2005?5?27? Current international assessments in particular PISA (www.pisa.oecd.org) and the Adult. Literacy and Life Skills Survey (ALL
In fact measuring the quality of education outcomes
2016?11?4? 2 DeSeCo the acronym of the OECD project Definition and Selection of Competencies: Theoretical and Conceptual Foundations.
Building on the OECD Key Competencies (the DeSeCo project: Definition and and Selection of key Competencies” http://www.oecd.org/pisa/35070367.pdf ( ...
2002?2?13? Definition and Selection of Key Competencies. Neuchâtel 2003 ... Toward a Framework for Defining and Selecting Key Competencies .
Key competencies in reading mathematics and science Box B presents a definition of the three domains assessed in PISA 2009. ... www.pisa.oecd.org.
More content at: www.oecd.org/education/2030-project. Turn this page Building on the “OECD Key Competencies” identified through the DeSeCo1 project the.
2009?12?18? ii) Defining skills and competencies . ... OECD Publishing rights@oecd.org or by fax 33 1 45 24 99 30.
Education (OECD/INFE) work on core competencies for youth Consistent with the OECD definitions of financial education ... when choosing which to use.
Building on the OECD Key Competencies (the DeSeCo project: Definition and and Selection of key Competencies” http://www.oecd.org/pisa/35070367.pdf ( ...
The OECD’s Definition and Selection of Competencies (DeSeCo) Project which is summarised in this brochure provides a framework that can guide the longer-term extension of assessments into new competency domains
Nov 28 2014 · The OECD Competency Framework displays fifteen Core Competencies grouped into three clusters The blue cluster groups the delivery-related competencies The purple groups interpersonal competencies The green cluster relates to strategic competencies Delivery-related Achieving Results Interpersonal Strategic
The Definition and Selection of Competencies: Theoretical and Conceptual Foundations (DeSeCo) Project was initiated in the late 90ies to provide a solid theoretical and conceptual basis for a comprehensive range of competencies needed to face the challenges of the present and the future and to complement and inform large scale assessments such as
Th e contribution Education 2030: Key Competencies for the Future based on the theoretical and conceptual work of the OECD Project Definition and Selection of Competencies: Theoretical and Conceptual Foundations (DeSeCo) was prepared as an input paper for the OECD Secretariat in relation to the Education 2030 Project
selection of key competencies (which will be applied in the work place in social relations in democratic processes etc ) among policy makers The underlying assumption of the DeSeCo Program is that defining and selecting key competencies relevant for individuals and societies is at the same time an ethical a scientific and a political issue
1 A number of recent and ongoing OECD efforts seek to develop better definitions and measures of skills: the International Adult Literacy Survey (IALS) the programme on Definition and Selection of Competencies: Theoretical and Conceptual Foundations (DeSeCo) and the Adult Literacy and Life Skills (ALL) survey 0 2 4 6 8 10 12 0 2 4 6 8 10 12