contribution to wp3 (catalogue of skills and competences) top+ final meeting brussels 16.12.2009
TRANSCRIPT
CONTRIBUTION TO WP3
(Catalogue of Skills and Competences)
TOP+ FINAL MEETING BRUSSELS 16.12.2009
WP3 Tasks Actions Output
WP 3.1
Data Analysis
Elaboration of the concept of the research on the basis of the results of WP2.
Working materials
WP 3.2
Conception of questionnaires
Elaboration of three different questionnaires for three surveys targeted at three different types of respondents: older adults, trainers and stakeholders.
Document Analytical Tools for Evaluating Older Persons’ Training Needs and Identifying Skills and Competences for Older Teachers of Adults (DVD)
WP 3.3
Feeding the Databases
Collection of data concerning older adults teachers/trainers/stakeholders.
Files containing data on DVD
Files containing data on the Project web site (Moodle platform)
WP3 Tasks Actions OutputWP 3.4
Draft Report
The statistical analysis of the outcome of the survey.
The comparative study concerning EU member states regarding learning opportunities, factors influencing further education, occupation and qualification structures.
Document: Analysis of the Answers to the Questionnaires Designed to Identify Skills and Competences for Older Adults Teachers (DVD)
Document: Proposal of Skills and Competences Catalogue. Trainer of Older Persons Features Importance Evaluation. Analysis Results Based on International Comparisons (DVD)
WP 3.5 Interviewing trainers and teachers
Interviews of trainers and teachers from UE Member states conducted during the Internal Workshop (WP5) in Porto.
Video-recorded interviews (DVD)
WP3 Tasks Actions Output
WP 3. 6
Final Catalogue of Skills and Competencies
Identification of attributes of the utmost importance for an trainer working with older adults and creation of the recommended skills and competences list divided into six thematic domains.
Description of required characteristics of trainers active in lifelong learning concerning the attitude, defining the goals, presenting the content, applying methods, creating learning environment, social skills and technical/organizational aspects.
Document: List of Identified Skills and Competences (DVD)
Document: Overview of Skills and Competences Relevant to Trainers of Older Persons (DVD)
Lifelong Learning Participation in European Countries, 2007
0 5 10 15 20 25 30 35 40 45
EUAustriaBelgiumBulgariaCyprus
DenmarkEstoniaFinlandFranceGreece
SpainIrland
LithuaniaLuxembourg
LatviaMalta
NetherlandsGermany
PolandPortugal
Czech Rep.RomaniaSlovakiaSloveniaSwedenHungary
Great BritainItaly %
Male
Female
Source: Poland in the European Union, Central Statistical Office, Warsaw, 2009.
Changes in Lifelong Learning Participation in European Countries, 2007/2004
-12 -10 -8 -6 -4 -2 0 2 4 6 8
EUAustriaBelgiumBulgariaCyprus
DenmarkEstoniaFinlandFranceGreece
SpainIrland
LithuaniaLuxembourg
LatviaMalta
NetherlandsGermany
PolandPortugal
Czech Rep.RomaniaSlovakiaSloveniaSw edenHungary
Great BritainItaly %
Male
Female
Source: Poland in the European Union, Central Statistical Office, Warsaw, 2009.
