1. Definition and Selection of Competencies: Theoretical and Conceptual Foundations (DeSeCo)
Dominique Simone Rychen Program Director OECD DeSeCo Secretariat
thanks for
ｷ invitation
ｷ an opportunity to share and discuss with you the work of OECD on key competencies, an international project that was carried out to improve and shape international assessments of learning and education outcomes.
Defining such key competencies cannot only improve assessments of how well prepared young people and adults are for life’s challenges, but also help to identify overarching goals for education systems and lifelong learning.
Focus of the presentation not on ICT competence but provide the big picture of the competencies in relation to the requirements of modern life including the demands of the information society. 1

2. competencies of adults DeSeCo overarching conceptual framework
International assessment of learning outcomes
PISA
assessment of
competencies
of 15 years old
ALL / PIAAC
assessment of
competencies of adults
DeSeCo
overarching conceptual framework
Relation PISA, ALL and DeSeCo
Situate DeSeCo with regard to ongoing international large scale assessments.
Idea: DeSeCo something like a conceptual bridge between international competence assessments
DeSeCo was designed to complement international comparative assessments by stepping back from an immediate concern of how to measure or develop competencies in order to focus on questions such as what is a competence and which competencies are important and important for what.

3. OECD DeSeCo
Definition and Selection of Competencies: Theoretical and Conceptual Foundation
a theory- and policy oriented research program
a broad interdisciplinary perspective
complementary to PISA and ALL
aimed at developing…
an overarching conceptual frame of reference for key competencies
DeSeCo’s main mission…
was to construct - through an interdisciplinary collaborative approach - a theory-grounded frame of reference for key competencies
that can guide
1.the long-term strategy for international assessments and
2. the extension of assessments into new competence domains – beyond reading and mathematics.
The reflection on key competencies has neither been limited to the school context, student achievement, or workers’ skills and the demands of the labor market nor to what is easily or currently measurable in large-scale assessments.

4. Starting point of the OECD Project DeSeCo
What competencies do we need for a successful life and a well-functioning society?
… what other competencies are relevant for a successful and responsible life and a well-functioning society?
…and what are the normative, theoretical, and conceptual criteria than can guide the definition and selection of a limited set of key competencies?

5. DeSeCo’s research process
Review of competence-related work
Clarification of concepts of competence
1998
Sociologists
Philosophers
Anthropologist
Psychologists
Economists
Statisticians Educationalists
Expert opinions from various academic disciplines and multiple sectors
Policy-makers
Policy analysts
Trade unionists
Employers
intern. organizations incl. UNESCO, World Bank, ILO
1st Symposium: key issues, networks
1999
Country Consultation Process
National reports from:
Austria, Belgium,
Denmark, Finland
France, Germany
Netherlands
New Zealand
Norway, Sweden, Switzerland
United States
Multiple Perspectives: DeSeCo’s multi-year research program
The core findings I will present are the result of a multi-year research program that involved and linked a wide range experts from different academic disciplines and multiple sectors, countries and international organizations.
It included sociologists, economists, an anthropologist, philosophers, education researchers, statisticians, assessment specialists, policy makers and stakeholders from different sectors, business, labor, health and various national and international institutions.
2nd Symposium: builds a consensus
2002
Final report Key Competencies for a Successful Life and a Well-Functioning Society
2003
DeSeCo Executive Summary
2005

6. a dynamic and holistic concept
The definition of competence
A competence is...
the ability to meet complex demands
a combination of interrelated knowledge, cognitive skills, attitudes, values, motivation and emotions
action-based and context-oriented
The first question is: What is a competence?
Before tackling the question of key competencies: What is a competence? – Maybe a bit theoretical? BUT the way we define a competence has implications for developing and assessing competencies.
We found a lot of conceptual confusion.
In public discourse and sometimes also in specialized literature terms such as skill, competence, and literacy are often used imprecisely or interchangeably. The meaning may evolve in time and space.
Building a common understanding depends to a great deal on a common language and meaningful terms; otherwise, one risk juggling with catchwords only.
A competence is defined as the ability to successfully meet complex social and economic demands in a particular context.
The term competence is demand- and action oriented.
Underlying is a competence model that is holistic and dynamic in the sense that it relates demands (meeting complex demands), psychosocial prerequisites (cognitive and non-cognitive elements), and context as essential elements of competent performance or effective action.
a dynamic and holistic concept 1

7. A competence is more than knowledge or a skill
cognitive skills
practical skills
attitudes
emotions
values and ethics
motivation
psychosocial resources
The main point is that a competence is not reducible to its cognitive dimension.
There are multiple prerequisites or components that are necessary : knowledge, cognitive skills, but also practical skills, as well as attitudinal, emotional, and ethical components. Competent performance or a competence implies therefore the mobilization of multiple psychosocial resources in order to meet the social demand (e.g. to use ICT effectively or to cooperate with others)
Social or
economic
demand
mobilization
context

8. Situated learning
„The old learning paradigm needs to be replaced by a new one which links learners to the environment in which learning is taking place. Such a conception of learning takes account of the affective, moral, physical, as well as cognitive aspects of individuals…“
Gonzci (2003)
“Sustainable development and social cohesion depend critically on the competencies for all of our population – with competencies understood to cover knowledge, skills, attitudes and values.”
This holistic understanding of competence is supported by recent findings from neuroscience, namely, that reasoning and emotion are vitally connected (Gonczi, 2003), and echoes well with learning and teaching strategies upon the four pillars proposed in the Delors report i.e. learning to know, learning to do, learning to live together and learning to be.
Or in terms of Gonzci (2003) referring to the situated learning theory)
„The old learning paradigm needs to be replaced by a new one which links learners to the environment in which learning is taking place. Such a conception of learning takes account of the affective, moral, physical, as well as cognitive aspects of individuals…“

9. What makes a competence a key competence?
Key competencies
are important to all individuals
help individuals meet important demands in all relevant fields of life (family life, workplace, political sphere, health sector,...)
contribute to desired outcomes
a successful life
a well-functioning society
The research process resulted in a widely accepted definition of the concept of key competence:
It relies on a number of criteria. Importantly, they
are important for all or at least for a large majority of people and not just for specialists (This rules also out particular competencies of use only in a particular trade or occupation)
are transversal in the sense that they are needed not only in the labor market but also in private relationships, in political engagement to meet the demands.
contribute to highly valued outcomes in terms of a successful life and a well-functioning society; i.e. they matter both at the individual and societal level. That means that key competencies should not only contribute to the individual success, for instance in terms of professional careers, but also to increase the quality of societies.

10. Key competencies and desired outcomes
at the individual level
at the societal level
economic productivity
democratic processes
solidarity, social cohesion
human rights and peace
equity and equality
ecological sustainability
gainful employment
personal health /safety
political participation
social networks
cultural participation
accomplishment and satisfaction
Let us have a closer look at this point, because it is of crucial importance for the understanding of the definition of key competencies.
What constitutes a successful life? What are the characteristics of a well functioning society? Which social and economic development are we referring to? The answer to these questions is not only a matter of scientific research
The list is the result of a more or less broad consensus among researchers, experts, country representatives about important dimensions of a successful life and a well-functioning society.
However, it is important to understand that there is a diversity of applications and interpretations of the values and ideas underlying these dimensions.
Thus, for defining and selecting key competencies we need in addition to definitional parameters explicit universally accepted objectives as a normative anchoring point, a common vision of the world as a backdrop.
(A number of international conventions and agreements such as The Universal Declaration of Human Rights, the Rio Declaration on Environment, the World Declaration on Education for All) delineate some desirable goals for social reform at the international level.)

