Summary in English

The topic of the Educational Policy Green Paper 2000 is competency.

Chapter 1 deals with the new challenges with regard to competency.

Traditionally, subjects constitute the framework, in which knowledge is created, developed and maintained. This in particular applies to science subjects but also to the subjects studied in trade programmes and in programmes leading to a profession. Subjects are also an organisational principle for most programmes, where the totality of a given programme consists of a plurality of teaching subjects.

Subjects and competencies are therefore central concepts in the educational system.

Subjects and competencies are being put under pressure. Primarily due to an almost explosive production of knowledge - both within, across and outside the subjects. The amount of subjectmatter is becoming more and more enormous and tend to tax the framework of the traditional subjects to breaking point. From within, through the production of knowledge within the subject. And from without, through other ways and forums in which knowledge is developed and transmitted. Furthermore, the working life, in which the competency is to be used in the production, is subject to a rapid reorganisation towards a much more flexible labour market.

We therefore experience that more students seek to build up their competencies across the existing subject range. And the challenge facing the competencies is therefore how we can ensure a subjectspecific environment from which students can derive knowledge at the same time as it is possible for them to cut across it and develop their own competency in an individual perspective?

A possible answer to this challenge on the part of the subjects is to find the core of the subjects - their core competency. What is the inalienable core of competency for which, under alle circumstances, there will be a need also in a modern world - and how do we maintain and develop it?

From a pedagogical point of view, the challenge is both to maintain a high subjectspecific level and make it possible to cut across the different competencies. We must try to find the answer to the question of how the insightful master is created. And the answer to this question is no doubt that it requires the ability to cut across established insights and problemsolving methods while maintaining a possibility and room for immersion into the subject?

Chapter 2 shows how current problems in the educational policy, for instance the lacking interest in the hardcore natural sciences subjects and the possibilities and limitations of the project competency, are results of a long historical development from Antiquity to present times.

The meaning of the term 'school", which originally comes from Greek, points at the basic fact that a lot of knowledge is a result of keeping pupils and students isolated from the complex life surrounding them. It is often a condition for competency in subjects to thrive. What the more practically oriented knowledge is concerned, it is not till late in history that it has been institutionalised in the form of schools and educational institutions, as it was most easily acquired in practice. All institutionalised teaching at schools with subjects has its origins in life and exists for the sake of life, but it can easily happen that it stiffens and becomes alienated from life.

In the following, an outline is given of the development of the subject composition from the liberal arts (artes liberales) of the Antiquity through Wilhelm von Humboldt's neohumanism to the present Gymnasium and humanities programmes. The introduction of the professional, technical, and vocational subjects (science, engineering etc.) at the end of the 1800's was of epochal importance. In this context, the lacking interest in the basic natural sciences subjects is mentioned and discussed. At the same time, the necessity of the concept of core competency is pinpointed on account of the rapid development in the subjectspecific knowledge, not least within the "professional, technical, and vocational subjects.

With the point of departure in Gidden's theory on modernity, an illustration is given of IT and its importance to the teaching, among other things in the form of the current ideas of a virtual Gymnasium and university. It is furthermore underlined that the modern knowledge society also is and should be a network society.

The modern project competency has its roots back in Rousseau's and Dewey's criticism of the traditional competencies. It is underlined that the indepth knowledge, which is the objective of project work, must be supported by "inbreadth" knowledge. Depth without breadth is narrow, and breadth without depth is superficial.

The chapter ends with an observation on the function of the humanities subjects in modern society in addition to their function in the traditional humanities areas. The ability to establish cooperation between different subject groups and the project manager function is highlighted.

Chapter 3 deals with the competency of the Danish educational system seen in an international perspective.

The chapter starts by calling attention to the fact that the educational system as a national project is challenged by influences from the international community. The educational system must try to unite the two opposing values:

• The educational system as a safeguard for language and culture and

• The education system as a gateway to an international education and training market.

The influence from outside has four dimensions:

• students' need to acquire credits to study abroad
• distance learning as a possibility and chal lenge for Danish educational institutions
• foreign students? need for integration into Danish education and training environments
• immigration as a challenge to the educational system.

It is being discussed whether it is possible to define a special Danish competency. The conclusion is that "the purely Danish" aspect is more likely to be found in institutional life than in the building of competency - i.e. in the system through its correspondence with the popular/national cultures. In its structure, the Danish educational system is characterised by its technical vocational education and training programmes, its professionoriented mediumcycle higher education programmes and the relatively low priority given to the university sector. There are both advantages and disadvantages in the Danish model.

Internationalisation of the programmes is discussed in relation to a curriculum tradition and a didactical tradition. International studies are largely designed on the basis of the curriculum tradition, which throws the Danish results in relief.

There is a description of an international trend towards "adaptive" competency, and it is noted that the Danish education system has the right prerequisites for developing such a type of competency.

The chapter ends by presenting a basis for interpretation and perspectives in a strategy for development of a new competency which may allow for the prerequisite of maintaining an education system with national characteristics in a more and more globalised world.

Chapter 4 deals with competencies in higher education.

In the shortcycle and mediumcycle higher education programmes, there is - generally speaking - a close connection between the contents of the subjects of the programmes and the professions for which they qualify. The longcycle higher education programmes prepare for the highest academic level, and they represent the closest connection to the scientific environments in research and professional practice.

A world subject to dynamic change, in which the production of knowledge and competencies is becoming more isolated from institutional contexts, is challenging the natural science subjects and the teaching subjects in the higher education programmes to take a position on the core of inalienable insights which constitutes the subject and the programme. The core competency in a subject/programme defines a certain identity and wholeness, it ensures a quality level, and at the same time it makes room for freedom of choice and for raising the profile of the individual subject/programme. A continuous discussion of this must take place in order to keep the subject/programme alive and interesting for students and recipients (employers and institutions).

The core competency of a subject/programme is changeable over time, and it can only be established as a result of choices of subjects and values. Nonetheless, it is reasonable to talk about one or other form of identity in any subject/programme - a core, which contains the potential of the subject/programme. Inspiration for the educational institutions" work when it comes to deciding on the core competencies in the subjects/programmes may be derived from the two traditions which have characterised the pedagogical debate in the AngloSaxon countries and in Germany.

The appendices have been produced by a number of key persons from the world of higher education on the suggestion of the Ministry of Education. The contributions express the personal view of the authors. The contributors come from subjects/programmes such as pedagogy, science, nursing, teaching, engineering, English, Danish and History.

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© Undervisningsministeriet 2000