1 Skills, qualification, competence, competency... A brief overview See WCC2010-paper: Competencies and Skills: Filling Old Skins with New Wine
2 April What are we dealing with? qualification competence soft skill key competency generic skill ability core skill compet ency...and at the end informatical competencies?
3 April Problems Different terms, same concepts Different concepts, same terms No concept or definiton at all Different level of detail Socialcompetence vs. Student is able to deal with anger Some competencies are vague: What is the difference between cultural competencies and competencies in a partnership?
4 April By the way... Competencies and Qualifications are not the only terms, which are causing troubles. See also:...informatics, computer science (CS), computer engineering, information and communication technology (ICT), information technology (IT)...education, knowledge, skills, Bildung (a German term for education, which includes also literacy, competency, skills...)
5 April Problems with translations Several critical terms are construed differently: German discussion focused on competencies and qualifications English discussion focused on skills and competencies In English: Qualification refers to formal degree In German: Qualification also means ability The German term ability is also translated with competency
6 April English terms are prone to cause confusions as well... Terms we are dealing with are... Skills (especially generic skills and core skills ) Competence versus competency Skills versus competencies
7 April Competence versus competency Competence: Potential competence as a generalised characteristic Use of the term competency for a discrete knowledge element or skill invites the plural form competencies to mean a collection of competencies. Competency: Actual ability demonstrated skill in performing an actual task in the area where one has this potential. The use of competency as both an envelope and an elemental term can lead to confusion. The term competence is, admittedly, less common but it is still intuitively easy to understand. (D. Royce Sadler at the KoKoH in Berlin, 2011)
8 April Types of skills: Core Skills The conceptualisation of core skills is problematic for several reasons. The term has several synonyms, including personal transferable, key, generic, common, and work or employment related skills. To add to this semantic confusion, these skills are often referred to as competencies, capabilities, attributes, elements or learning outcomes, sometimes incorporating levels and sometimes not. Similarly, the various lists of skills elicited from employers, and contained in government reports, are diverse in both extent and purpose, reflecting differences in definitions and interpretations of their significance. (Bennet, Dunne and Carré, p. 74)
9 April Types of Skills: Generic Skills Bennet, Dunne and Carré, p. 77: Generic skills contains four management skills of self, others, information and task. These skills are generic in that they can potentially applied to any discipline, to any course in higher education, to the workplace or indeed to any other context.
10 Let us start at the beginning... What is meant by the German term Bildung? Before ca. 1950: Content-oriented education Starting approx : output-oriented and person-centered approach ( Subjektorientierte Lehre ) Breakdown of Bildung into formal and material aspects: Formal aspects: E.g. logical thinking, creativity, context situated thinking and acting What somebody is doing out of his / her education Material aspects: E.g. the content, objective content of a culture In 1959, KLAFKI developed a concept to combine formal and material education, what is called Kategoriale Bildung (see [Ort99], p. 8f). April
11 April in the beginning...: The Historical background Latin: competere = conjunction, to grant or to be entitled to something... conjunction like constellation of stars 13th century: term for income 16th century used in roman law as Beneficium competenciae (How to deal with debtors) 19th century: used in the German military language 1959: WHITE used the term for the motivation psychology
12 April in the beginning...: The Historical background 1960: Noam CHOMSKY used the term competence in his language concept: Competence (language skills) versus performance (individual use of language) Connection to De Saussure: langue versus parole
13 April in the beginning...: The Historical background 1973/1974: Dieter Mertens, vocational education, life time invented the term key qualification as reaction of the situation on the job market 1977: Heinrich Roth, pedagogy and psychology, life time Exploratory focus: empirical research in the field of teaching-learning-processes and their anthropological background (see [JH09]) Used competencies in his concept
14 April in the beginning...: The Historical background 1999: Over 600 terms in Germany found what is understood by competency and Approx. in 2000: over 100 terms in the UK Scientists like these where questioning the skill agenda in the English speaking area: Len Holmes Bennet, Dunne and Carré Bridges...
