{"id":395,"date":"2023-07-13T10:42:33","date_gmt":"2023-07-13T10:42:33","guid":{"rendered":"https:\/\/skil.lu\/?page_id=395"},"modified":"2026-01-07T09:14:20","modified_gmt":"2026-01-07T09:14:20","slug":"information","status":"publish","type":"page","link":"https:\/\/skil.lu\/?page_id=395&lang=en","title":{"rendered":"Information"},"content":{"rendered":"\n<div style=\"height:30px\" aria-hidden=\"true\" class=\"wp-block-spacer\"><\/div>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong>What is SKI-L?<\/strong><\/strong><\/h2>\n\n\n\n<p>The psychological test \u201cSch\u00fcler Kognitionsinventar \u2013 Luxemburg (SKI-L)\u201d within cycle 4 is offered each year as part of the guidance procedure from primary to secondary education &#8211; <a href=\"https:\/\/men.public.lu\/en\/systeme-educatif\/fondamental\/passage-enseignement-secondaire.html\" target=\"_blank\" rel=\"noreferrer noopener\">Proc\u00e9dure Passage Fondamental Secondaire (PFS)<\/a>. It mesures logical, numerical, and spatial thinking, as well as memory. In addition to the cognitive test, a self-assessment part of the SKI-L, consideres the pupil\u2019s subjective perception on school and studying.<\/p>\n\n\n\n<figure class=\"wp-block-video\"><video height=\"1080\" style=\"aspect-ratio: 1920 \/ 1080;\" width=\"1920\" controls src=\"https:\/\/skil.lu\/wp-content\/uploads\/2025\/10\/Skil-EN-HD-1080p.mp4\"><\/video><\/figure>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong>Why is the SKI-L organised?<\/strong><\/strong><\/h2>\n\n\n\n<p>Through the SKI-L test, additional information is gathered. In combination with school performance (results shown in the bilan) and the results of the <a href=\"https:\/\/pfs.script.lu\/epreuves\/index.php\" target=\"_blank\" rel=\"noreferrer noopener\">\u00c9preuves Communes<\/a>, it can be useful within the decision-making process regarding school guidance.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong>Historical background<\/strong><\/strong><\/h2>\n\n\n\n<p>In the past, a single entrance examination decided on school guidance after the 6th grade of primary education. Ever since, the guidance procedure evolved and now includes different elements, namely a portfolio with the pupil\u2019s productions gathered over two years, the results of school assessments, the results of the national <em>\u00c9preuves Communes<\/em> and, on the parents\u2019 demand, the results of the psychological tests.<\/p>\n\n\n\n<p>Psychological testing has also evolved over the last 25 years. The current version has been adapted in collaboration with the University of Luxembourg, more precisely with the <a href=\"https:\/\/www.uni.lu\/fhse-en\/research-groups\/luxembourg-centre-for-educational-testing-lucet\/\">Luxembourg Centre of Educational Testing (LUCET)<\/a>. The main aim is to provide additional language free information to the school results.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Content of the test<\/strong><\/h2>\n\n\n\n<p>The SKI-L \u2013&nbsp;Sch\u00fclerkognitionsinventar Luxemburg&nbsp;consists of two main parts :<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>the psychological tests that assess the student&#8217;s&nbsp;<span class=\"trigger_cognitive_potential tk-modal-link\"><strong>cognitive potential<\/strong><\/span> on 4 dimensions<\/li>\n\n\n\n<li>a&nbsp;<span class=\"trigger_sa tk-modal-link\"><strong>self-assessment<\/strong><\/span> on the pupil&#8217;s self-perception on 6 psychological dimensions related to school and learning.<\/li>\n<\/ol>\n\n\n\n<p>Psychological tests focus on assessing dimensions relevant to learning in a school context and provide feedback on the student&#8217;s potential, as well as recommendations on how to activate and nurture that potential.