Marco conceptual para la evaluación de las competencias

No se puede negar la influencia de las competencias sobre la evolución de la escuela y sus currículos. Cada vez más, para ser parte de un tejido socioeconómico, ya sea a nivel local o mundial, los estudiantes deben aprender a poner sus conocimientos y saber hacer adquiridos al servicio de la acción: deben ser capaces de tratar situaciones complejas de la vida cotidiana y profesional. En una palabra, consiste en enseñarles a transferir sus conocimientos y saber hacer. Por ello, la escuela y sus agentes deben estar preparados para tratar esta novedad: llevar a cabo el aprendizaje en relación a las competencias, pero también evaluar a los alumnos en cuanto a las competencias. El presente documento se centra en la evaluación de las competencias, sobre todo en una visión curricular comprehensiva que intenta articular todos los aspectos de un plan de estudios para todos. Comienza situando la contribución de las competencias en el mundo de la escuela: ¿de dónde vienen? ¿Qué han traído? ¿Cuál es su futuro? A continuación, se muestra cómo se ha llevado a muchas visiones de la competencia a mezclarse. Dominan dos visiones en particular: por una parte, la visión de las "competencias genéricas", que constituyen los conocimientos generales del alumno, incluyendo, en particular, las competencias socio-emocionales; por otra parte, la visión de las "competencias situacionales", que representan el potencial de un estudiante para enfrentar algunas situaciones complejas que hacen referencia a un perfil de egreso. El documento finalmente evoca el problema de la evaluación de estas competencias, tanto las competencias genéricas como las competencias situacionales, mostrando las metodologías específicas para cada tipo que hay que movilizar para evaluarlas, así como las dificultades que enfrentan los agentes para evaluar unas y otras. Termina trazando algunas nuevas vías para la evaluación de competencias

Prototype of a National Curriculum Framework

The need to read and use this document as simply a sample or an archetype to be adjusted to national needs and contexts cannot be over-emphasized. The Prototype was developed out of context of any particular country, and draws on the experience of the IBE in a wide range of country and regional circumstances to elaborate what might typically be found in such a document. The starting point for processes to develop a real Framework, however, is the national context – the unique education history and traditions, the social, cultural and economic environment, and the national goals and aspirations. It is these that will shape the contents of any National Curriculum Framework. One of the first issues to be addressed in developing a National Curriculum Framework is the question of scope. In some country contexts including every level of education, from early childhood to the provision of post-school higher education and vocational training, could be deemed an appropriate scope for the Framework. Other contexts choose to have separate Frameworks for each level. This Prototype Curriculum Framework includes Primary, Lower Secondary and Upper Secondary education in its scope. Another dimension of ‘scope’ is the range of issues which any Framework seeks to address. For example, will the Framework deal with issues relating to teacher qualifications or quality of textbooks? There is no prescribed list of such issues to be included in a Framework, and what is included in a real education setting will entirely depend on the priorities and quality-related curriculum issues prevalent in that country. This Prototype attempts to illustrate how a sample range of issues can be addressed in a Framework

Migration Concepts and Themes in Education Documents

The way in which educational materials address historic and current migration and displacement issues plays a crucial role in the experiences of migrants and refugees as well as those of the host communities. Educational materials are crucial in shaping the perceptions of society, and are also valuable resources that reflect the leading popular attitudes and governmental policies. The purpose of this study is to review education plans, curricula, syllabi, teachers’ guides and textbooks from twelve countries encompassing all UNESCO regions that have experienced significant migration and displacement movements in order to inquire into the manner in which migration concepts are portrayed in these materials. A historical perspective has been added through a comparison of materials from different periods to highlight how education systems adjust and respond to changes in migration over time. Our analysis has elicited a comprehensive listing of the most common migration-related concepts and themes that occur in educational materials, allowing us to observe patterns that indicate the variation in the conceptualization of various aspects related to migration between countries and over time

Reaching Out to All Learners : a Resource Pack for Supporting Inclusive Education

The Resource Pack consists of three inter-connected guides: Guide 1. Reviewing National Policies - This provides a framework for reviewing national policies in order to create a policy context in which the other two guides can be used effectively to foster more inclusive schools and classrooms. Guide 2. Leading Inclusive School Development - This supports head teachers and other senior staff in reviewing and developing their schools in order to make all their students feel welcomed and supported in their learning. Guide 3. Developing Inclusive Classrooms - The aim of this guide is to support teachers in developing more effective ways in engaging all children in their lessons

Monitoring Progress towards SDG 4.1 : Comparative Analysis of Curriculum and Assessment National Frameworks for Mathematics

