Araştırma Makalesi
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Key Competences in the Curriculum of Some European Union Countries

Yıl 2020, , 1419 - 1451, 30.06.2020
https://doi.org/10.15869/itobiad.733728

Öz

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. 

Kaynakça

  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • CCEA. (2007a). The Northern Ireland Curriculum Primary. Belfast: CCEA.
  • CCEA. (2007b). The Statutory Curriculum for at Key Stage 3 Rationale and Detail. Belfast: CCEA.
  • CCEA. (2009). Introduction to The Thematic Units Years 3 & 4. Belfast: CCEA. Erişim adresi:http://legacy.ccea.org.uk/curriculum/key_stage_1_2/connected_learning/thematic_units
  • CCEA. (2011). Assessing the Cross-Curricular Skills: Guide to Assessment Supporting Schools in Meeting Statutory Requirements for Assessment and Reporting Foundation Stage to Key Stage 3. Belfast: CCEA.
  • CCEA. (2013). Guidance on Assessment in The Primary School. Belfast: CCEA
  • CCEA. (2017). Assessing the Cross-Curricular Skills. From 2017/18 Assessment Arrangements. Belfast: CCEA
  • CCEA. (2019a). An Introduction to the ‘Ideas For Connecting Learning’ (ICLs). Belfast: CCEA. Erişim adresi: http://legacy.ccea.org.uk/curriculum/key_stage_1_2/connected_learning/ideas_connected_learning
  • CCEA. (2019b). Curriculum. Erişim adresi: https://ccea.org.uk/about/what-we-do/curriculum
  • CCEA. (2019c). Statutory assessment at a glance. Erişim adresi: https://ccea.org.uk/key-stages-1-2/assessment-and-reporting/statutory-assessment-glance
  • CCEA. (2019d). Task & exemplification library. Erişim adresi: https://www.rewardinglearning.org.uk/Task_Exemplification_Library
  • Commission of the European Communities. (2001). Making a European Area of Lifelong Learning A Reality. Brussels: COM 678.
  • Dabrowski, M. ve Wisniewski, J. (2011). Translating key competences into the school curriculum: lessons from the Polish experience. European Journal of Education, 46(3), 323-334.
  • Doğan, H. (2014). İlkokul programında yer alan ortak temel becerilerin öğrenci çalışma kitaplarında bulunan etkinliklerde yer alma düzeyleri (Yayımlanmamış yüksek lisans tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Education Scotland. (2017). Benchmarks, numeracy and mathematics. Erişim adresi: https://education.gov.scot/nih/Documents/NumeracyandMathematicsBenchmarks.pdf
  • Education Scotland. (2019a). Curriculum For Excellence: Experiences and outcomes. Erişim adresi: https://education.gov.scot/Documents/All-experiencesoutcomes18.pdf
  • Education Scotland. (2019b). What is curriculum for excellence? Erişim adresi: https://education.gov.scot/education-scotland/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-building-from-the-statement-appendix-incl-btc1-5/what-is-curriculum-for-excellence
  • European Commission. (2012). Assessment of key competences in initial education and training: Policy guidance. Erişim adresi: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD:2012:0371:FIN:EN:PDF
  • European Commission. (2018). Proposal for a Council Recommendation on Key Competences for LifeLong Learning. Erişim adresi: https://eur-lex.europa.eu/resource.html?uri=cellar:395443f6-fb6d-11e7-b8f5-01aa75ed71a1.0001.02/DOC_1&format=PDF
  • European Union. (2006). Key Competences For Lifelong Learning. European communities. Belgium. Eurydice. (2002). Key competencies: A developing concept in general compulsory education. Erişim adresi: http://biblioteka-krk.ibe.edu.pl/opac_css/doc_num.php?explnum_id=503
  • Eurydice. (2019). United Kingdom - Northern Ireland overview. Erişim adresi: https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-northern-ireland_en
