Difference between competence and educational objectives

An objective, in a broad sense, is a purpose or goal. In the field of teaching, the objectives serve as a
reference to select, organize and manage teaching methods, resources and content, as well as to set
clear guidelines for the evaluation process inherent to each subject. They are specifications that
define what I want to achieve at the end of the training process.

In this sense, we can state them both from the point of view of what the teacher intends to achieve
through the work of the subject and his didactic approach or from the point of view of the student in
terms of the results that are expected to be achieved. consequence of the teaching-learning process.

Different types of learning objectives can be established, although the most common has to do with
their degree of specificity, giving rise to the following types:
General: statements that refer to the global educational goals of the subject.
Specific: intermediate statements resulting from the analysis and decomposition of the general
objectives into several objectives referring to observable behaviors by the student.

Competence, for its part, is considered at a much higher level of generality, located at the ultimate
horizon of training in any degree. The same competence is developed from different subjects and
with different objectives, through the complementary contributions of the different subjects.

They are linked to the ability to perform professional functions in practice and the potential to
adequately fulfill the functions demanded of the profession, in the dynamic and complex
environments in which it develops.

Relationship between competencies, achievement indicator and planning contents

Analyze the following competition:
Explains causes and effects that cause recurring diseases in the community, to avoid their
contagion.

Capacity to be
Knowledge area Context Scope Sense
developed by the person

To
Explains causes and avoid
natural Sciences Community
effects of diseases contagio
n

The contents that make up the competition are:

Declarative Procedural Attitudinal

 Willingness
to observe
Recurrent illnesses Explanation of causes and effects
prevention
measures

The following table presents objectives and competencies. With an X indicate which are
competencies and with an O which are objectives.
(You can print this page to do the exercise.)

Competencies
Description
or objectives

 Identify the parts of an essay. 

 Apply water purification techniques to improve individual

and collective health.
 Explain what the First Law of Thermodynamics consists of. 
 It uses scientific methods and techniques in carrying out
experiments to understand the natural phenomena that occur 
in the immediate environment.
 Describe the process of photosynthesis. 
 Use knowledge in relation to basic ecology, for the

preservation of the immediate environment.

The following diagram illustrates the types of competition present in the CNB:
Curriculum Components

Below is an example of a degree competition.

Uses basic vocabulary of the Mayan language to communicate in the family and at school.
 Achievement indicators and content[ edit | edit code ]
Achievement indicators refer to performance; that is, to the use of knowledge. They are manifest
behaviors, evidence, traits or set of observable traits of human performance that, thanks to a well-
founded theoretical argument, allow us to affirm that what was planned has been achieved.
The following example is an achievement indicator:
Practice the rules of coexistence of the community in which you are located.
The evidence, manifested in this indicator, is determined by the term practice , which constitutes an
observable process. Additionally, it indicates how or where the process will be achieved in the
community in which it is located.
According to your opinion, what can be an indicator of achievement for the following competition?
Applies, in writing various types of text, the stages of written production: planning, searching and
organizing ideas, writing and revising the text, observing language regulations.
In the new curricular approach, the contents are only the means that allow the development of
competencies. These are classified as declarative, procedural and attitudinal.
The contents are defined as: "... The set of scientific, technological and cultural knowledge, which
constitute means that promote the comprehensive development of students." [5]
Declarative contents are defined as knowing what . They refer to facts, data, concepts and
principles.
The procedural contents constitute the know-how in the execution of procedures, strategies
and techniques, among others.
Attitudinal content refers to knowing how to be and focuses on the values that are manifested
through attitudes. [6]
Below are examples of this classification:

Declarative Attitudina
Procedural Content
content l content

Show
respect for
your own
The Formulation of questions and answers in different and others'
communication communicative situations. opinions
when
interacting
orally.

