Page 28 - Volk, Marina, Štemberger, Tina, Sila, Anita, Kovač, Nives. Ur. 2021. Medpredmetno povezovanje: pot do uresničevanja vzgojno-izobraževalnih ciljev. Koper: Založba Univerze na Primorskem
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jana Marić
on the development of competencies as the key outcomes of education.
Changing the paradigm, the starting point of learning outcomes, provides
a better understanding of students and what is expected of them. Teach-
ers’ workload is reduced as well by allowing them to use different teaching
methods and forms of formative assessment and, ultimately, summarized as-
sessment leading to mastering a particular outcome. Better motivation and
commitment to learning is achieved on this way, as well as greater interac-
tion between students and teachers during the teaching process. Their self-
confidence is also increased.
In September 2016, Save the Children started implementing the project
‘Enhancing and Advancing Basic Learning and Education in Bosnia and
Herzegovina’ (ENABLE BiH).¹ ENABLE BiH aims to ensure that students in BiH
master the key competencies necessary to participate in a knowledge-based
economy and become carriers of economic development in the future. This
sets the base for advancing learning outcomes in the mathematics, natu-
ral sciences, engineering and computer science, and in cross-curricular ar-
eas in primary and general secondary education. The competency approach
and the inclusion of learning outcomes are an essential part of the process
of improving the education system in BiH, which should lead to the bet-
ter student’s achievement. Key competences for BiH are to be developed
through all classes and subjects, such as language and communication com-
petence in the mother tongue, language and communication competence
in a foreign language, mathematical literacy and competences in science
and technology, computer literacy, learning how to learn, social and civic
competence, self-initiative and entrepreneurial competence, cultural aware-
ness and cultural expression, creative-productive competences and physical
health competences (Vijeće ministara Bosne i Hercegovine 2015). This ap-
proach prepares students for lifelong learning, and schools need to look at
education as a process of developing the capabilities required in the 21st cen-
tury. An integrated or interdisciplinary curriculum includes a combination of
subjects, a focus on projects, sources in addition to textbooks, relationships
between concepts, a thematic unit as organization principles and a flexible
schedule. It can achieve far more than factual knowledge by new program
planning, integration of programs for achieving a single goal, and by evalua-
tion and flexible settings. The aim of all activities is to apply acquired knowl-
edge and to develop competencies as the basis for the development of a
society based on the knowledge economy.
¹ The project ENABLE BiH has been implemented by Save the Children, with the support of the
US Agency for International Development (USAID) from September 2016 to September 2020.
26
on the development of competencies as the key outcomes of education.
Changing the paradigm, the starting point of learning outcomes, provides
a better understanding of students and what is expected of them. Teach-
ers’ workload is reduced as well by allowing them to use different teaching
methods and forms of formative assessment and, ultimately, summarized as-
sessment leading to mastering a particular outcome. Better motivation and
commitment to learning is achieved on this way, as well as greater interac-
tion between students and teachers during the teaching process. Their self-
confidence is also increased.
In September 2016, Save the Children started implementing the project
‘Enhancing and Advancing Basic Learning and Education in Bosnia and
Herzegovina’ (ENABLE BiH).¹ ENABLE BiH aims to ensure that students in BiH
master the key competencies necessary to participate in a knowledge-based
economy and become carriers of economic development in the future. This
sets the base for advancing learning outcomes in the mathematics, natu-
ral sciences, engineering and computer science, and in cross-curricular ar-
eas in primary and general secondary education. The competency approach
and the inclusion of learning outcomes are an essential part of the process
of improving the education system in BiH, which should lead to the bet-
ter student’s achievement. Key competences for BiH are to be developed
through all classes and subjects, such as language and communication com-
petence in the mother tongue, language and communication competence
in a foreign language, mathematical literacy and competences in science
and technology, computer literacy, learning how to learn, social and civic
competence, self-initiative and entrepreneurial competence, cultural aware-
ness and cultural expression, creative-productive competences and physical
health competences (Vijeće ministara Bosne i Hercegovine 2015). This ap-
proach prepares students for lifelong learning, and schools need to look at
education as a process of developing the capabilities required in the 21st cen-
tury. An integrated or interdisciplinary curriculum includes a combination of
subjects, a focus on projects, sources in addition to textbooks, relationships
between concepts, a thematic unit as organization principles and a flexible
schedule. It can achieve far more than factual knowledge by new program
planning, integration of programs for achieving a single goal, and by evalua-
tion and flexible settings. The aim of all activities is to apply acquired knowl-
edge and to develop competencies as the basis for the development of a
society based on the knowledge economy.
¹ The project ENABLE BiH has been implemented by Save the Children, with the support of the
US Agency for International Development (USAID) from September 2016 to September 2020.
26
