Improving learning competence in schools—what relevance does empirical research in this area have for teacher training?

Abstract

In an increasing manner, schools are challenged with the task of making pupils masters of their own learning so that they are able to approach and deal with their tasks independently. Such a promotion of learning competences implies the promotion of competence in subject knowledge and method competence, as well as in social and personal competence. The present article analyses the question of how the acquisition of learning competences may be enhanced at school and at the level of educational systems. A study (2002–2004), commissioned by the Bertelsmann Foundation was to provide relevant information in this respect, the results of which are presented in this contribution. After a technical definition of the term of ‘learning competence’ the author explains how the schools of the inquiry split up these general categories of learning competences into partial areas of competence and/or dimensions, subsequently determining these as set goals for their future work on school development. The improvement of learning competences implies numerous changes at the level of content, method and organisation. The different ways in which such quality development in schools may be achieved are being analyzed and categorized in the available contribution. Finally we take a look at the conditions that are to be fulfilled in order to be able to successfully improve learning competences at school by describing these as vital tasks for future research and development.

C'est de plus en plus un objectif de l'école de faire des élèves des experts de leur propre apprentissage, afin qu'ils puissent aborder et travailler indépendamment sur les problèmes posés. La promotion de la compétence de méthode et de la compétence pour la matière, de l'auto‐compétence ainsi que de la compétence sociale font partie d'une telle promotion de la compétence d'apprentissage. Dans le présent article, la question est de savoir comment des écoles et des systèmes éducatifs peuvent encourager l'acquisition d'une telle compétence d'apprentissage. Une étude (2002–2004), commanditée par la Fondation Bertelsmann, fournira des informations valables à ce sujet. Ses résultats sont présentés dans cette contribution. Après avoir déterminé une définition technique de la notion de la compétence d'apprentissage, on décrit comment les écoles interrogées ont subdivisé ces descriptions générales de la compétence d'apprentissage en compétences partielles et/ou dimensions, et en définissant ceux‐ci comme objectifs du développement scolaire envisagé dans l'avenir. En effet, une telle promotion de la compétence d'apprentissage entraîne de nombreuses modifications dans les écoles, qui concernent les contenus, les méthodes aussi bien que l'organisation. Ce travail de développement scolaire peut être effectué par des voies assez différentes, ceux‐ci font également l'objet de la présente contribution en les analysant et catégorisant. Finalement, on spécifiera quelles sont les conditions nécessaires pour que la promotion de compétence d'apprentissage dans l'école réussisse et les décrira comme facteurs essentiels pour les tâches de développement et de recherche dans l'avenir.

Cada vez más las escuelas se fijan como meta hacer de sus alumnos los expertos de su propio aprendizaje, para que puedan afrontar y resolver los problemas que se les plantean. La promoción de la competencia de método y habilidades, de la auto competencia y de la competencia social forman parte de tal promoción de capacidades de aprendizaje. En el presente artículo, se investiga en la cuestión de cómo se puede fomentar la adquisición de una competencia para el aprendizaje en las escuelas y en los sistemas educativos. Con el fin de propocionar las informaciones relevantes a este respecto, se hizó un estudio (2002–2004), encargado por la Fundación Bertelsmann (Bertelsmann‐Stiftung), cuyos resultados se incluyen en esta contribución. Después de una definición técnica del concepto de competencia de aprendizaje, se describe cómo las escuelas participantes en la investigación efectuaron una subdivisión de la descripción general de la competencia de aprendizaje en competencias parciales y/o dimensiones, determinando éstas como objetivos de desarrollo futuro. La promoción de una competencia de aprendizaje, implica numerosas modificaciones en cuanto al contenido, la metodología y la organización del trabajo escolar. Promover el desarrollo escolar es una meta que puede ser realizada por caminos diferentes, los cuales serán presentados y categorizados en la presente contribución. Finalmente se presentan las condiciones necesarias para que la promoción de la competencia de aprendizaje en la escuela tenga éxito, describiéndose en función de sus importantes implicaciones para la investigación y el desarrollo futuro.

