Institute for Sustainable Technologies – National Research Institute Poland, Radom 2007

MODULAR VOCATIONAL EDUCATION AND TRAINING

EXAMPLES OF GOOD PRACTICE IN EUROPE

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MODULAR VOCATIONAL EDUCATION AND TRAINING. EXAMPLES OF GOOD PRACTICE IN EUROPE The authors’ team: Krzysztof Symela (PL), Ludmiła Łopacińska (PL), Nigel Lloyd (EN), Marta Jacyniuk-Lloyd (EN), Nadeem Ahmad Khan (EN), Elmo De Angelis (IT), Kylene De Angelis (IT), Denitza Toptchyiska (GR), Nicole Georgogianni (GR), Istvan Kiszter (HU), Svetlana Kozlovskaja (EE), Krista Loogma (EE), Jürgen Mähler (DE), Tanja Logar (SI), Urška Marentič (SI), Julijana Cosic (SI), Rocío Blanco (ES), Cecilia Sevillano (ES), Maria Rudowski (FR), Thomas Popovac (FR), Sophie Joudrain (FR), Filippo Bignami (CH) The editors: Krzysztof Symela, Ludmiła Łopacińska, Nigel Lloyd, Marta Jacyniuk-Lloyd Translation: All partners Cover design: Tomasz Kupidura First edition, 2007 This publication has been prepared with the support of the European Community in the framework of Leonardo da Vinci Pilot Project "European Bank for the Development of Modular Curricula and Educational Technologies – EMCET2" (No. PL/2005/B/P/PP/174021) The content of this project does not necessarily reflect the position of the European Community or the National Agency, nor does it involve any responsibility on their part. © Copyright by Institute for Sustainable Technologies – National Research Institute in Radom,

Poland 2007 ISBN 978-837204-624-6

Publishing House of the Institute for Sustainable Technologies – National Research Institute in Radom ul. K. Pułaskiego 6/10, 26-600 Radom, phone (048) 364-42-41, fax (048) 364-47-65 e-mail: instytut@itee.radom.pl http://www.itee.radom.pl

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CONTENTS

INTRODUCTION 5

1. European Bank for the Development of Modular Curricula and Educational Technologies – EMCET2 – Krzysztof Symela 7

2. Main results of the project 13 2.1. EMCET/ModDB database as a tool to support modular education – Wojciech Oparcik,

Ludmiła Łopacińska 15 2.2. Modular Education Network (ModENet) – Nigel Lloyd, Nadeem Ahmad Khan,

Marta Jacyniuk-Lloyd 24 2.3. Competence profile for modular training trainer – international benchmarking – John Konrad,

Krzysztof Symela 32

3. Modular education and examples of good practice in Europe 41 3.1. Poland – Krzysztof Symela 43 3.2. United Kingdom – Nigel Lloyd, Nadeem Ahmad Khan, Marta Jacyniuk-Lloyd 55 3.3. Italy – Elmo De Angelis, Kylene De Angelis 69 3.4. Greece – Nicole Georgogianni 75 3.5. Hungary – István Kiszter 80 3.6. Estonia – Svetlana Kozlovskaja, Krista Loogma 87 3.7. Germany – Jürgen Mähler 92 3.8. Slovenia –Tanja Logar, Urška Marentič, Darko Mali 97 3.9. Spain – Rocío Blanco Rodríguez 104 3.10. France – Sophie Jourdain 115 3.11. Switzerland – Filippo Bignami 120

4. Project partners and their capability 125 4.1. Institute for Sustainable Technologies – National Research Institute (Poland)

– Henryk Bednarczyk 127 4.2. Cambridge Professional Development (United Kingdom) – Nigel Lloyd, Nadeem Ahmad Khan,

Marta Jacyniuk-Lloyd 130 4.3. Training 2000 (Italy) – Elmo De Angelis, Kylene De Angelis 133 4.4. Hellenic Regional Development Centre (Greece) – Nicole Georgogianni 135 4.5. National Institute of Vocational and Adult Education (Hungary) – István Kiszter 139 4.6. Institute of Educational Research Tallinn (Estonia) – Svetlana Kozlovskaja, Krista Loogma 142 4.7. German Education and Training GmbH (Germany) – Jürgen Mähler, Joanna Kutschke 143 4.8. National Institute for Vocational Education and Training (Slovenia) – Tanja Logar 145 4.9. Valladolid University General Foundation FGUVA (Spain) – Rocío Blanco Rodríguez,

Cecilia Sevillano Martin 148 4.10. The Resource and Initiative Unit for International Co-operation. The Center for International

Educational Programs (France) – Sophie Jourdain 150 4.11. Foundation ECAP (Switzerland) – Filippo Bignami 153

5. Documentation from research and analysis 155 5.1. Constitution of Modular Education Network – ModENet – Nigel Lloyd, Nadeem Ahmad Khan,

Marta Jacyniuk-Lloyd 157 5.2. Competence requirements for training specialists in partner countries, Poland – Krzysztof

Symela, United Kingdom – Nigel Lloyd, Marta Jacyniuk-Lloyd, Italy – Elmo De Angelis, Kylene De Angelis, Greece – Nicole Georgogianni, Hungary – István Kiszter, Estonia – Svetlana Kozlovskaja, Krista Loogma, Germany – Jürgen Mähler, Slovenia – Saša Grašič, Spain – Susana Lucas Mangas, France – Sophie Jourdain, Switzerland – Filippo Bignami 163

5.3. Questionnaire of competencies for modular training curriculum developer – Krzysztof Symela 207

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Introduction

The continuous changes to the nature of work are undoubtedly influencing the foundations of modern society, including the formation of knowledge and skills. The work process is conditioned by the technologies and the abilities of the worker. The content of work is undergoing constant evolution, especially in the context of development of science and technology, but the background of this evolution lies much deeper. We see the blossoming of our scientific and technical civilisation, including information and communications technology, in an increasingly multicultural society, together with globalisation of the economy.

This evolution requires continuing development of qualifications and competencies of employees, in line with the idea of lifelong learning, in order to be able to keep pace with the changes. As a result, content of work becomes richer and transformed, but this has consequences also for the employment structure (the labour market) and the development of vocational training and development programmes (the market for educational services).

With the dynamically changing contents of work it is necessary for the training content to be flexible, which facilitates updating and adapting them to the individual needs of learners. Hence the need to build flexible programme structures, so that the educational offer can match the requirements and expectations of the labour market. These needs are best fulfilled by programmes with a modular structure, where skills dominate theoretical knowledge. The knowledge that is taught and learnt needs to focus on those skills corresponding to professional tasks, so that the processes of teaching and learning are also affected. The modular layout of programmes inspires teachers to activity in the area of selection, organisation and delivery of training content, while motivating the learners to undertake learning activities in the form of tasks and practical exercises.

The modular approach („modularity”) in education is a concept for organisation of training contents, adapted from technology (e.g. modular solutions for technical devices: computers, construction structures, electronic systems, space stations, software etc.).

As shown by international experience, the „module” is not a strictly defined concept, and definitions may vary depending on the country, institution or recipients of program offers. This is due to the fact that so far no single, global (international) approach has been developed even for the terminology, nor for the methodology for building modular training programmes. Each country is developing its own approach to modularity in vocational education and training, which is shaped by its historical, economic and educational conditions, and the education policy.

Taking into account the above considerations, this publication is aimed at sharing European experience and examples of good practice in the development of modular education in vocational education and training. It has been prepared by the partnership from Poland, United Kingdom, Italy, Greece, Hungary, Estonia, Germany, Slovenia, Spain, France and Switzerland within the two year Leonardo da Vinci pilot project (2005–2007) (No PL/05/B/F/PP/174021) “European Bank for the Development of Modular Curricula and Educational Technologies” – EMCET2”. The project is a continuation of the successful pilot project finished in 2003 PL/00/B/F/PP/140179 “European Bank forthe Development of Modular Curricula and Educational Technologies – EMCET de Bank, that was carried out by a smaller partnership of 7 institutions from four countries (Poland, Italy, Belgium, UK). The EMCET2 project has aimed at valorising products from the first project, developing new solutions to support modular training in Europe. This aim was fulfilled with the active help of all the project partners. The multi-national, multi-lingual and highly experienced partnership has made it possible to present a wide range of products to a European (and world-wide) audience in their national languages.

This publication has been printed in 10 language versions aimed at modular training providers. (and institutions interested in this issue), teachers, tutors, trainers and instructors that take part in the development of modular training, designers, and developers of modular offers, methodologists, pedagogical supervisors and public authorities, experts, scientists and enthusiasts interested in developing competencies and a modular approach in formal, non-formal and informal education.

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The publication is divided into five parts. In the first part we describe the project. The main results are described in the second part. The descriptions of modular education systems in each country participating in the EMCET2 project and it presents selected examples of good practice recommended by the partnership are described in the third part. The next part is related to the partnership and its main results. The last part is related to the Appendices that provide supplementary information. The EMCET2 project and its results have been widely disseminated in the European, national, regional and local dimensions by the whole partnership in different publications, at meetings, workshops and seminars. The final conference of the project, organised in Warsaw in November 2007, gathered about 200 participants from different environments. They had the opportunity to see the project results, to listen to presentations and to participate in three workshop sessions that presented the ModDB (previously known as EMCET) database, European examples of good practice and the ModENet network and its website. The co-ordinator of the project – the editor of this publication – wants to thank all the individuals and partners’ institutions involved in the project for their understanding, and huge commitment and organisational team work. It has to be underlined that the international partnership put into the project not only their unique specialised knowledge but also their intellectual, organisational and financial resources. It assured effective co-operation for the development of the main products like the ModDB database (www.emcet.net) and the international Modular Education Network – ModENet (www.modenet.org). These products can be a platform of communication and future service for the development of the modular approach in international, European and national dimensions that will be developed long after finishing the EMCET2 project. ModENet will continue knowledge transfer, sharing pedagogical innovations and examples of good practice in modular education and training together with the development of competencies for staff participating in these process and taking into consideration new developments in lifelong learning such as the European Qualification Framework. I would like especially to thank the Department of Vocational and Continuing Education of the Ministry of National Education in Poland and similar institutions from other European countries for the support, friendly relations and help with implementing and disseminating EMCET2 project results. It would have been very difficult to achieve all these ambitious objectives if people from the Agency of Leonardo da Vinci programme had not been so favourable (at present – Foundation for the Development of the Education System, “Lifelong Learning Program”). I also would like to thank them very much on behalf of the whole partnership.

Krzysztof Symela Co-ordinator of EMCET2 project

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Krzysztof Symela Institute for Sustainable Technologies – National Research Institute, Poland

1. European Bank for the Development of Modular Curricula and Educational Technologies – EMCET2

The context of the project

The pilot project „European Bank for the Development of Modular Curricula and Educational Technologies” EMCET2 was executed during 24 months from December 2005 to November 2007. The EMCET2 pilot project responds to the needs of the European market of the professional educational services (objective c – to promote and reinforce the contribution of vocational training to the process of innovation) and supports teachers and trainers in application and promotion of the modular approach in vocational education and training (priority 4 – Continuous training of teachers and trainers).

The project was designed in line with national and international strategy: the Memorandum on Continuing Education – Commission of European Communities (Brussels, 30th October, 2000), Copenhagen Declaration (Copenhagen 29th-30th November, 2002) and National Strategies of Continuing Education Development (e.g. adopted by the Polish Ministry of Education on 8th July, 2003).

The project targeted the vocational education and training system in Member States. These systems vary widely between countries: organisational and institutional situation and solutions, the adult education and training system, companies where in-company and in-service training is provided. During the project a gap has been identified in the training market between the needs of employees and the training which institutions offer. Especially for adults, there is a need to provide information on flexible training courses to increase their uptake. New technologies (such as the Internet) make it easier for adults to find information and materials concerning their further education. This Project was designed to fill the information gap about training courses in selected EU countries and to provide innovative materials on teaching and learning processes for teachers and trainers.

Therefore the project was oriented to a new form of knowledge delivery and learning – teaching process as well as developing the competence of teachers, trainers, instructors and employees of small and medium-size enterprises (MSP) and the unemployed. The potential target audience of the project outcomes is: the persons organising training, carrying out a training needs analysis and managing the training process as well as employers and employees who have to update their knowledge and skills systematically, according to the standards required for different job positions. The necessity to systematically update knowledge and continually develop employees` skills results in more and more institutions searching for more effective forms of learning aided by Information and Communication Technologies; this requires the creation of an international information source (website, database) on the possibilities of skills development in different countries.

Recognition of needs within the scope of preparing teachers and trainers (for the purpose of modernising technologies, developing, executing and evaluating modular training) is systematically carried out by the project partner institutions, which develop this kind of activity in their countries. The project, by identifying the quality development needs in the area of training courses and competences of trainers in each partner country, has resulted in recognising common European needs. The research conducted by the partners in each country revealed a big interest in training in the use of databases and websites among training service providers, teachers, managing staff as well as individuals having access to the Internet. A world-wide tendency to use Information and Communication Technologies which have been successfully applied in education is another argument for creating a user-friendly learning environment, considering the possibility of accrediting education acquired in an informal and non-formal way

In accordance with the initial assumptions, the project’s outcomes will “facilitate the mobility improvement and the quality of qualifications of youth and adults” and it “contributes to develop new

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mechanisms to assure legal mobility of employees and services” as well (in our case these are educational services) between EU member countries. The methodological support is very important for organisers of educational service that meet a lot of challenges: • promotion and enlargement of the educational offer and access to continuing education with the

use of information and communication technologies, • enhanced flexibility of vocational education and training based on a modular approach that is

oriented towards achieving real outcomes in learning – teaching, • quality assurance, recognition and validation of qualifications and competencies obtained in formal,

non-formal and informal learning taking into account the European Qualification Framework (EQF) in lifelong learning. The „Bank” idea mentioned in the title of the initial EMCET de Bank project was taken from the

model of the classical bank in the financial system. However the ModDB bank does not gather money, but instead it assembles information about modular curricula and innovative educational technologies – verified in practice. The main clients are institutions offering educational service that apply modular approach in vocational education and training for the labour market needs. Each institution that would like to deposit “virtual” money into the “Bank” (like training programmes, methodological materials, information services) can count on income in the form of access to the data resources gathered in the „Bank”, which means the ModDB database (previously named EMCET).

The partnership which has executed the EMCET2 project is: (1) Instytut Technologii Eksploatacji – Państwowy Instytut Badawczy in Radom (ITeE – PIB Poland)

– co-ordinator, (2) Cambridge Professional Development – (CamProf, United Kingdom), (3) Training 2000 (Italy), (4) Hellenic Regional Development Centre (Greece), (5) National Vocational Institute for Adult Education (Hungary), (6) Institute of Educational Research, Tallinn University (Estonia), (7) GET German Education and Training (Germany), (8) National Institute for Vocational Education and Training (Slovenia), (9) General Foundation of Valladolid University (Spain), (10) The Resource and Initiative Unit for International Cooperation. The Center for International

Educational Programs (France) (11) Foundation ECAP (Switzerland), the so-called “silent partner” that has actively participated in the

project although not eligible to receive any funding from the EU Leonardo da Vinci Programme. Detailed information about partners is included in the publication (see part 4). The project aimed to connect the training institutions and educational market into one European

network to support the process of modularisation of the training systems in the new and “old” Member States. It was designed to improve the access to knowledge and materials (available from the websites www.emcet.net, www.modenet.org and in the ModDB database) for individuals, who wish to develop new skills and acquire new qualifications and competencies. In particular both trainers and training institutions would be involved in the development of the training modules database. The interfaces for the information systems would include all the major European language groups, providing accessibility to all and strengthening their direct international partnership, and encouraging harmonisation of national, sectoral and international training systems. Project activities and results The basic aim of the project was to set up the European Modular Education Network (ModENet), together with development of a multilingual database of information about modular training courses (ModDB) and an internet portal for both. They provide the necessary support and assistance for teachers, trainers, instructors and providers of educational services, who develop training programmes and materials enabling the workers, the unemployed as well as individual users to improve their

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professional competencies. The project took into account any current standards and requirements for those using a modular training approach, as well as additional functions agreed on within the partnership. Activities were undertaken in three workpackages. The first and the third packages were co-ordinated by ITeE – PIB and the second one was co-ordinated by CamProf. The main results are illustrated in Figure 1.

Figure 1. EMCET2 Project – main results

1. ITeE -NRI (Poland)Project management

and coordination of the development of IT system

2. CamProf (United Kingdom)Coordination of the development of the Modular Education Network

ModENet

WORK PACKAGE No 2 Increasing the membership of the European network ModENet, development of the necessary documentation, enabling statement of the legal status and constituation of the Board, development of promotion mechanism and co-operation with the other, national networks.

Results: − Descriptions of examples of good

practice, accreditation, certification used by Polish Network of Modular Education.

− Documentation which will be a basis for organization-legal functioning of ModENet (statute, programme).

− Formal constituation of the Board of ModENet, and a headquarter.

− Model of co-operation between ModENet and other partner countries’ networks.

− Brochure about ModENet in 10 languages.

− Information materials and multimedia presentations about ModENet.

WORK PACKAGE No 1

Expanding the contents and services offered by modular training providers as well as updating the information scope of the EMCET database and website www.emcet.net

Results: − IT system designed to meet users needs. − List of competencies required in the

profession of a modular training trainer. − International benchmarking report

presenting existing standards in partner countries and recommending European best practice standards for modular training trainers.

− Updated database and website resources in 10 languages.

− Technical documentation (source codes) and user guide of the final version of the IT system.

− Reports on testing and using the website and database resources

WORK PACKAGE No 3 Management, co-ordination of activities, quality assurance (monitoring, validation, evaluation) and preparation of materials and publications for the organisation of promotion and dissemination activities of the EMCET2 project products and outcomes in the course of the project and after its finalisation.

Results: ! Document outlining the implementation of the promotion and valorisation strategy of the EMCET2 project results. ! Dissemination programmes of the EMCET project results elaborated by 8 new partners of EMCET2 project. ! New publication ”Modular Education and Vocational Training. Examples of Good Practice in Europe” printed in 10 languages, 500 copies

each. ! EMCET2 project brochure in 10 languages, 5000 copies. ! Methodical workshop and seminars for the dissemination of EMCET2 project results and finding new users of the results. ! International conference summarising EMCET2 project results for ca. 150 people. ! CD (10-language interface) with multimedia presentation about EMCET2 project results and products and other dissemination and promotion

materials: calendars, notebooks, mouse pads etc. ! Report on internal and external evaluation of the EMCET2 project products and outcomes. ! Other form for the dissemination of the results.

3. TRAINING 2000

4. HRDC

5. NIVE

6. TLU

7. GET

8. CPI

9. FGUVA

10. CIEP CR2i

Transfer and valorisation of the outcomes of

EMCET de Bank projectPL/00/B/PP/140.179

EVALUATION OF PROCESSES & PRODUCTS

11. ECAP

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The project partners were involved in implementation of all the main tasks: − Identification of needs for and partners’ expectations about using the pre-existing EMCET database

and the internet website. The website has been elaborated (it is accessible on www.emcet.net) and 8 new language interfaces have been prepared. To promote and disseminate the project, electronic versions of the products of the earlier EMCET project have been put into the database (publications, training modules for modular training providers).

− Design and verification by the whole partnership of the research tool to compare (in 11 countries) any existing requirements for modular training trainer. A report on the comparison of vocational qualification standards and other competencies requirements for training specialists has been drafted.

− Market research into the needs and expectations of potential members of the modular education network (ModENet). A promotion strategy for the ModENet network has been prepared and a description of good practices within the Polish Network of Modular Education has been prepared,

− Development of the dissemination strategy and the valorisation of the EMCET2 project, taking into account the expectations and needs of direct and potential beneficiaries in partner countries. Within the accepted strategy a lot of information and promotion activities have been undertaken, i.e. information brochures in partners languages, articles that have been published in journals, information about the project in seminars and conferences, and dissemination through the Internet.

− Organisation of six partnership meetings (twice in Poland – Radom and Warsaw, in Slovenia – Ljubljana, in Hungary – Budapest, in France – Paris and in Germany – Cologne), to present and evaluate the project activities and to take decisions on important issues.

− Elaborate the report on competence requirements for modular training trainer and to promote the competence profile nationally and across Europe;

− Testing and implementing the ModDB database by introducing new resources. − External consultations and partners’ opinions, establishing the ModENet network (constitution,

activities, programme), and the finalising the documentation; − Implementing the promotion strategy and valorising the results, recruiting new members for

ModENet from beyond the partnership, and formal membership of ModENet by partners . − Appointment of the ModENet officers (Chairman, Governing Body, Secretary, Moderator) and

selection of a location. − Development of a co-operation model between ModENet and national networks (for example the

Polish Modular Education Network). − Development of the Polish Modular Education Network. − The publication „Modular education and vocational training – Examples of good practices in Europe”

in 10 languages, presenting the experience of all the partner countries. − Preparation and production of a multimedia CD (in partner languages) about the EMCET2 project

and its results and the production of other dissemination materials. − Preparation of the evaluation report by the external evaluator; − Organisation of workshops and dissemination seminars on the EMCET2 project results by the

partners for the potential beneficiaries. − Dissemination of the project results in media. − Organisation of the international final conference. − Agreement on the Intellectual Property Rights, commercialisation rules and further development of

EMCET2 products (ModDB and ModENet) after finishing the project. Valorisation, quality assurance and impact of the project

The aim of the EMCET2 valorisation strategy was to add value by maximising the use of the project results. Each partner prepared an individual dissemination plan based on the common strategy:

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− to involve the target groups and interested parties at local, national and European level from the very beginning and throughout the project,

− to produce final products that really meet the demands and/or interests of the target groups, − to promote the EMCET2 project and its outcomes through the project website www.emcet.net, as

well as with informative material (leaflets, posters, newsletters, etc.), − to disseminate the know-how of the project and its products to a large number of users and

interested organizations. − to record the valorisation and dissemination activity.

The instruments for the dissemination and implementation of the EMCET2 project results were (and still will be even after finishing the project): − Websites www.emcet.net and www.modenet.org − ModDB database. − Networks: ModENet, PNME (Polish Network of Modular Education) and SNMTP (Silesian Network of

Modular Training Providers). − Meetings, workshops, seminars, conferences. − Journal articles, newspaper articles, media interviews. − Reports and publications. − Printed and electronic promotional materials

Quality management in the Project was accomplished at two levels: strategic management (by the co-ordinator of the project) and operational management (by the responsible person in the project). It was set up to achieve the basic project objectives: the extension and the development of the EMCET database (finished in 2003) into the ModDB database, the implementation of ModENet as an innovative support and promotion system for modular training. The system uses ModENet activity and the multilingual internet portal and database to provide access to information and services. The target groups (training organisers, teachers, trainers, instructors) will be able to develop lifelong methodological competencies to use the development which modular curricula offer to the labour market, and to practise with the ModDB materials, training modules and examples of good practice. People who look for the new competencies (and qualifications) required in the European labour market will be able to find modular curricula offers and find out whether they lead to recognised qualifications.

The following criteria were the basis of quality evaluation: � conformity of outcomes with the list of detailed tasks for each partner as specified in contracts

concluded with the Promoter; � observing deadlines specified in the time-schedule; � the standard specified for the outcomes and final products (publications, information materials,

seminars, European network); � favourable opinions of beneficiaries and users of the outcomes and final products; � monitoring results and results of evaluation (internal and external); � diversity of dissemination accomplished by means of different media, according to the strategy and

valorisation plan accepted by all partners; � level of partners’ satisfaction; � the outcomes and final products do not exceed the envisaged and eligible costs of the project budget

(Community grant plus partners’ in-kind contribution) The project results contribute to:

1. Increased access to continuing vocational education by increasing the access to information (modular curricula, publications, training institutions, examples of good practice etc.) and to methodological materials for the development of teachers’ and trainers’ competencies in designing modular curricula for the labour market and also developing information tools to support these process.

2. Improved quality of continuing vocational training by improving the efficiency of the market for modular curricula of vocational training and the institutions that develop and implement such

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curricula, as well as by upgrading the knowledge and competencies of the teaching staff who apply a modular approach in practice.

3. Cooperation and integration between “new” and “old” European Union Member States mainly through exchange of experience and transfer of ideas and techniques (in education, methodology, science and culture), The ModENet network has shown how to create international co-operation, at the national level the Polish Network of Modular Education has provided the model and at the regional level the Silesian Regional Network of Modular Education has provided best practice.

The EMCET2 project is very important for introducing changes in national systems, practice and vocational education. Improved and implemented database is an innovative solution at the European market of educational service. It provides essential support for members of the target groups (teachers, trainers, training organisers, training institutions, key actors in the field of education) that search for information on flexible modular training. The ModEDB database is a tool of “global” impact for the members of ModENet. The development of the network is the best way to exchange information, knowledge and experiences leading to the improvement of training methodology. It is in accord with the Copenhagen Declaration by encouraging the improvement of European co-operation in vocational education and training.

Detailed information about the EMCET2 project is available on the websites www.emcet.net and www.modenet.org, and presented in articles of this publication as well. Regarding further development of the EMCET2 project results, the ModENet constitution sets out the co-operation and obligations of members, enabling the commercialisation of the products after finishing the project. In the future it will be necessary to transfer knowledge, pedagogical innovations and examples of good practice in modular education and training and to develop the competencies of staff participating in these process (possibly through an e-learning platform), taking into account the European Qualification Framework in lifelong learning. This will be a new challenge for the existing international partnership (ModENet). In the future it should lead to prepare next project funded by EU that would enlarge present achievements and results. Bibliography − Symela K.: The Principles of Implementation and Evaluation of Modular Programmes in Training of Adults.

MPiPS Warszawa, ILO Genewa, ITeE Radom 1999. − Training Needs Assessment for Europe. Practical Methods and Tools. Projekt Leonardo da Vinci

nr LV00/006/PP/36/179 – Instytut Technologii Eksploatacji w Radomiu, Radom 2003. − Symela K., Jacyniuk M. (red): Modular Vocational Education and Training for the Labour Market). Projekt

Leonardo da Vinci nr LV00/006/PP/36/179 – Instytut Technologii Eksploatacji w Radomiu, Radom 2003. − Symela K. (red): (European Bank for the Development of Modular Curricula and Educational Methodologies –

integration and co-operation in the area of culture and education). Projekt Leonardo da Vinci LV00/006/PP/36/179 – Instytut Technologii Eksploatacji w Radomiu, Radom 2003.

− Source materials Leonardo da Vinci no. PL/2005/B/P/PP/174021. ITeE – PIB, Radom 2005–2007.

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2. Main results of the project

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Wojciech Oparcik, Ludmiła Łopacińska Institute for Sustainable Technologies – National Research Institute in Radom

2.1. EMCET/ModDB database as a tool to support modular education

Development process of EMCET/ModDB database

The database created under the first EMCET project was upgraded and extended under EMCET2. According to the assumptions of the EMCET2 project (work package no. 1): • the content-related scope and services offered by modular training providers were modernised by

adding new language interfaces to cover all 11 partner countries involved in the project. • the database was renamed as ModDB to make clear that it is closely linked to ModENet. • the data within the ModDB database was updated and extended • ModDB is accessible from two internet websites created within the project: www.emcet.net and

www.modenet.org. EMCET2 project activities included restructuring the functionality of the database which had been

developed in the earlier EMCET de Bank project (2001–2003). The main changes were aimed at facilitating the ease of use of the database, increasing its user-friendliness, according to the expectations of the new multinational partnership. The input forms were changed (see annex – data base forms) to reflect the restructuring of materials from the EMCET database into the ModDB database, and all the information in the EMCET database was adapted to the new format. As a result of a partnership decision, the ModDB database is divided into 7 thematic blocks (Figure 1): 1. institutions, 2. modular curricula, 3. dictionary, 4. products: methodological materials and good practices, 5. qualification standards/profiles, 6. publications, 7. experts

Some of these blocks are publicly available through the Internet, others are only available to registered members of ModDB.

The partners were involved in the testing of individual thematic blocks and were also responsible for the quality of language interfaces and data placed in ModDB. The EMCET database offered only Polish and English interfaces, ModDB is available in ten language interfaces: English, Polish, German, Italian, Spanish, French, Greek, Hungarian, Slovenian, Estonian.

EMCET was implemented on the ORACLE platform. Due to technical reasons and limitations on the number of licences it was decided to use PHP standard and MySQL database management system as the platform for ModDB. This enables the use of database resources simultaneously by an unlimited number of people. It should be mentioned that the software used in the creation of EMCET database is made available free of charge. Naturally, the data resources from the EMCET de Bank project have been updated and transferred into ModDB.

The main beneficiaries of the ModDB database are the following user groups: project partners and the members of ModENet, PSK and RŚŚKM networks, modular education and training providers, teachers, lecturers, trainers and instructors involved in the realisation of modular training, designers of modular curricula offers, methodologists, experts and scientists having interest in developing modular approach in formal, non-formal and informal education, educational administration, pedagogical supervisors and labour market institutions. A separate group of beneficiaries is people searching for vocational training curricula which have specific characteristics (using the ModDB search facilities and classification of modular training curricula).

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Figure 1. Thematic blocks in ModDB database

The usage rules of the database ModDB has been implemented as a computer system consisting of the internet website and

database administered by the Institute for Sustainable Technologies – National Research Institute in Radom. The access to the database has been controlled by introducing an authorisation system.

The selection of an appropriate language interface can be made by clicking the icon of the appropriate national flag. In order to use the ModDB database one has to click the hyperlink „Database” on the main www.emcet.net website (Figure 2).

Figure 2. The main website of EMCET2 project

Information for entitled users (login and password required)

Information for all e-users of Internet (logging not required)

1. INSTITUTIONS Modular Training Providers and ModENet

Members

2. MODULAR CURRICULA Recommended Offer of Modular VET

3. GLOSSARY OF TERMS Modular Vocational Education and Training

4. ITEMSMethodological Materials and Examples of

Good Practice

5. STANDARDS Occupational qualifications Standards and

Competencies Profiles

6. PUBLICATIONS Recommended Publications

7. EXPERTS Details About Experts Recommended by

ModENet Members

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After this operation the publicly available database blocks (institutions, modular curricula, dictionary, which do not require registration as a ModENet member) will appear (Figure 3). These thematic blocks are designed for users who are able to view the data, but are not authorised to interfere, remove or modify the contents.

Figure 3. Homepage of the ModDB database

There are two groups of database users

• unregistered users: may download materials in the form of files, view and search available information, but only from the.

three publicly accessible thematic blocks: institutions, modular curricula, Dictionary; • registered users: are able to use all database resources.

The registration of new users, allotting accounts and authorisation for them is carried out by the ModDB database administrators (entitled employees of ITeE – PIB in Radom).

The registered user has to log in to the system by writing his or her username and password. After the user has been logged in, a webpage appears which enables access to all of the database, including the thematic blocks with restricted access: institutions, modular curricula, methodological materials and good practices, qualification standards/profiles, publications, dictionary, experts (Figure. 4)

Search of database resources

Each thematic block of the database has its own individual search criteria, so that users may easily pose an inquiry and find the desired information.

Since the database stores data in ten languages, when defining the inquiry it is necessary to specify the search language. The criterion of the search language is independent from the interface language of the database. Thanks to this feature it is possible to search the database in different languages, without the need to change the interface language. Figures 5-11 present the inquiry form for each thematic block.

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Figure 4. Website after log-in with access to all thematic blocks of the database

Figure 5. Form for searching the database resources for the block “Institutions”

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Figure 6. Form for searching the database resources for the block “Modular curricula”

Figure 7. Form for searching the database resources for the block “Qualification standards/profiles”

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Figure 8. Form for searching the database resources for the block “Methodological materials and good practices”

Figure 9. Form for searching the database resources for the block “Dictionary”

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Figure 10. Form for searching the database resources for the block “Experts”

Figure 11. Form for searching the database resources for the block “Literature and publications”

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When entries in the database fulfil the criteria specified by the enquiry, a list is displayed. By selecting a desired item from the list, its information will be displayed (Figure 12).

Figure 12. Fragment of information about a selected institution

Development prospects of the ModDB database

More and more frequently schools, teachers and students make use of modern information and communication technologies either to keep pace with changes or to be more attractive and competitive in the marketplace. The resources gathered in the ModDB database offer great chances for the development of staff competencies and for ensuring the quality of educational services based on a modular approach. The database has an open „structure” which allows further development by adding new elements and additional functions, depending on users needs.

In the next development stage of the database the following aspects in particular will have to be considered: − using feedback from ModENet members to enhance the ModDB database in terms of user-

friendliness and usefulness; − wide promotion of ModDB in different environments (sectoral, international, national, regional and

local) to increase the number of training modules described in thematic block 2 and the number of hits. ModENet is likely to be the key to this dissemination and promotion;

− systematically updating and complementing the data for the other thematic blocks; − extending the cooperation with national, sectoral and transnational databases of similar content to

ensure interoperability; − converting the module 2 database of information about training modules so that instead of being

a secondary database which needs to be constantly updated, it becomes a search engine of all the primary databases listing training modules (in the same way that price comparison web sites search all the known retailing sites to find out the cost of a particular item);

− ensuring compliance with emerging international standards for data relating to training.

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The ModDB database constitutes one of the major resources of the ModENet network (the other resource is the ModENet members themselves), It is therefore an important support for the dynamically developing European market of educational services. It has taken the innovative EMCET database and considerably enhanced it, ensuring online access to materials and new services for European providers of modular curricula, individual recipients of training offers and other users interested in the development and exchange of ideas in the application of modular approach.

Bibliography − Source materials Leonardo da Vinci no. PL/2005/B/P/PP/174021. ITeE – PIB, Radom 2005–2007. − Poradnik użytkownika Bazy danych EMCET. ITeE – PIB, Radom 2007. − Resese G.: Java. Aplikacje bazodanowe. Najlepsze rozwiązania. Helion, Gliwice 2003. − Ulman J.D., Windom J.: A first course in Database Systems. Wydawnictwa Naukowo-Techniczne, Warsaw

2000. − Internet website of the project: www.emcet.net.

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Nigel Lloyd, Nadeem Ahmad Khan, Marta Jacyniuk-Lloyd Cambridge Professional Development, United Kingdom

2.2. Modular Education Network – ModENet Introduction

ModENet (Modular Education Network) is a network of modular training providers as well as individual enthusiasts, researchers and experts across various disciplines who aspire to the modular approach in various fields of vocational education and training. One of the main aims of EMCET2 project was to create the network of training providers across Europe and beyond. The task was led by the team from Cambridge Professional Development (CamProf) with the co-operation of the rest of the partnership of the EMCET2 project. A four-phase strategy was proposed during the project kick-off meeting: Phase One: Market Research: to identify the target groups who could be the potential members of the Network and to gather information about their numbers, needs and expectations Phase Two: Product Definition: to develop the business plan, agree on the services to be offered, the institutional setup, devise the name, investigate the financial viability and pricing structure. Phase Three: Establishing the Brand: to create the functionality on the website, to develop the ‘look and feel’ on the website, and other materials such as a publicity brochure for the network, and to develop the legal framework, constitution and to identify office bearers for the network Phase Four: Building Membership: to recruit members for the network and devise strategy for self-sustainability after the end of project Market Research – Target Groups

With the expansion of EU and more countries joining the Union, the size of population of EU has expanded to nearly 500 million and it is expected to grow still further. As EU has expanded dramatically, the scope of the Network across Europe is increasing significantly. Keeping in view the varied composition of EU countries in terms of size and structure, the estimated number of Vocational Education (VE) students and trainers is numbered in millions. For instance in UK alone the number of Vocational and Further Education (VE/FE) college students is over 6 Million. This huge pool of potential Network members in the shape of University researchers, VE/FE College lecturers, trade associations or professional vocational training providers could be linked together through the Network. Our market research conducted in 2006 suggests that the most likely members for the Network will be the vocational training providers in both public and private sectors (see below). All partners in the project have identified it as the area where the probability of finding members will be maximum. In the first phase, market research was carried out in order to identify potential target groups who would become potential members of the Network. A further aim was to carry out needs analysis for the identified target groups in the partner countries and therefore a two-part questionnaire was prepared: • Part I to know the likelihood of finding potential members from various sectors from partners’

perspective. • Part 2 for onward distribution to at least 10 potential members in each partner country.

A discussion paper containing the questionnaire was distributed to the partners and the questionnaire was also piloted with experts in the field of VE/FE in the UK; and the final draft was distributed to partners in February 2006. The summary of results from nine countries was presented to the second partners meeting in June 2006. Some issues and concerns were raised by the partners

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throughout the process of data collection; and their concerns were addressed through web discussion and extended e-mail replies.

A summary of the potential market segments in each partner country is shown in Table 1 below: It is interesting to note that there are both similarities and differences in the potential target groups in different countries. The colleges of further education, universities, training providers as well as educational research institutes have emerged as highly potential target group within the project partnership. Table 1: Countries identifying the Market Segments (category of person in type of organisation) likely to join the Network

Market Segments Trainers Researcher Head of Institutions

Consultants /Experts

VE Students

Employers (internal Training/Staff Development)

U, P, S, F P, G, F, Gr P, I, E, F,

Voluntary organisations/NGOs

S, E, F, Gr I, G P, I, G, E, H, Gr

R& D organisations P, E, Sl P, E, I, G, S, H, Gr, Sl

E, I, G U, P, E, I, G, H, Gr

P

Network/ Association of Training Providers

P, I, G, S, F, H, Gr, Sl, Sp

P, I, G, S, F U, P, I, G, S, F, H

Professional Institutions

P, I, G, S, E, Sl, Sp

P P, I, G, S, E, F, Gr, Sp

P, I, S, F, Gr

University/FE/ VE Departments

U, P, I, G, E, F, H, Gr, Sl

U, P, I, Sp, G, S, E, F, Sl

P, G, E, Gr G, S, E, F, H, Gr, Sl

U, P, I, G, E, F

Educational Research Institutes

P, I, Sl, Sp U, P, I, Sp, G, S, E, F, H, Gr, Sl

P, G, S, E, H, Gr P, G, S, E, F, H, Gr

Vocational Education Training Providers

U, P, I, G, EGr, S

U, P, I, E, Gr U, P, I, G, S, E, H, G, R, Sl

U, I, E, H

Trade Associations

U, F G U, P, I, F, H G

Key: U = United Kingdom, P = Poland, I = Italy, G = Germany, Sp = Spain, Gr = Greece, F = France, E = Estonia, Sl = Slovenia, H = Hungary, S = Switzerland.

In Poland, UK and Italy, there is a high probability of of recruiting potential members from Educational Research Institutes and from Networks or Associations of training providers. On the other hand, all partners are of the view that there is least probability of recruiting potential members from Trade Associations, Employers or NGOs.

In response to part 2 of the questionnaire, we received 64 filled questionnaires from a variety of respondents: teachers, university trainers, and association of networks of small/medium enterprises. The most precise data set was obtained from Italy, however, due to small sample size (in some cases only two or three respondents), it is not meaningful to draw quantitative generalisations at national level. However it is possible to identify similar or different patterns in the opinions of the respondents, and to take all respondents together: • Only 11% wanted to join the Network in order to communicate with other modular training providers

on a regular basis. The reason for the small percentage might be due to the fact that not all respondents were training providers and others would be least interested to communicate with the training providers.

• On the other hand, 46% of the respondents mentioned their keen interest in exchanging ideas through the network. A possible explanation could be that more teachers/ trainers had responded to

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the questionnaire. The implication is that the Network should provide a forum for on-line exchange of ideas.

• 42% of the respondents wanted to use the Network for increasing their network of contacts. • Interestingly, 44% looked for the opportunity to sell courses and only 19% for the opportunity to buy

courses from the Network. In response to the question on how current needs were met and at what cost, there was a huge

variety in responses. The time invested for meeting their current needs ranged between none to 150 hours with a cost ranging from nil to 3000 Euros in some cases. This indicates that a network with an affordable subscription would attract more individuals and organisations. One of the respondents mentioned that even a ‘subscription to VET directory’ costs £295 per year, which was quite a lot, and they do not want to subscribe to the directory. Though the individuals (as opposed to organisations) mentioned that they would be interested in selling their courses, none spent money for this, and they currently used their contacts and invested time to get information about new courses. Brief Summary of Target groups in EMCET2 partner countries

The partners provided information on the size and characteristics of the target groups in their country.

In UK, there are 171 universities and around 409 institutions of Further Education. There are over 6 million students nearly 150, 000 trainers in the area of vocational and further education. These target groups use modular training across various vocations and can be targeted as potential members for the Network. However virtually all this training is modular and modular training is already fully established.

Poland has a huge potential as modular vocational education and training is beginning to be introduced. There are over 20,000 vocational training providers, 1,000 vocational training consultancies and over 2,000 trade associations. Over 50 networks of training providers also exist and hence there is a high likelihood of recruitment of members to the Network from Poland.

In France people’s access to further education and training is directly linked to their employment status. Employees can be trained as part of their company’s training scheme or ask for personal training leave. French job-seekers, by benefiting from an additional qualification, can increase their chances of getting back into employment. AFCCI (Association of French Chambers of Commerce and Industry) are the second biggest training body in France after the National Ministry of Education. Each year the 540 training centres that they manage, train 500,000 students, apprentices, from first level qualifications through to higher business schools or engineering qualifications. The number of young people including apprenticed young people (in France apprenticeships of basic training) is about 747,000. Companies and public sector employees are around 3.5 million and generally get support from employment-based routes to training.

In Italy, training organisations and Universities are producing and executing training mainly connected to the productivity context aimed at SMEs, new immigrants and disabled people. New training is taking place for people with low qualifications or just graduate – looking for first employment – all of them are subject to 120 hours a year of “New apprenticeship training” in a modular setting. At present each provider is preparing their own modular content in the same subject area so there is a huge market of training providers and consultancies that would be interested in joining the Network.

Greece has high proportion of potential enthusiasts in the area of vocational education and training. Research carried out for the national Statistical Service of Greece in 2002 suggests that 9.2% of the population was involved in vocational training, from which 5.6% (6.9% men and 4.3% women) have attended and completed a vocational training course lasting more than six months.

In Estonia, there are two Educational Research Institutes and 76 VET schools enrolling 29,915 VET students. The number of graduates in the year 04-05 stood at 7049. This number suggests that there is likelihood of finding members for the Network from Estonian market.

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In Germany, the number of young adults leaving general schools alone are about 950,000 and they will enter the training market in 2006-7. In addition, there will be young people seeking vocational education and training after leaving partially qualifying vocational schools or vocational preparation schemes, their number cannot be accurately estimated. Assuming the VET participation rate of 2003, about 593,000 new training contracts would have to be concluded nationwide in 2006-7 (Federal Ministry of Education and Research 2006).

Hungary has an estimated number of 23,000 VET trainers and around 216,000 VET students. The modular approach is quite new in the Hungarian context and it is estimated that a large number of individuals and organisations would join the Network. Spain has a slightly different system and 55 universities of higher education and 75 employment services are jointly responsible for providing training to the staff.

General data concerning VET and the school system in Switzerland shows somewhat similar trends. There are around 1.5M pupils and students (of whom 400,000 people participate at tertiary level, where modularisation could play a significant role). Also 130,000 secondary and tertiary level certificates and diplomas are delivered every year by training institutions. Those involved in providing training could be the potential member of the Network.

The estimates mentioned above provide the basis for reaching out to the potential target groups in the 11 partner countries. The figures mentioned above are estimates provided by the partners for their own countries and give an over-view of the potential market for the Network. Definition of ModENet

The partnership decided that the Network would need a better name than ENMTP (European

Network for Modular Training Providers) and so an internal competition was held, which ultimately selected “ModENet” (Modular Education Network). This name was registered in Poland and the domain name www.modenet.org was purchased.

The partnership decided that the EMCET DataBase and ModENET should be brought together under a single organisation and management structure.

After careful deliberation and brainstorming, the EMCET2 partnership agreed the following vision and mission statements for ModENet:

Vision ModENet (Modular Education Network) will become a self-sustaining network of modular education

providers and enthusiasts across Europe and the rest of the world, known throughout the community of modular education providers in VET, the first source of expertise on modular education and training, with active participating members.

Mission ModENet’s mission is to enable individuals within organisations to develop and share best

practices and modules, enhancing their capability in developing career-oriented lifelong education. The next stage was to develop the business strategy for the network and the CamProf team drafted a comprehensive business plan for ModENet. The Business Plan built on the information from the market research. Its 15 pages provided sections on: • the relationship between the EMCET database and the ModENet network, • categories of membership, • products and services, • the market, • subscription ratek, • activities including those which are potentially income-generating activities, • staffing, • marketing strategy,

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• corporate organisation, • administration, responsibilities of the administration, • governing body, responsibilities of the governing body, • responsibilities of the ModENet members, • the legal structure and constitution, - critical risks and vulnerabilities: political, socio-economic, environmental, technological and others, • financial projections.

Some of these sections are spelled out below. CamProf engaged John Konrad, the animator for the most successful CEDEFOP Virtual Communities, to advise it on how best to run the Network.

ModENet Offer

ModENet aims to be the first point of contact for all training providers, researchers and enthusiasts interested in a modular approach to teaching/learning. ModENet offers: for a Training Provider:

ModENet is the ‘one-stop-shop’ bringing together potential buyers and sellers of training modules. Some of the featured benefits include: • Global Networking with training providers from all across the world. • Access to debate rooms, web blogs, and contact information about the special interest groups for

the exchange of experiences and best practices. • Opportunity to up-load and download information about training modules, and contact with other

training providers. • Unlimited access to training databank of modular training providers in various disciplines. • An opportunity for international comparisons and benchmarking. • The first point of contact for latest news and events in the field of modular education and training. for an Individual Trainer/ Researcher: ModENet enables individuals to network with experts/ trainers and colleagues. They can exchange ideas, learn about latest developments, find links to relevant organisations and access to the latest research. They will also have an opportunity to publish their work. for Enthusiasts: Those who wish to promote the use of training modules will find ModENet a great opportunity for connecting with the global community of like-minded enthusiasts, and fulfilling their training and professional development needs.

Types of Membership Offered

It was decided to offer three types of Membership, with the subscriptions depending on whether the member is from a high or low GDP country. − Individual ModENet membership – for those enthusiasts who don’t buy or sell course modules, but

want to participate in ModENet. − Organisational membership – allows an unlimited number of staff of member organisations to

benefit from individual membership of the ModENet network, exchanging expertise and using it for professional development.

− Advertising membership – allows member organisations to upload information of their modular training offer to the EMCET database and update it. Members of the organisation also benefit from membership of the ModENet network, exchanging expertise and using it for professional development. The annual fee is substantially higher than either of the above, and is dependent on the number of training modules advertised.

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High GDP countries are defined as: in Western Europe (UK, IRL, D, F, I, CH, S, PT, Benelux, Nordic), North America, Middle East (Israel, Saudi, UAE, Oman), Far East (Japan, Taiwan, Korea, Australia, New Zealand). Other countries are considered to be low GDP countries and will be offered substantially lower subscription rates.

Establishing the ModENet Brand Having reached agreement on the nature of ModENet, it was possible to start creating the

functionality and establishing the brand, At the same time, the legal statutes were carefully planned and the first draft of constitution of the network was created. The ITeE Graphics Department designed a house style for ModENet, which has been used for the website contents as well as for a brochure. A strategy was also devised for marketing and promotion of ModENet. As part of this branding, it was decided to rename the EMCET DataBase as “ModDB” so that it shares the brand image.

ModENet website: www.modenet.org

The heart of the network is its website. CamProf engaged Elspeth and Mark Timmans, first to advise on how best to create the desired functionality, and then to build it. They recommended the use of Moodle software.

