The use of LO in a VET system : The Netherlands

Transcription

1 The use of LO in a VET system : The Netherlands Rinske Stelwagen CINOP THEMATIC SEMINAR LEARNING OUTCOMES session 1 : Capturing learning outcomes in various scopes of VET qualifications in the ECVET context February Barcelona

2 Dutch education system

3 VET Vet law: Formal learning (leads to official qualification, NLQF 1-4) BOL (school oriented) BBL (workplace oriented) Nonformal learning (does not lead to official qualification) Courses, training, corporate education LLL (post-initial education) 85% LLL total 15,5 % of population

4 Aim of VET Improve connection VET labourmarket Improve connection VET HE (25% of VET students moves to HE, of which 61 % achieves HE qualification) Stimulate students to stay in school, get qualification and keep learning afterwards.

5 Formal learning under VET law

6 Process qualification

7 Typical elements Involvement of employers, employees and educational institutes (legally established) Qualifications based on NLQF descriptors Same structure and layout for all qualification files Qualifications BOL (school based) and BBL (work based) are equal Qualification files primarily used as basis for education, but can be applied to process of accreditation, job seeking, assesment,..

8 New qualification structure In workshop 2 more detailed info on qualification structure and descriptors Processes and tasks have to be described according to NLQF descriptors This explicitly implies LO s Dutch LO s according to NLQF are more detailed than EQF LO s

9 Workshop 2 The use of LO and it s limits The Netherlands Rinske Stelwagen rstelwagen@cinop.nl

10 Formal learning under VET law

11 VET qualification Transfer to new qualification system 2016 Covered are Core tasks Work processes According to NLQF descriptors Not covered are Curriculum Teaching and education methods Way of examination

12 VET qualification CHOICE 1 CHOICE 2 CHOICE 3 CHOICE 4 Profile 1 Profile 2 Profile 3 BASIC profession General Basic

13 Example (draft) Bicycles for disabled First Entrepreneurship German Bicycle technician (NLQF 2) Bicycle technician (NLQF 3) Bicycle Technics Dutch Mathematics LLB (society, career) English (lvl 4 only)

14 Key tasks Important, fairly autonomous part of the profession, consisting of a number of cohering work processes that are typical for this profession Described in accordance with NLQF Described are Complexity Responsibility and independence Knowledge Skills Competences

15 Example (draft) Key tasks Bicycle Technician Prepares bicycles for delivery Maintains bicycles Repairs bicycles Sells products and services Extra key tasks for First technician (lvl3) Diagnoses bicycles Assists management

16 Template for describing work processes Title of the Key task Complexity Responsibility and independence Knowledge and skills With use of the NLQF descriptors Name of the Work process Description Result Behaviour Description (broad) of the knowledge and skills integrated in the junction of Work process and Competence General result of the work process Based on the Competences from the competence list *powered by SHL

17 Example qualification next sheets for example and documentation Do not read. Too many words

18 Example: Qualification Logistics, Part: Choice international Key task 1: develops intercultural sensitivity

19 Complexity The starting professional finds himself in different situations, among which international, for which he needs intercultural sensitivity. Intercultural sensitivity makes him aware of his own frame of reference and it s influence on his world view. When he is aware of this, he is able to be non-prejudiced towards people with other cultural backgrounds, understand them and ultimately, bridge cultural differences Intercultural sensitivity can be used in contact with people with different cultural backgrounds. These events occur in professional, educational and personal life. Responsibility and independence The starting professional is responsible to be respectful in contact with other people. Intercultural sensitivity is conditional to build and maintain a good (professional) relationship when meeting with people with different cultural backgrounds. The starting professional makes contact with other people mainly independently. Depending on his needs he can be assisted in this process

20 Knowledge Recognizes elements of culture in interactions Knows the concepts culture and cultural elements (language, values and standards, symbols, rituals, heroes) Knows the role culture plays in people s actions Has knowledge of behavioural rules (dress codes, appearance, rules of conduct, expectations, etc.) Skills Assesses behaviour without prejudice Listens actively Can ask a question properly Engages in dialogue Builds and maintains relationships Explains concept of cultural sensitivity

21 Work process 1: Develops intercultural sensitivity Description The starting professional investigates his own frame of reference. He finds out what is typical for his own culture and how this influences the way he views the world, communicates and relates to other people. He also sees what is typical for other cultures and investigates the difference between these and his own. Where necessary he puts into words what his findings are and uses these when explaining differences between people Result The starting professional is aware of his own culture and its influence on his thinking and acting The starting professional sees differences between cultures Behaviour Actively gathers information about features of different cultures States differences and similarities between cultures Involves cultural knowledge in forming his opinion

22 Work process 2: investigates own intercultural sensitivity Description The starting professional notices the influence of different cultural backgrounds in contact with other people. He asks questions about his culture and motivation, en relates about his own culture. He tries to see things from the other person s point of view en determines to which extend he is able and willing to adapt to that. He investigates his own boundaries in this respect Result Insight in own cultural sensitivity Insight in own boundaries of empathy and understanding Behaviour Shows interest in the culture and motivations of other people Takes cultural differences into account when relating to others Does not judge too quickly Extra for level 3-4 Delays judgement in order to approach own and other culture unjudgementally Tries to understand how other people think and feel in different situations Treats feelings, opinions and wishes of others with integrity (with regard to his own boundaries)