were introduced across secondary education where existing schools has previously made no provision. In addition, the plans also provided practical ways in which digital skills can be provided within existing subjects to ensure pupils use a computer as a key tool for learning. There was a real mix of reform around ensuring the digital and wider ICT skills become compulsory in Europe s education systems. Around half of Member States have introduced reforms since 2006 that make ICT related subjects part of the curriculum which are compulsory for all learners (along with Maths, English a science and mostly a foreign language). From the research, there seems to be no pattern in those Member States that have made digital related subjects compulsory since 2006 although those counties who have tended to make digital or ICT compulsory at secondary rather than primary level. 16

17 Nearly all Member States and all those reviewed in-depth have made reforms that introduce more digital competencies within subjects rather than introducing a specific subject that is solely about promoting a digital or ICT related skills set. As well as actual reforms that follow this trend, nearly all Member States have developed or updated a wider IT skills strategy which promotes digital skills in education and training in this more indirect way. This includes introducing ICT strands into maths, science and foreign language subjects and ensuring ICT becomes a key method of learning in these core subjects. Some of the reforms tend therefore to be indirectly related to digital skills and this competency is more often than not part of wider reforms linked to the modernisation of curriculums and subject specific issues. For example, in Spain, there is a strong promotion of the use of computers and on-line content in maths and science where project based learning is promoted to analyse data and form conclusions based on computer software programmes. Linked to the above, throughout all Member States the research shows that ICT is becoming an increasingly key method of learning in Europe s education establishments. For example, national strategies and reforms linked to ICT and education mention digital textbooks, digital learning simulators, on-line learning portals for teachers, digital distance learning and web-based and interactive activities for pupils as methods which appear in the more recent reforms in Member States. For all of these new methods, the majority of reforms in Member States relate to updating approaches to learning taking into consideration advances in technologies. In about three quarters of Member States there is a clear reference to a skills shortage in the labour force and amongst adults in relation to a digital skills. This seems to be the key driver in many of the reforms linked to this competency, particularly in relation to equipping adults in the workplace to be IT literate and ensure that national economies are able to take advantage of the continuing IT revolution. Countries as far reaching as Portugal, Estonia, Latvia, the UK and Germany all identify digital education and training being critical to ensure that the countries remain at the forefront of the digital age and that the priority IT sector is fed with a highly skilled workforce. It is interesting to note that the research has less mention of the term digital and more reference to ICT or more general information technology. There is mention across a third of the Member States on issues connected with digital literacy although the term is less apparent in the reforms of Member States more generally. 2.5 Learning to learn Learning to learn is one of the cross-curricular competences of the 2006 Key Competence Framework 16 and is defined as: the ability to pursue, and persist in, learning, to organise one's own learning, including through effective management of time and information, both individually and in groups. This competence includes awareness of one's learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully. Learning to learn (L2L) also means gaining, processing and assimilating new knowledge and skills as well as seeking and making use of guidance. The cross-curricular nature of L2L means that much of the educational reform activity in Member States since 2006 could be interpreted to have some relationship with this competency in its widest sense. However, there are few substantial, educational policy 16 Recommendation of the European Parliament and of the Council on key competences for lifelong learning, (2006/962/EC) 17

