DAVE Competence framework of AETs. DAVE Adult Trainers Competency framework

Transcription

1 DAVE Competence framework of AETs DAVE Adult Trainers Competency framework 1

2 Content 1. Chapter 1 Adult trainer competency framework Chapter 2 Expertise check-up methodology Chapter 3 Self assessment path Chapter 4 Evaluation interview Chapter 5 Evaluation interview Chapter 6 - European AET related research and documents

3 Chapter 1 Description of the competence framework of Adult education trainer 3

4 1.1.Intro There is a growing professional demand of those individuals who today are involved in work life as Adult Education trainers. On the one hand they are expected to have the corresponding competences to follow the specific goals in the respective programme systematically so that the task of providing qualifying education can be implemented as far as possible. On the other hand there are quality standards which must be observed in their training and further education so that the professional qualification is accepted and enhanced. Dave project for this purpose suggests AET Competency framework and competency validation tool called Expertise check up for adult trainers competency evaluation. 1.2.Purpose and use of competence framework Validation of competencies gained in non-formal and informal way has gained high attention in the last decades. In the century characterized by rapid changes, it has been seen as viable alternative to formal certification, tool to strengthen the formal qualification system, way to bridge different learning pathways, method to enhance self-evaluation, reflection upon individual s knowledge and activities and empowering for future development in diverse contexts. European developments for adult trainers validation pathway include suggestions on competence frameworks which would enable holistic validation approach to the adult trainer profession. Competence descriptions and frameworks can be used for various purposes. As the framework in this manual is based on a transnational data collection between stakeholders in adult education, they also enable a comparison between the adult trainers requirements in different countries. Comparison in turn enables exchanges of good case practices and learning, which are seen as powerful tools within the European Union for improving the quality of education and training in lifelong learning context. A competence framework is a generic description of the skills, knowledge and attitudes that adult teachers, trainers and leaders should possess to enable vocational education and training at a high quality level. Such a framework can be used when developing curricula or training programmes the initial and continuing training of adult learning professionals. The competence framework can also help the adult training professionals and related organizations to 1 : reflect on professional effectiveness determine and prioritise areas for individual and institutional professional growth assist staff in their personal and career development planning assist the individuals and the collegial community in assessing and developing institutional competence, for example in recruitment 1 K.Volmari,S.Helakorpi, R. Frimondt, Competence framework for VET professionals-handbook for professionals.cedefop, Finninsh national board of Education,

5 recognise and validate informal and non-formal learning raise the transparency, status and recognition of the professions by making visible the demands set on the professions facilitate the establishment and/or the further development of competence/qualification frameworks/standards for VET teachers and trainers at national/sector level. Adult education trainers make a direct and major contribution to the high quality and effectiveness of adult education, therefore, adult trainer competencies set is crucial for well qualified professional. There have been already recommendations developed as key competencies for lifelong learning including such competencies as competency to communicate in mother tongue and foreign languages, competencies in mathematics, science and technology, digital competence, learning to learn, social and civil competencies, sense of initiative and entrepreneurship and cultural awareness and expression 2. The important step is to work on tools and guidance enhancing the quality of adult training professionals who are stakeholders of lifelong learning in Europe. The target adult education trainers are trainers at a workplace, operating in both initial and continuing training in the following situations 3 : workplace tutors and mentors in apprenticeship schemes skilled workers who carry out induction and continuing training of recruits and coworkers in addition to their regular task training specialists working in the training departments of large companies and trainers working in establishments for continuing training that deliver training to enterprises as external service providers. The objective of this paper is to propose competence profile of the Adult Education Trainer. It defines basic skills and competences that adult education trainer needs to have in order to successfully execute the tasks of the role. The competence framework can help assessing organizations competence for consistent growth, assess the competence level of adult training professional for further development, and serve as a recruitment tool and more. It has to be kept in mind, however, that competence framework does not contain competencies that should be required to all individual professionals as there are diverse factors that influence the requirements for adult trainer in particular workplace. Framework can be used as a foundation tool and customized according to the needs of the user. Customization of the framework relates to target audiences, 2 Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning. Official Journal of the European Union L

6 performance levels required, need for assessment or development of competencies or both, purpose of the use of the framework (development, recruitment, selection, appraisal, promotion and more). 1.3.Developments within the adult competence evaluation field Adult learning staff plays a key role in making lifelong learning a reality. Adult learning professionals help learners to develop knowledge, skills and attitudes throughout their lives. Indeed, the professional development of people working in education and training is one of the vital measures to improve quality of learning at all levels (B.J. Buiskool, et al, 2010). By providing a division of competence into generic and specific fields, the work with identifying and create competence profiles will stand a chance to be more accurate and precise according to both general and specific needs from organizations and individuals connected to the field of Adult education. This approach also contributes to maintain a quality standard when measurements are connected and certain areas are identified. Factors which obviously have an impact on the quality aspects are: the context of the educational activity; the relevance of the learning objectives with respect to the needs of society and the learners; the implementation of the activity (including preparation and follow-up) by organisers and teachers/trainers, in both educational and organizational terms, including the provision of adequate resources; the format of the activity (duration and pacing, location, number of teachers/trainers and learners etc.); the pedagogic approach and principles; the pedagogic design (programme/curriculum which describes methodology, methods etc; the learning setting (learning facilities, infrastructure, equipment, support); the relationship between learners and teachers/trainers; the follow-up and evaluation of the activity (for future development) Source: Quality in non-formal education and training, Helmut Fennes and Hendrik Otten, September 2008 In 2008, a study supported by the European Commission (European Commission; Institute of Technology and Education, 2008) concluded that establishing minimum requirements for trainer basic skills and competences was frequently used by countries to enhance trainer status and employment. The study identified three levels of competences relevant to in-company trainers: (a) vocational (work-related); (b) pedagogical and social (supporting didactic processes and ensuring effective transfer of knowledge); 6

7 (c) management (quality assurance and cooperation with other stakeholders). A Cedefop study on training professionals (Volmari et al., 2009) put trainer competences into strategic and operational dimensions of administration, training support, development and quality assurance, and networking. The expected competence areas for trainers included: (a) organisation and planning, (b) project management, planning and preparation of training, (c) support to learning, (d) assessment and evaluation, (e) developing oneself, (f) developing workplace (company), (g) quality management. European Commission et al. (2010) looked at competences for adult learning professionals that included trainers in CVET. Based on the 13 tasks applicable to trainers, they listed the following core competences: Emerging competence profile of a trainer in continuing training (a) being an expert in a field of study/practice; (b) being responsible for the further development of adult learning; (c) being a fully autonomous lifelong learner; (d) being a communicator, team player and networker; (e) didactical competence; (f) empowering adult learners; (g) coping with heterogeneity and diversity in groups. There have been quite a lot of research made on the topic of Adult education, but still there is very little to be found regarding the empirical studies of the competence frame of AET. Previous researches have been identified certain sets of competence criteria, with similar content and levels and below is showed an example of what can be seen as a set of minimum competence criteria for AET:s. This set of criteria can also be seen as a basis for the training curriculum or to identify areas of development for AET:s (Jääger/Irons 2006, p. 14 s). The Dave project below suggests the Adult trainers competency frameworks which identifies the main competency groups for adult trainer. By introducing a framework which is standardized and implicates empirically derived qualifications for this target group, the training system for AETs in Europe could become more effective and attractive. 2.1.Components of the DAVE competence framework Competence framework proposed in this manual consists of two interconnected parts: 7

8 1) generic competencies (industry knowledge, people skills, ICT, administration, networking and global perspective) and 2) specific competencies (diagnosis, training design, training delivery and assessment and evaluation). Generic competencies contain knowledge, skills, abilities, and behaviours that are required for job success in most professional occupations. These competencies are important for adult education trainer to facilitate the quality of adult education services. With changing realities in education field and development of the profession, adult trainers workload contains wide range of responsibilities and tasks which are not directly related to training. They vary depending on the field, in which the training professional is employed. These six groups contain the following competencies: 1. Industry knowledge Essential knowledge, skills and attitudes related to this competence: Knowledge: It relates to the ability of understanding industry dynamics, recent developments and key success factors in an industry of the matter; understanding industry processes locally and globally, stakeholders and trends. Skills: Ability to search, access and structure the relevant information about industry specific matters. Moreover, it is important to deliver the information in an understanding manner for the audience at the right time. Attitude: An active, on-going interest in the industry matters using diverse sources of information, i.e., internet, interest groups, scientific researches, business forums and more with the willingness to incorporate novelties on the job. 8

