FRBV26 Competence Grid: Results of All Schools

Development of Competences Across the Seven Partner Schools

France – Lycée Jean Bart, Dunkirk. 

Results were already very high in the first year and improved further during the second, particularly in digital, civic, cultural and creative competences. The third year broadly confirmed these achievements, despite variations related to changing group sizes and profiles. Cooperation, autonomy and language learning remained the most firmly established competences.

France – Collège Boris Vian, Coudekerque-Branche. 

Following relatively stable results during the first two years, the third year showed substantial progress. All or almost all students reached the highest level in information literacy, digital skills, personal reflection, civic participation, empathy and creativity. Scientific, linguistic and entrepreneurial competences remained more varied.

Guadeloupe – Collège Maryse Condé, La Désirade. 

Despite small and varying group sizes, the results indicate a gradual consolidation of competences. By the third year, all participants had reached the highest level in digital competence, civic participation, empathy, cultural expression and creativity. Language skills, autonomy and problem-solving also improved, although results remained more diverse.

Greece – 4th High School of Alimos. 

Results remained consistently high throughout the three years. The most significant progress was recorded in information literacy, language learning, scientific competence, autonomy and cultural expression. Collaboration, creativity and learning to learn became lasting strengths, while negotiation and the ability to cope with uncertainty remained slightly less developed.

Ireland – Coláiste Cholmcille. 

Starting from an already strong position, the school achieved almost universally outstanding results in the second year. The third year confirmed excellent performance in information literacy, digital competence, autonomy, critical thinking and creativity. However, more varied results were observed in spoken communication, scientific competence, civic participation and entrepreneurship.

Italy. 

Development was more varied across competences and groups. The clearest progress concerned foreignlanguage communication, collaborative learning, civic participation, and cultural and creative expression. Digital, scientific, entrepreneurial and problem-solving competences remained distributed across intermediate and advanced levels and should therefore continue to be reinforced.

Slovakia – Gymnázium Kukučínova, Poprad. 

Results remained high throughout the project. Multilingual, digital, collaborative and civic competences became increasingly secure, while the number of students assessed at the lowest levels decreased in several areas. The third year particularly confirmed progress in communication, autonomy, civic participation and the ability to adapt to unfamiliar situations, although some cultural and reflective competences remained more varied.

Overall project assessment. 

Overall, the competence grids demonstrate positive development in the European key competences. The most consistent achievements concerned multilingual communication, cooperation, autonomy, digital competence, active citizenship, cultural awareness and creativity. Scientific and entrepreneurial competences, together with certain aspects of critical thinking, developed less evenly and should remain priorities for future activities. Although the group sizes and student profiles varied from one year to another, the consistency of the results across the seven partner schools confirms the positive impact of RESpectOl on students’ personal, academic, intercultural and civic development.