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Designing and implementing teacher policies using competence frameworks as an integrative policy tool
Author(s) -
Halász Gábor
Publication year - 2019
Publication title -
european journal of education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.577
H-Index - 45
eISSN - 1465-3435
pISSN - 0141-8211
DOI - 10.1111/ejed.12349
Subject(s) - competence (human resources) , professional development , engineering ethics , knowledge management , psychology , pedagogy , computer science , engineering , social psychology
Abstract Competence frameworks are important tools to regulate professions and professional activities in modern societies. They can be used to ensure and improve the quality of professional work, to communicate the needs of society and clients to professionals, to orientate professional development and to support ethical professional behaviour. This powerful tool is often used by teacher policies aimed at improving the quality of teacher work. The use of competence frameworks as a quality improvement tool has been strongly encouraged by qualification frameworks based on competence descriptions. This article is a concise and revised version of one of the chapters of a study published by the European Commission proposing the use of competence frameworks as an integrative policy tool to “boost teacher quality”. It suggests that competence frameworks can be used as the core component of an integrated policy mix supporting the improvement of teacher quality in education systems. It is suggested that this “transversal” policy tool is used to ensure the coherence of various policy measures.