# data[].attributes.body
21st key competences are essential part for the contemporary education system. I think the most important parts of them are using ICT at class, Project-based thinking, cultural diversity and inclusion

# data[].attributes.body
The development of the digital competences of the teacher's is essential. a new learning standard that has been practiced by teachers, according to the new curriculum, which is in line with labor market requirements.Such student learning initiatives, far from standard where they only define knowledge, but enabling them to use them to shape competencies.

# data[].attributes.body
The work of all the teachers is quite nice. I find Finnish model closer to myself. I use TET-SAT and ICT in the common point education in models and applications. I use Educational Information Network EBA which provides learning based learning, process evaluation, peer evaluation, outcome.
The work of all the teachers is quite nice. I find Finnish model closer to myself. I use TET-SAT and ICT in the common point education in models and applications. I use Educational Information Network EBA which provides learning based learning, process evaluation, peer evaluation, outcome evaluation and self evaluation, empathy building, future life transferability and personalized education programs based on cooperation. .

# data[].attributes.body
In Poland there are many programmes which help implementing key competences. Some of them are quite successful others not so great though I have no doubts key competences are a must in a 21c society.

# data[].attributes.body
Here in Romania, the framework with key competences exists but the changes become visible very slowly.

# data[].attributes.body
In my cuntry education based on key competences is include in our programmes.

# data[].attributes.body
I think the curriculum should be renewed according to these competences.

# data[].attributes.body
Curriculums should be renewed by following an absolutely competence-based strategy.At the same time, communication channels should be increased under the leadership of school leaders to speed up competency-based work.It has been demonstrated in the examples that every european country gives more weight to certain competencies.However, competencies need to be raised to the top level as a whole.

# data[].attributes.body
Is very singular that in the video there isn't one word about Italian situation. Curricula in Italian school are far to base competence and skill.

# data[].attributes.body
In my country educational policy is recognized as a major advocate of the competency-based approach to education,.That is aimed at the identification and selection of key competencies that should be developed at all levels of the educational system, so as to enable their standardization and external evaluation.  VET system in Republic of Croatia has been going through many changes, modernisations and innovations in last several years.  New curricula that will enter in vocational schools will enable greater flexibility and autonomy of the school in the choice of content and methods of work, to provide students with competence adapted to professional and personal development, and to the economy a competent workforce.

# data[].attributes.body
When thinking about skills (and now also the official documents invite to do so) the school's way of being is called into question: it must change the teaching profession, because it can not be solved in the succession of the frontal lessons, but it must also change the profession of the student [Muraglia], because it is not enough to rest on the reassuring scanning lessons, queries, exercises, repetitions. So an invitation for everyone to restart the thought, to keep the research open on innovative teaching methods, to enrich the professional teaching, to expand the repertoire of educational solutions.

# data[].attributes.body
I think it's early to have the last results of key competence. It is an innovative approach and there are pilot projects in many countries. it's depends on national strategies, motivation and pupils needs. That encourage me is an active learning in real life situation  and tackling the development of problem solving.

# data[].attributes.body
An knew way ol learning is with the access of technology. Here we think that contents are still really important, but each discipline allow us to work on competences using subject's contents. That encourage me is an active learning in real life situation  and tackling the development of problem solving.

# data[].attributes.body
I really think in order key-competences to be developed, teachers have to use a new methodology. Teachers have to be motivated to improve their own skills.

# data[].attributes.body
In my opinion, it will be interesting to have an European curriculum for all the European countries... Why not?

# data[].attributes.body
Spanish authorities promote a competence-based education and teachers are training for the new system. More investment, especially in the ICT area is needed in schools to implement the new measures. Erasmus+ projects are also helping to change education methods, above all job-shadowing experiences in countries that are more advanced in these aspects.

