Cedhap

Skills and Knowledge for Successful World Citizen Students and Learning Excellence Schools’ Setup

"A key to the twenty-first century, learning throughout life will be essential, for adapting to the evolving requirements of the labor market and for better mastery of the changing timeframes and rhythms of individual existence.' - Delors Report, 1996

When we discuss skills and knowledge for students to accomplish through schooling, to be prepared to pursue their personal development, and contribute to social transformation, we are considering the opening of the school to the understanding that its work involves the complexity of approaching diversity and articulating processes.
In that sense, the school must enhance personal potential and foster common commitment to social welfare at the same time.
In order to accomplish such a task the school must be oriented by consistent values that reflect a deeper dimension of human development, and offer transforming experiences that promote interiorized and personal growth alongside with based cognitive structuring.
For the addressing of such a learning model, teaching must be harmonic, dialectic and bilateral. Dimensioned through the vision of learning how to learn and meaning generating practices that operate through individual possibilities.
Hence, learning must also legitimize individuals ' value their potential and offer the opportunity to unfold identities that will contribute to social transformation.
The focus of a school’s work should always be the student, but in order to accomplish such a perspective in fullness and with excellence, this notion must guide not only the development of students but also, the development of those who contribute to the students’ development, being that all members of the school.
Great school address and model learning that generates meaning as they offer both collective and individual possibilities for everyone to learn, learn to learn, as it works upon modifying cognitive structures, creating constructive social interactions, promoting emotional growth and possibilities of transforming reality through innovative and conscientious practices.

Skills and knowledge (competences) for world citizens students:

· Analytical thinking capacity, focused on problem solving, meaning generating and critical interpretations.

· Strong curiosity that reflects creative personalities, ordered research skills, and inquiring practices.

· Innovative imagination that is able to apply knowledge and skills in visional and strategic manners.

· Organized perseverance that involves self-disciplined planning, resilience, fierce adaptability and energized initiative.

· Interiorized scaffolding that reveals both the ability to read oneself and the environment, communicating with empathy and authenticity.

· Collaborative leadership that is able to model, plan, operate cooperative teamwork, and facilitate common objectives.

· Multicultural literacy sustained by ethical humanitarian principles that is translated in the commitment to global welfare and social-justice.

· Entrepreneurial reasoning that is able to reflect about resources, achievements and limitations for the undergoing proactively consistent practices and transformation.

· Scientific and technological literacy, that involves the abilities to read, interpret and apply knowledge in methodological and self-revising forms.

· Environmental and wellness literacy being able to understand and support the importance of healthy, safe and sustainable life patterns for individuals and communities.

How do we go about reaching those skills in our schools?

We can foster such skills promotion by developing a school that ultimately seeks promoting learning through all its extent and is consistently centered in the learning process and the development of our students as our focus, at all times.

For students’ development, the school must seek for the translation of its social message into a plan of action. Offering to students extensively support, rather than control, and interventions with resources that may promote self-awareness and ways to optimize results and achievements.
It is important to understand that lifelong education is key to modern society therefore, the school must assist students in constructing pathways that connect abstract concepts to their experience, raised from accurate reading of them as individuals and also of nature, community, society, history and the future.
For this accomplishment, schools can work in the development of certain characteristics through its actions.

1) Promote a rich dialogue about learning. Sharing a rich sense of its meaning and means for its effective practice.

2) Embed the Idea of learning to learn and seek for practices that illustrate possibilities of broad cognitive enrichment.


3) Outline a rich learning portfolio with strategies that reconcile teachers, students and subjects.

4) Address learning and management practices through the reinforcement of unique identities, different learning styles, and personal growth plans, validating learning as a personal experience, but which is collectively conceived.

5) Promoting emotional literacy through consistent strategies that focus on healthy relationships and behaviors.

6) Conciliating high standard expectations and aspirations, and bringing out a culture of shared goal building and success recognition.

7) Structuring a distributed leadership that can advocate for team based and high trust oriented best practices.

8)Approaching success, effort and guided development through formative assessment and immediate feedback.

9) Reflecting, reviewing and monitoring educational practices, students and schools achievements.

10) Guiding active students and community involvement.

The prevailing Idea is to create a climate of high expectations, focused on achievements, inclusive engagement of the whole community, genuinely positive interdependence and the significant clarification ,definition , articulation and consensus of core purposes that are aligned with the mission, vision and values of the school.
The translation of such intentions configured into projects and operations that involve both functional and conceptual demands may promote a strong impulse for an educational up rise in general. But, for such achievement to take place actions must be carefully programmed, reflected upon and closely analyzed.
Mostly, what is needed is a growth mindset in a metacognitive oriented school management practice of Education, where such actions may offer a large opportunity for more effective results and participative process conceiving a larger evolution for the school and the strengthening of its Educational propositions.


Caroline Lück - 2016 ( Revised September, 2022).

Olá pessoal! Próxima quinta aguardo vocês para um bate papo com a nossa querida Madrinha Gilda Luck.
O tema abordará como deve ser a nossa comunicação no ambiente de trabalho observado o que é moral, ética e a liberdade de expressão.

Segue informações sobre o conhecimento da maravilhosa professora Gilda Luck:

Possui diversos cursos de pós graduação na área de Gestão, High skill and Intellectual Disability , College Preparation,em universidades como Chappel Hill University - Carolina do Norte; Gainesville University - Florida e outras. Diploma de Master - ADVANCED COACH e mentoring. Pela Advanced Coaching ? Business Coaching. Mestrado em Master of Education - Lesley University (1997); Doutorado em Engenharia de Produção pela Universidade Federal de Santa Catarina (2003). Atualmente é sócia do CEDHAP - Centro de Desenvolvimento Humano Aplicado S/C LTDA, , professora de pós-graduação da Pontifícia Universidade Católica do Paraná, professora associada 2 do Centro Universitário UniDomBosco, prara as Escolas de Gestão, Educação, Direito, Engenharia e Saúde. Experiência na área de Gestão e Educação com ênfase em Avaliação da Aprendizagem e desenvolvimento profissional.. Coordenadora do apoio pedagógico do Núcleo de Desenvolvimento Discente e Docente do Centro Universitário UniDomBosco.

Texto por Anne Rabelo