VITA, REVEAL and related projects Competence development and learning

VITA - Dublin 1© REVEAL 2013

VITA, REVEAL and related projects

Competence development and learning

LEVEL5 approach and pilot projects

VITA, REVEAL and related projects

Competence development and learning

LEVEL5 approach and pilot projects


Validating competences for the service economy (2012/2013)


Idea: Validating (and developing) competences for the service economy

Results/outcomes:

• Survey• 2 parts, appr. 150 respondents

• Pilot projects:• 8 countries• all educational sectors (AE, schools, universities, VET)

• Networking• 2 conferences• VITA award• My-vita e-portfolio• European networking -> REVEAL


European Network for learning, validation andcapacity building

Transnational community of European experts and practitioners working in 25 organisations from 22 European member states.

Assessing and evidencing with a uniquevalidation approach specifically designed for:

informally acquired competences personal and social skills and competences

piloted in more than 100 learning projects and scientifically evaluated in the framework of two European PhD thesis.

to serve especially target groups that learn outside or beside formal education contexts and their learning facilitators:adult learning providers, grass-root projects, mobility projects, entrepreneurs, learning on the job, internships …


LEVEL5

An approach and instrumentto document and visualise (evidence)competence developments

Especially:• Personal,• Social and• Organisationalcompetences


Projects

Scope of REVEAL activities in EU-projects:• European home of LEVEL5 and network• Validating, Training, Counselling, Practice-Research• Covering and linking all educational sectors• Providing the e-Portfolio My-VITA as

REVEAL projects and informal learning contextsACT: Measuring the impact of informal learning on Active Citizenship (05-09)ACT-NET Founding the network (REVEAL (2009/2010)VIP: Competences acquired in EU-projects (2010/2011)VILMA: Competences acquired in Mobility (2011/2012)RIVER: Competences acquired in (Senior) volunteers (2012/2013)PROVIDE: Competences for educational providers (2013-2015)EYE: Erasmus for Young Entrepreneurs (2013-xxx)VITA: Competences for the service economy (2013-2014)


Learning

Development and Validationof Competences

Part 2


Swiss Learning Festival 2013

800.000 people with reading and writing difficulties


LEARNING?



Competence Definition

A competence is the capacity/potential of a person to apply a synthesis of

• Knowledge,• Skills and • Attitudes

in a particular situation* and in a particular quality**.

* Context** LEVEL


PO

TE

NT

IAL

(in

tern

al)

EX

PE

CT

AT

ION

S (extern

al)

Knowledge

Attitudes

Skills Behaviour

Quality

Context

Competence:The ability to:

„Performance lense“-> Ideal assessment area

„Performance lense“-> Ideal assessment area


EUROPASSEUROPASS

CV Personal data

ECTS

ECVET

Other formal certificates

Higher Education

VET

Languages

IT-skills

Social Skills & Comp.

Personal Skills & Comp.

Other formal certificates

Orga. Skills & Comp. ?

?

?

Sector/Section Cerification System Reference System

EQF/NQF

EQF/NQF

different

IT-Sys

Formal

Informal



FIELD/Contextof learning andPerformance

-> Supermarket/position

ACTIVITIESperformed by

Learners/Here supermarket staff

Knowledge on policyof the supermarket

xxx yyy zzz

Customer orientation forclients with

specific needs

Communication

Teamwork

Flexibility

Disk/layer model-> context, activities, competences


Showing the potentials

Of each competence dimension:• Knowledge• Skills• attitudes


Validating competence developmentIn the framework of an in-/non formal learning action Validating competence developmentIn the framework of an in-/non formal learning action

Informal learningActivity („project“)Informal learning

Activity („project“)

TimeTime


A CUBE as Model to VisualiseCompetence Developments


1. Description of Project• Context• Target Group• Objectives• …

1. Description of Project• Context• Target Group• Objectives• …

2. Selecting/determining Topics• Inventory• Topic sets• Refining content and

objectives

2. Selecting/determining Topics• Inventory• Topic sets• Refining content and

objectives

4. Assessing/Measuring• Selecting Assessment Methods• Measuring learning outcomes at

different evaluation times

4. Assessing/Measuring• Selecting Assessment Methods• Measuring learning outcomes at

different evaluation times

3. Creating a Reference System• Three Dimensions• Five specific competence levels

related to the learning project• Indicators

3. Creating a Reference System• Three Dimensions• Five specific competence levels

related to the learning project• Indicators

5. Presentation of Results• Rating learning outcomes at

different times• Describing different

competence levels• Evidencing learning and

project outcomes• Validation and certification

5. Presentation of Results• Rating learning outcomes at

different times• Describing different

competence levels• Evidencing learning and

project outcomes• Validation and certification




Thank you!

Contact:REVEAL

[email protected]

www.my-vita.eu






1 2 4 5 6 7*

Grade General scaling Individual description/ explanatory statement

Rating1

Rating2

Remarks, explanations, reasons for your rating

5 Regulating with others

Your description for grade 5

4 Affective self-regulation

Your description for grade 4

3 Empathetic concern Your description for grade 3

Description of state 2: what has changed?

2 Perspective taking Your description for grade 2

1 Indifference Your description for grade 1

Description of state 1

Table: Exemplary grid for the affective competence dimension

The individual evaluation system-> describing the development of competences




Documents

VITA, REVEAL and related projects Competence development and learning