jean-luc lamboley, promoteur de bologne, prishtina june 2007 competences for liberal arts outlines...

Jean-Luc Lamboley, promoteur de Jean-Luc Lamboley, promoteur de Bologne, Prishtina June 2007Bologne, Prishtina June 2007

Competences for Liberal ArtsCompetences for Liberal Arts

Outlines of the presentation :

1. Stake and Definitions

2. Subject specific competences (in History)

3. Generic competences

4. Why hire a Liberal Arts Major ?

5. Competences in History curriculum


Competences for Liberal Arts Competences for Liberal Arts 1. Stake and definition1. Stake and definition

1.1. An important academic and political issue1.1. An important academic and political issue

A crucial problem in many European countries A crucial problem in many European countries because of the massive influx of students in this because of the massive influx of students in this field : how they may be employed ? How can field : how they may be employed ? How can they use their competences for employabilitythey use their competences for employability



1.2. Definition of competences :One can speak of competences only in a professional context.To be competent in a specific professional field is to be able to apply

learning outcomes, by developing the adapted abilities or capacities so as to be efficient in the profession.

= a well-thought-out know how, which implies to master knowledge and skills in relation with the professional context

Two kinds of competences (both are academics) :- Subject specific competences : they allow to be efficient in the

related academic disciplines.- Generic competences : they allow to be efficient in all professional

situations.



1.3 Education in Liberal arts has a great advantage :

It develops a lot of generic competences, either

- Instrumental competences

- Interpersonal competences

- Systemic competences


Competences for Liberal ArtsCompetences for Liberal Arts2. Subject specific competences2. Subject specific competences

2.1. Awareness :- A critical awareness of the relationship between current events or

processes and the past.- Awareness of the differences in historiographical outlooks in various

periods and contexts.- Awareness of and respect for points of view deriving from other

national or cultural backgrounds.- Awareness of the on-going nature of historical research and debate- Awareness of the issues and themes of present day

historiographical debate.- Awareness of methods and issues of different branches of historical

research (economic, social, cultural, gender related..).- Awareness of and ability to use tolls of other human and social

sciences (anthropology, archaeology, sociology, philosophy etc…)



2.2. Knowledge :• Detailed knowledge of one or more specific period of the human

past.• Knowledge of and ability to use information retrieval tools• Knowledge of and ability to use the specific tools necessary to study

any kind of documents• Knowledge of ancient languages• Knowledge of local and national history• Knowledge of European history in a comparative perspective• Knowledge of the history of European integration• Knowledge of world history• Knowledge of didactics of history



2.3. Abilities :• Ability to communicate in one’s own language and foreign languages using

the terminology and techniques accepted in the historiographical profession (oral and written communication)

• Ability to read historiographical texts or original documents in one’s own language and foreign languages.

• Ability to use computer and internet resources and techniques elaborating historical or related data (statistics, database, archives, cartography etc…)

• Ability to define research topics suitable to contribute to historiographical knowledge and debate

• Ability to identify and use appropriately sources of information for research project

• Ability to organise complex historical information in coherent form• Ability to comment, annotate or edit texts and documents according the

canons of the discipline• Ability to give narrative form ti research results according to the canons of

the discipline


Competences for Liberal ArtsCompetences for Liberal Arts3. Generic competences3. Generic competences

3.1. Instrumental competences- Capacity for analysis and synthesis- Capacity for organisation and planning- Basic general knowledge- Grounding in basic knowledge of the profession- Elementary computing skills- Languages- Information management skills (ability to retrieve and

analyse information from different sources)- Problem solving- Decision-making



3.2. Interpersonal competences• Critical and self-critical abilities• Teamwork• Interpersonal skills• Ability to work in an interdisciplinary team• Ability to communicate with experts of other fields• Appreciation of diversity and multiculturality

(understanding of cultures and customs of other countries)

• Ability to work in an international context• Ethical commitment



3.3. systemic competences• Capacity for applying knowledge in practice• Research skills• Capacity to learn• Capacity to adapt to new situations• Capacity for creating new ideas (creativity)• Leadership• Ability to work autonomously• Project design and management• Initiative and entrepreneurial spirit• Concern for quality


Competences for Liberal ArtsCompetences for Liberal Arts4. Why hire a Liberal Arts Major ?4. Why hire a Liberal Arts Major ?

