Standardisation, Training and Certification of Competencies Barbados, November 2000

1. OCCUPATIONAL COMPETENCIES: IDENTIFICATION, TRAINING, EVALUATION, CERTIFICATION Standardisation, Training and Certification of Competencies Barbados, November 2000 www.cinterfor.org.uy

2. CONTENTS • ·PHASES OF WORK BY COMPETENCIES: • · IDENTIFICATION • · STANDARDISATION • · TRAINING • · EVALUATION AND CERTIFICATION

3. CBT DIMENSIONS CERTIFICATION TRAINING STANDARDISATION IDENTIFICATION:

4. IDENTIFYING COMPETENCIES COMPETENCIES AND “BEST PERFORMANCE” (Behaviourist approach: USA, rr. Hh.) FUNCTION AND RESULTS RATHER THAN TASKS (Functional analysis: QCA, UK, ANTA, SVTA) LEARNING BY SOLVING DYSFUNCTIONS AND PROBLEMS (Constructivism. Bertrand Schwartz) COMPETENCIES AS SETTING KNOWLEDGE IN MOTION (Tacit knowledge contribution. Eduardo Rojas) CONSTRUCTED WORK IN ITS DYNAMICS (ETED. Nicole Mandon)

5. IDENTIFYING COMPETENCIES SEVERAL METHODS ARE USED (FUNCTIONAL ANALYSIS, DACUM, AMOD, SCID, ETED) SYSTEMIC CONCEPTION OF LABOUR RELATIONSHIP BETWEEN THE PROBLEM AND THE DESIRED RESULT IDENTIFICATION OF THE MAIN OBJECTIVES OF THE OCCUPATION INTERRELATIONSHIP BETWEEN FUNCTIONS AND THE MAIN OBJECTIVE OF THE OCCUPATION SUPPLIES BETTER INFORMATION ON THE LABOUR MARKET

6. TRADITIONAL ANALYSIS AND IDENTIFICATION OF COMPETENCIES JOB ANALYSIS FUNCTIONAL ANALYSIS CENTRES ON WHAT IS DONE CENTRES ON WHAT IS ACHIEVED

7. EVALUATING AND • CERTIFYING COMPETENCIES

8. TRADITIONAL EVALUATION ASSOCIATED WITH AN EDUCATIONAL COURSE OR PROGRAMME PARTS OF THE PROGRAMME EVALUATED BY SUBJECTS PARTS OF THE PROGRAMME INCLUDED IN FINAL EXAMINATION PASS BASED ON POINTS ON A SCALE THE QUESTIONS ARE NOT KNOWN UNDERTAKEN AT DEFINITE TIMES USES STATISTICAL COMPARISONS

9. EVALUATION, THE STEP PRIOR TO CERTIFICATION (UK System) PROCESS OF: DEFINING OBJECTIVES GATHERING EVIDENCE, COMPARING EVIDENCE-OBJECTIVES COMING TO A CONCLUSION CENTRED ON RESULTS (DEFINED IN THE STANDARD) UNCERTAIN TIME (ONGOING) IS INDIVIDUALISED NOT ASSOCIATED WITH A COURSE OF STUDY DOES NOT COMPARE DIFFERENT INDIVIDUALS DOES NOT USE GRADING SCALES COMPETENT OR STILL NOT COMPETENT

10. CERTIFICATION OF COMPETENCIES AND NOT OF STUDIES THE CERTIFICATE SAYS THAT COMPETENCY UNITS WEREEVALUATED, NOT THAT PROGRAMMES WERE ATTENDED IT HAS A SPECIFIC DURATION, AFTER WHICH IT MUST BE RENEWED IT PERMITS ACCUMULATION OF COMPETENCIES (UNITS) IT AIDS JOB MOBILITY AND TRAINING DECISIONS UNITS ELEMENTS PERFORMANCE KNOWLEDGE

11. TRADITIONAL CERTIFICATION VERSUS CERTIFICATION BY COMPETENCIES • TRADITIONAL CERTIFICATION • . Issued at the end of a learning cycle • . Based on theoretical and practical tests, usually in classrooms and teaching workshops • . Centred on curricula that are not always up to date • . Recognition based on prestige • . It is earned once and lasts for a lifetime • . Does not use external mechanisms that check quality • . Low or nil participation of social players • . Centred on tasks or jobs • CERTIFICATION BY COMPETENCIES • . Issued at the end of an evaluation • . Based on proof of performance on the actual job • . Centred on standards translated into curricula • . Recognition at the national or sector level • . Must be updated with new knowledge • . Uses internal and external quality checking mechanisms • . High participation of social players • . Centred on occupational competencies

12. DIFFERENT EXPECTATIONS REGARDING CERTIFICATION TRAINING INSTITUTIONS Curricula Relevance Attention to demand GOVERNMENT Equity Employment Transparency CERTIFICATE TRADE UNIONS Training Bargaining Compensation ENTREPRENEURS Productivity Competitiveness Mobility

13. EVALUATION MODELS

14. EVOLVING VIEW OF CERTIFICATION INPUTS TRAINING PROCESSES (ISO 9000?) IND. SERV PROCESSES ISO 9000 COMPETENCY CERTIFICATION PRODUCTS (SAE, ISO) OCCUPATIONALCOMPETENCIES (NCVQ, CONOCER) OUTPUTS

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