VINTAGE on Keyconet Newsletter

8/10/2019 VINTAGE on Keyconet Newsletter

1/19

IN THIS ISSUE:About KeyCoNet - The Key Competence Network

EU / International KCD News

National KCD News

Special Focus: Implementing the Belgian cross-curricular objectives through

an Olympic and Paralympic sports day

KeyCoNet Website

Key Competence Events

Get Involved!

KeyCoNet Partners

Contact Us

http://keyconet.eun.org

KEYCONET NEWSLETTERISSUE 5 - JULY 2013

l
http://keyconet.eun.org/http://keyconet.eun.org/


2/19

http://keyconet.eun.org 2

EDITORIALDear readers,

Welcome to the fifth issue of the KeyCoNet newsletter!

KeyCoNet is the European Policy Network on Key Competences in

School Education, funded under the European Commissions Life-

long Learning Programme. This newsletter (available in English,

French, German, Portuguese and Spanish) aims to keep readers

up to date with the networks news, activities and outputs.

KeyCoNet News is published three times a year providing regularreports on developments regarding the networks activities, web-

site and events, as well as EU, international and national news re-

lated to key competence development in school education. Each

issue also features a special focus either on a specific aspect of

key competence development, or a recent output of the networks

activities. This editions special focus reports on the implementa-

tion of the Belgian cross-curricular objectives through an Olym-

pic and Paralympic sports day in a secondary school in Gent, Bel-

gium.

We wish you a pleasant read of this fifth issue, and look forward

to sending you the next edition of KeyCoNet News in November,

when we look forward to inviting you to consult the networks draft

recommendations for policy and practice on the implementation

of key competences in school education.

Caroline Kearney

(Education Analyst & KeyCoNet Project Manager, European Schoolnet)

On behalf of the KeyCoNet Network


3/19


ABOUT KEYCONET - THE KEYCOMPETENCE NETWORK:KeyCoNet is focused on analyzing initiatives

on the implementation of key competences inprimary and secondary school education across

Europe. Visit the Project Results page on the

KeyCoNet website (http://keyconet.eun.org/

project-results) to access the various outputs

produced by the network so far.

KeyCoNet has produced two literature reviews

on key issues in relation to the denition and

implementation of key competences in school

education in Europe and assessment ap-

proaches. Moreover, network partners have col-

laborated with project coordinators at national

level to produce case notes (available in English,

French, Portuguese and Spanish) describing

Key Competence Development (KCD) initia-

tives taking place in their countries. The most

interesting of these case notes have been selec-

ted by the network to be developed into case

studies (detailed analyses based on a rigorousmethodology drafted by researchers and policy

analysts). Case studies will be published on the

KeyCoNet website in September 2013: http://

keyconet.eun.org/project-results/case-studies.

The most inspiring case studies are also being

lmed to illustrate key competence related

practice in action, and the videos are being pro-

gressively made available on our website.

A European mapping report and country over-

views have also been produced and made avai-

lable on our website, monitoring the state of

progress of KCD in various countries across

Europe. Each year, peer learning visits take

place in a country where an interesting KCD re-

form has been identied. Last year, KeyCoNet

partners visited Seville, to learn about the An-

dalusian programme for the integration of key

competences. This year, the peer learning visit

took place in Dublin where the Irish Key Skills

reform is being implemented. The full reports

and videos of both peer learning visits are avai-

lable on the KeyCoNet website.

Finally, on the basis of the evidence collectedduring the projects lifetime via the above men-

tioned outputs, recommendations for policy

and practice will be formulated in 2014, regar-

ding the enablers and obstacles to a holistic im-

plementation of KCD.

Although this project uses the 2006 Euro-

pean Framework as a reference point, we are

aware that key competences can be expressed

and understood in dierent ways, according to

each national context. The network therefore

embraces an open and inclusive approach, and

high priority issues used as guiding principles

for the revision of the student curriculum (for

example, a focus on the development of the

whole child, health or sustainable environmen-

tal issues), will also be considered.

Among KeyCoNets 18 partners, coming from

10 countries (Austria, Belgium, Estonia, Fin-

land, France, Ireland, Norway, Portugal, Spain

and Sweden), are Ministries of Education/re-

lated agencies, universities/research institutes,

European organizations and practice related

partners. This diverse partnership allows for

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

European Framework for Key Competences (2006)
http://keyconet.eun.org/http://keyconet.eun.org/projecthttp://keyconet.eun.org/projecthttp://keyconet.eun.org/project-results/casehttp://keyconet.eun.org/project-results/casehttp://keyconet.eun.org/project-results/casehttp://keyconet.eun.org/project-results/casehttp://keyconet.eun.org/projecthttp://keyconet.eun.org/projecthttp://keyconet.eun.org/


4/19


eective cross-fertilization between policy

makers, researchers and practitioners. Key-

CoNet also has a growing number of associate

members, and aims to further increase the nu-

mber of participating countries and expand the

diversity of its stakeholders (see the EU Newssection to learn more about our 20 new asso-

ciate members and the Get Involved section to

become an associate member).

EU / INTERNATIONALKCD NEWSIn addition to KeyCoNets core partners at the

heart of the networks activities, a community of

associate members is continuing to grow, cur-

rently including 19 organizations based in nine

European countries (Albania, Austria, Belgium,

Croatia, Ireland, Italy, Malta, Poland, Romania,

Spain, and the United Kingdom) as well as 3 Eu-

ropean networks, representing a variety of coun-

tries and stakeholders. New associate members

can contribute to the KeyCoNet network, andbenet from it, in several ways, including provi-

ding case notes on key competence development

initiatives they are involved in, and oering

their unique perspectives on the networks draft

recommendations for policy and practice on the

implementation of key competences in school

education.

