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| <div class="teaser-text"><div style="background: #eee; float: left; padding: 0px 5px 0px 5px; margin-right: 5px;"><i class="fas fa-arrow-left"> </i> [[Understanding]]</div> [[File:Competences.png | right | 200px |link=https://competendo.net/en/What_Competency-based_learning_is...]]Successful and relevant appli­cation of learning happens when individuals activate and apply knowledge, attitudes and skills in a specific situation. This ability can be described as competence. </div> | | <div class="teaser-text"><div style="background: #eee; float: left; padding: 0px 5px 0px 5px; margin-right: 5px;"><i class="fas fa-arrow-left"> </i> [[Understanding]]</div> [[File:Competences.png | right | 200px |link=https://competendo.net/en/What_Competency-based_learning_is...]]Successful and relevant appli­cation of learning happens when individuals activate and apply knowledge, attitudes and skills in a specific situation. This ability can be described as competence. </div> |
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− | ==Lifelong Perspective on Education and Learning== | + | ==Lifelong Perspective on Education, Learning or Training== |
| From a lifelong learning perspective, it is a short time people spend in educational institutions. Outside of formal learning settings they continue self-development, gain new insights and shape their personalities. This view on learning as a continuous, transformative and diverse process is becoming more important for societies in transitions. | | From a lifelong learning perspective, it is a short time people spend in educational institutions. Outside of formal learning settings they continue self-development, gain new insights and shape their personalities. This view on learning as a continuous, transformative and diverse process is becoming more important for societies in transitions. |
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− | Those who see themselves as learners must therefore be particularly competent in reflecting on and articulating their own learning desires, need the ability to learn independently of an accompanying educational structure and are dependent on educational opportunities that are open at all stages of life. | + | Those who see themselves as learners must therefore be particularly competent in reflecting on and articulating their own learning desires and need the ability to learn independently of an accompanying educational structure. Competence-oriented educational programs therefore not only convey content, but also always support the development of these transversal competences. |
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| + | Continous learners are also dependent on educational opportunities that are open at all stages of life. Non-formal education in particular has something to offer here, as it is not tied to formal training paths, can respond to current needs and can therefore also react under conditions of social and demographic change. |
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| <hr class=boldline> | | <hr class=boldline> |
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− | ==Democratic Learning in Social Transformation== | + | ==Navigate through social changes in a self-determined way== |
| <div style="float: right; font-size: 140px;color: #1abb83; font-weight:bold;line-height:1.35;"><i class="fas fa-spinner"></i></div> | | <div style="float: right; font-size: 140px;color: #1abb83; font-weight:bold;line-height:1.35;"><i class="fas fa-spinner"></i></div> |
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| <div class=left-box> | | <div class=left-box> |
| ===Competence (OECD)=== | | ===Competence (OECD)=== |
− | "(Competence)involves the ability to meet complex demands, by drawing on and mobilizing psychosocial resources (including skills and attitudes) in a particular context." ([http://www.oecd.org/pisa/35070367.pdf OECD]) | + | "(Competence) involves the ability to meet complex demands, by drawing on and mobilizing psychosocial resources (including skills and attitudes) in a particular context." ([http://www.oecd.org/pisa/35070367.pdf OECD]) |
| </div> | | </div> |
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− | <hr class=boldline> | + | <div class=left-box> |
| + | ===Key Competences for Lifelong Learning=== |
| + | "Competences are defined as a combination of knowledge, skills and attitudes, where: |
| + | * knowledge is composed of the facts and figures, concepts, ideas and theories which are already established and support the understanding of a certain area or subject; |
| + | * skills are defined as the ability and capacity to carry out processes and use the existing knowledge to achieve results; |
| + | * attitudes describe the disposition and mind-sets to act or react to ideas, persons or situations." |
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| + | Source: [https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG&toc=OJ:C:2018:189:TOC EU Key Competences for Lifelong Learning] |
| + | </div> |
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− | <div style="float: right; font-size: 150px;color: #1abb83; font-weight:bold;line-height:1.35;"><i class="far fa-lightbulb"></i></div>
| + | Competence-oriented education is a systematic approach that focuses on the abilities of individuals and aims to strengthen them comprehensively. Learning becomes a partnership between educators and learners and a cooperative social process. The approach combines knowledge, practical skills and attitudes and works closely with real-life challenges. It integrates the training of important transversal skills that are necessary in many social roles and situations. |
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− | ==Reasons for Competence-based Democracy Learning...==
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− | 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.
