Key Competencies for a Successful Life and a Well-functioning SocietyLaura Hersh Salganik, Dominique Simone Rychen Hogrefe & Huber, 2003 - Всего страниц: 206 It is widely agreed that education and investment in competencies are crucial for coping with the complex demands and global challenges of today's world. But what competencies do we need for an overall successful life and a well-functioning society? Interacting in socially heterogeneous groups, acting autonomously, and using tools interactively are indispensable prerequisites for an individually successful life and for sustainable socio-economic and democratic development of society. These three categories of key competencies are a key result of the international, interdisciplinary project DeSeCo (Definition and Selection of Competencies: Theoretical and Conceptual Foundations) carried out under the auspices of the OECD. The volume also addresses questions such as what constitutes a successful life and a well-functioning society and what are the implications for international comparative assessments? |
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... Weinert ( 2001 ) has pointed out , a demand - oriented approach does not depend on a comprehensive sociological classification of individual and social demands , but it does require a typical or specific characterization of classes of ...
... Weinert ( 2001 ) has pointed out , a demand - oriented approach does not depend on a comprehensive sociological classification of individual and social demands , but it does require a typical or specific characterization of classes of ...
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... ( Weinert , 2001 ) , or skills as “ an ability to perform complex motor and / or cognitive acts with ease , precision , and adaptability to chang- ing conditions " ( Weinert , 1999 , p . 35 ) . The term skills also at times refers to a ...
... ( Weinert , 2001 ) , or skills as “ an ability to perform complex motor and / or cognitive acts with ease , precision , and adaptability to chang- ing conditions " ( Weinert , 1999 , p . 35 ) . The term skills also at times refers to a ...
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... Weinert , 2001 , pp . 45-46 ) . Furthermore , translating literacy into other languages has proven problematic , and even in English it is generally asso- ciated with the cognitive realm and rarely directly conveys the intended ...
... Weinert , 2001 , pp . 45-46 ) . Furthermore , translating literacy into other languages has proven problematic , and even in English it is generally asso- ciated with the cognitive realm and rarely directly conveys the intended ...
Содержание
Competence priorities in policy and practice | 13 |
A holistic model of competence | 41 |
Meeting important challenges in life | 63 |
Авторские права | |
Не показаны другие разделы: 5
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ability achieve acting autonomously activities Adult Literacy analysis approach aspects Canto-Sperber & Dupuy challenges chapter common compe competen competence development complex demands conceptual context contribute critical cultural Daniel Keating Defining and selecting DeSeCo Project dimensions domains Dominique Simone economic employers environment example focus frame of reference framework future assessments global goals IALS important indicators individuals interacting in socially international assessments issues Jack Goody Jacques Delors knowledge measures MEDEF ment mental complexity multiple Murnane nomic normative numeracy Oates OECD OECD countries one's overarching participation Perrenoud perspective petencies Philippe Perrenoud PISA political processes reflective relevant responsibility Robert Kegan sector selecting key competencies social capital social fields socially heterogeneous groups specific Statistics Canada successful survey Switzerland tence tencies theoretical three-fold categorization TIMSS tion tools interactively Trier values viduals Weinert well-being well-functioning society workplace