1. José Antonio Ivars Sánchez Responsible for Training and Employment Professor at the University of Granada VALEW- to VAlidate Learning at Work

2. Organic Law 5/2002 on Cualifications and Vocational Training Objective (Art. 1) Objetive: “the constitution of a comprehensive VET system, qualifications and validation that responds with efficacy and transparency to the social and economic demans through various modalities of training”. Organic Law 5/2002 on Cualifications and Vocational Training Objective (Art. 1) Objetive: “the constitution of a comprehensive VET system, qualifications and validation that responds with efficacy and transparency to the social and economic demans through various modalities of training”. Vocational Training Validation Cualification COMPREHENSIVE SYSTEM Social and economic demands Responds Efficient and transparent MUST BE FLEXIBLE

3. EVALUATERECOGNISE VALIDATE National Qualifications Framework EQF 8 LEVELS Define and describe the qualifications Validation of non formal learning National Centre State (centralised) = Autonomous Governments (Regions) NATIONAL SYSTEM FOR EVALUATION, RECOGNITION AND VALIDATION

4. NATIONAL QUALIFICATIONS CATALOGUE STATE = Ministry of Education REGIONAL SYSTEMS (Autonomous Communities) EVALUATION, RECOGNITION AND VALIDATION 17 different systems CENTRALISED STATE = AUTONOMOUS COMMUNITIES (REGIONS)

5. INSTRUMENTS AND ACTIONS Professional guidance and and information system National Catalogue of Professional Qualifications Evaluation and Quality assurance system of the SNCP Recognition process, evaluation, validation of the competence CNCPCMFP National System of Qualifications and VET Fuente: CREAC Congreso Oviedo 2007 INCUAL. Francisca Mª Arbizu

6.  Instrument of the SNCFP ordering the professional qualifications able for recognition and validation, identified in the production system based on appropriate competences for the professional practice.  Central instrument of the system NATIONAL CATALOGUE OF PROFESSIONAL QUALIFICATIONS

7. Responsible for defining, creating and updating:  The National Catalogue of Professional Qualifications  and the corresponding Modular Catalogue of Vocational Education and Training. INCUAL (National Institute of Qualifications)

8. National: The CNCP is applicable to all autonomous communities and responds to the legal provisions. Cooperation: For production reasons, some qualification catalogues are located in the communities (regions). Active participation of the regional institutes of qualifications. Participation: The CNCP is designed by national and sectorial experts, both technological and pedagogical, proposed by different stakeholders: social agents, the government and others. DEVELOPMENT OF THE NATIONAL CATALOGUE OF QUALIFICATIONS

9. Needs analysis of the productive system (market) Preparation of the National Catalogue of Professional Qualifications Reference for Training Evaluation and validation of competences Vocational Training Professional Certificates Continuing Training Competence acquired through work experience Competence acquired through informal learning

10.  TRAINING ◦ INITIAL ◦ CONTINUING ◦ OCCUPATIONAL TRAINING  NON FORMAL AND INFORMAL LEARNING  WORK EXPERIENCE VALIDATION OF COMPETENCES IN THE BAQUE COUNTRY

11.  Collect sufficient evidence ◦ Collect evidence of competence ◦ To assess-see whether the evidence is sufficient to declare the candidate as “competent” EVALUATION

12.  TECHNICAL  ORGANISATIONAL  COOPERATION WITH THE ENVIRONMENT  RESPONSE TO THE CONTINGENCIES TESTING THE COMPETENCE

13.  VOCATIONAL TRAINING PORTFOLIO (counseling-guidance) ◦ Folder with professional achievements ◦ Self-assessment test ◦ Professional dossier  EVIDENCE OF COMPETENCE ◦ Situational test (simulation) ◦ Observation in the workplace SOURCES OF EVIDENCE

14.  INFORMATION = 1ª Phase Terms, dates, requirements, etc.  COUNSELING = 2ª Phase  EVIDENCE OF COMPETENCE = 3ª Phase PHASES OF THE MECHANISM

15. Counseling: evaluation of the units of competence Personal interview Self-assessment test Portfolio of professional achievements Professional dossier The counselor (5 years experience in the sector and professional family expert) realises the global assessment of the candidates competence through REPORT All the information is translated to the Responsible of the Evaluation team (group meeting and personal interview) PHASES OF THE MECHANISM II