<\/p>\n\n\n\n<div class=\"wp-block-bod-modal-block bod-block-popup align-center\"><span class=\"bod-block-popup-trigger type_selector\" data-selector=\"trigger_cognitive_potential\"><\/span><div style=\"background-color:rgba(0,0,0,0.27)\" class=\"bod-block-popup-overlay\" data-disabled-overlay-close=\"false\" data-disabled-escape-close=\"false\"><\/div><div role=\"dialog\" aria-modal=\"false\" aria-labelledby=\"\" aria-describedby=\"\" class=\"bod-block-popup-wrap undefined\"><div style=\"background-color:#ffffff;border-radius:4px \" class=\"bod-block-popup size-xl\" data-transition=\"fade\"><div id=\"\" style=\"background-color:rgba(150,38,142,1);padding:12px 0px ;text-align:center\" class=\"bod-modal-title\"><h2 style=\"color:rgba(255,255,255,1)\">Cognitive Potential<\/h2><\/div> <div id=\"\" style=\"padding:12px 20px \" class=\"bod-modal-content\">\n<p><strong>Cognitive tests<\/strong>&nbsp;measure the following 4 dimensions:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Logical reasoning&nbsp;<\/strong>\u2013 ability to identify patterns, ability to adapt to changing conditions<\/li>\n\n\n\n<li><strong>Numerical reasoning&nbsp;<\/strong>\u2013 ability to work flexibly with numbers<\/li>\n\n\n\n<li><strong>Spatial thinking&nbsp;<\/strong>\u2013 ability to orient oneself in space and to imagine objects mentally<\/li>\n\n\n\n<li><strong>Memory&nbsp;<\/strong>\u2013 ability to memorize and reproduce invented word sequences (auditory memory), respectively the ability to memorize and recognize figures (visual memory)<\/li>\n<\/ul>\n\n\n\n<p>\u24d8 As memory is important for the student\u2019s learning process, different mnemonics can be learned and applied in order to optimise learning (\u201cmemory\u201d as a keyword for a search on\u00a0<a href=\"https:\/\/ssl.education.lu\/eduLibrary\/App\/b42a0038-a1fd-43d0-8d75-5dd7ab4552ab\/items\" target=\"_blank\" rel=\"noreferrer noopener\">CePAS edulibrary<\/a>).<\/p>\n<\/div> <\/div> <div class=\"bod-block-popup-closer\"><\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-bod-modal-block bod-block-popup align-center\"><span class=\"bod-block-popup-trigger type_selector\" data-selector=\"trigger_sa\"><\/span><div style=\"background-color:rgba(0,0,0,0.27)\" class=\"bod-block-popup-overlay\" data-disabled-overlay-close=\"false\" data-disabled-escape-close=\"false\"><\/div><div role=\"dialog\" aria-modal=\"false\" aria-labelledby=\"\" aria-describedby=\"\" class=\"bod-block-popup-wrap undefined\"><div style=\"background-color:#ffffff;border-radius:10px \" class=\"bod-block-popup size-xl\" data-transition=\"fade\"><div id=\"\" style=\"background-color:rgba(150,38,142,1);padding:12px 0px ;text-align:center\" class=\"bod-modal-title\"><h2 style=\"color:rgba(255,255,255,1)\">Self-Assesment<\/h2><\/div> <div id=\"\" style=\"padding:12px 20px \" class=\"bod-modal-content\">\n<p>In relation to the&nbsp;<strong>\u201cMe at school\u201d self-assessment<\/strong>&nbsp;component, for each measured dimension, 5-7 statements are rated by the student on a scale from 1 to 4 (strongly disagree \u2013 disagree \u2013 agree \u2013 strongly agree).<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Need for cognition<\/strong>&nbsp;\u2013 reported pleasure to think about complex mental tasks, need for information, assessment of own cognitive abilities<\/li>\n\n\n\n<li><strong>Self-regulation<\/strong>&nbsp;\u2013 an important competence with regard to successful lifelong learning, including goal setting, planning and reviewing of the learning process and goals<\/li>\n<\/ul>\n\n\n\n<p>A distinction is made between setting goals, planning the learning process and monitoring it. In the questionnaire, only follow-up questions are asked, in the sense that the learner constantly examines his or her learning process and checks whether or not the learning objectives have been achieved.<\/p>\n\n\n\n<p>\u24d8 Self-regulation competence can be worked on using learning methods (\u201clearning to learn\u201d as a keyword for a search on\u00a0<a href=\"https:\/\/ssl.education.lu\/eduLibrary\/App\/b42a0038-a1fd-43d0-8d75-5dd7ab4552ab\/items\" target=\"_blank\" rel=\"noreferrer noopener\">CePAS edulibrary<\/a>).<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Self-concept<\/strong>&nbsp;\u2013 assessment of pupil\u2019s own school performance compared to actual performance (good, average, not good)assessment of pupil\u2019s own school performance compared to actual performance (good, average, not good)<\/li>\n<\/ul>\n\n\n\n<p>\u24d8 A pupil who is hard on himself\/herself (self-concept &lt; actual school report) shows good motivation, but may not take enough time to congratulate himself\/herself and be happy with what has been achieved, on the other hand, for pupils who think they are doing well, but school results show different outcomes (self-image &gt; actual school report), highlighting benchmarks for a more realistic self-assessment are useful.