Key Competencies

English summary: The book presents an overview and analysis of a whole range of concepts and diverse approaches to youth work with a particular focus on developing key competencies related to media and information. The author reflects on the importance and position of media and information literacy in youth work and informal activities and initiatives in which young people are activated and involved in public life on various occasions. The book presents specific factors and contexts related to information and media competencies in youth work - especially those that allow the application of activating methods in the practical use of innovative communication technologies and tools.

Slovak summary: Kniha predstavuje prehľad a analýzu celej škály konceptov a rôznorodých prístupov k problematike práce s mládežou s osobitným zameraním na rozvíjanie kľúčových kompetencií súvisiacich s médiami a informáciami. Autor reflektuje význam a postavenie mediálnej a informačnej gramotnosti v práci s mládežou, ale aj v neformálnych aktivitách a iniciatívach, v ktorých sa pri rôznych príležitostiach mladí ľudia aktivizujú a zapájajú do verejného života. Kniha predstavuje  špecifické faktory a súvislosti týkajúce sa informačných a mediálnych kompetencií v práci s mládežou – najmä takých , ktoré umožňujú aplikáciu aktivizujúcich metód v rámci praktického využívania inovatívnych komunikačných technológií a nástrojov.

La educación emocional es una innovación educativa que responde a necesidades sociales no atendidas en las materias académicas ordinarias, La complejidad del ser humano no se resuelve potenciando tan sólo sus capacidades académicas e intelectuales, sino desarrollando otras competencias que le posibiliten desarrollarse como persona. El objetivo de la educación emocional es el desarrollo de competencias emocionales: conciencia emocional, regulación emocional, autogestión, habilidades de vida y bienestar, creatividad. Esta propuesta recoge las  opiniones de profesores al respecto de la asignatura Educación Emocional, que se incorporó como área dentro del currículo de Educación Primaria, en 2013, en la Comunidad Autónoma de Canarias, Educación Emocional y para la Creatividad sin que los maestros y maestras encargados de llevarla a cabo recibieran ningún tipo de formación y cualificación.

Emotional education is an educational innovation which responds to social needs that have not been catered for in the ordinary academic subjects. The complexity of Man is not resolved just by enhancing their academic and intellectual capacities, but by developing other competencies which will allow them to develop as people.  The aim of educational innovation is the development of emotional competencies: emotional conscience, emotional regulation, self-management, life and well-being skills, and creativity. This proposition gathers teachers’ opinions concerning the subject of Emotional Education, which was introduced as an area within Primary Education in the Autonomous Region of the Canary Islands curriculum in 2013, as Emotional Education and Creativity without previous training for or qualifications from the teachers responsible.

La reducción de oportunidades de empleo que se derivan del actual contexto económico constituye una amenaza para el bienestar de nuestra sociedad y nuestros jóvenes. Sin embargo, parece que dicha situación puede ofrecer a las personas la posibilidad de contribuir a la sociedad desde el emprendimiento. Además se detecta que en las economías actuales aparecen nuevas oportunidades de emprendimiento social. Así se insta a colectivos vulnerables, en general, y jóvenes en desempleo, en particular, a poner sus objetivos, conocimientos y juventud al servicio de la iniciativa emprendedora al objeto de intentar obtener carreras profesionales exitosas que les aporten gratificaciones personales y beneficios a la sociedad. En este trabajo se ofrecen los resultados de un proyecto europeo ISEEYOU cuyo objetivo ha sido fomentar el desarrollo de competencias emprendedoras en jóvenes desempleados europeos que tengan interés en emprender socialmente y/o crear empresas sociales propias. Dicho programa ha sido gestionado por cinco organizaciones europeas y han participado 105 emprendedores con perfil vulnerable ubicados en los cinco países participantes. El artículo describe los resultados del proyecto y los dos productos desarrollados como transferencia futura, esto es, el informe comparativo de las iniciativas de emprendimiento social en Europa y la formación en línea para emprendedores sociales europeos. En términos generales, puede afirmarse que existe demanda de programas de emprendimiento desde estos colectivos vulnerables que emprenden por necesidad.

Introduction
During last few years Polish higher institutions underwent some changes due to the process of introducing European (EQF) and National Qualifications Framework (NQF). This process has brought many formal questions in Poland but also some first conclusions and good practice examples can be given. Some remarks on Polish Qualifications Framework will also be presented. Poland is a leader in the European Union and, as regards to the rate of early school leavers, and the rate of university graduates aged 30-34. In the article we will present some results of research on the key changes in the Polish educational system, including the current reform of higher education system. An important element of these changes was the adoption of an approach based on learning outcomes. Such an approach is consistent with the idea of ​​learning throughout life, and at the same time is a fundamental principle of the integrated current national qualifications system, e.g. a clear and consistent national system of qualifications is one of the objectives which was set out in the strategic document "The prospect of learning throughout life"  and adopted by the Polish government in September 2013. We will also discuss the most important problems as regards to the key competences in Polish higher education system. The Pedagogical University of Cracow is the oldest and best known pedagogical university in Poland so in the article we will refer to the situation at this university.
Methodology
How flexible the Polish tertiary system can be in the circumstances of students’ needs? The answer to this question will be based on some reports analyses and some interviews with academic teachers as well with university staff from two universities in Cracow.
Results and conclusions
Polish Qualifications Framework for lifelong learning effect are presented  in terms of the European Qualifications Framework in the last reference report. This fact has been recognized by the Commission's Advisory Group on the European Qualifications Framework as a model for this type of document that is worth to know by the EU countries implementing the NQF. The National Qualifications Framework (NQF) for higher education is characterized by the fact that learning outcomes are described in terms of knowledge, skills and personal and social competence. Unfortunately there are at least few difficulties Polish universities can experience when developing curricula for the category of personal and social competence.
The challenge for Poland, as for most EU countries, is to increase the competence of adults.

