The impact of a training or seminar approves in practice - often far long after our work as facilitators is done. Will someone involve? Will she activate the competencies and resources she has for societal change? Will he change his attitude to participation? In a lot of traditional education we have exams at the end, that approve if somebody incorporated enough knowledge. But involvement in society is an ongoing process. Therefore facilitators may observe or measure a development, they may measure the degree of knowledge and to some extent as well, how able a person is to use his or her skills.
Documentation and Assessment during Learning Processes
Facilitators can encourage using regular assessment tools by the learners to keep their learning outcomes updated and written.
Portfolio tools are here a good option for self-organized documentation and reflection.
Facilitators might document advancements and discuss these with learners regularily.
Gain Information through Tools and Instruments
During and after your learning process, these tools and instruments might help you to gain the necessary information:
Within your process:
- Declarative methods,
- Portfolio method,
- Learning diary
- Evidence extracted from (project)work,
- Tests and examinations
At the end of a learning process may stand....
- Competency description along standards for programs or learning events
- Certificates for participation
- Qualified competency description
- A completed portfolio
- Learning diary
Include the Learners: Self-recognition
Following the idea of empowerment the goal of facilitation is to imrove the ability of learners to assess and evaluate their competencies, as well as to learn how to plan their further competency development. The interaction between learner and facilitator leads here in the best way to a balanced picture between self-perception and external perception. Furthermore, the knowledge of a facilitator regarding instruments or how to describe competencies can and should be transferred. In this sense, the challenge is to overcome the role of a teacher judging the development of learners coming to a cooperative and descriptive and negotiating role.
Tools and Handbooks
Valued by You, Valued by Others
Improving the visibility of competences in Youthpass (and also in other contexts)
Recognizing Learning in Youth Exchange
Youth Work Service, Léargas' handbook complementary to YouthPASS, with suitable methods as well for evaluation and competence assessments without using the YouthPASS
The Learning Curve
A guide to evaluation for youth organizations
Practical tips and hands-on methods to make the most of the Youthpass process edieted by SALTO and Jugend für Europa
EaSY soft skills
A skill assessment online tool, model and method handbook
Competendo Portfolio Tool for Facilitators
Competency-related portfolio tool
Refer to Standards and Make Social Recognition Easier
Depending on where the learner needs recognition, it is worth to take care about words and aspects that need to be highlightened. A lot of social contexts use specific language and have specific expectations toward the learning outcome. Conscious language and choice might give a description or certificate more value.
European Skills/Competences, Qualifications and Occupations (ESCO)
ESCO offers a standardized terminology that includes skills, competences, qualifications and occupations. Its outcome for citizens and employees is to find the right terms for their formal and non-formal qualifications or for the job profiles they wish to develop. As well non-formal training provider may use the classifications for validation.
- European Skills, Competences, Qualifications and Occupations | ESCO
Key Competencies for Lifelong Learning
They are a good and recognized reference point, especially in the European context. A short description of these can be found here:
European Qualification Framework (EQR)
The EQF and the subordinated EU member state's national qualification frameworks are also worth paying attention to, in particular if the description is needed also for formal recognition. The EQF seeks to make the different national education systems more compatible and describes vocational profiles and educational outcome for a broad range of educational fields. Therefore the competency model is elaborated enough to offer a basis for certification and documentation of the gain of knowledge and skills. . Methodologically member states agreed on the EQF in 2008, which is concretized through every member state with a national qualification framework.  On 8 levels a definition for the needed knowledge, skills and competencies was defined, from level one – “basic knowledge” – up to level 8 –“knowledge at the most advanced frontier of a field of work or study and at the interface between fields”. The framework provides therefore "benchmarks for qualification levels across Europe and encourage the embedding of validation systems with formal qualifications system" Member states develop their national qualification frameworks like in Germany through a Working Group on national level and a coordination group of Länder and federal government.
- European Qualification Framework | EQR
Other Competency Frameworks
Also other competency frameworks used in your organization or learning field can give orientation (like from OSCE, UNSECO, national curricula, or own frameworks).
These European Instruments might also be helpful:
- European Centre for the Development of Vocational Training (Cedefop): European guidelines for validating non‑formal and informal learning;; p. 59 ff.
- see as well: The European Centre for the Development of Vocational Training (Cedefop): European guidelines for validating non‑formal and informal learning; p. 19
- European Skills, Competences, Qualifications and Occupations (ESCO): https://ec.europa.eu/esco/home
- European Commission: Learning Opportunities and Qualifications in Europe
- European Centre for the Development of Vocational Training (Cedefop) 2009: European guidelines for validating non‑formal and informal learning; p. 30
- Deutscher Qualifizierungsrahmen: http://www.dqr.de/
- Following the discussion of: European Centre for the Development of Vocational Training (Cedefop): European guidelines for validating non‑formal and informal learning; p. 44