Over the last two decades, several concepts have been orientating and building the processes of globalization and Europeanization in the educational area. Among all of them, highlights the concept of competence (Anderson-Levitt, 2017; López-Gómez, 2016). In fact, within the international field of educational research, a vast literature has emerged oriented towards the concept of competence and its incorporation into curricula of all educational levels (Buscà, Ambròs and Burset, 2017; Nordin and Sundberg, 2016; Tahirsylai and Sundberg, 2018). And, according with Anderson-Levitt (2017), competence-based education (CBE) is mostly present in Europe.
The main antecedents of the CBE are the standards-based education reforms during 1990s that led to discourses on competence-based education, skills-based education and/or learning outcomes (Tahirsylai and Sundberg, 2018). In this way, competence became a global (european) concept, presented as as “key assumptions”, becoming the prescribed language for supranational policies and life-long learning (Halász and Michel, 2011). European Commission (2006) defined competence as the combination of knowledge, skills and attitudes that a person must have to successfully develop and participate in the knowledge society. In other words, competence is what a person knows, understands and can do, considering personal and social values.
The EU recommendation on key competences for lifelong learning sets out eight key competences, as a reference framework: Communication in the mother tongue; Communication in foreign languages; Mathematical competence and basic competences in science and technology; Digital competence; Learning to learn; Social and civic competences; Sense of initiative and entrepreneurship; and Cultural awareness and expression (European Commission, 2006).
In the Spanish context, current Educational Law (LOMCE, 2013) has involved many changes (LOMCE is an amendment to the LOE, Organic Law of Education). One of them is the modification of the eight "basic competencies" (LOE, 2006) of the curriculum, which become seven and to be called "key competences". LOMCE slightly renames some of the previous ones, unites the scientific and mathematical, and eliminates the "personal autonomy" competence to replace it with "initiative and entrepreneurship" competence. In consequence, the seven key competences considered by the LOMCE are: Linguistic competence; Mathematical competence and basic competences in science and technology; Digital competence; Learning to learn; Social and civic competencies; Initiative and entrepreneurship; Cultural awareness and expression.
This study forms part of the research project (EDU2016-78451-P) that currently develops in the Spanish context [1]. This project aims to investigate which teacher competences are most necessary to facilitate learning of student competences to promote teacher training and improve the student´s transition to university (Domínguez, Levi, Medina y Ramos, 2012; Domínguez, Medina y López-Gómez, 2018). This contribution, specifically, intends to examine the secondary students' perceptions about the importance and perceived mastery of key competences, considering the project framework indicated above. The research questions (RQ) are: (1) What are the most important key competences from the perspective of secondary school students? (2) What are the key competences that secondary school students perceive more developed? and (3) There is correspondence between perceived importance and mastery of key competences for secondary school students?
[1] Project: "Development of competences and their impact on teacher training: harmonization of educational processes between secondary and university education" (EDU2016-78451-P), funded by the Ministry of Economy and Competitiveness (Spain).