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Conscientiousness<\/strong>&nbsp;\u2013 a good predictor of success at school and in the workplace, involving organisational ability, reliability, efficiency, determination and accuracy of work.<\/li>\n<\/ul>\n\n\n\n<p>\u24d8 Working on reward strategies related to goal orientation will help change less conscientious habits.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Stress resistance<\/strong>&nbsp;\u2013 ability to cope with exam-related stress (anxiety associated with exams)<\/li>\n<\/ul>\n\n\n\n<p>\u24d8 Stress is a spontaneous, natural, cascading biological and psychic reaction of the body to its environment and can be worked on by training in different stress management methods.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Emotional stability<\/strong>&nbsp;\u2013 ability to deal with different emotions<\/li>\n<\/ul>\n\n\n\n<p>\u24d8&nbsp;Emotions (positive and negative ones) play an important role allowing us to adapt our behaviour. For 4.2. pupils approaching the adolescent phase, it is useful to be able to establish good emotional management, for personal well-being and learning.<\/p>\n<\/div> <\/div> <div class=\"bod-block-popup-closer\"><\/div><\/div><\/div>\n\n\n\n<p><\/p>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Test make-up session<\/strong><\/h2>\n\n\n\n<p>If your child was unable to take part in the in-class testing session, there are two possibilities.<\/p>\n\n\n\n<p>Contact the psychologist and\/or class teacher to arrange a make-up session in a parallel class within the same school.<\/p>\n\n\n\n<p>If this is not possible, please register your child for a <a href=\"https:\/\/forms.office.com\/pages\/responsepage.aspx?id=xQ4KNpTw8UWjGcbcNWAnBPkfvuIw9mFDu9grnuVFTehUQ1oyVEZVMVJQODhaUU1aR0g5VTA5WUdDTi4u\" target=\"_blank\" rel=\"noreferrer noopener\">make-up session<\/a> organised at a regional level (late January\/early February).<\/p>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong><strong><strong>Communication of results<\/strong><\/strong><\/strong><\/strong><\/h2>\n\n\n\n<p>Once pupils have taken part in the SKI-L tests, individual results reports are drawn up. The class psychologist communicates the results to parents and pupils after the Easter holidays (during the 5th individual exchange of the orientation procedure in cycle 4.2).<\/p>\n\n\n\n<div class=\"wp-block-file\"><a id=\"wp-block-file--media-d9aa160e-84d9-40e9-8f07-73485c45fbd1\" href=\"https:\/\/skil.lu\/wp-content\/uploads\/2023\/07\/SKIL_ExampleFB_2023_EN.pdf\" target=\"_blank\" rel=\"noreferrer noopener\">Example of individual report<\/a><\/div>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong>Support by psycho-socio-educational professionals<\/strong><\/strong><\/h2>\n\n\n\n<p>Regarding stress and emotion management, <a href=\"https:\/\/cepas.public.lu\/en\/espace-public\/soutien-et-accompagnement\/cente-de-consultations\/stress-less.html\" target=\"_blank\" rel=\"noreferrer noopener\">specific workshops<\/a> are offered by CePAS<em>\u2013 <\/em>Centre psycho-social et d\u2019accompagnement scolaires during the summer holidays to help young people find their own balance and self-confidence in preparation for year 7: registration requests via <a href=\"mailto:info@cepas.public.lu\">info@cepas.public.lu<\/a>.<\/p>\n\n\n\n<p>At secondary school level, the Ministry of Education, Children and Youth (MENJE) offers specialised services to support and help young people and their parents in matters of well-being during adolescence, specific needs and school and career guidance.