  • Gordon, J., Halasz, G., Krawczyk, M., Leney, T., Michel, A., Pepper, D., Putkiewicz, E. ve Wisniewski, W. (2009). Key competences in Europe. Opening doors for lifelong learners across the school curriculum and teacher education. Warsaw: Center for Social and Economic Research (CASE).
  • Government of the Republic of Estonia. (2014). National Curriculum For Basic Schools. Tallinn, Toompea.
  • Halász, G. ve Michel, A. (2011). Key competences in europe: Interpretation, policy formulation and implementation. European Journal of Education, 46(3), 289-306.
  • Karasar, N. (2012). Bilimsel Araştırma Yöntemi (23. Basım). Ankara: Nobel Yayıncılık.
  • Koç, E. S. ve Erdem, A. (2016). A comparative analysis of handling level of lifelong learning competences in social education curricula, Turkey and Ireland sample. International Journal of Human Sciences, 13(1), 1293-1303.
  • MEB. (2014). Türkiye hayat boyu öğrenme strateji belgesi ve eylem planı, 2014-2018. Erişim adresi: http://abdigm.meb.gov.tr/projeler/ois/013.pdf
  • OECD. (2001). Lifelong learning for all: policy directions, education policy analysis. OECD: Paris.
  • Partnership Management Board. (2007a). The thinking skills and personal capabilities for key stages 1&2. Belfast: PMB Publication.
  • Partnership Management Board. (2007b). Thinking skills and personal capabilities for key stage 3. Belfast: PMB Publication.
  • Pepper, D. (2011). Assessing key competences across the curriculum-and Europe. European Journal of Education, 46(3), 335-353.
  • Priestley, M. ve Humes, W. (2010). The development of Scotland’s curriculum for excellence: amnesia and déjà vu. Oxford Review of Education, 36(3), 345-361.
  • Republic of Estonia Ministry of Education and Research. (2019a). Basic education. Erişim adresi:https://www.hm.ee/en/activities/pre-school-basic-and-secondary-education/basic-education
  • Republic of Estonia Ministry of Education and Research (2019b). National curricula. Erişim adresi: https://www.hm.ee/en/national-curricula-2014 Santiago, P., Levitas, A., Rado, P. ve C. Shewbridge, C. (2016). School education in Estonia, in OECD reviews of school resources: Estonia 2016. OECD Publishing, Paris.
  • Scottish Executive. (2006). A curriculum for excellence effective contributors responsible citizens successful learners confident individuals, building the curriculum 1, the contribution of curriculum areas. Erişim adresi: https://www.education.gov.scot/Documents/btc1.pdf
  • Scottish Government. (2009). Curriculum for excellence, building the curriculum 4, skills for learning, skills for life and skills for work, the Scottish Government Edinburgh. Erişim adresi: https://www.education.gov.scot/Documents/btc4.pdf
  • Scottish Government. (2011). Curriculum for excellence building the curriculum 5, a framework for assessment The Scottish Government Edinburgh. Erişim adresi: https://www.education.gov.scot/Documents/btc5-framework.pdf
  • Skolverket. (2018). Curriculum For the compulsory school, preschool class and school-age educare. AB Typoform, Stockholm.
  • Skolverket. (2019). This is the Swedish National Agency for Education. Erişim adresi: https://www.skolverket.se/andra-sprak-other-languages/english-engelska#h-Developmentandinservicetraining
  • Stake, R. (1995). The art of case study research. Thousand Oaks, CA: SAGE.
  • Sweden. (2019). Education in Sweden. Erişim adresi: https://sweden.se/society/education-in-sweden/
  • The Education Curriculum Minimum Content Order. (2007). Statutory rules of Northern Ireland, No:46, Education 26th January 2007. Erişim adresi: http://www.legislation.gov.uk/nisr/2007/46/article/1/made
  • Tiana, A., Moya, J. ve Luengo, F. (2011). Implementing key competences in basic education: Reflections on curriculum design and development in Spain. European Journal of Education, 46(3), 307-322.
  • Yıldırım, A. ve Şimşek, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. baskı). Ankara: Seçkin.

