(a) The conceptual context

Philosophy and rationale
The concept of a 'portfolio' is rooted in the approach adopted in Wales and England to the delivery of key skills, that is, through a student or trainee's main courses of study or training programme. Since this takes place over a period of time there is a need to 'store' evidence in some way (usually within a folder), and build it up into a coherent record. This can then be presented to an employer, when needed. Students/trainees need to be given guidance in the best way to approach the compilation of a portfolio. This is especially important in terms of the older unemployed person. In this case, the lack of relevant or up-to-date qualifications often act as a barrier to progress; training in portfolio building allows the individual to highlight her/his strengths rather than weaknesses.

Objectives
A portfolio is designed to allow the individual to:
(a) keep a record of a range of evidence.
(b) accumulate only positive evidence of achievement.
(c) amend material, as necessary.
(d) use it as a starting point at interviews, etc.

Target Group
Can be developed by all students/trainers/individual job seekers.

Players involved
(a) The individual undergoing key skills training.
(b) The trainer.
(c) Potential user - employer.

The value of the portfolio is enhanced if all the players in an area, e.g. the TEP, adopt the same rationale and requirements. This will result in a portfolio that virtually becomes a 'passport' for the student/trainee. However, in order to be effective, the players need to be appropriately trained in the aims and rationale of portfolio construction and use.

 

(b) Design of the Portfolio

Trainers and future employers get an idea of a person's key skills' achievements from the 'portfolio' or record. The portfolio should tell other people:

what key skills have been acquired;
at what level; and
about the nature of the evidence which proves they have been achieved.

In other words (being addressed to the student/trainee/job seeker), it shows how the individual has moved through the following process:

1. How you have acquired and practised the various key skills (This could be a short paragraph or two in which you describe how you learned/acquired the key skills you claim. Suggest how effective you think your training was.) 2. Demonstration/production of evidence (Your record must include examples of appropriate written evidence, while evidence of practical skills, e.g. oral presentation, should be recorded in a signed 'witness statement' or assessment check list.) 3. Assessment of evidence (It is not enough for you to claim you have produced key skill evidence. You must show that a formal assessment has taken place, e.g. by a teacher, trainer, employer. You should keep in your portfolio assessed work or, where necessary, photocopies of relevant work. This work may well be needed by a qualification awarding organisation.) 4. Building a portfolio of assessed evidence (This is a folder in which you organise your evidence. You may find it useful to have a separate section for each key skill area, e.g. Communication, Application of Number, IT and Working With Others, etc. You may also wish to 'cross-reference' from one section of the portfolio to another.) 5. Recording and logging location of the LOGBOOK evidence (It is important that trainers and others are able to confirm that you have achieved the key skills claimed. It is important, therefore, for them to be able to locate exactly where each piece of evidence can be found. This is done through a log or summary sheet for each key skill completed.)

What exactly are the portfolio and logbook like? The diagrams below illustrate a typical example of each.

A PORTFOLIO:
Each of the pages making up the 'book' contain evidence of the student/ trainee/ job seeker's achievement in the key skills

SUPPORTED BY -

A LOGBOOK:
This explains the nature of the evidence, where it is to be 'found' (in the portfolio) and when it was produced. Each separate page is devoted to a key skill.

(c) Evaluation and feedback

The use of portfolios has been evaluated during a major national key skills development programme and found to be an effective method of recording key skills achievement for most trainees and job seekers. Conversely, lack of a portfolio seriously hampered an individual's progress and her/his ability to use key skills achievement in job seeking.

 

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