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| + | __NOTOC__ |
| − | <div class="teaser-text">[[File:Understanding-glossary.png | right | 200px]]On this page we selected definitions regarding key terminology of non-formal education, key-competence based learning and Democratic Citizenship Education. | + | <div class="methodpage-content">[[File:Understanding.png | right | 200px]] |
| | + | <div class="teaser-text">Looking for a definition of citizenship education or what "non-formal" actually means? This page gathers some glossaries and pages from Competendo with definitions and terminology. Our chapter [[Understanding]] also explains some key concepts of modern learning and teaching. |
| | </div> | | </div> |
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| | | | |
| | + | <hr class=boldline> |
| | + | <div class=left-box> |
| | + | ===A Few Words about Words...=== |
| | + | *[[What Competency-based learning is...|Competence-centered learning]] is the <abbr title="educational philosophy and general concept">''general approach''</abbr>. |
| | + | * [[Citizenship Education: Definitions |Education for Democratic Citizenship and Human Rights Education]] link this approach to democracy and human rights. |
| | + | *Cooperative, experiential, resource-oriented and learner-centered learning is the <abbr title="instructions, tasks and way to facilitate">''methodology''. |
| | + | *(Self-)empowerment, democratic consciousness, more solidarity or participation are the <abbr title="tangible direct result">''output''.</abbr> |
| | + | *Social change, strengthened democracy and human rights are the <abbr title="intended change">''impact''</abbr>. |
| | + | </div> |
| | + | <hr class=boldline> |
| | + | |
| | + | <div class=teaser-box> |
| | + | ==Online Glossaries== |
| | + | <i class="fas fa-book" style="font-size: 54px; color: #ccc; float:right;"></i> |
| | + | These glossaries will explain and translate terms:<br> |
| | + | <noinclude>{{:Glossaries}}</noinclude> |
| | + | </div> |
| | | | |
| − | ==Key Terminology: What is...== | + | <hr class=boldline> |
| − | <table>
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| − | <tr>
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| − | <td>
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| − | '''(Community) Animation'''
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| − | </td>
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| − | <td>
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| − | encouraging people and communities to initiate social change on their own, working with (not for) individuals and groups to encourage them to become more active citizens and resilient communities; bringing out the best through motivation and inspiration. Not suggestive of any hierarchical relationship between the worker and the community.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''(Systemic) Coaching'''
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| − | </td>
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| − | <td>
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| − | individual support based on autonomy and personal responsibility. Coaches pose challenging questions (without giving advice!) to help their clients (“coachees”), identify possible solutions, and think about them independently. Systemic coaching is all about solving problems independently and responsibly.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Community development work'''
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| − | </td>
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| − | <td>
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| − | see community animation.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Competence'''
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| − | </td>
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| − | <td>
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| − | skills, knowledge, and attitudes, that one needs for effective action in a modern society.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Key competence'''
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| − | </td>
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| − | <td>
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| − | universal skills, knowledge and attitudes that one needs in work, free time, civic, social and private life. Also called transversal competence. [[Transversal or Key Competences | More]]
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Transversal competence'''
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| − | </td>
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| − | <td>see key competence.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Formal education'''
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| − | </td>
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| − | <td>
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| − | learning in an organized and structured environment, such as a school or an institution of higher education. Formal learning is intentional and leads to recognition and accreditation. [[Formal, Non-Formal and Informal Education | More]]
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Creativity'''
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| − | </td>
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| − | <td>
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| − | The ability which helps us process the wealth of information collected in our minds and forge connections between different pieces of information in order to find a solution to a problem in a new way, or to come to a new understanding of the problem itself. [[Creativity| More]]
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| − | </td>
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| − | </tr>
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| | | | |
| | + | <div class=teaser-box> |
| | | | |
| − | <tr>
| + | ==Definitory Articles in Competendo:== |
| − | <td>
| + | <i class="fas fa-book" style="font-size: 54px; color: #ccc; float:right;"></i> |
| − | '''Informal education'''
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| − | </td>
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| − | <td>
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| − | a non-institutionalized, unstructured form of learning. May occur in the family, in the workplace, in the local community, or in daily life, on a self-directed, family-directed or socially-directed basis. [[Formal, Non-Formal and Informal Education | More]]
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td> | |
| − | '''Non-formal education'''
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| − | </td>
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| − | <td>
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| − | all learning environments other than formal education activities that assist people in developing their skills and knowledge as citizens,
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| − | consumers, or parents. Intentional from the learner’s point of view, voluntary and organized. [[Formal, Non-Formal and Informal Education | More]]
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Empowerment'''
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| − | </td>
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| − | <td>
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| − | a process of developing in public social activity, cooperative self-organization enabling involvement in public decision-making. As a didactical
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| − | approach, empowerment means supporting each individual to act in a self-responsible, purposeful and effective manner.[[Empowerment | More]]