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>SePAS \u2013 Service psycho-social et d\u2019accompagnement scolaires&nbsp;<\/li>\n\n\n\n<li>SSE \u2013 Service socio-\u00e9ducatif<\/li>\n\n\n\n<li>COI \u2013 Cellule d\u2019orientation et d\u2019int\u00e9gration scolaires<\/li>\n\n\n\n<li>ESEB \u2013 Service pour \u00e9l\u00e8ves \u00e0 besoins sp\u00e9cifiques<\/li>\n<\/ul>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong>Further information on school guidance<\/strong><\/strong><\/h2>\n\n\n\n<p>In Luxembourg, a diversified public offering of high schools and international schools is available to more than 50,000 students. \u201cFroen zum Lyc\u00e9e\u201d <a href=\"https:\/\/www.edulink.lu\/420y\"><strong>is a podcast<\/strong><\/a> from the Ministry of Education, Children and Youth that answers your questions about public secondary education! The podcasts are in French or Luxembourgish.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"><strong><strong>Data protection<\/strong><\/strong><\/h2>\n\n\n\n<p>The <a href=\"https:\/\/www.uni.lu\/fhse-en\/research-groups\/luxembourg-centre-for-educational-testing-lucet\/\">LUCET<\/a> (University of Luxembourg) is responsible for developing the SKI-L test and for statistical analysis of the data. The psychologists coordinated by the Ministry of Education, Children and Youth (MENJE) are responsible for administering the test in schools as well as for guidance advice within the transition from primary to secondary education. <\/p>\n\n\n\n<p>In accordance with the directives of the European General Data Protection Regulation, data protection is guaranteed by a pseudonymisation process. All students are given a numeric or alphanumeric code for each test, which is used only once and does not allow their identity to be determined. The University uses this code to evaluate the data contained in the test and questionnaire without being able to identify the students. Only the psychologist in the student\u2019s class can assign this code to the tested pupils as part of the guidance process.<\/p>\n\n\n\n<hr class=\"wp-block-separator has-css-opacity\"\/>\n\n\n\n<h2 class=\"wp-block-heading\"><strong>Contacts<\/strong><\/h2>\n\n\n\n<div class=\"wp-block-bod-modal-block bod-block-popup align-center\"><span class=\"bod-block-popup-trigger type_selector\" data-selector=\"enter\"><\/span><div style=\"background-color:rgba(0, 0, 0, 0.1)\" class=\"bod-block-popup-overlay\" data-disabled-overlay-close=\"false\" data-disabled-escape-close=\"false\"><\/div><div role=\"dialog\" aria-modal=\"false\" aria-labelledby=\"\" aria-describedby=\"\" class=\"bod-block-popup-wrap undefined\"><div style=\"background-color:#ffffff;border-radius:10px \" class=\"bod-block-popup size-m\" data-transition=\"fade\"><div id=\"\" style=\"background-color:#ffffff;text-align:left\" class=\"bod-modal-title\"><h2 style=\"color:#000000\">Potentiel Cognitif <\/h2><\/div> <div id=\"\" class=\"bod-modal-content\">\n<p>Les <strong>tests cognitifs<\/strong> mesurent les 4 dimensions suivantes&nbsp;:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><strong>Raisonnement logique<\/strong> &#8211; aptitude \u00e0 rep\u00e9rer des r\u00e9gularit\u00e9s, capacit\u00e9 d\u2019adaptation \u00e0 des conditions changeantes<\/li>\n\n\n\n<li><strong>Raisonnement num\u00e9rique<\/strong> &#8211; aptitude \u00e0 travailler les nombres avec flexibilit\u00e9<\/li>\n\n\n\n<li><strong>Raisonnement spatial<\/strong> &#8211; aptitude \u00e0 s\u2019orienter dans l\u2019espace et \u00e0 s\u2019imaginer des objets mentalement<\/li>\n\n\n\n<li><strong>M\u00e9moire&nbsp;<\/strong>\u2013 aptitude \u00e0 m\u00e9moriser et reproduire des s\u00e9ries de mots invent\u00e9s (m\u00e9moire auditive), respectivement aptitude \u00e0 m\u00e9moriser et rep\u00e9rer des figures (m\u00e9moire visuelle)<\/li>\n<\/ul>\n\n\n\n<p><em>\u24d8&nbsp;Comme la m\u00e9moire s\u2019av\u00e8re importante lors des apprentissages de l\u2019\u00e9l\u00e8ve, afin d\u2019optimiser ces derniers, diff\u00e9rentes mn\u00e9motechniques peuvent s\u2019apprendre et s\u2019appliquer (\u00ab&nbsp;m\u00e9moire&nbsp;\u00bb comme mot clef pour une recherche sur<\/em>&nbsp;<a href=\"https:\/\/ssl.education.lu\/eduLibrary\/LibrarySearch.aspx?LibraryId=58c00c73c4443008a83f7c0f#$0$24$%5B%22Book%22%2C%22Video%22%2C%22Audio%22%5D$DateCreated-desc$table\">CePAS edulibrary<\/a>).