e-Competences

VALEW – To VAlidate LEarning at Work
Final Meeting, Tallinn, 03 June 2010
Project Number: 147634-LLP-1-2008-1-IT-EQF - Grant Agreement: 2008 – 4521 / 001 - 001
Objectives
• Study at European level the different approaches to the
recognition and certification of competences developed in non
formal – informal learning environments;
• Find a common approach to recognize competences;
• Highlight constraints/opportunities
nationwide.
©2008 Fondazione Politecnico di Milano
at
local
level
and
Focus
• e-Competences related to the ICT sectors.
• Soft skills.
©2008 Fondazione Politecnico di Milano
The reference competence Frameworks
• e-Competences: through the European e-Comptence
Framework, developed with the help of the main companies
operating in Europe and worldwide (both IT providers and
end-users) together with experts nominated by the CEN/ISSS
e-Skills Workshop (supported by the European Commission –
DG Enterprise) and universities;
• www.ecompetences.eu – CEN/ISSS eSkills Workshop and DG
Enterprise.
• Soft skills: through the DOSY Framework, developed by
SCIENTER in a previous European project.
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The e-CF in brief
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The Dosy in brief (Abstract)
KEY SKILL: COMMUNICATION
This key skill is about speaking and listening, reading and writing. e.g. when taking part in discussions at work, using a diagram to explain
something when giving a talk, reading material for a project, filling in a form or writing an essay.
LEVEL 1
You must be able to:
 take part in discussions about straightforward subjects;
 read and identify the main points and ideas from documents about straightforward subjects;
 write about straightforward subjects.

LEVEL 2
You must be able to:
 help move discussions forward;
 give a short talk using an image to illustrate your main points;
 read and summarise information from extended documents;
 use a suitable structure and style when writing extended documents.

LEVEL 3
You must be able to:
 create opportunities for others to contribute to group discussions about complex subjects;
 make a presentation using a range of techniques to engage the audience;
 read and synthesise information from extended documents about a complex subject;
 organise information coherently, selecting a form and style of writing appropriate to complex subject matter.

