Volume 11 Issue 1 (2022)

The Influence of Gender and Secondary School Type on the Development of Key Competence for Lifelong Learning Communication in a Foreign Language among High School Students

pp. 93-104  |  Published Online: October 2022  |  DOI: 10.22521/unibulletin.2022.111.7

Svetlana Pandiloska Grncharovska, Kiril Barbareev

Abstract

Background/purpose: Knowledge and proficiency in foreign languages has always been considered a characteristic of respectable and educated members of society, and it has long been considered that learning languages contributes to the enrichment of one’s personality. This especially applies in modern living conditions, where foreign language proficiency has become essential to successfully function within an international community which has become increasingly plurilingual.

Materials/methods: The goal of this paper is to determine to what level secondary education in the Republic of North Macedonia develops the key competence of communication in a foreign language among students. In order to throw light on the various aspects of learning foreign languages and their respective cultures, a questionnaire with assessment scales was constructed, and which was then applied to 160 students from secondary schools in the Municipality of Tetovo.

Results: The findings lead us to conclude that secondary school students in the Republic of North Macedonia have not mastered their ability to learn foreign languages and their cultures to a sufficient level.

Conclusion: Being proficient in languages other than one’s mother tongue is a prerequisite for achieving important life goals such as employment and job retention, obtaining citizenship or a permit to work in another country, achieving horizontal and vertical career growth, establishing social relations and similar goals. For this particular reason, life in multilingual and multicultural Europe obliges its citizens to actively study non-native languages at all levels of education.

Keywords: key competencies, communication in a foreign language, lifelong learning

References

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

European Commission. (2005). Council Recommendation on key competences for lifelong learning. https://education.ec.europa.eu/focus-topics/improving-quality/key-competences

European Commission. (2008). The European Qualifications Framework for Lifelong Learning (EQF). Office for Official Publications of the European Communities. http://relaunch.ecompetences.eu/wp-content/uploads/2013/11/EQF_broch_2008_en.pdf

Conception of vocational education for occupations. (2008). Skopje, Center for Vocational Education and Training.

English language curriculum for first year. (2001). Reformed high school education, Skopje: Ministry of Education and Science.

English language curriculum for second year. (2002). Reformed high school education, Skopje: Ministry of Education and Science.

English language curriculum for third year. (2002). Reformed high school education, Skopje: Ministry of Education and Science.

English language curriculum for fourth year. (2002). Reformed high school education, Skopje: Ministry of Education and Science.

English language curriculum for first year. (2003). Secondary vocational education, Skopje: Ministry of Education and Science.

English language curriculum for second year. (2003). Secondary vocational education, Skopje: Ministry of Education and Science.

English language curriculum for third year. (2003). Secondary vocational education, Skopje: Ministry of Education and Science.

English language curriculum for fourth year. (2004). Secondary vocational education, Skopje: Ministry of Education and Science.

http://publications.europa.eu; https://www.academia.edu

Announcement

UNIBULLETIN News!

► New issue coming soon! (Volume 13 Issue 1, 2024)

Call for Papers

UNIBULLETIN is calling for submissions. Authors are invited to submit papers from the all fields of the Education (General) and Social Sciences (General) in the international context. All submissions should be presented only in English.