Copyright ESREA-ReNAdET 2019-2020
Background The first Intellectual Output of PROVE concerns the development of a competence model for practitioners in validation. So far the partners carried out a thorough desk research about different tasks and needs of practitioners in validation, in order to constitute relevant competence standards for practitioners working in validation, that exist in their own countries as well as in other EU countries (WP1). In addition to the research, partners formed national expert groups in order to discuss the results of the research. After discussing the results in each country systematically a report captured the different national results and summarized the core findings (WP2). This report was the basis for the development of a generic competence model for validation experts. Development of a competence model Based on WP1 (Identification of relevant competence standards and needs) and WP2 (Report about the research phase) of the project , a generic competence model was developed, giving each partner country the possibility to decide according to its individual validation practice which competence facets are most relevant. It is portrayed in a visual graphic (see the picture below) and is accompanied by a manual that includes definitions of all competences. The most challenging task of this process is for the model to be accepted by the community of validation practitioners at a national and at an international level. It was therefore important to include knowledge and experiences of validation practitioners in the developmental phase. To this end, all the partners formed national expert groups with practitioners and discussed with them the first draft of the competence model. The PROVE Competence Model visualisation. The model provides each partner country the possibility to decide according to its individual validation practice which competence facets are most relevant. It will be accompanied by a manual including all definitions. Results
The results of the discussions in each country was then systematised and included into the final genericcompetence model. Existing experience was thoroughly taken into account as DIE -the activity leader for this task- had carried out a similar process in Germany for competences of teachers and trainers in adult education in their project called GRETA (www.diebonn.de/greta). DIE compiled the different national results in a report. The report essentially formed the basis for the development of a generic competence model for validation experts. The generic competence model gives each partner country the possibility to decide according to its validation practice which competence facets are most relevant. For these competence facets, each partner country can develop appropriate indicators. By doing so we respect different national levels of development regarding the validation systems and offer at the same time a comprehensive reference model for competence standards of practitioners working in VPL. More information is available at the project's website
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