Professional Documents
Culture Documents
VINTAGE
EASY
GUIDE
This
Easy
Guide
provides
a
user-friendly
support
for
the
use
of
the
online
tool
for
the
self-
assessment
of
Key
Competences
developed
by
the
VINTAGE
project.
VINTAGE
is
a
European
project
funded
by
the
European
Commission
within
the
Grundtvig
action
of
Lifelong
Learning
Programme.
VINTAGE
ONLINE
TOOL
FOR
SELF
EVALUATION
OF
KEY
COMPETENCES
IN
ADULT
AGE
Project
Number:
527349-LLP-1-2012-1-IT-GRUNDTVIG-GMP
Agreement
Number:
2012-4192/001-001
Web
site
http://vintage.euproject.org
The
VINTAGE
Consortium
is
composed
by
seven
European
organizations:
Learning
Community
(Coordinator)
Italy
Wisamar
Germany
Dieberater
Austria
STPKC
Sweden
Meath
Partnership
Ireland
PLATO
The
Netherlands
Formazione
80
-
Italy
Eleonora
Guglielman
and
Laura
Vettraino
for
the
VINTAGE
consortium,
2014
This
project
has
been
funded
with
support
from
the
European
Commission.
This
publication
reflects
the
views
only
of
the
author,
and
the
Commission
cannot
be
held
responsible
for
any
use
which
may
be
made
of
the
information
contained
therein.
CONTENT
DESCRIPTION
.....................................................................................................................
4
HOW
TO
USE
THIS
GUIDE
...................................................................................................
5
WHAT
ARE
THE
KEY
COMPETENCES?
..................................................................................
7
The
competence
...............................................................................................................................................................
7
The
Key
Competences
.......................................................................................................................................................
7
Which
are
the
Key
Competences?
................................................................................................................................
7
Why
these
8
competences?
.............................................................................................................................................
9
DESCRIPTION
This
Easy
Guide
is
a
user-friendly
support
to
the
practical
use
of
the
online
tool
for
the
self-
assessment
of
Key
Competences
realized
by
VINTAGE
Project.
This
Guide
is
released
both
in
paper
and
in
digital
version:
the
digital
version
is
available
as
a
browsable
and
downloadable
book
and
as
a
contextual
help
in
the
online
tool.
The
Guide
explains
the
rationale
of
the
online
tool,
its
practical
use
step-by-step
and
the
ways
to
use
the
results
of
the
self-assessment.
Moreover,
it
gives
operative
suggestions
to
make
a
successful
self-assessment
and
answers
to
the
main
questions
the
user
could
ask
about
the
self-assessment
itself.
The
Guide
has
been
developed
on
the
basis
of
the
results
of
the
two
experimentations
of
the
online
tool,
concerning
the
design
of
the
self-assessment
and
its
realization
as
a
digital
tool.
Directions,
suggestions
and
changes
proposed
by
adult
learners,
trainers
and
practitioners
who
took
part
in
the
experimentations
have
been
integrated
in
the
tool
and
in
the
Guide.
GUIDE
STEP-BY-STEP
TO
THE
SELF-ASSESSMENT
is
a
prompt
support
that
will
guide
you
in
the
self-assessment.
USING
THE
RESULTS
supports
you
in
the
valorisation
of
the
outcomes
of
the
self-
assessment.
QUESTIONS
&
ANSWERS
is
a
collection
of
frequently
asked
questions
where
you
can
find
an
answer
to
your
doubts
and
queries.
NOTES
FOR
TRAINERS
is
a
quick
guide
that
helps
you
in
the
self-assessment
procedure
if
you
are
a
trainer,
a
teacher,
or
a
practitioner
and
you
want
to
experiment
the
tool
with
your
learners.
The
competence
The
word
competence
means
a
mix
of
knowledge,
abilities
and
attitudes:
you
are
competent
if
you
are
able
to
act
well
in
a
certain
situation.
To
be
competent
does
not
mean
solely
to
know
something
or
to
have
some
notions
about
some
topics,
but
also
to
put
into
practice
the
knowledge
in
a
given
context
and
situation.
You
can
be
competent
in
a
field
even
if
you
havent
carried
out
a
specific
learning
pathway
or
exercised
a
trade
or
a
profession
related
to
that
field.
