1. Why competence based learning?2. What is competence based learning?3. Lifelong learning4. Validation5. International projects & competences6. Evaluation

“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.

The European Commission has pointed

out that key competence development is

imperative in order to reach the Lisbon

and Europe 2020 strategy targets.

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

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PLATO

Skills Behaviour

Knowledge

Values, beliefs, affects, attitudes

Context

Quality

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

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 ?

- Initial training +

- Continuous system of additional training

- Formal – non-formal - informal learning

- Validation of competence development

Formal learning: tip of the iceberg of learning…

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.

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.

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.

Communication in the mother tongue

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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

Communication in foreign languages

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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.

Mathematical competences and competence in science and technology.

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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.

Digital competence

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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.

Learning to learn

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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.

Social and civic competences

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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.

Social and civic competences

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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

Sense of initiative and entrepreneurship

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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.

Cultural awareness and cultural expression

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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.

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

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PLATO Universiteit Leiden

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

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

4. Validation

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

• 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

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5. International projects & competences

The ideal context for competence based teaching and learning.

• 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

Diversity management

Networking

LeadershipIntercultural communicati

on

Project management

Virtual communicati

on

European scope

Evaluation and

reflection

Advocacy

Teamwork

EUROPASSEUROPASS

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 System Reference System

EQF/NQF

EQF/NQF

different

IT-Sys

Formal

Informal

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