What consequences the implementation of a recommendation of the EU Commission had to learn lifelong learning
Brussel studied and we think that had no consequences anyway – and if so, then highly those who have become a survival at Burocracy. However, there are also recommendations of the EU Commission, which could provide Member States through the backpound a more burger rights and the need to reform the education system.
In 2006, the European Commission presented a reference framework to the Member States, which resulted in the consequence of all burgers of the Union the opportunity to acquire eight final competences necessary for lifelong learning. In addition to linguistic, social, scientific and personal competences, the concept of computer competence can be found in this meaningful listening list. With shades, you may like to think about what probably in years of bodies work in such a topic. But it is worth considering this computer competence.
Computer competence covers the secure and critical application of the technologies of the information society (TIG) for work, leisure and communication. It is supported by basic knowledge of ICT (information and communication technology): use of computers to query, evaluate, store, produce, present, and exchange information, to communicate, communicate and participate in communication networks.
Now it is with such recommendations of the EU Commission as with many writings created by rules – it usually proves that paper is patient and the digital storage space of the EU Commission has an infinite bordering capacity. It is questionable if, and if so, how these eight key competences has become a right from a non-binding recommendation to Member States, that every EU burger can actually occupy. However, let’s introduce our luxury to us the individual positions of the term computer competence were actually implemented. The consequences were probably considerable.
Buzzword with substance
First, let’s take a look at what the EU Commission understands ourselves under competence: the concept of competence can be paid for a few years to the Buzzwords of Education Policy. Many take the vocabulary in the mouth – few know what is meant by this.
Under competence, the possibility can be understood to apply its own knowledge, skills and attitudes to different contexts. In connection with the definition of competencies one speaks of self-organization dispositions or the state-explosion.
Against this background, the operationalization of computer competence, as described by the EU, it is interesting: In addition to the knowledge of different applications, people should also be enabled, "Opportunities and potential hazards" Electronic media "for work, leisure, information exchange and cooperation networks, learning and research" recognize. In addition, the individual should understand, "How the TIG Creativity and Innovations may demand, and be aware of the problem with regard to validity and reliability of the available information […]".
As relevant theses (where the concept of aibility in this context is wealthy), the paper is essentially the "Accountability to distinguish […] virtual from realm, […] as well as to produce, to produce complex information, to present and understand. The individual should also be able to use TIG to demand critical thinking, creativity and innovation."
Last but not least, a critical and reflected attitude should be demanded at EU burger and EU burgers […] as well as the interest in it, "to engage in communities and networks for cultural, social and / or professional purposes".
The failure of the education system
As a result of EU burger of this recommendation, you can achieve achievement, is a comprehensive media competence. And it is only realistic to designate them as computer competence and thus take account of the productive marginalization of the classic media channels. Man should use the computer professionally like privately, education, communication, for social benefits and for that, to inform himself politically and to.
The question is just how such media competence can be obtained. Which people and institutions are able to convey this comprehensive media competence? Hardly anyone was allowed to be the view that the school and university staff were able to meet such an educational order. The fewest teachers and university lecturers were allowed to convey to the young people entrusted to them in a named sense to convey computer or media competences. You may not imagine how it happens to a teacher who wanted to tell his schoolern something about Facebook. Yes, it even seems that it is a competence in which our input-oriented education system is primarily stabbed its limits.
In a rapidly changing media world, an approach that can be found in the years and decades to gain it as a concentrate to young people antiquated. No curriculum, no teacher, no lecturer can react so quickly to new developments in the media landscape in a way that was allowed to convey the protective-bent unstable knowledge.
This is not the fault of the teachers and lecturers. It is a bug in the system that has so far been designed to convey as media expertise, you should look at news broadcasts on public television channels and documentation on ARTE to prove to be a media competent. Mozart is good and demands brain development, Heavy Metal is Bose and let floral wither. All films of independent French cinemas are good, all splatter films and even American films are Bose. Newspaper is good, internet shelf. Pay is good, free is bad. As simple as that.
Chandeliers are considered only a few of the knowledge from the above-made definition in the applicable system. You can know how to create a presentation, how to operate a word processing program, how to calculate with tables. The fewest adolescents will require tutoring in these basic skills, but it is legitimate to ensure that at least such and similar contents are taught.
With all the other aspects of computer competence, however, system and staff of our input-oriented education system seem to be fundamentally surprised: the interest of being culturally, professionally and socially to engage, the critical reflection of use, the assessment of good and bad content – all these are Desirable goals whose concrete implementation in school and university practice appear at present illusory. What was necessary were project lessons, departing of centralized curriculums and generally the determination of the instructed opposite to the teachers to ensure the demand of computer competence in the outlined senses. Nothing other goods so necessary, as an almost complete departure from the current paradigm.
Right to extension or participation?
But not only the education system had to be wrestled. In what way, computer competence should be developed at all, if not by a right to put a translation of internet access?? And how can Internet access be useful, if you do not have a computer?? In mind, the key competences for lifelong learning from the EU Commission are not required as an end in itself or purely social considerations. That sounds like this:
The final competences are crucial due to their transversal character. They represent a progress for the labor market, social cohesion and youth (pact for youth).
With regard to the implementation, it is called:
Since each individual is to achieve these competences, this recommendation is a reference tool for Member States to ensure that they have fully integrated the final competences into their strategies and infrastructures, especially in the area of lifelong learning,.
Against this background, it seems absurd that indebted people can be bound to the computer, not television or radio. Sprouting by private and public broadcasts is therefore a kind of fundamental right – participation in the information society, on the other hand, luxury?
In discussions about what Hartziv recepers is entitled and what Bittschon is intended to be denied, the desire of a defiance underlaid, which tries to be distinguished from a lower layer, is still revealed too much. And in the silence of most parties on this topic, lack of design will and refusal to recognize what is proposed by the EU Commission in the sense of a real improvement of the Europe site.
Claas Triebel is a doctorate psychologist. As an expert in competence-oriented career advice and development, he is a shareholder of a consulting firm and research associate at the University of the Bundeswehr Munchen. 2010 is his book "Mobile, flexible, always accessible" in the publisher Artemis Winkler appeared.