Content Part I

1. LdV-project “Vocational Integration Support – Adaptation of Innovative Approaches of European Supporting Initiatives for the Disadvantaged and Identification of their Development Potential for National Structures and for the Partner Countries” Kristianstad Workshop (April 28-29, 2011, Folk/Kristianstad) Niels Rosendal Jensen and Dirk Michel-Schertges

2. Content Part I - Concept of Competences Processes of active competences and process of competence buildin - Requirements of processes of competence building Part II - Changes of Educational Perspectives - Three (Pre-)-Conditions of Transfer - ”Macro-“ and „Micro-level“ Changes - Goals and Development of Programs

3. Concept of Competences “The concept of competence refers […] to a person’s being qualified in a broader sense. It is not merely that a person masters a professional area, but also that the person can apply this professional knowledge – and more than that, apply it in relation to the requirements inherent in a situation which, in addition, may be uncertain and unpredictable. Thus competence also includes the person’s assessments and attitudes, and ability to draw on a considerable part of his/her personal qualifications. (Jørgensen 1999: 4)

4. Two different processes of active competence • ...”involves the external interaction between the learner and his or her social, cultural and material environment, which takes place whenever we are awake but can be more or less intensive and conscious. The criteria of this process are of a historical, geographical and societal nature, dependent on time and place” (...) • ...”is the internal psychologial process of elaboration and acquisition, which connects the impulses and impressions of the interaction with teh results of prior learning and thereby forms the learning outcome. It is important to realize that this is always a linking of the new to the knowledge, skills, understandings, attitudes and behaviour patterns etc. that have already been developed (...)”. (Illeris 2009: 86)

5. Contentknowlegde, skills, opinion, insights, meaning, attitudes, values, behaviour patterns, methods, strategies, etc. Incentivemotivation, emotion, (personal) interest, individual biography PROCESS OF COMPETENCE BUILDING meaning, (communicative) action, voice Interaction Societal context Further developed grafic, original: Illeris 2009: 87 f.)

6. Requirements for the process of competence building • Content, incentive and interation „should all be activated in significan, conscious and relevant ways in relation to the desired competence development. • Learning processes should be arranged and practised in ways that make room for assimilative, accommodative and also transformative learning (…) • The learning environment should include possibilities for the reflectivity that is necessary to overcome learning defence and for learning resistance to be expressed and transformed into development.“(Illeris 2009: 94)

7. Changes of Educational Perspectives hard skills(stiff-fact knowledge) soft skills(personal characteristics such as flexibility, creativity, independence, cooperation, responsibility and service mindedness) Employability:professional qualification and identity development“situated learning” and “communities of practice” (Lave/Wenger 2003; 2004)

8. (Pre)-Conditions of Transfer • The organizational and institutional structures… changes of basic contracts or agreements on the need of enhancing relationships with local authorities and companies (e.g. which kinds of interventions/programs would be accepted) - (Danish) National Centre for Real Competence Assessment - Handbook for standards of assessment (financed by the Ministry) - Documentation is based on the principle of accountability, encompassing all educational institutions

9. (Pre)-Conditions of Transfer • Processes of competence assessment… particularly the implementation of new contents and methodologies, working conditions of involved institutions and relations with adolescents and parents during the intervention - It is mandatory to develop real competence assessment (by legislation), and the procedures are accepted by institutions and companies. - Standards are maintained in two ways: by professional judgment of the assessing institutions as well as by access to make complains directly to the Ministry or the “ombudsmand”

10. (Pre)-Conditions of Transfer • Focus: The perspective of the receiver… changed life situation, bettering of living conditions, social integration, etc - perspective of human chances of realization (capabilities) - it offers opportunities to understand the outcomes from another perspective than that of – say - a municipality, professionals, or local environments

11. ”Macro-level” changes This shift reminds what is called a “mission shift” enfolding its own way of acquiring a new function. ”Micro-level” changes... may occur in organizational action and outcome in terms of some significant changes in:- institution mission and purpose (program goals, program development, curriculum development);- culture (again goals, curriculum and dominant pedagogy plus institutional development); and- functional processes (dominant pedagogy, institutional development, internal management)

12. Goals and development of programs By adjusting program offerings based on individual demand built direct links with the person himself/herself. Curriculum development is usually not a task for the assessment procedure, but has the aim to strengthen the juvenile’s or young adult’s competencies which are offered at the institution Dominant pedagogy is devoted to work-based learning, and this implies a “soft” guidance directed at employability assessment. Organizational development may become an important issue; this goes for internal management as well.

13. References Illeris, Knud (2009). Competence, learning and education: how can competences be learned,and how can they be developed in formal education?, in: Illeris, Knud (ed.) International Perspectives on Competence Development. London/New York: Routledge, pp. 83-98. Jørgensen, Per Schultz (1999). Hvad er kompetence? Uddannelse, 9: 4-13. Lave, Jean & Wenger, Etienne (2003). Situeret læring. København: Hans Reizels forlag. Lave, Jean & Wenger, Etienne (2004). Situeret læring og andre tekster, 2. oplag. København: Hans Reizels forlag.