Working in Aquaculture, Validation of Experience

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1 Working in Aquaculture, Validation of Experience Vocational Education Pilot Project David Murphy AquaTT Manager WAVE Coordinator

2 The WAVE Initiative WAVE is a pan- European project supported by the EC Leonardo Da Vinci Programme ( ) Concept and coordination by AquaTT WAVE is in line with EU Education objectives (Bologna, Copenhagen, Maastricht) Project was conceived to help the industry as a whole across Europe

3 Partners 1) AquaTT European Education and Training Network 2) FEAP Federation of European Aquaculture Producers 3) INTECHMER - L Institut National des Sciences et Techniques de la Mer (CNAM), France 4) FHL Havbruk, Norway 5) KEK Diastasi, Greece 6) SATA - Scottish Association Training Association, UK 7) SQA - Scottish Qualifications Authority, UK 8) AMC - AQUALEX Multimedia Consortium, Ireland

4 Setting the Scene - Sector Aquaculture in Europe A multidisciplinary sector Large diversity of species Variety of practices in existence (extensive intensive) Scale of enterprises varies (micro-enterprises to multinational) Industry is diversifying (new species and methods of farming) Sector is extensively monitored and regulated

5 Setting the Scene - Educational Systems Each European country has a different educational system How can you compare them? Learning can take place using different techniques (degree, vocational etc) How can you compare them? Each individual has a different learning pathway (formal education, lifelong learning etc) How can you compare & recognise skills?

6 Observation 1. Transparency in EU education systems is a major challenge 2. Making comparisons is difficult

7 EC Developments EC have realised the challenges in European Education and in recent years a lot of work has been carried out in this area particularly at the tertiary level Of particular interest is the work currently being carried out in the Vocational field for; 1. Comparison between systems 2. Recognition and accreditation of skills acquired through non-formal and informal learning

8 Post-Copenhagen Progress Dec Maastricht Communique Future Priorities in Vocational Education and Training (VET) EUROPEAN PRIORITIES Development of ECVET system (European Credit Transfer system for Vocational education and training) ECVET will be based on competences and learning outcomes, taking account of their definition at national or sectoral level Priorities Use of common instruments, references and principles to reform VET, to validate non-formal and informal learning

9 EC Objectives May 19 th Bergen Ministers Meeting Adoption of European Qualifications Framework To include 3 degree cycles (possibility of intermediate cycles) Generic descriptors for each cycles based on learning outcomes and competences Lifelong learning and VET to be included To work towards accreditation of non-formal, informal and prior learning

10 Application of EC education policy to Aquaculture

11 WAVE Objectives WAVE is using a bottom-up industry led approach in line with EC priorities for defining competencies sectorally across Europe Primary objective of WAVE; WAVE seeks to identify and recognise the skills and knowledge needed for work in Aquaculture across Europe

12 Deliverables WAVE Deliverables To create an accurate master list of competencies related to aquaculture production for all of Europe (all species, all technologies and differences around Europe) To identify and test potential uses for the competency list Link WAVE efforts to developing EC policy

13 Comparing Differences Competencies In all of aquaculture, no matter how you learnt your skills, you can compare them by looking at competencies NOT BY QUALIFICATION or YEARS OF WORK e.g. Degree, diploma, 10 years experience, etc. INSTEAD BY COMPETENCY = Ability to do the work correctly + understand why you are doing it Just because you have a qualification does not mean you can do the job!

14 Example of a Competency Competency - Implement fin fish feeding regimes To achieve it you must show that you are able to: - organise the effective implementation of both routine and specialist feeding regimes - develop and oversee daily feeding regimes - monitor production performance against planned production (Scottish Example)

15 Competency Description Performance Criteria You must: 1 carry out work safely in line with health and safety requirements 2 organise procedures to support the effective provision of feeding regimes 3 organise feeding regimes that minimise waste and environmental impact 4 obtain supplies of food to support both routine and specialist feeding regimes 5 organise the effective storage and control of feed in support of feeding activities 6 establish test-weigh programmes to monitor food conversion ratios and growth rates 7 establish procedures to support the provision of specialist feeding regimes Knowledge and Understanding You must know and understand: (a) how environmental variation can affect production performance (b) how feeding activities are controlled by environmental legislation (c) how to accurately predict food conversion ratios and growth rates (d) specialist feeding regimes and their appropriate applications (e) the environmental impact of inappropriate feeding regimes (f) how to assess the physical quality of feed (g) the nutritional properties of various feeds, and their appropriate applications (h) the storage requirements of fish feed

16 WAVE Scope At this stage WAVE is only dealing with competency descriptions It does not go into detail with performance criteria or with Level or knowledge and understanding which would be required for assessment and accreditation WAVE is setting out a starting point/benchmark upon which you can build

17 Benefits of a Master Competency List These competencies provide statements on skills and knowledge required to work in a variety of fish farming environments and they reflect the diversity of the industry across Europe They recognise regional/state variations in work practices and variations across the species being farmed

18 Benefits of a Master Competency List The Master List demonstrates the diversity and multi-disciplinary nature of the sector and highlights the relationship between the product-based sector, local traditions/work practices and marketability.