Moodle (Modular Object-Oriented Dynamic Learning Environment) is ‘open source’ (and therefore free) and is a free Virtual Learning Environment (VLE) and Learner Management System (LMS). Moodle has been developed for and by the educational community and provides extensive functionality to cover the requirements of the local school through to universities and hospitals. It is well established with over 30,000 education sites operating worldwide with 63 sites having more than 20,000 users. Moodle is acknowledged to be one of the easiest VLEs to download and upgrade. Moodle is free to download and use, making it a cost effective method of developing online communities. There are alternative open source VLEs but Moodle is the most established and widely used. Moodle is being constantly updated and improved by users in similar situations. There are no commercial influences or restraints imposed: Moodle allows client customisation without any of the constraints put on by proprietary versions. The Moodle website is extremely informative and facilitates collaborative support for users in a number of ways. The Moodle Community has over 200,000 registered users speaking in over 75 languages including discussions in Polish.

Although the requirements for the ModENet community differ from the traditional teacher /student relationship in which Moodle developed, there is all the functionality in Moodle which ModENet will need.

The site requires all users to register and be logged in before most of the site content can be viewed. A pre-login page welcomes users and outlines the site’s aims and facilities. Clicking the “login” button takes users to the login/registration page. When the user has logged in, the homepage appears with navigation to all of the site’s pages and features.

The homepage shows: − Terms and conditions (link to). − Classified advertising (potentially). − Links to a chat room, glossary etc.

In addition there are screen areas containing: − Calendar. − Upcoming events. − List of participants. − Links to other websites such as ModDB. − Latest news.

The core of the ModENet site is the discussion forums.

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New users can register themselves as guests using “Email-based registration”. This system allows ModENet to collect personal information before automatically emailing a link which, when followed, allows the user to create an account. Users can specify in their account profile whether they can be contactable by email.

A privacy policy has been developed and a code of acceptable behaviour for members.

Figure 1. The main website of Modular Education Network – www.modenet.org

Figure 2. The discussion platform of Modular Education Network

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Social networking ModENet aims to promote social networking between members. This is possible via a homepage

link “Participant” which provides a list of all registered users (not necessarily logged in). From the list it is possible to see details of other users and view their profile, send messages and access their blogs and site contributions. Whenever a user makes a contribution to the discussion their name is attached, other users reading their contribution can view their profile. Users can upgrade and update their own profile by adding: • Free text descriptions. • Keywords describing interests, projects and so on. • A Picture. • Whether they are contactable by e-mail.

It is possible to host online meetings such as chat rooms and discussion forums. Such meetings can be time limited, restricted to specific user groups and can link to documents, links, websites, images, video or other types of content. Chat rooms allow multiple users to chat in real time achieving quick results but with only the administrator able to create a log of what has been ‘said’. Discussion forums allow participation at times of the individual’s choosing, and generate a visible record. ModENet offers collaborative content development, for example of the glossary. ModENet Governance

The ModENet Constitution was agreed and it has been officially registered as an organisation in Poland. The first meeting of the Governing Body of ModENet was held after an EMCET2 Partnership meeting in Cologne, Germany. Mrs. Marta Jacyniuk-Lloyd was elected as the founding ModENet chairperson and the roles of secretary and treasurer have been entrusted to representatives from ITeE, Poland. Nadeem Khan is the Facilitator.

Recruiting ModENet Members

At the end of the EMCET project, ModENet has been publicly launched at the EMCET conference in Warsaw. This included workshops for conference participants to learn about ModENet and the opportunity to try out its facilities with the support of the CamProf ModENet team.

In addition there is a membership recruitment campaign. All the partners have provided the facilitator with contact lists of potential members. The new members comprise individuals and organisations from well beyond the project partnership and from well beyond Europe. Invitations have been sent along with the ModENet brochure to over 500 experts/ individuals. Members have started on-line registration and we envisage membership to grow in the near future (see part 5.1).

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John Konrad (UK), Krzysztof Symela (PL)

2.3. Competence profile for modular training trainer – international

benchmarking

International comparative analysis of qualification requirements for training specialists in the context of the creation competence profile for Modular

Training Trainer Introduction

This report is designed to establish the context for the EMCET2 project and specifically to describe the context of such qualification requirements in terms of European policy and analysis within the EU Education and Training 2010 programme. The report identifies an EQF – compatible approach that will facilitate the development of a Modular Training Trainer. Modular Training is defined as a "System in which the training content is divided into independent units or modules of learning [1]. Although this approach is drawn from the recent experience of the National Qualification and Credit Framework – QCF for England, Wales and Northern Ireland, the approach draws on a model of Training Trainers that has potentially wide application across the EU. Methodological assumptions

The report assumes that the policy statements and communiques of the European Council in 2002, 2004 and 2006 are based on an accurate analysis of the situation. It must however be pointed out that these documents are principally concerned with the situation within the formal initial Vocational Education and Training – VET systems.

It is assumed that any viable approach to the development of a competence profile, or more generally, an occupational Standard [1] (a National Occupational Standard is "a crucial aspect of ensuring that a qualification is relevant to the occupational sector it serves is by taking into account the recognised professional standards for the sector or industry) will involve reference not only to a National Qualification System or in future, a National Qualification Framework – NQF, but also to European Frameworks. This topic will be revisited below. Results of comparative analysis

The development of the competencies of Teachers and Trainers has been a major priority area since the start of the Copenhagen Process in 2002. This priority has been reinforced in subsequent reviews in 2004 (Maastricht) and 2006 (Helsinki).

"In improving the attractiveness and quality of VET, more emphasis should be placed on good governance of VET systems and providers in delivering the VET agenda, through: responsiveness to the needs of individuals and the labour market, including anticipation of skills needs. Particular attention should be paid to the needs of small and medium-sized enterprises; highly qualified teachers and trainers who undertake continuous professional development" [3].

A significant factor in this process is the Decision to implement the European Qualification Framework – EQF [4] that will require Member States to use Learning Outcomes (on 24 October 2007, the European Parliament voted in favour of adopting the Recommendation on the establishment of the European Qualifications Framework for lifelong learning. The EQF will link countries' qualifications systems, acting as a translation device to make qualifications more readable to Member States, employers and individuals and so enable individual citizens to move to another country to work or study

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A frequently used definition is "statements of what a learner is expected to know, understand and/or be able to demonstrate after completion of learning" [5].

This will imply that each specialist framework will need to identify generic levels of competence. Following the above conclusion from the Helsinki Communique, the needs of the labour market and especially those of small and medium-sized enterprises should be a significant element is defining the competence requirements. The ways in which this will be achieved will vary according to the law, policy and practice of the country concerned. There may also be sectoral differences and it is important that the national frameworks are flexible enough to accommodate these differences (for example, the needs of trainers concerned with differing occupations and having different types and levels of occupational competencies) [6].

For example, the typology used in the Polish research suggested three Levels: Level I – Trainer Beginner has basic methodological knowledge and documented practical experience (min. 3 years) within modular approach. Level II – Trainer Specialist has specialised methodological knowledge and documented practical experience (min. 5 years) within modular approach, he/she can also be a counsellor and trainer for the trainer from the first level. Level III – Trainer Senior has extensive specialised methodological knowledge, documented practical experience (more than 5 years) and significant implemented achievements within modular approach, he/she can also be a counsellor or trainer for trainers from the second and third levels) (see part 5.3).

Figure 1. Competencies profile – Modular Training Curriculum Developer (EMCET2 project)

The Swiss study of best practice identified the following approach. The I-CH Baukasten (modularised) model could be described highlighting some specific outcomes

and goals: • in the modularisation project, all information technology competencies are described in modules with

the aim at representing all IT competencies used in the working world in a modular kit for information technology,

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• it is important for the purposes of clarity and completeness that the kit is organised into fields of IT competence. All IT competencies have to clearly belong to one of these fields of competence. A module plan divided into fields of competence and competencies of activity identified for each module serve as a basis for the development of the individual module descriptions.

The module descriptions are designed in accordance with the conditions of Swiss modular system (ModuQua), containing prescriptions related to module identification standards, proof of competence, supplier identification. In addition, module manuals are provided as a teaching aid. The norm of a module is usually 40 lessons (see the descriptions in German at www.moduqua.ch in French at www.alice.ch/001alc 020602 fr.htm). This Swiss model has an interesting and comprehensive approach to the Training of Trainers for the modular curriculum that offers three double modules or five single modules. The double module 1 is concerned with "Deliver the training of adults" and has a nominal value of 150 hours at Federal Level 1 (see the description in French at www.alice.ch/001alc 02050203 fr.htm). It is not clear how far this approach is related to standardised descriptors, but previous experience suggests that this might well be the case. An interesting new development worthy of further study is the MSc in Vocational Education and Training that started in September 2007 (described in three languages DE, FR, and IT at the site of the Swiss Federal Institute for Higher Studies in Vocational Training at www.master.ehb-schweiz2.ch, a summary in English is available at www.master.ehb-schweiz2.ch/english.html). In view of other developments in Swiss policy and practice in the validation of experience in non-formal learning, it would also be useful to examine how far access to this programme may in the future be provided to those holding the equivalent of a Bachelor's degree. Designing modular programmes

The studies produced to date by the EMCET2 project do not appear to be compatible with the European standard approaches referred to above. It may be that sufficient information is not yet available, and, as indicated in the comments on the Swiss case study, a fuller analysis of the policy context may well be necessary.

It is necessary to comment that competence is not simply a question of time served or the number of teaching hours, but rather depends on the knowledge, skills and competencies required [7].

This typology is important as it creates a basis for an EQF-compatible structure. The new English Teacher/Trainer/Instructor Qualification Framework illustrates this point. The Levels used by this Framework are those of the revised National Credit and Qualification Framework for England, Wales and Northern Ireland. This pilot Framework is designed to be compatible with EQF and the new European Credit System for Vocational Education and Training – ECVET (see the description of this approach at http://ec.europa.eu/education/ecvt/index en.html). The qualifications available are: Level 3 – Award in Preparing to Teach in the Lifelong Learning Sector (6 Credits). Level 3 Certificate in Teaching in the Lifelong Learning Sector (24 Credits minimum – 18 mandatory Credits and a minimum of 6 optional Credits) Level 4 – Award in Preparing to Teach in the Lifelong Learning Sector (6 Credits). Level 4 Certificate in Teaching in the Lifelong Learning Sector (24 Credits minimum – 18 mandatory Credits and a minimum of 6 optional Credits).

Each Credit is equivalent to 10 contact hours [formal learning]. According to the rules of the Qualification Credit Framework – QCF contact hours are allocated for programme delivery. This includes group tutorials and the delivery of the theory aspect of the assessments. An equal amount of non-contact time is recommended, to cover the candidates' individual tutorial support time, developmental activities, research, self-study and teaching practice. The Centre should maintain a record of the contact hours. Centres should note that contact and non-contact hours are notional and should be used as a guide. It is at the discretion of individual centres as to how they manage the

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delivery of the qualification requirements. Provided that these are met, centres have the flexibility to deliver the qualification in as many hours as they deem appropriate. Centres should, however, take into consideration that funding will be based on the recommended contact and non-contact hours. Candidate entry requirements

There are no formal entry requirements for this qualification, but candidates must be considering a subject for delivery and be aiming to achieve / or have achieved a qualification and experience for their subject/skill at the appropriate level (hhis paragraph reflects the deregulated nature of the UK labour markets where a significant proportion of occupations have no legal basis. The importance of this new Teacher Qualification Framework is that it establishes for the first time a legal basis of occupational competencies for this profession in VET).

In addition, the nature of both the learning and assessment required for the qualification is such that candidates should have the ability to manage the requirements of the level of the qualification they are taking, read and interpret written tasks, and to write answers in a legible and understandable form. Evidence of this should be recorded as part of their initial assessment. Candidates will also need to be able to organise written information clearly and coherently. It is good practice to embed these skills in the programme of learning.

Skills for Life personal skills: literacy, numeracy and ICT within the programme delivery. Centres should provide candidates with access to support in these areas where necessary.

Candidates will be expected to have maintained and completed their continuing professional development (CPD) in accordance with regulations, where appropriate. Accreditation of prior learning and experience (APEL)

Accreditation of Prior Learning (APL) and Accreditation of Prior Experience and Learning (APEL) recognise the contribution a person's previous experience could contribute to a qualification. Both the theory and practical assessments must be successfully achieved to gain recognition against the full six-credit unit comprising the qualification (for an overview of current debates and developments in this important field of policy and practice, see Duvekot R and Konrad J (2007), "Towards a transnational concept of valuing lifelong learning: some practical reflections on developing theory" downloadable from www.leeds.ac.uk/educol/documents/166725.htm).

Reflective Learning Journal

Candidates should be encouraged to write a Reflective Learning Journal from the beginning of the programme. Candidates are permitted to use their own journal format during the course. It is good practice for candidates to complete this form after each session. However, candidates must complete a journal entry after each assessment task completed (for an illustration of the use of this approach, see "Writing a Reflective Journal" www.teachingexpertise.com/articles/writing-reflective-learning-iournal-642).

Staffing for the PTLLS Award Members of staff delivering and assessing the Preparing to Teach in the Lifelong Learning Sector

(PTLLS) qualification, including teaching practice observers, must hold a minimum of a level 4 teaching/training qualification such as Level 4 NVQ in Training and Development, Level 4 NVQ in Learning and Development, 7305 Level 5 Diploma in Teaching in the Lifelong Learning Sector (DTLLS), Certificate in Education (Cert Ed), or Post-graduate Certificate in Education (PGCE). Staff must also have experience in delivering and assessing teaching qualifications at level three or above. Staff without the required experience must follow an induction programme, work shadow a qualified/experienced

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member of the team, and have their assessment decisions countersigned by an experienced member of the team until they have achieved the required qualifications and experience. Records must be maintained for external verification purposes. There should be a balance of staff that fulfils the qualification and experience requirements to ensure a robust assessment and quality assurance system.

Staff should engage in ongoing Continuing Professional Development – CPD activities. These may include observation and evaluation of other staff within the delivery team, supervision, professional discussion, standardisation events, case reviews, research, reflective practice, mentoring and attendance at conferences and events.

Subject specific support/mentoring

Centres are encouraged to appoint a subject specific mentor to each candidate, to give support on subject specific pedagogy. It is good practice for mentors to observe candidates. This will be in addition to the 30 minutes microteaching / teaching practice observed by the programme team.

Mentors should hold Qualified Teacher in Learning and Skills – QTLS status, a relevant vocational qualification/skill related to the candidate's subject area and considerable experience in teaching and learning in context. Mentors should be trained in mentoring skills and be familiar with the requirements of the Preparing to Teach – PTLLS the Certificate – CTLLS, and the Diploma – DTLLS qualifications.

They should provide professional support including mentoring and provide direction in the processes and practices of contextualized teaching, lesson planning and resource development.

It would also help and support the candidate if the mentor carried out teaching observations, using the observation report provided. This would be in addition to the required tutor observations. Centres should also ensure, where possible, that peer support takes place within the cohort, where candidates with a similar subject specialism are encouraged to support each other.

Tutors

The role of the Tutor is to: � Plan, manage and deliver the qualification. � Carry out initial assessment on all prospective candidates. � Agree with the candidate an action plan/Individual Learning Plan – ILP, based on the candidate's

initial assessment and induction. � Ensure that each candidate is aware of the assessment requirements throughout their Programme

of learning. � Ensure that candidates undertake relevant teaching activities to match the qualifications that they

are undertaking. � Observe the micro-teach/teaching practice delivery (a member of the centre's programme delivery

team may do this). Recordings of the micro-teaching should be maintained for external verification purposes.

� Give candidates detailed feedback on their delivery, incorporating use of the Observation Report. � Provide guidance and support to candidates on the assessment requirements for each assessment. � Ensure that the candidate has met the assessment requirements. � Provide each candidate with prompt, accurate and constructive feedback within 14 days of

submission of each assessment, using the assessment feedback forms provided. � Keep accurate and legible records of candidate progress and achievement. � Meet with the Centre Co-ordinator and other tutors to share good practice and maintain standards.

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Micro-teach / Teaching Practice Observer (must be a member of the course delivery team)

The role of the Teaching Practice Observer is to: � Ensure that they are familiar with the requirements of the qualification. � Observe the candidate's teaching practice delivery. � Give candidates detailed feedback on their delivery, incorporating use of the Observation Report

and Assessment Record where appropriate. � Make and maintain accurate records of micro-teach/teaching practice observations. � Ensure that records are made available for quality assurance purposes. Mentors

It is recommended that the mentor is a specialist in the relevant field, according to the role of the candidate. Mentors should provide support for the professional development of the candidate in context. For example, checking schemes of work, session plans and course development activity.

Internal Verifiers

The role of the Internal Verifier – IV is to ensure that all assessments are sampled. The sample should cover all Candidates, Assessors and locations. Centres should: • Use the smallest sample size to cover the work of all personnel contributing to the delivery of the

programme is sampled by a range of methods to include: − Monitoring tutors' observations of micro-teach/teaching practice sessions (live and/or recordings

where appropriate). − Discussion with candidates on the learning process and their experiences. − Records of tutorial review sessions. − Monitoring programme delivery.

� Record monitor and maintain all sampling activities. � Carry out standardisation activities record these activities a suitable Ensure that a subject specific

mentor is appointed to each in-service candidate where applicable to support good practice. � Ensure that staffing, learning and physical resources are appropriate. � Ensure that candidates complete and keep in portfolios records of achievement and micro-teach/

teaching practice logs. External Verifiers

The role of the External Verifier – EV is to ensure that: � Initial assessment records are sampled. � Centres are following the assessment specifications published by the Awarding Body. � Centres interpret the unit requirements consistently. � Centre documentation meets the requirements of the Awarding Body. � Centres carry out internal verification of candidate work. � The programme delivery is observed. � A sample of micro-teach/teaching practice is observed. � All assessment questions are sampled and that the sample covers all Candidates, Assessors and

locations. � Centre standardisation activities take place and are recorded. � Candidates are registered with the Institute for Learning – IfL (the relevant professional association

see: www.ifl.ac.uk/services/p_wwv_page?id =154&menu_id = 1089). � Staffing, learning and physical resources are appropriate.

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Equal opportunities Access to this qualification is open to all, irrespective of gender, race, religion or creed, age or

special needs. The Centre Co-ordinator should ensure that no candidate is subjected to unfair discrimination on any grounds in relation to access to assessment and to the fairness of the assessment.

The Mandatory units Note: The option units at Level 3 and Level 4 are part of the Certificate – CTLLS.

Level 3 – Preparing to teach in the Lifelong Learning Sector (in these Standards, Teaching includes all similar activities such as Training or Instructing) 1. Understand own role, responsibilities and boundaries of role in relation to teaching

Learning Outcomes – the Candidate will be able to: � Explain their own role and responsibilities, and the boundaries of their own role as a teacher. � Identify key aspects of relevant and current legislative requirements and codes of practice

within a specific context. � Identify other points of referral available to meet the potential needs of learners. � Identify issues of equality and diversity and ways to promote inclusion. � Explain the need for record keeping.

2. Understand teaching and learning approaches in the specialist area Learning Outcomes – the Candidate will be able to: � Identify relevant approaches to teaching and learning in relation to the specialist area. � Explain ways to embed elements of Functional Skills (e.g. Maths, English and ICT) in the

specialist area. � Justify the selection of teaching and learning approaches for a specific session.

3. Demonstrate session planning skills Learning Outcomes – the Candidate will be able to: � Plan a teaching and learning session which meets the needs of individual learners � Justify the selection of resources for a specific session.

4. Understand how to deliver inclusive sessions which motivate learners Learning Outcomes – the Candidate will be able to: • Explain ways to establish ground rules with learners which underpin behaviour and respect for

others. � Use a range of appropriate and effective teaching and learning approaches to engage and

motivate learners. � Explain and demonstrate good practice in giving feedback. � Communicate appropriately and effectively with learners. � Reflect and evaluate the effectiveness of own teaching.

5. Understand the use of different assessment methods and the need for record keeping Learning Outcomes – the Candidate will be able to: � Identify different assessment methods. � Explain the use of assessment methods in different contexts, including reference to initial

assessment. � Explain the need for record keeping in relation to assessment. The above Learning Outcomes generate assessment criteria that provide the basis for judging

theoretical and practical competence through specified assignments. Many of the specific competencies relating to situations such as the modular curriculum can be

reflected in the way in which these assignments are prepared.

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For example, the Level 3 theoretical assignment 7 requires that a candidate is able to: "State the different assessment methods available and explain the ones you would use for your subject area, including reference to initial assessment. State the types of assessment records you would complete and explain why. (Recommended word count: 300-500 words)". The Level 3 practical assignment 1 requires that a candidate is able to: "Produce a learning programme/scheme of work in your subject area, for a minimum of six sessions (the length of each session is to be agreed between yourself and your tutor)". All assignments are graded as either Pass or Refer. Conclusion and recommendations

The outcome of this study suggests that the important factor in preparing for the Developers of Modular Training Curriculum is to ensure that the processes are sufficiently transparent for individuals to have their competencies recognised. This will involve making the maximum use of European Standards such as EQF and ECVET. Such a development may well benefit from Transfer of Innovation support from the Leonardo da Vinci sub-programme of the EU Lifelong Learning Programme.

The approaches used in the English Teacher Qualification Framework offer a model worthy of further consideration.

There will clearly be considerable challenges involved in this process, not least to ensure that emerging National and Sectoral Frameworks are capable of recognising a common currency of competencies and standards and related to the changing needs of the labour market.

There are a number of relevant projects that may have a useful impact, for example the new Leonardo Transfer of Innovation Project VOTE-ALL. Note: The supplement to the raport is point 5.2 where we have put competence requirements for training specialists in 11 partner Countries, and point 5.3 – Questionnaire of competencies for modular training. Bibliography

1. Modular Training is defined as a "System in which the training content is divided into independent units or

modules of learning." Source: Cedefop European Training Thesaurus http://libserver.cedefop.europa. eu/ett/en/tr1589.htm.

2. A National Occupational Standard is "a crucial aspect of ensuring that a qualification is relevant to the occupational sector it serves is by taking into account the recognised professional standards for the sector or industry." See http://www.sqa.org.uk/sqa/23172.html.

3. Page 6. The Helsinki Communique can be downloaded from http://www.minedu.fi/vet2006/communique. html?lang=en.

4. On 24 October 2007, the European Parliament voted in favour of adopting the Recommendation on the establishment of the European Qualifications Framework for lifelong learning (EQF). The EQF will link countries' qualifications systems, acting as a translation device to make qualifications more readable to Member States, employers and individuals and so enable individual citizens to move to another country to work or study. http://ec.europa.eu/education/policies/educ/eqf/index en.html.

5. Adam S (2004), Using Learning Outcomes: A consideration of the nature, role, application and implications for European education of employing 'learning outcomes' at the local, national and international levels. http://www.bologna-bergen2005.no/EN/Bol sem/Seminars/040701-02Edinburgh/040620LEARNING OUTCOMES Adams.pdf.

6. For example, the needs of trainers concerned with differing occupations and having different types and levels of occupational competencies. Consider for example the EQF Outdoor Activities project described at http://www.eqfoa.eu/index.php?page=general presentation.

7. For a systematic analysis of this complex matter, see Brockmann M (2006), "Qualifications, learning outcomes and competencies: a review of European divergences in vocational education and training (VET): A review of the literature. Downloadable from http://www.kcl.ac.uk/content/1/c6/01/57/15/literaturereview.pdf.

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3. Modular education and examples of good practice in Europe

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Krzysztof Symela Institute for Sustainable Technologies – National Research Institute, Poland

3.1. Modular education and examples of good practice in Poland Introduction

In vocational education curricula are elements determining quality and at the same time didactic work effects. The educational system reform in Poland assumes creation of an integrated vocational education system referring to European Union standards, enabling acquisition and confirmation of vocational qualifications on the same principles in the school and out-of-school system. It will ensure the increase in professional mobility level and linking the vocational education system with the labour market. Modular curricula, which let create flexible and adjusted to employers’ expectations offers of acquisition of vocational qualifications and competencies are one of basic tools helpful in achievement of objectives of the vocational education system reform (Ministry of National Education about vocational education, 1999).

Curricular reform enables vocational schools to develop own curricula on the basis of education curricular bases in an occupation approved by MoNE. Some schools have already prepared such curricula, but for the majority of them it is a new challenge, which must be preceded by familiarisation with new conceptions of selection and arrangement of educational contents. Schools will still for many years use centrally approved curricula without modification or only with modified educational contents. Such a curricular freedom is very required, in particular in vocational education, where we observe the most dynamic changes in the range of teaching contents. That is why school cannot indiscriminately delivery curricula, even these approved by MoNE. It is impossible to educate for the labour market needs without taking into account regional and local conditions, expectations and predisposition of students, without checking if they meet requirements included in the curricular base of education in an occupation.

Changing requirements of jobs, their evolution, creation and disappearance forces to search for effective methods of vocational education and flexible treatment of curricula. New curricula should enable to create students’ vocational activation attitudes, in particular skills of executing vocational tasks in the conditions of competitiveness, use of modern technologies, adaptation to changes in technology and work organisation and readiness to continuing education and repeated change of an occupation. It is an assumption important for forming new quality of curricula and educational services, as it contributes to a creative attitude of a teacher to design and delivery of educational contents. 1. The process of designing modular curricula of vocational education

Modularisation is not a new concept. It has been introduced into many domains, frequently in an intuitive, natural way, on many occasions without conscious thinking about the benefits it brings. It relies on the acceptance of a common standard and construction of its multiplication (e.g building, manufacturing industry, electronics). „Module” means a permanent factor repeatable dimension of something, a unit of defined features (e.g architectural module).” (Dictionary of the Polish Language, PWN, Warszawa, 1988). Modularisation aims at ordering (material and non-material) elements which are comprised by a final product, into appropriate subsets.

Development of new teaching programmes is based on basic programme, educational framework and general formal and legal requirements in respect of educational system reform, together with the output of science, technique, pedagogy and didactic (Fgure 1).

The choice of the way in which of the teaching programme for a vocation should be organises (arranged) (thematic, „teaching blocks”, modular, mixed) should depend on the programme authors. In the programmes organised by „blocks” the contents of related subjects are connected into thematic

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cycles (for example, humanities-social block, mathematics-nature block). In the programmes of modular structure theoretical and practical contents from many fields of knowledge are integrated.

The scope and content of teaching programmes for a vocation are determined by programme guidelines for education in a vocation, which is also a starting point for specifying examination requirements. In future the programme guidelines for education in a vocation will be replaced by vocational qualification standards resulting from the work process requirements.

Figure 1. Model of designing teaching programmes for a vocation Modular curricula are preferred in the undergoing reform vocational school. The base of designing

a curriculum is a three-element system of education in vocational school, i.e. general education (including general vocational education), general vocational (general technical) education and vocational and specialisation education as well as connected with this system of possibilities of separating vocational education modules within educational classes. The following aspects are taken into account in the course of designing a curriculum, separating modules and later modular units: − functions of graduates from a particular type of school, − objects of work and dominant type of collaboration in the course of executing vocational tasks.

Functions of graduates result from the range of contents included in the notion of a practised profession(s) executed at the workers’ (journeyman’s – craftsman’s) level. The main functions of this group of employees first of all have an executive character. Sets of activities connected with technological processes in industrial, building, agricultural and other production or activities connected with material and non-material services for citizens and enterprises contribute to this character. Preparation to work at this educational level requires to acquire not only necessary knowledge and skills from the area of appropriate technological processes but also communication skills and skills of preparing documentation connected with running economic activity – running-repair service, craftsman’s activity, etc.

A general division of required skills can be used in the course of deciding the work object in a particular occupation according to the situation if they concern: data – information (e.g. comparison, specification, analysis), people (e.g. persuasion, instruction, negotiation), objects (e.g. installation, service, regulations). Moreover, knowledge of dominant types of co-operation characteristic for

BASIC TEACHING PROGRAM FOR A

VOCATION

Formal and legal basis of curricula development

Teaching plan framework for a vocational school

TEACHING PROGRAM FOR A VOCATION • Teaching plan for a vocation

• Teaching programmes in a system:

Objective Block Modular

− Detailed educational aims − Teaching material in the form of

programmes’ passwords − Methodical guidelines for realisation of a

teaching program − Offers of control and assessment methods

of a student’s educational achievements

Requirements of work process

Vocational qualifications standards

Examination requirements standards

Scientific, technical, didactical and pedagogical

requirements

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execution of tasks in a particular occupation is also crucial. These types are as follows: man-technology, man – man, man – nature, man – system of signs, man – work of art. Tasks specific for a particular occupation require execution of lots of activities (single and complex ones) in the area of three categories: • technological tasks – concerning methods of work, manufacturing technologies, services,

execution of operations, development of projects, research, etc., • organisational tasks – concerning organisation of work, planning at own post and organisation of

work of subordinate employees (among others planning, checking, control, etc.), • tasks of management and co-operation – concerning co-operation with other workers, team

management and co-operation within a team, co-operation with superior authorities, collaborators, the enterprise’s environment,

• tasks of quality control – concern self-control of the job performed or the service provided, control the work of subordinate employees, quality assessment of products and services, responsibilities applying to the procedures of quality assurance in a company. One should also bear in mind that a particular object of work (e.g. technical system, living organism

or element of work of art) is connected with a particular kind of means of work, system of work organisation, etc.

Three paths of reaching a modularised arrangement of vocational education contents are possible through: − analysis of curricular bases of education in an occupation, − analysis of vocational requirements included in different vocation-related materials or direct analysis

of work at posts appropriate for a particular occupation, − direct application of a particular qualification making a subject of vocational examination.

Designing a curriculum begins with defining separation criteria of vocational education modules (Figure 2).

The first (initial) criterion defines internal logic relations occuring among vocational tasks and qualifications needed for their execution. Grouped sets of tasks and qualification requirements (skills, knowledge and psycho-physical features) identified on the basis of curricular bases of education in an occupation, real requirements of the work process and requirements of examination standards and vocational qualification standards (if such will be developed for nearly 1770 occupations characteristic for a Polish economy) should be the result of analysis.

In operational activities one should carry out identification of vocational tasks specific for an occupation and analyses showing their assignment to qualifications making a subject of external vocational examination. Similar analyses should concern correlation of vocational skills constituting vocational qualifications (included in a curricular base of education in an occupation in description of graduate qualifications) and vocational tasks separated in the occupation.

The agreed second criterion concerns kind and specific character of vocational qualifications and enables to verify and arrange an initial set of tasks and vocational qualifications according to specific character of four kinds of qualifications, i.e. further vocational, general vocational, basic for an occupation and specialised qualifications. The above mentioned division of vocational qualifications was agreed in the course of work concerning creation of a methodology of vocational qualification standards in Poland. That is why it was agreed to be used as an arranging criterion.

Such an approach implies occurrence of four categories of modules in a vocational education curriculum, without prejudice of their final number. It is very probable that vocational education curricula will include a few modules in each category, in particular different specialised modules or modules directed at particular vocational areas (within the category of general vocational modules)

The first category of vocational education modules called “Attitudes of vocational activity” concerns the canon of further vocational education, common for all occupations, where skills of a general character, practical skills (useful in occupational and extra-occupational life) key, social, economic-legal, organisational and other skills should be particularly emphasised. According to kind of

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activity names of modules in this category can be differentiated, e.g. “Bases of social communication”, “Bases of work with computer”, etc. However, one should remember that vocational education includes also general education, among others the subject “entrepreneurship”, which – what is often forgotten by teachers and curricula designers – also prepares to an occupation. Thus, possible separation of modules in this category should be preceded by an in-depth analysis of curricular bases and curricula belonging to the group of general comprehensive subjects.

Figure 2. Separation process of vocational education modules

The second category of vocational education modules called “Technical bases of an occupation” refers to the canon of education common for a particular vocational area, e.g. building trade, mechanics, etc. According to a group of occupations, for which a curriculum is developed, the last element of the module’s name should be differentiated. In the case of building occupations it can be called “Technical principles of the building trade”. The number of modules in this group depends on differentiation of subjects and work means in occupations qualified to the vocational area. If differentiation is small then one module of vocational education should be separated (example as above).

CATEGORIES OF VOCATIONAL EDUCATION MODULES

Curricular bases of education in an occupation

Vocational qualification and examination standards Identified work (job) descriptions

Curricular blocks – sets of skills and knowledge

Sets of skills, knowledge and attitudes for qualifications in an

occupation

Sets of vocational tasks and activities corresponding with

them

1.

BASE

S O

F VO

CATI

ONA

L AC

TIVI

TY

2.

TECH

NIC

AL B

ASES

OF

AN O

CCU

PATI

ON

3.

PRIN

CIPA

L W

ORK

S IN

AN

OC

CUPA

TIO

N

4.

SPEC

IALI

SED

T W

OR

KS

IN A

N O

CCUP

ATIO

N

Arranging criterion – concerns kind and specific character of vocational qualifications

Initial criterion – concerns internal logic relations occurring among vocational tasks and qualifications

REQUIREMENTS OF THE

WORK PROCESS

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The third category of vocational education modules called “Basic works in an occupation” refers to the canon of education specific (basic) for a particular occupation, e.g. bricklayer, plasterer, floorer, etc. In this case also the last element of the module’s name should be differentiated and it can have e.g. the name “Basic bricklayer technologies”. The number of modules in this category results from the assortment of work and development of technique, technology and organisation of manufacturing (production), service and technological work.

The fourth category of vocational education modules called “Specialised works in an occupation” also refers to the canon of education specific for a particular occupation. However, it refers to narrow specialisation in the occupation. In this case names of modules in this category can refer to name of specialisation, if such occurs in the occupation. One should also take into account that a lot of specialisations require the employee to have additional qualifications certified by competent organisations in the out-of-school system. The curriculum should include the areas of tasks of specialisation, which do not require these certified qualifications. However, it is worth showing students what their further vocational career could be. Thanks to appropriate efforts – agreements with authorised bodies – school can be an organiser of training leading to acquirement of particular certified qualifications. These new functions of school, connected with continuing education should constitute an additional educational offer for students, in particular when school deliveries a curriculum with a modular structure of educational contents.

Vocational education modules from the first, second and third category should be obligatory (compulsory) for all occupations (educated at the level of a worker) forecasted in the classification of school occupations. On the other hand, the fourth category of modules will occur in the situation when school decides for running specialisation, what depends on having an appropriate base and staff and on regional needs.

Figure 3. Structure of nodular vocational curricula – school system in Poland

MODULAR VOCATIONAL CURRICULA FOR THE OCCUPATION

Vocational education modules

Modular unit Modular unit Modular unit

• Educational aims • List of modular units • Scheme and layout of

modular units • Literature

• Detailed educational aims • Teaching material • Exercises • Didactic aids • Methodological guidelines

for delivery of teaching material within each modular unit

• Suggestions of control and evaluation methods of students’ educational achievements

– Introduction– Organisational and programme assumptions

for the occupation – Teaching plans

1

2

3

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2. Directions for implementation of vocational education modular curricula

As mentioned before, the assumptions that apply to development of modular curricula (for a vocation), result from Polish experiences and international practice in modular education, especially from the experience of International Labour Organisation. The directions (see below) include the context in which the curriculum is developed, as well as, its implementation: • acquiring knowledge and skills, in modular education, depends mainly on the tasks which one

should perform in real or simulated conditions; • modules and modular units related to them should be the basis for the organisation of learning

content and should enable, taking the specific profession into account, development of various contents structure – obligatory and/or adjusted to individual needs;

• modular educational system defines specific ways of acquiring vocational qualifications and competencies: − while acquiring qualifications one demonstrates the ability to do the job according to norms

and standards that are required in a specific work place; − students’ progress and achievements are controlled regularly which helps to eliminate school

failures; • development of modular education is based on following rules:

− vocational curricula correspond with the requirements of a specific job and take individual qualities and experience of learners into account;

− in the learning process, the theory is integrated with practice and supported by application of activating methods of teaching and learning;

− teaching underlines the necessity of acquiring the knowledge in a gradual way and necessity of helping to gain skills and qualities of character; going to the next stage is possible after passing the preceding one;

− vocational curricula should be flexible, open for necessary modifications and structural supplements of some of their elements; which enables the students in acquiring specific skills, knowledge and helps them to gain the necessary qualities of character;

− modules should integrate theoretical knowledge of different areas, together with practice. This interdisciplinary character of modules influences the change of the teachers’ function and competencies, organisation of classes and methods of teaching and learning;

− modular curricula “break” with objective oriented content structure of learning, modular content structure is a reflection of vocational tasks;

− educational package which is an integral part of the curricula is directed on a student enabling him to learn independently or with the help of a teacher by the application of multimedia techniques;

− modules and modular units are assessed and marked separately which enables a student to get specific competencies and qualifications confirmed by a certificate;

− a teacher, in the role of an advisor or a partner, organises and manages the didactic process and gives feedback on the students’ achievements;

− development of a modular curriculum requires co – operation of many experts, the developers should have specific competencies especially in identification and analysis of occupational tasks and activities, as well as, their extrapolation on didactic tasks.

The features of modular curricula and of vocational education process lead according to them, verified within the pedagogical experiment executed by the Institute for Sustainable Technologies under the auspices of the Ministry of National Education between the years 1997 – 2000 are presented in Table 1 and 2. Some of the features, which apply to modular and objective education, are particularly exposed in modular education.

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Table 1. Features of modular curricula

CURRICULUM STRUCTURE AND LAYOUT

AIMS OF EDUCATION TEACHING MATERIAL CURRICULUM ORGANISATION AND REALISATION

− Readable concept of the curricula (theoretical basics, separating criteria of modules)

− Transparent layout of the curriculum

− Structure of the curriculum – modules and modular units

− Correlation schemes between modules and modular units

− Coding system of modules and modular units

− Possibility of application of modules and modular units in different occupations and occupation areas

− Occupation description including list of occupational tasks and needs of the labour market

− Operational aims of education (activity and its content, conditions, standard)

− Hierarchical layout of detailed aims of education

− Readable and clear aims description

− Structured teaching material − Teaching material related to the

aims of education − Teaching material related to the

students’ perception − Examples of exercises, test

problems, materials for students − Enter criteria for each module

and modular unit, and a way of assessing them

− Possibility of individualisation of education

− Integration of different teaching concepts: structural, individual, multimedia etc. teaching

− Possibility of receiving certificates confirming school achievements after the completion of modules and modular units

− Specific standard of tech. didactic equipment

− Propositions of testing and assessing students’ achievements

− Methodical guidelines for realisation of teaching material within separated modules and modular units

− Teaching plan

Table 2. Features of educational process according to module based curricula

ORGANISATION OF EDUCATIONAL PROCESS

METHODS OF EDUCATIONAL WORK

DIDACTIC MATERIALS RELATION: TEACHER – STUDENT

QUALITY OF EDUCATION

− Availability of curricula documentation for a teacher

− Recruiting process combined with diagnosis of the candidates’ knowledge and skills

− Facilities for students (social, didactic)

− Individual teaching curricula for students

− Possibility of taking additional classes

− Services and counselling for students

− Issuing “partial” certificates

− Activating teaching methods

− Organisation of classes in groups (up to 15 students)

− Optimal use of the time in class

− Control of enter skills − Attractiveness of methods

for students − Self-organisation and

creativity of students − Assessment of a

teacher’s teaching methods given by the students

− Availability of educational packages

− Actuality and esthetics of students’ materials

− Methodical materials for a teacher

− Availability and modernity of educational equipment

− Exact number of educational materials and facilities

− Motivating students to studying – regular control of their achievements

− Partner contact teacher – student

− Collecting certificates of achievements by the students

− Giving feedback on students’ achievements

− Collecting feedback from the students

− Clear and understandable assessment criteria

− Assessment procedures corresponding with curriculum requirements

− Documentation of the educational process

− Monitoring and evaluation of the educational process by the teachers and a school management body

− Procedures of assuring quality of education

− Effective system of information

3. Modular curricula in vocational education and training for the labour market

In Poland modular training is based either on individual curricula developed by different educational institutions, which by the rule are a kind of “self solution”, or adaptation of ILO – MES concept to the local and institutional conditions (MES – Modules of Employable Skills). According to the experience, resulting from the project TOR#9 – Adult Training, executed in the years 1993–1997 by the Ministry of Labour and Social Policy in co – operation with the International Labour Organisation, the process of modular training is highly effective and useful especially in shaping vocational skills. It is applicable where the individualisation, choice and differential of training contents is needed, where flexibility and fast, effective technique of shaping specific sets of skills enabling realisation of specific occupational tasks in specified jobs, is essential. It should be underlined that MES methodology in Poland has gone through two phases of development. The first one took place within the project TOR#9 whereas the second within just finished project PHARE 2000 – National System of Vocational Education and Training. The necessity of adjustment this methodology to Polish conditions was the outcome of the following premises:

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− Candidates for training presented higher intellectual level than people to whom International Labour Organisation dedicated the MES methodology. Because of this fact, Polish curricula enable shaping typical, as well as, combined skills on basic vocational preparation, vocational, secondary and higher levels. Whereas, the ILO’s bank of modular curricula applies to key activities on the lowest level.

− Theoretical basis of vocational education and training should include traditions and output of Polish pedagogical science (especially pedagogy of work) and other sciences, which influence the competencies of didactic staff, as well as the teaching and learning process. The idea is “to ensure a positive transfer of modular teaching concept into the already existing educational and training systems in different institutions that offer educational service”.

− Development of modular educational curricula in vocational education and training institutions is the reason for designing such a set and structure of these curricula in vocational training, which could be used and adapted to different types and forms of learning (in a training institution and distance learning), including self-education (especially of teachers and trainers).

− Widening the range of various didactic aids and materials (printed and multimedia including the Internet resources) which can be used in modular training, influences the range and form of materials dedicated to students and teachers. Whereas, in the classic MES concept, materials for students as part of “didactic elements” are usually printed ones. Modern understanding of modular training based on MES methodology implies the following:

1) the range of learning content in training programmes results from the analysis of the occupational content, that is: tasks and related to them occupational activities practically realised in a specific workplace in a company;

2) teaching programme is divided independently into specifically designed and correlated teaching and learning units (that is: modular and training units described in this paper), which relate to knowledge, skills and attitudes required in realisation of occupational tasks in a workplace;

3) candidates for training can start their education from different introductory levels, that is: there are different learning paths available which can be adjusted to different levels of the knowledge acquired earlier, individual predispositions and needs;

4) teachers/trainers design and realise educational classes using a wide range of methods in order to help the students in reaching the expected results;

5) educational materials for students and teachers are an integral part of a teaching programme and are of key importance in teaching and learning; they enable to assess the achievements and results of learning and acquire selected knowledge essential in shaping specified sets of skills;

6) the organisational structure is highly effective (that is: staff competencies and tech. didactic materials); that is why a vocational modular curriculum can be executed in real or simulated conditions (though related to the real ones);

7) assessment of the students’ achievements is a fixed element of a teaching and learning process, based on two level assessment: “can” (“is able to”) or “cannot” (is not able to), which eventually requires additional training (classes) to pass a specific training unit or the whole set of training units that form a specific modular unit;

8) “modularisation” in vocational schools should be perceived as a kind of universal, structural concept which offers people education in different life situations and at the same time keeping their vocational mobility. Such approach makes modular curricula of vocational training to be perceived as an effective way

in coping with the dynamic changes in work content which are “transformed” by education into various training services’ offers. Whereas modular curricula itself, is a basic document in organising training for a specific work area characteristic for an occupation, specialisation or integrated multi occupational area. This area is divided into independent, specifically designed and correlated teaching and learning units which enable an effective acquirement of vocational skills and knowledge required on the labour market.

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Summary Modular structure of a curriculum is the main, but not the only didactic novelty of last years, which

emerged in vocational education and on the educational services market. Assignment, with the use of evaluation methods, what benefits it brings will enable educational decision-makers and managers to plan a development strategy of this sphere of services for the society in the area of a didactic system of educational institutions. Articulation of experimentally checked principles, methods and procedures, on which education in the modular system should be based in Polish conditions is aimed at facilitating the process of making optimal decisions at the level of the vocational education system, educational institution, teacher and pupil/student. New “generation” of modular vocational curricula is the beginning of a way that leads to quality improvement of educational services and to the development of qualifications and competencies of “human resources” in Europe. So far collected intellectual potential (experts, curricula authors, reviewers, training institutions) is a good basis for continuation of work in order to develop modularised curricula offers. It should be underlined that modularisation appreciates and makes the use of informatics systems in the range of offering content – related and methodical help for trainers and for learners. That is why the database which was designed during execution of EMCET2 project was the first such solution in Europe with good chances for further development. It should lead to creation of international platform of information exchange concerning modular curricula of vocational education and training in different countries, as well as, development of trainers’ competencies and offering internationally approved training modules.

Bibliography − Chrosciel E., Plumbridge W., Handbook on Modules of Employable Skills Training, Vocational Training

Branch, International Labour Office, Geneva 1992. − Symela K.: The principles of implementation and evaluation of modular programmes in training of adults.

MoLSP, ILO, ITeE, Warsaw – Geneva – Radom 1999. − Symela K. (red.), Efektywność kształcenia modułowego w Polsce w systemie szkolnym i pozaszkolnym.

ITeE, Radom 2001. − Symela K. (red.), Zarys metodologii konstruowania modułowego programu nauczania dla zawodu.

Warszawa, KOWEZ, 2001. − Symela K., Jacyniuk M (ed.): Modular Vocational Education and Training for the Labour Market. ITeE,

Radom 2003.

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Good Practice – Poland 1. Title of good practice

Polish Network of Modular Education (PNME)

2. Owner Institute for Sustainable Technologies – National Research Institute, Staff Education and Development Centre, Pulaski Str. 6/10, 26-600 Radom, Poland, tel. 0 48 3644241 ext. 262

3. Type of good practice (training methods, training modules, organisational solutions, publications, etc.)

Organisational solution

4. Geographical extent (international, national, regional, local)

National, regional and international

5. Target Groups Educational institutions of vocational education and training (vocational schools, continuing education centres, practice education centres, training institutions, universities and polytechnic, scientific institutes etc.)

6. Synthetic description of good practice

The Polish Network of Modular Education (PNME) is a voluntary association of institutions acting for the benefit of promotion and development of the idea of occupational education in the national and European labour market. PNME provides methodical, guidance and information support as well as provides services regarding design, implementation and quality control of the new programme and organisation solutions for modular education in the system of school and out-of-school vocational education. In the group, which initiated the appointment of the network, took part institutions which for many years had been developing scientific and methodical principles of modular system education and which have evidenced their experience in design and implementation of modular curricula (relating to school and training). The main objective of the network activity is to: − increase the competitiveness of the Polish institutions, which educate young people and

adults by way of development of modular curricula, increasing quality of educational services,

− integrate communities and institutions, which apply in practice the idea of modular vocational education and training curricula, including (ILO-MES) methodology and other methodological approaches,

− develop IT database that would provide methodological help for modular education and training organisers in Poland and other EU countries.

7. Historical boundary of good practice development

The idea of appointing a Polish nation-wide network of institutions specialising in modular education and training was conceived under the project “Employment Promotion and Employment Service Development” component: “TOR #9 Adult training”, carried out between 1993 and 1997 by the Ministry of Labour and Social Policy and pedagogical experiment of Ministry of National Education carried out between 1997 and 2000 that aimed to implement modular curricula for vocational education conceived under the PHARE program UPET/IMPROVE. In 2002, Staff Education and Development Centre of the Institute for Sustainable Technologies in Radom initiated the appointment of the network in the framework of Leonardo da Vinci project PL/00/B/F/PP/140179 “The European Bank for the Development of Modular Curricula and Educational Technologies – EMCET de Bank”. It took up the name “Polish Network of Modular Education” (abbreviation PNME). The Programme Council was appointed from among the founding members. The Council was entrusted programme, organisation and co-ordination functions leading to a formal establishment of the network, in accordance with the approved Agreement Charter, which specifies the rules governing the PNME activity. The next phase of PNME development is related to the realisation of EMCET2 project (PL/05/B/F/PP/174021) in the years 2005-2007, where steps have been taken to create regional networks of modular education and to work out a model of co-operation with the European Modular Education Network – ModENet.

