The role of non-formal and informal education in competences training — Transversal competences

Abstract

In every field of activity, including the education, the competence/skill represents the foundation to ensure the process performance and efficiency, enabling the transition from knowing and know how to do towards know how to be and become. So, the competence can be understood as a synthetic, specific and integrative combination of capabilities, knowledge, skills and attitudes. The concept of pedagogical competence acquires specific valences according to the concrete educational situation in which the teacher finds in the sense that the system of information assimilated during the years of the initial forming for the didactic career is structured according to the model of the educative action required. In defining the concept of teaching competence it is noted that it should be put in relation with the first objective social side, on the one hand, given the nature and complexity of tasks that make up the content of the various spheres of social activity and the different functions and subjective-psychological plane which is resultant of knowledge, skills, abilities and temperamental traits characteristic which the individual has, in order to fulfill the social function that he is invested with. (Marcus, 1999). Thus, the competence means “the ability to behave in a particular, in a social situation, in order to empirically prove effective, approved operating environment” (Rosencrantz, Biddler, 1964 in Marcus, 1999). [1]