# data[].attributes.body
Countries try to develope their curriculum for better education. Technology is developing and students profile changes day by day. All trials for better future... In our country there are lots of problem about schools, education. Curriculum is intensive and the classes are very crowded. I ask how can I apply PBL with 50 students? Curriculum is variable, I don't find it strange I belive in it can be. I try to learn a lot of things and try to follow lots of platforms. I value my professional development but if you try for it alone in your school, you don't make it grow up alone. 

# data[].attributes.body
No information in the video concerning the relationship between key competences and education sistem in Italy. I am curious about the information/opinion you got in investigating this matter.

# data[].attributes.body
Countries try to develope their curriculum for better education. Technology is developing and students profile changes day by day. All trials for better future... In our country there are lots of problem about schools, education. Curriculum is intensive and the classes are very crowded. I ask how can I apply PBL with 50 students? Curriculum is variable, I don't find it strange I belive in it can be. I try to learn a lot of things and try to follow lots of platforms. I value my professional development but if you try for it alone in your school, you don't make it grow up alone. School culture is important, teachers' numbers believing professional development must be increase.

# data[].attributes.body
Modulo 1 -  Competence-based Education in Europe

A participatory approach involving communication with all key stakeholders is essential for broadening support for new skills-based reforms. It is not enough to change curricula, or to equip schools with new technologies, it is necessary to invest in teacher training; in Portugal it is tried to implement "Profile of the students when leaving compulsory education"

# data[].attributes.body
Italy is not mentioned in this video and I think it's pretty emblematic.
I think we're still far away from doing what schools really need to realize an actual competences-based education.

# data[].attributes.body
Alexandra, Greece
I like the idea that each country design a curriculum based in learning by doing. I believe that implementing arts, ict or real life in schools Is an innovative way of learning and that it is an experiment that need the collaboration of parents, teachers and of course governance. In Greece different prime minister means different educational policy and it is difficult to design something that changes every 2 or 4 years.

# data[].attributes.headline
I would like to see some of my older colleagues teaching following this method. I agree with the development of competences but i'm not so sure that this will reflect a better understanding of what comes ofter school

# data[].attributes.subject
I would like to see some of my older colleagues teaching following this method. I agree with the development of competences but i'm not so sure that this will reflect a better understanding of what comes ofter school

# data[].attributes.body
employers are changing expectations from employees. we have to adapt our students to these changing situations.

# data[].attributes.body
I'm agree this ideas...

# data[].attributes.body
In Portugal we need to invest in capacity building and in colaborative ways of working with the comunity; we have good practices, but we also need to continue improving our actions in schools.

# data[].attributes.body
I consider that it is very important to remind parents that they are also a significant part of the learning process of their child/children.

# data[].attributes.body
The competence based Education offers new ideas of learning. In all these programs it seems really nice to work with pupils in a more attractive way always aiming at ''critical thinking''. The development of the digital competences of the teacher's is essential but unfortunately in Greece is not considered so important.

# data[].attributes.body
New curricula in secondary education are engaging students with health, enviromental and arts projects, but during a typical lesson, specialy language or maths, new strategies are rarely implemetated.

# data[].attributes.body
A new curriculum based on competencies, a new learning standard that has been practiced by teachers, according to the new curriculum, which is in line with labor market requirements. Such student learning initiatives, far from standard where they only define knowledge, but enabling them to use them to shape competencies.
The Learning Portfolio is a contemporary approach based on quality criteria and documents the contribution of students to competency-oriented learning activities.
This process is guided and realized by the teacher, who designs and documents the activities carried out by himself (the teacher's portfolio) and guides the learning activities and outcomes (the student's portfolio). Through the portfolio design activities, efforts have been made to increase the participation of parents in the teaching process.
Lifelong learning, transforming the school into a center for building a school-family-community partnership and collaborating to develop the full potential of each learner, are priorities of MAS policies that aim at preparing the future generation with the competences of the future. required by society and the regional and global labor market.

# data[].attributes.body
It is very interesting to get a varied information about what is taking place in other European countries as far as competence-based Education is concerned. Portugal is starting now to develop a new national strategy to address this change. To achieve a successful outcome it is in my opinion fundamental to launch a national survey aimed at this competence-based learning strategy as well as provide information to all the comminity about it.

