EVALUACIÓN DE LAS COMPETENCIAS PROFESIONALES Y LOS RESULTADOS DEL APRENDIZAJE EN LA EFP: UNA REVISIÓN DE LAS INICIATIVAS INTERNACIONALES
Palabras clave:
evaluación de habilidades, educación y formación profesional(EFP), evaluación a gran escala, competencia de habilidades, certificación de habilidadesResumen
Existe una creciente necesidad de herramientas válidas para evaluar las capacidades y certificar las cualificaciones en el contexto del aumento de la migración laboral y la movilidad. Debido a la creciente internacionalización de las actividades empresariales, las empresas están interesadas en evaluaciones de habilidades estandarizadas que garanticen calificaciones válidas y comparables de los solicitantes de empleo y los empleados. Al mismo tiempo, la evaluación de las competencias profesionales, que son muy específicas y numerosas, sigue siendo un reto, especialmente en términos de comparabilidad. Por lo tanto, la evaluación objetiva de las capacidades encabeza la lista de desafíos a los que se enfrentan los sistemas nacionales de EFP.
Este documento presenta una visión general de las prácticas y herramientas para evaluar las habilidades vocacionales y los resultados de aprendizaje de la FP, y cubre los siguientes temas: a) prácticas actuales y desafíos en la medición de las habilidades vocacionales y los resultados de aprendizaje en la FP; b) iniciativas para la evaluación comparable internacionalmente de las habilidades vocacionales, incluidos los concursos PISA-FP y WorldSkills; c) iniciativas nacionales para la evaluación de los resultados de aprendizaje de la FP en los casos de Alemania y Rusia; d) iniciativas impulsadas por el mercado laboral y la industria en la evaluación de habilidades para los solicitantes de empleo y el control de las cualificaciones. Este documento es un aporte a la bibliografía sobre el tema en cuestión, al proporcionar una imagen más completa de los enfoques de evaluación de habilidades, incluidos los bien establecidos y las iniciativas emergentes fuera del campo de la medición de los resultados de aprendizaje en la educación.
Descargas
Citas
ACT (2011) A Better Measure of Skills Gaps. Utilizing ACT Skill Profile and Assessment Data for Strategic Skill Research.
ACT (2017) The ACT National Career Readiness Certificate® and ACT WorkKeys®: Making a Difference in Outcomes for Workers and Employers. An information brief on the ACT WorkKeys® system
ACT (2018) The Condition of College and Career Readiness. National 2018.
Anderson, S., Harris, R., Fluharty, M., & McMahon, J. (2018). ACT WorkKeys Solutions 101, ACT Workforce Summit Pre-Conference. ACT Workforce Summit. Retrieved 10 February, 2019 from https://www.act.org/content/dam/act/unsecured/documents/wf-summit-2018/Pre-Conference-2.pdf
Bakhshi, H., Downing, J., Osborne, M. and Schneider, P. (2017). The Future of Skills: Employment in 2030. London: Pearson and Nesta.
Baethge, M., & Arends, L. (2009). Feasibility study VET-LSA: A comparative analysis of occupational profiles and VET programmes in 8 European countries-international report. Göttingen: BMBF.
BMBF (2018) Technologiebasierte Kompetenzmessung in der beruflichen Bildung (ASCOT), Ergebnisse und Bedeutung für Politik und Praxis. BMBF, Bonn, http://ascot vet.net/_media/PDF_ASCOT_Broschuere.pdf.
Carnevale, A. P. (1990). Workplace basics: The essential skills employers want. ASTD Best Practices Series: Training for a Changing Work Force. First Edition. Jossey-Bass Inc., Publishers, 350 Sansome Street, San Francisco, CA 94104.
Cedefop (2017). Defining, writing and applying learning outcomes: a European handbook. Luxembourg: Publications Office.
Comyn, P., & Brewer, L. (2018). Does work-based learning facilitate transitions to decent work? (No. 994997692802676). International Labour Organization.
Dudyrev, F., Froumin, I., Maltseva, V., Loshkareva, E., & Tatarenko, E. (2019). Worldskills approaches to comparable skills assessment in vocational education. Sovremennaya Analitica Obrazovaniya [Modern Education Analytics], (S8), 5-44.
European Centre for the Development of Vocational Training (Cedefop). (2019). Spotlight on VET: 2018 compilation: vocational education and training systems in Europe.
