bastia | 04.05.09 workshop transparency of informally acquired competences in europe: the exemplo...
TRANSCRIPT
Bastia | 04.05.09
Workshop
Transparency of informally acquired competences in Europe:The exemplo Toolkit for small and medium sized enterprises (SMEs)
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
Background
• Increasing crossborder mobility• mobility for young persons strongly supported from the
EU• mobility of enterprises (competitive factor)
• Increased importance of life long learning
Enterprises have to rely on instruments which make competences transparent, not important where and how (formal, non-formal or informal) they have been acquired.
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
Objectives of the exemplo project:Development of a toolkit for SMEs
• Exemplo tools should be …
• independent from specific national VET systems
• suitable for small and medium sized enterprises
• adaptable to varying demands of companies and employees
• contain formative and summative elements
• go along with „European principles for the validation of informal learning“
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
Exemplo approach
• Using experiences from Europe
• Including social partners, SMEs and employees
• Development of a toolkit and guidelines for enterprises and training providers
• Piloting and Testing of tools in SMEs in European countries with different VET systems
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
Multi actors partnership
• Finland
• France
• Germany
• Norway
• Poland
• Spain
• UK
a
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
Exemplo Approach
Transfer of individual competences into
enterprises
Competence needs of SMEs
Including employers
Individual competences
Life long learning – competence assessment (formally, non-formally,
informally acquired)
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
The Exemplo toolkit: An overview
• Kompetanseattest (NO)• ERA – Evaluación y Acreditacición
de las Competencias Profesionales (ES)• FIT – Formation Intégrée au Travail (FR)• Lernprozesse im Betrieb anregen
und gestalten (DE)• Staff Development Matrix (Pl)• RARPA – Recognising and Recording
Progress and Achievement in non-accredited learning (UK)
• TBQ – Transparenz beruflicher Qualifikationen (DE)
Self-assessmentAssessment by others
Assessmentof competencies
Development ofcompetencies
Description Validation,Certification
Employer-orientedEmployee-oriented
Professionalcompetence
Personal andsocial competence
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
Classification of the Exemplo-tools
• Who is the subject of the
assessment of competences?
• What does the method primarily
focus on?
• Who is in the centre of the
process?
• What kind of competences are to be measured/validated?
Self-assessmentAssessment by others
Assessmentof competencies
Development ofcompetencies
Description Validation,Certification
Employer-orientedEmployee-oriented
Professionalcompetence
Personal andsocial competence
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
Two examples for different needs
• (self) assessment of actual level of competence
Competence Card for Workplace (NO)
• transfer of learning outcomes into professional practice
Transparency of Competence (DE)
• inhouse development of competences in SMEs
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
Example I: Competence Card for Workplace
Documenting competences:
Competence Card for
Workplace (NO) contains:
• Curriculum Vitae (CV)
• Competence Pass
Classification:
Self-assessmentAssessment by others
Assessmentof competencies
Development ofcompetencies
Description Validation,Certification
Employer-orientedEmployee-oriented
Professionalcompetence
Personal andsocial competence
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
Example II: Transparency of transfer of learning outcomes
Classification:
Informal learning processes, which take place after a training course in the workplace, are made visible.
Self-assessmentAssessment by others
Assessmentof competencies
Development ofcompetencies
Description Validation,Certification
Employer-orientedEmployee-oriented
Professionalcompetence
Personal andsocial competence
Seminar Informal learningat the workplace
Self-evaluationEvaluation withEmployer andTraining provider
Agreement on objectives Certificate
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
… experiences and recommendations
• Universal applicability vs. orientation towards identification of specific competences
• General standards vs. (company-)specific design of competence assessment procedures
• Self-evaluation vs. evaluation by others
• Simplicity of use vs. validity of results
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
… experiences and recommendations
• Identification of specific requirements of a company
• Decision about objectives of the competence assessment procedure
• Including external experts!
• Pragmatic approaches to be encouraged - experimental approaches welcome
„All models are wrong, but some are constructive“ (quotation after VOX, Norwegian exemplo partner)
Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)
Further Information you will find in the final publication Impuls, Vol 25 and on the project website
www.exemplo.de
THE END
Natalie [email protected]
www.f-bb.de