Key Skills for the 21st Century
Key Skills for the 21st Century
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In a rapidly changing and highly interconnected world, every person needs a set of key competences, and their development needs to take place continuously throughout life.
The key competencies, as defined in this framework, aim at laying the foundations for a more democratic and equitable society.
The key competences respond to the needs of sustainable and inclusive growth, social cohesion and further development of democratic culture.
Knowledge
Knowledge
Knowledge is made up of facts and figures, concepts, ideas and theories that are already established and support understanding in a particular field or subject.
Attitudes
Attitudes
Attitudes describe the disposition and mindset to act or react to ideas, people or situations.
Skills and Abilities
Skills and Abilities
Skills and abilities are defined as the ability to carry out processes and use existing knowledge to achieve results.
Values
Values
Values are priorities that guide the spending of one's time on achieving outcomes important to success.
Key competencies are developed throughout life through formal, non-formal and informal learning activities in a variety of settings, including family, school, workplace, neighborhood and other communities.
All key competencies are considered equally important; each contributing to a successful life in society. Key competences can be applied in different contexts and in different combinations. They overlap and intertwine; key issues in one area can support competencies in another. Critical thinking, problem-solving, teamwork, communication and negotiation skills, analytical thinking, creativity and intercultural aptitude are integral parts of the key competencies.
Key competencies for the entire life > 8 levels of learning outcomes
Key competencies for the entire life > 8 levels of learning outcomes
DigComp Framework
DigComp Framework
DigComp provides a common understanding of what digital competence means
DigComp provides a common understanding of what digital competence means
#2 Practical Application
#2 Practical Application
- teams of 4-5 teachers
- 20 minutes
Explore the information on DigComp, on this page and in the document button below.
Decide which 3 ideas are most relevant to your team from this exercise.
Write them down in the place indicated by the trainer.
Being digitally competent is different from using digital tools.
Being digitally competent is different from using digital tools.
Digital competence involves confident and critical use of technologies for career, formal, non-formal and informal learning, self-development and participation in social life (EC, 2006).
Digital competence is part of the key competences framework for lifelong learning and is interlinked with other competences.
Digital competence involves using digital technologies with confidence, constructive skepticism and responsibility, and using them for learning, at work, and for participation in society.
Digital competence involves using digital technologies with confidence, constructive skepticism and responsibility, and using them for learning, at work, and for participation in society.
Digital skills include information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), safety (including digital well-being and cybersecurity skills), intellectual property issues, and problem-solving and critical thinking.
Digital skills include information and data literacy, communication and collaboration, media literacy, digital content creation (including programming), safety (including digital well-being and cybersecurity skills), intellectual property issues, and problem-solving and critical thinking.
5 areas of competence shape digital competence
21 DigComp digital competence items
Source: Adapted from Carretero, Vuorikari and Punie, 2017
The first 3 domains (Information and Data Literacy; Communication and Collaboration; Digital Content Creation) refer to competences that can be pursued through specific activities and uses.
On the other hand, domains 4 and 5 (Security and Problem Solving) are "transversal" as they apply to any type of activity carried out through digital means. The problem-solving elements, in particular, are present in all competences, but a specific domain has been defined to highlight the importance of this aspect for the appropriation of technology and digital practices.
The progression of the acquisition of the above skills is outlined in three different domains: the complexity of the tasks, autonomy and the need for guidance to achieve them and the cognitive domain indicated by the use of action verbs according to Bloom's taxonomy, as you will see in this button ...
The progression of the acquisition of the above skills is outlined in three different domains: the complexity of the tasks, autonomy and the need for guidance to achieve them and the cognitive domain indicated by the use of action verbs according to Bloom's taxonomy, as you will see in this button ...
Cunoștințe, abilități, valori și atitudini esențiale legate de competența digitală
Cunoștințe, abilități, valori și atitudini esențiale legate de competența digitală
Citizens should understand how digital technologies can support communication, creativity and innovation and be aware of their possibilities, limitations, effects and risks. They should understand the general principles, mechanisms and rationale behind evolving digital technologies and know the basic function and use of different devices, software and networks. Citizens should have a critical approach to the validity, reliability and impact of information and data made available through digital means and be aware of the ethical and legal principles involved in the use of digital technologies.
Citizens should be able to use digital technologies to support their active citizenship and social inclusion, collaboration with others and creativity to achieve personal, social or commercial goals. Skills include the ability to use, access, filter, evaluate, create, program and share digital content. Users must have the ability to manage and protect digital information, content, data and identities, as well as recognise and effectively use software, devices, artificial intelligence, or robots.
Utilizarea de tehnologii și conținuturi digitale necesită o atitudine reflexivă și critică, dar care manifestă în același timp curiozitate, este deschisă și orientată spre viitor în ceea ce privește evoluția acestora.
Este necesară, de asemenea, o abordare etică, sigură și responsabilă a modului de utilizare a acestor instrumente.
Given the convergence of media and digital technologies, while technical skills are important, the ability to consume and critically use digital content across a multitude of devices and understand the transformative effects of technology is essential.
This skill demands engagement across the curriculum, as well as increased attention to how students and teachers consume and interact with media. The challenge of developing this competence is therefore much greater than integrating technology per se into teaching, as the former has implications across the curriculum.
So, in the context of our project, we can define digital competence as "the integrated and functional use of digital knowledge, skills, values and attitudes". (Aesaert et al; 2013).
Source: 4.6.2018 RO Jurnalul Oficial al Uniunii Europene C 189/9; https://eur-lex.europa.eu/legal-content/RO/TXT/PDF/?uri=OJ:C:2018:189:FULL&from=EN
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