Transcript Competencies for Lifelong Learning - Ifip-tc3

Competencies for Lifelong Learning
Barbara Kędzierska
Pedagogical University of Krakow
[email protected]
Delhi 2009
Social & technological determinants of reality today
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A rapid development of information & communication technologies
stimulates development of scientific fields, modifies the reality and
meanings
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The proceeding globalization of autonomous individuals forces taking
responsibility for oneself and „one’s” world
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Constantly changing labour market is more and more determined with
suitable competence
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Modern economy is dependent on the system of education tightly
connected to social–economical determinants
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Information & communication tools are becoming more and more
indispensable in professional and social activity of a modern man
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A clear division between education and work time is disappearing and
education is becoming a continuous process
Lifelong learning …
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… is the basic civilizational requirement and a main factor of development
… by integrating formal, extra-formal and non-formal education in one
constant process becomes a part of lifestyle of a modern man
… it emphasises competence as a condition and atrybut of individual and
social development
… it assumes full integration of information & communication tools in the
process of learning, teaching and training
Learning today:
1. needs full and transparent integration of ICT
2. should be a continuous process throughout lifetime
3. is characterized by competencies as the result of learning
The aim of formal education from the very beginning is
becoming the process of forming in learners competencies to
learn effectively and to guide one’s own professional
development
Key competences for permanent education:
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communicating in mother’s tongue
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communicating in foreign languages
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math competences and basic science-technological
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competences
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computer competences
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ability of learning
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interpersonal, intercultural and social competences, as well as civil
competences
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enterprise
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culture expression
Document worked out by the European Communities Commission, the document Crucial Competences in learning during the
entire life - European referential frames. This document is an annex to the Conclusion of the European Communities Commission
concerning a Recommendation of the European Parliament - COM(2005)548 final
Three categories of key competences :
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To use tools interactively
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To co-operate in heterogeneous group
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To work autonomously
The concept of Framework Structure of Key Competence - OECD DeSeCo Project (Definition and Selection of Competencies)
Information competence – a set of knowledge, skills,
attitudes and efficiency essential for an individual to
diagnose when and what information is needed, to
localize this information, to assess it, to effectively
process and use it, as well as to transfer it in a correct
form with the use of properly selected tools
A person who is information competent is able to:
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determine the scope of needed information
access effectively needed information (also from not electronic
sources)
critically evaluate obtained information and its sources
include selected information into his/her own structure of
knowledge
effectively use proper information in realization of assumed
goals, both individually and as a member of a group
understand and include in his/her actions economic, legal,
social and ethical context
The aim of formal education, beginning with primary
school, is becoming the process of forming in learners
key competence
digital
literacy
<
information
competence
<
effective
learning
(more key
competence)
<
professional
development
ICT in lifelong learning process
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help to experience the reality and to shape human knowledge and conscience
offer 3 kinds of experience which refer to three–system representation of the world
according to Bruner (action based presentation – enactive representation, image
based presentation – iconic representation, language based presentation – symbolic
representation)
fulfill more & more functions: informative (multi-code), educational (means –
method), culture-forming, simulating, tool (in the process of learning, at work, when
playing or in communication)
episodic transmission of information and the „ instant" culture enforce a new way of
thinking and learning, because the reference to linear structure of knowledge is
becoming insufficient today
the concept of multimedia education is becoming a dominant paradigm of modern
education
Thank you for your attention..