Competency Based Education Quotes

The faculty and students share ownership of the learning outcomes; the students assume responsibility for their learning, and the faculty assumes responsibility for providing appropriate resources for that learning.

Nature vs. nurture is part of this—and then there is what I think of as anti-nurturing—the ways we in a western/US context are socialized to work against respecting the emergent processes of the world and each other: We learn to disrespect Indigenous and direct ties to land. We learn to be quiet, polite, indirect, and submissive, not to disturb the status quo. We learn facts out of context of application in school. How will this history, science, math show up in our lives, in the work of growing community and home? We learn that tests and deadlines are the reasons to take action. This puts those with good short-term memories and a positive response to pressure in leadership positions, leading to urgency-based thinking, regardless of the circumstance. We learn to compete with each other in a scarcity-based economy that denies and destroys the abundant world we actually live in. We learn to deny our longings and our skills, and to do work that occupies our hours without inspiring our greatness. We learn to manipulate each other and sell things to each other, rather than learning to collaborate and evolve together. We learn that the natural world is to be manicured, controlled, or pillaged to support our consumerist lives. Even the natural lives of our bodies get medicated, pathologized, shaved or improved upon with cosmetic adjustments. We learn that factors beyond our control determine the quality of our lives—something as random as which skin, gender, sexuality, ability, nation, or belief system we are born into sets a path for survival and quality of life. In the United States specifically, though I see this most places I travel, we learn that we only have value if we can produce—only then do we earn food, home, health care, education. Similarly, we learn our organizations are only as successful as our fundraising results, whether the community impact is powerful or not. We learn as children to swallow our tears and any other inconvenient emotions, and as adults that translates into working through red flags, value differences, pain, and exhaustion. We learn to bond through gossip, venting, and destroying, rather than cultivating solutions together. Perhaps the most egregious thing we are taught is that we should just be really good at what’s already possible, to leave the impossible alone.

We teach children to think and decide for themselves, not just pass exams,’ she says first off. ‘Education here is about developing the social and cognitive competencies of a child and experience-based learning. We encourage them to be critical towards the system.’ She tells me that education and democracy have been tied together in Denmark since the Second World War: ‘Children started to be encouraged to think and go against authority if they didn’t agree with what they were being told – this became a priority after the German occupation of Denmark and was something Danes were very conscious of. We wanted citizens who were democratic and could have their own ideas, so self-development is a big part of learning in Denmark.’ ‘So Hitler drove the Danes to teach their schoolkids to question authority?’ ‘Pretty much.

Creating “Correct” Children in the Classroom One of the most popular discipline programs in American schools is called Assertive Discipline. It teaches teachers to inflict the old “obey or suffer” method of control on students. Here you disguise the threat of punishment by calling it a choice the child is making. As in, “You have a choice, you can either finish your homework or miss the outing this weekend.” Then when the child chooses to try to protect his dignity against this form of terrorism, by refusing to do his homework, you tell him he has chosen his logical, natural consequence of being excluded from the outing. Putting it this way helps the parent or teacher mitigate against the bad feelings and guilt that would otherwise arise to tell the adult that they are operating outside the principles of compassionate relating. This insidious method is even worse than outand-out punishing, where you can at least rebel against your punisher. The use of this mind game teaches the child the false, crazy-making belief that they wanted something bad or painful to happen to them. These programs also have the stated intention of getting the child to be angry with himself for making a poor choice. In this smoke and mirrors game, the children are “causing” everything to happen and the teachers are the puppets of the children’s choices. The only ones who are not taking responsibility for their actions are the adults. Another popular coercive strategy is to use “peer pressure” to create compliance. For instance, a teacher tells her class that if anyone misbehaves then they all won’t get their pizza party. What a great way to turn children against each other. All this is done to help (translation: compel) children to behave themselves. But of course they are not behaving themselves: they are being “behaved” by the adults. Well-meaning teachers and parents try to teach children to be motivated (translation: do boring or aversive stuff without questioning why), responsible (translation: thoughtless conformity to the house rules) people. When surveys are conducted in which fourth-graders are asked what being good means, over 90% answer “being quiet.” And when teachers are asked what happens in a successful classroom, the answer is, “the teacher is able to keep the students on task” (translation: in line, doing what they are told). Consulting firms measuring teacher competence consider this a major criterion of teacher effectiveness. In other words if the students are quietly doing what they were told the teacher is evaluated as good. However my understanding of ‘real learning’ with twenty to forty children is that it is quite naturally a bit noisy and messy. Otherwise children are just playing a nice game of school, based on indoctrination and little integrated retained education. Both punishments and rewards foster a preoccupation with a narrow egocentric self-interest that undermines good values. All little Johnny is thinking about is “How much will you give me if I do X? How can I avoid getting punished if I do Y? What do they want me to do and what happens to me if I don’t do it?” Instead we could teach him to ask, “What kind of person do I want to be and what kind of community do I want to help make?” And Mom is thinking “You didn’t do what I wanted, so now I’m going to make something unpleasant happen to you, for your own good to help you fit into our (dominance/submission based) society.” This contributes to a culture of coercion and prevents a community of compassion. And as we are learning on the global level with our war on terrorism, as you use your energy and resources to punish people you run out of energy and resources to protect people. And even if children look well-behaved, they are not behaving themselves They are being behaved by controlling parents and teachers.

