COMET (European Union)

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COMET ( Com petence Me asuring and T raining) is one of the European Union -funded international project of vocational adult education . The aim of the research is to secure the employment opportunities of older workers. It was u. a. carried out by the vocational support organization Nürnberg gGmbH from September 2009 to September 2011 and is part of the “Lifelong Learning” program. The project deals with the measurement of informally acquired competences of older low-skilled workers in small and medium-sized enterprises (SMEs) based on national and European qualification standards.

Partners from Denmark , Germany , Italy and Spain work together in the project.

history

The COMET research network started in 2007 with a pilot project "Developing and evaluating professional skills in the electrical engineering and information electronics (KOMET) professional field" in the state of Hesse and has since expanded nationally (e.g. in North Rhine-Westphalia) and internationally (e.g. in China and South Africa ), so that the English spelling COMET has meanwhile become common. The testing of a "competency diagnosis for vocational training" took place in cooperation with the research group "innovative vocational training (i: BB)" at the University of Bremen. The Hessian Ministry of Culture supported the initiative. The project was soon expanded to include a Chinese sister project. This examined possibilities for international comparison projects. Comparative projects in South Africa and in other European countries were added. The network is now also examining competencies in other professional fields.

Research network

country running time region Subject / occupation
Germany 2007-2010 Hessen, Bremen Electrical engineering, electrical FR Geb.- u. Energy Technology
Germany 2010-2013 Hesse Industrial mechanic, automotive mechatronic technician
Germany 2011 Lower Saxony (Weser-Ems) Motorcar mechanic
Germany 2012-2015 NRW Electronics technician, industrial engineering, electr. FR Geb.- u. Energy technology, industrial mechanic, car mechatronics technician, carpenter, medical assistant, industrial clerk, clerk for shipping and warehouse logistics
Germany 2012 Hesse Vocational school teacher training (GTW)
China 2008-2010 Beijing electronics technician
China 2011-2013 Beijing, Guangdong, Sichuan, Hunan, Hubei, Yunnan, Guizhoi, WB: Peking Normal University, University of Bremen Vehicle service and repair, vehicle mechatroinic, vehicle teacher
China since 2014 - national key project for quality assurance in vocational education and training (COMET), cooperation partner: Peking Normal University, University of Bremen
South Africa 2011-2013 - electronics technician
South Africa since 2013 - Electronics technician, mechatronic technician, welder, automotive mechatronic technician
Switzerland 2010-2013 - Nurses
Poland, Spain, Norway, Germany 2010-2013 - Nurses
Europe since 2012 - International COMET PhD program coordinated by I: BB Bremen

Project goals

The aim of the project is to provide small and medium-sized companies in the manufacturing industry with an easy-to-use instrument for measuring competence. We worked directly with the companies. The focus was on educational planning and educational policy interest in the development and introduction of diagnostic measurement methods. Beginning with the intention of revising the pedagogical and didactic learning field concepts in the vocational training practice of the electrical engineering field in Hesse, the first results raised the question of whether the test procedure developed for one's own professional field can also be transferred to other professions and professional fields.

execution

For a long time, due to the lack of measurement methods, there was no method for ascertaining the quality of professional teaching and learning processes and the quality of their results. With the COMET approach, methods are now available for assessing professional competence and developing competence. A diagram evaluates the individual competencies from the three aspects (self-assessment, superior assessment and requirements). Subsequently, qualification gaps become visible and common ways of overcoming them are worked out.

Based on the view that the development of professional competence and professional identity / professional commitment are two sides of a coherent development process, standardized competence diagnostics must include the measurement of professional identity development and the related professional commitment in the measurement models.

While certificates and school qualifications document a level of education, professional life experience can often be poorly proven. They often relativize the meaningfulness of educational qualifications long ago. With a concrete competency assessment, the human resources department of small and medium-sized companies can assess the qualifications required for the company much more easily and people with little education or older people receive a more realistic assessment of their qualifications and knowledge. The project was able to prove that this acquired competence can actually be measured. A series of seminars for HR managers (Perfect50 +) carried out as part of the EU project dealt with age-appropriate treatment of employees. The survey method that is now being developed within the framework of COMET should be applicable to or transferrable to all cultures in the European Union.

Teachers and trainers developed test tasks with valid content. In the end, after a training session carried out by the scientific support, your task was to evaluate the extremely large variety of task solutions of the test participants on a high level of agreement.

evaluation

At a first international symposium of the network in May 2013 in Turin and at the Karlsruhe Conference in the Karlsruhe Institute of Technology (KIT) in October 2013, an interim assessment of the work carried out was drawn up. It was documented in the book "Kompetenzdiagnostik in der Berufsbildung". The results of the comparative test procedures carried out from 2008 to 2011 suggest some very far-reaching changes for the design and organization of vocational training courses. In an initial result it can be stated that an internationally compatible vocational training requires close cooperation between vocational training research, vocational training practice and the institutions of vocational training governance. After evaluating the project, the Hessian Ministry of Education and Culture decided that the concept of design-oriented vocational training should be introduced into school practice. In Beijing, the research results form the basis for the work in the Institute for Vocational Education and Training of the Academy of Education.

Web links

Individual evidence

  1. ↑ a b c COMET project goals ( memento of the original from January 22, 2016 in the Internet Archive ) Info: The archive link was automatically inserted and not yet checked. Please check the original and archive link according to the instructions and then remove this notice. , accessed October 20, 2015 @1@ 2Template: Webachiv / IABot / www.project-comet.eu
  2. ↑ a b c d e f g Martin Fischer, Felix Rauner, Zhiqun Zhao (eds.): Competence diagnostics in vocational education - methods for recording and developing professional competence. COMET on the test bench. LIT-Verlag 2015, ( Google Preview ), accessed on October 20, 2015
  3. ↑ a b BFW Nuremberg: More education than expected. ( Memento of the original from March 4, 2016 in the Internet Archive ) Info: The archive link was inserted automatically and has not yet been checked. Please check the original and archive link according to the instructions and then remove this notice. , November 25, 2009, accessed October 20, 2015 @1@ 2Template: Webachiv / IABot / bfw-nuernberg.de
  4. ↑ a b c Research project proves: Quality of vocational education can be systematically recorded , University of Bremen, May 4, 2015, accessed on October 20, 2015