9 Industry knowledge Maintain own professional knowledge Follow industry trends and developments Build industry sector knowledge 2. ICT Essential knowledge, skills and attitudes related to this competence: Knowledge: It requires a sound understanding and knowledge of the nature, role and responsibilities of ITC in everyday contexts. Knowledge of main computer programs and applications, mobile technology, internet, communication, learning and cooperation tools through electronic media. One should be aware of validity and reliability of diverse information sources, legal and ethical processes. In addition it requires knowledge on how ICT can be used as creative and innovative learning tools for blended learning. Skills: Individual should have ability to use ICT tools effectively and implement them in daily learning activities. One should have awareness to find, collect and systemize information in a relevant way and use the tools to enhance critical thinking, creativity, innovation and further learning. Attitude: Use of ICT tools requires critical and reflective attitude towards available information and use of the tools for particular purpose. An interest in existing and new tools, trends and implementation of ICT in personal, social and professional contexts also supports this competence. ICT Identify and use technology as training solution Demonstrate awareness of technologies Use technology effectively 3. People skills. Essential knowledge, skills and attitudes related to this competence: People Skills are most often thought of as a set of skills that allow us to communicate, relate and socialize with others. People skills include both verbal and nonverbal forms of communication. Knowledge: it relates to development of an individual s cognitive ability to interpret the world and relate to others. Knowledge related include awareness of body language, types of verbal interaction, awareness of literary and non-literary styles, communication skills in 9

10 different contexts, language knowledge of the learners, knowledge of psychology and emotional intelligence. Skills: it relates to the ability to communicate both orally and in written in different situations by monitoring and adopting to the Attitude: A positive attitude towards communication, willingness to create a critical and constructive dialogue. In addition, it includes interest in interaction with learners and awareness of the impact of language on others, understanding of need to communicate in positive and socially responsible manner. This competence also relates to awareness of learners who communicate in foreign languages and not mother tongue. Build trust and communicate effectively Demonstrate adaptability People skills Demonstrate emotional intelligence Demonstrate team player and networker skills Empower and motivate 4. Administration Essential knowledge, skills and attitudes related to this competence: It contains the skill, knowledge, qualification, capacity or authority to manage or direct the affairs of a public or private office, business or organization. They are administrative duties associated with their work, including processing referrals, keeping customer files, completing reports, and communicating effectively and working well with others. Knowledge: This competence requires knowledge on how to organize and manage such administrative issues related to training as reporting, finances, recruitment of learners, registration, time management, planning and related matters in an efficient and timely manner. Skills: It requires the skills to communicate, compute, organize, plan, monitor, schedule and staff in order to manage the matters not directly related to training. Attitude: It requires responsible attitude to execute necessary activities in a timely manner and communicate them to stakeholders. Project management for training program Scheduling and organization of courses Administration Learners recruitment, selection and registration Recording own activities 10

11 Cooperation with stakeholders Reporting Managing project finances 5. Networking Essential knowledge, skills and attitudes related to this competence: Knowledge: It requires the knowledge on how to build successful relationships with other people in different contexts and situations by exchanging information and ideas among individuals or groups Skills: It requires good communication skills, active listening skills and presentation skills in order to foster positive and interesting exchange of information. Attitude: One needs to be able to express oneself in a positive way and show interest in what the networking partners have to say. This competence supports the willingness to engage in conversations and providing relevant information. Networking Influence stakeholders Promote peer learning in networks and groups Participating in professional networks and cooperating with partners Suggest networking opportunities for learners for further development 6. Global perspective Essential knowledge, skills and attitudes related to this competence: Global perspective competency involves understanding the international issues facing the business in the context of historic, ethnic, cultural, and political matters. Knowledge: It requires general understanding of global historical, political and cultural aspects, politics, global matters and latest developments on the global stage. Understanding of dynamics of cross-cultural and inclusion related conflicts, understandings and opportunities Skills: It includes the ability to demonstrates an understanding of the international issues, cultural and linguistic differences. Attitude: This competence requires open and positive attitudes towards diversity and nondiscriminative attitude towards multiple cultural frameworks, values and norms. 11

12 Global perspective Honour and accommodate to cultural differences Demonstrate respect towards diverse opinions and perspectives Adapt behaviours to adult learners Enhance lifelong learning by own example networking opportunities for learners for further development The key competencies that differentiate adult trainer from other professions are competencies directly related to training. The features which nowadays characterize the changes in training are diversity of training audience (age, language, learning background, culture and more), new education theories, range of diverse learning environments and forms facilitated by technology. Specific competencies in competence framework are: 1. Diagnosis Essential knowledge, skills and attitudes related to this competence: Knowledge: It requires knowledge on the execution of training needs analysis in a particular context and knowledge gap analysis. Skills: This competence includes the ability to efficiently communicate with stakeholders, listen carefully and analyse the needs of the training in an organization, by conducting surveys, interviews, job analysis and related tools. Attitude: Willingness to understand the needs of the client and customize the training according to learner s needs. Analyse the state-of art in organization, enterprise Diagnosis Assess the training needs Identify characteristics of adult learners Establish a vision and strategy 12

13 2. Training design Essential knowledge, skills and attitudes related to this competence: Knowledge: It requires knowledge on how to create an instructional design, apply adult learning theories, methods of training delivery and learning approaches customized to diverse learners Skills: Ability to create a blueprint for the training taking into consideration the training needs analysis and learning objectives Attitude: It includes creative and innovative approach towards training design in order to accommodate different learners, openness to new methods and technologies. Identification of appropriate learning approach Link training to political, economic and social priorities Application of adult learning theory Collaboration with stakeholders in training development Training design Designing a learning solution Selection of appropriate learning technologies Integrate technology alternatives Develop learning materials Setting up individual learning plans Evaluate learning solution design 3. Training delivery Essential knowledge, skills and attitudes related to this competence: Knowledge: It requires knowledge on delivery methods, material preparation, learning technologies and adult learners Skills: It includes presentation skills, communication skills, feedback, active listening, networking, skills on training pace and delivery techniques. Attitude: Positive, confident, motivational and engaging attitude towards learners and the training course. Build rapport with participants Training delivery Create and manage a positive learning environment 13

14 Align learning solution with learning objectives and adult learners needs Establish trust and honor as a trainer Deliver various learning methodologies Facilitate learning Encourage participation, support and build motivation in adult learners Link training to practice Deliver constructive feedback Evaluate solutions 4. Assessment and evaluation Essential knowledge, skills and attitudes related to this competence: Knowledge: It requires knowledge on effective feedback, evaluation forms and methods, statistics and analysis Skills: It requires communication skills, ability to construct evaluation material and collect the data, conduct report and implement changes in the training if necessary, facilitate further learning of learners Attitude: Openness to receive any feedback and evaluation, willingness to implement changes in training program and cooperate with learners Assessment and evaluation Identify customer expectations Select appropriate strategies, resent design and measures Communicate and gain support for the evaluation plan Manage data collections Analyse and interpret data Use feedback in the improvement of training course and as an aid to stakeholders 14

15 3.1. The scope of the framework The competence framework applies to: Training professionals employed in Adult education Recruiting organizations and staff who works with adult education trainers Organizations which provide adult education Professionals who would like to develop career in Adult education 15

16 Chapter 2 Expertise check up methodology 16

17 1.1. Theoretical ground of expertise check- up In order to enter many occupations, a specific educational and/or vocational degree/qualification is required and it represents the proof of the possession of adequate competencies. This approach is increasingly recognized as insufficient for different reasons: There are some occupations for which formal pathways of education don t exist or are not a compulsory requirement. The profession of Adult Education Trainer can be considered as one of these occupations. Educational and/or vocational degrees/qualifications can predict technical knowledge, but barely can they predict the possession of transversal cognitive skills, or personal variables such as motivation. The development of technical, personal or transversal competencies, takes place in different environments and in various contexts, not only through formal education. For instance, the workplace is an extremely important learning arena, where individuals develop their competencies through hands-on experience. These competencies are not certified in an official manner, i.e. certificates, diplomas. Through a process of validation of competencies acquired in the workplace, employees and employers can gain a better insight into the competencies within the company, helping to focus on further developments. In those sectors/occupations where competencies are not certified through formal education, the competence assessment and consequent validation represent important tools in the hand of both professionals and companies to better match job requirements and personal competence profile, and enhance further development. In the European Adult Education sector, even if it is a central pillar in the European LifeLong Learning policy, the qualifications of adult trainer are not formally recognized and are mainly based on no formal acquisitions. Thus the development of a system for validation of competencies can become an useful tool to overcome this gap. Competence assessment is an important step in selection process of adult trainers in organization, in order to choose the most appropriate candidate. Above mentioned considerations represent the background that inspired the DAVE Project. Through the development of a system for assessing and validating the competencies of the AET, the partnership intends to contribute to give more substance to the professionalism of a AET, increasing the quality of the training offers. 17