11. What makes a competence a key competence?
Key competencies
are important to all individuals
help individuals meet important demands in all relevant fields of life (family life, workplace, political sphere, health sector,...)
contribute to important and valued outcomes
a successful life
a well-functioning society
assume a reflective practice vis-à-vis complex demands
Another important characteristic of key competencies is the notion of reflectivity – an underlying feature of key competencies
.....Let me explain.

12. Meeting important demands in life
Global challenges …
rapid social and technological changes
economic and cultural globalization
growing diversity
...
and mental demands…
responsibility and initiative-taking
adaptability and flexibility
tolerance and open-mindedness …
Individuals and societies are confronted with numerous global issues such as: Change, globalization,...
These demands challenge countries, communities, institutions, organizations, and ultimately individuals, their minds (= competence expectations on the part of the individual, on his or her mind)
Illustration: taking responsibility
Today, in most OECD countries, value is placed on entrepreneurship and personal responsibility. Individuals are expected to be adaptive, innovative, creative, self-directed, and self-motivated, and thus able to take responsibility for their decisions and actions as parent, partner, employee or employer, citizen, student, or consumer…
Taking responsibility implies that individuals can think for themselves (as an expression of moral and intellectual maturity), can take a critical stance and can step back, reflect upon their actions and decisions in light of their experience and personal AND societal goals. 1

13. a reflective/integrated practice
Reflectivity – the heart of key competencies
Many demands are complex and call for a higher level of mental complexity
e.g. “going beyond the either-or”
a reflective/integrated practice
creative abilities
a critical stance
metacognitive skills
And indeed, there is a broad consensus among scholars and experts that recalling accumulated knowledge, abstract thinking, being well-socialized are necessary psychosocial conditions, but not sufficient in light of the complexity of demands of the so called knowledge economy / information society.
Dealing flexibly with novelty, change, and diversity, and coping in a responsible way with many of today’s challenges require the development of, what psychologist call, a higher level of mental complexity that implies critical thinking, metacognitive skills, creative abilities - something like a reflective and integrated practice and critical stance… That means the ability to step back, reflect upon a given situation from other, different perspectives.
A reflective practice is not first and foremost a cognitive or intellectual question, but it concerns a complex action system.
Importantly, development psychologists say that this kind of mental processes only develop gradually until adulthood. This is provides actually a theoretical foundations for adult learning.

14. Three broad categories of key competencies
In addition to the conceptualization of reflectivity as the required competence level, the demand–oriented approach to competencies resulted in the definition of three broad, theory-grounded categories of key competencies – using tools interactively, interacting in socially heterogeneous groups and acting autonomously.
The categories constitute a conceptual basis for mapping and further conceptualizing key competencies. 9 key co
Within each category a number of key competencies have been defined based on various country contributions and expert opinions and in light of the definitional, conceptual and normative parameters.
These key competencies are in no way submitted as a final, unproblematic, ready-to-use package.
As you will realize it will require the exploration of how the abstract key competencies play out in specific socio-economic contexts and for particular groups.
a conceptual basis for identifying and
mapping key competencies

15. Using tools interactively
Why?
Need to keep up to date with technologies
Adapt tools to own purposes
Need to conduct active dialogue with the world
Using tools interactively, the first category of key competencies, responds to the social and professional demands of the global economy and the information society, which require the effective use of socio-culture tools such as…
UTI does not simply mean having access to the tool and the technical skills required to handle a tool (e.g. use a computer and its software). Rather individuals are expected to create and adapt the tool to their own purpose. Thus, individuals need a familiarity with the tool itself and an understanding of how it changes the way one can interact with the world, and how it can be used to accomplish broader goals.
The underlying idea is that we encounter our world through cognitive, socio-cultural and physical tools. These encounters, in turn, shape how we make sense of and become competent in the world, how we deal with transformation and change, and how we respond to challenges. Using tools interactively opens up new possibilities in the way we perceive and relate to the world. .
Key competencies use language, text, symbols use information/knowledge use (new) technology

16. Students use computers for a wide range of purposes and not just to play games…
Percentage of students reporting they use the following “Almost every day” or “A few times each week”:
ICT plays a critical role in our work and everyday life.
PISA shows, for instance, that students use computers for many purposes that may entertain them, educate them and help them communicate with others.
It is noteworthy that the use of computers for playing games - while common among 15- year-old students - is not dominant. About half play games frequently, about the same number use computers to look things up on the Internet and to do word processing.
Internet research – 55% on average
Games – 53% on average
Word processing – 48% on average
1. Response rate too low to ensure comparability.
Source: OECD (2005) Are students ready for a technology-rich world? What PISA studies tell us, Figures 3.3 and 3.4, pp.39 and 41.