European Commission (EC). (2004). Maastricht communique on the future priorities of enhanced European cooperation in vocational education and training (VET). https://www.cedefop.europa.eu/files/communique_maastricht_priorities_vet.pdf
Federal Ministry of Education and Research (BMBF) (2012) Vocational skills and competencies made visible The ASCOT research initiative, Bonn, Berlin [Brochure] https://www.ascot-vet.net/files/Vocational%20skills%20and%20competencies%20made%20visible.pdf
Hoeckel, K., & Schwartz, R. (2010). Learning for Jobs OECD Reviews of Vocational Education and Training. Austria: Organisation for Economic Co-operation and Development (OECD). https://www.oecd.org/germany/45668296.pdf
Inter-Agency Working Group on TVET Indicators (2014). Proposed indicators for assessing technical and vocational education and training Working Document.
James, S. (2016). Developing and understanding vocational excellence: final report. SKOPE, University of Oxford, 4.
Langenfeld T. (2018) ACT WorkKeys: Awarding College Credit through the National Career Readiness Certificate. ACT.
LeFebvre, M. (2016). A summary of ACT WorkKeys validation research. ACT Research Report Series 2016-4. Iowa City, IA: ACT.
LSIS (2012), Inspiring Excellence: A Guide to Embedding Skills Competition Activity in Apprenticeships and Vocational Learning. Coventry: Learning and Skills Improvement Service.
OECD (2010). Synthesis Report of the OECD Reviews of Vocational Education and Training. Learning for jobs.
OECD (2014). Reviews of Vocational Education and Training Skills beyond School. Synthesis Report.
Rauner, F., Heinemann, L., Maurer, A. and Haasler, B. (2013), Competence Development and Assessment in TVET (COMET). Theoretical Framework and Empirical Results, Springer, Netherlands.
Sanchez P., Maria L., Rizvi A. (2018). Measuring Skills Demanded by Employers : Skills Toward Employment and Productivity (STEP). Job Notes; No. 5. World Bank, Washington, DC.
Suleman F. (2018). The employability skills of higher education graduates: insights into conceptual frameworks and methodological options. Higher Education, vol. 76, pp. 263–278.
Tan J., Lee K., Valerio A., Nam J. (2013). What Matters in Workforce Development: A Framework and Tool for Analysis. Education Department. Human Development Network. World Bank.
Tomlinson, M. (2012). Graduate employability: A review of conceptual and empirical themes. Higher Education Policy, 25(4), 407-431.
Weber, S., & Achtenhagen, F. (2017). Competence domains and vocational-professional education in Germany. In Competence-based vocational and professional education (pp. 337-359). Springer, Cham.
Winther, E., Klotz, V.K. Measurement of vocational competences: an analysis of the structure and reliability of current assessment practices in economic domains. Empirical Res Voc Ed Train 5, 2 (2013). https://doi.org/10.1186/1877-6345-5-2 https://ervet-journal.springeropen.com/articles/10.1186/1877-6345-5-2#citeas
World Bank (2019) World Development Report 2019: The Changing Nature of Work. Washington, DC: World Bank.
World Economic Forum (WEF) (2018). The Future of Jobs Report 2018. World Economic Forum, Geneva, Switzerland.
World Economic Forum (WEF) (2020). The Future of Jobs Report 2020. World Economic Forum, Geneva, Switzerland.
WorldSkills (2017) Annual Report 2017 [Brochure]. https://api.worldskills.org/resources/download/8893/9752/10670?l=en
WorldSkills (2013) Final Report: Worldskills Leipzig 2013 [Brochure]. https://api.worldskills.org/resources/download/3273/3273/3989?l=en
WorldSkills (2019) Final Report For the 45th WorldSkills Competition, Kazan, Russia 2019 [Brochure]. https://api.worldskills.org/resources/download/12584/13839/14752?l=en
WorldSkills (2016) WorldSkills São Paulo 2015: final report [Brochure]. https://api.worldskills.org/resources/download/7689/8099/9010?l=en
World Trade Organization WTO (2017) World Trade Report. Trade, Technology and Jobs. Geneva: World Trade Organization.
Zhao Z., Zhou Y. (2019) Professional Competence Assessment Diagnostics as an Instrument for Quality Assurance in TVET / S. McGrath et al. (eds.), Handbook of Vocational Education and Training. Springer Nature Switzerland AG.
Zwieten van, J. (2018). Igniting Education: Making more and better use of skills competitions. CINOP Advies and WorldSkills Netherlands.