18 1.2. Expertise check up methodology The following chapter of the manual aims to describe validation methodology for adult education trainers, called Expertise Check-up. It proposes a validation tool which helps identifying competencies acquired by adult trainers in both formal and informal way and make them visible to employers and partners in adult education institutions. The Expertise Check-up as a tool can be used in various domains of adult education - vocational education, corporate and functional education, social and moral education, and cultural and arts education. Where necessary, if can be customized according to the needs of the user. The methodology is based on competency framework which includes ten key competency domains which are significant for the profession of adult education trainer. Please see the image 1. Image 1. Dave adult trainers competency framework The DAVE Adult trainer s competency framework consists of two parts specific competencies which are particular in trainer s profession and general competencies which are important to execute the trainers responsibilities and deliver training in a qualitative manner. There can be training activities or settings in which, for example, Industry knowledge is more important than social competencies or abilities to manage a class of teen agers, or to deeply assist learners in their learning process. The Expertise Check-up is also meant for understanding which AET (personal competence profile) is more appropriate for a specific training pathway. 18

19 The Expertise Check-up contains 3 levels of evaluation: Expertise Check -up Self assessment exercise Interview 1 with evaluator Interview 2 with evaluator 2.1. Self assessment exercise The competency self-assessment exercise is designed to help adult trainer to identify his/her areas of strength and areas for development. Meanwhile, it helps for the preparation of external evaluation executed by employers, training centers or related institutional bodies. The self assessment tool is comprised of the behavioral descriptions which are grouped in ten competency clusters. This assessment will assist adult trainer in highlighting the behaviors which are demonstrate repeatedly and which ones require further development for increased quality and professionalism. For further competency development an individual training and development plan then can be constructed. Moreover, the self assessment exercise will give a rough yet immediate indication of the personal competence profile areas of expertise (where a personal profile is oriented) addressing the Trainer to the training activity or partway where his/her competencies are more suitable Interview 1 with evaluator The competency evaluation interview 1 is designed to help evaluating adult education trainer in order to identify his/her areas of strength and areas for development. It completes the competence map/profile coming from the self assessment exercise, going to a deeper level, even if the two tools can be used also separately. In some situation the self assessment can be crossed with interview 1: the result can help to better evaluate the Trainer profile and recognize excellence or improvement areas. The interview 1 can be used as a recruitment tool for employing new adult education trainer. Moreover, if can be deployed as an assessment aid to evaluate the competencies of adult education trainers in organization in order to recognize the areas of improvement both on individual and organization level. 19

20 Interviewer is provided with standard evaluation tool which contains list of behaviors important for adult education trainers which are grouped in 10 competency clusters. The tool can be customized according to the organization needs. With the help of provided information (CV, certificates, education documents, reference letters and more), interviewer assesses the adult education trainer in face to face meeting with the help of behavioral questions Interview 2 with evaluator The purpose of the second interview is to feedback the results of the interview 1 on competency measures and to create an action plan for the development of competencies which are not on satisfactory level. It can be applied on individual and organization level. It aims to provide useful information to the individual as a means of directing development by highlighting strengths as well as identifying weaknesses. It is executed in the form of formative assessment Assessment methodology in Expertise check up Self assessment exercise and evaluation interview 1 contains likert scale measurement system for every described behavior which has been indicated below. Please see the example on how the measure for the competency should be indicated. I am able to: Competency n/a Analyze the state-of the art in organization, enterprise, group As it has been demonstrated in the example above, every competence can be evaluated in the scale from 1 to 5 and if the competence has not been developed or requested, then indication not applicable applies. Please see the more detailed description of every value in the table below. Value Proficiency Level Description N/A Not Applicable It has not been required to apply or demonstrate this competency. This competency is not applicable to the position. 1 Basic knowledge Individual has a common knowledge or an understanding 20

21 of basic techniques and concepts. The focus here is on the knowledge Limited experience Intermediate experience Advanced Expert Individual has the level of experience gained in a classroom and/or experimental scenarios or as an internship, asisstant on-the-job. It is expected to receive help or assistance when performing this skill. 21 Focus is on developing through on-the-job experience; One understand and can discuss terminology, concepts, principles, and issues related to this competency; One utilize the full range of reference and resource materials in this competency. Individual is able to successfully complete tasks in this competency as requested. Help from an expert may be required from time to time, but trainer can usually perform the skill independently. Focus is on applying and enhancing knowledge or skill; Individual has applied this competency to situations occasionally while needing minimal guidance to perform successfully; Trainer understands and can discuss the application and implications of changes to processes, policies, and procedures in this area. Trainer can perform the actions associated with this skill without assistance. Individual is recognized within its immediate organization as "a person to ask" when difficult questions arise regarding this skill. Focus is on broad organizational/professional issues; Individual has consistently provided practical/relevant ideas and perspectives on process or practice improvements which may easily be implemented; One is capable of coaching others in the application of this competency by translating complex nuances relating to this competency into easy to understand terms. Trainer is known as an expert in this area. Individual can provide guidance, troubleshoot and answer questions related to this area of expertise and the field where the skill is used. Focus is strategic;

22 One has demonstrated consistent excellence in applying this competency across multiple projects and/or organizations; Individual is considered as the go to person in this area 4.1. Summary To sum up, the Expertise Check-up methodology presents 3 levels of competence assessment linked one to the other. Each level is at the same time autonomous, thus it can be used alone or in conjunction with the others. It depends on how deep the assessment should be and if there is a specific purpose of the assessment (i.e. recruitment for a specific position). The 3 levels can be crossed, in order to better validate the competence profile of a Trainer. Moreover, the Expertise Check-up can be use to assess and validate certain competencies or the whole competence profile. For these characteristic the Expertise Check-up is a flexible tool, which ca be customized to different needs, also considering the European perspective in which it will be applied: the flexibility allows the tool to fit the different European training contexts. Self assessment Interview 1 Interview 2 22

23 Chapter 3 Expertise check Self assessment path 23

24 6.1. The purpose of the self-assessment path The self-assessment exercise is the foundation for the evaluation of competencies significant in adult trainer s profession. Self assessment exercise is based on Dave adult trainers competency framework and this tool aims to provide a opportunity for reflection of important competencies in training and take active role in evaluation, appraisal or recruitment process. With the help of the tool individual can identify the areas of expertise and areas of improvement where learning development plan can be created. In addition, it provides an opportunity to prepare for the evaluation interview with external adult trainers evaluator. This approach of self- assessment path evaluates the competencies (knowledge, skills, attitudes, abilities and values) gained, developed or achieved during the training / working activity. In non-formal education, competence is understood as knowing how to do something in a certain context and self assessment exercise will help to assess the gained competencies in a structured way Dave Adult trainer competency framework Self assessment exercise has been based on DAVE Adult trainer competency framework. It contains the group of competencies which are identified as significant in the profession of adult education training in order to enhance qualitative training service to target audience. The framework consists of two parts core competencies of training expertise and support competencies. Core competencies group includes diagnosis, training design, training delivery and assessment and evaluation which demonstrate the competencies crucial for trainer profession. The latter group of support competencies include industry knowledge, people skills, administration, ITC proficiency, networking and global perspective which enclose wide range of competencies. Self assessment of main job tasks of Adult Education Trainers aims to validate the 24

