Competencies for Educators

The key persons (beyond the learners) for achieving qualitative learning outcome are the facilitators. Every facilitator has the for this task required competencies and every facilitator team is completing this required set of competencies. No competency-centered learning without looking from a competency-centered perspective as well on our performance and output, the quality of facilitation.

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Related:

• The Facilitation Mindset
• What Competency-based learning is...

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Also interesting:

• Facilitation

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Our Handbooks

N.Zimmermann

Facilitation step-by-step

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Quality

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."

Facilitation Competence

• 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

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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.

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  Digital Competence of Educators
  What has digital competency to do with you as a teacher or educator?
  Download

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  ETS Competence Model for Trainers
  SALTO Training and Cooperation's framework for educators
  Download

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  A Competence Model for Youth Workers to Work Internationally
  SALTO's competence model for international facilitation Download

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  Youth work competence
  Council of Europe's Portfolio Tool on youth work competence
  Online

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  RFCDC Teacher Reflection Tool
  for the Council of Europe's Competences for a Democratic Culture (RFCDC)
  Download & Online

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  Competencies for ESD teachers
  Download

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  Curriculum globALE
  A global competency framework for adult educators by DVV International, German Institute for Adult Education, International Council for Adult Education and UNESCO Institute for Lifelong Learning Download

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  greta Professional Teachers Competence Model
  in Adult and Continuing Education
  Website

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  Digital competence toolbox for youth work
  Verke's toolbox includes criteria for digital competences, a self-assessment tool and also an online test.
  online

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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 Selecting, adapting or creating appropriate methods Creating a safe, inspiring learning environment Support learners in identifying and meeting their learning needs and overcoming any barriers Understanding and facilitating group dynamic in a way that is conducive to different ways of learning Stimulating active participation and motivating and empowering learners Promoting creativity, problem-solving and 'out-of-the-box' thinking Effectively managing one's own emotions in training situations Respecting ethical boundaries vis-á-vis learners

Learning to learn Assessing one's own learning achievements and competences Identifying learning objectives and pursuing them pro-actively Undergoing personal/professional development through feedback Acknowledging and dealing with unexpected learning moments and outcomes Identifying and providing appropriate resources to support individual learning

Designing educational programmes Developing an educational approach based on the principles and values of non-formal learning Transferring knowledge or values related to the activity to learners Integrating learners' socio-political backgrounds into the educational programme where relevant, Integrating ICT, e-learning and othr tools and methods into the educational activity Choose and designing appropriate methods for collecting, interpreting and idsseminating information (data, resources, findings, etc)

Cooperating successfully in teams Contributing actively to team tasks Being willing to take on responsibility Encouraging and involving other team members Learning with and from others Being aware of the team processes and how they affect the team's effectiveness Managing disagreements constructively

Communicating meaningfully with others An ability to listen actively An ability to be empathetic An ability to clearly express thoughts and emotions An awareness of identity-related issues Being diversity-aware

Intercultural competence REFLECTING ACCEPTANCE OF AMBIGUITY AND CHANGE MAINTAINING AWARENESS OF ONE’S OWN IDENTITY SHOWING A WILLINGNESS AND ABILITY TO LOOK AT IDENTITY, CULTURE AND RELATED ASPECTS AND DIMENSIONS FROM DIFFERENT PERSPECTIVES CRITICALLY REFLECTING AND DISTANCE ONESELF FROM ONE’S OWN PERCEPTIONS, BIASES, AND STEREOTYPICAL CONSTRUCTIONS OF REALITY REFLECTING AND USING DIVERSE WAYS AND METHODS TO INCREASE SELF-AWARENESS BEING ABLE TO APPLY HUMAN RIGHTS PRINCIPLES

Being civically engaged CONNECTING [YOUTH] POLICIES AND EDUCATIONAL PROGRAMMES INTEGRATING VALUES AND BELIEFS SUPPORTING LEARNERS IN DEVELOPING CRITICAL THINKING APPLYING DEMOCRACY AND HUMAN RIGHTS PRINCIPLES

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References

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