ecvet facilitating the transition between vocational...

ECVET – Facilitating the transition between Vocational and Higher Education

Malta, Nov. 22nd 2013

gehmlich@wi.hs-osnabrueck.de

2

Imagine you travelled in England (Malta?) by car You are already puzzled

because you have to drive on the wrong (?) side of the road… Then you see the following signpost:

And ask yourself what does that mean ? And a few seconds later you learn ...

3

This is a circling miracle ! Thousands of roundabouts all in one

4

Any relationship to our topic?

5

Qualifications Framework

Mobility

Quality Recognition

Open Access - Exit

LLL

Learning Outcomes: Employability (Driving Licence)

Permeability CSF from the learner´s viewpoint

• Transparency

• Consultancy

• Availability

• Suitability

• Acceptability

• Sustainability

Know where

Know how

Know when

Know if

Know whether

Know how good

Where am I?

Where do I want to be?

How do I get there?

Position

Choice

Action

Position

Capabilities ksc

Expectations / Purposes

Environment / Bologna -

Copenhagen Culture

Learning Outcomes

Qualification Frameworks

Quality

Mobility

Academic Recognition

Professional / Vocational

Recognition

8

Learner Centred

Approach

Change of

Paradigm

Learning Outcomes

Key

Challenges

How to write

Learning Outcomes?

Credits Methods Levels

Allocating to Qualifications Frameworks

Quality Assured Academic

Recognition

Vocational/ Professional Recognition

Choice

Inter-/ National Institution /

Faculty

Innovation / Entrepreneurship

Directions / Methods

Action

Enabler Processes

Change

From the perspectives of the institutions and enterprises as well

gehmlich@wi.hs-osnabrueck.de 12

Paradigm Shift

Seitenwechsel : Switch sides Change times

13

Change of Paradigm

Put into Practice: Learning Chain

Programme Profile

Learning Outcomes

Credits

Learner´s Profile

Credits

Learning Space

Modular Structure Module Learning Outcomes

Assessment Credits

Learning and Teaching Material

Internal Quality Management (Credits)

External Quality Assurance (Credits)

-Labour Market

-Qualificationsframeworks

-Strategy

General / Vocational

Education and

Training

Communication

Example:

German Qualifications Framework

for LLL

„one for all“

Level indicator

Structure of requirements

Professional competence

Personal competence

Knowledge

Skills

Social competence

Self-competence

Depth & breadth

Instrumental & systemic skills,

judgement

Team / leadership

skills, involvement & communication

Autonomy /

responsibility, reflectiveness &

learning competence

Level Descriptors (DQR) Level 5 Be in possession of competences for the autonomous planning and

processing of comprehensive technical tasks assigned within a complex and

specialised field of study or field of occupational activity subject to change

Level 6 Be in possession of competences for the processing of comprehensive

technical tasks and problems set and be in possession of competences for

autonomous management of processes within subareas of scientific subject or

within a field of occupational activity. The structure of requirements is

characterised by complexity and frequent change

Level 7 Be in possession of competences for the processing of new and complex

professional tasks and problems set and be in possession of competences for

autonomous management of processes within a scientific subject or within a

strategically oriented field of occupational activity. The structure of

requirements is characterised by frequent and unpredictable change.

Level 8 Be in possession of competences for the obtaining of research findings in a

scientific subject or for the development of innovative solutions and

procedures within a field of occupational activity. The structure of requirements

is characterised by novel and unclear problem situations.

16

Labour Market

Changes: Demographics

Culture Skill Needs

Multitasking Cross-overs…

Employability Mostly not for a particular job (exceptions: lawyers, doctors, teachers…) at bachelor level

Not tailor-made

Broad range of employabilities (graduates in: history, physics…) at first-cycle level

More specialised opportunities at Master, Doctorate level

Knowledge, skills develop – some principles stay (Punch card…)

Methodological competence stays – ability to cope with them and refine them develops (deductive / inductive and analysis / synthesis)

Cross-over disciplines and jobs (biotechnology, mechatronic…)

Organisational culture

Permeability CSF for all

Mutual Trust

20

Deutschland Frankreich

Qualification Q

Qualification Q

Qualification Q

Qualification Q

Qualification Q

Qualification Q

Bachelor

Master

Doktor

Licence

Maîtrise

Doctorate

EQF-EHEA

First Cycle

Second Cycle

Third Cycle

Qualifications

Internationality

21

Land A:

Deutschland

Land B:

