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

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

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

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

• Key-tasks?

• Competences?

• What will be examined?

• 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?

• 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

CompanyTrainingCenter Student

Best learning environment

What are you allowed to practice?

What can you

learn?

Who’s coaching

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

• 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

Practice Training /

Work Placement

Practice Training / Work Placement

Personal coaching / Study counselling / Career counselling

Projects / simulations

Workshop Curriculum Learn4Work Rob van Wezel Karin Geurts.

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