|
What I felt the day following my CH-Q presentation | Deirdre de Jong-Murray |
|
This is a brief summary of what I felt the day following my CH-Q presentation. I have tried to give an idea of how I experienced this course and what I learnt from it. Although I am unable to work due to illness, I intend to use the acquired knowledge to help me move further in a new and positive direction.
It is the ‘day after the night before’ and I feel as if I am on a cloud! I can now breathe a sigh of relief! It’s finished! The course, CH-Q level 1, culminating in an oral presentation , marks the end of weeks of intense study. These have been weeks of highs and lows; looking back at where I came from , assessing my present, and now, with a better recognition of my competencies and skills, planning for my future. The amount of reading, writing and researching involved used up a lot of my mental and physical energy but the process of (re)discovering my particular “arena” has also helped me regain some of my lost drive.
|
|
Read more...
|
|
|
CH-Q is the Schweizerisches Qualifikationsprogramm zur Berufslaufbahn (Swiss career qualification program) The goal of CH-Q is: Further individual development of youth and grown-ups in education and career to stimulate professional flexibility and mobility. CH-Q is a method to become aware of your own skills and competences and to encourage people to work on their own professional development.
|
|
Read more what CH-Q is about!
|
|
CH-Q: Accreditation of Prior Learning needs a quality impulse |
|
In the Netherlands, experiments have been carried out for some years now using APL as a tool for accrediting competencies irrespective of where they were acquired. There is a reasonable degree of enthusiasm among policymakers for APL (Dungen et al, 2003). The level of enthusiasm in day-to-day practice is not so high, however.
|
|
Read more about CH-Q: Accreditation of Prior Learning needs a quality impulse...
|
|
CH-Q, managing your own career |
|
The main focus of the CH-Q initiative is to enable individuals to manage their own careers, articulate their own development needs and build up their own competencies. Education and vocational training should respond to this, becoming more flexible and demand-driven. Formal systems such as qualification structures and vocational education will then have less of a prescriptive function in terms of personal development, and serve more as a reference framework and repertoire within which there is individual choice. These formal systems retain a function as pegs for defining the direction and level of personal development and the relevant external communication with employers, mediators, referrers, schools, etc.
|
|
Read more about CH-Q, managing your own career
|
|
|
|
|
|
English
