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1. Why competence based learning? 2. What is competence based learning? 3. Lifelong learning 4. Validation 5. International projects & competences 6.

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Presentation on theme: "1. Why competence based learning? 2. What is competence based learning? 3. Lifelong learning 4. Validation 5. International projects & competences 6."— Presentation transcript:


2 1. Why competence based learning? 2. What is competence based learning? 3. Lifelong learning 4. Validation 5. International projects & competences 6. Evaluation


4  “Lisbon Strategy” and its successor, “Europe 2020”  The European leaders want to turn Europe into the “most competitive, knowledge based economy in the world”.  Europe is NOT gifted with many natural resources  “Rich potential of human resources”  Ageing society, EU NOT qualified for education  A substantial investment in education and training and the introduction of the concept of lifelong learning.

5 The European Commission has pointed out that key competence development is imperative in order to reach the Lisbon and Europe 2020 strategy targets.

6 A compentence is the ability to apply a synthesis of knowledge, skills and attitudes in a particular situation and with a particular quality. PLATO Universiteit Leiden

7 PLATO Skills Behaviour Knowledge Values, beliefs, affects, attitudes Context Quality

8 WHAT? Learning content in a rapidly changing environment: What do people need to know in 20 years?  Explosion of Knowledge and half-value period of knowledge (18 months)  ICT (r)evolution C.Bauer, Aqueduct, October 2010

9  Reproduction vs. production of knowledge  New media: overnews‘d and underinformed  Validation of information  Focused on learning output rather than people („human capital“)  Different levels of learning, focus on : - Knowledge (…reproduction) - Attitude/ skills ? - Application/action ?

10 - Initial training + - Continuous system of additional training - Formal – non-formal - informal learning - Validation of competence development

11 Formal learning: tip of the iceberg of learning…

12 Growing internationalisation, the rapid pace of change, and continuous roll-out of new technologies Europeans must not only keep their specific job-related skills up-to-date, but also possess the generic competences that will enable them to adapt to change. Social cohesion: many Europeans feel left behind and marginalised by globalisation and the digital revolution.

13 European Framework for Key Competences for Lifelong Learning. For the first time at the European level: the key competences that citizens require for their personal fulfilment, social inclusion, active citizenship and employability in our knowledge- based society.

14 1 ) Communication in the mother tongue; 2) Communication in foreign languages; 3) Mathematical competence and basic competences in science and technology; 4) Digital competence; 5) Learning to learn; 6) Social and civic competences; 7) Sense of initiative and entrepreneurship; 8) Cultural awareness and expression.

15 Communication in the mother tongue 15 Communication in the mother tongue is the ability to express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing), and to interact linguistically in an appropriate and creative way in a full range of societal and cultural contexts; in education and training, work, home and leisure. - The knowledge how to communicate, knowledge of vocabulary, functional grammar etc. - Skills to communicate orally and in writing - To be open for dialogue, to be enthusiastic for the aesthetics of a language

16 Communication in foreign languages 16 Is the ability to understand, express and interpret concepts, thoughts, feelings, facts and opinions in both oral and written form (listening, speaking, reading and writing) in an appropriate range of societal and cultural contexts Communication in foreign languages also calls for skills such as mediation and intercultural understanding. - Knowledge of vocabulary, social conventions, cultural aspects. - Skills to understand information, to start a conversation, reading texts – Awareness of cultural diversity, being interested in foreign languages, in intercultural communication.

17 Mathematical competences and competence in science and technology. 17 Mathematical competence is - the ability to develop and apply mathematical thinking in order to solve a range of problems in everyday situations. Building on a sound mastery of numeracy, the emphasis is on process and activity, as well as knowledge. - the ability and willingness to use mathematical modes of thought. Competence in science refers to the ability and willingness to use knowledge and methodology employed to explain the natural world, in order to identify questions and to draw evidence- based conclusions. Competence in technology is viewed as the application of that knowledge and methodology in response to perceived human wants or needs.

18 Digital competence 18 Digital competence involves the confident and critical use of Information Society Technology (IST) for work, leisure and communication. It is underpinned by basic skills in ICT. - Knowledge about role and possibilities of ICT -The capability to look for and collect information and use it in a critical way. To be able to use tools to produce present and understand complex information - Thoughtful and critical attitude towards information and media.

19 Learning to learn 19 The ability to pursue and persist in learning, to organise one’s own learning, including through effective management of time and information, both individually and in groups. This competence includes awareness of one’s learning process and needs, identifying available opportunities, and the ability to overcome obstacles in order to learn successfully. Learning to learn engages learners to build on prior learning and life experiences in order to use and apply knowledge and skills in a variety of contexts - To know and understand what learning strategies you prefer and to know your strong and weak points. - To be able to organise your own learning process, to judge your own work and to seek for advice or help. - To be motivated to learn, a problem solving attitude.