25 . competencies of adult education trainer and to provide guidance for further development of competencies. Furthermore, it presents the module for competence assessment used by evaluators who aim to recruit, assess or monitor adult education trainers. Each of the 10 competency areas is comprised of related competency statements which are further broken down into specific performances Instruction on self assessment path The self assessment tool uses the scale from 1 to 5 in order to identify expertise in competencies listed below. It is essential that individual allocate sufficient time to complete the assessment with minimal distractions. The assessment will require approximately minutes. It is necessary to review each statement carefully and consider examples of how and when behavior, competence has been demonstrated. For this exercise honesty and objectivity in the assessment will ensure meaningful results Self assessment exercise The measures for self assessment are the following: n/a not applicable 1 basic knowledge 2 limited experience 3 - intermediate experience 4 - advanced experience 5 - expert 25

26 Core activities of Adult Education Trainer Diagnosis I am able to: Analyse the state-of the art in organization, enterprise, group Assess the training needs Identify characteristics of adult learners Establish a vision and strategy for the training Other n/a Training design I am able to: Identify learning outcomes Plan a learning pathway Identify an appropriate learning/teaching approach Organize learning units Suggest appropriate learning methodologies Apply adult learning theory Collaborate with stakeholders in training development Design a learning solution Select an appropriate learning technology and integrate technology alternatives Develop learning materials Set up individual learning plans Evaluate learning solution design Link training to political, economic and social priorities Other n/a Training delivery I am able to: Build relationships with participants Create and manage a positive learning environment n/a

27 Align learning solution with learning objectives Align learning solution with learners needs Establish trust and respect as a trainer Deliver various learning methodologies Facilitate learning Encourage participation, support and build motivation in adult learners Link training to practice Deliver constructive feedback Other Assessment and evaluation I am able to: Identify customer expectations Build tools for adult learning evaluation Apply training evaluation methodologies Select appropriate strategies, reset design and measures Communicate and gain support for evaluation plan Manage data collections Analyse and interpret data Use feedback in the improvement of the training course and as an aid to stakeholder Other n/a Supporting activities of Adult Education Trainer Industry knowledge I am able to: Maintain own professional knowledge Follow local and international industry trends and developments Build industry sector knowledge Other n/a

28 People skills I am able to: Build trust and communicate effectively Demonstrate adaptability Demonstrate emotional intelligence Demonstrate team player and networker skills Empower and motivate Other n/a Administration I am able to: Manage training program as a project Recruit, select and register learners Schedule and organize courses Create and disseminate a pre-course survey Record own activities Cooperate with stakeholders Report Manage project finances Other n/a ITC proficiency I am able to: Identify and use technology and training solution Demonstrate awareness and application of technology Create online space for information about training and training materials (linked-in, blogs, vimeo, youtube, mobile learning, e-learning etc) Use technology effectively Other n/a

29 Networking I am able to: Actively participate in networking with participants Influence stakeholders Promote peer learning in networks and groups Participate in professional networks and cooperate with partners Suggest networking opportunities for learners for further development Other n/a Global perspective I am able to: Respect and accommodate to cultural differences Demonstrate respect towards diverse opinions and perspectives Adapt behaviors to adult learners Enhance lifelong learning by own example Other n/a Evaluation Upon completion of the self assessment exercise, review which competencies have been marked as advanced and expert, which competencies were identified as intermediate, and which of the competencies were marked as basic or limited knowledge? Which of the competencies marked as basic or limited knowledge are very important to develop? Values of n/a, 1, 2 Competencies assessed with these values indicate a need for further improvement. It has to be acknowledged, however, which of the competencies are crucial and demanded in particular workplace and which possibly are less important. With regard to this analysis, one has to create a individual development plan in order to plan professional development. Values of 3 These are competencies, where an individual has average knowledge and some experience, however, it should be upgraded in order to increase the level of qualification. 29

30 Values of 4 and 5 There are competencies where an individual has sufficient knowledge and experience. To visualize the average results for every competence group, an individual can mark the gained values in the graph below, where point on the line in front of the competency corresponds to average value. Diagnostic image helps to summarize the competency groups where an individual are successful and competence groups which would ask for further development Developing a learning plan A learning plan is a valuable tool that provides a systematic way of identifying and addressing specific development needs. Through the process of developing a learning plan, you will identify and prioritize your learning needs. It is important to be realistic in achieving your learning goals. Prioritize your goals and seek to accomplish one to two every 6-12 months. An individual has to determine the competencies which have priority in learning and should be developed next. For the competency development blended learning approach can be used which includes various learning methods: 30

31 Books, articles, journals and manuals On the job experiences E-learning, mobile learning programmes, virtual classroom training and related Face to face trainings, workshops, courses Coaching and mentoring Networking events, interest clubs Internet and more 1.7. Individual training and development plan Once an individual has identified the crucial competencies which are subject for development, the training development plan should be created. An example of the individual development plan can be seen below: Desired competency Development activities (On the job training, self development activities, classroom training, coaching etc.) Date when the activity is planned If an individual fills the self-appraisal form solely for his/her own needs, then individual is responsible for the execution of development activities. In case, if self-assessment is done while being in organization, then individual training and development plan can take a part of annual performance appraisal. Line manager can then monitor the execution of the plan during the year and propose development activities which are supported by organization. 31

32 Chapter 4 Expertise check Interview 1 32

33 1.1. The purpose of evaluation interview 1 The evaluation interview 1 is addressed to the evaluators who will assess the competencies of adult education trainers in order to validate the current state of competencies, selecting new adult trainers in organization, collect information for competence development project or other purposes. The standardized tool aims to recognize competencies acquired in formal and informal way. It can be customized according to the need of evaluator or organization The information sources for evaluation interview In order to validate the competencies of adult education trainer, several sources of information can be taken into account. They are: the self-assessment path ( described in chp3) resume (CV) Certificates, diplomas, education documents, white papers, research documents etc. Online homepages and related materials, e-learning, mobile learning projects etc. Reference letters and contacts by reference persons Other information provided by interviewee It is important for the evaluator to set the organization or job related priority competencies before the interview, so that the necessary information can be collected during the interview with the help of prepared questions. Evaluator also has to be aware of the theoretical and practical aspects related to competencies. The complete competencies profiling being based on a European competence profile of the Adult Education Trainer some aspects may be irrelevant to the locality or country, the moment of the evaluation, or the motivation behind the evaluation. Therefore the priorities can be set according to three / four angles according to the necessities of the evaluation and the circumstances, prioritizing on some aspects rather than another. For instance, the administrative competence can be left aside if the competence is of no relevance at the time of the interview but can be pointed out during the improvement interview (interview 2) if the career perspectives presented by the candidate during the first interview call for such a competence. 33

34 2.1. The evaluation interview 1 The first interview is a face-to-face meeting between evaluator and adult trainer. A peer review success depends mainly on the evaluator s training experience and insight. The evaluator should be a senior experienced trainer as such must be engaged, supportive, encouraging in assessing the peer trainer to the best of his capacities. The materials can be customized for external evaluation for a job interview; but, the tool makes it difficult for a non experienced trainer to implement it for obvious reasons. The evaluator will have reviewed the different elements listed above as to give the evaluator all the tools necessary to offer the candidate useful feedback during the Second interview. It s the evaluator s task to insure that he obtains well in time the necessary information Timeline Timeline of the interview process below will provide you the guidance in process organization and activities included: Contact adult trainer with regard to the evaluation process and communicate the list of necessary documents and information which should be submitted beforehand (self assessment exercise, CV, certificates, diplomas etc). Get acquainted with the Expertise check-up Choose a date and a meeting place for the interview which allows uninterrupted dialogue, with little distraction and inducing a minimum of stress. Lead the interview according to the methodology described below; collect the necessary additional information or queries the candidate may have to better and tailor the future feedback. Arrange with the candidate a meeting for the improvement interview, by means of (place, skype, time and related requirements ) 2.3. Evaluation methodology The evaluation tool uses the scale from 1 to 5 in order to identify expertise in competencies listed in the tool. It is essential to allocate sufficient time to complete the assessment with minimal distractions. 34

