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Competencies for Lifelong Learning Barbara Kędzierska Barbara Kędzierska Pedagogical University of Krakow Delhi 2009.

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Presentation on theme: "Competencies for Lifelong Learning Barbara Kędzierska Barbara Kędzierska Pedagogical University of Krakow Delhi 2009."— Presentation transcript:

1 Competencies for Lifelong Learning Barbara Kędzierska Barbara Kędzierska Pedagogical University of Krakow Delhi 2009

2 Social & technological determinants of reality today A rapid development of information & communication technologies stimulates development of scientific fields, modifies the reality and meanings A rapid development of information & communication technologies stimulates development of scientific fields, modifies the reality and meanings The proceeding globalization of autonomous individuals forces taking responsibility for oneself and „one’s” world The proceeding globalization of autonomous individuals forces taking responsibility for oneself and „one’s” world Constantly changing labour market is more and more determined with suitable competence Constantly changing labour market is more and more determined with suitable competence Modern economy is dependent on the system of education tightly connected to social–economical determinants Modern economy is dependent on the system of education tightly connected to social–economical determinants Information & communication tools are becoming more and more indispensable in professional and social activity of a modern man Information & communication tools are becoming more and more indispensable in professional and social activity of a modern man A clear division between education and work time is disappearing and education is becoming a continuous process A clear division between education and work time is disappearing and education is becoming a continuous process

3 Lifelong learning … … is the basic civilizational requirement and a main factor of development … is the basic civilizational requirement and a main factor of development … by integrating formal, extra-formal and non-formal education in one constant process becomes a part of lifestyle of a modern man … by integrating formal, extra-formal and non-formal education in one constant process becomes a part of lifestyle of a modern man … it emphasises competence as a condition and atrybut of individual and social development … it emphasises competence as a condition and atrybut of individual and social development … it assumes full integration of information & communication tools in the process of learning, teaching and training … it assumes full integration of information & communication tools in the process of learning, teaching and training

4 Learning today: Learning today: 1.needs full and transparent integration of ICT 2.should be a continuous processthroughout lifetime 2.should be a continuous process throughout lifetime 3.is characterized by competencies as the result of learning

5 The aim of formal education from the very beginning is becoming the process of forming in learners competencies to learn effectively and to guide one’s own professional development

6 Key competences for permanent education: communicating in mother’s tongue communicating in mother’s tongue communicating in foreign languages communicating in foreign languages math competences and basic science-technological math competences and basic science-technological competences competences computer competences computer competences ability of learning ability of learning interpersonal, intercultural and social competences, as well as civil competences interpersonal, intercultural and social competences, as well as civil competences enterprise enterprise culture expression culture expression Document worked out by the European Communities Commission, the document Crucial Competences in learning during the entire life - European referential frames. This document is an annex to the Conclusion of the European Communities Commission concerning a Recommendation of the European Parliament - COM(2005)548 final

7 Three categories of key competences : To use tools interactively To use tools interactively To co-operate in heterogeneous group To co-operate in heterogeneous group To work autonomously To work autonomously The concept of Framework Structure of Key Competence - OECD DeSeCo Project (Definition and Selection of Competencies)

8 Information competence – a set of knowledge, skills, attitudes and efficiency essential for an individual to diagnose when and what information is needed, to localize this information, to assess it, to effectively process and use it, as well as to transfer it in a correct form with the use of properly selected tools

9 A person who is information competent is able to:  determine the scope of needed information  access effectively needed information (also from not electronic sources)  critically evaluate obtained information and its sources  include selected information into his/her own structure of knowledge  effectively use proper information in realization of assumed goals, both individually and as a member of a group  understand and include in his/her actions economic, legal, social and ethical context

10 The aim of formal education, beginning with primary school, is becoming the process of forming in learners key competence digital literacy < information competence < effective learning (more key competence) < professional development

11 ICT in lifelong learning process  help to experience the reality and to shape human knowledge and conscience  offer 3 kinds of experience which refer to three–system representation of the world according to Bruner (action based presentation – enactive representation, image based presentation – iconic representation, language based presentation – symbolic representation)  fulfill more & more functions: informative (multi-code), educational (means – method), culture-forming, simulating, tool (in the process of learning, at work, when playing or in communication)  episodic transmission of information and the „ instant" culture enforce a new way of thinking and learning, because the reference to linear structure of knowledge is becoming insufficient today  the concept of multimedia education is becoming a dominant paradigm of modern education

12 Thank you for your attention..


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