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| <div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more" style="float: left;"> | | <div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more" style="float: left;"> |
| <div class=left-box> | | <div class=left-box> |
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| ===Reasons for Competence-based Learning=== | | ===Reasons for Competence-based Learning=== |
| * Considers '''all learners’ experience''' from diverse situations, roles and life phases as relevant. | | * Considers '''all learners’ experience''' from diverse situations, roles and life phases as relevant. |
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| * Is '''flexible''', because it understands learning as a non-linear process instead of forcing it into an overly linear curriculum. | | * Is '''flexible''', because it understands learning as a non-linear process instead of forcing it into an overly linear curriculum. |
| </div> | | </div> |
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− | <hr class=boldline>
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− | <div style="float: right; font-size: 150px;color: #1abb83; font-weight:bold;line-height:1.35;"><i class="far fa-times-circle"></i></div>
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− | ==...and 5 Problematic Practices==
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− | Beyond all missionary words we need to acknowledge, that competencelearning 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:
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| <div class=left-box> | | <div class=left-box> |
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| ===What Competence-centered Learning Should Not Be=== | | ===What Competence-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. | | *''' 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. |
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| *'''Optimization without development''': Competence is not a self-optimization tool nor for assessing the fittest or increasing competitiveness. They are an instrument for individual and free personal development. | | *'''Optimization without development''': Competence 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. | | *'''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. |
| + | </div> |
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| + | <div class=left-box> |
| + | [[File: Competence-explorer.png | link= Competence Explorer | right | 120px]] |
| + | ===Competence Explorer=== |
| + | * Our tool for an overview of different competence frameworks: [[Competence Explorer]] |
| + | * Browse the competence models and their definitions |
| + | * Learn which of these are relevant to your work |
| + | </div> |
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| </div> | | </div> |
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− | </div>
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| <hr class=boldline> | | <hr class=boldline> |
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− | <div class=left-box>
| + | ==Democracy and Human Rights-related Learning and Education== |
− | ===Key Competences for Lifelong Learning===
| + | Democracy- and human rights-related education and learning approaches that bridge the gap between a systemic understanding of society and the concrete empowerment of learners in a specific (local) context are competence-oriented. |
− | "Competences are defined as a combination of knowledge, skills and attitudes, where:
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− | * knowledge is composed of the facts and figures, concepts, ideas and theories which are already established and support the understanding of a certain area or subject;
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− | * skills are defined as the ability and capacity to carry out processes and use the existing knowledge to achieve results;
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− | * attitudes describe the disposition and mind-sets to act or react to ideas, persons or situations." ([https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=uriserv:OJ.C_.2018.189.01.0001.01.ENG&toc=OJ:C:2018:189:TOC EU Key Competences for Lifelong Learning])
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− | </div> | + | <div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more" data-collapsetext="- Collapse"> |
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| <div class=left-box> | | <div class=left-box> |
− | | + | ===Dimensions of Democracy- and Human-rights-related Education=== |
− | ===Democracy- and Human-rights-related Education=== | + | |
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| ====Focus of Democracy-related Learning==== | | ====Focus of Democracy-related Learning==== |
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| * Democracy as a form of '''living''' and learning, including democratic attitudes and habits. | | * Democracy as a form of '''living''' and learning, including democratic attitudes and habits. |
| * Democracy as a form of '''society''', including social and participatory processes and relations. | | * Democracy as a form of '''society''', including social and participatory processes and relations. |
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| The digital transformation is one example, illustrating how our learning concepts and understanding of education might change toward a holistic perspective. | | The digital transformation is one example, illustrating how our learning concepts and understanding of education might change toward a holistic perspective. |
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− | <div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more" data-collapsetext="- Collapse">
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| <div class=left-box> | | <div class=left-box> |
