Difference between revisions of "What Competency-based learning is..."
From Competendo - Digital Toolbox
m (→10 Reasons for Competency Based Democracy Learning) |
m |
||
Line 24: | Line 24: | ||
<br> | <br> | ||
<hr class=boldline> | <hr class=boldline> | ||
− | + | <div style="float: right; font-size: 150px;color: #1abb83; font-weight:bold;line-height:1.35;"><i class="far fa-times-circle"></i></div> | |
===...and 5 Problematic Practices=== | ===...and 5 Problematic Practices=== | ||
Beyond all missionary words we need to acknowledge, that competency based learning is not always easy to implement. It is often a disruptive element in the learning culture of a school, of an academy or an organization. Changes are never easy and dilemmas appear between old proven and new risky ways of educating and unclarity about how they might go together. For instance: | Beyond all missionary words we need to acknowledge, that competency based learning is not always easy to implement. It is often a disruptive element in the learning culture of a school, of an academy or an organization. Changes are never easy and dilemmas appear between old proven and new risky ways of educating and unclarity about how they might go together. For instance: |
Revision as of 15:48, 15 April 2021
Reasons for Competency Based Democracy Learning
We might conclude, that education and qualification needs to respond to that observation and cover the broad range of experience, attitudes, book-knowledge and skills that one has and needs for his or her active and autonomously shaped life.
Reasons for Competency Based Learning
- Considers all learners’ experience of diverse situations, roles and life phases as a relevant resource.
- Goes beyond knowledge-centred teaching to understand competence as knowledge and critical understanding, skills, attitudes, behaviours and values, and an understanding of how they interact.
- Takes the individual learner seriously and tailors the learning design to their needs.
- Strengthens individual ownership of their learning biography.
- Sees learning as a social and cooperative process – between classroom and real life, formal, non-formal and informal learning, and between sectors.
- Appreciates the diversity of perspectives and learning styles in a group as a potential (instead of trying to even these qualities). Is relevant, because it allows learners to apply their abilities in many different social roles and situations.
- Is flexible, because it understands learning as a process instead of forcing it into an overly linear curriculum.
...and 5 Problematic Practices
Beyond all missionary words we need to acknowledge, that competency based learning is not always easy to implement. It is often a disruptive element in the learning culture of a school, of an academy or an organization. Changes are never easy and dilemmas appear between old proven and new risky ways of educating and unclarity about how they might go together. For instance:
What Competency-centered Learning Should Not Be
- A new layer of bureaucracy: It's intended to give learners and teachers more freedom instead more rules or procedures. It requires flexible teachers/facilitators and more freedom for learners.
- Tailorist instead tailor-made learning: It's a humanist and holistic approach aiming to support autonomy, not usability. However, some promoters of competencies misunderstand competency-learning as emphasizing on skill training only.
- Optimization without development: Competency is not a self-optimization tool nor for assessing the fittest or increasing competitiveness. They are an instrument for individual and free personal development.
- Doing without thinking: Competence-centered learning involves knowledge, attitude and skills. But some understand that it is a practice-only approach. However, successful action is not possible without the ability of a learner to assess and reflect on activities and goals.
Articles
Also interesting:
Overview of different competence frameworks relevant to lifelong learning. Online
Download: Banner
DEFINITION:
"A competency is more than just knowledge and skills. It involves the ability to meet complex demands, by drawing on and mobilizing psychosocial resources (including skills and attitudes) in a particular context."
Related: