Teaching and Assessing Soft Skills - MASS - Measuring and ...

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Our dissemination strategy also targeted employers, with the aim to learn more about soft skills, EQF and skills focus. Employer consultation leads to results which can be used when recruiting new employees. Finance The MASS project is partly financed from the EU Life Long Learning Programme, Leonardo Da Vinci, Transfer of Innovation, under the contract UK/09/LLP-LdV/TOI/163_271. Partners Angus College, Arbroath, Scotland Angus was established as an FE College in 1956 and has a history of steady growth and currently supports 11,000 enrolments per year across 120 vocational programmes from introductory level to advanced HN courses. Nationally, the college is recognised as one of the most efficient and financially sound colleges within the further education sector, managing a budget of around £11 million pa. In 2006 Angus established the SkillZone, an experimental approach to dealing with the growing numbers of hard to place, disadvantaged young people. The overall model has proven to be hugely successful, evidenced by better performance indicators than other college mainstream programmes and is also recognised as a model for leading innovative practice by HMIe. Particular success has been attributed to innovation in approaching learner development for measuring and developing soft skills in a class environment, skills which are considered critical by employers. Second Chance School of Neapolis, Thessaloniki, Greece Second Chance School of Neapolis Thessaloniki is a public adult education school which targets adults that have not completed compulsory education. Created in 2001 by the Secretary of Adult Education of Greece, the school supports 100 students per year of all ages and social groups. Attendance is for 2 years and leads to a high school diploma which covers maths, sciences, informatics, social education, arts and specialised vocational subjects. Provision is very different from that of Greek secondary education in that content is flexible to meet the individual needs and perferences of students and favours active learning concepts. The school has specific expertise in working with students who have disengaged from compulsory education, characteristically the group are at risk of social exclusion, are unemployed, have learning difficulties and disabilities. Adult Learning and Employment (Larande och Arbete), Bollnas, Sweden Adult Learning and Employment (Larande och Arbete), Bollnas, Sweden is a public body which works at local, municipal level in the provision of adult education from basic to upper secondary level, labour market activities for the unemployed and the integration of immigrants. The overall aim of the organisation is to undertake initiatives which upskill and motivate learners to engage in lifelong learning, training and encourage participation in the labour market. 24
The Teacher Training Centre, Bucharest, Romania The Teacher Training Centre is a leading provider of in-service training and professional development for teaching professionals in Romania and is based in Bucharest. The overall goal of the centre is to contribute to permanent improvement in teaching and learning and adapting teacher training methodologies to meet the needs of students within schools. The centre supports all teaching professionals in the city and each year supports 6000 professionals through delivery of over 25 different training courses covering a wide range of subjects. These include: didactics of different school subjects, character education, communication and negotiation, management and leadership. Many of the educational programmes run involve teachers and their students in collaborative activities related to specific subjects. ROC Aventus, Apeldoorn, the Netherlands ROC Aventus is a regional training centre providing vocational education & training and adult education across a broad range of courses. ROC supports 17,000 learners per annum from Apeldoorn, Deventer and, Zutphen. ROC have particular expertise in working with those who lack or have low basic skills and qualifications but currently have no recognised model for measuring and assessing soft skills through this work. Bureau Zuidema, Utrecht, the Netherlands Bureau Zuidema offers consultancy and training for individuals and organisations. They provide training but also offers advice when it comes to changing, developing and learning, both on an individual and on a company level. Bureau Zuidema has unique expertise in the field of influence and development of interpersonal skills. They provide training on this subject on all levels. They focus on the development of behaviour, self-awareness, and skills. With their unique expertise in the field of influence and influencing they support people to build on their strengths instead of focusing on their weaknesses. They have a special expertise in (organising and stimulating) formal and informal learning and have participated in some Leonardo project. 25
Page 1: 2011 Teaching and Assessing Soft Sk
Page 5: Publisher: 1 st Second Chance Schoo
Page 8 and 9: European Union ....................
