Key Competencies for a Successful Life and a Well-functioning SocietyLaura Hersh Salganik, Dominique Simone Rychen Hogrefe & Huber, 2003 - Всего страниц: 206 It is widely agreed that education and investment in competencies are crucial for coping with the complex demands and global challenges of today's world. But what competencies do we need for an overall successful life and a well-functioning society? Interacting in socially heterogeneous groups, acting autonomously, and using tools interactively are indispensable prerequisites for an individually successful life and for sustainable socio-economic and democratic development of society. These three categories of key competencies are a key result of the international, interdisciplinary project DeSeCo (Definition and Selection of Competencies: Theoretical and Conceptual Foundations) carried out under the auspices of the OECD. The volume also addresses questions such as what constitutes a successful life and a well-functioning society and what are the implications for international comparative assessments? |
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... sector - based distinction emerges in most of the reports from the CCP , as well as in other sources . For instance , in education , key competencies often are associated with the broadening of general and vocational education and also ...
... sector - based distinction emerges in most of the reports from the CCP , as well as in other sources . For instance , in education , key competencies often are associated with the broadening of general and vocational education and also ...
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... sector . Cutting across these examples , we draw on Trier's ( 2003 ) observation of the evolution of competencies in ... sector The notion of competencies , and in particular key competencies , is also the focus of a great deal of ...
... sector . Cutting across these examples , we draw on Trier's ( 2003 ) observation of the evolution of competencies in ... sector The notion of competencies , and in particular key competencies , is also the focus of a great deal of ...
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... sectors is actually larger than the divergence ( Trier , 2003 ) . First , the differences between sectors often actually stem from differences in semantics . For example , in the education sector , key competencies are in many cases ...
... sectors is actually larger than the divergence ( Trier , 2003 ) . First , the differences between sectors often actually stem from differences in semantics . For example , in the education sector , key competencies are in many cases ...
Содержание
Competence priorities in policy and practice | 13 |
A holistic model of competence | 41 |
Meeting important challenges in life | 63 |
Авторские права | |
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Key Competencies for a Successful Life and Well-Functioning Society Dominique S Rychen,Laura H Salganik Ограниченный просмотр - 2003 |
Часто встречающиеся слова и выражения
ability achieve acting autonomously activities Adult Literacy analysis approach aspects Canto-Sperber & Dupuy challenges chapter common compe competen competence development complex demands conceptual context contribute critical cultural Daniel Keating Defining and selecting DeSeCo Project dimensions domains Dominique Simone economic employers environment example focus frame of reference framework future assessments global goals IALS important indicators individuals interacting in socially international assessments issues Jack Goody Jacques Delors knowledge measures MEDEF ment mental complexity multiple Murnane nomic normative numeracy Oates OECD OECD countries one's overarching participation Perrenoud perspective petencies Philippe Perrenoud PISA political processes reflective relevant responsibility Robert Kegan sector selecting key competencies social capital social fields socially heterogeneous groups specific Statistics Canada successful survey Switzerland tence tencies theoretical three-fold categorization TIMSS tion tools interactively Trier values viduals Weinert well-being well-functioning society workplace