It is our pleasure to present to our readers ournew KeyCoNet associate members:

European networks

SIRIUS (http://www.si-

rius-migrationeducation.org/)

is the European Policy Network

on the Education of Children and Young People

from a Migrant Background. KeyCoNets coor-

dinator attended the SIRIUS network meeting

in Zagreb earlier this year, and discussed the

collaboration of both networks for the purpose

of mutual learning. The involvement of SIRIUS

in KeyCoNet will ensure that the voice of mi-

grants and cultural diversity is reected in the

networks recommendations.

The Universal Education

Foundation (http://www.

learningforwellbeing.org)

works in co-creative partnerships with organi-

zations from dierent sectors and disciplines

that share a common agenda towards Well-

being for All. The purpose of UEF is to inspire

and engage people in making learning environ-

ments more conducive to the well-being of child-

ren and youth.

Learning for Well-

being(http://www.lear-

ningforwellbeing.org/) is a global partnership

that brings together actors from all sectors of

society to collaborate on the process of how

each child and young person learns to realize

their unique potential. Through advocacy, inspi-ration, training and research, the Learning for

Well-being partnership progressively creates an

inclusive society that invites the contribution of

each child and young person in which they learn

to live meaningful, joyful and healthy lives.

Austria

The Education Group(http://edugroup.at/) sup-

ports educators in Austria in preparing and or-

ganizing training. It provides the necessary in-

frastructure such as internet and email services,

brings modern media in the classrooms and

trains teachers on their optimal use. Together

with dedicated teachers and the province of Up-

per Austria as well as numerous partners from

business, science and education, the Education
http://keyconet.eun.org/http://www.sirius-migrationeducation.org/http://www.sirius-migrationeducation.org/http://www.learningforwellbeing.org/http://www.learningforwellbeing.org/http://www.learningforwellbeing.org/http://www.learningforwellbeing.org/http://edugroup.at/http://edugroup.at/http://www.learningforwellbeing.org/http://www.learningforwellbeing.org/http://www.learningforwellbeing.org/http://www.learningforwellbeing.org/http://www.sirius-migrationeducation.org/http://www.sirius-migrationeducation.org/http://keyconet.eun.org/


5/19


Group supports the development of the Austrian

education system.

Belgium (Flanders)

CANON Cultuurcel (http://www.canoncultuurcel.be/

canon) is an entity of the Flemish Agency for

Educational Communication, aimed at building

bridges between education and culture, and en-

suring that all students have ample opportuni-

ties to develop their cultural awareness and ex-

pression.

The Department of Edu-

cational studies from the

University of Gent (http://

www.onderwijskunde.ugent.be/en) conducts

research, among other areas, on innovative

practices in education, the quality of education,

teacher professional development, educational

policy and educational administration.

Croatia

The Forum for Freedom

in Education (http://www.

fso.hr) is a non-governmental,

non-prot organization, whose main goal is to

introduce educational standards for contempo-

rary democratic society into the Croatian edu-

cation system. The Forum is involved in various

initiatives concerned with civic competence

building.

Ireland

The National University

of Ireland, Maynooth

(http://www.nuim.ie/) has se-

veral teacher training programmes which in-

clude the teaching of key skills in the curricu-

lum. Three students from NUIM presented their

competence building experience in the Bachelor

of Science in Education during the KeyCoNet

peer learning visit in March 2013 in Dublin.

The National Centre for

Excellence in Mathema-

tics and Science Teaching and Learning(NCE-MSTL) (http://www.nce-mstl.ie/) has a

well-established research base, an impressive

suite of programmes, projects and collabora-

tions, and a solid foundation for the implemen-

tation of medium to long-term strategies to

address national priorities in the development

of competences in science and mathematics for

both students and teachers.

Italy

Learning Community

(http://www.learning-

com.it/) is a research institute dealing with in-

novation in education and training. Learning

Community has extensive experience in testing

innovation in pedagogical methods, assessment

and evaluation, instructional design, as well as

e-Learning and online communities of prac-tices. Learning Community coordinates the

VINTAGE network which is currently develo-

ping an online tool for the self-evaluation of key

competences in adult education. A case note on

this initiative will be published on the KeyCoNet

website in September. For a preview, see the Na-

tional News section of this newsletter.

e d u c o m m u n i t y (http://www.educom-

munity.it/) is a professional non-prot associa-

tion of teachers and teacher trainers working in

schools and universities, aiming to support the

improvement and development of their profes-

sional skills. educommunity has consolidated

experience in lifelong learning in academic, edu-

cational, training and enterprise contexts.
http://keyconet.eun.org/http://www.canoncultuurcel.be/canonhttp://www.canoncultuurcel.be/canonhttp://www.canoncultuurcel.be/canonhttp://www.onderwijskunde.ugent.be/enhttp://www.onderwijskunde.ugent.be/enhttp://www.fso.hr/http://www.fso.hr/http://www.nuim.ie/http://www.nce-mstl.ie/http://www.learningcom.it/http://www.learningcom.it/http://www.educommunity.it/http://www.educommunity.it/http://www.educommunity.it/http://www.educommunity.it/http://www.learningcom.it/http://www.learningcom.it/http://www.nce-mstl.ie/http://www.nuim.ie/http://www.fso.hr/http://www.fso.hr/http://www.onderwijskunde.ugent.be/enhttp://www.onderwijskunde.ugent.be/enhttp://www.canoncultuurcel.be/canonhttp://www.canoncultuurcel.be/canonhttp://www.canoncultuurcel.be/canonhttp://keyconet.eun.org/


6/19


Malta

The Ministry for Educa-

tion and Employment

of Malta (https://www.education.gov.mt/) iscurrently implementing a new curriculum re-

form which includes a strong focus on key com-

petences. The new Core Curriculum Programme

will be featured in a case note to be published on

the KeyCoNet website in September, and a pre-

view is given in the National News section of this

newsletter.

