BUILDING COMPETENCIES FOR SUSTAINABLE LEARNING TRAINING MANUAL
BY: DR ISSA H. ALANSARI CO-AUTHORS: DR FAISAL Y. ALANEZI DR OMAR J. ELMOUSSA MRS RANIA SINNO
جامعـة الأميـر محمـد بـن فهـد Prince Mohammad Bin Fahd University
Prince Mohammad Bin Fahd University, 2025 King Fahd National Library Cataloging-in-Publication Data Alansari Issa H. Building Competencies for Sustainable Learning (English)./ Alansari Issa H. - Alkhobar, 2025 116p; .. cm ISBN: 978-603-03-6559-3 1- English language - Study and teaching I-Title
428.241 de 1442/3678 L.D no. 1442/3678 ISBN: 978-603-03-6559-3
INTRODUCTION
Acknowledgment
The Building Competencies for Sustainable Learning Programme has been developed as an initiative of Prince Mohammad Bin Fahd University , reflecting its institutional commitment to community service and the develop- ment of youth skills.
Lead Author: Dr Issa H. Alansari Co-authors: Dr Faisal Y. Alanezi Dr Omar J. Elmoussa Mrs Rania Sinno
Special thanks to Dr Yousef Suleiman & Dr Muhammad Alhuzaim for their invaluable support and contributions.
1
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
PROBLEM SOLVING
Global Competencies
JUDGEMENT & DECISION MAKING
2
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
Table of Contents......................................................................................................................................................................3 List of Figures............................................................................................................................................................................10 I. Overview. .........................................................................................................................................................................11 II. Programme Learning Outcomes.......................................................................................................................12 III. Programme Instructional Objectives...............................................................................................................12 IV. Instructional Framework.........................................................................................................................................13 V. The ADDIAE Model...................................................................................................................................................13 VI. Scope of The Programme......................................................................................................................................14 VII. Duration of The Programme.................................................................................................................................15 VIII. Programme Assessment Approach.................................................................................................................16 IX. Types of Assessment...............................................................................................................................................17 X. Definition of Terms.....................................................................................................................................................18 XI. Acronyms........................................................................................................................................................................19 XII. References...................................................................................................................................................................20 Chapter One: Problem Solving .................................................................................................................................. 22 1.1 Definition. ....................................................................................................................................................................... 23 1.2 Learning Outcomes..................................................................................................................................................24 1.3 Problem Solving Model..........................................................................................................................................24 1.4 Problem Solving Techniques..............................................................................................................................25 1.4.1 Brainstorming........................................................................................................................................25 1.4.2 SWOT Analysis.................................................................................................................................... 26 1.4.3 What If...?.................................................................................................................................................. 27 1.4.4 Mind Maps ..............................................................................................................................................27 1.5 Importance of Drawing a Timeline for Solving Problems.....................................................................28 1.6 Activity............................................................................................................................................................................. 29 1.7 Assessment of Learning .......................................................................................................................................29 1.8 Reflective Practice....................................................................................................................................................30 1.9 Measurable Levels of Performance/Rubrics.............................................................................................30 1.10 Self–assessment Worksheet............................................................................................................................... 31
3
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
1.11 Cause Analysis............................................................................................................................................................31 1.12 Improvement Plan..................................................................................................................................................... 32 1.13 Self–monitoring Mechanism................................................................................................................................ 33 1.14 Supplementary Teaching, Learning and Assessment Materials....................................................33 1.14.1 Online Educational Videos........................................................................................................33 1.14.2 Online Educational Courses.....................................................................................................34 1.15 References...................................................................................................................................................................35 Chapter Two: Critical Thinking .................................................................................................................................. 36 2.1 Definition. ....................................................................................................................................................................... 37 2.2 Learning Outcomes..................................................................................................................................................37 2.3 Elements of Critical Thinking...............................................................................................................................38 2.4 Principles of Critical Thinking..............................................................................................................................38 2.4.1 Rationality........................................................................................................................................... 39 2.4.2 Self-Awareness............................................................................................................................... 39 2.4.3 Honesty................................................................................................................................................ 