# data[].attributes.body
In our country education based on key competences is fully included in our programmes up to compulsory second education.

# data[].attributes.body
Italy could not be cited as other countries, because we not yet found a concrete form in the official frame-work of Italian school. Many documents address to the importance of TC but both teachers and school are moving nearly alone to make in practice this approach. I think that we need a common National frame-work to move more harmoniously for a most effective teaching. To be sure, Europe help us addressing our premiership

# data[].attributes.body
Supporting the development of key competences is a complex process. It involves introducing or adapting policies to improve the quality of education and to ensure that learning and teaching continues to reflect the needs of both individuals and society. In many countries an important element is the introduction of a strategic and coherent approach to improving students' knowledge, attitudes and skills in the form of a national strategy, action plan or similar policy. While such an approach is not a pre-condition for undertaking reforms, its adoption may indicate to the education community that a particular issue is considered a government priority.

# data[].attributes.body
I was particularly impressed by the teaching tolls database. It could be a great resource for competence-based education.

# data[].attributes.body
Good practices of other countries are very helpful. In-service training must be established for all teachers, in order to become more effective in implementing competence-based education.

# data[].attributes.body
The last 20 years saw a group of extensive education reforms in Italy, in line with
Europe.
Curricular
teaching
was moulded on competences, but theory was not put
in practice, as little has
been done to
translate knowledge and content in cross-curricular competences.

# data[].attributes.body
In my country teaching with key competences in new curricula needs a lot of efforts and training sections.

# data[].attributes.body
In many countries there is lack of teachers and students motivation. It is like a jigsaw, teachers are required to follow strict rules in teaching a subject. Teacher should be motivated and his/her professional space should be taken into consideration by the principal of any school.

# data[].attributes.body
It is interesting to watch how different European countries are dealing with key competences.

I really think in order key-competences to be developed, teachers have to use a new methodology. Teachers have to be motivated to improve their own skills. What happens nowadays in my country is that many teachers are demotivated. Educational policy has shift to really change and to improve teaching and learning methods.

# data[].attributes.body
When it comes to the participative approach, I consider that it is very important to remind parents that they are also a significant part of the learning process of their child/children.

# data[].attributes.body
In Greece, at the seondary education sector, there are the  PROGRAMS OF SCHOOL ACTIVTIES which engage students in cultural, environmental, health and career education projects. The sad part of these programs is that they are merely used by state teachers and the Ministry of Education as a means of supplementing working hours. Teachers that cannot be fully occupied in the school curriculum, they have to supplement extra-curricular hours by taking up some of these programs. In our school, a group of teachers are always occupied in these programs, and we have set up a Media Education Club and every year we produce short films. It's been hard work but it is worth it, when you watch the results on screen. Students learn to collaborate, think critically and be creative.

# data[].attributes.body
European countries have been working towards developing
transversal competences in schools.
Eurydice Report: Developing
Challenges and
Opportunities for Policy
at School in Europe

# data[].attributes.body
I find the examples of collaboration between schools and professionals particularly powerful. It helps the students make the connection between what's happening in the classroom and the working world.

# data[].attributes.body
Introducing competence-based education in a school, which has traditionally been based on the knowledge transmission paradigm, is a difficult task. National governments play an important role in helping this transition, and they are requested to do so by the European Parliament recommendation about the provision of ‘key competences for all’ as part of lifelong learning strategies. In Italy the notion of competence has been formally introduced in schools and we are slowly starting adapting our teaching process.

# data[].attributes.body
Unfortunately, in Greece, with the excuse of the economical crisis, they minimised the in-service training for teachers. But there are many teachers trying to learn more on their own, despite the state's attitude.
I found very interesting examples from Europe in this module's video, especially the Cultural rucksack program in Norway and the Scratch day and program about the use of ICT in Portugal.