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8. Perceived strengths (qualitative and quantitative evidence)

− Methodological support for the PNME members. − Extending the No. of members by new institutions fulfilling membership criteria. − Strengthening the links between institutions, and preparation partnership to create new

projects EU funded. − Participation of the representatives of the member institutions in modular curricula

designing (about 60 persons) in the framework of PHARE 2000. − Extending the number of modular curricula designers and education packages. − New 70 institutions have became members. − Participation of the members in national and regional seminars, conferences and

methodological workshops aimed at promotion of new approach to designing and implementation of curricula with modular structure.

− Acquiring Accreditation Certificates by 23 PNME in the area of implementation, realisation and evaluation of modular training programme.

− Development of Regional PNMEs in the framework of European Social Funds. − Support for modular vocational curricula development by Ministry of Labour and Social

Policy. 9. Utilisation opportunity in the European context

− Co-operation with foreign organisations that apply the concept of modular curricula in vocational education and training.

− Promotion and dissemination of “good practice” and experiences of educational institutions– members of PNME – through: organisation of seminars and conferences, publishing of articles in national and foreign magazines.

− Co-operation with the European Modular Education Network (ModENet) in the scope of promotion of modular education and training.

10. Source of detailed information

Websites: www.itee.radom.pl; www.emcet.net Publications: − Symela K. (editor): European Bank for the Development of Modular Curricula and

Educational Methodologies – integration and co-operation in the area of culture and education). ITeE, Radom 2003.

− PNME leaflet (ITeE, Radom 2006). 11. Contact person Krzysztof Symela – Chair PNME

krzysztof.symela@itee.radom.pl

1.Name of the good practice

Training of numerical controlled machine tool operator

2.Owner/disposer Zespół Szkół Technicznych 43-190 Mikołów, ul. Rybnicka 44

3. Type of the good practice (methods of learning, modules of learning, organization solutions, publications, etc.)

Modules of learning

4. Range of action (international, national, local, regional )

National, regional

5. Targeted Groups Employs of labour industries, unemployed, students, workers who wants to get new vocational qualifications, students of external schools.

6. Synthetic describe of good practice

In situation of increasing variety of training groups, rapid changes of work essence, variety of training institutions and vocational training and the basic trend of short term orientation in industry, training groups are expected to be elastic, differential and dynamic. In order to make for education providers lees problems in handling the market expectations, modular training programs are induct which allows providing more elastic, conformable for the job market expectations offer of gaining vocational competitions and qualifications. ZST is a training institution which provides form of school and non school training, in “non school” form is

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working an Training Centre which uses vocational modular training program. Activity in “non school” form are: changing and increasing vocational qualifications, providing methodical, informational help and also provides help in fields of projecting, inducting and quality rating of new programs and organization solutions in modular training. We are equip with up-to-date machines, partly financed from the EU founds. We take part in international and national programs projects.

7. Historical outline of developing the good practice

ZST Mikołów is one of the first education institutions which take steps to gain ISO certificate. Certification take part in all around school: school activities, also in school and non school forms, and administration. ZST Mikołów was selected by the Ministry of Work and Social Politics to take steps to gain ISO 9000 certificate from around 13 institutions taking part in “TOR#9- adult training” non school project, which was provided in years 1993–1997 by the Ministry of Work and Social Politics and from provided in years 1997–2000 pedagogical experiment which involves inducting vocational modular training programs in non school PHARE UPET/IMPROVE programs developed by the Ministry of National Education. ZST gained ISO 9002 Certificate in school and non school form of educations,in year 2001. In year 2004 school fulfil the expectations and gained PN-EN ISO 9001:2001 certificates in way of projecting and realizing educational services in school and non school forms. ZST were signed into the Silesian education institution registry. Registry is used for coordination the steps to train unemployed and looking for job. Registry sign is the only way to gain training order from the state and regional job centres.

8. visible strong points (in meaning of numbers and quality)

− Participation in appointment of Silesian Regional Network of Modular Education − Moderator of the Silesian Regional Network of Modular Education is headmaster of ZST, − Representatives participated in project work of modular programs under the PHARE –

National System of Vocational Training − Employs of ZST participated in descriptions of Modular Programs and Educational

Packets − Commitment in national and regional seminaries, conferences and methodical plant

promoting the new way of projecting and inurnment modular constructed training programs.

− CNC courses are highly rated by job centres, employers and courses members. 9. Possibilities of using in European context.

− Co-operation with foreign organizations who are using the conception of modular programs vocational learning and training (Technical middle school in Kosice –Slovakia)

− Promotion and generalization of “good practices” and experiences of PSKM Members by organising seminaries, conferences, publication articles in national and international press.

− Co-operation with European Modular Training Network – ModENet in way of developing learning and modular training .

10. Sources of detailed information

Web sites: www.wup-katowice.pl; www.zst.edu.pl Publications: − Symela K. (editor): European Bank for the Development of Modular Curricula and

Educational Methodologies – Integration and co-operation in the area of culture and education). ITeE, Radom 2003.

− Information brochure of PSKM (ITeE – PIB, Radom 2006). − Information brochure of Silesian Regional Modular Training Network. − Training offer for job centres.

11. Contact Janusz Górny kierownik@zstws.com.pl; biuroiso@zst.edu.pl

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Nigel Lloyd, Nadeem Ahmad Khan, Marta Jacyniuk-Lloyd Cambridge Professional Development, United Kingdom

3.2. Modular education and examples of good practice in United Kingdom

1. Introduction This paper intends to show how modular courses (and consequently modular assessment) have been embedded into the UK structure of post school education and training. It attempts to identify some lessons which can be learned.

The United Kingdom consists of 4 nations (England, Scotland, Wales and Northern Ireland) and a variety of small administrations (e.g. the Isle of Man, the Channel Islands, Gibraltar) which all have distinct variations in their education and training systems (and administration, tax and law!). This paper will concentrate on the system in England (which dominates the UK, see Table 1) as all are essentially similar, with Scotland being the most distinct. However, it should be noted that the system in Scotland often appears to work better and to be more applicable to other countries, perhaps because it has fewer implementing organisations.

Table 1. 2006 UK Population Estimates (‘000s)

Age 0-4 5-15 16-19 20-24 25-44 45-59 60-64 65-79 80+ All ages % United Kingdom 3,496 8,041 3,196 4,024 17,158 11,449 3,240 6,988 2,699 60,587

100%

England 2,944 6,719 2,667 3,361 14,501 9,777 2,697 5,809 2,277 50,763 83.8% Wales 160 401 162 196 753 592 177 377 148

2,966 4.9%

Scotland 268 653 263 339 1,417 1,058 280 624 214 5,117 8.4% Northern Ireland 112 268 104 127 487 316 87 178 61 1,742 2.9%

UK annual cohort 699 731 799 805 858 763 648 466

The UK is experiencing high rates of net immigration which partly counteracts an ageing population (with an increasing proportion post-retirement and decreasing numbers of young people and children).

Serious deficiencies remain, more than one third of adults do not hold the equivalent of a basic school-leaving qualification. Almost one half of adults (17 million) have difficulty with numbers (21% are classified as not numerate) and 15% (5 million) are not functionally literate. Continuing to improve UK schools will not be enough to solve these problems, as over 70% of the 2020 workforce have already completed their compulsory education.

Table 2. % of Workforce’s Highest Qualification, 2006

Level 7-8 Level 4-6 Level 3 Level 2 Below Level 2 No qualifications

United Kingdom 6.2 22 19.4 22 17.5 12.9 England 6.3 21.8 19.2 21.2 18.2 12.4 Wales 5.1 18.8 20.4 23.4 16.4 15.9 Scotland 5.8 26.5 20.9 20.0 13.7 13.0 Northern Ireland 5.2 19.9 18.8 23.7 11.1 21.3

UK (particularly England) has had too many school leavers without any qualifications, and too little training in employment. As a result Government is encouraging students to stay at school beyond age 16, and increasing emphasis on post-school vocational education and training (see Table 2):

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• Increased numbers into higher education (HE, i.e. universities, including 2 year vocational ‘Foundation Degrees’), and further education (FE, i.e. all provision outside schools that is below HE level).

• Encouraging employers to support the training of their employees. • Emphasis on self-motivated and self-financed life-long learning and continuing professional

development (CPD) for all ages. • Development of structured work-based apprenticeships for school leavers. • Development of open- and distance-learning (e.g. Open University, Open College, University for

Industry, and a huge number of courses of all subjects by universities, colleges, professional institutions and the private sector).

• Competence-based National Vocational Qualifications (NVQ). • Integration of all qualifications (except HE) into a new Qualifications and Credit Framework (QCF),

which will allow modular qualifications to be assembled from any source. The QCF is compatible with the European Qualifications Framework and ECVET. The UK economy is changing rapidly. There are no longer jobs for life, individuals expect to change

employer (and even profession) many times. New industries are springing up and old ones dying. New occupations, specialisations and professions are constantly arising. Change is the constant theme, and learning is the necessary means with which to take advantage of change: new skills, new behaviours, new knowledge. An increasing proportion of the work-force has been educated and trained elsewhere.

The system is in continuing evolutionary change (in response to these deficiencies and a continuing stream of studies, reports, White Papers and legislation, and also to align with the European Union’s Copenhagen and Bologna processes), but work-based competence and modularity have been fundamental since the mid 1980s for all UK’s governments, and they are being adopted by the rest of Europe and beyond.

2. Institutional Set-Up Post school education and training are divided between HE and FE (in particular the post-school

colleges). The responsibility for the education service in England lies with the newly created: − Department for Children, Schools and Families (DCSF) is responsible for all aspects of policy

affecting children and young people, and is not directly relevant to this paper, − Department for Innovation, Universities and Skills (DIUS).

The inspection of all state-funded learning outside HE in England (including schools, FE colleges and private providers) is the responsibility of a separate, non-ministerial government department, known as Ofsted. In addition, the Quality Improvement Agency for Lifelong Learning (QIA) was created in 2006 to work alongside Ofsted, improving performance across FE. The planning and funding of FE in England is the responsibility of the Learning and Skills Council (LSC), a non-departmental public body. The LSC is currently working with the Government towards changes in the FE funding system to move towards a more ‘demand-led’ FE sector.

At HE level, the Quality Assurance Agency for Higher Education (QAA) provides quality assurance services across the UK. It is independent of UK governments and is owned by the organisations that represent the heads of UK higher education institutions.

3. Participation in Training Education is compulsory up to age 16, and increasing numbers are continuing in full- or part-time

education after 16. Full-time students aged under 19 are exempt from tuition fees. Part-time day courses are mainly for students released by their employers either for one or two

days a week (‘day release’), or for periods of ‘block release’. ‘Sandwich courses’ are those where more than 19 weeks of full-time study per academic year are broken by a period(s) of associated industrial training or experience. Sandwich course students are classed as full-time students. Tables 4 and 5 show that numbers are small when compared to the numbers in the age group or workforce (Table 1).

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Table 3. % of 16 & 17 year olds continuing their studiesas of 2004/20051/

1/ Participation in part-time FE cannot be aggregated with full-time FE or schools activity due to overlap. Students in England and Wales

are counted once only, irrespective of the number of courses for which a student has enrolled. In Scotland and Northern Ireland, students enrolled in more than one course in unrelated subjects are mostly counted for each of these courses.

Table 4. Numbers of People in Training in England, 2005/2006

Apprenticeships2 Entry to Employment programmes

Adult & Community Learning

LSC-funded FE participating in any learning

participating in taught learning

155,000 24,000 786,000 3,630,000 21,850,000 14,870,000

There is also a continuing decline in the numbers recorded in adult learning activities. The number of LSC-funded learners fell by 14% since the previous year in spite of an increase in both the numbers aged under 19 and on governments’ key programmes; adult learners (age 19+) declined by 17% in the year. Female learners dominate the numbers. There has been a great emphasis on increased modularisation of all education and training in order to maximise the flexibility and interchangeability of training. This has been accompanied by: • specifying learning outcomes (rather than prescribing the inputs such as: courses of study or

curricula, fixed periods of experience), • recognition of a wider variety of learning opportunities, including informal learning on-the-job, • development of quality control for training providers and assessment.

Over time, the replacement of off-the-job training by on-the-job training is especially strong for professionals, associate professionals and technicians, managers, and sales staff. Staff in the personal and protective services are the principal ones showing any increase in training.

Tables 5 and 6 demonstrate that there is considerable scope to increase investment in training by UK industry, particularly for the lower occupations. There is also growing concern that men are lagging behind women in their learning, as demonstrated in performance at school and university, and participation in work-based training.

Table 5. % of employees who undertook job-related training in the last 4 weeks, 2006

On-the-job training

only Off-the-job training

only Both on and off-the-job

training Total United Kingdom Males 6.5 4.7 2.5 13.7 Females 8.4 6.0 3.3 17.7

There is a continuing annual reduction in off-the-job training and an increase in the proportion of on-the-job training.

Age % At school % In FE:

Full-time % In FE: Part-time

% in Government-supported training

16 37% 36% 5% .. United Kingdom 17 28% 30% 6% .. 16 35% 38% 4% 7% England

17 28% 32% 5% 9% 16 40% 33% 5% 7% Wales

17 31% 26% 6% 8%

16 48% 16% 7% … Scotland 17 21% 18% 12% …

16 53% 29% 17% .. Northern Ireland 17 45% 30% 14% …

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Table 6. % of employees who undertook Job-related Training in the previous 4 weeks, 2006

Occupational Group On-the-job training

Off-the-job training only

Both on and off-the-job training

All methods of training

Professional 7.0 11.7 4.8 23.6 Associate professional and technical 7.8 10.3 4.2 22.3 Managers and administrators 4.3 6.6 2.5 13.9 Personal and protective services 8.8 9.4 5.7 24.0 Sales 4.8 6.5 1.0 12.4 Clerical and secretarial 5 8 2 15 Craft and related 3 5 3 12 Plant and machine operatives 2.9 2.8 0.8 6.6 Other occupations/no answer 2 1 7 All occupations 5.3 7.5 2.9 15.7

4. Modular Courses

Modular Courses are short units of learning, which are separately assessed and can be assembled over time into larger courses and qualifications. Often one can study for the separate modules at different times and places, and assessment can be by different bodies. They therefore require detailed specifications of outcome, and systems of quality assurance and external verification to accredit the training providers and the assessors. They enable great flexibility: trainees can study at their own pace, in a style and at a place of their choosing, common modules can be shared by several specialisations, new modules can be added to reflect new specialisations. They therefore reflect the realities of life-long learning: trainees with jobs, family responsibilities, changing careers. The UK has universally committed itself to modular courses and qualifications to such an extent that it is taken for granted, and it is forgotten that other countries have yet to do so. There is no single explicit methodology of modularisation, but everyone thinks and acts in a modular way.

5. Qualifications UK has traditionally had a complex, confused and misleadingly named set of qualifications, with emphasis on academic content rather than vocational competence. There are currently 22,000 qualifications. Over the last 20 years, much work has been done to simplify the situation, by applying an overall framework for all qualifications (academic, vocational and professional). The National Qualifications Framework (NQF) was introduced to provide a consistent framework for comparison of NVQs and other qualifications. This is currently evolving into the Qualification & Credit Framework (QCF) which will align English qualifications (expressed as Units of Assesment) with the European system emerging from the Bologna and Copenhagen processes: the European Qualifications Framework (EQF), the European Credit Transfer and Accumulation System (ECTS) and the European Credit (Transfer) System for Vocational Education & Training (ECVET).

The traditional academic qualifications have had higher status than vocational qualifications in UK. They concentrated on knowledge and understanding, and often ignored practical experience, the competence required in the work-place, and the functional skills. Table 7 shows the overall qualifications framework at each level, with the spectrum from academic qualifications (knowledge and understanding of a particular subject) to vocationally-related qualifications (a broad introduction to a particular sector of the economy, usually still restricted to knowledge and understanding and studied off-the-job) to occupational qualifications (requiring practical experience and the demonstration of practical competence in the work-place, related to a specific occupation). NVQs: • are based on levels (see Table 7). • distinguish between ‘skills’ (practical know how), ‘knowledge & understanding’ (facts, principles,

theories; these are often offered as a separate Technical Certificate qualification as part of an apprenticeship) and incorporate attitudes (values, professional ethics).

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Table 7. English National Qualification Framework and Credit & Qualification Framework, compared with the European Qualification Framework (EQF)

NQF Level QCF Level EQF Level Examples

8 8 8 Doctorates 7 7 7 Masters Degree, Postgraduate Diploma and Certificate 6 6 6 Bachelor (Honours) degree 5 5 5 Foundation Degree, BTEC Higher National Diploma 4 4 4 junior managers, associate professionals 3 3 3 Technical Certificates for craftsmen, technicians, supervisors 2 2 2 equivalent to GCSEs at C-A* grades, for skilled occupations

1 1 1 equivalent to 4 GCSEs at D-E grades, for semi-skilled occupations

Entry Level 3 using skills, knowledge, understanding to carry out structured tasks and activities in familiar contexts, with appropriate guidance where needed

Entry Level 2 using skills, knowledge, understanding to carry out simple, familiar tasks and activities with guidance

Entry Level

Entry Level 1

• identify the generic ‘functional skills’ shared by all occupations. 6 have been specified in detail at the

same levels: communication, application of number, problem solving, improving own learning and performance, information technology, working with others.

• have been specified by industry to give the detailed competences required by every occupation: performance criteria for skills, the range of circumstances over which competence is required, the knowledge and understanding that underpin competence and the type of evidence that would demonstrate competence. Table 8 demonstrates that the overall level of qualifications in UK is low.

Table 8. % of Workforce’s Highest Qualification, 2006

Level 7-8 Level 4-6 Level 3 Level 2 Below Level 2 No qualifications

United Kingdom 6.2 22 19.4 22 17.5 12.9 England 6.3 21.8 19.2 21.2 18.2 12.4 Wales 5.1 18.8 20.4 23.4 16.4 15.9 Scotland 5.8 26.5 20.9 20.0 13.7 13.0 Northern Ireland 5.2 19.9 18.8 23.7 11.1 21.3

6. Training Providers and Awarding Bodies The overall responsibility for school and FE college qualifications lies with QCA (Qualifications and

Curriculum Authority) in England, and equivalent bodies in the other 3 nations. There is a wide range of qualifications and Awarding Bodies, see Appendix.

Those organisations which are most involved in developing modular courses are: • the distance learning providers, e.g. the Open University, the Open College, some universities and

FE colleges, private training companies, • the universities (mostly new) offering modular degrees and membership of a Credit Accumulation

& Transfer Scheme (CATS) to recognise each other’s modules, • the University for Industry (Learndirect) offering a vast range of short courses.

7. Funding systems for training Government is keen for employers to take on the responsibility for investing in their work-force, but

small and medium employers are reluctant to do so. Individual employees are also encouraged to invest

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in themselves. There are often subsidies available from projects and programmes administered by a variety of official agencies: the Learning and Skills Council and the local Small Business Service, Sector Skills Councils and European funding via the regional Government Offices. As a result, small employers in particular expect training to be free or below cost-price. Government has increasingly tied its funding to the achievement of qualifications in the NQF (such as NVQ units and Technical Certificates), which encourages all training providers to adopt this framework.

8. Implications of a Modular System

The modular system of courses has been taken up most enthusiastically by the newest universities and courses, and thus those with lowest status. However the flexibility they offer has gradually made them more widely popular. Modular courses have led to a desire to ‘pick and mix’ modules from different sources in order to suit individual circumstances and requirements. Verification and moderation of assessment has needed substantial investment to ensure uniform standards, whether assessment is by a single organisation at different sites/times, or by different organisations. When assessment is by different organisations, a standard framework and shared definitions are needed (which enable variety and customisation), as in the CATS system. It is hard to arrange between organisations with different status, because the high status organisation will fear its standards will be undermined. The identification of shared elements from which any courses or qualifications can be assembled is the logical outcome of a shared framework (e.g. National Occupational Standards and Functional Skills).

It has taken time for all of the academic community to accept the NVQ system, for a variety of reasons: • the vocational system was set up in opposition to the academic system and academia was excluded

from its formation. There is now a recognition of the fundamental importance of industry’s needs when designing courses and qualifications.

• initially the NVQ system took little notice of knowledge and understanding, the primary domain of academics, but this has now been remedied.

• the NVQ system sets minimum standards (competence is either achieved or not yet achieved), which is felt to discourage excellence.

• the reductionist nature of the standards of competence may exclude important components, and limit attention to those aspects which can be specified (factors which are no longer excluded: knowledge and understanding, values).

• assessment of each module on its own is not enough to ensure full competence, there is a need to include exercises that integrate the modules (practice in the work-place usually ensures this) and a holistic assessment at the end.

• the detailed specifications of competence in language applicable to all employers can be hard to understand, and make assessment cumbersome and bureaucratic. It has taken a long time and a huge effort to specify all the competences, and now it is necessary

to keep them up-to-date. The number of candidates for the higher level qualifications has been disappointingly small, and awarding bodies have found it difficult to cover their costs. Success has come when the qualification: • has filled a gap where no suitable qualification existed before. • provides exemption from some requirement (e.g. statutory requirements, membership requirements

of a professional institution). • has been a condition for financial support. • the occupation has adopted the standards for commercial uses as well (e.g. to define competence

in contracts, to identify training needs, to manage CPD).

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However the investment has not been in vain. We can now see the principles of modular qualifications based on learning outcomes being adopted across Europe (through the Bologna and Copenhagen processes) and world-wide (e.g. Australia, Mexico, New Zealand, Oman, South Africa).

9. Trends and Anticipated Changes The principle trends which we can discern are: • there is a danger that we are moving to a 2 tier society: those who have skills and are employable,

and those who are excluded. We need to help the lower levels to manage their own development, providing them with more support since they take least benefit from the present system. At the same time the economy has to maximise the number who will learn faster than our competitors,

• the EQF and ECVET have been developed in response to the great fluidity of occupations, the single European labour market and globalisation. They provide an overarching framework to which national and sectoral systems are being adapted. They give coherence, interchangeability, flexibility, mutual recognition, quality assurance, transparency, etc. No longer can each country and occupational area maintain its own idiosyncratic system in isolation,

• the increasing emphasis on career change and lifelong learning will reduce the distinction between vocational training for young people and continuing professional development. This will lead to the increasingly flexible courses and assessment required by those with work and family responsibilities,

• modular, competence-based systems are increasingly recognised world-wide as the key to such frameworks; their atomistic specifications enable competence to be fully specified. Europe is setting the agenda and the standards world-wide,

• there is a convergence towards shared systems, specifications of competence and even qualifications. With the single market, and particularly free movement of labour, this sharing is between countries as well as between sectors,

• the specifications of competence are proving to be of value well beyond qualifications, providing a common currency between individuals and organisations, that can be used for example in recruitment, training, selection and promotion. For example the construction industry has identified almost 100 different applications (of which only a handful relate to qualifications).

Appendix – UK Qualifications

A1. Teaching Qualifications Awarding bodies (independent organisations recognised by the regulatory authorities) offer a wide range of national qualifications. Common qualifications taken are the General Certificate of Education Advanced level examination (GCE A-levels); the Advanced Subsidiary level examination (GCE AS-level); GCE A-levels in applied subjects (formerly Vocational Certificates of Education (VCEs)); and National Vocational Qualifications (NVQs). Teachers are not civil servants, they are employed either by the local authority or by the individual institution. Initial training of school teachers generally involves a three- or four-year Bachelor of Education degree course (or equivalent part-time, flexible or employment-based routes), or a bachelors degree followed by a one-year Postgraduate Certificate in Education (PGCE). FE lecturers in a vocational subject are usually a practitioner who has changed career or often part-time in both roles. Initial teacher training courses lead to ‘Qualified Teacher Status’ (QTS). Since 2001 all new entrants to FE teaching have been required to complete a professional teaching qualification. In England, major reforms of initial teacher training for the further education sector have been announced. These include the introduction of the award of ‘Qualified Teacher Learning and Skills (QTLS)’ from September 2007. In Northern Ireland, teachers in further education who do not have an initial teacher training qualification on appointment must hold an approved qualification, such as a university degree or a vocational qualification in the subject they wish to teach. They are contractually required to obtain the Postgraduate Certificate (Further and Higher Education) within three years of appointment. There is currently no statutory requirement for teaching staff in HE to receive any initial training, but universities increasingly provide training for their staff. The Higher Education Academy (HEA) has developed national professional standards for

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HE teaching for individual universities to apply to their professional development programmes and thus demonstrate that professional standards are being met.

A2. Academic Qualifications GCSEs (General Certificates of Secondary Education) are taken in 5 or more subjects by most children at school at the age of 16 at the end of compulsory education. Increasingly they include assessment of course work which is essentially modular. GCSEs are graded: − F (fail), − E, D (Level 1), − C, B, A, A* (Level 2). GCE A (Advanced General Certificates of Education) Levels: an A-Level in a subject consists of 6 modules, 3 of which are typically taken in the Year 12 or Lower Sixth aged 16 to 17. After taking 3 modules, students aged 17 to 18 (Year 13 or Upper Sixth) can choose either to continue studying the subject to obtain full A-Levels, or to "cash in" the first 3 modules for an AS-Level. From 2008 the number of units within the system will be reduced to 2 at each level, comprising 4 in total for the award of an Advanced Level GCE. Students aiming for university entry typically study 3 or 4 subjects to A-Level and an additional (often contrasting) subject to AS-Level. The system has been increasingly modularised, with the introduction of alternative Modular A Levels consisting of 6 modules taken over the course of the 2 years. The intention is that students should take modules from a broader range of subjects. A Levels are at Level 3. The International Baccalaureate is an alternative to A-levels (also at Level 3) requiring a greater breadth of study, offered by a few institutions.

A3. Vocational Qualifications Vocational qualifications can be taken at school or FE college. They have traditionally had lower status than academic qualifications. Plans are being implemented for school Specialised Diplomas of basic educational achievement in a vocational subject area, to try to motivate the least able school students. GNVQs (General National Vocational Qualifications) combine general and vocational education as a preparation for employment or further study. They are available at three levels: Foundation, Intermediate and Advanced (also known as vocational A levels), in 14 vocational areas (eg business). GNVQs are modular unit-based qualifications assessed through a combination of continuous portfolio assessment and short test papers. They have been introduced since 1991. National Certificate, National Diploma (NC, ND) are studied at FE college over 2 years; providing the knowledge and understanding and developing the key skills associated with an apprenticeship. They are modular: the Certificate is part-time, the Diploma is full-time and includes more modules. Higher National Certificate, Higher National Diploma (HNC, HND) are studied at FE college over 2 years, leading on from NC or ND, and similar in style (modular, vocational). The 2 year Foundation Degrees which are being introduced, are likely to replace HNDs. National Vocational Qualifications (NVQs) are occupational qualifications, available at 5 levels, and are based on up-to-date National Occupational Standards (NOS) of competence. They are definitions of what a competent practitioner must be able to achieve in the work-place, set by employers and practitioners. They are modular unit-based qualifications assessed in the work-place. Each sector of industry has mapped the occupations in its sector, identified the range of functions performed by those occupations, specified the functions in detail, and then used them as a shopping list to define the competences of each occupation at each level (e.g. in the construction industry 50 occupations have been defined at levels 3 to 5). An NVQ is therefore based on units, most shared with other occupations in the sector, some shared with other sectors (e.g. those relating to communication and management) and all sharing a standard format. Many NVQs offer options to cover different specialisations, usually consisting of some core units and some optional units with rules as to what combinations constitute the full NVQ. The development of the NVQs has taken place over the last 20 years and is largely in place, with the exception of some professions which feel they already have good qualification systems in place. Modern Apprenticeships provide structured on-the-job training to young people in employment, with some Government funding. Each sector sets out a MA Framework for an occupation, which identifies the NVQ which will be achieved, the knowledge and understanding requirements (often available as a separate Technical Certificate qualification at Level 3, representing the underpinning knowledge requirements of the NVQ), and the levels of each Functional Skill; sometimes there will be additional requirements specific to that occupation or industry. Level 1: BTEC Introductory Diploma and Foundation GNVQ – these are roughly equivalent to 4 GCSEs at D-E grades.

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Level 2: BTEC First Diploma and Intermediate General National Vocational Qualification (GNVQ) – these are roughly equivalent to GCSEs at C-A* grades. Foundation Modern Apprenticeships Level 3: BTEC National Certificate (NC), National Diploma (ND) and Vocational A-Levels – these are equivalent to A levels. Advanced Modern Apprenticeships Level 4: BTEC Higher National Certificate (HNC) – equivalent to 1st year university. Level 5: BTEC Higher National Diploma (HND) – equivalent to 2nd year university

A4. University Qualifications Foundation degrees are 2 years and often studied part-time at university or a ‘franchised’ FE college. They are vocational, fully modular and closely linked to industry. Bachelor degrees (BA, BSc) are 3 years and usually studied full-time at university or through the Open University. The newer universities tend to offer modular degrees allowing 2 or 3 subjects to be combined, with as much as half of the final assessment being on work and exams in the first 2 years. Several groups of universities have combined to recognise each other’s modules so that a degree can be assembled from modules studied and assessed at more than one. The more vocational degrees often have a ‘sandwich year’ in industry as well. Masters degrees (MA, MSC, MBA, MPhil) are 1 or 2 years full- or part-time study at university, and are frequently used to study for specialisation or career change at age late 20s or early 30s. They tend not to be particularly modular, although various schemes exist to aggregate continuing professional development modules and award a Master’s level qualification.

A5. Professional Qualifications The professional institutions in UK are very strong and well-respected: they award professional title, not universities. They are generally self-regulating, setting and policing standards of professional competence and conduct, and quality of university courses. Professional Membership is usually at 3 levels: technician, associate professional (e.g. incorporated engineer) or chartered professional. There is often a post-graduate qualification required to ensure the full underpinning knowledge and understanding (e.g. solicitors must pass a Legal Practice Course and the Professional Skills Course to become a solicitor). Most professions require a period of one or more years practice under supervision before being fully qualified. Professional institution membership is increasingly based on standards of competence (which are sometimes those defined for the NVQ and key skills) demonstrated in the work-place, and defined knowledge and understanding supplied through appropriate NC/ND, HNC/HND, Bachelor or Masters degrees. Most professional institutions require members to undertake certain amounts of continuing professional development in order to maintain and extend their competence and to stay up-to-date.

A5. Current reforms and priorities in England Looking ahead to 2009 and beyond, the Government has set out 5 priority areas • Closing the gap in educational attainment between those from low income and disadvantaged backgrounds

and their peers. • At the same time, continuing to raise standards for all across the education system. • Increasing the proportion of young people staying on in education or training beyond the age of 16. A Green

Paper (March 2007) set out proposals that all young people will stay in some form of education or training until the age of 18 by 2015.

• Reducing the number of young people on a path to failure in adult life. • Closing the skills gap at all levels to keep pace with the challenge of globalization. The Government’s strategy to improve educational provision for 14- to 19-year-olds aims to help young people and adults obtain the skills they need to be employable and achieve success: • Vocational opportunities from the age of 14, which provide clear routes to higher education and/or

employment. • A renewed focus on mathematics and English for all students in secondary education. • New opportunities for the most able students to be stretched. • Tackling the disengagement that leads to some pupils leaving education at an early stage. Legislation has been passed enabling all 14- to 19-year-olds to have access to new specialised diplomas, offering additional opportunities for practical learning. In addition, a revised curriculum is proposed for the compulsory secondary phase (ages 11 to 16) to allow schools greater flexibility to ensure pupils master basic skills and to provide more opportunities to stretch particularly able students.

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Good Practice 1. Policy/practice Title of good practice Learndirect UK

Full contact details Ufi Headquarters Sheffield Office Dearing House 1 Young Street, Sheffield S1 4UP, Switchboard Tel: (0114) 291 5000 Central Fax: (0114) 291 5001

Keywords (These should also refer to themes relevant to other objectives groups where appropriate)

Database of learning centres in UK, training providers, on-line learning centres, Modular courses, vocational education, modular curricula, schooling and continuing education, quality in education, accreditation

Key priority(ies) addressed Ufi was established to focus the following key priorities in training and skills sector: − Work-based Learning − Lifelong learning − Continued Professional Development

Duration of policy/initiative Date of beginning: 1998

Date of end: continuing

Outline, Summary

Learndirect has been developed and supported by Ufi (University for Industry established in 1998) and aims to provide high quality post-16 learning. In 2000, The Scottish University for Industry (SUfI) was established by Scottish Ministers. Both learndirect and learndirect Scotland operate a network of over 800 online learning centres and training providers in England, Scotland, Wales and Northern Ireland. They aim to provide flexible learning opportunities to individual adults wanting to develop new skills or to improve the existing ones. They also aim to help the employers who want their employees equipped with innovative skills required for the field. There is a huge databank of modules and training providers who could deliver the training modules across various areas.

2. Background Regard as previous national/regional policies/initiatives in the key priority considered Learndirect UK offers details of around 500 training centres offering different courses covering a range of subjects, including management, IT, Skills for Life and languages, at all levels. The courses and training offered by learndirect can be acquired at a learning centre, a college, a university, a workplace, at home and on-line. Full details of courses are available on the website of learndirect. Another service offered to business is named as ‘learndirect business’. The aim is to offer product and services to businesses to enhance their work force capacity in an effective and efficient way. Learndirect business offers over 140 short, online and DVD/CD based courses vital for a small business at a very low cost. In addition, it help individuals to acquire on-site skill-based qualifications involving modules based on both practice and fieldwork. Individuals can gain nationally recognized qualifications NVQs and employers get maximum benefit of their employees’ competence. Another important feature of learndirect UK is the career and learning advice service. There are over 900,000 courses on offer and a tailored advice service is also available. Online users can enter their postcode and area of interest to find the nearest training provider. Aims and objectives Objectives of learndirect Learndirect aims to reach those who do not participate in traditional form of learning and possess few or no skills and qualifications. It also aims to equip people with the skills they need for employability, thereby strengthening the skills of the workforce and increasing productivity. Ufi set out objectives in 2002 for learn direct. They include: • learndirect will be a nationally recognised and relevant brand in the learning market synonymous with widening and

increasing participation in learning in England, Wales and Northern Ireland. • learndirect will be the vocational e-learning choice for the workforce and for individual citizens in England, Wales and

Northern Ireland. • learndirect’s pledge will not only satisfy learners but also exceed expectations. • learndirect will take a lead in vocational e-learning through the use of innovative and appropriate ICT solutions for all

learners (Ufi Strategic Plan). The core mission of the Scottish University for Industry is to support and encourage the development of a more competitive economy and a more inclusive society through education and training (SUfI mission).

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Implementation (programmes, methods, measures and actions) Ufi is fully operational in the form of learndirect

Scope or level: national, regional, local National, regional. Learndirect centres are located in all parts of England, Wales, Scotland and Northern Ireland. In addition to on-line access to training modules and courses, individuals can find a face to face training centre near to their home. A user friendly on-line portal helps individuals to locate a training centre offering qualifications in their desired area, in a close proximity from their home.

Partners involved (in the design, implementation and evaluation of the policy) Design phase 1. Ufi University for Industry comprising Learndirect England, Wales, and Nothern

Ireland 2. SUfi Scottish University for Industry comprising learndirect Scotland

Implementation phase As above

Evaluation phase As above

Target Group(s) Educational institutions of vocational education and training (vocational schools, continuing education centres, practice education centres, training institutions, universities and polytechnic, scientific institutes etc.) Useful Contacts: http://www.learndirect.co.uk Telephone: 00 44 8000 150 450 Content Development Support: http://www.ufi.com/cds This includes the lists of all specifications for developing training material and is intended for training providers http://www.learndirectscotland.com Telephone: 00 44 8081 009 000 http://www.scottishufi.co.uk

1. Policy/practice Title of good practice Project STAR, Transport for London

Name and full contact details of key contact person

Nigel Lloyd, CamProf, 5 Mundella Road, The Meadows, Nottingham NG2 2EQ, UK +44 845 345 5199, +44 78 3161 9669; NigelL@CamProf.com

Keywords (These should also refer to themes relevant to other objectives groups where appropriate)

Professional development, technical training, competence, role profile, qualification, appraisal, assessment, e-learning, courses, graduate training scheme

Key priority(ies) addressed To build an organisation that has capacity for delivering the growing transport needs of the Capital City. To support this vision, TfL needs to develop the technical capabilities of its staff and retain skilled personnel within the organisation.

Duration of policy/initiative Date of beginning: 1/6/06

Date of end: 30/9/07 (the set-up project is completed, but the STAR Programme continues)

Outline, Summary

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Transport for London (TfL) faces problems recruiting and retaining professional staff to design and manage London’s streets at a time of great change. TfL has a large staff performing a bewildering array of technical and professional jobs. Project STAR (Streets Technical Academy & Resource) has set up systems to enhance the technical training of traffic and transportation professionals in TfL. The project’s outcomes support not only TfL technical staff, but also those in local government and the consultants and contractors working for them. Over 16 months 2006/7 STAR has: − coordinated technical training initiatives for all traffic and transport professionals across TfL and liaising with others in London − developed a technical competence framework for all these roles, identifying the experience and knowledge requirements − prepared a Development Solutions Guide setting out appropriate learning/development resources for each area of competence − developed a technical induction programme for new employees − identified the ‘foundation’ skills (experience and knowledge) required by all technical and professional staff and developed training

modules for them − liaised with training providers to meet the competence demands for TfL − developed ‘role profiles’ for TfL’s most typical occupations − developed a plan to accredit the skills of technical staff (this interfaces with Project ProStaTT) − developed recommendations for in-house experience-sharing sessions/ mechanisms − established the above initiatives into TfL procedures and structure − prepared the business case to ensure that they are sustained − set up monitoring of technical training and its impact

2. Background Related national/regional policies/initiatives UK has for 20+ years been using an outcome-based approach for vocational education & training, using National Vocational Qualifications. Professional institution qualifications are more important than degrees in obtaining high level qualifications, and they are based on a formal review after collecting evidence of outcomes. The absence of professional qualifications for traffic and transport led to the creation of the related ProStaTT project (Professional Status for Traffic & Transport). The ProStaTT project is funded to test and pilot new arrangements for expressing qualifications in a common format, and consistent with EQF levels and ECVET credits.

3. Content of policy/initiative Implementation (programmes, methods, measures and actions) A consultant team led by CamProf was contracted to set up the project. It concentrated on creating a competence framework which could be shared across TfL and those working with it. The framework of over 200 competences is divided into 11 domains covering more than 40 areas of competence. The framework was used to create role profiles for the most common jobs, and to create a skills database of TfL employees, using the appraisal system. The role profiles are used as the objectives for graduate training schemes and as benchmarks for employees’ continuing professional development. The role profiles are also useful for recruitment, promotion, writing job descriptions, identifying training needs, designing courses, designing assessment, assessing demand for courses, monitoring changes in corporate skills levels, designing qualifications, etc. The Competence Framework has been made freely available to those outside TfL, who have begun to adopt it (for example as a classification system for training), leading to improved mutual recognition of qualifications, communication and standardisation of training. The STAR website provides access to the competence framework, a comprehensive list of training modules and training providers in traffic and transportation, useful technical materials and links, and a list of centres of expertise for each area of competence. The ProStaTT project (an integral part of STAR) has led to the development of qualifications for course modules, assessment as part of short (1 and 2 day) courses, recognition of assessment carried out during company staff appraisals, recognition of qualifications towards professional qualifications, etc. Scope or level: national, regional, local Transport sector, London region Partners involved (in the design, implementation and evaluation of the policy/initiative) Design phase TfL www.TfL.gov.uk

CamProf (Cambridge Professional Development Ltd) www.CamProf.com

Implementation phase Project STAR: − TfL − CamProf − PTRC (Planning and Transport, Research and Computation) http://www.ptrc-training.co.uk/ − Jigsaw Learning www.jigsawlearning.co.uk

Project ProStaTT: − TfL, CamProf − Open University Awarding Body − Transportation Vocational Group (4 professional institutions) − ConstructionSkills, GoSkills (Government licensed Sector Skills Councils) − CASL-TMS (an assessment centre)

Evaluation phase

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Target Group(s) and beneficiaries (definition and estimated numbers) Direct beneficiaries: ~750 Technical and professional staff working in TfL Streets Directorates Indirect beneficiaries:

~350 Technical and professional staff (with the same skills sets) working in other parts of TfL Technical and professional staff (with the same skills sets) working in 33 local government London Boroughs Technical and professional staff (with the same skills sets) working for the consultants and contractors employed by TfL and the

London Boroughs Ultimate beneficiaries:

~8M people resident in London + those commuting into London and using its streets as pedestrians, cyclists, passengers or drivers businesses based in London and dependent on TfL for transport of employees, supplies and other goods the dependants of traffic and transport professionals whose skills have been enhanced.

Financial costs and support (source: public and/or private; amount, recipients) source amount recipients TfL £0.4M (€€ 0.6M) CamProf, PTRC, Jigsaw Learning Qualifications & Curriculum Authority (England)

£0.06M (€€ 0.1M) TfL, CamProf, Open University Awarding Body, Transportation Vocational Group, CASL-TMS, ConstructionSkills, GoSkills

4. Outcomes and results Outcomes, specific achievements; Perceived strengths, weaknesses and priorities for improvement (qualitative and quantitative evidence) STAR has − Within Streets, provided support to technical teams sponsoring courses. − Within Tfl, organised TfL Traffic & Transport Technical Training Forum (T5F) of training professionals from across TfL – collected and

shared information on training courses and other initiatives. − With outside bodies, brought together sector organisations, particularly through ProStaTT. − Developed the STAR Competence Framework which has been widely tested and used, and found to be very robust. It has also inspired

others to do likewise (eg Urban Design London). − Set up the STAR Academy of subject experts to manage the technical Domains. − Piloted its use in performance appraisals and the collection of data for Personal Competence Profiles. − Developed the SAP qualifications catalogue to accommodate the STAR competence framework and loaded it onto SAP. − Worked with the BIP HR project to develop SAP’s capability to handle and use competences. − Provided funding to the TPS Transportation Opportunities website, transforming it into a comprehensive directory of traffic and transport

training courses and training providers. − Publishing details of TfL courses on the TPS Transportation Opportunities website − Made useful technical materials available on the STAR website as a learning resource. − Listed TfL’s centres of excellence on the STAR website so that staff can access appropriate experience and expertise. − All of the above information has been classified using the STAR Competence Framework and links provided, promoting understanding

and use of the Framework and making it easy to search − Created a 1 day induction course which has now run successfully as business as usual for 9 months − In partnership with PTRC, procured development of an e-learning version of their acclaimed Transport Planning Foundation Course

evening lecture series. This removes the constraint on uptake by TfL staff, and provides an excellent introduction irrespective of the student’s background.

− Shared best practice on Directorate Induction packs. − Prepared a 13 week indicative induction programme of existing training courses for new recruits. − Offered support rather than trying to take over existing successful initiatives. − Used its Technical Competence Framework to provide learning objectives for Transport Planning Graduates. − Facilitated the bringing together and accreditation of the DTO schemes. − Provided support to technical teams in terms of advice on procurement procedures, assistance with publicity and administrative support

with venues and bookings. − Procured e-learning courses for the CDM Toolkit and the already mentioned PTRC Foundation Lectures. These are available for use

beyond Streets. − Used the STAR Competence framework to identify the professional development needs of Streets staff and create a list of courses

needing development when funding is available (this can in future be prioritised in accordance with their Personal Competence Profiles and performance appraisals).

− Created a format for role profiles and processes for creating them and entering them onto SAP. − Created a set of consistent role profiles including the central ‘spine’ roles from graduate to Principal Engineer in each Directorate, using

the STAR Competence Framework. It will be relatively easy to modify spine role profiles to fit more specialised roles. − Created summary diagrams to compare roles objectively. − Loaded the role profiles into SAP (although IM has not found it possible to give anyone access to view their role profile!). − Provided the basis for new generic job descriptions for graduates after completing the Transport Planning graduate training scheme. − Provided input to the SAP BIP projects on the functionality required by Streets and to make use of the STAR Competence Framework. − Set up the ProStaTT project which continues until May 2008 and brings its own finance for project management.

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− Through ProStaTT brought together the Transport Planning Society, 5 professional institutions, the 2 Sector Skills Councils, Open University and TRL and promoted mutual recognition of each other’s assessment.

− Through ProStaTT developed a suite of traffic and transport awards accredited by the Open University Awarding Body. − These awards have been assigned levels (in line with the European Qualifications Framework, EQF) and credit values (in line with the

European Credit System for Vocational Education & Training, ECVET). The ProStaTT partners developed methodologies for these. − Developed assessment and accreditation at the end of short courses. − Developed the use of Graduate training scheme reviews and appraisal interviews to provide assessment and accreditation of

competence gained through work. − Surveyed present In-house experience-sharing practice and put together a good practice guide. − Created the STAR website with the Development Solutions Guide which offers materials for self-help, and created the STAR

Competence Framework which offers a powerful tool for managing one’s own CPD. − Worked closely with the SAP BIP HR projects to ensure they develop appropriate functionality. − Worked closely with L&D to agree a format for the STAR Competence Framework that is compatible with anticipated evolution of the

Appraisal system. − Developed guidance for professional staff (the process manual) on procuring training (both new and existing courses), and sending staff

on courses. − Has set up and piloted tools, systems and procedures (detailed above) that will enable substantial future savings and increased

effectiveness and quality. − Implemented changes that will impact on all the reasons for starting the project − Created the means of monitoring the impact of professional development on staff’s competences. − Highlighted the deficiencies of the SAP qualifications and expenses monitoring systems. − Created a high profile identity for professional development, enabling individual items to be perceived as part of a single coherent

professional development strategy. − Provided a STAR website which brings together professional development links and materials making them readily available to all. − Brought together the professional development community through T5F meetings − Brought together the traffic and transport community across TfL through shared initiatives like the STAR Competence Framework. The weakness lies in the unproven ability of TfL to take over the systems created by project STAR, especially across TfL.

Transferability (how this example may have relevance in the European context?) The technical competences will be directly useful for traffic and transport professionals elsewhere in Europe. The structure and applications of the competence framework will be of relevance to all sectors. The experience of estimating the course credit values casts doubt on the validity of ECVET.

Sources of the information provided websites www.tflstar.org.uk

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Elmo De Angelis, Kylene De Angelis Training 2000, Italy

3.3. Modular training and examples of good practice in Italy 1. Introduction

Vocational training in the developed countries is facing today a rapid transition. The change towards a society based on knowledge transforms the meaning and the working method, new professions are created, old professions change, and others disappear for good. The most important changes that reach the working world are: − new competences required by innovation technology, − development of new technical languages, − greater importance to culture, − development of a culture for professional mobility, − continuous interchanging between study and work.

Some key elements at a macrostructural level: 1. More connection between vocational training and work and employment policies, mainly

through the development of alternative models and orientation services: the growth related to the role and the strength of the enterprise as partner of the training process. The professions evolve at a pace which is too quick when compared to the training systems, the enterprise has a role of social integration which is more and more important, the individual has to perform functions which are different within the evolving organisations.

2. The training systems should become dynamic through a greater integration of services and involvement of actors (mainly at local level): duality between education and vocational training is recomposing. A tendency of the education and training subsystems to meet has been observed, in the State members of the European Union. Vocational training continues to evolve towards a qualifying and graduating system (based on a diploma, certificate) which brings it closer to the initial rules of training. Therefore we are assisting the growth of an integrated concept of the systems.

3. The growing individualisation of the training paths, in answer to the development of new technologies, the strengthening of the role of the individual in the training process.