We are the only nation that goes to school, college, university to come back and brag about It, to the people who couldn’t afford the opportunity, Instead of helping them . We will end up being people with money, not rich or wealthy, because we have poor mentality by looking down onto others who are less fortunate. We are raised on values that you respect, love and honor someone based on what they have, not on who they are. Then we wonder why everyone has depression, forgetting we grew up competing to each to other. Instead of helping and educating one another. If education Is the key. Why are you closing doors for others.

Global Talent Visa programs around the world: Opportunities similar to Australia's Global Talent Visa Many countries have created programs like Australia's Global Talent Visa as they compete for the best talent to drive economic growth and innovation. These initiatives seek to attract highly skilled workers from a range of industries and provide them with opportunities to live and work in a foreign country. This blog will explore a number of nations with comparable visa policies and highlight their distinctive features, benefits and application procedures if you are considering opportunities outside of Australia. 1. United Kingdom: Global Talent Visa People who have been recognized as leaders or have the potential to be leaders in disciplines like science, engineering, the humanities, medicine, digital technology, and the arts are eligible for the UK Global Talent Visa. Compared to other visa categories, this one has less limits on the successful applicant's ability to live and work in the UK. Key Features: Endorsement required: Applicants must secure endorsement from a recognized body in their field such as UK Research and Innovation or the Royal Society. Flexible work options: Visa holders can work for themselves, start a business or work for any employer in the UK. Processing Path: After three years (or two years for exceptional talent), visa holders can apply for indefinite leave to remain leading to permanent residence. Application process: Get support: Gather evidence of your achievements and submit your application to the approving body. Submitting your visa application: Once confirmed, complete your visa application online and provide the necessary documentation. 2. Canada: Global Talent Stream The Global Talent Stream is part of Canada's Temporary Foreign Worker Program, which aims to attract highly skilled talent in specific occupations. This program is especially beneficial for technology companies that want to hire specialized workers quickly. Key Features: Two categories: Category A: For employers who have been referred by a Designated Partner and are hiring unique talent. Category B: For employers looking to fill positions in high-demand occupations on Canada's Global Talent Occupations List. Expedited processing: Applications are processed within two weeks, making it an attractive option for businesses. Application process: Employer application: Employers must apply for a labor market benefits plan and demonstrate that they need a foreign worker. Worker Application: Once approved, the foreign worker can apply for a work permit. 3. United States of America: Employment-Based Immigration (EB-2 and EB-1 Visas) In the US, the EB-2 and EB-1 visas are for highly skilled individuals. The EB-1 visa is for individuals with exceptional ability, while the EB-2 is for individuals with advanced education or exceptional ability. Key Features: EB-1 Visa: Does not require a job offer, allows self-petition for individuals with exceptional ability in their field. EB-2 Visa: Requires a job offer, but individuals with exceptional ability can apply for a National Interest Waiver (NIW), which allows them to submit their own application. Permanent Residency: Both types of visas provide a pathway to permanent residence in the US. Application process: Eligibility Determination: Assess which visa category you are eligible for based on your qualifications and achievements. File Petition: Submit Form I-140 for EB-1 or EB-2, including supporting documentation. Apply for adjustment of status: If you are already in the US, you can apply for adjustment of status to become a permanent resident. 4. Germany: EU Blue Card The German EU Blue Card is designed to attract highly skilled workers from countries outside the European Union. This program aims to fill labor shortages in specific sectors and provides an attractive option for professionals who want to work in Germany.

