Map of Competences

Grundtvig Project
Leading Elderly and Adult Development LAB
Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP WP3 THEMATIC MAP OF COMPETENCE/SKILLS FRAMEWORK LV 02/09/2010
LEADLAB Leading Elderly and Adult Development - LAB Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIGGMP
WP3 Map of competences
SUMMARY
INTRODUCTION..........................................................................................................................................................3 1. SOME QUESTIONS TO DESIGN THE MAP.....................................................................................................................4 MAP OF COMPETENCES OF LPT...................................................................................................................8 MAIN REFERENCES..........................................................................................................................................16
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 (S.Broek@research.nl www.research.nl);
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:
1
This classification of competences is built, again in order to share common meanings, on the base of
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 Lifelong Learning: Education and Training policies School education and higher education testing conference on the common European principles for teacher competences and qualifications 20th - 21st June 2005; European Council, Conclusions of the Council and of the Representatives of the Governments of 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 ; European Parliament, 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.
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 Status Artis 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 5
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 have different 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 6
empowering of basic competences, to monitor and support the development of a basic learning cycle.
MAP OF COMPETENCES OF LPT

LPT MAP OF COMPETENCES OVERVIEW MACRO AREAS Diagnosis Planning Management and organization Monitoring Evaluation and assessment of learning processes Educational solutions Educational communication Educational research Emotional competences Web mediated communication Adult learning Educational guidance Educational counseling Educational empowerment
COMMON
core competences that all training/teaching professionalism have in common
EDUCATIONAL COMPETENCES
GENERAL
competences relevant for carrying out all activities in the adult learning sector
ADULT EDUCATION COMPETENCES
SPECIFIC
competences distinguishing the profile of the LPT
PERSONALIZATION COMPETENCES GUIDANCE COUNSELLING TUTORING
TRANSVERSAL
boundary competences between the LPT and other training profiles such as coach, counsellor, tutor, training guidance expert, etc
COMMON COMPETENCES MACRO AREAS DIAGNOSIS COMPETENCES Knowledge and application of strategies of diagnosis of the individuals development needs and requests SKILLS Decodes the individual motivations of development Understand the individual development request Plans the information programs, pre-training, guidance and accompaniment interventions Knowledge and application of educational planning strategies Co-Plans educational and individual development pathways Co-Plans competences profiles Plans strategies and tools of evaluation, personalization, information, welcoming, needs analysis, monitoring, etc Defines the services strategies Negotiates the accordance with local institutions offering educational services Knowledge and application of strategies of: Problem finding Problem setting Problem solving Decision making Stays in contact with the educational Institutions of the territory where learners are involved in learning pathways Communicates with stake holders, external parties and organizations Sees new opportunities for proposals, programs and directions MONITORING Knowledge and application of strategies of: Audit Monitoring Evaluates and monitors educational actions and programs efficacy Evaluates the satisfaction 9
PLANNING
MANAGEMENT AND ORGANIZATION
Evaluates and monitors the educational services quality Evaluates the impact of the educational intervention on the local context Identifies the opportunities of personal development Evaluates the prior knowledge Analyses the proximal zone of development Analyses the learning skill set Analyses the learning stiles Analyses learning attitudes Analyses learning strategies Monitors the development of learning process Evaluates educational results
Knowledge and application of strategies of: Learning needs analysis EVALUATION AND Assessment and evaluation ASSESSMENT OF of learning processes and of LEARNING learning results PROCESSES Assessment of learning skill set, of learning attitudes and of learning strategies
EDUCATIONAL SOLUTIONS
Knowledge and application of educational strategies: Inductive Deductive Inquiry Didactic Collaborative Cooperative Connective Constructivist Constructionist Modular Mutual Self directed learning Knowledge and application of main educational models and strategies for people with special educational needs Listens carefully Assesses non verbal communication 10
EDUCATIONAL Knowledge and application of COMMUNICATION educational communication strategies:
Active listening Negotiation Interpersonal interaction Assertive communication Knowledge and application of different tools, means, strategies, channels, registers of communication
Deal with possible language difficulties and other disadvantages Is friendly and cooperative in dealing with questions and requests Is assertive Systematically observes the behavior of the adult and elderly learners whose is the personalization trainer Researches innovative models and strategies of adult education and personalization of adult learning Uses the approach of action research Realizes thematic and periodic focus group Uses and/or build tools in order to collect information on characteristics of the adult learners Recognizes tensions, problems and possible conflicts Suggests different possible solutions in order to solve a possible conflict or to afford and solve a mistake Is empathic Is highly trusted Doesnt loose patience Suggests possible integrative web mediated resources to enrich the learning pathway Supports the choice of web mediated courses or social networks or groups of interest Is confident with the use of Asynchronous Learning Networks 11