15 April in the beginning...: The Historical background Several lists do exist what (key) competencies are: National Committee of Inquiry into Higher Education (NCIHE) - also named Dearing Report -is giving four key skills: Communication skills Numeracy The use of information technology Learning how to learn
16 April in the beginning...: The Historical background OECD / UNESCO (p. 8): Key competencies involve a mobilisation of cognitive and practical skills, creative abilities and other psychosocial resources such as attitudes, motivation and values. 1) Using Tools Interactively 2) Interacting in Heterogeneous groups 2a) The ability to relate well to others 2b) The ability to cooperate 2c) The ability to manage and resolve conflicts 3) Acting Autonomously
17 April Short break... The list could be longer, but instead we are heading a step back now......forward the concepts
18 April Concepts Mertens, 1974: More than content is needed to be a good employee for the future job market (see [Mer74]) Key qualifications (meant somewhat equally like key competencies ): Basic qualifications (e.g. structured and logical thinking) Horizontal qualifications (e.g. transfer of knowledge about one foreign language to another) Ubiquitous Elements (cross-educational requirements such as basic arithmetic) Vintage Factors (e.g. expiration of applicability of knowledge acquired at educational institutions)
19 Concepts Roth, 1977: Maturity, in his view, can be interpreted as three-folded-competency (see [Rot77], p. 170): a) self competence, b) professional competence (Sachkompetenz), c) social competence Sachkompetenz = German word meaning to know (some) things about Biology, History and so on. In some contexts it can be translated into professional competencies April
20 April Concepts The Action-Enabling Competency as Conceptual Framework: Professional competency / Sachkompetenz Social competency Methodical competency Personal competency Professional competency often used in the concepts of vocational educators The concept also exists without the professional competency
21 April One possible result for a general eduaction Methodical competencies Social competencies Personal competencies Action Enabling Competency
22 April Another possible result (e.g. for vocational education) Methodical competencies Social competencies Personal competencies Professional competencies Action Enabling Competency
23 April Computer Science What are competencies in CS? On what level of detail we want to talk about them? Who are the persons we are looking at? Everybody? Teachers? Lecturers? Educators? Students? IT Professionals?
24 Competencies and skills in CS International Federation for Information Processing (IFIP): Representation of Information Formalism in Information Processing Information Modeling Algorithmics System Design Software Development Potentials and Limitations of Computing and Related Technologies Computer Systems and Architectures Computer-Based Communication Social and Ethical Implications Personal and Interpersonal Skills Broader Perspectives and Context (included links with other disciplines) April
25 Competencies and skills in CS Computer Science and Telecommunication Board (CSTB) of the National Research Council, USA: Fluent with information technology (FITness) Others will be presented today... Educational Standards of Informatics from the Gesellschaft für Informatik (GI) in Germany Gesellschaft für Informatik is a group of CS professionals in Germany. April
26 April One suggestion What ever competencies we are talking about: It's not (only) the content we are dealing with, it's (also) the level of detail we are speaking about: Are we able to use a programm? Are we able to create a programm ourself? Are we able to create a programm for a given task? Are we able to create a good and sufficient programm for a given task?...and does it matter, if the person at hand is only good in creating programms for a specialized task?
27 Competencies in CS: Educational Standards (GI) April
28 April Creating educational standards in Germany Content and Processes: The content (e.g. algorithms, datastructures, security) The competency (operators like e.g. evaluate, understand, apply, advise) The level of mastery (e.g. is able to speak about, is able to create, is able to transfer)...and tasks: Students understand the connection between data and information.
29 April Measurably and Assessment Is a competency measurable? Is only the performance measurable? Should we measure the dispostions instead of the competencies? Where does a competency starts and where does it ends?
30 April and when does the CS competency starts? Speaking of problemsolving : Is the competency of problemsolving in every area the same? When I'm a good problemsolver in one area, will I have better skills to transfer it to a new area? And when taken a look at CS: Should we end with something like: Problemsolving-competency-in-software-development-withprogramms-written-in-JAVA
32 Literature Bennett, Neville, Dunne, Elisabeth, Carré, Clive: Patterns of core and generic skill provision in higher education. Higher Education 37, 71 93, content/u6p58h83m / ( ) Bridges, D.: Back to the Future: the higher education curriculum in the 21st century. Cambridge Journal of Education 30(1), (2000) Chomsky, Noam: Aspekte der Syntax-Theorie Theorie 2. Suhrkamp Verlag, Berlin, Diethelm, I. & Dörge, C.: From Context to Competencies. In: Nick Reynolds und Marta Turcsányi-Szabó (Hrsg.) KCKS 2010, IFIP AICT 324, Springer Verlag, Berlin / Heidelberg, pp , 2010 April
33 April Literature Dörge, C.: Competencies and Skills: Filling old Skins with New Wine. In: Nick Reynolds und Marta Turcsányi-Szabó (Hrsg.): KCKS 2010, IFIP AICT 324, Springer Verlag, Berlin / Heidelberg, pp , 2010 Dörge, C. & Schulte, C.: What are Information Technology's Key Qualifications? ITiCSE 2008, Madrid, Spanien, elib des ACM, S , 2008 Dörge, C.: IT Key Qualifications for Students in Education. In: R. Carlsen et al. (Hrsg.), Proceedings of the Society for Information Technology & Teacher Education International Conference 2007 (SITE 2007 in San Antonio, Texas), S , Chesapeake, VA: AACE, USA, 2007
34 April Literature Erpenbeck, John; Heyse, Volker und Max, Horst. KODE. Berlin / Regensburg / Lakeland (Florida), Zitiert in [Erp09]. Erpenbeck, John: Kompetenzen erkennen, bilanzieren und entwickeln. In: Andrea Egger-Subotitsch und René Sturm (Hrsg.), Kompetenzen im Brennpunkt von Arbeitsmarkt und Bildung. Arbeitsmarktservice Österreich, AMS Report 66, Gesellschaft für Informatik: Grundsätze und Standards für die Informatik in der Schule Bildungsstandards Informatik für die Sekundarstufe I, Empfehlungen der Gesellschaft für Informatik e.v. erarbeitet vom Arbeitskreis Bildungsstandards, LogIn, 28 Jg., heft Nr. 150/151, 2008.
