The FLEXICOMP competence framework sets out the digital and pedagogic skills VET educators need to work effectively with learners – particularly those who are vulnerable – in order to in turn develop learners’ digital skills. It was developed using comprehensive research combining a review of state of the art, an analysis of VET educator needs and case studies of competence frameworks in the VET and related fields.
3 domains:
1. Core Digital Competences
2. Enabling Digital Competences
3. FLEXICOMP-specific Competences
9 competence areas and 26 competences in total
Each with knowledge, skills attitudes and learning outcomes examples.
The framework specifies three ‘high level’ competence domains:
- Domain A – Core (Generic) Digital Competences. This covers the basic digital competences VET educators would need to apply digital tools successfully in their practice
- Domain B – Enabling Digital Competences. This focuses on supporting VET educators in collaborating with learners in the classroom and facilitating their acquisition and application of digital skills
- Domain C – FLEXICOMP-specific competences. This focuses on two key aspects that are specific to FLEXICOMP. Firstly, the need to apply digital tools to support the needs of adult learners in the VET sector. Secondly, the need to equip VET educators with the skills needed to work with vulnerable and disadvantaged people in that sector.
These three domains are associated with eight competence areas. Each competence area covers a set of specific competences, providing 26 competences in total within the framework. Each competence describes the learning outcome associated with it. Examples for each competence are provided, broken down into knowledge, skills and attitude examples.
The FLEXICOMP programme includes a tool that allows participating educators to take a self-assessment test that gives them a picture of their level in each competence. This can be taken before joining and after completing the training. It helps them to highlight their strengths and weaknesses and can be used to tailor the training to individual educator needs. By comparing the assessment results before and after training, educators– and their organisations– can get an idea of how far they have progressed in improving their digital and pedagogic skills.