# data[].attributes.headline
Luisa, Italy  Introducing competence-based education in a school, which has traditionally been based on the knowledge transmission paradigm, is a difficult task. National governments play an important role in pushing and facilitating such transition, and they are requested to do so by the European Parliament recommendation about the provision of ‘key competences for all’ as part of lifelong learning strategies". However, the government’s indications are not always clear and effective. The case of Italy important contradictions can be spotted. The Italian school system over the last two decades has made lots of changes; competence has been formally introduced in the Italian schools and, at the same time, avoided and delayed. The current organisation of the Italian school system and the hurdles and ambiguities which make it difficult to achieve a widespread adoption of competence-based educational strategies. The impact of school evaluation on the introduction of competence-based education is also presented. Special attention is given to vocational education and training, but also the state of nonvocational instruction in Italy is discussed. 

# data[].attributes.subject
Luisa, Italy  Introducing competence-based education in a school, which has traditionally been based on the knowledge transmission paradigm, is a difficult task. National governments play an important role in pushing and facilitating such transition, and they are requested to do so by the European Parliament recommendation about the provision of ‘key competences for all’ as part of lifelong learning strategies". However, the government’s indications are not always clear and effective. The case of Italy important contradictions can be spotted. The Italian school system over the last two decades has made lots of changes; competence has been formally introduced in the Italian schools and, at the same time, avoided and delayed. The current organisation of the Italian school system and the hurdles and ambiguities which make it difficult to achieve a widespread adoption of competence-based educational strategies. The impact of school evaluation on the introduction of competence-based education is also presented. Special attention is given to vocational education and training, but also the state of nonvocational instruction in Italy is discussed. 

# data[].attributes.body
As I see, there are differences in integrating the key competences into the  national education systems among EU countries. In Turkey, some new changes have taken place in the latest curriculums. Maybe it is a bit late but better than "never."

# data[].attributes.body
As an English teacher, I feel more and more the need to keep updated with the new trends in teaching ... and as we all know, information and communication technologies have been playing an important role in the reality of our schools and teaching in general. Undoubtely, we have to use ICT, so I think it is absolutely necessary to explore new learning situations, especially with regard to the teaching of a foreign language. Web tools and unprecedented access to authentic materials online mean that teachers can create lessons and materials tailored to the specific needs and interests of their students. In order to develop the 21st-century skills in our students,Â  teachers have to think in their lesson planning differently. Only by changing methods and tools we can develop skills that are felt to be of particular importance in today's world such as: critical thinking, problem-solving and collaboration.

Key competences are the focus of educational reform in several countries, including Portugal. Here, there is already new legislation allowing to sep out goals and frameworks for integrating key competences into school education. Some schools that are implementing the Future Classroom Labs a PBL pilot projet in progress and Scratch Projects.

In my school we have several Scratch Projects with EduScratch and more recently Gen10s, which is a Project of computational programming with Scratch.

# data[].attributes.body
I found all examples of introducing key competences in school education systems very interesting! Personally, I find capacity building to be at the core of effective implementation of competence-based education.

# data[].attributes.body
It is not a surprise that there are so many Greek educators/teachers participating in the course. Greece is a country with so many professionals who are interested in reforming the educational system yet they are individuals who unfortunately do not have central support - be it the financial crisis or set mentalities. I have to agree with almost all of my fellow-greek-colleagues that most of the reform that is being implemented in our educational system is fragmented and incomplete.

# data[].attributes.body
The school is constantly evolving ... and promotes changes in education. Along with changes in curricula, evaluation, educational environment, there is a new foundation for allowing some of these changes ... so this is a delicate problem to deal with ...

# data[].attributes.body
Changes in the school environment for everything concerning curricula, assessment, and the educational environment, there is a new foundation to allow some of these changes ... so this is a delicate problem to deal with ...
It's nice to know that national decision-makers are promoting these changes in education.