18 reforms which solely or directly relate to the L2L competence, based on the evidence identified for this review. Evidence of reforms relevant to this competency are most commonly incorporated within the general aims and priorities of a variety of new or updated features of Member States education systems, often in the area of lifelong learning as the following examples illustrate. The competency is reflected in elements of the national qualifications framework for higher education (HE) which Poland introduced in 2012/13. This framework set out learning outcomes to be attained by HE students in all study programmes which included level descriptors on planning personal development and lifelong learning, as well as supporting the development and the lifelong learning of others'. Lithuania s upgrade of its general education curriculum for ECEC and school, in the period , aimed to use competence-based curricula in order to improve its ability to meet learners needs and enable them 'to acquire competences necessary for both further learning and active social life'. In 2008, new legislation in Slovakia (its Education Act ) set out objectives for its education system that referred to the need to acquire competencies, particularly in the field of lifelong learning. Elements of the Learning to learn competency are most often incorporated in strategic or policy-based educational reforms, according to the evidence gathered by this study. Frequently, this change is part of a national framework that sets out the overarching standards or objectives for education in one or more sectors. For example, France s 2016 update of its national curriculum framework set out five educational areas which form its 'common base of knowledge, competences and culture' and include 'Methods and tools for learning'. Also in 2016, Romania updated its National Curriculum Framework outlining standards to support the redesign of the curriculum for the early education and school sectors and articulated aims in relation to all eight of the key competences within the Lifelong learning Framework. Slovakia s 2008 Education act led to the development of educational standards to support the design of national curricula and covered six competences 'intrapersonal and interpersonal' and then, in 2013/14, those were revised to include 'act independently in social and working life'. Some of the most recent reforms constitute part of countries introduction of national qualifications frameworks, where these have drawn upon the Framework and all eight of its key competences. Examples include the introduction, or development of, NQFs in Croatia (2013), Poland (2015) and Germany (2007-ongoing) as well as Spain ( ). There is less obvious reference to Learning to learn in educational reforms within the VET sector, compared to the school sector. However, the available evidence of such reform activity focuses more on changes in teaching practice or learning pathways. For example, Sweden s introduction, in 2011, of a new VET pathway to achieving an apprenticeship requires the development of key competences which include L2L. Also, Latvia s new strategy for educational development, to be delivered from 2014 to 2020, promotes the acquisition of learning skills within education provision delivered by VET institutions. One illustration of this change is the embedding of the teaching of such skills in non-formal VET opportunities based on learners' interests. 18 Reforms to VET curricula, Luxembourg Luxembourg s competency-based reforms to VET curricula, in 2008, involved revisions to teaching and assessment approaches based on competences and, as a result, include Learning to learn. The reforms also led to the creation of two new types of professional

19 roles to support learners pursuing apprenticeships: a learning counsellor and a tutor. These posts are aimed at supporting work-based training by monitoring the learning process of apprentices and providing advice if the learner has learning difficulties. Finally, there is wide variation in the terminology and phrases used by Member States to refer to the Learning to learn competence and the skills, knowledge and abilities that it can encompass. For example, the definitions of level descriptors in some of the NQFs that countries have introduced (see above) offer broad interpretations by referring to: aspects of [learner s] own learning, the individual ability and methods of learning and guiding the learning of others (in Poland) and learning skills and motivation to continue education (in Latvia). In other examples, the competence is referred to in an abstract way, as it is in Belgium (Flanders) where reforms to the Secondary school curriculum have introduced cross-curricular objectives that address 'key competences that citizens need to be able to participate actively in society'. In contrast, reforms in other Member States have retained the explicit phrase Learning to learn,as Italy has done, by including it in a set of key competences which all learners should have by the end of their school education along with the related competences to be able to plan and acquisition & interpretation of information'. 2.6 Social and civic competences Social and civic competence is defined in the EU Key Competences Framework as the ability to participate effectively and constructively in one s social and working life and engage in active and democratic participation, especially in increasingly diverse societies 17. The skills, knowledge and attitudes linked to this competence are described as follows 18 : Social competence is linked to concepts such as personal and social well-being, mental health and healthy lifestyles. Core skills under this competence include communicating constructively in different environments, showing tolerance, and expressing and understand different viewpoints. Civic competence is linked to concepts such as democracy, justice, equality, citizenship, and civil rights. Core skills under this competence include engaging effectively with others, and showing solidarity and interest in solving problems affecting the local and wider community. The majority of the Member States reviewed under this study do not explicitly reference social and civic competences in their curricula. The review also shows that the definition used for this competence varies across those that cover this competence (e.g. Finland, Spain, Belgium (Fl), Italy, Czech Republic and the UK (England)). Social and civic competences are mainly covered as transversal or cross curricular competences in Member States curricula where they are explicitly covered, and are integrated in specific subjects covered in national curricula. For example, France covers aspects of the competence under History, Geography, Moral and civic education, Prevention healthenvironment (Prévention-santé-environment PSE) subject areas 19. Finland s curriculum also includes seven broad cross-curricular competences similar to the concepts under social and civic competences