Qualifications Structure in Europe,2007 and 2013, 2020 Forecasts
38,1 33,7 29,3
42,543,8
44,7
19,3 22,5 26,0
0
10
20
30
40
50
60
70
80
90
100
2007 2013 2020
%
low qualifications medium qualifications high qualifications
Source: Future Skill Supply in Europe. Medium-term Forecast up to 2020: Synthesis Report. CEDEFOP, Luxembourg, 2009
Changes in Qualifications Structure in Europe, 2007/2000, 2013/2007, 2020/2007
-7,6
9,3
25,6
4,6
6,2
19,8
3,1
-18,9
10,7
41,6
5,4
-8,9
-30,0 -20,0 -10,0 0,0 10,0 20,0 30,0 40,0 50,0
low qualifications
medium qualifications
high qualifications
qualifications (total)
%2007/2000 2013/2007 2020/2007
Source: Future Skill Supply in Europe. Medium-term Forecast up to 2020: Synthesis Report. CEDEFOP, Luxembourg, 2009
Qualifications Structure in Europe(By Gender), 2007 and 2013, 2020 Forecasts
2007
35,340,8 38,1
44,640,5 42,5
20,1 18,6 19,3
0
10
20
30
40
50
60
70
80
90
100
Male Female Total
%
low qualifications medium qualifications high qualifications
2013
31,8 35,5 33,7
45,3 42,4 43,8
22,9 22,1 22,5
0
10
20
30
40
50
60
70
80
90
100
Male Female Total
%
low qualifications medium qualifications high qualifications
2020
28,2 30,4 29,3
45,7 43,7 44,7
26,1 25,9 26,0
0
10
20
30
40
50
60
70
80
90
100
Male Female Total
%
low qualifications medium qualifications high qualifications
Changes in Qualifications Structure in Europe (By Gender), 2007/2000, 2013/2007, 2020/2007
Male
-5,1
7,9
21,0
5,1
4,9
17,6
3,3
-15,4
8,3
37,6
5,9
-6,8
-30,0 -20,0 -10,0 0,0 10,0 20,0 30,0 40,0 50,0
low qualifications
medium qualifications
high qualifications
qualifications (total)
%2007/2000 2013/2007 2020/2007Female
-9,5
10,8
30,7
4,2
7,5
22,1
2,8
-21,9
13,2
45,6
4,9
-10,6
-30,0 -20,0 -10,0 0,0 10,0 20,0 30,0 40,0 50,0
low qualifications
medium qualifications
high qualifications
qualifications (total)
%2007/2000 2013/2007 2020/2007
Forecast of Changes in Qualifications Structure in European Countries, 2020/2007
-18,9-50,0
-34,74,4
-36,1-35,7
-18,3-47,9
-21,1-21,5
-25,4
-17,3-5,5
-34,0-24,9
-10,5-2,7
-4,2-15,4
-25,5-22,6
-38,7
-3,83,4
-34,1-23,8
-60,0 -50,0 -40,0 -30,0 -20,0 -10,0 0,0 10,0
Belgium
Czech Republic
Denmark
Germany
Estonia
Greece
Spain
France
Ireland
Italy
Cyprus
Latv ia
Lithuania
Luxembourg
Hungary
Netherlands
Norway
Austria
Poland
Portugal
Slovenia
Slovakia
Finland
Sweden
United Kingdom
EU-25*
Low Qualifications
Forecast of Changes in Qualifications Structure in European Countries, 2020/2007
10,735,8
20,03,5
1,8
-1,956,1
-1,0
7,319,1
-3,4-4,3
5,4-8,9
-11,4
34,18,6
14,019,5
75,915,4
-6,1
-11,0-21,3
5,6
25,6
-30,0 -20,0 -10,0 0,0 10,0 20,0 30,0 40,0 50,0 60,0 70,0 80,0
Belgium
Czech Republic
Denmark
Germany
Estonia
Greece
Spain
France
Ireland
Italy
Cyprus
Latv ia
Lithuania
Luxembourg
Hungary
Netherlands
Norway
Austria
Poland
Portugal
Slovenia
Slovakia
Finland
Sweden
United Kingdom
EU-25*
Medium Qualifications
Forecast of Changes in Qualifications Structure in European Countries, 2020/2007
41,612,2
27,98,2
86,573,7
111,294,3
62,225,7
66,2
47,193,4
48,333,7
63,537,6
81,531,5
58,257,1
28,0
37,052,3
43,6
38,9
0,0 20,0 40,0 60,0 80,0 100,0 120,0
Belgium
Czech Republic
Denmark
Germany
Estonia
Greece
Spain
France
Ireland
Italy
Cyprus
Latv ia
Lithuania
Luxembourg
Hungary
Netherlands
Norway
Austria
Poland
Portugal
Slovenia
Slovakia
Finland
Sweden
United Kingdom
EU-25*
High Qualifications
Occupation Structure in European Countries, 2006 (broad major group level – ISCO classification)
0 Army workers1 Legislators, senior officials and managers2 Professionals3 Technicians and associate professionals4 Clerks5 Service workers and shop and market sales workers6 Skilled agricultural and fishery workers7 Craft and related trades workers8 Plant and machine operators and assemblers9 Elementary occupations
