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The skills and competencies considered "21st century skills" share common themes, based on the premise that effective learning, or deeper learning, requires a set of student educational outcomes that include acquisition of robust core academic content, higher-order thinking skills, and learning dispositions.
In a competency-based education framework, students demonstrate their learned knowledge and skills in order to achieve specific predetermined "competencies." [ 3 ] The set of competencies for a specific course or at a specific educational institution is sometimes referred to as the competency architecture . [ 4 ]
This concept is also termed as psychosocial competency. [2] The subject varies greatly depending on social norms and community expectations but skills that function for well-being and aid individuals to develop into active and productive members of their communities are considered as life skills.
Holistic competencies is an umbrella term for different types of generic skills (e.g., critical thinking, problem-solving skills, positive values, and attitudes (e.g., resilience, appreciation for others) which are essential for life-long learning and whole-person development. [15] [16]
The Programme for the International Assessment of Adult Competencies (PIAAC) is a worldwide study by the Organisation for Economic Co-operation and Development (OECD) in 24 countries of cognitive and workplace skills.
The four stages of competence arranged as a pyramid. In psychology, the four stages of competence, or the "conscious competence" learning model, relates to the psychological states involved in the process of progressing from incompetence to competence in a skill.
Student involvement in the classroom is a key part of OBE. Students are expected to do their own learning, so that they gain a full understanding of the material. Increased student involvement allows students to feel responsible for their own learning, and they should learn more through this individual learning. [16]
Bloom's taxonomy is a framework for categorizing educational goals, developed by a committee of educators chaired by Benjamin Bloom in 1956. It was first introduced in the publication Taxonomy of Educational Objectives: The Classification of Educational Goals.