The e-DELPHI Method to Test the Importance Competence and Skills: Case of the Lifelong Learning Spanish Trainers
The lifelong learning is a crucial element in the
modernization of European education and training systems. The most
important actors in the development process of the lifelong learning
are the trainers, whose professional characteristics need new
competences and skills in the current labour market. The main
objective of this paper is to establish an importance ranking of the
new competences, capabilities and skills that the lifelong learning
Spanish trainers must possess nowadays. A wide study of secondary
sources has allowed the design of a questionnaire that organizes the
trainer-s skills and competences. The e-Delphi method is used for
realizing a creative, individual and anonymous evaluation by experts
on the importance ranking that presents the criteria, sub-criteria and
indicators of the e-Delphi questionnaire. Twenty Spanish experts in
the lifelong learning have participated in two rounds of the e-
DELPHI method. In the first round, the analysis of the experts-
evaluation has allowed to establish the ranking of the most
importance criteria, sub-criteria and indicators and to eliminate the
least valued. The minimum level necessary to reach the consensus
among experts has been achieved in the second round.
[1] A. Ferrández, El formador. competencias profesionales para la
innovación. (ed) Gairín, J.; Ferrández, A. ; Tejada, J. y Navio, A.
Formaci├│n para el empleo. NEO-3 Comunicaci├│n, Barcelona, 1996, pp.
171-2
[2] A. Fernández, Formación de formadores: El modelo contextual crítico.
Herramientas, 1989, 4, pp.35-45.
[3] A. Ferrández, Organización y gestión de formación de formadores, En
Lorenzo, M. et alt. (Eds.) Las organizaciones educativas en la sociedad
neoliberal, Grupo Editorial Universitario, Granada, 2000, pp. 729-778.
[4] A.L. Delbecq, A.H. Van de Ven, D.H. Gustafson, Group Techniques for
Program Planning: a Guide to Nominal Group and Delphi, 1975.
Processes, Scott, Foresman and Company, Glenview, Illinois.
[5] B. Jiménez, La formaci├│n y la acci├│n de los formadores en Educaci├│n no
formal, Actas V Congreso Interuniversitario de Organizaci├│n de
instituciones educativas, Madrid, 1998, pp.1117-1125.
[6] CEDEFOP, Recognition and validation of non-formal and informal
learning for VET teachers and trainers in the EU member state, 2007,
Luxembourg, CEDEFOP.
[7] Commission of the European Communities, Working paper: Progress
towards the common objectives in education and training. Indicators and
benchmarks, 21 (2), 2004. http://europa.eu.int/comm/education/policies
[8] Commission of the European Communities. Working paper: A
memorandum on lifelong learning. December 27, 2000,
http://europa.eu.int/comm/education/policies/lll/life.
[9] EUROPASS, Terminology of vocational training
policy.http://europass.cedefop.europa.eu/europass/home/
[10] European Commission (sd),: Common European Principles for Teacher
Competences and Qualifications. Directorate-General for Education and
Culture.
[11] European Commission, Communication from the Commission to the
Council and the European Parliament-Improving the Quality of Teacher
Education, 2007, pp 392.
[12] EUROTRAINER Consortium,: Studies on Trainers in enterprises: Key
actors to make lifelong learning a reality in Europe. (Simone Kirpal
(ITB) (ed), Germany, 2008.
[13] G. Lum, On the Non-discursive Nature of Competence educational
Philosophy and Theory 2004, 36 (5), pp. 485-496.
[14] G. Lum, Towards a Richer Conception of Vocational Preparation,
Journal of Philosophy of Education, 2003, 37 (1), pp. 1-16.
[15] G. P. Bunk, La transmisi├│n de las competencias de la formaci├│n y
perfeccionamiento profesionales de la RFA, Revista Europea de
Formaci├│n profesional, 1994 1, pp. 8-14.
