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Transversal competency presentation


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This presentation explores the UNESCO Transversal Competencies and how they relate to the General Capabilities form the Australian Curriculum.

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Transversal competency presentation

  1. 1. Aims of Session • To establish our own understanding and definition of Transversal Competencies • To clarify our understanding of Transversal Competencies • To establish links to the Australian Curriculum • To identify the role of the library in developing Transversal Competencies • To begin the process of creating a statement from AISWA Libraries Inc. regarding Transversal Competencies
  2. 2. Key Drivers What are the drivers for Transversal Competencies and where have they come from?
  3. 3. Key Competencies for Lifelong learning - a European Reference Framework Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment. The Reference Framework sets out eight key competences: • Communication in the mother tongue; • Communication in foreign languages; • Mathematical competence and basic competences in science and technology; • Digital competence; • Learning to learn; • Social and civic competences; • Sense of initiative and entrepreneurship; and • Cultural awareness and expression.
  4. 4. DECISION (EU) 2018/646 OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 18 April 2018 on a common framework for the provision of better services for skills and qualifications (Europass) and repealing Decision No 2241/2004/EC For the purposes of this Decision, skills are understood in a broad sense covering what a person knows, understands and can do. Skills refer to different types of learning outcomes, including knowledge and competences as well as ability to apply knowledge and to use knowhow in order to complete tasks and solve problems. In addition to the acknowledged importance of professional skills, there is an acknowledgement that transversal or soft skills, such as critical thinking, team work, problem solving and creativity, digital or language skills, are increasingly important and are essential prerequisites for personal and professional fulfilment and can be applied in different fields. Individuals could benefit from tools and guidance on assessing and describing those and other skills.
  5. 5. EuroPass Decision No 2241/2004/EC of the European Parliament and of the Council established a framework to address the challenges relating to job seeking, engaging in learning and career management. The aim of that Decision was to achieve better transparency of qualifications and competences through a portfolio of documents known as ‘Europass’, which individuals can use on a voluntary basis. That Decision also established national bodies, known as National Europass Centres, in order to implement the Europass framework.
  6. 6. What is a transversal competence?
  7. 7. United States 21st century skills necessary skills employability skills workplace know-how The Question of Definition Australia key competencies soft skills employability skills work smarts United Kingdom key skills core skills New Zealand essential skills
  8. 8. Skills vs CompetenciesCompetences are defined as a combination of knowledge, skills and attitudes appropriate to the context. Competency denotes something the learner must master. It therefore does not reflect what the teacher must do. A competency does not refer to an activity carried out by the learner in the course of learning: A competency denotes a quality acquired by the learner, a potential for reflection and action that he or she keeps and maintains.
  9. 9. A competency is more than just knowledge and skills. It involves the ability to meet complex demands, by drawing on and mobilising psychological resources (including skills and attitudes) in a particular context. For example, the ability to communicate effectively is a competency that may draw in an individual’s knowledge of language, practical IT skills and attitudes towards those with whom he is communicating. “The Definition and Selection of key Competencies” Executive Summary 2005
  10. 10. SKILLS KNOWLEDGEEATTTUDES Competency development is an evolving process
  11. 11. Types of competenciescompetency = potential to act + educational/technical content: this involves cognitive, gestural and technical know-how (in technical or professional training), such as recognising a triangle, comparing two modes of germination, fitting a door frame, etc. competency = potential to act + context: what are involved here are generic competencies- the competency of being open, assertive and creative, of seeking information, of paying attention to detail, of having scientific rigour, etc. competency = potential to act + educational/technical content + situation: these are situational competencies, which are only meaningful if characterised by a family of situations to be handled, this family of situations being delimited by a set of contents supposedly acquired by the learner and that he or she must reinvest in situations.
  12. 12. Which Framework?
  13. 13. Ways of thinking Creativity and innovation Critical thinking, problem solving Learning to learn, metacognition Ways of working Communication Collaboration responsibility Tools for working Information Literacy ICT Literacy Living in the world Citizenship local and global Life and career Personal and social ATC2020
