From Curriculum to Competencies and Skills – February 2021 – Raymond Morel (IFIP TC3 and Social-IN3)

From Curriculum to Competencies and Skills
February 2021-Raymond Morel (IFIP TC3 and Social-IN3)

After decades of curricula in static system (in fact it was mainly to control the system and the teachers after the generalized access to education AND to have an easy possibility to update the curriculum with new terminologies in absence of real practice), education liberates itself and returns in pedagogy with questioning competencies and skills with appearing dynamic systems.

Instead of an abstract catalog of topics, concepts and facts often without evident link with student reality, it is necessary to do a pedagogical effort to allow using them. With a view of a list of competencies to enlarge, the opportunity to enter in a practical way into understanding activating experiments to reach the goals of learning (not only speaking about it but make it practical and active)

To speak of competencies you have to define them; following Carré P. And Caspar P. (cf. reference below). They propose this definition :
« Competence makes it possible to act and/or resolve problems / situations satisfactorily in a particular context, by mobilizing various capacities in an integrated manner”

For an introduction they consider five ways to approach competencies :

1. Knowledge-based approach
2. Know-how approach
3. Approach through behaviour and interpersonal skills
4. Approach through knowledge, know-how and interpersonal skills
5. Cognitive skills approach (knowing, dealing with information, knowing how to reason, knowing how to name what you do, knowing how to learn).

For going further in other more specialized skills, it is necessary to further specify the context (in particular the activities carried out, in which field, with whom, etc.). By practicing in this way it becomes possible to elaborate a list of 5 to 10 essential skills/competencies that lead learners to a deeper understanding and above all to a better implementation of the factual situations proposed.
It is no longer a question of being able to say that we have heard of such and such a concept of the curriculum, but that we have understood their potential (s) and above all that we are able to master them and implement them.

Adopting this way of working has the following consequences about many situations of learning (for example):

For the teachers, not anytime driven by the curriculum but to be conscious of competencies to develop and to be able to explicite. There are not only one way to achieve this action, but it is easy to see if the learner has understand and is able to put in real activities.

 

For active participant in elaborating the Zanzibar Declaration (ZD) and/or to contribute filling the ZD matrix, the attitude of thinking first and foremost about competencies developments is a the most valuable and effective way to actively participate.

 

Referencies

WEF (World Economic Forum) report “Future of Jobs 2020”
Future competencies at the digital age – reshuffle the cards – Les compétences du futur – une manière de rebattre les cartes

21st-Century Skills That All Students Should Have
A nation at risk
La définition et la sélection des compétences clés OCDE
2000-2025-Evolution of the job market in front of necessity of updating continuously the competencies during the life – Le marché du travail vs nécessité de MAJ des compétences pour éviter si possible une réorientation voire le chômage
CSTD – 2019 – BUILDING DIGITAL COMPETENCIES TO BENEFIT FROM FRONTIER TECHNOLOGIES
Swiss Digital Summit 2018 at Zürich 27 of Septembre at ETHZ
WSIS Forum 2018 – Opening ceremony
Carré P. And Casper P. Traité des sciences et techniques de la formation – Paris , Dunod, 2017
Swissquote, l’intelligence artificielle et le futur – Téléjournal du 8 août 2017
IFIP IP3 Global Industry Council Releases GIC 2020 Skills Assessment Report Media Release New Report Spells Out Skills and Knowledge Needed by ICT Professionals in 2020
Modeling and Measurement of Competencies in Computer Science Education – J.Magenheim and S.Schubert
Global Media and Information Literacy (MIL) Assessment Framework: Country Readiness and Competencies Unesco
Computers and Education – a landscape Deryn Watson Emeritus Professor of Information Technologies and Education Department of Education and Professional Studies King’s College London London SE1 9NN, UK
Many of these references are from the old time when the learners (… and sometimes the teachers) are not distinguishing between « curriculum » et « skills – competencies ». Nowadays it’s not anymore the case.

 

v5-From-Curriculum-to-Competencies-and-Skills-February-2021-Raymond-Morel-IFIP-TC3-and-Social-IN3.pdf

 

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http://www.ict-21.ch/l4d/pg/file/read/924584/from-curriculum-to-competencies-and-skills-february-2021-raymond-morel-ifip-tc3-and-socialin3

 

About Raymond Morel (1220 Articles)
Raymond Morel is a member of the Board of Directors at SI and is President of Social-IN3, a cooperative of a researchers’ convinced of the need to address new challenges of today's Information Age, which is slowly and surely modify the entire society.

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