6,7
11,5
3,2
7,9
12,6
9,8
8,3
10,2
6,9
16,2
9,1
7,7
13,2
8,6
10,3
5,7
6,3
6,7
8,0
6,7
7,0
6,3
6,6
4,9
7,6
15,4
8,8
9,1
20,8
11,2
15,1
15,5
16,4
13,5
11,3
10,6
15,5
17,1
16,5
11,3
11,9
16,8
13,2
10,9
15,7
9,6
11,0
16,1
11,8
17,1
17,0
13,4
14,3
7,9
11,7
11,8
20,8
12,5
16,5
17,3
7,4
10,5
6,4
8,7
14,5
13,8
16,6
16,9
20,9
23,6
11,5
9,8
22,0
16,8
19,4
19,7
19,9
13,6
12,3
19,9
11,4
15,2
15,2
9,7
4,4
6,6
12,0
10,8
8,8
13,1
3,9
15,2
4,8
11,9
12,8
12,3
7,6
7,6
10,4
6,9
8,1
6,6
13,2
9,5
9,1
13,7
10,5
12,7
10,6
17,6
15,7
12,1
16,7
12,4
14,1
16,0
16,1
11,3
9,4
10,9
13,9
14,3
13,4
24,4
9,6
14,1
12,4
10,0
15,1
14,2
19,0
14,4
16,9
12,4
11,0
2,1
2,7
2,5
1,9
4,4
3,8
12,6
2,9
0,8
9,2
1,3
6,4
1,3
1,5
1,8
2,8
15,9
9,4
1,6
7,6
1,1
3,7
2,3
3,0
1,0
2,0
12,2
9,7
13,4
10,7
16,2
12,5
11,6
15,1
16,7
14,4
19,5
12,6
16,4
11,3
9,5
14,8
10,5
15,9
18,5
17,6
12,0
16,5
15,1
9,9
18,0
8,5
17,1
6,1
8,2
6,7
6,2
15,1
8,1
8,8
8,3
9,4
8,8
9,8
7,1
10,4
10,6
5,7
6,8
7,5
9,2
7,7
15,5
15,2
14,3
5,0
10,7
12,2
6,4
9,0
11,9
9,6
17,1
10,7
9,0
8,6
11,2
9,0
17,6
8,5
11,1
15,5
12,6
13,2
11,7
10,6
5,9
7,5
12,0
6,0
6,9
8,5
5,4
6,5
8,2
11,2
11,5
18,5
0,0 10,0 20,0 30,0 40,0 50,0 60,0 70,0 80,0 90,0 100,0
Austria
Belgium
Cyprus
Denmark
Estonia
Finland
France
Greece
Spain
Irland
Lithuania
Luxembourg
Latvia
Malta
Netherlands
Germany
Norw ay
Poland
Portugal
Czech Rep.
Slovakia
Slovenia
Sw itzerland
Sw eden
Hungary
Great Britain
Italy
0 1 2 3 4 5 6 7 8 9
Changes in Occupation Structure, 2006/1996 (broad major group level & two-digit level
occupations – ISCO classification)19,6
2,318,8
21,812,9
16,0
7,725,1
23,011,6
16,9
30,5
19,3
6,7
1,4
3,638,0
49,6
23,8
25,1
22,3
-5,912,4
-20,8
3,4
3,4
-1,9
-4,0
-5,3-9,8
-12,6-22,6-22,5
-1,6
-30,0 -20,0 -10,0 0,0 10,0 20,0 30,0 40,0 50,0 60,0
1
11
12
13
2
21
22
23
24
3
31
32
33
34
4
41
42
5
51
51
6
7
71
72
73
74
8
81
82
83
9
91
92
93 %
1 Legislators, senior officials and managers11 legislators and senior officials12 corporate managers13 managers of small enterprises2 Professionals21 physical, mathematical and engineering science professionals22 life science and health professionals23 teaching professionals24 other professionals3 Technicians and associate professionals31 physical and engineering science associate professionals32 life science and health associate professionals33 teaching associate professionals34 other associate professionals4 Clerks41 office clerks42 customer services clerks5 Service workers and shop and market sales workers51 personal and protective services workers52 models, salespersons and demonstrators6 Skilled agricultural and fishery workers7 Craft and related trades workers71 extraction and building trades workers72 metal, machinery and related trades workers73 precision, handicraft, craft printing and related trades workers74 other craft and related trades workers8 Plant and machine operators and assemblers81 stationary plant and related operators82 machine operators and assemblers83 drivers and mobile plant operators9 Elementary occupations91 sales and services elementary occupations92 agricultural, fishery and related labourers93 labourers in mining, construction, manufacturing and transport
Forecast of Changes in Occupation Structure, 2015/2006
(broad major group level & two-digit level occupations – ISCO classification)
14,520,4
24,51,8
13,816,4
3,226,1
13,85,4
3,2
19,1
12,8
0,1
3,1
5,315,2
19,7
9,3-10,6
-8,3-18,9-8,7
-9,8-5,5
3,0
1,5
3,4
-1,1
-21,9
1,0-4,9
13,3
24,6