39 2.4.4 Open Mindedness.......................................................................................................................... 39 2.4.5 Discipline............................................................................................................................................. 39 2.5 Characteristics of Critical Thinkers..................................................................................................................40 2.6 Characteristics of Individuals who Lack Critical Thinking Skills.......................................................40 2.7 Activity..............................................................................................................................................................................41 2.8 Assessment of Learning.........................................................................................................................................41 2.9 Reflective Practice....................................................................................................................................................42 2.10 Measurable Levels of Performance/Rubrics.............................................................................................42 2.11 Self–assessment Worksheet.............................................................................................................................. 43 2.12 Cause Analysis...........................................................................................................................................................44 2.13 Improvement Plan.....................................................................................................................................................44 2.14 Self–monitoring Mechanism................................................................................................................................ 45 2.15 Supplementary Teaching, Learning and Assessment Materials....................................................46 2.15.1 Online Educational Videos........................................................................................................46 2.15.2 Online Educational Courses.....................................................................................................46
4
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
2.16 References...................................................................................................................................................................47 Chapter Three: Creativity .............................................................................................................................................. 50 3.1 Definition ........................................................................................................................................................................51 3.2 Learning Outcomes...................................................................................................................................................51 3.3 Creativity as an Ability..............................................................................................................................................51 3.4 Creative Methods......................................................................................................................................................52 3.5 Creative Individuals..................................................................................................................................................53 3.6 Creativity: A Learnable Act...................................................................................................................................53 3.7 Activity ............................................................................................................................................................................54 3.8 Reflective Practice ...................................................................................................................................................55 3.9 Measurable Levels of Performance/Rubrics.............................................................................................55 3.10 Self–assessment Worksheet.............................................................................................................................. 56 3.11 Cause Analysis........................................................................................................................................................... 57 3.12 Improvement Plan..................................................................................................................................................... 57 3.13 Self-monitoring Mechanism................................................................................................................................. 58 3.14 Supplementary Teaching, Learning and Assessment Materials ...................................................59 3.14.1 Online Educational Videos........................................................................................................59 3.14.2 Online Educational Courses.....................................................................................................59 3.15 References...................................................................................................................................................................60 Chapter Four: Coordinating With Others ........................................................................................................... 62 4.1 Definition. ....................................................................................................................................................................... 63 4.2 Learning Outcomes..................................................................................................................................................63 4.3 Skills Needed For Team Coordination...........................................................................................................64 4.4 Characteristics of Efficient Coordinators......................................................................................................64 4.5 Activity............................................................................................................................................................................. 65 4.6 Reflective Practice....................................................................................................................................................66 4.7 Measurable Levels of Performance/Rubrics.............................................................................................66 4.8 Self-assessment Worksheet...............................................................................................................................67 4.9 Cause Analysis...........................................................................................................................................................68
5
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
4.10 Improvement Plan..................................................................................................................................................... 68 4.11 Self-monitoring Mechanism................................................................................................................................. 69 4.12 Supplementary Teaching, Learning and Assessment Materials....................................................70 4.12.1 Online Educational Videos........................................................................................................70 4.12.2 Online Educational Courses.....................................................................................................70 4.13 References....................................................................................................................................................................71 Chapter Five: People Management ........................................................................................................................ 74 5.1 Definition. ....................................................................................................................................................................... 