workshop curriculum learn4work rob van wezel karin geurts
TRANSCRIPT
Workshop Curriculum Learn4Work
Rob van WezelKarin Geurts
Workshop
• Dutch educational system• Qualification profiles• Competence based learning• Design a Curriculum • Discussion
- Optional- Develop a Qualification Profile- Workplacement
• Development and maintenance of National Vocational
Qualifications Trade
sector and Fashion and Textile
production sector
• Accreditation and support of
companies participating in
formal vocational
education• Research Labour
market in relation to VET
• exams• tests•
assesments•
evaluations• audits
• promote and support
international mobility within
formal educational
programs• initiate and
participate in international
projects in order to innovate and
improve vocational education
• advise and support companies in setting up HCM
• competenceanalisys and development
• provide companies and organisations with practicle HCM advise and tools
Dutch Educational System
Facts and figures
• In general in VET:• 700 programs• 423.000 students• 62 training centers • 17 national centers of expertise• 175.000 training companies
- Trade Sector- 40.000 students / 29.000 training companies
Learning routes
• School-based route (BOL)- Students attend full-time education - (formal status is student)- Theory/practice ratio around 80-20
• Work-based route (BBL)- It starts from an existing work situation - (formal status is employee)- Practice/theory ratio around 20-80- Students are in training while working
Secondary vocational education
• 4 levels- level 1: junior assistant- level 2: assistant- level 3: specialist- level 4: manager
Involvement employers
Learning
Companies
Development process qualification file
Professional Competence Profile
• Professional Competence Profiles (PCP) are the basis for the competence-based qualification structure.
• A Professional Competence Profile describes the activities of the profession and the professional competences of the skilled professional worker.
• Occupational profile
Development process qualification file
Qualification profile
• Qualification Profiles (QP) form the heart of the qualification structure.
• A Qualification Profile describes the competences of a beginning professional worker and the activities of the professional contexts in which the beginning worker can function.
• The basis of a qualification profile is at least one Professional Competence Profile.
Qualification structure• All regular vocational training courses in a
certain professional sector are subsumed in one structure: the qualification structure.
• This is a coherent whole of qualifications (training programmes), of which the contents are directly derived from professional activities.
• Each professional sector has its own qualification structure. The contents of the qualification structure are jointly formulated by employers’ organisations, trade unions and representatives of vocational education.
Trade qualification structure 2008-2009
Development process qualification file
Learning and Citizenship Profile
• The Learning and Citizenship Profile describes what a professional worker should know and do from the viewpoint of future education (i.c. higher vocational education) and society in general.
Qualification landscapefrom labour market to education
Competence based learning
Head Hands Heart
Competence
• A competence is the developable power of someone to act properly, purposefully, motivated and process- and result-oriented, in occurring situations.
• That is, a competence is a coherent complex of knowledge, understanding, skills, and attitudes, needed to function in a certain situation.
• A competence is formulated in general terms, and is concretized in the situational context by visible behaviour.
Workplacement
KCH
CompanyTrainingCenter Student
(Re) Designing a curriculum
• Steps in the process1. Views and outlines
2. Teaching model
3. First draft
4. Second draft (more in detail)
5. Development of materials
It’s all about making choices!
(Re) Designing a curriculum
Make a difference between
• What Goals
• How Educational design
Training situations
What
• Key-tasks?
• Competences?
• What will be examined?
How
• Some discussions:
- Within the outlines/view of the school
- Adjust to learning questions
- Flexibility
- Learning environment
- How do we coach our students?
- Didactical views
- Assessments/examination
The key questions
• What is learning, how do our students learn?
• What is more important learning or teaching?
How
• Training on demand?
• Individual training programmes?
• How do we integrate theory and practice?
• How to assess?
Integration theory and practice
• Realistic projects and assignments
• As much as possible: leading are the questions from the students
• Use simulations
Changes as a result of a competence based training
• Use of Intakes, PDP
• Better integration of theory and practice
• Different trainingmethods
• More individual coaching
• Different methods for assessing
Workplacement
KCH
CompanyTrainingCenter Student
Best learning environment
What are you allowed to practice?
What can you
learn?
Who’s coaching
you?
Opportunities
Opportunities in the company
Individual knowledge, skills and attitude
Core tasks of a workplace trainer
• Collecting information before the workplace trainee arrives
• Organizing the learning process and familiarizing the student with procedures during the workplacement.
• Guiding the workplace student during the learning process.
• Assessing the learning results of the student
Language Qualification Profile
• Core tasks
• Activity processes
• Competence matrix
• Competences
SHL
• There’s a fixed list of 25 competences from the company SHL (www.shl.com) that are used to make up the competence-based national qualification structure.
• This way, the transparency and comparability between the different sectoral substructures is enhanced considerably.
25 competences
• Communicating
• Decide and initiates activities
• Coaching
• Working together
• Analyse
• Instructions and procedures succeed
Core Tasks
• Core tasks describe the essence of the work.
• A core tasks is a general description of a related set of activities – related by purpose and/or by time.
Example
• Core task
• Have sales talks
• Activity processes1. Receive the customer2. Talk with the customer3. Tailor service to the demands of the customer4. Deal with complaints
Competence matrix
• The competence matrix displays the relation between competences and activity processes (not core duties, because they are too broad).
Competence matrix• Competence matrix
- competences - work processes - Behaviour
Competence A
Competence B
Competence C
Work process 1
Work process 2
Work process 3
professional development: the extent to which a student is able to perform a key task
personal development: the extent to which a student develops a competence.
Competence matrix
Qualification Dossier
• The Qualification Dossier consists of the whole Qualification Profile plus all source documents and referential documents
• A: general discription • B: core of the QP→ OCW• C: elaboration of the QP• D: source documents
Example: Competence matrix-specified
Title of the Activity process
Description of actions
Part of the Core duty that pertains to the Activity process
Desired result One or more results of the Activity process
Competence Component Performance indicators
Knowledge and skills
One of the Competences from the competence list
Description of the direction of the Competence (also part of the competence list)
Description of the visible behaviour when the Competence is shown during the Activity process
Description (broad) of the knowledge and skills integrated in the junction of Activity process and Competence
Organization
QualificationPortfolioFinal exam
or assessment
Personal Development Plan (POP)
Intake
VET-courses / workshops
Practice Training /
Work Placement
VET-courses / workshops
VET-courses / workshops
VET-courses / workshops
Practice Training /
Work Placement
Practice Training / Work Placement
Personal coaching / Study counselling / Career counselling
Projects / simulations
Projects / simulations
Projects / simulations
test
/ pr
oof
test
/ pr
oof
test
/ pr
oof
test
/ pr
oof
test
/ pr
oof
test
/ pr
oof