10
Overview
The
self-assessment
is
divided
in
single
steps;
each
one
is
carefully
explained
in
this
guide.
We
will
explain
all
the
terms
(mastery
level,
domain,
etc.)
in
the
step-by-step
description.
In
the
following
picture
you
can
see
the
correct
procedure
to
self-assess
a
Key
Competence;
the
entire
process
should
be
repeated
for
each
competence
you
want
to
assess.
Choose
the
Key
Competence
Choose
a
domain
(STEP
1)
Choose
the
mastery
level
(STEP
2)
Assess
the
domain
(STEP
3)
Repeat
steps
2
and
3
for
each
domain
11
Before
starting
To
use
the
tool,
go
to
http://vintage.euproject.org
and
login
using
the
form
in
the
left
menu.
YOUR
SELF-ASSESSMENT
LOGIN
If
you
dont
have
an
account,
you
can
open
it:
click
the
link
Your
self-assessment
and
you
will
required
to
register.
Once
you
have
completed
the
registration,
you
can
login
in
the
website.
Now
you
are
in
the
home
page
of
the
tool:
in
the
left
menu
you
find
the
links
to
the
online
tool
guide,
the
self
assessment
tool,
the
profiling
tool
and
the
logout.
Click
on
the
menu
voice
Online
self-assessment
tool
and
you
are
ready
to
start
your
self-assessment!
12
Before
starting,
you
should
take
your
time
and
find
a
comfortable
situation
in
which
you
can
dedicate
to
yourself
and
to
the
self-assessment
the
necessary
time.
We
have
calculated
an
average
time
for
each
step
that
is
illustrated
in
the
following
picture:
STEP 1
STEP 2
choose
a
domain
choose
the
mastery
level
2-5 minutes
3-5 minutes
STEP 3
assess
the
domain
10-20 minutes
The
picture
means
that
to
complete
a
domain
of
a
Key
Competence,
the
average
time
requested
can
vary
from
20
to
30
minutes.
Anyway,
after
doing
the
assessment
of
the
first
domain
you
will
acquire
expertise
and
the
process
will
be
quicker
for
all
the
further
domains.
Suggestion:
eliminate
all
sources
of
distraction,
sit
comfortable
and
take
your
time.
Preliminary
step:
choose
a
Key
Competence
Choose
the
Key
Competence
Choose
a
domain
Choose
the
mastery
level
Assess
the
domain
Repeat
steps
2
and
3
for
each
domain
In
the
tool
you
find
the
list
of
the
8
Key
Competences:
1.
Communication
in
mother
tongue
2.
Communication
in
foreign
language
3.
Mathematical
competence
and
basic
competences
in
science
and
technology
4.
Digital
competence
5.
Learning
to
learn
6.
Social
and
civic
competence
7.
Sense
of
initiative
and
entrepreneurship
13
Step
1:
choose
a
domain
Choose
the
Key
Competence
Choose
a
domain
Choose
the
mastery
level
Assess
the
domain
Repeat
steps
2
and
3
for
each
domain
Now
you
will
find
a
list
of
DOMAINS
preceded
by
the
abbreviation
of
the
Key
Competence
you
have
chosen
(ex.
KC4
for
Key
Competence
4,
Digital
Competence).
What
are
these
domains?
A
competence
is
a
complex
set
made
by
components
that
we
have
identified
and
called
domains.
In
fact,
to
assess
a
competence
it
is
necessary
to
decompose
it
in
homogeneous
parts
and
analyse
separately
each
one
of
these
parts.
For
example,
Key
Competence
1
Communication
in
mother
tongue
is
composed
by
five
domains:
listening,
reading,
spoken
interaction,
spoken
production
and
writing.
All
of
them
contribute
to
draw
the
overall
14
picture
of
your
competence
on
this
Key
Competence.
So,
if
you
want
to
have
a
complete
self-assessment
of
a
given
competence,
you
should
assess
each
one
of
its
domains.
What
to
do
now:
Read
the
description
of
each
domain
and
choose
the
one
you
want
to
assess.
