Il glossario del progetto L2L - Comparazione dei principali quadri teorici delle organizzazioni internazionali - Miur
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Cristina Stringher
Il glossario del progetto L2L
Comparazione dei principali quadri teorici delle
organizzazioni internazionali
MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 1
Finalità
• Operazionalizzare il concetto di L2L/SES (quali-quantitativamente)
• Costruire un linguaggio comune
• Dipanare le ambiguità, soprattutto nella traduzione italiana di
alcune parole chiave
OUTPUT OUTCOME
Comparazione delle parole chiave presenti Definizioni L2L/SES per il progetto
nei quadri di riferimento internazionali e nella
letteratura scientifica
MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 2I principali quadri di riferimento esaminati 1. Delors/UNESCO Learning: the Treasure Within (1996) 2. WHO: Life Skills (1997) 3. OECD : Key Competencies (DeSeCo, 2003) 4. EU : Key Competences (2006, Review 2018) 5. UNICEF: Life skills (2012) 6. UNESCO: Toward Universal Learning (2013) 7. WBG: Socioemotional Skills (2016) 8. OECD: 2030 Framework (2018) 9. OECD: Global Competency (2018) MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 3
Toto Patera & Cristina Stringher
Il glossario
Definizioni delle organizzazioni internazionali
MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 4Obiettivi specifici
• Identificare le definizioni delle parole chiave nei quadri di riferimento
internazionali
• Confrontare le definizioni rinvenute individuando similitudini/differenze
OUTPUT
Comparazione delle parole chiave presenti nei quadri di riferimento
internazionali
MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 5Le parole chiave del glossario • Competence/Competency • Core Competencies • Curriculum/Curricolo • Global Competence • Key Competencies • Knowledge • Life Skills • Non cognitive skills • Skills • Socio-emotional skills • Soft skills • Transversal skills MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 6
Esempio di comparazione 1/7
Parola chiave (OECD;2018a, (EC;2017b, p.20) (EC;2018a, p.4) (UNESCO; 2013a, (EC;2006, p.13) (OECD; 2003a, (OECD; 2003b, p.2)
p.7) (EC; 2008, p.4) p. 10) p.4)
Competence/ “Competence” is not ‘Competence’ Competences All children and Competences are A competency is A competence is
merely a specific skill means the proven include more than youth develop defined here as a more than just defined as the ability
Competency but is a combination ability to use knowledge and competencies combination of knowledge and to successfully meet
of knowledge, skills, knowledge, skills understanding and across seven knowledge, skills skills. It involves complex demands in a
attitudes and values and personal, social take into account domains of learning. and attitudes the ability to particular context.
successfully applied and/or the ability to apply The task force appropriate to the meet complex Competent
to face-to-face, methodological that when recommends that context. demands, by performance or
virtual or mediated abilities, in work or performing a task education systems drawing on and effective action
encounters with study situations and (skill) as well as how offer opportunities mobilising implies the
people who are in professional and – with what mind- for children and psychosocial mobilization of
perceived to be from personal set – the learner youth to master resources knowledge, cognitive
a different cultural development. In the approaches that competencies in the (including skills and practical skills, as
background, and to context of the task (attitude). seven domains of and attitudes) in a well as social and
individuals’ European learning that are particular context. behavior components
experiences of global Qualifications essential as they such as attitudes,
issues (i.e. situations Framework, prepare children emotions, and values
that require an competence is and youth for their and motivations. A
individual to reflect described in terms future lives and competence – a
upon and engage of responsibility and livelihoods. holistic notion - is
with global problems autonomy. therefore not
that have deep reducible to its
implications for cognitive dimension,
current and future and thus the terms
generations). competence and skill
are not synonymous
MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 7Esempio di comparazione 2/7
Parola chiave (OECD; 2018a, p.13) (EC; 2018b, p.7) (EC; 2017b, p.20) (OECD; 2015a, p. 34)
(EC; 2008, p.4)
Skills Skills are defined as the Skills – ability and skills’ means the ability to Skills are broadly defined
capacity to carry out a capacity to carry out apply knowledge and use as individual
complex and well- processes and use the know-how to complete characteristics that drive
organised pattern of existing knowledge to tasks and solve problems. at least one dimension of
thinking (in the case of a achieve results. In the context of the EQF, individual well-being and
cognitive skill). skills are described as socio-economic progress
cognitive (involving the (productivity), that can be
use of logical, intuitive measured meaningfully
and creative thinking) or (measurability), and that
practical (involving are malleable through
manual dexterity and the environmental changes
use of methods, and investments
materials, tools and (malleability). Individuals
instruments); need multiplicity of skills
to achieve diverse life
goals. Skills are also key
to understanding the
development of social
and economic
inequalities.
MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 8Esempio di comparazione 3/7
Parola (EC, 2018, Annex, p. 8) (EC; 2018b, p.7) (EC; 2018a, p.5) (EC;2017a, p.6) (EC; 2006, p. 13)
chiave
Key They are conceptualised as a Knowledge – facts and Key competences are those Key competences are those Key Competences are
Competen combination of knowledge, skills figures, concepts, ideas and competences all individuals competences all individuals defined here as a
and attitudes and the definition theories which are already need for personal fulfilment need for personal fulfilment combination of
ces of each key competence states established und support the and development, and development, active knowledge, skills and
the knowledge, skills and understanding of a certain employment, social inclusion citizenship, social inclusion attitudes appropriate
attitudes relevant for it. This area or subject; • Skills – and active citizenship. They and employment. The to the context. Key
approach supported the ability and capacity to carry are composed of 'knowledge, Recommendation defines competences are
definition of learning outcomes out processes and use the skills and attitudes' and go competences as a those which all
and its translation into curricula existing knowledge to beyond the notion of only combination of knowledge, individuals need for
or learning programmes. achieve results; • Attitudes - (academic) 'knowledge'. skills and attitudes. personal fulfilment
Knowledge – facts and figures, disposition and mind-sets to They are conceptualised as a and development,
concepts, ideas and theories act/ react to ideas, persons combination of knowledge, active citizenship,
which are already established or situations; in the skills and attitudes and the social inclusion and
und support the understanding European Framework of Key definition of each key employment.
of a certain area or subject; Competences also including competence states the
Skills – ability and capacity to values, thoughts and beliefs; knowledge, skills and
carry out processes and use the attitudes relevant for it.
existing knowledge to achieve
results;
Attitudes - disposition and mind-
sets to act/ react to ideas,
persons or situations ; in the
European Framework of Key
Competences also including
values, thoughts and beliefs
MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 9Esempio di comparazione 4/7
Parola chiave (EC;2018b, p. 53) * (ESCO; 2017)
Soft skills Taking into account the plethora of Transversal knowledge, skills and
definitions concerning social and competences are relevant to a broad
emotional, noncognitive, life, soft or 21st range of occupations and sectors. They
century skills, as well as the variety of are often referred to as core skills, basic
their scope, the personal, social and skills or soft skills, the cornerstone for
learning competence has been defined the personal development of a person.
to encompass personal (intrapersonal), Transversal knowledge, skills and
social (interpersonal) and learning competences are the building blocks
(intellectual) aspects. for the development of the "hard" skills
and competences required to succeed
on the labour market.
* (ESCO; 2017) ESCO handbook European Skills, Competences, Qualifications and Occupations, European Union, 2017
Retrieved from https://ec.europa.eu/esco/portal/document/it/0a89839c-098d-4e34-846c-54cbd5684d24 also available at
Escopedia https://ec.europa.eu/esco/portal/escopedia/Skills_pillar
MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 10Esempio di comparazione 5/7
Parola chiave (OECD; 2017, p. 31; 2018, p.4) (WBG; 2016, p.15) (OECD; 2015a, p. 34) Ibidem
Social and Skills for 2030: Social & (…) there are diverse definitions Social and Emotional Social and emotional skills –
emotional emotional skills: A set of that refer to the broad concept of Skills: individual capacities also known as non-cognitive
individual capacities that can be socioemotional skills. However, that (a) are manifested in skills, soft skills or character
(Skills) manifested in consistent despite their apparent consistent patterns of skills – are the kind of skills
patterns of thoughts, feelings differences, the definitions thoughts, feelings and involved in achieving goals,
and behaviours. Social and presented subsequently describe behaviours (b) can be working with others and
emotional skills can help balance similar underlying concept developed through formal managing emotions. As such,
and ground personalities and (Socioemotional life skills, Soft and informal learning they manifest themselves in
strengthen character. skills, No-cognitive skills, experiences and (c) countless everyday life
Character skills; 21st century influence important situations.
“Social and emotional skills” skills; Personal qualities). socioeconomics outcomes
refer to the abilities to throughout the
regulate one’s thoughts, individual’s life.
emotions and behaviour. These Achieving goals:
skills differ from cognitive Perseverance, Self-control,
abilities such as literacy or Passion for goals
numeracy because they mainly Working with others:
concern how people Sociability, Respect, Caring
manage their emotions, perceive Managing emotions: Self-
themselves and engage esteem, Optimism,
with others, rather than Confidence
indicating their raw ability to
process information.
MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 11Esempio di comparazione 6/7
Parola chiave (EC;2018b, p. 51) (UNICEF;2012, p.1) (UN; 2011) UNICEF; 2010, p.4) (WHO; 1997, p. 1)
Life Skills Various international Life skills: Refers to a Life skills: Refers to a In its recent efforts to Lifeskills are abilities
documents have large group of large group of develop a guiding for adaptive and
stressed the importance psychosocial and psychosocial and framework for life skills positive behaviour
of 'life skills', 'soft', interpersonal skills that interpersonal skills that education, UNICEF has that enable
'noncognitive', 'social can help people make can help people make consolidated the various individuals to deal
and emotional' or '21st informed decisions, informed decisions, sets of core life skills effectively with the
century skills'. Their communicate communicate drawn up by United demands and
definitions vary, but effectively, and develop effectively, and develop Nations agencies and challenges of
include a range of coping and self- coping and self- other organizations, such everyday life (· self-
cognitive (critical management skills that management skills that as CASEL, under three awareness · empathy
thinking and responsible may help lead a healthy may help lead a healthy broad categories of · communication skills
decision-making), and productive life and productive life ‘generic life skills’: • · interpersonal skills ·
personal (awareness, Cognitive – critical decision-making ·
drive, self-management) thinking and problem problem solving ·
and interpersonal skills solving skills for creative thinking ·
(communication, responsible decision critical thinking ·
negotiation, cooperation making; • Personal – skills coping with emotions
and teamwork, inclusion, for awareness and drive · coping with stress).
empathy and advocacy). and for self management;
and • Interpersonal –
skills for communication,
negotiation, cooperation
and teamwork, and for
inclusion, empathy and
advocacy
MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 12Esempio di comparazione 7/7
Parola chiave (EC;2017c, p.24) (EC;2016a, p.2) (EC;2012a, p.80) (EC; 2009, p.8)
Transversal Skills There is a set of additional, Transversal skills such as Transversal skills, such as Across sectors, transversal
transversal skills which support the digital competence, skills that cross the borders and generic skills are
development of each of the key entrepreneurship of disciplines or occupations, increasingly valued in the
competences and these transversal competence, critical are gaining significance and labour market. They include
skills include: critical thinking; thinking, problem solving or skills like abilities of problem-solving and
creativity; initiative; problem- learning to learn. communication, learning analytical skills, self-
solving; risk assessment; decision- and problem solving, as well management and
taking and constructive as languages and communication skills, the
management of feelings. competences in information ability to work in a team,
Three of these cross-cutting and communication linguistic skills and digital
competences exhibit links to the technologies, are becoming competences.
transversal skills but they could also more and more important.
be regarded as new ways of
phrasing the existing key
competences, as follows: •
'interaction and self-expression'
could be linked to the transversal
skill of ‘constructive management of
feelings’ or to the competences of
‘Communication in the mother
tongue’ and ‘Cultural awareness
and expression’ • 'taking care of
oneself and managing daily life'
MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 13Aspetto critico da considerare… (WBG, p. 7) […] “One advantage of the term skill in the previous definitions is that it denotes malleability, which opens the possibility for programs that can generate change. However, not everyone agrees. Duckworth and Yeager contend that “referring to them as skills may implicitly exclude beliefs (for example, growth mindset), values (for example, prosocial motivation), and other relational attitudes (for example, trust)”. MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 14
Esempi di costrutti misurati per concetto
WBG, 2016
MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 15OECD SSES - Competenze selezionate
Dai Paesi partecipanti
19 competenze per la REGOLAZIONE
PERFORMATIVITà DELLE
prima fase di studio EMOZIONI
15 competenze PENSIERO CRITICO EMPATIA
COMPETENZE
saranno incluse nello COMPOSITE META-COGNIZIONE DOMINI
‘BIG FIVE
COLLABORAZIONE FIDUCIA
studio principale AUTO-
EFFICACIA COOPERAZIONE
Raggruppate in 5 ampi
IMPEGNO APERTURA MENTALE
domini, più un dominio CON GLI ALTRI
di competenze
“composite”
16Punti di attenzione e di riflessione
• Definizioni fortemente dipendenti dal framework/contesto in
cui sono state create
• Sottostima di valori, atteggiamenti e credenze (che informano
le competenze ma non coincidono con esse)
• Difficoltà a cogliere le competenze in termini performativi
rispetto agli attuali strumenti di misurazione (self-reports)
Una sfida per teoria, politica educativa e valutazione
MIUR - Roma, 23/05/2018 Seminario tematico Soft Skills e competenze chiave 17cristina.stringher@invalsi.it; toto.patera_ext@invalsi.it
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