<\/p>\n<\/div> <\/div> <div class=\"bod-block-popup-closer\"><\/div><\/div><\/div>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:50%\">\n<h4 class=\"wp-block-heading\"><strong>Universit\u00e9                                                                 du Luxembourg<\/strong><\/h4>\n\n\n\n<p class=\"has-text-align-left\"><strong>LUCET<\/strong><br>Maison des Sciences Humaines<br>11, Porte des Sciences<br>L-4366 Esch-sur-Alzette<\/p>\n\n\n\n<p><\/p>\n\n\n\n<p class=\"has-text-align-left\"><a href=\"mailto:info@skil.lu\" target=\"_blank\" rel=\"noreferrer noopener\">info@skil.lu<\/a><\/p>\n\n\n\n<figure class=\"wp-block-image size-large is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"1024\" height=\"168\" src=\"https:\/\/skil.lu\/wp-content\/uploads\/2021\/11\/Logo_LUCET_external-1024x168.jpg\" alt=\"University of luxembourg Logo\" class=\"wp-image-86\" style=\"width:293px;height:auto\" srcset=\"https:\/\/skil.lu\/wp-content\/uploads\/2021\/11\/Logo_LUCET_external-1024x168.jpg 1024w, https:\/\/skil.lu\/wp-content\/uploads\/2021\/11\/Logo_LUCET_external-300x49.jpg 300w, https:\/\/skil.lu\/wp-content\/uploads\/2021\/11\/Logo_LUCET_external-768x126.jpg 768w, https:\/\/skil.lu\/wp-content\/uploads\/2021\/11\/Logo_LUCET_external-1536x251.jpg 1536w, https:\/\/skil.lu\/wp-content\/uploads\/2021\/11\/Logo_LUCET_external.jpg 1620w\" sizes=\"auto, (max-width: 1024px) 100vw, 1024px\" \/><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:50%\">\n<h4 class=\"wp-block-heading\">Minist\u00e8re de l&#8217;\u00c9ducation nationale, de l&#8217;Enfance et de la Jeunesse<\/h4>\n\n\n\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-9d6595d7 wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\">\n<p><strong>Coordination nationale Passage Fondamental Secondaire (PFS) &#8211; volet psychologique<\/strong><br>Service de l&#8217;Enseignement Fondamental <br>33, Rives de Clausen <br>L-2165 Luxembourg<\/p>\n\n\n\n<p><br><a href=\"mailto:skil@men.lu\" target=\"_blank\" rel=\"noreferrer noopener\">skil@men.lu<\/a><\/p>\n\n\n\n<figure class=\"wp-block-image size-full is-resized\"><img loading=\"lazy\" decoding=\"async\" width=\"878\" height=\"220\" src=\"https:\/\/skil.lu\/wp-content\/uploads\/2025\/10\/GOUV_MENJE@2x.png\" alt=\"Minist\u00e8re de l'\u00c9ducation nationale, de l'Enfance et de la Jeunesse Logo\" class=\"wp-image-627\" style=\"width:300px\" srcset=\"https:\/\/skil.lu\/wp-content\/uploads\/2025\/10\/GOUV_MENJE@2x.png 878w, https:\/\/skil.lu\/wp-content\/uploads\/2025\/10\/GOUV_MENJE@2x-300x75.png 300w, https:\/\/skil.lu\/wp-content\/uploads\/2025\/10\/GOUV_MENJE@2x-768x192.png 768w\" sizes=\"auto, (max-width: 878px) 100vw, 878px\" \/><\/figure>\n\n\n\n<p><br><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<p><\/p>\n","protected":false},"excerpt":{"rendered":"<p>What is SKI-L? The psychological test \u201cSch\u00fcler Kognitionsinventar \u2013 Luxemburg (SKI-L)\u201d within cycle 4 is offered each year as part of the guidance procedure from primary to secondary education &#8211; Proc\u00e9dure Passage Fondamental Secondaire (PFS). It mesures logical, numerical, and spatial thinking, as well as memory. In addition to the cognitive test, a self-assessment part&hellip;&nbsp;<a href=\"https:\/\/skil.lu\/?page_id=395&#038;lang=en\" rel=\"bookmark\">Read More &raquo;<span class=\"screen-reader-text\">Information<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"neve_meta_sidebar":"","neve_meta_container":"contained","neve_meta_enable_content_width":"off","neve_meta_content_width":100,"neve_meta_title_alignment":"","neve_meta_author_avatar":"","neve_post_elements_order":"","neve_meta_disable_header":"","neve_meta_disable_footer":"","neve_meta_disable_title":"on","footnotes":""},"class_list":["post-395","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/skil.lu\/index.php?rest_route=\/wp\/v2\/pages\/395","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/skil.lu\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/skil.lu\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/skil.lu\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/skil.lu\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=395"}],"version-history":[{"count":73,"href":"https:\/\/skil.lu\/index.php?rest_route=\/wp\/v2\/pages\/395\/revisions"}],"predecessor-version":[{"id":748,"href":"https:\/\/skil.lu\/index.php?rest_route=\/wp\/v2\/pages\/395\/revisions\/748"}],"wp:attachment":[{"href":"https:\/\/skil.lu\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=395"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}