Competence assessment Sweden L IFELONG L EARNING P ROGRAMME, I NNOVATIONS TRANSFER AGREEMENT...

Competence assessment

Sweden

LIFELONG LEARNING PROGRAMME, INNOVATIONS TRANSFER AGREEMENT DE/10/LLP-LdV/TOI/147367/ 2010-1-DE2-LEO05-05359

It is very easy to relate to people we think is competent as

competent

It is very hard to relate to people we think is less competent as

competent .LIFELONG LEARNING PROGRAMME, INNOVATIONS TRANSFER

AGREEMENT DE/10/LLP-LdV/TOI/147367/ 2010-1-DE2-LEO05-05359


Main institutions

• Yrkeshögskolan– “Yrkeshögskolan” deals with qualified vocational education and the

standards are set by the Swedish National Agency for Higher Vocational Education (Myndigheten förYrkeshögskolan) who decides upon curricular and validation, they also administer governmental funding and administration.


• In December 2009 the Swedish National Agency for Higher Vocational Education got an assignment from the Swedish government to make a proposition about new descriptors in a national frame for validation/assessment of competences.

• Its standpoint should be the recommendations from the European Parliament and the framework of qualifications within Life Long Learning (EQF) and the result should be adapted to a national framework (NQF).


• The framework should be applicable not only to the formal public educational system, but also to actors outside the public educational system

• Present a model for how to fit the assessment of competences to the national framework and to the framework of EQF and its different levels.

• The national framework should be as close to the European framework as possible, and have the same structural base.


• To get legitimacy in the working environment for the national framework of assessment it is also regarded as very important to include non-formal education, a great deal of education is taking place in the work life outside the formal education system. Assessment of competences has to be made possible in the frame of vocational education and popular adult education.

(*Source: Återrapportering av regeringsuppdrag 2010, Förslag till ett svenskt kvalifikationsramverk,YH 2010/YH2042)



Portofolio, the Folkuniversitetet way

• The portofolio consists of ten modules:– Before the education start– “Mini” biography – Biography– Dossier– Portofolio– Short presentation– Logbook– Individual study plan– Help in validation– Swedish scale for self assessment


tordstrappa.doc


• EU-projekten\Aktuella projekt\Berlin projektet\Material till Kristianstad-mötet Kompetenz-stark\Before the start.doc


• EU-projekten\Aktuella projekt\Berlin projektet\Material till Kristianstad-mötet Kompetenz-stark\Biography.doc


EU-projekten\Aktuella projekt\Berlin projektet\Material till Kristianstad-mötet Kompetenz-stark\Validation.doc


An informal model for assessment of competences

GROW • Four steps + one initial step: Topic, Goal,

Reality, Options, Way forward• The origin comes from the British

”supercoach” Graham Alexander


Topic

• Establish contact, get a feeling that you are”in” the situation. This is about motions, feelings and trust.

• Decide on a topic for the dialogue, a) knowledge- or competence development in some specific area, b) to get some understanding about how certain issues are connected or constructed, c) a problem regarding work, social life, private life, health etc.

• Make a plan for the dialogue or sessions of dialogues regarding the chosen topic.


Goal

• Decide about what is to come out from the dialogues: a) an action plan for knowledge- and competence development, b) a preliminary or definitive solution of the problem, c) highlight the problem using mentoring, d) make an action plan on how to solve the problem.

• Document the expected result, which should be equivalent to the goal, and it should also be SMART (specific, measureable, adapted, relevant and time set) to be able to follow up on how you are progressing in relation to your time frame.

• Express your aim. That is, what you want to gain by reaching your goal or goals.


Reality

• Talk about different aspects of the present situation. The coach confirms that he or she understands (by being “in” the situation), put in questions for clarification. The coach doesn’t contribute with teaching, guidance or counselling.

• Do not use standardized questions. When questioning this should be done in the context of the dialogue. Questions could be formulated according to the Case method (see next section).


Options

• In this section of the dialogue it’s about finding ways and options to reach the goal. The ideal situation is when the client come up with his or hers own solutions to reach the goal. Different approaches could (should) be tested. Then the action plan should be formulated.


Way Forward

• Finally the client chooses a way to reach the goal. You try different alternatives, those that were discussed under section O (options), and those that rise during the process.

• A great deal of learning will take place during this process.


Standardization

On a common basis-”One size, fits all”or

On a specific basis-”Branches, trades, occupations”

Centralized or de-centralized

Definitions


Within Folkuniversitetet

• Standardization within our formal educations and schools, according to our Validation concept

• No standardized documentation, most used is the Flexus platform

• Documentation is mainly possessed by the individual

• There is no organized education regarding validation


Competence assessment Soft skills

• Regarded important, taking into consideration our target groups

• Developing a “soft” model to assess competences of which participants not are aware of

• A slow process, main focus is to get the participants to see competences as competences


Things to consider

• to some extent via ready made forms for documentation

• will require a platform• will require agreed upon definitions• will require access to knowledge, internally and/or

externally• will require defined boundaries (i.e. soft kills)


• will require close collaboration with employers and other stakeholders

• will require consensus

• will require education


ISO certification in progress at Folkuniversitetet

No centralized documentation

Top-down regarding formal education

Voluntary participation regarding informal and non-formal education








Date post:	18-Dec-2015
Category:	Documents
Upload:	magdalen-carr
View:	215 times
Download:	1 times

Competence assessment Sweden L IFELONG L EARNING P ROGRAMME, I NNOVATIONS TRANSFER AGREEMENT...

Documents