35 April Literature Hartig, Johannes und Klieme, Eckhard: Kompetenz und Kompetenzdiagnostik. In: K. Schweizer (Hrsg.), Leistung und Leistungsdiagnostik, S Springer Verlag, Berlin, Hartig, Johannes und Klieme, Eckhard: Möglichkeiten und Voraussetzungen technologiebasierter Kompetenzdiagnostik Eine Expertise im Auftrag des Bundesministeriums für Bildung und Forschung. In: Bildungsforschung Band 20. BMBF, Bonn / Berlin, Holmes, L.: The capability curriculum, conventions of assessment and the construction of graduate employability. Online-Document. Presented at Conference on Understanding the Social World, July University of Huddersfield (1995), (verified: December 11, 2009)
36 April Literature Holmes, L.: Questioning the Skills Agenda. In: Fallows, S., Steven, C. (eds.) Integrating Key Skills in Higher Education Employability, Transferable Skills and Learning for Life, S Kogan Page Limited, London, Kollee, Christian; Magenheim, Johannes; Nelles, Wolfgang; Rhode, Thomas; Schaper, Niclas; Schubert, Sigrid und Stechert, Peer: Computer Science Education and Key Competencies, WCCE2009, Brasilien, Magenheim, J.; Nelles, W.; Rhode, T.; Schaper, N.: Competencies for Informatics Systems and Modeling Results of Qualitative Content Analysis of Expert Interviews, IEEE EDUCON Education Engineering 2010 The Future of Global Learning Engineering Education, Session T1A, S. 1-9, 2010.
37 April Literature Mertens, Dieter: Schlüsselqualifikationen Thesen zur Schulung für eine moderne Gesellschaft. Mitteilungen aus der Arbeitsmarkt- und Berufsforschung, 7, S , MittAB Mertens.pdf, Computer Science and Telecommunications Board (CSTB), National Research Council: Being Fluent with Information Technology. National Academy Press, Washington, DC (2000) Klafki >See Helen Orth
38 Literature NCIHE (National Committee of Inquiry into Higher Education): Higher Education in the Learning Society, The Stationery Office, London, Paragraphs (1997) OCED-Report: The Definition and Selection of Key Competencies - Executive Summary/ Definition und Auswahl von Schlüsselkompetenzen - Zusammenfassung/ La Definition et la Selection des Competences Cles - Resume/ La definicion y seleccion de competencias clave Resumen (2005), ( ) Orth, H.: Schlüsselqualifikationen an deutschen Hochschulen Konzepte, Standpunkte und Perspektiven. Dissertation, Luchterhand Verlag, Neuwied (1999) April
39 April Literature Roth, Heinrich: Vom Kind zum Erwachsenen Aus der Pädagogischen Anthropologie. Herman Schroedel Verlag KG, Hannover, Sadler, D. Royce: Making Competent Judgements Of Competence. Vortrag für die Konferenz Modeling and Measurement of Competencies in Higher Education, International Start-up Conference, Humboldt Universität, Berlin, Februar (Handout) de Saussure, Ferdinand: Cours de linguistique générale. Paris, Zitiert in [Buß90]
40 April Literature Franz E. Weinert: Vergleichende Leistungsmessung in Schulen eine umstrittene Selbstverständlichkeit. In: Franz E. Weinert (Hrsg.), Leistungsmessungen in Schulen, Band 2., unveränderte Auflage (1. Auflage = 2001), S Beltz Verlag, Weinheim - Basel, Robert W. White. Ego and reality in psychoanalytic theory. In: Psychological Issues 3, No. 3, Monogr. 11. International Universities Press, New York, Zitiert in [RG76].
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