4. Broadening the access to training, both because of the new citizen rights and the cohesion policies. The end of the 90’s starts a new tendency: primacy given to the organisation of the qualifying systems concerning the trainers and piloting: − through an outlined approach, which fixes the scenarios of the evolution concerning the training

functions (features of contrats d’étude prospective – CEP training in France), − through the definition of standards, for certification of training structures and competences of the

operators: this is the case of Italy which is introducing a more integrated training system, − through the formal definition of the trainers duties (this is the case of the German legislation

dated November 1998 on the duties of the trainer which identifies the main missions concerning the different phases of the training process: analysis, design, piloting, evaluation),

− through the organisation of training of trainers based on the network, the partnership and distance learning.

The present economic impact together with the social relevance of vocational training has contributed to increase the number of actors of the system which were previously generically defined as trainers. To this we must add the difficult dividing line of the professional territory of training itself, which often is connected to other sectors. Again all this has caused strong discussions in the definition of what training involves and the roles to perform.

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As far as students are concerned reference is made to their competences mainly referring to: • the curricula: "the curricula make reference to basic, transversal and technical professionalizing

competences" • And to the national standards "the standard (…) contains (…) the specification of the profile and the

related basic, transversal and technical professionalizing competences (…)”. A more precise definition of such articulation is contained in the Guide Line for the final certificate: "The basic competences consist of the fundamental resources necessary to a person in order to

access training and work, furthermore for the development of a real individual and professional path in relation to this it should be pointed out that after an appropriate reflection a contribution should be given to the educational and university channel which also offer development related to the professional competences of individuals; a greater visibility and consideration to the basic competences should be given. Basic competences mean therefore the group of knowledge (and their use) which form both the requirement for an access to any further training course, and also the minimum base for access to the working world and professions, thus forming a modern citizenship right. Languages, IT skills, economics, legislation and work rights are only some of the examples of such competences. In this respect the development of a wide range of basic competences is today a joint goal, each one in its own area, education, vocational training and university.

The transversal competences are those competences that (communication, relational, problem solving, etc.) are needed in different working situations and that allow the subject to transform the know-how into an efficient working behaviour belonging to a specific context.

It is important to underline that all cognitive and methodological resources that education and university experience allows to develop are to be considered transversal competences and therefore becomes part of the stable patrimony of the individual, although often it is declined with different languages.

The technical-professional competences are composed of the know-how and the techniques linked to the practice of the operative activities required by the working processes where reference is made in the different professional environments. To this purpose it is necessary to appeal the specificities that characterise the different contributions that derive from the education system, university and regional vocational training, for the development of technical professional competences”.

For the basic competences "requisites for occupation and citizenship" are taken into consideration which are considered essential, in order to favour the access to training and work in the emerging scenarios and to develop an individual and professional path.

For the transversal competences, non working characteristics should not be analysed but rather the working behaviour of the individuals and the variables which can significantly influence its actions. Namely there should be an analysis methodology of the working behaviour of individuals.

For the technical professional competences, instead the concrete operative activities linked to determine functions and working processes should be analysed, through an appropriate methodology of "work analysis" which is capable of "reading" the activities and reconstruct the picture of the competences present in the same operative activities. 2. The capitalised training units as a tool for vocational training

Higher Education and Technical Training (IFTS) courses: "they are structured in modules and/or important units meant as a group of competences,

autonomously relevant, recognisable by the working world as a component of specific professional skills and identifiable as a result of the training course”.

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“As far as the training courses are concerned, the important competence units become the reference goal of the different didactic sequences which form the course itself.

These sequences are named "training units", and can or cannot correspond to an important competence unit.

Each training unit is defined by a specific denomination (title), aim, contents, duration, training methods and foreseen evaluation methods.

Since a training unit is finalised for the development of competences, it could happen that in order to reach such objective the articulation of the unit itself into "training modules" might be useful.

According to this approach the training unit can be defined as a reference prototype unit to reach or recognise the professional competences of the student and is therefore considered a codified tool to plan training actions for the acquisition of professional competences.

Training Units usually have the following characteristics: • Modularity – Each unit is planned in such a way that it can be possible to connect it with the other

units (or other credits acquired in a different form rather than training courses). • Autonomy – Each unit sets goals and learning contents able to form a value which is recognised

on the working market. • Multiple disciplinary trend – The activities usually require the knowledge and ability in different

disciplines, as well as the ability of implementing "professional behaviour plans". • Standardization of the describers – Each unit is limited to recall the descriptive elements that

form the essential standard for the development or the recognition of the competences. Observed under this point of view the training unit, allows the composition and fruition of an

educational and training offer which is flexible and adequate to the needs of a coherent planning. The adoption of a standard form points out the role played by the trainer, showing transparency of

the results. The use of this type of training methodology is capable of satisfying the general situations of reliability and transparency which are features of the network protocols, avoiding, in the meantime, the risk of forming courses based on a combined mechanical logic of units “always and universally” suitable to every context.

The reason why in the IFTS, training units are used, is based on a principle of economising the transition costs: in reference to a variety of rigid and preset standards or, on the contrary, to the total freedom of format and methodological approach to planning, it allows to generate greater conveniences since it is flexible for local specifications and extensions.

The contribution of the training units to the reduction of costs for planning and setting up training emerges also from its functionality to activate different types of training benchmarking: internal (carried out inside own organisation or project) competitive (carried out with other organisations or projects which are in competition), functional and process oriented (carried out with organisations or projects not in competition outside own sector of intervention ).

This way, within the IFTS the use of stand alone training units sensibly favour the research of the excellent procedures and the individualisation of the factors and the efficient methods to adapt and apply the best experiences to own exercising context. The competitiveness research induces the organizations to a more careful management of planning operational costs competence based, and increase the quality-price relation of own products and reduces feedback time to questions, favouring changes.

Besides favouring the possibility of capitalising the most innovative experiences, in order to learn as much as possible from the testing that took place in the sector, being a network protocol, communication and exchange it establishes a matrix for reference useful for negotiation of the training goals by the subjects that, belonging to different education and training and therefore starting from different languages and cultures, have to form an integrated and shared path. This negotiable valence of standalone training units has a decisive role both in creating the assumptions for capitalization, the competences acquired in own training and professional path, and also on a systematic plan, in creating the assumptions for a reciprocal recognition (between vocational training systems and education

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systems; between these and work environment) of training credits and the related competences acquired.

Greater responsibilities and the strategic function assumed by the operators in the integration logic impose a greater need of competences for all individuals and community of practices which have to interact during the definition process of the competence–based training offer. Furthermore it should be pointed out that, benchmarking is not a service that can be bought, but finds its main assumption in the reciprocal exchange of information. Therefore it is convenient that people directly involved (final beneficiaries and planners of training) can start a systematic confrontation between different experiences carried out, evaluating together the methods experimented and the results obtained, nourishing, even through training units, interaction processes as a joint network and to use the prototypes, experiences ideas elaborated by different subjects in different areas. As shown on the scheme, the standalone training units process is articulated into three macro phases, chronologically arranged:

1) 2) 3)

Figure 1. The standalone training units process

1) The analysis processes that have as outputs competence maps, aggregated and related to the basic, professional and transversal competences.

2) The “interpretation” of the aggregated competences into correspondent standalone training units. 3) The composition of the single training units in clusters which allow to train the professional profiles,

with the consequent definition of the modular training paths. Therefore the professionals of learning defined as ”trainer” is not sufficient, since with this definition

professional areas which in reality are radically distant are herein shared. Such observation is confirmed in a confrontation among curricula experiences of various European countries which show, on one hand, a strong turnover of jobs in training, and an instability for the other

Transversal Training units

Flexible modular training paths Short courses Training credits

Creation of clusters oftraining units referred to

specific training paths

Occupational profiles andfigures

Analysis of prerequisites for

employability

Analysis of the sector and

process functions

Analysis of the individuals behavior in

the working environment

Map of basic competences

Map of the activity sectors and

technical competences

Map of the transversal

competences

Basic training units

Technical Training units

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professions, while on the other hand an overlapping of competences involved in the learning process (tutor, counsellor etc.).

This brings to an inevitable fragmentation of the roles, closer to the various phases of the process rather than to a general transfer of knowledge.

In the perception agreed up to now, the trainer/teacher was he/she that allowed the student to learn knowledge, and transfer took place based on the fact that the trainer had the notions to be transmitted. In a similar traditional meaning know how appears as a specific group of notions, learning as the process of notion transfer even when not fully aware (mnemonic learning).

In the asserted model, the transfer of knowledge, mediation of knowledge has greater value. In this range trainers are an element of the learning process, distributed in many roles, from the

training needs analysis, to the evaluation after the training. The trainer profile is becoming similar to a process consultant, and its sector can be defined as

“learning engineering”. A need of continuous updating of the competences opens a discussion on which can be the

devices open to continuous training based on the modular approach and on the valorisation of training credits.

Remarkable opportunities are supplied by information technology and communication in the definition of the training methodologies, confirming the necessity of concentrating on innovation-training. Sophisticated techniques and technologies are used as didactic media but the didactics themselves is not evolved. Learning didactic has taken very short steps; technology has instead taken very long steps. The only possibility to fill the gap is to work on training the trainers.

Good Practice 1. Policy/practice Title of good practice Modular Training Courses of the Province of Pesaro and Urbino

Name and full contact details of key contact person

Elmo De Angelis Training 2000, e-mail: training.2000@provincia.ps.it

Keywords (These should also refer to themes relevant to other objectives groups where appropriate)

Modular training; personalization; adult training

Duration of policy/initiative Started in 2006 Outline, Summary

In our working reality in continuous evolution, every economic sector needs modernized and competent staff . For this reason it is important that each person employed or not has the opportunity to obtain a training education focused on his own necessities and planning. The Province of Pesaro and Urbino, with the contribution of the European Social Fund, in the year 2006 has activated a new type of courses in the Marche Region, that is “modular training”.

2. Background Related national/regional policies/initiatives Key elements at a macro structural level − More connection between vocational training and work and employment policies, mainly through the development of

alternative models and guidance services: the growth related to the role and the strength of the enterprise as partner of the training process. The professions evolve at a pace which is too quick when compared to the training systems, the enterprise has a role of social integration which is more and more important, the individual has to perform functions which are different within the evolving organisations.

− The training systems should become dynamic through a greater integration of services and involvement of actors (mainly at local level): duality between education and vocational training is recomposing. A tendency of the education and training subsystems to meet has been observed, in the State members of the European Union. Vocational training continues to evolve towards a qualifying and graduating system (based on a diploma, certificate) which brings it closer to the initial rules of training. Therefore we are assisting the growth of an integrated concept of the systems.

− The growing individualisation of the training paths, in answer to the development of new technologies, the

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strengthening of the role of the individual in the training process. − Broadening the access to training, both because of the new citizen rights and the cohesion policies. 3. Content of policy/initiative Implementation (programmes, methods, measures and actions) The modular training courses are organized within the European Social Funds Framework. Each year the public training administration of the province of Pesaro and Urbino issues call for projects. The modular training is a system where training content is divided into independent units or modules which can be combined to form a path responding to individual needs. Modular training is retained one of the most flexible methods of continuing education allowing tocreate an individual curriculum for each person participating. The duration of a module varies between one to two months from a minimum of 12 to a maximum of 36 hours. It is an innovative formula also for its duration, timetables and territories which allow the training organizations to offer different opportunities. The modules can be attended in different geographic locations and are repeated in several centres.

Scope or level: national, regional, local Local Level – Province of Pesaro and Urbino

Partners involved (in the design, implementation and evaluation of the policy/initiative) Design phase The call for modular training projects is planned by the Public training office of the

province of Pesaro and Urbino, under the European Social Fund Programme. Implementation phase The implementation of modular training is carried out by Vocational education and

training providers, accredited for training in the Marche Region, prior evaluation and approval by the local provincial training office.

Target Group(s) and beneficiaries (definition and estimated numbers) Modular training has been developed and is offered to two different target groups: − Adults – to improve their professional skills through life long learning; the training is offered to employed and

unemployed people, 18 years old and over, which need continuous development to improve their work position and to manage the fast changes;

− Enterprises – to promote a competent, qualified and adaptable work force, to develop a flexible labour market and competitiveness of the local enterprises. The training is addressed to employed people, enterprises and free lancers in order to develop the needed competences for labour processes.

Form of the support – training courses are completely free for beneficiaries.

4. Outcomes and results Outcomes, specific achievements; Perceived strengths, weaknesses and priorities for improvement (qualitative and quantitative evidence) Individuals can create own training paths, the modules are grouped into thematic areas and can decide how many and which to attend. This type of training is focused on those people who already have formerly obtained higher education and wish to continue the training with the purpose of improvement of professional skills or changes of specialization. With this type of training it is possible to obtain both a basic and specific preparation. Certificates of Attendance are released at the end of each module. There is not doubt that in the adult education, modular training is finding satisfactory answers. This type of training programme considers the person as an individual, the market culture and environment, balancing the content and the methodology: alternating training and job experience. Transferability (how this example may have relevance in the European context?) This training model enhances the possibility of mobility of trainees within Europe and between the education and training systems at national, local and international level. In order to achieve full mobility the recognition of credits for the participants would be necessary.

Sources of the information provided TITLE: I corsi a catalogo per la formazione permanente; I corsi a catalogo per la formazione continua – Provincia di Pesaro e Urbino

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Nicole Georgogianni Hellenic Regional Development Centre, Greece

3.4. Modular Education and Training and examples of good practice in Greece

The main aim of this paper is to provide a brief description of the Education System in Greece with

a focus on the levels of education and institutions providing modular education and training. 1. Education System in Greece

Education in Greece is organized in three successive stages: primary, secondary and tertiary. Primary level can be divided into Pre-primary education (ISCED 0)1 and Compulsory Primary education (ISCED 1) offered by Primary schools. Secondary education level consists of compulsory part or Lower Secondary Education (ISCED 2) provided by Gymnasiums and post-compulsory part or Upper Secondary Education (ISCED 3) which is offered by Unified Lyceums and Technical Vocational Schools (TEEs). Post secondary education is provided in Institutes of Vocational Training (IEKs) but as it is leading to certification allowing access to the labour market and not to any further academic studies it is usually not considered as a part of the education system (Established pursuant Law 2009/1992).

Pursuant the Law 2916/ 2001 the latter education stage (ISCED 4,5,6) is divided into university education provided by Universities (AEIs) and non-university education that is offered by Higher Technological Institutes (TEIs). Education provided in universalities is more theoretically and academically oriented, while the courses provided in TEIs focus on the transfer of the scientific data into practice and applied research. In 1998 the Hellenic Open University, the biggest provider of open and distance higher education in Greece, was opened. 2. Vocational Education and Training System in Greece

The National Vocational and Education Training System (ESEEK) is established pursuant Law 2009/1992. Vocational education and training (VET) in Greece is divided into initial and continuous. Initial vocational education and training

The institutions offering initial VET are supervised by the Ministry of Education and Religious Affairs through a number of bodies established for this purpose. Secondary VET is provided by TEEs while IEKs offer post-secondary VET. The IEKs are directly supervised by the Organization for Vocational Education and Training (OEEK) which designs and oversees the implementation of programmes in IEKs and provides accreditation for the professional qualifications acquired through formal vocational levels. Continuing vocational training

The Ministry of Labour is responsible for the continuing vocational training provided in Greece outside the formal initial VET. Continuing vocation training is offered by Vocational Training Centers (KEKs). These institutions as well as the courses provided by them are officially accredited by the National Accreditation Center of Vocational Training Structures and Accompanying Support Services (EKEPIS). 3. Institutions providing modular education and training

The main providers in Greece of modular courses are the IEKs and the tertiary educational institutions.

Each Institute of Vocational Training (IEK) focuses on one or more fields in which it offers a number of specializations. IEKs provide modularized courses at European Levels 1, 2 and 3 based on a unified 1 International Standard Classification of Education – ISCED 1997 of UNESCO.

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approach to assessment. On completing IEKs courses the trainees are awarded a certificate of vocational training, which allows entry to final accreditation examinations. The final accreditation examinations consist of national examinations in theoretical subjects and regional examinations for the practical skills. Based on them an IEK Diploma of Vocational Training is awarded.

Modularized courses at tertiary education stage are provided by Universities (AEIs) and Higher Technological Institutes (TEIs). The Hellenic Open University offers undergraduate and postgraduate courses, vocational training or post-training on the basis of distance learning. The education provided is based on thematic units (modules). A thematic unit covers a specific undergraduate or postgraduate level of education with subjects corresponding to three semesters of Higher education institutes. After the successful accomplishment of each module the students are awarded a certificate.

The Vocational Training Centers (KEKs) design and offer courses for employees, unemployed and school leavers from all level of education in many different subjects in the frames of continuing vocational training.

Reforms in Greece are under way in order to promote modularization in education and training. Modularization is regarded as one of the methods contributing for raising the efficiency and flexibility of education and training and also for ensuring mobility of people throughout Europe.

Sources of information: − Ministry of National Education and Religious Affairs: www.ypepth.gr − National Resource Centre for Vocational Guidance: www.ekep.gr − The National Accreditation Center for Continuing Vocational Training (EKEPIS): www.ekepis.gr − Organization for Vocational Education and Training (OEEK): www.oeek.gr − Hellenic Open University: www.eap.gr − EURYDICE: The Information network on education in Europe: www.eurydice.gr − CEDEFOP: The European center for the development of vocational education:

www.cedefop.europa.eu − Vocational Education and Training in Greece: short description by Vassileia Vretakou and

Panagiotis Rousseas

Good Practice 1. Policy/practice Title of good practice Programmes of further training to modernise and upgrade provided

services Name and full contact details of key contact person

Name of coordinating organization: Organization of Tourism Education & Training Contact name: Konstaninos Kravaritis Address: Dragatsaniou 4, 10559 Athens Telephone +30 210 3224602, Fax +30 210 3231821, e-mail prog@otek.edu.gr

Keywords (These should also refer to themes relevant to other objectives groups where appropriate)

Professional development, competence, qualification, appraisal, assessment, courses, graduate training scheme

Key priority(ies) addressed Creating an adaptable work force Duration of policy/initiative From October 2001 to December 2003 (Phase A) Outline, Summary In the frames of this project training courses in the field of tourism and hospitality industry were organized and provided to seasonally unemployed, low skilled, employed people. Those who complete the course were awarded a professional certificate now widely recognized within the sector and by the Greek authorities.

2. Background Related national/regional policies/initiatives Tourism contributes to approximately 19% of national GDP in Greece, and is estimated to employ around 10% of the total employed population. Its importance to the economy is therefore hard to understate. Nonetheless until recently there was no nationwide training programme or qualification in tourism, limiting the opportunities for professional development in the sector.

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3. Content of policy/initiative Implementation (programmes, methods, measures and actions) In response to this, the Organisation of Tourism Education and Training, as part of the Ministry of Tourism launched a nationwide course in 2002 that encompasses practical and theoretical training to improve skills and knowledge in different areas of the tourism and hospitality industries. Particular emphasis was placed on giving students the opportunity to undertake practical experience in the specialty of their choice. Students spent almost a quarter of the training course in practical placements. Students were able to choose between courses focusing on the hotel business, restaurants, confectionary or cookery. All were required to undertake language training in English or French, and courses in communication and interpersonal relations. The course is targeted at people with low qualifications, who are either seasonally employed within the tourist sector or unemployed. Almost 50% of the students are women. Those who complete the course are awarded a professional certificate now widely recognized within the sector and by the Greek authorities. Scope or level: national, regional, local National

Target Group(s) and beneficiaries (definition and estimated numbers) Seasonally unemployed, low skilled, employed

Financial costs and support (source: public and/or private; amount, recipients) ESF funding: 387,280 Euros (Phase A) Total funding: 516,373 Euros (Phase A)

4. Outcomes and results Outcomes, specific achievements; Perceived strengths, weaknesses and priorities for improvement (qualitative and quantitative evidence) Between 2002–2003, the course attracted some 881 students from all over Greece. In its second year, the number of students increased by 16% to 1,449, reflecting the increase in demand. A third year has just started, involving 1,157 students. The course has definitely proved its worth in the job market. Graduates find it easier to find work and it has also helped to modernise and raise standards in the industry to reflect tourist demands.

Sources of the information provided Websites: http://www.otek.edu.gr/

1. Policy/practice Title of good practice Entrepreneurship I, Training course

Name and full contact details of key contact person

A.S.PE.T.E: Higher School of Pedagogical and Technological Education Address: IRENE Train station, Line 1, 141 21 Ν.Ηeraklion, Αthens, GR, Branches in Thessaloniki, Patras, Heraklion, Volos

Keywords (These should also refer to themes relevant to other objectives groups where appropriate)

Professional development, entrepreneurship, competence, qualification, appraisal, assessment, e-learning, courses, graduate training scheme

Key priority(ies) addressed – Culture of enterprising mentality. – Incentive to more individuals to become businessmen. – Preparation of businessmen for the development of competitiveness. – Improvement of cash-flow of financing. – Creation of a friendlier lawful and administrative frame.

Duration of policy/initiative 14 weeks Outline, Summary The training course provides different modules for fourteen weekly sessions of three days each. Analysing in more depth the environment of the entrepreneur, the participants follow a presentation and analysis of the profile of MMEs. They are given the definition of MME, their advantages and disadvantages. Finally, they make an extensive reference to the business networks. The social, geographic and cultural factors which influence the development of entrepreneurship are analyzed in this session. In parallel, participants examine the external (negative and positive) economics of the environment. With reference to the concept of international entrepreneurship, the concept of international business culture is presented. An other didactic unit, exploiting the didactic material, analyzes thoroughly the concepts of: – Social factors influencing entrepreneurship – Geographic factors influencing entrepreneurship

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– Cultural factors influencing entrepreneurship – External economic scale – Social responsibility of the entrepreneur. An other didactic unit, as in the two following sessions, analyzes thoroughly the following concepts of: – Business Plan – Analysis of Sector-Market – SWOT Analysis – Marketing Plan – Administration and Operational Management – Economic Planning – Business Sustainability This unit is very important, because in it converge in practice all the concepts that the participants met in the previous units. The most important point in the didactic unit is that the participants familiarize with the business plan that is the representation on paper of the business enterprise.

2. Background Related national/regional policies/initiatives

3. Content of policy/initiative Implementation (programmes, methods, measures and actions) The first session has the aim the training course presents smooth to the meaning of entrepreneurship. More specifically, the participants are informed for the specific European Program and, in parallel, they are able to express their doubts. After, they present the teaching approach of the lesson, give the necessary theoretical background and do a brief retrospection with regard to the development of entrepreneurship meaning. During the second session participants analyze in detail the concepts: entrepreneurship, entrepreneur, private enterprise, enterprise and enterprise management. At the same time they compare the advantages and disadvantages of entrepreneurship in everyday life and do an extensive reference to the procedure of business and development. The third session the participants have the occasion to understand the concepts of uncertainty, of risk and of profit performance. More specifically, in depth analysis of the concepts of risk and uncertainty and how they relate to people. Moreover, participants follow an analysis of the terms of gain and profit and examine in depth the degree of relation between risk and profit. The aim of the forth session is to give the necessary theoretical background about the measurement of risk and profit. In parallel, presentation of specific example is made so that the participants understand how the uncertainty and the risk make their appearance in an enterprise. Finally, participants develop ways of facing uncertainty and risk. In the fifth session participants study the concept of innovation and its relation with entrepreneurship. They discover the important role that innovation plays in the current situation of the enterprise but also the perspectives for its future route. Finally, there is a reference to the methods of application of innovation to entrepreneurship. In the following didactic unit there is analysis of the methods to shape the business advantage, as well as the life cycle of products in connection with the business advantage. Moreover, presentation of the development phases is made of a product and the suitable time of its introduction on the market. Also, there is a reference to the time planning and to the application of technology for a business advantage. In the seventh didactic unit participants examine the basic characteristics of the entrepreneur and in parallel mention his specific personal features. After, they study the factors which favour the turning of some social groups to entrepreneurship and analyze the way of thinking of the entrepreneur. Key-point of the course is practical application of the theoretical courses. This will be done in the following ways: − Visits of participants in enterprises. Discussing with representatives of enterprises the participants can see closely the

functioning of the enterprise and better comprehend the problems but also the challenges. − Participants undertake real case studies and with the guidance of professors functioning as advisers in small

enterprises, are invited to face the problems and be called to give solutions. − Simulation of Operations of a Virtual Enterprise. With the method of virtual enterprises the participants are invited to

manage a (virtual) enterprise, in all the phases of its development, understanding the way of operation, the pleasant but also unpleasant facts that they will face as potential businessmen. this course last 40 hours (1 week).

Finally, it is important to highlight that the more basic factor of the course in question, is the encouragement of development and exploitation of new enterprising ideas. Through the virtual enterprise course, the participants are in continuous vigilance, ‘learning and applying', trying various alternative strategies so that they comprehend when a businessman or a enterprise is successful. The basic contribution of the course is the systematic study and comprehension of innovation in the sector of entrepreneurship. Through teams, comprehending the importance of collaboration, the participants have the possibility of exchanging opinions and knowledge, of checking their results, of realising their errors, and finally of coding the success.

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The Course The course is implemented with the participation of four (4) to six (6) competitive teams, composed by four (4) individuals. Every team constitutes a different enterprise which, guided from the process of operation of enterprise, plans, takes decisions and finally evaluates the results of its actions. Each team represents a separate enterprise whose participants constitute the Management team. The trainees undertake the role of executives of the enterprise and for the duration of operation of the course change roles so that they pass from all the jobs (sales management, production management, financial management and general management). The teams work in a completely competitive environment and begin all from the same base and the same data. Catalytic role in the growth and profitability of enterprise play the decisions and the actions of the trainees for the duration of repeated cycles. The course covers all the operations of modern enterprise, exposes the participants to the real administration of small enterprise in the completely competitive market of today and it gives them the possibility of conceiving the actions that is essential they undertake in order to confirm the success of the enterprise. The objective aim of virtual enterprises is to help the participants: – to deepen their enterprising thought exercising their business decision-making, – to develop their empiric judgement and to test their enterprising skills against a “dangerous competitor“ under the eye of

experienced instructors, – to acquire a total picture for the operation of enterprise (Big Picture), – to comprehend the problems that are presented in the administration of a small or intermediate enterprise. The program must be adapted to the modern enterprise, all the quantitative elements that are given must be absolutely linked between them and the program operation is supported by a series of algorithms. With the use of algorithms, all the quantitative data of program, either these concern production or financial data, or quantitative elements of market, must be absolutely linked between them. Participants are called to investigate the market, to determine and to evaluate its opportunities, to plan and to execute a business plan, to check their own performance but also that of competition, as well as to re-define the strategy and their tactics provided that this is deemed essential. The program must support itself with ‘Experiential Learning’. Learning is acquired via continuous team exercises, during which the participants undertake to manage ‘Virtual Enterprises', to face daily situations of the market, as well as to take decisions that will determine the future course and the results (virtual) of their companies. The practical application of techniques and knowledge, as well as the continuous alternation of roles, are the main axes of learning and completion of knowledge and experience of the participants. The methodology should apply the principles of Learning Loops. The repeated cycles of learning in which the degree of difficulty increases gradually, gives the possibility to trainees to absorb completely the object of teaching. The program exposes the participants of real administration of an enterprise, in the very competitive market of today; while simultaneously it gives them the possibility of conceiving the actions that it is essential to undertake to confirm the success of the enterprise.

Scope or level: national, regional, local National Partners involved (in the design, implementation and evaluation of the policy/initiative) A.S.PE.T.E: Higher School of Pedagogical and Technological Education Target Group(s) and beneficiaries (definition and estimated numbers) Young people wishing to create their own enterprise or to be self-employed.

Financial costs and support (source: public and/or private; amount, recipients) All the costs are covered by the national budget.

4. Outcomes and results Outcomes, specific achievements; Perceived strengths, weaknesses and priorities for improvement (qualitative and quantitative evidence) In the frames of the program the ASPETE organises competition of business plans in which have the possibility to participate individual participants or teams of participants. Objective of this effort is to become absolutely comprehensible how to draw up business plans, which are the likely sources of financing, which type of questions the likely investors make and how much intense it can be the competition in the real world. With the completion of the course the participants have the possibility of presenting a study with subject the concretisation of a 'Business Idea'. The studies have the form of a full businees plan and they are evaluated by a committee in which professors, executives of ASPETE and businessmen participate. The participants that participate in the competition develop a full business plan, that includes in-depth analysis of subjects as the prospects of growth, the financing form, the forecasted economically elements and the timetable of implementation. The 3 Enterprising Plans that are judged to fulfil the conditions of implementation and effectiveness are rewarded. Sources of the information provided Websites: www.aspete.gr

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István Kiszter National Institute of Vocational and Adult Education, Hungary

3.5. Modularisation and examples of good practice in Hungary

1. Legislation The provision of vocational education and training in Hungary is regulated by Act LXXVI of 1993 on

Vocational Education and Training (VET). Its provisions relate to both IVET and CVET, and irrespective of whether it is provided within or outside the formal school system (i.e., in public/higher education or in adult training). This law defines: − the training providers of VET; − the content of the National Qualifications Register (OKJ) which – published in ministerial decrees –

lists all state recognized vocational qualifications at each available level; − the administrative structure of VET with the tasks, rights and duties of each concerned ministries,

public authorities, agencies and consultative bodies; − the content of the professional and examination requirements of OKJ qualifications and general

rules concerning the vocational examination; − the special regulations concerning the provision of school-based VET (vocational theoretical and

practical training, apprenticeships, study breaks and student allowances); − the financing of VET.

The operation, administration, and financing of institutions providing VET within public and higher education are regulated by Act LXXIX of 1993 on Public Education and Act CXXXIX of 2005 on Higher Education, respectively. The provision of adult training programmes outside the formal school system – including the definition of the concept of adult training, its administrative and institutional system, content requirements (accreditation of institutions and programmes, content of adult training contracts, etc.), and state support schemes – is regulated by Act CI of 2001 on Adult Training.

The administrative system of vocational education and training in Hungary is rather complex due to several reasons: − both IVET and CVET can be provided either within or outside the formal school system, but

regulations concerning VET offered in adult training differ from those concerning school-based VET; − VET within the formal education system can be provided both in public and higher education whose

administrative structures are different; − the administrative system of public education is highly decentralized; − the definition of the outcome requirements of state recognized qualifications listed in the National

Qualifications Register (OKJ, Országos Képzési Jegyzék) falls under the competence of several ministries.

Although IVET in Hungary is provided mainly within the formal school system, in public or higher education, adults can obtain their first OKJ qualification also in an adult training programme. 2. Vocational Education and Training providers

Upper and post secondary IVET is offered in vocational schools (szakiskola) and in secondary vocational schools (szakközépiskola), respectively, while higher level VET courses are organised by higher education institutions (colleges, universities), though may also be provided in secondary vocational schools.

There are two types of vocational training schools (szakképző iskola), both of which are part of the public education system: vocational schools (szakiskola) and secondary vocational schools (szakközépiskola). They admit pupils typically upon completion of the 8 grades of primary school (általános iskola) at the age of 14; however, in compliance with the new regulations, they can provide

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only vocational preparatory/pre-vocational programmes in their first two or four general education grades. The vocational qualifications obtainable in these schools are those listed in the National Qualifications Register (OKJ). Students of vocational schools enter VET in the 11th grade, at the age of 16, and can obtain ISCED 3C or 2C level OKJ qualifications typically in 2 or 3 years, at the age of 18 or 19. Secondary vocational schools provide VET only to students who have already obtained the maturity certificate (ISCED 3A) – awarded at the maturity examination organized at the end of the 12th grade in this school type and in grammar schools -, or completed the 12th grade. These schools award ISCED 4C level OKJ qualifications in their post-secondary (the 13th and possible higher) VET grades. A new form of IVET, the so-called higher level vocational education and training was introduced in 1998. These non-degree, tertiary level programmes are organized by higher educational institutions, although they may be provided also by secondary vocational schools based on an agreement between the institutions. The precondition of participating in such courses is the maturity certificate, and these typically 4-term-long programmes provide VET to students older than the age of 18 to obtain an ISCED level 5B qualification listed in the OKJ.

VET school maintainers include local and county governments, state agencies, churches, foundations, etc. The maintainer is responsible for the lawful operation of the school and it approves its internal regulations as well as its educational and pedagogical programmes, but otherwise public education institutions enjoy autonomy in professional-pedagogical matters, supervised by the principal.

In higher education, the maintainer (the state, churches, foundations, etc.) supervises the operation and effectiveness of the professional work of colleges/universities, which otherwise enjoy wide-ranging autonomy in both administrative and pedagogical matters.

Adult training providers – including public and higher education institutions and other budgetary or state-supported institutions (e.g. Regional Training Centres of the National Employment Service), training companies, non-profit organizations, the workplace (internal training), chambers, etc. – are free to develop and provide their training programme if registered at the regional labour centre. Their institution and/or training programme has to be accredited by the Adult Training Accreditation Body only if they want to receive public subsidy.

Although some OKJ vocational qualifications are obtainable only within the formal school system, most are offered also within the framework of adult training available for those who have already completed their compulsory schooling. Such VET courses provided by training enterprises, non-profit organizations as well as by public and higher education institutions or state agencies engaging also in adult training (as defined by the Act CI of 2001 on Adult Training) may be classified as IVET in case the participant has not earned a vocational qualification in public or higher education.

3. Practical training The Act on Vocational education and training permits two (legal) forms of practical training

organized at an enterprise, the form preferred by the law and education policy is apprenticeship training based on a student contract. This can be replaced by alternance training only under certain conditions (e.g. if the training is provided at a workshop or the workplace in a budgetary institution). In such cases the vocational training school contracts an economic organization for cooperation to provide practical training for its students (official name: cooperation agreement). In school year 2006/2007, the majority of full time students (74%) in the VET grades of secondary vocational schools received their practical training (in whole or a part) in a school workshop, 18% participated in alternance training (within the framework of a cooperation agreement), and only 9% in apprenticeship training. Students of vocational schools participated in practical training outside the school much more often, 46% of them in apprenticeship training and 14% in alternance.

4. Curricula Since 1998 only vocational preparatory/pre-vocational training can be provided to students younger

than the age of 16. General subjects in the general education grades of both types of vocational training

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schools are taught in compliance with the requirements of the National Core Curriculum (NAT), the recommendations of framework curricula, and the school’s local pedagogical programme based on these. Schools must develop the curricula of vocational preparatory/pre-vocational training in accordance with the central programmes of OKJ qualifications and the requirements of the maturity examination (in secondary vocational schools), assisted by the guidelines of framework curricula developed for each of the 21 occupational groups. Such preparatory programmes include: − career orientation and practical training in the 9th, and “vocational grounding theoretical and practical

training” in the chosen occupational group in 10th grade (in at most 40% of the mandatory teaching hours) of vocational schools, where the provision of such training is mandatory since 2006, and

− vocational orientation from the 9th, and “grounding training in an occupational group” from the 11th grade of secondary vocational schools. The framework curricula for vocational schools recommend 74 teaching hours of career orientation

and 222 hours of vocational grounding theoretical and practical training per school year in the 9th grade (total teaching hours: 1017.5), and 296-370 hours of the grounding training per school year in the 10th grade (total teaching hours: 1017.5). In secondary vocational schools they recommend 185 teaching hours per school year of grounding training in an occupational group in the 9th-10th grades (total teaching hours: 1017.5), 296 in the 11th grade (total: 1110) and 256 in the 12th grade (total: 960).

The curricula of VET grades, called vocational programmes, are also developed by the schools based on the professional and examination requirements of the awarded OKJ qualification and the guidelines of the central curricula of its vocational subjects, both types of documents published by the minister of the relevant field. Modules may be inserted into the vocational program.

The outcome requirements of a qualification of the National Qualifications Register (Országos Képzési Jegyzék, OKJ) are defined by the minister of the relevant field. Anticipation of skills needs and the initiation of changes in the OKJ are also realized primarily at this level. Although the social partners are involved in these processes through various national and regional level consultative boards, the existing forecasting and planning mechanisms of VET are considered insufficient. Apart from regular short-term prognoses on labour shortage and surplus based on employers’ surveys by the labour centres of the National Employment Service (ÁFSZ), medium and longer term forecasts and researches based on a more qualitative or combined approach have been conducted only occasionally.

5. Development The recent comprehensive renewal of the OKJ and outcome requirements within the framework of

HRD OP Measure 3.2.1. aimed to update the structure and content of VET. It was based on an extensive analysis of Hungarian employment structure and job profiles, including surveying expected future developments in each vocation, implemented with the participation of practitioners and experts. Current legislation assigns the task of “continuous monitoring of the development of VET structure” to a consultative body (OKJ committee) to be set up by the example of the 30-member Consulting Board involved in the OKJ development project, as a replacement of the sectoral so-called OKJ occupational group committees (see section 0302). Also through this and other consultative bodies, representatives of the economy and the social partners are encouraged to report changing labour market needs by initiating the modification of the OKJ and the outcome requirements and to review proposed changes.

The process of creating/modifying/deleting an OKJ vocational qualification can be initiated by the minister of the relevant field or by anyone making a proposal to the minister that includes the proposed professional and examination requirements (SZVK) and the supportive opinion of the relevant chamber of economy, professional, employer and employee associations, labour centres, etc. concerning the economic and labour market demand for the given qualification. The minister sends the proposal to the National Institute of Vocational and Adult Education (Nemzeti Szakképzési és Felnőttképzési Intézet) and the OKJ committee, and makes a decision based on their opinion (except for higher level vocational qualifications whose SZVKs can be developed jointly by a higher education institution and the relevant economic/professional chamber). If accepted, the proposal is sent to the minister responsible for VET

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and adult training who makes a final decision based on the opinion of the National Vocational and Adult Training Council (NSzFT), in agreement with the minister responsible for education and the minister of the relevant sector.

Current curricula development regarding OKJ qualifications is defined by the introduction of a modular, competence-based qualification structure developed within the framework of Human Resources Development Operational Programme (HRD OP) Measure 3.2.1 (see section 0201). The new OKJ and outcome requirements are based on job profile analyses conducted by 1-1 job experts (experienced practitioners of the given vocation) from small, medium and multinational enterprises. The competence profiles of each occupation, specifying not only the professional knowledge and skills, but also the method (thinking, problem-solving and work style), social (communication, cooperation and conflict-resolution) and personal (flexibility, creativity, independence, capabilities and characteristics) competences required to perform the various tasks involved in the given occupation/job, were developed by practitioners with training experiences. The new centrally defined framework curricula developed with the participation of teachers/trainers and the local VET curricula based on these will thus consist of curriculum modules (tananyagegység) corresponding to the professional requirements modules defined in the SZVKs and will focus on the development of competences.

Furthermore, current curricula development aims also to develop more open training programmes, and the integration of ‘openness’ elements (centrality of learning, a complex learning environment, wide range of user-oriented programmes, modern teaching technology, external professional practices) contributes to the realization of individual learning pathways. Good Practice

1. Policy/practice Title of good practice Human Resource Development Operational Program, (HEFOP) 3.5.1., The

development of modern adult education methods and application Name and full contact details of key contact person

László Zachár, NSZFI, 1087, Budapest, Berzsenyi u. 6. +361-433-1757, zachar.laszlo@nive.hu István Kiszter, NSZFI, 1087, Budapest, Berzsenyi u. 6. +361-433-1761 kiszter.istvan@nive.hu,

Keywords (These should also refer to themes relevant to other objectives groups where appropriate)

Life long learning, labour market education, modular education, e-learning, reintegration, expansion, program database, curriculum base.

Duration of policy/initiative Date of beginning: 2005

Date of end: 2007

Outline, Summary The enhance of the adult training quality with the development of curriculum and methodology, just as well the development of adult education’s method in its interest that the supply of the education training programs should conform to the requirements of economy. The aim of the arrangement is that the chance to the extension and correction of the life long learning through the support of adult education, including the e-learning too. This arrangements going to support the activity of adult education’s method. There is a need for adaptable education method witch is keeping pace with the economic changes; witch can take that fact into consideration that the adult education method’s has ever more participant. It needs necessarily collaboration within the whole adult education institutional system, or rather the expansion of methodology or it‘s formation in those areas, witch doesn’t exist there now. The arrangement in the frameworks of the open learning, develop alone the non-formatted (not in a school system) education. Much attention turn onto the flexible learning system, witch means that the modules, the assessment of prior learning got on the trailer, the certificates, and the portfolio and prefers the electronic learning environment. The learning methods are depends from the methodology from the different programs, from possible qualifications, from the level of the learning, ect. In the whole arrangement serving good system of the supply of individual learning places for adults too. In the interest of the fact that they are the underprivileged persons – with a low qualification, more aged employees, persons living with a deficiency, women, in a underprivileged region living persons – let it be possible to provide the adult education getaway opportunities, the arrangement supports to develop education training methods and curricula witch are set for the special claims of the target groups. With the valorisation of the program the chance for the participant adult through the training, with the extension of their knowledge get the opportunity to proceed or promotion is increase.

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2. Background Related national/regional policies/initiatives HEFOP is the continuation of a national development program, which is integral of the experiences of the previous PHARE Programs.

3. Content of policy/initiative

Implementation (programmes, methods, measures and actions) One part of the program is the development of the marketable programs and curricula, and this development program groups are based on 3 program. a) Gratification of the Local and regional employer necessity. The development of the 105 training programs and curricula are aimed to acquisition the qualification from the National Qualification Register. All the training programs witch were nominated to finish are sought in the labour market, latter position and livelihood cover programs by statistics of training tenctres, which need mapping the truth of the modernization the adult education requirements. These programs number is so important because, the biggest part of the program of Regional Training Centres choice currently in NQR character programs form it, in the other hand from the more hundred of NQR training programs only the most current ones got to a selection. These programs are going to process with the purchase of the modern requirements and method of adult education. These programs for the modern requirements of the adult training and gets with the purchase of his methods onto development into attention. b) The supply needs of employees in the local and regional level of the underprivileged layers It’s aimed to develop the program witch are in the National Qualification Register, or apart from it (accredited, or through

project to be accredited) cca. 40 programs, these educations are not demanding primary school qualification. These programs number is 38 because of that OKJ include nearly this many qualifications, witches acquisition not necessary general educational level, but with special affirmatives and preparatory programs the cumulative underprivileged layers may do it with a success. Emphasized aim to increase the equal of opportunity, to accost the layers who can be involved to the training hard, involving them in a training, keeping and sending them one, acquisition of a marketable qualification. Who incomplete with a basis qualification are determined excude from trainings witch providing the marketable education, because for it, that let them obtain these and let a result be attained, anyway necessary that other programs, with the help of part trainings socialisation get efficacious help in life conducting and learning techniques. c) The career orientation curriculum and training substance, or remedial program developments In attention the target group of the development we proposed the labour of 4 program: the primary school undone, made primary school, the high-school qualification providing and for those who has a higher qualification. The adult population exceptional heterogeneous in the look of how they relate to the trainings, how they informed from their opportunities, from their possible path of life. When fore that their decisions and their choices be solid they need suitable information, the career orientation substance – witch is being worked – helps in this information. The remedial and preparatory programs helps to work of the deficits witch manifest in primary in knowledge and learning techniques, these asa like the training programs based on practical experiences, but it is compensated the process of more year oblivion, or they help to get common knowledges witch minimal necessary learn a trade. With the use of the unusually used method and tools in adult education, with the complexity of education it can be archived and successful for those layers whose didn‘t secure the trainings until now, because of their unique problems, or because of different problems they obliged to stop the training.

The other part of the development is the new employers, concerning labour-market claims satisfactory program and curriculum developments, this development program group based on two part of programs a) Those vocational education’s matter and curriculum develop, witch satisfy local and regional employers requires, but the national register of qualifications doesn’t exist the given vocational qualification. We realised these vocational educations based on the analysis of scope of actives, build up on modular program and curriculum development. These programs planned quantity is 51 pieces, which after the experimental trial and the correction, we accredit it in the framework of the project. These programs number is so important because for the supply of the employer education’s claims with modern programs and curriculums was not a considerable development source till now, in other way, numerous labur market claim is kept calendar in the nine regions, and from this we needed to appoint a realistically program number with the attention of a provision standing in material sources. The adult education is able to adapt to the labour market claims and forecast with the help of the modern programs. The employer's claims many times doesn’t need the full academic specialisation knowledge of programs, but part processes, the knowledge of modern technologies is need, to which unnecessary to learning of a full central program. The requirements change exceptional quickly on certain vocational areas, it need the programs building on the existing knowledge base, and courses which can be easily worked and enlarged with the additional development. b) It’s for e-learning program and curriculum development, in those qualification’s way that most current the distance education or in terms of the learning with an Internet basis, and they didn’t get developed yet. These programs planned quantity is 25 pieces, witch ones after the experimental trial and correction – in the framework of the project – accredit. This educational technology relatively expensive, so it was necessary to run a manage inside the total cost framework of a project, from this as follows the lasting labour market’s training claims fulfilling a need can be only

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into attention. Whereas the development of the 25 programs is going to be a exceptional considerable result, considering that the full qualification horizontal bar e-learning program’s number is slight yet. The e-learning another, expected profit at the side of the users is the Life Long Learning approaching device appearance of affirmation. This includes that with new learning behavioral the pattern presupposing methods; with which the employees may settle down with knowledge-based society with witch in the labour market they may find a job with a good chance. Notable, that with this learning method like that can be involved into the learning – guaranteeing the equal opportunity – who are hampered in motion, because of their illness disabled, on the reason of their individual situation to place bound, they have work like that, which doesn’t make a chance to visit the education centres Scope or level: national, regional, local Hungary – National

Partners involved (in the design, implementation and evaluation of the policy/initiative) Design phase − National Institute of Adult Education

− Regional Training Centers − Central Employment Agency

Implementation phase Leader Authority: Ministry of Social affairs and Labour, HEFOP Leader Authority

Contributes: − European Social Found ESZA Professional Coordination commission (ESZA

Szakmai Koordinációs Bizottság) − HEFOP Operative conciliation forum (Operatív Egyeztető Fórum) − Employment Office (Foglalkoztatási Hivatal) − European Social Found National Program Leader Office Social Service Provider

(Nemzeti Programirányító Iroda Társadalmi Szolgáltató Kht.) − Fund Management Directorate of the Ministry of Education − Hygienic Strategic Research Institute Structural Funds Program Office

(Egészségügyi Stratégiai Kutatóintézet Strukturális Alapok Programiroda) − Hungarian State Treasury

Target Group(s) and beneficiaries (definition and estimated numbers) Leader Authority HEFOP Leader Authority Paying authority Ministry of Finance Structural and Paying Authority’s Cohesion Funds Participating organism European Social Found Kht. Final grantees Regional labour developer and training centers, non-profit companies. The Contracting relief Organization part relevantly 87. parag (1), Leader Authority is the final grantee.

Financial costs and support (source: public and/or private; amount, recipients) Community contribution, European Social Found: 15,165,047 National contribution, Central Labour-market Fund Employment Sub fund: 5,055,017 Local, Else (private), In the aggregate: 20,220,064

4. Outcomes and results Outcomes, specific achievements; Perceived strengths, weaknesses and priorities for improvement (qualitative and quantitative evidence) Type Indicator: Initial data (2002) / Aim (2008) Output: Number of the developed programs – 55 / 183 Result: Trained participants' number – 50000 / 100000 Impression: Employment or something else peoples' number who received positive proceeds – 35000 /85000 Horizontal aspects Equal opportunity Men and Women It is necessary to take the women's family specific claims following from their obligations into consideration of the development of curriculum and learning methods. Gypsy (Roma)

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Gypsy’s specific claims, which follows from their that social and educational background, it is necessary to take it into consideration of the development of curriculum and learning methods Handicapped persons It is necessary to take the handicapped peoples' special claims into consideration of the development of curriculum and learning methods SWOT Strengths:

− The employee’s level of qualification rises continually. − The labour dispose expertise witch competitive and international acknowledged in several specialties − The number of participant in middle and higher education is growing continuously − The social, the child care, the family supports, and the insurance of the handicapped peoples' equal opportunity and the

organizational frameworks of the modern services came to existence on the area of the employment rehabilitation Weakness: − The education and training system doesn’t insure adequate the labour market necessary skills and the acquisition of

competences. − The young persons' considerable part enter to the labour-market without the qualification and skills which for the

labour-market claims suitable. − Despite the high inactivity in single occupations and in areas, the trained workforce's deficiency can be experienced,

since the labour-market mobility is low-level in the future. Between the regions and inside the regions considerable the labour market inequalities.