Page 10 and 11: Learning Byte 14 ..................
Page 12 and 13: DUTCH .............................
Page 15 and 16: Executive Summary (EN) This book wa
Page 17 and 18: Executive Summary (SW) Denna bok ä
Page 19 and 20: Sunt surprinse în detaliu istoricu
Page 21 and 22: De bijlagen van het boek bevatten d
Page 23: Introduction to MASS project Abstra
Page 28 and 29: There are many different definition
Page 30 and 31: developing higher skill levels and
Page 32 and 33: Drawing on this work, the term comp
Page 34 and 35: emotional experience from external
Page 36 and 37: Apart from the basic/fundamental sk
Page 38 and 39: 7. Sense of initiative and entrepre
Page 40 and 41: o Problem Solving - recognizes prob
Page 42 and 43: Listen and ask questions to underst
Page 44 and 45: Australia The Mayer Committee was a
Page 46 and 47: Learning skills - that contribute t
Page 48 and 49: The importance given in the develop
Page 50 and 51: from http://www.direct.gov.uk/en/Ed
Page 53: PART 2: SOFT SKILLS TEACHING 53
Page 56 and 57: There are several good teaching pra
Page 58 and 59: warns that it cannot be assumed tha
Page 60 and 61: Conditions for effective learning D
Page 62 and 63: skills, such as communicating on th
Page 64 and 65: communication between employees and
Page 66 and 67: to display academic motivation and
Page 68 and 69: Social Interaction Skills Active l
Page 70 and 71: findings have been offered to link
Page 72 and 73: Binkley, M., Erstad, O., Herman, J.
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Educational Change (pp. 1017-1032).
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Scardamalia, M., Bransford, J., Koz
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By covering these topics we analyse
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1. Individualized approach to stude
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“Learning Bytes”, an “Introdu
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1-5 lesson plans, relative to the d
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3.3.2.3 Culture, education and skil
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6 Progress Assessment: In this sect
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activities directed to the target g
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Table 5 Demographics of the student
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project, this may be a good thing.
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Country UK - 1 UK - 2 UK - 3 Table
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The MASS project, based on SkillZon
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Bradbrook, G., Alvi, I., Fisher, J.
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Kolb, D. (1984). Experiential learn
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William, D. (2001). An overview of
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Soft Skills Assessment Abstract In
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Appropriate assessment at the indiv
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Standards-referenced assessment In
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to adopt either surface learning or
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validity of the assessment, but at
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skills and attitudes. This means th
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authentic applications, and can pro
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communication across these contexts
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trained in the use of the rubrics a
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Workplace assessment Work experienc
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Systematic, direct assessment of so
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and the need for the use of additio
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CASEL. (n.d.). Safe and sound: An e
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Laker, D. R., & Powell, J. L. (2011
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William, D. (2001). An overview of
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Partner Institutions Characteristic
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2.5.5.5 Obligatory / no obligatory
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3.1 Comparison with the general tar
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Country NL - 1 NL - 2 Assessment Su
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LEQ-H Questionnaire LEQ-H questionn
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10. I feel confident when I do some
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Regarding the need for soft skills
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Country RO NL - 1 NL - 2 Students'
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The weak point that emerged in MASS
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Country SW RO NL - 1 NL - 2 Final A
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All partners report progress in stu
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In general they felt that the time
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Figure 5 Mean Achievement Motivatio
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Figure 9 Mean Active Initiative Fig
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strongly indicates that the student
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Average 4,00 3,50 3,00 2,50 2,00 1,
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Figure 13 Romanian students’ emot
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the MASS material?” . Teachers su
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The structure of Figure 16 and Figu
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Average Figure 17 Dutch students’
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after teaching the relevant Learnin
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culture or the cultures that are re
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Baartman, L. K. J. (2008). “Asses
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http://www.eric.ed.gov/ERICWebPorta
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NCVER. (2003). Fostering generic sk
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