Poland

The Educational

Research Institute

(IBE) (http://www.ibe.edu.pl/en/) is an ins-

titution conducting interdisciplinary research

concerning the functioning and eectiveness

of the education system in Poland. The Insti-

tute participates in national and international

research projects, prepares reports, expert opi-

nions and carries out advisory functions. IBEhas also produced a case note on the support for

the implementation of the new core curriculum

introduced in Polish schools in 2009, which will

be published on the KeyCoNet website in Sep-

tember.

The Center for Ci-

tizenship Education

(CEO) (http://www.ceo.org.pl/) is an independent educational institu-

tion established with the aim of improving the

quality of the education system, promoting civic

knowledge, as well as practical skills and atti-

tudes necessary to build a democratic state and

civil society. The Center oers courses in several

subjects and it also organizes trainings.

Romania

The Institute of Education

Sciences (IES)(http://www.ise.ro/)

is a national institution for research,development, innovation and training in the

elds of education and youth. It aims to provi-

de the necessary scientic support for new ap-

proaches to education for authentic, creative, and

active learning. Among its various activities are

the implementation of national and international

projects in the eld of education and youth, the

development of curricula and teacher training

activities, and the running of pilot projects in in-

novative areas of teaching and learning.

Spain

Proyecto Atlntida (http://

www.proyectoatlantida.net/)

is a community of professio-

nals from dierent sectors, educational centers,

university departments, groups of advisors and

counselors, parents associations, and depart-ments of education, united by the will to recover

the democratic values of education, and develop

innovative practice for the curriculum as well

as the organization of schools. Recently, this

has involved working closely with the Ministry

of education, schools and other stakeholders

to successfully integrate a key competence ap-

proach into teaching and learning.

The Ministry of Edu-

cation of the Govern-

ment of Catalonia (http://www20.gencat.

cat/portal/site/ensenyament) considers innova-

tion as a driving force for change in the educa-

tional system and an important element for im-

proving the quality and progressive adaptation

to the challenges posed by societal changes. The

Catalonian Ministry of Education is the second

Spanish Regional Ministry to join the KeyCo-
http://keyconet.eun.org/https://www.education.gov.mt/http://www.ibe.edu.pl/enhttp://www.ceo.org.pl/http://www.ceo.org.pl/http://www.ise.ro/http://www.proyectoatlantida.net/http://www.proyectoatlantida.net/http://www20.gencat.cat/portal/site/ensenyamenthttp://www20.gencat.cat/portal/site/ensenyamenthttp://www20.gencat.cat/portal/site/ensenyamenthttp://www20.gencat.cat/portal/site/ensenyamenthttp://www.proyectoatlantida.net/http://www.proyectoatlantida.net/http://www.ise.ro/http://www.ceo.org.pl/http://www.ceo.org.pl/http://www.ibe.edu.pl/enhttps://www.education.gov.mt/http://keyconet.eun.org/


7/19


Net, ensuring that another diverse regions way

of approaching the key competence issue is co-

vered by the network.

Crecer cantando, crecer

soando (http://proyectoco-ralcrecercantando.blogspot.

be/) is a music project that al-

lows dierent schools to collaborate on the web

in order to stage a play with music and acting.

The pedagogical approach focuses on learning

by doing, and the following learning outcomes

are specically pursued: learning to know, lear-

ning to be, learning to do, and learning to live

together.

The Albihar Foundation

(http://www.fundacionalbi-

har.org/) operates in international cooperation

for education and awareness raising on develop-

ment, and volunteering and social action. The

Foundation promotes the social and cultural

integration of women, contributes to human de-

velopment, peace and social stability in impove-

rished countries, raises awareness about the el-derly and sick people, children, immigrants and

other groups at risk of social exclusion.

UK

ASDAN (http://www.as-

dan.org.uk/) is an awarding

body based in England, oering programmes

and qualications to develop students key skillsfor work and life. ASDAN has collaborated with

KeyCoNet for the drafting of the case note on

the Certicate for Personal Eectiveness, which

was also selected to be developed into a more in

depth case study available here.

NFER (http://www.nfer.ac.uk/)

is the National Foundation for

Education Research, committed to providing

independent evidence to improve teaching and

learning. NFER drafted the summary of the

2012 KeyCoNet literature reviews on key com-

petence development and assessment across

Europe.

In the next issue of this newsletter, our newassociate members will explain what they can

bring to KeyCoNet and how they intend to make

their unique contribution.

News from partners

SIRIUS, the European Policy Network on the

Education of Children and Young People from

a Migrant Background , which is an associate

member of KeyCoNet , has started to publish a

monthly newsletter. The rst issue is available

here.

ASDANdedicated an article in its bulletin to

the presentation of its Certicate of Personal

Eectiveness (CoPE, see case study) to a Euro-

pean audience during the EU Irish Presidency

Conference on Better Assessment and Evalua-

tion to Improve Teaching and Learning, whichtook place in Dublin on 19-21 March 2013. The

bulletin is available here.