This report guides the reader through a comparative analysis of 20 countries’ national curriculum frameworks (NCFs) and national assessment frameworks (NAFs), to examine the alignment between what countries intend to teach and what they assess. The report details the study’s findings with an in-depth analysis of the symmetry between intentional learning outcomes and assessed learning outcomes. Disconcerting issues are identified – yet not resolved- in instances of asymmetry that shed light on areas of alignment for countries’ considerations. The findings emphasise the ambiguity of global understanding around Math Proficiency and its integration, or lack thereof, in national frameworks. The report continues with a discussion on competency-based education (CBE) approaches and lastly, calls for stronger alignment of curriculum and assessment outcomes; and further research into competency-based assessment tools as they pertain to the monitoring progress towards SDG 4.1 - Education 2030

Reconceptualizing and Repositioning Curriculum in the 21st Century : A Global Paradigm Shift

This document calls for a global paradigm shift for curriculum. In the new paradigm, curriculum is reconceptualized and repositioned to best meet current and future challenges and opportunities. Key drivers of change in the 21st century that impel the reconceptualization and repositioning of curriculum are outlined. The Document sets off with an acknowledgement of existing conceptualizations of curriculum, but argues that they understate its significance, role, and potential impact in the 21st century. It notes that current conceptualizations position curriculum almost exclusively within the education sector; tightly associate it with general education (K-12), with children of K-12 age, and with schools. This further limits the significance, role, and impact of curriculum. Curriculum is much more than that. This Document therefore offers a new definition of curriculum that rids it of its current limitations and better aligns it with the new paradigm. Curriculum is herein defined as a dynamic and transformative articulation of collective expectations of the purpose, quality, and relevance of education and learning to holistic, inclusive, just, peaceful, and sustainable development, and to the well-being and fulfillment of current and future generations. The Document underscores that attaining and sustaining current and future relevance demands curricula to set out competences that learners (both young and old) require to thrive, to be fulfilled, and to drive individual, national, and global development within fast changing and mostly disruptive 21st century development contexts. It notes that the fourth Industrial Revolution (Industry 4.0) is an unstoppable accelerant to the complexity and velocity of change in the 21st century. This places more demands on curricula to sustain the relevance of competences within contexts of rapid change. This document acknowledges that the articulation of curriculum is both a political and technical process that engages a broad base of stakeholders, and engenders stakeholder support and ownership. Credible curricula processes are necessarily inclusive and consultative. Involved stakeholders reach far beyond the boundaries of the education sector and of technical experts in education. They include professional, local, national, and global communities at large. This is because curricula determine the fate of individuals, communities, countries, and the world, by determining what, why, when, and how people learn

Inclusive Student Assessment

The Inclusive Student Assessment Module is intended to support the training of teachers, principals, inspectors, teacher trainers, educators and curriculum development specialists by strengthening capacities in the field of student assessment under a broadened concept of inclusive education and inclusive curriculum. Through integrating perspectives on assessment from around the world, it also draws upon an international comparative perspective on student assessment that practitioners can use to further reflect upon education in their own contexts. The module aims to equip professionals with the foundational understanding and tools required to effectively develop student assessment mechanisms by providing an expansive sequence of exercises that: Introduce users to essential student assessment concepts and principles; Highlight the need to revisit student assessment in light of the broadened concept of Inclusive Education; Introduce different approaches and activities to promote inclusivity in student assessment; Offer opportunities to gain hands-on experience in forging inclusive student assessment strategies and tools; Explore key competencies required for educators to effectively analyse and implement renewed student assessment practices; Provide insight into how teachers can transform knowledge-based student assessment into student-centred formative assessment that contributes to developing relevant competencies, including attitudes and behaviours; Explore the connections between student assessment at different levels (international, subregional, national and school-based); and relate student assessment issues to other aspects of education (e.g. curriculum, teacher capacity development) and society in a holistic manner

