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Educational Resources

Educational Competences

The Organic Law of Education (LOE) introduces the term key competences in the school curriculum. This new concept implies a whole reformulation of teaching methods. They are defined as the skills and strategies that the students must have acquired when they finish compulsory education, in order to achieve their personal fulfillment, exercise an active citizenship, incorporate to adult life, and to be able to develop a continuous learning along their lives.

Thus, the curriculum of the areas or subjects in the different compulsory education stages has been designed to contribute to the development and acquisition of eight key competences, to which we add a ninth spiritual competence: (document of competences and sub-competences developed by the Education sector of the Loiola province. We have used it as a reference due to its clarity and precision).

1. Linguistic competence.
2. Mathematical competence.
3. Scientific competence.
4. Competence in the treatment of information and digital competence.
5. Social and citizenship competence.
6. Cultural and artistic competence.
7. Learning to learn competence.
8. Competence in autonomy and personal initiative.
9. Spiritual competence.

In ALBOAN, we have been developing materials to work subjects as solidarity and Education for Development for more than 10 years. Our goal is to move forward towards the education of a responsible, committed, and inclusive citizenship of people and cultures that offer proposals of education, communications, and social participation that open alternatives to the dominant cultural model.

These materials have been set as very useful resources for the education, training, and exercise of an intercultural society engaged with reality. They can be easily adapted to the new proposal of teaching-learning processes through competences.
To facilitate the work by competences, we have adapted our data sheets establishing a proposal for each of them with the 3 competences which are developed in a clearer or more conclusive way.

In order to assess competences and use them as a reference for the planning of tasks and didactic activities in the classroom, we consider interesting and essential to break down the competences into sub-competences and indicators.

Sub-competence is the first level of generic precision to all areas, which is subsequently defined and clarified through several indicators depending on each level (see the Master Document on educational competences).

Task indicators are observable tasks which students are able to develop in order to show their command of the competences and, therefore, they are assessment indicators.

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