Kompetencijų ugdymas : iššūkiai ir galimybės

LTStraipsnyje apibendrinami svarbiausi ugdymo turinio kaitos etapai ir per švietimo reformos dvidešimtmetį atlikti darbai. Aptariami svarbiausi strateginiai švietimo dokumentai, kuriais remiantis buvo kuriamos ir atnaujinamos Bendrosios programos. Patvirtinta "Bendrojo lavinimo ugdymo turinio formavimo, vertinimo atnaujinimo ir diegimo strategija" (2007) įtvirtina šiuolaikinę plačią ugdymo turinio sampratą. Šiuolaikinėse ugdymo programose keliami tikslai ugdyti mokinio kompetencijas, t. y. gebėjimus veikti tam tikroje srityje ir savo veikloje remtis vertybinėmis nuostatomis. Pristatomi naujausi į mokinių kompetencijų ugdymą orientuoti dokumentai ir nagrinėjami iššūkiai mokytojams ir mokyklai kuriant ir įgyvendinant naują ugdymo turinį. [Iš leidinio]Reikšminiai žodžiai: Ugdymas; Ugdymo turinys; Dalykinės kompetencijos; Education; Curriculum; Key competences.

ENThe aim of this article is to analyse and discus the most important changes of the National Curriculum Framework and the fulfilled actions during twenty years of educational reform and discuss how the curriculum for general education should reflect modern education goals oriented towards the development of personal competences. The article points out the strategy for developing, evaluating, renewing, and implementing of the curriculum (hereinafter - the strategy for curriculum) as an important strategic educational papers. The strategy for curriculum foresees linking the curriculum with contemporary personal competences and creating a system for the renewal of the curriculum. Curriculum is considered as the definition that includes pupils' current experience, content of the subjects teaching curricula, teaching and learning methodologies, context, methods for assessing the pupils' achievements and progress, and teaching / learning tools. Curriculum process is defined as the continuous development, implementation, evaluation, and renewal of curriculum at all levels of education. The strategy for curriculum is to delineate the aims and principles of the curriculum process, the functions of educational levels, and the responsibilities in this process and to envisage the priorities, measures, and indicators of the implementation of the curriculum process.New Curriculum Framework for primary and basic education updated in 2008 describes how to plan the competences as the expected outcome, the question of organization of teaching, learning and assessment processes and creation of friendly learning environment is crucial. When developing a modern curriculum, it is important to stress not the input (what to teach) but the expected outcome, i.e. what skills and attitudes students should to acquire and what competences to develop in order to successfully build up their personal life and integration into modern society. The essential changes of new curriculum are contextualization of curriculum (civic society of knowledge and market economy) and individualization of learning. The paper stresses the importance of general competences such as information technologies and professional competences according to the needs of market economy. Individualization of learning should contribute to solving the problem of learning load, to appropriately selecting and using ways and strategies of transparent assessment of students' progress. The changes in the curriculum is the challenge to teachers and schools and enable teachers to change their teaching process to encourange the student to be active learner and to take more responsiblity for his learning. The teachers acquire abilities to differentiate and individualise teaching, purposefully use active teaching / learning methods and assessment for learning, and apply information and communication technologies during their lessons. The content of qualification training and teacher education programmes have to be harmonised with the priorities of the change in the curriculum. Education authorities on the national, municipality, school and classroom level have to negotiate and agree on further priorities of curriculum development, shared responsibilities and common actions. [From the publication]