LEVEL 4
This level requires you to have substantial autonomy and responsibility for managing activities and identifying how the key skills relate to your
situation.
 develop a strategy for using the relevant key skill over an extended period of time, and plan how you will do this;
 monitor progress, critically reflect on your performance in using the relevant skill, and adapt your strategy, as necessary, to achieve the
quality of outcomes required;
evaluate your overall strategy and present the outcomes from your work, including ways of further improving your skills.
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Main findings from the initial survey (in brief)
• In The UK, recognition is mainly based on “observation” of
candidates during the job. Specific stage sessions are planned
also for adult people with paid subsistence costs);
• In The Netherlands, the focus is mainly on “valuation” of
skills instead of their “evaluation”, mainly on skills developed
in voluntary services. Hence they use coaching, mentoring,
counseling, to help candidates “rise awareness” of their
capacities. The recognition process is quite close to that one
being implemented in Italy;
• In Estonia, occupational standards have been developed
strongly linked to training and learning standards (a big
challenge)
• In Spain there is not a high formalization level of the process
yet;
©2008 Fondazione Politecnico di Milano
Main findings from the initial survey (in brief)
• In Germany an approach on certification of competences at
work has been developed through the ”AITTS- the Advanced
IT Training System”; it plans an on the job training path
lasting about 2 years, where candidates can learn new
competences to be certified at the end of the process
• In France Validation d’Acquis de l’Experience (Vae) has been
exploited with the support of accredited Institutions by
Ministry of Labour, Universities and enterprises. Sometimes
candidates have to improve by training measures weak
learning areas before receiving a qualification.
©2008 Fondazione Politecnico di Milano
In Italy
• Toscana, Emilia Romagna, Lombardy Region, have
developed
a
Framework
of
professional/occupational
standards; against those Frameworks (different from Region
to Region ) it is possible to recognize competences. The
process includes a) construction/collection of evidence, b)
tutor/coach support, c) final assessment, d)certification issue.
• Accordingly, it is focused on
• Competences (not on job roles/profiles);
• Awareness process of one’s own competences, moving
from tacit to explicit knowledge (It is not a “traditional”
learning path);
• It lasts about 3 months: it depends on the effort of building or
gathering evidence
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The VALEW model
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Readiness index
POTENTIAL
EMPLOYERS
USERS
(INDIVIDUALS)
Need Perceived
Awareness of possible
solutions
Willingness to commit
Willingness to pay
Existing of professional
capacity in the system
Actual use
Legislative/Regulation
Conditions
Qualification
Framework in place
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STAKEHOLDERS
(POLICYMAKERS)
Some tools
• Guidelines
for
evidence
competence explicit)
collection/building
(making
• Guidelines to evaluate evidence also trough EQF indicators
• Guidelines for the final assessment (at present a face to face
interview only)
• ……
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Making competence
explicit
Recognition of competence (fill in the name
of the competence):____________________
Tell me what you can do and in what way
Imagine having to convey this competence to someone who wants to acquire it.
Explain what is that competence.
Immagina di dover trasmettere questa competenza ad una persona che la vuole acquisire.
Spiegagli in che cosa consiste questa competenza
…………………………………………………………………………………………………………
………
…………………………………………………………………………………………………………
………
How did you get that competence? (Training courses, self-training, experience on the field)
Tu come l’hai acquisita? (corsi di formazione; autoformazione; esperienza sul campo etc.)
…………………………………………………………………………………………………………
………
…………………………………………………………………………………………………………
………
ABSTRACT
Describe some contexts (projects, processes, activities) where you practiced that competence,
specifying dates and the period of time
OR
Where (projects, processes, activities) did you practice that competence, specifying times and
terms
Descrivi i contesti in cui l’hai esercitata (progetti, processi, attività) indicando anche tempi e
durata.
…………………………………………………………………………………………………………
………
…………………………………………………………………………………………………………
………
What is one of your major experience related to it?
Descrivi brevemente l’esperienza più significativa
…………………………………………………………………………………………………………
………
…………………………………………………………………………………………………………
………
Did you practise that competence in individual or team working?
Spiega se l’hai esercitata in attività individuali o di gruppo?
…………………………………………………………………………………………………………
……… di Milano
©2008 Fondazione Politecnico
Evidence assessment grid linked to EQF indicators
GRIGLIA DI VALUTAZIONE DELLE EVIDENZE / EVIDENCE ASSESSMENT GRID
Competenza:…………
Competence:…………
Complessità del contesto (dei progetti,
processi, attività descritte nelle
evidenze)
Context Complexity (of projects,
processes, activities described in the
evidence)
Tipologia di attività/problemi da
affrontare (nuovi; applicativi, teorici)
Tipology of activities/problems to be
solved (new, pactical, theoretical
activities/problems)
Note
Evidence n
Total
Score
0
0,5
1,5
1
0
1
Evidence 1
Evidence 2
1
Livello di Autonomia
Autonomy
Evidence 3
…
1
1
1
0
Assessment *
Presidio dei cambiamenti (presenza;
prevedibilità, imprevedibilità)
Change Management (currently;
predictability; unpredictability)
Livello di responsabilità /attività
personali; svolte da altri)
Responsibilities (personal; managerial
responsibilities)
0,5
Livello di consapevolezza
Competence Awareness
Tipologia/ampiezza di conoscenza
(specialistica; “fattuale”; teorica)
Tipology/breadth of knowledge
(specialized, practical, theoretical)
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*Fully satisfied/Medium
satisfied/No satisfied)
Assessment grid (for face to face interviews)
ASSESSMENT IN PRESENZA / ASSESSMENT GRID
Comprensione del problema
Comprehension of a problem
Competenze
metodologiche
Methodological Skills
Competenzespecifiche
Specific Skills
Padronanza del linguaggio
tecnico
Mastery of Technical Language
(optional)
Punteggio
totale
Total Score
Competenza:……
Competence:……
Note
Inserire qui il contenuto delle domande ed eventuali annotazioni e/o considerazioni tuili alla formulazione del giudizio finale.
Enter here notes, questions and/or considerations for the Final Result.
©2008 Fondazione Politecnico di Milano
The testing phase:
• Meetings/focus groups addressed
companies and Institutions
to
potential
candidates,
• Questionnaires addressed to companies and institutions
• Volunteer candidates to be “certified”
©2008 Fondazione Politecnico di Milano
Meetings - Input questions to potential
candidates (only first input suggestions)
• Do you feel the need of a system for recognition and validation of
competences acquired during the job (or in other contexts different
from school)? If yes, why?
• How would you like to use such certification? What would you
expect from Institutions? Would you pay the service?
• What kind of competences would you like to certificate?
• Would you be able to describe your competences (what you are
“able to do”)? Do you think to need an external support for this
process?
©2008 Fondazione Politecnico di Milano
Meetings - Input questions to potential
candidates
• How would you imagine the recognition/validation process?
• What kind of evidence would you bring to show your competence?
How long would you take to prepare such pieces of evidence?
• Would you like to be helped by experts (e.g. tutor/coaches)? If
yes, would you prefer experts of learning processes or specific
contents?
• Would you pay such service?
©2008 Fondazione Politecnico di Milano
Meetings- Input questions to companies
• Could such approach work in your company? Where?/in which
contexts? For which objectives?
• E.g for stage and apprenticeship
• Is there someone interested in experimenting the model and
the tools?
• ---
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Meetings - Input questions to political
Institutions (from the readiness index)
• What needs could meet this approach?
• What actors should be involved? How?
• What impact can have such approach?
• Who can finance these activities?
• Is the system ready in terms of capacities and competences?
• How/for what will it be used ?
• Legal conditions
• Are standards and frameworks consistent?
©2008 Fondazione Politecnico di Milano
Certification process – collecting evidence –
e-Competences
©2008 Fondazione Politecnico di Milano
Certification process – collecting evidence –
Soft skills
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Thank you !
Angela Giordano
HR Project Promotion and Development
Project Manager
Fondazione Politecnico di Milano
Piazza Leonardo, 32
20133 Milano – I
+39 02 2399 9169
[email protected]
Clementina Marinoni
HR Project Promotion and Development
Head of Unit
Fondazione Politecnico di Milano
Piazza Leonardo, 32
20133 Milano – I
+39 02 2399 9168
[email protected]
©2008 Fondazione Politecnico di Milano