map of competences

8/4/2019 Map of Competences

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Grundtvig Project

LeadingElderlyandAdultDevelopment LAB

Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP

WP3 THEMATIC MAP OF COMPETENCE/SKILLS

FRAMEWORK

LV 02/09/2010


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LEADLAB Leading Elderly and Adult Development- LAB


WP3 Map of competences

SUMMARY

INTRODUCTION

..........................................................................................................................................................31. SOMEQUESTIONSTODESIGNTHE MAP.....................................................................................................................4

MAP OF COMPETENCES OF LPT...................................................................................................................8

MAIN REFERENCES..........................................................................................................................................16

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Introduction

The present document is aimed to present the study that attains to the definition of a

thematic map of competences and skills framework of the Learning Personalization

Trainer.

Here is carried out a study about the necessary competences and knowledge for the

new professional called "Learning Personalization Trainer -LPT.

The map of competences has been drowned also collecting and harmonizing the

inputs coming from:

The synthesis Report WP2 Status Artis and best practice by CNAM (July 2010);

the work document produced by HRDC (GR) WP3: Map of Competences of

Adult Trainer (July 2010);

the literature about personalization proposed by NOEMA (FI)

the Presentation A set of key competences for adult learning professionals

shown during the Conference Competence development among adult educators

in Malm (March 2010) by Simon Broek ([email protected]);

The LEADLAB project assigns a great importance to the sharing of common

meanings, as the requirement that really allows defining an integrated European

model. A great importance has been indeed assigned to the identification of a shared

definition of personalization as the first step before designing the Map of

Competences. Moreover the map of competences of the LPT is oriented to an

Andragogic (Adult) paradigm of personalization. With the same attention to the use

of definitions and words, the partnership is evaluating the opportunity of adopting the

term anthropogogic (G. Avanzini, Lducation des adultes, Paris, Anthropos, 1996).

The term "anthropogogy" can be preferred to "andragogy" which refers inaccurately

to male gender (andro-) and not to the human species as a whole (anthropo-).

Consequently the map integrates both adult learning professionals competences and

personalization competences, taking into account four dimensions of professional

competences1:

1This classification of competences is built, again in order to share common meanings, on the base of

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mailto:[email protected]://www.research.nl/mailto:[email protected]://www.research.nl/


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1. Common: represent the core competences that all training/teaching

professionalism have in common;

2. Generic: are the competences relevant for carrying out all activities in the adult

learning sector;

3. Specific: are the competences distinguishing the profile of the LPT;

4. Transversal: are the boundary competences between the LPT and other

training profiles such as coach, counsellor, tutor, training guidance expert, etc.

The map of competences identifies the main areas of competences and necessary

knowledge and skills, for who wants to become expert in personalization of NVAE

learning pathways. It is an integrating part of a global design of the adult learning

personalization model; therefore it can be correctly understood only in relation with

the Model of adult learning personalization and with the LPT job description.

The global design include:

the LEADLAB Model: describes theoretical requirements, learning approach,

learning pathway, educational methodology, learning environments,

educational interaction, evaluation and assessment methodology;

the Job description: describes the role and the tasks of the LPT;

1. Some questions to design the Map

Thanks to the result of the researchs stage about the Status Artis, a common

definition of personalization has been found within the frame of Leadlab Project.

The personalization of the training includes the following dimensions:

ALL THE DIMENSIONS OF THE LEARNER

different national and European sources: European Commission, Education and Culture LifelongLearning: Education and Training policies School education and higher education testing conferenceon the common European principles for teacher competences and qualifications 20th - 21st June2005; European Council, Conclusions of the Council and of the Representatives of the Governmentsof the Member States, meeting within the Council, on improving the quality of teacher education,Bruxelles, 2007, http://register.consilium.europa.eu/pdf/en/07/st14/st14413.en07.pdf ; EuropeanParliament, Recommendation of the European Parliament and of the Council, of 18 December 2006,on key competences for lifelong learning, Official Journal L 394 of 30.12.2006; ISFOL, Standard

formatori per un modello nazionale delle competenze verso laccreditamento professionale, Roma,1998; INFFO, Le Mtiers de la formation, Guide technique, Paris, 1995.

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The personalization does not only include the cognitive dimension of the person. It

has for goal his/her development, both cognitively and emotionally, as well as social

and citizen.

SELF-DIRECTED LEARNING

The personalization is based on the learner self-direction, which means that:

a. He/she has the ability to choose by himself the object and to determine the

objectives of his learning (learning self-determination)

b. He/she can have a control over the terms and means of this learning (learning

regulation: place, calendar, educational approach and material)

LEARNER AS ACTOR AND CO-PRODUCER OF THE LEARNING PROCESS

The learner is seen as the actor of his learning and in this sense, is associated with

the decisions of the training organization.

TUTOR AS A FACILITATOR OF THE LEARNING PROCESS

The role of the teacher or the trainer is not to transmit content, but to support the

learner in the control of his learning.