Choose
a
domain
Choose
the
mastery
level
Assess
the
domain
Repeat
steps
2
and
3
for
each
domain
15
The
5
levels
follow
a
logical
sequence,
including
an
increasing
grade
of
expertise
from
the
lower
(level
1)
to
the
higher
(level
5):
Level
1.
can
do
when
guided
Level
2.
can
do,
can
choose
Level
3.
can
combine,
can
design
Level
4.
can
improve,
can
extend
Level
5.
can
explain.
What
to
do
now:
Read
carefully
the
list
of
the
5
level
descriptions
and
choose
the
one
that
you
recognize
yourself
in
or
that
you
would
relate
your
own
performance
in
this
particular
competence
to.
Suggestion:
if
you
are
torn
between
which
of
two
contiguous
levels
to
choose,
select
the
lower
one;
when
you
proceed
in
the
self-assessment
of
the
domains,
it
will
be
clear
if
it
is
the
right
mastery
level
for
you.
Choose
a
domain
Choose
the
mastery
level
Assess
the
domain
Repeat
steps
2
and
3
for
each
domain
To
assess
the
domain
you
are
asked
to
do
two
things:
to
recall
your
behaviour
in
a
real
life
situation
and
to
evaluate
your
performance
in
that
situation.
RECALL
YOUR
BEHAVIOUR
IN
A
SITUATION
For
each
domain
of
the
Key
competence
you
choose,
you
are
offered
with
situations
supporting
the
self-assessment
of
your
performance.
16
What
to
do
now:
Read
the
situations
and
recall
your
behaviours
in
life
contexts.
You
can
refer
to
your
past
experience,
recalling
your
behaviour
in
the
described
situation
or
a
similar
situation;
or,
alternatively,
you
can
imagine
yourself
in
the
described
situation.
What
you
would
do?
How
would
you
react?
Concentrate
your
attention
on
the
sequence
of
your
actions.
List
them
in
a
logic
order
and
describe
them.
You
can
use
the
STAR
technique
-
Situation,
Task,
Action,
Result.
Suggestion:
use
the
STAR
technique.
The
STAR
(Situation,
Task,
Action,
Result)
format
is
a
technique
used
to
gather
all
the
relevant
information
about
a
specific
capability.
Situation:
the
situation
in
which
you
found
yourself.
Task:
What
did
you
have
to
achieve
in
this
situation?
Action:
What
did
you
do,
why
and
what
were
the
alternatives?
Results:
What
was
the
outcome
of
your
actions?
What
did
you
achieve
through
your
actions
and
did
you
meet
your
objectives?
What
did
you
learn
from
this
experience
and
have
you
used
this
learning
since?
EVALUATE
THE
QUALITY
OF
YOUR
PERFORMANCE
If
you
are
at
this
stage
you
have
recalled
to
your
memory
a
given
situation
and
your
performed
behaviour
to
solve
it.
Now,
some
questions
will
guide
you
to
assess
the
quality
of
your
performance.
You
are
invited
to
rank
your
performed
behaviour
in
a
five
grades
scale
of
4
quality
dimensions.
The
result
of
this
self-assessment
is
a
score
per
domain
of
the
Key
Competence,
which
reflects
your
competence
level
over
that
particular
domain.
What
is
assessed
is
your
behaviour
in
a
given
situation.
17
What
to
do
now:
Read
the
questions
and
evaluate
your
behaviour
for
each
of
the
4
following
dimensions:
1. Reflective
2. Autonomous
3. Self-directed
4. Effective
Some
control
questions
will
guide
you
in
rating
these
dimensions.
The
system
will
give
you
back
the
results
in
form
of
a
descriptive
profile.
Suggestion:
refer
to
the
performance
you
have
recalled
in
the
previous
step
when
you
answer
to
the
questions.
Remember
that
you
are
assessing
the
quality
of
your
behaviour;
you
are
not
judging
your
worth
as
a
person.
Step
4:
repeat
steps
2
and
3
for
each
domain
Choose
the
Key
Competence
Choose
a
domain
Choose
the
mastery
level
Assess
the
domain
Repeat
steps
2
and
3
for
each
domain
To
complete
the
self-assessment
for
a
Key
Competence,
you
have
to
repeat
the
step
2
and
3
for
each
domain.
