Competence-based teaching & learning in the Informatics field (the Hungarian experience)

8/10/2019 Competence- based teaching & learning in the Informatics field (the Hungarian experience)

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ITACAin the Hungarian Vocational Education


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Authors (ITACA Steering committee)Mria Hartynyi (Prompt), Ildik Balassa (Szmalk), Dr. Lszl Papcsi(GAK)

EditorMria [email protected]

Available onlinewww.itaca-project.eu

CreativeCommons,Attribution, Non commercial, No derivatives

http://creativecommons.org/licenses/by-nc-nd/3.0/

The ITACA project has been carried out with thesupport of the European community. The content

of the project does not necessarily reflect theposition of the European Community or the ItalianNational Leonardo Agency, nor does it involve anyresponsibility on their part.

Project Code: 2012-1-IT1-LEO05-02806


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Table of Content1. Introduction ................................................................................. 1

1.1 ITACA Objectives from Hungarian point of view ............................... 11.2 Partners in Hungary .......................................................................... 21.3 ITACA Work Phases ......................................................................... 2

2. Cascade course - teachers training in Hungary ...................... 3

3. Pilot with students ...................................................................... 53.1 Summary of the pilot ......................................................................... 53.2 Experiences, conclusions in SZMALK High School ........................ 6

Analysis of the results of the official ITAF exams .......................................... 7Hardware ....................................................................................................... 9

Operating systems ....................................................................................... 10Networks ...................................................................................................... 10IT security .................................................................................................... 11

4. Results....................................................................................... 134.1 eLearning (Moodle) platform for the Hungarian cascade course .... 134.2 Online (self-learning course) for teachers ....................................... 13

Startup phase ............................................................................................... 13Phase 1 - Competence-based learning and European Frameworks in theinformatics sector ......................................................................................... 141.1 European Qualifications Framework: EQF............................................ 141.2 The 8 key competences for citizenship.................................................. 141.3 The competences of information technology professionals: e-CF andEUCIP.......................................................................................................... 151.4 ECVET................................................................................................... 15Phase 2 - Students' learning path ................................................................ 15Phase 3 Case studies ............................................................................... 16Phase 4 Course design ............................................................................. 16

4.3 Adaptation of the EUCIP resources for the teachers ...................... 16EUCIP Syllabuses ........................................................................................ 16

4.4 IT Administrator learning path for students ..................................... 174.5 Adaptation of EUCIP resources for students .................................. 18

4.5.1 IT Administrator Fundamental practicing test for the students pilot ... 184.5.2 Hungarian tools for the VALIDATION: ITAF QTB (Question Test Base):300 questions + answers, documents for the paper-based exams ............. 19

4.6 Social networks ITACA on Facebook, Slideshare, Youtube ........ 20

5. Employers review on EUCIP certification in Hungary ......... 21

6. Summary ................................................................................... 26


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Hungarian Final Report

1

1. Introduction

1.1 ITACA Objectives from Hungarian point of viewIn Hungary a modernization process of the vocational educational systemstarted in 2012 with the main objectives as follows:

transparency, transferability and comparability of nationalqualifications;

support lifelong learning; reinforce the use of learning outcomes in standard-setting,

curricula and assessment; to make Hungarian qualifications easier to understand abroad and

make them more comparable, more transparent; improve the relevance of qualifications in the labour market; support the career orientation and counselling system.

As a results the ongoing developments in the Hungarian VET are: Renewing the National Qualification Registry Develop learning outcome oriented, modularised syllabuses Development of Hungarian Qualification Framework (MKKR) Establish more and more dual VET system (like in Germany Introduce ECVET system (presently only in HE) Establish comprehensive QM systems in IVET and CVET

These aims were highly represented in ITACA project aims and objectives:"ITACA promotes the adoption by the schools of the EUCIP ITADMINISTRATOR competence and certification system as a tool andopportunity to:

1. overcome self-referring to meet standards established in themarket and an external certification;

2. provide transparency and recognition to training paths byspecifying them in terms of "learning outcomes";

3. adopt teaching methods in which the acquisition of knowledge andskills takes place in project activities and work-based learning todevelop real expertise.

