Four major activities were at the heart of the project:

● An analysis of existing studies of competencies considered how concepts had been used and defined. It found a considerable degree of inconsistency, pointing to the need for an overarching framework.

● A clarification of the concept of competence aimed to build a common understanding of key concepts.

● The initial selection of a set of key competencies by experts, basing their choices on research. This involved scholars, experts from many different disciplines, who worked together to find common ground that could contribute to defining key competencies with policy relevance.

● Consultation of countries within the OECD to review how each had defined and selected competencies themselves. This allowed the theoretical perspectives of experts to be related to the actual articulation of national education needs and priorities.

A central question underlying this process was whether it is possible to identify a set of competencies that can be considered as key across countries that differ in culture and perspective, or even across cultures that coexist within individual countries.

On the one hand, it was necessary to acknowledge how even common values can be interpreted differently in different cultures. On the other hand, those involved in the DeSeCo Project pointed out that certain countries have been able to identify common values even while acknowledging their differences. The project was able to identify an agreed set of fundamental ideals with which a framework of key competencies needs to be compatible. This reflects a commonality of aspiration while accepting a diversity of application. 

Although this exercise was undertaken in the context of OECD countries, similar challenges may apply to other countries and close co-operation was therefore sought with UNESCO in defining the framework.

PISA definitions of:

Reading literacy

The capacity to understand, use and reflect on written texts, in order to achieve one’s goals, develop one’s knowledge and potential, and participate in society.

Mathematical literacy 

The capacity to identify and understand the role that mathematics plays in the world, make well-founded judgments, and use and engage with mathematics in ways that meet the needs of one’s life as a constructive, concerned and reflective citizen.

Scientific literacy

The capacity to use scientific knowledge, identify scientific questions and draw evidence-based conclusions, in order to understand and help make decisions about the natural world and the changes made to it through human activity.

COMPETENCY 3-B

The ability to form and conduct life plans and personal projects 

This competency applies the concept of project management to individuals. It requires individuals to interpret life as an organised narrative and to give it meaning and purpose in a changing environment, where life is often fragmented.

This competency assumes an orientation toward the future, implying both optimism and potential, but also a firm grounding within the realm of the feasible. Individuals must be able, for instance, to:

    ● Define a project and set a goal;

    ● Identify and evaluate both the resources to which they have access and the resources they needs (e.g. time and money);

   ● Prioritise and refine goals;

  ● Balance the resources needed to meet multiple goals;

 ● Learn from past actions, projecting future outcomes; and

  ● Monitor progress, making necessary adjustments as a project unfolds.

COMPETENCY 3-A

The ability to act within the big picture This key competency requires individuals to understand and consider the wider context of their actions and decisions. That is, it requires one to take account of how they relate, for example, to society’s norms, to social and economic institutions and to what has happened in the past. 

One needs to recognise how one’s own actions and decisions fit into this wider picture. 

This competency requires individuals, for instance, to:

● Understand patterns;

● Have an idea of the system in which they exist (i.e. understand its structures, culture, practices, and formal and informal rules and expectations and the roles they play within The Definition and Selection of Key Competencies

 Why

   ● The need to realise one’s identity and set goals, in complex world

   ● The need to exercise rights and take responsibility

   ● The need to understand one’s environment and its functioning

What competencies

   A. Act within the big picture

   B. Form and conduct life plans and personal projects

  C. Defend and assert rights, interests, limits and needs it, including understanding laws and regulations,     but also unwritten social norms, moral codes, manners and protocol. It complements an understanding of rights with knowledge of the constraints on actions;

   ● Identify the direct and indirect consequences of their actions; and 

   ● Choose between different courses of action by reflecting on their potential consequences in relation to individual and shared norms and goals.

Competency Category 3: 

Acting Autonomously Acting autonomously does not mean functioning in social isolation. On the contrary, it requires an awareness of one’s environment, of social dynamics and of the roles one plays and wants to play. It requires individuals to be empowered to manage their lives in meaningful and responsible ways by exercising control over their living and working conditions.

Individuals must act autonomously in order to participate effectively in the development of society and to function well in different spheres of life including the workplace, family life and social life. This is because they need to develop independently an identity and to make choices, rather than just follow the crowd. In doing so, they need to reflect on their values and on their actions.

Acting autonomously is particularly important in the modern world where each person’s position is not as well-defined as was the case traditionally. Individuals need to create a personal identity in order to give their lives meaning, to define how they fit in. One illustration of this is with respect to work, where there are fewer stable, lifelong occupations working for a single employer.

In general, autonomy requires an orientation towards the future and an awareness of one’s environment, of social dynamics and of the roles one plays and wants to play. It assumes the possession of a sound self-concept and the ability to translate needs and wants into acts of will: decision, choice and action.

COMPETENCY 2-C

The ability to manage and resolve conflicts

Conflict occurs in all aspects of life, whether in the home, workplace or the larger community and society. Conflict is part of social reality, an inherent part of human relationships. It arises when two or more individuals or groups oppose one another because of divergent needs, interests, goals or values.

The key to approaching conflict in a constructive manner is to recognise that it is a process to be managed rather than seeking to negate it. This requires consideration of the interests and needs of others and solutions in which both sides gain.

For individuals to take an active part in conflict management and resolution, they need to be able to:

   ● Analyse the issues and interests at stake (e.g. power, recognition of merit, division of work, equity), the origins of the conflict and the reasoning of all sides, recognising that there are different possible positions;

● Identify areas of agreement and disagreement;

● Reframe the problem; and

● Prioritise needs and goals, deciding what they are willing to give up and under what circumstances. (Priorizar necesidades y metas...)

COMPETENCY 2-B

The ability to cooperate

Many demands and goals cannot be met by one individual alone but instead require those who share the same interests to join forces in groups such as work teams, civic movements, management groups, political parties or trade unions.

Co-operation requires each individual to have certain qualities. Each needs to be able to balance commitment to the group and its goals with his or her own priorities and must be able to share leadership and to support others.

 Specific components of this competency include:

  ● The ability to present ideas and listen to those of others;

  ● An understanding of the dynamics of debate and following an agenda;

 ● The ability to construct tactical or sustainable alliances;

  ● The ability to negotiate; and

 ● The capacity to make decisions that allow for different shades of opinion.