Current situation of all existing languages in Guatemala

In Guatemala we live in a society where the multiethnic, multicultural and multilingual aspect of the
nation is not accepted. The fact that 23 languages are spoken in Guatemala (20 Mayan languages,
Spanish, Xínca and Garífuna) constitutes a cultural wealth for the country, although not for the
Ladino colonialist society.
The revolutionary process of 1944 also did not provide significant alternatives for change for the
Mayan Languages. However, since the second half of this century, some steps have been taken for
linguistic revitalization but they have not been significant due to the lack of cultural awareness on
the part of the speakers (a product of the alienation process to which they have been subjected) and
due to disinterest on the part of the educational authorities and the State.
Areas of current use of indigenous languages:
Political Roles
The uses of the Mayan Languages are not equitable, according to the Political Constitution of
Guatemala it denies the existence of the Mayan Languages on a par with Spanish, it only declares
them "Cultural Heritage of the nation" compared to the declaration that the Spanish language is "
Official".
Social Roles
In Guatemala it is maintained that it will never emerge from underdevelopment if the Mayan
Languages continue to be maintained, an erroneous idea that once again shows the inferiority
attributed to indigenous languages in Guatemala.
Cultural Roles
The Mayan people have their own philosophy and worldview that can only be transmitted in their
own languages. Each group interprets its world and transfers it to its community.
Indigenous languages of Guatemala are in a state of vulnerability
Finding a person under 60 who speaks Xinca or Itza' can be an arduous task. The limited existence
of policies that promote these languages and the marginalization in which indigenous peoples
remained for a long time have contributed to the loss of native languages, to the point that some are
on the verge of extinction.
According to UNESCO's World Map of Endangered Languages for 2009, which was released last
week, the 23 languages of Guatemala (21 Mayan, Xinca and Garifuna) are in a state of vulnerability
and They run the risk of being diluted over time, as has already happened with many other
languages in the world.
Xinca, spoken by the community of the same name in Guazacapán, Taxisco and Chiquimulilla,
Santa Rosa, and Itza', spoken in San José Petén, Petén, are at a pre-extinction level. The report
places them in a critical phase.
To date, Xinca has 1,283 speakers, and Itza' is spoken by 1,094 people, according to the last
statistical census carried out in 2002.
This situation, according to UNESCO, implies that these languages are only spoken by the elderly
generation, and are not even used for daily social relations. In this phase, older people only
remember part of the language, but do not use it much because there are no people to speak it with
in the community.
Seriously in danger is Mopan, which is spoken in Dolores, San Luis, Melchor de Mencos and
Poptún, Petén, by 2,455 people.
The languages mentioned in this category are in a phase where they are only spoken by the older
generations, and although some younger parents and children understand it, they do not speak it
with their children or teach it to them.
Vulnerable

Other indigenous languages are in a vulnerable situation, although they are not yet at risk of
disappearing.

This is the case with the seven that appear listed on the Map as “in danger”: ch'orti', poqomam,
sakapulteko, tz'utujil, sipakapense, popti' (formerly jakalteko) and tektiteko.
These languages are still spoken by older and adult generations, but children no longer learn them
as their first language.
While in some communities the use of these latter languages remains alive, in other places they are
being lost, such as Poqomam, according to María Magdalena Pérez, director of Linguistic Planning
at the Academy of Mayan Languages.
Poqomam is still totally alive in communities of Palín, Escuintla, and in some specific areas of
Jalapa, but, for example, it was lost in Mixco, Guatemala, where it previously had speakers. “We
did a survey and found that only seven elders currently speak Poqomam,” Pérez lamented.
Other languages such as Garífuna, Q'eqchi', Pocomchi', Achi', K'iche', Kaqchikel, Uspanteko, Ixil,
Awakateko, Mam, Akateko and Chuj, are only in a state of vulnerability, but are still spoken by the
majority of parents and children in specific communities, as a primary language, although in many
cases it is limited to the home environment.

Lack of policies
For a language not to become extinct, it is necessary to recognize its value as a language in society,
explains Pérez. “If a language becomes extinct, a culture, values, traditions and spirituality become
extinct,” he warns.

The problem in Guatemala is that there is no real and updated census that allows us to establish how
many speakers each indigenous language has and how many of them practice it, write it or both,
since it would require a lot of budget, which is not available. The Academy of Mayan Languages,
for example, does not have funds to carry out these types of surveys.

For a language to be valued, it is necessary to create comprehensive policies that include awareness-
raising, education in these languages, health and access to public services in mother tongues, says
Pérez.

