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Educational competencies for facilitators of learningMinimize

Educational competencies – for facilitators of learning


(1) Access existing knowledge

  • Locating published works on a subject
  • Identifying relevant data
  • Interpreting the data
  • Demonstrating understanding of how data was created
  • Describing the limits of the data

(2) Command of existing knowledge

  • Coherent understanding of the relations between the principles, laws and formulas used to solve textbook questions and studies
  • Ability to summarise understandings to explain the current ideas in their chosen field (s) and to articulate the various positions in relation to a current subject under debate in their field (s)
  • Provide a simple explanation of a difficult technical issue in a given subject,to an audience without specific knowledge or experience in that subject area

(3) Criticism of existing knowledge

  • Read and interpret theoretical and empirical studies as a way of informing own professional practice as an educator
  • Willing to challenge accepted wisdom, being informed and able to critically assess claims made by those working in their area of expertise and subject matter

(4) Exploration of issues using existing knowledge

  • Develop solutions to open-ended problems, including written and oral analysis that is persuasive, critical and logical in its presentation

(5) Creation of new knowledge

  • Ability to identify and devise a series of questions about an issue or a phenomenon that would be adequate to initiate a research project, drama or therapy
  • Ability to identify and clarify problems, devise and document apossible solution (s) to problems identified through own practice, experience or research

(6) Identify ethical dimensions of a problem or issue

  • By means of an ethics audit, case study, or other means identify, articulate and deal with the relevant ethical issues of a given problem or issue.

(7) Work as a member of a team

  • Work with others to achieve a mutually owned and agreed outcome



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