16.  To all those who in the counseing phase have validated at least one unit of competence.  Situational probation in workplace or in VET centers.  Evaluation team: 5 members (one expert, min. 10 year of experience in the sector)  GUIDANCE PLAN = ITINERARY COMPETENCE TESTING

17. INFORMATION COUNSELING EVALUATION VALIDATION OF COMPETENCE PROFESSIONA L CERTIFICATE Units of competence PROFESSIONA L CERTIFICATE Units of competence PROFESSIONA L CERTIFICATE Units of competence COMMON MECHANISMS

18.  The basis lies in the units of competence: evaluation of technical skills. Personal and relational skills are more difficult to assess.  Complex process ◦ Many phases ◦ Many agents who intervene = coordination  Inflexible = has to adapt to the real needs of the professional families (economic sectors) and companies CONCLUSIONS

19. EVALUATION AND VALIDATION OF COMPETENCES IN THE CHAMBER OF COMMERCE OF GRANADA José Antonio Ivars Sánchez Responsible for Training and Employment Professor at the University of Granada

20.  SELECTION-EVALUATION OF COMPETENCES  ANDALUCÍA ORIENTA (EMPLOYMENT GUIDANCE SERVICE)  TRAINING ◦ Master Degrees ◦ Continuing training ◦ Employment training  EMPLOYABILITY PROGRAMMES ◦ Employees ◦ Self-employed/Entrepreneurs

21.  Identification of needs selection-evaluation  Workplace analysis and design of the Assessment centre (estimation)  Definition of the job decription: define and describe the competences (dictionary preparation): ◦ Technical skills ◦ Personal, relational and organisational skills ◦ Recruitment. Sources: Intranet Chambers of Commerce, programs (training, employment guidance, etc.)….  Pre-selection: curriculum analysis EVALUATION-SELECTION: PHASES

22.  Final design of the ASSESSMENT CENTRE ◦ Graphic representation of the skills and a number of technical and personality tests. ◦ Development and preparation of records ◦ Development of skills and personality tests  Tests execution  Evaluation of evidence = Records = Report  Delivery of the selection-evaluation report  VALIDATION OF COMPETENCES (1 year) ◦ In order to be flexible and reliable the evaluation and validation should be updated annually  Professional Career Plan ◦ Employment guidance ◦ Coaching EVALUATION-SELECTION: PHASES II

23.  PERSONNEL THAT PARTICIPATED IN THE SELECTION PROCESS  PERSONNEL THAT HAS BEEN EVALUATED INTERNALLY IN THE ORGANISATION  PROFESSIONALS THAT WANTS TO KNOW THEIR LEVEL OF COMPETENCE  COMPETENCE CERTIFICATE FOR ENTREPRENEURS  SOME OF THE TRAINING PROGRAMS OF THE CHAMBER: ◦ Master Degree training = Master ◦ Professional Training ◦ Continuing Training PROFESSIONAL DEVELOPMENT PLANS COACHING EMPLOYMENT GUIDANCE CERTIFICATION OF COMPETENCES

24.  SITUATIONAL TESTS ◦ IN BASKET ◦ ROLE PLAYING ◦ GROUP DINAMICS ◦ PRESENTATIONS  PROFESSIONAL TESTS: CASE STUDIES  CRITICAL INCIDENT INTERVIEW EVALUATION PROCEDURE AND SELECTION OF COMPETENCES

25. SELECTION REPORT Certification of competences Professional Career Plan

26. CONCLUSIONES  HIGHLY QUALIFIED TEAM: ◦ Our team of specialists in evaluating competences is highly qualified Technical seriousness in the procedures and evaluation tools.  FLEXIBLE ◦ Fits and meets the real needs of companies as well as society  EFICIENT ◦ Minimising bureaucracy, easy to implement. Our personnel participates in the whole process.  ACCESIBLE ◦ To allow equal opportunities  SOCIALLY RECOGNISED BY PUBLIC AND PRIVATE STAKEHOLDERS IN THE FIELD OF EMPLOYMENT AND TRAINING.