[16] G. Rowe, G. Wright, The Delphi technique as a forecasting tool: issues
and analysis. International Journal of Forecasting ,15 , 1999, pp. 353-
375
[17] J. Winterton, F. Delamare - Le Deist, E. Stringfellow, Typology of
knowledge, skills and competences: clarification of the concept and
prototype. Centre for European Research on Employment and Human
Resources Groupe ESC Toulouse. Research report elaborated on behalf
of Cedefop/Thessaloniki CEDEFOP Project, January 2005.
[18] L. E. Miller, Determining what could/should be: The Delphi technique
and its application. Paper presented at the meeting 2006, October.
Annual meeting of the Mid-Western Education.
[19] L. M., Spencer, S. M. Spencer, Competence at Work. New York: Wiley,
1993.
[20] M. Eraut, Concept of competence. Journal of Interprofessional Care,
1998, 12(2) pp. 127-139.
[21] P Lindqvist, U. K. Nordänger, Using the E-Delphi Method: An Attempt
to Articulate the Practical Knowledge ofTeaching Journal of research
Method and methodological, Volume 1, (1), 2007.
[22] Real Decreto 1646/1997 de 31 de octubre, (B.O.E. n├║m 273, 14
noviembre)
[23] S. Kirpal, W. Wittig, A Qualification Framework for Trainers an Europe
- a Realistic Approach? Network to Support Trainers in Europe. Input
Paper for 2nd on-line discussion forum. 2009.
[24] UNESCO, CT competency Standards for Teachers-Policy Framework,
Paris. 2008.
[25] The Organic Act 5/2002 on Qualifications and Vocational Training
(BOE No 147 of 20 June 2002) Title 1, Article 7.
[26] X. Mamaqi, J. Miguel, Análisis cuantitativo del perfil profesional de los
formadores en formaci├│n continua en Espa├▒a. Comunicaci├│n presentada
en el Congreso de Economía Aplicada, ASEPELT 2008, Barcelona,
Espa├▒a.
[1] A. Ferrández, El formador. competencias profesionales para la
innovación. (ed) Gairín, J.; Ferrández, A. ; Tejada, J. y Navio, A.
Formaci├│n para el empleo. NEO-3 Comunicaci├│n, Barcelona, 1996, pp.
171-2
[2] A. Fernández, Formación de formadores: El modelo contextual crítico.
Herramientas, 1989, 4, pp.35-45.
[3] A. Ferrández, Organización y gestión de formación de formadores, En
Lorenzo, M. et alt. (Eds.) Las organizaciones educativas en la sociedad
neoliberal, Grupo Editorial Universitario, Granada, 2000, pp. 729-778.
[4] A.L. Delbecq, A.H. Van de Ven, D.H. Gustafson, Group Techniques for
Program Planning: a Guide to Nominal Group and Delphi, 1975.
Processes, Scott, Foresman and Company, Glenview, Illinois.
[5] B. Jiménez, La formaci├│n y la acci├│n de los formadores en Educaci├│n no
formal, Actas V Congreso Interuniversitario de Organizaci├│n de
instituciones educativas, Madrid, 1998, pp.1117-1125.
[6] CEDEFOP, Recognition and validation of non-formal and informal
learning for VET teachers and trainers in the EU member state, 2007,
Luxembourg, CEDEFOP.
[7] Commission of the European Communities, Working paper: Progress
towards the common objectives in education and training. Indicators and
benchmarks, 21 (2), 2004. http://europa.eu.int/comm/education/policies
[8] Commission of the European Communities. Working paper: A
memorandum on lifelong learning. December 27, 2000,
http://europa.eu.int/comm/education/policies/lll/life.
[9] EUROPASS, Terminology of vocational training
policy.http://europass.cedefop.europa.eu/europass/home/
[10] European Commission (sd),: Common European Principles for Teacher
Competences and Qualifications. Directorate-General for Education and
Culture.
[11] European Commission, Communication from the Commission to the
Council and the European Parliament-Improving the Quality of Teacher
Education, 2007, pp 392.
