Visibility of eTwinning Projects Group Newsletter no. 5 - July 2015 | Page 33
Visibility of eTwinning Projects Group July 2015 Newsletter
-----------------------------------------------------------------------------------------------------necessary for personal fulfillment and development,
active citizenship, social inclusion and employment.
While for some of these skills it is quite easy to
identify and evaluate evidence-based products and
learning assessment tools (especially for those
which refer to specific subjects: mother tongue,
foreign languages, mathematics and science and
technology), for citizenship competences you have
to devise suitable forms of assessment dealing
with a range of situations and considering the
learner in three main contexts: construction of the
self, relationships with others, relationship with the
environment.
In Italy the key competences identified by the EU
Recommendation have been recalled by the Decree
139/2007 "Regulation regarding the fulfillment of
compulsory education", which identified the eight
key competences that every citizen should get to at
the end of his/her basic schooling. Looking at them,
you can see that the semantic field of 'citizenship' is
vast and varied and contemplates man’s life in its
widest range of events.
You can also clearly see that one document, for
certain specific aspects, derives from the other –
what follows represents a comparison: on the left
there are the 8 key competences, on the right one
can see the corresponding citizenship competence:
1. Communication in the mother tongue –
Communicate
2. Communication in foreign languages –
Communicate
3. Mathematical competence and basic
competences in science and technology –
Communicate; Solve problems; Find out
connections and relations
4. Digital competence – Acquire and interpret
information
5. Learning to learn – Learning to learn; Find out
connections and relations; Acquire and interpret
information
6. Social and civic competences – Collaborate and
participate; Act in an autonomous and responsible
way
7. Sense of initiative and entrepreneurship – Plan;
Solve problems
8. Cultural awareness and expression Communicate
Indeed, the specific interest of the Decree
139/2007 of the Italian Ministry of Education
(MIUR) towards competences relating to all human
activities, beyond subject boundaries, sounds highly
significant.
The study of citizenship is vital to the formation of
an open- minded attitude to a multi-perspective
and plural view of reality, which might possibly be
geared to economic competitiveness as well, but
should above all aim at the foundation of an
ethically anthropocentric society.
This is favoured on the one hand (integrated view)
by its strong link with the knowledge of documents
at national, European and international levels (The
Charter of Fundamental Rights of the European
Union
http://www.europarl.europa.eu/charter/default_en.
htm, The Charter of the United Nations
http://www.un.org/en/documents/charter/, The
Universal Declaration of Human Rights
http://www.un.org/en/documents/udhr/,
Convention on the Rights of the Child
http://www.ohchr.org/EN/ProfessionalInterest/Page
s/CRC.aspx, Charter of values of citizenship and
integration
http://www.vatican.va/roman_curia/pontifical_coun
cils/migrants/pom2007_104/rc_pc_migrants_pom1
04_charter-integration.html) and on the other hand
(transversal view) by the several issues dealt with:
legality and social cohesion, national identity as
part of a European and an international and
interdependent community, human rights, equal
opportunities, pluralism, respect for diversity,
intercultural dialogue, ethics of individual and social
responsibility, bioethics, protection of national
treasures of artistic and cultural value.
It has become clear how crucial – for a concrete
implementation of the citizenship competences – is
a plural education based on social values and
democracy developed not "only through the
compliance to values and rules, but also through
the contribution in terms of knowledge, of s a p e r
i, of intellectual means, which take place thanks to
the cooperation between generations and among
nations. From this point of view, in order to
strengthen the European dimension, the
multilingual competence is the essential and
necessary platform for the citizens' participation in
the social and political life of the European
countries, which would enable the full participation
in democratic processes.
A grid (see
https://drive.google.com/file/d/0B470dgHMBCqDNC
1xcWtGZl9UdU0/view?usp=sharing, pp. 1-5) to
assess citizenship competences is important in the
evaluation, since it allows a systematic holistic
vision, to verify the presence of abnormal
concentrations of problematic behaviour in specific
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