LIFECOMP IN CITIES OF LEARNING

Содержание

Are you an educator in the field of youth or in adult education and working mostly in non-formal settings? Are you using the Cities of Learning Platform to improve the sustainability of non-formal learning opportunities? Do you want to support your learners in recognising their learning in a way that it is useful for their personal life and career path? Then perhaps this Learning Activity is interesting for you. 
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What is LifeComp competence framework
﻿JRC Science For Policy Report describes the following “The LifeComp framework is a flexible tool that can be adapted to different learning settings, and target groups to support the development of the “Personal, Social and Learning to Learn” competences in context. Its ambition is to provide an agreed upon conceptual framework for the “Personal, Social and Learning to Learn” key competence for lifelong learning. Educational stakeholders could consider LifeComp as a basis for discussion, and for promoting this key competence. 
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LifeComp consists of 3 areas, Personal Learning, Social Learning and Learning to Learn. Every area has 3 competences:
Personal learning 
Self-regulation, 
Flexibility and 
Wellbeing
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Social learning 
Empathy, 
Communication and 
Collaboration
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Learning to Learning 
Growth mindset, 
Critical Thinking and 
Managing Learning
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The LifeComp framework results from a robust research methodology, where a large and diverse group of experts were consulted at different stages for feedback, and to progressively reach a consensus around a validated proposal. Nevertheless, the framework is not yet fully been adapted to, or tested in practice. A subsequent step will be to try the LifeComp framework out in practice by implementing and evaluating it in a specific context. Feedback from practitioners and end-users is expected to continuously help with amending and refining the framework, both by virtue of the transversal nature of this input, and of these contributors’ existing educational experiences (e.g. socio-emotional education)."
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Why use LifeComp competence framework
An important reason for introducing the concept of competences in our youth field jargon is to indicate precisely the abilities that transcend within a specific practical situation and that can be used widely in different sectors.
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In non-formal learning people are aware of the importance of the learning that is happening for the individual. For years educators are supporting reflection of what has been learned and how to use this learning elsewhere. What if we include recognised competence frameworks in our non-formal education? Would we then extend the recognition of the learning by the learner itself to also recognition by formal education and the business field? And would this create better well being and a career perspective? Or a better recognition of learning happening in the non-formal youth field? We don’t know yet, but it is worth checking it out, isn’t it?
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Reasons why organisers of Cities of Learning are using LifeComp in their learning activities:
In our rapidly changing society people need to update their skills, knowledge and behaviour constantly to stay updated and to be ready for what a person needs on personal and career pathways. 
To support learners in what they learn in a non-formal learning setting, LifeComp can be a solution to use vocabulary that is recognised by non-formal, formal and informal stakeholders
To offer competency based non-formal experiences and training
To attract learners who want to learn specific skills
To support acquisitors when they search for people with specific skills
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How to integrate the LifeComp Framework in your Learning Activity on the Cities of Learning Platform
Define first who your target group is to whom you want to write about your learning activity and make the activity attractive for that learner. 
Define if it is important for the learner to know more about LifeCom. Or the competences that the learner is working on at activity level? 
When you choose to describe competences at activity level then it is best to describe that a learner can work on a specific skill, behaviour or knowledge in that specific context. Most of the time learners are not gaining complete competence in a short-non formal learning activity. Though working on a competence can be very valuable. 
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For example within this Learning Activity some competences of the the LifeComp framework has been shortly described:
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In the case of LifeComp you can describe if the learning has happened on the level of awareness, understanding and action. Because all the 9 competences (Self-regulation, Flexibility, Wellbeing, Empathy, Communication, Collaboration, Growth mindset, Critical thinking and Managing learning) have a descriptor structure: awareness (1), understanding (2) and action (3). 
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More information about each area, competence and descriptor you can find in the resources added to this activity. Per descriptor you will find an explanation.
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Within non-formal education it is very important that a learner can self-assess what needs or wants to be learned or has been learned. We as educators can go beyond self-assessment by describing or assessing the behaviour that we have seen, and which knowledge and any associated beliefs are behind it within an activity. 
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How to integrate the LifeComp Framework in the Open Badge on the Cities of Learning Platform
﻿Open Badge is a digital standard to recognise various achievements, like participation, membership, personal qualities and exceptional skills, or the completion of a learning journey. Each badge is a micro-credential certificate and data about badge issuer and earner, a description of the badge and criteria for earning it. And perhaps links to evidence how the badge has been earned, information about competence framework or endorsers. 
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Third parties, like employers or employment agencies are looking at validity, reliability and flexibility of what a person has learned, worked on, or achieved  is via checking how assessment has been done, who was the issuer of a badge, how much hours has been worked on a specific skill, or if there is another party who endorsed what has been learned. 
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Here it could be beneficial to add more content about specific competences in the badge description
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You can earn a badge for implementing LifeComp in a Learning Activity The badge will be issued based on self-assesment.

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The owner of this badge has investigated the LifeComp Competence Framework, with the aim to find ways to integrate the framework in their educational activities on the Cities of Learning Platform. 
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﻿JRC Science For Policy Report describes the following “The LifeComp framework is a flexible tool that can be adapted to different learning settings, and target groups to support the development of the “Personal, Social and Learning to Learn” competences in context. Its ambition is to provide an agreed upon conceptual framework for the “Personal, Social and Learning to Learn” key competence for lifelong learning. Educational stakeholders could consider LifeComp as a basis for discussion, and for promoting this key competence. 
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