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Facilitation'''
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| − | </td>
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| − | <td>
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| − | a helpful, empathetic approach which brings out and makes maximal the use of people’s skills and talents. It suggests ‘helping along’, ‘bringing together’, ‘building on’ the existing skills and talents of people. [[Facilitation | More]]
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Citizenship Education'''
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| − | </td>
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| − | <td>
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| − | facilitates the knowledge and competencies necessary to involve people in societal discussions and decision-making processes in a democratic way. [[Citizenship Education: Definitions | More]]
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| − | </td>
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| − | </tr> | |
| | | | |
| − | <tr> | + | <i class="fas fa-glasses"></i> [[Transversal or Key Competences]] |
| − | <td>
| + | <br><i class="fas fa-glasses"></i> [[Non-Formal Education]] |
| − | '''Constructive feedback'''
| + | <br><i class="fas fa-glasses"></i> [[Citizenship Education: Definitions]] |
| − | </td> | + | <br><i class="fas fa-glasses"></i> [[Civic Competences]] |
| − | <td>
| + | <br><i class="fas fa-glasses"></i> [[Digital Competences]] |
| − | enhances the quality of interpersonal cooperation by improving communication, relevance (helps to improve individual and team actions by sharing specific observations) and moral quality (showing interpersonal respect).
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| − | </td> | |
| − | </tr> | |
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| − | '''Diversity'''
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| − | </td> | |
| − | <td>
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| − | A positive approach towards plurality and equality according to a huge variety of characteristics, i.e. ethnicity, age, gender, religion, physical abilities, socio-economic background, etc. [[Diversity: Definition | More]]
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| − | </td> | |
| − | </tr> | |
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| − | <tr>
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| − | <td>
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| − | '''Education for democratic citizenship'''
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| − | </td>
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| − | <td>
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| − | see Citizenship Education
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| − | </td>
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| − | </tr>
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| − | <td>
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| − | '''Fieldwork'''
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| − | </td>
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| − | <td>
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| − | practical work with direct beneficiaries, grass roots, ‘bottom-up approach’ – the worker is not afraid to get involved – a ‘hands on’ approach.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Flow'''
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| − | </td>
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| − | <td>
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| − | subjective state where self-actualization coincides directly with learning. It occurs when one leaves his or her comfort zone, faces new challenges, and
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| − | overcomes them through one’s own capacities. The ratio of challenges and capacities needs to be well balanced. [[FLOW Model| More]]
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Forum theater'''
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| − | </td>
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| − | <td>
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| − | a method of the “theatre of the oppressed”, developed by Augusto de Boal. Forum theater reflects social reality and motivates active participation. It uses everyday experience with violence or discrimination, develops small scenes, and finally seeks behavioural alternatives. This happens collaboratively between actors and audience. Everybody is allowed to take part in the play.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Initiative'''
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| − | </td>
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| − | <td>
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| − | an action for change driven by a desire to develop one’s potential or fill a lack in society or one’s community. It has clearly defined goals and impacts, and has a defined time frame. Less complex and smaller than a project.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Inspiration'''
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| − | </td>
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| − | <td>
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| − | stimulation to do something, to be surprised, to be willing to take action. The discovery of opportunities or combat with challenges. Receiving enthusiastic encouragement for making an effort with self-confidence.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Learner'''
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| − | </td>
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| − | any person learning something in a formal, non-formal or informal educational setting.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Learning outcome'''
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| − | </td>
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| − | <td>
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| − | knowledge, practical skills, or attitudes achieved in any learning process.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Mentoring'''
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| − | </td>
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| − | <td>
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| − | supporting (usually) less experienced people in self-development through a more experienced mentor. Mentoring helps them to overcome their
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| − | challenges and reflect on learning goals. Oriented toward the personal needs of the client (“mentee”). Involves elements of advising, coaching, accompaniment, motivation and training.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Meta-level'''
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| − | </td>
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| − | <td>
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| − | a theoretical consideration of something’s properties, such as its foundations, regularities, styles, or form. Good for reflection on a higher level of
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| − | abstraction, such as a group conversation about group dynamics.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Mini-project'''
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| − | </td>
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| − | <td>
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| − | an action for change driven by a desire to make use of a community’s potential or fill a lack. It is focused on a clear, small goal and has a small impact; it has a defined time frame and is done with small effort and almost no resources.