At
the
end
of
the
assessment
of
each
domain
of
a
Key
Competence
you
will
have
the
specific
profile
and
a
feedback
on
that
domain
of
the
competence.
The
feedback
is
referred
to
the
quality
dimensions
of
your
performance
you
have
assessed
in
step
3.
This
feedback
is
for
you,
and
tells
you
which
areas
you
could
improve
to
ensure
that
your
performance
is
successful.
The
detailed
domain
profile
description
is
your
partial
profile
for
that
Key
Competence:
it
tells
all
the
things
you
are
able
to
do
concerning
that
domain
of
the
competence.
It
can
be
used
to
make
visible
your
level
in
that
Key
Competence,
and
can
be
reported
in
complete
form
in
your
Basic
Portfolio,
or
in
synthetic
form
in
your
Curriculum
Vitae.
18
What
to
do
now:
Repeat
the
steps
2
and
3
for
all
the
domains
of
the
selected
Competence,
in
order
to
obtain
a
complete
and
general
Competence
profile
and
feedback.
Use
your
results
At
the
end
of
the
assessment
of
all
domains
of
a
Key
Competence
you
will
have
the
overall
profile
on
that
competence
and
a
feedback.
The
feedback,
represented
by
a
numerical
value
(from
1
to
5,
when
1
is
low
and
5
is
high),
referred
to
the
4
quality
dimensions
you
have
assessed
in
step
3.
This
feedback
is
for
you,
and
tells
you
which
areas
you
could
improve
to
ensure
that
your
performance
is
successful.
The
detailed
competence
profile
description
is
your
complete
profile
for
that
Key
Competence:
it
tells
all
the
things
you
are
able
to
do
concerning
that
competence.
It
can
be
used
to
make
visible
your
level
in
that
Key
Competence,
and
can
be
reported
in
complete
form
in
your
Basic
Portfolio,
or
in
synthetic
form
in
your
Curriculum
Vitae.
SUGGESTIONS
Discuss
the
result
of
your
self-evaluation
with
your
peers,
your
manager,
your
trainer.
That
can
help
you
to
increase
the
awareness
of
your
strength
points
and
development
areas.
19
How
much
time
does
it
take?
The
self-assessment
is
divided
in
steps.
We
have
calculated
an
average
time
in
a
range
from
20
and
30
minutes
to
complete
the
self-assessment
of
a
domain.
Of
course,
this
is
the
estimated
time:
you
could
do
the
self-assessment
in
more
or
less
time,
it
depends
on
your
own
pace.
Take
into
account
that
once
you
have
assessed
a
domain,
the
following
will
require
less
time
because
in
the
meanwhile
you
will
acquire
familiarity
and
self-assessment
abilities.
Is
there
a
shorter
path?
The
self-assessment
is
a
process
that
requires
time
to
give
back
relevant
results.
The
VINTAGE
tool
is
not
based
on
true/false
quizzes
or
predefined
questions/answers
tests:
it
is
based
on
the
self-reflection
and
self-awareness
in
recalling
real
life
situations
to
check
the
level
of
mastery
in
complex
competences.
That
is
the
reason
why
to
have
a
consistent
profile
you
need
to
apply
in
a
time-expensive
procedure.
Can
I
interrupt
the
path
and
reprise
it
later?
Yes,
you
can
take
a
pause
at
any
time
to
reprise
the
self-assessment
in
a
later
time.
The
data
and
the
answers
you
have
inserted
will
be
memorized
by
the
system.
I
decided
to
stop
at
the
second
domain.
Can
I
have
my
results
generated?
To
have
a
complete
profile
for
a
Key
Competence
you
have
to
assess
all
its
domains;
nevertheless,
the
system
gives
you
back
the
results
relative
to
the
domains
you
have
assessed,
with
a
profile
generated
for
those
domains.
I
chose
a
mastery
level
(or
a
quality
level)
but
later
I
changed
my
mind,
can
I
go
backward
to
correct?
Yes,
the
system
allows
you
to
go
back
and
correct
your
answer.
Im
not
good
in
using
the
computer.
Can
I
do
the
self-assessment
with
paper
and
pencil?
20
No,
the
VINTAGE
self-assessment
system
is
an
online
tool
available
only
by
connecting
on
the
Internet.
