1. Transnational methods and models for Self - Evaluation of non-formal personal competencies in the context of Self-Emanzipation Wiebke Petersen, Gerald Heidegger (biat / Universität Flensburg, Germany) Leonardo da Vinci Project, Reference Material

2. Transnational methods and models for self - evaluation of non-formal personal competencies Seen in the context of Policies and perspectives on the problem of social exclusion/inclusion in Europe Individual self-emancipation and societal liberation from externally imposed limitations

3. General orientation of the emancipatory models To provide  opportunities, space and time for  Learning and  Living processes

4. Self - evaluation of non-formal (and informal) personal competencies Point of view of the individuals: Opportunities for „moving on“ Point of view of the socio-economic conditions: Opportunities to enter or to continue long term employment??  Together: individual self-emancipation and societal liberation

5. Aims of the Self-Evaluation Project  To investigate and improve support for people in evaluating their own possible competences  To improve opportunities to re-enter the labour market possibly in a different field: - more suitable to personal interests and wishes - higher success, better options to stay in the job  To support seeking fields of interests for times of unemployment - related to networking and citizenship

6. Target group  Unemployed, other difficult life circumstances  Women returners  Employed, seeking new field of activity  Learners with interrupted occupational or learning careers, with the purpose of returning to work or learning Self-evaluation and self-recognition of their personal skills and competences are crucial - to broaden their career plans - to open up fields of activity outside employment - to contribute to self-emancipation

7. Pedagogic approaches for Self-Evaluation Self-Evaluation module usually embedded in more comprehensive courses:  special courses for confidence building of women returners, long term unemployed, people in other difficult life circumstances  general courses (or opportunities in learning centres) for continuing education for - spare time activities (sports, ICT- competences, furniture construction) or - liberal arts (languages, political discussions for future activities, demonstrations, fine arts )

8. „Flensburg model“ - Pedagogic approach for Self-Evaluation Combination of different approaches:  action orientation (learning about one´s abilities, interests and wishes through carrying through related practical tasks)  individual personal counselling  individual Self-Evaluation and reflection in pairs or groups

9. Aim: Comprehensive picture of one´s competences: Occupational, social and personal competences (with regard to future occupations): Occupational abilities, interests, wishes Social abilities, interests, wishes Personal abilities, interests, wishes  Take into account: Flexibility and traits of personality with their development

10. Topics of discussion during the self- evaluation process  Former learning contexts  Present experiences and life circumstances   Realistic planning of the future - Aims: Self-reflection, self-confidence supports Realistic self-image self-emancipation  Realistic appraisal of opportunities

11. Opportunities for future learning and actions!? Future learning contexts and methods job placements formal CVT-courses courses more related to spare-time activities, including continuing courses in the liberal arts learning opportunities in informal settings Possible future activities Individual activities Networking activities in groups Activities for furthering “civil society” (citizenship )  Fostering self-emancipation and societal liberation

12. Action orientation (learning about one´s abilities, interests and wishes through carrying through related practical tasks)  The „Flensburg method“:  Carrying out and experiencing practical activities:  Emotional experiences: important!  In groups: social responsibilities!?  „feeling“ the own „self“ with regard to actual tasks – together with others  ….Way of stimulating self-emancipation and societal liberation – particularly for „disadvantaged“ people

13. Self-Evaluation of experiences, interests and wishes – the „Flensburg module“ To find out about one´s „type of personality“ Based on HOLLAND´S „typology of personalities“ Take into account: „mixed“ cases Matching of types of personality and dimensions of job profiles – or of „spare time“ activities Basic idea of matching: Individuals with a certain „Holland code“ supposed to be optimally suitable for occupations/activities with the same code

14. Six types of personality according to HOLLAND´s theory (including combinations)

15. The Flensburg-method for searching your „self“ and thinking out a new future Examples for the activities: 2-3 alternatives for each main type of personality Additionally one can be created by the participants themselves Realistic:model railway sewing model ships or steam engines Investigative: comparing and choosing an office chair for people with a bad back investigating a fault in a car researching into the cheapest ingredients for a meal

16. The Flensburg-method for searching your „self“ and thinking out a new future artistic: Building an object for a model railway landscape Preparing and decorating a plate with bread roles (Canapés) ??? social: Role playing – intervention in a conflict Organising a party for people with different interests ??? enterprising: Organising a political demonstration Organising the preparation of a large meal in a team with a limited budget ??? conventional: Book keeping about expenditures for a household Filling in transfers for one´s own bank account ???

17. Conventional activity: Calculating expenditure for food Christina (shop assistant): no hope to experience something new Tim (plasterer Meister): is familiar with calculations

18. Realistic activity: building a model railway Milan (roma, showman on a fairground, low literacy and numeracy skills): no special interests, but high motivation

19. Artistic activity: Landscape for the model railway Barbara (without qualification): likes being creative

20. Common reflection in groups (possibly with support) Barbara (without qualification): difficulties in oral expression Vladimir (electrician, from Russia): speaks nearly no German

21. The Flensburg-method for searching your „self“ and thinking out a new future  experiencing activities with different characteristics/demands  common reflection in groups (possibly with support)  creative thinking out new possible fields of occupation (and even „recreation“ – for the long term unemployed) Contribution to self-emancipation and societal liberation

22. Contact www.biat.uni-flensburg.de heidegger@biat.uni-flensburg.de niemeyer@biat.uni-flensburg.de wiebkepetersen@biat.un-flensburg.de