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| [[File:Competences1.png | 120px | left]] The focus on applicability of learning, the lifelong perspective and the positive attitude toward learners as the ones being able to co-create their learning biography, these are achievements of competence-based learning concepts. A shift has taken place from traditional knowledge dissemination toward modern competence development | | [[File:Competences1.png | 120px | left]] The focus on applicability of learning, the lifelong perspective and the positive attitude toward learners as the ones being able to co-create their learning biography, these are achievements of competence-based learning concepts. A shift has taken place from traditional knowledge dissemination toward modern competence development |
| <div class="mw-collapsible mw-collapsed" data-expandtext="What's inside?" data-collapsetext="- Collapse"> | | <div class="mw-collapsible mw-collapsed" data-expandtext="What's inside?" data-collapsetext="- Collapse"> |
− | <!--
| + | |
− | [[File: Competence-navigator-logo.png | link= Competence Navigator | left | 150px]] | + | [[File: Competence-explorer.png | link= Competence Explorer | right | 150px]] |
− | -->
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− | <br><i class="fas fa-glasses"></i> [[Civic Competences]] | + | |
− | <br><i class="fas fa-glasses"></i> [[Citizenship Education: Definitions]]<br>
| + | <br> |
| + | ====General Aspects==== |
| <i class="fas fa-glasses"></i> [[Competence Frameworks and Non-formal Learning]] | | <i class="fas fa-glasses"></i> [[Competence Frameworks and Non-formal Learning]] |
| <br><i class="fas fa-glasses"></i> [[Competencies for an Interconnected World]] | | <br><i class="fas fa-glasses"></i> [[Competencies for an Interconnected World]] |
| <br><i class="fas fa-glasses"></i> [[Competencies for Educators]] | | <br><i class="fas fa-glasses"></i> [[Competencies for Educators]] |
| <br><i class="fas fa-glasses"></i> [[Creativity]] | | <br><i class="fas fa-glasses"></i> [[Creativity]] |
− | <br><i class="fas fa-glasses"></i> [[Digital Competences]]
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− | <br><i class="fas fa-glasses"></i> [[Digital Competences of Educators]]
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| <br><i class="fas fa-glasses"></i> [[Knowledge Society]] | | <br><i class="fas fa-glasses"></i> [[Knowledge Society]] |
| <br><i class="fas fa-glasses"></i> [[Learning to Learn]] | | <br><i class="fas fa-glasses"></i> [[Learning to Learn]] |
− | <br><i class="fas fa-glasses"></i> [[Non-Formal Education]]<br> | + | <br><i class="fas fa-glasses"></i> [[Non-Formal Education]] |
− | <i class="fas fa-glasses"></i> [[Transversal or Key Competences]] | + | <br><i class="fas fa-glasses"></i> [[Transversal or Key Competences]] |
| + | |
| + | <i class="fa fa-cog"></i> [[Competence Explorer]] |
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| + | ====Democracy- and Human Rights-Related Learning==== |
| + | <i class="fas fa-glasses"></i> [[Civic Competences]] |
| + | <br><i class="fas fa-glasses"></i> [[Citizenship Education: Definitions]] |
| + | |
| + | <i class="fa fa-cog"></i> [[Card Game: Competences for Democratic Culture]] |
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| + | |
| + | |
| + | ====Digital Transformation==== |
| + | <i class="fas fa-glasses"></i> [[Digital Competences]] |
| + | <br><i class="fas fa-glasses"></i> [[Digital Competences of Educators]] |
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− | <br><i class="fa fa-cog"></i> [[Card Game: Competences for Democratic Culture]]
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− | <!--
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− | <br><i class="fa fa-cog"></i> [[Competence Navigator]]
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− | -->
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| </div> | | </div> |
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| <div class=teaser-box> | | <div class=teaser-box> |
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− | ===Experiential Learning=== | + | ===Learning Process=== |
| [[File:Knowledge-society.png | 100px | left]] What we do is the result of observation, action, and reflection. In contrast to a linear understanding of learning, this dynamic could be described as circular development. It involves referring to previous experiences as well as anticipating outcomes, and is fluid. | | [[File:Knowledge-society.png | 100px | left]] What we do is the result of observation, action, and reflection. In contrast to a linear understanding of learning, this dynamic could be described as circular development. It involves referring to previous experiences as well as anticipating outcomes, and is fluid. |
| <div class="mw-collapsible mw-collapsed" data-expandtext="What's inside?" data-collapsetext="- Collapse"> | | <div class="mw-collapsible mw-collapsed" data-expandtext="What's inside?" data-collapsetext="- Collapse"> |
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| <br><i class="fas fa-glasses"></i> [[Creativity]] | | <br><i class="fas fa-glasses"></i> [[Creativity]] |
| <br><i class="fas fa-glasses"></i> [[Divergent and Convergent Thinking]] | | <br><i class="fas fa-glasses"></i> [[Divergent and Convergent Thinking]] |
− | <br><i class="fas fa-glasses"></i> [[Non-linear Learning Progress]] | + | <br><i class="fas fa-glasses"></i> [[Non-linear Process]] |
| <br><i class="fas fa-glasses"></i> [[Learning to Learn]] | | <br><i class="fas fa-glasses"></i> [[Learning to Learn]] |
− | <br><i class="fas fa-glasses"></i> [[Learning Zone Model]] | + | <br><i class="fas fa-glasses"></i> [[Learning Zone]] |
− | <br><i class="fas fa-glasses"></i> [[Circular Learning Model]]
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| </div> | | </div> |
| </div> | | </div> |
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| </div> | | </div> |
| </div> | | </div> |
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| <div class=teaser-box> | | <div class=teaser-box> |
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− | ==Competence Frameworks== | + | ==Competence Frameworks that Address Learners== |
| Materials from the community | | Materials from the community |
| <noinclude>{{:Resources - Competence Frameworks}}</noinclude> | | <noinclude>{{:Resources - Competence Frameworks}}</noinclude> |