35 It is necessary to review each statement carefully, consider existing information and provide behavioral questions to adult trainer in order to validate of how and when behavior, competence has been demonstrated. With the help of behavioral questions, interviewer can clarify the evidence of competency and interviewee understanding of it. The measures for evaluation interview are the following: n/a not applicable, 1 basic knowledge 2 limited experience 3 - intermediate experience 4 - advanced experience 5 - expert If necessary, an evaluator can implement a coefficient from 0.1 to 1 to every competence in order to indicate the importance of the competence in evaluation. It allows customizing evaluation according to organizational needs. In addition, evaluation template can be customized by adding additional competencies which are important for the particular organization or evaluation who executes the process. In order to identify the situations when the competence has been demonstrated, evaluator is suggested to use behavioral questions. Behavioral questions enhance to give responses about concrete examples how the competence has been demonstrated. The examples of such questions are: Competency n/a Analyze the state-of the art in organization, enterprise, group 1. Tell me about a time when you had to analyze the state of the art in organization. Which methods you used for analysis? What were the stakeholders involved? Behavioral questions seek answers which contain concrete examples, situations and avoid theoretical statements and discussions of what if. In order to receive the necessary information from the interviewee, if is suggested to provide guidance on how to respond on behavioral questions like: "I'm going to ask you behavioral questions about the situations where the competencies have been demonstrated. In your answer, be sure to cover the situation, the task, your action steps, and the results. If possible, I would also like to hear what you learned from this experience and how you've applied that lesson. Here is the question..." 35

36 2.4.How to lead a successful interview Start by welcoming the candidate and giving a short introduction about the Expertise checkup and the objectives for this evaluation interview. The main points and areas of discussion could be showcased (assessment discussion first or evaluation or vice-versa) and presented on the Agenda (see Timeline). Preparing for the interview Choose a setting with little distraction. Avoid bright lights or loud noises, ensure the interviewee is comfortable (you might ask them if they are), etc. Often, they may feel more comfortable at their own places of work or at home. First, please do agree with the interviewer that notes will be taken during the interview. Opening the interview Explain the purpose of the interview, i.e. Today we will assess your competencies as an Adult Education Trainer. Address terms of confidentiality. According to who commanded the Expertise check-up see who will have knowledge of the evaluation interview and keep discretion. Indicate how long the interview usually takes (between 20 and 45 minutes: 5 minutes opening and information on the project max. 30 minutes carrying out the interview 2 minutes closing). Ask them if they have any questions before you both get started with the interview. Carrying out the interview Questions should be asked one at a time - avoid multiple questions. Attempt to remain as neutral as possible. Show respect to the interviewee but do not collude with things they may tell you by showing an overly positive response to certain answers, a strong emotional reaction or too high a level of empathy which may encourage skewed responses. Encourage responses with occasional nods of the head, "uh huh"s, etc. Be careful about appearances when note taking. That is, if you jump to take a note, it may appear as if you're surprised or very pleased about an answer, which may influence answers to future questions. Provide transition between major topics, e.g., "we've been talking about (some topic) and now I'd like to move on to (another topic)". 36

37 Don't lose control of the interview. This can occur when respondents stray to another topic, take so long to answer a question that times begins to run out, or even begin asking questions to the interviewer. Ask additional questions if you need explanations on certain aspects. Closing the interview Thank the interviewee for his time and contribution. Make any notes on your written notes, e.g., to clarify any scratching, ensure pages are numbered, fill out any notes that don't make senses, etc. Write down any observations made during the interview. For example, where did the interview occur and when, was the respondent particularly nervous at any time? Were there any surprises during the interview? 1.4. Results The task of the evaluator is to assess every position in 10 competency groups by summarizing the information known from the information sources and the interview with interviewee and assess every behavior as value from 1 to 5 and multiplying with coefficient of necessary. The average value for every competency group should be calculated and then the sum of all competency group values should be indicated at the end as total value. Therefore, the max sum without coefficients should be 50, while if the coefficients will be applied, then the value will be decreased. The measure helps to compare the results between many adult trainers. In addition to the numeric values, it is important for the evaluator to make notes after the interview about the key strengths and weaknesses of adult trainer in order to be able to prepare holistic feedback and review for the second interview. Any additional notes of the information that would be valuable should be written down as well. 37

38 2.1. Evaluation interview 1 Core activities of Adult Education Trainer Diagnosis The candidate is able to: n/a Coef. Total Analyze the state-of the art in organization, enterprise, group n/a Assess the training needs n/a Identify characteristics of adult learners n/a Establish a vision and strategy for the training n/a Total Where and how it has been demonstrated? Date Comments 38

39 Training design The candidate is able to: n/a Coef. Total Identify learning outcomes n/a Plan a learning pathway n/a Identify an appropriate learning/teaching approach n/a Organize learning units n/a Suggest appropriate learning methodologies n/a Apply adult learning theory n/a Collaborate with stakeholders in training n/a development Design a learning solution n/a Select an appropriate learning technology and n/a integrate technology alternatives Develop learning materials n/a Set up individual learning plans n/a Evaluate learning solution design n/a Link training to political, economic and social n/a priorities Total Where and how it has been demonstrated? Date Comments 39

40 Training delivery The candidate is able to: n/a Coef. Total Build relationships with participants n/a Create and manage a positive learning environment n/a Align learning solution with learning objectives n/a Align learning solution with learners needs n/a Establish trust and respect as a trainer n/a Deliver various learning methodologies n/a Facilitate learning n/a Encourage participation, support and build n/a motivation in adult learners Link training to practice n/a Deliver constructive feedback n/a Total Where and how it has been demonstrated? Date Comments 40

41 Assessment and evaluation The candidate is able to: n/a Coef. Total Identify customer expectations n/a Build tools for adult learning evaluation n/a Apply training evaluation methodologies n/a Select appropriate strategies, reset design and n/a measures Communicate and gain support for evaluation plan n/a Manage data collections n/a Analyse and interpret data n/a Use feedback in the improvement of the training n/a course and as an aid to stakeholder Total Where and how it has been demonstrated? Date Comments 41

42 Supporting activities of Adult Education Trainer Industry knowledge The candidate is able to: n/a Coef. Total Maintain own professional knowledge n/a Follow local and international industry trends and n/a developments Build industry sector knowledge n/a Other n/a Total Where and how it has been demonstrated? Date Comments 42

43 People skills The candidate is able to: n/a Coef. Total Build trust and communicate effectively n/a Demonstrate adaptability n/a Demonstrate emotional intelligence n/a Demonstrate team player and networker skills n/a Empower and motivate n/a Other n/a Total Where and how it has been demonstrated? Date Comments 43

44 Administration The candidate is able to: n/a Coef. Total Manage training program as a project n/a Recruit, select and register learners n/a Schedule and organize courses n/a Create and disseminate a pre-course survey n/a Record own activities n/a Cooperate with stakeholders n/a Report n/a Manage project finances n/a Other n/a Total Where and how it has been demonstrated? Date Comments 44

45 ITC proficiency The candidate is able to: n/a Coef. Total Identify and use technology and training solution n/a Demonstrate awareness and application of n/a technology Create online space for information about training and training materials (linked-in, blogs, Vimeo, Youtube, mobile learning, e-learning etc) n/a Use technology effectively n/a Other n/a Total Where and how it has been demonstrated? Date Comments 45

46 Networking The candidate is able to: n/a Coef. Total Actively participate in networking with participants n/a Influence stakeholders n/a Promote peer learning in networks and groups n/a Participate in professional networks and cooperate n/a with partners Suggest networking opportunities for learners for further development n/a Other n/a Total Where and how it has been demonstrated? Date Comments 46

47 Global perspective The candidate is able to: n/a Coef. Total Respect and accommodate to cultural differences n/a Demonstrate respect towards diverse opinions and n/a perspectives Adapt behaviors to adult learners n/a Enhance lifelong learning by own example n/a Other n/a Total Where and how it has been demonstrated? Date Comments Total value 47

48 Feedback on the self-assessment test Key areas of strength Key areas of improvement 48

49 Additional notes about the adult trainer Additional notes about the adult trainer 49

50 Chapter 5 Expertise check Interview 2 50

51 The evaluation interview The purpose of evaluation interview 2 The evaluation interview 2 is addressed to the evaluators who will address the results of evaluation interview 1 to the interviewers. The purpose of this feedback interview is to provide adult trainers with individualized information about their competency development areas in order to enhance further professional growth and development and, ultimately, increase quality of adult education. Evaluation interview seeks to assess the extent to which adult trainer has met goals and objectives of the competence interview 1 and provide feedback to adult trainer for further development. If interview is a part of recruitment process, then it aims to provide results and feedback to the participant. Evaluation interview 2 has the following purposes: 1. To describe the aim of the interview 1 and 2 from the perspective of organization and individual 2. To assess the extent to which the adult trainer met the expectations of the organization 3. To describe outcomes associated with competency interview 1 4. To identify competency groups which can be characterized as strengths 5. To identify competency groups which can be identified as insufficient 6. To create a development plan with the purpose to decrease competency gaps 6.2. The feedback process and methodology Providing and receiving feedback is an invaluable and essential part of the teaching and learning process (Ovando, 1994). Feedback gives the adult trainers greater insight into their current achievements in order to arrive at an outcome, highlighting the dissonance between the intended outcome and the actual outcome, as well as the strengths and areas for improvement, thereby providing stimulus for change 4. It identifies the present state of learning, highlights the learning needs and ways to proceed, monitor progress in learning in order to find effective solutions, and provide positive reinforcement for learning achievements. An important aim of feedback is to provide the adult trainer with constructive, objective, and non-evaluative performance appraisal which is helpful in guiding their path toward improvement of professional competencies, above all positive process and experience. In

