Can You Teach Better? Improving the Qualifications of Teachers and Trainers

Can You Teach Better? Improving the Qualifications of Teachers and Trainers

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SWSPiZ

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This publication is a result of intensive work of experts in a two year project: “Laboratory of personal competences —improving qualifications of teachers and trainers (LA.PE.CO)”done within Lifelong Learning Programme — Leonardo da Vinci Partnership that was realized by institutions from Spain, Belgium and Poland between 2009 and 2011. The world around us undergoes constant changes. Pupils and students leave schools, the unemployed and employees who take part in different training courses get to constantly evolving organizations, where they need solid and up-to date knowledge and where, probably most of all, they use soft skills. Soft competences, such as cooperation, communication, negotiation, coping with stress, management of emotions and conflicts, assertiveness, creativity, the ability to build a team, increase the efficiency and effectiveness of the management process. We offer you a publication prepared by trainers for trainers. It contains review of selected European solutions related to system of adult education, bank of exercises on improving social competences and examples of good and bad practices in teaching social competences. Bank of exercises which is the most important part of this publication is a result of extremely useful sharing of knowledge and experience. Besides the part on good and bad practice it is a contribution of the international team of trainers into the improvement of teachers‘ qualifications and creation of unique know-how transfer. All the materials elaborated in this project and the whole bank of exercisers can be found on the project website: www.lapeco.eu.


Liczba stron122
WydawcaSWSPiZ
ISBN-13978-83-62916-22-1
Numer wydania1
Język publikacjipolski
Informacja o sprzedawcyRavelo Sp. z o.o.

Ciekawe propozycje

Spis treści

  PART I    4
    INTRODUCTION — Izabela Kolodziejczyk-Olczak    4
  PART II    7
    ABOUT THE PROJECT — Marta Kedzia    7
  PART III    9
    SYSTEM OF ADULT EDUCATION — REVIEW OF SELECTED EUROPEAN SOLUTIONS    9
      2.1. The system of education in Poland — Izabela Kolodziejczyk-Olczak, Renata Figlewicz, Violetta Ożdżeńska    9
        2.1.1. System of Education    9
        2.1.2. Structure of Higher Education in Poland    11
        2.1.3. Professional Titles Awarded to Graduates of Institutions of higher Education    11
        2.1.4. Academic Degrees and Titles    12
        2.1.5. Adult Education — Methods    13
        2.1.6. Higher Education — Statistics    14
        References:    16
      2.2. The system of education in Spain — Pilar Matas    17
        2.2.1. Principles and aims of education    17
          Principles    17
          Goals    18
        2.2.2. The organisation of teaching and learning during life    18
          Teaching    18
          Role of the teaching staff    19
        2.2.2.a. Preschool education    20
          Goals    20
          Contents    21
        2.2.2.b Primary education    21
          Goals    22
          Contents    22
        2.2.2.c. Compulsory Secondary Education (ESO)    24
          Goals    24
          Basic competences    25
        2.2.2.d. Baccalaureate    25
          Goals    25
        2.2.2.e. Vocational Education    26
        Extremadura    26
        Catalogue of measures to be taken for the improvement the of quality of education in Extremadura26 Educational goals in Extremadura    27
        Resources    28
      2.3. Competence-based education and training in Flanders — Department of Education, the Flemish Government    29
        Nursery Education    29
        Primary Education    29
        Secondary Education    29
        Higher Education    32
        Adult Education    33
        Lifelong Learning    33
        2.3.1. The key competences in higher education in Flanders    34
        2.3.2. Why competence based education in Flanders and the role of evaluation in competence based Education    38
        2.3.3. What competences do employers (from higher education) require employees to have    40
        Resources    42
  PART III    43
    BANK OF EXERCISES    43
      3.1. Exercises — Spain    44
        DO I KNOW MY LEMON?    44
        BROKEN SQUARES    46
        I AM LIKE THIS, YOU ARE LIKE THIS    48
        THE MERCHANT AND HIS DAUGHTER    53
        THE MANAGER    55
        GESTURES    58
        REINFORCING COLLAGE    59
        GREETINGS CREATIVE    60
        DAYS OF THE WEEK    61
        THE CASH REGISTER    62
        WHO SHOULD BE SAVED?    64
        THE FLOWER    65
        ACTING    67
        TRUSTING OUR BODY    68
        TEACHER OF PLASTICINE    69
      3.2. Exercises — Belgium    71
        BOUWONDER: bringing social skills into a technical environment    71
        EVENT MANAGEMENT    72
        EVENT MANAGEMENT    74
        INTERNET APPLICATIONS    76
        KITCHEN TECHNOLOGY    78
        ELEMENTARY SOCIAL SKILLS    81
        WORKFIELD EXPLORATIONS    83
      3.3. Exercises — Poland    85
        ASSERTIVENESS    85
        CONSTRUCTING TOWERS    86
        COMMUNICATION    87
        SOLUTION OF CONFLICTS    88
        LOUVRE    89
        EXERCISE IN INTERCULTURAL COMMUNICATION    90
        RED BALL, YELLOW BALL    91
        WHICH IS BETTER AND WHY?    92
        GROUP WORK WITH THE USE OF PSYCHOLOGICAL GROUP TRAINING METHODOLOGY    93
        MOTIVATION TO CHANGE    94
        TIME MANAGEMENT    95
        CO-OPERATION AND JOINT ACTION    96
        A FABLE — VIRTUAL TEAM-BUILDING, CO-ACTIVITY, CO-OPERATION    97
        THE SQUARES — ONE-WAY AND TWO-WAY VERBAL COMMUNICATION    99
        A PICTURE — NON-VERBAL COMMUNICATION    100
        INSTRUCTION — A COMMUNICATION TRICK    101
        ELEPHANT    102
        MAP OF THE WORLD    104
        THE READER    105
        GUNNING FOG INDEX    107
  PART IV    113
    BANK OF GOOD/BAD PRACTICES    113
      GOOD PRACTICE no 1 — Elementary Social Skills and Event Management    113
      GOOD PRACTICE no 2 — Open Education System    114
      GOOD PRACTICE no 3 — Kitchen Technology    114
      GOOD PRACTICE no 4 — BouWonder    115
      GOOD PRACTICE no 5 — Social Sciences    115
      GOOD PRACTICE no 6 — Education of Adults    116
      BAD PRACTICE no 1 — HRM and soft skills    117
      BAD PRACTICE no 2 — ICT and statistical skills    117
  PART V    118
    SUMMING UP    118
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