QUESTIONNAIRE: COMPETENCIES PROFILE FOR MODULAR TRAINING CURRICULUM DEVELOPERS

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1 QUESTIONNAIRE: COMPETENCIES PROFILE FOR MODULAR TRAINING CURRICULUM DEVELOPERS The objective of the research: The objective of the research led in eleven European countries is to describe the requirements within the competencies for modular training trainer. The results will let propose a new description of the competence profile for Modular Training Curriculum Developers on the European educational market. Within the profile three levels of the competencies have been identified: Level I Trainer Beginner. He has basic methodological knowledge and documented practical experience (min. 3 years) within modular approach. Level II Trainer Specialist. He has specialised methodological knowledge and documented practical experience (min. 5 years) within modular approach, he can also be a counsellor and trainer for the trainer from the first level. Level III Trainer Senior. He has extensive specialised methodological knowledge, documented practical experience (more than 5 years) and significant implemented achievements within modular approach, he can also be a counsellor or trainer for trainers from the second and third levels) The pedagogical qualifications are the entry point for achieving the competencies for Modular Training Curriculum Developers. Instruction how to fill in the questionnaire: The questionnaire is filled in by EMCET2 project Partners (11 institutions) and vocational education and training institutions recommended by the partners (this is not obligatory). Please, tick in the appropriate column in the table which skill should be linked to which competence. If the proposed list of the competencies is not sufficient, it can be completed by your own propositions. The assessment scale from 1 to 5 has been applied to each competence level according to the sign: 1 Not necessary/dispensable; 2 Not important; 3 Important; 4 Very important; 5 Necessary. The respondent has to tick X in the appropriate column for the appropriated competence level by choosing the scale from 1 to 5. The assessment should consider the fact that the skill can be present at different levels (from 1 to 3) and it can have different sign (1-5) within each of three levels. ITeE-PIB - Poland 1/8

2 I. RESEARCH QUESTIONNAIRE MODULAR TRAINING TRAINER COMPETENCIES PROFESSIONAL TASKS 1. Improvement of the techno-didactic workshop and planning own development 1.1. use appropriate professional and teaching terminology 1.2. participate professionally to knowledge management and transfer of knowledge meeting with other trainers 1.3. provide opportunities for training / professional development of staff 1.4. situate the own educational contents and integrate them into the offer of the own organization and the structure of the offer concerning adult training 1.5. examine accessible test results that are relevant for the own teaching practice 1.6. create work documentation and update it systematically 1.7. use various information sources and ICT 1.8. plan own actions and professional development 1.9. organize job and workstation, taking into account the rules of ergonomics and current regulations on occupational safety and hygiene and environment protection perform self-assessment manage people in an effective way adapt to changes initiate the introduction of technical and organizational solutions that improve work conditions and quality clearly formulate and communicate own expectations conduct negotiations in an effective way be resistant against stress solve problems and make decisions within own scope of competencies adhere to the rules of social coexistence and act in ethical way co-operate and consult the external partners and colleagues within the scope of the project in order to clarify and situate the role of the trainers in training projects for society manage economically the budget other (one can add own proposals) ITeE-PIB - Poland 2/8

3 2. Analysis of training requirements 2.1. define and assess a training problem within a geographic area 2.2. identify training needs within an organization 2.3. identify individual needs of the students and devising ways to meet the needs 2.4. identify and analyse competence standards 2.5. identify the target groups for specific 2.6. identify the resources available and the constraints for the design and implementation of a 2.7. apply basic tools for training needs identification (levels: institution, the unemployed) other (one can add own proposals) 3. Design a modular 3.1. explain the concept of modular training approach 3.2. apply occupational analysis to modular programmes design 3.3. select and adapt modular training methodology for a 3.4. design a Module of Employable Skills (ILO-MES approach) 3.5. design a Competency-based module (ILO-CBT approach) 3.6. define the learning objectives, pre-requisites and contents of a 3.7. select methods, media and learning assessment strategies for a face- to- face 3.8. select methods, media and learning assessment strategies for a distance learning programme 3.9. validate face to face or blended other (one can add own proposals) ITeE-PIB - Poland 3/8