Othernews

European Schoolnet has launched an

online survey on teachers information

channels, with the purpose of learning more

about the media channels teachers use to keepup with the latest news in education and teacher

professional development. European Schoolnet

hopes that the data gathered will be useful to

better disseminate its activities and share its

results with teachers. The survey is available in

English,French, German,ItalianandSpanish.

To thank the survey respondents for their time

and feedback, they will be entered into a draw

for ten Amazon vouchers of 25 each. The sur-
http://keyconet.eun.org/http://proyectocoralcrecercantando.blogspot.be/http://proyectocoralcrecercantando.blogspot.be/http://proyectocoralcrecercantando.blogspot.be/http://www.fundacionalbihar.org/http://www.fundacionalbihar.org/http://www.asdan.org.uk/http://www.asdan.org.uk/http://www.nfer.ac.uk/http://www.asdan.org.uk/media/downloads/Bulletin_14_Summer2013_WEB.pdfhttp://keyconet.eun.org/c/document_library/get_file?uuid=94ecad4b-8ba3-440a-a6ab-888b0dd5c9b8&groupId=11028http://www.asdan.org.uk/media/downloads/Bulletin_14_Summer2013_WEB.pdfhttps://www.surveymonkey.com/s/EUN-communicationhttps://www.surveymonkey.com/s/EUN-communication-frhttps://www.surveymonkey.com/s/EUN-communication-dehttps://www.surveymonkey.com/s/EUN-communication-ithttps://www.surveymonkey.com/s/EUN-communication-eshttps://www.surveymonkey.com/s/EUN-communication-eshttps://www.surveymonkey.com/s/EUN-communication-ithttps://www.surveymonkey.com/s/EUN-communication-dehttps://www.surveymonkey.com/s/EUN-communication-frhttps://www.surveymonkey.com/s/EUN-communicationhttp://www.asdan.org.uk/media/downloads/Bulletin_14_Summer2013_WEB.pdfhttp://keyconet.eun.org/c/document_library/get_file?uuid=94ecad4b-8ba3-440a-a6ab-888b0dd5c9b8&groupId=11028http://www.asdan.org.uk/media/downloads/Bulletin_14_Summer2013_WEB.pdfhttp://www.nfer.ac.uk/http://www.asdan.org.uk/http://www.asdan.org.uk/http://www.fundacionalbihar.org/http://www.fundacionalbihar.org/http://proyectocoralcrecercantando.blogspot.be/http://proyectocoralcrecercantando.blogspot.be/http://proyectocoralcrecercantando.blogspot.be/http://keyconet.eun.org/


8/19


vey will close on 15 September 2013, and the

winners will be informed shortly afterwards.

UNESCO has published a searchable ca-

talogue of curricular resources, ltered by

country, language, year of publication, and typeof resource. Get started with your search here.

As part of the project Creative School Lab

coordinated by European Schoolnet and

Creative Wallonia, KeyCoNets Coordinator,

Caroline Kearney, gave a tour of European

Schoolnets Future Classroom Labto re-

presentatives of the Belgian French Speaking

Communitys Ministry of Education. The tour

aimed at demonstrating how various innovative

technologies present in the Lab can be used by

teachers pedagogically to enhance important

competences, including creative thinking. A

French article summing up the tour is accessible

on Creative Wallonias website (http://www.

creativewallonia.be/actualites/~bienvenue-

dans-la-salle-de-classe-du-futur.htm?lng=fr).

The diagram below illustrates the Future Class-

room Labs six learning zones.

European Schoolnets Observatory has

started this year to publish Briefng

Papers aimed at presenting the ndings of

the Survey of Schools: ICT in education, a large

European study which provides detailed, up-to-

date and reliable benchmarking on ICT in school

education across Europe. Three issues have been

published so far, and are available here:http://

www.eun.org/observatory/surveyofschools/.

The latest issue n. 3 investigates whether the

type of ICT training teachers pursue matters

and argues that pedagogically focused training

on how to eectively reach learning outcomes

using ICT is likely to improve teachers compe-

tence more than investing solely in equipmentbased training. The next issue will be published

after the summer break in September, and will

explore teachers and students condence and

competence in relation to eSafety issues.

RECENT PUBLICATIONS ON KEY

COMPETENCE DEVELOPMENTIN EUROPE

Christine Redecker (2013): The Use

of ICT for the Assessment of Key

Competences. JRC Scientifc and

Policy Reports.

Winner, E., T. Goldstein and S.