The correlation between the Hungarian and ITACA aims helped theHungarian partners to be deeply involved into the two years long


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collaboration, and to exploit the results not only during but also after theproject period.

1.2 Partners in Hungary

The Hungarian partnership involved partners the formal vocationaleducational system and from the adult education providing certificates onthe field of IT as well. Hungarian ITACA partners:

Hungarian vocational training centre in the informatics field:Szmalk-Szalzi Vocational Educational Highschool.

PROMPT-H Prompt-H IT Training, Trade and Service Limited, aHungarian organization specialized in IT training and certifications(ECDL Test Centre).

GAK, Hungarian organization founded to offer services tocompanies in the agro-industrial sector. While Assintel has asystemic vision of the informatics professional profiles, CNALombardy and GAK provide the project with a broad view of theneeds of all those small businesses that require people able tomanage their computer system, which is precisely the function ofan IT Administrator.

1.3 ITACA Work Phases

According to the ITACA workplan the main tasks of the Hungarian partnerswere related to the work packages as follows:

WP5 Hungarian Adaptation

WP7 Teacherstraining in

HungaryWP8 Trainingfor Students


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2. Cascade course - teachers training inHungary

In Hungary 45 teachers were enrolled in the pilot, which started face-to-face seminars in Budapest, and continued on the ITACA Moodle platformimplemented by Prompt-H Ltd.

The participant teachers were delegated by vocational high schools with ITspecification from three regions of Hungary: Central Hungary, SouthernGreat Plain and Central Transdanubia.

The teachers taking part in the cascade course were collaborating severalmonths long in understanding the EUCIP certification and competencesystem, they studied the EUCIP IT Administrator, IT AdministratorFundamental and EUCIP Core syllabuses and the ITAF practicing testprovided by AICA.


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Beyond the EUCIP System they studied the European educational toolsand the standard recommended for IT professionals (EQF, ECVET, e-CF),.The topics were highly relevant for the VET teachers, as during the lastyears new developments has been launched in Hungary related therenewal of the vocational education with the aim of implementation ECVETand EQAVET in both the CVET and IVET systems.

The teachers analysed the EUCIP ITAF syllabus (in English and in

Hungarian) and a discussion started on a possible learning path whichwould help to build in the ITAF exam into the regular education of thestudents of IT curriculums. The experts of SZMALK and Promptmoderated the collaboration and discussions. After understanding clearlythe concept behind the ITAF syllabus, the participants started a discussionon European and Hungarian Qualification Framework, and agreed, thatITAF could be fit to the level 4 in both systems.


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Meanwhile the Hungarian partners have to count with the ongoing changesof the Hungarian vocational educational system, as the strategic documententitled Concept for reforming the VET system and harmonising it with theeconomic needs was completed and adopted by the HungarianGovernment in 2011. The reform started with the content regulation, theNational Qualifications Register was fundamentally changed in 2012.Regarding ITACA concept, we had to involve students who started theircurriculum in the former system, but during the development of the ITAFlearning path, we had to take into consideration the new curricula of theNational Qualifications Registry (NQR) published in 2012. According to thefinal agreement the teachers developed the ITACA learning path for the ITSystem Administrator qualification defined by the new NQR, as theywanted to work for the future, with the aim of ensuring the opportunity for

the Hungarian IT students entering the VET schools during the next yearsto obtain an EU-level recognised EUCIP certification.

3. Pilot with students

3.1 Summary of the pilot

The Hungarian teachers taking part in the cascade ITACA pilot carried out

a survey with their students to learn how far they were interested inobtaining an EU level recognised IT certification, and the result was highlyinspiring: most of them answered: YES. The idea of the teachers was,that the students who are attending IT oriented curriculums in theHungarian vocational educational system, could be prepared for one of theEUCIP exams if they followed a learning path which extends their ITstudies with the knowledge and competences defined in the EUCIPsyllabuses.

After agreed the reviewed Hungarian versions of the EUCIP ITAF practicingtests Prompts trainers implemented it on the Hungarian ITACA platformand the teachers started ITAF consultations with their students. 96 studentswere enrolled to the pilot, and 92 students took part in the official, paperbased ITAF test. In both cases the students could choose Hungarian orEnglish language for testing.

The first Hungarian pilot with the practicing test was disappointing in April,May 2014: only very few students were able to pass the test at the first


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attempt. After the exam the teachers asked the students experiences andthe difficulties they faced answering the questions. The most problemsoccurred with the questions on IT Security, and on the Linux OS, and theyclaimed that the Hungarian translation of the questions might be sometimesnot clear for them.

As meanwhile the online platform was open for the students, they started tomake more and more practice guided by their teachers. The official, paperbased ITAF exam was arranged on 29thof May and on 12 of June 2014.

The Hungarian ITACA partners could be satisfied with the finalresults: 52 Hungarian candidates 15 teachers and 37 students were successful and will get the EUCIP ITAF certificate.

3.2 Experiences, conclusions in SZMALK High School

There were differences in the previous studies between the candidates.Some of the students (from class 9th and 10th) hadnt learnt every topicscovered by the exam test, but they were interested in the pilot, and theywanted to test their knowledge. There were some graduated students, whohad prior knowledge about the following topics: ICT fundamentals,operating systems, electronics, computer networks, programming, software

development and databases.

During the test exams in most cases the students were able to interpretcorrectly the questions and found the correct answers. Topics related toout-dated software versions caused serious problems, the percentage ofthe incorrect answers were here higher. The scores of the graduatingstudents were higher and more consistent, than VET students of ITorientation. Graduating students are younger and better informed in thistopic.

After the test exam the students (even the VET students) felt, that to takepart in the ITACA pilot was a very good opportunity and challenge for them.They thought that the topics were necessary for computer experts, but thevery specific questions were hard to answer. Their conclusion was that theknowledge defined by ITAF syllabus and represented by the test was usefuland necessary, but preparation is needed for the successful exam. Most ofthe questions are topical and up-to-date. They had difficulties interpreting


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the text in English, and they stated that the reason was not only their weaklanguage skill.

Analysis of the results of the official ITAF exams

The teachers did not organise an extra course for the preparation. Theycollected the questions and important topics, which were especially difficultto answer in the test exam and discussed with the students. During thediscussions the students got a picture of missing or problematic themes,which werent at the curriculum yet.

The students found that at the final exams questions were more clear andevident than the questions of the test exam. If we watch and compare theresults we get some new information from them. The first diagram showsthe number of the candidates according to reached points. The curveshows that the most of the candidates didnt reached the minimum point forgraduating.

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At the second exam there were 42 students, most of them failed on the firstexam and tried it again. After the first exam they got an image about thedepth and the structure of the questions. The second diagram shows thenumber of the candidates according to the reached points. The curvemoved rightwards, that shows that the students reached higher points, italso due to better preparedness.

We examined each answers to the questions, its important to mark thatthere were questions that which just received some good answers. Some ofthese questions need knowledge which were not included in the curriculum

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(mostly at class 9th and 10th), or this was due the lack of practice (e.g.:question about low-level formatting).

At SZMALK-Szalzi Vocational School we teach post-gradute students.Members of the first-year system administrator class took part in the

exams. It has to be emphasized because according to the new curriculum,during the first year they learn the basics. Taking this into consideration, allstudents from the first year could have taken part, but after writing the pilottests it became clear that the term administrator was meant for systemadministrator. This assumption was proven by the first exam.In point of efficiency it is an important aspect that our students specializedin IT system administration already learnt some special knowledge inadvance during the second term, regarding Linux and Windows servers.That was the reason why we chose this group of students.

32 examinees took part in the exams altogether. 8 of them attend eveningcourses, 24 of them are full-time students. After the second exam 18students got the qualification. 7 of them attend evening school and 11 ofthem are full-time students. This rate can be explained by the largerexperience and higher motivation of the students taking the eveningcourses.Regarding the language of the exam: 11 students took the exam in English,21 in Hungarian. 8 of them passed in English and 11 in Hungarian. It canbe stated that the ones who understand ESP were more successful. Their

advantage is that they can gain more updated special knowledge thanthose who can get information only in Hungarian. The Hungarian translationof the tests was correct so it did not influence the results.

Hardware

There were 14 questions in the tests regarding this topic. Our studentsresult was 56% and 50%. Many of the questions contained knowledge fromCISCO IT Essentials. Our students were pretty good at answering them


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correctly. Questions about the latest technologies, such as UEFI (test 1,Q3) and about special settings (test 2, Q3) appeared to be too difficult. Justlike questions about old technologies SCSI (test 1 and 2 Q9). Nowadaysit is really rare. Questions regarding special graphic features of monitors(test 1 and 2 Q13) also caused difficulties. Our students cannot yet see therelationship clearly between terms like system clock and bandwidth (test 2Q7). They couldnt either answer the question containing special theoreticalknowledge about cache management (test 1 Q6). Questions about rarelyused operations such as low level format (test2 Q12) were rarely answeredcorrectly. The reason might be the lack of practice.

Operating systems

The result of our students in this topic was 67% in the first and 74% in thesecond test.Not only knowledge traditionally taught about operating systems wasrequired in the exam, but also about the usage and running of Linux andWindows operating systems. There were many questions that our studentshave already learnt about so their result was pretty good, over 90%.Despite the advanced professional knowledge there were quite a lot ofquestions that our students have not learnt about yet. Questions 22, 26, 28,30, 31, 32, 33 in test 1, and 18, 21, 29 and 30 in test 2. This topic already

indicates that the test should be scheduled during a later period of theirstudies.

Networks

The result of our students in this topic was 52% in the first, 63% in thesecond test. The questions were about network protocols and server-clientissues.Every single student failed Q35 in test 1. Probably the question itself

suggested the wrong answer. Digital information means information thatalways takes two values (true -1, false 0) and is coded in bits, and as thiswas the first answer, almost everybody picked this one. The questioncannot be asked in a different way, but it might help if the first answer wasnot about the definition of digital information.Questions about network protocol were answered at an average level.Although they have some theoretical knowledge regarding protocols, this isthe subject that can be hardly experienced in practice.


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Q35 in test 2, which was about ring topology, was not obvious either. Thecorrect answer suggests that two network connections are required, butmodern technology requires just one network card. The classical TokenRing is a closed standard already, so in recent installations it does notoccur, and in Hungary it is not even used. And FDDI requires fourconnections on a network card. So this question in this way is not adequateany more.Q36 in test 2 about CIDR is quite similar. According to standards answersA and B are also correct!Questions 45, 47 and 48 in test 1, and questions 38, 39 and 44 in test 2refer to knowledge that will be taught later.

IT security

The result of this topic was 56% in the first and 49% in the second test.The curriculum of IT Essentials partly contains knowledge about security,and it was answered by our students at an appropriate level. But 5 or 7 outof 12 questions required knowledge that they will study later.The question about PING command was answered correctly by 91% in test1 (Q49) and by 0% in test 2 (Q47). It definitely warns us that theirknowledge is not yet intense.


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From the result of the modules we can tell that in the subjects of operatingsystems and networks they performed far better. It can be explained by thefact that mainly these two subjects were close to their studies during thisterm, so after gaining experience from the first exam they could prepare forthe second one. Their results did not change a lot in the subjects ofhardware and IT security.

Observing the results we can state that we have chosen the right targetgroup, but they did not get far enough in their studies, so they do not haveall the necessary knowledge. So the right time for system administrators toget this qualification is about the middle or the end of the last term of theirstudies.The well-composed curriculum and the summary of subject material aregreat help for students in order to pass the exam in the future.


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4. Results

4.1 eLearning (Moodle) platform for the Hungariancascade course

All the translated contents have been reviewed by experts and teachersinvolved into the project work. The final Hungarian versions of thesyllabuses are published on the Moodle platform together with the ITAFpracticing tests, which are freely available for the Hungarian students (bothin English and in Hungarian) who intend to prepare for the official exam.

The link and the account to the Hungarian platform is:http://oktatas.itstudy.hu/course/view.php?id=10user: huteacherpassword: huteacher

4.2 Online (self-learning course) for teachers

Startup phase

In the Startup phase the teachers learned the tools and methods ofnavigation and collaboration in the Moodle environment. The learningcontent for this phase was published on Youtube in the form of videotutorials.

The link to the videos:https://www.youtube.com/watch?v=q0ks8kWGR-I&feature=youtu.be&list=PLTM8KA1THI1QuKF2_S4wtz5StsyTDm8cC


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Phase 1 - Competence-based learning and European Frameworks inthe informatics sector

1.1 European Qualifications Framework: EQF

1.2 The 8 key competences for citizenship


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Phase 3 Case studies

Phase 4 Course design

4.3 Adaptation of the EUCIP resources for the teachers

In the frame of the adaptation theHungarian partners translated thecontents into Hungarian for further usein the Hungarian vocational education.

EUCIP Syllabuses

The EUCIP ITAF and ITA Syllabuses were translated into Hungarian for thecascade course with the teachers. The Hungarian versions are available onthe Moodle portal:

http://oktatas.itstudy.hu/course/view.php?id=10user: huteacherpassword: huteacher


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The translated resources:

EUCIP IT Administrator Module 1 PC Hardware V3.01EUCIP IT Administrator Module 2 Operating Systems V3.01EUCIP IT Administrator Module 3 Networks V3.01EUCIP IT Administrator Module 4 IT Security V3.01EUCIP IT Administrator Fundamentals V1.01

4.4 IT Administrator learning path for students

The final versions of the learning path are available in the Google table:

https://docs.google.com/spreadsheet/ccc?key=0ApTLkuPtoW-OdHAzUVctVWVUclc1TXdOTVpaUHIxMGc&usp=drive_web#gid=0


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4.5 Adaptation of EUCIP resources for students

4.5.1 IT Administrator Fundamental practicing test for the studentspilot

As a part of the pilot course of students the ITAF practicing tests weretranslated from Italian into English and Hungarian: 4x60questions+answers. One example test is available in English and inHungarian for the student.http://oktatas.itstudy.hu/course/view.php?id=16http://oktatas.itstudy.hu/course/view.php?id=17user: hustudent, password: hustudent


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4.5.2 Hungarian tools for the VALIDATION: ITAF QTB (Question TestBase): 300 questions + answers, documents for the paper-basedexams


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Instructions for the paper based exam:

The Hungarian versions of the official ITAF tests are managed by PromptLtd. according to the rules of the Confidentiality Agreement between AICAand Prompt Ltd.

All the documents of the official paper-based exams and the copies ofthe certificates are reserved by Prompt Ltd. according to the internalprivacy rules of the company.

4.6 Social networks ITACA on Facebook, Slideshare,

Youtube

We shared the information on ITACA project on different social networks,(www.facebook.com/itacaprojekt, http://www.slideshare.net/hmaria/itaca-flyer-hu, https://www.youtube.com/watch?v=0xpoPjnlsVg) in Hungarian andin English.


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5. Employers review on EUCIP certificationin Hungary

The review was conducted in the framework of the ITACA Project betweenAugust and September 2014 by GAK Gdll!in Hungary,Methodology used:

Interviews, discussions (4-5 organisations) GAK, PROMPT, FAO(UN organisation), SSU (St Stephen University, Godollo)

Online survey (questionnaire, appr. 30 organizations, 27 processedso far)

Literature labour market reviews, studies

For structured input of survey data an online questionnaire was developedby GAK and hosted by Prompt: http://survey.prompt.hu/The questionnaire was introduced by an explanation of project background,goals and objectives.

