#peivandpirouzi #training #canada #pirouzi #international #funding #immigrants #refugees #canada #immigration #education

1. CAREER COMPETENCIES IN
CANADA
LIFELONG LEARNING
Prepared and Presented by:
Pr. Peivand Pirouzi, Ph.D., MBA, CCPE, Cert. Psychiatry
Lead Educational and Career Mentor
2018
Prof. Peivand Pirouzi, 2018

2. Universal Employability Skills
1. Leadership/Management Skills
2. Communication Skills
3. Teamwork Skills
4. Self-Motivated/Ability to work with little or no supervision
5. Problem-Solving/Decision-Making, Reasoning/Creativity skills
6. Dedication/Hardworking/Work Ethic
7. Planning/Organizing Skills
8. Dependability/Reliability/Responsibility
9. Adaptability
10. Availability/Flexibility
11. Honesty/Integrity/Morality - Character Counts!
12. Computer/Technical Skills
13. Interpersonal Abilities
Prof. Peivand Pirouzi, 2018

3. Universal Employability Skills
13. Self Presentation Skills
14. Multi-Tasking Skills
15. Positive Attitude/Motivation/Energetic
16. Self-Confidence
17. Leadership/Management Skills
18. Multicultural Sensitivity/Awareness
19. Loyalty
20. Professionalism
21. Willingness to Learn
22. Customer Service Skills
23. Common Sense
Prof. Peivand Pirouzi, 2018

4. LIFELONG LEARNING
Prof. Peivand Pirouzi, 2018

5. What is learning?
 Acquiring?
 Receiving?
 Exploring?
 For ourselves?
 Does in involve thinking?
 Does it involve senses?
 Does it involve feelings?
 Does it involve intuition, beliefs, or values?

6. Why learning?
 Is it for your personal development?
 Is it for our professional development?
 What else?

7. What learning requires?
 Motivation?
 Personal drive?
 Commitment?
 Initiative?
 Optimism?
 What else?

8. “A broad encompassing view of learning
should aim to enable each individual to
discover, unearth and enrich his or her
creative potential, to reveal the treasure
within each of us. ... in order to achieve
specific aims ... that emphasise(s) the
development of the complete person…”
Learning: The Treasure Within, Report to UNESCO of the International Commission on
Education for the 21st Century, 1996
Learning to know
Learning to do
Learning to live together
Learning to be
Where learning should aim?

9. Three broad categories for core competencies
Being a successful individual
in a well-functioning society
1. ability to use a wide range of tools
2. able to engage with others and to interact in
heterogeneous groups
3. take responsibility for managing one’s own life

10.  In this increasingly complex world, creativity
and the ability to continue to learn and to
innovate will count as much as, if not more
than, specific areas of knowledge liable to
become obsolete. Lifelong learning should
be the norm.”
Improving Competences for the 21st Century (2008)

11. Background …
The United Nations Convention of the Rights of
the Child:
Art. 28 … the education of the child shall be directed to: (a) The
development of the child's personality, talents and mental and physical
abilities to their fullest potential
Art. 12: Parties shall assure to the child who is capable of forming his or
her own views the right to express those views freely in all matters
affecting the child
World Health Organisation:
Health is a state of complete physical, mental and social well-being not
merely the absence of disease or infirmity.
Council of Europe: ‘Well-being for All’ basis of social
cohesion

12. What learning does to our lives?
 Well-being?
 Motivation?
 Understanding?
 What else?

13. Defining well-being:
Realising one’s unique potential
through physical, emotional, mental,
and spiritual development
… in relation to self, others and the
environment.
Definition: Universal Education Foundation
http://www.uef-learning4wellbeing.org/
13

14. Shifting the way we think …
• Children as full participants in life
• Ourselves, as mentors, and leaders
• Education centred on the learner’s goals
• Choosing well-being and health
Purpose:
To inspire and engage people to make all environments more
conducive to Learning for Well-being
about children, about ourselves, our education, learning, and health
14