Through the analysis of the partners contribution to the research about the StatusArtis in the partners Countries, it is also possible to highlight different and similar

aspects of personalization models, concepts, practices and identify the following

recurrent features:

Involvement of the all dimensions of learner;

Development of self directed learning process;

Development of self regulated learning process; Co-design of the learning pathway and process;

Development of self-evaluation process;

Learning challenges not learning objectives;

Learning pathway not instructional curriculum or training program;

Flexibility in the development of the learning process

Achievable results are not predictable a priori.

The definition of a common meaning of personalization is decisive in order to

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describe the role, the competences and the profile of the LPT. Nevertheless this

figure is really innovative.

That is why we still need to answer some questions in order to better clarify this

concept and then identify competences and skills to be included in the Map:

Who is the LPT?

This is the previous and core question we need to answer in order to design the map

of competences. That is why a specific document is dedicated to the LPT Job

description. Please refer to it.

Which is the age range of adult learners involved in personalized educational

pathways?

The target for the LPT will be, according to the Grundtvig definition of adult learner,

persons over 25 years old, or younger persons no longer in initial

education within the school or Higher Education system.

Which kind of educational pathway can be took in account?

Non-vocational adult educational pathways, for example oriented to the

active aging, or social inclusion.

Adult learners to be involved in personalized educational pathways, can

have different levels of education, from illiteracy to University Degree?

Adult learners to be involved in personalized educational pathways can havedifferent levels of education, from illiteracy to University Degree.

Personalization is carefully targeted or is based on differences among

learners?

Is based on differences among learners.

Which is the best duration of a personalized learning pathway?

A minimum of is required in order to allow the development of a process of

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empowering of basic competences, to monitor and support the development of a

basic learning cycle.

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MAP OF COMPETENCES OF LPT

LPT MAP OF COMPETENCES

OVERVIEW

MACRO AREAS

COMMON

core competences that alltraining/teaching professionalismhave in common

EDUCATIONAL

COMPETENCES

Diagnosis

Planning

Management andorganization

Monitoring

Evaluation andassessment oflearning processes

Educational solutions

Educationalcommunication

Educational research

Emotionalcompetences

Web mediatedcommunication

GENERAL

competences relevant for carryingout all activities in the adultlearning sector

ADULT EDUCATION

COMPETENCESAdult learning

SPECIFIC

competences distinguishing theprofile of the LPT

PERSONALIZATION

COMPETENCES

Educational guidance

Educationalcounseling

Educational

empowermentTRANSVERSAL

boundary competences betweenthe LPT and other training profilessuch as coach, counsellor, tutor,training guidance expert, etc

GUIDANCE

COUNSELLING

TUTORING

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COMMON COMPETENCES

MACRO AREAS COMPETENCES SKILLS

DIAGNOSIS

Knowledge and application ofstrategies of diagnosis of theindividuals developmentneeds and requests

Decodes the individualmotivations of development

Understand the individualdevelopment request

PLANNINGKnowledge and application ofeducational planningstrategies

Plans the information programs,pre-training, guidance andaccompaniment interventions

Co-Plans educational andindividual development pathways

Co-Plans competences profiles

Plans strategies and tools ofevaluation, personalization,information, welcoming, needsanalysis, monitoring, etc

MANAGEMENTAND

ORGANIZATION

Knowledge and application ofstrategies of:

Problem finding

Problem setting

Problem solving

Decision making

Defines the services strategies

Negotiates the accordance withlocal institutions offeringeducational services

Stays in contact with theeducational Institutions of theterritory where learners areinvolved in learning pathways

Communicates with stakeholders, external parties andorganizations

Sees new opportunities forproposals, programs anddirections

MONITORING Knowledge and application ofstrategies of:

Audit

Monitoring

Evaluates and monitorseducational actions and programsefficacy

Evaluates the satisfaction

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Evaluates and monitors the

educational services quality

Evaluates the impact of theeducational intervention on thelocal context

EVALUATIONAND

ASSESSMENT OFLEARNING

PROCESSES


Learning needs analysis

Assessment and evaluationof learning processes and oflearning results

Assessment of learning skillset, of learning attitudes andof learning strategies

Identifies the opportunities ofpersonal development

Evaluates the prior knowledge

Analyses the proximal zone ofdevelopment

Analyses the learning skill set

Analyses the learning stiles

Analyses learning attitudes

Analyses learning strategies

Monitors the development oflearning process

Evaluates educational results

EDUCATIONALSOLUTIONS

Knowledge and application ofeducational strategies:

Inductive

Deductive

Inquiry

Didactic

Collaborative

Cooperative

Connective

Constructivist

ConstructionistModular

Mutual

Self directed learning

Knowledge and application ofmain educational models andstrategies for people withspecial educational needs

EDUCATIONALCOMMUNICATION

Knowledge and application ofeducational communicationstrategies:

Listens carefully

Assesses non verbalcommunication

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Active listening

Negotiation

Interpersonal interactionAssertive communication

Knowledge and application ofdifferent tools, means,strategies, channels,registers of communication

