Transnational methods and models for selfevaluation of nonformal personal competencies

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Transnational methods and models for
self-evaluation of non-formal personal
competencies

• Wiebke Petersen and Gerald Heidegger
• (biat/ Universität Flensburg, Germany)
• Leonardo da Vinci Project, Reference Material

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Aims of the Self-Evaluation Project

• Investigate and improve support for people in
  evaluating their own possible competences through
  new methods of self-evaluation of personal
  competences of adult learners on a transnational
  basis
• Improving opportunities to re-enter the labour
  market possibly in a different field
• - more suitable to personal interests and
  wishes
• - higher success, better options to stay in the
  job

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Target group

• learners with interrupted occupational or
  learning careers who embark on various courses in
  colleges of further education with the purpose of
  returning to work or learning
• self-evaluation and self-recognition of their
  personal skills and competences are crucial to
  broaden their career plans

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Partners and processes of the project

• Partners United Kingdom, Portugal, Greece,
  Romania, Czech Republic, Denmark, Germany
  (co-ordinator)
• Processes Investigation of societal/economic/poli
  tical conditions for
• - labour market re-entry
• - self-evaluation methods
• - pros and cons of accreditation of
  non-formal and informal learning
• - developing model projects (culturally
  adapted, European dimension)
• - implementing and evaluating model projects
• Valorisation of results

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Model project I (UK partner)

• Two Self-Evaluation methods (in further education
  colleges)
• 1. Questionnaire method Incentive and
  opportunity to think about their own possible
  skills and competences
• 2. Dynamic Concept Analysis (DCA)
• Based on an IT-questionnaire,
• leads to a preliminary model of personality,
• explores interrelationships among selected skills
  and competences,
• encourages learners to reflect upon those

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Model project 1Dynamic Concept Analysis

• Preliminary model of matching personality and
  possible occupations selection of skills and
  competences important for the person and the
  workplace
• Links and interrelationships among those
• Result graphic representation of all those
  aspects (See following picture)
• Common reflection with a tutor (possibly in
  groups)

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Model project 1
Ann s Case
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Model project II (German partner)

• Self-Evaluation of interests and wishes through
• experiencing activities with different
  characteristics/demands
• common reflection in groups (possibly with
  support)
• using an interactive IT-tool
• creative thinking of new possible fields of
  occupation

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Model project II Six types of personality
according to HOLLANDs theory (including
combinations)
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Model project IIConventional activity
Calculating expenditures for foodChristina (shop
assistant) no hope to experience something
newTim (plasterer master) is familiar with
calculations
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Model project IIRealistic activity building a
model railwayMilan (roma, showman on a
fairground, low literacy and numeracy skills) no
special interests, but high motivation
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Model project IIArtistic activity Landscape for
the model railwayBarbara (without
qualification) likes being creative
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Model project IICommon reflection in groups
(possibly with support)Barbara (without
qualification) difficulties in oral
expressionVladimir (electrician, from Russia)
speaks nearly no German
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