Competencies for Lifelong Learning

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Competencies for Lifelong Learning

• Barbara Kedzierska
• Pedagogical University of Krakow
• kedzierska_at_inf.ap.krakow.pl

Delhi 2009
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Social technological determinants of reality
today

• A rapid development of information
  communication technologies stimulates development
  of scientific fields, modifies the reality and
  meanings
• The proceeding globalization of autonomous
  individuals forces taking responsibility for
  oneself and ones world
• Constantly changing labour market is more and
  more determined with suitable competence
• Modern economy is dependent on the system of
  education tightly connected to socialeconomical
  determinants
• Information communication tools are becoming
  more and more indispensable in professional and
  social activity of a modern man
• A clear division between education and work time
  is disappearing and education is becoming a
  continuous process

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Lifelong learning

• 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

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• Learning today
• needs full and transparent integration of ICT
• should be a continuous process throughout
  lifetime
• is characterized by competencies as the result of
  learning

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The aim of formal education from the very
beginning is becoming the process of forming in
learners competencies to learn effectively and to
guide ones own professional development
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Key competences for permanent education

• communicating in mothers tongue
• communicating in foreign languages
• math competences and basic science-technological
• competences
• computer competences
• ability of learning
• interpersonal, intercultural and social
  competences, as well as civil competences
• enterprise
• 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
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Three categories of key competences

• To use tools interactively
• To co-operate in heterogeneous group
• To work autonomously

The concept of Framework Structure of Key
Competence - OECD DeSeCo Project (Definition and
Selection of Competencies)
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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
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A person who is information competent is able to

• 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

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The aim of formal education, beginning with
primary school, is becoming the process of
forming in learners key competence
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ICT in lifelong learning process

• help to experience the reality and to shape human
  knowledge and conscience
• offer 3 kinds of experience which refer to
  threesystem 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

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Thank you for your attention..