Graduate attributes, key competence and judgments:

exploring the links

The relationship between graduates' attributes, core competencies, and abilities can form
functional assessments so students can apply and improve learning in VET. Students play a role
in developing their potential with a variety of applications in the main competencies, which will
then result in learning. This learning can form sound assessments, not only in their educational
practices, but must also instill the value of the process in future educational. Three figures can
explain the relationship between them.
Figure 1 shows that the role of graduates' attributes in enabling graduates to effectively
use the knowledge, skills, and attitudes they learn to enhance their capacity for life and work
reflects the imagined role of Key Competencies in enabling school graduates and VET to place
their learning work.
Figure 2 is a capacity for action and can be learned and must be taught, which means that
every action taken in the key competence process is assessed by developing graduate attributes.
Both will increase if the development and application of key competencies are in the same goal.
Figure 3 is someone who already has a set of key competencies, and also graduate
attributes can have an impact on some things or the ability to make a good judgment. In this case,
it is necessary to strike a balance between critical and creative components in improving each
particular situation and context using systematic, diverse, and creative ways.
The Key Competencies report (Mayer, 1992). The seven Key Competencies endorsed by
the Ministerial Council for Employment, Education, Training and Youth Affairs (MCEETYA)
are 1. They are collecting, analyzing, and organizing information 2. Communicating ideas and
information 3. Planning and organizing activities 4. Working with others and in teams 5. They
are using mathematical ideas and techniques six and solving problems 7. They are using
technology.
Key Competencies are explained as a set of competencies that enable people to transfer
and apply knowledge and skills developed in classrooms and other learning situations to the
workplace.
The graduate attribute describes a set of desired generic abilities desired by the institution
for its graduates. These attributes are supported by generic abilities that enable students to turn
their learning into practice. Such abilities are shaped by educational experience. Therefore, it is
not enough for higher education institutions to assess the attributes of graduates.
Appropriate assessments take into account the particular circumstances in which they are
made. Functional assessment requires the ability to distinguish the nuances of meaning that exist
in a particular workplace, to express ideas and information in the form of communication that is
compatible with the workplace, to collect, analyze and organize data and information at work
and to recognize social, cultural and organizational politics and structures that have an impact on
work situations.
Thus, in a question or problem-based learning situation, students will apply a number of
Main Competencies. Learning will involve construction and reflection on a number of
assessments, and the quality of the process and the results will depend on training by each
individual from a set of generic abilities or unique graduate attributes. The nature of the results
of the graduate attributes, Main Competencies, and capacity to make good assessments have
implications for the learning experience and the context in which our students learn and on the
way we report this learning.
The Development of Key Competence. The application of Main Competencies in work
and learning reshapes and changes experience and competence in using it. One of the outcomes
of a good education is capacity building to disseminate these competencies in increasingly
diverse situations and contexts. Such Development of Core Competencies will facilitate the
transition of students to work and other post-school activities.
How to imply in practice by identifying synergies between graduate attributes, Main
Competencies, and the capacity to form good assessments is important. Focusing attention on the
holistic, integrated, contextual character of graduates' attributes and Main Competencies through
their central role in human assessment has the beneficial effect of addressing a number of
educational problems.