AER-V-Recommendations for international project managers competences recognition and validation for lifelong learning: Difference between revisions
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==Results and Impact== | ==Results and Impact== | ||
The results of the project will be tangible and intangible (material and immaterial). The direct tangible results will be reached during the work packages, while the intangible will be illustrated in the field of increased of knowledge, skills and awareness, change of attitudes etc. The indirect, third level of results are those long-term ones, clearly connected with the varied project impact. The direct intangible results will be seen both on individual and organizational levels, referring to change of attitudes and values related to international cooperation realizing, the introduction of innovations, professionalization of the adult education staff, and development of long-term development strategies of the 3rd sector adult learning organisations. | The results of the project will be tangible and intangible (material and immaterial). The direct tangible results will be reached during the work packages, while the intangible will be illustrated in the field of increased of knowledge, skills and awareness, change of attitudes etc. The indirect, third level of results are those long-term ones, clearly connected with the varied project impact. The direct intangible results will be seen both on individual and organizational levels, referring to change of attitudes and values related to international cooperation realizing, the introduction of innovations, professionalization of the adult education staff, and development of long-term development strategies of the 3rd sector adult learning organisations. | ||
==Final Recommendations== | |||
Based on the results of the [[AER-V SDDP of the International Facilitators Training School 2022]] the recommendations for the validation and recognition system for the European project managers working in the civil society organisations are: | |||
# Acknowledge that the dimension of mission and purpose is crucial in the 3rd sector. | |||
# Define clear definitions/understandings of competences, skills and experiences. | |||
# Build competence validation and recognitions systems encompassing not only theoretical but also practical part of a competence. | |||
# Allow flexibility that considers diversity of the civil society. | |||
# Recognise cultural and social differences. | |||
# Be sensitive of the qualities of values and attitudes. | |||
# Ensure validation through transparent procedures. | |||
# Ensure recognition of formal, non-formal and informal knowledge. | |||
# Ensure simplicity to understand and measure. | |||
# Allow accessibility for those already working in the area [of civil society] and also those without experience. | |||
# Take into account the complexity of the individual personality [of the candidates to validate and recognise their competences]. | |||
# Take into account work experience in various areas. | |||
# Have the recognition and validation system evidence based to achieve recognised status in the European Union. | |||
# Include references to the already existing, similar/relevant recognition and validation schemes to avoid' reinventing the wheel". | |||
By making progress in the above mentioned areas we will address the most important and useful root characteristics of the useful and practical validation system for the European projects' managers and achieve change in many other areas such as the ideas illustrated in the levels VII-I in the influence map. | |||
==Sustainability== | ==Sustainability== | ||