# data[].attributes.body
It´s good to know national deciders are promoting this changes in education. As said previously along with the changes in the curricula, assessment, educational environment there is a new for founds to enable some of these changes and this is a major problem in most countries, in Portugal is surely a problem.

# data[].attributes.body
Wow! I love Norway´s Cultural Rucksack Programme. It is a perfect way to ensure longlife to Norway´s Cultural life. Not only there will be more artists but also a sensitive audience to Arts and Culture in the future. As robots are already supplanting humans at work, Arts and Culture can supply jobs and a lot of well-being to future generations. It is a great idea to support them at school.

It is good to know that Spain, my country has published a didactic guide for teachers to support their integration of key competences in classroom. I had no news. Where can I get it?

# data[].attributes.body
I think in our country competence based education is not loved yet. It's part of the curricula but not a reality in the classrooms. Not only teachers but also students and parents are sceptic of the advantages of moving from the traditional method towards a more socratic way of teaching and learning. In our case, we are currently doing an Erasmus+ project on taking steps towards becoming teacher-coaches so that our students can learn how to learn.
Sure thing this course will help us a lot:)

# data[].attributes.body
Although educational policies are changing in Portugal, through the implementation of changes in the Student Profile that aim to encompass new skills for the 21st century, the truth is that there is still much to be done. It is not enough to change curricula, or to equip schools with new technologies ... it is necessary to invest in teachers training , in their professional appreciation. A recognized professional is undoubtedly a better professional...

# data[].attributes.body
We are taking baby steps. We need to train our teacher to use a new methodology, to motivate them to improve their skills ... it is not very easy to motivate teachers to change, since some are tired of trying to evolve and not be recognized by our educational policy.

# data[].attributes.body
We need to start using strategies that allow us to abandon the old methods to start using those that will allow us to attend the eight key competences.

# data[].attributes.body
In Greece when using the term “professional development” or “training” we mean participation at conferences, seminars, or workshops outside the school. Participation is not compulsory but it depends on teachers good willing. So I find the idea of in-service training very interesting and effective because it includes  all the teachers of a school.

I also find the idea of teaching tools database (Poland) interesting and it would be helpful if we could see some examples.

# data[].attributes.body
I appreciate the last part of the video especially where managers and experts meet students to help them to develop their competences and skills to enter the world of work.  Donatella Isaia said in the video refering to students: "these are our future generation, our future employees, our future customers...."  So the collaboration with external partners and companies  is  very important and should be promoted by schools

# data[].attributes.body
In my country, we tried to change our curriculums for primary and secondary schools, we tried to find the right path to take a step with the key competences framed by the European Commission integrated into Macedonian  education system. But, also still we are struggling wit difficulties to make changes with teachers to leave tradicional teaching and to think progressively.

# data[].attributes.body
In Italy the key competences are communication in the mother tongue; communication in foreign languages; competence in maths, science, and technology; digital competence; interpersonal, intercultural, social competences, and civic competence; entrepreneurship; cultural expression. http://www.cedefop.europa.eu/en/publications-and-resources/country-reports/key-competences-vocational-education-and-training-italy

# data[].attributes.body
You can read the  European Analysis of KeyCoNet’s Online Public Consultation of Stakeholders mentioned in the video from the link.

# data[].attributes.body
This year, we have new curriculums for primary and secondary school in Turkey. As it is mentioned in these curriculums, the key competences framed by the European Commission integrated into school education.

The skills in the program are: *Traditional Skills (Communication in mother tongue, Communication in foreign languages)
*Digital Skills (Literacy, Basic skills in math and science)
Horizontal Skills (Learning to learn, Social and civic responsibility, Initiative and entrepreneurship, Cultural awareness and creativity)

# data[].attributes.body
I am  a teacher from Albania.
We   have  7 competence
7 key competencies
1. Communication and expression competence; 
2. Competence of thinking; 
3. Learning competence to learn; 
4. Competence for life, entrepreneurship and the environment; 
5. Personal competence; 
6. Citizenship competence. 
7. Digital Competence

# data[].attributes.body
I believe in a school open to community, to cultural organizations and companies... a school open to the 21st century challenges.

