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.venting a new Language of Competence? Henning Salling Olesen

..inventing a new Language of Competence? Henning Salling Olesen. VPL, RPL, RKV, etc – Tools for…? Lifelong Learning as Policy Agenda Individual Subjective Concerns?. Individual subjective concerns : Guidance and counselling advocating individuals

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.venting a new Language of Competence? Henning Salling Olesen

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  1. ..inventing a new Language of Competence? • Henning Salling Olesen

  2. VPL, RPL, RKV, etc – Tools for…? Lifelong Learning as Policy Agenda Individual Subjective Concerns?

  3. Individualsubjectiveconcerns: • Guidance and counselling advocating individuals • ……providing tools defined by institutions or market • Based in Life Experience: past-present-future • Participation in continuing education and training • Dreams, desires and life situation: time and money

  4. 3f - TU of UnskilledWorkers • Education and Training Rights – and Motivation • Labour Market intervention and Workplace development • Universal right for Competence assessment • Recognition of experience and self esteem • Workers’ interests, Requirements, Bargaining, Legislation • Individual career reflection

  5. Two Regimes of Recognition – twoDiscourses • Business and labour market Discourse: Skills • Functionalism – Specific Applicability - Exchangeable • Scholastic Discourse: Knowledge • General abstract knowledge – academic skills -

  6. Competence • The ability to act successfully • In a complex context • Through the mobilization of psycho-social prerequisites (cognitive and non-cognitive) • With results related to the requirements of a professional role or personal project • (DESECO)

  7. Skills - Competences • Work processLabour force qualifications • De-skilling/re-skilling - Soft skills • Generic Skills • Bløde/Almene kvalifikationer • Schlüsselqualifikation • Key competences

  8. KeyCompetences • “such scientific plans have often failed in psychology, however. The underlying multilevel models can be logically reconstructed, but not validated psychologically. The different degrees of abstraction mean, therefore, a fundamental asymmetry in competence research - high abstraction: intellectually brilliant, pragmatically hopeless; low abstraction: pragmatically useful, intellectually unsatisfactory” • (Weinert, in Rychen/Salganik, 2001, p 52).

  9. Competence as a • subjective capability • Knowledge and Learning is pragmatic and situated • Subjective engagement: Identification and ambivalence • Routine, Challenges/changes, Imagination • Life Experience is scenic (situated) • Competence: a subjective capability to reconfigure and re-engage – within an identity process

  10. Elements for a new Language of Competencies • Life Narratives and Socio-economic Orientation • Gender and Work Identity • Work experiences • Significant Learning Experiences • Utopian horizon? • Systematizing experiences from Guidance and Validation practice

  11. Life experience: “Time present and time pastAre both perhaps present in time future,And time future contained in time past.If all time is eternally presentAll time is unredeemable.” (T.S.Eliot)

  12. References • Henning Salling Olesen: “Beyond the Current Political Economy of Competence Development”, in • RELA (online journal: www.rela.ep.liu.se). See also Editorial • DOI:10.3384/rela.2000-7426.201342 • Henning Salling Olesen: “Theorizing Learning in Life History: A Psycho-societal Approach”, in: Studies in the Education of Adults, 2007, no1, pp 38-53 • Forum: Qualitative Social Research, 2012/3 .ThematicIssue • http://www.qualitative-research.net/index.php/fqs/issue/view/41

  13. hso@ruc.dkwww.ruc.dk/~hso

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