Difference between revisions of "What Competency-based learning is..."
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− | * | + | * 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. |
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Revision as of 15:44, 15 April 2021
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10 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
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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: