|
|
| (151 intermediate revisions by the same user not shown) |
| Line 1: |
Line 1: |
| − | __NOTOC__
| + | <div class="methodpage-content"> |
| − | <div class="left-column-contentinner"> | + | <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">[[File:Competences.png | right | 200px]]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. 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 new view on learning as a continous and diverse process is becoming more important for the society.</div> | + | |
| | + | ==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. |
| | + | |
| | + | 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. |
| | + | |
| | + | 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. |
| | | | |
| | <hr class=boldline> | | <hr class=boldline> |
| | | | |
| − | <div style="float: right; font-size: 150px;color: #1abb83; font-weight:bold;line-height:1.35;"><i class="far fa-lightbulb"></i></div> | + | ==Navigate through social changes in a self-determined way== |
| − | ==Reasons for Competence-based Democracy Learning==
| + | <div style="float: right; font-size: 140px;color: #1abb83; font-weight:bold;line-height:1.35;"><i class="fas fa-spinner"></i></div> |
| − | 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.
| + | |
| − | <div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more">
| + | Human-centered social change requires individuals feeling capable to address challenges and to co-create a situation in an often ambigous and open context. A transversal understanding of learning is becoming crucial in here, helping learners in mobilising knowledge, skills and attitudes acquired in diverse contexts and social roles. In this perspective the meaning of 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 class=left-box> | | <div class=left-box> |
| − | ===Reasons for Competency Based Learning=== | + | ===Competence (OECD)=== |
| − | * Considers all learners’ experience of diverse situations, roles and life phases as a relevant resource.
| + | "(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]) |
| − | * 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.
| |
| | </div> | | </div> |
| | | | |
| | + | <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> | | </div> |
| − |
| |
| | | | |
| | | | |
| − | <hr class=boldline>
| + | 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. |
| − | <div style="float: right; font-size: 150px;color: #1abb83; font-weight:bold;line-height:1.35;"><i class="far fa-times-circle"></i></div>
| |
| | | | |
| − | ==...and 5 Problematic Practices==
| + | <div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more" style="float: left;"> |
| − | 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:
| + | <div class=left-box> |
| − | | |
| − | <div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more"> | |
| | | | |
| | + | ===Reasons for Competence-based Learning=== |
| | + | * Considers '''all learners’ experience''' from diverse situations, roles and life phases as relevant. |
| | + | * Goes '''beyond knowledge-centred teaching''', working also on attitudes, values and skills, and reflect how they interplay. |
| | + | * Takes the '''individual learner seriously''' and tailors the learning design to their needs. |
| | + | * Strengthens '''individual ownership''' of their own learning, encourages work on personal competence and the building the ability to learn-to-learn. |
| | + | * Sees learning as a '''social and cooperative process''' – between classroom and real life, formal, non-formal and informal learning, and also between societal sectors. |
| | + | * Appreciates the '''diversity''' of perspectives and learning styles in a group as a potential (instead of trying to even these qualities). |
| | + | * Is '''flexible''', because it understands learning as a non-linear process instead of forcing it into an overly linear curriculum. |
| | + | </div> |
| | | | |
| | <div class=left-box> | | <div class=left-box> |
| − | | + | ===What Competence-centered Learning Should Not Be=== |
| − | ===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. | | *''' 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. | + | *'''Tailorist instead tailor-made learning''': It's a humanist and holistic approach aiming to support autonomy, not usability. However, some promoters of competences misunderstand competence-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. | + | *'''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> |
| | | | |
| | + | <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>
| |
| | | | |
| | | | |
| Line 53: |
Line 71: |
| | <hr class=boldline> | | <hr class=boldline> |
| | | | |
| − | ==Democratic Learning in (Digital) Transformation== | + | ==Democracy and Human Rights-related Learning and Education== |
| − | <div style="float: right; font-size: 140px;color: #1abb83; font-weight:bold;line-height:1.35;"><i class="fas fa-spinner"></i></div>
| + | 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. |
| | | | |
| − | Human-centered social change requires individuals feeling capable to address challenges and to co-create a situation in an often ambigous and open context. A transversal understanding of learning is becoming crucial in here, helping learners in mobilising knowledge, skills and attitudes acquired in diverse contexts and social roles. In this perspective the meaning of 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 class="mw-collapsible mw-collapsed" data-expandtext="+ Read more" data-collapsetext="- Collapse"> |
| | | | |
| | <div class=left-box> | | <div class=left-box> |
| − | ===Competence (OECD)=== | + | ===Dimensions of Democracy- and Human-rights-related Education=== |
| − | "(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>
| + | |
| | + | ====Focus of Democracy-related Learning==== |
| | + | Education encompassing knowledge, action and attitudes is the basis for forms of education such as democracy and human rights education, which aim at the protection of democracy, the empowerment of people as well as at democratic change. Education for democratic citizenship includes learning... |
| | + | * Democracy as a form of '''governance''', including principles, structures and rights. |
| | + | * 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. |
| | + | |
| | | | |
| − | <div class=left-box>
| + | ====Goals of Human Rights Education==== |
| − | ===Key Competences for Lifelong Learning=== | + | * Learning '''about human rights''', knowledge about human rights, what they are, and how they are safeguarded or protected; |
| − | "Competences are defined as a combination of knowledge, skills and attitudes, where:
| + | * Learning '''through human rights''', recognising that the context and the way human rights learning is organised and imparted has to be consistent with human rights values (e.g. participation, freedom of thought and expression, etc.) and that in human rights education the process of learning is as important as the content of the learning; |
| − | * 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; | + | * Learning '''for human rights''', by developing skills, attitudes and values for the learners to apply human rights values in their lives and to take action, alone or with others, for promoting and defending human rights. |
| − | * 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." ([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] | |
| | | | |
| | + | Source: [https://www.coe.int/en/web/compass/introducing-human-rights-education Council of Europe, COMPASS] |
| | </div> | | </div> |
| | | | |
| | 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. |
| | | | |
| − | <div class="mw-collapsible mw-collapsed" data-expandtext="+ Read more" data-collapsetext="- Collapse">
| |
| | | | |
| | <div class=left-box> | | <div class=left-box> |
| Line 85: |
Line 107: |
| | [[File:Tripledigitallearning.png | 500px | center]] | | [[File:Tripledigitallearning.png | 500px | center]] |
| | | | |
| − | ===Perspective of Democratic Learning===
| |
| − | * Democracy as a form of '''governance''', including principles, structures and rights.
| |
| − | * 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.
| |
| | </div> | | </div> |
| − |
| |
| | | | |
| | </div> | | </div> |
| Line 102: |
Line 119: |
| | | | |
| | ===Competences=== | | ===Competences=== |
| − | [[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 competency based learning concepts. A shift has taken place from traditional knowledge dissemination toward modern competency 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"> |
| | + | |
| | + | [[File: Competence-explorer.png | link= Competence Explorer | right | 150px]] |
| | | | |
| − | <div class="mw-collapsible mw-collapsed" data-expandtext="What's inside?" data-collapsetext="- Collapse">
| |
| | | | |
| | | | |
| − | <i class="fas fa-glasses"></i> [[Transversal or Key Competences]] | + | |
| | + | <br> |
| | + | ====General Aspects==== |
| | + | <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 Educators]] |
| | + | <br><i class="fas fa-glasses"></i> [[Creativity]] |
| | <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> [[Competence Frameworks and Non-formal Learning]] | + | <br><i class="fas fa-glasses"></i> [[Learning to Learn]] |
| − | <br><i class="fas fa-glasses"></i> [[Formal, Non-Formal and Informal Education]] | + | <br><i class="fas fa-glasses"></i> [[Non-Formal Education]] |
| − | <br><i class="fas fa-glasses"></i> [[Civic Competences]] | + | <br><i class="fas fa-glasses"></i> [[Transversal or Key Competences]] |
| − | <br><i class="fas fa-glasses"></i> [[Digital Competences]] | + | |
| | + | <i class="fa fa-cog"></i> [[Competence Explorer]] |
| | + | |
| | + | |
| | + | |
| | + | |
| | + | ====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]] | | <br><i class="fas fa-glasses"></i> [[Digital Competences of Educators]] |
| − | <br><i class="fas fa-glasses"></i> [[Creativity]]
| + | |
| − | <br><i class="fas fa-glasses"></i> [[Competencies for an Interconnected World]]
| + | |
| − | <br><i class="fas fa-glasses"></i> [[Competencies for Educators]]
| + | |
| | </div> | | </div> |
| | </div> | | </div> |
| Line 122: |
Line 162: |
| | <div class=teaser-box> | | <div class=teaser-box> |
| | | | |
| − | ===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"> |
| Line 132: |
Line 172: |
| | | | |
| | | | |
| − | <i class="fas fa-glasses"></i> [[Holistic Learning]] | + | <i class="fas fa-glasses"></i> [[Holistic Learning]] |
| | <br><i class="fas fa-glasses"></i> [[Cooperative Learning]] | | <br><i class="fas fa-glasses"></i> [[Cooperative Learning]] |
| | <br><i class="fas fa-glasses"></i> [[Facilitation]] | | <br><i class="fas fa-glasses"></i> [[Facilitation]] |
| | <br><i class="fas fa-glasses"></i> [[Directing and Coaching]] | | <br><i class="fas fa-glasses"></i> [[Directing and Coaching]] |
| − | <br><i class="fas fa-glasses"></i> [[Self-Directed Learning]] | + | <br><i class="fas fa-glasses"></i> [[Resource Orientation]] |
| | <br><i class="fas fa-glasses"></i> [[Emotional Learning]] | | <br><i class="fas fa-glasses"></i> [[Emotional Learning]] |
| − | <br><i class="fas fa-glasses"></i> [[Creative Thinking]] | + | <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 Zone Model]] | + | <br><i class="fas fa-glasses"></i> [[Learning to Learn]] |
| − | <br><i class="fas fa-glasses"></i> [[Circular Learning Model]] | + | <br><i class="fas fa-glasses"></i> [[Learning Zone]] |
| | </div> | | </div> |
| | </div> | | </div> |
| Line 148: |
Line 188: |
| | <div class=teaser-box> | | <div class=teaser-box> |
| | [[File:Empowerment1.png | left | 120px]] | | [[File:Empowerment1.png | left | 120px]] |
| | + | |
| | ===Power and Participation=== | | ===Power and Participation=== |
| | Empowerment in the context of Education for Democratic Citizenship and Human Rights Education has the goal to enable citizens to claim their rights, act in the public, get involved in discussions or decision-making, and live and act according to democratic values. | | Empowerment in the context of Education for Democratic Citizenship and Human Rights Education has the goal to enable citizens to claim their rights, act in the public, get involved in discussions or decision-making, and live and act according to democratic values. |
| | <div class="mw-collapsible mw-collapsed" data-expandtext="What's inside?"> | | <div class="mw-collapsible mw-collapsed" data-expandtext="What's inside?"> |
| | + | |
| | | | |
| | | | |
| Line 156: |
Line 198: |
| | <i class="fas fa-glasses"></i> [[Power]]<br> | | <i class="fas fa-glasses"></i> [[Power]]<br> |
| | <i class="fas fa-glasses"></i> [[Empowerment]]<br> | | <i class="fas fa-glasses"></i> [[Empowerment]]<br> |
| | + | <i class="fas fa-glasses"></i> [[Human Rights Education]]<br> |
| | <i class="fas fa-glasses"></i> [[Participation]]<br> | | <i class="fas fa-glasses"></i> [[Participation]]<br> |
| | <i class="fas fa-glasses"></i> [[Facilitation]]<br> | | <i class="fas fa-glasses"></i> [[Facilitation]]<br> |
| | <i class="fas fa-glasses"></i> [[Cooperative Learning]]<br> | | <i class="fas fa-glasses"></i> [[Cooperative Learning]]<br> |
| − | <i class="fas fa-glasses"></i> [[Online Participation]] | + | <i class="fas fa-glasses"></i> [[Activism and Participation in Digital Transformation]]<br> |
| | + | <i class="fas fa-glasses"></i> [[Online Participation]]<br> |
| | + | <i class="fas fa-glasses"></i> [[Why do people get involved?]]<br> |
| | + | <i class="fas fa-glasses"></i> [[The Universal Declaration of Human Rights (1948)]]<br> |
| | + | <i class="fas fa-glasses"></i> [[The international Human Rights system after 1948]]<br> |
| | | | |
| | </div> | | </div> |
| Line 185: |
Line 232: |
| | </div> | | </div> |
| | </div> | | </div> |
| − |
| |
| | | | |
| | | | |
| | + | <!-- |
| | + | <hr class=boldline> |
| | + | ===Tool:=== |
| | + | [[File: Competence-navigator-logo.png | 200px | center | link= Competence Navigator]] |
| | + | --> |
| | <hr class=boldline> | | <hr class=boldline> |
| | | | |
| Line 194: |
Line 245: |
| | <div class=teaser-box> | | <div class=teaser-box> |
| | | | |
| − | ==Competency Frameworks== | + | ==Competence Frameworks that Address Learners== |
| − | From the community library
| + | Materials from the community |
| − | <noinclude>{{:Competency Frameworks}}</noinclude> | + | <noinclude>{{:Resources - Competence Frameworks}}</noinclude> |
| | </div> | | </div> |
| | <hr class=boldline> | | <hr class=boldline> |
| Line 202: |
Line 253: |
| | <div class=teaser-box> | | <div class=teaser-box> |
| | | | |
| − | ==Competency Frameworks for Educators== | + | ==Competence Frameworks for Educators== |
| − | From the community library
| + | Materials from the community |
| − | <noinclude>{{:Competency Frameworks For Educators}}</noinclude> | + | <noinclude>{{:Resources - Competence Frameworks For Educators}}</noinclude> |
| | </div> | | </div> |
| | | | |
| | </div> | | </div> |
| − | <div class="right-column-contentinner"> | + | <div class="methodpage-infos"> |
| | <noinclude>{{:Navi: Understanding}}</noinclude> | | <noinclude>{{:Navi: Understanding}}</noinclude> |
| | | | |
| − | <hr class="simpleline"> | + | <hr class=simple-line> |
| − | | + | <div class="left-box" > |
| − | <div class="right-box" > | |
| − | | |
| | ===DEFINITION:=== | | ===DEFINITION:=== |
| − | [[File:Knowledge-society.png | 250px | center | A competency is more than just knowledge and skills. It involves the ability to meet complex demands.]]<br>"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." | + | [[File:Knowledge-society.png | 250px | center | A competence is more than just knowledge and skills. It involves the ability to meet complex demands.]]<br>"A com­pe­tence 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." |
| | [http://www.oecd.org/pisa/35070367.pdf OECD] | | [http://www.oecd.org/pisa/35070367.pdf OECD] |
| | </div> | | </div> |
| | | | |
| − | <hr class="simpleline">
| |
| | | | |
| − | ===Related:===
| |
| − | *[[Planning with Key Competencies]]
| |
| − | *[[Key Competency Profile]]
| |
| − | *[[Method Mix]]
| |
| | | | |
| | | | |