20 Social and civic competence reforms across Member States generally focus on civic education thus, a greater emphasis is placed on civic rather than the social concepts. The civic element is often linked to citizenship education, and integrated in other subjects or offered as a cross-curricular competence in schools. A few Member States include citizenship education as one of the core subject areas in their national curricula. For example, in the UK (England), citizenship is included in the national curriculum, and is a compulsory subject for learners aged between 11 to 16 (compulsory education age) in schools that are obliged to follow the national curriculum 20. The citizenship subject covers political and social issues, the justice system, volunteering, as well as personal finance management. Belgium (Fr) also plans to introduce a compulsory citizenship education course in in primary and secondary schools 21. The Czech Republic has citizenship education for children and young people, and adults 22. For children and young people, citizen education is mainly included in secondary education curriculum (aged 11 to15) within specific subjects; some aspects are also covered in primary education. Citizenship education for adults is usually delivered as non-formal education in libraries, and through community activities, awareness campaigns, and courses, all focused on political engagement. Citizenship education was introduced in Spain through its Statutory Law of Education (Ley Orgánica de la Educación (LOE), May 2006 (BOE ). Citizenship became a new statutory foundation subject in the Spanish curriculum. Two subjects on citizenship are covered in secondary education: Education for citizenship and Human Rights is compulsory in secondary education and Ethic-civic education is delivered in post compulsory secondary education 23. A few Member States have developed separate programmes and projects linked to this competence. France has had a citizen programme since 2015/16. The programme covers primary until the end of upper secondary education, including VET, and focuses on moral and civic teaching, media and information education. It also teaches learners about judgement, argument and debate. The programme is assessed at the end of compulsory schooling (age 16), learners also continue on this programme in upper secondary school 24. In 2010, Finland developed a large national project to support students and student teachers competences in citizenship education. A majority of the Member States that cover aspects of this competence in their national curriculum tend to focus on a broader interpretation, closely linked to civic concepts. These concepts advocate societal and community engagement such as participation, involvement, building a sustainable future, and active citizenship. Finland s interpretation of social and civic competences is much closer to the EU Key Competences Framework than most Member States; their seven broad competences included in their National Core Curriculum for Basic Education 2014 cover most of the concepts used to define social and civic competences l_curriculum_28_nov.pdf/ The core curriculum defines these competences as border-crossing wide-ranging areas of competences (NCCPE, 2014). 20

21 Finland s National Core Curriculum for Basic Education Finland s National Core Curriculum for Basic Education 2014 which was developed by the Finnish National Board of Education came into effect in August The curriculum includes seven broad competences: Thinking and learning to learn, Cultural competence, interaction and self-expression, Taking care of oneself and managing daily life, Multiliteracy, ICT Competence, Working life competence and entrepreneurship, Participation, involvement and building a sustainable future. These competences are described as cross curricular competences or skills that cover the whole school system (primary education to the end of secondary school, and are integrated into school subjects subject specific competences 26. A few countries (BE, Fl and Italy) use narrow interpretations which are closely linked to social concepts associated with personal attributes such as empathy, respect, considerateness, working with others, and interpersonal relationships. Some Member States have enacted national decrees or laws that promote citizenship. For example, the French Community of Belgium, passed a Parliamentary Decree in 2007 which emphasised the importance of citizenship education, and the need for a comprehensive approach to citizenship education which includes organising interdisciplinary thematic activities, creating student representatives bodies at school and the teaching of several topics within various subjects to be introduced in primary and secondary schools 27. The Manifesto of the Government of the Slovak Republic of May 2012 (45) also declares that: emphasis will be placed at all levels of the school system on educating children in line with national, historical and cultural values and traditions, and knowledge of and respect for civil, national and Christian traditions and values. Recently, and as a result of the political climate and to help combat extremism, Slovakia included a clause in its 2016 Manifesto to strengthen civic education by supporting projects and activities in schools 28. Generally, the evidence reviewed under this study suggests that while the majority of Member States do not explicitly cover social and civic competences in their curricula, those that do tend to place a greater emphasis on civic education. Social and civic competences are also commonly covered in school education. 2.7 Sense of initiative and entrepreneurship A sense of initiative and entrepreneurship refers to an individual's ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. This supports individuals, not only in their everyday lives at home and in society, but also in the workplace in being aware of the context of their work and being able to seize opportunities, and is a foundation for more specific skills and knowledge needed by those establishing or contributing to social or commercial activity. This should include awareness of ethical values and the promotion of good governance

