Transcript Slide 1

VAB:
A digital portfolio of
non-formal / informal
skills and
competences
Achilles Kameas
Aims
• The VAB project aims at proposing a pedagogical tool for
teachers/trainers teaching at the University together with an etraining to allow them to integrate non-formal/formal learning of their
students/trainees acquired outside university in their global
evaluation.
• Thanks to the VAB project, they will be able to evaluate the
personal, social and professional experience acquired by their
students/trainees beyond the University in order to enhance their
professional integration.
• The expected impact of the VAB project is a better preparation of
teachers/trainers working at the University to answer the labor
market's needs.
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Planned outcomes
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a pedagogical tool, a portfolio;
a digital portfolio, an e-portfolio;
an e-training course;
reports on the experimentation of the e-portfolio and etraining provided;
• networks of teachers/trainers, universities/training
bodies, experts in life long learning, professionals of the
labour market ;
• newsletter and website for the dissemination of the
results
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Partners
• UNIVERSITE EVRY VAL D’ESSONNE France
• IRIV- France
• DIE BERATER - Austria
• UNIVERSITY OF LIMERICK - Ireland
• UNIVERSITY OF LJUBJLANA - Slovenia
• HELLENIC OPEN UNIVERSITY - Greece
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Context
• The VAB project is closely linked to the European Qualifications
Framework for lifelong learning (EQF).
• The EQF is based upon a common European framework composed
of eight reference levels, which are described in terms of learning
outcomes.
– The levels span the full scale of qualifications, from basic (Level 1, for example
school leaving certificates) to advanced (Level 8, for example Doctorates).
– Levels 6, 7 and 8 refer to Higher Education (levels LMD).
• Learning outcomes are specified in three categories: knowledge,
skills and competence.
– Skills are described as cognitive (involving the use of logical, intuitive and
creative thinking) and practical (involving manual dexterity and the use of
methods, materials, tools and instruments).
– Competences are described in terms of responsibility and autonomy.
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EQF: knowledge
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level 1: basic general knowledge;
level 2: basic factual knowledge of a field of work or study;
level 3: knowledge of facts, principles, processes and general concepts, in a field of
work or study;
level 4: factual and theoretical knowledge in broad contexts within a field of work or
study;
level 5: comprehensive, specialized, factual and theoretical knowledge within a field
of work or study and an awareness of the boundaries of that knowledge;
level 6: advanced knowledge of a field of work or study, involving a critical
understanding of theories and principles;
level 7: highly specialized knowledge, some of which is at the forefront of knowledge
in a field of work or study, as the basis for original thinking and/or research; critical
awareness of knowledge issues in a field and at the interface between different fields;
level 8: knowledge at the most advanced frontier of a field of work or study and at the
interface between fields;
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EQF: skills
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level 1: basic skills required to carry out simple tasks;
level 2: basic cognitive and practical skills required to use relevant information in order to carry
out tasks and to solve routine problems using simple rules and tools;
level 3: a range of cognitive and practical skills required to accomplish tasks and solve problems
by selecting and applying basic methods, tools, materials and information;
level 4: a range of cognitive and practical skills required to generate solutions to specific problems
in a field of work or study;
level 5: a comprehensive range of cognitive and practical skills required to develop creative
solutions to abstract problems;
level 6: advanced skills, demonstrating mastery and innovation, required to solve complex and
unpredictable problems in a specialized field of work or study;
level 7: specialized problem-solving skills required in research and/or innovation in order to
develop new knowledge and procedures and to integrate knowledge from different fields;
level 8: the most advanced and specialized skills and techniques, including synthesis and
evaluation, required to solve critical problems in research and/or innovation and to extend and
redefine existing knowledge or professional practice
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EQF: competences
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level 1: work or study under direct supervision in a structured context;
level 2: work or study under supervision with some autonomy;
level 3: take responsibility for completion of tasks in work or study; adapt own behaviour to
circumstances in solving problems;
level 4: exercise self-management within the guidelines of work or study contexts that are usually
predictable, but are subject to change; supervise the routine work of others, taking some
responsibility for the evaluation and improvement of work or study activities;
level 5: exercise management and supervision in contexts of work or study activities where there
is unpredictable change; review and develop performance of self and others;
level 6: manage complex technical or professional activities or projects, taking responsibility for
decision-making in unpredictable work or study contexts; take responsibility for managing
professional development of individuals and groups;
level 7: manage and transform work or study contexts that are complex, unpredictable and
require new strategic approaches; take responsibility for contributing to professional knowledge
and practice and/or for reviewing the strategic performance of teams;
level 8: demonstrate substantial authority, innovation, autonomy, scholarly and professional
integrity and sustained commitment to the development of new ideas or processes at the forefront
of work or study contexts including research.
