Planning with Key Competencies

It is a challenge for facilitators to implement abstract competence framework into learning. One has to choose between different and sometimes also conflicting models of competency description and then describe the competency goals in a realistic and for the participants useful way.

The Framework

Competendo proposes a model that proved in different educational contexts, inspired by the competence model of the German Federal Institute for Vocational Education and Training.

Competendo Key Competences
Abstract Competences
Task-specific Factual Competence	Identifying adequate solutions for tasks and problems on the basis of knowledge about the specific field, and how it is systematically related within its field and to other fields.
Methodological Competence	Acting consciously, adequately and in a goal-oriented way. An ability to choose methodologies and to evaluate outcomes.
(Inter)Personal competences
Social Competence	Living in relation to other people and acively shaping social relations. Reflecting different interests, needs and tensions. Team and conflict management skills.
Personal Competence	Acting autonomously in a selforganized and reflective way: Observing and evaluating challenges, requirements, or options. Assuming responsibility.

Tools for planning

• A tool for an overview of different competence frameworks: Competence Explorer
• PDF Template: File:Template-key-competencies.pdf
• Task: Key Competence Profile

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Describing Competences by Using Active Words

Active Words analyze justify explain

Lazy Words getting familiar perceive getting to know with

Lazy words are describing lazy people. Without mobilizing any energy I can perceive something or become familiar with a topic. The following table of active words might offer inspiration for replacing them:

Act Apply Analyze Argue for.. Assess Assume | Categorize Check Choose Collaborate Collect Combine Compare Conceptualize Construct Connect Conclude Criticize | Discuss Distinct Decide Design Develop Diagnose | Estimate Evaluate Explain Express Experiment | Find out Formulate | Illustrate Include Interact Implement | Judge | Label List Localize | Observe Organize Outline | Plan Present | Reflect Repeat Reproduce Remember | Shape State Sketch Solve Support | Test Transfer | Understand Use | Validate Verify |

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Case Study: Empowerment through a Volunteer Project

Organizing a small local project can lead to the development of skills, attitude and knowledge in the organizers and the target group. A team organized an environmental workshop for young people. The participants decided to organize a cleaning event in a nearby forest, where they and their neighbors collected garbage.

Now the team examines the chart of the key competences and tries to describe the educational impact of this project. For your organization, you could define such levels of competence development with the help of this model with greater precision.

This will help you to understand your impact as an organisation or learning provider better.

	Example: Acting as an active citizen	Example: Planning skills
Topical exper­tise	Knowledge about: concepts of civil society the environment	Knowledge about: personal goal setting the team social impact time management
Methodo­logical compe­tence	Active experience with a small project Experience in organizing a workshop	Applying goal setting models Planning teamwork with task plans Applying models of impact description to the project plan Planning the project work by setting milestones, taking into consideration the scheduled appointments and with respect to personal life Incorporating democratic decisionmaking mechanisms
Social compe­tence	Collaboration in a project team Collaboration with youth	Reflect and develop personal cooperation styles, becoming aware of and negotiating different needs Applying the concept to these needs Assigning tasks division based on the specific qualities and needs of team members
Perso­nal compe­tence	Reflecting on one’s own leadership style. Reflecting on one’s personal attitude to civic engagement.	Adjusting personal ways of planning and management

After: German "Federal Institute for Vocational Education and Training" (BIBB): K. Hensge, B. Lorig, D. Schreiber: Kompetenzstandards in der Berufsausbildung; Abschlussbericht Forschungsprojekt 4.3.201 (JFP 2006)

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References

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Handbook for Facilitators: Steps toward Action

M. Gawinek-Dagargulia (ed.), N. Zimmermann (ed.), E. Skowron (ed.) (2016). Steps toward action. Empowerment for self-responsible initiative. Help your learners to discover their vision and to turn it into concrete civic engagement. Competendo Handbook for Facilitators.

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Nils-Eyk Zimmermann

Editor of Competendo. He writes and works on the topics: active citizenship, civil society, digital transformation, non-formal and lifelong learning, capacity building. Coordinator of European projects, in example DIGIT-AL Digital Transformation in Adult Learning for Active Citizenship, DARE network.

Blogs here: Blog: Civil Resilience.
Email: nils.zimmermann@dare-network.eu

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Related:

• Before

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Also interesting:

• Transversal or Key Competences
• Method Mix

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Handbook #1
Steps toward action

M. Gawinek-Dagargulia, E. Skowron,
N. Zimmermann

First handbook of our Handbooks for Facilitators: Read more