Ms SHADMA PARVEEN

Associate. Prof. Department of Business Studies,Alfalah University

Dhauj Faridabad, Haryana.shadmaparveen79@gmail.com

Cont. : 9990753704

“Competency-Specific Approach to Enhance Individual Student’s

Potentials ”

EDUCARNIVAL 2015

Academic Leadership “Teachers Transforming Children”

7th International Conference on Excellence in School Education

Introduction Definitions Literature Review Recommendations Objectives Competencies being a Teacher Need for Study Model Process Conclusion References

The paper focuses on the problem issue of competencies and competency approach in education…

“Destiny of a nation is determined in the classroom”

Accordingly NAAC (2003) has pointed out “….If we are to benefit from the huge investment that

we have made in education, …………students for efficiency and effectiveness in providing quality education”

Stoll and Fink claims that nothing in Educational system…………. professional growth of their teachers.

Teachers has assumed utmost

importance in meeting the diverse roles

World Bank paper on staff development recommends, “a high quality…………............. essential in building excellence”

Faculty Competence

Circle Leader

Administrator

Educator

Counselor

Problem Solver

Adviser

Member of various activities

Coordinator Organizer

Researcher

Editor

mentor

Evaluator

Guide

Consultant

Geraldo & Acuńa (2005), the word “competence” drives from Latin word “competere”

McClelland (2006) was the first who proposed the idea of competency

Competence basically represents “what people can do.

Competency is “how they do it” Definition of ‘Competence’: “ Demonstrating the knowledge, skills, experience, and

attributes necessary to carry out a defined function effectively.”

Jocelyn Butler defines “competencies as PAKS …………………..institutional success.”

Competencies are important, as they help to communicate what an individual stands for or what the expectation is (Ernest, 1989).

Roget's defines pedagogy "The act, process, or art of imparting knowledge and skill.“

In pedagogical literature the notion of competencies has been defined as a special ability to do, perform, manage and act at the level of certain knowledge, skill and ability, what a person can prove in formal and informal way (Mijatović, 2000.)

Palekčić accepts competencies are “cognitive abilities and skills individuals have or can learn in order to solve certain problems, as well as related motivational, volitional and social readiness and abilities, for problem solutions to be successfully and responsibly used in varying situations.“ (Weiner, 2001: 27, according to Palekčić, 2007.)

A great volume of literature on faculty development programs has accumulated The root for competency modeling in industries contest can observe in early 1900’s by Fredrick Taylor

. David McChelland has pioneered the competency movement across the World. In mid of fifties Benjamin Bloom laid the foundation for identifying educational competencies. ‘Competence' had entered in the educational debate on QERC in Australia chaired by Peter Karmel in

early 1985. Chan and Wong (2006) categorised main competency into three levels (ECD‟s

framework, 2006) Clarke, and Taraman (1994) explored 1) Discover yourself and work with others 2) Design, build, and run high value-added manufacturing systems 3) Solve unstructured problems 4) Lead change. Bonjour, Hlaoittinun and Dulmet (2007), identified the difference between positive

gap and negative gap

The key competences, as stated in the documents of the NCERT , are the following: communication in mother tongue, communication inforeign language, mathematical competence, basic competencies in sciences and technology, digital competence, learning competence, social and civil competences, sense for initiativeness and entrepreneurship, as well as cultural sensibility and expressionThe above mentioned competencies are the aims of national curricula of the countries European Union members and their development is at the same time the aim ofEuropean educational policy and national educational policies in European countries.

If a teachers is not able to recognize talents, abilities or

inclinations of certain students for particular topics, he/she

can neither conceive nor involve students in active learning (Vrcelj, 2000; Dryden, 2001; Jensen, 2003)

Individualized teaching is an effort to optimally respect individual characteristics of each student in organization of upbringing-Educational Process.This is achieved through organization of individual work of

students Appropriate for their abilities” (Bognar, Matijević, 1992:286).

The approach oriented to students establishes the needs of students as an

important criterion of evaluation of individualization of students’ potentials. In regard to this (Podmore 2004; Miljak, 2007) suggests self-evaluation which goes in five directions, relying on five simple questions from student perspective:

Is this place created for me? Do you know me? Do you care about me? Do you let me “fly”? Can you hear me? Answering these simple questions we can easily evaluate our approach

and find out if we have succeeded in the process of individualization of student potentials, as well as establish guidelines form subsequent teaching.

Pupil-oriented upbringing and education referring to individualization of pupils’ potentials implies the following:

Selection of those teaching strategies, methods and procedures which �will develop student potential

Adjustment of teaching forms to individual needs and abilities of �students

Use of variety of sources of knowledge, providing the student with an� opportunity to play an active role in teaching process Planning of teaching in accordance to initial assessment of student �

potential Respect for different learning style as well as developmental differences� between students in a class, Respect for emotional reactions of students as feedback relevant for �

creation of new teaching situations.

SKILL KNOWLEDGE ATTITUDE ATTRIBUTES BEHAVIOUR

-Coaching andTraining Skill-Modular Employable skillPresentation SkillTechnical SkillCommunication skillProblem solving skill  

Knowledge of the specialised Subject.Knowledge of applied subjectsGeneral awarenessKnowledge Latest innovation and inventionLatest trendsand researchrelated to thesubjectKnowledge for Communication Problem solving 

DivergentThinkingConfidenceAssertiveness approachOptimistic out lookQuantitativeResearchingTechnicalPractical 

Self sufficiencySelf controlStress toleranceSelf concept High EmotionalStaminaHigh moral  

AssertivenessCompetitivenessHigh conduct and moral valuesSelf SufficiencyQuick High EnergyLevelMental alertnessBoldness in decision making

  

The purpose of this research was to develop an adaptive model of competency development for the Teachers.

The 4H means that the assessment must be done

on the basis of 1) The heart (motivations and personal traits), 2) The head (knowledge and cognitive skills), 3) The hand (practical skills) and the health (hygiene and safety).

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