However,
if
you
find
difficult
using
a
computer
you
can
ask
a
help
to
your
teacher
or
trainer,
or
a
friend
or
a
relative
familiar
with
the
computer.
In
the
description
there
are
some
words
that
I
dont
understand,
who
can
explain
them?
We
tried
to
explain
in
this
Guide
all
the
technical
terms.
However,
if
there
is
something
that
is
not
clear,
you
can
ask
help
to
your
teacher
or
trainer,
or
send
an
a-mail
asking
an
explanation
to
vintage@learningcom.it
What
happens
if
I
cheat?
Does
the
system
notice
it?
The
system
does
not
notice
if
you
cheat,
but
since
this
is
a
self-assessment
activity,
is
in
your
interest
to
be
more
sincere
as
possible
about
your
capabilities
and
difficulties
to
valorise
your
positive
aspect
and
improve
yourself.
Can
I
obtain
a
degree
with
the
results
of
the
self-assessment?
No,
the
results
cannot
give
you
the
right
to
have
a
degree
or
a
diploma;
nevertheless,
you
can
use
the
results
to
improve
yourself,
enrolling
in
a
study
pathway
after
which
you
could
obtain
a
study
degree.
Why
do
I
see
only
one
Key
Competence
in
the
screen?
The
system
is
planned
to
show
you
only
the
competence
of
which
at
that
moment
you
are
doing
the
self-assessment.
You
can
switch
to
another
Key
Competence
after
having
completed
the
self-assessment
of
a
domain
or
leaving
it.
21
22
2.
Reading,
that
focuses
mainly
on
communication
processes
that
require
receiving
and
interpreting
of
spoken
messages.
3.
Speaking
interaction,
that
is
the
ability
to
communicate
ideas
and
respond
to
others
coherently.
4.
Speaking
production,
that
is
the
ability
to
communicate
ideas
and
respond
to
others
coherently.
5.
Writing,
that
is
the
ability
to
use
written
words
to
express
ideas.
23
4.
Digital
competence
Digital
competence
involves
the
confident
and
critical
use
of
Information
Society
Technology
for
work,
leisure
and
communication.
It
is
underpinned
by
basic
skills
in
ICT:
the
use
of
computers
to
retrieve,
assess,
store,
produce,
present
and
exchange
information,
and
to
communicate
and
participate
in
collaborative
networks
via
the
Internet.
In
the
VINTAGE
project
KC4
contains
five
domains:
1.
Use
of
information,
that
concerns
the
use
of
basic
skills
in
ICT
in
finding,
locate,
store,
organize,
and
retrieve
information
and
in
identifying
and
evaluate
information
sources
and
information.
2.
Communication,
that
concerns
the
use
of
basic
skills
in
ICT
in
using
synchronous
(chat,
skype,
etc)
and
asynchronous
(sms,
web
forum,
e-mail,
blogs,
etc.)
tools
to
communicate.
3.
Content
Creation,
that
concerns
the
use
of
basic
skills
in
ICT
in
curating
contents,
sharing
contents
and
producing
new
contents.
4.
Safety,
that
concerns
the
use
of
basic
skills
in
ICT
in
managing
digital
identity,
personal
data
and
privacy
and
adopt
safety
measures.
5.
Problem
solving,
that
concerns
the
use
of
basic
skills
in
ICT
in
identifying
digital
needs
and
appropriate
technological
responses;
understanding
the
potential
of
digital
devices
for
work
and
personal
life
Plan,
developing,
evaluating
goal-oriented
activities.
5.
Learning
to
learn
Learning
to
Learn
is
related
to
learning
and
is
the
ability
to
pursue
and
organize
one's
own
learning,
either
individually
or
in
groups,
in
accordance
with
one's
own
needs,
and
awareness
of
methods
and
opportunities.
In
the
VINTAGE
project
KC5
contains
five
domains:
1.
Self
managed
learning,
that
concerns
the
planning,
monitoring
and
evaluation
of
own
learning.
2.
Constructive
thinking,
that
concerns
rational,
intellectual,
cultural
and
contextual
issues
enabling
to
think
creatively,
critically
and
strategically,
in
order
to
make
effective
learning-
related
decisions,
problem
solving,
and
goal
achievements.
