The quality of a training is obviously depending from different circumstances. The educational context and the learning institution contribute to quality outcome. Or quality is relying on supportive outer circumstances in the society or environment. In particular the needs and motivations of the learners influence learners ability to gain competencies.
Although these are all aspects a facilitator is not primarily responsible for, it is in particular their responsibility to shape conditions that enable qualitative learning. Furthermore, the way of facilitating and moderating has a direct impact on the achievements. The cooperative performance of a facilitator team influences the process leading toward these achievements.
Obviously we need to consider all: the ability of shaping learning conditions in a certain environment, the educator's general ability to accompany and lead a group on their way toward a goal, the specialization or specific mastery in a person. Not to mention, that a team of educators might be aware of their complementary competencies and aim to activate them best. "The quality of trainers – i.e., their professional expertise combined with their ability to perform within an educational framework – has a crucial impact on the quality of the training activities they deliver."
- Shaping the learning space and the appropriate learning conditions
- Accompanying and leading a group toward a goal, choosing and using methodology adequately
- Identifying criteria and assessing success, quality and impact on a meta-level
- Having and extending specific deeper interest, knowledge and experience
- Ability and willingness to use new methodology, approaches and technology in order to improve learning experiences
In an era of digital transformation the "ability to use, shape and apply information technology for different purposes and in manyfold societal contexts" (see: Digital Competences) is becoming a necessity and transversal competence. After having in the past focused on the (young) learners, now also the professional is shifting into the focus of competences framework designers and of the educational institutions.
Digital Competences cannot be understood synonymously as transformative competences, but they are an integral part of them. Therefore, we need to prevent a limitation of digital competence to "ICT skills" and extend it toward a holistic understanding of digital competences. On the other hand, not all what the broad public perceives as part of digital competence is necessarily digital by nature, in example curiosity, analytical thinking, problem solving, a proactive mindset or else. If we want to come to a clearer understanding of specific qualification needs in regard to the digital we should differentiate here more precisely.
Areas of teachers’ or educators’ digital competence
- Digital pedagogy – the organisation of the teaching/learning process, giving the feedback, evaluation of the academic achievement with the help of ICT Digital resource management – selection, use and creation of the digital learning and methodological resources
- Communication and cooperation – communication via e-platforms, sharing resources, joint online work with all the participants of the education process (colleagues, pupils, parents, experts, authorities)
- Identity management and safety – responsible behaviour on-line, data protection and privacy, the use of ICT for creating a professional image, the environmentally and health-friendly use of digital tools
- Competence for active citizenship – the use of digital gadgets and applications for influencing social processes, the awareness of equality and inclusion issues in the context of technologies.
Source: Digital Competences of Educators
Examples for Competency Frameworks for Educators
Similar to frameworks for learners, the competency descriptions fo facilitators, teachers, trainers or educators are following the idea of competency as a combination of knowledge, skills and attitudes. They aim to fit to broad range of formal and non-formal educational contexts.
Digital Competence of Educators
What has digital competency to do with you as a teacher or educator?
ETS Competence Model for Trainers
SALTO Training and Cooperation's framework for educators
A Competence Model for Youth Workers to Work Internationally
SALTO's competence model for international facilitation Download
Youth work competence
Council of Europe's Portfolio Tool on youth work competence
RFCDC Teacher Reflection Tool
for the Council of Europe's Competences for a Democratic Culture (RFCDC)
Download & Online
Competencies for ESD teachers
greta Professional Teachers Competence Model
in Adult and Continuing Education
Digital competence toolbox for youth work
Verke's toolbox includes criteria for digital competences, a self-assessment tool and also an online test.
Featured: ETS Trainer Competencies in EU
The Steering Group of the European Training Strategy of Youth in Action asked for a competency framework for non-formal education, in particular in a youth context and in regard to groups with diverse cultural backgrounds.
This effort is part of the overarching European Training Strategy in the field of Youth of the European Commission. It is caring about quality and acceptance of learning in youth education and youth work in Europe.
The here presented competences for trainers working at international level are one example for a holistic competency set, covering a lot of aspects, we are illustrating in the Competendo toolbox..
The editors and initiators behind the framework are coordinated by the SALTO Training and Cooperation.
Understanding and facilitating individual and group learning processes
Learning to learn
Designing educational programmes
Cooperating successfully in teams
Communicating meaningfully with others
Being civically engaged
- JUGEND für Europa/SALTO Training and Cooperation: Gisele Evrard Markovic (ed.): European Training Strategy. A competence model for trainers working at international level; Bonn 2018
- JUGEND für Europa/SALTO Training and Cooperation: European Training Strategy ll - Amended version of competences for trainers working at international level with criteria and indicators, Bonn 2014