Evaluation of the importance of professional competences: the case of Spanish trainers

Abstract

Purpose -Education and training are critical factors for achieving the Lisbon strategy's objectives of encouraging economic growth, competitiveness and social inclusion in the European Union (EU). The role of continuing vocational training (CVT) and its contribution to personal development and fulfilment is increasingly recognised in EU Member States' National Reform Programmes. In this context the main objective of this paper is to establish a ranking of the importance of the competences required by CVT trainers in Spain according to national lifelong learning (LLL) standards.Design/methodology/approach -A combination of literature review analysis and evaluation of experts' participation is used, based on two-round e-Delphi techniques. The literature review analysis identified the criteria, sub-criteria and indicators that describe the trainers' basic (pedagogical) and specific (skills, abilities, aptitude/attitude and attributes) competences. The questionnaire summarises a wide range of competences and skills related to Spanish trainers. It was distributed among 20 national experts (with experience ranging from three to 30 years in informal and non-formal training and professional profiles such as training manager, high manager, training programmer, trainers and tutors among others) in order to evaluate the importance of different competences.Findings -The analysis of the e-Delphi expert evaluation yields two main findings. First, it provides a unique e-Delphi draft that contains trainers' professional competences in a non-formal permanent learning context. Second, it also includes the evaluation of their importance by 20 Spanish experts who are considered to be a qualitative national sample.Practical implications -The role of European and Spanish trainers has changed in the last two decades. Trainers need wide recognition of their professional profile in a LLL framework. This requires the recognition of new and renewal of traditional competences, so that they can work as professionals of non-formal education and assume responsibilities.Originality/value -CVT takes on a variety of forms in different countries and also within a given country. Thus the identification and anticipation of competences and skills required by trainers as important actors on whom training quality and efficiency depends is important. In this case study, the analysis of the expert evaluations shows that specific competences/skills (personal abilities, attitudes in classroom and workshop), are very important in developing a trainer's professional figure. Traditional pedagogical competences (planning, imparting and evaluation) are not forgotten, but new skills have additional characteristics such as ''identification, and analysis of training needs'', ''training management'', ''training implementation'' and participant focus.

E-training based on Determination of Education and Training Models of Early Childhood Teachers Education Programs

“…So, it can be concluded that the competence of trainers variable have a positive and significant effect on the effectiveness of training. The results are consistent with the research of Mamaqi, Miguel, and Olave (2011) which stated that the competence and new skills of trainers on identifying positive have an impact on training success.…”

La inteligencia artificial

“…En una búsqueda de empleos sobre analista de Big Data tan solo en uno de los portales de empleo tecnológico a nivel nacional revela que en el último mes se anuncia una necesidad de un total de 621 puestos de trabajo relacionados con estas profesiones (Figura 3). Pero una vez detectada la necesidad, su desarrollo y catalogación requieren avances rápidos (Mamaqi, Miguel y Olave, 2011). Los científicos de datos utilizan técnicas especializadas para examinar estos tesoros de información para descubrir nuevas ideas y crear un nuevo valor (White, 2012).…”

Current Trends in Technical and Vocational Education Research: A Meta-Analysis

“…Competency evaluation is the most commonly discussed issue in the articles used as the sample for this research (Battista, Palomba & Vergani, 2009;Schaap, Schaaf & Bruijn, 2011;Ion & Cano, 2011;Koopman, Teune & Beijaard, 2008;Nafukho, Graham & Kacirek, 2009;Mamaqi, Miguel & Olave, 2011). These researches are more focused on identifying the levels of implementation of competency-based achievement evaluations among lecturers and students in educational systems (Ion & Cano, 2011;Schaap, 2011;Nafukho, 2009).…”