You can find the links to the most recent issues here:
Volume 52, No.1 March 2017
Title : Higher education learning outcomes - transforming higher education ?
Guest Editors : Joakim Caspersen and Nicoline Frolich
Volume 51, No.4 December 2016
Title: Governance Dynamics in Complex Decentralised Education Systems
Guest Editors: Edith Hooge
Volume 51, No 3 September 2016
Title : Vocational Schooling and Social Exclusion in the Western Balkans
Guest Editors : Claire Gordon and Will Bartlett
Volume 51, No. 2 June 2016
Title: Adult Learning, Adult Skills and Innovation
Guest Editors: Richard Desjardins, Thomas Lans and Peer Ederer
A policy network identifying and analysing emergent strategies in implementing key competences into education reforms, and producing recommendations.
‘A competence refers to a complex combination of knowledge, skills, understanding, values, attitudes and desire which lead to effective, embodied human action in the world in a particular domain.’
Hoskins B., Deakin Crick R., (2010) Competences for learning to learn and active citizenship: different currencies or two sides of the same coin?, European Journal of education, Vol.45, N°1, Part II, pp.121-138
Coordinator: European Schoolnet (EUN), Belgium, http://www.eun.org
European Network of Innovative Schools, (Austria); Federal Ministry for Education, Arts and Culture, (Austria); EduConsult, (Belgium); Agency for Quality Assurance in Education and Training – AKOV, (Belgium); Junior Achievement Young Enterprise - JA-YE, (Belgium); Tiger Leap foundation, (Estonia); European Institute of Education and Social Policy – EIESP, (France); General Directorate of School Education, Ministry of Education, (France); General Inspectorate, Ministry of Education, (France); French Institute for Education, ENS-Lyon, (France); University of Helsinki, (Finland); University of Jyväskylä, (Finland); National Council for Curriculum and Assessment, (Ireland); University of Oslo, (Norway); Directorate for Innovation and Curricular Development, Ministry of Education, (Portugal); University of Lisbon, (Portugal); University of Minho, (Portugal); National Institute for Education, (Slovakia); Swedish Principals Academy, (Sweden).
In addition to the country partners, there are two expert partners from Poland and the United Kingdom and an associate partner, the University of Melbourne.
Definitions of competence tend to refer to a complex notion that goes beyond cognitive aspects, and includes attitudes and capacities in addition to a set of skills. Cross–curricular key competences have a focus in all subjects and school activities and are the responsibility of all school staff. They represent the goals that are common to the whole curriculum and constitute different types of tools that students need to adapt to a variety of situations and to continue learning throughout life. This being said, the network is based on the following key elements:
The network is funded by the Lifelong Learning Programme of the Directorate-General for Education and Culture, European Commission and co-funded by the partners.
A video is available at the following website: http://www.youtube.com/watch?v=Xej5SHqvf18
For more information on the EIESP’s contribution please contact Ms. Janet Looney at email@example.com or Mr. Alain Michel at firstname.lastname@example.org.
For further information regarding the KeyCoNet project please contact the project manager, Caroline Kearney at European Schoolnet at email@example.com