1. Development of transversal competences
Alytus
Váltó-sáv Alapítvány

2. 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.

3. 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

4. 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

5. 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

6. PRE-project: transversal competencies

7. 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

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

9. 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.

10. 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

11. 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)

14. 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

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

17. 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

22. 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.)