A Study of Discourses on Competencies in Education

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  • 教育における「コンピテンシー」をめぐる言説についての考察
  • キョウイク ニ オケル 「 コンピテンシー 」 オ メグル ゲンセツ ニ ツイテ ノ コウサツ

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Abstract

This research conducted a discourse analysis on the framework that defines educational policy in Japan and the world. It also assesses whether this discourse could lead the way for a sustainable society. This study drew on the narrative approach by Peter Moss to conduct meta-analysis on discourses on education. It took a broader perspective on competencies in education to embark on social transformation geared towards sustainability, which aligns with ESD’s objectives. It analyzed dominant discourses in education, by examining OECD’s Definition and Selection of Competencies Project (1997-2003), which had significant influence on defining the education framework in Japan between 2004 and 2016. It also assessed its relationships to competencies and examined their credibility on sustainability. This research identified "the story of knowledge-based society" originated from OECD’s new economic development strategy. In this narrative, children are simultaneously encouraged to acquire competencies to become competitive in the global market, while expected to cooperate for social cohesion. This dominant discourse is in line with neoliberalism and proves to be self-contradictory: the more competencies for global competitiveness are acquired the more competencies for co-existence are required because accelerated global competition tends to deplete social cohesion. To conclude, this research discusses OECD’s revised competencies published in 2019, which poses both possibilities and limitations to build a sustainable world beyond 2030.

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