# data[].attributes.body
Cultural rucksack in Norway. Just love that initiative!! In Spain we are focusing more and more on science and completely forgetting about anything related to cultural expressions…

# data[].attributes.body
In a country of economical (and many more other types of) stress, it is difficult to convince both individual carreer people and Ministry of Education: to find the way, time and will to corperate. It seems very interesting, and really close to reality growing communication and competences.

# data[].attributes.body
This video it was very interesting becouse now I have an idea about what is going in different European countries about key competence

# data[].attributes.body
I think that education needs collaboration in every aspect, involve and engage all stakeholders to improve the teaching and learning methods. So education would become competetive.

# data[].attributes.body
Very interested in partnership with cultural and business sectors.
In my school we're working on Magnet programmes and kind of what we've called "Meeting professionals" activities inside our curriculum.
Again: time and money to invest on it!

# data[].attributes.body
we have been talking about key competences for years, but the difficulty of applying them is so much, the evaluation is done on the basis of ratings or grids, and a skill-based learning approach is applied, since even training on the subject there is so much lack of feedback on the field of didactics.

# data[].attributes.body
I quite agree with all colleagues from Greece concerning the methods of assessment, which is oriented to subject-based curricula having as an objective the Tertiary Education. As far as the teaching of Foreign Languages is concerned there has been during the last decade a slight change in the curriculum. In the beginning there was an introduction to task-based activities which made room for the project-based learning. But we're still far away from a full implementation of competence-based education. Still the matter of assessment is very complex and demanding and we should well reflect upon different matters such as: what is the aim of assessment, how it should be implemented, the different competences and of course our pupils who are a mixed ability audience.

# data[].attributes.body
Require unanimous understanding about competency based education among the policy makes, educational officials, teachers, different companies and institutions to introduce competency based education system. I think this is demand of time. I am amazed to see that some countries are already infused competency based education in their successfully!

# data[].attributes.body
I wish we could be offered centrally-developed tools to help us implement new strategies to the educational process. A didactic guide for teachers or a teaching tools database  could definitely be useful for teachers when planning . However, the there should be  more collabiration among stakeholders, ranging from the ministry, school board and teachers, as well as wider community. I really liked the Cultural Rucksack Programme from Norway, which  could serve as an excellent example of   collaboration  on a national level.

# data[].attributes.body
As my colleagues from Greece have already addressed, there is no educational policy established, which tend to develop key-competences in school. The curriculum is too restrict and it leaves no time for developing any other competence other than traditional literacy. Nevertheless, in preschool key-competences can be developed more effectively, because there is more freedom. But when the children grow up and study to other school there is no continuity in that kind of teaching. Educators, however, in the last few decades are more and more trying to teach in a more differentiated way. In conclusion, I believe that in order key-competences to be developed, every teacher has to rethink about the way of teaching and of the main goals of education.They certainly are beyond traditional teaching.

# data[].attributes.body
An knew way ol learning is with the access of technology. In Greece is being an good effort to promote that but the structure of the schools are not so good in order to succeed it. But there is the desire of making it happen.

# data[].attributes.headline
Rosa, Bari-Italy          If competence-based education is to become a reality, improvement is needed interms of collaboration and communication among stakeholders.

# data[].attributes.subject
Rosa, Bari-Italy          If competence-based education is to become a reality, improvement is needed interms of collaboration and communication among stakeholders.

# data[].attributes.body
IN ITALY , TOO, THERE ARE MINISTERIAL GUIDE LINES TO THE DEVELOPMENT OF A COMPETENCE BASED EDUCATION. BUT TEACHERS ARE NOT BEEN PREVIOUSLY FORMED TO REACH THIS GOAL . THE RESULT IS THAT MOST OF THE TEACHERS DON'T KNOW THE RIGHT WAY TO FOLLOW AND A CONTENT BASED EDUCATION IS STILL THE MOST SPREAD.