It’s wonderful to think of the fact that God can turn around a whole nation, a whole world, by using us. God uses simple things, you know that. He uses simple, mundane, everyday, routine, common things for the most amazing purposes. When He made man in the Garden, He didn’t use gold, silver, or even iron; He used dirt. That ought to give you an idea of how He works right from the start. When He called David to deliver Israel from the Philistines, He didn’t want Saul, the great king, and He didn’t want Saul’s massive armor. He used a shepherd and a couple of stones, that’s all. When He came into the world, He didn’t enter the family of the wealthy and noble, He didn’t find Himself born in a castle; He simply chose a peasant girl and a stable. When He chose the Twelve, He didn’t choose the elite, educated, and affluent. He just chose a group of ignorant Galileans. The Bible says, ‘Not many mighty, and not many noble.’ That’s the way it always has been, because God gets the greater glory in the humbleness of the one that He uses. So He uses us, grains of sand, to influence a corrupting world. (Pastor John MacArthur)   When did I start expecting to outgrow child-like reliance? At what age did I think I’d lose the desperation? When did I expect to be mighty and noble? Prestigious? Competent?   God uses the weak, the base, the foolish.   And praise God, I still qualify.

In a personalized learning environment, learners demonstrate mastery based on a competency-based model, not on seat time. In this learning environment, teachers are expected to help all learners succeed in mastering skills. Competency-based pathways are a re-engineering of our education system around learning. It is a re-engineering designed for success where failure is no longer an option.

At time of writing, the National Education Standards and Improvement Council, set up by the Clinton Administration,61 is due to prescribe what students in grades five through twelve are supposed to know about American history. Not a single one of the thirty-one standards set up mentions the Constitution. Paul Revere is unmentioned; the Gettysburg address is briefly mentioned once. On the other hand, the early feminist Seneca Falls Declaration of Sentiments receives nine notices. Joseph McCarthy is mentioned nineteen times; there is no mention of the Wright brothers, Thomas Edison, Albert Einstein, Robert E. Lee; Harriet Tubman receives six notices. The Ku Klux Klan is mentioned seventeen times; the American Federation of Labor comes up with nine appearances. The role of religion, especially Christianity, in the founding and building of the nation is totally ignored; the grandeur of the court of Mansa Musa (King of Mali in fifteenth-century Africa) is praised, and recommended as a topic for further study.62 Such standards are linked in the minds of many with “outcome-based-education” (OBE). If the “outcomes” were well balanced and not less than thoroughly cognitive (though hopefully more than cognitive), there would be few objections. But OBE has become a lightening-rod issue precisely because in the hands of many it explicitly minimizes cognitive tests and competency skills, while focusing much more attention on attitudes, group conformity, and the like. In other words, granred the postmodernism that grips many educational theorists and the political correctness that shapes their values, this begins to look like one more experiment in social engineering.

What you know is more important than where or how you learned it.” Little

Over the generations they came to understand that children are drawn into the experience of social membership and participation not by being removed from their communities but by being immersed in the world of adults. They understood that children are motivated to master new knowledge and skills because doing so allows them to display their competence and make contributions to the lives of those they love and respect. Learning in such settings took place within a rich social and natural context that made its significance self-evident. Adults

Double-click degrees are a competency-based system within the current degree framework. As such, they are a way station on the road to unbundling. While many employers today request college transcripts, particularly for entry-level positions, transcripts are used for degree verification, not to specify competencies or skills that match the employer’s needs. This is because transcripts are opaque to employers. No human resources or hiring manager is equipped to decipher a particular transcript from a particular institution. No employer is able to forecast job performance from student transcripts.

Trustworthiness at the personal level. Trustworthiness is based on character, what you are as a person, and competence, what you can do. If you have faith in my character but not in my competence, you still wouldn’t trust me. Many good, honest people gradually lose their professional trustworthiness because they allow themselves to become “obsolete” inside their organizations. Without character and competence, we won’t be considered trustworthy, nor will we show much wisdom in our choices and decisions. Without meaningful ongoing professional development, there is little trustworthiness or trust. • Trust at the interpersonal level. Trustworthiness is the foundation of trust. Trust is the emotional bank account between two people that enables them to have a win-win performance agreement. If two people trust each other, based on the trustworthiness of each other, they can then enjoy clear communication, empathy, synergy, and productive interdependency. If one is incompetent, training and development can help. But if one has a character flaw, he or she must make and keep promises to increase internal security, improve skills, and rebuild relationships of trust. Trust—or the lack of it—is at the root of success or failure in relationships and in the bottom-line results of business, industry, education, and government.

