Catherine Caudan (IF de Maurice) Kari Desservettaz (IF de Casablanca)
BONNEFON Christine COME Delphine
Catherine Caudan (IF de Maurice) Kari Desservettaz (IF de Casablanca)
15 DESSERVETTAZ Kari JOSTE Clémence
réaction aux difficultés économiques la ville a développé sa compétence dans le DESSERVETTAZ
the Competences for educators in 14 education for sustainable development holistic approach 16 envisioning change: past present 16 and future achieving transformation: people 17 pedagogy and education systems Annex Members of the expert group on 18 Competences Acknowledgments: The UNECE Expert Group on Competences in Education
the principal competences defined for each area of engagement (as set out in Tables 1 and 2) In accordance with this structure the professional together with the formative evaluators should define the individual performance objectives for the period corresponding to the evaluation process
competences Supportive An activity that is valuable in supporting a range of other activities (or meta) For example a competence for building and working productively competences in teams can have a major impact on the speed and quality of many activities in the company Dynamic The capability of a firm to adapt its competences over time
competences concern self-regulation and include knowledge self reflection and action In addition to subject-specific competences and besides generic cognitive competences they are an important pre-condition for effective studies Furthermore they are needed to deal with challenges of everyday life as well as of professional life Therefore