-30,0 -20,0 -10,0 0,0 10,0 20,0 30,0 40,0 50,0 60,0
1
11
12
13
2
21
22
23
24
3
31
32
33
34
4
41
42
5
51
51
6
7
71
72
73
74
8
81
82
83
9
91
92
93 %
1 Legislators, senior officials and managers11 legislators and senior officials12 corporate managers13 managers of small enterprises2 Professionals21 physical, mathematical and engineering science professionals22 life science and health professionals23 teaching professionals24 other professionals3 Technicians and associate professionals31 physical and engineering science associate professionals32 life science and health associate professionals33 teaching associate professionals34 other associate professionals4 Clerks41 office clerks42 customer services clerks5 Service workers and shop and market sales workers51 personal and protective services workers52 models, salespersons and demonstrators6 Skilled agricultural and fishery workers7 Craft and related trades workers71 extraction and building trades workers72 metal, machinery and related trades workers73 precision, handicraft, craft printing and related trades workers74 other craft and related trades workers8 Plant and machine operators and assemblers81 stationary plant and related operators82 machine operators and assemblers83 drivers and mobile plant operators9 Elementary occupations91 sales and services elementary occupations92 agricultural, fishery and related labourers93 labourers in mining, construction, manufacturing and transport
Evaluation of the Importance of Features of a Trainer for Older Persons
Survey Results – Poland
prof
essi
onal
ism
know
ledg
e
anal
ytic
al
flex
ibili
ty
patie
nce
pass
ion
open
ness
prac
tical
exp
.
optim
ism
punc
tual
ity
curi
osity
not important at all 0,0 1,1 0,0 1,2 0,0 0,0 1,2 0,0 2,4 0,0 6,0rather not important 0,0 1,1 2,4 2,4 0,0 2,5 0,0 0,0 3,6 5,9 4,8more unimp. than imp. 1,1 1,1 8,2 7,2 3,4 11,4 8,3 0,0 6,0 9,4 8,4more imp. than unimp. 2,3 14,9 30,6 19,3 9,2 26,6 9,5 7,1 16,9 5,9 21,7rather important 5,7 11,5 27,1 25,3 21,8 24,1 16,7 16,7 27,7 15,3 25,3very important 90,9 70,1 31,8 44,6 65,5 35,4 64,3 76,2 43,4 63,5 33,7
resp
ect f
or o
ther
s
initi
ativ
e
calm
ness
frie
ndlin
ess
tole
ranc
e
conf
iden
ce
relia
bilit
y
care
fuln
ess
trus
twor
thin
ess
chee
rful
ness
dyna
mis
m
not important at all 0,0 0,0 0,0 0,0 0,0 0,0 0,0 16,0 0,0 2,3 1,2rather not important 0,0 0,0 2,4 0,0 1,2 3,6 0,0 9,9 2,4 2,3 4,7more unimp. than imp. 1,2 6,2 4,7 3,5 4,8 4,8 2,4 18,5 0,0 5,8 9,3more imp. than unimp. 10,5 22,2 17,6 12,8 16,7 19,3 11,9 21,0 9,5 12,8 26,7rather important 19,8 27,2 24,7 20,9 22,6 32,5 23,8 14,8 25,0 22,1 18,6very important 68,6 44,4 50,6 62,8 54,8 39,8 61,9 19,8 63,1 54,7 39,5
Evaluation of the Importance of Features of a Trainer for Older Persons
Survey Results - PolandThe most important:• professionalism
• practical experience
• knowledge
• respect for others
• patience
• openness
• punctuality
Less important• trustworthiness
• friendliness
• reliability
• tolerance
• cheerfulness
• calmness
• flexibility
• initiative
The least important: confidence dynamism passion for teaching curiosity analytical abilities optimism carefulness
Evaluation of the Importance of Features of a Trainer for Older Persons
Survey Results - GermanyThe most important:• patience
• openness
• practical experience
• respect for others
• curiosity
• trustworthiness
• punctuality
Less important• professionalism
• passion for learning
• reliability
• tolerance
• optimism
• friendliness
• flexibility
• Initiative
The least important: extensive knowledge dynamism cheerfulness calmness analytical abilities carefulness
