GENERIC SKILLS

Competencies are defined as common to a large domain of performance, eg professional ( transverse to different occupations or sectors ) . Strategic value , being more transferable and increase employability ( social bonding , in the case of skills for citizenship ( General Labor Skills , Colombia -MEN )
Entrepreneurship
Resource Management
Teamwork
Information management
leadership
environmental Responsibility
  Even in its generality , are best learned in context ( the specific )
Generic skills for public policy views on higher education , courses and competencies , systems and quality assurance , are sorted and taken to Colombia in :

INSTRUMENTAL : Related key learning tools , job performance , cognitive abilities , methodological , necessary for problem solving , mental processes of synthesis , organization and classification .
INTERPERSONAL . Social relationships , behavior, critical plannings , cooperation, teamwork, social and ethical commitment .
SYSTEMIC : They have to do with the overall vision and integrated management , understanding, sensitivity , use of knowledge in different environments , creativity, leadership , entrepreneurship and achievement motivation .
Deasrrolladas as a whole and Transversality give students breadth in the overall development and teaching a wide range of possibilities to mediate and manage the knowledge from different disciplines, breaking the boundaries of this to encourage broader and interdisciplinary areas relevant to the needs of global environment .

FLEXIBLE CURRICULUM

Flexibility in Higher education programs for propaedeutic cycles has to do with the objective of promoting student mobility opportunity, transfer between programs and institutions and provide a training path that meets certain wings concerns and interests of students in their learning process and his life project. Also must respond to the training of competent, competitive, highly qualified, and to the requirements of the different sectors of society in general.

 Flexibility in terms of human development in HEIs involves articulating the goals and objectives of education to make it more inclusive, ie higher education must seek to build competencies aimed at changing social realities, flexibility then means taking on challenges, break paradigms and form human beings and professionals in all dimensions as social subjects.

Each higher education institution is called to work on curriculum flexibility allowing the presence of new concepts and the prospective and self-development, a shaft being innovative curriculum whose essence is the generation of critical and analytical thinking and the development of potential human to learn to live in a multicultural society and changing

 A flexible curriculum should involve:

* Formulation of programs from flexible curriculum policy adopted by EI

* Estrucura, selection and flexible organization

* Purpose and credits system

* Flexibility in the pedagogical

* Administrative Flexibility

All with a view to raising standards of permanence and student retention and successful completion of the learning process

 

Here a page of interest(  Voici une page qui vous intéresse):

http://hydra.icfes.gov.co/esp/fomento/gcfom/pub/p_publica.html

TRANSVERSAL COMPETENCIES

The process of transformation of higher education professionals through the development of curricula and competency-based curricula suggest a Graduate comprehensiveness , is a bet for HEIs to respond to the demands of society , are therefore called transverslaes to develop skills relevant to the demands of complex scientific contexts , technological changes permanent , so she requires review , planning , redesigning plans, programs and curricula of higher education tending to achieve higher standards understood as the educational development of students trained in skills that allow them to professional development and obejtovos eficiente.Estos concepts must be expressed in curricula.The views and transversal skills curriculum design are new ways of seeing the educational reality from a vision of wholeness and complexity and are contribution to overcoming the paradigm of separation of the areas of knowledge, the apprehension of values ​​and the cognitive domain by ownership and development of a wide range of skills from their different classifications point to the formation of a competent professional in the know be , Saber know , Saber Saber live and do.The curriculum as a structuring axis of pedagogical action must be mainstreamed by the Research and generates the processes of analysis, synthesis, application and overall profound cognitive development , being the mediating action of the teacher responsible for curriculum management and successful educational process whose effectiveness is evidenced in real solutions to problems identified in various sectors.In short , generic skills are those that apply to all professions are broad and integrated skills , traits , skills , values, conceptual developments and applications. These skills facilitate professional action in diverse settings and increase its role as an actor and manager of change enabling its constructive action

To see other views of the subject :
 www.slideshare.net/victoriarivas22/formacion-por-competencias

COMPETENCY-BASED ASSESSMENT

The process of competency-based assessment is a space for participation and construction between the student and the teacher in relation interestructurante to promote changes in the teaching-learning process and for the improvement of the student. Thus, the development of skills that have been planned from the dosing proposed curriculum for each level allow the teacher and student in a timely detect weaknesses and learning needs and promote improvement process to measure levels of advance student in the process.The evaluation and improvement process involves pedagogical analysis :* Diagnostic Evaluation* Evaluation Planning* Institutional Assessment System that supports the curriculum and pedagogical model* Requirements or performance evaluation for the tasks set as a benchmark evaluation* Criteria for measuring progress* Feedback of progress as a process of continuous improvementThe assessment in competency-based model thus involves assessing them quantitatively and qualitatively as in the qualitative analyzes the progress of estudinate level and the level of achievement of the educational objectives of the teacher in relation to the program the curriculum and the curriculum or course module specific and relate the quantitative scope of performance skills with a numerical scale proposed by each educational institution defined in line with the legal Regulations for the specific level .The evaluation system requires planning skills and development of specific matrices or groups of skills competencies that correspond to the levels achieved by the student , and also complete the evaluation process involves the processes :* Self* Hetero* Co-evaluationConsulting the following link can analyze some aspects of competency-based Assessment in Higher Education: 

http://encuentrointernacional.ead.urbe.edu/2009/pdf/conferencias/julio_pimineta.pdf
Posted by nancydalida at 06:48 No comments :Email This Share to Twitter Share to FacebookTags : COMPETENCY-BASED ASSESSMENTMonday, February 25, 2013SKILLS

www.slideshare.net/victoriarivas22/formacion-por-competencias

WELCOME

This is a knowledge management space on curriculum issues and learning assessment
You are invited to write their comments and contributions:

* Higher Education Teachers
* Monitors classroom
* Managers
* Educational Institutions

CURRICULUM

 

The curriculum is the key component for the generation of programs relevant to the needs of the current environment ; Higher education curricula therefore involve deepening levels to achieve the pedagogical action , should be designed to develop occupational profiles and specific competencies consistent with institutional educational project . Thus, as the contents of subjects and / or courses , modules and activities generally develop from each program and training camp seeking achievement of objectives at different levels .It is a documented action plan that includes each and every one of the aspects to be developed in the classroom thus involves goals, educational objectives , can be considered a plan that specifies learning systems according to the Mission and objectives relevance expected from the development of pedagogical model adopted by the institution.The curriculum design therefore develops the conceptualization and disciplinary and interdisciplinary topics of the subject or course and proposes specific skills to develop in the student, and teaching methodologies specified to implement by the teacher , the resources required , the criteria and evaluation mechanisms and development time.


 For further information (Pour plus d'informations):

http://www.colombiaaprende.edu.co/html/home/1592/article-102357.html

 

 http://revista.iered.org/v1n2/pdf/jcymg.pdf