UNELE ASPECTE COMPARATIVE ALE COMPETENȚELOR DIN DIFERITE ȚĂRI CU CELE DIN REPUBLICA MOLDOVA

Abstract

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.