1. Bastia | 04.05.09 Workshop Transparency of informally acquired competences in Europe: The exemplo Toolkit for small and medium sized enterprises (SMEs)

2. Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb) Background Increasing crossborder mobility mobility for young persons strongly supported from the EU mobility of enterprises (competitive factor) Increased importance of life long learning Enterprises have to rely on instruments which make competences transparent, not important where and how (formal, non-formal or informal) they have been acquired.

3. Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb) Objectives of the exemplo project: Development of a toolkit for SMEs Exemplo tools should be … independent from specific national VET systems suitable for small and medium sized enterprises adaptable to varying demands of companies and employees contain formative and summative elements go along with „European principles for the validation of informal learning“

4. Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb) Exemplo approach Using experiences from Europe Including social partners, SMEs and employees Development of a toolkit and guidelines for enterprises and training providers Piloting and Testing of tools in SMEs in European countries with different VET systems

5. Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb) Multi actors partnership Finland France Germany Norway Poland Spain UK

6. Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb)

7. Exemplo Approach Transfer of individual competences into enterprises Competence needs of SMEs Including employers Individual competences Life long learning – competence assessment (formally, non-formally, informally acquired)

8. Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb) The Exemplo toolkit: An overview Kompetanseattest (NO) ERA – Evaluación y Acreditacición de las Competencias Profesionales (ES) FIT – Formation Intégrée au Travail (FR) Lernprozesse im Betrieb anregen und gestalten (DE) Staff Development Matrix (Pl) RARPA – Recognising and Recording Progress and Achievement in non- accredited learning (UK) TBQ – Transparenz beruflicher Qualifikationen (DE) Self-assessment Assessment by others Assessment of competencies Development of competencies Description Validation, Certification Employer-orientedEmployee-oriented Professional competence Personal and social competence

9. Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb) Classification of the Exemplo-tools Who is the subject of the assessment of competences? What does the method primarily focus on? Who is in the centre of the process? What kind of competences are to be measured/validated? Self-assessment Assessment by others Assessment of competencies Development of competencies Description Validation, Certification Employer-orientedEmployee-oriented Professional competence Personal and social competence

10. Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb) Two examples for different needs (self) assessment of actual level of competence Competence Card for Workplace (NO) transfer of learning outcomes into professional practice Transparency of Competence (DE) inhouse development of competences in SMEs

11. Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb) Example I: Competence Card for Workplace Documenting competences: Competence Card for Workplace (NO) contains: Curriculum Vitae (CV) Competence Pass Classification: Self-assessment Assessment by others Assessment of competencies Development of competencies Description Validation, Certification Employer-orientedEmployee-oriented Professional competence Personal and social competence

12. Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb) Example II: Transparency of transfer of learning outcomes Classification: Informal learning processes, which take place after a training course in the workplace, are made visible. Self-assessment Assessment by others Assessment of competencies Development of competencies Description Validation, Certification Employer-orientedEmployee-oriented Professional competence Personal and social competence Seminar Informal learning at the workplace Self-evaluation Evaluation with Employer and Training provider Agreement on objectivesCertificate

13. Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb) … experiences and recommendations Universal applicability vs. orientation towards identification of specific competences General standards vs. (company-)specific design of competence assessment procedures Self-evaluation vs. evaluation by others Simplicity of use vs. validity of results

14. Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb) … experiences and recommendations Identification of specific requirements of a company Decision about objectives of the competence assessment procedure Including external experts! Pragmatic approaches to be encouraged - experimental approaches welcome „All models are wrong, but some are constructive“ (quotation after VOX, Norwegian exemplo partner)

15. Natalie Morawietz | Forschungsinstitut Betriebliche Bildung (f-bb) Further Information you will find in the final publication Impuls, Vol 25 and on the project website www.exemplo.de THE END Natalie Morawietz morawietz.natalie@f-bb.de www.f-bb.de