Forschungsinstitut Betriebliche Bildung Markierung für aktuelles Hauptthema. Im Folienmaster...
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orschungsinstitut Betriebliche Bildung Transparency of competences in Europe: The exemplo Toolkit for small and medium sized enterprises (SMEs) Skills and Competencies in Sectors and SMEs Amsterdam, 15. February 2008 Gabriele Fietz, f-bb
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Transcript of Forschungsinstitut Betriebliche Bildung Markierung für aktuelles Hauptthema. Im Folienmaster...
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Transparency of competences in Europe:The exemplo Toolkit for small and medium sized enterprises (SMEs)
Skills and Competencies in Sectors and SMEsAmsterdam, 15. February 2008Gabriele Fietz, f-bb
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Increasing cross-border mobility ● mobility for young persons strongly supported from the EU ● mobility of enterprises (competetive factor)Increasing importance of life long learning
Enterprises need instruments which make competences transpartent, not important where and how (formal, non-formal or informal) they have been acquired.
Background:
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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 (SMEs) adaptable to varying demands of companies and employees
they should contain formative and summative elementsgo along with „European principles for the validation of informal learning“ …
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Multi actors partnership:
Finland
France
Germany
Norway
Poland
Spain
UK
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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
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Exemplo Approach
Competence needs of
SMEs
Including employers
Individual competence
s
Transfer of individual competences into enterprises
Life long learning – competence assessment (formally, non-formally, informally acquired)
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The Exemplo-Toolkit – an overviewKompetanseattest (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
DescriptionValidation,Certification
Employer-orientedEmployee-oriented
Professionalcompetence
Personal andsocial competence
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Classification of the exemplo-tools:
Who is the subject of the assessment of competencies?
What does the method primarily focus on?
Who is in the centre of the process?
What kind of competencies are to be measured/validated?
Self-assessmentAssessment by others
Assessmentof competencies
Development ofcompetencies
DescriptionValidation,Certification
Employer-orientedEmployee-oriented
Professionalcompetence
Personal andsocial competence
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Three 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 SMEsRARPA (UK)
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Example I: Competence Card for WorkplaceDocumenting competences:Competence Card for Workplace (NO) contains:• Curriculum Vitae (CV)• Competence Pass
Self-assessmentAssessment by others
Assessmentof competencies
Development ofcompetencies
Description Validation,Certification
Employer-orientedEmployee-oriented
Professionalcompetence
Personal andsocial competence
Classification:
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Example II: Transparency of informal learningEvidencing results of informal learning processes at the workplace.
Seminar Informal learningat the workplace Self-evaluation
Evaluation withEmployer andTraining provider
Certificate Agreement on objectives
Self-assessmentAssessment by others
Assessmentof competencies
Development ofcompetencies
Description Validation,Certification
Employer-orientedEmployee-oriented
Professionalcompetence
Personal andsocial competence
classification:
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Example III: RARPA (UK)Combination of HRD and continous competence assessment. RARPA - Recognising and Recording Progress and Achievement in Learning (UK)
Self-assessmentAssessment by others
Assessmentof competencies
Development ofcompetencies
Description Validation,Certification
Employer-orientedEmployee-oriented
Professionalcompetence
Personal andsocial competence
Classification:
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1 year later … experiences … recommendations
universal applicability vs. orientation towards identification of specific competences
general standards vs. (company-)specific design of competence assessment proceduresself-evaluation vs. evaluation by otherssimplicity of use vs. validity of results
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1 year later … experiences … recommendations
„All models are wrong, but some are constructive“
(quotation after VOX, Norwegian exemplo partner)
Identification of specific requirements of a company
Decision about objectives of the competence assessment procedure
Including external support!
Pragmatic approaches to be encouraged - experimental approaches welcome
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European transparency instruments
Europass
…and in the future
European Qualifications Framework (EQF)
European Credit Transfer System (ECVET)
...(will) offer European SMEs chance for
more transparency of competences
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Valorisation via Transfer
Innovation Transfer Project „AVE Exemplo“
Network involves partners from CZ, DE, GR, TR, RO – led by an employers federation from Istanbul
Chance for adapting exemplo tools to requirements of SME in further countries
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Further information available in Impuls, Vol 25 and on the project‘s website
www.exemplo.de
THE END
Gabriele Fietz
www.f-bb.de
