You are right Carla George! There have always been many charlatans in society. And now the number of charlatans is expanding. This is facilitated by the Internet, which often presents scant information. A professional reveals many inaccuracies when checking in encyclopedias and original sources. From my point of view, a competent person has a professional and deep knowledge of information. But this is not enough. A competent person generates original ideas that he seeks to implement.

Therefore, the learning process should be aimed at developing students' abilities to independently generate new ideas.

Dear Carla,

As I see it, competency is one's ability or a set of skills to deal effectively with a given situation, be it cognitive (cognitive competency), moral (moral comptency), interpersonal (interpersonal competency), emotional (emotional competency) and so forth. How to determine if someone is competent in what they do? As I see it, cognitive or intellectual competency is the case when one is able, for example, to take into account the physical perspectives or dimensions on the situation at hand. For example, in a Piagetian number conservation task, a child has an operational competency when s/he understands that the number of elements (e.g., white buttons) in given set remains constant regardless of their spatial arrangement in the focal set. Moral competency is the case when one is able, for example, to adopt a reversible exchange of viewpoints on a situation of moral conflcit and choice. For example, in a Kohlberg's moral dilemma between stealing to save a human life or not stealing to protect one's right to his/her property, an individual has a postconventionat moral competency if s/he thinks that one's right to live transcends anothe's right to his/her property. A high interpersonal competency is the case when one is able of think that human beings are complex social systems that can be, at the same time, friends, parents, sons/daugthers, employers, employees, and so forth. Emotional comptency is the case, for example, when one is able to indentify a given emotion in others and share it with them (e.g., empathy). Competency, therefore, varies as a function of its defintion (e.g., a set of skills, a particular skill), domain (e.g., intellectual, interpersonal, moral, emotional), intensity (e.g., high vs. low), and valence (positive vs, negative) Of course, we might also think of an ecological competency or intelligence, that we should not pollute our planet, an epistemological intelligence or comptency that however much we know there is always an unknown to be known, found, demonstrated and so forth, and an aesthetical intelligence, that what we like is different from what others may like.

This is a short answer to your question. Even so, I hope it gives you some hints related to your question.

Best regards,

Orlando

Competency is the ability to perform a task under varying environments using a set of skills already mastered. It is not merely passing an examination or getting a certificate highlighting your skills; it is more of the practical situation in which you apply those skills successfully

Competency is for our knowledge ,our ability to carry out our action in efficiently mode .For this we have to view in waking stage so that we may not lose sight of what we are carrying out our action in an right an efficient mode .

When our mind develop in said right direction the question of defining learning process will not arise as our right direction of our mind helps us in a right direction for our learning process

This is my personal opinion

• Develop robust sets of learning outcomes and competencies
• Reorient curricular design to start with learning outcomes rather than starting with time/term structures
• Build high-quality sharable resources, assessments, and rubrics designed to support learning outcomes

Criteria for competencies are at hand. For example:

If you refer to mental competency you can read how Miss B struggled for her: