ECVET implementation in Hungary

Transcription

1 Support and development seminar for ECVET network Members Seminar for designers 25 September 2013 Budapest ECVET implementation in Hungary Éva Farkas VET and adult education expert, member of the National ECVET Team

2 CONTENT OF THE PRESENTATION Conditions for the implementation of ECVET Learning outcomes approach, transfer, assessment, credit ECVET and NQF

3 ECVET IN HUNGARY 2009 European Recommendation invites Member States to take measures for ECVET implementation until 2012 Preparations for ECVET has started also in Hungary but not at the level of an official formal decision In Hungary, we are at the beginning of the development of ECVET 2011 ECVET National Coordination Point (National Employment Service) 2012 National Team of ECVET Experts (LLL National Agency - Tempus Public Foundation)

4 GENERAL OBJECTIVES OF ECVET Cross country mobility Lifelong learning geographical mobility as part of an education and training programme, recognised mobility recognition and accreditation of learning outcomes obtained abroad open, flexible and transparent VET system way to transfer and recognise learning outcomes which are achieved in another context validation non-formal, informal learning

5 WHAT HAS BEEN DONE? SOME EXAMPLES peer-to-peer learning, cross border peer learning meetings, round tables, seminars, training, conferences surveys at national level publications and articles and leaflets informing stakeholders identification and communication of the added value of ECVET learning outcome approach ECVET mobility projects

6 CONDITIONS FOR THE IMPLEMENTATION OF ECVET Three conditions are particularly important: identification and communication of the added value of ECVET for VET systems the need to make progress with applying the learning outcomes approach to various steps of the ECVET process involvement of stakeholders

7 STAKEHOLDERS IN IMPLEMENTATION OF ECVET Media Learners Qualification designers Policy makers, decisionmakers ECVET IMPLEMENTATION VET providers Local and central government Chamber of Commerse and Industry VET teachers and trainers Companies

8 SYSTEM OF VOCATIONAL EDUCATION AND TRAINING IN HUNGARY School-system VET VET outside the school system Offers an opportunity for students to obtain their first qualification recognized by the state Institutions: Vocational Training Schools Secondary Vocational Schools Offers an opportunity for adults to obtain staterecognized or other specific qualifications Institutions: Regional training centers Professional training schools Private agencies NGO-s Workplaces

9 SYSTEM OF VOCATIONAL EDUCATION AND TRAINING IN HUNGARY Modul system and competence-based training National Qualification Register Professional and examination requirements 632 qualifications recognized by the state professional (learning outcome) requirements: the task profile and the related professional, method, social and personal competences; components and content of the vocational examination

10 CONTENT OF MODULS TASK PROFILE The task profile is defined based on the work-related tasks in line with professional practice, standards and legislation. Preparation and conclusion of production - Contents of the professional requirement module: Perform technological and/or production calculations Determine the materials to be used in production Verify machinery, equipment and devices prior to commencing work Supervise the operation of machinery and equipment, intervene as required Participate in maintenance work Prepare and verify packaging material, package finished goods Deliver finished goods to the cooling or warehouse storage unit and/or finish warehousing Handle the waste created in line with the effective regulations COMPETENCE PROFILE Professional competences Personal competences (flexibility, creativity, independence capabilities and characteristics) Social competences (communication, cooperation and conflict-resolution) Method competences (thinking, problem-solving and work style)

11 LEARNING OUTCOMES Hungarian National VET System ECVET Competence Knowledge and skills, required to perform the various tasks involved in the given occupation/job were developed by practitioners with experience of training. Learning outcomes All competences, knowledge, skills achieved by the learner through the learning process.

12 LEARNING UNIT Learning outcomes Leaning units knowledge skills competences (assessment, documentation, validation, recognition)

13 RELATIONSHIP BETWEEN LEARNING UNIT AND QUALIFICATION 1. model 2. model 3. model Q u a l i f i c a t i o n Unit Unit Unit Unit Unit Unit Unit Qualification Qualification Qualification Unit Unit Unit Unit

14 ASSESSMENT VALIDATON - RECOGNITION Assessment: methods and processes used to establish the extent to which a learner has in fact attained knowledge, skills and competence Validation: the process of confirming that certain assessed learning outcomes achieved by a learner correspond to specific outcomes which may be required for a unit or a qualification Recognition: the process of attesting officially achieved learning outcomes through the awarding of units or qualifications

15 ASSESSMENT VALIDATON - RECOGNITION Assessment Validation Recognition Host institution Learning outcomes to be achieved Home institution Based on similarities Home institution Learning Agreement Learner, teacher, employer Teacher, employer, head of schools Head of school

16 EXAMINATION ASSESSMENT METHODOLOGY VALIDATON - RECOGNITION Traditional approach Input (teaching hours and resource counting) Content (what staff teach) Teacher Learning outcome approach Output (using learning outcomes and competences) Outcome (what a student will be able to do) Learner (student-centered learning) Changes in teaching and learning and assessment methods

17 ASSESSMENT METHODS There is a need for a new approach to the assessment methodology as well. In examinations, what must primarily be assessed is suitability for work, while academic performance should be evaluated subsequently as a secondary criterion. Accordingly, examination activities should be identical with work activities up to a certain limit and should model or simulate them.

18 EXAMINATION PILARS OF METHODOLOGY ECVET Learner Learning outcome Unit Transfer process Validation Credit point?

19 EXAMINATION BENEFIT OF CREDIT METHODOLOGY POINTS The allocation of point for units of learning outcomes is not necessarily demanded for the transfer and validation of learning outcomes.

20 INNOVATIVE CHARACTER OF ECVET Positive effects on development of VET system Close relationship between ECVET and development of National Qualification Framework Description all qualifications in learning outcomes VET-HE permeability Development new non formal qualification based on learning outcomes in accordance with Act on Adult Education

21 DEVELOPMENTS FOR NATIONAL QUALIFICATION FRAMEWORK TÁMOP (SROP) Overall quality improvement in public education TÁMOP (SROP) The System level analysis of Higher Education Services Educational Authority The aim of the Hungarian NQF Development Project is to make the description of the four levels of the Hungarian QF related to the public education. Development of traning materials. Educational Authority The aim of the Hungarian NQF Development Project is to make the description of the three levels of the Hungarian QF related to the HE in close connection with the EQF. These descriptions define the typical learning results of the individual qualification levels as knowledge, abilities, skills, views, attitudes, autonomy and responsibility

22 DEVELOPMENTS FOR NATIONAL QUALIFICATION FRAMEWORK TÁMOP (SROP) / The development of quality and content of vocational and adult training National Labour Office The project was aimed to improve the adaptability and responsiveness to labour market requirements of VET and adult training by developing a modular competency-based VET system. 5. Subproject Development,introduction and application National Qualification Framework in VET and Adult Education

23 LEVELS AND DESCRIPTORS OF NQF 8. level The learning outcomes relevant to level 8 Knowledge Skills Attitudes Autonomy and responsibility The body of facts, principles, theories and practices that is related to a field of work or study. It is described as theoretical and/or factual knowledge; The ability to apply knowledge and use knowhow to complete tasks and solve problems. They are described as cognitive (logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments); Predisposition or tendency to respond towards learning, work, situation, actions, people. The proven ability to use knowledge, skills and personal, social and methodological abilities in work or study situations and in professional and personal development. It is described in terms of responsibility and autonomy level 2. level The learning outcomes relevant to level 3 Learning outcomes 1. Learning

24 INTRODUCTION OF NQF Description 800 qualifications in learning outcomes Classification of qualification to the levels of the NQF Compliance with the levels of the EQF Creating legal background for the introduction of NQF The Government decided that the Hungarian qualifications are to be classified according to the levels of the National Qualifications Framework (NQF) and that the levels of the NQF are to be aligned with the levels of the EQF until July 2014.

25 WE ARE IN PROGRESS

26 THANK YOU FOR YOUR KIND ATTENTION! Dr. Éva FARKAS Hungarian National ECVET Team