The identification, validation and recognition of competences acquired through informal and non-formal learning (Bjornavold) is gaining increasing relevance for European VET and CVT policies. In recent time the discussion on education and training has more and more discovered the fact of experiential and non-formal learning processes outside of institutionalised learning processes. Within the countries of the European community non-formal learning processes have very different importance and depend on the structures and traditions of the respective vocational training systems. While rather big enterprises are using various methods for assessment of personal competencies, methods of self-evaluation of non- formal competencies and their integration within CVT measures or modules are broadly missing. As many people are not aware of their own abilities and competencies they often fail applying for new jobs and finding suitable employment opportunities. The project "Self-Evaluation" on which this symposium is based should help people to get aware of their personal competencies by the use of new methods for self-evaluation of non-formal competencies. Self- evaluation means to support people into evaluating their own possible competencies. The focus here is to enable people to discover their own competencies, to make them "visible" and to make use of them with respect to new employment opportunities, including finding of opportunities for self-employment. Actually these competencies can be often addressed as key-competencies ( in the sense of German tradition of this idea). In view of the existing gap between rather highly developed selection procedures of personnel used by big enterprises on the one hand and a lack of instruments that can help people to find out about their own competencies there is an urgent need for appropriate methods particularly for self-evaluation that enable people to make their competencies "visible" and to make use of them. Moreover existing methods and models for evaluating non-formal competencies are hardly known, a systematic inventory is still missing. In a short term perspective methods of self-evaluation should - help people to get aware of their personal competencies - help them to overcome feelings of incompetence and hopelessness - develop methods for evaluating non-formal competencies relevant for present European attempts in this field - improve CVT measures, vocational guidance and employment advice - improve the pedagogical competencies of CVT professionals In a long term perspective these methods should - enlarge the present understanding of competencies - improve vocational training structures - contribute to a new learning culture - contribute to reduction of unemployment in the member countries of the European Union. The proposed Symposium will present case studies from five out of seven European countries participating in the project. These papers are closely interrelated because the outcomes are based on a common theoretical approach: the "starfish" model for (also tacit) "key competences". In addition, a concept developed by the late Dr. Wolfgang Hendrich (former co-ordinator of the project) for the German context will be presented. This provides a theoretical foundation for determining the overall objectives of the process of self-evaluation of one´s own personal competences. PAPER 1 Karen Evans, Natasha Kersh, University of London, Institute of Education Strengthening learning success through recognition and self-evaluation of personal competences: UK context. The proposed paper considers the impact of forms of self- evaluation on so-called 'soft outcomes' such as levels of learners' confidence, increased self-esteem and attitudes to learning. The paper discusses the ways that could encourage adult learners to evaluate their own personal competences and considers the part played by tacit forms of competences in the education, training and work re- entry of adults. Our findings support the view that the process of self- evaluation of personal or tacit skills by adult learners strengthens their learning success and facilitates their learning outcomes. Our data also suggest that recognition and deployment of tacit skills may actually encourage adults to recognise and regard them as important in the context of their learning. In order to develop methods for self-evaluation we are collaborating with both students and tutors form selected colleges in London. A qualitative approach was utilised in this study. Responses from interviewees and self- completed questionnaires are being analyzed with the assistance of the qualitative analysis software, 'Nivo'. We are also employing the Dynamic Concept Analysis (DCA) for modelling leaning processes of adult learners. The paper discusses the potential of the DCA approach as a method of self-evaluation of personal competences. PAPER 2 Eduardo Figueira; Sandra Santos e Silva, Academus Consultadoria, University of Evora Methods for evaluation and certification of non-formal competences: Experiences in Portugal This paper intends to make an approach to the Process of Certification and Validation of Non-formal Competencies, specifying the used methods in order to achieve effective results. In Portugal, there are already some certifying entities, focusing on the participant entities, such as: IEFP - Vocational, Educational and Training Institute, in the context of SNCP - National System o f Certification that recognizes