Reference Framework for Planning Learning and Evaluation Activities

1.2 Acquiring new knowledge and know-how
In order to acquire new knowledge and know-how (knowledge, skills, attitudes, strategies, perceptions
and so on) related to the competencies in their program of study, students must be proactive and
interested. Being aware of internal and external resources, knowing how to use them, and recognizing
that they are relevant to a given competency, training profile or qualifications, play an important role in
the mobilization needed to acquire new learning.
The transfer of learning requires the proper and timely use of knowledge and know-how. In a learning
situation, students participate in a variety of activities and perform different tasks, using their existing
resources to add new knowledge and know-how. Once this knowledge and know-how have been
assimilated, they become an existing resource. Thus, in order to act, perform a task or solve a problem
at work or in everyday life, students use what they know, what they are and what they know how to do,
in real time, in accordance with the leeway they have, with all the freedom, risk and judgment that it
implies. They are required to make enlightened decisions, act with a view to achieving a certain level of
autonomy and aim at a predetermined performance level. Transferring learning means being able to
orchestrate a multitude of resources in order to act in a variety of complex situations.
At the cognitive level, mobilizing resources and the necessary knowledge and know-how means
making and validating choices, processing information in order to endow it with meaning and
relevance, making effective combinations, solving problems and so on. At the physical level, using
tools, instruments and specialized devices requires a variety of skills, including dexterity, coordination
and efficiency. At the social level, students mobilize and improve their skills when, for example, they
work in a team and communicate effectively. At the personal level, they are attentive to others’ needs
and perfect attitudes that they already use in their interpersonal relationships, but the expectations
placed on them will be greater in school and in the workplace.
1.3 Competencies in vocational training
Internal and external resources and new knowledge and know-how are the basis for acquiring
competencies, but how are the different competencies involved in the practice of a trade or occupation
formulated How are competencies defined in vocational training How are they integrated into a
program of study
In vocational training, the job analysis provides an overview of the main tasks and operations, skills,
knowledge, attitudes, and so on related to a given trade or occupation. Competencies are formulated
on the basis of these basic elements and associated with knowledge and know-how, which are then
From Learning to Competency 7