p. 1from knowledge to competences | london 2014| prof. dr. annette scheunpflug from knowledge to...

p. 1From Knowledge to Competences | London 2014| Prof. Dr. Annette Scheunpflug

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


What are key competences for global learning?

Numerous approaches (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


Domain Skills/Knowledge

Motivation Volitation/willpower

Social readiness

Sucsessful action

Systems-thinking

Anticipatory competence

Normative competence

Strategic competence

Interpersonal competence

Competences in Global Learning




Social readiness

Sucsessful action

Systems-thinking

complex cause effects, feedback loops

to approach problems



concepts of justice, fairness



Competences in Global Learning




Social readiness

Sucsessful action

Systems-thinking


to structure and to rationalise


- balance between teamwork and individual work

- inter-cultural compe-tences

- language skills

- reflected consump-tion

- responsible glocal action

- glocal reflection

- advocatory action

- engaging in politics


concepts of uncertainty & epistemic status

to deal with uncertainty

future as important perspective


concepts of justice, fairness …

to stand for personal norms

to be aware of the own normative assumption


strategies, success-factors

motivational persistence

to be ready to reflect strategically


types of collaboration

motivating myself and others

to show will power




Social readiness

Sucsessful action

Systems-thinking


to structure and to rationalise


- balance between teamwork and individual work

- inter-cultural compe-tences

- language skills

- reflected consump-tion

- responsible glocal action

- glocal reflection

- advocatory action

- engaging in politics


concepts of uncertainty & epistemic status

to deal with uncertainty

future as important perspective


concepts of justice, human rights

to stand for personal norms

to be aware of the own normative assumption


strategies, success-factors

motivational persistence

to be ready to reflect strategically


types of collaboration

motivating myself and others

to show will power


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:


Schokolade

1Schokolade

2 3 4Cultivation of cocoa conventionally organically conventionally organically

Trade Conventional trade

Fair trade Fair tradeConventional trade

Price 0,69 € 1,39 € 1,09 € 0,89 €

Supplier supermarkets organic food traders

supermarkets and organic traders

supermarkets

Genetically manipulated ingredients

Milk of cows fed with genetically manipulated plants

none none none


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


Schokolade

1Schokolade

2 3 4Cultivation of cocoa conventionally organically conventionally organically

Trade Conventional trade

Fair trade Fair tradeConventional trade

Price 0,69 € 1,39 € 1,09 € 0,89 €

Supplier supermarkets organic food traders


supermarkets



none none none

Paul‘s decision making


Schokolade

1Schokolade

2 3 4Cultivation of cocoa

Conventionally

Organically

conventionally

Organically

TradeConventional trade Fair trade Fair trade Conventional

trade

Price 0,69 € 1,39 € 1,09 € 0,89 €

Supplier supermarkets

organic food traders


Supermarkets



none none none

Martina‘s decision making


Schokolade

1Schokolade

2 3 4Cultivation of cocoa *2

Conventionally

Organically

conventionally

Organically

Trade *2Conventional trade Fair trade Fair trade Conventional

trade

Price *3 0,69 € 1,39 € 1,09 € 0,89 €

Supplier

* 1

supermarkets

organic food traders


Supermarkets


* 3

Milk of cows fed with genetically manipulated plants 18

none

25

none

26

none

28

Martina‘s decision making


Reflect:

1 What are the differences in decision making?

2 Which decision fits better to the criteria of Martina and Paul?

3 Are there any suggestions you would give to Martina?


Methods to achieve competences 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.


DeSeCo Definition and Selection of Competences, OECD 2003

What Competencies Do We Need for a Successful Life and a Well-Functioning Society?

Interact in heterogenous

groups

Act autonomously

Use tools interactively


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 Questions for Research

• 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?


Thank you very much!

[email protected]


• 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

p. 1from knowledge to competences | london 2014| prof. dr. annette scheunpflug from knowledge to...

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