The Teachers' Competence Scale is created with the aim of continuous improvement of the study program at the Faculty of Teacher Education in Rijeka. Its basic form can be adapted to different purposes (evaluation, identifying needs for professional development, etc.). In the initial phase of construction it was used to assess the importance of different competencies and assessments were given by different participants in education in the area of primary school teaching: teachers, principals, educational experts and professors from the Faculty of Teacher Education. The study included 374 participants from 39 primary schools in Primorsko Goranska County, including teachers at the Faculty of Teacher Education. Constructed Teachers' Competence Scale has satisfactory psychometric properties. Of all the competencies participants made the greatest emphasis on methodical competences and practice as the most important elements of the teacher study program, while the competencies in scientific methodology related to the creation of new knowledge in the field of education were assessed as the least important. Significant differences between groups of participants were found with regards to the importance they attribute to various competencies. Principals and the professional staff typically gave higher estimates of the importance to almost all competencies included in this research. Teachers were, in comparison with other competences, relatively more focused on competencies related to working with students with special needs, and university teachers were more focused on the scientific and methodological competence. In subsequent research it is necessary to determine the applicability of this scale and the stability of its metric characteristics on various forms and populations. Keywords: education; evaluation; metric characteristics; school; study program

Skala učiteljskih kompetencija kreirana je s ciljem kontinuiranog unaprjeđenja studijskog programa na Učiteljskom fakultetu u Rijeci. Njezin osnovni oblik može se prilagoditi raznim svrhama (evaluacija, utvrđivanje potreba za profesionalnim razvojem i sl.). U inicijalnoj fazi konstrukcije koristila se u formi procjene važnosti pojedinih kompetencija koje su dali različiti sudionici odgoja i obrazovanja u području razredne nastave: učitelji, ravnatelji i stručni suradnici te nastavnici Učiteljskog fakulteta.
U istraživanju je sudjelovalo 374 sudionika iz 39 osnovnih škola Primorsko-goranske županije, uključujući i nastavnike na Učiteljskom fakultetu u Rijeci. Utvrđeno je da konstruirana Skala učiteljskih kompetencija ima zadovoljavajuće metrijske karakteristike. Od svih kompetencija sudionici su istaknuli metodičke kompetencije i praksu kao najvažnije elemente programa učiteljskog studija, dok su najmanje važnim procijenili metodološke kompetencije vezane uz kreiranje novih znanja iz područja odgoja i obrazovanja. U procjenama važnosti različitih kompetencija utvrđene su i razlike među skupinama ispitanika pri čemu su ravnatelji i stručni suradnici u pravilu davali više procjene važnosti gotovo svim istraživanjem obuhvaćenim kompetencijama, učitelji su bili, u odnosu na ostale kompetencije, relativno više usmjereni na individualni rad s djecom s posebnim potrebama, a fakultetski nastavnici na znanstveno-metodološke kompetencije. U narednim istraživanjima potrebno je utvrditi primjenjivost skale i stabilnost metrijskih karakteristika na različitim formama i populacijama.
Ključne riječi: evaluacija; metrijske karakteristike; obrazovanje; studijski program; škola

Se describe un enfoque competencial de la enseñanza de las matemáticas en Educación Primaria a partir de actividades contextualizadas. Para ello, en la primera parte se fundamenta teóricamente el conocimiento pedagógico para la enseñanza de las matemáticas a partir de diversos modelos de conocimiento del profesorado y se presentan diversas recomendaciones para la implementación de actividades matemáticas competenciales, a partir del Enfoque de los Itinerarios de Enseñanza de las Matemáticas (EIEM). En la segunda parte, se presentan dos actividades en contexto: "Matemáticas en la calle" y "Musicomátics", en las que se trabajan las matemáticas en conexión con el entorno y la música, respectivamente.

Education for sustainable development aims at developing key competencies that enable individuals to help the world society progress on a more sustainable path. There is, as yet, no agreement in the international debate on what are the most important key competencies. In a Delphi study, experts from Europe (Germany, Great Britain) and Latin America (Chile, Ecuador, Mexico) were asked: Which individual key competencies are crucial for under standing central challenges facing the world society and for facilitating its development towards a more sustainable future? The participants discussed and defined a number of key competencies. These were condensed to twelve key competencies, all of which are considered relevant for sustainable development both in the North and the South. However, the results also reveal some differences between the European and Latin-American percep tions. The key competencies identified here show similarities with other sustainability competence concepts. In addition, they also focus on aspects that so far have not been sufficiently taken into account.

