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CONTRIBUTION TO WP3 ( Catalogue of Skills and Competences )

CONTRIBUTION TO WP3 ( Catalogue of Skills and Competences ). TOP+ FINAL MEETING BRUSSELS 16.12.2009. Lifelong Learning Participation in European Countries, 2007. Source: Poland in the European Union , Central Statistical Office, Warsaw, 2009.

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CONTRIBUTION TO WP3 ( Catalogue of Skills and Competences )

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  1. CONTRIBUTION TO WP3 (Catalogue of Skills and Competences) TOP+ FINAL MEETING BRUSSELS 16.12.2009

  2. Lifelong Learning Participation in European Countries, 2007 Source: Poland in the European Union, Central Statistical Office, Warsaw, 2009.

  3. Changes in Lifelong Learning Participation in European Countries, 2007/2004 Source: Poland in the European Union, Central Statistical Office, Warsaw, 2009.

  4. Qualifications Structure in Europe,2007 and 2013, 2020 Forecasts Source: Future Skill Supply in Europe. Medium-term Forecast up to 2020: Synthesis Report. CEDEFOP, Luxembourg, 2009

  5. Changes in Qualifications Structure in Europe, 2007/2000, 2013/2007, 2020/2007 Source: Future Skill Supply in Europe. Medium-term Forecast up to 2020: Synthesis Report. CEDEFOP, Luxembourg, 2009

  6. Qualifications Structure in Europe(By Gender), 2007 and 2013, 2020 Forecasts

  7. Changes in Qualifications Structure in Europe (By Gender), 2007/2000, 2013/2007, 2020/2007

  8. Forecast of Changes in Qualifications Structure in European Countries, 2020/2007

  9. Forecast of Changes in Qualifications Structure in European Countries, 2020/2007

  10. Forecast of Changes in Qualifications Structure in European Countries, 2020/2007

  11. Occupation Structure in European Countries, 2006 (broad major group level –ISCOclassification)

  12. Changes in Occupation Structure, 2006/1996 (broad major group level & two-digit level occupations – ISCO classification)

  13. Forecast of Changes in Occupation Structure, 2015/2006 (broad major group level & two-digit level occupations – ISCO classification)

  14. Evaluation of the Importance of Features of aTrainer for Older PersonsSurvey Results – Poland

  15. Evaluation of the Importance of Features of aTrainer for Older PersonsSurvey Results - Poland The 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

  16. Evaluation of the Importance of Features of aTrainer for Older PersonsSurvey Results - Germany The 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

  17. Evaluation of the Importance of Features of aTrainer for Older PersonsSurvey Results - Cyprus The most important: • flexibility • respect for others • tolerance • carefulness • cheerfulness • Less important • patience • openness • practical experience • calmness

  18. Evaluation of the Importance of Features of aTrainer for Older Persons (%) Survey Results - Romania appropriate communication attention to group needs attention to participants feelings calm 3 3 3 3 clear communication 3 3 clear content 3 7 confidence content and methods selection 3 10 creating a good learning environment empathy 7 3 expertise as facilitator expertise in the field approached 3 7 friendliness 3 give feedback 3 open attitude 7 3 open-minded 3 oriented on achieving learning objectives 10 7 patience pro-active attitude professional competence social skills

  19. 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

  20. 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 ENVIRONMENT PART 6: SOCIAL SKILLS PART 7: ORGANIZATIONAL & TECHNICAL ASPECTS

  21. 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

  22. 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 bythe participants, • description of expected achievements, • explanation of potential benefits, • importance of the proposed subject matter, • method of measuring progress

  23. 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 organizationof the content

  24. Proposal of Catalogue of Skills and Competences PART 4: APPLIED METHODS concerning 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

  25. 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

  26. Proposal of Catalogue of Skills and Competences PART 6: SOCIAL SKILLS concerning 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

  27. 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

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