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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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| <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." |
| + | |
| + | 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> |
| + | |
| + | <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> |
| + | |
| </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> |
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| ===Dimensions of Democracy- and Human-rights-related Education=== | | ===Dimensions of 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]] |
| + | |
| + | |
| + | |
| + | ====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> |