75 5.2 Learning Outcomes..................................................................................................................................................76 5.3 Dimensions of People Management..............................................................................................................76 5.4 Compensation of Human Resources.............................................................................................................77 5.5 Activity............................................................................................................................................................................. 77 5.6 Reflective Practice....................................................................................................................................................78 5.7 Measurable Levels of Performance/Rubrics.............................................................................................78 5.8 Self–assessment Worksheet..............................................................................................................................79 5.9 Cause Analysis...........................................................................................................................................................80 5.10 Improvement Plan.....................................................................................................................................................80 5.11 Self–monitoring Mechanism.................................................................................................................................81 5.12 Supplementary Teaching, Learning and Assessment Materials.....................................................81 5.12.1 Online Educational Videos........................................................................................................82 5.12.2 Online Educational Courses.....................................................................................................83 5.13 References...................................................................................................................................................................83 Chapter Six: Judgement and Decision Making .............................................................................................. 86 6.1 Definition. ....................................................................................................................................................................... 87 6.2 Learning Outcomes..................................................................................................................................................87 6.3 Dimensions of Decision Making........................................................................................................................88 6.4 Activity............................................................................................................................................................................. 90 6.5 Reflective Practice....................................................................................................................................................90 6.6 Measurable Levels of Performance/Rubrics..............................................................................................91
6
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
6.7 Self–assessment Worksheet...............................................................................................................................91 6.8 Cause Analysis...........................................................................................................................................................92 6.9 Improvement Plan.....................................................................................................................................................93 6.10 Self-monitoring Mechanism................................................................................................................................. 94 6.11 Supplementary Teaching, Learning and Assessment Material.......................................................94 6.11.1 Online Educational Videos........................................................................................................94 6.11.2 Online Educational Courses.....................................................................................................95 6.12 References...................................................................................................................................................................95 Chapter Seven: Service Orientation ...................................................................................................................... 98 7.1 Definition. ....................................................................................................................................................................... 99 7.2 Learning Outcomes..................................................................................................................................................99 7.3 Main Dimensions of Service Orientation....................................................................................................100 7.4 Activity............................................................................................................................................................................ 101 7.5 Reflective Practice..................................................................................................................................................103 7.6 Measurable Levels of Performance/Rubrics...........................................................................................103 7.7 Self–assessment Worksheet............................................................................................................................104 7.8 Cause Analysis.........................................................................................................................................................105 7.9 Improvement Plan...................................................................................................................................................105 7.10 Self–monitoring Mechanism.............................................................................................................................. 106 7.11 Supplementary Teaching, Learning and Assessment Materials..................................................106 7.11.1 Online Educational Videos......................................................................................................107 7.11.2 Online Educational Courses...................................................................................................108 7.12 References.................................................................................................................................................................108 Chapter Eight: Emotional Intelligence ................................................................................................................ 110 8.1 Definition. ....................................................................................................................................................................... 111 8.2 Learning Outcomes.................................................................................................................................................112 8.3 What Do We Mean By “Emotions”?...............................................................................................................112 8.4 What Do You Need to be Emotionally Intelligent?..................................................................................113 8.4.1 Know Yourself.................................................................................................................................114
7
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