The good way of defining competences for social and human sciences = to be able to give answers to this basic question



4.1. Five reasons :• Liberal art majors are passionate, self-motivated

learners• Liberal art majors are tolerant, culturally-aware

and globally knowledgeable• Liberal art majors possess good communication

skills• Liberal art majors are not limited by

specialization• Liberal art majors needs sphere of activity to

deepen and develop their competencies



4.2. Main competences to be outlined in Liberal Arts : - Foreign languages (not only to speak but also to understand the cultures) ;

all communication skills.- Ability to develop creative solutions to problems- Ability to think outside the lines, and to consider the bigger picture - Ability to think abstractly- Capacity of self and continuous learning for deepening and developing

knowledge and skills.- Ability to gather resources and perform research independently- Willingness to take on the unfamiliar, the ”culturally different”- Awareness of cultural and global issues- Ethical commitment ; tolerance, respect the opinions of others- Analyzing situations for cause and effect correlation- Ability to consider multiple perspectives- Ability to adapt to new situations and to open to new opportunities- Ability to question and challenge


Competences for Liberal ArtsCompetences for Liberal Arts5. Competences in curricula5. Competences in curricula

Competences represent a dynamic combination of knowledge, understanding, skills and abilities.

Fostering competences is the object of educational programmes. Competences will be formed in various course units and assessed at different stages.

When designing a curriculum in liberal arts, this aspect must be always kept in mind.


Competences for Liberal ArtsCompetences for Liberal Arts5. Competences in curricula5. Competences in curricula

Some concrete examples in History :

• How to elaborate a course unit (or module)

• Correlation between competences and teaching/learning activities

• Competences and cycle level


5.1.How to elaborate a course unit 5.1.How to elaborate a course unit Unit course n° xxxx : Intercultural communication and multicultural

societiesProgramme of study : Master in History. Progression : 3rd semesterType of course : core ; Level : advanced. Contact hours : 2 / weekNumber of credits/workload : 5 (125 h )Name of the teacher : XCompetences to be developed (and assessed ) :1. Awareness of diversity and multi culturality2. Ability to work in multicultural contexts3. Ability to understand and appreciate original documents produced

by a foreign culture4. Ability to a sound and personal judgment about complex problems5. Capacity for analysis and synthesis6. Oral and written communication in native language.


5.1.How to elaborate a course unit5.1.How to elaborate a course unit

Learning outcomes

Teaching/lear-ning activities

Workload Assessment

Understanding of acculturation phenomena

Passage from ethnocentrism to ethnorelativism

Lecture n° 1 :

Acculturation processes

2 h Oral review of a book or a paper from the bibliography

Participation to the debate (5%)

Workshop n° 1

Study of a document (text by Levi Strauss)

2 h

Bibliography 6 h

Documentary (film) and debate

2 h


5.2. Competences correlated to 5.2. Competences correlated to teaching/learning activitiesteaching/learning activities

Competence Detailed knowledge of a specific period of the past

Teaching method

Lectures, Group works, site visits

Learning activities

Attending lectures, reading assigned bibliography, participation in discussion

groups, using e-learning materials, reading and contextualising documents relative to the period

Way of assessment

Written and/or oral examinations, assessment of presentations, participation in discussion groups or exercise course.


5.3. Competences and cycle level5.3. Competences and cycle level

Type of studies Description of achievements :History courses for students of other subject areas

1. A critical view of the human past

2. Understanding of and respect for viewpoints moulded by different historical backgrounds

3. A general idea of the diachronic framework of major historical periods or events

4. Direct contact with original sources and texts produced by professional research in history

The student is able to develop a historical perspective on reality

History as relevant part of a degree in other subjects

5. General knowledge of the methodologies, tools and issues of at least two of the broad chronological periods, as well as significant diachronic themes

6. Ability to complete in oral and written form a circumscribed piece of research, according to the canons of the discipline



Type of studies Description of achievements :First cycle in History 6. General knowledge of the methodologies, tools and

issues of all the broad chronological periods.

7. Specific knowledge of at least one of the broad periods or of a diachronic theme

8. Be aware oh how historical interests and problems change with time, and how historiographical debates are linked to political and cultural concern of each epoch

9.Ability to present in oral and written form a medium length piece of research according to the canons of the discipline with bibliographical information, primary sources



Type of studies Description of achievements :

Second cycle in History

10. Specific, ample, detailed and up to date knowledge of at least of the broad periods, including different methodological approaches and historiographical orientations relating to it

11. Familiarity with comparative methods and connected disciplines

12. Ability to plan, carry out and present in oral and written form a research based contribution to historiographical knowledge, bearing on a significant problem, according to the canons of the discipline


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jean-luc lamboley, promoteur de bologne, prishtina june 2007 competences for liberal arts outlines...

Documents

definition of competences

kinds of competences

subject specific competences

lot of generic competences

jeanluc lamboley

history slide

detailed knowledge

liberal arts outlines