Pareiginių kvalifikacinių kompetencijų įgijimas neformaliuoju ir savaiminiu būdu : psichologo pareigybės pavyzdys

• Bukšnytė, Loreta
• Gustainienė, Loreta
• Šinkariova, Liuda

LTStraipsnyje siekiama dalintis įgyta patirtimi rengiant neformaliai ir savaiminiu būdu įgytų kompetencijų, reikalingų psichologo kvalifikacijai gauti, vertinimo ir pripažinimo metodus. Aptariami kompetencijų vertinimo etapai, diskutuojama apie siūlomos kompetencijų vertinimo metodikos tinkamumą, pateikiamas neformaliai ir savaiminiu būdu įgytų psichologo kompetencijų vertinimo ir pripažinimo proceso etapų turinio ir formos įvertinimo kriterijų modelis. [Iš leidinio]Reikšminiai žodžiai: Neformaliai ir savaiminiu būdu įgytų kompetencijų vertinimas ir pripažinimas; Psichologo kvalifikacija; Identification and validation of non-formal and informal learning; Qualification of a psychologist.

ENIn the context of the principle of lifelong learning, the identification and validation of non-formal and informal learning aim to make visible and to value the full range of knowledge and competences held by an individual, irrespective of where or how they have been acquired. The identification and validation of non-formal and informal learning take place inside and outside formal education and training, in the workplace and in civil society. Identification and validation are the key instruments enabling the transfer and acceptance of all learning outcomes across different settings. Identification records and makes visible the individual's learning outcomes. This does not result in a formal certificate or diploma, but it may provide the basis for such formal recognition. Validation is based on the assessment of the individual's learning outcomes and may result in a certificate or a diploma. Nevertheless, various international documents, regulating the formal and informal learning identification and validation, propose only general principles, leaving the very procedure of the identification and validation of competencies, acquired by formal and informal learning, to be elaborated by respective national institutions. Educating psychologists implies a variety of complex competencies, including knowledge, cognitive, practical, and transferable ones. A practical dilemma emerges, whether a psychologist, having identified and validated his or her competencies, acquired by non-formal or informal learning, is involved in a labour market on equal basis? That is, would such a psychologist be as qualified as his/her colleague with "a full formal diploma"? If so, what are the mechanisms and methods of the identification and validation of separate competencies, acquired by non-formal and informal learning?.Our initial steps in organising the identification and validation of separate competencies, acquired by non-formal and informal learning, necessary for a qualified psychologist to have, led us to several suggestions. As to the identification and validation process of separate competencies of a psychologist, we distinguished five stages in the procedure of the identification and validation of competencies, namely: dissemination of information, consultation, assessment, appeal, and the final decision. The methods involved in the competence assessment procedure include discussion, learning outcomes portfolio, testing, performance appraisal at the workplace, observation, and reflection. Our analysis of the process and the identification and validation methods of separate competencies, acquired by non-formal and informal learning, necessary for a psychologist let us assume, that there is a possibility to recognise certain amount of competencies, but only a limited number. Non-formal learning may lead to competencies that could be acknowledged more easily, as they are based both on practical skills and on theoretical knowledge of an individual. Quite different is the case with the competencies acquired by informal learning, as they are mostly either practice-based or theoretically-based. Theoretical knowledge could be recognized as part of certain theoretical disciplines. The basic problem here is that in the informal learning, especially in psychology, it could be rather difficult to transform intuitive understanding into knowledge, whereas studying according to the specially designed study programme in psychology one can acquire the socalled psychological thinking, enabling the synthesis of knowledge and skills, as well as their application in specific situations.Therefore, our conclusions suggest that it is of utmost importance to develop an adequate mechanism of the identification and validation of separate competencies of a psychologist, acquired by nonformal and informal learning, and that the identification and validation of separate competencies of a psychologist is possible only partially. [From the publication]