Competences in civic education in the context of the debate on civic education standards
Poor performance of German pupils in international comparative study on the effectiveness of education PISA 2000, as well as the European debate related to the role of education in enhancing the competitiveness resulted in the national discussion on competencies and training standards. For the first time on such a large scale, it is noted that they can be described both from the perspective of the education system, as well as from the perspective of their use in the economy. It concluded that the test of competence should be arranged to meet the expectations of education and labor market. Therefore, one must ask which characteristics of competence will be useful to policy aimed at the approximation of education to labor market needs. Since then, there has been an intensive discussion related to the desired model of competence, which would equip students with the necessary knowledge, skills and abilities to understand more complex contexts. The above discussion also applies to civic education, for which the first competency model has been submitted by the Gesellschaft für Politikdidaktik und politische Jugend und Erwachsenenbildung (GPJE, Association of Civic Education for Youth and Adults). Although the basic direction for standardization still has not been agreed on, in today’s debate there are three key trends associated with models. They all relate to the presented GPJE model.