22 The research shows that many aspects of this competency are very present in the reforms that have taken place across Europe since Most of the reforms seem to strengthen and reinforce existing content that existed pre 2006 as opposed to introducing completely new aspects of this competency that were missing previously. This shows that the issues connected to initiative and entrepreneurship have been and continue to be generally well established in Europe s education systems. As with some of the other competencies, the reforms that have taken place are often linked to embedding innovation and entrepreneurialism throughout different subjects as opposed to being specific subject itself. At its heart, the more recent reforms linked to the competency are around making the curriculum and learning methods more practical and project based so that learners use problem solving, simulations and creative thinking during their work to learn, for example, the science or maths curriculum. For instance, in Finland, the Czech Republic and Italy, key reforms over the last few years have been around making the learning method (as opposed to the learning content) more practical through the introduction of an enterprise theme. Working in teams linked to learning seems to be a particularly strong aspect of new education initiatives across all levels in recent years although it is unclear the extent to which this approach to learning has been in place previously. Although not set out specifically in actual reforms at the policy level, the desk research has picked up an array of strategies and initiatives that point to an increase in non traditional learning environments that now extends beyond the classroom including learning in working environments (placements) but also out in the wider society to expose pupils to the real world. Working and engaging with employers seems to be a strong aspect of recent reforms across around half of all Member States. Linking educational establishments (mainly at secondary and Higher Education) was most apparent in two forms. Firstly, in relation to ensuring that employers were part of the design and development stages of various curriculum content. For example, in Spain there is a closer link with the Spanish Bank to ensure that the maths and business studies curriculum aligns to real life examples found in the banks work whilst in Germany, Malta, Finland, Estonia and the Netherlands there are now specific advisory bodies, panels and boards that contain employers who are formally asked to review (and sometimes sign off) various educational content. For example, in Finland recent reforms include the development of National Education and Training Committees which help develop education content and wider strategy in line with the needs of a modern economy and specifically to help fill key labour and skills shortages predicted in the future. Other ways employers are involved in education reform includes the design of apprenticeships as well as the content of course curricular across many of the core subjects. Secondly, employers are often seemingly now involved in some aspects of the delivery of education activities in most Member States although the evidence to make firm conclusions of this is not present in this study. Nevertheless, reforms identified in the study include a strong emphasis on work placements (for teachers as well as learners) in Finland, the UK, Netherlands and France as well as employers being actively encouraged into the classroom to teach pupils various aspects of the curriculum- including a Bank teaching aspects of the maths curriculum in Spain, through to tech sector in Estonia teaching ICT/ Computer Studies. 22 Employer Engagement, Spain In 2012 the Ministry of Education approved the Plan for Entrepreneurship. A key aspect of this national plan has been to ensure that enterprise and all of the key principles of

23 entrepreneurial spirit are fed into the way the educational system in Spain is delivered. The plan does not contain details of subject specific activities on enterprise- but rather encourages educational stakeholders and teachers to weave plans for innovative thinking, creative thinking and project based approaches across the entire curriculum, particularly at secondary level. An innovative aspect of this plan is how employers themselves are encouraged to become involved in the teaching of pupils and in the design of school materials (including course content, real life business simulations and actually delivering lessons to pupils themselves). Linked to this innovation is the plan naming specific national businesses that will become more involved to ensure an entrepreneurial thread runs through the countries education system. There was less detail picked up in the review on clear outcomes or expected results of activities linked to this competency. For instance, although strategies and some policy reforms talked about stimulating an entrepreneurial spirit in secondary schools- there was less clarity about what results would be expected and the link between this and a more educated workforce. 2.8 Cultural awareness and expression Cultural awareness and expression can be defined as, the appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts. 29 Cultural competence is closely linked to a wide range of other competencies, where the teaching and learning transversally affects other subjects, an example of this is multi-literacy (or communication in foreign languages). Reforms are not concentrated on any specific education sector, however it is less common in adult learning. Where cultural awareness and expression is included in education systems it is often through formal or informal learning, with a slight preference for formal learning. It is likely that informal learning is more common in this key competency due to difficulties in measuring results and education systems being traditionally focused on measurable results, however this desk-based review is limited in its exploration of factors. Some Member States, such as the Netherlands, Spain and Lithuania do not explicitly state any reforms in relation to this key competency. In parts of the UK there are no new reforms, however the competency is covered under the topics; art and design, creative arts and media subject areas. This is similar to France where the competence is covered under applied an artistic and cultural educational programme, but is not listed as a specific subject, with no key reforms being implemented throughout the educational system. Cultural reforms in Slovakia s education system There are a wide range of reforms in Slovakia linked to cultural awareness and expression. Within VET there are specific objectives linked to Cultural competence. With regard to general education, respective standards are identified within the education domain as Arts and Culture. 29 Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning 23

