Thematic Areas: Youth Employment | Greening TVET | Access, Equity & Quality | TVET in a Digital World | Further Themes
Our Key Programmes & Projects: i-hubs: Skills for Innovation Hubs | YEM: Youth Employment in the Mediterranean | BILT: Bridging Innovation and Learning in TVET | UNEVOC TVET Leadership Programme | WYSD: World Youth Skills Day
Past Activities: TVET Global Forums
Three main conceptions coexist today within the education systems regarding how to express the learner’s exit profile.
These conceptions should be seen not as opposing one another but as being in tension, or even being complementary, in the curricula.
A general profile, in cultural and cognitive terms, in which knowledge is prominent. This type of profile responds essentially to end purposes of maintaining and developing a culture. This is the profile traditionally conveyed by the school, particularly in the curricula of “Latin” tradition.
A profile in terms of standards. These standards consist of a list of knowledge items, competencies and attitudes representing as many minimum objectives of mastery required for the purpose of recognition of achievements.
A profile in terms of families of complex situations that the learner must be able to handle in a contextualized and personalized manner.
Source: UNESCO IBE,2016, Global
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