Transversal competence has been formulated into the core curriculum to integrate general upper secondary education. Defined for the set purpose, there are six areas of transversal competence that help to direct the knowledge and skills learned and discussed in the subjects to practical life. It refers to the cognitive skills, meta-skills, and opportunities that underlie the life-long learning paths and competence needed in studies, at work, in hobbies, and in everyday life.
The transversal competence areas are:
Well-being competence
- Caring for oneself and others
- Recognition and utilisation of own strengths; identity construction
- Grit and resilience in a world of change and surprises
Interaction competence
- Emotional and empathy skills
- Social and collaboration skills; collaborative learning skills
- Language awareness and constructive communication skills (mediation)
Multidisciplinary and creative competence
- Curiosity and motivation to learn; to find meanings and to combine things in new ways
- Self-regulated learning, factual criticism, development of learning-to-learn skills
- Multiliteracy in the digital era
Societal competence
- Democracy skills, influencing for a safe, just and sustainable future
- Using competences for one’s own and the benefit of society
- Ability to transform as regards life in general, and the world of work. An entrepreneurial disposition
Ethical and environmental competence
- Value-based and ethical action for the common good
- Appreciation of the diversity of nature; research-based climate action
- Appreciation of circular economy and sustainable consumerism
Global and cultural competence
- International competences; global citizen’s disposition
- Knowledge of Finnish, European and global heritage, appreciation of cultural diversity
- Ethical agency in the globalised spheres of media and technology