Irland

Q2IQF

Niveau

7

Q1DQR

Niveau

5

EQF Niveau 6-

8

EQF Niveau

1-4

DQR

Niveau

6-8

DQR

Niveau

1-4

IQF

Niveau

8-10

IQF

Niveau

1-6

EQF Niveau 5

Internationality

22

LO

Sector 2

Qualification 3

LO

Sector 1

Qualification 2

LO

Sector 1

Qualification 1

LO

Sector 2

Qualification 4

Basic Options Higher education

Levelv

B

Level A

Institution

Institution

Qualifications Framework

- School,

Vocational T. University

vertical

horizontal

Labour Market

23

LO

Sector 2

Qualification 3

LO

Sector 1

Qualification 2

LO

Sector 1

Qualification 1

LO

Sector 2

Qualification 4

Basic Options Vocational education Professional careers

Levelv

B

Level A

EN

EN

Qualifications Framework

- Vocational T. Technical Schools

vertical

horizontal

Higher Education

We need (to)

25

Objective:

Building Bridges

SCHOOLS

VETHE

Education/ Training

26

Objective Integration of Qualifications

SCHOOLS

Sch

VET HE HE

Education / Training

gehmlich@wi.hs-osnabrueck.de 27

Challenge

• Qualifications have to be characterised by Learning Outcomes which are described unambiguously to allow for: – Evidence of compability between the

various national, sectoral… and European qualifications frameworks

–Reliable validation of national frameworks

Learning Outcomes as Profile of Competences = Qualification

• Qualification is the formal standard, which is defined as being the „end“ of a learning path.

• It depicts those Learning Outcomes which have been achieved and assessed on this pathway (formal learning)

• These learning outcomes can be achieved in non-formal and informal ways as well – independent of organisations

Learning &

Teaching

Learning Outcomes

Assessment Workload

THE BERMUDA TRIANGLE

Learning outcomes Qualifications/-system

Assessment Grade/-ingsystem

Workload Credit/-system

THE BERMUDA TRIANGLE dissolved by referencing

Learning and Teaching Validity:

Examinations… Quality

Assurance/Enhancement

Do you remember the round-abouts in England?

Do we need credits?

• Enough to say 1 credit = 25-30 learning hours

• 60 credits = 1 year = 1,500 – 1,800 learning/working hours

Indicative only

• Integrate credits into levels – orientation: formal programmes

• Credits are relative – not absolute

Do we need credits?

• Credits are relative

• On their own they don´t mean much

• Credits do not achieve compatibility on their own

• Link with LO essential - Credits cannot do without learning outcomes

• Quality assured

Do we need credits?

• We do not need a specific number of credits for recognition

• We only need them for:

– Confirmation that specified learning outcomes have been achieved – at module and at programme level

– As structuring element for learning programmes as in working life

Assess National system Relative grades

transfer

accumulate

Credits Notional learning /

working hours

Learning Outcomes Qualifications Frameworks

Barriers to Permeability

• Reservation of qualifications of particular institutions / organisations

• Blocking non-formal / informal learning (Qualifications)

• Decisive are the compatibility of learning outcomes with reference to a level indicator

Barriers to Peremeability

• Detailed equivalence with each descriptor – Total comparability (identical)

– Instead: Best fit

– No „Mutation“ of qualifications

• Appreciation as a whole – Rational interpretation of avaliable materials

Materialien – Appreciation in comparison to other qualifications in

the same sector (Discipline/Domain) – Common sense

• Change of paradigm

Can we knock-down the barriers to permeability

and realise the change of paradigm?

39

YES,

WE

CAN

Look at the instruments we have already

gehmlich@wiso.hs-osnabrueck.de 41 gehmlich@wi.fh-osnabrueck.de 41

Learning Chain Achieved (Available):

Tools at work for internal and external Quality Assurance

Programme-Level

Learning Outcomes Subject-related

Generic -QFR-NQR-HQR-SQR

Learner Credit Transfer +

Accumulation Application /CV /

Learning Agreement/ TOR / Mobility Pass

Language Pass Diploma/Certificate

Supplement

Learning Space

Module-Level LO Teaching and Learning,

Assessment Information Package /

Course Catalogue

Change of Paradigm

Quality Assurance/ -enhancement

Standards & Guidelines / Register

Conclusion

• We have sufficient tools

• We know enough

• What we lack is: Doing it - Living it

BUT

44

However, it is possible to put lipstick on a pig – but it stays a

pig. Achieving

permeability is much more than

putting on lipstick – and

much more than lipservice