Bazı Avrupa Birliği Ülkelerinde Uygulanan Eğitim Programlarında Anahtar Yeterlilikler

Yıl 2020, , 1419 - 1451, 30.06.2020
https://doi.org/10.15869/itobiad.733728

Öz

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.

Kaynakça

  • Bowen, G. A. (2009). Document analysis as a qualitative research method. Qualitative Research Journal, 9(2), 27-40.
  • CCEA. (2007a). The Northern Ireland Curriculum Primary. Belfast: CCEA.
  • CCEA. (2007b). The Statutory Curriculum for at Key Stage 3 Rationale and Detail. Belfast: CCEA.
  • CCEA. (2009). Introduction to The Thematic Units Years 3 & 4. Belfast: CCEA. Erişim adresi:http://legacy.ccea.org.uk/curriculum/key_stage_1_2/connected_learning/thematic_units
  • CCEA. (2011). Assessing the Cross-Curricular Skills: Guide to Assessment Supporting Schools in Meeting Statutory Requirements for Assessment and Reporting Foundation Stage to Key Stage 3. Belfast: CCEA.
  • CCEA. (2013). Guidance on Assessment in The Primary School. Belfast: CCEA
  • CCEA. (2017). Assessing the Cross-Curricular Skills. From 2017/18 Assessment Arrangements. Belfast: CCEA
  • CCEA. (2019a). An Introduction to the ‘Ideas For Connecting Learning’ (ICLs). Belfast: CCEA. Erişim adresi: http://legacy.ccea.org.uk/curriculum/key_stage_1_2/connected_learning/ideas_connected_learning
  • CCEA. (2019b). Curriculum. Erişim adresi: https://ccea.org.uk/about/what-we-do/curriculum
  • CCEA. (2019c). Statutory assessment at a glance. Erişim adresi: https://ccea.org.uk/key-stages-1-2/assessment-and-reporting/statutory-assessment-glance
  • CCEA. (2019d). Task & exemplification library. Erişim adresi: https://www.rewardinglearning.org.uk/Task_Exemplification_Library
  • Commission of the European Communities. (2001). Making a European Area of Lifelong Learning A Reality. Brussels: COM 678.
  • Dabrowski, M. ve Wisniewski, J. (2011). Translating key competences into the school curriculum: lessons from the Polish experience. European Journal of Education, 46(3), 323-334.
  • Doğan, H. (2014). İlkokul programında yer alan ortak temel becerilerin öğrenci çalışma kitaplarında bulunan etkinliklerde yer alma düzeyleri (Yayımlanmamış yüksek lisans tezi). Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Education Scotland. (2017). Benchmarks, numeracy and mathematics. Erişim adresi: https://education.gov.scot/nih/Documents/NumeracyandMathematicsBenchmarks.pdf
  • Education Scotland. (2019a). Curriculum For Excellence: Experiences and outcomes. Erişim adresi: https://education.gov.scot/Documents/All-experiencesoutcomes18.pdf
  • Education Scotland. (2019b). What is curriculum for excellence? Erişim adresi: https://education.gov.scot/education-scotland/scottish-education-system/policy-for-scottish-education/policy-drivers/cfe-building-from-the-statement-appendix-incl-btc1-5/what-is-curriculum-for-excellence
  • European Commission. (2012). Assessment of key competences in initial education and training: Policy guidance. Erişim adresi: http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=SWD:2012:0371:FIN:EN:PDF
  • European Commission. (2018). Proposal for a Council Recommendation on Key Competences for LifeLong Learning. Erişim adresi: https://eur-lex.europa.eu/resource.html?uri=cellar:395443f6-fb6d-11e7-b8f5-01aa75ed71a1.0001.02/DOC_1&format=PDF
  • European Union. (2006). Key Competences For Lifelong Learning. European communities. Belgium. Eurydice. (2002). Key competencies: A developing concept in general compulsory education. Erişim adresi: http://biblioteka-krk.ibe.edu.pl/opac_css/doc_num.php?explnum_id=503
  • Eurydice. (2019). United Kingdom - Northern Ireland overview. Erişim adresi: https://eacea.ec.europa.eu/national-policies/eurydice/content/united-kingdom-northern-ireland_en
  • Gordon, J., Halasz, G., Krawczyk, M., Leney, T., Michel, A., Pepper, D., Putkiewicz, E. ve Wisniewski, W. (2009). Key competences in Europe. Opening doors for lifelong learners across the school curriculum and teacher education. Warsaw: Center for Social and Economic Research (CASE).
  • Government of the Republic of Estonia. (2014). National Curriculum For Basic Schools. Tallinn, Toompea.