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| − | </td>
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| − | </tr>
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| − | <td>
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| − | '''Moderation'''
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| − | </td>
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| − | <td>
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| − | shaping a common learning or discussion process. A moderator offers methods and guides the process without voicing his or her own opinion, passing judgement, or taking sides.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Intrinsic motivation'''
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| − | </td>
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| − | <td>
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| − | vital to self-directed learning, the intrinsic joy in doing well for the resulting personal satisfaction. The key to intrinsic motivation is the
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| − | fulfillment of one’s talents and potentialities. What motivates a person depends on their personality, the other people involved, and the context.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Participant'''
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| − | </td>
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| − | <td>
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| − | any person taking part in non-formal and/or informal education.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Participation'''
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| − | </td>
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| − | <td>
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| − | different mechanisms people use to express their opinions and to exert influence on decision-making processes that take place in the society - in politics, economics, social and cultural life. [[Participation | More]]
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''(Social) project'''
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| − | </td>
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| − | <td>
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| − | an action for change driven by a desire to make use of the existing potential and chance to fill a lack in society or the community. It has clear goals and impacts and a defined time frame.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Sustainable project'''
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| − | </td>
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| − | <td>
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| − | a project which aims at long-term social change in its social, economic and ecological dimension. A sustainable project does not have to last forever, but the change needs to be long-lasting.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Seminar'''
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| − | </td>
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| − | <td>
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| − | a planned and facilitated learning event in non-formal education.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Student'''
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| − | </td>
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| − | a learner engaged in formal education.
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| − | </td>
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| − | </tr>
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| − | '''Target group'''
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| − | </td>
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| − | <td>
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| − | main or direct beneficiaries of a social project.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Teaching'''
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| − | </td>
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| − | <td>
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| − | one directional transferral of knowledge from a teacher to a learner in any kind of setting.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Volunteer work'''
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| − | </td>
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| − | <td>
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| − | any kind of work for the social good without financial benefit and pressure from outside for doing it.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Comfort zone'''
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| − | </td>
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| − | <td>
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| − | the range in which a person is confident of their personal skills, knowledge and attitudes. This relates to a relaxed consciousness about oneself.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Learning zone'''
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| − | </td>
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| − | <td>
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| − | the range in which skills, knowledge, and attitudes are partially mastered, and partially need to be aquired. This is related to a partial consciousness of one’s personal competencies.
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| − | </td>
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| − | </tr>
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| − | <tr>
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| − | <td>
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| − | '''Panic zone'''
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| − | </td>
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| − | <td>
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| − | skills, knowledge and attitudes which we are not (yet) able to master and will not be achieved in the near future. A confrontation with situations where people feel that their competencies are not developed enough for managing the situation.
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| − | </td>
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| − | </tr>
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| − | </table>
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| | </div> | | </div> |
| − | <div class="right-column-contentinner">
| |
| | | | |
| − | ===Navigation:===
| |
| − | [[File:back.gif | back to the main section]] [[Understanding]]
| |
| − | <hr class=simpleline>
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| | | | |
| − | <div class=right-box> | + | |
| − | ===External Glossaries===
| + | </div> |
| − | '''Terminology of European education and training policy: 130 key terms'''
| + | <div class="methodpage-infos"> |
| − | <br> | + | <noinclude>{{:Navi: Understanding}}</noinclude> |
| − | Published by: European Centre for the Development of Vocational Training: [http://www.cedefop.europa.eu/EN/Files/4117_en.pdf PDF] | [http://www.cedefop.europa.eu/de/events-and-projects/projects/validation-non-formal-and-informal-learning/european-inventory/european-inventory-glossary Online]
| + | |
| − | <hr class=simpleline>
| + | |
| − | '''A Lexicon of Learning'''
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| − | <br>
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| − | Published by: Association for Supervision and Curriculum Development: [http://www.ascd.org/Publications/Lexicon-of-Learning.aspx A to Z dictionary of what educators mean when they say...]
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| − | <hr class=simpleline>
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| − | '''TVETipedia Glossary'''
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| − | <br> | |
| − | Published by: UNESCO-UNEVOC Centre for technical and vocational education and training: [http://www.unevoc.unesco.org/go.php?q=TVETipedia+Glossary+A-Z TVETipedia Glossary]
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| − | <hr class=simpleline> | |
| − | '''EPALE Glossary'''
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| − | <br>
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| − | Published by European Commission: [https://ec.europa.eu/epale/glossary EPALE Glossary]
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| − | <hr class=simpleline>
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| − | '''Translation of youth work related items'''
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| − | <br>
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| − | Published by German IJAB: [http://translation.rocks translation.rocks]
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| | </div> | | </div> |
Overview of different competence frameworks relevant to lifelong learning.
Online