17. … a minority of students frequently use educational software on computers…
Percentage of students reporting they use the following “Almost every day” or “A few times each week”:
Various common uses, such as Internet research, have educational potential, but students use specific educational software less frequently.
In fact, only a small minority of students use frequently educational software on computers.
Thus, many of the educational benefits of computers seem to occur when students use ICT tools that are not designed purely for learning, like Internet search engines, spreadsheet programs or .
Cf. CONCLUSION AND IMPLICATIONS from the most recent PISA publication “Are Students Ready for a Technology-Rich World” (PPT Version 3)
Educational software - 13% on average
To learn school material - 30% on average
1. Response rate too low to ensure comparability.
Source: OECD (2005) Are students ready for a technology-rich world? What PISA studies tell us, Figure 3.4, p.41.

18. OECD PIAAC first cycle 2010
the emphasis is on the cognitive processes underlying literacy, such as dealing with dynamic and interactive problems as well as non-linear information structures, not on information technology
Testing of “literacy in the information age”:
The interest, attitude and ability of individuals to appropriately use socio-cultural tools, including ICT…
… to access, manage, integrate and evaluate information, solve problems, construct new knowledge, and communicate with others…
… in order to participate effectively in society.

19. Why? Acting autonomously
understanding one’s environment and its functioning
need to build one’s identity (including a value system)
exercise rights and take responsibility
The second category is acting autonomously.
Acting autonomously does not mean functioning in social isolation.
It requires an awareness of one’s environment, of social dynamics and of the roles one plays. It requires that individuals are empowered to manage their lives in meaningful and responsible ways by exercising control over their living and working conditions.
AA incorporates two interrelated ideas: developing a personal identity (including a value system) and exercising relative autonomy in the sense of deciding, choosing and taking responsibility - thus playing an active and reflective part in a given context.
Key competencies act within the big picture form/conduct life plans and projects assert/defend rights/needs/interests

20. Interacting in socially heterogenous groups
Why?
The need to deal with diversity in pluralistic societies
The importance of empathy
The importance of social capital
Key competencies relate well to others co-operate, work in teams manage and resolve conflicts
And the third category is interacting in socially heterogeneous groups.
In the context of globalisation and global mobility, societies become in some ways more fragmented, and also more diverse. It becomes therefore important to manage interpersonal relationships well both for the benefit of individuals and to build new forms of social solidarity and co-operation.
Much of what we can achieve in collaboration with others depends on empathy - taking the role of the other person and imagining the situation from his or her perspective. This may be more difficult in heterogeneous than in homogeneous societies, so understanding difference becomes more important.
The building of social capital has also become important, as existing social bonds weaken and new ones are created by those with the ability to form strong networks. One of the potential sources of inequality in the future could be differences in the competence of various groups to build and benefit from social capital.
This category addresses many features associated with social skills / competencies.