24
25
resources
and
information
usable
to
actively
develop
ones
own
competences,
skills
and
knowledge,
the
development
and
improvement
of
the
ability
to
learn,
exchange
with
others
and
to
be
open
towards
new
developments
and
different
ideas,
the
development
of
a
sense
of
belongingness
to
one`s
culture
and
society
as
well
as
the
ability
to
formulate
own
standpoints
and
perspectives
and
own
self
confidence.
4.
Participating
in
civic
life,
that
concerns
the
ability
to
locate
and
participate
in
activities
and/or
initiatives
related
to
participation
in
civic
life
in
your
community,
region
and/or
nation-wide.
This
means
to
identify
and
use
resources
for
information
on
civic
life
initiatives,
developments
and
issues
on
local,
regional
and
national
level,
to
make
the
resources
and
information
usable
to
actively
participate
in
civic
life,
initiatives
and
activities
on
local,
regional
and
national
level
as
well
as
to
practice
and
develop
social,
intercultural
and
communication
skills
and
competences
as
well
as
respectful
and
tolerant
behaviour.
5.
Interacting
socially,
respectful
and
caring,
that
concerns
the
ability
to
locate
and
participate
in
activities
and/or
initiatives
related
to
social
and
intercultural
fields
in
order
to
actively
interact
socially,
respectfully
and
caring.
This
contains
identifying
and
using
resources
and
information
on
different
social
and
cultural
groups
and
backgrounds
to
develop
an
understanding
for
social
and
cultural
differences
and
similarities
and
for
own
social,
respectful,
tolerant
and
caring
behavior,
as
well
as
locating
activities
and
initiatives
to
put
this
into
practice,
developing
the
ability
to
resolve
conflict
and
show
interest
and
help
towards
others
as
well
as
to
communicate
and
exchange
with
people
from
different
backgrounds.
26
1.
Organization,
that
concerns
the
level
at
which
an
individual
possesses
organisation
skills,
and
the
ability
to
organise
their
time,
resources,
people
and
events
or
meetings.
2.
Problem
solving,
that
concerns
an
individuals
ability
to
identify
and
over-come
obstacles
by
finding
suitable
solutions.
An
individual
is
considered
competent
in
problem-solving
when
they
are
able
to
undertake
strategic
thinking
and
planning.
3.
Creative
thinking,
that
includes
an
ability
to
conceptualize
new
ideas,
products
and/or
services.
Having
a
sense
of
invention
is
an
advantage
to
obtaining
a
high
level
of
competence
in
this
domain,
but
it
is
not
necessary.
4.
Managing
risk,
that
concerns
an
individuals
ability
to
identify,
calculate
and
respond
to
risks
in
a
variety
of
settings.
It
is
mostly
concerned
with
risk-taking
and
assessment
5.
Motivation,
that
is
concerned
with
an
individuals
ability
to
motivate
themselves
and
others
to
work
effectively
and
to
make
things
happen.
Cultural
awareness
and
expression
involves
appreciation
of
the
importance
of
the
creative
expression
of
ideas,
experiences
and
emotions
in
a
range
of
media.
These
include
music,
performing
arts,
literature,
visual
arts
and
so
on.
In
the
VINTAGE
project
KC8
contains
five
domains:
1.
Self-expression,
that
focusses
on
expressing
views
and
feelings
in
a
product,
performance
of
creation.
Examples
of
this
are:
painting,
designing,
cooking,
play
acting,
music
or
whatever.
2.
Enjoyment
of
culture
and
arts,
that
involves
having
interest
and
pleasure
in
dedicating
time
to
cultural
and
artistic
products
others
made.
For
example:
reading
a
book,
listening
to
music,
or
attending
an
exhibition,
museum,
cinema,
concert
etc.
3.
Cultural
and
artistic
production,
that
involves
having
pleasure
in
making
a
cultural
or
artistic
product,
or
participating
in
a
cultural
of
artistic
performance.
For
example:
making
a
painting,
sculpture,
fashion
or
design,
or
participating
in
theatre,
music,
language,
literature
etc.
4.
Sense
of
beauty
and
good
taste,
that
involves
being
aware
of
the
fact
thing/events
are
(or
are
not)
beautiful
or
nice,
and
having
an
opinion
about
this.