Educaţia patrimonială devine tot mai proeminentă în contextul educaţional şi de patrimoniu. Factorii de decizie politică din cadrul organismelor
UE (Consiliul Europei şi Comisia Europeană) şi din organizaţii la nivel mondial, cum ar fi UNESCO, promovează atât protecţia
patrimoniului nostru cultural şi natural, cât şi utilizarea patrimoniului pentru a îmbogăţi procesele de învăţare ale oamenilor, în general şi
ale tinerilor, în special. Cele două componente ale conservării patrimoniului – pe de o parte şi educaţia patrimonială – pe de altă parte,
par a fi reciproc benefice. Elevii vor deveni conştienţi de valoarea patrimoniului, ca atare şi de valoarea sa în propriul proces de învăţare
şi dezvoltare. Astfel, patrimoniul va deveni mult mai apreciat şi, în consecinţă, protecţia acestuia poate obţine sprijin. Vor beneficia atât
furnizorii serviciilor de educaţie, cât şi furnizorii de patrimoniu, dar, mai important decât atât, este faptul că elevii vor cunoaşte medii de
învăţare bogate şi pline de inspiraţie, care vor susţine şi îmbunătăţi procesele lor de învăţare. În acest context, mai mulţi parteneri din domeniul
învăţământului şi patrimoniului s-au decis să lanseze un proiect care vizează dobândirea competenţelor-cheie de învăţare pe tot
parcursul vieţii, prin educaţia patrimonială (Aqueduct). Numele proiectului se referă la procesul de achiziţie a competenţelor şi, utilizând
Aqueduct (apeduct) drept logo, se subliniază importanţa construirii unei punţi peste lacune şi al unui flux de informaţii, prin intermediul
unor sisteme ingenioase, care să permită diferitelor grupuri să beneficieze de pe urma resurselor culturale şi naturale comune.
Acest manual reflectă modul de abordare al proiectului Aqueduct. El detaliază relaţia dintre educaţia patrimonială şi educaţia bazată
pe competenţe, în special dobândirea competenţelor-cheie în învăţarea pe tot parcursul vieţii, aşa cum este ea caracterizată de către
Comisia Europeană.
Conceptele de educaţie patrimonială şi educaţie bazată pe competenţe sunt prezentate şi relaţionate. Relaţia reciproc avantajoasă este
clar subliniată. Mai mult decât atât, cerinţele – care permit ca atât elevii/studenţii, cât şi profesorii/educatorii să studieze în mod optim,
într-un mediu de învăţare bogat şi creativ – sunt identificate şi elaborate.
Anexele adăugate oferă idei şi instrumente pentru construirea unor abordări specifice ale educaţiei patrimoniale ghidate de competenţe.
Sunt incluse abordarea pe bază de povestire, învăţarea prin acţiune, învăţarea bazată pe problemă, învăţarea cooperativă şi descoperirea
ghidată. În cadrul proiectului Aqueduct, considerăm drept relevante şi aplicabile toate aceste abordări, dar în final am identificat abordarea
pe baza povestirii ca reunind cel mai bine cerinţele educaţiei patrimoniale bazate pe/orientate spre competenţe.
Sperăm că Aqueduct va contribui atât la introducerea educaţiei şi învăţării ghidate de competenţe, cât şi la accesibilitatea şi interesul
pentru patrimoniul cultural.

A job search action conducted along with many teachers to develop appropriate skills in the teachers themselves to plan and manage learning units designed to develop key skills.

In una società complessa come quella attuale, la scuola, in tutti i suoi ordini, assume un ruolo essenziale, anche se non esclusivo, per lo sviluppo dell’ autonomia e del senso critico negli alunni/studenti di ogni età. Da ciò deriva  l’importanza di coinvolgere nel nostro lavoro altri “sistemi” del territorio, per scoprire le opportunità presenti nell’ambiente e poter osservare sul campo la capacità dei ragazzi di rispondere in modo costruttivo e crescente alle stimolazioni  esercitate attraverso interventi didattici pianificati.
Questo è il postulato dal quale ha preso le mosse il nostro lavoro progettuale basato sulle otto  competenze chiave di cittadinanza, che tutti gli alunni/studenti devono acquisire entro i 16 anni.
Stabilito l’accordo di rete tra i Dirigenti dei vari ordini di scuole, si è passati alla stesura del progetto, dal punto di vista didattico, a cura di alcuni docenti delle istituzioni coinvolte; la verticalità della rete scolastica ha favorito la pianificazione e la definizione della finalità generale del progetto, ovvero la costruzione di un curricolo di Cittadinanza e Costituzione.
La scelta dei partner interistituzionali è stata funzionale alla realizzazione del progetto: da una parte la scelta metodologica della didattica narrativa, che ha permesso di mediare tra  il mondo dei ragazzi, le loro modalità di apprendimento e la realtà scolastico/sociale nella quale sono immersi  e, dall’altra, la tematica della sicurezza in relazione al mondo del lavoro, con particolare riferimento alla legalità e allo sviluppo ecosostenibile.
Assieme al nostro Dirigente , abbiamo pensato e costruito  un’organizzazione, abbastanza complessa, finalizzata alla funzionalità e, per quello che si è potuto, all’efficacia/efficienza.
La struttura organizzativa si è articolata a partire dal lavoro di due referenti, docenti della scuola capofila, che hanno coordinato tutte le attività iniziando con il  mantenere  i rapporti con i partner e pianificando gli interventi dei loro esperti nelle classi, organizzando gli incontri di formazione sulla didattica narrativa e le competenze di cittadinanza (che hanno coinvolto circa cento docenti )e di lavoro dei gruppi, sino alla raccolta della documentazione e alla realizzazione del seminario conclusivo.
Il gruppo di coordinamento, costituito da un docente referente  e tre docenti per ciascuna delle tre istituzioni scolastiche, ha seguito e curato l’implementazione ed il monitoraggio, prendendo decisioni di carattere didattico/organizzativo.
Va sottolineato che l’officina di realizzazione del progetto è stata comunque il gruppo operativo, costituito dai 43 docenti che hanno progettato/ pianificato /realizzato sul campo le attività con gli alunni/studenti delle 23 classi complessivamente coinvolte nei vari ordini di scuola.
Per rendere più produttiva e funzionale la stesura delle microprogettazioni, un gruppo ristretto di questi docenti si è formato, in incontri di  workproject, con esperti dell’Agenzia Pratika, , riportando poi ai colleghi nei relativi plessi, quanto emerso e prodotto. I docenti del gruppo operativo ristretto hanno lavorato organizzati in  quattro sottogruppi, composti dai docenti dei diversi ordini di scuola, ciascuno dei quali ha costruito microprogettazioni sviluppando  percorsi  in verticale.
Le tematiche portate avanti da ciascun gruppo sono state l’organizzazione sociale, il lavoro nel territorio e lo sviluppo dell’identità, la legalità e la sicurezza ambientale.
I risultati sono contenuti in questa pubblicazione, che riporta gli esiti educativo/didattici emersi dalla comparazione delle competenze ex-ante ed ex-post  effettuate su tutti gli alunni/studenti delle classi coinvolte, insieme  alle microprogettazioni che, basandosi sulla centralità dell'azione/attività dei discenti e dei docenti,  hanno la “pretesa” promuovere l’acquisizione delle otto competenze chiave di cittadinanza ed essere esportabili in altri contesti scolastici.
Quello che forse non emerge è la grande mole di lavoro svolta da tutti coloro che, con ruoli diversi, hanno contribuito alla ideazione, pianificazione e realizzazione di questo progetto, dai dirigenti agli esperti, dai docenti a tutti i ragazzi  che partecipando all’esperienza, hanno mostrato ogni giorno interesse ed entusiasmo crescenti.