4 4. Creation, selection and adaptation training materials 4.1. define the tools for producing multimedia materials and set up the learning context 4.2. define the integration of multimedia materials in modular s 4.3. design the multimedia training materials and learning context 4.4. produce the multimedia training materials 4.5. validate the multimedia training materials and the learning context 4.6. apply various materials and didactic aids in modular vocational training 4.7. search, collect, select and adapt printed and non-printed materials for training 4.8. prepare methodical materials for students and trainers 4.9. develop learning packages for modular other (one can add own proposals) 5. Delivery a modular 5.1. co-ordinate procedures and documentation used in the organisation of modular training at the labour market 5.2. prepare all the necessary technical and didactic infrastructure for the needs of modular training 5.3. select didactic equipment 5.4. create an adapted educational-learning climate for the students 5.5. develop educational/training tools as a team 5.6. plan the execution of the training 5.7. plan the delivery of distance learning 5.8. facilitate face-to-face and Blended learning 5.9. assess the individual achievement of learning skills coach and train the student during the individual training course ITeE-PIB - Poland 4/8

5 5.11. manage and support for trainees improve teaching and managerial staff competencies for the purposes of modular training programme implementation solve conflict situations without harm to the group and the teaching process other (one can add own proposals) 6. Evaluation a modular 6.1. plan and design research that diagnose training needs 6.2. observe training classes carried out with the use of modular teaching programmes and learning packages 6.3. identify strengths and weaknesses of the modular training organisation 6.4. collect feedback from trainees 6.5. construct assessment tests 6.6. perform measurements of knowledge and skills covered by training subject 6.7. validate the design of a 6.8. evaluate the implementation of a 6.9. evaluate the results of a within an organization evaluate the results of a market labour-oriented evaluate the cost of a write a report on the conducted research other (one can add own proposals) ITeE-PIB - Poland 5/8

6 7. Preparation modular training offers and their implementation taking into account the specificity of adult training 7.1. define personnel and material requirements, necessary to achieve the goals of planned training 7.2. create the training schedule according to didactics rules 7.3. create a friendly teaching/learning environment for adults 7.4. interview candidates and create individual modular vocational s 7.5. develop implementation concept, modular training offers and their promotion among the people concerned 7.6. stimulate synergism between educational context, work practice and learning environment of the trainees 7.7. assure quality of educational service 7.8. react flexibly to changes in demand for specific forms of training other (one can add own proposals) 8. Other (one can add own proposals) 8.1. other (one can add own proposals) ITeE-PIB - Poland 6/8

7 II. IDENTIFICATION OF PROFESSIONS / WORK STATIONS TO WHICH THE COMPETENCIES OF MODULAR TRAINING CURRICULUM DEVELOPERS CAN BE USED Please, indicate on the list by ticking X what professions / workstations in your country are related to the training specialists, when they can be necessary (the nearest future) the competencies within modular training trainer. If proposed names of the professions / workstations are not used in your country, you should tick the column not identified. In other cases you should tick the option often identified or seldom identified (not often). All choices (it doesn t concern the option not identified ) you have to refer to three proposed competence levels of Modular Training Curriculum Developers and to indicate (estimate) which level should be possessed by a person that works in a profession / workstation (Look, the attached example in the table). You can also add other (beyond attaching list) names of the professions / workstations that are referred to trainers that are identified in your country. In this case you should use the classification / professions list from your country). Item Name of profession/position Identified Seldom identified Not identified 1. Lecturer 2. Course lecturer 3. Teacher in VET 4. Teacher - advisor 5. Teacher/Trainer Education 6. Trainer 7. Instructor 8. Course lecturer 9. Teacher/Instructor 10. Teacher/Instructor of practical vocational training 11. Methodology advisor 12. Training specialist 13. Training analyst 14. Training evaluator 15. Training manager 16. Training expert other (one can add own proposals) LEVEL OF MODULAR TRAINING CURRICULUM DEVELOPERS I- Beginner II - Specialist III - Senior I- Beginner II - Specialist III - Senior ITeE-PIB - Poland 7/8

8 III. RESPONDENT PROFILE Please, complete this part of the questionnaire with your personal data. 1. Respondent Country UK PL IT EL HU EE DE SI ES FR 2. SEX Woman Man 3. AGE and older 4. EDUCATION LEVEL secondary vocational general secondary tertiary vocational (B.Sc., B.A. degrees) tertiary Master s degree other 5. CURRENTLY HELD POSITION (Please write):... Number of years of work experience Number of years in the current position 6. DATA OF THE TRAINING ORGANIZATION Involved in the design and implementation of modular curricula Interested in the design and implementation of modular curricula Not involved in modular education and training Other 7. NUMBER OF PEOPLE WORKING IN THE ORGANIZATION 1-10 persons persons persons more than 250 persons Thank you very much for your co-operation and time ITeE-PIB - Poland 8/8

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