Opportunities: − The opportunity of the development of more proactive employment policy increases by the expansion of the source

which can be devoted by the human resources development. − The gradual spreading of the principle of life long learning contributes to the improvement of the labour's

competitiveness and to the reduction of the social chance’s difference. − The stronger social solidarity, the fight against the prejudices increases the chance for the excluded groups to

integrate. − The spreads of informational and the communicational technologies repair the quality of the services and the services

availability. Threats: − The deficit of workplaces hinders the increase of the employment level and lasting increase unemployment leads

proportion. − The opener labour market increases the migration of high trained specialists. − The insufficiency of the employees' workplace training weakens the workforce adaptability, particularly in case of the

small and medium-sized enterprises' employees. − The solidarity weakens by the increase of the social differences, and the prejudiced heighten, particularly against the

Gypsy population.

Based on these the programs fundamental aims are: a) The increase of the employment level b) The correction of a workforce's competitiveness c) The inspirit of social reception. d) Better infrastructure and clearer ambience

Reinforced regional and local potential Transferability (how this example may have relevance in the European context?) All the programs that are suggested to finish just get ready, or onto an accreditation roundabout are suits for the demand of present regional and for national labour market. The programs gets into Regional Training Centres network program database, begins a modern, expandable, to establish a due curriculum database which enough for requirements of quality assurance, which can be used beyond a network's members by the adult educations institutions in the future.

Sources of the information provided websites www.hefop.hu

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Svetlana Kozlovskaja, Krista Loogma Institute of Educational Research Tallinn, Estonia

3.6. Overview of modularisation of Vocational Education and Training

curricula in Estonia 1. Modularisation – general framework

Reformation of Estonian VET began in the early 90s, right after Estonia regained independence. Central problem with Estonian VET reformation has always been curricula development. Many international projects have been carried out, in order to develop modern curricula. Many experts and specialist from Estonia, Finland, Denmark, Ireland and other countries were included in the process. Also, many VET institutions were included. At the same time, creation of national curricula management system began.

First VET curricula that were created in cooperation with Irish experts were implemented in 1997. Estonian curricula index was established in 1998. Curricula were encoded based on UNESCO International Standard Classification of Education – ISCED.

In 1999 first VET standards were acknowledged by Estonian Chamber of Commerce and Industry. Estonian VET act (19.12.2000) enacts general framework for elaboration of VET qualification

standards and requirements for acquiring these standards. Estonian VET curricula creation began in the end of 1990s. Since 2002, development of VET curricula has been responsibility of Estonian National

Examination and Qualification Centre. Centre ´s main tasks regarding VET include: coordination of creation and development of national VET curricula, VET curricula implementation, including teacher consultations. (www.ekk.edu.ee).

Curricula fields and groups are specified according to ISCED 97 standard. All Estonian VET institutions use module curricula. In 2006, with directive of Estonian Ministry of Education and Research (02.08.06 and 24.11.06) 24 curricula councils were created. Councils advise the Ministry and Estonian National Examination and Qualification Centre about VET curricula, creation of learning materials and VET teachers´ training. Councils´ main task is to support development and implementation of national VET curricula and see to it that all related goals are achieved. Council members are representatives of VET institutions, other educational institutions, employers and other related associations.

In 2006 Estonian Government enacted VET standards that state all requirements for basic and secondary VET education. Estonian VET institutions provide: 1. vocational education pre-training (basic introduction of vocational education in basic and secondary

school curricula); 2. vocational education in basic and secondary schools (15-40 study weeks); 3. vocational education for persons without basic education to whom schooling obligation no longer

applies (20–100 study weeks); 4. vocational education after basic education (40–100 study weeks); 5. secondary vocational education (at least 120 study weeks, including 40 study weeks of general

education subjects. Vocational education is 50% of curricula); 6. vocational education after secondary education (20-100 study weeks).

Workplace learning and apprentice training were first implemented in Estonia as project based learning forms – PHARE 2 pilot project in 2004–2005 and ESF project since 2006. Vocational education has been a general learning form since 2007. Vocational education is based on a contract between learner, school and employer used since 2007.

National VET curriculum determines VET goals, tasks, requirements for starting and finishing studies, curriculum modules and their capacity. It gives a short description of different possibilities,

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conditions and specialising possibilities. National curriculum is based on VET demands stated in VET standard.

VET institutions compile a curriculum for every VET field, basing it on national VET standards and national curriculum and considering different learning forms.

School curriculum is registered in Estonian Education Information System. Capacity of studies is calculated in study weeks. Basic education subjects are a separate part of secondary VET curriculum. VET curricula are based on basic education curricula. Capacity of basic education subjects is at least 40 study weeks. That includes 32 (33) study weeks of compulsory basic education subjects and 8 (7) study weeks of vocational education subjects that support basic education subjects.

School curriculum consists of general part, national curriculum stated general and basic skills modules and by selection study modules. School curriculum sets goals for general, basic and selective subjects, learning contents, results and module assessment principles.

Vocational education content in curriculum is presented in modules. Module is a result oriented contents unit of curriculum that states vocational education knowledge, skills and attitudes. Module contains one or several subjects or themes. Module capacity depends on module goals and contents. Capacity is always a whole number. Minimum capacity is one study week. One study week equals 40 hours of studying.

There are general, basic and elective subject modules. General subject modules state common skills and knowledge of different study fields. Basic study modules state skills and knowledge necessary for vocational or professional field. General and basic study modules include the amount of basic education subjects necessary for acquiring vocational field or speciality. Elective studies modules state skills and knowledge that support and expand vocational education skills or are connected to additional qualification. Elective modules can form 5–30% of curriculum.

Studies are carried out as lectures, practical training and independent studies. Independent studies form at least 10% of total studies. Practical training forms about 25% and practical studies 25% of the whole study capacity.

Curricula are divided into study fields, streams and curricula groups based on ISCED 97 standards. National curricula are based on curricula groups.

At the moment, project “Development of VET institutions´ curricula” is being carried out. Project is supported by Estonian National Examination and Qualification Centre and EU Structural fund measure 1.1. Main goal of the project is to develop modules of vocational education fields, to compile manuals for implementation of curricula and to train vocational education teachers. During the project, following activities are carried out: putting together work groups and national network of specialists, development of basic skills and knowledge, methods and manuals in order to implement modules, training of vocational educations teachers. Goal of the project is to bring curricula into accordance with labour market needs and even out vocational education content.

Schools have already used vocational education curricula contents in their curricula. In the beginning of 2007 Estonian Ministry of Education and Research imposed 5 national VET curricula. School has to bring their curricula into accordance with national curricula within 6 months time.

One of the goals of VET development plan for 2005–2008 is to develop and systemise curricula system. Both national and schools curricula is module study based. Today´s curricula allow to acquire necessary general and basic skills and specialising in frames of curriculum.

2. Modularisation in VET – example of Kuressaare Vocational School Kuressaare Vocational School is a vocational education centre of Saare County. The school has over 1000 students in basic or secondary vocational education study and 500 students in continuous learning or retraining. School offers a variety of vocational education possibilities regarding region´s needs. In initial vocational education studies are carried out in 3 field departments. The school has 18 curricula for secondary vocational education, 14 curricula for vocational education after secondary

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education and 15 curricula for workplace learning. All curricula that are implemented at school and registered in EEIS are module curricula in accordance with national VET standards.

Curricula development at school is responsibility of head of department, but also teachers and employers of the school are included in the process. Kuressaare Vocational School has participated in national and international VET curricula development programs since 1991. Among these: DEVS (The Danish Development of the Estonian Vocational Education System) 1993-1995, Phare VET reformation program 1995–1998 etc. Kuressaare Vocational School has cooperated with several partner schools in Finland. At the moment, Kuressaare Vocational School is represented in national curricula councils and work groups.

Although all curricula implemented at Kuressaare Vocational School are module based and in accordance with curricula models, there are many differences in study organisation. On one hand, there are many different curricula (37), but on the other hand, limited resources set barriers for better implementation of module study. There are also differences in preparation of teachers. Module contents and capacities differ. From the point of view of organising studies, it is easier if each module is associated with one subject and one teacher. In that case it is not much different from subject centric studies. The best examples of module based study implementation are in social welfare and food and beverage fields.

In social welfare field modules are implemented and working. Leading teachers Sirje Pree and Kai Rannastu have been doing development work since 1994. There are 3 curricula in social welfare: social welfare (80 study weeks), child welfare (40 study weeks) and adult welfare (40 study weeks). Studies can be organised in a very flexible way because 90% of the first and second year studies coincides with child welfare and adult welfare studies. Theme modules are: children, disabled children, adolescents (child welfare curricula) and elderly, disabled adults, persona development (adult welfare curriculum). These modules are consistent and have been developed using most suitable methods. Methods consist of theoretical studies, practical studies and practical training. Students can start their studies either with child welfare curriculum or adult welfare curriculum. They can study welfare from “birth till death” or “death till birth”. After completing both curricula, they have an opportunity to continue with social welfare studies. Considering that most students have previous work experience in their study field, this kind of learning form is ideal for them. It allows them make different choices.

To make sure that school curriculum is in accordance with national curricula, school had to make some changes in their curriculum.

There have been some problems with general module grade on students´ certificates. Grade is not very informational for employers that do not know the curriculum contents. Very important part of working in welfare is first aid class. With general grade, grade of first aid class is not showed on certificate, one can only see grade of working environment.

Years of development of social welfare curriculum has really paid off-students find curriculum attractive and it is in accordance with employers´ expectations. This is known because of positive feedback from post graduates and employers.

Curriculum development is a constant process and the key is dedicated leaders and teamwork. In food and beverage department leading teachers Eeve Kärblane, Eve Holsmer and Õile Aavik

and head of department Maret Õunpuu have been developing curricula for more than 10 years. They also have partners from other parts of Estonia and other European countries. The first curriculum in this field was that of food service. It was developed during Phare VET

Reformation project in 1995-1998. This curriculum was later used as an example for national curriculum. Chef and hospitality curricula have been used for two years. They are constantly improved, experimented and school is always looking for ways to get better results.

Skills based modules can be obtained all at once or divided into different parts during one study year. When students complete one module, module assessment takes place. It is done by module “round table”. All teachers that were part of the process assess students. They use different methods, mostly tests, but also demonstrations of skills and knowledge and study portfolios. Kuressaare

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Vocational School is a pilot school in Estonia in hospitality field. Teachers of that field have participated in national curriculum development. Teacher cooperation and coordination during implementation of curriculum is extremely important. In hospitality, students take specialized language classes. Synergy in teachers´ cooperation influences studies positively. Module curricula have proved their quality, but there is also need for more improvements. As the head of department says: “The more you do it, the more you understand that this is the right way”. Graduated students are valued and demanded in labour market.

In workplace learning, module curricula have been used since 2005. Curricula conception have been modified and developed and current module curricula are mostly subject modules. School was part of Phare 2 program pilot project, wherein curricula compilation and implementation was consulted by experts from Finland, Holland and Ireland. In these countries there is a lot of experience in organising workplace learning. In Kuressaare Vocational School workplace learning is carried out in sales assistant ´s, waiter ´s, hospitality worker ´s, mason ´s and finisher-painter ´s subjects. Capacity of the studies is 10 study weeks. One third of that is carried out at school and two thirds at the workplace. This study form is characterised by constant cooperation between school and employer. For example – theoretical studies are assessed by school and employer.

Limitations in implementing module studies in Kuressaare Vocational School are due to: − Homogenised study administration (schedules, spaces etc) that does not always allow the best

chronological order; − Contradiction with study information database, e-school (e-journals) does not support administration

of module studies. − Teachers´ lack of cooperation and readiness to implement module studies.

Dedicated leaders are the key factor in implementation and development of module curricula. Key factors are also correct planning, organising and teachers´ cooperation. There is a national legal framework, creating and implementing of national curricula is being done constantly. This creates better base for implementing module study also in schools. Sources of information

− Estonian National Examination and Qualification Centre www.ekk.edu.ee − Ministry of Education and Research: www.hm.ee − VET act (RK 19.12.2000): www.riigiteataja.ee/ert/act.jsp?id=690522 − VET standard (VV 06.04.06 ): www.riigiteataja.ee/ert/act.jsp?id=1014805 − Rekkor, S. Kutsehariduslike õppekavade arendamisest Eestis 1991-2005, presentation text 2005 − Randma, T., Topaasia, L., Kuidas ajakohastub kutseõppe sisu, www.koda.ee/?id=35750 − Development of VET institutions´ curricula, ESF measure 1.1 project 1.0101-0176, DVD, Tallinn

2007 − Interviews conducted at Kuressaare Vocational School 13th -14th of August 2007:

Piret Pihel, head of department of economics Kaie Kesküla, head of department of art & handicraft (until June 2007) Maret Õunpuu, head of department of service studies Kai Rannastu, vocational teacher of social welfare studies Sirje Pree

Ave Paaskivi, project leader of workplace learning

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Good Practice 1. Policy/practice

Title of good practice Modularisation in VET – Kuressaare Vocational School

Name and full contact details of key contact person

Ms Jane Mägi, jane@ametikool.ee, +372 45 24 645 The Kuressaare Vocational School, Kohtu 22, 93812 Kuressaare, Estonia

Keywords (These should also refer to themes relevant to other objectives groups where appropriate)

module, vocational education, curricula, implementation, curriculum development, workplace learning

Outline, Summary

The current example describes how curriculum development is enhanced in Kuressaare Vocational School. The school has 18 curricula for secondary vocational education, 14 curricula for vocational education after secondary education and 15 curricula for workplace learning. The best examples of module based study implementation are in social welfare and food and beverage fields as well as workplace learning. Further on information on curriculum development and implementation in each of these fields is provided.

2. Background Related national/regional policies/initiatives Phare VET reformation program 1995-1998

3. Content of policy/initiative Implementation (programmes, methods, measures and actions) Curricula conception has been modified and subject modules have been developed.

Scope or level: national, regional, local local, regional

Target Group(s) and beneficiaries (definition and estimated numbers) secondary vocational education students (over 1000) students in continuous learning or retraining (500)

4. Outcomes and results Outcomes, specific achievements; Perceived strengths, weaknesses and priorities for improvement (qualitative and quantitative evidence) The school has 18 curricula for secondary vocational education, 14 curricula for vocational education after secondary education and 15 curricula for workplace learning. All curricula are module curricula in accordance with national VET standards. Limitations in implementing module studies in Kuressaare Vocational School are due to: − Homogenised study administration (schedules, spaces etc) that does not always allow the best chronological order. − Contradiction with study information database, e-school (e-journals) does not support administration of module studies. − Teachers´ lack of cooperation and readiness to implement module studies. Transferability (how this example may have relevance in the European context?) Kuressaare Vocational School was part of Phare 2 program pilot project, wherein curricula compilation and implementation was consulted by experts from Finland, Holland and Ireland. These countries’ experience in organising workplace learning was used in developing school’s modules, which means that Kuressaare Vocational School’s experience can be transferred in the other European countries.

Sources of the information provided Estonian National Examination and Qualification Centre www.ekk.edu.ee Ministry of Education and Research www.hm.ee VET act (RK 19.12.2000) https://www.riigiteataja.ee/ert/act.jsp?id=690522 VET standard (VV 06.04.06 ) http://www.riigiteataja.ee/ert/act.jsp?id=1014805 Rekkor, S. Kutsehariduslike õppekavade arendamisest Eestis 1991-2005, presentation text 2005 Randma, T., Topaasia, L., Kuidas ajakohastub kutseõppe sisu, http://www.koda.ee/?id=35750 Development of VET institutions´ curricula, ESF measure 1.1 project 1.0101-0176, DVD, Tallinn 2007

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Jürgen Mähler German Education and Training GmbH, Germany

3.7. Modular Education and examples of good practice in Germany

Traditionally, the discussion around the introduction of more elements of modular education in Germany has been shaped by the fundamental differences that exist between the German and Anglo-saxon systems. One does not find a competency-based approach of the Anglosaxon system in Germany, but rather a system that puts the problem-based learning and therefore cross-linking approach in the centre of attention. “Germany has traditionally belonged to that group of countries – such as France – that take an institution-oriented or process-oriented approach. In other words, its education paths are largely anchored in institutional (vocational or academic) communities. This contrasts with the fundamentally outcomes-oriented approach taken by English-speaking countries” [1].

So, modular-like components are possible, but final cross-subject exams keep on being obligatory. Already today, modular elements exist to a certain extent in initial education in support of disadvantagedgroups, preparatory courses for youth2 and adult education (post-qualification), but not in the core areas of dual education and training [2].

However, “discussions about the shortage of training places, and young people who are not equipped for training and the European qualification framework have triggered afresh the debate in regulatory circles about greater flexibility in occupations. This once again raises the question of the importance of the German Berufsprinzip, the principle of the regulated occupation” [3]. The German system of vocational education and training is changing and will be newly structured for various reasons: the most prominent examples are PISA, new and newly structured occupational profiles and the learning field debate.

Furthermore, Germany is now under pressure by European harmonisation attempts to adopt modular approaches. Nevertheless, while countries like Spain and England have already set up a national qualifications framework, countries like Hungary and Germany have only started to develop a national framework in view of the consultations being held in connection with the European Qualifications Framework. [4].

In Germany, the debate on the European Qualifications Framework has worked as a catalyst. Government and industry have submitted separate advisory opinions [5]. The Board of the Federal Institute for Vocational Education and Training has drafted a joint platform. A roadmap was developed and a steering group set up for developing a national qualifications framework [6].

Still, a wealth of questions has to be settled before the country can implement a national qualifications framework. These questions include whether vocational training and general education are to be placed together under one "roof", and which dimensions are to be differentiated between in connection with skills (e.g., technical, methodological, social and personal skills). Standards for qualifications and for skill assessment procedures, criteria and procedures for recognizing/crediting equivalents (including skills that are acquired through work experience) and procedures for certifying non-formally and informally acquired knowledge also have to be developed. One further crucial issue is the fact that only a few training providers are certified, under the thumb of the chambers of commerce.

Against this background, in 2005 a new vocational education and training law has been adopted promoting [7]: – More innovation through regional cooperation. – More possible combination of schools, enterprises across the regions. – Quicker integration of modern occupational profiles. – Better acceptance of educational modules certified abroad. – certifiable „qualification building blocks“ for disadvantaged youth [8]. – usage of more flexible instruments such as modules for additional qualifications – some form of modularisation in some pilot occupations in IT, new media and public administration [9].

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The Federal Institute for Vocational Education and Training (BIBB) has also launched 5 pilot projects called „in-service training and post-qualification of young adults" in the federal states of Bavaria, Berlin, Hamburg, Hessia and Thuringia [10]. The aim of these pilot projects was to put the concept of a certificate and in-service training-oriented modular post-qualification to the test and to develop binding qualification standards. The innovative aspects of these model experiments are: – the modular design of qualification processes – the linkage of in-company work and qualification – the development of modular certificates and of a qualification pass – the individual promotion and counselling of participants – Quality standards were further developed by the federal states

As it gives cause to frequent misunderstanding, modular as mentioned here takes up the following concept: – Modules are unequivocally defined in the frame of an occupational concept. – A module is a partial, autonomous qualification block and is related to a certified job certificate. – A module comprises an entire working activity chain. – Modules can be pieced together to a recognised occupation. – Modules can be concluded in manageable periods of time by passing successfully internal

examinations. – Modules are proof of a qualification result, module certificates describe the existing occupational

competencies. – Modules are not designed according to a technical-systematical approach, but with a view to

occupational competencies. – Modules have to be documented within a qualification pass.

An interesting collection of existing initiatives in modular education is provided in the Good Practice Centre for disadvantaged youths (www.good-practise.de) of the Federal Institute for Vocational Education and Training. The centre provides: – a training provider database – a knowledge centre – qualification modules – an event calendar – good practise solutions

The Network Modularisation (www.modulnet-berlin.de) which was sponsored by the European Social Fund and the Senate of Berlin is a regional initiative of private and public training providers founded in 2000 in Berlin. Its aim was the promotion of the modular approach and the creation of a know-how network. Cooperation partners are chambers, employers, unions and employment agencies.

Tasks of this initiative were: – the training of coordinators, – the provision of advise on the introduction of a qualification pass, – the consulting on development of new modular education concepts and – support in the coordination and fine-tuning of concepts with chambers.

It must not be kept secret that both initiatives have faced a certain deadlock because the crucial issue of development of standards made them run into financing difficulties, a situation not overcome yet and typical for the complex

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Sources of information 1. Hanf, Dr. Georg, Hippach-Schneider, Ute, what purpose do national qualifications frameworks serve? – A look at other

countries, Federal Institute for Vocational Education and Training, Bonn (ed. ), Berufsbildung in Wissenschaft und Praxis (BWP), No. 01/2005.

2. Weniger komplexe Ausbildungen als Perspektivmodell? 13.08.2003, www.bibb.de/de/6093.htm. 3. Brötz, Rainer, BiBBnews, Issue 4/2005 November 2005, p. 1. 4. Partner conference with 16 European national vocational training institutes, May 8, 2006, www.bibb.de/en/print/25552.htm, p. 1. 5. Europäischer Qualifikationsrahmen, Cedefopinfo 06-2006, p. 1–2. 6. see also: Fahle, Klaus, Hanf, Georg, The consultation process for the European Qualifications Framework is currently in

progress, www.bibb.de/en/21696.htm. 7. Federal Ministry of Education and Research, Vocational Training Act, of 23 March 2005, (Federal Law Gazette [BGBl.],

Part I, p. 931). 8. Reitz, Britta, Schier, Friedel, Neue Perspektiven in der beruflichen Benachteiligtenförderung?, BiBB, 20.04.2004, p. 3. 9. Federal Ministry of Education and Research, Die Reform der Beruflichen Bildung – Gegenüberstellung des

Berufsbildungsgesetzes 2005 uns des Berufbildungsgesetzes 1969, Materialien zur Reform der beruflichen Bildung, Herausgegeben vom Bundesministerium für Bildung und Forschung 2005.

10. Schapfel-Kaiser, Franz, Neue Wege zum Berufsabschluss – Modulare Qualifizierung in der Weiterbildung, in: Lernen im Arbeitsprozess: Qualifizierung an- und ungelernter junger Erwachsener mit dem Ziel eines anerkannten Berufsabschlusses, Band 9, Modulare Qualifizierung in Weiterbildung und Beschäftigung, Abschlusstagung des Modellversuchs „Lernen im Arbeitsprozess“, February 20/21, 2001, Weimar, hrsg. Von INBAS GmbH, p. 41–50.

Good Practice

1. Policy/practice Title of good practice KMS – KMS Competence Management System

a modular path to qualification in store logistics Modularized in-service further training in port and store logistics

Name and full contact details of key contact person

Henning Scharringhausen, Further Training Centre Port Authority of Hamburg Fortbildungszentrum Hafen Hamburg e.V. Köhlbranddeich 30, 20457 Hamburg Telefon: ++49 / (0)40 / 75 60 82-0; Fax: ++49 / (0)40 / 75 60 82-20 e-mail: info@fzh.de

Keywords (These should also refer to themes relevant to other objectives groups where appropriate)

modular education, further training, in-service training

Duration of policy/initiative On-going offer

Date of end: Not applicable

Outline, Summary In working areas of port storage and freight forwarding in-depth know-how of logistics is getting increasingly important. A continuous further education of all employees ensures that technological and organisational improvements can be put into practise. The modular concept offers possibilities of adjusting to sector specific, company and personal concerns thus providing a tailor-made further education. The close cooperation with companies, authorities and workers’ organisations makes sure that innovation and practical experiences find their way into the seminars curricula and content. The sum of modules guarantees the employee’s participation in different examinations of the chambers of commerce (the examining body), such as: − specialist for stock management, − warehouseman, − specialist for store logistics, − skilled port worker, − master craftsman in store management. Alternatively it leads to the certificate of the ELA European Logistics Association – Supervisory/Operational-Level (EJLog). In order to ensure effectiveness of the training offer to the participant and his company all new modular training units have been closely aligned with the company processes. Thanks to the flexibility in time this modular training concept can be easily integrated into company planning. It is thus the basis for the quality management system DIN/ISO 9000 ff of a company.

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2. Background Related national/regional policies/initiatives The Further Training Center Port Authority of Hamburg (FZH) was founded Dec 1, 1975. The Center is exclusively financed by the provision of seminars. The interplant Further Education Centre offers a broad scale of trainings in logistics adapting to constantly changing market requirements: − Leadership and communications − Dangerous goods − Port and handling − IT: E-Learning and computing − Logistics − Navigation − Safety & Security As the Port of Hamburg and in particular its handling plants, the distribution centres and container packing stations, the freight forwarding and transport systems ask for highly skilled workers to be provided in increasingly shorter spells of time. The long-term training concept of the Centre proved therefore to slow and inflexible. Furthermore, the Centre was required to enable a qualification process that works step-by-step with easier further education structures. New learning levels had to be created in order to rise to international standards. Last but not least methods for Life-long learning had to be implemented. The modular further training concept “logistics” was thus elaborated a few years ago. It constitutes now a flexible and highly adaptable training tool. Theoretical training is done in the centre and practical training is done on the large training area within the port of Hamburg. The training concept was originally exclusively directed at the workers of the Port of Hamburg.

3. Content of policy/initiative Implementation (programmes, methods, measures and actions)

Development of the training concept followed the ensuing steps: 1) Basis for the training are the working processes of the flow of material a – receipts of goods b – in-company transport c – storage d – commissioning e – issue of goods 2) Qualification blocks have been formed according to levels and working areas − Basics of logistics − Objects − Technical systems – material and information flow related systems − Organisation – operational and organizational structure − Activities – administrative, allocative and operative − Management – structures and strategies − Avanced know-how – quality management, dangerous goods − Further aspects – optimisation and efficiency, controlling in administration of inventory and logistics, environmental

aspects 3) Modules are worked out within the qualification blocks − 1a Basics of logistics in receipt of goods, 1b in-company transport, 1c storage, 1d commissioning and 1e issue of goods − Objects in these different process steps (2a-e) − Technical systems (3a-e) − Organisation (4a-e) − Activities (5a-e) − Management (6a-e) − Avanced know-how (7a-e) − Further aspects (8a-e) 4) Certification The certification concept of Hanselogistiker takes all partners of the transport chain into account, from the transporter of dangerous goods to the logistics manager, from the port worker to the forklift operator, from the managing clerk to the storage manager . Modules and qualification blocks are certified by Germanische Lloyd a certifying body that is well-accepted in Hamburg. Partial certificates in Further Education can be obtained by taking the courses of a pre-determined set of modules, e.g. To

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obtain the German Certificates of "specialist in packing” or “specialist in logistics”. The different levels of the "Hanse Logistician" equate with other system like the ELA – European Logistics Association, the German Certificates, local certificates for practical training and academic education. 5) Database Learning objectives were defined, made visible and manageable in a competency database. − Approximately 6000 Learning objectives for all areas of logistics − 4 different learning levels (get to know, understand, apply and assess) − Bundling of the learning objectives into competencies − classification of competencies and competency profiles (knowledge, skills and abilities) according to EQF levels) − Permanent updating of contents − Free combination of competencies for rapid implementation of company requirements − Detailed education plan for transparent implementation Definition: − Competence points = Knowledge + Skills + Abilities (A1+A2+A3+AF4)/4 − Credit points = Competence Points x (course time)/10 Scope or level: national, regional, local Hamburg – Level of the federal State

Partners involved (in the design, implementation and evaluation of the policy/initiative) Design phase − KWB Koordinierungstelle Weiterbildung

− G7 Gewerbeschule Werft und Hafen − FiL Forschungsinstitut Logistik − TUHH Technische Universität Hamburg Harburg

Implementation phase Leader Authority: Further Training Centre Port Authority of Hamburg

− Container Terminal Altenwerder − Carl Tiedemann GmbH & Co. − NSB Niederelbe Schiffahrtsgesellschaft mbH & Co. − Flechtwerk Neue Medien OHG − Strober & Partner GmbH − Transas Training und Consulting (TTC) − Germanischer Lloyd Certification GmbH – certifier for the quality management

system ISO 9001:2000 − Hafenfachschule Bremen

Target Group(s) and beneficiaries (definition and estimated numbers)

4. Outcomes and results Transferability (how this example may have relevance in the European context?) The Centre has a vision of a network of training providers and companies for − the mutual recognition of credit points − the common usage of the modular concept − the further development of training concepts in logistics − the marketing of a Europe-wide certification for all people working in logistics − the realisation of an inexpensive certification procedure in step with actual practice with a common understanding of

quality. In the frame of a project sponsored by the European Union a concept for the logistics area will now be elaborated. The objectives of this EU Project will be:

− A survey in the European context in the are of logistics and development of a modular standardized European System for Further Education in Logistics by help of an online database tool

− Development of an European Certificate for Further Education in Logistics ("Hanse Logistician") accepted in a first step by the project partners and companies in the Baltic Sea Region.

Sources of the information provided www.fzh.de/main/mkonzept.php

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Tanja Logar, Urška Marentič, Darko Mali National Institute for Vocational Education and Training, Slovenia Brane Kumer – Director of School Centre Ptuj

3.8. Modular education and examples of good practice in Slovenia 1. Module, the richness of educational programmes

The word “module” can be found in different sciences and we are often confused by its meaning. In technology or more specifically in mechanical engineering module is a structure that is capable independently or as a component performing one function (module for heating, controlling module…). Similar description can be found in other disciplines too.

How is it in educational process? How should module be defined to be more visible, recognisable and be capable of meeting the needs.

To understand the introduction of module in secondary education it is worth to look into the current system of building the educational process in Slovenia. A quick overview shows that curriculum is built in linear way. Meaning its structure and execution. Curriculum is composed of subjects with the exact number of hours and division of hours among scholastic years for the curriculum. Each subject lasts through the whole year (with few exceptions) and its dynamics of execution is not dependent on other subjects in curriculum. The educational goals are verified (graded) with the ending (matura, final exam). Organization of educational process is directly dependent on the curriculum structure (subject oriented), a teacher is fulfilling goals of the subject, correlations in execution are rare, connection between abstract and practical knowledge is not visible.

Changing the stiff and regulated process and organization involves changing the structure of educational programme. A shift from subject to goal orientation is needed. Process and organization must be subjected to educational goals. Module seems to be solution an it should be understood as structure of general, professional and practical knowledge, as a structure that is aimed at achieving the goal: to acquire competence, to be competent. What do we want?

We have to build a vision and development of educational system on monitoring and understanding the trends on the labour market and in schools. Council of experts for VET in Slovenia has adopted the Starting points for development of educational programmes in VET (November 2001) which sets the basis for new educational programmes that should enable: − better adjustment of education to the labour market needs, − constant development and adjustments to trends in sectors, − connecting general, professional and practical knowledge and skills, − possibility to choose and transfer within a programme and among different programmes, − higher autonomy and responsibility of the school for achieving quality in education, − schools and companies have to accept responsibility for development and execution of educational

programme, − goal oriented education, − be comparable and transferable on the European labour market, − recognition of non-formal and informal learning, − possibility for students to choose learning contents.

Subject oriented educational programme is not suitable for reaching those goals. Process of changing and adjusting to labour market needs is too long, selectivity and flexibility are too small.

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2. Modules in education

Module based educational programmes should enable more flexible structure of educational programme, possibility of horizontal transfer in life long learning, transfer of modules among different educational programmes.

Modules are divided in obligatory, obligatory optional and optional. Obligatory modules set the goals of the sector and partially enable attaining key qualifications; obligatory optional modules enable the student to choose a professional qualification and optional give space for personal needs and wishes and also for local economy to define their special needs and purposes (specific knowledge characteristic for a local environment).

We could agree up to this point but from here on our ideas are divergent. How to define a goal which a module should accomplish? We found that there are two diametric solutions. On one side there is English model and on the other side we can identify a central European way of defining a module. The first one defines meeting the needs of a labour market (to train a person for a set of tasks in a short period of time) as a primary task of the module. The second one defines a module as a part of a larger structure (education) and is represented on the labour market as a whole, but it can be also an independent unit in life long learning or in a process of introducing partial qualifications (recognition of partial qualification). When we try to define a module we need to have those two solutions in mind.

The latter example was used in Slovenia when we planned the modularisation of educational programmes. We have to have in mind the specifics of Slovenian labour market where human resources are small and each person is important, everyone has to be competent in a broader area of profession.

We defined a module in educational programmes; where module has to integrate general, professional and practical knowledge and skills as: − a unit which defines learning outcomes for a competence and methods of acquiring it, − a unit that requires coordination in planning educational process among all the teachers. 3. Risks in planning educational programmes Planning educational programmes for vocational education based on occupational standards requires in depth knowledge of professional education, employers’ expectations and possibility to develop a professional career. Five years ago when we started to develop a modular programme for the first time we had difficulties when tried to define a goal of each module. It is hard to change the pattern of subject oriented curriculum which has been in our tradition for decades into the modular based curriculum. The risks that we encountered were: − too many modules (one module for each task), − too large modules (impossible to reach the goals since its duration is too long), − naming of the module is not adequate and unrecognisable (name should indicate the learning

goals), − acquiring one module is a precondition for entering another one (no options for selection and it

defines the organisation of work in school).

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Good Practice

1. Policy/practice Title of good practice Module based vocational education programmes

Name and full contact details of key contact person

Darko Mali Head of department for curriculum development National institute for vocational education and training Ob zeleznici 16, SI-1000 Ljubljana Tel. +38615864218, Mail: Darko.Mali@cpi.si

Keywords (These should also refer to themes relevant to other objectives groups where appropriate)

vocational education programmes, training institutions, life long learning, modules

Duration of policy/initiative 2 years Outline, Summary Development of vocational education programmes is inevitably tied to economic, technological and social progress in the whole society. Schools, training institutions and developmental institutions have to be able to promptly respond to the changes that mark each individual and the society. These changes have influenced VET in Slovenia for many years thus influencing the development of new Starting points for development of educational programmes and the issuing of new Vocational and Technical Education Act (2006). Development of VET is focused on implementation of life long learning principles and achieving generic and vocational competences. Modular and competences based curriculum is a direction that should equip students with relevant skills and competences for active participation in personal, social and occupational life. VET in Slovenia is being developed by bearing in mind the afore mentioned national objectives and our distinctive features, at the same time also incorporating objectives, principles and instruments approved at the European level declared in the Copenhagen Declaration and other documents that follow it. Also the stress on the quality in VET has been put on the national level as well as on the European level. Primary goal of the curricula modernization in Slovenia are flexible, open and comparable vocational education programmes on the European level. Programmes are developed following the technological and social development and will be able to constantly pursue sectoral and regional development. Companies and other social partners are invited to be actively involved in the planning phase as well as in the implementation phase. Through the education process the students will acquire competences to master comprehensive working tasks and also acquire a qualification. Furthermore it is essential that the programmes enable the students to develop generic competences that ensure greater flexibility on the labour market. In this context learning should be organized in such a way that will enable integrated obtaining of general knowledge, professional theory and practical skills. Through all these goals we can achieve greater autonomy for schools and bigger flexibility in programmes’ contents.

2. Background Related national/regional policies/initiatives The new Vocational Education and Training Act (Official. Gazzete, 79/2006) lays down a new framework for the functioning and development of the VET system in Slovenia. On the one hand, the legislator reinforced the autonomy and development role of schools; while on the other hand, it reinforced the significance of quality identification and assurance at level of providers and at national level. The Act highlights the significance of the comprehensive system of quality management taking into consideration the Common European Framework on Quality Assurance in VET. This framework represents the basis for quality indicators determined by competent professional bodies, and each school will (if it still failed to do so until now) establish a quality assurance group. The Act also sets out the relevance of a common system for quality determination and assurance in VET conducted by a public institution or other organisations set up with the view to develop VET.

3. Content of policy/initiative Implementation (programmes, methods, measures and actions) Agriculture, horticulture and forestry are three of many sectors where the modular structured educational programmes were developed. At the moment there are four three year programmes developed: Countryside entrepreneur, Gardner, Floral designer, Forest worker; and there are three for year programmes: Horticultural technician, Forestry technician, Agricultural entrepreneurship technician. Programmes’ structure permit to upgrade and update the contents allowing the students to acquire different qualifications (see pictures):

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Educational programme Countryside entrepreneur (3 year programme)

Educational programme Gardner (3 year programme)

Optionally elective modules

1/4

Tree and Reed growing 10 CP

Managemnet of recreational and sports

green faciliteis 5 CP

Production of vegetables

5 CP

Built element on green areas

10 CP

Planing of green areas

13 CP

Production decorative planrs 13 CP

Optionally elective modules

1/2

Basic module in biotechnology

3/3

Basic in horticulture10 CP

Common basic module in horticulture

1/1

Basics in operating machinery

5 CP

Basics in marketing and entrepreneurship

5 CP

Basics in plant production with plant protection

5 PK

ICT and basics in business communication

5 CP

Envirment protection with basics in suinstainable

development 4 CP

Common basic modules in

biotechnology 2/2

Optionally elective

modules

1/12

Operating agricultural machinery

5 CP

Production of biogas 5 CP

Optionally elective modules

1/4

Crop production 5 CP

Fruit production 5 CP

Production and processing of wine grapes

5 CP

Animal breeding

5 CP

Planting of permanent crop

7 CP

Forage production7 CP

Optionally elective modules

1/2

Basic module in biotechnology

3/3

Agricultural production and breeding with agricultural

machinery 16 CP

Mandatory elective modules

1/1

Basics in operating machinery

5 CP

Basics in marketing and entrepreneurship

5 CP

Basics in plant production with plant protection

5 PK

ICT and basics in business communication

5 CP

Envirment protection with basics in suinstainable

development 4 CP

Common basic module in

biotechnology 2/2

Management of recreational and sports green facilities

5 CP

Production of vegetables in

protected environment 5 CP

Basics in forestry 5 CP

Management of alterative sources of energy,

materials and environment 5 CP

Biologic sewage plants and compositing

facilities 5 CP

Care of horses and training of riding

5 CP

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Educational programme Floral designer (3 year programme)

Educational programme Forest worker (3 year programme)

Optionally elective modules

1/3

Floral design for weddings

5 CP

Manufacturing of floral decorations and buquets

5 CP

Floral design for funerals 5 CP

Preparation and manufacturing of material

for decorations 10 CP

Designing floral decorations

13 CP

Mandatory modules2/2

Basic module in biotechnology

2/2

Basic in horticulture10 CP

Common basic module in horticulture

1/1

Basics in marketing and entrepreneurship

5 CP

Basics in plant production with plant protection

5 PK

ICT and basics in business communication

5 CP

Envirment protection with basics in suinstainable

development 4 CP

Common basic modules in

biotechnology 2/2

Optionally elective modules

2/3

Use of wood 5 CP

Forest tree growing 5 CP

Baisc in game managment

5 CP

Extracting and hauling of timber

7 CP

Cutting of timber12 CP

Mandatory modules3/3

Basic module in biotechnology

1/1

Basics in operating machinery

5 PK

ICT and basics in business communication

5 CP

Envirment protection with basics in suinstainable

development 4 CP

Common basic modules in

biotechnology 2/2

Maintenace of forest functions

14 CP

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Educational programme Agricultural entrepreneurship technician (4 year programme)

Educational programme Forestry technician (4 year programme)

Scope or level: national, regional, local National level Partners involved (in the design, implementation and evaluation of the policy/initiative) Design phase Ministry of Education and Sport

Institute for Vocational Education and Training Vocational Schools

Implementation phase Institute for Vocational Education and Training, Vocational Schools Target Group(s) and beneficiaries (definition and estimated numbers) Schools, Teachers, Students

Optionally elective modules

1/4

Maintenace and management of natural scenery

5 CP

Production and processing of wine

grapes 5 CP

Fruit production 5 CP

Crop production5 CP

Animal brinding 5 CP

Basic module in biotechnology

1/1

Farm management 8 CP

Mandatory modules 6/6

Marketing and consultancy in agriculture

5 CP

Plantsprotection 5 CP

Marketing and entrepreneurship

5 PK

ICT and business communication

5 CP

Suinstainable development

5 CP

Common basic modules in

biotechnology 2/2

Agricultural production and breending with machinery

16 CP

Forage production 7 CP

Planting permanent crop 7 CP

Optionally elective modules

3/4

Primary wood processing

7 CP

Forest ecology 7 CP

Forest tree growing 7 CP

Technologies in forestry

7 CP

Work organisation in forest 13 CP

Mandatory modules 5/5

Marketing of wood 11 CP

Maintenace of forest landscape

7 CP

ICT and business communication

5 CP

Suinstainable development

5 CP

Common basic modules in

biotechnology 2/2

Management with wild fauna 7 CP

Forest growing and protection

10 CP

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4. Outcomes and results Outcomes, specific achievements; Perceived strengths, weaknesses and priorities for improvement (qualitative and quantitative evidence) Methodology and procedures in development and formal adopting of vocational education programmes Methodology for development of vocational education programmes is based on the Starting points for development of vocational educational programmes that are adopted by the Council of Experts for VET and approved by the Minister responsible for education. The Starting points define the strategic VET policy in Slovenia and especially new concepts in development of vocational education programmes. The procedure of adopting the programmes is defined in the Organization and Financing of Education and Training Act. Each educational programme is developed in partnership between the state, economy and other users and schools. At the starting phase the companies specify occupational standards that are defined as a programme's learning outcome. With occupational standards we are able to respond to technological, economic and social changes, to new forms of work organization and the use of ICT in working and professional life. In the phase of developing educational programmes we also consider life long learning principles and principle of learning for life in a modern society. On the basis of occupational standards educational programme is developed. The Starting points introduced modular structured programmes and valorised programmes with credit points with a higher degree of curricula flexibility. Educational programmes are modular structured thus enabling a higher degree of integration of general and professional knowledge and practical skills. Integration can be also noticed in the preparation of catalogues of knowledge where the goals are defined in such a way that they integrate occupational and key competences (interdisciplinarity and integration of general knowledge into the professional knowledge). The national level in Slovenia is responsible for only 80% of professional and vocational part of the curriculum (general education part remains at 100%). The remaining 20% is labelled as the open curriculum which is defined by the school in cooperation with social partners at local level. Introducing that, we wanted to contribute to the responsiveness of programmes and meet local needs of the market. Thus, schools are also given an opportunity to respond to the needs of their students, either to their career interests or to provide for conditions to successfully pursue a further learning path. Modules are defined as programme units in lower and secondary VET educational programmes. The module represents a complete unit of objectives and contents integrating professional, theoretical, practical and general knowledge. Individual modules (or several modules) can also lead to the acquisition of a national vocational qualification (system of recognition and assessment of non-formal learning) and conform to provisions governing the field. Common basic modules comprising basic professional and theoretical knowledge and generic competences in a certain field. Mandatory elective modules are determined on the basis of elective criteria and the number of modules an individual has to choose to satisfy minimum criteria for obtaining a vocational or professional title. In other words, an individual is operationally qualified to perform two or more occupational standards. Optionally elective modules are offered by schools in the open curriculum and can also entail new qualifications from a different programme or even field. One of the key decisions to be taken when elaborating programmes is how to determine the ratio between mandatory and elective modules. In this process, we attempt to find answers to the question of what constitutes basic knowledge and competences in a professional field, and how many elective modules an individual has to select to satisfy minimum criteria for being awarded a vocational or professional title. Elective modules train for specific competences laid down in occupational standards and for additional competences foreseen in the open curriculum. They provide for increased flexibility of educational programmes (schools make a specific offer) and electiveness (students select offered modules in accordance with their interests). Within each educational programme we also define assessment catalogues for a final examination (in three year programmes) or for vocational matura (in four year programmes). At the end each programme has to be coordinated among all the social partners and then it can be adopted by the Council of Experts for VET and by the Minister responsible for Education. Training institutions and schools that implement modular structured programmes Modular structured programmes are implemented by schools and other training institutions that enrol adult students. At the moment the programmes are implemented through developmental projects with the professional support from the National Education Institute and National Institute for Vocational Education and Training. A so-called implementing curricula is developed by the school that has to follow the framework set in the national curricula. School defines the goals, contents and modules within the open curricula and also determines organization and ways of implementing the whole programme. Students are offered to select offered modules in accordance with their interests and the school makes an agreement with them about the on the job training. In the process they cooperate with the local companies and other interested groups. Curriculum has to ensure equal right to a learning process and guidance irrespective of a form of implementation. Curriculum also ensures individualized learning paths for every student. And also, curriculum has to foster proper support and guidance for on the job training especially at the beginning. School is responsible for student’s individual learning progression by planning and monitoring their activities and assessing how the goals are achieved.

Sources of the information provided The Starting points od curricula development, (2001). Ljubljana, Institut of Vocational education and training Pevec Grm, S. et.al.(2006): Kurikulum na nacionalni in šolski ravni v poklicnem in strokovnem izobraževanju. Ljubljana: Institut of Vocational education and training, New Curricula in Agriculture, horticulture and forestry (2006)

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Rocío Blanco Rodríguez Valladolid University General Foundation FGUVA, Spain

3.9. Spanish Educational System and Modularisation

1. Introduction Starting from the Spanish educational system, we can describe chronologically the different types

of modularisation system you can find. Following the options outlined to the lad that has obtained the elementary teaching, we can find that there are two: Continuing in the system or leaving the educational system. If he or she leaves the system has few options to find an steady job. Although it is possible to obtain it, he or she will surely be able to get low qualification temporary jobs.

If he or she continuous in the educational system, it is outlined the possibility to choose to stay at high school or to opt for vocational training. This cycle lasts two years, when the students are in an age between 16 and 18. If they choose to follow the high school option they will probably follow an university career, if they make it in the vocational training what they will achieve first is a series of technical knowledge to be able to exercise a technical job in a future. This vocational training is organised in modular basis. If they leave the formative system they are both practically in the same situation they were when they had acquired the elementary teaching. In the high school it is usually taught knowledge, while in the vocational training it is taught technical skills. In the vocational training follows up a modular approach, depending on the job you want to do, you will attend different modules. The range of the offers of employment, when they acquire the title of half grade in the vocational training, are wide, while paradoxically it hardly exits job offers for students of high school. There are an important nucleuses of high school students who decide to move to vocational training to get the title that allows them to have access to the labour market. There are also a series of government initiatives that stimulate the practical tuition of these students of vocational training as they are studying. If we follow the chronology, high school's student can also opt to have access to the University, in this case the student will have to pass the so-called “selectivity test”. This test doesn't give access to the labour market. If the student passes this test, he or she will be able to have access to the University, which usually happens at the age of 18. From this level on, the student can have access with more possibilities to the labour world and to a practical experience which had not received before. These possibilities increase even more if the student decides to carry out some kind of postgraduate course, a kind of Master degree that includes training in their formative programs. 2. Vocational training system (Technician title and Superior technical title)

and how modularisatiom is applied Modularisation is spread all over the vocational training system, students can choose different

subjects and they have different options. This modularisation is always according to specfic job profiles. Formal Vocational Education has four components: − General Education, aimed at developing common general skills, attitudes and knowledge. − Basic Vocational Education, intended for developing the basic scientific and technical knowledge

and skills needed for a certain group or family of professions. − Specialised Vocational Education, the content of which deals with knowledge and skills that are

more oriented to producing workers and which treats a profession as a set of job positions; it leads to professional training.

− On-the-Job Occupational Training, the knowledge and skills that are required for a specific work position, and which are acquired through placements in a real working environment.