We teach children to think and decide for themselves, not just pass exams,’ she says first off. ‘Education here is about developing the social and cognitive competencies of a child and experience-based learning. We encourage them to be critical towards the system.’ She tells me that education and democracy have been tied together in Denmark since the Second World War: ‘Children started to be encouraged to think and go against authority if they didn’t agree with what they were being told – this became a priority after the German occupation of Denmark and was something Danes were very conscious of. We wanted citizens who were democratic and could have their own ideas, so self-development is a big part of learning in Denmark.

Diversity training is any program designed to facilitate positive intergroup interaction, reduce prejudice and discrimination, and generally teach individuals who are different from others how to work together effectively. "From the broad corporate perspective, diversity training is defined as raising personal awareness about individual differences in the workplace and how those differences inhibit or enhance the way people work together and get work done. In the narrowest sense, it is education about compliance – affirmative action (AA), equal employment opportunity (EEO), and sexual harassment." A competency based definition refers to diversity training as any solution designed to increase cultural diversity awareness, attitude, knowledge, and skills. Diversity training is thought to be more needed because of the growing ethnic and racial diversity in the workplace.

David versus Goliath Asymmetry lies at the heart of network-based competition. The larger or smaller network will be at different stages of the Cold Start framework and, as such, will gravitate toward a different set of levers. The giant is often fighting gravitational pull as its network grows and saturates the market. To combat these negative forces, it must add new use cases, introduce the product to new audiences, all while making sure it’s generating a profit. The upstart, on the other hand, is trying to solve the Cold Start Problem, and often starts with a niche. A new startup has the luxury of placing less emphasis on profitability and might instead focus on top-line growth, subsidizing the market to grow its network. When they encounter each other in the market, it becomes natural that their competitive moves reflect their different goals and resources. Startups have fewer resources—capital, employees, distribution—but have important advantages in the context of building new networks: speed and a lack of sacred cows. A new startup looking to compete against Zoom might try a more specific use case, like events, and if that doesn’t work, they can quickly pivot and try something else, like corporate education classes. Startups like YouTube, Twitch, Twitter, and many other products have similar stories, and went through an incubation phase as the product was refined and an initial network was built. Trying and failing many times is part of the startup journey—it only takes the discovery of one atomic network to get into the market. With that, a startup is often able to start the next leg of the journey, often with more investment and resources to support them. Contrast that to a larger company, which has obvious advantages in resources, manpower, and existing product lines. But there are real disadvantages, too: it’s much harder to solve the Cold Start Problem with a slower pace of execution, risk aversion, and a “strategy tax” that requires new products to align to the existing business. Something seems to happen when companies grow to tens of thousands of employees—they inevitably create rigorous processes for everything, including planning cycles, performance reviews, and so on. This helps teams focus, but it also creates a harder environment for entrepreneurial risk-taking. I saw this firsthand at Uber, whose entrepreneurial culture shifted in its later years toward profitability and coordinating the efforts of tens of thousands. This made it much harder to start new initiatives—for better and worse. When David and Goliath meet in the market—and often it’s one Goliath and many investor-funded Davids at once—the resulting moves and countermoves are fascinating. Now that I have laid down some of the theoretical foundation for how competition fits into Cold Start Theory, let me describe and unpack some of the most powerful moves in the network-versus-network playbook.

I like to win. I like to train, but above all, I want to teach people to compete representing universal values: values based on respect and education. Giving everything while competing with dignity is a victory, whatever the scoreline suggests.

more recent research, evidence shows that these competency areas pertaining to the domains of social and emotional learning (SEL) have, in fact, become of paramount importance in an individual’s learning and development, leading to his/her own well-being as well as the development of sustainable societies. Further, these competencies are identified to be essential for effective leadership (Taylor, 2018) and are shown to enhance and ‘brighten up’ the development of cognitive domain capabilities.