24 There have been a range of National policies, such as The Manifesto of the Government of the Slovak Republic of May 2012, which advocate emphasising education to cultural values. It states that at all levels of the school system, importance will be placed on educating learners in line with national, historical and cultural values and traditions. The National Curricula (state educational programmes) included the following key competence requirements in relation to cultural expression: a graduate has to: be aware of his/her own cultural, national and personal identity, approach the identity of others with tolerance; support the values of the local, national, European and global culture and maintain a positive attitude towards them. Both requirements are included in the key competence ability to be a democratic citizen. Cultural awareness and expression continues to be an important topic, a 2016 Government Manifesto proposed creating financial and legislative conditions in support of the use of school premises for sports, artistic and other creative activities, outside the education timetable. This shows a continued commitment to increase participation in cultural activities. It is common for policies relating to culture to not be explicitly stated, but to spread across other key competencies, making culture one of the more encompassing and integrated competency. This can be seen in the multi-literacy example, incorporating culture and foreign languages in Finland and France. In Finland they have other crosscurricular aspects including, participatory citizenship, entrepreneurship and working life competences; and cultural identity and internationalism emphasizing the cultural awareness and expression in different situations and contexts. Moreover, the general part of the curriculum and several school subjects, like social sciences, emphasise the cultural awareness and expression 30. As this key competency is often integrated with other subjects it is harder to measure and monitor reforms and progress made. The scope of the report makes it difficult to analyse all policies that integrate culture, as it is not common for it to be a standalone topic within education. With an increase in migration and the relocation of citizens throughout Europe, it is likely that cultural awareness of local and National cultural heritage will become increasingly relevant and important to Member States. Allowing relocated minorities to learn of cultural backgrounds can help in their understanding of how the society functions, generating an integrated community. A strong understanding of a culture and sense of identity can be the basis of respect for diversity of culture Transversal competences and additional addressed skills There is a set of additional, transversal skills which support the development of each of the key competences and these transversal skills include: critical thinking; creativity; initiative; problem-solving; risk assessment; decision-taking and constructive management of feelings. 30 The National Core Curriculum for Upper Secondary Education. Helsinki: Finnish National Board of Education 31 Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning (2006/962/EC) 24

25 From the research alone, there is very limited evidence of educational reforms exclusively referring to these specific skills. A partial explanation for this may be the strong potential for overlap, in any available evidence, between references to these transversal skills and references to the other competences. This can make it difficult to distinguish evidence of reforms which relate to the additional skills rather than one of the key competences. For example, Finland s 2014 revisions to its national Core Curriculum for Basic Education, spanning Primary and Secondary education, linked subject-specific competences to seven cross-cutting competences. Three of these cross-cutting competences exhibit links to the transversal skills but they could also be regarded as new ways of phrasing the existing key competences, as follows: 'interaction and self-expression' could be linked to the transversal skill of constructive management of feelings or to the competences of Communication in the mother tongue and Cultural awareness and expression 'taking care of oneself and managing daily life' may be a reflection of initiative and problem-solving or it could be considered part of the Social and civic competences 'working life competence and entrepreneurship' again this may be linked to the initiative skill or the competence of Sense of initiative and entrepreneurship. There is some limited evidence of reform activity directly in relation to the transversal skills of problem-solving, creativity and initiative, although the potential for overlap with other competences remains. Several Member States have placed an explicit emphasis on one or more of these skills, based on the evidence identified in this Review. For example, the recommendations of Spain s National Strategy for Science and Technology for included that the school education system should promote: creativity and skills for identifying problems and finding solutions. In Italy, the transversal skills were directly referred to in 2007 legislation setting out the key competences all learners are required to have achieved by the end of their school education, which included: problem-solving and be able to act autonomously. Also, in further Finnish reforms two of these transversal skills are reflected in the competences adapted for, and integrated in, the 4 common units for VET in Upper Secondary schools: lifelong learning and solving problems and initiative and entrepreneurship in addition to two other competences 'interaction and cooperation' and 'health, safety and ability to function.' This study s review of available evidence also identified of a few examples in which Member States appear to have refined the original transversal skills for use in their national contexts, for example by producing a new skill based on two of the original skills. In Slovakia one of the six initial competences covered by its educational standards for VET provision, brought in by its 2008 legislation, included the ability to solve problems creatively. Further revisions to these standards, in 2013/14, broadened the skill to become a much wider, general capacity to work in heterogeneous groups. In addition, Luxembourg s 2009 reforms to its ECEC and Primary education sectors included aims that could be associated with the transversal skills and included the need to develop: intellectual, emotional and social aptitudes as well as: capacity for judgement, creative and artistic skills and respect for others. 25