52 order to ensure that feedback is received positively by the adult trainer, a climate of trust and respect must be established and the responsibility of evaluator is to provide formal and informal, well documented observations which support the feedback. Constructive feedback should include the following characteristics 5 : Individualised and relevant Goal-directed Well timed and expected Behaviour- focused Positive and encouraging Collaborative Change focussed (non-evaluative) Factual (not generalised) Digestible Respectful Reciprocal A verification of perceptions Documented Followed up on at a later date 1.3.Evaluation Interview flow In order to manage the interview in a structured manner and effectively, the interview flow has been provided below. It aims to provide a constructive feedback for the adult trainer and lead to action plan development for competence improvement. Stage 1 - Greetings Interview starts with greeting adult trainer and expressing gratitude about the participation in the evaluation interview process. The greeting includes meeting the interviewee and spending a few minutes developing rapport by a small talk. Stage 2 Evaluator feedback Evaluator feedback includes delivering the above mentioned 6 purposes of the interview by using the constructive feedback techniques which will provide information for reflection and grounding information for the competency development plan. 5 Crago & Pickering, 1987; Ende, 1983; Ovando, 1994; Watts,

53 No. Purpose Description 1. To describe the aim of the interview 1 and 2 from the perspective of organization and individual. Interviewer should provide information about the purpose of the interview 1 and interview 2 within the organization and adult trainer s evaluation context. It may refer to the recruitment process, performance evaluation, organization staff evaluation or other purpose. 2. To assess the extent to which the Interviewer here can identify the needs and adult trainer met the expectation of the organization with regard to expectations of the organization. adult trainer s professional level. It includes identification of the key competency groups or competencies which are particularly important for the organization. 3. To describe outcomes associated with competency interview 1 Interviewer is expected to give a general feedback about the overall score in the evaluation interview 1, coefficients applied, if valid, competency groups which score high and competency groups which should be improved. 4. To identify competency groups Interviewer is advised to review the which can be characterized as strengths competencies and competence groups which score high, providing positive feedback and observations. In addition, interviewer can link those competency groups with importance for the organization success. These competencies are evaluated by: 3 - intermediate experience 4 - advanced experience 5 - expert 5. To identify competency groups which can be identified as insufficient Interviewer should cover here the competency groups which are evaluated by the: 1 basic knowledge 2 limited experience. 53

54 The competencies which score low, however, are crucial for the organization, should be identified and supported by facts and observations which request for further development. This is highly important part for adult trainers as they provide information for reflection and change. The competencies that should be developed possibly sooner, should be identified in order to include them in competence development plan. Stage 3 Adult trainer questions After the feedback session adult trainer may raise questions with regard to assessment and results. They should be addressed in order to continue with the productive discussion towards competency development plan. Here it is useful to have notes and observations from the interview 1 in order to support the particular scores and results. Stage 4 - Competency development plan Competency development plan is the next step which has been performed both by interviewer and adult trainer. More detailed description about the development plan is provided in the next section. If the competency evaluation has been organized within organization, then next check-up meeting has been planned. Stage 5 - Closing Interviewer can give a positive closing statement and highlight the success of adult trainer competence validation assessment. In addition, certificate of participation in the competence evaluation interview can be provided to the adult trainer. It can be followed by a thank you note in the as well Competence development plan A competency development plan is a valuable tool that provides a systematic way of identifying and addressing specific development needs. Through the process of developing a competency development plan, the learning needs have to be identified and prioritized. It is important to maintain realistic approach in defining and achieving learning goals. Learning 54

55 goals should be prioritized so that one to two competencies can be accomplished every 6-12 months. The action plan for improvement relates to the defined competency groups which are considered to be priority for the individual development or are set as priority by the organization. If competency is critical in achieving results in the coming 6-12 months, or if competencies in the assessment interview has received values of 1 (basic knowledge) or 2 (limited experience), then these competencies can be considered as priority in competency development plan. Competency improvement action plan should be filled together by evaluator and adult trainer in a reflective manner with regard to results of the interview 1. Reflective practice is different from other approaches as it focuses on action. Reflective practice occurs when the adult trainer initiated by interviewer enhances a cycle of action learning. The key to being a reflective practitioner is combining genuine inquisitiveness with a commitment to do things differently based on careful consideration of alternatives. The process of reflective practice brings together the skills of self-understanding, critical thinking, analysis and experiencebased learning. Competency improvement action plan should be filled by the evaluation, where it gives guiding specific suggestions and indications, while adult trainer, based on the competency interview results and interview 2, reflects on development action steps. The important task of the evaluator is to guide adult trainer for blended learning opportunities in order to develop competencies suggesting several options available. Below competency improvement action plan form can be found. It can, however, be adapted towards the specific needs of organizations. 55

56 Competency improvement action plan form Adult trainers name surname Position title Score attained in Interview 1 Evaluators name Specific purpose of the competency development plan: Competencies for priority learning Performance requirements/learning outcomes Goals and action plans (on-the-job training, self-development activities, classroom training, online training, events, etc.) Target dates 56

57 Support and resources necessary for the fulfillment of the plan 6.4. Results Evaluation interview II aims to increase the overall quality of adult education trainers in the field. With the help of the competence framework tool, adult trainers are able to receive constructive feedback about their strengths and competence gaps that should be covered in order to increase the quality of performance. It allows adult trainer to identify the competencies which should be developed with the help of competence development plan, influencing the overall professional level. Depending on the initial purpose of the competence interview use from interviewer perspective, it can serve assessing potential new staff as adult trainers or it can serve as overall organization evaluation in terms of adult trainer competencies and overall strengths and weaknesses. In the latter case, it provides background for increasing the competitive advantage with regard to staff competence level. 57

58 Chapter 6 Other European AET related research and documents 58

59 Other European validation frameworks and relevant documents 1.1. Introduction Adult learning professionals play a key role in making lifelong learning a reality and providing quality of the education as they are the ones who facilitate learners to develop knowledge, competences and skills. At the European level there is a lack of information about various aspects of the adult learning profession such as profile of adult learner; the requirements and evaluation of adult trainer at recruitment stage; what competences/skills/qualifications they are expected or required to possess; what their specific roles and tasks are; what their employment status is; how their professional development is organized; how they are assessed; and how attractive their profession is. Various European projects have been dealing with the issues of professional development of adult educator s and (core) competencies of adult educators in recent years. (Bernhardsson/Lattke 2011). They vary in scope and focus and are therefore not directly comparable. Rather they approach the overall subject professional development / core competencies from different angles and with different intentions Adult competency frameworks Extensive research has been made on the topic of Adult education, however, there is very little to be found regarding the empirical studies of the competence framework of AET. Certain sets of competence criteria have been identified which include similar content in different formats. Few examples of minimum competence criteria for AETs will be described below. The set of criteria can be seen as a basis for the training curriculum or to identify areas of development for AET s Project "A Good Adult Educator in Europe" curriculum development project: AGADE The Grundtvig 1.1 project entitled A Good Adult Educator in Europe (AGADE), is the extension of the Learning4Sharing, a Nordic-Baltic project 6. The AGADE project focuses on curriculum building based on a minimum set of criteria of the competences required of a good adult educator, in accordance with the different roles adult educators need to assume. The competence framework suggested can be seen below: Personal development area / ethic dimension Professional development area Organising stage knowledge dimension 6 Jääger T, Irons J., Towards becoming a good adult educator. Recourse book for adult educators. European Commission Grundtvig 1 programme, 2006, p