In relation to these learning styles, psychologists have also identified other associated psychological, neurological, and personality characteristics. The students with preferences for the auditory-sequential learning style are more inclined to have extrovert personalities, while the students who prefer the visual-spatial learning style are inclined to possess introvert personalities. Extrovert personalities are more outgoing, engage in discussions, and respond easily, even with relatively unknown people, and they enjoy social activities with a large number of participants. On the contrary, introverts prefer attending to things on their own with less interaction with others, especially with relatively unknown people, and dislike social activities with large attendance. Auditory-sequential learners are good in analysis and pay more attention to specific detail; they approach solving a complex problem by dividing it into smaller parts. On the other hand, visual-spatial learners are good synthesisers, who can relate different perspectives to form an answer and are better at seeing the big picture or are holistic. As we would expect, auditory-sequential learners deal better with the concept of time and are better organised, while visual-spatial learners are relatively less competent with the concept of time. Auditory-sequential learners think in words and are better in rote memorisation; visual-spatial learners think in pictures and need to relate contextual meanings with pictures and, as a result, struggle with rote memorisation. That is, auditory-sequential learners have better auditory short-term memory, while visual-spatial learners have better visual long-term memory. Further, since they think in pictures, visual-spatial learners take a relatively longer time to process and relate information to contexts; once they do that, this contextual information is retained longer in memory.

mindfulness/attention training practices are identified as the key to enabling the development of emotional intelligence competencies leading to learning and development to higher levels of self-actualisation/self-transcendence.

So it seems that the core of the enlightenment, as declared by Immanuel Kant, is still the basis for education: Enlightenment is humanity’s emergence from her self-imposed immaturity. (Kant, 1784) A democracy (and the self-determination of the people in a community) can only function if the people involved in this process have the skills and competencies to act maturely in the spirit of Kant.

The conflict of perspectives and competing wills that is the true reality is obscured and flattened out by the social imposition of a common standpoint, in language, thought, morality, and politics, which presents itself as simply or cosmically true by concealing its true sources. The inquiry into the geneology of these ruling ideas is therefore a vital part of their unmasking. The proposed geneology of Christian morality, as the expression not of universal love but of the slave revolt of the base against the noble, motivated by fear, hatred, and envy, is Nietzsche’s most famous thesis, expounded in Beyond Good and Evil and On the Geneology of Morals. . . . He regarded modern morality, which speaks with the voice of the community or even of humanity as a whole, as particularly dangerous, because it requires suppression of the cruelty and recklessness that distinguishes the strong individual. The height of self-realization cannot be reached by someone who is too concerned with the reactions of others, or his effects on them. There is a fundamental conflict between the pursuit of individual creativity and perfection and the claims of the general welfare. For this reason, Nietzsche was not a democrat. Already at the time of writing The Birth of Tragedy, he defended slavery as a condition of the possibility of great cultural achievement by the few, as in ancient Athens. And he defended its modern counterpart, the economic oppression of the masses, for the same reason. He opposed shortening the workday from twelve hours to eleven when it was proposed in Basel, he approved of child labor, and he opposed the educational groups for workers. When in 1871 he heard the false rumor that the Paris communards had pillaged the Louvre, he called it ‘the worst day of my life.’ Equality meant nothing to him; he believed it would inevitably push everything down to the lowest common denominator, that of the ‘democratic herd animal.’ Life, he insisted, is tragic; it is necessary to choose between justice and aesthetic perfection. And in his latest writings he expressed fantasies of annihilation, with ‘degenerates’ being got rid of to make room for the highest type of man.

In the past, businesses were built on the brick and mortar model, transactions were done in triplicate, using carbon paper, and success was based on educational background and certificates. Fast forward to today. The internet, connectivity and emerging technologies have completely changed the game. To compete and survive in this new era requires a disruptive approach.

In a 2009 paper, the Organisation for Economic Co-operation and Development (OECD) described skills and competencies that young people require in order to benefit from and contribute to a rapidly changing world. The OECD distinguishes these by defining skills as the ability to perform tasks and solve problems. Skills include critical thinking, responsibility, decision making, and flexibility. They define competencies as the ability to apply skills and knowledge in a specific context such as school or work. The OECD framework for 21st century skills and competencies has three dimensions: Figure 1.2 Center for Public Education Source: Jerald (2009). Used with permission. Information: This dimension includes accessing, selecting, evaluating, organizing, and using information in digital environments. Use of the information involves understanding the relationships between the elements and generation of new ideas. The competencies necessary to effectively use information include research and problem-solving skills. Communication: This dimension includes the ability to exchange, critique, and present information, and also the ability to use tools and technologies in a reflective and interactive way. The requisite skills are based on sharing and transmitting information to others. Ethics and Social Impact: This dimension involves a consideration of the social, economic, and cultural implications of technologies, and an awareness of the impact of one’s actions on others and the larger society. Skills and competencies required for this are global understanding and personal responsibility.