The Netherlands. Budapest conference EQF May 2011, André Huigens

Transcription

1 The Netherlands Budapest conference EQF May

2 Learn and become competent

3 The implications of the establishment of a learning outcome based NQF for education and training providers.

4 Policy makers and boards of directors awareness of the consequences of the implementation of the EQF. Assumption that the NCPs will tell them what EQF level they ought to print on their present certificates. A change in our educational dimension, a paradigm shift which asks for changes in organizations, under provision of policymakers and boards of directors. The implementation strategy needs to pay attention to these aspects

5 What does this mean for the school management? A manager facilitates this learning process What is EQF? Learning outcome approach, what is that? Competence management Teacher or student responsible for his own learning process or what?

6 Why a focus on the LO approach? The EQF recognizes that Europe s education and training systems are so diverse that a shift to Learning Outcomes is necessary to make comparison and cooperation between countries and institutions possible Extreme but realistic importance is given to Learning Outcomes, as well as the indications given for their description in terms of knowledge, skills and competences, grouped in units and equipped with procedures and evaluation criteria. We are talking about outcomes which are actually proved, observed and documented, not just expected.

7 What is required for the learning outcomes approach to support and improve teaching, training and learning practises? Curricula are a key instrument in adapting education and training to changing requirements. Understanding of competence is essential for the use and operation of learning outcomes in curricula. A dynamic, comprehensive framework. If countries just adapt their NQF and put the proposed EQF levels on the existing qualifications structures, without consequences for the contents of the curricula, the EQFwill be a failure.

8 Wisdom (Outcome-based competent) knowing what you know and what you don t know. This is the level of Examination/Certification within educational processes nowadays. The level of income-based learning Understanding the use of knowledge in different fields leads to understanding the complexity of situations or questions. Knowledge, the student is able to translate the information in a practical way. Life long learning Transfer through experience Transfer Through context Information, selection in the data, what is important and what is not, making a selection in the data. Data (where does it come from? Only the teacher s book? Or the internet as well?) Transfer Through context AUTHENTIC LEARNING

9 Quality assurance in the use of learning outcomes

10 EQF is a level indication, ECVET focuses on units of learning outcomes and it makes sense to ask for the quality assurance of the learning process If we make the choice for assessments, which competences do these assessors need? What is behind a learning outcome approach and should we distinguish that in an assessment? A memorandum of understanding in zones of mutual trust between partner schools and stakeholders A networks of institutions/organizations

11 The support needed for teachers and trainers to efficiently implement the learning outcomes approach in supporting learning. From a teacher centred approach with: a framework of conditions and resources, a subject oriented syllabus restrictions of regulations on teaching methods

12 Towards a learner centered approach: focus on outcomes, the learning proces which is an application of learning to professional situations. syllabuses oriented on learning aims which are formulated. the qualification standards are based on learning outcomes But more is needed for a successful learning traject

13 Learning success is the assessed overlap between learning objectives and the learning outcomes, the more overlap, the more successful the learning process!

14 Certificates and diplomas The traditional school The program route Individual development (expert) and proof of outcome based competences Co-operative learning in a team, from individual development to team dev. Personal development plan Articulation of the question, what do I want to learn Sustainable learning

15 Important issues: It is about Permeability of eduaction Missing levels 1 and 2 in the NQF? Ownership and capacity building for all the users of the EQF is crucial EQF is the bridge between the labour market and education, use that bridge! Team thinking and team learning in educational institutes. An outcome-oriented approach in curricula is absolutely needed.

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17 André Huigens The Netherlands t m i Mail: a.huigens@wellant.nl e info@wellant.nl e international@wellant.nl