  • Halász, G. ve Michel, A. (2011). Key competences in europe: Interpretation, policy formulation and implementation. European Journal of Education, 46(3), 289-306.
  • Karasar, N. (2012). Bilimsel Araştırma Yöntemi (23. Basım). Ankara: Nobel Yayıncılık.
  • Koç, E. S. ve Erdem, A. (2016). A comparative analysis of handling level of lifelong learning competences in social education curricula, Turkey and Ireland sample. International Journal of Human Sciences, 13(1), 1293-1303.
  • MEB. (2014). Türkiye hayat boyu öğrenme strateji belgesi ve eylem planı, 2014-2018. Erişim adresi: http://abdigm.meb.gov.tr/projeler/ois/013.pdf
  • OECD. (2001). Lifelong learning for all: policy directions, education policy analysis. OECD: Paris.
  • Partnership Management Board. (2007a). The thinking skills and personal capabilities for key stages 1&2. Belfast: PMB Publication.
  • Partnership Management Board. (2007b). Thinking skills and personal capabilities for key stage 3. Belfast: PMB Publication.
  • Pepper, D. (2011). Assessing key competences across the curriculum-and Europe. European Journal of Education, 46(3), 335-353.
  • Priestley, M. ve Humes, W. (2010). The development of Scotland’s curriculum for excellence: amnesia and déjà vu. Oxford Review of Education, 36(3), 345-361.
  • Republic of Estonia Ministry of Education and Research. (2019a). Basic education. Erişim adresi:https://www.hm.ee/en/activities/pre-school-basic-and-secondary-education/basic-education
  • Republic of Estonia Ministry of Education and Research (2019b). National curricula. Erişim adresi: https://www.hm.ee/en/national-curricula-2014 Santiago, P., Levitas, A., Rado, P. ve C. Shewbridge, C. (2016). School education in Estonia, in OECD reviews of school resources: Estonia 2016. OECD Publishing, Paris.
  • Scottish Executive. (2006). A curriculum for excellence effective contributors responsible citizens successful learners confident individuals, building the curriculum 1, the contribution of curriculum areas. Erişim adresi: https://www.education.gov.scot/Documents/btc1.pdf
  • Scottish Government. (2009). Curriculum for excellence, building the curriculum 4, skills for learning, skills for life and skills for work, the Scottish Government Edinburgh. Erişim adresi: https://www.education.gov.scot/Documents/btc4.pdf
  • Scottish Government. (2011). Curriculum for excellence building the curriculum 5, a framework for assessment The Scottish Government Edinburgh. Erişim adresi: https://www.education.gov.scot/Documents/btc5-framework.pdf
  • Skolverket. (2018). Curriculum For the compulsory school, preschool class and school-age educare. AB Typoform, Stockholm.
  • Skolverket. (2019). This is the Swedish National Agency for Education. Erişim adresi: https://www.skolverket.se/andra-sprak-other-languages/english-engelska#h-Developmentandinservicetraining
  • Stake, R. (1995). The art of case study research. Thousand Oaks, CA: SAGE.
  • Sweden. (2019). Education in Sweden. Erişim adresi: https://sweden.se/society/education-in-sweden/
  • The Education Curriculum Minimum Content Order. (2007). Statutory rules of Northern Ireland, No:46, Education 26th January 2007. Erişim adresi: http://www.legislation.gov.uk/nisr/2007/46/article/1/made
  • Tiana, A., Moya, J. ve Luengo, F. (2011). Implementing key competences in basic education: Reflections on curriculum design and development in Spain. European Journal of Education, 46(3), 307-322.
  • Yıldırım, A. ve Şimşek, A. (2011). Sosyal bilimlerde nitel araştırma yöntemleri (8. baskı). Ankara: Seçkin.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Özge Ceren Çelik 0000-0003-3280-0654

Mehmet Taşpınar 0000-0003-3152-0300

Yayımlanma Tarihi 30 Haziran 2020
Yayımlandığı Sayı Yıl 2020

Kaynak Göster

APA Çelik, Ö. C., & Taşpınar, M. (2020). Bazı Avrupa Birliği Ülkelerinde Uygulanan Eğitim Programlarında Anahtar Yeterlilikler. İnsan Ve Toplum Bilimleri Araştırmaları Dergisi, 9(2), 1419-1451. https://doi.org/10.15869/itobiad.733728
İnsan ve Toplum Bilimleri Araştırmaları Dergisi  Creative Commons Atıf-GayriTicari 4.0 Uluslararası Lisansı (CC BY NC) ile lisanslanmıştır.