THE CONCEPT OF COMPETENCE IN THE CONTEXT OF EDUCATION REFORM IN LATVIA

Ilze Briška, Gunta Siliņa-Jasjukeviča, Daiga Kalēja-Gasparoviča

Abstract


The word competence is a key concept of ongoing education reform in Latvia - the ESF project “Competency approach in the curriculum” (hereafter: Project). The implementation of the idea of competence-based curriculum is related to significant changes in the structure of school and pre-school curriculum, the system of evaluation of learning outcomes, teacher education etc., which are widely clarified and discussed in expert groups and public space. Participating as experts in the development of a Project, the authors of the article find that the Latvian educational space lacks a common understanding of the meaning of the concept competence. Often the pedagogical terminology used by educators even contradicts the innovative meaning and essence of the reform. The aim of the article is to clarify the inconsistency and contradictions related to understanding of the concept competence in the context of Latvian educational reforms. Research question: How to use the pedagogical terminology related to concept competence to reflect the innovative approach correctly and deeply, but at the same time - simple and understandable for the teachers, parents and children. To find it out, the article analyzes the essence of the competence approach in theory and compares it with the actual situation in practice. The research data were obtained in 34 written students’ reflections after study practice and 9 interviews with experienced teachers of general education schools in different regions of Latvia. The content analysis of the interviews was proceeded, the dimensions of holistic understanding of concept competence was marked and types of contradictions – generalized. Results: The analysis revealed discrepancies between terminology used in the framework of educational reform, and educators’ understanding of its meaning. These findings can develop educators’ common understanding of concept ‘competence’.

Keywords


competence; dimensions of competence; curriculum reform; teacher’s perceptions

Full Text:

PDF

References


Barnett, R. (1994). The Limits of Competence. SRHE & Open University Press, Buckingham, Philadelphia.

Barnett, R. (2003). Beyond all reason: Living with ideology in the university. Open University press.

Cahn, P.S; Tuck, I; Knab, M.S, Doherty, R.F, Portney, L.G. & Johnson, A.F. (2017). Competent in any context: An integrated model of interprofessional education. Journal of interprofessional care. Retrieved from: https://www.tandfonline.com/doi/full/10.1080/13561820.2018.1500454

Definition and selection of competences (DESECO) theoretical and conceptual foundations. (2002). Retrieved from:

http://deseco.ch/bfs/deseco/en/index/02.parsys.34116.downloadList.87902.DownloadFile.tmp/oecddesecostrategypaperdeelsaedcericd20029.pdf

Definition and Selection of Competencies: Theoretical and Conceptual Foundations. (2003). Retrieved from: http://www.netuni.nl/courses/hre/uploads/File/deseco_finalreport_summary.pdf

Fullan, M. (2011). The six secrets of change. Jossey-Bass; 1 edition, San Francisco.

Griffin, C., Holford, J. & Jarvis, P. (2003). The Theory & Practice of Learning. Kogan Page. London.

Hattie, J. (2012). Visible learning for teachers. Routledge: New York & London.

Hoskins, B. & Fredriksson, U. (2008) Learning to Learn: What is it and can it be measured? Retrieved from:

http://publications.jrc.ec.europa.eu/repository/bitstream/JRC46532/learning%20to%20learn%20what%20is%20it%20and%20can%20it%20be%20measured%20final.pdf

Izglītība mūsdienīgai lietpratībai: mācību satura un pieejas apraksts (2017). Retrieved from: https://domaundari.lv/cepure/Macibu%20satura%20un%20pieejas%20apraksts.pdf

Izglītības attīstības pamatnostādnes 2014.-2020.gadam. (2014) Retrieved from: https://likumi.lv/doc.php?id=266406

Le Deist, F. D., Winterton, J. (2005). What Is Competence? Human Resource Development International, 8:1, 27-46, DOI: 10.1080/1367886042000338227

Kron, F. W. (2004). Grundwissen Didaktik. Ernst Reinhard Verlag, Minhen, Basel.

Maslo, I. (2006). No zināšanām uz patstāvīgu darbību. Rīga: LU Akadēmiskais apgāds.

Mulder, M. (2017). A Five-Component Future Competence (5CFC) Model. The Journal of Agricultural Education and Extension, 23:2, 99-102, DOI: 10.1080/1389224X.2017.1296533

Oliņa, Z., Namsone, D., France, I. (2017). Kompetence kā komplekss mācīšanās rezultāts. Retrieved from: https://www.siic.lu.lv/fileadmin/user_upload/lu_portal/projekti/siic/Kolektiva_monografija/1-nodala-Macisanas_Lietpratibai.pdf

Patricia A. A. (2017). Reflection and Reflexivity in Practice Versus in Theory: Challenges of Conceptualization, Complexity, and Competence, Educational Psychologist, 52:4, 307-314, DOI: 10.1080/00461520.2017.1350181

Tennant, M. (2006). Psychology and adult learning. Routledge, London, NY.

Tiļļa, I. (2005). Sociālkultūras mācīšanās organizācijas sistēma. Rīga: Raka.

Выготский, Л. С. (1991). Пeдaгогичеcкaя психология. Мocквa, Пeдaгогикa.




DOI: http://dx.doi.org/10.17770/sie2019vol2.3910

Refbacks

  • There are currently no refbacks.