2. Articole

Permanent URI for this collectionhttps://msuir.usm.md/handle/123456789/52

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Subject: search.filters.subject.transversal competences

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    UNELE ASPECTE COMPARATIVE ALE COMPETENȚELOR DIN DIFERITE ȚĂRI CU CELE DIN REPUBLICA MOLDOVA
    (CEP USM, 2024) Guțu, Vladimir; Boliev, Veaceslav; Georgescu, Ioana-Corina
    Updating the school curriculum in the Republic of Moldova is part of the general issue of educational reforms. The problem of transferring the educational policies of the European Union, but also of the good practices regarding curriculum development, becomes a priority. Canceling the transfer of key competences for lifelong learning and key competences for sustainable development is a strategic, but also a tactical/operational objective. In order to successfully achieve this objective, it is necessary to analyze, in a comparative plan, the state of affairs in different countries. We mention that in the given article the following notions are differentiated: “key competences”, “transversal competences”, “transdisciplinary competences”, “generic competences”. Transversal competences are defined at a high level of generalization and are formed within all curricular areas. Transdisciplinary competences express different connections between disciplines within a field of knowledge. Generic competences cover the major fields of education, science education, social education, aesthetic education, etc. Key competences are those competences that all citizens need for personal fulfillment and development, employment, etc.
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    VALENȚELE DISCIPLINELOR ȘCOLARE ÎN FORMAREA COMPETENȚELOR INTER- ȘI TRANS-DISCIPLINARE
    (CEP USM, 2024) Șevciuc, Maia; Țurcanu, Carolina; Boliev, Veaceslav
    The given article is dedicated to the approach of Education Plans from the perspective of the formation of inter- and transdisciplinary skills. The focus is on the analysis of the formative values of the Curriculum, of school subjects in the formation of transversal skills in different countries. Six transversal competences are identified from the structure of the key competences of the Council of Europe and the clear disciplines, which contribute to their formation, in the first place. We found several differences in the structure of the school subjects through which the identified skills are formed in different countries. The analysis of the correlation of school subjects with transversal skills represents an effective methodological mechanism for relevant curriculum design. It is also proposed to measure the interference of school discipline with transversal competence, which can be measured by qualifications, to a large extent, to an average extent, to a small extent, it does not manifest itself.