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Education types
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Formal education: all kinds of education offered by an educational or
training institution; this education has a defined structure with respect to
learning objectives, schedule and support and leads to a degree or other
types of certification of study
Non formal education: all kinds of education NOT offered by an
educational or training institution; this education has a defined structure with
respect to learning objectives, schedule and support, but DOES NOT lead
to a degree or other types of certification of study
Informal education: all kinds of education that result from activities of
everyday life that relate to occupation, family or recreation; this education
DOES NOT have a defined structure with respect to learning objectives,
schedule and support, and DOES NOT lead to a degree or other types of
certification of study
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Lifelong education
• UNESCO: “lifelong education and learning declares an unlimited
structure which aims to reform the existing educational system and
to develop the educational potential outside it. Education and
learning are not restricted in school based education, but must
extend to the entire life of a person, include all skills and all domains
of knowledge, use all possible means and give all persons the
opportunity to completely develop their personality...”.
• In this sense, lifelong learning expresses the result of the process,
which is learning and knowledge assimilation, as well as the
institution and the means, through which this result is obtained.
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Education … employment
EDUCATION
OPTIONS
LIFELONG
LEARNING
STUDENT
PLACEMENT
EMPLOYMENT
EMPLOYEE
CONTRACT
SALARY
SUBSIDIZED
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SELF –EMPLOYED
(Start up incentives)
STAGE
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Purpose of portfolio
• to propose University teachers and trainers a tool and method to
integrate the learning outcomes acquired by their students outside
the University, by expressing them in terms of pre-existing or
developed competences;
• to provide a common basis of analysis and assist students in
building an individual professional project, in order to facilitate their
first integration on the labour market, but also to enhance
sustainable employability;
• to develop a reference mutually agreed document for Universities
and especially those Services in charge of the professional
integration of the students.
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Objectives
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Supporting students to identify, express, value and use the special
competences acquired or developed outside the University in order for
them:
– to be more self-confident in their professional future but also in their studies ;
– to facilitate their integration on the labour market ;
– to share their experience with the University teachers, volunteers to use the VAB
portfolio.
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Opening professional perspectives for students thanks to:
– a special tool: a portfolio and its digital form – an e-portfolio;
– professional support to help them identify and express their competences in
order for their teachers to be able to integrate them in the global assessment of
their learning outcomes.
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• The process to fill the portfolio should allow the teachers/trainers in
the University:
– To select the experience and relevant competences acquired by their students in
complement to the University;
– To initiate a reflexive approach on their experience; the students will have to
think of what they have done in the perspective of skills and competences they
might have acquired;
– To help students think of their professional future;
– To integrate their «extra-University» work (in associations, active citizenship,
culture, sports….) in their professional perspectives.
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Validation
• Validating non formal and informal learning must be considered as
an element of the National Qualification Framework (NQF). The
assessment process that leads to validation can have two main
forms (formative and summative):
– Formative approaches to assessment do not aim for formal certification of
learning outcomes, but provide feedback to the learning process or learning
career, indicating strengths and weaknesses and providing a basis for personal
or organizational improvement. This approach fulfils an important role in
numerous settings ranging from guidance and counselling to human resource
management in enterprise.
– Summative approaches to assessment and validation aim explicitly at the
formalization and certification of learning outcomes and are linked to, and
integrated into, institutions and bodies authorized to, award qualifications. The
process of summative assessment needs to consider national standards.