Since 2003, the National Languages Law has existed, which establishes that in all places where the
majority of the population speaks a language other than Spanish, institutional officials must know it,
but this, “unfortunately, is not always fulfilled.” points out.
World situation

Of the 2,498 languages included in the report, on a global scale, 219 have become extinct since the
1950s. 538 are in a critical situation, and 502 are in serious danger. Another 632 are in a situation of
danger, and 607 in a vulnerable situation.

97 percent of the world's population speaks about 4 percent of the world's languages, and curiously,
96 percent of these are used by 3 percent of the world's population, which places them as sources of
knowledge and of cultural heritage at risk of disappearing, thereby losing the diversity of cultures,
as could happen in Guatemala, if measures to protect and promote the 23 indigenous languages are
not taken.

UNESCO warns that even languages with thousands of speakers are not being learned by new
generations: around half of the six thousand living languages that exist in the world are being lost.

The direct consequence is that by the end of this century, 90 percent of the world's languages could
have been replaced by dominant ones such as English, Spanish, Chinese or Arabic.

Methodological strategies for the initial and pre-primary level

It is their responsibility to share with the children they serve, as well as with the families and people
in the community who are involved in the educational experience.
Educators organizing purposes, strategies and activities contribute their knowledge, experience,
conclusions and emotions that only determine their action at the initial level and that constitute their
intentional educational intervention. They start from the interests of boys and girls, identify and
respect individual differences and rhythms and integrate the elements of the environment that favor
experimentation, invention and free expression.

In this differentiating task, boys and girls make demands based on what they feel and know,
motivated by the freedom that is offered to them. For their part, they intervene with their emotions,
knowledge and specific cultural and community expressions in the educational process .

Boys and girls build knowledge by doing, playing, experimenting; These involve acting on your
environment, appropriating it, conquering it in a process of Interrelation with others.

1.2. Methodological Strategy Proposal In the Socio-emotional area.

Some principles that are considered guiding principles for the development of didactic strategies
that favor the consequence of the purposes and contents proposed for this area are:

- Understands the characteristics of social affective development.

- Accept the child's feelings without prejudice to help them get to know themselves.

- Stimulate the boy and girl to achieve better autonomy.

- Provide opportunities to choose, decide, issue opinions, propose initiatives.

- Use reciprocal sanctions when it is necessary to sanction their behavior .

- Limit the consections to a minimum, giving opportunities for him or her to make choices himself.

- Support the boy and girl in their possibilities so that they do not become discouraged.

- Promotes participation for the construction and acceptance of norms that regulate the operation of
the group .

- Understands the characteristics of the child's social affective development.

- Accept the feelings of the boy and girl without prejudice, to help them get to know themselves as
well.

- Promote the development of cooperative relationships between boys and girls.

- Facilitate the exchange of opinions, expectations, interests.

- Help the group coordinate divergent points of view and resolve conflicts between them.

- Promote knowledge and social meaning of the basic behaviors, norms and values of the
community.
- Promote knowledge regarding different cultural modalities that interact in the community.

- Current Consistent with the norms, guidelines and values that are intended to be transmitted,
taking into account that education is also a very important identification model at the age of three to
five years.

- Clearly mark the limits that contribute to giving security and confidence to the boy and girl.

Proposal of methodological strategies in the area of expression communication.

Communication is understood as the process that enables the exchange of meanings between
subjects.

This process occurs through the use of representation systems applied to a certain verbal, gestural,
plastic, mathematical and musical medium and semiotics, etc.

The existence of a pre-verbal communicative stage is recognized in boys and girls: smiling, crying,
and body movements are expressions of these non-verbal behaviors and others that appear later and
involve more complex processes of abstraction and symbolization ( drawing , playing ) then
accompanies verbal language and they interact with it.

This area raises some principles that are considered guides for the development of didactic
strategies to achieve the purposes and contents proposed for this area.

- They provide boys and girls with a wide range of situations and resources that facilitate expression
and communication through verbal and non-verbal languages.

- Pose situations that favor the interpretation using gestural, body and plastic language.

- Assume from the teaching role an open, flexible, enthusiastic attitude that allows the development
of the creative process.

- Create a climate of missive, flexible and disrespectful so that the boy and girl can express
themselves with confidence and security.