21. Relative importance of KC in different contexts
acting autono-mously
context A
context B
using tools interactively
In any one context, one is likely to draw on more than one of the competence. In fact, any given situation or goal may demand a specific “constellation” of competencies, configured differently for each particular case.
The graph illustrates this point by showing that in various instances, the relative importance of each competence or competence cluster is different.
The central point is that contextual factors such as cultural or socio-economic components shape the specific nature of the demands that must be met. A constellation of key competencies , therefore, is a culturally and/or contextually defined combination in response to the specific nature of the demands
People living in different situations will draw to varying degrees on various competencies according, for example to cultural norms, technological access, social and power relations.
interacting in heterogeneous groups

22. Challenges for international assessments
recognition of the complex nature of a competence
linkage to desired outcomes
new domains beyond using tools interactively
need for a variety of methodologies
interactive testing instruments
assessment of constellations (or at least taking this aspect into account when interpreting the results)
linkage to desired outcomes
New competence domains beyond using tools (significant effort)
variety of methodologies and settings:
Assessing the constructs may require modification of current measurement.
Traditional instruments (eg. traditional large scale assessments) may not sufficiently accommodate the complexity of some constructs.
Alternative assessment technique to evaluate progress:
use of portfolios, performance assessments
use of technology for adaptive and interactive testing (including tasks that are similar to those outside the assessment situation)
-video-based data collection and items

23. Development of Competencies…
…implies a holistic approach
effective pedagogical strategies and methods
an enabling environment
lifelong learning (initial and adult education)
“Sustainable development and social cohesion depend critically on the competencies for all of our population – with competencies understood to cover knowledge, skills, attitudes and values.”
education as a total experience (around „4 pillars“: learning to know, do, be, and to live together)
The DeSeCo framework applies equally to the competencies that need to be nurtured at school and those that can be developed throughout the course of life.
Central to the concept of lifelong learning is the assertion that not all of life-relevant competencies can be provided by initial, education, because:
competencies develop and change throughout the lifespan, with the possibility of acquiring or losing competence as one grows older;
the demands on individuals can be expected to change throughout their adult lives as a result of transformations in technology and social and economic structures;
developmental psychology (e.g. Kegan, 2001) shows that competence development does not end at adolescence but continues through the adult years. In particular, the ability to think and act reflectively, central to the framework, grows with maturity.
This understanding has important implications for education and training and provides a rationale for the importance of adult education.
critical role of school, family, workplace, mass media, NGOs, cultural organizations,…

24. DeSeCo’s overarching conceptual framework
HUMAN CAPITAL
BASIC SKILLS
COMPETENCIES
KEY COMPETENCIES
successful
life
HUMAN RIGHTS
EQUALITY
PRODUCTIVITY
SUSTAINABILITY
vision of society
interact in groups
theoretical elements,
concepts, models
well-
functioning
society
TECHNOLOGY
DIVERSITY
MOBILITY
RESPONSIBILITY
GLOBALIZATION
REFLECTIVITY
act auto- nomously
using tools
demands of life

25. Usefulness of such a framework
building a common understanding and discourse
- an educational response to the demands of a globalized, interdependent world
- a bridge between education and training
interpreting empirical results
developing future international assessments and policy-relevant indicators
formulating strategies for competence development
...a basis for...
DeSeCo’s overarching conceptual frame of reference including the three-fold categorization can serve several purposes:
1 by defining explicitly the meaning and nature of competence and key competence, DeSeCo provides a foundation for a common understanding of the desired education outcomes in terms of skills and competencies.
2. assessments, in particular international assessment, have important policy implications: DeSeCo offers a basis for situating domain-specific assessment frameworks and empirical results in a broader normative and conceptual context. This is a way to recognize the value but also the limitations of large scale studies such as IALS, PISA and ALL.
3. An overarching framework allows to make more explicit what is actually being measured and what is not. Thus, it counters the risk of over-interpretation of the data and of focusing exclusively on competencies or skills for which reliable measures currently exist.
4. DeSeCo provides a means to bridge between various past and current empirical studies and a basis to guide the planning of a coherent lon-term strategy for assessments of competencies of young people and adults.
5. it offers a basis for formulating strategies for competence and skill development and discussion which competencies should be given priority when education curricula and training program are being developed and reformed. In that sense KC can be considered as broad overarching goals for education goals for education and lifelong learning that require further specification.

26. Information Publications link for ordering: www.deseco.admin.ch
DeSeCo Secretariat