Permeability, Learning Outcomes and Learning Recognition - Workshop introduced - Robert Wagenaar Director International Tuning Academy

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1 Developing Competences through work and International Mobility Bled,12-13 April 2015 Permeability, Learning Outcomes and Learning Recognition - Workshop introduced - Robert Wagenaar Director International Tuning Academy

Introduction to the Workshop Content 1. Background 2. The topic explained 3. Searching for a new paradigm 4. The role of time in the learning process 5.

2 Introduction to the Workshop Content 1. Background 2. The topic explained 3. Searching for a new paradigm 4. The role of time in the learning process 5. Why having credit systems: ECVET and ECTS in a nutshell 6. Be-TWIN matrix of help? 7. The role of Qualifications Frameworks 8. The key to meet needs: How to write good learning outcomes? Who is in the audience? - International relation officers - Counselors - Career officers - Employers / employees

3 1. Background Modernization agenda in Education DRIVERS: Paradigm shift: from expert-driven teaching and learning to student-centered learning (input to output) Basing curricula and modules on programme / module/unit learning outcomes Preparing graduates / learners for employability and citizenship (developing competency) Internationalization of Education and the Labor market Autonomy Accountability Quality Assurance Accreditation of Education Institutions and their programmes European / National / Sectoral / Subject Area Qualifications Frameworks Need felt to compare achievements of learning in (inter)national perspective

4 Role of Economic Crisis High level of unemployment (e.g. 26 million in Europe) Vacancies / job openings: experience and flexibility required Tenures / Jobs for life have become exceptional Life Long Learning: Mismatch capacities and needs: role of companies / organizations (initial training / additional training) Tendency to prolong studies: most of all knowledge related, less skills and wider competences but in contrast also more intense studying and avoiding part time work Social cohesion of societies challenged Individual tolerance and self-confidence under pressure Are there other relevant tendencies not mentioned?

5 Present situation Required modernization process develops very slowly Most degree programmes / units not student-centred yet: still expert/teacher driven not student-based Discourse of the relevance of generic competences has spread, but. More attention towards number of basic competences: analyzing and synthesizing, writing and oral skills Relevance / importance of International mobility accepted, but.. Use of instrument of (work) placements is growing, but Development of competences such as entrepreneurial skills, creativity, teamwork, project work, leadership, intercultural competences, conflict management obtain still no or very limited attention Main challenge: How to train and assess many of these competences when expertise and experience is missing..

6 2. Topic explained Three crucial related factors: Permeability, Learning outcomes and Learning Recognition Permeability - two dimensional: 1. How easy is it to move between the education system and labor market? 2. How easy is it to move into and within the higher education system? Tools required: Learning Outcomes and Learning Recognition

7 3. Searching for new paradigm Reforming Higher Education PARADIGM SHIFT REQUIRED From Staff Centred to Student Centred Learning! Student centred learning: An approach or system that supports the design of learning programmes which focus on learners achievements, accommodate different learners priorities and are consistent with reasonable students workload (i.e workload that is feasible within the duration of the learning programme). It s accommodates for learners greater involvement in the choice of content, mode, pace and place of learning.

8 Searching for a new paradigm Agreed common language: Competences and Learning outcomes Tuning definition of competences Competences represent a dynamic combination of cognitive and metacognitive skills, knowledge and understanding / insight, interpersonal, intellectual and practical skills and ethical values. Fostering competences is the object of an educational programmes. Competences are formed in various course units and assessed at different stages. [competences are obtained by the student]

9 Searching for a new paradigm What is a Learning Outcome according to Tuning? Level of competence is expressed in terms of Learning outcomes (required or expected achievement): Statements of what a learner is expected to know, understand and be able to demonstrate after completion of learning. They can refer to a single course unit or module or else to a period of studies, for example, a first, a second or third cycle programme. Learning outcomes specify the requirements for award of credit. [learning outcomes are formulated by academic staff]

10 4. The role of time in the learning process Some notions Time is an unchangeable dimension Time is the basis for organising live Becoming competent requires effort and time (experience) Although time is absolute, it is relative at the same time. What (really) counts is productivity: what can be done in a given timeframe depends on many factors. The concept of productivity is related to the concept of learning outcomes We should work with the concepts of notional learning time and the typical student to obtain the expected learning outcomes

The role of time Basing degree programmes on learning outcomes: opportunities and difficulties Workload / time based credits and learning outcomes: two

Opportunities Learning outcomes allow for better comparison and recognition of periods of successful learning Time required to achieve expected learning

11 The role of time Basing degree programmes on learning outcomes: opportunities and difficulties Workload / time based credits and learning outcomes: two sides of the same coin! Opportunities Learning outcomes allow for better comparison and recognition of periods of successful learning Time required to achieve expected learning outcomes can be expressed in ECTS credits / ECVET credits Learning outcomes allow for different approaches to reach the same results Difficulties Formulating learning outcomes requires expertise and experience Learning outcomes should express reality Learning outcomes should always be measurable

design and context Coherence of curriculum Teaching and learning methods Methods of assessment and

12 The role of time Different types of interrelated elements that influence productivity can be distinguished, that is the time to achieve the learning outcomes: Diversity of traditions Curriculum design and context Coherence of curriculum Teaching and learning methods Methods of assessment and performance Organization of teaching and learning Ability and diligence of the student Personal and material means available

13 The role of time Notional learning time and the typical student Definition: the notional learning time is the time an average student will need to meet the expected learning outcomes. These learning outcomes can be formulated at threshold (minimum) level or at desired level These concepts are used to design a degree programme or a course unit or module: a realistic estimation for calculating time However.. the average student does not exit in reality Warning! The notional learning time is not the actual time that any particular learner needs to spend. The actual time will differ from student to student / from learner to learner

14 5. Why having credit systems? Improve the comparability and compatibility of study programmes and units Make study programmes and units more transparent Allow for more flexibility and diversity of pathways Make it easier to construct well-balanced programmes and units Promote the feasibility of programmes and units MAP Enhance the quality of programmes and units Facilitate and promote student / learner mobility Facilitate and improve the recognition of periods of studies / prior learning taken elsewhere successfully Facilitate different types of learning (informal, non-formal, formal, part-time, etc.) ECVET and ECTS are key instruments for the accumulation and transfer of knowledge, skills and (wider) competences expressed and measured in terms of credits

15 Why having credit systems? ECTS and ECVET in a nutshell Different origins and history ECTS: Erasmus Mobility Scheme ( ) / Bologna Process (1999 -) Qualifications Framework for the EHEA (ECTS credit based). Validated by Council of Ministers. ECVET: VET / Copenhagen Process ( ) Recommendation of the European Parliament and of the Council on the establishment of ECVET, 2009

16 Why having credit systems? ECTS KEY FEATURES ECTS is a learner-centred system for credit accumulation and transfer based on the principle of transparency of the learning, teaching and assessment processes. Its objective is to facilitate the planning, delivery, and evaluation of study programmes and learner mobility by recognising learning achievements and qualifications and periods of learning. ECVET KEY FEATURES ECVET is a technical framework for the transfer, recognition and, where appropriate, accumulation of individuals learning outcomes with a view to achieving a qualification. ECVET is intended to facilitate the recognition of learning outcomes in accordance with national legislation, in the framework of mobility, for the purpose of achieving a qualification.

17 Why having credit systems? ECTS KEY FEATURES ECTS credits express the volume of learning based on the defined learning outcomes and their associated workload. 60 ECTS credits are allocated to the learning outcomes and associated workload of a full-time academic year or its equivalent. ECTS credits are generally expressed in whole numbers ECVET KEY FEATURES ECVET is based on the division of qualifications into units and on the description of learning outcomes of each unit using the three descriptors of EQF; knowledge, skills, and competences, making clear the EQF level of reference. Qualifications and units are represented by a specific number of credit points. Credit points express the volume of learning outcomes in each unit and provide information on the relative weight of the units which make up a qualification.

18 Why having credit systems? ECTS KEY FEATURES ECTS credits express the volume of learning based on the defined learning outcomes and their associated workload. 60 ECTS credits are allocated to the learning outcomes and associated workload of a full-time academic year or its equivalent. ECTS credits are generally expressed in whole numbers ECVET KEY FEATURES Credit for learning outcomes (credit) means a set of learning outcomes of an individual which have been assessed and which can be accumulated towards a qualification or transferred to other learning programmes or qualifications. ECVET points mean a numerical representation of the overall weight of learning outcomes in a qualification and of the relative weight of units in relation to the qualification.

19 Why having credit systems? ECTS KEY FEATURES Allocation of credits in ECTS is the process of assigning a number of credits to qualifications, degree programmes or single educational components. Credits are allocated to entire qualifications or programmes according to national legislation or practice, where appropriate, and with reference to national and/or European qualifications frameworks. They are allocated to educational components, such as course units, dissertations, work based learning and work placements, taking as a basis the allocation of 60 credits per full-time academic year, according to the estimated workload required to achieve the defined learning outcomes for each component. ECVET KEY FEATURES ECVET points are allocated to a qualification as a whole and to its units. Allocation of ECVET points to a qualification is based on using an agreement according to which 60 points are allocated to the learning outcomes expected to be achieved in a year of formal full time VET. As specified in the Recommendation, for a given qualification, one formal learning context is taken as a reference and, on the basis of the convention the total number of points is assigned for that qualification. From this total, ECVET points are then allocated to each unit according to their relative weight within the qualification.

20 Why having credit systems? Both systems are based on notion of: 60 credits per year (read hours) / knowledge, skills and (wider) competences / learning outcomes: ECTS: Learning outcomes are verifiable statements of what the individual knows, understands and is able to do on completion of a learning process. ( ) Learning outcomes are attributed to individual educational components and to programmes at a whole. They are also used in European and National Qualifications Frameworks to describe the level of the individual qualification. ECVET: Statements of what a learner knows, understands and is able to do on completion of a learning process and which are defined in terms of knowledge, skills and competences that can be assessed and validated. The European Qualifications Framework (EQF) defines learning outcomes in terms of knowledge skills competences

21 5. BE-TWIN matrix of help? BE-TWIN Matrix Programme learning outcomes are developed in a progressive way based on learning pathways. Each unit has its own combination of unit learning outcomes which contributes to the programme learning outcomes

22 6. Overarching competences frameworks Complementary instruments: Meta-Qualifications Frameworks (EQF / QF for EHEA) National Qualifications Frameworks Sectoral Qualifications Frameworks Subject Area based Frameworks 221

23 Overarching competences frameworks International environment NQF Sectorial QF European QFs QFs of other world regions NQF Sectorial QF Internationally established (subject specific) reference points Assessment of LO

24 Overarching competences frameworks European Qualifications Framework for Lifelong Learning: Level 4 and 5 Knowledge Level 4 Level 5 Factual and theoretical knowledge in broad contexts within a field of work or study Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge Skills A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems (Wider) Competences Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change; supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities Exercise management and supervision in contexts of work or study activities where there is unpredictable change; review and develop performance of self and others

25 Bridging frameworks THE COMPETENCES FRAMEWORK PYRAMIDE QF descriptors TUNING Sectorial Competences Frameworks TUNING Subject specific Competences Frameworks

26 Bridging frameworks Profiles of degree programmes and units: Own features In accordance with Overarching / Metaframework Based on Sectoral Qualifications Framework (if available) Based on Framework / Reference points subject area / discipline

27 Bridging frameworks Key elements academic / professional / VET profile IDENTITY gathers the essence of what is - should be - the degree holder. FUNCTIONS detects the occupations and tasks which can be carried out by the graduate. CONTEXTS focuses on the environment in which the gaduate is able to function successfully. EDUCATION defines the main expected learning outcomes in terms of competences generic and specific.

28 7. Assessment of learning: measuring performance Comparing levels of achievement of learning: Locally: in and between classes in same institution Nationally: between institutions / external reviews Regionally: Limited number of countries, e.g. EU, East-Asia, Latin America, North America Globally, e.g. AHELO Outcome: Reliable way to compare effectiveness of learning strategies and approaches in relations to level of outcomes (taking into account mission and profile of one own s degree programme)

29 Measuring performance MEASURING ACHIEVEMENT OF COMPETENCES METHODOLOGY: Definition of the competence. Indication of the levels of achievement (mastery)for that competence (General Learning Outcome). For each level of achievement, determination of indicators (progression route) (Subdivided Learning Outcome). For each indicator, in a matrix, statement of the level attained from 1 to 5 phrased as descriptors or assessment criteria. An example of a generic competence : Critical Thinking

