Key Competences in the Curriculum of Some European Union Countries

Year 2020, , 1419 - 1451, 30.06.2020

Özge Ceren Çelik , Mehmet Taşpınar

https://doi.org/10.15869/itobiad.733728

Abstract

In this study, the aim is to examine the curriculum implemented in Northern Ireland, Estonia, Scotland and Sweden within the scope of compulsory education in terms of key competences. In the research, by adopting the case study, which is one of the qualitative research designs, the curriculum implemented in each country within the scope of the study was regarded as a case. In the research, document analysis was used as the data collection method. Descriptive analysis was used to examine the curriculum and additional official documents implemented by in the countries within the scope of the compulsory education. The competences included in the documents examined were compared with the European Union key competences framework. As a result, it was found that key competences were included in varying degrees using different concepts in the curricula. It was observed that learning outcomes and classifications based on levels that would facilitate the reflection of the competences to the instruction process and the practices that require the evaluation of the key competences were insufficient particularly in terms of subject independent competences. In order to develop and evaluate competences, it is suggested to carry out studies on learning outcomes according to education levels, and to develop practices and activities that guide the practitioners. 

Keywords

Lifelong learning, key competences, curriculum, comparative education

Bazı Avrupa Birliği Ülkelerinde Uygulanan Eğitim Programlarında Anahtar Yeterlilikler

Abstract

Bu araştırmada amaç; Kuzey İrlanda, Estonya, İskoçya ve İsveç’te zorunlu eğitim kapsamında uygulanan eğitim programlarını anahtar yeterlilikler açısından incelemektir. Araştırmada, nitel araştırma desenlerinden, durum çalışması benimsenerek, çalışma kapsamındaki her bir ülkede uygulanan program bir durum olarak ele alınmıştır. Araştırmada veri toplama yöntemi olarak doküman incelemesi kullanılmıştır. Araştırma kapsamında bulunan ülkelerin zorunlu eğitim kapsamında uyguladıkları eğitim programları ve ek resmî belgelerin incelenmesi için betimsel analizden yararlanılmıştır. İncelenen dokümanlarda yer alan yeterlilikler Avrupa Birliği anahtar yeterlilikler çerçevesi ile kıyaslanarak incelenmiştir. Sonuç olarak, programlarda anahtar yeterliliklere farklı kavramlar kullanılarak değişen ölçüde yer verildiği belirlenmiştir. Yeterliliklerin öğretim sürecine yansımasını kolaylaştıracak öğrenme çıktılarının, düzeylendirmelerin ve anahtar yeterliliklerin değerlendirilmesini zorunlu kılan uygulamaların özellikle konu alanından bağımsız yeterlilikler açısından eksik olduğu görülmüştür. Yeterliliklerin kazandırılması ve değerlendirilmesi açısından düzeylere göre öğrenme çıktıları üzerinde daha fazla çalışma yapılması, uygulayıcıları yönlendirici uygulama ve etkinliklerin geliştirilmesi önerilmiştir.

Keywords

Hayat boyu öğrenme, anahtar yeterlilikler, eğitim programı, karşılaştırmalı eğitim

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