60 self esteem tolerance responsibility communication skills empathy flexibility Knowledge about how adults learn and understanding the psychology of adults Knowledge of methods in AE and learning Skills in preparing value-based (democratic and humanistic) programmes Planning and organisational skills Good knowledge of the subject Performance stage skills dimension Ability to motivate for learning before, during and after the learning process Development of learning environment in accordance with students needs, focusing on self-directed learning Skills to activate learners Evaluating stage Organisational dimension Skills in self-reflection and critical thinking Skills in evaluating and promoting self-evaluation in oneself and students 2.3. Project QF2TEACH The main aim of QF2TEACH is to determine the core competencies needed by ACE Learning Facilitators today and in the future by conducting a Delphi study based on the assessments and opinions of a selected expert-panel. A second aim of the project is to develop a research-based concept for a transnational qualification framework for ACE Learning Facilitators, which is linked to the existing overarching European Qualification Framework (EQF), in an effort to determine visible and comparable qualification levels of adult professionals throughout Europe. The list below contains competency groups which have been recognized as important from a Delphi survey in the QF2TEACH-project. These competencies have been structured in nine groups which represent different key competencies. The research results have been acquired involving more 200 respondents, of which more than 100 were active adult educators. The competence groups proposed can be seen below 7 : Key Competence 1: Group Management and Communication - Communicate clearly - Manage group dynamics - Handle conflicts 7 I. Sgier, Qualified to teach project consortium, SVEB / Switzerland, QF2TEACH, 2011, p 36 60

61 Key Competence 2: Subject Competence - Have specialist knowledge in their own area of teaching - Apply the specialist didactics in their own area of teaching Key Competence 3: Supporting Learning - Support informal learning - Stimulate the active role of learners - Have a broad repertoire of methods at their disposal - Make use of the participants life experience in the teaching activities Key Competence 4: Efficient Teaching - Tailor teaching offers for the needs of specific target groups - Plan teaching offers according with the resources available (time, space, equipment, etc.) Key Competence 5: Personal Professional Development - Orientate themselves to the needs of participants - Make use of their own life experience within the learning environment - Recognize their own learning needs - Set their own learning goals - Be creative - Be flexible - Reflect their own professional role - Evaluate their own practice - Be self-assured - Be committed to their own professional development - Cope with criticism - See different perspectives Key Competence 6: Stimulating learning - Motivate - Inspire Key Competence 7: Learning Process Analysis - Monitor the learning process - Evaluate the learning outcomes - Conduct regular formative assessment and learner /teacher dialogues - Assess the entry-level of learners Key Competence 8: Self-competence - Be emotionally stable 61

62 - Be stress-resistant - Analyse learning barriers of the learner - Be authentic - Proceed in a structured way - Be open minded Key Competence 9: Assistance of learners - Create a safe learning atmosphere (not intimidating) - Enable learners to apply what they have learned - Be attentive - Encourage learners to take over responsibility for their future learning processes - Be empathic - Encouraging collaborative learning among learners - Provide support to the individual learner - Listen actively - Be available/accessible to learners - Assess the needs of the learner The core competencies were summarized to the following three competence-domains: Contents and didactics (subject related core-competencies) Professional self and its development (core-competencies related to the learning facilitators) Assistance for learners (core-competencies related to the learner) The three competence-domains were then framed into the EQF qualification framework, starting from level 5 and onwards to level 6. (QF2TEACH, 2011, pp ) By introducing a framework which is standardized and implicates empirically derived qualifications for this target group, the training system for AETs in Europe shall become more effective, due to a common framework, and more attractive Competence framework for VET professions The handbook is an attempt to capture the fast-evolving and complex activities and competences required of those working within VET. The handbook and its competence frameworks hope to contribute to a wider understanding of the roles and responsibilities of VET professionals in the development of VET. The handbook also points to areas where the VET professionals need to be supported, either through pre-service or in-service training. It aims increasing mutual 62

63 understanding and transparency of VET teachers and trainers competences and qualifications by fostering the development of a coherent framework to support teachers and trainers career development and training through a common basis of qualifications and competences. Framework includes four main areas of activities: administration, training, development and quality assurance and networking. They are grouped under strategic and operational dimensions. The competence model, consisting of 4 main dimensions with following subdimensions, can be seen below: Trainers in Continuing VET: Emerging Competence Profile Cedefop - European Centre for the Development of Vocational Training 2013 This publication 9 is based on the outcomes of a Cedefop study on certification processes and competence requirements supporting the professionalisation of in-company trainers. It also builds on Cedefop's work on the changing roles and professional development of VET teachers and trainers (Cedefop, 2010b; Volmari et al., 2009) and the studies supported by the European Commission (European Commission; Institute of Technology and Education, 2008; European Commission; Buiskool et al., 2010). By presenting competence requirements for trainers in continuing vocational education and training from 19 examples from nine countries, wherever possible with specific reference to trainers in enterprises, the publication offers a snapshot of the situation in the Member States as regards competences and professional development of trainers. It is intended to start a discussion rather than give all the answers. 8 K.Volmari, S.Helakorpi, R.Frimodt, Competence framework for VET professions. Handbook for practitioners. CEDEFOP and Finnish national board of education. 2009, p CEDEFOP, Trainers in Continuing VET: Emerging Competence Profile, Luxembourg: Publications Office of the European Union, 2013, p

64 Taking into account that trainers in enterprises are a diverse group, this analysis covers: (1) those who work as freelancers or in institutions for continuing training that deliver training to enterprises and in enterprises; and (2) employees in companies who carry out induction of newcomers and/or provide training to others, full time or part time. The publication addresses education and training decision-makers, professional associations of trainers, employers who look for high quality training in their companies, and trainers themselves. With regard to previous researches conducted (Cedefop study on training professionals Volmari et al., 2009 and European Commission et al. 2010), the paper suggest emerging VET trainer competency profile which contains 4 competency groups: 1. Competences related to their specific technical domain 2. Competences related to serving the company s strategy and improving competitiveness through training 3. Pedagogical competence 4. Transversal competences to support the learning process of other adults 2.6. Council recommendations on validation of non-formal and informal learning On December 2012 the Council of European Union published the recommendations 10 on validation of non-formal and informal learning based on European Commission proposal. The adopted Recommendation invites Member States to establish a national system of validation of nonformal and informal learning outcomes by The system would provide the opportunity for citizens to have their skills, knowledge and competences validated, and to obtain a full or a partial qualification on the basis of these validated learning outcomes. The system should be connected to the National Qualifications Frameworks and create synergies between the existing European frameworks for recognition of non-formal and informal learning Alpine- Adult Learning Professions in Europe The aim of the project Adult Learning Professions in Europe (ALPINE) 11 is to provide a deeper understanding of the state of professionalization and professional development of the different groups of practitioners working in non-vocational adult education across Europe (trends and developments). The findings by the data and experts opinions are used to identify key issues and 10 Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (2012/C 398/01), Official Journal of the European Union, 2012, p Research voor Beleid. Alpine- Adult Learning Professions in Europe A study of current situation, trends, issues: Final report. Brussels. European Commission, 2008, p

65 problems as well as areas where action is most urgently needed to make adult learning professions more attractive. Recommendations have covered the following topics: 1. NVAL work domains and staff 2. Pathways leading to the NVAL profession 3. Employment situation of NVAL staff 4. Standards, frameworks and regulations 5. Quality Assurance Management 6. The attractiveness of the profession 2.8. Key competences for lifelong learning Key competences for lifelong learning 12 are a combination of knowledge, skills and attitudes appropriate to the context. They are particularly necessary for personal fulfillment and development, social inclusion, active citizenship and employment. Particular competences are essential in a knowledge society and guarantee more flexibility in the labor force, allowing it to adapt more quickly to constant changes in an increasingly interconnected world. They are also a major factor in innovation, productivity and competitiveness, and they contribute to the motivation and satisfaction of workers and the quality of work. They include communication in the mother tongue, communication in foreign languages, mathematical competence and basic competences in science and technology, digital competence, learning to learn, social and civic competences, sense of initiative and entrepreneurship, cultural awareness and expression State of art in Dave project countries with regard to adult trainer qualification Greece The national accreditation system for the teaching qualification of Adult Trainers of non formal education was designed by the National Organisation for the Certification of Qualifications and Vocational Guidance (E.O.P.P.E.P.), it was submitted to public consultation, and it was finalized with the participation of the General Secretariat for Lifelong Learning and was enacted by Ministerial Decision No. GP/20082/FEK Second 2844/ The MD defines: 12 Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, Official Journal of the European Union, 2006, p 9. 65