Measuring performance Levels of Achievement :CRITICAL THINKING FIRST LEVEL OF ACHIEVEMENT: Asking oneself questions about surrounding life and actively participating in discussions on it, analysing

30 Measuring performance Levels of Achievement :CRITICAL THINKING FIRST LEVEL OF ACHIEVEMENT: Asking oneself questions about surrounding life and actively participating in discussions on it, analysing the judgements made and reflecting on the consequences of one s own and others decisions SECOND LEVEL OF ACHIEVEMENT: Analysing the logic of own and others judgements, weighing their personal and social implications THIRD LEVEL OF ACHIEVEMENT: Arguing the pertinence of judgements made and analysing the consistency of own behaviour, based on underlying principles and values

31 LEVELS OF MASTERY INDICATORS Showing critical spirit DESCRIPTORS Never questions the situation or conditions of own life. Questions certain situations in own life. Shows critical attitude towards conditions of own life. Questions and explores reality, reflecting on life. Formulates own judgements and evaluations based on systematic reflection on reality. First level of mastery: Ability to asking oneself questions about surrounding life and actively participating in discussions on it, analysing the judgements made and reflecting on the consequences of one s own and others decisions Distinguishing fact from opinion, interpretations, evaluations, etc. in others argumentation Actively participating in discussion Foreseeing the practical implications of decisions and approaches Accepts as own judgements or decisions based on opinions, evaluations, etc. as though they were objective facts. Remains passive during discussions. Unaware of the effects of decisions and proposals. Accepts without question judgements or decisions based on opinions, evaluations, etc. as though they were objective facts. Finds it hard to participate in discussion situations. Ignores the practical implications of decisions and proposals. Questions judgements or decisions based on opinions, evaluations, etc. Actively participates in discussion. Foresees the practical implications of decisions and proposals. Distinguishes objective facts from opinions and evaluations. Participates constructively in discussions, contributing to construction of rich, shared reflection. Analyses the pros and cons of the effects of decisions proposed. Correctly analyses judgements or decisions based on opinions, evaluations, etc. In discussions serves as constructive point of reference for others. Gives importance to proper evaluation of the pros and cons of decisions and proposals. Reflecting on the consequences and effects that one s decisions have on others Doesn t think about the consequences of own actions. Simply accepts others observations and criticisms of own behaviour. Reflects on the consequences and effects that own decisions have on others. Recognises and accepts own mistakes. Asks for, weighs and takes into account others feedback on own conduct.

32 Measuring performance Same approach can be applied for subject area / disciplinary competences: Define subject area competence Indicated levels of mastery (achievement) for succeeding course units (Define progression route or pathway) (General Learning Outcome) Determine the indicators for achievement of (each) level defined (Subdivided Learning Outcome) Define descriptors / assessment criteria Outcome: framework to measure disciplinary based competences / Learning Outcomes

33 8. Meeting the needs Meeting the right mix of Learning Outcomes in an internationalizing and very competitive world: Success factor I: Right mix of Generic and Subject Related Competences Success factors II: - International experience - Work placement experience - Trainee ship experience Non-formal and Formal learning Labour market Learning Outcomes Life Long learning Society Guidance is a key element in making the right choice related to strangth and weaknesses of the student; requires structural cooperation between teaching staff, counselors, placement and career officers and international relation officers. IS NOT A REALITY TODAY

generated by: Internationalisation (mobility) Placements and

34 Meeting the needs TASK 1 List the five most important generic competences (in your opinion) meeting the needs of society generated by: Internationalisation (mobility) Placements and Traineeships What can you contribute in your position and role?

35 Meeting the needs Degree Programme Learning Outcomes (also applies to units)

36 Meeting the needs A Learning Outcome contains 5 elements to be measurable (the level of competence that has been achieved):

37 Meeting the needs TASK 2 (Re)formulate one of the generic competences listed by you in terms of Learning Outcome Statements distinguishing three progressing levels (see example critical thinking) meeting the conditions for being measurable

38 Thank you for your attention!

Setting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training

Setting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training Robert Wagenaar Director International Tuning Academy Content of presentation 1. Why having (a)