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Recently the desire to relate education more closely to employment has led to compilation of an official national Catálogo de Cualificaciones Profesionales (Inventory of Vocational Skills). Its purpose is to put order and system into the mass of skills identified in industry and into their related education and training, so as to better meet employers’ needs. The skills are categorised in the following ways. − Occupational Families: these categories are established according to the models used in Basic and

in Specialised Vocational Education. − Levels of Vocational Skills: applying the same criteria as the European Union, there are five of these

(numbered from 1 to 5). Level 1 is basic working knowledge and skills, and level 5 means highly qualified knowledge and skills. Furthermore, the skills are organised into ‘units of competence’, meaning sets of work abilities that

constitute the minimal units valid for recognition and accreditation. The units include both specific abilities (those that are peculiar to a professional activity) and other requirements for adequate work performance. Each skill is accompanied by information about the area in which the sectors of industry that require it have to operate, and the occupations or jobs connected with that skill.

Meanwhile, the Catálogo Modular de Formación Profesional (Modular Inventory of Vocational Education) sets forth the learning modules that people need in order to acquire each of the skills in demand on the labour market. In this way, education and employment are tied closely together. Each module is described with a specific number of hours duration, details of the knowledge and abilities to be developed in it, and the evaluation criteria. Along with the modules go the requirements for the institutions in which they are to be taught.

Expert working groups have been formed for each occupational family, with the task of determining that family’s skills. The group members are appointed by the Consejo General de la Formación Profesional (Vocational Training Council). The Instituto Nacional de las Cualificaciones (National Skills Institute) is responsible for coordinating the work of the groups. Its first undertaking has been to analyse the industrial sector in order to identify the skills for which there is a demand. The product of the analysis is an outline description of each skill, and this is then submitted for comment to trade organisations, unions and government departments, as well as to the most important professional organisations and associations in the whole sector.

The following diagram shows schematically how the Inventory of Vocational Skills is compiled.

Figure 1. The mechanism of creating the invetory of vocational skills

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With all these contributions in hand, it is possible to draw up specifications for a given competence and prescribe the training that is needed in order to acquire it. There is then a second round of consultation with the social stakeholders and government bodies before the skill is submitted for examination to the Vocational Training Council. Finally, it is up to the government, in consultation with the Vocational Training Council, to approve the skills as they are to be listed in the Inventory, as well as the learning modules in the Modular Inventory of Vocational Education. 3. The Spanish University system

Higher education in Spain is provided by both public and private institutions. The Ministry of Education with the departments of higher education in the universities coordinates the activities of state and private institutions and proposes the main lines of educational policy. The “Consejo de Universidades” sets up guidelines for the creation of universities, centres and institutes. It can also propose measures concerning advanced postgraduate studies, the defining of qualifications to be officially recognized throughout the country and standards governing the creation of university departments. The legislation on university autonomy provides for administrative, academic and financial autonomy.

The Ley de Reforma Universitaria (LRU) gave rise to a renewal of the existing plans of study, presently intermediate degrees (three years) and superior degrees (five years, six for medicine) which are being replaced by two different types of studies: those of the single cycle, which will run for three years and are directly professional; and those of three cycles in some cases, receiving diplomas which are professionally valid; the B.A.'s (always with various specialties) and the Doctorate (two years and a final thesis).

The basic unit of plans of study include required subjects grouped in courses that the students will have to follow consecutively and elective courses. The courses taken may be mainstream courses (at 30% of the total in the first cycle or 25% in the second) which are those that the University Councils declare obligatory; or electives, chosen freely by the student (at least 10% of the total). The following official degrees can be obtained at Spanish Universities:

I. Bachelor, technical engineer or building surveyor (Diplomado, Ingeniero técnico or Arquitecto técnico)

These are described as "first cycle" courses. They usually have a duration of three years.

II. Bachelor with Honours, Engineer or Architect (Licenciado, Ingeniero or Arquitecto Superior)

In these courses, after completing the first cycle, students undertake a second, in-depth cycle for specialisation in their respective areas and preparation for their professional area. The total duration of these courses is usually four or five years.

III. Doctor

Admission to doctorate studies is only possible for graduates with a Licenciado, Ingeniero or Arquitecto Superior degree. Doctorate students must complete a series of courses for two academic years with a minimum of 32 credits (320 hours) and present a doctoral thesis, which must be approved. The thesis must be original research into material related to the scientific, technical or artistic field of the doctoral programme undertaken by the student.

The group of subjects organised by the universities is called Curriculum. If completed, the student

has the right to a degree. The credit (crédito) is the assessment unit. It corresponds to ten hours of theoretical or practical

teaching. Credits are obtained via the corresponding verification system of the knowledge acquired. This assessment is generally in the form of written or on occasions oral examinations, established by each university.

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Subjects (Asignaturas) included in the curriculum may be:

I. Majors (Asignaturas troncales)

Compulsory material in all curricula leading to an official degree. They represent 30% of the subject load during the first cycle and 25% in the second cycle

II. Compulsory subjects (Asignaturas obligatorias)

These are designated by the university as compulsory for the student within the corresponding curriculum

III. Optative subjects (Asignaturas optativas) The university establishes these subjects for the students to choose from

IV. Free choice material (Materias de libre elección)

All curricula must devote at least 10% of all credits to this type of material, which the student will apply to subjects, seminars or other activities he/she can choose freely from those given by the university or another university, if permitted by the corresponding joint agreement

4. Other training delivered at university through specific organisation in order

to supply vocational training

One of the strong points of any university has to be the link between the education it dispenses – whether undergraduate or postgraduate – and the needs of the real world of business. This link is not only vital for practical reasons, it is also ethically desirable.

There is a current of opinion among academics that the function of a university should not be to respond to market demands. We too do not believe that it should be necessary to respond to every market demand. Consider, for example, what may happen when the job market calls for certain specific professional qualifications. This in fact occurred a few years ago in the electronics industry, when there was a constant demand for more telecommunications engineers. Encouraging student enrolments in degree programmes in this subject was not the best response. Indeed it would have been a disastrous mistake, for when the electronics bubble burst in 2000 it would have caused a chaotic oversupply. On the other hand it is no use shutting one’s eyes to an overwhelming reality, which is that on the one hand students enrol for an education that can help them get a job but on the other hand the present programmes do not conform to business expectations.

The programmes need to be adapted not to specific business demands but to general requirements that would keep our students and other professionals up to date in the working world.

Let us call these business needs ‘vocational competencies’, because what businesses need is people who are competent to carry out certain activities. At present the universities provide the training for this kind of competence through but rather for particular scientific and technical knowledge. There’s here the biggest divergence between the universities and the business world: the universities are concerned with scientific and technical content, while businesses are concerned with vocational competence content -that is, with what a person knows how to do.

Even when the scientific and technical content of degree programmes is revised, one is often left with the feeling that it still fails to take into account the needs of businesses. As in any other ‘undertaking’, failure has just one crucial cause: inability to answer affirmatively the question, “Have we listened to what our ‘clients’ want?” It may seem somewhat mercenary, but we take the view that universities train people to be workers, and that therefore its clients are businesses. But how to get their answers to this question if the universities do not even ask them?

Let us have no illusions: at present few firms approach the universities and ask them to design a training programme made to measure for their workers. Those that are capable of doing so are the large companies, and many of them already have a Human Resources department of their own that takes care of this kind of activity. There are some exceptions, and in those cases it is the universities – or university subsidiaries like the foundations that are typical of Spanish universities – which ought to

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take the first step and offer their services. The training must not only be designed to meet the general requirements of the firm requesting it, but it must also fit in with their way of working. This means that the firm will want the training to be given in a certain way, in a specific place, following a specific timetable, using specific means, and of course with an evaluation method that will enable them to check whether it has been effective in the short, medium and long term.

The vast majority of Spanish and European firms are microbusinesses and they make use of pre-packaged programmes that are not specific to a particular firm but to a particular sector.

Spanish Universities and in some cases in conjuction with Spanish Chambers of Commerce founded Non for Making Organisation in order to supply these complementary knowledge, they are called Universoty Enterprise Foundations or University General Foundation.

These organisations were set to act as a meeting point between businesses and the University and to build bridges between the latter and its social context.

One of its main activities is to help students and graduates integrate into the professional workforce, and to do this it relies on its training or Employment departments. The following are the Service’s objectives. − Facilitate workforce integration and professional development for students and graduates − Provide students with information and guidance to improve their knowledge of the labour market as

well as of the businesses and organisations that it comprises, and give them the tools they need in order to make a start in it

− Guide businesses and institutions on how to recruit and incorporate young people from the universities

− Provide complementary training demanded by the labour Market − Study the work situation of our graduates, the career expectations of our students and the human

resources needs of the firms and organisations in our vicinity, with a view to facilitating and improving access to the labour market Obviously a university degree does not automatically ensure a job these days, but nor is it an

obstacle to meeting the demands of the labour market. Nevertheless, though the education provided by a university may be suitable at the outset, an average degree programme lasts five years, and during that time the requirements of the market may have changed considerably both in substance and in form.

Furthermore the market requires different professional profiles combined with different basic academic training according to sector, and that in turn implies different career opportunities for each of our University’s degree programmes or areas of training.

In any event, what is clear is that the labour market is a changing one, and its demand is cyclical. The cycle moves faster or slower depending on the sector. Therefore any university should be prepared to evolve in order to adapt to market needs. It should understand clearly that a university education is only an undercoat: it applies an important vocational base, but one that needs to be refreshed continuously. It needs to be supplemented with other educational or experiential activities that would enable graduates to adapt better and better to market conditions and make more stable careers whatever the situation.

In other to do so, the foundation make the following: − Analysis of final year students’ work expectations. − Analysis of the actual work situation of students. This is done 3 or 4 years after graduation, at a time

when their careers should be starting to take their final direction. − Analysis of business firms’ actual requirements concerning this type of degree.

From these analysis these organisation often they have valuable information about demanded skills for specific job profiles and also horizontal (core) competences demanded by the Labour Market. These foundations build training programmes in relationships with these market demands. These training are recognised by the University as Free Choice material and finally included somehow in a formal syllabus.

In order to be accredited by the University as free choice material has to fulfil some requirements of numbers of hours delivered that it can vary and depends on each faculty.

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5. Modular training at the University Modular Training at the University it is used at Optative subjects and free choice material at the

moment and also in all training packages developed by their Universities Foundations. In our point of view there are two kinds of modular training:

Proper Modular training Talking about Optative modules, students should choose among a portfolio of modules already

established by each Faculty. In respect to Free Choice material. In some occasions students can choose modules from other

University degrees programmes. It is also that the foundations when they design training programmes they split up a training programme in several training programmes like modules but with a whole content consistent in each module.

Let’s put the example of a training course which has to cover 4 competences, it can be split up on to 4 training course. The only request is that fulfil the requirements asked by each Faculty. Prepackage Training programme

It is the case of free Choice Material where the student can choose from different training programes but they can not choose the modules. In order to be accredited they have to fulfil all modules of each training programme. It is the case of a training in a specific job role. For example let’s imagine that the Foundation creates a specific programme for e-commerce manager, if the student wants to be certified in this field. The student can choose if they want to attend this training course or another job role programme, for example IT support training manager. But once he/she choose what training programme, she/he must fulfil all modules from this programme.

Involvement in EU programmes

Universities and its foundations has been involved in several EU programmes which use modularisation as the key concept on the development of new training material, specifically Leonardo programme, like for example FGUVA has been involved in programmes like EU- PROJECT MANAGER, E-COMMERCE AND the current project which tries to establish a network of quality in vocational training called EQN (European Qualification Network) that it is based on the principle of modularisation. All these projects have served to understand the value of the modularisation concepts and its benefits like for example: − Reaching much more target audience to training courses. − Adaptation to students needs, since they choose what it is of his/her interest. − Sharing knowledge, material and experts from different backgrounds

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New tendencies: core competences a concept to be modularised Spanish and also other European Universities often as expressed before, provide enough

knowledge but they miss some important request from companies, it is the core competences they request from an University degrees. These competences are those competences that are common or can be common to whatever job position where a university degree graduate (alumni) is employed. These are competences like: Teamwork, Critical thinking and problem solving, oral and written skills, etc. these competences should be possessed for all degree students independently from what university degree they came from. These competences are easily modularised and also they are what the market is demanded.

It will enlarge the understanding of what modularisation means and how it can be used at university level, creating platforms which allows students to choose and to get train in one or several core competences depending on their own needs. Bibliography − Madrid: Espacio universitario abierto.La Universidad, espacio abierto en la Sociedad contemporánea.

G. Vázquez Gómez. Fundación Universidad Empresa. 1998. − La formación continúa en las empresas y el papel de las universidades, M. Parrellada, F. Sáez, E. Sanromá,

C. Torres, Civitas Ediciones, SL. Madrid 1999. − Aprender para el futuro: Nuevo marco de la tarea docente. Madrid: Fundación Santillana, 1998 − Bricall, J.M.: Formación permanente y Universidad [Conferencia 17-2-00] Ciclo La Universidad en el

comienzo de siglo: una respuesta entre el pragmatismo y la Utopía. Madrid: Consejo Social UCM; Departamento de Análisis y Planificación UCM, 2000

− Declaración Mundial sobre la Educación Superior en el Siglo XXI: Visión y Acción y Marco de acción prioritaria para el cambio y el desarrollo de la Educación Superior.

− Educación y desarrollo. Aprender para el futuro. Madrid: Fundación Santillana, 1994. − Escandell Bermúdez, O.; Rubio Michavila, C.; Rubio Royo, F.: La Universidad del siglo XXI y el cambio

tecnológico. En: IX Congreso de formación del profesorado. Cáceres, 1999.

Good Practice 1. Policy/practice Title of good practice Good practices in Modular Training in Spain – FGUVA experience

Name and full contact details of key contact person

Rocío Blanco, FGUVA, Plaza de Santa Cruz, 5 – Bajo, Valladolid, Spain, rociob@funge.uva.es

Keywords (These should also refer to themes relevant to other objectives groups where appropriate)

Key (professional) competencies, modular education, mocularity approach, e-learning, Capability Advisor.

Duration of policy/initiative Date of beginning Date of end:

Outline, Summary One of the most important tasks in the contemporary professional training system is the coordination of education and development policies according to mobility and hiring needs. Emphasis in goals and changes should be laid not only in university degrees but also in training for employment. The Spanish Ministries of Education and Labour have both underscored the importance of bringing professional training closer to the country’s economy and, therefore, to its labour market. This is bound to have an impact on the Spanish education system or, more specifically, on the goals, contents, methods, and organisation of the Spanish academic system. The orientation of education to professional skill development is fundamental to the adjustment of training to the real labour market needs. In this sense, modularity is crucial to the design of adequate training programmes.

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2. Conceptual Framework Modular training / Professional competencies and University Studies Modular Training Modular Training can be defined as “a system in which curriculum contents are divided into individual units or learning modules”. (This definition is Joaquim Wagner’s. Wagner is an expert in the application of the modular approach to professional skill development, a field in which he conducted research for the International Labour Organisation. His conclusions can be read in Módulo para la Calificación del Empleo como herramienta para la Formación Modular basada en la Competencia Laboral – Module for Employment Qualification as a Tool for Professional Skill-Based Modular Training). According to this definition, modules –or modular units– can be combined in the design of training programmes meeting specific trade, work or task needs. Given modules’ flexibility and transferability, modular training allows for ongoing curriculum adaptation, rendering curricula fit to serve the needs and follow the evolution of companies. Professional Competencies and University Studies Traditionally, in the Spanish labour market, holding a university degree was the only requirement to start out on a professional career. The better graduates’ academic records were, the more chances they had of finding a good job where they could advance their career. Later on, this concept that only basic training was necessary to enter the labour market became obsolete, and the idea emerged that degree-supplementary training – university expert or specialisation courses – made the difference. Nowadays, focusing on academic training only is out of the question. Therefore, some issues that used to be considered important have somehow lost their significance, whereas others which had been overlooked before are now highly valued as more accurate predictors of professional success, or at least they are being paid attention to, especially when companies’ opinions on requirements to be fulfilled by university graduates are heard. To these apparently minor aspects we are referring to when we speak of professional skills and competencies, which can be defined as “the skills required in the labour market that tend not to be systematically included in university curricula.” (Carlos J. van-der Hofstadt Román and José María Gómez Gras (2006), Competencias y habilidades profesionales para universitarios [Professional Skills and Competencies for University Students], Ed. Díaz de Santos – ISBN 84-7978-796-1). Within this general framework, it is useful to emphasise the so-called key competencies, i.e. those that are “(…) essential to effective participation in the labour market and work organisation, focusing on the ability to apply integrated knowledge and skills. Key competencies are general rather than pertaining to specific jobs or trade. This means that they are not only crucial to effective insertion in the labour market but also fundamental to participation in adult life”. Applying the modularity approach to the development of this kind of skills is the greatest challenge that formal and non-formal education systems have had to face over the past few years. Advantages of Modularity in Education − Efficiency − Flexibility − Accuracy − Adequacy to be applied to ongoing education and training − Conveniences for heterogeneous groups − Transferability

3. Applying the Modularity Approach to Key Competency Training: The case of the Valladolid University General

Foundation Key Competencies The Valladolid University General Foundation’s experience in professional skill development began in 2003. In the context of a project financed by the Leonardo da Vinci European Programme (European Framework for Work Experience (EFWE). www.efwe.org), the Foundation participated in a survey reaching over 500 companies in several European countries (107 were based in Spain), aimed at gaining knowledge on what the most sought-after general professional competencies were when hiring university graduates (General or horizontal competencies are those personal skills required for an adequate performance in the work environment, without their being related to any specific training areas or business sectors. Their general or transversal nature gives rise to their association with the concept of key competencies defined above. Thus, key competencies and horizontal skills can be said to be synonymous here One of this survey’s results was a ranking of the ten general or horizontal skills preferred by companies. This is the list: − Self-development: Ability to analyse one’s own strong points in the other competencies and detect areas for

improvement; to draw up a set of long-term work and personal aims, and to plan a series of concrete measures for attaining them.

− Verbal and written communication: Ability to transmit messages clearly and transparently to others, and to listen non-judgementally to what others have to say.

− Client awareness and knowledge of their needs: An attitude that is constantly focused on client satisfaction. − Ability to negotiate and to influence people: Ability to use negotiation as a potent tool for preventing and solving

conflicts, and to do so with sound knowledge of negotiating techniques.

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− Leadership: Pinpointing patterns and attitudes of leadership, and training oneself to apply them consciously. − Adaptability to change: Ability to foresee, analyse and adapt to changes and to plan their implementation. − Skill at making contacts and establishing relationships: Ability to forge social relationships in all spheres of an

enterprise, the medium-term or long-term aim being to network. − Creative thinking and problem solving: Skill at analysing problem situations, finding innovative solutions and

assessing the possible consequences of proposals. − Teamwork: Being able to contribute to attaining team objectives and benchmarks without losing one’s own innovative

edge; determining what added value each member of the team can bring because of his or her strong points; and performing in synergy.

− Time management: Ability to find the weaknesses in one’s own use of time and to organize one’s work efficiently, with priorities correctly matched to the importance of each matter.

Based on these ten skills, identified as key competencies for university graduates’ effective professional development, another Da Vinci-financed European project was carried out (Fortius project. www.leonardofortius.eu).This project set itself the goal of designing the necessary training materials for the development of those professional skills that employers considered to be key competencies through a modularity-based training programme.

Modular curriculum contents The modular curriculum for key skill development designed by the Valladolid University General Foundation in the framework of FORTIUS project was based on the definition of individual, fully interchangeable units, allowing students to plan their own training depending on their specific needs and/ or weaknesses. The modules’ self-sufficient contents result in personally designed skill development plans in which there is a one-to-one correspondence between the modules and the competencies identified as key in the previous study. Training module contents: 1. Verbal and written communication: Competency in written and verbal communication skills means you are able to: − Select appropriate and effective methods of communication. − Ascertain appropriate tone and level of language in specific situations. − Present information through verbal or written means, so that the others can understand. − Actively listen and pay attention to people who communicate information, asking pertinent questions for clarification. 2. Customer awareness: Being ‘customer aware’ means you are able to: − Build effective relationships with customers. − Offer reliable and high standard services to customers. − Assist customers in finding the appropriate way for satisfying their needs. − Search for feedback from customers in order to improve the quality of your own services. 3. Influencing and negotiating: Success in influencing and negotiating means you are able to: − Recognise how to reach a win/win outcome. − Facilitate the discussion and use the differences of opinion for finding the most convenient solution. − Respect diversity of people and differences of opinion. − Focus on expected outcomes allowing the other party to maintain dignity. − Control the conflict during the discussions. 4. Leadership: Having leadership potential means you are able to: − Recognise the difference between leadership and management. − Know when and how to apply a particular leadership style − Recognise your own preferred leadership style. − Set high standards for oneself and exhibit a positive outlook and progressive attitude i.e. lead by example. − Have personal integrity, be open, honest and trustworthy. 5. Managing changing: Managing change means you are able to: − Be open and respond constructively to change. − Support and accept new plans and processes. − Accept change and seek opportunity for personal and career development. − Find or develop new solutions to improve on current strategies. − Cope with uncertainty whilst preserving the confidence and enthusiasm for achieving goals. 6. Networking: Effective ‘networking’ means you are able to:

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− Proactively seek and identify opportunities to make reciprocal links with others. − Recognise how you can develop relationships with others through conversation, by adding value through the

interesting and relevant knowledge you impart. − Actively engage in conversation with an awareness of the connections you can make. − Draw on a list of contacts outside your immediate group for help and information. 7. Problem Solving: To demonstrate your ability to solve problems and think creatively you should be able to: − Analyse a situation and assess its complexity. − Determine the causes and search for solutions. − Identify and assess the consequences of each solution. − Apply effective solutions with specific goals in mind. 8. Self-Development: Managing your self-development means you are able to: − Assess your own performance against the requirements of your current/future job through continuously seeking

feedback from colleagues and/or customers. − Identify a personal learning style to direct the development of your skills. − Develop a self-development plan and apply it. − Use various methods to investigate your interests in order to develop or improve your knowledge and skills. − Identify and take opportunities for self development. 9. Team working: Being an effective team worker means you are able to … − Work and contribute to achieve a set of team aims and objectives. − Recognise how the skills and strengths of others contribute towards an effective team. − Demonstrate initiative and contribute to achieve results. − Show readiness to help the other members of the team in finding solutions and achieving outcomes. − Accept and give feedback in a constructive and sensitive way. − Understand the role of mistakes and conflict in promoting team development. 10. Time management: Managing your time effectively means you are able to: − Estimate realistically the necessary time for completing tasks in relation to their complexity. − Prioritise your tasks dependent on their importance, urgency and/or expected outcomes. − Organise your own work to meet deadlines. − Delegate responsibilities to appropriate people to help you achieve simultaneous deadlines.

One Step Ahead: Applying the New Technologies to Modular Training for Skill Development Modularity-based professional skill development would lead to the design of customised training depending on students’ needs through the use of new technologies. The following step in the Valladolid University General Foundation’s application of the modular approach to professional skill training programmes was a new European project, financed by the eLearning initiative of the European Commission (PLATO project (http://deis.cit.ie/plato/). In the context of the PLATO project, a complete online training and accreditation system was developed for competencies and skills acquired by students doing business internships in companies abroad. To this end, an open-source Learning Management System is included which, based on students’ self-assessment of their skills, allows them to manage their own learning by defining their own learning paths. The self-assessment test that makes the starting point of the training design is done using Capability Advisor (The Capability Advisor is an integrated system based on modularity for the development of training contents and using a distance learning platform in which students choose their own learning paths after their initial self-assessment of their skill levels), developed by ISCN -Austria for previous European projects (www.iscn.com). The use of Capability Advisor has many advantages for students, as it goes beyond a conventional distance learning platform in that it gives them the possibility of managing their own learning paths based on their initial assessment of skills or knowledge. Applying the modular approach to learning contents development is the key to this type of experiences in a time when for young people academic training and subject related expertise on its own is not enough, if they are to compete against others on a competitive labour market. Further key competencies or work-related skills like team working, problem solving, customer awareness, communication skills, and others are increasingly required too; and today it is more important than ever to be able to use these key competencies to support an individual’s specialised knowledge.

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Conclusion: Good Practices in Modular Training in Spain The growing pace of economic and technological changes over the past decade has had a direct impact on Spain’s economy, resulting in a gap between the professional degrees granted in the Spanish Professional Training System and the labour market’s needs. The transformation in work contents and in required skills is conditioned by a trend among companies and organisations to enhance market competitiveness. Companies are now focusing on the incorporation of new technologies and products, the development of new ways of work organisation and corporate management, and the desire to change workers’ ideas and ambitions. Nowadays, all employees should be flexible, creative, highly motivated to achieve organisational goals, willing to take in innovation, full of energy, capable of working in teams, and so on, so that their traits contribute to the company’s productivity and result in competitive advantages for it. This involves a basic change in attitude with regard to employment policy and human resource management, and the professional skills acquired in formal education and in everyday life are a key factor in this process. One of the most important tasks in the contemporary professional training system is the coordination of education and development policies according to mobility and hiring needs. Emphasis in goals and changes should be laid not only in university degrees but also in training for employment. The Spanish Ministries of Education and Labour have both underscored the importance of bringing professional training closer to the country’s economy and, therefore, to its labour market. This is bound to have an impact on the Spanish education system or, more specifically, on the goals, contents, methods, and organisation of the Spanish academic system. The orientation of education to professional skill development is fundamental to the adjustment of training to the real labour market needs. In this sense, modularity is crucial to the design of adequate training programmes.

Scope or level: national, regional, local Transnational: EFWE: Germany, Spain, Finland, Romania, Belgium, United Kingdom FORTIUS: Spain, Hungary, Italy, Romania PLATO: Ireland, Spain, Austria, Hungary

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Sophie Jourdain The Resource and Initiative Unit for International Co-operation. The Center for International Educational Programs, France

3.10. Modular Education and Training and examples of good practice in France

1. Training individualisation and modularisation are becoming necessary Lifelong learning perspectives can be favoured by reinforcing the individual training paths. This principle has been confirmed by different factors:

Legislative context The validation of skills or experience validation (validation des acquis de l’expérience-VAE) and the

new law about vocational training implying the individual right to training (droit individual à la formation – DIF) reinforce the link between real professional situations and training contents even with the certification. That is why these two measures require a division between training paths which need to be better articulated to professional activities and to a diversified pace of experience acquiring.

Experience validation (or validation of skills) is a part of the recognition of experience. The job experience validation procedure was set out so that approved authorities, mainly the French government, could award officially-recognised diplomas and certificates to individuals who have not necessarily completed the coursework required. The “Social Modernisation Act” dated January 17, 2002 established a system of job experience validation (validation des acquis de l’expérience or VAE), which allows any person with at least three -years of job experience to obtain official recognition for skills, in the form of a professional diploma or a professional qualification certificate (CQP).

The VAE or job experience validation programme is more widely applied than the VAP or credit for professional skills system, which was set up for university training programmes in 1984 and which has been used for professional teaching diplomas awarded under the aegis of the Ministry of Agriculture and the National Education, Youth and Sports Ministry since 1992. An accreditation jury has full authority to award certification. The French law dated January 17, 2002 also created a National Registry of Professional Certifications (RNCP). All professional diplomas, titles, and certificates must be included in the registry. The following types of qualification may also be obtained through the job experience validation programme as long as they are part of the National Registry and provided that there is no regulation prohibiting use of the programme (for heath, safety, or national defence reasons, in particular) for a particular qualification.

New modalities linked to training needs of the different types of trainees These modalities resulting from the new legislation and from the more precise requirements of

people are based on an individualization of training paths, that is to say: − a division of training periods compatible with the more frequent changes in professional situations

and in timetable adjustments, − a geographical proximity direct to the training place or a comfortable and efficient access to

e-learning, − the shortening of the deadlines between the project of training and its implementation, − the possibility for the trainee to relate his path, to obtain progressively a certificate from trainings

and working experiences realised at different places and periods, − the possibility for everyone to orientate towards educational modalities adapted to his profile, his

abilities and previous experiences.

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In France, we have observed a mature and diffused practice in Adult Education since the 70’s which has to respond to the needs of: − Trainees: to capitalise units in preparation for graduation (5 years max) and to qualify in a quick and − targeted way − Companies and Financial Backers: to optimize training investments (cost and time management)

– Training Organisations: to optimize training cost by combining various publics expressing diverse − aims, either with a diploma or a specialised and quickly acquired qualification

What is a modular training? A modular training is a training made up of a determined number of modules. A training module is a training unit which meets two requirements:

− it should be get on touch in an independent way, − it should have its own internal coherence.

The coherence can be explained by the fact that the module is made up of identified objectives, of a specific content and it targets a skill or a group of linked skills. A module is designed from the expected result (targeted skill or group of skills) ant not from the knowledge to acquire (contents of a linear programme).

For each module: − prior skills are defined upstream, − certificates of skill are forecasted.

At the beginning of the module, a positioning is set: the skills acquired within a previous module or within a professional activity are taking into account and certified. At the conclusion of the module, an evaluation or a global situation of synthesis allows to evaluate the control of acquired skills.

What is the content of a module? − targeted public, − place of the module in the training as a whole, − final objectives of the module, − targeted skills, − prior skills and their evaluation, − elements for remedial corresponding to the prior skills, − training contents, − educational and tutoring modalities, − a positioning on the final objectives of the module, − criteria of the final evaluation an modalities of the evaluation procedure, − practical modalities of self-learning and self-evaluation. 2. Organisation of modular career path The modular division of the training is made from the analyse of professional situations and training objectives.

Vocational modules or modules leading to a qualification are elaborated according to skills implemented during activities indicated for a work place and for a given work profile.

The modules can be designed from a “breeding ground” of modules leading to a certificate articulated together to contribute to the control of professional skills relative to this employment. Conversely, the career path leading to a certificate can be elaborated from an assembling of modules corresponding to the required skills to obtain the professional certificate and corresponding to the level of requirement set by the reference material of certification.

The elaborated modules have to be submitted to the partners of the sector and validate by them.

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Modular training proposal is divided into elementary segments, into divided and independent units (independent from each other but which can be articulated together). This combination allows the trainee to achieve his goals (qualification or certificate) by following a personalised path likely to take into account his acquired professional experience (validation of skills – VAE).

3. Advantages of modular training Efficiency

The modular approach is based on education of control and allows to detect and to offset weaknesses at the beginning but also during the learning and at the end. Control of the prior skills allows in particular to avoid setbacks. Legibility

The modular organisation allows the participants to have a clear view of the training structure, of its aims and modalities. Adaptability

The precision of the articulation of a module makes its integration easier in different trainings, in particular in the “common-core syllabus” of similar trainings.

The modular approach allows to individualize training, to organise the training follow-up spread over time, to process to partial validations (obtaining one or several modules before the final certificate), etc. Opening

A modular teaching can be applied as in paths leading to a certificate as in paths leading to a qualification. It allows to mix publics. Savings

Modular training allows to take into account trainees’ acquired experience and path savings. Indeed, the modular organisation allows the candidates to follow either the totality of the training or

only certain modules. Appropriateness with continuous training/tools of lifelong learning

Modular organisation allows to realise validation of skills module by module. Thanks to its adaptability and its opening, modular training is particularly well adapted to

continuous education. It allows more particularly to decompartmentalize the pathways of training. The evolution and diversification of training modes which has resulted from the development of

information and communication technology is helping to reduce certain forms of inequality in access to training opportunities, offering widely-differing target groups individualised, and therefore more appropriate, training solutions.

E-learning systems can offer everyone, whatever their whereabouts, their position in society or their job, the opportunity to access knowledge, either via multimedia correspondence courses, through schemes based on teaching resource centres, by distance-training systems or by any combination of these various forms of knowledge delivery.

The French Ministry of Education has for several years now been committed to developing e-learning, particularly in the field of further education, throughout the GRETA network and in universities. It has opted to concentrate on providing the necessary support services for learners (via occasional group sessions or distance support services), as being an essential factor of success.

Of course, the development of e-learning requires suitable policies as regards provision of equipment, both by the state (to computerise schools and local government services), and by businesses. It is also absolutely necessary to provide for the prior training of trainers for this new way of working, together with basic training in computer skills for everyone.

Various systems have been tested and applied more widely, both in France and as part of European partnerships inside projects conducted with funding from the European Social Fund.

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Good Practice 1. Policy/practice Title of good practice GRETA Network

Name and full contact details of key contact person

Keywords (These should also refer to themes relevant to other objectives groups where appropriate)

e-learning, GRETA, training workshops, training modules, distance training platform, distance training, support services, distance assessment, skills

Outline, Summary The evolution and diversification of training modes which has resulted from the development of information and communication technology is helping to reduce certain forms of inequality in access to training opportunities, offering widely-differing target groups individualised, and therefore more appropriate, training solutions. E-learning systems can offer everyone, whatever their whereabouts, their position in society or their job, the opportunity to access knowledge, either via multimedia correspondence courses, through schemes based on teaching resource centres, by distance-training systems or by any combination of these various forms of knowledge delivery.

2. Background Related national/regional policies/initiatives The French Ministry of Education has for several years now been committed to developing e-learning, particularly in the field of further education, throughout the GRETA* network and in universities. It has opted to concentrate on providing the necessary support services for learners (via occasional group sessions or distance support services), as being an essential factor of success. Of course, the development of e-learning requires suitable policies as regards provision of equipment, both by the state (to computerise schools and local government services), and by businesses. It is also absolutely necessary to provide for the prior training of trainers for this new way of working, together with basic training in computer skills for everyone. Various systems have been tested and applied more widely, both in France and as part of European partnerships inside projects conducted with funding from the European Social Fund

3. Content of policy/initiative Implementation (programmes, methods, measures and actions) Some examples in France (regional level) The “SARAPP” system: Rural outposts of personalised training workshops (“Sites Antennes Rurales d’Atelier de Pédagogie Personnalisée”) Set up in the Midi-Pyrénées Region, this system is based on neighbourhood training sites set in schools or in municipal premises in rural areas. Each site is fitted out with distance training equipment connected to a resource centre located at the centre of the network, in the Personalised Training Workshop (“APP” in French). The training methods are based on individualised training approaches and support services for learners. The result of a partnership between the regional offices of the Education and Labour ministries and local government services, the SARAPPs created a new function, that of training mediator, that is a person who provides trainees with on-site technical and methodological assistance and who also ensures correct liaison with the distant trainer. The distance training platform set up in the Champagne-Ardennes Region by a company belonging to the metallurgy sector of the Usinor Group (Tréfileurope). The originality of this innovative system is that it provides distance training for staff-members at the company’s different sites and also for staff-members of SMEs located close to these sites. The courses on offer address both vocational and general areas of training and are mainly geared to obtaining diplomas and vocational qualifications. Distance support services are provided by GRETA trainers, via video and computer links. The multimedia equipment and training materials are installed on the Tréfileurope sites by the GRETA, and can be accessed by staff-members of local SMEs operating in different sectors of activity.

Scope or level: national, regional, local At a European level, some projects have been led between France and other European countries: - In Austria, in the Styria Region, the Technikum Joanneum in Graz (the Regional Institute of Vocational Training) has set

up an innovative training system, as part of a European ADAPT project, for the automotive supply sector. General and specialist training modules are delivered to staff-members of local SMEs and the Institute’s own students, via the Internet. Some of the modules were designed in liaison with other project partners, including Birmingham University in the UK, and tried out by company employees in Germany and by GRETA trainees in France.

- In Denmark, the Regional Institute of Vocational Training EUC-SYD in Sonderborg is developing methods for the distance assessment of the immediate and longer-term effects of further training for groups of salaried workers. The

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results of these appraisals are of equal benefit to the Institute, the companies and the staff-members concerned, by enabling them to work together on improving the training response and thus the individual levels of qualification, through constant adaptation of the training courses.

- In Scotland, the Glasgow Telecolleges Network, working together with the Nord-Pas-de-Calais Region of France and its local GRETAs, is designing complementary e-learning products to the European Computer Driving Licence. The aim is to provide both the people who are preparing to take this certificate and employers and training centres with a clearer vision of the skills already acquired and those still needing to be acquired. The trans-national co-operation was centred on the production of a training specifications document and of remote diagnostic testing tools.

- In Italy, The grouping of vocation training centres in the Piedmont Region offers a mixed training solution for SMEs: a system which combines CD-ROMs, the Internet and on-site training, to allow staff-members of SMEs in the region, as well as groups of young adults, to develop new skills in various vocational fields.

This training-provision is part of a larger inter-regional project, which aims to help training centres with their necessary adaptation to all that is required by the specific aspects of e-learning. It is based on a website and on virtual regional resource centres. The various users (regional vocational training centres, businesses and institutions) organise personalised training programmes, taking account of the needs of the groups being targeted and the aims of individuals’ personal training projects. They borrow the teaching materials which are displayed on an on-line catalogue organised as a data-base, with modules from both the public and private training markets. Each module is delivered with a description of the precise teaching objectives and target skills, specific multimedia teaching aids and progress assessment exercises. Course-content is updated regularly to avoid the risk of obsolescence. Users are provided with on-line assistance. Management of administrative, financial and teaching services is also provided by the server. This system was developed in the Piedmont Region and has given rise to profitable exchanges of practise with the GRETA network in France and with British, German and Spanish partners.

Partners involved (in the design, implementation and evaluation of the policy/initiative) Design phase − Ministry of Education throughout the GRETA network = “Groupement

d’ETAblissements”: a group of French state schools located in the same area, which pool their human and material resources to carry out their public service mission in further education, as part of their mission for lifelong education and training. There are nearly 300 GRETAs throughout France, making up a national network. The GRETA network is the leading further training network in France, in terms of the number of people trained (500 000 per year), the number of training hours taught (75 million trainee hours per year) and its annual turnover (2,5 billion francs per year). The GRETAs are not funded by the Ministry of Education budget, but operate with their own resources, in a competitive market.

− regional offices of the Education − Labour ministries − local government services − Universities

Implementation phase Implemented by regional vocational training centres, businesses and institutions

Target Group(s) and beneficiaries (definition and estimated numbers) Individuals, staff members, students

Sources of the information provided French Ministry of Education, “Information sheet E-learning”

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Filippo Bignami Foundation ECAP, Switzerland

3.11. Description of the situation of the modular training in Switzerland

1. Modularisation – general framework Apart from the apparent continuity of the system, the Swiss educational system is characterized nowadays by a high degree of reforms at all levels, aimed at maintaining the competitiveness of the country and at fostering greater flexibility in the educational system, up to now rather rigid. At the same time we should bear in mind that very often the complexity of the system, both considering the balance between different regional interests and the characteristics of the above mentioned Swiss certifications landscape, provides obtstacles and causes delays in the development of the reforms. In this framework could be also presented the case of Modularisation, a well known issue in the local debate since the seventhies, but actually far from becoming an asset of the VET system. The need to modularise training pathways, looking essentially to further training, has been recognised by the Federal authorities since the second half of the ninethies, for at least two reasons: − the whole system looked too heavy and rigid to answer lifelong learning diffused needs, in a very

unstable environment, hampering long term investments typically asked by traditional training offers leading to a tertiary level certification;

− the modularisation was seen as a proper opportunity to foster both the flexibilisation of certification systems and a wider access of adult learners to training and diplomas, creating also the basis for a partial or global recognition of prior experiential, non formal and informal, learning. These perspectives encountered however many difficulties to be implemented. After

anexperimental phase, committed by the Federation to a Network association of Training providers and Social partners (Modula), the Federal Department of Professional Training and Technology emaneted in 2002 the Guidelines concerning modularisation representing the general legal basis on which some targeted experiences have been launched during the last years, waiting for a more comprehensive discipline. The Guidelines underline some principles: − the Federal Authorities are responsible for the implementation and the coordination of the system,

intended in a wide perspective, but in cooperation with the local authorities and the social partners; − modular training is defined as a combination of modules and units (whose learning “charge” should

not overcome 40/80 lessons) each one of them related to the acquisition of a specific operational competence, that have to be proved and checked at the end of any module;

− thiscombination – organised in pathways – normally leads to the acquisition of a certificate or a diploma;

− modular training should be normally applied to further training, for the acquisition of a tertiary level degree mainly in non academic pathways (see above); nevertheless also some initial training diplomas could be achieved for particular reasons through a modularised path (see for instance next chapter, concerning the modularisation of ICT vocational training in Switzerland);

− the aim of modularisation is mainly the flexibilisation and individualisation of learning (art. 5, 1), followed by the possibility to take in account partial qualifications acquired in other contexts and to support the transferability of these qualifications from one local or international context to another. The Federal Guidelines have not been modified or updated after the entry in force of the new

Federal law on Vocational Training in 2005, but the focus of the debate moved from the implementation of a comprehensive modular system to the diffusion of targeted experimentations.

This occured in the field of further training – such as for the training of the trainers and in general in the areas covered by the umbrella association ModuQua (www.moduqua.ch), that replaced Modula.

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The potentialities of modularisation approach have been exploited in a more effective way in the reform of ICT vocational training system.

We should also bear in mind that other dossiers, directly linked to modularisation, took the floor during the last two years. We could mention the participation of Switzerland to the implementation of the so called Copenhagen process (European Qualification Framework, ECVET…) and the development of alternative qualification systems (art. 33 of the new law) implying the assessment and certification of experiential competences, and the possibility to participate to final professional exams combining recognition of prio r learning and training, offered of course on a modular basis. 2. Modularisation – an advanced example A very interesting and advanced example to understand the potentialities of modularisation in Switzerland is provided by the evolution of initial and further vocational training in ICT sector. The acquisition of a diploma in this area are is traditionally based on 2 distinct pathways: − the general education path, moving from high schools towards academic degrees specialisations

(tertiary level: Universities and Fachhochsculen). − the vocational training path, moving from dual apprenticeship towards higher professional

examinations delivering certificates and diplomas. The second pathway has been interested by a comprehensive restructuring process, coordinated

by Arbeitsgruppe Informatik Berufsbildung Schweiz I-CH, and supported by the Federal Authorities. The reform aims at simplifying the system in a more rational way, assuring transparency and flexibility, and developing a global modularised approach to basic education and continuous vocational training.

As usual in Switzerland the reform has been prepared activating a partnership between private bodies and institutions, giving to the professional representatives the responsability to find proper solutions in a cooperative way. This purpose has been persecuted through the constitution of the ICH cooperative, founded in September 2000 with the widespread support of the working world (mainly professional associations). I-CH started operations in the early part of 2001. The new framework regulations concerning initial and further training entried in force at the beginning of 2005 (Informations and data are available consulting www.i-ch.ch).

In the start- up phase I-CH model tried to reach some general goals: − foster dual apprenticeship model, face to the new challenges of market evolution: one of the

primary tasks of I-CH is to significantly increase the number of apprenticeship positions in information technology. As from 2004, 3'000 – 3'500 new apprenticeship contracts should be signed each year in the IT sector in Swit zerland.

− provide equal gender opportunties, increasing the percentage of women in ICT training: I-CH has instructions to ensure that the percentage of women in basic education starting an IT apprenticeship strongly increases and reaches at least 20% by 2004.

− develop the modularisation of basic and further education in ICT branch: I-CH develops the modular structure of information technology training for basic and further education. In information technology, the traditional orientation to individual subject matter is replaced by orientation to competencies (in activity). Competencies are the sum of the technical, methodical and social resources of a person enabling him of her to act competently in a specific professional situation.

One of the most importants element of I-CH engagement is an extensive plan of modules which try to attune the supplies of vocational IT education to activity goals, close to real working conditions. In several workshops, an I-CH team worked on finding solutions for contents and wordings, terminology definitions and competencies in information technology. Now the foundations are laid for the projects which are to be realised. The module plan and the allocation of the individual IT modules to fields of competence are a core element for implementation of the reform.

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In the meantime, the module plan has been defined to the extent that the reform in basic and further education can begin. In the cantons of Berne, Geneva, Lucerne, Neuenburg, Ob- and Niedwalden, Tessin and Zurich, the first generation of students has started its vocational training in 2001 within the framework of the new, modulised I-CH concept. To implement I-CH reform the decisive factor is to recruit enough IT specialists who work on the structuring of the modules. It must be noted that many IT specialists who are already active today in basic and further education aside from their jobs will be required to take on a substantial additional burden. The existing and the new system must be maintained parallel to each other in the transitional period.

The I-CH Baukasten (modularised) model could be described highlighting some specific issues and goals: • in the modularisation project, all information technology competencies are described in modules

with the aim at representing all IT competencies used in the working world in a modular kit for information technology,

• it is important for the purposes of clarity and completeness that the kit is organised into fields of IT competence. All IT competencies have to clearly belong to one of these fields of competence. A module plan divided into fields of competence and competencies of activity identified for each module serve as a basis for the development of the individual module descriptions,

• the module descriptions are designed in accordance with the conditions of Swiss modular system (ModuQua), containing prescriptions related to module identification standards, proof of competence, supplier identification. In addition, module manuals are provided as a teaching aid. The norm of a module is usually 40 lessons.

Good Practice 1. Policy/practice 1. Title Initial and further vocational training in ICT sector. The acquisition of

a diploma

2. Name and full contact details of key contact person

Filippo Bignami USR – Ufficio Studi e Ricerche ECAP Via Industria, 6814 Lamone, Svizzera Tel. +41 91 6042030 (Segr.); +41 91 6042035 (diretto), Fax + 41 91 6042031 Mail: fbignami@ecap.ch

3. Keywords (These should also refer to themes relevant to other objectives groups where appropriate)

General education, life-long learning, vocational training, ICT, labour market education.

4. Duration of policy/initiative Annual 5. Outline, Summary Potentialities of modularisation in Switzerland are provided by the evolution of initial and further vocational training in ICT sector. The acquisition of a diploma in this area are is traditionally based on 2 distinct pathways: − the general education path − the vocational training path.

2. Background Related national/regional policies/initiatives The dual system. Switzerland has a training system which is quite similar, in its philosophy and organization, to the German system, where there is a strong link between education and formal/professional training. The entire system is heavily geared to the definition of training aims and curricula, to the needs of the economy in general and to the requirement of the employment market. One fundamental pillar of the system – as in Germany – is the provision of professional training inspired by the principle of alternating formal education (in the classroom) with experience at work (for dual apprenticeships, in upper secondary schools for professional training “en emploi”, and even in some Universities).

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3. Content of policy/initiative Implementation (programmes, methods, measures and actions) The potentialities of modularisation in Switzerland are provided by the evolution of in this area are is traditionally based on 2 distinct pathways: − the general education path, moving from high schools towards academic degrees specialisations (tertiary level:

Universities and Fachhochsculen) − the vocational training path, moving from dual apprenticeship towards higher professional examinations delivering

certificates and diplomas. The second pathway has been interested by a comprehensive restructuring process, coordinated by Arbeitsgruppe Informatik Berufsbildung Schweiz I-CH, and supported by the Federal Authorities. The reform aims at simplifying the system in a more rational way, assuring transparency and flexibility, and developing a global modularised approach to basic education and continuous vocational training. As usual in Switzerland the reform has been prepared activating a partnership between private bodies and institutions, giving to the professional representatives the responsability to find proper solutions in a cooperative way. This purpose has been persecuted through the constitution of the I-CH cooperative, founded in September 2000 with the widespread support of the working world (mainly professional associations). I-CH started operations in the early part of 2001. The new framework regulations concerning initial and further training entried in force at the beginning of 2005 (Information and data are available consulting www.i-ch.ch). In the start-up phase I-CH model tried to reach some general goals: − foster dual apprenticeship model, face to the new challenges of market evolution: one of the primary tasks of I-CH is to

significantly increase the number of apprenticeship positions in information technology. As from 2004, 3'000 – 3'500 new apprenticeship contracts should be signed each year in the IT sector in Switzerland.