Es ist zunehmend Ziel von Schule, die Schüler zu Experten für ihr eigenes Lernen zu machen, damit sie Aufgabenstellungen selbständig angehen und bearbeiten können. Zu einer solchen Förderung von Lernkompetenz gehört die Förderung der Sach‐ und Methodenkompetenz, der Sozial‐ und der Selbstkompetenz. In dem vorliegenden Artikel wird der Frage nachgegangen, wie Schulen und Bildungssysteme den Erwerb von Lernkompetenz fördern können. Eine von der Bertelsmann‐Stiftung in Auftrag gegebene Studie (2002–2004) sollte hierüber Aufschluss geben. Deren Ergebnisse werden in diesem Beitrag vorgestellt. Nach einer Arbeitsdefinition zum Begriff der Lernkompetenz wird erläutert, wie die befragten Schulen diese groben Beschreibungen von Lernkompetenz in Teilkompetenzen bzw. Dimensionen unterteilt haben und diese wiederum als Ziele ihrer weiteren Schulentwicklung definiert haben. Die Förderung von Lernkompetenz zieht nämlich zahlreiche inhaltliche, methodische und organisatorische Veränderungen in der Schule nach sich. Diese Schulentwicklungsarbeit kann auf recht unterschiedlichen Wegen erfolgen, die ebenfalls im vorliegenden Beitrag analysiert und kategorisiert werden. Abschließend werden Gelingensbedingungen von Lernkompetenzförderung in der Schule aufgeführt und als zukünftig wichtige Forschungs‐ und Entwicklungsaufgabe beschrieben.

Notes

1. Because of its importance in helping individuals to deal successfully with the general and individual challenges of the knowledge society, learning competence is considered to be one of the basic competences enabling individual and group learning (Baumert, 2001). Weinert explicitly emphasises learning competence as an educational target which should be achieved together with the acquisition of intelligent and applicable knowledge, method‐instrument key competences, social competences and an understanding of values. Weinert's definition of competence is therefore more than cognitive skills and performance. He considers that competences must always be defined as learnable competences (Weinert, 2001, 27f).

2. Because of the background of the schools in the study (members of the Network of Innovative Schools) it could be presumed that a holistic school development process had at least partially been initiated and that they had implemented successful examples of the acquisition of learning competence or had studied reasons why its acquisition had not been successful in the school.

3. The variety of definitions and applications of learning competence, which can only be touched on here, is a clear indication of the debate and differences of opinion surrounding its use. It can only be regarded as a framework which requires the definition of values. Both Klieme and Weinert point to the difficult relationship between competences related to one discipline and those needed in all disciplines. Since the extent to which the competences have been acquired was to be evaluated in educational standards, the KMK (the umbrella organisation with representatives of all the ‘Länder’ educational ministries in Germany) has decided to define them in a purely functional manner, reducing them to cognitive aspects. They are then specific for one area i. e. limited to one context sector, but still considered to be of general relevance, in spite of their limitations. In the educational standard context the KMK therefore limits Weinert's diversification using the argument that the KMK is not in a position to account for a diversification into the non‐cognitive area (Klieme, 2004, p. 12). This is a further clear indication that the entire spectrum of learning competences cannot be covered in educational standards.

4. The list is an indication of how competences defined in this way are always in danger of also being seen as pre‐requisites for the ability of pupils to be ‘educated’, and of being understood and used as the result and aim of educational processes.

5. These questions are continually being discussed in the debate about key qualifications. The extent to which this type of grading can be defined or achieved in the next few years is questionable. It is indeed questionable as to whether there will ever be an agreement on this.

6. The third method of improving learning competences was a combination of both the above mentioned. It is quite optimal but it was found much less seldom. It appears that an important finding was that the understanding and agreement reached on aims requires some sort of organisational framework for implementation, regardless of whether the pupils acquire the learning competences implicitly or explicitly. The school has to decide how the support for improving learning competences is going to be provided and which organisational or educational shape this is to take. Looking at the junior schools, and the educational system of all disciplines being combined in one general lesson which is used at some of the schools, it would be important to start by asking how can low context, e. g. direct, methods' learning, be provided as a basic training (e. g. computer learning, presentation) and how can it be integrated into high context methods' learning allowing for reflective periods? How and to what extent and at what point in time can discipline specific competences (e.g. reading competences or learning by experimentation in general science or social science lessons) be taught or learnt in junior schools?