L’educazione al patrimonio culturale assume sempre più rilievo nei contesti educativi e culturali. Le linee politiche degli organi dell’Unione
Europea (Consiglio Europeo e Commissione Europea) e delle organizzazioni mondiali quali l’UNESCO promuovono sia la tutela del
nostro patrimonio culturale e naturale sia l’utilizzo del patrimonio stesso come strumento per arricchire i processi di apprendimento delle
persone, con un’attenzione particolare ai giovani. La tutela da un lato e l’educazione al patrimonio dall’altro sono aspetti complementari
che possono trarre benefici l’uno dall’altro. In tal modo gli allievi diverranno consapevoli del valore del patrimonio in quanto tale e della
sua importanza per i processi di apprendimento e di sviluppo. Il patrimonio culturale sarà tenuto in maggiore considerazione e, di conseguenza,
anche la sua tutela sarà considerata un valore da rispettare. Sia gli educatori che gli operatori culturali ne trarranno beneficio
ma ciò che è più importante è che gli allievi sperimenteranno contesti di apprendimento significativi e stimolanti che miglioreranno i loro
processi cognitivi. E’ partendo da queste premesse che un gruppo di educatori e operatori culturali ha deciso di avviare un progetto mirato
all’acquisizione di Competenze Chiave per l’Apprendimento Permanente attraverso l’Educazione al Patrimonio Culturale (Aqueduct).
Il nome del progetto si riferisce al processo di acquisizione di competenze e l’utilizzo di un acquedotto come logo sottolinea l’importanza
di creare ponti e flussi di informazione attraverso un ingegnoso sistema di canali, per permettere a svariati soggetti di beneficiare delle
comuni risorse culturali e naturali.
Questo manuale riflette l’approccio metodologico del progetto Aqueduct. Esso affronta il rapporto tra educazione al patrimonio culturale
ed educazione orientata alle competenze con particolare attenzione all’acquisizione di competenze chiave per l’apprendimento
permanente così come codificate dalla Commissione Europea.
I concetti di educazione al patrimonio e di educazione orientata alle competenze vengono presentati e connessi tra loro così da evidenziarne
la reciproca utilità. Vengono inoltre identificati ed elaborati i requisiti che consentono sia agli alunni/studenti sia agli insegnanti/
educatori di apprendere in modo ottimale in un contesto di apprendimento più ricco di informazioni e quindi più coinvolgente.
Sono state poi aggiunte appendici per fornire spunti e strumenti per la costruzione di approcci specifici all’educazione al patrimonio
orientata alle competenze. Sono presentate le diverse metodologie di apprendimento: l’approccio ‘Storyline’ (approccio narrativo), l’Apprendimento
attivo, l’Apprendimento a partire da problemi, l’Apprendimento cooperativo e la Scoperta guidata. All’interno del progetto
Aqueduct tutti questi criteri risultano validi ed applicabili ma l’approccio Storyline viene identificato come quello che riunisce nel modo
migliore tutti i requisiti di educazione al patrimonio orientati all’acquisizione di competenze.
La nostra speranza è che Aqueduct contribuisca a diffondere l’educazione e l’apprendimento orientati all’acquisizione di competenze
chiave e a suscitare interesse per il patrimonio culturale e a renderlo accessibile.

Universities play an important role in shaping the future of the world society in terms of sustainable development by generating new knowledge as well as contributing to the development of appropriate competencies and raising sustainability awareness. During the last years, many universities have undertaken activities for implementing Higher Education for Sustainable Development (HESD). Many have asked which key competencies are most relevant for sustainable development and hence should be developed in future-oriented higher education. Different approaches for the selection of sustainability key competencies have been developed, but there is little international agreement in the debate around the most important key competencies. Consequently, this paper asks which individual key competencies are crucial for understanding central challenges facing the world society and for facilitating its development towards a more sustainable future, and thus identifies those competencies which should be fostered through university teaching and learning. The empirical design of the study is related to a Delphi study in which ‘sustainability key competencies’ are defined by selected experts from Europe (Germany, Great Britain) and Latin America (Chile, Ecuador, Mexico). The results show that twelve key competencies crucial for sustainable development can be identified; the most relevant ones are those for systemic thinking, anticipatory thinking and critical thinking.