Google translation

The survey delivered the following results:Proportion of respondents by type/size of organization


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, Micro-enterprises (less than 10 people): 46,2 %, Small businesses (under 50 employees): 11,5 %, Medium-sized enterprises (over 250 employees): 3,7 %

, Central government bodies: 3,8 %, Institutions of central government bodies: 15,4 %, NGOs (non-governmental or non-profit organization): 11,5 %, Other: 7,7 % (FAO, Univ)

The main areas of system administration work in the respondentsorganizations (%)

The type of contract between the employer and the systemadministrator (%)

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The most important competences of a system administrator (avg)

The most important competences of a system administrator (avg) accordingto the type of contracts

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In the ranking of professional skills question, the first place was given tothe following areas, in the following order:

Knowledge of software

Knowledge of hardware

Network service

Knowledge of IT security

And following the rest, asking for curiosity, outside the EUCIP Syllabus: Database development

Software development

In the ranking of other skills question, the first place was given to thefollowing areas, in the following order:

Secrecy

Loyalty

Knowledge of English

Team spirit

Communication skills

Attitude

Qualification of employed/hired SAs Higher Eduation Diploma 42,3%

NTR professional qualification 11,5 %

Other professional qualification 11,5 %

No professional qualifications 34,6 %

Only 20% of the respondents SAs have IT qualification :

- 1 higher education- 3 NTR (National Training Register - OKJ)- 1 ECDL

Supporting the EUCIP certificate as an employerA) Supporting the employee to get an EUCIP "IT Administrator"

certificate: 81 % yes


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B) Considering EUCIP certificate as an advantage when recruitingnew employee or selecting an outsourced service provider: 77 %yes

Main findings Majority of system administrators do not hold professional IT

qualification Majority of employed system administrators are based on

outsourcing (external contract) vs full time basis

Employers expect training background behind the certificate,difficult to separate and deal only with the certificate

Additional competence is well recognized and appreciated byemployers

Employers

- see as an advantage when selecting a new employee- would support their existing employees to get such

certificate

Only disadvantage mentioned is the extra costs

Hard to define, position and match the competence (output) levelsaccording to the national education system see slides related tothe current IT trainings in Hungary

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Innovative, more open type of employees take the challenge ofthe EUCIP exam, this mentality may be reflected in other areas oftheir work too a kind of selection criteria.

Knowing/using professional English is a real asset in SA work. Employers did not see enhanced employee mobility as a threat.

Conclusions, recommendations Communicate and promote the advantages more actively and

effectively to employers (by gov, schools, teachers, students, ")

Recommendations and guidelines should be provided for learningpaths and learning portfolio development

Secondary schools and adult education / vocational trainingcenters should encourage students to take on this certificate

Additional training efforts should be compensated by externalfinancial resources (applications, grants)

Important and indispensable task is preparing the trainers

6. Summary

During the project period the EUCIP IT Administrator Fundamentalssyllabus and exam has been adopted in Hungary, but the teachers studiedthe EUCIP system as a whole and analysed IT Administrator and EUCIPCore certificates in details. The transferred innovation of EUCIP conceptcontributes to the Hungarian reform processes in the IT sector.The Hungarian partners disseminated the outcomes of ITACA project onthe final event (in Gdll! on 25th of September 2014), and at the sametime they presented how the results will sustain and continue in the frame

of I-TShape project. Not only the representatives of the Hungarianvocational, adult and higher education but also the leaders of SMEs (fromthe middle-region of Hungary) participated on the conference. Theroundtable discussion was a great platform gave opportunity for consultingon the future of EUCIP programme in Hungary.


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Handover of the EUCIP ITAF certificates, to the headmaster of NeumannVocational School on the final ITACA event

Albeit at present the localized version only for EUCIP ITAF has beencompleted, the Hungarian partners have the possibility to continue thetransfer with EUCIP ITA and EUCIP Core certificate in the frame of I-TShape Leonardo project co-ordinated by Prompt-H Ltd. and involvingAICA as partner (http://it-shape.hu).


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Competence-based teaching & learning in the Informatics field (the Hungarian experience)

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