Desarrollo y aplicación de marcos curriculares

En muchos países, el currículo tradicional consiste en un conjunto de contenidos (en su mayoría, conocimiento e información) determinado por una autoridad central, quien da por supuesto que el contenido establecido se imparte a todos los estudiantes en todas las escuelas, a menudo en el mismo orden y al mismo ritmo. En las últimas décadas, se ha cuestionado con creciente intensidad este modelo tradicional. Entre las numerosas razones que motivan esta controversia,las cuatro principales podrían serlas siguientes: 1. El rápido aumento de la extensión y el alcance del conocimiento humano, así como el consiguiente reto de seleccionar “fragmentos” de conocimiento a fin de elaborar un currículo. 2. La toma de conciencia de que el objetivo principal de un currículo debería ser jóvenes “competentes”, y no únicamente de estudiantes capaces de memorizar información y recordarla para fines evaluativos. Actualmente, tanto los encargados del desarrollo de currículos como los docentes buscan maneras de garantizar que los egresados de sus escuelas cuenten con una base de conocimientos, habilidades, actitudes, creencias y valores que les permitan cumplir satisfactoriamente las diferentes funciones que desempañarán a lo largo de su vida como miembros de una familia y de una comunidad, como ciudadanos, estudiantes, como miembros de la población activa, etc. Por tal razón, crece la importancia de aplicar el conocimiento en situaciones diversas, relacionando diferentes tipos de saberes para lograr una comprensión más profunda, de inventar formas diferentes de hacer las cosas y de resolver problemas mediante soluciones a la vez lógicas y creativas. En otras palabras: de ser competentes. 3. Como consecuencia de lo anterior, la convicción de que no todos los estudiantes necesitan aprender el mismo contenido para llegar a ser competentes en términos de lo mencionado en el punto anterior. Un estudiante puede llegar a ser competente si integra conocimientos y habilidades básicas y, posteriormente, desarrolla sus intereses dentro del currículo, de manera que su aprendizaje resulte más placentero y pertinente. 4. La convicción cada vez más firme de que los años de escolaridad no son el único periodo de la vida en que los estudiantes pueden aprender de manera estructurada y de que deberá fomentarse en los alumnos la curiosidad y el deseo de seguir aprendiendo durante toda la vida. Por lo tanto, el currículo deberá estar vinculado a la enseñanza preescolar, al conocimiento adquirido fuera de la escuela y al aprendizaje posterior a esta. Desde la perspectiva del diseño curricular, es indispensable que exista una mayor flexibilidad. Para lograrla, una de las opciones con las que cuentan los encargados del desarrollo de currículos es la creación de un “marco curricular”, que constituya una referencia sólida y específica de lo que debería enseñarse en las escuelas. En este módulo no se explica lo que es un marco curricular (por ejemplo, su contenido y estructura). Existen muchos ejemplos de marcos curriculares accesibles y disponibles al público. En la sección ‘Recursos adicionales’, se pueden encontrar referencias de varios de ellos. El tema se aborda igualmente en otros módulosde estas herramientas de formación

Aprendizaje Personalizado

El aprendizaje personalizado consiste en prestar especial atención a los conocimientos previos, las necesidades, las capacidades y las percepciones de los estudiantes durante los procesos de enseñanza y aprendizaje. Se trata, por lo tanto, de una formación centrada en el alumno. Poner al alumno en el centro de la escena es una forma de reconocer que la labor del docente no debe limitarse únicamente a transmitir contenidos, sino que los docentes deben trabajar de cerca con sus alumnos para asegurarse de que han comprendido esos contenidos y que pueden avanzar a la próxima etapa del proceso de aprendizaje. El aprendizaje personalizado es una manera de entender la educación que requiere ciertas estrategias y que debe llevarse a la práctica con empeño, rigor y minuciosidad. Se trata de un enfoque mucho más complejo que el enfoque de «clases magistrales» (clases largas en las que hay poca interacción entre los estudiantes y el docente o entre los mismos estudiantes) o el enfoque de «libro de texto», en el que el docente se limita a copiar ejercicios de un libro de texto o hacerlos leer el libro durante la clase

Global Citizenship Concepts in the Curricula of Four Countries

This report details the presence of Global Citizenship Education (GCED) concepts in the education systems of four countries: Cambodia, Colombia, Mongolia and Uganda. It highlights the main findings of eight reports: four expert reports, which predominately analyse curriculum content, and four situational analysis reports, which take a broader view and detailsome of the country-specific challenges and opportunities with regard to GCED. Findings reveal the presence of GCED concepts across the curricula of the four countries. In addition to cognitive content related to GCED, competency-based content is also found present within the curricula of these countries. However, the majority of this content can only be indirectly linked to GCED, and it is better interpreted as part of the more traditional civics or citizenship education approach. As such, it generally lacks a global perspective and does not engage with all key themes of GCED. Furthermore, this content is often concentrated at the lower and upper secondary levels, instead of being equally distributed across all grade levels. This is particularly true in the case of behaviour-based competencies. Findings also reveal challenges beyond the curriculum. These include lack of teacher training and lack of support to implement GCED, which are concerns expressed by stakeholders in all four countries. A lack of GCED content in textbooks and lack of supplementary materials were also found to be issues. The report concludes with recommendations regarding the effective implementation of GCED within curricula. Among others, the report suggests the transversal integration of GCED - across the curriculum at all grade levels, while at the same time, actors from all levels of the education system, ranging from central government to teachers, should be engaged to ensure the use of complementary learning materials, pedagogies and assessment techniques