The document discusses competency-based learning, defining competencies as the ability to use knowledge, skills, and attitudes effectively in a work context. It outlines the European Qualifications Framework (EQF), which categorizes competencies into eight reference levels detailing what learners know, can do, and how they demonstrate their attitudes. It also addresses the learning processes and highlights the importance of personal competence in performing tasks adequately.

1. Competency Based
Learning
Toon Rekkers, 2012.
t.rekkers@kw1c.nl

2. What is a competency (1)?
Knowledge: Attitude:(Personality)
•Theoretcial •School history?
•Factual •Learning style?
•Other •Targets?
•Lifestyle?
•Needed to perform! •Other?
Skills: Competency
•Hands on Performance or
•Practical achievement with the
•How to execute integration of: knowledge,
• reading, listening, drawing, skills and attitude.
carpeting, solving problems
KxSxA=C
Needed to perform!

3. Knowledge
Skills Learning process Attitude
Competency

4. Know
Can Learning process Do
Competency

5. What is a competency (2)?
Oil Change
Knowledge: Attitude:
Skills: Competency:

6. What is a competency (3)?
Oil Change
Knowledge: (know) Attitude: (do)
(Personality: does the
How much oil? complete job )
Which oil ? Works clean and
communicates with
customer
Skills: (can) Competency:
Can put the oil in the car The oil change is done
engine. well and the customer is
satisfied.

7. A competency is
the personal competence to use the
required:
• knowledge,
• skills,
• attitude (personality),
to act adequately (= to perform) in
the context of the work situation.

8. European Qualifactions
Framework (EQF)
• Knowledge => Know
• Skills, => Can
• Attitude. => Do

9. Reference levels EQF
The core element of the EQF is a set of
eight reference LEVELS describing:
• what the learner knows;
• what the learner can;
• what the learner is able to do;

10. EQF grid
Level Knowledge Skills Attitude
1 basic simple tasks under supervision
2 factual solve routine problems some autonomy
facts, principles, accomplish tasks and take responsibility for
3* processes and
general concepts
solve problems completion of tasks
factual and theoretical in generate solutions to • exercise self-
4* broad contexts specific problems management
• supervise the routine
work of others,
5 comprehensive comprehensive review and develop
performance
6 advanced advanced manage complex technical or
professional activities
7 highly specialised specialised problem- new strategic
solving and research approaches
8 at the most advanced solve critical problems in demonstrate substantial
frontier research authority, innovation,
and/or innovation and autonomy, scholarly and
redefine professional integrity

11. How do we learn?
Self Organized
Attitude
Skills
Knowledge
Strong Guided
Time
Start Performance

12. How do students learn?
Self Organized
Attitude (do)
Skills (can)
Knowledge (know)
Strong Guided
Time
Start Performance

13. Two ways of learning
Self Organized
Attitude (do)
Skills (can)
Knowledge (know)
Strong Guided
Time
Start Performance

14. Position of the learning
Self Organized Projects
Attitude (do)
Training
Projects
Skills (can)
Courses Training
Knowledge (know)
Strong Guided
Courses
Time
Start Performance

15. Toon Rekkers, 2012.
t.rekkers@kw1c.nl
Formulas