66 a) the terms for recognition, the requirements and the procedure for certification of educational adequacy b) matters relating to the registration in the Registry and any matter relating to the management, maintenance and updating of the Registry c) the requirements of educational programs for trainers of non-formal education, d) the requirements and the conditions that have to be met by the institutes of formal and non-formal education in order to implement such programs. Educational programs for trainers are certified by E.O.P.P.E.P. The Board of E.O.P.P.E.P. with the decision at its 47th meeting held on January 15, 2013, has approved the specialization of the procedural details of the certification methodology for Educational Attainment. Germany In Germany there is a wide variety of staff acting as teachers or trainers. Their formal qualifications range from none to a university diploma, their occupational status retired or unemployed to qualified employees in training institutions. No common standard exists of what constitutes an example of CVET teacher/trainer or adult trainer. Where continuing vocational training takes place in public-sector establishments (e.g. trade and technical schools, colleges), their training, employment and activities of the staff is based on the criteria laid down in the relevant Federal State legislation for teaching staff. In 2009, a nationally recognized certification procedure for a vocational pedagogue was introduced, this procedure is regulated by German federal law. The qualification is available at three levels: 66

67 (a) Entrance: a trainer s aptitude, an educational qualification from responsible trainers in companies who supervise trainees in the dual system required by the regulation (the ordinance on trainer s aptitude, AEVO); (b) Middle: a certified pedagogue in initial and continuing vocational training (Geprüfter Aus- und Weiterbildungspädagoge) (AWP); (c) Highest: a certified vocational pedagogue (Geprüfter Berufspädagoge/ Geprüfte Berufspädagogin) (BP). The certification for these qualifications supports the initial vocational education and training (IVET) and the CVET training staff and external trainers. The vocational pedagogue qualification is obtained through an exam at a chamber of industry and commerce. The exam includes written components, an interview with experts, project work, and a presentation. In addition to vocational pedagogue qualification, there is a profile for a trainer established by the professional association of trainers, counselors and coaches (BDVT ev - Der Berufsverband für Trainer, Berater und Coaches). It has a network of 17 independent training providers across Germany. The profile is not sector or company specific and is not restricted to certain types of trainers. Employers in many sectors use the profile as a guideline for their trainers, both employees and selfemployed. BDVT trainers work mainly for private enterprises. France There is no industry standard to become an adult educator. If a level baccalauréat +2 qualification in a technical discipline is sometimes enough to exercise, most appointments are usually between baccalauréat +3 or +5. Trainers must be professionals highly qualified in their field. In addition, training of trainers exists. It may be academic courses (OF adult Instructor, IT Trainer, Professional License workplace trainer, trainer of adults, trades training...) or training offered by different structures such as the Association for adult Vocational Training (AFPA). It is mostly additional training or professional experience in a first stage of studies. The adult education requires above all a solid professional experience. Some degrees may, however, complete the experience, especially with regard to the acquisition of educational tools. Others, including master level are oriented curriculum design training. 1. Bac +3 level 2. Specialty license pro trainer in the workplace, adult education, trades training. 3. Bac Master pro specialized engineering training, strategy and engineering training of adults, designer and director of training or consultant, advisor, training manager 67

68 Italy Within the Adult Education System (Vocational Training, Initial and Continuous Training, Nonformal Adult Education), Trainers for Adult are not required to have a specific teaching qualification. If a training course is financed by public funds or offered within the Regional Framework of Qualifications, the only requirement that a teacher must have is the experience in the particular sector or subject of teaching: at least 3 years experience in the referred sector for junior trainer, at least 8 years experience for senior trainer. The level of complexity of this profile is B, corresponding to EQF III. In order to enter the training course aimed at awarding the qualification, a person must have at least the Degree of the II grade clycle (Diploma di scuola superiore) or a qualification of level II EQF. Nevertheless, from many side, they are working on creating the identity of the Adult Trainer and the Official Register of Trainers. The main body operating for that is the Italian Association of Trainers (AIF): it s a no profit association, politically and economically independent which regroup anybody working in the different phases of the learning process (planning, teaching, coordinating), in order to improve and ameliorate the professional profile of them and with the final aim of guarantee the quality of learning among adult people. The Association has created a sort of validation of training profiles and it has classified them. It is acknowledge from every side that the Adult Trainer Profile must be competent in the subject that he has to teach as well as in mastering the teaching methodologies, managing groups and their learning process, etc. No matter that, nothing is certified at the moment: it depends on the consciousness of the trainer to update its competences and on the ability of the human research selection process within the Training Agency to select the right Trainer. Latvia Teacher qualification is defined by article No. 48 of the Law on Education which states that a person has a right to work as a teacher if he has pedagogical education or is acquired pedagogical education that corresponds to professional qualification requirements set by the Cabinet of Ministers. According to the Regulation of the cabinet of Ministers No 347 Requirements on teachers education and professional qualification (2000) a necessary education for teachers can be obtained in 1st level professional higher education programmes, 2nd level professional higher education programmes or academic higher education programmes. According to the regulation of the cabinet of ministers No 431 Requirements on teachers professional qualification s development (accepted on 7th June, 2011) teacher is responsible for development of his professional qualification and must acquire professional development 68

69 programmes not less than 36 hours altogether during three years. Development of professional qualification includes programmes that are approved by MoES. Self-developent and experience modules (seminars, conferences, adult non-formal education programmes) can be evaluated as a part of professional development. Teacher has his/her responsibility of the further development of professional qualification together with the director of education institution, where he/her is employed. Requirements for the qualification and education of teachers are set by the rules of Cabinet Nr 347. Teachers in Latvia can acquire education at five education institutions by taking one of two possibilities. The most common is a professional bachelor s degree in 4 year program program which provide teaching qualification for a specific level of education (pre/school, primary school, secondary school). Pre/school and primary school teachers are entitled to teach all subjects. For secondary school teacher qualification specific subject area is chosen. The second possibility to qualify for teacher qualification is to undertake 2 level education - a bachelor degree in Education sciences, plus an additional two years program in a second/ level professional programme of studies to qualify as a teacher in a specific level of education or subject area. Currently the teaching profession is not attarctive due to low social prestige and relatively low salary levels. Of the total number of teachers in the general education sector (grades 1-12) 88% are women (70% in the vocational education sector). Additionally, around 9% of teachers currently are employed at the pension age. Vocational school teachers generally have a professional diploma in a vocational area with an additional qualification in vocational teaching. Sweden Competence assessments, or validation, have become quite a big issue over the last fifteen years. The concept validating was introduced in Sweden in 1996 as a part of the Adult Education Initiative, but similar phenomena have existed even before that. Much work has been done in various organizations and authorities. We have had many different approaches to competence assessment, in schools, in the academic world, education providers and from representatives of the labour market, Public Employment Service and employers. The Swedish government stated in 2003 this definition of the term validation : Validation is a process meaning a structured assessment, valuation, documentation and acknowledgement of the knowledge and competence a person have, regardless of how they have been achieved. 69

70 As of today the guidelines from European Guidelines for Validation of Non-formal and Informal Learning, published by CEDEFOP in 2009, are used as a base in validation and to meet the guidelines of transparency and comparability between different models used in different countries. References 1. Jääger T, Irons J., Towards becoming a good adult educator. Recourse book for adult educators. European Commission Grundtvig 1 programme, 2006, p I. Sgier, Qualified to teach project consortium, SVEB / Switzerland, QF2TEACH, 2011, p K.Volmari, S.Helakorpi, R.Frimodt, Competence framework for VET professions. Handbook for practitioners. CEDEFOP and Finnish national board of education. 2009, p CEDEFOP, Trainers in Continuing VET: Emerging Competence Profile, Luxembourg: Publications Office of the European Union, 2013, p Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (2012/C 398/01), Official Journal of the European Union, 2012, p Research voor Beleid. Alpine- Adult Learning Professions in Europe A study of current situation, trends, issues: Final report. Brussels. European Commission, 2008, p Recommendation 2006/962/EC of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning, Official Journal of the European Union, 2006, p 9. 70

71 DAVE - Developing Validation of Adult Education Trainers LLP IT-GRUNDTVIG-GMP Agreement # /