Knowledge and application of social research strategies and tools EDUCATIONAL RESEARCH Knowledge and application of educational research strategies and tools
EMOTIONAL COMPETENCES
Knowledge and application of strategies of: Management of negative emotions Management of mistakes Relaxation of communicational tensions Management of possible conflict situation
WEB MEDIATED Knowledge and application of COMMUNICATION models, strategies, tools, stages, evolution of web mediated educational communication environments Knowledge and application of strategies of analysis of web mediated communications and interactions within Asynchronous learning Networks
Knowledge and application of strategies of construction, development and animation of web mediated Communities of learning and of Communities of practices Knowledge and application of strategies of web learning scaffolding and social networking Knowledge and application of educational communication models synchronous and asynchronous: One to one Many to many One to many
and e-mail Is able to assess the effectiveness of web based learning environments Is able to support people who work and study within web based learning environments
GENERAL COMPETENCES ADULT EDUCATION MACRO AREAS ADULT LEARNING COMPETENCES Knowledge and application of the main theories and models of adult education and of adult learning psychology Knowledge of theories of developmental psychology and of the stages of human development in adulthood Knowledge and application of the main models and strategies to support adult learning Knowledge and application of SKILLS Analyses: the psychological profile of learners the culture of adult learner the biography of adult learner the learner priorities Applies the biographic method Focuses the intervention on a perspective o themes and problems (instead of contents and disciplines) Adopts a situational approach 12
Focuses the intervention on concrete tasks Valorizes and supports the autonomy of the learner Valorizes the masterly instinct of the learner Preserves a flexibility margin in the development of the educational experience self learning models and strategies Applies to himself/herself adult learning strategies being a fully autonomous lifelong learner: is self reflective, assess his/her own learning needs, manages his/hers own learning processes; applies critical thinking towards his/hers own professional practice; organizes his/hers work and time; is interested in his /hers own professional development
SPECIFIC COMPETENCES MACRO AREAS EDUCATIONAL GUIDANCE COMPETENCES Knowledge and application of strategies of Balance of competences Knowledge and application of strategies of Balance of guidance knowledge and application of strategies of psychology of guidance Knowledge of local educational offers SKILLS Realizes the individual balance of competences report
Diagnoses the individual needs of information Decodes the individual request of information Gives information, collects, selects, organizes information 13
Welcomes and guides to the choices of learning opportunities Knowledge of local social requests and needs of local development policies Keeps and maintain relationships with local institutions offering educational opportunities Put in contact with institutions offering educational opportunities Knowledge of laws of work and of categories with special needs Knowledge of the adult instructional and educational system EDUCATIONAL COUNSELLING Knowledge and application of the main models and strategies of personalization Is aware of the political context and of the adult educational policy Is aware of the specific characteristic of the sector co-sets learning challenges co-designs learning pathways co-manages learning paces and time line suggests learning strategies supports meta cognitive competences of the learner Suggests learning supports and resources (technology and/or people) Offers the learner the opportunity to assess the learning resources and invites to review them promotes active learning negotiates educational agreement takes into account the 14
evolution of the learner during the pathway meets real needs of the learner even if not planned from the beginning valorizes the learners acquired knowledge valorizes the resources brought by the learner Guides learner in the development and ongoing review of the educational plan periodically (one time each month) Knowledge and application of main learning personalization strategies: @ of self evaluation Arobase of self learning Autobiographic method Supports self directed learning strategies Supports self assessment strategies Supports self guidance strategies Is aware of the life of the adult learners and their background in order to use that as a learning resources Supports motivation Supports self realization Communicates the relevance of the learning processes with a wider perspective Provides opportunities for learners to apply their knowledge Motivates the adult learner to learn independently Refers the learning processes to the real life opportunities
EDUCATIONAL EMPOWERMENT
Knowledge and application of the main coaching strategies Knowledge and application of the main counseling strategies
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Grundtvig Project

Leading Elderly and Adult Development LAB

Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIG-GMP WP3 THEMATIC MAP OF COMPETENCE/SKILLS FRAMEWORK LV 02/09/2010

LEADLAB Leading Elderly and Adult Development - LAB Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIGGMP

WP3 Map of competences

LEADLAB Leading Elderly and Adult Development - LAB Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIGGMP

WP3 Map of competences

LEADLAB Leading Elderly and Adult Development - LAB Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIGGMP

WP3 Map of competences

1. Some questions to design the Map

LEADLAB Leading Elderly and Adult Development - LAB Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIGGMP

WP3 Map of competences

The definition of a common meaning of personalization is decisive in order to 5

LEADLAB Leading Elderly and Adult Development - LAB Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIGGMP

WP3 Map of competences

LEADLAB Leading Elderly and Adult Development - LAB Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIGGMP

WP3 Map of competences

LEADLAB Leading Elderly and Adult Development - LAB Reference: 502057-LLP-1-2009-1-IT-GRUNDTVIGGMP

WP3 Map of competences