Review
to overviewApproachskills

Future Skills Concept

SBW Haus des Lernens

Structure & Clarity:

Is the approach logically structured and clearly understandable in terms of content? – Rating: Fully Met
show review + hide review ×

The model is structured into six competencies and three domains, visually represented as a circle showing links between development goals and personality growth. It is unclear from the legend whether Future Skills or their goals are depicted.

Operationalizability:

Can the described skills be concretely observed, enhanced, or developed? – Rating: Fully Met
show review + hide review ×

The competency domains are briefly characterized, followed by introductory and explanatory texts for each skill. However, no specific learning goals or rubrics are provided. The self-assessment template is free-form and lacks structured criteria.

Contextualization:

Is the societal, cultural, or technological context of the skills made visible? – Rating: Fully Met
show review + hide review ×

The school context is clearly linked to VUCA and modern uncertainties. Concepts such as 'Liquid Modernity' and studies like 'Volksschule 2030' and GDI-Future-Skills are referenced to frame the context of school and society.

Value Orientation:

Are ethical principles, responsibility, or personal stance explicitly addressed? – Rating: Fully Met
show review + hide review ×

Future Skills are presented as competencies for shaping change, grounded in personality development. Normative ideas like 'Global Identity' and 'Sustainability' are central, with a clear aim of forming 'Change Makers' and 'Game Changers'.

Societal Relevance:

Does the approach go beyond individual capabilities and address social participation or transformation? – Rating: Exemplary
show review + hide review ×

Society is central to the model. Personality development is framed in relation to social responsibility and transformation, strongly emphasizing social engagement.

Future Relevance:

Does the approach respond to current and future challenges (e.g., sustainability, digitalization, globalization) and describe a clear relation to the future? – Rating: Fully Met
show review + hide review ×

Future relevance is conveyed via concepts like VUCA and Bauman's 'Liquid Modernity', emphasizing both the unpredictability and shapeability of the future.

Educational-Theoretical Reference:

Can the approach be plausibly linked to theories of education, learning, or competence? – Rating: Weakly Developed
show review + hide review ×

The model references VUCA and neurobiological criteria (e.g., prioritizing 'willingness' over 'knowledge') but lacks further elaboration and educational theory.

Competence Logic:

Is it clear which understanding of competence (e.g., knowledge-skills-attitudes, action, mindset) underlies the approach? – Rating: Weakly Developed
show review + hide review ×

Future Skills are defined as competencies for actively shaping the future, but the underlying concept remains pragmatic and theoretically unanchored.

Transparency of Development / Methodological Design:

Is it traceable which (research/development) methods were used to develop the approach (e.g., conceptual, empirical quantitative, qualitative, mixed methods) and who was involved? – Rating: Not Evident
show review + hide review ×

The SBW-specific response names six Future Skills beyond curricula, but no methodological background or development process is provided.

Implementation Logic / Application Logic / Responsible Actors:

Is it clear who is responsible for putting the approach into practice (e.g., learners, educators, institutions, policymakers)? – Rating: Weakly Developed
show review + hide review ×

Some didactic ideas are mentioned (e.g., project-oriented learning, external experts), but implementation logic and stakeholder responsibilities are not specified.

Strategic Objective:

Is it evident which overarching goal (e.g., higher education development, education for sustainable development, innovation, entrepreneurship) the approach serves? – Rating: Weakly Developed
show review + hide review ×

The aim is to prepare children and youth for the future, with references to SDGs via 'Sustainability' and 'Global Identity'. However, the strategic goal is not further elaborated.


Direct link to the approach (external)
Show fact sheet
Show future skills
1 Not Evident
Not Implemented
The criterion is absent. There are no discernible approaches or indications of implementation.
2 Weakly Developed
Partially Recognizable
The criterion is partially present but implemented only superficially, unsystematically, or incompletely.
3 Fully Met
Implemented and Integrated
The criterion is comprehensively, consistently, and transparently implemented and functionally integrated into the overall concept.
3* Exemplary
Implemented in a Model Fashion
The criterion is realized to an outstanding degree and serves as an exemplary or model reference for implementation in comparable contexts.

Backgroundinformation reviewcriteria

Privacy settings

You can adjust the settings for the cookies here.

Please select which cookies you would like to accept and confirm by clicking the button. You will then be redirected back to the start page.

Please note that if you check the External media box, data such as your IP address may be transmitted to Google and thus possibly to a third country without a data protection agreement. This happens especially when you watch our videos. You can find more information here: Privacy Policy