Development of transversal competences 05-06. 06. 2017. Alytus Váltó-sáv Alapítvány

Definition - comeptency latin-derived word, means suitability, skill wider meaning: competence, authority, limit of power several definitions, but there is no general one in the international pedagogy in pedagogy: skills+abilities – problem solving, and the willingness for it knowledge, experience, personal aptitude combining knowledge, skills, attitude Overall: several definitions Transversal competencies are general skills, which are not related to any subject or science, but they can be used in a wide circle.

Transversal competencies: in the interpretation of VSA, imprisoned, released target group acquisition of learning (acquisition of the opportunities of accessing knowledge/information, learning methodology) social and civic competencies initiative and entrepreneurial competencies cultural awareness and expressiveness digital competency competency for identifying and solving problems communicational and reading comprehension competency mathematical competency

The characterisctics of the development of transversial competencies: they develop in group work it requires verbal and/or written communication on mother tongue or in a foreign language during their development they rely on the using of communicational techniques and digital technique their development requires, assumes decision making and problem solving techniques and strategies during their development respecting personal and social specialties and differences is typical, it appreciates the opportunities given by multi-culturality it aims for autonomic learning, intuitiveness, entrepreneurial spirit and for the openness toward new things respects the professional ethic and values

Why transversial competencies? results and consequences of PISA adults with less and less competencies get into higher education, trainings (its challenge in a special area) it is a well-known fact that in the case of getting a job not necessarily the subject knowledge is decisive, but the skills acquired by the „soft” programmes: co-operational skill, entrepreneurial competency, communicational skills, problem solving and decision making skill, etc. (so the transversal competencies) this should be built into trainings, moreover, could be developed in the framework of general adult trainings in an international comparison the Hungarian population’s participating in the life-long learning is very low, this is especially true for the people with low education level

PRE-project: transversal competencies

Learning to learn Learning methodology: how should I study? How can I access for, get and capture the knowledge? Learning is an adaptive changing happening in the long run in a system (=adaptation process) you can learn in several ways: with knowledge transfer, illustration, action long process, difficult, it gives success, result, acknowledgement only in the long run motivation, why is it good to learn? (reasons, arguments), ensuring success

Learning to learn – development fields cognition attention (concentration) thinking vocabulary development reading comprehension text creation CD-ROM development (digital skills can also develop)

Focus on attention „Three-minute-task” Goal: to show that before solving the subtasks you also have to get a picture from the whole thing. This can be very important in everyday, practical questions (such as reading a work contract, or writing an exam) One of the most important transversal competency: reading comprehension Experience: Presumably everyone paid attention only for the time limit (three minutes), and did not concentrate on the actual instructions, everyone just started the task quickly – but not in the right way. Conclusion: 1. the instruction always has to be read carefully, and the task can be started only after that, 2. attention is very important part of learning.

Focus on attention it can be used in any kid of group related to any kind of topic it can be used as an ice breaking or resting task, etc. generally there is always one person in the group, who gets the essence of the task overall everyone enjoys it

Visual remembrance Aim: to show the usefulness of observation and remembrance in an experimental way; development of the process of reception. The process of remembrance: coding (reception), storage (preservation), recall (retrieval) Short and long term memory (7 information unit, no barrier)

CULTURAL AWARENESS AND EXPRESSIVENESS transversal competency it develops and can be developed in a formal, informal and non-formal way ideas, experiences, feeling – expressing them through creative creations expression and respect - value creative skills – cultural expressiveness – key importance in changing societies

Development of verbal expressiveness using already existing board games, developments (Story Cube, Dixit) own developments (Creative Writing, 115-page-workbook) Other tasks

Manual prodoctuvity, creation and reception The seven major sins (comparison of the Bible and fine art works, own processing – self-reflexion) Picture and text (e.g. Kund Abigél – ballad of Arany János) art works – odd-one-out

Testings there were very good and elaborated exercises there were some, which we didn’t understand, so couldn’t test there were ones elaborated in a very detailed way, and also which were less detailing it was very useful, we took some exercises/task into our daily work (Edukos: Tiger and Princess), Rubikon: Time management , etc.)