Vincent-Lancrin (2013):Art for Arts

Sake? Overview, OECD Publishing.
http://keyconet.eun.org/http://www.ibe.unesco.org/en/services/online-materials/ibedocs-en/curricular-resources.htmlhttp://www.creativewallonia.be/actualites/~bienvenue-dans-la-salle-de-classe-du-futur.htm?lng=frhttp://www.creativewallonia.be/actualites/~bienvenue-dans-la-salle-de-classe-du-futur.htm?lng=frhttp://www.creativewallonia.be/actualites/~bienvenue-dans-la-salle-de-classe-du-futur.htm?lng=frhttp://www.eun.org/observatory/surveyofschoolshttp://www.eun.org/observatory/surveyofschoolshttp://ftp.jrc.es/EURdoc/JRC76971.pdfhttp://ftp.jrc.es/EURdoc/JRC76971.pdfhttp://ftp.jrc.es/EURdoc/JRC76971.pdfhttp://ftp.jrc.es/EURdoc/JRC76971.pdfhttp://ftp.jrc.es/EURdoc/JRC76971.pdfhttp://www.oecd.org/edu/ceri/arts.htmhttp://www.oecd.org/edu/ceri/arts.htmhttp://www.oecd.org/edu/ceri/arts.htmhttp://www.oecd.org/edu/ceri/arts.htmhttp://www.oecd.org/edu/ceri/arts.htmhttp://www.oecd.org/edu/ceri/arts.htmhttp://www.oecd.org/edu/ceri/arts.htmhttp://ftp.jrc.es/EURdoc/JRC76971.pdfhttp://ftp.jrc.es/EURdoc/JRC76971.pdfhttp://ftp.jrc.es/EURdoc/JRC76971.pdfhttp://ftp.jrc.es/EURdoc/JRC76971.pdfhttp://www.eun.org/observatory/surveyofschoolshttp://www.eun.org/observatory/surveyofschoolshttp://www.creativewallonia.be/actualites/~bienvenue-dans-la-salle-de-classe-du-futur.htm?lng=frhttp://www.creativewallonia.be/actualites/~bienvenue-dans-la-salle-de-classe-du-futur.htm?lng=frhttp://www.creativewallonia.be/actualites/~bienvenue-dans-la-salle-de-classe-du-futur.htm?lng=frhttp://www.ibe.unesco.org/en/services/online-materials/ibedocs-en/curricular-resources.htmlhttp://keyconet.eun.org/


9/19


NATIONAL KCD NEWSKeyCoNet is releasing19 new case notes

on key competence development, ad-

ding to the 35 initiatives already collected inthe course of 2012. The new case notes des-

cribe initiatives from 10 countries (Austria,

Belgium, France, Ireland, Italy, Malta, Po-

land, Portugal, Spain, and Sweden) as well

as a European initiative involving 6 die-

rent countries (Belgium, Denmark, Finland,

Norway, Portugal, and United Kingdom).

You can nd below a sneak peak of three

new case notes, which will be published on

the KeyCoNet website in September 2013.

The rst one describes a holistic curricu-

lum reform in Malta while the following

two describe two dierent assessment tools:

the VINTAGE project promotes a tool for

self-evaluation of adults competences in

non-vocational education; while the Austrian

ACHTplus initiative allows secondary school

students to assess their competences andmake sound decisions about their future aca-

demic and career paths.

The Core Curriculum Programme in

Malta is a holistic initiative implemented by

the Curriculum Management and E-Learning

Department together with the Directorate for

Quality and Standards in Education of the Mi-

nistry of Education and Employment of Malta,an associate member of KeyCoNet. The Pro-

gramme targets secondary school students,

aiming to improve the outcomes of key com-

petence learning in all subjects and expand

the methods used to assess them. Schools in

Malta are not required to participate in the

Programme, but are able to voluntarily register

allowing them to either receive support from

an Education Ocer, or go for an in-house pro-

gramme developed by the school itself.

The programme is based on a constructivist

approach and therefore assessment for lear-

ning is the overarching pedagogy together

with inquiry based learning to make learning

more relevant and evidence based. Students

will keep a portfolio collecting signicant and

diverse evidence of achievements in key com-

petences and such tools will be used in a lear-

ning to learn process that will take place with

the class mentor throughout the programme.A diverse range of assessment methods will

in fact put emphasis on the dierent evidence

collected rather than on the result obtained

by one method of assessment. Moreover,

learners will be given time to work on the fee-

dback given and reect on the learning that

is taking place. In this context, learners are

resources for one another and the environ-

ment is conducive to learning since targetsare shared and outcomes known. Finally, it

should be noted that the Programme places

special emphasis on low ability students, as

a structured programme was developed in

order to support this disadvantaged group

to attain Level 1 of the Malta Qualication

Framework by the end of compulsory schoo-

ling. As a result of this curricular reform and

programme, absenteeism and drop-out rates

are expected to decrease.


10/19


TheVINTAGE (Online tool for self eVa-

luatIoN of key competences in adulTAGE) project, coordinated by KeyCoNets

associate partner, Learning Community, and

involving eight other partners across Europe,

aims to develop and test an online tool for

the self-assessment of key competences, to

be used by adult learners involved in NVAE

(Non-Vocational Adult Education) learning

pathways. The rationale behind the VINTAGE

project is that key competences are often ac-

quired in non-formal and informal contexts

and they tend not to be assessed, recognized

or used by adults for their personal and pro-

fessional development. Therefore, approaches

and ad hoc instruments are needed in or-

der to help adult learners acknowledge their

competences, making them transparent and

measurable. The VINTAGE network will thus

produce a framework for the self-evaluation

of key competences, which will encourage theuse of a basic portfolio that allows learners to

collect various types of evidence on the mas-

tery level achieved in relation to various key

competences. The assessed competences can

be recorded in the learners CV, with the mas-

tery level resulting after the self-evaluation,

and these tools can consequently be used by

the learner to progress in his/her learning or

professional pathway.

ACHTplusis an assessment tool promoted

by the Austrian state education authority

of Voralberg, which enables pupils, parents

and teachers to determine competence levels

at the time of transition from grade 8 to 9,

with the aim of providing pupils with careerguidance and additional information related

to their future professional and educational

endeavours. ACHTplus started in 2011 as a

pilot project with 11 voluntary schools and

is going to be implemented across the State

starting in 2016. It targets pupils aged 12

to 16 and it includes several services; pro-

ling of students interests, strengths and

weaknesses; status discussions in which stu-

dents, teachers and parents come together to

discuss about the results of the grade 7 nal

tests with a focus on future career decisions;

project proposals for interdisciplinary com-

petences; as well as specic training events

for teachers and pedagogues.