8.4.2 Manage Your Emotions.............................................................................................................114 8.4.3 Be Empathetic................................................................................................................................. 116 8.4.4 Be Socially Skilled.........................................................................................................................117 8.5 Activity............................................................................................................................................................................ 117 8.6 Reflective Practice...................................................................................................................................................118 8.7 Measurable Levels of Performance/Rubrics............................................................................................118 8.8 Self-assessment Worksheet..............................................................................................................................119 8.9 Cause Analysis.........................................................................................................................................................120 8.10 Improvement Plan................................................................................................................................................... 120 8.11 Self–monitoring Mechanism............................................................................................................................... 121 8.12 Supplementary Teaching, Learning and Assessment Materials...................................................121 8.12.1 Online Educational Videos.......................................................................................................122 8.12.2 Online Educational Courses....................................................................................................122 8.13 References..................................................................................................................................................................123 Chapter Nine: Negotiation .......................................................................................................................................... 124 9.1 Introduction..................................................................................................................................................................125 9.2 Definition. ..................................................................................................................................................................... 126 9.3 Learning Outcomes................................................................................................................................................126 9.4 Successful Negotiation........................................................................................................................................ 127 9.4.1 Planning Negotiation..................................................................................................................128 9.4.2 Negotiation: A Give and Take Process.............................................................................128 9.4.3 Negotiation: A Dynamic, Deep Learning Process.......................................................129 9.4.4 Gaining Knowledge of The Other.........................................................................................129 9.4.5 The Win-win Principle In Negotiation.................................................................................130 9.4.6 Adopting The Mindset of A Researcher............................................................................131 9.5 Tips For Successful Negotiation......................................................................................................................132 9.6 Characteristics of Successful Negotiators.................................................................................................132 9.7 Activity............................................................................................................................................................................133 9.8 Reflective Practice..................................................................................................................................................134 9.9 Measurable Levels of Performance/Rubrics............................................................................................135
8
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
9.10 Self-assessment Worksheet..............................................................................................................................135 9.11 Cause Analysis......................................................................................................................................................... 136 9.12 Improvement Plan................................................................................................................................................... 137 9.13 Self-monitoring Mechanism............................................................................................................................... 138 9.14 Supplementary Teaching, Learning and Assessment Materials..................................................138 9.14.1 Online Educational Videos......................................................................................................138 9.14.2 Online Educational Courses...................................................................................................139 9.15 References.................................................................................................................................................................140 Chapter Ten: Cognitive Flexibility . ....................................................................................................................... 142 10.1 Definition......................................................................................................................................................................143 10.2 Learning Outcomes................................................................................................................................................ 143 10.3 Importance of Cognitive Flexibility.................................................................................................................144 10.4 Traits of Cognitively Flexible Individuals.....................................................................................................144 10.5 Activity...........................................................................................................................................................................146 10.6 Reflective Practice.................................................................................................................................................. 148 10.7 Measurable Levels of Performance/Rubrics...........................................................................................149 10.8 Self-assessment Worksheet............................................................................................................................. 149 10.9 Cause Analysis......................................................................................................................................................... 150 10.10 Improvement Plan.................................................................................................................................................... 151 10.11 Self-monitoring Mechanism................................................................................................................................152 10.12 Supplementary Teaching, Learning and Assessment Materials...................................................152 10.12.1 Online Educational Videos.......................................................................................................152 10.12.2 Online Educational Courses....................................................................................................152 10.13 References..................................................................................................................................................................153
9
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
