Projects on Competencies in the OECD Context - Analysis - DeSeCo

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Definition and Selection of CompetenciesThe first major activity of the DeSeCo program was an analysis ofprevious INES-related activities that address issues related to the selection,definition, and operationalization of skills and competencies: theCross-Curricular Competencies Project, the International Adult LiteracySurvey, and the Human Capital Indicators Project.This report presents the findings of the analysis, which was based ona review of project documentation as well as interviews with key actorsin each of these projects. It also briefly discusses several ongoing studies.Heinz GilomenAcknowledgmentsThe authors would like to express their thanks to the individualswho generously gave us their time and thoughtful observations: TomAlexander, Marilyn Binkley, Norberto Bottani, Denis Bonora, HelmutFend, Heinz Gilomen, Jeanne Griffith, Aletta Grisay, Tom Healy, DouglasHodgkinson, Walo Hutmacher, Scott Murray, Eugene Owen, JulesPeschar, Andreas Schleicher, Judith Torney-Purta, Uri Peter Trier, andAlbert Tuijnman.6 ESSI OECD SFSO
Definition and Selection of CompetenciesMain ThesesThis report is based on the study of three completed projects in theOECD context: the International Adult Literacy Survey, the Cross-CurricularCompetencies Project, and the Human Capital Indicators Project.While ongoing projects are also briefly described, the conclusions andtheses of the report reflect the analysis of the completed projects. Inseveral cases, the ongoing projects have displayed a sensitivity to theissues detailed below, and in that sense, reflect development beyondthe earlier projects. At the same time though, the authors believe thatthe conclusions and theses remain a key resource for the ongoingprojects as they continue their development and for future projects aswell.Decentralization. Growing demand by national authorities foroutput-oriented information about education has resulted in a numberof projects in the OECD context. Although their goals are related, theseprojects have operated more or less independently, with minimal conceptualand organizational coordination related to selecting and definingcompetencies. The process of definition and selection has beenlargely determined by individual initiatives and particular national interestsrather than an overarching strategy.Broad conception of indicators. Each of the studies adopted abroad conception of competencies and outcomes of education. This includesthe viewpoint that the desired outcomes of education arebroader than the acquisition of subject-related knowledge typicallytaught in school and that the idea of competencies extends beyond theschool context. The notion of preparation for life has become a leadingtheme in the process of definition and selection of competencies withinthe OECD context.Focus on indicators and measurement. Feasibility of measurementwas a major concern in the selection and definition of competenciesin each of these projects. Although not always the goal at the onset,each of the projects eventually gave priority to empirical testing ofconcepts by applying existing methodologies, instruments, and, whenpossible, existing data. Production of indicators was of prime importance.SFSO OECD ESSI 7
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