11/19


SPECIAL FOCUS:IMPLEMENTING THE BELGIANCROSS-CURRICULAR OBJEC-

TIVES THROUGH AN OLYMPICAND PARALYMPIC SPORTSDAY

On 14 June, KeyCoNets coordinator, Caroline

Kearney, joined our Belgian partner Sara Fo-

belets from the Flemish Ministry of Education

(AKOV), in a visit to Gent, where a special pro-

ject in the form of an Olympic and Paralympic

Sports Day took place for students from the

HTISA vocational secondary school (http://

htisa.be). The population of the school is very

diverse, as 32 dierent nationalities can be

counted among the 265 pupils, many of whose

mother tongue is not Dutch (the language of

instruction).

This project was initiated by the schools ped-

agogical coordinator and one teacher. The

Sports Day took place in the BMX Cycling

Centre Eddy Merckx and the sports and rec-

reation area of the Blaarmeersen, near Gents

city centre. In addition to the rented sports

infrastructure, the schools project coordi-

nators were resourceful and open as possi-

ble, also inviting students, former students,

parents, teachers, and other members of the

local community to provide equipment, ma-terial and services in order to realize the pro-

ject. Moreover, where possible the schools

own sports facilities were used for students

to practice in the run-up to the sports tourna-

ment day, and the potential to receive mate-

rial and funding from the city, provincial and

municipal lending services was also explored.

The Olympic and Paralympic tournament

was an inclusive, whole school event, includ-

ing the involvement of all students of the

HSTISA vocational school, with each class

competing against each other. The sports ac-

tivities lasted all day and included a hexath-lon, a 100 metres run, a 400 metres run, long

jump, high jump, football, and basketball. In

the afternoon the Olympic football nal took

place between the two winning teams from

the placement matches. This was combined

with the simulation of Paralympic sports

such as wheelchair racing, wheelchair bas-

ketball, blind cycling, blind football and seat-

ed volleyball. The rationale behind including

the paralympic aspect to the sports day, is
http://keyconet.eun.org/http://htisa.be/http://htisa.be/http://htisa.be/http://htisa.be/http://keyconet.eun.org/


12/19


due to the school coordinators aim to help

the multi-ethnic students understand that

handicapped people are just the same as able

bodied people, and that they should not be

discriminated against. As HSTISA vocational

school is extremely multicultural, with a verysmall minority of Belgian students, it became

evident that dierent cultures perceptions of

disabled or handicapped people was causing

the minority of handicapped students in the

school to be victims of bullying and anti-so-

cial behaviour. This sports day project was

therefore conceived to improve this situation

by changing the mind-set of students by en-

suring that through rst-hand experience

and knowledge, based on a competence in-

tensive approach, they could understand and

alter their beliefs and practice.

The educational policy context in which this

project was created is in conjunction with

the recently introduced cross-curricular ob-jectives which came into force in 2010, which

are known as in Flanders as VOET@2010.

The revised 2010 cross-curricular objectives

represent the minimum targets with regards

knowledge, skills and attitudes expected to

be achieved by all students during their sec-

ondary education. The Flemish Ministry of

Education developed the VOET@2010 to-

gether with teachers, school administration,

educational guidance supervisors, teacher

trainers, and experts from universities. This

increased the engagement and support from

all stakeholders. Following this development

process, a response group including stake-

holders from the dierent elds was formed

to provide a written feedback on the process.Some stakeholders were also interviewed.

This feedback enabled a broader and less for-

mal review of the material developed, leading

to extra input and increased support. The in-

spectorate is currently developing an evalua-

tion tool to monitor how the implementation

of the VOET@2010 is progressing in schools.

This tool was tested in a number of schools

during the 2012-2013 school year.

The cross-curricular objectives can be

achieved through various subjects, across

subjects, as well as through project learning

and other activities, such as HTISA schools

sports day. The cross-curricular objectives

are structured under seven contexts: physi-

cal health and safety, mental well-being, so-

cio-relational development, environment and

sustainable development, political-judicialsociety, socio-economic development and

socio-cultural society, and emphasize com-

petences in learning to learn, ICT and tech-

nical as well as technological areas. All objec-

tives should be described and pedagogically

planned within a specic learning context.

In the case of HTISA schools sports day, the

context was physical health and the follow-

ing specic objectives were dened:

Team-building.

Improving the mental and physical condi-

tion of the students.

Understanding that the development of

mental and physical tness are inextrica-

bly linked: a healthy mind in a healthy

body.


13/19


Participating in various Olympic and

Paralympic sports.

Showing respect for fellow players and ref-

erees.

Empathizing and showing sympathy for

people with disabilities.

Learning to identify with people with dis-

abilities.

Understanding that people with disabili-

ties are people like you and me.

Developing stamina and belief in their own

ability to perform miracles.

Developing respect for others.

Respecting people who are dierent.

Building awareness of the sports infra-

structure available in students immediate

environment.

Encouraging the practice of sports outside

of school hours.

Expanding students opportunities to work

on their personal development.

Understanding that sporting excellence

does not come automatically through pure

talent only, but that intensive training and

dedication is necessary.

Learning to play a contributing role to

achieve a common goal in a group.