15. Learning for Well-being implies:
 Self-directed activity
 Self-directed learning
 Self discovery
 Self expression
 Involving all our potentials as a whole person
 Having social activities and relationship
 Requiring curiosity, openness and respect
 Exposed to diverse learning environments
 Optimized learning through autonomy and choices
Ref.: Linda O’Toole & Daniel Kropf, Learning for Well-being. Changing Paradigms, Sharing
our Hearts, Beginning a Dialogue, Universal Education Foundation, 2010

16. Key Competences for Lifelong Learning
 Communication in the mother tongue
 Communication in a foreign language
 Mathematical competence and basic competence in science and
technology
 Digital competence
 Learning to learn
 Social and civic competence
 Sense of initiative and entrepreneurship
 Cultural awareness and expression
All that individuals need for personal fulfillment and
development, active citizenship, social inclusion and
employment.

17. Key competences include:
 application of knowledge and skills
 include attitudes as well as knowledge, skills
 engage the emotions, mind and body
 integrated development of skills and attitudes conducive to
the use of knowledge in different situations (familiar or
unexpected)
Fostered in school through team work, participation and
engagement of students in their learning & working with
the families, communities and stakeholders around
schools.

18. Learning to learn
 engages learners to build on prior learning & life
experiences
 organise one's own learning
 awareness of one's learning process & needs
 identifying available opportunities
 ability to overcome obstacles in order to learn
successfully
 motivation & confidence are crucial to an individual's
competence.

19. Social and civic competence
 personal, interpersonal & intercultural competence
 all forms of behaviour that equip individuals to
participate in social & working life
 emphasises increasingly diverse societies
 includes capacity to resolve conflict where
necessary & participate in civic life
 commitment to active & democratic participation.

20. EU Key competences - links
Learning to learn:
 School must first help them [children & young people] discover who
they are.
 Self-directed activity
 Individual processes and needs
 Capacities for self-discovery/expression
 Optimized through autonomy and choices
Social and civic competence:
 Only then will they genuinely be able to put themselves in other
people’s shoes and understand their reactions.
 Developing empathy at school bears fruit in terms of social behaviour
throughout life.
 Experience of shared purposes throughout life which seems to be an
effective way of avoiding or resolving latent conflicts.
 Learning involves whole person
 Inherently a social activity -- in relationship
 Requiring curiosity, openness and respect
Through and within diverse learning environments

21. Sources
Learning for Well-being Consortium of Foundations in Europe /
Universal Education Foundation (www.learningforwellbeing.org)
Learning to Live Together; a Necessary Utopia: a seminar (2007)
and special issue of the European Journal of Education (2008)
organised with the support of the Calouste Gulbenkian Foundation.
(http://onlinelibrary.wiley.com/doi/10.1111/ejed.2008.43.issue-2/issuetoc)
A 2009 study on key competences for the EU Commission, DG EAC:
J. Gordon, G. Halasz, M. Krawczyk, T. Leney, A. Michel, D. Pepper, E.
Putkiewicz, J. Wisniewski, Key Competences in Europe: Opening
doors for lifelong learners across the school curriculum and
teacher education
(http://ec.europa.eu/education/more-information/moreinformation139_en.htm).

22. Class Discussion
Choose one of your learning activities in the
past
1- Tell to your class partner what it was.
2- Why you chose that learning activity?
3- Did you learn what you needed?
4- How did you use what you learnt?
5- What were your barriers for learning?
6- What are your plans for learning in the next three to six months?
7- Why you chose those learning activities in #6?
Prof. Peivand Pirouzi, 2018

23. Conclusion
 Did you learn something from your discussion with
you our class partner?
 What did you learn exactly about yourself?
 What did you learn exactly from your class
partner?
 Write down your findings and ideas that you just
got from your class discussion.

24. End of Session
Prof. Peivand Pirouzi, 2018

25. Thank you.