26 3.0 Role of Key Competences Framework in reforms 3.1 Overview of the use, benefits and challenges of the Framework The role of the Key Competences Framework on Member States development and implementation of educational reforms is well documented in wider evidence of the Framework s influence from earlier studies 32. The Joint progress report of the EC and the European Parliament in 2010 specifically recognises the Framework as a contributory factor in the increasing shift towards competence orientation of European teaching and training systems. However, it is difficult to isolate the role of the Framework from that of many other influential factors. Given the nature and timescale for this study there has been limited scope to investigate the link between educational reform activity in Member States and the Framework in a similar way to these earlier studies. Where it has been possible to identify existing evidence, through desk research and expertise of national experts, it varies in terms of the extent of influence and use of the Framework in Member States relevant educational reforms. There are some examples in which the evidence from this review reflects the findings of earlier studies, which indicated that the Framework had been a contributing influential factor alongside other EU-level developments. It continues to prove difficult, particularly from desk research alone, to disentangle the influence of the Framework from these other influential factors on educational reform activity, which include: Other EU-level frameworks and policies such as the introduction of the European Qualifications Framework for lifelong learning and the Bologna Process for higher education. The wider social and political context within Member States e.g. the increased risk of terrorism in several countries that has led to the introduction of more activities linked to the cultural awareness and expression competence. Most commonly the evidence, identified by this study, indicates the Framework s role has been as an indirect influence on the overarching aims educational policies and programmes rather than on the detailed content of legislative, and associated, curricular changes. However there are a few examples of the direct role of the Framework, mainly in relation to developments that use, or adapt, the key competences to form the basis of revisions to national strategies or curriculum frameworks. These limited examples are almost solely found within the school and VET sectors and, for example, include Romania and Slovakia s adaptation of the key competences in reforms to their countries school curricula Evidence of the Framework's benefits for Member States This review identified little explicit evidence of the overall benefits of the Key Competences Framework to Member States although there are a few, country-level examples which illustrate its positive use in practice. There is some evidence that the Framework has contributed to the development of a quality threshold to which all Member States can work towards. For example, a 32 EC/Council (2010) Joint progress report of the Council and the Commission on the implementation of the Education and Training 2020 work programme, 2010/C 117/01. 26

27 number of countries introduction of national qualifications frameworks 33 has drawn upon the Framework and all eight of its key competences. In addition, a small number of examples illustrate how the Framework has influenced and inspired curricular frameworks and reforms within Member States. This limited evidence indicates that the Framework may be considered a factor in developing a common understanding, at a European level, of the benefits of a competency-based approach to education. For example: State educational programmes in Slovakia refer to the Framework 34 and it also directly influenced two key polices in Slovakia: o Curricular reform in regional schooling introduced by the Education Act (245/2008); and o Lifelong learning strategies adopted by the government between 2007 and Spain s Organic Act on Education 2/2006 (LOE) according to the evidence reviewed for this study was also influenced by the Framework. The term basic competence was first introduced in the Act, and was defined in line with the text used in the Council s Recommendation on Key Competences (Recommendation 2006/962/EC). Belgium (Fl) s cross-curricular final objectives for mainstream secondary education 35 which was implemented in 2010 was also inspired by the EU Key Competences Framework. Evidence reviewed by this study suggests that the Key Competences Framework, together with the European Qualifications Framework (EQF), were both important reference points for reforms carried out in the Polish education system since In addition to the establishment of the EQF for lifelong learning, the Framework has influenced three main reforms in Poland 36 : The reform of the core curricula in general education, implemented in Poland in 2009; The introduction of the national qualifications framework in higher education in 2011; and The implementation of the Polish Qualifications Framework (PQF) in the Law of 22 December 2015 on the Integrated Qualifications System Evidence of the Framework's challenges for Member States There is also limited evidence, from this review, of the specific challenges that the Framework presents for Member States. Generally, the few examples identified suggest an overarching challenge to ensuring the key competences can be implemented in practice within education and wider learning activity, with an associated set of difficulties (or barriers). 33 Examples include the introduction, or development of, NQFs in Croatia (2013), Poland (2015) and Germany (2007-ongoing) as well as Spain ( ). Indicates that the introduction of the Framework has had some beneficial effect s.pdf 36 Międzyresortowy Zespół ds Uczenia się przez Całe Życie w tym Krajowych Ram Kwalifikacji. (2013). Perspektywa uczenia się przez całe życie, (160). 27