Encouraging a positive attitude to sport as

a pleasant and worthwhile activity.

Understanding that participation is more

important than winning.

Understanding that sport can contribute

to greater social involvement and to better

integration in Flemish society.

Developing a determined and conscien-tious attitude that encourages students to

not give up in the face of diculties, but

to persist in trying to achieve a specic ob-

jective.

Understanding that rules are needed to

practice a sport or a game in a fair and or-

derly manner; and that each sports venue

has its own internal rules that must also berespected.

Committing to strive to make sports ac-

cessible to everyone, without distinction

between race, gender discrimination, reli-

gious beliefs or physical or mental condi-

tion.


14/19


Understanding the careful way sports

equipment and materials should be han-

dled.

Developing students awareness of bio-

diversity in the immediate vicinity of thesports elds.

Importantly, the VOET@2010 require

schools themselves to develop the pedagog-

ical framework in which the cross-curricular

objectives should play a central role, mean-

ing that many decisions with regard the im-

plementation of the objectives are taken at

school level. This is illustrated well by HTISA

schools initiative discussed in this article.

Flemish schools, including HTISA, have re-

ported that the educational guidance services

have oered them a lot of support during the

implementation process of the VOET@2010.

Moreover, school sta interviewed about the

VOET@2010 for the dedicated case study,

which will be published on the KeyCoNet

website in September 2013, mentioned that

they appreciated the simplicity and clarity of

the formulation of the updated cross-curric-

ular objectives. They suggested that because

cross-curricular learning through projects

is challenging and new for most of them, it

would be useful however to introduce teacherprofessional development refresher courses,

concentrating particularly on the integration

of the objectives into project learning.


15/19


KEYCONET WEBSITEhttp://keyconet.eun.org

What can you do on the KeyCoNet website?

View the KeyCoNet introductory video to nd out more about KeyCoNets activitiesand members.

Subscribe to the KeyCoNet newsletter and consult previous issues in the archive.

Access news on key competence development from thelatest issues of other relevant newsletters we link to,such as the Eurydice newsletter and the French Insti-tute of Educations bulletin, as well as recent reports bythe European Commission, the OECD and other inter-

national and national organizations publishing on thetopic.

Take advantage of the search tool (http://keyconet.eun.org/project-results) which lters project results bycountry, competence, dimension, learning context, edu-cation level and the type of output available.

Which project results can you find on the KeyCoNet website?

Two full literature reviewson key competence development in school educationin Europe and the assessment of key competences, and a summaryincorporatingthe key results of both reviews.

A catalogue oering a snapshot of key competence development initiatives inEurope.

Case notes, available in English, French, Portuguese and Spanish, describing in-teresting initiatives at national level across Europe, related to the implementationof key competences at school.

Case studiesdeveloped from the most interesting case notes and drafted by re-searchers and policy analysts on the basis of a rigorous methodology.

A European mapping of initiatives on the development of key competences,presenting an overview of the initiatives analysed in the case notes.

Country overviews providing a global picture of the approach taken to key com-petence development and the state of progress in each of the following countries:

Austria, Belgium, Estonia, Finland, France, Ireland, Norway, Portugal, Slovakiaand Sweden.

Reports on the networks peer learning visits to Seville and Dublin, withaccompanying videos.
http://keyconet.eun.org/http://keyconet.eun.org/http://keyconet.eun.org/projecthttp://keyconet.eun.org/projecthttp://keyconet.eun.org/projecthttp://keyconet.eun.org/projecthttp://keyconet.eun.org/http://keyconet.eun.org/


16/19


KEY COMPETENCESEVENTS

KeyCoNets July Frenchnetworking event

Two KeyCoNet partners from France, namely

the French Institute of Education and the Mi-

nistry of National Education, organized a three-

day summer school addressed to around 200

trainers of teacher trainers (Universit dt du

rseau national de formation de formateurs) in

Lyon, France.

The main themes of the event were the com-

petence standards for teacher training, the

use of competences for teaching, the work and

training of teachers, and the school as a place

for training. KeyCoNets main results from the

peer learning visits in Seville (October 2012)

and Dublin (March 2013) were presented by

Olivier Rey, from the French Institute of Educa-

tion. Moreover, the French KeyCoNet case stu-dy on Competences and self-esteem was also

presented by teachers from Collge Vrac. Key

competences were at the core of the speech de-

livered by Bernard Rey, a well-known specialist

in the area of competences in the Francophone

world, and several smaller workshops on tea-

chers competence standards also took place. A

dedicated stand was set up for the duration of

the event, allowing participants to pick up thecatalogue of KCD initiatives collected in 2012,

as well as USB keys containing last years out-

puts.

Upcoming KeyCoNetnetworking events

KeyCoNet partners are currently organising

national networking events across Europe.

While events vary in scale, geographical reach,

and nature of participants, the common aim is

to gather expertise and understanding on how

best to implement a key competence approach

in school education, disseminate the projects

results, and enlarge the networks membership.

Through these face-to-face events KeyCoNets

work will be presented and discussed in per-

son with around 2,500 people across Europe in2013. Would you like to be one of these people

and get involved? Monitor our website to see if

an event is taking place near you!


17/19


Would you like to contribute to the work of KeyCoNet? Then check outhow below! To contact us write to [email protected].

Do you know of any interesting initiatives at national or European level concerningthe implementation of key competences at school level? If so, let us know so we can

include them in our next collection of case notes in 2013.

