ECVET in Mobility - Learning Outcomes of Piloting ECVET in Finland Lefkosia, 18 March 2014

Transcription

1 ECVET in Mobility - Learning Outcomes of Piloting ECVET in Finland Lefkosia, 18 March 2014

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5 Economic competitiveness Finland #3 USA #7 Corruption perception index Finland #2 USA #24 Child poverty rate Finland 4% USA 22% To be a mother Finland #1 USA #30 Global equity index Finland #2 USA #48 Global innovation index Finland #4 USA #10 Child wellbeing Finland #4 USA #26 Technological advancement Finland #2 USA #22 Least failed state Finland #1 USA #19 The UN happiness index Finland #2 USA #11 Global gender gap index Finland #2 USA #22 Political empowerement of women Finland #2 USA #55

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7 Central Finland and Jyväskylä Central Finland is a province consisting of 23 municipalities. Jyväskylä is the provincial centre of Central Finland. Population Jyväskylä: Central Finland: Jyväskylä Educational Consortium 6 000/2 000/10 000/ Jyväskylä College 24/ 4 500/ 450

8 Why a VET organization is interested in implementing the ECVET methodology? In what areas can ECVET be implemented? How you can start the implementation - What are the main steps that the organization needs to take to implement it? How does it work in practice from Jyvaskylä's experience? How did it help the organization?

9 ECVET as a possibility - Work-based learning abroad - Theoretical/college-based learning abroad - Combination of work-based and college-based learning abroad - More transparent national qualifications - Supports lifelong learning migrant workers, recognition and validation of prior learning and/or non-formal and informal learning (within or outside of the formal system)

10 Why transnational learning mobility in VET? Tens skills for the future workforce: Sense-making, social intelligence, novel and adaptive thinking, cross-cultural competency, computational thinking, new media literacy, transdisciplinarity, design mindset, cognitive load management and virtual collaboration. Transversal skills international and personal: Foreign language proficiency and intercultural skills. Flexibility, adaptability, stress management, decision making, self-reliance, self confidence, negotiating skills, risk taking, ability for innovative thinking and entrepreneurship (internal and external). EUROPE 2020: Smart, sustainable and inclusive growth.

11 Skills for 2020 and beyond Ability to immerse yourself in unfamiliar environments to learn from them in a first person way. Rick Voirin, Duke University, 2011 Ability to calm tense situations where differences dominate and communication has broken down and bring people from divergent cultures towards constructive engagement.

12 Why ECVET? The aim is to support mobility of European citizens and improve the possibilities for recognition of learning outcomes achieved abroad and fully integrate mobility into learners (individual) learning pathways. Key concepts: mutual trust, learning outcomes, avoidance of duplication, cost effectiveness and quality

13 LEARNING OUTCOME 1 Link mobility to both the legal framework & national and/or organisational strategy National authority National contact point Competent body

14 Internationalisation on three levels 3-5% International pathway (25% of studies) 10% Mobility (min. 6 weeks) 100% Internationalisation at home (IaH)

15 Operating plan 2014 Piloting international pathways (business adminstration, construction, hospitality) 220 students involved in mobility (1300 credits) Gradual implementation of ECVET Increasing the number of incoming students by 15% Solidifying and systemizing our partner network (ECVET)

16 LEARNING OUTCOME 2 ECVET as a common language Learning outcomes = Statements of what a learner knows, understands and is able to do on completion of a learning process.

17 Input vs. learning outcomes Result/ competence oriented curricula: - Focused on results and learning outcomes - Theory and practise combined - Learning can take place anytime, anywhere - Any part of the curriculum can be learned during mobility Input oriented curricula: - More focused on regulating e.g. time spent and resources used in the context of formal education. - Often theory and practise separated - Learning takes place at scheduled times, in scheduled places and under constant supervision - Only certain LOs can be learned/assessed abroad

18 Learning outcomes set the expectations about the capacities of a person having completed a qualification guide the teaching process guide the assessment process provide a common language enabling dialogue between education and labour market stakeholders training plans, framework syllabuses, curricula, examination regulations or qualification profiles can form the basis for describing learning outcomes in transnational mobility. However, these can also be generated from work processes. the nature of the learning process and the learning method itself are not relevant for the description of learning outcomes. ation

19 How to formulate LOs? Active, clearly understandable verbs: measurable or observable actions, e.g. "explain", "represent", "apply", "analyse", "develop", etc. (Blooms taxonomy) Specification and contextualization of the active verb: a verb and the related object as well as an additional (part of a) sentence describing the context Avoiding vague, open formulations : clear (simple and unambiguous) terminology Orientation towards minimum demands for achieving learning outcomes Qualifications /competence level is described comprehensibly: formulations (verbs and adjectives) should reflect the level of qualification/competence (EQF)

20 Unit of learning outcomes A unit of learning outcomes (also called unit or module ) is a component of a qualification consisting of a coherent set of knowledge, skills and competence that can be assessed and validated. This presupposes that the units of learning outcomes are structured comprehensively and logically and that they can be assessed. Units of learning outcomes can be specific to a single qualification or common to several qualifications and may also describe so-called additional qualifications which are not part of a formal qualification or curriculum.

21 LEARNING OUTCOME 3 - ECVET as a (quality) process Before During After Memorandum of Understanding Learning Agreement Transcript of Record (Europass mobility certificate) Assessment Validation and Recognition Europass mobility certificate Motivation Selection Preparation Linguistic Cultural Practical Pedagogical Psychological Monitoring Mentoring (formative evaluation) Evaluation Guidance Recognition

22 Assessment The hosting institution organises the assessment of learning outcomes as specified in the LA or MoU. The assessment can be done by teachers, trainers, employers, etc. depending on the education and training and assessment arrangements and procedures that are used in the host context. It is important that the hosting and home institutions discuss, prior to the mobility, the assessment methods used and the profile of assessors to make sure that these meet the quality assurance requirements expected by the home institution which will validate the credit. This does not mean that the assessment methods and profile of assessors should be the same between the home and the hosting institution.

23 The relevance of credit points CREDIT POINTS CREDIT = assessed learning outcomes

24 Strong partnerships are built on trust. FMBE Bank (on a billboard outside of Lefkosia) Mutual trust based on facts (and the process), not of (blind) faith.

25 Rea Tuominen Project Manager Jyväskylä College