List of figures ............................................................................................................................10 Figure 1: Learn, Apply, Demonstrate & Assess (LADA) Model..................................................................14 Figure 2: MRI Phases of the Assessment Approach.......................................................................................16 Figure 3: Types of Assessment...................................................................................................................................17 Figure 4: Eight Integrated Skills..................................................................................................................................17 Figure 1.1: Components of Problem Solving .........................................................................................................24 Figure 1.2: Problem Solving Methods ........................................................................................................................25 Figure 1.3: Guidelines for Brainstorming .................................................................................................................26 Figure 1.4: SWOT Analysis .............................................................................................................................................26 Figure 1.5: Mind Mapping Method................................................................................................................................27 Figure 2.1: Characteristics of Critical Thinking......................................................................................................38 Figure 2.2: Characteristics of Critical Thinkers......................................................................................................40 Figure 2.3: Characteristics of Non-Critical Thinkers...........................................................................................40 Figure 3.1: Creativity as an Ability.................................................................................................................................52 Figure 3.2: Creativity Requirements...........................................................................................................................52 Figure 4.1: Successful Team Coordination.............................................................................................................64 Figure 4.2: Competent Coordinators..........................................................................................................................65 Figure 5.1: Dimensions of People Management..................................................................................................77 Figure 6.1: Main Dimensions of Decision Making................................................................................................89 Figure 7.1: Main Dimensions of Service Orientation.........................................................................................101 Figure 8.1: Elements Relevant to Emotions ..........................................................................................................112 Figure 8.2: Emotions ..........................................................................................................................................................113 Figure 8.3: Elements of Emotional Intelligence ...................................................................................................113 Figure 8.4: Approaching Emotions as Data ...........................................................................................................114 Figure 8.5: RPI Model To Address Frustration .....................................................................................................116 Figure 8.6: Characteristics of Empathetic Individuals .....................................................................................117 Figure 9.1: Negotiation Process Characteristics ............................................................................................... 127 Figure 9.2: Key Elements of Successful Negotiation ......................................................................................128 Figure 9.3: Pillars of Successful Negotiation .......................................................................................................130 Figure 9.4: Elements of Win-Win Negotiation Process ..................................................................................130 Figure 9.5: Negotiation SMART Goals .....................................................................................................................131 Figure 9.6: Negotiation Tips............................................................................................................................................132 Figure 9.7: Characteristics of Successful Negotiators ....................................................................................132
10
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
I. Overview For youth to be job-ready and succeed in their personal, social, academic and pro- fessional lives, they need to develop, ac- quire and practice a set of life skills and abilities. These include effective commu- nication, critical thinking in problem solv- ing, teamwork, appropriate leadership, technological literacy, information-seek- ing, human performance improvement, and ethical and professional conduct. To explore and understand the world they live in, enhance their personal and profes-
Source: Andrii Yalanskyi/Shutterstock
sional performance and quality of life, and contribute to their country’s economic development, it is now more compelling than ever for youth to be equipped with a set of global competencies for sustainable learning. The overall purpose of this programme is to provide youth with ample opportunities to develop and demonstrate competencies that prepare them to be globally com- petent citizens. The programme addresses the following questions: 1. What does it mean to be a globally competent citizen? 2. What competencies must be developed and demonstrated to become a global citizen? 3. How can these competencies be better cultivated? What is a competence? A competence is a learnable, observable, and measurable ability that allows individuals to per- form a set of skilled tasks. For example, to understand and practice any of the global competen- cies that this programme presents, you need to have the cognitive ability to analyze, synthesize and interpret reliable information. A competence is the learned ability that enables its holders to develop a certain mindset required to perform a set of skills related to a specific competence. As a definable, teachable and learnable behavior, competence development requires practice and learning environments that value social interactions. The programme enables its learners to develop an understanding of the definition and main principles of each competence while practicing the skills related to its features. Therefore, the programme begins with a definition for each competence, outlining its main dimensions, and the affiliated skills that need to be practiced in real life situations. Each competence section ends with activities designed to assess the expected learning outcomes.
11
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
II. PROGRAMME LEARNING OUTCOMES
This programme enables students to: 1. Develop the attributes of globally competent individuals.
2. Apply critical thinking to address social, academic and professional challenges. 3. Cultivate the knowledge, skills and attitudes of competent creative thinkers. 4. Acquire the competencies necessary for effective coordination with others. 5. Develop the knowledge, skills and attributes essential for managing and leading people. 6. Strengthen the traits associated with competent decision makers. 7. Acquire the knowledge, skills and attributes of competent service-oriented individuals. 8. Exhibit the traits of emotionally intelligent individuals. 9. Demonstrate the characteristics of competent negotiators. 10. Possess the knowledge, skills and attitudes that reflect cognitive flexibility. 11. Self–assess their progress in developing global competencies. III. PROGRAMME INSTRUCTIONAL OBJECTIVES By the end of the programme, participants will be able to demonstrate: 1. Effective problem solving skills when addressing and assessing academic, social and professional issues.
2. Proficient use of reasoning and critical thinking abilities. 3. The capacity to generate original and creative ideas.
4. Knowledge, skills and attributes that enable successful collaboration with diverse groups. 5. Knowledge, skills and attitudes essential for managing and leading individuals effectively.
6. The practical application of decision–making competencies. 7. The ability to apply service-oriented skills in various contexts. 8. Traits that reflect emotional intelligence. 9. Knowledge, skills and attributes of successful negotiators. 10. Attributes indicative of cognitive flexibility. 11. The ability to self–assess progress in developing global competencies.