# data[].attributes.body
Since the publication of Italian Key Competences of 2007. new efforts were made to adapt the Italian educative system to competence based education. Italian ministry published many guide lines for primary, middle and secondary school. Nowadays almost all teachers here know about competence-based education and even if there are many colleagues still resistant to this approach, the majority is almost forced to plan general activities in this way. I think that in Italy we have made a sort of mediation between the content-based education and the competence-based one. Here we think that contents are still really important, but each discipline allow us to work on competences using subject's contents.

# data[].attributes.body
Key competences are the aim of the future; but it is difficult to change our traditional teaching.

# data[].attributes.body
I think it's early to have the last results of key competence. It is an innovative approach and there are pilot projects in many countries. it's depends on national strategies, motivation and pupils needs. That encourage me is an active learning in real life situation  and tackling the development of problem solving.

# data[].attributes.body
Although the current curriculum in Greece enhances key competences, the exams orientated system (especially in secondary education) contradicts the development of key competences. Pupils develop strategies, which help them to pass the exams. On the other these strategies do not develop all strategies (for example cultural awareness & expression, social  & civic competences, sense of initiative & entrepreuneurship).

The majority of parents in Greece are interested in their children’s exams (especially in the exams for the access at the Universities), so they are interested in the key competences which have to do with the exams (Mathematical competence & basic competences in science and technology, communication in foreign languages, communication in mother tongue).

# data[].attributes.body
As far as I know, Brazilian educational system is really far from implementing a competence-based education curriculum. Although I teach in a school that brings fresh and innovative ideas  for education, as we are within a national system, it is still difficult to make changes. However, I think we are doing well so far.

# data[].attributes.body
I think in my country teachers are very eager and willing to learn how to better develop the 21st century skills. There are teachers who are a bit reluctant or not very open but with great patience and perverseness work they might be persuaded of the importance of a shift in their approach.

# data[].attributes.body
Even if there are different “terminologies” referring to these key competences used by the European nations the common feature is the will to rethink/ reorganize their school education systems with a common point of view : the human being and citizen standing in the middle!
Until that point, I agree with Anto. Up to a certain degree, politics in my country is also a matter of traditions and that's why the teachers are asked to teach the key competences, but are left alone when it comes to putting that into practice. I'm regularly treated as a fool, when I talk about PBL, CLIL, flipped classroom etc. Even my younger colleagues (I'm 56 years old) refuse to collaborate in CLIL or in smaller projects.

# data[].attributes.body
The Serbian education system has still a long way to go in order to implement new competence-base reforms. Raising the awareness of all stakeholders is the very first step. And, yes, school leaders do indeed play an important

role in communicating the objectives of the new approach to teachers, parents, learners and

the wider community.

# data[].attributes.body
The education system in Greece is unfortunately exam-oriented and various problems derive from this. Greek students view education as nothing more than merely passing examinations. This particular approach, at its worst, can stifle a student's imagination, creativity, and sense of self, qualities crucial for a child's ultimate success in and out of the classroom.

# data[].attributes.body
I totally with my Greek colleagues concerning the reality in our schools. Despite the efforts, the curriculum and daily teaching practices still remain exam-oriented, not leaving time and space to focus on essential key competences.

# data[].attributes.body
I agree with Lia and Thomas for the situation in our country   completing that there are a  lot of inspired teachers who try to learn more and this course is a good opportunity.

# data[].attributes.body
in my country of learning with key competences is a novelty,
this course is very important to me

# data[].attributes.body
In changing world we need to change and update our teaching techniques. In competence-based education we should furnish our lessons with different activites and tools. Via tools the students can be autonomous in their learning and they can be thinker, productive and creative.

# data[].attributes.body
Even if there are different “terminologies” referring to these key competences used by the European nations the common feature is the will to rethink/reorganise their school education systems with a common point of view : the human being and citizen standing in the middle!