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Writing competences

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Zulma Emely P辿rez
Zulma Emely P辿rez

The document discusses competencies and how to write them. It defines a competence as a proven ability to use knowledge, skills, and personal abilities in work or study situations. Competences are obtained through learning and represent a dynamic combination of abilities. They are important today because globalization requires individuals to make sense of diverse, interconnected worlds. Competences should be written with specific, measurable verbs and objectives. The document provides tips for clearly defining competences at different cognitive levels.

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WRITING COMPETENCES/ HOW TO WRITE A COMPETENCE. Competence means the proven ability to use knowledge, skills and personal, social and / or methodological abilities, in work or study situations and in professional and personal development.
Competence is also written as competency (Plural: competences, competencies
Competences are obtained or developed during the process of learning by the student/learner. They represent a dynamic combination of knowledge, understanding, skills and abilities. Competences will be formed in various course units and assessed at different stages. Time and attention should also be devoted to the development of generic competences or transferable skills
WHY ARE COMPETENCIES SO IMPORTANT TODAY? Globalisation and modernisation are creating an increasingly diverse and interconnected world. To make sense of and function well in this world, individuals need.
STRUCTURE OF A COMPETENCY Competencies can be written by building their structure upon Blooms taxonomy; from the lowest to highest level in the cognitive, psychomotor and affective domains. Each individual competency should be specific. It should start with an action verb followed by an object. Competencies should be performance based and measurable.
TIPS FOR WRITING COMPETENCIES Define competencies simply and clearly. Make sure competencies embody a single, readily identifiable characteristic. Avoid making the competency too specific. Make the competency definition behaviorally- based. Remove unnecessary qualifiers
Opportunity for Include your you to promote personal yourself. involvement Each competency is equally important
What is a competence?
Generic competencies are transferable multifunctional knowledge, skills and attitudes that people could learn and develop in different ways and learning environments.
TUNING DISTINGUISHES THREE TYPES OF GENERIC COMPETENCES Instrumental competences: cognitive abilities, methodological abilities, technological abilities and linguistic abilities. Interpersonal competences: individual abilities like social skills (social interaction and co- operation); Systemic competences: abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required).
TUNING PROJECT lStructures in Europe was initiated in 2000. In this project, the term competence is defined as follows: Competences represent a dynamic combination of knowledge, understanding, skills . and abilities. Fostering competences is the object of educational programmes. Competences are formed in various course units and assessed at different stages
EXAMPLES OF GENERIC COMPETENCES.

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Writing competences

  • 1. WRITING COMPETENCES/ HOW TO WRITE A COMPETENCE. Competence means the proven ability to use knowledge, skills and personal, social and / or methodological abilities, in work or study situations and in professional and personal development.
  • 2. Competence is also written as competency (Plural: competences, competencies
  • 3. Competences are obtained or developed during the process of learning by the student/learner. They represent a dynamic combination of knowledge, understanding, skills and abilities. Competences will be formed in various course units and assessed at different stages. Time and attention should also be devoted to the development of generic competences or transferable skills
  • 4. WHY ARE COMPETENCIES SO IMPORTANT TODAY? Globalisation and modernisation are creating an increasingly diverse and interconnected world. To make sense of and function well in this world, individuals need.
  • 5. STRUCTURE OF A COMPETENCY Competencies can be written by building their structure upon Blooms taxonomy; from the lowest to highest level in the cognitive, psychomotor and affective domains. Each individual competency should be specific. It should start with an action verb followed by an object. Competencies should be performance based and measurable.
  • 6. TIPS FOR WRITING COMPETENCIES Define competencies simply and clearly. Make sure competencies embody a single, readily identifiable characteristic. Avoid making the competency too specific. Make the competency definition behaviorally- based. Remove unnecessary qualifiers
  • 7. Opportunity for Include your you to promote personal yourself. involvement Each competency is equally important
  • 8. What is a competence?
  • 9. Generic competencies are transferable multifunctional knowledge, skills and attitudes that people could learn and develop in different ways and learning environments.
  • 10. TUNING DISTINGUISHES THREE TYPES OF GENERIC COMPETENCES Instrumental competences: cognitive abilities, methodological abilities, technological abilities and linguistic abilities. Interpersonal competences: individual abilities like social skills (social interaction and co- operation); Systemic competences: abilities and skills concerning whole systems (combination of understanding, sensibility and knowledge; prior acquisition of instrumental and interpersonal competences required).
  • 11. TUNING PROJECT lStructures in Europe was initiated in 2000. In this project, the term competence is defined as follows: Competences represent a dynamic combination of knowledge, understanding, skills . and abilities. Fostering competences is the object of educational programmes. Competences are formed in various course units and assessed at different stages
  • 12. EXAMPLES OF GENERIC COMPETENCES.