12
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
IV.INSTRUCTIONAL FRAMEWORK
The teaching, learning and assessment model of the programme is premised on Vygotsky’s time–honored notion of the Zone of Proximal Development (ZPD). Vygotsky’s ZPD encompasses two learning dimensions: The first dimension refers to learners’ current academic level and the second refers to the performance level learners are expected to reach by the end of the educational programme. The Zone of Proximal Development represents the distance between learners’ ability to un- derstand and apply a given competence and its affiliated skills and the level instructors ex- pect them to reach – defined by their capacity to demonstrate these competencies collabo- ratively within a scaffolded, engaging and dynamic learning environment. Vygotsky’s concept of ZPD necessitates a scaffolded learning environment focused on six core elements referred to as ADDIAE model: Analyzing trainees’ entry-level proficiency to ensure alignment with the programme’s requirements, typically assessed by a pre-test. Designing teaching, learning and assessment strategies that accommodate partic- ipants’ different learning styles. Developing instructional materials that embed the necessary knowledge, skills and attitudes for competence development. Implementing instructional strategies in a dynamic and interactive learning envi- ronment. Assessing participants’ learning outcomes through in-class activities and group projects. Evaluating the programme through perception surveys, focus groups, interviews and analysis of end-of-workshop assignments and projects. V. THE ADDIAE MODEL
The six elements of the instructional framework are encapsulated in the acronym ADDIAE .
13
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
The ADDIAE instructional model enables participants to:
the concepts, main principles, and characteristics of each competence and its affiliated skills.
LEARN
their understanding of each competence to real life situations.
APPLY
their understanding of the competence and its affiliated skills through guided discussion and group projects.
DEMONSTRATE
ASSESS
their competence development through self-reflection.
Figure 1: Learn, Apply, Demonstrate & Assess (LADA) Model
VI. SCOPE OF THE PROGRAMME
The instructional materials related to the ten competencies are centered around real life scenarios and examples. The training modules incorporate self–assessment tools to facilitate deep learning. The 10 competencies are clustered into three groups:
Group 1
• Critical Thinking • Problem Solving • Creativity • Coordinating with Others
Group 2
• People Management • Judgment and Decision Making • Service Orientation
14
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
Group 3
• Emotional Intelligence • Negotiation • Cognitive Flexibility
VII. DURATION OF THE PROGRAMME
Number of competencies: 10
Instructional hours for each competence: 3 hours
Grouping of competencies: The 10 competencies are divided into 3 groups:
Group 1
• This group includes four competencies: Problem Solving, Critical Thinking, Creativity, and Coordinating with Others. • The four competencies will be covered in 12 hours .
Group 2
• This group includes three competencies: People Management, Judgement and Decision Making, and Service Orientation. • The three competencies will be covered in 9 hours .
Group 3
• This group includes three competencies: Emotional Intelligence, Negotiation, and Cognitive Flexibility. • The three competencies will be covered in 9 hours .
The 30 hours will be covered over 1 week (6 hours daily for 5 business days)
The total number of hours for all competencies: 30
15
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
VIII. PROGRAMME ASSESSMENT APPROACH Assessment within the context of this programme is regarded as a tool for learning, designed to measure the degree to which participants have achieved the programme’s objectives and intended learning outcomes. The adopted assessment approach is: • Communicative • Learner–centered • Interactive • Research and inquiry–based • Reflective This approach is expected to facilitate learning and enhance teaching practices. Moreover, the assessment strategy revolves around three cyclic phases, collectively acro- nymed as MRI: Monitoring the learning process, Reflecting on learning, and Improving the out- comes.
Phases of the Assessment
Phase 1: Participants will be scaffolded to mon- itor their learning progress while practicing the knowledge, skills and attitudes associated with each competence. Phase 2: Participants will be assessed sum- matively through an end-of-workshop research project and complementary activities. Phase 3: Participants will be guided to reflect on their performance. A Key Performance Indica- tor (KPI) worksheet will be provided at the end of each workshop.
