The basic competences

One of the innovations that the LOE establishes is the treatment of the basic competences in all the areas of the curriculum. Project TribuCan contributes to the learning of such competences in its development.

The European Education Commission has established key competences or necessary skills for the learning process of people along their lifetime, and has encouraged its Member States to direct their educational policies towards this direction.
Such competences have been termed basic in the LOE. In spite of having some differences with the European ones, they are basically the same.

The key or basic competence is defined as the capacity to respond to complex demands and carry out diverse duties successfully. It involves a combination of practical skills, knowledge, motivations, ethic values, attitudes, emotions and other social components that work jointly in order to achieve an effective action.
The key competences are those which sustain personal realization, social inclusion, active citizenship and employment.

The basic competences that project TribuCan deals with are the following:

1. Linguistic communication competence

The linguistic communication competence refers to the use of language as a means of both oral and written communication as well as a device for learning and controlling behaviour and emotions.
Communication in foreign languages also demands capacities such as mediation and intercultural understanding.
This competence contributes to the creation of a positive personal image and fosters constructive relationships with other people and with the environment. Learning to communicate is to establish links with other people, approaching other cultures that gain in consideration and sympathy as they become less unknown...
The development of the linguistic competence is crucial to solve problems and learn to live in harmony with others.

Project TribuCan considers that knowing how to read understandingly the sources obtained through the Internet or the school’s library is necessary; learning to write the answers to the questions posited in the virtual room correctly, as well as being able to handle oral language fluently in order to back up the proposals both in the team and in class are also key aspects. Besides, the development of the course may be carried out in three languages: Spanish, Basque or English.

2. Mathematical competence

It is the skill that uses numbers and the basic operations, symbols and forms of expression and mathematical reasoning in order to produce and interpret information, know more about quantitative and spatial aspects of reality and solve problems related to daily life and the world of professional work.

In project TribuCan the mathematical competence is used to create the company’s plan: market research, production plan, production plan, funding, etc.

3. Competence in the knowledge and interaction with the physical world

It is the ability to interact with the physical world, not only in its natural aspects but also in the ones that are generated by human action, in a way that facilitates the comprehension of events and the prediction of consequences; the activity is aimed at the improvement and protection of the conditions of life itself, as well as the lives of men, women and the rest of living beings.

In project TribuCan the geographical, social and economic contexts of each matter are studied in the first place.

4. Treatment of information and digital competence

It refers to the ability to search, obtain, process and communicate information and turn it into knowledge.

It includes different aspects that go from information access and selection to the use and transmission of it in different media, including the use of information and communication technologies as an essential element to be informed and communicate.

The methodology of project TribuCan is based fundamentally on the use of new technologies, and it provides the necessary means for the students to make a proper use of the information available on the Internet.

5. Social and citizen competence

This competence allows a societal coexistence, understands the social reality of the world we live in and makes use of democratic citizenship. It incorporates forms of individual behaviour that enable people to live in an increasingly plural society, to mix with other people, as well as to cooperate, commit and take on conflicts. To fully acquire this competence entails to put ourselves in someone else’s place, accepting the differences, being tolerant and respecting the values, beliefs, cultures and personal and group history of other people.
Project Tribucan tackles the spirit of solidarity in particular, through the entrepreneurial project of solidarity that each school must carry out along the academic year. Likewise, it deals with real problems of the Third World and its peoples, besides studying their cultures and ways of life.

6. Cultural and artistic competence

This competence involves appreciating, understanding and valuing cultural and artistic expressions from a critical perspective, as well as to use them as a source of enjoyment and personal enrichment and consider them part of the cultural heritage of people.

Project TribuCan also studies the culture, art and history of different peoples, as well as all those aspects that might help understand their ways of life.

7. ‘Learning how to learn’ competence

Learning how to learn entails getting initiated in the learning process and being able to continue it autonomously. It also involves performing well when faced by uncertainties and searching for answers that meet the logic of rational knowledge. It entails the acceptance of diverse possible answers to the same problem and finding the motivation to search for such answers from various methodological perspectives.

Project TribuCan, through the study of the entrepreneurial qualities, offers the students the choice to organize their own individual and group learning, to reflect the facts studied critically and closely, and to develop attitudes of perseverance, motivation and self-confidence, etc.

8. Self autonomy and initiative

This competence refers to the possibility of being able to choose using your own judgement and carry out the initiatives that are needed to develop the choice selected as well as being responsible for it from an individual, social and professional perspective.

Project TribuCan proposes the creation of a company of solidarity through which the students are able to develop attitudes of willingness that show their own initiatives.

Conclusion
Project TribuCan contributes to the improvement of the basic competences that students need to achieve their personal, academic and professional goals.