Development directions for the school curriculum, from the perspective of training students' transverse competences

Abstract

Assuming the presupposition that certain categories of students' transverse competences support the process of personal development, of professional (self) training and of structuring social skills, we have considered the opportunity of a study based on the development directions and modalities of the school curriculum, efficient in structuring these competences. Our article is structured on three dimensions: a) presenting the theoretical and methodological bases of the transverse competences' formation process; b) analyzing the national curricula in EU countries, with relevance to the trans-curricular competences' issue, as far as the primary and secondary education are concerned; c) describing a study of empirical research (methodology, tools, results, conclusions), which reveals subjects' adhesion (didactic staff, experts, students) to the flexible curricular structures and the cognitive interests regarding this issue.