This
can
concern
for
example
choice
of
clothes,
interior
decoration,
architecture,
art
or
design.
5.
Sensitivity
to
other
cultures,
that
involves
having
interest
in
other
cultures,
and
understand
and
appreciate
them.
For
example
by
reading/talking
about
other
cultures
or
by
experiencing
culturally
expressive
events.
27
28
The
VINTAGE
tool
in
Adult
Education
The
VINTAGE
tool
can
be
useful
and
significant
in
adult
education,
for
purposes
of
empowerment,
job
interview
preparation,
formative
evaluation
of
learning
or
career
purposes.
The
self-reflective
nature
of
the
tool
would
be
beneficial
in
some
self-directed
adult
education
training
programmes,
especially
those
facilitated
through
e-learning
platforms.
The
self-evaluation
procedure
proposed
by
the
Project
can
have
a
noteworthy
impact
on
adult
education.
The
most
positive
aspect
is
considered
to
be
the
process
of
reflection
on
the
self
and
on
ones
own
behaviours.
This,
if
duly
accomplished,
produces
an
innovative
methodology
of
evaluation
of
Key
Competences
mastery
level
and
can
be
considered
in
itself
an
actual
training
activity.
Many
participants
in
the
experimentation
phases
agree
that
the
use
of
the
tool/of
the
procedure
should
be
conceived
as
a
methodological
instrument
for
teachers
and
practitioners
to
be
embedded
or
integrated
in
a
wider
set
of
activities,
rather
than
as
an
instrument
for
individual
use.
In
fact,
the
tool/procedure
is
considered
to
be
very
useful
to
carry
out
activities
with
small
groups
aimed
at
fostering
peer-learning
or
to
prepare
adult
learners
to
face
the
challenges
of
(re-)entering
in
the
labour
market,
starting
a
personal
development
process
or
changing
ones
career.
The
tool
can
be
used
for
example
to
estimate
the
start
level
of
participants
in
a
training,
or
as
self-reflection
tool
in
adult
education
contexts.
Dealing
with
adult
people
having
a
low
educational
level,
to
envisage
a
supported
use
of
the
tool
(by
teachers,
practitioners
or
in
a
group
of
peers)
is
necessary.
29
1.
VET
System
VINTAGE
can
be
applied
at
a
European
level
to
the
Vocational
Education
and
Training
system,
within
the
National
Qualification
Frameworks
that
support
Lifelong
Learning
and
the
European
Qualification
Framework
EQF.
The
VINTAGE
tool
can
be
widely
used,
provided
it
is
embedded
in
structures
(for
example
in
plans
for
personal
development)
and
there
is
a
strategy
to
make
the
tool
acquainted
and
available
(for
example
by
employment
centres
or
Human
Resources
Developers,
or
Managers).
The
HR
department
could
get
an
overview
of
needs
of
courses
or
individual
needs.
2.
School
In
many
European
countries
the
Key
Competences
have
been
only
partially
integrated
into
school
curricula,
and
often
limited
to
the
first
3
(communication
in
the
mother
tongue,
communication
in
foreign
languages
and
mathematical
competences/basic
competences
in
science
and
technology).
Nevertheless
it
appears
evident
that
the
school
of
the
future
in
Europe
will
be
competence-based,
and
that
the
self-assessment
proposed
by
VINTAGE
can
effectively
support
the
processes
of
teaching
and
learning,
in
particular
in
secondary
school.
The
tool
is
innovative,
and
it
would
particularly
suit
formal
vocational
training
and
students
of
all
ages
involved
in
higher
education.
4.
Volunteering
sector
Unpaid
social
engagement
in
NGOs
providing
volunteering
activities
is
an
often
underestimated
environment
for
the
development
of
key
competences.
Assessing
competence
development
of
volunteers
does
on
the
one
hand
express
appreciation
for
the
often
unrewarded
effort
of
the
volunteer
but
also
generates
motivation
for
volunteering
by
showing
that
social
engagement
does
not
only
generate
benefits
for
others
but
adds
to
ones
own
personal
development.
Moreover
competence
assessment
can
serve
accountancy
obligations
of
volunteering
organisations
towards
funders
and
public
authorities.
30
31