PROMOTE - PROmoting and validating key competences in MObility and Traineeships in Europe PROMOTE EPP LT-EPPKA2-KA

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Chad Cummings
6 years ago
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1 - PROmoting and validating key competences in MObility and Traineeships in Europe

2 Why this particular project? According to a European surveys carried in previous VITA project, the business sector pays more attention to other than vocational and subject related competences, such as teamwork, intercultural communication, sense of initiative and entrepreneurship. However, organisations seldom realize the hidden added value of European mobility: the personal and social key competences developed while being abroad in a different educational, social and cultural context for a considerable period of time. Reference frameworks are inexistent when it comes to validation of mayor key competences, even though they are essential for our societies. aims at closing this gap by using one of the most effective ways of learning learning in mobility - and validating the learning outcomes in regard to key competences: KC5: learning to learn KC6: social and civic competences KC7: sense of initiative and entrepreneurship

3 Project objectives Research on existing approaches to acquire and validate key competences in HE and Businesses. The creation of a suite of competences descriptions relevant in an international student mobility and traineeship context as well as in the CPD context The creation of context related reference systems to assess and evidence these competences and potentials The creation of an IT aided open learning environment including online validation system with a set of online assessment tools The connection to formal validation and accreditation systems (ECTS) and certification systems (EUROPASS) Piloting and Evaluation (all internships/traineeships for students will be organized as learning projects) Transfer in higher education and practice (open learning environments, learning devices, informal learning patterns, validation reference system, etc.) Addressing large numbers of stakeholders

4 Partnership composition The project is run by a multi-stockholder consortium: 6 higher education institutions 2 networks 6 business partners 2 public entities Partnership covers 9 European member states Enterprises from different sectors such as environment, economic, social and cultural sectors will be connected to the project. From HEI perspective students from various study disciplines will be involved in the project.

5 Project results/outcomes A cross-cutting educational approach, based on the ICT-aided validation system LEVEL5, to assess, evidence and certify learning outcomes acquired in different learning contexts. Reference systems for the social and civic, sense of initiative and entrepreneurship, and learning to learn competences and their sub-competences, assessment tools and a quality approach and the connection between the validation and existing ECTS-based validation and certification. Customized LEVEL5 to evidence developments of personal and social skills in a processoriented way, to accumulate learning outcomes and to compile them in personal profiles (my-vita e-portfolio) linked to ECTS and EUROPASS. Transfer of open learning environments, learning devices, informal learning patterns, modular courses, assessment scenarios and instruments, validation reference systems for key competences and accreditation systems developed during the project into HE (to enrich formal curricula) and the business sector (continuing professional development schemes).

6 Innovative aspects The proposed project is innovative since it tackles a missing link in the concept of validation of learning outcomes by introducing the assessment of non-cognitive competences into the validation and certification process (EQF and EUROPASS). Also, evaluation of competences focuses on performances of an individual without regarding the learning PROCESS, whereas LEVEL5 focuses on the observation of the learners developments (PROCEDURAL validation). The technology to validate key competences will be focused on mobility, internship and traineeship programmes in higher education to create systematic interfaces between academia and the business sector. Exceeding the approach to validate only entrepreneurial competence developments will also relate to civic (CSR) and self-competences (learning to learn). With this the project treads new trails since both open education and learning enterprises require employees that perform new ways of thinking and learning.

7 Challenges Validation of social, personal and organisational key competences, like entrepreneurship or teamwork acquired in mobility, volunteering, on the job, in internships or in civic projects can be challenging. However, LEVEL5 system creates a procedural and technological basis to assess those competences and to connect them to European certification systems. Furthermore, my-vita e-portfolio - a powerful open learning system that promotes a rather self-directed learning in practical business contexts. In addition to the validation also the instructional design of informal learning settings can be a challenge. Open Education is based on rich and not-formalised learning opportunities for everyone and will support also self-initiated and self-directed learning. Yet, innovative learning scenarios are missing that offer not only externally driven and guided learning opportunities but also create spaces for competence acquisition in a more individual and needs driven approach. From project management perspective it will be a challenge to manage a consortium of 16 partners, which come from different backgrounds (HEI s, businesses, networks and public entities).

8 Monitoring of the internal processes: Collaboration tools In the WBS based monitoring system expected outputs will be described with objective verifiable indicators allowing a comparison of envisaged and reached targets. Specific monitoring will be carried out before the milestones to allow an adjustment. Furthermore, to assure the accomplishment of deliverables in a timely manner and at a good quality, plan-do-check act procedures as constant improvement measures are put in place to ensure this (online questionnaires, reflection rounds for internal evaluation). Furthermore, the partnership will be divided in geographical areas, and a number of Monitoring Antennas, partners in charge of collecting all information and data requested by the Quality Management Plan: systematic and periodical data collection, according to an internal calendar agreed on key deadlines and official reports; management, charting and screening of data and information collected

9 Collaboration tools Means of communication: Organisation of transnational project meetings - at these meetings all major decisions will be taken. They correspond with important project milestones to allow for monitoring. Meetings in small groups are planned to intensify transnational cooperation in the WPs. To ensure intensive cooperation between partners virtual communication between meetings is vital, thus bi-monthly online meetings will be organized. Additionally, a virtual project space will be introduced to exchange files and to collaborate on active tasks in an asynchronous way.

Fostering learning mobility in Europe

Fostering learning mobility in Europe Be-TWIN This project has been funded with support from the European Commission. This presentation reflects the views of the author(s) and the Commission cannot be held responsible for any use which may