− provide equal gender opportunities, increasing the percentage of women in ICT training: I-CH has instructions to ensure that the percentage of women in basic education starting an IT apprenticeship strongly increases and reaches at least 20% by 2004.

− develop the modularisation of basic and further education in ICT branch: I-CH develops the modular structure of information technology training for basic and further education. In information technology, the traditional orientation to individual subject matter is replaced by orientation to competencies (in activity). Competencies are the sum of the technical, methodical and social resources of a person enabling him of her to act competently in a specific professional situation.

Scope or level: national, regional, local Switzerland – National

Partners involved (in the design, implementation and evaluation of the policy/initiative) Design phase − Swiss Federal office of vocational training and technology

− Cantonal VET adiministrations − Arbeitsgruppe Informatik Berufsbildung Schweiz

Implementation phase Leader/supervision Authority: Swiss Federal office of vocational training and technology

Contributes as implementation: Ecap Foundation

Target Group(s) and beneficiaries (definition and estimated numbers) ICT workers Form of the support Blended and training platform available

4. Outcomes and results Outcomes, specific achievements; Perceived strengths, weaknesses and priorities for improvement (qualitative and quantitative evidence) One of the most important element of I-CH engagement is an extensive plan of modules which try to attune the supplies of vocational IT education to activity goals, close to real working conditions. In several workshops, an I-CH team worked on finding solutions for contents and wordings, terminology definitions and competencies in information technology. Now the foundations are laid for the projects which are to be realised. The module plan and the allocation of the individual IT modules to fields of competence are a core element for implementation of the reform. In the meantime, the module plan has been defined to the extent that the reform in basic and further education can begin. In the cantons of Berne, Geneva, Lucerne, Neuenburg, Ob- and Niedwalden, Tessin and Zurich, the first generation of students has started its vocational training in 2001 within the framework of the new, modulised I-CH concept. To implement I-CH reform the decisive factor is to recruit enough IT specialists who work on the structuring of the modules.

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It must be noted that many IT specialists who are already active today in basic and further education aside from their jobs will be required to take on a substantial additional burden. The existing and the new system must be maintained parallel to each other in the transitional period. The I-CH Baukasten (modularised) model could be described highlighting some specific outcomes and goals: − in the modularisation project, all information technology competencies are described in modules with the aim at

representing all IT competencies used in the working world in a modular kit for information technology − it is important for the purposes of clarity and completeness that the kit is organised into fields of IT competence. All IT

competencies have to clearly belong to one of these fields of competence. A module plan divided into fields of competence and competencies of activity identified for each module serve as a basis for the development of the individual module descriptions.

− The module descriptions are designed in accordance with the conditions of Swiss modular system (ModuQua), containing prescriptions related to module identification standards, proof of competence, supplier identification. In addition, module manuals are provided as a teaching aid. The norm of a module is usually 40 lessons.

Transferability (how this example may have relevance in the European context?) This practice fit better the VET systems that has a certain duality, but if implemented as modules can work well also in other contexts.

Sources of the information provided websites www.i-ch.ch

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4. Project partners and their capability

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Henryk Bednarczyk

4.1. Institute for Sustainable Technologies – National Research Institute, Poland

Name of the institution Instytut Technologii Eksploatacji w Radomiu – Państwowy Instytut Badawczy (Ośrodek Kształcenia i Doskonalenia Kadr)

Name in English Institute for Sustainable Technologies – National Research Institute (Staff Education and Development Centre)

Acronym (if any ) ITeE – PIB Address ul. Pulaskiego 6/10, 26-600 Radom Country Poland Phone (include international prefix) 0048 48 36 442 41 Fax number 0048 48 36-447-65 e-mail instytut@itee.radom.pl website www.itee.radom.pl Type of an institution Scientific-research institute Year of Foundation 1986 President/Chairperson (full name, titles) Prof. Adam Mazurkiewicz Ph.D., Eng. Is your organisation a member of international/national/regional/local networks of institutions? If so, which? − Polish Network of Modular Education − International Network of Modular Training Providers − Modular Education Network (ModENet) − ReferNet Poland − Virtual Tribological Institute Network Staff Among about 250 people employed in ITeE, scientific and research work is conducted by 8 professors, 37 doctors and 80 assistants and specialists representing such scientific disciplines as: pedagogy, informatics, economics, mechanics, physics, electrotechnology, electronics and chemistry; 112 people have pedagogical qualifications. Moreover, we co-operate with about 300 experts from over 40 European scientific-research institutions, enterprises, secondary and higher schools. Mission statement and aims of your organisation The Centre’s mission is developing merit bases for continuing education and development at all the levels of vocational education and thus promoting the idea of lifelong learning on local and national levels by executing a full cycle of basic and applied research and wide implementation of results of all-Polish pedagogical experiments and international projects (Phare, Socrates, Leonardo da Vinci, Jean Monnet, COST), as well as disseminating scientific information, publishing journals and scientific monographic series, and finally organizing national and international scientific conferences. History (please describe the major stages of development of your organisation) Institute for Terotechnology was created by the decision of the Cabinet on 15th March 1986. The Institute contributed to creation of a platform between science and economic practice in the field of maintenance sciences. The nineties brought creation of the Institute’s merit profile and its organisational form. In 2004 the Institute obtained a status of a National Research Institute (decision of the Cabinet on 2 November 2004). Staff Education and Development Centre is an integral part of the Institute and it develops merit bases for continuing education and development at all the levels of vocational education. From the beginning of the nineties significant building capital investments started, which changed the working conditions and the Institute’s image. A complex of modern objects was created: the Prototype Departments and Laboratories, Advanced Technologies Centres, Staff Education and Development Centre, Information Technologies Centre, buildings of Scientific Research Organisation, Publishing and Printing Houses. Modernity of the technical base and work principles is proved by accreditation certificates of the Polish Research and Certification Centre – in the range of research laboratories and of the German RW TÜV in the area of prototype-technological and educational activity. The Centre’s modern conception is proved by a wide extent of its influence on the national education. The Centre runs scientific-research, development and implementation work in the field of continuing and vocational education. Educational curricula, elaborated by the Centre’s employees jointly with other colleagues from co-operating institutions are implemented directly into vocational education system in Poland. Main activities The Centre executes work on theoretical and methodological bases of building the multi-level continuing vocational education system – mainly concerning adults. Moreover, it takes part in development of a model of a continuing education centre and new educational means. It conducts evaluation and comparative research, carries out research on bases of vocational education theory and methodology, including: work contents analysis, comparative studies of educational

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systems. It develops theoretical bases of modular education, designs educational standards, vocational qualifications, quality systems, curricula for education, development and training as well as flexible teaching-learning technologies. On the basis of a theoretical analysis of vocational education the Centre carries out work concerning optimisation and modernisation of education, supports scientific-methodical innovations and pedagogical experiments, designs curricular bases and modular curricula. Its employees have elaborated over 200 curricula specifications for basic, secondary, higher and postgraduate schools and for courses. At training sessions, seminars and conferences about 6500 managers, engineers, teachers, workers of education and administration have been trained. The Centre offers also post diploma studies in the field of information technologies, education management and experimental courses for vocational education teachers, technicians and maintenance engineers. Finally it is the editor of scientific – research magazines in the field of vocational education and machine maintenance (see: publications). Publications The Institute’s Publishing House publishes about one hundred monographs and guidebooks every year, six all-Polish scientific magazines and 2 monographic series in its own Typography. The titles of scientific journals are as follows: − „Pedagogika Pracy” (Labour Pedagogy), „Edukacja Ustawiczna Dorosłych” (Continuing Adult Education), − „Rocznik Pedagogiczny” (Pedagogical Annual), „Studia Pedagogiczne” (Pedagogical Studies), − „Problemy Eksploatacji” (Maintenance Problems), “Zagadnienia Eksploatacji Maszyn” (Problems of Machine

Maintenance). Special field of interest for transnational (international) projects – New skills and qualifications of teachers and trainers supporting continuing education development – Complex teaching-learning with the use of flexible technologies of vocational education and training – Development of procedures for evaluation and assessment of vocational education and training – Flexibility, transferability, mobility as targets of vocational education and training – Qualification requirements and vocational qualifications comparison in an integrated Europe – Methods and procedures of vocational qualifications accreditation at the European labour market – Tools and methods of quality assurance in forming vocational qualifications in co-operation between educational

institutions and enterprises – Comparativeness of vocational qualifications on the Polish and European labour market – The acquisition of new professional qualifications based on European Standards of Competence Ongoing and past (last 2-3 years) transnational or international projects and initiatives (please give their titles, few lines description and names of partner institutions) − Leonardo da Vinci Pilot Project 2000–2003 – European Bank for the Development of Modular Curricula and

Educational Technologies – EMCET de Bank (ITeE – NRI promoter). The project aimed to create a database offering advisory services and assistance in searching for modular programmes. The database gives information on vocational education and training available in Poland and other European project partner countries.

− PHARE 2000 Project – National Vocational Training System (ITeE – NRI subcontractor). The project aim was development of continuing education system in Poland including vocational service quality assurance. The main beneficiary of the project was the Ministry of Economy, Labour and Social Policy (MGPiPS).

− Socrates-Grundtvig 2 – Modularisation in Adult Education – Experience of the Development of the European Network – MEA 2004 – 2005 (ITeE-NRI partner). Development of transnational modular curricula to improve language skills (English) within continuing vocational training.

− Leonardo da Vinci – Motivation of people with lower qualifications for lifelong learning 2003–2005 (ITeE-NRI partner). This research project aimed to provide information on how to improve the participation-rate of people with lower qualifications in continuing vocational education and training [VET].

− Leonardo da Vinci – Competent-Sys-Trainer 2003–2006 (ITeE – NRI partner). Development and Implementation of a competency-based management system for trainers in continuing vocational education and training (ITeE – partner). The main aim of the project is setting up a coherent and practical system of identification and development of competencies for trainers in continuing vocational education and training as well as its integration with systems already functioning in continuing vocational education centres.

− Leonardo da Vinci – Languages for special purposes. − Vocational Language Training for Truck Drivers – TRUCKSPEAK 2004–2007 (ITeE – NRI partner). This project

aims to improve language skills and competencies within work-linked vocational training, promoting employability, mobility of employment and personal development, facilitating vocational integration and reintegration.

− Leonardo da Vinci – Model for Flexible Industrial Training – MoFIT2 2004 – 2006 (ITeE – NRI partner). MoFIT2 aims to develop Mechatronics Technician as a recognized occupation throughout Europe, embedding soft skills using the MoFIT model, facilitating mutual recognition of qualifications and mobility of labour in the context of LifeLong learning.

− Leonardo da Vinci – Always on the right track 2004–2006 (ITeE – NRI partner). Development of modular curricula and e-learning platform aiming to improve vocational competences of job counselors.

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− Socrates Minerva – European Programme of e-training in data processing and multimedia – E-FORMINFO 2004––2006 (ITeE – NRI partner). E-learning platform of training courses/degrees in IT and multimedia available in project partner countries.

− EQUAL – Entrepreneurship in the web – Internet the opportunity for growth of competitiveness (2005–2007). ITeE promoter. The project aims to increase the competitiveness of micro enterprises using modern IT facilities and thus providing access to professional services and e-learning courses. The project beneficiaries are the owners of small enterprises representing various sectors of Polish economy.

− E-learning programme – MEVA Living Memory (2006–2007) − Leonardo da Vinci – EQF Network Testing (2007–2008) − Leonardo da Vinci – EUREVINQ Certificated Qualifications in the European wine sector (2006–2008) − Grundtvig 2 – Developing Intercultrural Competencies in Education (2007–2009)

Contact person for international projects (name, contact details)

Beata Poteralska, Ph.D Head of International Co-operation Team Tel. 0048 48 364 42 41 ext.240 Direct tel. 0048 48 364 40 34 e-mail: beata.poteralska@itee.radom.pl

EMCET2 contact person Krzysztof Symela Ph.D., e-mail: krzysztof.symela@itee.radom.pl Ludmiła Łopacińska, e-mail: ludmila.lopacinska@itee.radom.pl tel. +48 48 364 42 41 ext. 239

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Nigel Lloyd, Nadeem Ahmad Khan, Marta Jacyniuk-Lloyd

4.2. Cambridge Professional Development, United Kingdom

Name of the institution (in native language) Cambridge Professional Development Ltd.

Name in English Cambridge Professional Development Ltd. Acronym (if any ) CamProf Address 5 Mundella Road, The Meadows, Nottingham NG2 2EQ Country Great Britain (Cambridge & Nottingham) & Germany (Berlin) Phone (include international prefix) +44 845 345 5199 Fax number +44 845 345 5299 e-mail nigell@camprof.com website www.camprof.com Type of an institution Private consultancy Year of Foundation 1994 President/Chairperson (full name, titles) Eur Ing Nigel Lloyd Is your organization a member of international/national/regional/local networks of institutions? List them, please We are: − members of Modular Education Network (ModENet) − organizers of the International Forum for Construction Occupational Standards Staff Nigel Lloyd, Meredith Cox, Marta Jacyniuk-Lloyd, Nadeem Ahmad Khan, John Konrad, John O’Sullivan, Pieter Wolter Mission statement and aims of your organisation “Advising organisations on the development of their professionals”. Cambridge Professional Development is an established consultancy offering advice, strategy and implementation in skills and professional development throughout the working life. We work with both the private and the public sector, for SMEs and corporates, across the UK and Europe. History (describe main stages of the development of your organisation) − 1994 to present: specialist consultancy in applying standards of competence philosophy to all aspects of HRD. − 1995 produced ‘CISC Users’ Guide’ for SMEs setting out 8 applications of standards of competence. − 1996 to present involved in Leonardo projects, developing a network of partners across Europe. − 2004 opened Nottingham office − 2005 set up International Forum for Construction Occupational Standards (IFCOS). − 2005 opened German office Main activities, regular events (conferences, seminars, trainings…) N/A

Publications N/A Special field of interest for transnational (international) projects Professional development, standards of competence, continuing development, LifeLong Learning, vocational education and training, work experience, labour market information, European initiatives and projects Ongoing and past (last 2-3 years) transnational or international projects and initiatives (please give the title, duration and few lines description of each project/initiative) 2008–2009 €€ QUALIFISE Project European Financial Planning Association (€€ FPA), Netherlands CamProf managed the €€ uropean Qualification Assurance League In Financial Services, an EQF project, funded under the EU Lifelong Learning Programme The project was awarded the top mark of the Call. It set up a European Financial Services (FS) Qualifications League to promote the Copenhagen process (particularly EQF) and to ensure that the EQF levels assigned to financial qualifications by national organisations are reliable and consistent throughout Europe. It developed a methodology for assigning EQF levels, recognising the distinction between knowledge-based qualifications and professional competence qualifications; assigned EQF to the FS Qualifications and to the NQF in the partner countries; 2007 to 2008 i-Lab Development Partnership (University of Essex) Designed €€ 0.4M project to develop the concept and practice of innovation labs. i-Labs created in Poland, Romania, Turkey. CamProf was International coordinator of project, created: design manual, user manual, training for facilitators, user group. 2006–2007 Streets Technical Academy & Resource (STAR) (Transport for London) £0.5M project to develop systems to support professional development for traffic and transport professionals. Developed: competence framework, e-learning modules, induction course, performance appraisals, websites.

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2006–2008 Professional Status for Traffic & Transport (ProStaTT) Designed, wrote bid and won £60K funding, project managed pilot project to test new national Qualifications and Credit Framework. Partnership with all the major transport professional bodies. Developed new qualifications, assessment procedures. 2006–2008 €€ uropean Financial Advisor (€€ FA) European Financial Planning Association (€€ FPA), Netherlands Wrote bid and managed financial sector Leonardo project to develop competences, qualification and web-based assessment tool for financial advisors. Bid was top-rated Dutch project. 2006 International Forum for Construction Occupational Standards (ConstructionSkills SSC) Designed and implemented the follow-on IFCOS project to identify and learn from international best practice in ‘modern methods of construction’ (off-site manufacturing, off-site production, off-site fabrication, modular construction, pre-fabrication, pre-assembly, standardisation) and the knowledge, skills, Standards and Qualifications required by Installers, Site Supervisors and Managers. Worked with and extended the IFCOS network (Australia, Belgium, Canada, Estonia, New Zealand, Romania, UK). 2006 Review of Roles & Responsibilities in the Lifelong Learning Sector(Lifelong Learning UK SSC) Undertook a major review of standards and qualifications of those who teach across the Learning and Skills sector, including identifying the roles and responsibilities of those responsible for the delivery of learning in the many varied contexts that exist, so that new qualifications reflect the diversity. 2006 Study Tour for BOTUS Training (Poland) Set up a study tour for the Managing Director of a Polish private training provider (BOTUS) to investigate the demand for their trainees to work in the UK construction sector. BOTUS provides training and accreditation for construction plant operators and craftsmen. 2005 Study Tour for Management Board of Espoo City (Finland) Organised a repeat visit by the Espoo City Management Board to study new developments in support for high tech companies in the global environment. Included visits to city, regional and university contacts and a business incubator for start-ups. 2004–2006 Identity & Training of Occupational Psychologists (BPS) £135K OP F.I.R.S.T. (Future, Identity, Recognition, Standards, Talent) project to identify the future direction of occupational psychology in UK, for the Division of Occupational Psychology of the British Psychological Society (BPS). In consortium with SHL and Queen’s University Belfast, his work included responsibility for a study of the labour market, an international bench-marking study, focus groups and visionary interviews. The study sets a new standard for the strategic development of professional institutions and their training and qualifications. 2004–2005 International Benchmarking of Construction Standards (Construction Skills SSC) CamProf was invited to design and carry out this international benchmarking project to ensure that the construction National Occupational Standards (both CIC’s and CITB’s) are world class in their “fitness for Purpose” by comparing them with standards of competence being used by those countries with the highest levels of performance in construction. Set up and ran a highly successful 4 day workshop with participants from Australia, Belgium, Canada, Estonia, New Zealand, Poland, Romania and UK, which launched the International Forum for Construction Occupational Standards. .2004 Study Tour for SERV Professional Staff CamProf organised a 5 day study tour investigating the UK National Occupational Standards, National VocationalQualifications and Assessment of Prior Learning systems, which visited the main organisations in England and Scotland. SERV’s evaluation stated: “the programme was well balanced and covered every aspect and every topic we were interested in. … CamProf did a very good job at interpreting our needs and assessing what could be useful. … The study visit more than met our expectations.” SERV is the organisation responsible for implementing competence-based standards in Flanders. 2004 Preparation of e-Skills 2004 Conference (CEDEFOP) CamProf was appointed by CEDEFOP (European Centre for the Development of Vocational Training) to prepare the prestigious e-Skills 2004 Conference in Thessalonica in September 2004. The work included preparation of background papers (on: global sourcing, creating jobs in the knowledge-based economy, defining a meta-framework of e-skills occupations, e-learning, the digital divide, EU policy developments), the programme, handouts and conference report. 2004 Polish Human Resources Development Phare project “Partnership for Education” CamProf was invited as a key expert on standards of competence and delivered a seminar and workshop for those involved in vocational education in the Lublin region. 2004–2005 International Conferences Invited and sponsored by Luxembourg Government to the launch conference for EuroPass (Luxembourg January 2005). Exhibited and spoke at the Maastricht Leonardo da Vinci Conference (December 2004). Invited and sponsored by UK National Agency of Leonardo da Vinci to attend the TransFair Valorisation Conference (Slovak Leonardo da Vinci National Agency, Bratislava 2004) on all aspects of adding value to Leonardo projects. 2002–2005 European Framework for Work Experience (CRAC) CamProf was partner (with organisations from UK, Germany, Spain, Finland, Romania and Belgium) in CRAC’s (Careers Research & Advisory Centre) 36 month Leonardo-funded EFWE project. EFWE developed a framework for the assessment

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and potential accreditation of employability skills developed through paid/unpaid work experience undertaken by students. Designed the framework, and led the preparation of the international conference “Work Experience 2004”. 2001–2004 Project to Design a European Diploma of Psychology (Leonardo Programme) CamProf was contractor for the 3 year €€ 0.4M (£0.25M) EuroPsy Project. The EuroPsy project designed a European Diploma of Psychology for use across Europe. Project partners were drawn from eminent psychologists representing the professional associations and top university departments across 12 countries and including the European Federation of Psychologists’ Associations. CamProf provided expertise about other professions, as well as the administrative support. 2000–2003 EMCET de Bank (ITeE, Poland) CamProf was the UK partner for the 3 year €€ 0.6M (~£0.4M) European Bank for the Development of Modular Curricula and Educational Technologies (EMCET de Bank), a Leonardo project led by the Institute of Terotechnology (ITeE) in Poland. The project developed a database of modular courses, and included inputs by the Scottish University for Industry. Other partners included the International Labour Organisation. Contact person for international projects (name, contact details)

Nigel Lloyd or Marta Jacyniuk-Lloyd 5 Mundella Road, The Meadows, Nottingham NG2 2EQ, UK +44 845 345 5199 email: NigelL@camprof.com; MartaJ@camprof.com

EMCET2 contact person

Nadeem Ahmad Khan 5 Mundella Road, The Meadows, Nottingham NG2 2EQ, UK +44 845 345 5199 e-mail: NadeemK@camprof.com

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Elmo De Angelis, Kylene De Angelis

4.3. Training 2000, Italy Name of the institution (in native language) Training 2000 Name in English Training 2000 Acronym (if any ) Address Via Piano S. Michele, 47/A – Mondavio Country Italy Phone (include international prefix) +39-0721-979988 Fax number +39-0721-979988 e-mail Training.2000@provincia.ps.it website www.training2000.it Type of an institution Vocational Education and Training Centre Year of Foundation 1991 President/Chairperson (full name, titles) Elmo De Angelis, Dr. Eng. Is your organization a member of international/national/regional/local networks of institutions? List them, please. − Association of Apprenticeship – CNA (Regional Association of Smes), IAL (Trade Union), Province of Pesaro and Urbino

– Employment Offices, API (Local Association of SMEs), private organizations − Network for Vocational Training and Education – CESCOT Pesaro; Employment Office of FANO, ITC “C. Battisti” –

Technical Commercial High-school; ConfArtigianato of Pesaro – Local Association of Artisans; University of Urbino Faculty of Sociology; The Knownet – European research centre (UK); IVLOS – Institute of Education – Utrecht University (Utrecht); ITB – University of Bremen

− Modular Education Network (ModENet) Staff 4 research and Administration staff + 2 part-time people involved in European projects. Approximately 30 professionals cooperate with Training 2000 in teaching and training in adult education. Sectors of interest: SMEs in textile and fashion, fine mechanics, architectural design and building automation. Training in social areas: women and disabled. Mission statement and aims of your organisation Since 1991, Training 2000 organizes Vocational training courses in the areas of ICT, Textile, innovative English training, Process Automation (Cad-Cam), specific training for: 1) development of social skills and competences, 2) better employment for women re-entering the work force and 3) business start-up. Training 2000 is recognized as “Certified centre for training” since it operates with Quality and within a network of major actors in the Region and in Europe: Labour Offices, Trade Unions, Associations of Enterprises, Public Institutions (Province of Pesaro and Urbino, Province of Aquila, Regions of Marche, Abruzzo and Sicily), University of Urbino (Department of Economics and Business, Sociology and Communication, Fashion & Design), University of Bremen, University of Utrecht, private and public institutions in the social sector, Associations active in the areas of disadvantaged groups and equal opportunities for women. At the european level Training 2000 is involved within Leonardo da Vinci pilot and reference material programmes, Socrates Grundtvig 1,2 and 3. History (describe main stages of the development of your organisation) Training 2000 has been created initially to deliver English training to professionals working in our local industrial districts. It was followed by individual consulting in ICT within SMEs. The organization has developed fast in using public funds (ESF) for re-skilling and requalification of employed and unemployed people till today. From the last two years new funds are used from the Ministry of Labour to provide service in training to SMEs apprentices. Since 1996 the organization is participating in Pilot and research work within Leonardo da Vinci and Socrates Grundtvig programmes. Main activities, regular events (conferences, seminars, trainings…) In the last three years this organization is also concentrating in adult training methodologies which includes training of trainers, e.learning and informal learning in industrial districts of SMEs. (Creation of networks of SMEs). Regular seminars are conducted with umbrella organizations, trade unions and SME management to promote new trend in training and certification of informal competences. In cooperation with Promo Modena the centre is promoting new curricula development and testing for Building Automation trades and energy saving in homes and industrial buildings and hotels. Publications − Publication: Energy Management in the Hotel Business – in cooperation with the University of Bremen, ITB, 2001; − Publication: Growing Trend in the Building Automation Sector in Central Italy: Regions of Marche, Emilia Romagna and

San Marino – in cooperation with the University of Bremen, ITB, 2000; − Publication:The Challenge of e-learning in small enterprises: issues for policy and practice in Europe – Cedefop

Panorama series; 82 – ISSSN 1562-6180 – ISBN 92-896-0253-8 (Year 2003) − Publication: Competence-based learning in building automation: towards an EU curriculum in “Domotica” – European

Journal of Engineering education, Volume 32 – Issue 6 December 2007, pages 675-685

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Special field of interest for transnational (international) projects − New skills and qualifications of trainers of adult continuing education for multimedia and e.learning methodologies. − Re-skilling of adults in mechanical, textile, building construction, building automation sectors. − Support of languages training and learning for European integration and mobility. − Certification of formal and informal competences in Europe (Europass). Ongoing and past (last 2-3 years) transnational or international projects and initiatives (please give the title, duration and few lines description of each project/initiative) − Leonardo II – Reference material project – The observation, surveying and analysis of the dynamics of practice in

the use of ICT as a tool for learning in vocational education and training and SMEs (e.learning) – Partner – Countries: UK, Italy, Poland, Netherland, Austria – Years 2002– 2005

− Leonardo II – Pilot project – Euroinno – European Field of Competence in Building Automation – Partner – Curriculum development for integrator of Building Automation Systems in Europe – Countries: Germany, Italy, UK, Switzerland, Bulgaria, The Netherlands – Years 2003–2006

− Leonardo II – Pilot project – WLP, work and learning partnership in enterprises – Partner – Creation of tools for better quality of training and competences through partnerships within enterprises (informal learning competences) – Countries: Germany, UK, Italy, Slovenia, Estonia, Greece, France – Years 2004–2006

− Leonardo II – Pilot project – English for Training and Mobility – Partner – Creation of CD-Roms in English language for training of people within specific economic and working areas – Countries: Slovakia, Italy, UK, Greece – Years 2003–2005

− Leonardo II – Pilot project – The Training Methodology of European Cross-Cultural Business Values – Partner – Creation of a methodology of European Cross cultural values within SMEs – Countries: Lithuania, Italy, Germany, Greece, Spain, Austria – Years 2004-2005

− Leonardo II – Pilot project – A1 for Jobs – Partner – e-learning for disabled people for training and employment – Countries: UK, Italy, Greece, Finland, Belgium – Years: 2004–2006

− Socrates – Grundtvig I – Introducing Appropriate methodologies for Life Long Learning (including ODL) – Partner – Countries: Belgium, UK, Italy, Portugal, Estonia, Czech Republic – Years 2002–2005

− Socrates – Grundtvig I – M.A.R.I.O – Partner – Development of new training curricula and Tools for Disabled people in the artistic areas (Application of ICT and distance learning methodologies) – Countries: France, Italy, Spain, Poland, Greece, UK, Romania – Years 2002–2005

− Leonardo II – Pilot project – Work & Learn Together: development of innovative e-learning in the workplace of SMEs – Partner – Countries: The Netherlands, Italy, Austria, Estonia, Spain, Romania, Slovenia, UK – Years 2005– 2007

− Socrates – Grundtvig2 – Social Innovation in the Textile Sector – Partner – Countries: Romania, Italy, Lithuania – Years 2005–2006

− Socrates – Grundtvig 2 – La mixité dans les métiers de l’aide à la personne – Partner – Countries: France, Italy, Romania − Socrates – Grundtvig 1 – OBELFA – Open Blended Learning for Adults – Partner – Counties: Turkey, Italy, Greece,

UK, Portugal, The Netherlands, Germany, Romania – Years 2005–2007 − Socrates – Grundtvig 1 – A better Quality of Life for parents of children with disability – Partner – Countries:

Romania, UK, Poland, Spain, Austria, Italy, Slovenia – Years 2005–2008 − Socrates – Grundtvig 3 – Open Distance Learning – “Teachers’ Training” – Promoter – Year 2006 − Socrates – Grundtvig 2 – BUM BUM – Adolescence is Here! – Partner – Romania, Italy, Slovenia – Years 2006–2008 − Leonardo II – Pilot Project – Waste Train Vocational Training, Education, Conveying Information on up-to-date

Waste Management Practices to Decision Makers/Staff involved in Waste Management – Partner – Countries: Turkey, Italy, Germany, Switzerland, Austria, Spain, Greece, Slovenia – Years 2006–2008

− Leonardo II – Pilot Project – PROWAT – Planning and implementing a non revenue water reduction strategy improves the performance of water supply and distribution systems – Partner – Countries: Turkey, The Netherlands, Finland, Greece, Belgium, Italy – Years 2006–2008

− Leonardo II – Pilot Project – Medics on the Move – Partner – Countries: Belgium, Italy, Denmark, Germany, Sweden, UK – Years 2006–2008

− Comenius – Multilateral Project – TACCLE – Teachers’ aids on creating content for learning environments – Partner – Countries: Belgium, Italy, Austria, Spain, Switzerland, UK – Years 2007–2009

− Socrates – Grundtvig Multilateral Project – All inclusive, Disability and Migration – Partner – Countries: Austria, Italy, UK, Germany, Poland, Bulgaria – Years 2007–2009

− Socrates – Grundtvig Multilateral Project – Parents as family vocational adviser for children – Partner – Countries: Poland, Italy, Spain, Austria, Romania, Slovakia – Years: 2007–2009

Contact person for international projects (name, contact details)

Dr. Eng. Elmo De Angelis Legal Representative Tel./Fax: +39-0721-979988 – +39 – 338-5304479 e.mail: training.2000@provincia.ps.it

EMCET-2 contact person

Dr. Eng. Elmo De Angelis Legal Representative Tel./Fax: +39-0721-979988 – +39 – 338-5304479 e.mail: training.2000@provincia.ps.it

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Nicole Georgogianni

4.4. Hellenic Regional Development Centre, Greece

Name of the institution (in native language) ΕΛΛΗΝΙΚΟ ΠΕΡΙΦΕΡΕΙΑΚΟ ΑΝΑΠΤΥΞΙΑΚΟ ΚΕΝΤΡΟ Name in English HELLENIC REGIONAL DEVELOPMENT CENTER Acronym (if any ) HRDC Address 138, Agiou Andreou str., GR 26 222, Patras Country GREECE Phone (include international prefix) 0030 2610 362 058 Fax number 0030 2610 362 059 e-mail hrdc@hrdc.org.gr website http://www.hrdc.org.gr Type of an institution Non – profit making organization, Non Governmental Year of Foundation 1992 President/Chairperson (full name, titles) Mr. Dr. Panagiotis Gatomatis Is your organization a member of international/national/regional/local networks of institutions? List them, please.

− European Governance Network − Modular Education Network (ModENet)

Staff Every member is assigned to separate groups (sectors) for the organisation structure of of HRDC. Every group offers its expertise and abilities in subjects of technological training relative to its sector. The organisational structure of HRDC is as follows: − The supreme body is its general assembly that assembles once a year decides on the strategy of HRDC and elects the

Board of Directors. − The executive body of HRDC is its Board of Directors. The Board of Directors consists of the HRDC President, the Vice-

President, the Financial Director and one member, which have the overall responsibility of HRDC’s management. The president of the association is Dr. Panagiotis Gatomatis HRDC’ s personnel consists of experienced Executives who all are in constant contact with a team of specialised Consultants so that the main policy areas should reflect the widest range of views, opinions and needs within the local and business communities. All members of staff have worked together in various combinations. As far as HRDC’s activities are concerned, they have come together to form a knowledgeable, motivated and powerful team capable of accomplishing the expected goals. In response to the complex requirements of the various E.U. programmes, in which HRDC has been actively involved, its personnel is further supported by External Consultants, specialised in certain domains of science. Mission statement and aims of your organisation HRDC strives to create effective channels of communication between all the actors involved in training and technology transfer. Up to nowadays, HRDC has achieved the following goals: − Development of many cooperation axes between universities and industry. − Facilitation of the integration of the Greek regions into the European Union’s programmes involving all society actors. − Provision of feedback for the educational systems, thereby improving the existing methods and approaches in the fields

of training and education as these have been developed at European level. HRDC has the opportunity to improve continuously the current training methods.

− Contribution to the transfer of knowledge and skills from higher to lower developed regions. History (describe main stages of the development of your organisation) Hellenic Regional Development Center was established in 1992 with headquarters in Patras, Greece and its former naming was Western Greece & Epirus University Enterprise Training Partnership. Hellenic Regional Development Center (HRDC), a non-profit making association, is located in Athens, Greece and has branches in Patras and Thessaloniki. HRDC is a national joint venture of regional development centers and it is dedicated to promoting and enhancing the cooperation between individuals, regional bodies, universities and enterprises in vocational training end education into the European environment. In order to meet the challenges of European tomorrow, HRDC has identified the following main areas of activity: Preparation & development of programmes for initial and continuous technological and vocational training. Contribution to the regional development of Greek territories through technology transfer and innovation. Creation of stable co-operation bonds between the world of industry and the university sector, including technology transfer between Greece and the other European Union’s members. HRDC relies on the membership of various significant enterprises of the Greek regions, as well as on the participation of universities and other social partners from Greece. Its members share long – term technological goals and closely co-ordinate their activities for research, training and information dissemination in order to reach the above objectives.

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Main activities, regular events (conferences, seminars, trainings…) Regional Development HRDC aims to facilitate growth and expand opportunities in the local region. Our vision is a dynamic, sustainable economy which competes on the basis of knowledge, advanced technology and an excellent quality of life for all. HRDC has helps businesses compete, revitalises urban and rural areas, promotes sustainability, improves regional infrastructure and facilitates innovation as well as the professional adaptation of young people and adults to the labor market by providing vocational training. Besides, it contributes to the social integration of disadvantaged social groups through advising and provision of information. Vocational and continuing training activities To ensure economic and social development it is essential that vocational education and training meets the needs of the citizen, the labour market and society. HRDC is supporting the development of Vocational Education and Training (VET) by providing advice, research, analysis, information and by stimulating European cooperation and mutual learning. HRDC is closely linked to the employment services and is contributing to the implementation of the European employment strategy through the dialogue with social partners at European level and through its participation in the promotion of European policies and actions for the development of lifelong learning. Continuous improvement, adaptation of professional qualifications, skills and competences to any change of the technological and productive environment is one of HRDC’s main priorities. Research HRDC has developed a rigorous research strategy. Our research themes examine core areas of vocational training that combine and compliment topics of national interest, social and economic policy and EU integration and harmonisation. Through the implementation of EU projects funded by the European Commission, the organisation has undertaken research and development programmes that contribute to continuous vocational training and life-long learning. Information Technology Applications for Education and Training HRDC gives particular attention to designing, planning and implementing user specific tailor-made on-line training courses on various technical, management or pedagogical topics. Training can take place at home, office or in fully-equipped training rooms. HRDC has developed learning platforms helping to create, deliver and manage blended learning programs and also support collaboration with opportunities for learners to interact with their peers, receive mentoring and share best practices. HRDC can develop specific courseware, product demonstrations and software simulations to meet the user’s unique training and development needs. Consultancy on Information Technology Issues HRDC provides consulting services and technical assistance on information technology projects. This includes identification and analysis of user’s needs, preparation of the technical specifications for the implementation of information technology projects and technical assistance on project management issues. Inter-regional cooperation Interregional cooperation initiatives and partnership promotion actions aim not only to improve the effectiveness of regional development policies but also the definition of a common strategy based on partnership planning through large-scale information exchange and sharing of experiences. For achieving those goals HRDC has created a network of member organisations aiming to strengthen economic, social and cultural cohesion. Intercultural society HRDC aims to meet the needs of the newly emerging intercultural society in Europe and at national level. The organization provides analyses on the status of immigration in Greece, makes proposals and collaborates on the design and development of programmes and tools for intercultural education aimed to meet the needs both of the educational and labor sector. HRDC participates in many projects related to the integration of immigrants in the country that aims to raise their language competences and to develop knowledge and skills that will contribute for their full participation in the labor market. HRDC provides the following services: − Equal opportunities advice − Access to an international network − Help with recruitment of students and graduates − Help with recruitment of staff − Advice on women in technology issues − Advice on minority groups integration into the labour market. − Intercultural training programs. − Encouragement of foreign language learning. − Research. − Provision of support and advice to disabled people. − Organisation of cultural and educational activities (short time seminars). − Organisation of conferences, publications on National and European level.

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Publications

Special field of interest for transnational (international) projects

Regional Development − Confrontation of the regional de-industrialization and unemployment − Enhancement of the quality of the regional labour force − Deployment of novel vocational training methods. Vocational and continuing training activities − Network for Professional training in South Europe. − European Training programmes. − Distance Training programmes Information Technology Applications for Education and Training − Open and Distance Learning Applications − On-line Multimedia Applications Consultancy on Information Technology Issues − Technical Assistance for technology transfer − Identify end-users by using European networks, member-organisations and SMEs − Supply information and examine user needs Inter-regional cooperation − Creation of stable co-operation bonds between the world of industry and the university sector, including

technology transfer between Greece and the other European Union members. − Deployment of inter-regional cooperating networks amongst SMEs all over Europe. Ongoing and past (last 2–3 years) transnational or international projects and initiatives Leonardo da Vinci Project 2003–2006: Sign Languages and European Written Languages in Virtual Vocational Education for the Deaf. The project aims to develop language teaching (sign languages and written languages: Finnish, German, Greek) for the deaf in vocational training. There is the need to create curriculums and study material for teaching sign languages and European spoken and written languages also in Greece and the project will give the opportunity to try new methods (a web based teaching material bank will be created) to train both deaf students and teachers to use teaching materials. Leonardo da Vinci program 2003–2005: Integration of Minority Students Higher Education and Labour Market. The aim of this project is the integration of immigrants or minority students into higher education such as universities and university colleges. Within this wider aim there are three e main ideas Leonardo da Vinci Program 2003–2005: Friendly Organizational Strategies and training for employment relations. This pilot project aims to install in organisations, large and small, in the public sector and the private sector, a philosophy that equality applies to everybody.. The FOSTER project focuses on enterprise partnership with a particular emphasis on Broader Social Inclusion (BSI) in the SME sector across Europe. The methodological focus of this project will be to identify good and effective human resource strategies in Ireland, Spain, Greece, Poland and Romania and develop educational and training material. The primary objectives of the project are firstly, to identify the problems of access to employment in a range of categories. E-Learning Program 2003–2005: e-QUALITY: Virtual Spaces of democratic dialogue among cultures, about the Image. The general aim of the present project is to foster democratic participation and the use of the ICTs by people who have had fewer opportunities to access them, by means of training focused on critical reading of the mass media, including the images derived from these. We will work specifically with Internet, because it is the most accessible way to work in the classrooms and because of the resources of the participating associations. Leonardo Da Vinci Program 2004–2007: DECAF: Development of training packages stemming social care organisations. No 2004 UK/04/B/F/PP-162_104 The objective of this project is to develop training packages to aid the assessment of competence against a Competence Assessment Framework (CAF) for non-qualified basic grade staff working within clients in a health and social care setting. The result will be a new methodology of training for these groups, which traditionally lack educational skills. Leonardo da Vinci Program 2004–2007: European Intercultural Workplace, No 2004-2247 / 001 – 001 LE2 22ACTH The European Intercultural Workplace project addresses intercultural issues arising in the workplace, focusing on the experience of 10 European countries, including accession states. Through situational analysis and case studies it investigates workplaces in various sectors in each participating country, compares the results across Europe, applies the comparative results in the partnership countries and makes them available beyond.

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Leonardo da Vinci Program 2004–2007: Interculturalite au Service de la Formation en enterprice JANUS, No F04-B/F/PP-151-151 The aim of the project is to create, experiment and disseminate a set of pedagogical tools including the knowledge, tools and methodologies necessary to take into account the intercultural dimension in the framework of technical training programmes proposed by and in companies which enter an European process. This set should be used before actions of technical training programmes for and in these companies. Leonardo da Vinci Program 2005–2006: e-NOV: Virtual training for young entrepreneurs of innovating business eNOV project aims to develop skills and competences for young entrepreneurs who come from research environment or who have innovating business ideas. In order to achieve this goal the project analyzes the needs in terms of training for young entrepreneurs (students, researchers, specialists under 35) and offers a package of training modules that allow the young entrepreneur to be better equipped in business management skills. Leonardo da Vinci Program 2006–2008: Be Your Own Boss The project aims to develop a European-wide training framework for persons who wish to start up their own business. The focus in the project is specific on training courses developed for disadvantaged groups (disabled, women, young people, ethnic minorities, and people in rural areas). Leonardo da Vinci Program 2006–2008: EMPOWER The aim of the project is to meet the learning needs and integration problems of immigrant students with the different European school capacity to face these socio-cultural problems. The proposal intends to experiment and innovative approach and a method for managing foreign students, based on the principles and the values of Quality. Leonardo da Vinci Program 2006–2007: FLOW The overall objective is to contribute, through awareness, information and dissemination campaigns, to the improvement of the unemployment reduction, through the facilitation of the entrance into the European labour market. It promotes innovation, cooperation and (virtual) through transnational partnership. FLOW aims in particular to maximise the impact of Leonardo projects by disseminating and giving a high profile to the impact on preparing European citizens for entering the labour market through the promotion their skills and in particular of the mobility and the qualifications transparency. Contact person for international projects (name, contact details)

Nicole Georgogianni Email: ngeorg@hrdc.org.gr

EMCET2 contact person

Nicole Georgogianni – European Project Director Email: ngeorg@hrdc.org.gr Katerina Flori, Consultant, Email: kflori@hrdc.org.gr Denitza Toptchiyska, Consultant, Email: denitza@hrdc.org.gr

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István Kiszter

4.5. National Institute of Vocational and Adult Education, Hungary

Name of the institution (in native language) NEMZETI SZAKKÉPZÉSI ÉS FELNŐTTKÉPZÉSI INTÉZET (NSZFI) Name in English NATIONAL INSTITUTE OF VOCATIONAL AND ADULT EDUCATION Acronym (if any ) NIVE Address 1085 Budapest Baross u. 52. Country Hungary Phone (include international prefix) +36-1-210-1065, +36-1-431-6565 Fax number + 36-1-210-1063, +36-1-431-6546 e-mail kiszter.istvan@nive.hu website www.nive.hu Type of an institution Public institution for development and research of vocational and adult

education Year of Foundation 1990 (2007) President/Chairperson (full name, titles) László Nagy Is your organization a member of international/national/regional/local networks of institutions? List them, please International networks: − CEDEFOP − National Reference Point Network − Refer NET − National Observatory − Modular Education Network (ModENet) National networks: − member of the National Europass Centre consortium; − participation in the National Development Plan Programme, coordinator of the National Vocational Training Development

Programme − operates the Adult Education Accreditation Board, the Vocational Education Textbook and Teaching Aid Council Staff Over 300 Mission statement and aims of your organisation The National Institute of Vocational and Adult Education (NIVE) is the background institution of the Ministry of Social Affairs and Labour. The Institute conducts, initiates, organizes and coordinates regional and nationwide research activities. It provides professional support to experiments, research and the implementation of innovative efforts initiated or performed by teachers and andragogists or institutions engaged in vocational education, while it pursues the continuous development of the vocational structure. History (describe main stages of the development of your organisation) Pursuant to Article 89 (1) of Act XXXVIII/1992 on Public Finances and Article 6(1)e) of Government Decree No. 170/2006. on the Powers and Responsibilities of the Minister of Social Affairs and Labour, the Minister of Social Affairs and Labour, in agreement with the Minister of Finance, in compliance with Article 6 (1) of Act LXXVI/1993 on Vocational Education, by the amendment of the Deed of Foundation embedded into one structure organises under the tasks of the National Institute of Vocational Education the duties of the National Institute of Adult Education the National Institute for Family and Social Policy Training Centre (Salgótarján) and the training division of the Labour Market Fund of the Fund Management Directorate of the Ministry of Education, and duties related to the management of subsidies provided by the training fund division. Main activities, regular events (conferences, seminars, trainings…) The institute has a wide range of activities carried out by various directorates and departments. − The Institute conducts, initiates, organizes and coordinates regional and nation -wide research activities. It provides

professional support to experiments, research and the implementation of innovative efforts initiated or performed by teachers and andragogists or institutions engaged in vocational education;

− Pursues the continuous development of the vocational structure. With in the framework of this activity, in line with the recommendations of the ministers responsible for vocational education, the Institute develops the draft National Training Register, prepares it for approval and publication, monitors its implementation an d makes proposals concerning its amendment or updating;

− Compiles and publishes the national module map; − Provides for the continuous development of the contents of vocational education. Within the framework of this:

• develops, prepares for publication and manages vocational and examination requirements pertaining to qualifications,

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• has the central programs (curricula), textbooks and teaching/learning aids pertaining to vocational qualifications and vocational subjects developed, prepares them for publication and manages them,

• develops professional documentation pertinent to adult education and provides for their continuous development, • -has the educational documents pertaining to the education of socially disadvantaged students and students living with

a disability developed, • initiates central developments and supports regional and local developments, • examines, analyzes and evaluates the efficiency of vocational training organized in institutions engaged in vocational

education, and participates in the introduction of quality improvement models and systems to be applied in the field of vocational education,

• collects domestic and international vocational training methods, facilitates the development, adaptation, improvement and circulation of efficient procedures and methods;

− Makes comparisons between domestic and international qualification requirements. Develops the set of conditions under which vocational qualifications adapted to European requirements can be equivalent, as well as validation of national and international qualifications;

− Performs development, analysis and evaluation activities related to adult education, with special respect to the methods and tools of formal, non-formal and informal learning;

− Performs publishing tasks in support of the development of vocational education, publishes and circulates pedagogical journals and other publications;

− Operates an information service related to vocational education, within the framework of which: performs the tasks of a central office for Hungarian practice firms, supports the activities of institutions and organizations having an interest in vocational education, ensures an interface with other domestic and international IT systems, manages and operates a database on vocational education;

− Cooperates with organizations of Hungarians abroad in the areas of vocational education; − Performs the tasks related to the organization of national and worldwide vocational competitions. − Provides for the teaching materials and the preparation of professionals necessary for the development of services related

to adult and vocational education, with special respect to preliminary knowledge assessment, career orientation and counselling, and attributes related to work

− Coordinates the adult education professional development work of regional workforce development and training centres; − Operates the National Reference Point, among others for the management of Europass certificate supplements and the

Hungarian National Observatory; − Collects and analyses adult education statistical data set forth in a separate regulation; − Manages a central registrar containing the national data of vocational examinations set forth in a regulation; − Strengthens the relationship between vocational education, adult education, general education, higher education and

popular education; − Develops cooperation with vocational education and adult education institutions in the member countries of the European

Union; − Organises the professional further training of teachers, andragogists and educational institution leaders; − Provides for the preparation of the assessment of accreditation cases in the scope of the Adult Education Accrediting

Body and its secretarial duties; keeps records of accredited institutions and programmes, issues certificates and provides control;

− Performs secretarial duties for the Vocational Textbook and Educational Materials Commission; − Performs tasks related to vocational education contribution and the management of vocational education and adult

education subsidies, set forth in a specific regulation; − In the framework of subsidy processing and management, the institute keeps record of and collects, controls vocational

education contributions, validates financial guarantees, prepares financial reports, tasks related to the preparation, execution and reporting of projects in vocational and adult education, cooperates with the state tax authority to collect vocational education subsidies, as it is set forth by re gulation.

