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Self introduction – 5’Slides – 10’◦ A possible definition◦ Main concepts from UE on social and civic competences◦ Civic Competences:
Disposition and attitudeIntellectualPartecipatoryContent knowledge
◦ Civic competences and learning to learn◦ Knowledge-based society, life-long learning, life-long
mobility, European citizenshipHandout – 5’
The set of competences that equip individuals to achieve participation in civic and working life.They provide individuals with the awareness to be part of a society founded on a set of “rules”, rights and duties, that need to be acknowledged, respected and protected in order to perform a fulfilling active citizenship and working life.
Social competences refer to personal, interpersonal and intercultural competences and all forms of behaviour that equip individuals to participate in an effective and constructive way in social and working life. It is linked to personal and social well-being.An understanding of codes of conduct and customs in the different environments in which individuals operate is essential.
Civic competence and particularly knowledge of social and political concepts and structures (democracy, justice, equality, citizenship and civil rights) equips individuals to engage in active and democratic participation.
Civic disposition and attitude encompass interpersonal and intrapersonal values, virtues, and behaviors.Tolerance and respectAppreciation of difference Rejection of violenceConcern with the rights and welfare of othersCommitment to balancing personal liberties with social responsibility to othersPersonal efficacy Sense of belonging to a group or a partyReadiness to compromise personal interests to achieve shared endsDesire for community involvement Attentiveness (to civic matters, the news, etc.)
Intellectual civic competences encompass knowing how to identify, assess, interpret, describe, analyze, and explain matters of concern in civic life.Critical thinking Perspective-takingUnderstanding, interpreting, and critiquing various mediaUnderstanding, interpreting, and critiquing different points of viewExpressing one’s opinions Active listening Identifying public problemsDrawing connections between democratic concepts and principles and one’s own life experience
Civic participatory competences encompass knowing how to cope ingroups and organizational settings, interface with elected officials and community representatives, communicate perspectives and arguments, and plan strategically for civic change.Engaging in dialogue with those who hold different perspectivesActive listeningCommunicating through public speaking, letter writing, petitioning, canvassing, lobbying, protestingManaging, organizing, participating in groupsBuilding consensus and forging coalitionsCommunity mappingUtilizing electoral processes Utilizing non-electoral means to voice opinion (protest, petitioning, surveying, letter writing, boycotting, and so on)Planning and running meetingsUtilizing strategic networks for public endsOrganizing and demonstrating
Civic content includes both core knowledge and the ability to apply knowledge to different circumstances and settings.Key historical periods, episodes, cases, themes, and experiences of individuals and groups in UE historyPrinciples, documents, and ideas essential to UE constitutional democraciesRelationship between historical documents, principles, and episodes and contemporary issuesStructures, processes, and functions of government; powers of branches and levels of UE governmentsPolitical vehicles for representing public opinion and effecting political change Mechanisms and structure of the UE legal systemRelationship between governments and other sectors Political and civic outstanding peopleSocial and political networks for making changeSocial movements and struggles, particularly those that address issues as yet unresolved Structural analyses of social problems and systemic solutions to making change
In the context of the European Union Framework of Key Competences and the need to develop indicators for European Union member states to measure progress made towards the 'knowledge economy' and 'greater social cohesion' both the competences learning to learn and civic competence have been identified as important, and research projects developed.
In the case of civic competence:the ability to be able to participate in society and voice our concerns, ensure our rights and the rights of others.
In the case of learning to learn:The ability to participate in work and everyday life by being empowered to learn and update the constantly changing competences required to successfully manage our life plans.
Both these competences are tools for empowering the individuals and giving them the motivation, autonomy and responsibility to control their own lives beyond the social circumstances in which they find themselves.The development and measurement of both these competences invoke and require values which promote democracy and human rights.
No doubt that there is a close connection among the making of a knowledge-based society, life-long mobility and European citizenship. The central concept is that the more we favour quality mobility within the life-long learning programme (LLP) the more we enable European citizens to assert their right to a full European citizenship, the higher for them the possibility to all to access a knowledge-based society.
In the close relationship between NBS and LLPthe learning side of it should guarantee plenty of opportunity to any single European citizen to give her/his qualified contribution to the making of a knowledge-based society,the lifelong side of it should guarantee any single European citizen to remain within the knowledge-based society all her/his live.
This can be achieved by “life-long mobility”.LLM helps develop social and civic competencesHigher social and civic competences lead to more active and responsible European citizenshipLIFE-LONG MOBILITY IS CRUCIAL FOR THE EUROPEAN CITIZENSHIP IN A KNOWLEDGE-BASED SOCIETY
Life-long mobility cannot but be regarded as a life-long learning mobility (LLM) aimed at the making of a steady and inclusive knowledge-based society. Hence the transition from life-long learning mobility to life-long work mobility (LWM), which is widely favoured by the European Qualification Framework for life-long learning.
Life-long learning mobility and life-long work mobility help the making of a knowledge-based society and a social market economyA KBS and a SME imply equal opportutities, occasions, situations for all A KBS and a SME andmit no divide, such as gender divide and digital divideEach individual person is to be given the opportunity to access the KBS and the SME, there to remain.
Hints and handout for a deeper insight:Social and civic competences in the knowledge-based society and a social economyBetter learning environment: a possible modelClassroom learning vs. E-learning: a surveyCivic competences: open questions on schools’ mission
If a life-long mobility for an active citizenship is important …… an active citizenship in a long-life mobility is more important still
… and I do wish it to all of [email protected]