28 A key barrier to the use of the Framework is linked to the challenges faced by individual learning institutions (e.g. schools and colleges) in adapting and implementing the principles it sets out. The difficulty appears to be in how to ensure these are put into practice in different institutions contexts and applied to their learning curricula, tools and syllabi. For example, the evidence reviewed to date suggests that teachers in Slovakia, during the initial implementation phase found the competences unclear and difficult to operationalise. Other evidence suggests another key barrier is the difficulty in defining the Framework s principles (particularly the emphasis on transversal skills) in a way that provides Member States with a sufficient level of detail necessary to ensure action can be taken. For example, another challenge that teachers faced in Slovakia was in relation to assessing the competences. No standard approaches or national guidelines on how to assess learner achievements were made available when the Framework was implemented; hence some schools had to develop their own assessment procedures. An impact analysis study carried out by ŠIOV also suggests that key competences were unlikely to meet employer s need, and were likely to be a burden on students. 37 In Spain, recent reforms in education since the development of the LOE according to the evidence reviewed have had a negative impact on the implementation of the key competences model. Firstly, competences are currently considered as a skill, and have not been included as a central element in curricula; and secondly, the fragmentation of the curricula into disciplines or subjects has created challenges on how to integrate competences. 3.2 Opportunities for improvement of the Framework There is wide variation in the use of the Framework by Member States, according to the evidence identified through this review. The recent, and ongoing, nature of some reforms indicates that there are likely to be further examples of how the framework supports the implementation of competency-based reforms, and a continuing need to share what is understood about the practical benefits (and challenges) of the Framework. Based on the findings of this review there appear to be three broad areas of opportunities for improvements of the Framework. It may be helpful to provide further exemplification of how the Framework can be implemented in relation to different features of the education system, for example its use in national strategies, policies and curriculum frameworks, and/or its use by different groups, for example curriculum experts as well as education policymakers. These additional examples and information could include: illustrations of the diverse ways in which Member States have interpreted the range of skills, knowledge and attitudes which the competences can cover and, by doing so, this emphasises the flexible nature of the Framework. A series of examples of Member States uses of the Framework (up to this point and in the future) offers a potential route to maintain the practical relevance of the Framework and keep it up-to-date e.g. future examples can capture and illustrate the use of the Framework in relation to the latest topics or innovations in practice. identification of associated EU-level support to build capacity within education sectors, for example, in relation to the cultural and professional development that a more competence-based approach to teaching and learning requires from teachers, tutors and other education professionals

29 This review has found limited evidence of substantial reform activity within the adult education sector, and the non-formal and informal sectors. One possible reason for this is that, by their very nature, the learning processes in these sectors are less transparent, making it harder to identify any reform activity. Alternatively the practical use of the Framework may be less obvious within these sectors. There are two potential areas of opportunity to improve the Framework in this regard: Consider tailoring key communications to underline the uses of the Framework for the adult education sector and different forms of learning. Additionally, it may be useful to explore whether the descriptions of competences could be supplemented by some additional detail outlining their application within these sectors. This work could be prioritised by focusing on the competences in which there is most evidence of reform. Explore options to improve Member States capacity to measure the use of the Framework and/or the impact of using a more competence-oriented approach on teachers as well as learners. 29

