Transnational methods and models for Self - Evaluation of non-formal personal competencies in the...
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![Page 1: Transnational methods and models for Self - Evaluation of non-formal personal competencies in the context of Self-Emanzipation Wiebke Petersen, Gerald.](https://reader031.fdocuments.us/reader031/viewer/2022032800/56649d2a5503460f949ff764/html5/thumbnails/1.jpg)
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
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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
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General orientation of the emancipatory models
To provide opportunities, space and time for
Learning and
Living processes
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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
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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
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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
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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)
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„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
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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
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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
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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 settingsPossible future activities Individual activities Networking activities in groups Activities for furthering “civil society” (citizenship) Fostering self-emancipation and societal
liberation
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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
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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“ activitiesBasic idea of matching: Individuals with a certain „Holland code“ supposed to be optimally suitable for occupations/activities with the same code
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Six types of personality according to HOLLAND´s theory (including combinations)
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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 personalityAdditionally one can be created by the participants
themselves
Realistic: model railwaysewing model ships or steam engines
Investigative: comparing and choosing an office chair for people with a bad back
investigating a fault in a carresearching into the cheapest
ingredients for a meal
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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
???
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Conventional activity: Calculating expenditure for foodChristina (shop assistant): no hope to experience something newTim (plasterer Meister): is familiar with calculations
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Realistic activity: building a model railwayMilan (roma, showman on a fairground, low literacy and numeracy skills): no special interests, but high motivation
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Artistic activity: Landscape for the model railwayBarbara (without qualification): likes being creative
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Common reflection in groups (possibly with support)Barbara (without qualification): difficulties in oral expressionVladimir (electrician, from Russia): speaks nearly no German
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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
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Contact www.biat.uni-flensburg.de