Die Vermittlung von kulturellem Erbe gewinnt im Bildungs- und Kulturbereich immer mehr an Bedeutung. Politische Entscheidungsträger in der
EU, im Europarat und der Europäischen Kommission und in weltweiten Organisationen wie UNESCO, engagieren sich sowohl für den Schutz
unseres Kultur- und Naturerbes als auch für die Nutzung unseres kulturellen Erbes, um Lernprozesse von Menschen im Allgemeinen und Jugendlichen
im Besonderen zu bereichern. Diese Bemühungen zur Erhaltung unseres Erbes auf der einen Seite und die Vermittlung kulturellen Erbes
in Schulen auf der anderen, scheinen einander positiv zu beeinflussen. Lernende werden sich über den Wert des kulturellen Erbes als solches
bewusst und erkennen den Vorteil des kulturellen Erbes für ihre persönlichen Lern- und Entwicklungsprozesse. Auf diesem Wege wird das kulturelle
Erbe als Bereicherung empfunden und möglicherweise auch vermehrt als schützenswert erachtet. Sowohl PädagogInnen als auch andere
Vermittler kulturellen Erbes profitieren davon. Viel wichtiger aber ist, dass Lernende ergiebigen und inspirierenden Lernumfeldern begegnen, die
ihre Lernprozesse unterstützen und erweitern. Vor diesem Hintergrund entschieden sich einige PädagogInnen und VermittlerInnen kulturellen
Erbes ein Projekt ins Leben zu rufen, das sich den Erwerb von Schlüsselkompetenzen im Sinne des Lebenslangen Lernens durch die Vermittlung
kulturellen Erbes in Schulen zum Ziel setzte - Aqueduct. Der Name des Projekts verweist auf den Prozess wie Kompetenzen erworben werden.
Das Aquädukt im Logo betont wie wichtig es ist, Klüfte zu überwinden, Brücken zu bauen und Informationen durch neue Kanäle fließen zu
lassen, um es vielen verschiedenen Menschen zu ermöglichen, von unseren gemeinsamen kulturellen und natürlichen Ressourcen zu profitieren.
Dieses Handbuch erläutert die Ideen des Aqueduct-Projekts. Es zeigt die Beziehung zwischen der Vermittlung kulturellen Erbes und kompetenzorientierter
Pädagogik, in deren Zentrum der Erwerb von Schlüsselkompetenzen im Rahmen des Lebenslangen Lernens steht, wie sie von der
Europäischen Kommission definiert wurden. Die Konzepte, die der Vermittlung kulturellen Erbes und der kompetenzorientierten Pädagogik zu
Grunde liegen, werden vorgestellt und verknüpft. Die positive wechselseitige Beeinflussung ist deutlich sichtbar. Darüber hinaus werden die
Bedingungen, die SchülerInnen sowie Lehrenden reichhaltiges Lernen in einem ergiebigen und inspirierenden Lernumfeld ermöglichen, identifiziert
und erörtert.
Anschließend erfahren die LeserInnen mehr über bestimmte Ansätze kompetenzorientierter Pädagogik im Bereich des kulturellen Erbes und über
die dafür benötigten Methoden. Näher erklärt werden die Storyline-Methode, Handlungslernen, Problembasiertes Lernen, Kooperatives Lernen
und die Methode der Geleiteten Entdeckung. Im Rahmen des Aqueduct-Projekts halten wir all diese Methoden und Ansätze für wesentlich
und gut anwendbar. Letzten Endes erwies sich aber die Storyline-Methode als die geeignetste, die den Anforderungen kompetenzorientierter
Vermittlung kulturellen Erbes am besten entspricht.
Wir hoffen, dass Aqueduct zur weiteren Verbreitung kompetenzorientierter Pädagogik und kompetenzorientierten Lernens beiträgt, das Interesse
an der Thematik verstärkt und den Zugang zu kulturellem Erbe vereinfacht.

Il contributo affronta il tema della formazione
degli insegnanti del sistema scolastico per
supportare lo sviluppo di progetti di innovazione
didattica finalizzati al promuovere la
competenza chiave dell’imparare a imparare.
L’attenzione è focalizzata su alcuni momenti
decisionali di fondo che contraddistinguono
il processo di progettazione – l’avvio dell’innovazione,
la rappresentazione del contesto
sociale, la messa a punto del costrutto, l’uso
dei risultati delle ricerche empiriche – per
evidenziarne il livello di problematicità in relazione
al tema dell’imparare a imparare. Il
dato, interpretato alla luce di un modello di
pratica educativa, viene utilizzato per argomentare
l’opportunità di un modello di formazione
in ingresso e in servizio che
contribuisca anche allo sviluppo di una competenza
decisionale complessa.

Parole chiave: Formazione degli insegnanti,
Imparare a imparare, Innovazione, Competenze
chiave, Processo decisionale.

Heritage education becomes more and more prominent in educational and heritage contexts. Policy makers in EU bodies (The Council
of Europe and the European Commission) and in worldwide organizations such as UNESCO promote both the protection of our cultural
and natural heritage and the use of heritage to enrich learning processes of people in general and youngsters in particular. The
two strands of heritage preservation on the one side and heritage education on the other seem to be mutually beneficial. Learners will
become aware of the value of heritage as such and of its value for their own learning and development processes. Thus heritage will
become more highly appreciated and its protection may gain support as a consequence. Both education and heritage providers will
benefit, but what is more is that the learners will experience rich and inspiring learning environments that will support and enhance
their learning processes. It is from this background that a number of educational and heritage partners decided to launch a project
aimed at the acquisition of key competences of Lifelong Learning through heritage education (Aqueduct). The name of the project
refers to the process of acquisition of competences and by using the Aqueduct as its logo, it stresses the importance of bridging
gaps and of making information flow through ingenious channel systems in order to allow many different parties to benefit from our
common cultural and natural resources.
This manual reflects the approach of the Aqueduct project. It elaborates on the relationship between heritage education and competence
based education, in particular the acquisition of the key competences of life-long learning as distinguished by the European
Commission.
The concepts of heritage education and competence based education are presented and linked. The mutually beneficial relation is
made clear. Furthermore the requirements to allow both pupils/students and teachers/educators to learn optimally in a rich and inspiring
learning environment are identified and elaborated.
Appendices are added that give ideas and tools for the construction of particular approaches of competence driven heritage education.
Included are the storyline approach, action learning, problem based learning, co-operative learning and guided discovery. Within
the Aqueduct project we see all these approaches as relevant and applicable, but eventually we identified the storyline approach as
the one best meeting the requirements of competence based/oriented heritage education.
We hope that Aqueduct will contribute to the introduction of competence driven education and learning and to the interest for and
accessibility of cultural heritage.

