New pathways of youth to labour market through
New pathways of youth to labour market through lifestyle self – employment Project No. 2017 -3 -LT 02 -KA 205 -005536 Training course for youth workers ‘Social mentoring as innovative training pathway lifestyle self-employment’ to Module III. Validation of the competences “Sense of initiative and entrepreneurship” 5 th face-to-face session This project has been funded with support the European Commission. This publication reflects the views only of the author, and the commission cannot be held for any use which may be made of the information contained therein.
Discussions on the 4 th session § What did learn during the 4 th online session? § Where some difficulties during this session? § What would you like to discuss with the group on the 4 th online session? § Discussions on results of self-learning on Module II on the basis of “Feedback sheet” form filled in by learners. Analyse the importance of OERs to facilitate the mentoring on LSE.
Questions for Reflections § Why it is important for young people to develop their entrepreneurship skills? § How to introduce Life Style entrepreneurship to young people? § Could you explain the most important business principles in LSE? How are they realted to business steps? § Could you present the best business plan structure for your idea? What parts would it consist of? § How to use OERs to facilitate the mentoring on LSE?
Group work exercises on Module II
Aim of the MODULE III • To develop youth workers’ competences to assess and validate young learners’ skills and competence “Sense of initiative and entrepreneurship”.
Objectives of the MODULE III • to review the development of validation processes in EU countries; • to analyse the methods, benefits of validation of youth informal and non-formal learning; • to present the most commonly used non-formal methods of assessment of knowledge obtained during the youth education; • to introduce the on-line test ‘Sense of initiative and entrepreneurship’ for evaluation of skills and competencies of Life-Style Entrepreneurship of young learners with fewer opportunities; • to introduce the learners guide “Why validation is important for me” as tool for learner’s motivation to learn and validate; • to introduce the set of skills and knowledge which are included in the test for youth learners ‘Sense of initiative and entrepreneurship’; • to present the knowledge portfolio conception and structure for assessment of learners’ skills and competences.
Validation within EU There are several common European tools and principles for validation which ensure the recognition of learning outcomes, and make non-formal and informal learning visible: • European qualifications framework (EQF). • European credit system for VET (ECVET). • Euro pass. • European quality assurance framework for VET (EQAVET). • National qualifications framework (NQF).
The purposes of assessment • Judging proficiency of essential skills and knowledge • Measuring improvements over different amounts of time • Ranking and grading students • Diagnosing student difficulties or struggles • Evaluating the teaching methods • Evaluating the effectiveness of the course • Motivating students to study and help them to improve • Promoting an understanding of goals and criteria
Types of assessment • Formative and summative assessment • Diagnostic assessment • Objective and subjective assessment • According to the basis of comparison • Informal and formal assessment
Common assessment methods • Test • Essay • Debates and discussions • Interview • Observation • Peer assessment • Self-assessment
Knowledge portfolio • Portfolios include documents that learners have collected in order to reveal individual skills acquired in various ways. • A portfolio takes into account a collection of materials that verify skills and knowledge acquired through previous experience in non-formal and informal learning. • The portfolio contains samples of the learner's work that has been selected and organized to show student learning progress and growth over time or to show samples of learners best work. • Portfolios can be developed to help disadvantaged people to get into employment by considering their specific characteristics.
SELF-E tools for validation of the Competences “Sense of initiative and entrepreneurship” Self-E project suggests two on-line self-assessment tools: • for evaluation of the competence of youth worker’s to become mentor on LSE and to run the training course for disadvantaged youth-learners • for evaluation of entrepreneurship competence of young people’s with fewer opportunities, including NEETs.
Introduction of the practical exercises on Module III for 7 th session • Exercise 1. Different kinds of validation within EU. • Exercise 2. Euro pass CV in practice. • Exercise 3. Different kinds of assessment methods. • Exercise 4. Knowledge portfolio in practice.
Homework • Self-learning of Module III “Validation of the competences “Sense of initiative and entrepreneurship””. • Fulfilling the test for assessment, which will be provided to youth with few opportunities during the SELF-E training course.
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