30 4.0 Summary and conclusions 4.1 Overview of reforms The evidence identified by this short review illustrates the variation in key educational reforms related to the Key Competences Framework since 2006 and how they manifest in different Member States education systems. Overall the majority of educational reforms related to the key competences are at the policy and strategy level, and are focused on formal learning. There is less obvious evidence of reforms in the adult education sector as well as informal and non-formal learning. These types of learning are, by their nature, more difficult to evidence. Member States appear to have experienced reforms in one of two broad categories ranging from: large-scale or whole system reforms mainly setting out frameworks or standards for guiding the design or revision of curricula to more iterative, and less obvious, change commonly reflected in the renewal or update of well-established activities with existing links to competences embedded throughout the education system. Most of the evidence investigated for this review represents reform activity concentrated in three particular competences, two of which are the subjectspecific ones: communication in the mother tongue; mathematical competence and basic competences in science and technology; and digital competence. There is less obvious reference to the cross-curricular competences or transversal skills which are less likely to be a discrete, standalone topic, subject or policy to which any change is obvious. Instead these competences are often implied within the learning outcomes of a subject or qualification, or combined with other competences. Reasons for the more limited evidence of reforms in these more cross-curricular competences could include: the difficulty in measuring and analysing the effects or impact of these competences; and/or the perception that these competences, with less obvious links to subjects, may be regarded as better likely to be taught outside the formal education system, for example sense of initiative and entrepreneurship. A limited number of Member States have implemented reforms that encompass all 8 key competences. A few countries have implemented strategic changes that impact different levels and types of education e.g. introduction of NQFs or national curriculum frameworks based on, or adapted from, all eight key competences. 4.2 Conclusions This review finds there is evidence that the majority of Member States have experienced some reform related to key competences since There are no overarching patterns to these reforms as there is great variation in the reforms that have been introduced, how they have been implemented and the sectors and types of learning to which they relate. Illustrating this variation, the key competences addressed by reforms have been integrated in elements of Member States education systems to varying degrees. In some circumstances key competences can be hidden because they are so deeply embedded throughout a country s whole education system; in others there may be an explicit but minor reference to key competences in a specific policy or single initiative. It appears there has been a polarisation in the reforms, to some extent, between those focused on subject-specific competences, which form the majority of the evidence 30

31 identified for this review, compared with the much less obvious evidence for reforms related to more transversal competences. The Framework appears to have been a contributory factor influencing the implementation of some of these reforms, although this is based on the narrow evidence identified by this literature review. Any developments to the Framework will be beneficial in the context of seeking to contribute to the development of high-quality, futureoriented education and training across Europe. 31

32 Bibliography Arjomand, G., Erstad, O., Gilje, O., Gordon, J., Kallunki, V., Kearney, C., Rey, O., Siewiorek, A., Vivitsou, M. & von Reis Saari, J. (2013). KeyCoNet 2013 Literature Review: Key competence development in school education in Europe. Brussels: European Schoolnet. Barrett, M. (2016). Competences for democratic culture. Living together as equals in culturally diverse democratic societies. Strasbourg: Council of Europe Publishing. Cedefop (2016). Application of learning outcomes approaches across Europe: a comparative study. Luxembourg: Publications Office. Cedefop reference series; No Cedefop (2012). Curriculum reform in Europe. The impact of learning outcomes. Luxembourg: Publications Office of the European Union. Council of the European Union (2010) joint progress report of the Council and the Commission on the implementation of the Education and Training 2010 work programme, Official Journal of the European Union, C117, , pag. 1-7 European Commission/EACEA/Eurydice. (2012). Developing Key Competences at School in Europe: Challenges and Opportunities for Policy. Eurydice Report. Luxembourg: Publications Office of the European Union. Kearney, C. (2013). European mapping of initiatives on the development of key competences. Brussels: European Schoolnet. Looney, J. and Michel, A. (2014). KeyCoNet's conclusions and recommendations for strengthening key competence development in policy and practice. Brussels: European Schoolnet. Meierkord, A., Donlevy, V., Green, A., Pensiero, N. and Herrera, F. (2015). Educational attainment and basic competences of young adults in Europe. Luxembourg: Publications Office of the European Union OECD. (2005). The definition and selection of key competencies: Executive Summary. In: Rychen, D.S. and Salganik, L.H., eds., Key Competencies for a Successful Life and a Well-Functioning Society, 1st ed. Göttingen: Hogrefe & Huber Publishers. OECD. (2016). Global competency for an inclusive world. OECD Publishing, Paris. OECD (2015). OECD Skills Outlook 2015: Youth, Skills and Employability. OECD Publishing, Paris. Pepper, D. (2013). KeyCoNet 2013 Literature Review: Assessment for key competences. Brussels: European Schoolnet. Eurydice. (2015). Ongoing reforms and policy developments. [online] Available at: olicy_developments [30 May 2017]. UNESCO. Global Citizenship Education. [online] Available at: [Accessed 30 May 2017] 32

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