PROJECT GRUNDTVIG 2 - ASSESSMENT FOR ADULT EDUCATORS IN NON-FORMAL EDUCATION

COMPETENELE
Definirea i Evaluarea competenelor cheie ale formatorului Defining and Assessing Key Competencies of The Trainer Sistemele educative trebuie s ofere tinerilor ocazia de a dobndi cunotine, atitudini i competene eseniale n urmtoarele domenii cheie, strns legate unele de altele: pregtirea pentru via ntr-o societate democratic; pregtirea pentru viaa personal; pregtirea pentru lumea muncii; pregtirea pentru viaa cultural. n Le Petit Larousse, se menioneaz similitudinea dintre capacitate, competen i abilitate, dar definiiile se raporteaz n special la domeniul juridic.
Competena este aptitudinea unei persoane de a decide. Competena este cunoaterea aprofundat ntr-o materie. Competena este capacitatea recunoscut ntr-o anumit materie, ceea ce d dreptul de a judeca (Le Petit Larousse, 1995).

n concepia Ursulei chiopu, competena implic un nivel nalt de performan spre deosebire de ali autori care consider c termenul competen se refer la un nivel minim al performanei, n timp ce standardul solicit desfurarea unei activiti la un anumit nivel de performan1.
Competena este o capacitate profesional remarcabil, izvort din cunotine i practic (deci, n urma cercetrii inteligente i sistematice a unei activiti relativ dificile). Competena confer randament, precizie, siguran i permite rezolvarea de situaii dificile n direcia n care s-a format (chiopu, U., 1997).

Faptul c n unele definiii sunt stabilite corelaii ntre competen capacitate aptitudini, evideniaz o idee major, aceea a competenei ca ansamblu integrator.
Competena nseamn cunotine ce au devenit operaionale, ceea ce presupune flexibilitate comportamental, adaptabilitate, dar, mai ales, eficien (Maciuc, I., 1998).

Competena este deseori descris drept o capacitate intelectual ce dispune de variate posibiliti de transfer (capacitatea de a comunica, decide, detecta, selecta, evalua
1 Jessup, Dicionar de psihologie, 1999
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PROJECT GRUNDTVIG 2 - ASSESSMENT FOR ADULT EDUCATORS IN NON-FORMAL EDUCATION

date, informaii, relaii), capacitate care-i asociaz componente afective i atitudinale, de motivare a aciunii. Competena implic complexe integrate de cunotine, abiliti, capaciti i atitudini2. Se poate considera c o competen constituie capacitatea de a face fa unor situaii i deci de a realiza o sarcin primit. Competena este capacitatea de aciune eficace fa de o serie de situaii prin mobilizarea cunotinelor necesare, n timpul oportun, n scopul identificrii i rezolvrii problemelor. Exist ntotdeauna cunotine subsumate unei competene, dar competena nu se reduce la acestea. Competena confer celui ce o posed dreptul de a spune: lucrul acesta l tiu face. Adoptnd un criteriu ce vizeaz raportarea la cultura de baz precum i la perspectivele ulterioare ale educaiei i formrii continue, n concepia Comunitii Europene (Eurydice) un rol important revine competenelor-cheie. Astfel, Comisia European, prin Directoratul General pentru Educaie i Cultur3, a definit opt competene cheie, centrale n procesul educaional: Domeniul:(1): Comunicarea n limba matern Domeniul:(2): Comunicarea n limbi strine Domeniul:(3): Matematic i tiine Domeniul:(4): TIC (Tehnologia informaiei i comunicrii) Domeniul:(5): A nva s nvei Domeniul:(6): Competene interpersonale, interculturale, sociale i civice Domeniul:(7): Educaia antreprenorial Domeniul:(8): Sensibilizarea la cultur n accepiunea specialitilor Comisiei Europene, definiia competenelor cheie este urmtoarea: Competenele - cheie reprezint un pachet transferabil i multifuncional de cunotine, deprinderi / abiliti i atitudini de care au nevoie toi indivizii pentru mplinirea i dezvoltarea personal, pentru incluziune social i inserie profesional. Acestea trebuie dezvoltate pn la finalizarea educaiei obligatorii i trebuie s acioneze ca un fundament pentru nvarea n continuare, ca parte a nvrii pe parcursul ntregii viei4.

2 Maciuc, I., n Dicionar de sociologie, Bucureti, Ed. Babel, 1998. 3 European Commission, Directorate-General for Education and Culture, Basic skills, entrepreneurship and foreign languages, in Implementation of Education & training 2010 work programme, Progress Report, 2003, p. 48-58. 4 European Commission, Directorate-General for Education and Culture, Basic skills, entrepreneurship and foreign languages, in Implementation of Education & training 2010 work programme, Progress Report, 2003, p. 11.
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Din aceast definiie i din analiza specificului competenelor cheie rezult urmtoarele: competenele se definesc printr-un sistem de cunotine deprinderi / abiliti atitudini; au un caracter transdisciplinar implicit; competenele cheie reprezint ntr-un fel finalitile educaionale ale nvmntului obligatoriu; acestea trebuie s reprezinte baza educaiei permanente.

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