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Analysis of institutional authors

Valle Lopez, Javier ManuelAuthorValle JAuthorManso, JesúsAuthor
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Key competences as a trend in the supranational educational policies of the european union

Publicated to:Revista de Educacion. (EXTRA 2013): 12-33 - 2013-01-01 (EXTRA 2013), DOI: 10.4438/1988-592X-RE-2013-EXT-255

Authors: Valle, Javier; Manso, Jesus

Affiliations

Univ Autonoma Madrid, Fac Formac Prof & Educ, Dept Polit & Teoria Educ, E-28049 Madrid, Spain - Author
Univ Nebrija, Madrid, Spain - Author
Universidad Antonio de Nebrija - Author
Universidad Autónoma de Madrid - Author

Abstract

The key competences proposed by the European Union are one of the most important education policies stemming from the work done by this supranational organization, first, because the key competences measure has a real impact on the educational policies of Member States and, secondly and more importantly, because this new educational approach aims to respond more adequately to the main challenges of contemporary society (something that other international organizations and institutions have been insisting on for years). Analysis of the original EU documents on this topic provides much food for thought that has only rarely been reflected in educational, academic and political discussions. This paper offers a thoughtful synthesis of the concept and implications of competence-based learning in general and the key competences in particular. Placing this new approach within the framework of today’s society and the lifelong learning approach is the first objective the authors propose; this would facilitate a deeper understanding of the competence-based learning approach, its significance and its relevance and above all would help to overcome the widespread idea in education that the competence-based approach involves no major changes from the status quo. The authors warn again pedagogical idealism: There are risks and challenges in this new educational proposal that must be considered. Altogether, the authors argue that we must not waste any further opportunities to really adjust our educational system to competence-based learning and, above all, the acquisition of key competences by all citizens of the European Union at the end of their compulsory education.

Keywords
Compulsory educationEuropean unionInternational educationKey competencesLifelong learning

Quality index

Bibliometric impact. Analysis of the contribution and dissemination channel

The work has been published in the journal Revista de Educacion due to its progression and the good impact it has achieved in recent years, according to the agency Scopus (SJR), it has become a reference in its field. In the year of publication of the work, 2013, it was in position , thus managing to position itself as a Q2 (Segundo Cuartil), in the category Education. Notably, the journal is positioned en el Cuartil Q4 for the agency WoS (JCR) in the category Education & Educational Research.

From a relative perspective, and based on the normalized impact indicator calculated from World Citations provided by WoS (ESI, Clarivate), it yields a value for the citation normalization relative to the expected citation rate of: 6.62. This indicates that, compared to works in the same discipline and in the same year of publication, it ranks as a work cited above average. (source consulted: ESI Nov 14, 2024)

This information is reinforced by other indicators of the same type, which, although dynamic over time and dependent on the set of average global citations at the time of their calculation, consistently position the work at some point among the top 50% most cited in its field:

  • Weighted Average of Normalized Impact by the Scopus agency: 2.31 (source consulted: FECYT Feb 2024)

Specifically, and according to different indexing agencies, this work has accumulated citations as of 2025-05-06, the following number of citations:

  • WoS: 39
  • Scopus: 36
  • OpenCitations: 5
Impact and social visibility

From the perspective of influence or social adoption, and based on metrics associated with mentions and interactions provided by agencies specializing in calculating the so-called "Alternative or Social Metrics," we can highlight as of 2025-05-06:

  • The use of this contribution in bookmarks, code forks, additions to favorite lists for recurrent reading, as well as general views, indicates that someone is using the publication as a basis for their current work. This may be a notable indicator of future more formal and academic citations. This claim is supported by the result of the "Capture" indicator, which yields a total of: 91 (PlumX).

With a more dissemination-oriented intent and targeting more general audiences, we can observe other more global scores such as:

    It is essential to present evidence supporting full alignment with institutional principles and guidelines on Open Science and the Conservation and Dissemination of Intellectual Heritage. A clear example of this is:

    Leadership analysis of institutional authors

    There is a significant leadership presence as some of the institution’s authors appear as the first or last signer, detailed as follows: First Author (VALLE LAZARO, JUAN CARLOS DEL) and Last Author (MANSO AYUSO, JESUS).