Monitor
Improve Reflect
Figure 2: MRI Phases of the Assessment Approach
Rationale for Reflective Practice. The reflection process is designed to offer participants a structured opportunity to enhance their development of the knowledge, skills and attitudes re- lated to each competence.
16
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
IX. TYPES OF ASSESSMENT
Types of Assessment
Assessment of Learning through End of Competence Research Project
Assessment of Learning through Self-assessment
Figure 3: Types of Assessment There are eight integrated skills that participants will practice in each competence. Figure 4 illustrates the eight integrated skills.
Writing
Reading
Viewing
Speaking
Listening
Computing
Researching
Presenting
Figure 4: Eight Integrated Skills
17
Building Competencies for Sustainable Learning | Introduction
INTRODUCTION
X. DEFINITION OF TERMS
The ability to perform multiple tasks efficiently and simultaneously. It in- volves adopting and adapting the mindset required for various tasks.
Cognitive Flexibility:
A learnable, observable and measurable ability that enables individuals to perform a set of skilled tasks.
Competence:
A person who can acquire and demonstrate the knowledge, skills and at- titudes associated with various competencies.
Competent:
The extent to which individuals are able to work collaboratively to achieve a common goal.
Coordination:
The ability to generate original ideas that contribute to solving local, re- gional or international problems.
Creativity:
The ability to systematically analyze, assess, reason and evaluate infor- mation through a structured process.
Critical Thinking:
A mental process that results in choosing the most appropriate action from among several possible alternatives.
Decision Making:
The ability to recognize, understand and manage one’s own emotions and those of others in both professional and personal contexts. These emotions may include fear, anger, anxiety, confusion, joy, sympathy, love or hatred.
Emotional Intelli- gence:
Instructional Objectives:
The abilities that instructors aim for participants to achieve.
Instructional Framework:
The philosophical foundation that guides teaching, learning and assess- ment processes.
The knowledge, skills and attitudes that participants are expected to ac- quire and apply by the end of the programme.
Learning Outcomes:
18
Building Competencies for Sustainable Learning | Introduction
Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 13 Page 14 Page 15 Page 16 Page 17 Page 18 Page 19 Page 20 Page 21 Page 22 Page 23 Page 24 Page 25 Page 26 Page 27 Page 28 Page 29 Page 30 Page 31 Page 32 Page 33 Page 34 Page 35 Page 36 Page 37 Page 38 Page 39 Page 40 Page 41 Page 42 Page 43 Page 44 Page 45 Page 46 Page 47 Page 48 Page 49 Page 50 Page 51 Page 52 Page 53 Page 54 Page 55 Page 56 Page 57 Page 58 Page 59 Page 60 Page 61 Page 62 Page 63 Page 64 Page 65 Page 66 Page 67 Page 68 Page 69 Page 70 Page 71 Page 72 Page 73 Page 74 Page 75 Page 76 Page 77 Page 78 Page 79 Page 80 Page 81 Page 82 Page 83 Page 84 Page 85 Page 86 Page 87 Page 88 Page 89 Page 90 Page 91 Page 92 Page 93 Page 94 Page 95 Page 96 Page 97 Page 98 Page 99 Page 100 Page 101 Page 102 Page 103 Page 104 Page 105 Page 106 Page 107 Page 108 Page 109 Page 110 Page 111 Page 112 Page 113 Page 114 Page 115 Page 116 Page 117 Page 118 Page 119 Page 120 Page 121 Page 122 Page 123 Page 124 Page 125 Page 126 Page 127 Page 128 Page 129 Page 130 Page 131 Page 132 Page 133 Page 134 Page 135 Page 136 Page 137 Page 138 Page 139 Page 140 Page 141 Page 142 Page 143 Page 144 Page 145 Page 146 Page 147 Page 148 Page 149 Page 150 Page 151 Page 152 Page 153 Page 154 Page 155 Page 156 Page 157 Page 158 Page 159Made with FlippingBook Digital Proposal Creator