20 Social and civic competences 20 Personal, interpersonal and intercultural competence, covering all forms of behaviour that equip individuals to participate in social and working life. - Knowledge of basic concepts relating to individuals, groups, work organisations, gender equality and non-discrimination, society and culture. Understanding the multi-cultural and socioeconomic dimensions of European societies. - The ability to communicate constructively in different environments, to show tolerance, the ability to create confidence, and to feel empathy. - Attitude of collaboration, assertiveness and integrity, interest in socio- economic developments and intercultural communication. Value diversity and respect others.

21 Social and civic competences 21 Civic competence equips individuals to fully participate in civic life, based on knowledge of social and political concepts and structures and a commitment to active and democratic participation. - Civic competence is based on knowledge of the concepts of democracy, justice, equality, citizenship, and civil rights. - To engage effectively with others in the public domain, and to display solidarity and interest in solving problems affecting the local and wider community. - Full respect for human rights including equality as a basis for democracy, appreciation and understanding of differences between value systems of different religious or ethnic groups

22 Sense of initiative and entrepreneurship 22 refers to an individual’s ability to turn ideas into action. It includes creativity, innovation and risk-taking, as well as the ability to plan and manage projects in order to achieve objectives. is a foundation for more specific skills and knowledge needed by those contributing to social or commercial activity. - Knowledge about opportunities for personal, professional and/or commercial activities. Understanding economic issues. - Proactive project management, e.g. planning, organisation, leadership, teamwork. - Motivation, initiative and persistence to reach goals.

23 Cultural awareness and cultural expression 23 Appreciation of the importance of the creative expression of ideas, experiences and emotions in a range of media, including music, performing arts, literature, and the visual arts. - Awareness of local, national and European cultural heritage and their place in the world. Basic knowledge of major cultural works, including popular contemporary culture. Understanding of the cultural and linguistic diversity in Europe and other regions of the world, the need to preserve it and the importance of aesthetic factors in daily life. - Skills relate to both appreciation and expression: the appreciation and enjoyment of works of art and performances as well as self- expression through a variety of media. - Open attitude towards and respect for diversity of cultural expression.


25  Active learning  In realistic settings  Of increasing complexity  Together with others  Increasingly self sufficient  Aimed at actual performance !!  Aimed at learning to learn PLATO Universiteit Leiden

26  We listened to teachers  We studied books/subjects  We applied our knowledge and made assignments  We answered questions  We rehearsed  We sat the exam  We passed or failed  We became knowledgeable

27 PLATO Universiteit Leiden  We search and scan  We contact experts or peers  We read, watch, zap, chat, Skype  We plan and act  We tape and download, we copy and paste  We produce, create and design  We present results, build portfolios  We upload and share  We discuss and debate  Our work is assessed  We (try to) become competent

28 4. Validation Validation is the process of identifying, assessing and recognising knowledge, skills and competences acquired in formal, non-formal and informal settings.

29 Accelerating ‘credentialism’ – ”Qualifications necessary” Making human capital visible Skill shortages – validation of existing skills – identify gaps; reduce time & money spent Unemployment - identify existing skills for alternative employment/support to get employment Mobility agenda Social inclusion agenda – low-skilled/low qualified adults need to identify competences & potential Lifelong learning agenda– motivation; access; exemption; awards 29

30 5. International projects & competences The ideal context for competence based teaching and learning.

31 Cultural awareness Dealing with diversity Problem solving Communication Conflict solving Team work Autonomy Empathy Self confidence Advocacy Language competences Learning to learn Sociability Readiness to be mobile Intercultural communication Language awareness Open mindedness Financial management Self management Flexibility

32 Diversity management Networking Leadership Intercultural communicatio n Project management Virtual communicatio n European scope Evaluation and reflection Advocacy Teamwork

33 EUROPASS CV Personal data ECTS ECVET Other formal certificates Higher Education VET Languages IT-skills Social Skills & Comp. Personal Skills & Comp. Other formal certificates Orga. Skills & Comp.? ? ? Sector/Section Cerification SystemReference System EQF/NQF different IT-Sys Formal Informal


35  To make the project more visible.  To check how curriculum and project can be linked.  To check what objectives we have met and to what extend.  To reveal strong and weak points.  To identify the obstacles  To create a portfolio for reporting back.  To bring all the work that has been done into the light.  To professionalise decision making  To learn

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