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From Knowledge to Competences? – Challenges for Global Learning in Schools
Paradigm shift: from input-quality to outcome outcome = learning = competences
= reflection on the learner‘s perspective and the learner’s benefit
Global Education …. = Education, that opens people’s eyes and minds to the realities of the world, and awakens them to bring about a world of greater justice, equity and human rights for all”. (Maastricht 2002)
What do we understand as a ‚competence‘? “The concept of competence refers to an individually or interindividually available collection of prerequisites for successful action in meaningful task domains.” (Franz E. Weinert 1999, p. 6)
Competences = cognitive skills and knowledge + motivational, volitional and social readiness + successful action
Whatarekeycompetencesfor global learning? Numerousapproaches(de Haan 2006; Scheunpflug & Lang-Wojtasik 2005; Barth 2007; Orientierungsrahmen 2005; Sterling 2001/2006 etc.) → Wiek, Withycombe & Redman 2011: Synthesis of 43 approaches to competences education for sustainability
Competences in Global Learning (Wiek, Withycombe& Redman 2011) • Systems-thinking competence • Anticipatory competence • Normative competence • Strategic competence • Interpersonal competence
What to chose? Martina and Paul want to put out a chocolate as a prize in their class. They decide on full-cream milk chocolate. They have to choose out of 4 kinds. Martina and Paul regard the available information:
Martina and Paul reflect what to chose: • Very important for them is non genetically manipulation • Very important is the price • Important is fair trade • Important is organic cultivation • It‘s not important where to buy
Reflect: • What are the differences in decision making? • Which decision fits better to the criteria of Martina and Paul? • Are there any suggestions you would give to Martina?
Methodstoachievecompetences in Global Learning • scenarios, simulations, dilemma decisions, • engagement, activities • allowing self-esteem and self-efficacy • connecting classrooms, opportunities to reflect intercultural communication • structuring methods, planning, finding information • philosophical inquiry Elements of Global Learning may be incorporated not only in geography and citizenship education but in every subject.
DeSeCoDefinition andSelectionofCompetences, OECD 2003 What Competencies Do We Need for a Successful Life anda Well-Functioning Society?
Suggestions for Global Learning in schools • It is worth to reflect the competence to be achieved • Competences give Global Learning a better efficiency and sustainability • Competences give Global Learning a broad legitimacy if integrated in every subject • Reflecting Global Learning as competence leads to go from a broad knowledge which is the base to a broader understanding of knowing how to act.
Open QuestionsforResearch • How a modelling of competences could look like (in different levels of competences and competence measurement? • How are competences linked to the learning process and which kind of learning leads to which kind of competences?
Aber: • Deskriptive Entscheidungstheorien legen andere Entscheidungsgänge nahe • - Bedeutung von Gefühlen, Emotionen und einfachen Bewertungstools • z.B. fast-and-frugal Theorie bzw. intuitive Theorien (z.B. Gigerenzer/Todd 2006ff). • → eine solche Theorie würde ggf. ein anderes didaktisches Vorgehen nahelegen?
1 Zu den Relevanzdimensionen des Themas • Die Kompetenzmessung bzw. der sich damit beschäftigende Diskurs dient • der Legitimation schulischen Lernens bzw. schulischer Lernbereiche (Overwien) • der Durchsetzung bzw. Akzeptanz schulischer Lernbereiche (Urabe) • der Gewinnung von Erkenntnis über ein Praxisfeld (Watermann; Martens/Asbrand)
Overview • The Paradigm shift: from input to outcome • What is the outcome of learning? • Competences • Concepts of Competences • Competences of Global Learning • Challenges for research • Challenges for practitioners
How to get Knowledge into Competences? – Challenges for Global Learning in Schools