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About the network

During the last few years, the concept of generic skills and competences has become widespread across universities. An introduction to generic competences is, as such, important because it enables redefinition of educational goals and may positively rearrange forms of interaction in classes.

It also indicates that education should inspire students to develop and use critical and creative forms of thinking, feeling and doing. On the one hand, the need to promote generic skills can be seen as driven by neoliberal desire. On the other, however, generic competences can enable students to think, feel and act differently, but also respect and welcome various forms of life and ways of living. Yet, how to understand what is meant by generic competences? How to teach and learn generic competences? Which generic skills to teach? How to think about generic competences, higher education, academic training, life-long learning and working life?

A response to the growing need to reflect upon generic competences

The Network on Teaching and Learning Differently – Generic Competences in Education has been created as a response to the growing need to reflect upon generic competences.

The word – Differently – brings to the fore a twofold meaning. First, it calls for and advocates daring pedagogical practices that invigorate the meaning of and approach to teaching and learning in present landscapes of education. Second, it underlines a need for a constant reflection on theories and practices related to teaching and learning.

Who can join the network?

The Network forms an interdisciplinary platform where educational issues (theory and practice) can be discussed by

  • academic (researchers, lecturers, students, PhD candidates) from different disciplines
  • non-academic stakeholders (i.e., non-academic educators, persons from media, various organizations and companies, NGOs, and policy makers)

During workshops, seminars and conferences the network is a platform that enables cooperation resulting in joint publications and funding applications. The Network also aspires to create a pleasurable space where the network members and participants in the network’s activities can feel connected, energized, inspired, and where they can experience and motivate new ways of thinking about teaching and learning.

Our scope of focus

The Network’s scope of focus includes, yet is not limited to:

  • reflections on the concept(s) of generic skills
  • reflections on a kind of theories and practices that can complicate understanding of generic skills and inspire generic skills oriented education
  • discussions on which generic skills are necessary and why
  • what are the learners’ needs?
  • what do educators and learners expect with regard to generic skills education?
  • how to think about various axes of differentiation such as gender, sex, ethnicity, age, class, and (dis)ability and generic skills education?
  • how to think about embodiment and embeddedness and generic skills education?
  • how to think about vulnerability, burnout and failure vis-à-vis generic skills?
  • how to combine teaching and learning for subject specific and generic competences?
  • how to think about generic competences, higher education, academic training, life-long learning and working life?
  • reflections on content, teaching methods and learning activities that may enable an achievement of generic competences in face to face and online classrooms
  • which pedagogical practices are necessary? How those pedagogical practices should look like? How they can be applied and what actually is possible to practice and achieve in contemporary classrooms?

Contact

For further information, please contact gunvor.larsson.torstensdotter@liu.se


Sidansvarig: monika.samuelsson@liu.se
Senast uppdaterad: 2020-02-11