For the development of the Professional Profile as tools have been utilized the bibliographical desk research, the adapted to the needs of the Professional Profiles method known as Delphi and procedures of evaluation and feedback.
The Delphi method involved a coordinator for each participating country and 15 people who are active in the social economy field (academics and professionals). The survey was conducted in a total sample of 45 participants in three European countries.
The research tool for the development of the Professional Profile was a structured questionnaire, adapted to the main features of the Delphi method, which resulted from a review of the literature.
The professional outline of the Advisor Educator of Social Economy consists of six (6) main functions that are broken down into individual functions and tasks. Below is a breakdown of the professional outline of the Advisor/ Educator of social economy.
1. Receives, supports and serves individuals that address the institution
2. Consults the interested parties on general business and operational issues
3. Consults interested parties on matters of organization and management
4. Consults interested parties of matters of marketing and operational communication
5. Materializes educational/training programmes for adults in the sector of social economy
6. Supports the procedures of dissemination of the services of the institution and of entrepreneurship
The process of allocating a level of the learning outcomes to the EQF based on qualitative interviews with ten experts that have been made during three workshops that were implemented (one for each country). The experts, according to the learning outcomes required, assign each Main Professional Function with the appropriate level of EQF, (Leveling) and then stated the weight of each Main Professional Function (Weighting Procedure). Then the results assessed by experts from other European countries.
Finally, concerning the methodology of certification of informal qualifications, desk research has been applied but also three workshops (one in each country) were implemented.
The research tool was a standardized evaluation forms that were adapted to the needs of the process and have been applied in the past with success in Europe.
According to the process of allocating a level of the EQF to the Qualifications of the Consultant of Social Economy, the Certificate of the Consultant/Trainer of Social Economy assigned to level five EQF.
Moreover, according to the figures of the table, the Competencies considered the most important gathering 38%, followed by the Knowledge gathering 36 % and Skills of 26%.
Table 1: Final EQF level of the certificate and the weighting of learning outcomes
The European Qualifications Framework is a reference framework for European countries to link their qualifications systems with that of others. The EQF strives to increase transparency of qualifications, while also increasing the mobility of citizens and the facilitation of lifelong learning.
The EQF will allow for all countries to have a standard referencing level, based on the eight reference levels, which range from basic qualifications to advanced qualifications (as the levels increase). These eight reference levels are based on a concept of learning outcomes, recognizing the knowledge, skills and competences acquired by individuals not only through formal education but also through vocational education and training. Each learning outcome can be basically defined as “what a learner knows, understands and is able to do on completion of a learning process. The EQF therefore emphasises the results of learning rather than focusing on inputs such as length of study” (The European Qualifications Framework for Lifelong Learning, European Commission).
Based on the synthesis of the results of the literature desk research and the workshops of experts the proposed evaluation and certification methodology of learning outcomes (portfolio) consists of three phases, (1) Evaluation of the CV, (2) On-line questions test multiple choice (three ) Development of a case study (case study).
1. The assessment of the elements of the curriculum vitae is based on an electronic tool, where each participant will be requested to complete information on their education/training and their professional experience.
The system, based on values that will have been previously registered, will automatically evaluate the total score that the curriculum vitae of each participant will concentrate. In addition, the participants will be called upon to submit the relevant documents that will prove the elements declared on the curriculum vitae.
The assessment of the curriculum vitae consists of four basic axes:
Professional experience (30%)
Additional Skills/Competences (20%)
The objective is to define a maximum score for each axis so that the education does not substitute the professional experience or vice versa.
The maximum score that the participant will be able to achieve through the curriculum vitae is 100. The maximum score of each basic axis has been set as follows:
2. The conduct of the online test is based on an educational platform that has been designed for the needs of the process.
A database with approximately one-thousand (1000) questions has been developed while each participant must answer one-hundred (100) questions that will be randomly selected by the system.in a time frame of ninety (90) minutes.
The maximum score that someone can obtain from the online test is 100, therefore each question can receive one point as the greatest score.
3. For the needs of the third category of evaluation a database with approximately 60 Case Studies has been created, which is related to the sector of social economy.
The evaluation of the case study will be based in three axes: a) Content, b) Written presentation and c) Support of CASE STUDY
The final score will result from the average of the members of the advisory board. The highest score the case study can receive is 100.
As mentioned earlier, in order to evaluate the learning outcomes the curriculum vitae, online test and case study will be used. More analytically, knowledge will primarily be evaluated through the online test and through the case study, skills primarily through the online test and the curriculum vitae and competences primarily through the case study but also the curriculum vitae.
The table that follows displays the category and percentage by which each learning outcome is being evaluated.
In elaboration, according to the above table, 70% of knowledge will be evaluated through the online test and the remaining 30% through the case study…etc.
Table 2: Evaluation rate each learning outcome in each category.
Table 3: Weighting percentage of each rating category in total.
In accordance, therefore, to the above (table 1, table 2), in the table that follows the percentage of weighting that each category receives (curriculum vitae, online test, case study) is being calculated in the total score of each participant.
In elaboration, the curriculum vitae (CV) receives 16,6% of the total score, the online test 40,7% and the case study 42,6%.