Transcript The EUCEBS project: competences in the construction of a

The EUCEBS project:
competences in the construction of
a European pathway.
Theoretical problems and practical
applications
Firenze 21-22 gennaio 2005
Francesca Maria Vigo - Università di Catania /
Consorzio Universitario provincia di Ragusa
[email protected]
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EUCEBS acronym of
EUropean CErtificate of Basic Skills
The project
 started in 2001
 is promoted by The University of Edinburgh
 is funded under the Transparency Thematic
Action of the Leonardo da Vinci program
 is the virtual development of CALABAT
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THE STRUCTURE
coordinating organization: The University of Edinburgh
7 active partners:
1.
Andragoski centre Slovenije,
2.
Centre Populaire d’Enseignement, Marseille,
3.
Consorzio Universitario della Provincia di Ragusa,
4.
CEJAC – Barcelona,
5.
Deutsches Rotes Kreuz, Kreisverband Bremen,
6.
Kerry Education Service,
Ireland
7.
University of Craiova, Faculty of Economic
Science Drobeta Turnu Severin,
2 silent partners
1.
European Trade Union – Bruxelles,
2.
The UK Basic Skills Agency
Slovenia
France
Italy
Spain
Germany
Romania
Belgium
UK
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EUCEBS
 overall goal
- to develop multilingual, competence based EU
6-part certificate, that will make visible to
employers what those who gain it can do.
 methods
- system of accreditation of prior non-formal
and informal learning in the area of basic
skills
- e-portfolio and EU standard test for overall
competence in each domain
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EUCEBS
 6 domains/parts of competences:
-
communication
numeracy
ICT
learning to learn
interpersonal skills
citizenship
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EUCEBS
 target audience
- socially and economically excluded groups of
adults, no formal qualification (early school
leavers, immigrants, ethnic groups, prisoners, etc)
 rationale
- removing barriers to learning and labour market,
- improving learning of risk groups,
- improving employability and mobility of population,
- strengthening social inclusion,
- making learning more visible and attractive.
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EUCEBS
products and added value
- standards of knowledge and competences
on each of 6 domains structured into
elements (each one characterised by a
statement and a description of the task)
- performance criteria and range statements
tests for each of 6 domains (CAA)
- project website: www.eucebs.org in seven
languages
- project specific e-portfolio enabling on-line
assessment
- Qualified EUCEBS Assessors Award
Training Programme
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
Connection to the Internet to show, explain and
browse Eucebs’ site
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Other aims:
1.
To work as a partnership team to develop and make
available, for pilot groups of trainees, a Europeanstandard qualification in Basic Skills that can be attained
in an on-line learning environment;
2.
To make available, to the trainers who will teach and
support these trainees, training in the use of the EUCEBS
website.
3.
To contribute to the systematic development that is taking
place, under the social partners’, the EC’s and
CEDEFOP’s aegis, of the means for and portability of
pan-European skills certification
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1.
2.
3.
4.
The piloting
started in 2002 and went on in 2003.
Each partner had a domain to test
Piloting was not an easy task, neither was it simple to
perform.
The first step was to choose the sample and the
trainers who had to administer the test
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1.
2.
3.
4.
my own experience
I did not have direct access to those groups the
EUCEBS certification was being developed for.
I contacted the CTP Vann’antò in Ragusa , after the first
year of activity I started to work with two well trained
and experienced professors of CTP.
The student population they normally work with
consists mainly of immigrants, early school leavers and
prisoners.
That was our sample
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LEARING TO LEARN DOMAIN
Element A
The trainee can describe the characteristics and value of personal informal learning
1.
Try to remember a situation in which you learnt something without instruction. For example
when you learnt to use an appliance.
Give examples
2.
Try to describe the learning process which occurred in the situation you thought about, using
the following questions as guidelines:
a) Did you have instructions or help?
b) Were you strongly motivated?
c) Did you try until you managed to accomplish your aim?
d) During your learning, did you have plans or strategies to follow?
3.
Think about what helped you in your task. Choose among the following items.
a) motivation
b) previous experiences
c) time to try
d) memory
e) concentration
f) taking notes
g) speaking aloud
h) other
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5.
Reflect on your learning experience. Are you able to highlight weaknesses and strong points?
Describe how you would prepare yourself for your next informal learning situation.
Divide your future learning process into different parts or levels and label them, using for examples
expressions like:
- preparation phase
- fragmentation of the task
- etc.
6.
Reflect again on a future informal learning situation.
Try to identify and describe your personal hopes and expectations.
Do you fee more confident?
Do you feel able to plan your next learning?
Answer to the following questions:
(i) pictures, diagrams, graphs, or maps.
(ii) written directions or verbal information.
b) When I solve math problems
(i) I usually work my way to the solutions one step at a time.
(ii) I often just see the solutions but then have to struggle to figure out the steps to get to them.
c) In classes I have taken
(i) I have usually gotten to know many of the students.
(ii) I have rarely gotten to know many of the students …
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EUCEBS implementation
 within the duration of the project
- endorsement of the certificate on national level through national
qualification authorities in (some) partner countries (responsible
Ministries)
- partners org. - initial testing centres
 future of the project
- national testing centres (in contact with EUROPASS)
- EUCEBS Foundation, non profit company
- Single Framework on Transparency of Qualifications and
competences including EUROPASS (certificate supplement
or mobility pass)
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EUCEBS Foundation
Headquarters of our non-profit
company
(location ?)
Validation
procedures
De
Es
Fr
I
Irl
Ro
Continuing
R&D
(new LdV
project?
New partners?)
Sl
UK
National Testing Centres (in contact with EUROPASS)
(The initial testing centres are the current partner agencies)
Learning
Centres,
SME’s
(De)
Learning
Centres,
SME’s
(Es)
Learning
Centres,
SME’s
(Fr)
(Etc) ……………….
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……
Thank you…
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