19 Developing a Master List 1) Partners drafted a competency list for their country 2) Database was set up to track changes 3) Lists were amalgamated into a draft master list (237 competencies) 4) Competencies were drafted by 14 categories 5) Translated full list into 10 EC languages

20 Database online

21 14 Competency Groups = >250 competencies Spat Collection Plankton Production Aquaculture Equipment and facilities Health and Safety Husbandry and Harvesting Environment Issues Business Administration Fish broodstock management and spawning Shellfish broodstock management and spawning Shellfish Depuration Animal Health Transportation Legislation, Standards & Regulations Marketing and Sales

22 Surveying Consulted Farm managers across Europe through a questionnaire and interview to see if the draft list was; 1) accurate and comprehensive 2) The descriptions were clear and understandable

23 Surveying 10 Countries UK, Ireland, France, Greece, Spain, Norway, Italy, Denmark, Czech Republic, Hungary Survey covered full range of species/farm types & size ~ 90 farms (>150 individuals) Interviewed a farm manager and farm worker at each farm (where possible) Interviewers fed results into a database which generated automatic statistics

24 Results

25 Results

26 Reports on Results FISH ONGROWING Yes, I use it on site Yes, but not needed No Not my job Spat Collection Shellfish Spawning Processing and Depuration Plankton Production Marketing and Sales Legislation, Standards and Regulations Information Technology, Administration and Accounting Husbandry and Harvesting Health and Safety Hatchery Operations Fish Spawning Environment Issues Aquaculture Equipment and Facilities Animal Health 0% 20% 40% 60% 80% 100%

27 Reports on Results FISH ONGROWING Workbased learning Accredited learning Other Processing and Depuration Marketing and Sales Legislation, Standards and Regulations Information Technology, Administration and Accounting Husbandry and Harvesting Health and Safety Hatchery Operations Environment Issues Aquaculture Equipment and Facilities Animal Health European Network 0% for Training 20% and 40% Technology 60% Transfer 80% in Aquaculture 100%

28 Future work Future Work 1) Draft potential uses document for the competency list 2) Consult industry and other relevant bodies for; a) further feedback on master list b) as to practicalities of the proposed uses c) where WAVE fits into the developing EC education system

29 Potential Uses The Master List has a range of uses and benefits for different groups of people/organisations. We have grouped these below: Employers/Managers Employees and individuals Education and training providers Regulatory and Awarding Bodies

30 Education and Training Providers Identify gaps in curricula in available training Facilitate the development of focused courses Highlight areas of specialism for further development Provide students with the opportunity to develop practical skills required for the industry and/or placement experience Tailor education and training to industry needs/demands

31 Uses for Employers/managers Use as a checklist for Employers which can assist with a range of activities in the workplace: Business planning Selection and Recruitment Staff Development Developing and evaluating training Benchmarking

32 Uses for Employees Self Assessment To confirm current skills and knowledge, further develop and improve their performance Assess their competence against the job role/specification for their own or other jobs Identify gaps in skills and knowledge or level of competence Identify CPD requirements for their personal and career development Help them seek formal recognition/credit of their work experience The above can be extremely useful for individuals seeking promotion opportunities to specialise in a different area of Aquaculture education/training opportunities career change The Master List can facilitate the recognition of prior achievement, enhance motivation and promote job satisfaction.

33 Regulatory and Awarding Bodies develop policy for the sector influence practice in the industry develop education and training frameworks for the industry allow for comparisons to be drawn on practice in different countries promote harmonisation of practice and quality standards across the industry promote standardisation drive up quality in education and training for the sector

34 Conclusions WAVE is directly in line with EC policy WAVE is innovative in its methodology Bottom up, industry led Innovative tools WAVE has the potential to be an important tool in the sector for a variety of stakeholders in a variety of ways

35 Requirements for Success Cooperation of the sector & educational bodies Linkages to other EU projects and initiatives Acceptance by the Industry

36 The End Visit the WAVE project website: AquaTT Contact: David Murphy More information is available at Stand 406 Thank you for listening

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