  14. 14. Everyone requires Transversal Competencies to successfully adapt to change and to lead meaningful and productive lives. They are talents and abilities that can be transferred from one life situation to another and from one occupation to another. TCs are not specific to one particular career path but are generic across all employment sectors. They also support independent functioning and coping with practical problems or choices as a worker or citizen, learning from personal experiences in diverse formal and informal settings. UNESCO identifies 5 domains for TCs: 1.Critical and innovative thinking 2.Interpersonal skills 3.Intra-personal skills 4.Global citizenship
  15. 15. Zest For Living Japan General Capabilities Australia
  16. 16. Ability to • locate and access information through ICT, media, libraries and archives • express and communicate ideas through ICT • Use media and ICT to participate in democratic processes • analyse and evaluate media content
  17. 17. ACARA Curriculum Activity Report June 2016 Assessment of transversal competencies ACARA represents Australia in the Network on Education Quality Monitoring the Asia Pacific project. The UNESCO comparative study explores approaches and practices adopted in assessing transversal competencies or general capabilities in the Asia-Pacific region. The Australian report has been developed and submitted. It involves national level information and school case studies. Each participating country’s report will be synthesised to form the regional report. June-2016.pdf
  18. 18. Assessment of Transversal Skills 2020 (ATS2020) is an innovative policy experimentation project co-funded by the European Commission. The ATS2020 project is comprised of 17 partners from 11 EU countries. ATS2020 provides a comprehensive learning model for the enhancement of student indispensable transversal skills within curricula and offers new approaches and innovative tools to teachers for the development and assessment of these skills.
  19. 19. Challenges for Integrating Transversal Competencies into the Curriculum
  20. 20. Competencies in the Curriculum • The ‘United Nations’ Approach - focus on “life skills’ and “living together in society” • The “Interdisciplinarity” / cross- cutting capacities approach - the development of generic competencies (e.g. learning to learn) • The Standards Approach - focuses on the introduction and assessment of minimum ‘know-how’ and competencies at each level - with employability as an end-point (e.g Australian Qualifications Framework) • Interaction of Achievements and Terminal Competencies Approach - also known as ‘basic competencies approach” or “integration pedagogy” - provides cognitive, gestural and emotional capability, enabling him or her to act in complex situations as a responsible citizen.
  21. 21. Questions for Decision Makers1. Link with the learner’s exit profile What type of learner exit profile is sought? A general profile (knowledge, know-how, culture, etc.)? A set of standards with an eye to employability? A potential for handling complex situations of everyday and professional life? 2. The assessable character of competencies Do we want to be able to assess these competencies, or do they just serve as a guide lending colour to the learning processes? Are competencies a goal to be reached by each learner or do they represent a framework describing the spirit in which the learning processes should take place? 3. Link between competencies and programme content Do we consider that competencies must encompass educational content, or rather that they should develop alongside this content? 4. Importance of the socio-emotional/emotional dimension How far is the system actually ready to introduce the socio-emotional dimension in the curriculum, or even in the emotional dimension?
  22. 22. Assessing competencies Assessment of know-how Since the introduction of teaching by objectives in education, the types of know- how are assessed at school in accordance with systematic procedures, whether through questionnaires, exercises or practice. Assessing generic competencies The assessment of generic competencies in teaching is today the subject of very few instrumented devices. They are still often assessed through a subjective appreciation given by the teacher. Assessing situational competencies Apart from technical and professional training, where these assessments are common practice, there is not, in the world of primary or secondary general education, any deep-rooted tradition of assessing situational competencies. In recent years, however, particularly in a number of French- speaking countries, they are beginning to be assessed by means of complex situations presented to the learner — situations of producing a complex written submission, solving a problem, etc. Furthermore, such complex situations are increasingly making their appearance on international standardised tests.
  23. 23. PISA Collaborative Problem Solving Test
  24. 24.
  25. 25. ActionsDevelop a position paper from AISWA Libraries Inc. that includes: • Our own definition of Transversal Competencies • What we believe are the most important competencies (with a focus on Information Literacy) • A statement about how the library program can support the development of Transversal Competencies • Proposed strategies of how this could be done • Curated list of support resources