Evaluation of the Importance of Features of a Trainer for Older Persons
Survey Results - Cyprus
The most important:• flexibility
• respect for others
• tolerance
• carefulness
• cheerfulness
Less important• patience
• openness
• practical experience
• calmness
Evaluation of the Importance of Features of a Trainer for Older Persons (%)
Survey Results - Romania
3 3 33
10
33
33
3
1073
7
7
7
3
7
3 3 3
appropriate communicationattention to group needsattention to participants feelingscalmclear communicationclear contentconfidencecontent and methods selectioncreating a good learning environmentempathyexpertise as facilitatorexpertise in the field approachedfriendlinessgive feedbackopen attitudeopen-mindedoriented on achieving learning objectivespatience pro-active attitudeprofessional competencesocial skills
Most Important Shortcomings of Trainers Indicated in the Survey
• monotone lecture without real interest• few: breaks, examples, exercises• high speed, long training hours, rhythm too fast• lack of patience• more theory than practice• poor time management• unclear learning objectives• not achieving learning objectives• too much: theory, knowledge, materials, side
discussions• acting like teachers
Proposal of Catalogue of Skills and Competences
PART 1: GENERAL ATTITUDE
PART 2: DEFINING GOALS
PART 3: PRESENTING THE CONTENT
PART 4: APPLIED METHODS
PART 5: LEARNING ENVIRONMENTPART 6: SOCIAL SKILLS
PART 7: ORGANIZATIONAL & TECHNICAL ASPECTS
Proposal of Catalogue of Skills and Competences
PART 1: GENERAL ATTITUDE concerning the importance of:
• professional knowledge • professional experience• sense of commitment• recognition of needs, motivation etc• provided feedback• learning process evaluation
Proposal of Catalogue of Skills and Competences
PART 2: DEFINING GOALS analysis of expectations and determination of the
priorities in the learning process:
• knowledge and abilities to be gained by the participants,
• description of expected achievements, • explanation of potential benefits,• importance of the proposed subject matter,• method of measuring progress
Proposal of Catalogue of Skills and Competences
PART 3: PRESENTING THE CONTENT concerning the importance of:
• inducement of interest and critical reflection• usage of experience and professional background• relationship between theory and practice • showing applications of obtained knowledge • structuring and organization of the content
Proposal of Catalogue of Skills and Competences
PART 4: APPLIED METHODSconcerning the importance of:
• diversification of teaching methods • involvement of the participants in physical,
emotional and mental spheres • tasks and problems to be solved during the
training • new experiences and experiments • teamwork
Proposal of Catalogue of Skills and Competences
PART 5: LEARNING ENVIRONMENT concerning the importance of:
• atmosphere of training (cooperation, confidence, trust, acceptance, respect, openness etc.)
• recognition of accomplishments • pace adapted to needs• prevention of exclusion from the group
Proposal of Catalogue of Skills and Competences
PART 6: SOCIAL SKILLSconcerning the importance of:
• emotions, relations and interactions• dealing with group’s behavior and dynamics • enthusiasm, interest and attentiveness• patience, empathy and tact• language applied• listening skills
Proposal of Catalogue of Skills and Competences
PART 7: ORGANIZATIONAL AND TECHNICAL ASPECTS
concerning the importance of:
• physical learning environment • duration of sessions and breaks• partition of the training into separate units • preparation and organization of training materials