Acta Universitatis Danubius. Communicatio, Vol 6, No 1 (2012)

Abstract

The paradigm of pedagogy through competence promotes the priority of forming the competence as one of the aims of education. The skill requires mobilizing the declarative and procedural knowledge that can be mobilized in new situations by the educated. It selects, organizes and structures them in order to find solutions and resolutions. The accumulations achieved by the educated at several levels of his personality allow him to prove that he is able to solve a task or a problem. Mobilization in solving and finding solutions means adaptation, differentiation, integration, reflection, combination, specification, coordination, planning, decision, formulating hypotheses, reconfiguration of fields at conceptual, attitudinal and behavioral level. Become mental and practical tools, all these prove the existence of competence. The competence is significant in terms of real action, by which the educated “puts into practice” his system of accumulation. Then he is periodically
evaluated, based on efficiency and effectiveness in various and complex contexts of the real environment.