Possibilities for enhancing permeability from VET to HE by

using the VQTS model

Karin Luomi-Messerer3s research laboratorywww.3s.co.at

ECER 2008, Göteborg10-12 September 2008Symposium ‘Innovative Instruments for the Accreditation of Vocational Learning’

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Accreditation of vocational learning outcomes in HE in AT - examples

a) access to courses of study at universities of applied sciences (Fachhochschule) without a Matura (upper secondary school leaving exam) but with relevant professional experiences

b) individual exemption of single courses or semesters based on certificates from other study courses or on non-formal and informal learning

c) generalised (blanket) exemption of semesters for graduates of certain VET colleges

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VQTS model

LdV Project Vocational Qualification Transfer SystemVQTS I: 2003-2006; VQTS II 2008-2010

Learning outcomes approach

___Based on the description of work-related competences___Competence development model ___Enhances transparency, facilitates comparison of qualifications/programmes (identification of differences and similarities)

Core elements / instruments___Competence Matrix – displays competences structurally in a table___Competence Profiles – are formed from individual parts of this Competence Matrix

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Competence Matrix „Mechatronics“

Steps of competence development2-6 stepsAcquisition ofcompetences - from beginner level to“skilled worker”level

Competence areas5-25 areasRelated to core work tasks in a certain occupational field

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Competence areas One competence area comprises various forms of competences necessary for completing core work tasks in an occupational field – e.g.:

___Maintaining and assuring the reliability of mechatronic systems;___Installing and dismantling mechatronic systems and facilities;___Installing and adjusting mechatronic components in systems and production lines;___Designing, adapting, and building mechatronic systems and facilities on the basis of client needs and site plans;___Putting mechatronic systems into operation and providing clients with technical and economic support;___Supervising and evaluating both the process sequences of mechatronic systems and facilities and the operational sequence (including quality assurance), etc.

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Steps of competence development (1)

Example: ‘Installing and dismantling mechatronic systems and facilities’

Step 1: He/She can use written instructions to install and dismantle individual components (sensors, actuators, drives, motors, transport systems, racks) that form a functional group of mechatronic systems.Step 2: He/She can master the installation and dismantling of mechatronic systems that use several technologies (mechanics, hydraulics, pneumatics, electrical-mechanics, electronics), set up the connexion technology, and check the efficiency of the overall system.Step 3: He/She can provide independent mechatronic solutions for the construction of production lines, assure their overall ability to function, and, in addition, can use both existing and modified standard components.

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Steps of competence development (2)

Context-related descriptions___related to the process of work (core work tasks) ___work-related categories: objects of skilled work; tools, methods and organisation of skilled work; requirements for (skilled) work and technology___descriptions are complimented by examples

Dimensions___to enable the differentiation between steps___examples: – e.g. increasing ability to

perform independent work tasks deal with complex situations deal with quality standard demands deal with dynamic situations…

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Competence Profiles

„Individual profile“→ competences acquiredby a person in training

„Organisational profile“→ competences relevantfor a certain training programme or qualification

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The VQTS model can be used for

___the transfer of vocational competences acquired abroad___the transfer of competences acquired within the official VET system or through non-formal or informal learning___the development of qualifications ___composing job profiles and human resources planning ___enhancing the visibility of differences in qualifications, therefore for use in the development of the EQF

AND…

for enhancing permeability between VET and HE (VQTS II)

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VQTS model on the interface between VET and HE

___Competence Matrix with a broader scope___for making visible the overlapping areas of the competence profiles of VET and HE qualifications___‘key-lock-principle’: to make VET and HE programmes more adaptable

Partnerships between VET and HE providers – e.g.___joint definition of Competence Profiles for the admission into training programmes/courses at HE,___tuning or adapting training programmes/curricula in VET and HE to be more compatible,___coming to an agreement about the possibility of giving credits for already acquired learning outcomes that will count towards an HE award.

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Further Information

VQTS project website:

www.VocationalQualification.net

Contact:Karin Luomi-Messerer – luomi-messerer@3s.co.at