Istraživanjem se htjelo upoznati studente i studentice hrvatskih sveučilišta s konceptom poticanja i vrednovanja izvannastavnih aktivnosti zbog njihovog značaja za sveukupni razvoj ličnosti, te se nastojalo doznati na koji način studenti/ce promišljaju o njima, dobiti uvid u njihovu perspektivu problema različitih modela vrednovanja, kao i prikupiti preporuke o načinu vrednovanja pojedinih vrsta aktivnosti. Već više godina inozemna istraživanja izvannastavnih aktivnosti sustavno ukazuju na njihove dobrobiti u razvoju generičkih vještina, odnosno ključnih kompetencija, zbog čega je njihovo poticanje podržano i kroz obrazovne politike Europske unije usmjerene razvoju cjeloživotnog učenja. Stoga se od visokih učilišta očekuje da ih potiču, a vrednovanje je jedan od načina da se to napravi. Sveučilišta u Zagrebu, Rijeci i Zadru, te još neki fakulteti u Hrvatskoj, nedavno su po prvi put donijeli propise ili preporuke s ciljem vrednovanja nekih izvannastavnih aktivnosti, čime se približavaju aktualnim preporukama europskih obrazovnih politika.

Jelen tanulmány az aradi Vasile Goldiş Nyugati Egyetem és a Debreceni Egyetem Közgazdaság- és Gazdaságtudományi Karának közös, „Az emberi tőke minőségének hatása a gazdasági és szociális kohézióra a határmenti övezetben” elnevezésű HURO/0901/264/2.2.2 projektjének keretében készített, kérdőíves felmérés kompetenciákra vonatkozó kérdésblokkját elemzi, és arra keresi a választ, hogy:
(1) milyen az egyes vizsgált kompetencia-elemek jelentősége a Hajdú-Bihar és Szabolcs-Szatmár-Bereg megyei vállalkozások esetében?
(2) mely kompetencia-elemek esetében mutatható ki szignifikáns különbség a két megyében?
(3) mennyiben tér el az átlagtól a mintában szereplő legnagyobb ágazat (agrárágazat) a többi ágazathoz tartozó szervezetek vegyes mintájától?
(4) azonosíthatóak-e látens, mögöttes kompetencia-változók a felhasznált kompetencia-lista elemeinek hátterében, és ha igen, melyek ezek?

Purpose-In this study, the authors build on the current frameworks of happiness provided by the PERMA model, the World Happiness Report Index and the theoretical framework provided by the proponents of job-satisfaction model, motivation, employee engagement and commitment. The authors argue that, the existing theoretical framework in the management and the HR literature are just different aspects of a common goal-happiness. This position is consistent with the overall happiness projects championed by governments across the world, including the UK, Bhutan, several Scandinavian nations and essentially the United Arab Emirates. A chasm that currently exists in the literature is the availability of a universally acceptable definition for happiness and protocols for measuring happiness. The authors conclude that more research is required to keep pace with industry development relating to employee happiness initiatives. Design/methodology/approach-Using quasi-literature review, the authors analysed selected studies on the theory of happiness to identify how each have treated the concept of happiness in organisations. Findings-It is erroneous to promote national or international happiness initiatives without starting from the micro level-in this case, the institutions of society should start measuring happiness from the micro level to help understand what happiness actually means. Research limitations/implications-As an opinion piece, its recommendations need to be applied cautiously. Originality/value-Till date, only a few studies have explored the concept of happiness from micro-organisational level.

The aim of the study is to demonstrate the cross-curricular character of media competence developed in the process of media education that is integrated into the content of school education in accordance with the prevailing current international curriculum trends and with emphasis on the Slovak curriculum. In terms of comparing the conditions during the period of incorporation of media education as a compulsory part of the content of Slovak education system with the contemporary innovated form of the curriculum, the study mainly presents which school subjects are instrumental in developing the dimensions of media competence of students, especially within complete secondary general education, and how they participate in the development. The key aim is to investigate the problem on the basis of a qualitative content analysis of innovated learning standards of compulsory subjects, specifically for the level of upper secondary education (grammar schools), with the intention of identifying the required quality of media competence within the specified educational objectives. Minding the determined categories of the content analysis, a theoretical activity-based media-competency model is applied with the main dimensions as follows: getting to know media and their products; critical evaluation and taking a value stand on media products; media products creation and dissemination, and the derived main educational objectives. The model includes the current key framework activity categories stimulating the required development of media competence or literacy in the context of Slovak educational policy.

Purpose: This paper aims to explore the relationship between introspection and key competencies for sustainable consumption (KCSCs). It investigates whether mindfulness training can cultivate the ability to introspect and stimulate the development of KCSCs.

Design/methodology/approach: Two independent studies were analyzed. Data were retrieved from interviews with participants of a consumer-focused mindfulness training (Study 1, 11 participants), as well as from diaries of students attending a university seminar with mindfulness training (Study 2, 13 students), and made subject to qualitative content analysis.

Findings: Both studies show a clear intersection between both constructs and suggest that mindfulness training can contribute to the development of KCSCs and learners’ ability to introspect. The studies also demonstrated that introspection is not equally related to all competencies and that KCSCs must not be reduced to introspection.

Research limitations/implications: Both KCSCs and introspection are complex and latent constructs and hence challenging to observe. The research understands itself as a first exploratory approach for empirically investigating this complex relation.

Originality/value: While increasing (self-)reflectivity is at the core of competence-based education, a systematic engagement with the practice of introspection as a means to enhancing reflectivity is surprisingly lacking. Mindfulness training could be a promising way to cultivate introspective abilities and thus facilitate learning processes that are conducive to competence development.