[12] EUROTRAINER Consortium,: Studies on Trainers in enterprises: Key
actors to make lifelong learning a reality in Europe. (Simone Kirpal
(ITB) (ed), Germany, 2008.
[13] G. Lum, On the Non-discursive Nature of Competence educational
Philosophy and Theory 2004, 36 (5), pp. 485-496.
[14] G. Lum, Towards a Richer Conception of Vocational Preparation,
Journal of Philosophy of Education, 2003, 37 (1), pp. 1-16.
[15] G. P. Bunk, La transmisi├│n de las competencias de la formaci├│n y
perfeccionamiento profesionales de la RFA, Revista Europea de
Formaci├│n profesional, 1994 1, pp. 8-14.
[16] G. Rowe, G. Wright, The Delphi technique as a forecasting tool: issues
and analysis. International Journal of Forecasting ,15 , 1999, pp. 353-
375
[17] J. Winterton, F. Delamare - Le Deist, E. Stringfellow, Typology of
knowledge, skills and competences: clarification of the concept and
prototype. Centre for European Research on Employment and Human
Resources Groupe ESC Toulouse. Research report elaborated on behalf
of Cedefop/Thessaloniki CEDEFOP Project, January 2005.
[18] L. E. Miller, Determining what could/should be: The Delphi technique
and its application. Paper presented at the meeting 2006, October.
Annual meeting of the Mid-Western Education.
[19] L. M., Spencer, S. M. Spencer, Competence at Work. New York: Wiley,
1993.
[20] M. Eraut, Concept of competence. Journal of Interprofessional Care,
1998, 12(2) pp. 127-139.
[21] P Lindqvist, U. K. Nordänger, Using the E-Delphi Method: An Attempt
to Articulate the Practical Knowledge ofTeaching Journal of research
Method and methodological, Volume 1, (1), 2007.
[22] Real Decreto 1646/1997 de 31 de octubre, (B.O.E. n├║m 273, 14
noviembre)
[23] S. Kirpal, W. Wittig, A Qualification Framework for Trainers an Europe
- a Realistic Approach? Network to Support Trainers in Europe. Input
Paper for 2nd on-line discussion forum. 2009.
[24] UNESCO, CT competency Standards for Teachers-Policy Framework,
Paris. 2008.
[25] The Organic Act 5/2002 on Qualifications and Vocational Training
(BOE No 147 of 20 June 2002) Title 1, Article 7.
[26] X. Mamaqi, J. Miguel, Análisis cuantitativo del perfil profesional de los
formadores en formaci├│n continua en Espa├▒a. Comunicaci├│n presentada
en el Congreso de Economía Aplicada, ASEPELT 2008, Barcelona,
Espa├▒a.
@article{"International Journal of Business, Human and Social Sciences:56607", author = "Xhevrie Mamaqi and Jesus Miguel and Pilar Olave", title = "The e-DELPHI Method to Test the Importance Competence and Skills: Case of the Lifelong Learning Spanish Trainers", abstract = "The lifelong learning is a crucial element in the
modernization of European education and training systems. The most
important actors in the development process of the lifelong learning
are the trainers, whose professional characteristics need new
competences and skills in the current labour market. The main
objective of this paper is to establish an importance ranking of the
new competences, capabilities and skills that the lifelong learning
Spanish trainers must possess nowadays. A wide study of secondary
sources has allowed the design of a questionnaire that organizes the
trainer-s skills and competences. The e-Delphi method is used for
realizing a creative, individual and anonymous evaluation by experts
on the importance ranking that presents the criteria, sub-criteria and
indicators of the e-Delphi questionnaire. Twenty Spanish experts in
the lifelong learning have participated in two rounds of the e-
DELPHI method. In the first round, the analysis of the experts-
evaluation has allowed to establish the ranking of the most
importance criteria, sub-criteria and indicators and to eliminate the
least valued. The minimum level necessary to reach the consensus
among experts has been achieved in the second round.", keywords = "competences and skills, lifelong learningtrainers, Spain, e-DELHI method.", volume = "4", number = "6", pages = "1009-9", }
