{"id":9225,"date":"2025-06-25T08:27:15","date_gmt":"2025-06-25T06:27:15","guid":{"rendered":"https:\/\/academy.grainesdepaix.org\/ressources\/skills\/"},"modified":"2026-05-24T15:51:47","modified_gmt":"2026-05-24T13:51:47","slug":"skills","status":"publish","type":"ressource","link":"https:\/\/academy.grainesdepaix.org\/en\/ressources\/skills\/","title":{"rendered":"Skills"},"content":{"rendered":"
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UNESCO defined the term in 2008 as follows:<\/strong><\/p>\n

A set of abilities “that an individual has to mobilize, independently and effectively, his or her knowledge, know-how, attitudes, values, etc., to provide adequate responses to issues of various kinds”. (1)<\/p>\n

She wrote even then:<\/p>\n

“Around the world, curricula today are clearly tending to strike the right balance between knowledge, skills, values and attitudes in the products they deliver to their students. Traditional curricula were strongly focused on the transmission of knowledge – in particular, the memorization and retention of “prefabricated” facts and data. This model, however, is of little use to students at a time when the fields of our knowledge are rapidly expanding, and when lower-order intellectual skills (such as memorization) need to be supplemented to an increasing extent by higher-order intellectual skills (analytical and synthesizing skills, problem-solving ability, evaluation) and by social, emotional, relational and other life-related skills.” (2) <\/p>\n

“The recent emphasis on competencies is indicative of a shift in pedagogical thinking (…) towards a more balanced vision, (combining) memorized ‘prefabricated’ knowledge, (and) achievements resulting from learning combining knowledge, know-how, attitudes and values.” (3)<\/p>\n

“Skills can be broadly understood as the sui-generis articulation of knowledge, know-how, values, attitudes, behaviors, routines and thought patterns that can be mobilized effectively and autonomously by individuals or groups to solve problems, meet challenges and seize opportunities. Competencies are actually demonstrated in action, by the way individuals or groups engage in all kinds of interactions – and this is another reason why they are equated with know-how, as competencies are meant to be “operational” and “visible” evidence of knowledge, skills, attitudes, etc. in the context of different (real) life situations.” (4) (5) <\/p>\n

(1) UNESCO, Bureau International de l’Education (BIE) and Deutsche Gesellschaft f\u00fcr Technische Zusammenarbeit (GTZ), Preparation for life and work: a comparative study focusing on basic education (primary and lower secondary) in developing African countries, Dakmara Georgescu, Philip Stabback, Klaus Jahn, Elmehdi Ag-Muphtah and Philippe de Castro, 2008-9<\/p>\n

(2) id. p. 7
(3): id. p.25
(4) id. p. 20
(5) Approach based on the 4 pillars of education defined in “Le Rapport \u00e0 l’UNESCO pour la Commission Internationale de l’Education pour le 21e si\u00e8cle”, entitled “L’Education, un tr\u00e9sor est cach\u00e9 dedans”, directed by Jacques Delors, 1996. <\/p>\n<\/div>\n<\/div>\n

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See also Peace skills<\/a>, which include psychosocial skills<\/a>, intercultural skills<\/a>, citizenship skills<\/a>, as well as critical thinking<\/a> and peace-critical<\/a> skills.<\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

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