This paper presents a review of the literature on the core competenciesfor Education for Sustainable Development (ESD) and the role of higher education institutions in developing these competencies in their students. The critical role of higher education in contributing to sustainable development has long been recognized by the global community, namely in Chapter 36 of Agenda 21 (UN, 1992), the Decade of Education for Sustainable Development (2005–2014) and Goal 4 of the Sustainable Development Goals (UN, 2015). Indeed, the main focus of Sustainable Development Goal#4 is to guarantee inclusive education of an equal standard to all, and to promote lifelong learning.Unfortunately, this goal cannot be achieved by simply increasing basic literacy. Undeniably, if the world wants to make progress towards thesustainability goals, the basic education worldwide must be redesigned to address sustainability by re-examining educational policies and practices to align with the development of the knowledge and competencies related to sustainability. Although multiple definitions of competency exist, this paper adopts the definition provided by th European Parliament Council (2009). The European Parliament Council defines competency as the «proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations» (EC, 2009, 14). Some of these competencies for sustainable development include skills for creative and critical thinking oral and written communication, collaboration and cooperation, conflict management, decision-making, problem-solving, and planning (Stoltenberg, 2007). Sterling and Thomas (2006) also emphasize the importance of acquiring a sustainable development mindset through «a much more critical and interactive pedagogy than usually found in universities» (352). Azerbaijan has not moved towards a market-oriented education system despite attempting to integrate into the European Higher Education Area (Tempus, 2012). The current education system does not arm students with key competencies such as critical thinking and there is a discrepancy between what higher education provides and what the labor market demands. Thus, the purpose of this review was to explore the successful practices of higher education institutions in different countries which adopt an ESD approach and which prepare students well with adequate skills and/or competencies relevant for today's workplace. A comprehensive synthesis and critical analysis of the research and practice related literature provides an overview of models, practices, guidelines, and challenges and ways to implement them. This paper seeks to determine the role of higher education institutions in  agenda is proposed.

У статті досліджено підходи українських та європейських науковців до визначення поняття «ключові компетентності» в рамках компетентнісного підходу. Автором підкреслено, що реалізація компетентнісного підходу є одним із найголовніших орієнтирів для здійснення змін у національній освітній системі, а для досягнення мети загальної середньої освіти необхідне формування ключових компетентностей.
Розглянуто генезис дефініції ключових компетентностей в освіті, їх поступове формування в європейській та українській педагогічній науці. Ключові компетентності визначено як ті, яких потребує кожен для особистої реалізації, розвитку, активної громадянської позиції, соціальної інклюзії та працевлаштування та які здатні забезпечити особисту реалізацію та життєвий успіх протягом усього життя.
Виконано порівняльний аналіз визначення ключових компетентностей і показано, що в сучасній науково-педагогічній літературі й нормативних документах до ключових компетентностей відносять від 8 до 11 компетентностей. Зазначено, що основна роль у розробці визначення та переліку ключових компетентностей належить міжнародним організаціям, які узагальнили напрацювання світової педагогічної спільноти. Підходи до визначення ключових компетентностей, викладені в документах міжнародних освітніх установ, дали змогу українським ученим зробити власні визначення та узагальнення, що закріплені в державних освітніх документах.
Визначено, що класифікація ключових компетентностей співвідноситься зі змістом освіти й з основними сферами соціального життя, в яких особистість здійснює свою діяльність і реалізує себе. Автором наголошено, що визначення ключових компетентностей відповідає досвіду розвинених країн, в освіті яких втілилася компетентнісна парадигма, тому необхідність її упровадження в українську освітню систему безсумнівна.
До перспективних напрямів подальших досліджень автором віднесено визначення змісту системи понять, що складають природничо-наукову компетентність, і шляхи формування природничо-наукової компетентності в учнів базової школи.

STEM education is a combination of theoretical science, technology, engineering and mathematics. Moreover, these disciplines are not studied separately, but in combination. Students get acquainted with new directions in the development of exact sciences and engineering, and then implement what they have learned in practice. The authors explore ways of developing key competencies of a civil servant with the help of STEM education as a philosophy of training and retraining throughout life. The abbreviation of the concept, its features, principles and advantages are disclosed. The key competencies of civil servants are identified and how STEM education affects the development of these competencies is analyzed. Stem Education as the Latest Philosophy of Lifelong Learning to Develop Key Competencies of a Civil Servant

Media education is in an international scientific community considered to be one of the most effective means to acquire key competencies necessary for an interactive and inclusive use of media and critical perception of constantly growing spectrum of media messages. Successful implementation of media education requires innovative research strategies, techniques and procedures which can integrate suitable and reliable methods of media literacy evaluation and measurement into research and social practice. The study deals with an analytic view on current conditions of methodological apparatus and indicators created for the purpose of media literacy measurement in educational environment. Considering the scope and extent of research on the issue it is the theoretical and practical reflection of this phenomenon which gains importance. Structural view and comparison of two different approaches may point out the most current problems with media literacy measurement and shed more light on the issue.

This article tackles the problems and dangers of the marginalization of the elderly in the rapidly developing technology society. The author points to four types of competences necessary in understanding the social, cultural and civilizational changes brought about by the development of the internet society - these are : technological, social, communicational and cultural. Together they form a set of  inter-related skills which are mutually developmental. An investigation of their development and functioning in advanced age helps to create the conditions in which seniors can take their proper place in the dynamic society of the Fourth Wave, as well as giving them a sense of well-being

Purpose – The paper aims to explore the key competitiveness indicators (KCIs) that provide the guidelines for helping new real estate developers (REDs) achieve competitiveness during their inception stage in which the organisations start their business.
Design/methodology/approach – The research was conducted using a combination of various methods. A literature review was undertaken to provide a proper theoretical understanding of organisational competitiveness within RED's activities and developed a framework of competitiveness indicators (CIs) for REDs. The Delphi forecasting method is employed to investigate a group of 20 experts' perception on the relative importance between CIs.
Findings – The results show that the KCIs of new REDs are capital operation capability, entrepreneurship, land reserve capability, high sales revenue from the first real estate development project, and innovation capability.
Originality/value – The five KCIs of new REDs are new. In practical terms, the examination of these KCIs would help the business managers of new REDs to effectively plan their business by focusing their efforts on these key indicators. The KCIs can also help REDs provide theoretical constructs of the knowledge base on organisational competitiveness from a dynamic perspective, and assist in providing valuable experiences and in formulating feasible strategies for survival and growth.

