ecvet facilitating the transition between vocational...
TRANSCRIPT
ECVET – Facilitating the transition between Vocational and Higher Education
Malta, Nov. 22nd 2013
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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 ...
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This is a circling miracle ! Thousands of roundabouts all in one
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Any relationship to our topic?
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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
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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
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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.
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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
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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
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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
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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
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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)
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Objective:
Building Bridges
SCHOOLS
VETHE
Education/ Training
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Objective Integration of Qualifications
SCHOOLS
Sch
VET HE HE
Education / Training
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?
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YES,
WE
CAN
Look at the instruments we have already
[email protected] 41 [email protected] 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
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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