vocational competencies through experience, and ANEFA - National Agency for Adults' Education that recognizes educational competencies by non-formal ways, through the equivalence to educational levels. The Portuguese attitude towards new methods of self- evaluation and non-formal learning systems is usually positive. Methods of Evaluation and recognition of competencies in non-formal ways are considered useful tools to improve workers' working qualities in enterprises and some other economic sectors. The introduction of self-evaluation methods within evaluation of non-formal competencies is considered very important for the process of recognition of non-formal competencies. This paper will also present the perspective of people who have already passed through the systems of accreditation of non-formal competencies in order to get to know their perspective about the system and the self- evaluation methods that are being used. PAPER 3 Romana Jerzberova, National Institute of Technical and Vocational Education, Prague Investigation of demands on self-evaluation methods in the Czech Republic Empirical research aimed at the identification of didactical requirements for self-evaluation methods has been carried out. Respondents were participants of a motivation course, which focuses on long-term unemployed people, women returning back to work after maternity leave and school-leavers who did not find suitable jobs. The interviews monitored views of respondents on the following questions (they concern competencies involved in the "Starfish model"): - Significance of competencies for job performance - Ability of self-evaluation - Interest to know an objective level of personal competencies - Suitability of tools and procedures for self- evaluation which provide the possibility of outcomes - Significance of a motivation course for development of monitored competencies Personal problems and attitudes of respondents linked with unemployment were monitored during interviews. From the interviews it follows that particularly unemployed people are interested in self-evaluation and want to know the objective level of their competencies. They would appreciate if they had a certificate confirming managing some competencies. They would welcome if some experts would give them a helping hand. Only a part of therespondents think that they can manage self- evaluation without using suitable tests. PAPER 4 Liliana Voicu, Institute for Educational Science, Bucuresti Self Evaluation in Romania Because of the general economic and societal context in Romania the customary approach towards Self-Evaluation has to be adapted. Expectations of employers have been explored through interviews and general opinions of trainers and training responsibles, known from other studies, are complemented by involving trainers with an attitude more favourable towards the approach of the project. What is really difficult to appreciate is the reaction of the target group itself: The fluctuant situation of the economy is not encouraging good planning, the "diploma culture" is not very promising from a methodological point of view. New developments are to be expected from a new legal framework which will be implemented soon. PAPER 5 Nikitas Patiniotis, University of Patras Perspectives, problems and policies of Self-Evaluation From the point of view of Educational Sociology the approach "self-evaluation of non-formal competences" presents promising perspectives as well as severe problems. The perspectives are to be found in enhancing personal self-assurance and capabilities of planning one´s own career pathway. Problems arise from the conditions in the labour market where Greece presents the case of high self employment and much family support. But labour market policies aiming at strengthening the low wage, low qualification sector pose serious challenges for the approach of evaluating oneself one´s own personal competences all over Europe. These challenges will be explored in the broader context of Educational Sociology and educational policies. PAPER 6 Dr. Wolfgang Hendrich, Prof. Gerald Heidegger, University of Flensburg Biographical competences for shaping one´s own occupational career pathway This paper is based on the habilitation thesis of the late Dr. Wolfgang Hendrich who suddenly died while being responsible for the co-ordination of the "Self- Evaluation" project. It focuses on the fact that many people increasingly face the possibility or even necessity of having to change their occupational career pathway, sometimes even in a rather fundamental way. Therefore VET and CVT should always not only aim at preparing people for actual labour market requirements but also supporting them in connecting their past work experiences with future opportunities in the labour market. It is particular important however that they become able to (re-)construct their occupational pathway as a sensible one from their own perspective. They have to balance occupational flexibility and self-assurance, based on " self-competences", in order to be able to "shape" this pathway in an as independent way as possible. Based on a theoretical framework relating to "occupational identity" it will be described that supporting "biographical competences" for shaping one´s own occupational career pathway should be an aim of all VET and CVT provisions. Self -Evaluation of non-formal personal competences should greatly enhance related processes of personal development.