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The VAB method
• Promote the idea and train the teachers
• Fill the portfolio
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Identify domain of experience to be evaluated
Identify the competences linked to this domain
Describe the experience and its context
Provide supporting evidence
Identify the related competences
Provide an estimated level of competence acquisition
• Submit the portfolio for evaluation
• Consult students
– Evaluate / certify competences
– Propose future career-related actions
• Maintain portfolio
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Experience domains
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Sport, culture and art activities: having practised a sport, having
practiced an art or any other cultural activity (music, painting, theater) in an
intensive way to be able to show concrete and valuable results; having
attended a championship or any competition in these activities are also
relevant experiences
Involvement in association and active citizenship: any activity, function
or elective mandate that might have been fulfilled by the students
Professional activities: students often refer to training periods made
during their University years as first representative experience; but even the
“students job” may be taken into account as first professional experience as
they are a way to discover a socio-professional background, develop
managerial skills, sometimes a spirit of initiative and entrepreneurship most
appreciated by employers
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Transnational /mobility activities: students may have spent some years
abroad, being born or having followed a training period or having studied in
a foreign country; it may be individual convention or in the framework of
exchange programs mainly in Europe such as the European Voluntary
service or Erasmus / Leonardo mobility
Other: spare time activities and hobbies.
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Competence categories
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communication;
general Management;
management of events;
management of information;
human resources management;
leadership;
making things;
knowledge and innovation;
creativity;
information and communication;
other…
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Describe the experience and
provide evidence
• Provide a detailed description of the experience and its
context:
– Environment, available resources, constraints for its achievement…
– The resources may be human, financial resources or material resources
– The constraints concern delays, financial issues, various risks…
• Provide any document proving the evidence of work and
the reality of the experience
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Identifying and ranking
competences
• The related competences can be deduced from the description of
the experience. The more the experience has been described, the
better the competence can be identified.
• The scale for ranking the level of competences takes into account
the autonomy and the achievement of the activity
– Level 1 : assisted competence – I can fulfill the activity with the support of other
people
– Level 2 : autonomous competence – I can fulfill the activity by myself
– Level 3 : collaborative competence – I can support other people to achieve this
activity
– Level 4 : expert competence - I can transfer the competence to anyone
– Level 5: creative competence – I can create a new activity
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Example
Please indicate
the category
concerned
C1, C2, C3 , C4
or C5
Description of the experienceDocuments
Please describe its context, provided
in order to demonstrate the proving the
acquisition of the
experience
competence
Explain concretely, with
examples, how the
skill/competence has been
acquired
Ex 1:
Medals, level of
Member of the
I have organised my practice competition
judo female team and my planning at the
(C1)
University to prepare a
competition for the selection
of the French team for the
Olympic games.
Ex 2 :
I have written a leaflet for my Leaflet
President of an association together with
association to
several papers in order to
defend bears
inform the local councilors to
(C2)
defend the ecological Α. ΚΑΜΕΑS
diversity
Competence
Level of
deduced from the achievement
experience
(knowing how to,
being able to)
Being able to
forecast and
prepare a sport
competition
1
2
X3
4
5
Being able to
1
present written
2
information in a
X3
clear and synthetic 4
way for local
5
councilors
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Example competences:
communication
• Being able to communicate ideas and
information with others and to work with people
with different profiles
• Being able to communicate in an oral way on an
initiative or a project with the general public, with
the media
• Being able to present information in a written
way (reports, articles, minutes) with style and a
synthetic spirit
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Example competences: general
management
• Knowing how to use a software for typing, typing
documents, filling forms, selecting materials etc.
• Knowing how to prepare accountancy, to
manage a budget; to prepare balance sheet and
to apply the rules of accountancy
• Knowing how to organize activities according to
time; to make a hierarchy in the priorities
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Consult students
Goal
Competence
to develop in a
professional
perspective
Action to lead
Relevant experience
to acquire in order to
improve the
achievement of the
competence
Deadline
estimated time
to achieve the
goal
Result to achieve
(such as diploma,
certification
of training, any
production or practical
result )
Competence 1
Competence 2
Competence 3
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Ευχαριστώ
Thank you