Demands and challenges for example relating well to

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demands and challenges, for example, relating well to others or literacies Knowledge is defined as what people know and understand (‘knowing how’ , ‘knowing that’ and ‘knowing why’) Performance is used to describe actively or intentionally doing things, including thinking School leaver is used to mean someone who leaves school not intending to return to schooling Schooling is used to mean formal learning opportunities provided while a person aged 5-18 is enrolled at a school, including learning ‘managed’ but not actively delivered by a school and home-schooling, but not including community education Skills are defined more narrowly as what people can do in relation to physical skills and cognitive strategies Specific competencies are defined as those competencies that are specific to a very limited number of contexts, for example, motor mechanics or playing the piano. 5 The OECD Defining and Selecting Key Competencies (DeSeCo) work uses the term ‘competence’ in the singular, whereas this document uses the term ‘competency’ to avoid confusion with the concept of ‘competence’ meaning being able to do something well (i.e. a level of achievement). This is not a statement of government policy. The views expressed in this document are not necessarily those held by the Ministry of Education. Thoughts on what students need to learn at school: Summary for discussion purposes Page 11 of 20 Accessed from © Ministry of Education – copying restricted to use by New Zealand education sector
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REFERENCES Adolescent Health Research Group (2003) New Zealand Youth: A profile of their health and wellbeing . Auckland: University of Auckland. Alton-Lee, Adrienne and Nutthall, Graeme (1991) Understanding Teaching and Learning Project: Phase Two . Final Report to the Ministry of Education. Alton-Lee, Adrienne (2003) Quality Teaching for Diverse Students in Schooling: Best Evidence Synthesis . Wellington: Ministry of Education. Anae, Melani; Anderson, Helen; Benseman, John; and Coxon, Eve (2002) Pacific Peoples and Tertiary Education: Issues of Participation: Final Report . Auckland Uniservices Ltd for the Ministry of Education. Downloaded from Baker, Glenn (2003) ‘Situations Vacant’ in Special Report: Staff and Sales Training . Downloaded from Bamford, Hazel (2000) ‘“Excellent Communication Skills Required”: Do the words in job advertisements tell us what communication abilities employers require?’ Communication Journal of New Zealand . 1(1). New Zealand: New Zealand Communications Association. Bassanini, Andrea and Scarpetta, Stefano (2001) Does human capital matter for growth in OECD countries? Evidence from pooled mean-group estimates .
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