Do you know about any news on key competence development which could be in-

teresting to feature in the next issue of KeyCoNet News? Let us know.

Check our website to see if one of KeyCoNets networking events is due to take place

somewhere near you!

Apply for your organization to become an associate member of the network here:

http://keyconet.eun.org/partners/associates

What are the benefits of becoming an Associate member?

Opportunity to inuence a new policy area of high interest to the European Com-

mission and to have a say in the nal recommendations on KCD which will help

shape the EUs and member states positioning on this issue;

Opportunity to network with several leading policy/research/practice organisa-

tions across Europe that have a stake in KCD as well as to identify opportunities

for future collaboration with them;

Opportunity to join networking events or network meetings with local (and pos-

sibly non-local) travel paid, and to participate in any of the online activities and

learning opportunities organised by the KeyCoNet network;

Opportunity to gain a solid overview on the state of play of KCD in Europe rootedin sound evidence provided by KeyCoNet policy, research and practice partners;

Opportunity to display the KeyCoNet logo on your website and dissemination ma-

terials to demonstrate your organizations commitment to KCD.

GET INVOLVED!

There is no membership fee, nor any reporting duties; only a lot to benet from!

So, join us (http://keyconet.eun.org/partners/associates) and become a part of our growing community on key

competence development in school education in Europe.
http://keyconet.eun.org/mailto:[email protected]://keyconet.eun.org/partners/associateshttp://keyconet.eun.org/partners/associateshttp://keyconet.eun.org/partners/associateshttp://keyconet.eun.org/partners/associatesmailto:[email protected]://keyconet.eun.org/


18/19


MINISTRIES OF EDUCATION / NATIONAL AGENCIES

UNIVERSITIES AND RESEARCH INSTITUTES

PRACTICE-RELATED PARTNERS

http://www.bmukk.gov.at

http://www.juntadeandalucia.es/

http://ife.ens-lyon.fr/ife

http://www.ie.uminho.pt/

http://www.cicero.f

http://www.ja-ye.eu

http://www.education.gouv.fr/

http://www.tiigrihype.ee/

http://www.uned.es

http://www.uv.uio.no/pf/english/

http://www.ond.vlaanderen.be/wegwijs/AKOV

http://www.ncca.ie/

http://www.eiesp.org

http://www.ie.ul.pt

http://www.rektorsakademien.se

https://www.jyu.f/en/

FIND OUT MORE INFORMATION ABOUT OUR NETWORKSPARTNERS:
http://keyconet.eun.org/http://www.bmukk.gov.at/http://www.juntadeandalucia.es/http://ife.ens-lyon.fr/ifehttp://www.ie.uminho.pt/http://www.cicero.fi/http://www.ja-ye.eu/http://www.education.gouv.fr/http://www.tiigrihype.ee/http://www.uned.es/http://www.uv.uio.no/pfihttp://www.ond.vlaanderen.be/wegwijs/AKOVhttp://www.ond.vlaanderen.be/wegwijs/AKOVhttp://www.ncca.ie/http://www.eiesp.org/http://www.ie.ul.pt/http://www.rektorsakademien.se/https://www.jyu.fi/enhttps://www.jyu.fi/enhttp://www.rektorsakademien.se/http://www.ie.ul.pt/http://www.eiesp.org/http://www.ncca.ie/http://www.ond.vlaanderen.be/wegwijs/AKOVhttp://www.ond.vlaanderen.be/wegwijs/AKOVhttp://www.uv.uio.no/pfihttp://www.uned.es/http://www.tiigrihype.ee/http://www.education.gouv.fr/http://www.ja-ye.eu/http://www.cicero.fi/http://www.ie.uminho.pt/http://ife.ens-lyon.fr/ifehttp://www.juntadeandalucia.es/http://www.bmukk.gov.at/http://keyconet.eun.org/


19/19

We are happy to hear whether you are interested in receiving further information or provid-

ing us with suggestions. Contact us at: [email protected]

European Schoolnet is the coordinator of the KeyCoNet project.

European Schoolnet is a network of 30 Ministries of Education from across the European

member states, leading educational innovation at European level. As a major international

think tank, European Schoolnet operates key European services in education on behalf of

the European Commission, member Ministries of Education and industry partners.

European Schoolnets activities are divided among three areas of work:

Policy, research and innovation: information sharing and evidence building.

Schools services: enhancing cooperation between schools across Europe.

Advocacy: how ICT and digital media contribute to transforming teaching and learning

processes.

ABOUT EUROPEAN SCHOOLNET

Join us on

#KeyCoNet

@eu_schoolnet

http://www.facebook.com/european.schoolnet

http://europeanschoolnet.org

The KeyCoNet project has been funded with support from the Lifelong Learning Programme of the European Commission. Respon-sibility for this publication lies solely with the author, and the Commission is not responsible for any use which may be made of theinformation contained therein.

CONTACT US
http://twitter.com/eu_schoolnethttp://www.facebook.com/european.schoolnethttp://europeanschoolnet.org/http://europeanschoolnet.org/http://europeanschoolnet.org/http://www.facebook.com/european.schoolnethttp://twitter.com/eu_schoolnethttp://www.facebook.com/european.schoolnethttps://twitter.com/eu_schoolnethttps://twitter.com/eu_schoolnet

Date post:	02-Jun-2018
Category:	Documents
Upload:	grundtvig-project-vintage-online-tool-for-self-evaluation-of-key-competences-in-adult-age
View:	216 times
Download:	0 times

VINTAGE on Keyconet Newsletter

Documents