The contents of this book and the way they have been presented are very appropriate for the promotion of debate among researchers, and for the encouragement of new related research. In short, it is a good book, affordable and easy to read, with motivational content, full of useful information for a broad readership and will lead to new projects and related research
In these complex and challenging times, students, teachers and employers are all interested in the development of generic abilities as these typically make the difference between good and indifferent employees, successful and unsuccessful learners. This book explains why generic capacities have become so important and argues that the process of acquiring them is both lifelong and developmental.
Beijing Institute for the Learning Society (BILS) was inaugurated in October 2011 through the joint efforts of Beijing Leading Group Office for Construction of Learning City and Beijing Normal University. The main focus of BILS lies within the education discipline.The Institute is building a platform that integrates intellectual resources of universities in Beijing to serve the learning city's construction, to explore the constructing mode for Beijing learning city, to enrich and develop the theory of building a learning society with Chinese characteristics, to assist the government in public policies, and to guide the practice of learning city's construction. At present, two years since it was established, together with Beijing City and related research institutions, the Institute has participated in numerous research studies, including An International Comparative Study on Modes of Learning City Construction in the World, Research and study on Beijing Lifelong Learning Competence, and Study on Legislation of Beijing Lifelong Learning. Oriented towards the practice of the construction of Beijing learning city, the Institute integrates universities in Beijing and related research organizations in China and abroad to keep pace with international developments, research practical problems, explore innovative approaches, promote exchanges and cooperation, train professionals, and lead the development of the practice. It is striving to build a high-end open research platform with international influence that integrates academic researches, policy advisories, talent training, and training services. This book summarizes the goals set by BILS, and what has been achieved thus far.
The Council of the European Union adopted a Recommendation on key competences for lifelong learning in May 2018. The Recommendation identifies eight key competences essential to citizens for personal fulfilment, a healthy and sustainable lifestyle, employability, active citizenship and social inclusion. The Recommendation is a reference tool for education and training stakeholders. It sets up a common understanding of competences needed nowadays and in the future. The reference framework presents successful ways to promote competence development through innovative learning approaches, assessment methods or support to educational staff. All learners should achieve their full potential. To fulfil their different needs, the Recommendation encourages Member States to: provide quality early childhood education and care, improve school education and ensure excellent teaching, further develop initial and continuing vocational education and training, and modernise higher education.
The 2006 Recommendation of the European Parliament and of the Council on Key competences for Lifelong Learning supported the development of competence-oriented teaching and learning, and the need to reform curricula in the European Union. Competence-oriented education focuses on the outcomes of learning processes, as well as on the fact that learning happens in a diverse range of contexts. Competence-oriented education is regarded as advantageous in a time when the knowledge base of our societies is developing at an immense speed, and the skills required need to be transferred to, and developed in many different societal contexts. Key competences and basic skills are needed by all for personal fulfilment and development, employability, social inclusion, civic participation, and democracy. Throughout the revision process of the Recommendation, consultations were held, during which stakeholders and experts voiced the pressing need to take stock of the importance of personal and social development aspects across education and training levels and sectors. Such aspects are given a variety of names in international studies and competence frameworks, such as '21st century skills', 'life skills', 'socio-emotional skills', 'soft skills', or 'transversal skills'. In May 2018, the European Council adopted an updated Recommendation on Key Competences for Lifelong Learning to further promote the development of key competences in the European Union. The revised document emphasised the purpose of key competences by stating that "in a rapidly changing and highly interconnected world, each person will need a wide range of skills and competences and to develop them continually throughout life". In the aim of achieving this outcome, educational systems are expected to provide high-quality education, training, and lifelong learning for all, as well as to support educational staff in implementing competence-based teaching and learning approaches, to promote a range of learning contexts from the perspective of lifelong learning, and to explore approaches to the assessment and validation of key competences. The updated Recommendation defines eight key competences for lifelong learning: Literacy, Multilingual, Mathematical competence and competence in science, technology and engineering, Digital, Personal, Social, and Learning to Learn Citizenship, Entrepreneurship, and Cultural awareness and expression.
This publication contains a number of working papers which examine the growing importance of curricula development, the quality of educational provision and key educational competencies to address identified socio-economic and political priorities. In the light of these challenges, the papers discuss what competencies are considered to be important in contributing to sustainable development, social welfare, cohesion and justice, as well as to personal well-being.
The Bases of Competence explains what skills and competencies students need to succeed in today's workplace and details how colleges and universities can strengthen the curriculum to cultivate these skills in their undergraduate students. The book addresses the continuing disparity between the skills developed in college and the essential skills needed in the dynamic workplace environment. By providing a common language from which to work, The Bases of Competence enables both educators and employers to create educational experiences of practical and enduring value. Drawing on more than a decade of research on companies, graduates, and students, the authors identify four distinct skill combinations most desired by employers—Managing Self, Communicating, Managing People and Tasks, and Mobilizing Innovation and Change. Using case studies and best practices from a wide variety of institutional settings and workplace environments, the authors show how developing competencies narrows the gap between the classroom and work—providing students with a portfolio of basic skills that translate into lifelong employability.