Purpose-In this study, the authors build on the current frameworks of happiness provided by the PERMA model, the World Happiness Report Index and the theoretical framework provided by the proponents of job-satisfaction model, motivation, employee engagement and commitment. The authors argue that, the existing theoretical framework in the management and the HR literature are just different aspects of a common goal-happiness. This position is consistent with the overall happiness projects championed by governments across the world, including the UK, Bhutan, several Scandinavian nations and essentially the United Arab Emirates. A chasm that currently exists in the literature is the availability of a universally acceptable definition for happiness and protocols for measuring happiness. The authors conclude that more research is required to keep pace with industry development relating to employee happiness initiatives. Design/methodology/approach-Using quasi-literature review, the author...

L’impiego del termine competenza nella ricerca educativa può essere fatto risalire agli anni ’70 del XX sec. Inizialmente diffuso nella formazione professionale interna ed esterna alle aziende, oggetto di ricerca in ambiti disciplinari diversi, dagli anni ’90 è diventato il baricentro delle politiche nazionali e delle indicazioni delle organizzazioni internazionali in campo educativo, come conseguenza dello spostamento dell’interesse politico e scientifico dalla misurazione degli input del sistema a quella dei suoi risultati, in senso immediato e più ampio (educational outcomes).  In questo contributo mi propongo di ricostruire un’esperienza nazionale di riforma del sistema educativo che ha avuto tra i suoi risultati l’elaborazione di un piano di studio basato su un definito concetto di competenza: il Piano di studio 21 (Ps 21), dal 2021 adottato da tutte le scuole dell’obbligo del cantone trilingue dei Grigioni in Svizzera. 
L’interesse nel Ps 21 risiede anche nel fatto che si tratta di un documento elaborato a livello di regione linguistica: i Grigioni hanno adottato senza modifiche (se non per l’insegnamento delle lingue e per i contenuti degli esempi), il Lehrplan 21 di cui il Ps 21 è la traduzione per la minoranza italiana (gr-i.lehrplan.ch). 21 sta per il numero di cantoni coinvolti (i 21 di lingua tedesca cui si aggiunge il principato del Liechtenstein), e per 21° secolo, in riferimento alle abilità che il dibattito internazionale riconosce come necessarie per vivere e lavorare nel terzo millennio. Il Ps 21 segue, inoltre, il Projekt Schule 21 (1995-2003), attraverso cui Ernst Buschor  ha introdotto una riforma dell’amministrazione del cantone di Zurigo che incorpora i principi del New Public Management (focus sulle prestazioni e sugli outputs dell’amministrazione pubblica ), e voluto un intervento nella scuola molto criticato, che prevede l’insegnamento della lingua inglese come prima lingua straniera dalla seconda elementare, a sfavore del francese. Il piano, dunque, consente anche di avere una vista sul dibattito in lingua tedesca e approfondire il ruolo del livello internazionale nella formulazione della politica nazionale, che in Svizzera significa(va) 26 sistemi educativi autonomi in tradizionale tensione con le richieste federali.

Hundreds of sustainability programs have emerged at universities and colleges around the world over the past 2 decades. A prime question for employers, students, educators, and program administrators is what competencies these programs develop in students. This study explores convergence on competencies for sustainability programs. We conducted a Delphi study with 14 international experts in sustainability education on the framework of key competencies in sustainability by Wiek et al. (Sustain Sci 6: 203–218, 2011), the most frequently cited framework to date. While experts generally agreed with the framework, they propose two additional competencies, suggest a hierarchy of competencies, and specify learning objectives for students interested in a career as sustainability researcher. The refined framework can inform program development, implementation, and evaluation to enhance employability of graduates and facilitate comparison of sustainability programs worldwide.

This paper presents a review of the literature on the core competencies for Education for Sustainable Development(ESD) and the role of higher education institutions in developing these competencies in their students. The critical role of higher education in contributing to sustainable development has long been recognized by the global community, namely in Chapter 36 of Agenda 21 (UN, 1992), the Decade of Education for Sustainable Development (2005–2014) and Goal 4 of the Sustainable Development Goals (UN, 2015). Indeed, the main focus of Sustainable Development Goal#4 is to guarantee inclusive education of an equal standard to all, and to promote lifelong learning. Unfortunately, this goal cannot be achieved by simply increasing basic literacy. Undeniably, if the world wants to make progress towards the sustainability goals, the basic education worldwide must be redesigned to address sustainability by re-examining educational policies and practices to align with the development of the knowledge and competencies related to sustainability. Although multiple definitions of competency exist, this paper adopts the definition provided by the European Parliament Council(2009). The European Parliament Council defines competency as the «proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations» (EC, 2009, 14). Some of these competencies for sustainable development include skills for creative and critical thinking oral and written communication, collaboration and cooperation, conflict management, decision-making, problem-solving, and planning (Stoltenberg, 2007). Sterling and Thomas (2006) also emphasize the importance of acquiring a sustainable development mindset through «a much more critical and interactive pedagogy than usually found in universities» (352). Azerbaijan has not moved towards a market-oriented education system despite attempting to integrate into the European Higher Education Area (Tempus, 2012). The current education system does not arm students with key competencies such as critical thinking and there is a discrepancy between what higher education provides and what the labor market demands. Thus, the purpose of this review was to explore the successful practices of higher education institutions in different countries which adopt an ESD approach and which prepare students well with adequate skills and/or competencies relevant for today's workplace. A comprehensive synthesis and critical analysis of the research and practice related literature provides an overview of models, practices, guidelines, and challenges and ways to implement them. This paper seeks to determine the role of higher education institutions in shaping the future of the world’s society in terms of sustainable development, since these institutions can generate new knowledge and contribute to the development of appropriate competencies and raise awareness of sustainability awareness. Finally, the implications for Azerbaijan's education system are discussed and a future research agenda is proposed.

Abstract. This article presents the results of two case studies undertaken within the project MoKoM funded by the German Research Foundation (DFG). In this context, expert interviews were conducted in order to identify relevant compe-tencies empirically concerning informatics ...