Deal with possible languagedifficulties and other

disadvantagesIs friendly and cooperative indealing with questions andrequests

Is assertive

EDUCATIONALRESEARCH

Knowledge and application ofsocial research strategiesand tools

Knowledge and application ofeducational researchstrategies and tools

Systematically observes thebehavior of the adult and elderlylearners whose is thepersonalization trainer

Researches innovative modelsand strategies of adult educationand personalization of adultlearning

Uses the approach of actionresearch

Realizes thematic and periodicfocus group

Uses and/or build tools in order tocollect information on

characteristics of the adultlearners

EMOTIONALCOMPETENCES


Management of negativeemotions

Management of mistakes

Relaxation ofcommunicational tensions

Management of possibleconflict situation

Recognizes tensions, problemsand possible conflicts

Suggests different possiblesolutions in order to solve apossible conflict or to afford andsolve a mistake

Is empathic

Is highly trustedDoesnt loose patience

WEB MEDIATEDCOMMUNICATION

Knowledge and application ofmodels, strategies, tools,stages, evolution of webmediated educationalcommunication environments

Knowledge and application ofstrategies of analysis of webmediated communications

and interactions withinAsynchronous learningNetworks

Suggests possible integrativeweb mediated resources to enrichthe learning pathway

Supports the choice of webmediated courses or socialnetworks or groups of interest

Is confident with the use ofAsynchronous Learning Networks

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Knowledge and application ofstrategies of construction,

development and animationof web mediatedCommunities of learning andof Communities of practices

Knowledge and application ofstrategies of web learningscaffolding and socialnetworking

Knowledge and application ofeducational communicationmodels synchronous and

asynchronous:

One to one

Many to many

One to many

and e-mail

Is able to assess theeffectiveness of web basedlearning environments

Is able to support people whowork and study within web basedlearning environments

GENERAL COMPETENCES

ADULT EDUCATION


ADULT LEARNING Knowledge and application ofthe main theories and modelsof adult education and ofadult learning psychology

Knowledge of theories ofdevelopmental psychologyand of the stages of humandevelopment in adulthood

Knowledge and application ofthe main models andstrategies to support adultlearning

Knowledge and application of

Analyses:

the psychological profile oflearners

the culture of adult learner

the biography of adultlearner

the learner priorities

Applies the biographicmethod

Focuses the intervention ona perspective o themes andproblems (instead of

contents and disciplines)Adopts a situationalapproach

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self learning models andstrategies

Focuses the intervention onconcrete tasks

Valorizes and supports theautonomy of the learner

Valorizes the masterlyinstinct of the learner

Preserves a flexibility marginin the development of theeducational experience

Applies to himself/herselfadult learning strategies

being a fully autonomouslifelong learner: is selfreflective, assess his/herown learning needs,manages his/hers ownlearning processes; appliescritical thinking towardshis/hers own professionalpractice; organizes his/herswork and time; is interestedin his /hers own professional

development

SPECIFIC COMPETENCES


EDUCATIONALGUIDANCE

Knowledge andapplication of strategiesof Balance ofcompetences

Realizes the individual

balance of competencesreport

Knowledge andapplication of strategiesof Balance of guidance

knowledge andapplication of strategiesof psychology ofguidance

Diagnoses the individualneeds of information

Decodes the individualrequest of information

Knowledge of localeducational offers Gives information,collects, selects,organizes information

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Knowledge of local socialrequests and needs oflocal developmentpolicies

Welcomes and guides tothe choices of learning

opportunities

Keeps and maintainrelationships with localinstitutions offeringeducational opportunities

Put in contact withinstitutions offeringeducational opportunities

Knowledge of laws ofwork and of categorieswith special needs

Knowledge of the adultinstructional andeducational system

Is aware of the politicalcontext and of the adulteducational policy

Is aware of the specificcharacteristic of thesector

EDUCATIONALCOUNSELLING Knowledge andapplication of the mainmodels and strategies ofpersonalization

co-sets learningchallenges

co-designs learningpathways

co-manages learningpaces and time line

suggests learningstrategies

supports meta cognitivecompetences of the

learnerSuggests learningsupports and resources(technology and/orpeople)

Offers the learner theopportunity to assess thelearning resources andinvites to review them

promotes active learning

negotiates educationalagreement

takes into account the

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evolution of the learnerduring the pathway

meets real needs of thelearner even if notplanned from thebeginning

valorizes the learnersacquired knowledge

valorizes the resourcesbrought by the learner

Guides learner in thedevelopment and ongoing

review of the educationalplan periodically (onetime each month)

Knowledge andapplication of mainlearning personalizationstrategies:

@ of self evaluation

Arobase of self learning

Autobiographic method

Supports self directedlearning strategies

Supports self assessmentstrategies

Supports self guidancestrategies

Is aware of the life of the

adult learners and theirbackground in order touse that as a learningresources

EDUCATIONALEMPOWERMENT

Knowledge andapplication of the main

coaching strategies

Knowledge andapplication of the maincounseling strategies

Supports motivation

Supports self realization

Communicates therelevance of the learningprocesses with a widerperspective

Provides opportunities forlearners to apply theirknowledge

Motivates the adultlearner to learnindependently

Refers the learningprocesses to the real lifeopportunities

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map of competences

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