Key Competences and New Literacies

Maria Dobryakova graduated from the Moscow School of Social and Economic Sciences and Manchester University (M.A. in Sociology) and defended her Ph.D. in social stratification at the Institute of Sociology of the Russian Academy of Sciences. Since 2006 and until 2022 she worked at the National Research University Higher School of Economics, where she headed and coordinated a number of large-scale projects in education, social sciences, as well as publications and translation projects. Prior to that, she had worked at the Independent Institute for Social Policy (as head of publications) and the Ford Foundation (Higher Education and Scholarship program). Isak Froumin headed the Institute of education at the National Research University Higher School of Economics in Moscow (Russia)the first graduate school of education in Russiafrom 2009 to 2021. After beginning his career as a principal of Kransnoyarsk University Laboratory School (Russia), he worked as the Lead Education Specialist at the World Bank, and the advisor to the Minister of Education and Science of Russian Federation. He is a fellow of the International Academy of Education. Kirill A. Barannikov is the vice-rector for strategy, Moscow City University. He is working in MCU since 2015 and has led a number of projects over Moscow schools and the university development. Among the most striking projects are the online platform for teachers to create curricula (www.prok.edu.ru), the electronic platform for assessing the quality of the educational environment (www.ecers.ru, www.sacers.ru), internet service for supporting and developing initiatives (www.zamisli.pro). Over the past ten years, he headed the center for distance education of children with disabilities of the Pedagogical Academy of Postgraduate Education, the center of curricula design and standards of the Academy of Social Management. He coordinated over 40 research projects of the Department of Education of the City of Moscow, the Ministry of Education and Science of Russia. The main areas of interest are competency models in school education, issues of standardization and curricula design in an international context, change management in schools and universities. Jarkko Hautamki graduated from University of Helsinki (majors in experimental psychology and social psychology) and defended his Ph.D. Dissertation (Measurement and Distribution of Piagetian Stages of Thinking) in University Joensuu. He became a full professor in Special Education in Helsinki University, served also the dean and founded and directed Helsinki University Center for Educational Assessment. He is the honorary professor of Faculty of Psychology at Moscow State University, member of the Finnish Academy of Science and Letters and member of The Russian Academy of Educational Sciences. His research interests include human development and schooling for thinking, interventions and special education and applying the science of development into schooling. He lives in Helsinki, Finland. Gemma Moss is the professor of Literacy at UCL Institute of Education. She has been the president of the British Educational Research Association (201517), was a member of the European Education Research Association Council (201618), was director of the Centre for Critical Education Studies at the Institute of Education (200711) and was director of the International Literacy Centre at the Institute of Education, UCL (2017-22). Her main research interests are in literacy as a social practice; literacy policy; knowledge transfer and knowledge exchange; evidence-informed practice and curriculum design; pedagogy and new technologies; primary assessment; and gender and literacy attainment. Her research includes running multi-site ethnographic case studies, combining quantitative and qualitative methods in innovative ways and using rapid evidence assessment systematic review processes to bring knowledge

Introduction: A global debate on new learning objectives.- Chapter 1 The world is changing, and education is changing with it.- Chapter 2 A framework of key competences and new literacies.- Chapter 3 Canada (Ontario): A Unifying Theme for Canadian Education Is Equity.- Chapter 4 China: Cultivating a Fully Developed PersonMoral, Intellectual, and Physically Healthy'.- Chapter 5 England: Knowledge, Competences and Curriculum Reform: Why the English Case Stands Out.- Chapter 6 Republic of Korea: Cultivating Key Competences.- Chapter 7 Finland: Improving Pupils Opportunities for Experiencing the Joy of Learning, for Deep Learning, and for Good Learning Achievement.- Chapter 8 Poland: The Learning Environment That Brought about a Change.- Chapter 9 Twenty-First Century Skills and Learning: A Case Study of Developments and Practices in the United States.- Chapter 10 Russian Federation: at a conceptual crossroads.- Chapter 11 Pedagogical and school practices to foster key competencesand domain-general literacy.- Chapter 12 A modern aspect of domain-general instrumental literacy: coding.- Chapter 13 How to Integrate New Literacy in the Curriculum Example of Environmental Literacy.- Chapter 14 Conclusion: How countries reform their curricula to support the development of key competences.