Planning with Key Competencies

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It is a challenge for facilitators to implement abstract competency 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 competency model of the German Federal Institute for Vocational Education and Training.

Competendo Key Competences

Abstract Competencies

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 competencies

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, sin a selforganized and reflective way: Observing and evaluating challenges, requirements, or options. Assuming responsibility.

[1]


Describing Competencies by Using Active Words

Active Words

Lazy Words

analyze justify explain

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:[2]

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



Case Study: Empowerment through a Volunteer Project

Organizing a small local project can lead to the development of skills, competencies 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 competencies 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 later on in describing and validating the development of competencies of your team and target group.

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
  • An exchanging on individual cooperation styles, discussing 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.
  • ...

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)



References

  1. 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)
  2. Olivia Vrabl: Schritt-für-Schritt-Anleitung zur Formulierung von Lernergebnissen (intended learning outcomes) in: Johann Haag, Josef Weißenböck, Wolfgang Gruber, Christian F. Freisleben-Teutscher (Ed.): Kompetenzorientiert Lehren und Prüfen; Basics – Modelle – Best Practices; Tagungsband zum 5. Tag der Lehre an der FH St. Pölten am 20.10. 2016; p. 15ff.

Created By nez


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