1. Transnational methods and models for self - evaluation of non-formal personal competencies Wiebke Petersen and Gerald Heidegger (biat/ Universität Flensburg, Germany) Leonardo da Vinci Project, Reference Material

2. Aims of the Self-Evaluation Project  Investigate and improve support for people in evaluating their own possible competences through new methods of self-evaluation of personal competences of adult learners on a transnational basis  Improving 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

3. Target group  learners with interrupted occupational or learning careers who embark on various courses in colleges of further education 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

4. Partners and processes of the project  Partners: United Kingdom, Portugal, Greece, Romania, Czech Republic, Denmark, Germany (co-ordinator)  Processes: Investigation of societal/economic/political conditions for - labour market re-entry - self-evaluation methods - pro´s and con´s of accreditation of non-formal and informal learning - developing model projects (culturally adapted, European dimension) - implementing and evaluating model projects  Valorisation of results

5. Model project I(UK partner) Two Self-Evaluation methods (in further education colleges) 1. Questionnaire method: Incentive and opportunity to think about their own possible skills and competences 2. Dynamic Concept Analysis (DCA):  Based on an IT-questionnaire,  leads to a preliminary model of personality,  explores interrelationships among selected skills and competences,  encourages learners to reflect upon those

6. Model project 1 Dynamic Concept Analysis Preliminary model of matching personality and possible occupations: selection of skills and competences important for the person and the workplace Links and interrelationships among those Result: graphic representation of all those aspects (See following picture) Common reflection with a tutor (possibly in groups)

7. Ann ´s Case Ability to work with others 1n medium Involvement 4n medium Negotiation skills 3n medium Teamwork skills 7n medium Managing conflicts 2n medium Ability to abide by rules and regulations 5n medium Social interaction 6n medium Model project 1

8. Model project II (German partner) Self-Evaluation of interests and wishes through  experiencing activities with different characteristics/demands  common reflection in groups (possibly with support)  using an interactive IT-tool  creative thinking of new possible fields of occupation

9. Model project II Six types of personality according to HOLLAND´s theory (including combinations)

10. Model project II: Conventional activity: Calculating expenditures for food Christina (shop assistant): no hope to experience something new Tim (plasterer master): is familiar with calculations

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

12. Model project II Artistic activity: Landscape for the model railway Barbara (without qualification): likes being creative

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

14. Holland´s dimensions of interests, wishes and abilities RIASEC Learning contexts:  formal: e.g. school  non-formal: e.g. apprenticeship, work placement  informal: e.g. family, sports club Competences:  Occupational interests wishes  Social interests wishes  Personal interests wishes Former experiences and life circumstances:  Unemployed  Women returner  Employed, seeking new field of activity