− Cooperates in the preparation and implementation of National Development Plans. Publications The National Institute of Vocational and Adult Education distributes textbooks for vocational qualifications in the scope of the Ministry of Social Affairs and Labour. The continuous work in the development of vocational and methodological teaching materials is proven by many textbooks, interactive teaching materials supporting e-learning and films for education. Another chapter in the development of teaching materials are special teaching materials developed for learners with learning problems and various disadvantages. The National Institute of Vocational and Adult Education publishes three periodicals. Szakoktatás (Vocational Education) is published each month during the schoolyear, in which the latest information about vocational education is published. Szakképzési Szemle (Vocational Training Review) is a quarterly. In this periodical mostly theoretical works and analyses are published. The target group of our periodical Felnőttképzés are all the public and private institutions pursuing adult education, we provide information for them concerning developments and current issues in this area.

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Special field of interest for transnational (international) projects Since its establishment, the National Institute of Vocational and Adult Education has been operating a wide range of international relations. The institute has joint research and development activities and exchange of experiences with its foreign partners. Besides programmes in the framework of the European Union, e.g. Leonardo da Vinci, Socrates, inter-governmental projects, the cooperation with Hungarian organisations outside our borders is also significant in terms of teaching material development, textbook supply, teacher further training, study visits and joint study competitions. In the realisation of European Union tasks the National Reference Point within the National Institute of Vocational and Adult Education has a predominant role. The Centre performs its activities in accordance with European Commission guidelines, in close cooperation with CEDEFOP (the European centre of VET development), and is also building relationships with the centres of EU member countries. The centre is responsible for the content development of certificate supplements and the operation of a website where these documents can be found. The directorate also operates the Hungarian National Observatory. Contact person for international projects (name, contact details)

Dr Csapó Judit e-mail: csapo.judit@nive.hu

EMCET2 contact person Kiszter István, Head of department +36-1-431-6565, e-mail: kiszter.istvan@nive.hu

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Svetlana Kozlovskaja, Krista Loogma

4.6. Institute of Educational Research Tallinn, Estonia

Name of the institution (in native language) Tallinna Ülikooli haridusuuringute instituut

Name in English Institute of Educational Research, Tallinn University Acronym (if any ) TLU HI Address Uus-Sadama 5, 10120 Tallinn Country ESTONIA Phone (include international prefix) + 372 6 199 78 Fax number e-mail HI@tlu.ee website www.tlu.ee Type of an institution Research institution Year of Foundation 1999 President/Chairperson (full name, titles) Krista Loogma, PhD, head

Is your organization a member of international/national/regional/local networks of institutions? List them, please.

− European Education Research Association − Estonian Education Forum (EEF) − Modular Education Network (ModENet) Staff Head of the Institute, 5 researchers, supporting staff

Mission statement and aims of your organisation The development of R&D activity in the area of educational sciences

History (describe main stages of the development of your organisation) The Institute was found in 1999. It happened after nearly 10-years period during that the professional educational research was carried only as support by lecturing staff. The reorganisations of first years of independence had swept away several research institutions, including the state Institute for pedagogical research with its staff around 100 people. Today the Institute for educational research is research institution of Tallinn University. Main activities, regular events (conferences, seminars, trainings…)

− R&D in the area of education and learning; − Teaching activity (masters students´ courses, training courses) − Scientific-organisational activity (organisation of conferences, seminars,

i.e regular conferences on research in VET)

Publications Special field of interest for transnational (international) projects

VET, learning at work, teachers education, educational sociology, quality and evaluation of education, learning outcomes (competences), e-learning

Ongoing and past (last 2–3 years) transnational or international projects and initiatives − Quality assurance and practice-oriented assessment in VET (QUAL-PRAXIS), 2004–2006 − Competences in the field of Youth Education and Training, 2005 − Evaluation Model for Teaching and training Practice Competences (TEVAL), 2004–2006 − Improving quality of Informal Learning through Tools and Instruments for Workplace partnership (WLP), 2004–2006 − General competences of gymnasium-leavers in 2002–2004, 2005 − The development o the System of Education and Training of VET teachers, 2005–2006 − The development of e-learning in VET schools, 2005–2007 − From Review to Improvement in European Vocational Education and Training, 2005-2007 − European Bank for the Development of Modular Curricula and Educational Technologies – EMCET2, 2005–2007 Contact person for international projects (name, contact details)

Krista Loogma, (372) 6345895 e-mail: krista.loogma@tlu.ee

EMCET2 contact person Krista Loogma

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Jürgen Mähler, Joanna Kutschke

4.7. German Education and Training GmbH, Germany

Name of the institution (in native language) GET German Education and Training GmbH

Name in English GET German Education and Training GmbH Acronym (if any ) GET Address Von-Groote-Strasse 29, 50968 Köln Country Germany Phone (include international prefix) 0049-221-93743-280

Fax number 0049-221-93743-5 e-mail juergen.maehler@icon-institute.de website www.icon-institute.de Type of an institution Consulting for international development aid projects in the field of education. Year of Foundation 1987 President/Chairperson (full name, titles) Michael Stephany (managing director)

Is your organization a member of international/ national/regional/local networks of institutions? List them, please.

− GET Occupational Education and Research Network: The network includes Rheinisch-Westfälische Technische Hochschule (RWTH) Aachen, Fachhochschule Aachen, Aachen Chamber of Industry and Commerce and a number of industrial enterprises and companies operating in the IT and High-Tech sectors.

− Co-operation agreements with the Cambridge Education Consultants (CEC), UK, and the Centre International des Etudes Pédagogiques (CIEP), France.

− Modular Education Network (ModENet) Staff 7 Mission statement and aims of your organisation GET targets improvement of education and training in developing countries and countries in transition at all levels: − Primary, secondary and higher education − Technical and vocational education and training − Non-formal education − Further education and training History (describe main stages of the development of your organisation) Since its foundation in 1987 GET has become a worldwide specialist in education and training programmes in Europe and overseas. In January 2001 GET joined its forces with 6 other sector companies and formed the ICON-INSTITUTE group. All companies therein belong to the holding company ICON-INSTITUTE GmbH & Co. KG. Main activities, regular events (conferences, seminars, trainings…) GET provides services at the political, functional and operative level of Technical Assistance to public and private clients covering: − Sector studies − Feasibility studies and project design − Project appraisals and evaluations − Employment and labour market analyses − Education and employment policy advice − Education and training needs assessments − Institution strengthening advice − Planning and implementation of market oriented and tailor-made training, education and further education projects − Curriculum development and adaptation − Teacher training programmes − Train-the-Trainer programmes − Training programmes for executive and line managers − Support in know-how exchange and creation of networks − Planning and organisation of specialists’ conferences, workshops and study tours

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Publications Special field of interest for transnational (international) projects Vocational Education and Training and ICT

Ongoing and past (last 2-3 years) transnational or international projects and initiatives (please give the title, duration and few lines description of each project/initiative) − Technology Transfer, Brasil (2001–2007), carried out for GTZ: To improve the productivity and competitiveness and

generate new employment, SENAI and selected SENAITECs technological consultancy services and training capabilities for small and medium enterprises in the northeast of Brazil for shall be improved.

− Vocational Training, Yemen (2000 – June 2006), carried out for the European Union: The reform of the vocational education and training system in Yemen i supported through the establishment of three training centres which will provide skilled workers for the hotel and tourism sector, oil and gas related service industries and for companies which seek to employ skilled and qualified women.

− TVET Reform, Honduras (2004 – 2008), carried out for the European Union: The objective of the project is to strengthen the national vocational training system of Honduras in overcoming some of it’s most important problems like a lack of internationally recognised quality standards, a lack of human resources trained according to the actual needs of the world of labour market; not sufficiently qualified teachers and a lack of a methodological basis for theoretical and practical courses to impart trainees the necessary technical knowledge.

− Study on Sector financing Mechanisms of the Education Sector, Lebanon (2004 to 2006), carried out for IBRD: An in-depth analysis of the complex nature of sources for financing within the Lebanese educational sector is carried out in order to provide the Ministry of Education and Higher Education with a thorough basis for the envisaged educational reform.

− Dual Training Malaysia (2001 – 2005), carried out for GTZ: The project builds up, supports and sustains a co-operative system of vocational education and training in order to satisfy the labour market requirements for adequately qualified skilled workers.

− Developing of CVT System under Phare “National Vocational Training Project”, Poland (2002 – 2003), carried out for the European Union: the project improved the decision making progress in employment and education policies, ensured high quality training offered within the continuing education system as well as transparency of qualifications and facilitated fast and flexible training for adults, adjusted to the needs of the labour market

− Strengthening of the Education System, 2006-2009, Argentina, carried out for the European Union: The "Integral Programme for an Egalitarian Education" (PIIE) has been devised within a wider political sphere, in which the State is committed to improve the living conditions of the most unprivileged social sectors. The aim of PIIE is to provide children with better education opportunities.

− Mapping of the scientific-technical and education-related Co-operation between Germany and Brazil, 2007-2008., carried out for the Ministry for Research and Education. The project tried to find a respond to the increasing demand of scientific-technical co-operation with emerging (threshold) / anchor countries and to enhance the transfer of innovative technologies to SMEs of these countries. It took stock of the partners of existing co-operations between Brazil and Germany and contributed to the enhancement of a internet portal solution.

− Quality Improvement of the Basic Education System, 2005-2008, Programme forthe Support to the Quality of Basic Education/ Programa de Apoyo a la Calidad Educativa (PACE) in Guatemala, carried out for the GTZ, The programme aims to achieve a better response from the education sector to the necessities of a multicultural society in its modernisation process.

− Evaluation of the CI EQUAL for the period 2005 – 2008, Germany, carried out for the European Union: 109 Development Partnerships with about 1700 projects are assessed concerning, among others, the inner coherency, the external relevance and the social-economic context, the operational context and the programme steerability.

− Technical Assistance support for the Organisational Restructuring and Staff Development of the MEHE – MEHE Organisational Development., Lebanon, 2007-2008, carried out for the Worldbank. The goal of the assignment aims at addressing the Organisational Development component of the Educational Development Program (EDP). This includes two basic components: 1. Development of New Organisational Structure for MEHE and 2. Staff Development.

Contact person for international projects (name, contact details)

Michael.Stephany e-mail: Michael.Stephany@icon-institute.de

EMCET2 contact person Juergen Maehler, e-mail: juergen.maehler@icon-institute.de

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Tanja Logar

4.8. National Institute for Vocational Education and Training, Slovenia

Name of the institution (in native language) Center Republike Slovenije za poklicno izobraževanje

Name in English National Institute for Vocational Education and Training Acronym (if any ) CPI Address Ob železnici 16, 1000 Ljubljana Country Slovenia Phone (include international prefix) + 386 1 5864 200 Fax number + 386 1 5422 045 e-mail info@cpi.si website http://www.cpi.si/ Type of an institution Public institution for vocational education Year of Foundation 1995 President/Chairperson (full name, titles) Mrs. Metka Zevnik, Director Is your organization a member of international/national/regional/local networks of institutions? List them, please − International networks: CEDEFOP; Teacher Training Network; National Reference Point Network; Refer NET; Modular

Education Network (ModENet) − National Network: National Europass Centre, National observatory of Slovenia − Regional Network: ISM Network for young adults, who are not in school and are in need of counselling Staff 48 Mission statement and aims of your organisation The Centre studies developmental trends in labour markets and prepares profiles of occupations and competence-based vocational standards (occupational standards) which form the basis for the preparation of educational programmes of vocational and technical education and for certification of national vocational qualifications. The Centre develops methodologies and prepares modern module-based educational programmes of short-term, secondary, as well as post-secondary vocational education. Other basic activities include the monitoring and introduction of educational programmes, evaluation of school-leaving exams and the vocational Matura as well as the development of new methodical and didactic concepts of knowledge, learning and teaching. Important tasks of the Centre include the permanent education and training of teachers, professionals and mentors in vocational and technical education and the provision of technical support and guidance to providers of vocational and technical education. The Centre encourages and coordinates different developmental and innovative projects in vocational and technical schools, proposes projects for the equipment of schools, and in cooperation with publishers, develops modern didactic material and learning technology. History (describe main stages of the development of your organisation) Centre of the Republic of Slovenia Vocational Education and Training is a public institution active in the area of vocational and technical education and training. It was founded in 1995 by the Government of the Republic of Slovenia (the Ministry of Education, Science and Sport and the Ministry of Labour, Family and Social Affairs); its co-founders were the Chamber of Commerce and Industry of Slovenia and the Chamber of Craft of Slovenia. Also operating within the Centre is the National VET (Vocational Education and Training) Observatory which deals with the development and analysis of the labour market. The Centre, together with its social partners, adopts the basic goals of vocational and technical education and training in Slovenia through developmental, professional and advisory tasks. Main activities, regular events (conferences, seminars, trainings…) − National vocational qualification training − Producing guidelines and recommendations within development of training for resuscitation − Designing standardised teaching programmes suitable for all trainees in Europe − Counselling on methodological and didactical issues − Adopting results of the project and analysing the possibilities to include them into occupational standards at the end of

the project duration − Promoting exchanges of experience and good practice − Teacher training − Training for counselors for young adults − Participation in transnational project partners meetings

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Publications Regular publications: − CPI Guide − Catalogue of text books − The magazine Spodbude (Incentives) Occasional publications: − CPI Rewiev (10th anniversay of CPI) − Glossary for VET − Working for myself Special field of interest for transnational (international) projects The Centre takes part in the following international initiatives: − bilateral cooperation: Bundesinstitut für Berufsbildung, Germany; CINOP (Centre for the Innovation of Education and

Training), the Netherlands; University of Durham, Business School, United Kingdom;Staats Institut für Schulqualität und Berufsforschung.

− nternational networks − cooperation with related institutions in South-eastern Europe; − Projects supported by Leonardo da Vinci and Socrates programmes Other fields of interest: − Producing guidelines and recommendations within development of training for resuscitation − Designing standardised teaching programmes suitable for all trainees in Europe − Counselling on methodological and didactical issues − Preparing inclusive measures for young people (drop outs), who are not in anny of given forms of education − Adopting results of the project and analysing the possibilities to include them into occupational standards at the end of

the project duration − Promoting exchanges of experience and good practice − Participation on transnational project partners meetings and conferences Ongoing and past (last 2-3 years) transnational or international projects and initiatives (please give the title, duration and few lines description of each project/initiative) Leonardo da Vinci projects: Virtual Vocational Orientation Package – VirtuOrientation, February 2002 – may 2004 To prepare an interactive web portal www.virtuorientation.net which enables mediation of information from the areas of education and employment – including the assessment of users’ interests and abilities – through clear and easy access. AGETT, October 2002 until May 2004 The broader goal of the project is to raise the level of adult education, while the more specific goal is the following: the development of guidance activities for adult education. Total Counselling, January 2003 until February 2005 To prepare the concept of a holistic model of counselling for young people which interacts elements of vocational, educational and personal counselling. The concept will introduce a suggestion on how to place the model into national systems. Facilitating Access to Lifelong Learning through the Recognition Procedure of Non-formal and Informal Learning October 2003 – September 2005 The basic goal of the project is to create conditions for the recognition of non-formal and informal learning as well as to develop tools which will help in the evaluation of qualifications acquired outside the formal system of education. Recycling, August 2003 until July 2005. In the phase 1 of the project, a European RecyOccupation profile was developed on the basis of systematicresearch in the United Kingdom, Spain, Greece and Germany. The goal of Phase 2 of the project is, however, to place the European profile in the qualification and educational systems of individual countries and to prepare a programme and adequate informative material.Hands on Approach to Analitical Chemistrty in VET, November 2003 – Marec 2006 To develop a handbook for teachers and a collection of exercises for students, which will enable students to be actively involved, and therefore come to a better understanding of spectrophotometry and some other basic analytical techniques aided by simplified instruments. Qute, October, 2004 to October, 2006 Based on experiences from different countries, we are within the project develop an instrument package for self-evaluation in vocational and technical schools, combined with interactive web page and electronic expert system. B.E.A.TR.I.C, Oktober 2004 – September 2006 Main goal of the project is to develop an example of methodology for interconnection and recognition of educational

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materials of two-way educational and training paths (educational and certificate system). ADEC (Adult Educator in Company) – Klement Drofenik, December 2004 until February 2007 The purpose of the project is to develop a training programme for experts/specialists from large enterprises, who are working in the filed of knowledge transfer and have no formal andragogical or pedagogical education. Activity of Centre of the Republic of Slovenia for Vocational Education and Training comprises preparation and production of knowledge standard for Adult Educator in Company Socrates – Gruntwig projekt: WIZARD TOOLBOX, January 2002 until February 2005. Creation of flexible tools for the education and training of vulnerable groups in society (unemployed, immigrants, young people with a low level of education, prisoners, etc). The aim of these tools is to help these people overcome the obstacles they encounter and to ease the way to personal development and an active participation in the learning society. The Wizard Toolbox is made up of different examples of ‘good practices’ directed at different target groups, as well as the designed tools called the Learning Society game. Phare projekti: Phare 2000: Grand scheme in Savinjska region: Activating the employment potentials at the local level: Traning – a key to increased employability, November 2002 – January 2004 Phare 2003: Tt com net, April 2005 until July 2006 Contact person for international projects (name, contact details)

Mirjana Korač Deputy Director Mirjana,korac@cpi.si Phone: +386 1 5864 203, Fax: +386 1 5422 045

EMCET2 contact person Urška Marentič urska.marentic@cpi.si Phone: +386 1 5864 249

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Rocío Blanco Rodríguez, Cecilia Sevillano Martin

4.9. Valladolid University General Foundation FGUVA, Spain

Name of the institution (in native language) Fundación General de la Universidad de Valladolid

Name in English Valladolid University General Foundation Acronym (if any) FGUVA Address Plaza Santa Cruz 5, bajo Country Spain Phone (include international prefix) +34 983 184619 Fax number +34 983 423633 e-mail europeos@funge.uva.es website www.funge.uva.es Type of an institution Non for making profit organization Year of Foundation 1996 President/Chairperson (full name, titles) Mr. Gerardo Llana

Is your organization a member of international/national/regional/local networks of institutions? List them, please. European: Eures and Leonet networks; Modular Education Network (ModENet) National: General Foundation Network. Local: Valladolid Roundtable for the Employment Staff Average 150 employees (approximately 70 permanent staff) Mission statement and aims of your organisation “LINKING UNIVERSITY AND SOCIETY”

History (describe main stages of the development of your organisation) Valladolid University General Foundation (FGUVA in Spanish) was created by the University of Valladolid in order to make closer relations between the University and the Society and to contribute to the improvement of the services supplied to the university community. It started activity in September 1996 and in 1999 it was involved in a merging process with the University-Enterprise Foundation of Valladolid (FUEVA). As a result of that merging process, since the 19th of October 1999 the General Foundation assumed all resources, rights and duties coming from FUEVA. Main figures of the University of Valladolid: 4 University Campus (Soria, Palencia, Segovia and Valladolid); University since the XIII century; 72 degrees offered in 2006; 23986 students at First and Second Cycles; 59 departments; 2505 teaching staff (1539 of them are Doctors). Main departments: FGUVA, with more than 100 employees (70 permanent staff on average), supplies different services to the University Community. Apart from managing some facilities of Valladolid University, such as the Languages Centre and the Palace of Congresses, FGUVA consists of two main departments: the Transfer of Innovation Office and the Employment and Training Dpt. Each one contributes in its own way to the achievement of the General Foundation’s main mission. INNOVATION AND TECHNOLOGY DEPARTMENT: It is the Technology and Innovation Transfer Office of the University of Valladolid. It manages both the technology offer and the intellectual and industrial property. It promotes and manages innovation projects, contracts with R&D companies and institutions. It enhances researching, development and innovation (I + D + I). EMPLOYMENT, TRAINING AND PROJECTS DEPARTMENT: It consists on 3 areas, each one closely related to the others: − Training Area: It promotes, organises and manages its own training courses and training courses funded by the

European Social Fund, together with the Master degrees of the University of Valladolid, the Specialist courses and training courses based on specific needs of companies. It also carries out the analysis of training needs and roles.

− Employment Area: It supplies help and career guidance services to students and recent graduates (including entrepreneur promotion). The Employment Area manages different programmes of labour insertion in order to help students and graduates to get into the labour market, such as professional training (both in Spain and in foreign countries), management of employment offers, students and graduates placements and grants. It has established an Observatory of professional opportunities and needs of the labour market and it uses the results for providing vocational guidance and assistance for professional competence adaptation.

− Studies and Projects area: It contributes to help Training and Employment areas to innovate in the development of their processes and products. The main outcome of the services provided by this area to the other two and to FGUVA in general terms, is the design of new training programmes, of new work procedures and new guidance systems.

− As a result of the work developed in the framework of different International Projects (specially funded by Leonardo da Vinci Programme) it has established an Observatory of Professional Opportunities for university graduates and of Labour

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Market Needs with regard to the Human Resources they hire with University Degrees. The Observatory is an important source of information for the adaptation of the training plans to the real needs of the

Main activities, regular events (conferences, seminars, trainings…) Employment and projects area: − Help and orientation services for the development of entrepreneurial projects − Management of labour insertion tools in order to help students and graduates to get into the labour market, such as

professional training (both in Spain and in foreign countries), employment offers, students and graduates placements and grants.

− Observatory of professional opportunities and needs in the labour market. − Observatory of professional knowledge and competences offered by our university degrees. − Vocational guidance and help for professional competence adaptation. Publications Training material in different project topics.

Special field of interest for transnational (international) projects Employment, Training, competences (skills and abilities)

Ongoing and past (last 2-3 years) transnational or international projects and initiatives (please give the title, duration and few lines description of each project/initiative) Coordination role: − 2004 Leonardo da Vinci (Pilot), E/04/BF/PP-149157 FORTIUS. Research and design of complementary training aimed to

Social Economic studies − 2004 Leoanrdo da Vinci (Mobility). IBER. Mobility for Spanish Students − 2002 Leonardo da Vinci (Pilot), E/02/B/F/PP-115849: INICIA. Promoting the enterpreneur spirit at the University.

2002 Leonardo da Vinci (Mobility), E/02/F/PL-116856: FARO. Mobility for Spanish students − 2001 Leonardo da Vinci programme (Pilot),: Hum@no. Research and design of complementary training aimed to

humanties studies − 1999, Leonardo da Vinci programme (Pilot), E/99/1/061478/PI/III.3.a/CONT: Worknouveau: Promoting teleworking

1998, Leonardo da Vinci programme (Pilot), E/98/1/61313/PI/I.1.1.d/CONT: Athenea. Promoting the job profile: Cultural Mangament

Partner role − 2004 Leonardo da Vinci (Pilot), 2004 FIN/04/B/F/PP/160504 SECOND CHANCES. Reearch on Guidance methodologies

to students − 2004 Leonardo da Vinci (Pilot), 2004 - 2241/1001-001 LE2 510 REF. Research on cooperation university and society − 2003 Socrates (Minerva)- 110680-cp-1 2003- IE – MINERVA; EPI. Reserach on cooperation university and companies − 2003 Leonardo da Vinci (Pilot), A/03/B/F/PP-158026 ORGANIC Job profile: the innovation manager − 2003 Leonardo da Vinci (Pilot), HU/B/03/F/PP-170028 CERTIFIED EU PROJECT MANAGER. Job profile: the EU project

manager − 2002 Socrates (Minerva)- 101068-cp-1 2002- 1- IIE – MINERVA; RAMIE: Research on assesment methods in the on-line

training − 2002 Leonardo da Vinci (Mobility). Mobility for Spanish recent graduates − 2002 Leoanardo da Vinci (Pilot): RO/02/B/F/PP-141053; Web Based Training World. Research on on-line training

resources − 2002 Leonardo da Vinci (Reference), UK/02/B/F/ PP/129_524; EFWE. Reserach on follow up of grant holders − 2001 Leonardo da Vinci programme (Pilot),: HU/01/B/F/PP-136012 e-commerce Job Profile: e-commerce manager

2001 Leonardo da Vinci programme (Pilot),:RO/01/B/F/PP-141062 STEC IT promoting the entrepreneur spirit Contact person for international projects (name, contact details)

Ms. Rocío Blanco Head of the Studies and Projects Unit Address, telephone and fax number (same as above) e-mail: rociob@funge.uva.es

EMCET2 contact person

Ms. Rocío Blanco Head of the Studies and Projects Unit Address, telephone and fax number (same as above) e-mail: rociob@funge.uva.es

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Sophie Jourdain

4.10. The Resource and Initiative Unit for International Co-operation. The Center for International Educational Programs, France

Name of the institution (in native language)

Centre International d’Etudes Pédagogiques. Centre de Ressources et d’Initiatives pour l’International

Name in English The Center for International Educational programs The Resource and Initiative Unit for International Co-operation

Acronym (if any ) CIEP – CR2i Address 1 avenue Léon Journault, 92318 SEVRES Cedex Country France Phone (include international prefix) 0033 (0)1 45 07 69 28 Fax number 0033 (0)1 45 07 69 33 e-mail Contact@ciep.fr website www.ciep.fr Type of an institution public organisation

Year of Foundation 1990 (from 2007, the CR2i is part of the department of technical and vocational education)

President/Chairperson (full name, titles)

Head of the CIEP: Tristan Lecoq Head of the the department of technical and vocational education: Christian Greuin

Is your organization a member of international/national/regional/local networks of institutions? List them, please − Member of the French Ministry of Education − Head of the GRETA Network (vocational education and training, for youth and adults) − Modular Education Network (ModENet) Staff The CIEP is currently employing not far from 240 people and the department for technical and vocational education counts 8 persons. One part of the activity is to conduct and monitor European and International projects. It maintains especially close links with the GRETA network and regional development players. Besides, the department works in close collaboration with experts, academic staff, consultants and General inspectors from the Ministry of Education Mission statement and aims of your organisation The CR2i is a specific department of the Ministry of Education in charge of promoting European and international programs and funding with the different players and structures of the education system, both in secondary education and in adult training, and in particular within the GRETA network History (describe main stages of the development of your organisation) The CR2i was the Resource and Initiatives centre specialized in European and international matters of the adult training network created by the French ministry of National Education in 1990, the network of Greta (Adult training grouping of schools). Therefore, it aimed to facilitate the spreading of strong ideas and community programmes, accelerate the exchanges of experiences, reinforce the implication of the European dimension in the management of the teams. The CR2i initiated from the year 2000 many transnational projects dealing with the development of a European benchmark of qualifications Main activities, regular events (conferences, seminars, trainings…) Inside the Centre for International Educational programs, The CR2i conducted transnational projects which bring together numerous partners: training networks, companies, trade-sector organisations, associations, social partners nad local government structures. These projects enable the pooling experiences, the dissemination of innovative practices and the furthering of exchanges and forms of synergy between teams working to tackle common problem-areas in the fields of education and lifelong learning. The CR2i made up the focus on the European or international projects involved by the Greta or the academic delegation for in service training. So it allowed to mutualize the knowledge and to favour the meetings between teams working on common problematic. CR2i took care of: Gathering of the data about educational needs – Definition of the standards for the database – Definition of the criterions for the development of the learning course – Development of the model of learning courses – Planning of models for the certification of competencies – Definition of the standards for e-learning processes – Spotting of sample groups for testing – Validation of the models of certification of competence – Organization of one workshop – Dissemination and diffusion of the project results. Publications The Resources Department of the CR2i functions as a documentation and information centre, to help with the settings up, the conduct, the assessment and the dissemination of European and international projects involving players and structures connected with the Ministry of Education. The Resources Department conducts systematic information monitoring activities, constantly collecting, analysing, processing and updating data which is then disseminated mainly in the direction of the

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GRETA Network, to help the Adult Training Counsellors to take an active part in European Union training policy and programs Various information aids are produced on regular basis: − A bimonthly newsletter “Euro-briefing”. − The documentary digests “Information-Watch” on each new European program, together with Summaries of essential

documents. − Topic-files on training in Europe as part of the “CR2i Memo” series. − A practical guide entitled “European fundings and Lifelong Training” about European programs and funding, presented

in the shape of a binder containing 250 information cards which is also available on CD-ROM and regularly updated on the CR2i website.

− A glossary on European project management dedicated to education and training. Special field of interest for transnational (international) projects All the thematic fields developed for the EQUAL national programmes: − Access and return to the labour market − Combating racism − Social Economy − Adaptability − Life long learning − Adaptation to structural and economic change, especially learning supported by information and communication

technologies (ICT) − Reducing the gender gaps and supporting job desegregation. Stakeout, evaluation and identification of competencies (competency review, Validation of acquired experiences, European Credit System for Vocational Education and Training). Development related to the European pathway on vocational training. Ongoing and past (last 2-3 years) transnational or international projects and initiatives (please give the title, duration and few lines description of each project/initiative) The CR2i is currently taking part as either project leader or partner in 19 projects with European funding: Leonardo da Vinci projects: − ARGO -–The Human resources accreditation to grant occupation – 2003/2005 – CR2i partner. The project targets at

recognising and emphasizing the skills acquired not only throughout formal and informal training programs, but also through working experiences.

− LESCARPE – 2004/2006 – CR2i partner. The project aims to develop a coherent partnership on vocational qualifications and training in the shoe sector and facilitate, within the framework of a transnational collaboration, the definition of new professional profiles.

− KNOWOODNET – 2004/2006 – CR2i partner. The innovative professional figure that this project wants to create is defined as "Favourer of multi-factorial relationships and of the diffusion of knowledge and competences among companies (Know-Net-Worker)" in the furniture sector.

− CAMPUS TELECOM EUROPE – 2004/2007 – CR2i partner. The project aim is to facilitate the access of teachers and trainers to new technologies and their applications and to reinforce the exchanges at the European level.

− BEATRIC – Building European pAssport for Transparent and International Certification – 2004/2006 – CIEP-CR2i partner. The Project took its place in the setting up of a common European framework for education and work where the need of tools that can help the training of citizens is more and more necessary.

− EUTRANEX – European Training Networks of Excellence – 2004/2006 – CR2i partner. The project aims to share and diffuse a new approach to training by identifying a modus operandi.

− TEVAL – Evaluation Model for Teaching and Training Practice Competencies – 2005/2007 – CR2i partner. The project intends to contribute to the reflection and improvement of teaching competencies by developing a national framework of the existing approaches in the field of teaching and training.

− HELEN – tHe European LEarning Network – 2004/2006 – CR2i partner. The project main objective is promoting mobility of European citizens, both for labour and educational purposes, by improving transparency in the definition of qualifications and skills and promoting the mutual understanding and recognition of competences and educational standards.

− EUROPLASTIC – 2004/2006 – CR2i promoter. Development of a European diploma for Senior production technician in the plastics industries.

− COMINTER – Création et mise en oeuvre d’un diplôme européen commun en commerce international – 2005/2007 – CR2i promoter. Creation and implementation, in each country partner, of a European common professional diploma, in the field of International trade.

– VET-PROFESIONAL – 2005/2007 – CIEP-CR2i partner. The project aimed to improve the quality and transferability of vocational education and training.

– E-CRAFT – 2005/2007 – CIEP-CR2i partner. This project aims to develop and test a creative e-learning environment for the handicraft and applied arts students and entrepreneurs in the EU area.

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– EURASMENT – 2006/2008 – CIEP-CR2i coordinator. Creation and implementation, in each country partner, of a European common professional diploma, in the field of manager assistant for SMEs.

– EURO-AST – 2007–2009 – CIEP-CR2i partner. Creation and implementation, in each country partner, of a European common professional diploma, in the field of European manager assistant.

Equal projects: − TRANS-FORMATIONS – 2005/2006. The CR2i is a partner in this project conducted by the FNCMB (National Building

Trades Guild Federation), which aims to update training courses in renovation work and make them more attractive to young people.

– PRELUDE– For a European network to combat racial discrimination in the workplace, Theme B – Action 3, 2005. The project tackled the racial discrimination by promoting better professional integration, valorizing individuals’ skills and modifying practices and attitudes on the part of the players concerned by the implementation of specifically-designed information and sensitisation actions on the one hand and training activities on the other.

− OSMOSE – Optimizing Systems and Methods for Organizing Knowledge in Companies (Vocational education and the handing on of knowledge between generations) – Theme E, 2005. The OSMOSE project aims to develop transferable and adaptable methodological tools for the companies and the trainers involved and thus contribute to the production of methodology files created on the basis of the cases of field experimentation under way.

− RESSAC – Networks for the exchange of knowledge and know-how about cultural heritage, Analysis of working practices, Rural crafts, Theme F – Action 3, 2005. The project seeks to create a synergy between the players in order to set up an organised training network, bring the capabilities of heritage restoration firms and workers permanently in line with the diversity of the different jobs to be done and thus help the job-seekers to access the trades involved in restoring the building heritage.

− TALENT –Lorraine’s Territories in action for New Equality in the Workplace – Theme B, 2005-2007. The TALENT project aims to promote equality and diversity in the workplace by involving all the stakeholders, increasing awareness on Equality values, working with the educational network on career counselling and with the private sector on recruiting processes.

− DESIRES – 2005/2006. The CR2i is involved in the dissemination activities for the federation des CIGALES, on solidarity savings and business creation.

The CR2i is also involved in a Socrates Minerva project: VIM (Virtual environment for experiencing Mathematics Contact person for international projects (name, contact details)

Sophie Jourdain Tel: + 33 1 45 07 69 28, jourdain@ciep.fr

EMCET2 contact person Sophie Jourdain Tel: + 33 1 45 07 69 28, jourdain@ciep.fr

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Filippo Bignami

4.11. Foundation ECAP, Switzerland

Name of the institution (in native language) Ufficio Studi e Ricerche Fondazione Ecap

Name in English Study and research office Ecap Foundation Acronym (if any ) USR Ecap Address ECAP Foundation central bureau: Neugasse 116 – 8005 Zürich

Study and Research Office: via Industria – 6814 Lamone-Lugano Country Switzerland Phone (include international prefix) +41 91 6042030 Fax number +41 91 6042031 e-mail infozh@ecap.ch; fbignami@ecap.ch website www.ecap.ch Type of an institution Vocational training and research institute Year of Foundation 1970 as Ecap; 1983 as Foundation Ecap President/Chairperson (full name, titles) Dott. Furio Bednarz

Is your organisation a member of international/national/regional/local networks of institutions? List them, please. Membership: − FSEA: Federazione Svizzera Educazione degli Adulti − Reforme European network − Associazione SMILE, Rome, Italy − Swiss Federation for Adult Learning (SVEB) − Swiss association of organisers of active job market measures (SVOAM) − EUNETZ, an European economic interests organisation Staff as only USR Ecap: Furio Bednarz, Tatiana Lurati, Filippo Bignami Mission statement and aims of your organisation Support, act and research in the vocational training, human resources, knowledge management, local development. The activity of USR Ecap is an instrument to foster and support the activity of the whole Ecap Foundation, that is made of 8 centres spread in the cantons of Switzerland History (describe main stages of the development of your organisation) During the ‘70 / ‘80 – mainly focused on languages learning; special didactic tools to foster “communication’s skills” (also linked to job security and safety…) During the 90’ – development of informatic courses in different languages; ECAP is certified centre for SIZ and ECDL qualifications; development of hardware and “lan” courses for workers of the electronic and “domotic” industry (participation to the first Leonardo Project Electricity) 2000 to nowadays- ECDL “on line”, research in the field of distance training and e-learning; development of participation in Leonardo projects; development of projects and issues related to local development and needs of human resources Main activities, regular events (conferences, seminars, training…)

− Many training initiatives: Summer seminar that has been held from 12 years every summer;

− Conferences around the topics of activity Publications For more details see the site, as only main publications: Questionnaire survey on the quality principles diffusion in the construction field’s training cycle at european level. Within the Leonardo project Q-CASE (Qualità nei Cantieri Scuola Europei). Author Bignami F., December 2007. Reflective journeys. A fieldbook for facilitating life-long learning in VET. Within the Leonardo project REFLECT, 2007. International study-cases. Within the Fondimpresa funding for project “Organisational relations in the large enterprises”. Authors Bednarz F. and Bignami F., July 2006. Mobility and learning of languages: needs and opportunities. Within the project of action-research FSE-PON “Let it Fly – Learning education and training in the foreign languages in Italy”, promoted from Censis and Sinform. Authors Bednarz F. and Bignami F., July 2006. Research and benchmark results. For the project “Partnership for quality in Social dialogue” promoted from ELBA-Ente Lombardo Bilaterale dell’Artigianato. Authors Bednarz F. and Bignami F., February 2004 Il fabbisogno formativo degli immigrati spagnoli in Svizzera. Un’indagine esplorativa Ricerca realizzata dall’ECAP per conto della Embajada de España, Consejeria Laboral, in collaborazione con SEI. A cura di Michela Campanari e Guglielmo Bozzolini. Rapporto di ricerca di Furio Bednarz, novembre 1992

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Confronto della formazione professionale nel settore edile in Lombardia e Ticino Studio realizzato da: Giancarlo Bosisio (OCST) e Giacomo Viviani ECAP-SEI, Ticino) nell’ambito del programma comunitario INTERREG 1 Rapporto finale, Lugano-Como, maggio 1995 Sviluppo di un concetto per la formazione e l’aggiornamento professionale dei lavoratori impiegati nella costruzione della Nuova traversale ferroviaria alpina (NTFA) nel Cantone Ticino Ricerca realizzata dall’ECAP in collaborazione con OCST, SEI, SSIC; per conto dell’UFIAML e del Consiglio di Stato del Cantone Ticino Rapporto di sintesi: Furio Bednarz, Giacomo Viviani, Leonardo Zanier. Ed. Direzione cantonale per la formazione professionale, Lugano 1995 − Vol. 1. Rapporto di sintesi − Vol. 2. La disoccupazione ticinese, i fabbisogni dei cantieri: esempi Fremdsprachige Arbeitnehmerinnen und Berufsbildung Nachholen der Lehrabschlus sprüfung für ausländische Arbeitnehmerinnen gemäss Art. 41.1 des Berufsbildungsgesetzes Progetto realizzato nell’ambito della OPP, a cura di Luciana Rovis, Esther Loppacher-Heizmann, Lilo Steinmann, Ed. ECAP, Basel 1995 − Vol. 1. Bericht und Machbarkeitsanalyse − Vol. 2. Beilage Identità in movimento: l’emigrante impreditore Un anno di attività del progetto "Animazione dell’emigrazione" Presentazione di Carlo Borgomeno, introduzione: "Emigrazione come risorsa: appunti su una scommessa" di Laonardo Zanier, rapporto sulla riceca-intervento a cura di Furio Bednarz, Editore IG SpA, Roma 1996 Formazione professionale per i lavoratori frontalieri occupati nel settore edile Progetto di formazione-ricerca in collaborazione con SEI-Ticino e FILLEA- Como, coordinamento e redazione rapporti Giacomo Viviani. Ed. ECAP. Progetto finanziario nell’ambito dell’offensiva federale per il perfezionamento professionale (OPP) − Vol. 1. I Rapporti intermedio, marzo 1992 − Vol. 2. II Rapporto intermedio, dicembre 1992 − Vol. 3. III Rapporto intermedio, gennaio 1994 − Vol. 4. Rapporto finale, giugno 1997 Motivazioni e attese dei lavoratori edili in formazione, percezione delle nuove opportunità occupazionali nel Canton Ticino Sintesi dei risultati della rilevazione Lamone, Fondazione ECAP, 1999 (11) Special field of interest for transnational (international) projects

USR Ecap participates from many years to European projects, in particular on the Leonardo and Socrates programmes

Ongoing and past (last 2-3 years) transnational or international projects and initiatives (please give the title, duration and few lines description of each project/initiative) Leonardo Gocet: Role of institutions and social parts in the management of the vocational training system Leonardo Iles: Informal Learning Evaluation System: evaluation and assessment of informal and non formal competencies Leonardo Eurorubik: construction of a modelisation focused on the training process for inclusion of social parts Leonardo OJT Gene Bank: definition of an active database issued on the methodology for the sensibilisation for the safety measures in a participated approach Leonardo Cosa: identification of a instrument of Knowledge management and organisational analisys for the SMEs Socrates Mosaic: methods and measures of welcoming and inclusion for immigrants workers Socrates Mapa: definition of guide and method around the motivation for learning in non formal context for medium skilled persons Leonardo Q-Case. Qualità nei Cantieri Scuola Europei: implemntation of quality criteria in the building sector Leonardo Copilote: instruments and methods to improve the competences and the role of the company trainers in the building sector Interreg FOCUS – Formazione e cultura per lo sviluppo locale: devices and study for the valorisation of the local heritages for the development of the local economy Interreg NIS – Network Italia Svizzera: actions for the development of the market networking and cooperation between small companies in Switzerland and Italy INSIDE – INtegration and Solutions for Immigration: network Devices: transnational network of practices and devices for integration The participation in the European network Reforme, that works on the vocational training in the building sector, has been financed primarly through Leonardo pilots projects. Contact person for international projects (name, contact details)

Filippo Bignami tel +41 91 6042035; Furio Bednarz tel +41 91 6042034 Fax +41 91 6042031 Mail fbignami@ecap.ch; fbednarz@ecap.ch

EMCET2 contact person Furio Bednarz, Filippo Bignami

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5. Documentation from research and analysis

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Nigel Lloyd, Nadeem Ahmad Khan, Marta Jacyniuk-Lloyd

5.1. Constitution of Modular Education Network – ModENet Preamble

ModENet Modular Education Network was created in 2007 by the following organizations working together as partners in the project EMCET2 */ (European Bank for Development of Modular Curricula and Educational Technologies which is funded by the European Commission in the framework of Leonardo da Vinci programme (No. PL/2005/B/P/PP/174021) which is continuation of the project EMCET da Bank: − Institute of Sustainable Technologies – National Research Institute (ITeE-PIB) (Poland). − Cambridge Professional Development Ltd (United Kingdom). − Training 2000 (Italy). − Hellenic Regional Development Centre HRDC (Greece). − National Institute of Adult Education (Hungary). − Institute of Educational Research Tallinn University (Estonia). − GET German Education and Training GmbH (Germany). − Centre of the Republic of Slovenia for Vocational Education and Training (Slovenia). − Valladolid University General Foundation FGUVA (Spain). − The (Resource and Initiative Unit for International Co-operation, CR2i The Centre for International

Educational Programs (France). − Foundation ECAP (Switzerland).

ModENet is a voluntary, self-governing, globally orientated, apolitical and neutral association of its members. The name of the network ‘ModENet’ Modular Education Network was selected by a majority vote of the partners. Where these articles refer to 'the Network ', the reference is to ModENet. Article 1: Vision

ModENet: is intended to become a self-sustaining community of modular Further Education (FE) and Vocational Education & Training (VET) enthusiasts and providers across Europe and the rest of the world, known throughout the FE and VET community as the first source of expertise on modular FE and VET, with active participating members. Article 2: Mission

ModENet enables individuals within organizations to develop and share best practices and modules, enhancing their capability and developing career oriented life-long education. Article 3: Governing Body

ModENet and the associated EMCET databank will be governed by a single Governing Body. Initially, the members of the Governing Body are limited to 11 and will represent the EMCET2 partners (either themselves or their appointed nominee). The Governing Body will elect an honorary chairperson, secretary and treasurer from amongst themselves, for a period of maximum two years, by a majority secret vote. The activity of Governing Body is based on voluntary work of members. Governing Body can employ people or organizations to realise its tasks. Governing Body can use stamps and logos of ModENet and EMCET.

___________________________________ */ EMCET2 project is the continuation of the Leonardo-funded project "European Bank for the Development of Modular Curricula and

Educational Technologies – EMCET de Bank" pilot project (PL/00/B/F/PP/140179) This initial project created the databank for modular education and training which is being updated in EMCET2 project and referred to as EMCET databank.

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The aim of Governing Body is to manage EMCET database and activities of ModENet in periods between general meetings of its members, in particular: • To represent ModENet outside and to manage on behalf of the Network. • To realize resolutions of general meeting of members. • To agree strategies, plans and budgets. • To set a membership fee. • To set up special sub-committees. • To consider any appeals concerning membership. • To approve annual budgets and statements of accounts by the treasurer. • To receive annual report of ModENet activity.

Article 4: Meeting of Governing Body 1) The Governing Body will hold a meeting at least once a year, and the meeting may be held in

different countries which are represented in the Governing Body. Where it is possible, a virtual meeting can be arranged.

2) At least two-thirds of the participating members of Governing Body must be present at the annual meeting in order to validate decisions of annual general meeting of members.

3) A member is permitted to appoint in writing another member as proxy for the purpose of participating in a vote.

4) Every member is entitled to one vote. Unless the contrary is stated elsewhere, resolutions will be passed when the number of votes in favour of the resolution exceeds the number of votes against the resolution. In the event the votes are tied, a second vote will be held after the possibility for further discussion within the meeting. If the votes are again tied after a second vote, the chairperson will have the power to decide the matter.

Article 5: Election of the new members to the Governing Body

The secretary will invite new members for the ModENet Governing Body by election from its current pool of members. At the end of any year, any Governing Body members who wish to retire should make it known at least 10 weeks in advance of the meeting of Governing Body. In case no more than five members volunteer to retire, then secretary will select five members by a random process. Members of Governing Body can continue for two years before standing for a re-election. This should ensure that half of the members of Governing Body are re-elected annually. Nominations from the existing members will be invited approximately two months prior to the annual meeting of the Governing Body. Candidates who receive a simple majority vote from the membership will be declared successful and they will hold office for a maximum period of two years. Newly elected Network Board members will receive written notification from the Governing Body. Article 6: Annual Reports to the Membership

The chairperson and treasurer will present once a year the year’s reports to the membership by publishing it on the Network’s website. The year’s reports will consist of: 1) An annual report by chairperson. 2) A financial report of the preceding financial year and the budget for the following year. 3) An annual Report about the database by administrator of database. 4) The programme of future activities. 5) Any proposals regarding membership subscriptions. Article 7: Headquarter and Place of Business

The Head Office of the Network is based at ITeE-PIB, Radom in Poland. A representative of ITeE-PIB will also function as chairperson at meetings in the first instance. The members of the Governing Body are authorized to transfer the registered office to any other place by a vote of simple majority. The

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technical support for the Network and database will be carried out by the IT department of ITeE-PIB Poland. A network coordinator will be based in the office of CamProf UK for moderating network activities. Article 8: Life of the Network

The Network is established for an indefinite period of time, commencing on the day of adopting of this document by all partners in the EU Leonardo Project EMCET2. Article 9: Scope of the Network

In the beginning, ModENet will start its operation in the EMCET2 partnership countries with the vision of expansion to other EU and non-EU countries. The EMCET databank is limited to FE and VET training modules, below the level of Higher Degree (EQF levels 2 to 5). Article 10: Scope of Activities ModENet encourages contacts between modular training providers and other enthusiasts in the area of vocational and further education including (but not limited to) researchers, university departments, individuals with interest in VET. The Network aims at (including but not limited to): a – Enabling and encouraging the membership of organizations, universities, training providers, staff members and students (including administrative and related personnel) to join the Network. • Promoting Modular FE and VET in the partner countries and beyond. • Providing the EMCET databank as a shop window of existing modules. • Providing a critical mass of modular courses and support for individual trainers. • Setting standards for modular training curriculum developers. • Promoting international recognition of qualifications for modular training curriculum developers. • Developing and disseminating new techniques in modular education. • Providing a network of contacts. • Coordinating & supporting national networks. • Influencing FE and VET policy relating to modular training, at national & European levels.

ModENet can create separate commercial activities. Income from commercial activities shall be solely used for the benefit of the network and database and cannot be distributed to partners. Article 11: Membership and Types:

Membership will be offered to both individuals and organizations. In the beginning, ModENet will offer three type of Membership 1. Individual ModENet membership – for those enthusiasts who don’t buy or sell course modules,

but want to participate in ModENet. 2. Organisational membership of ModENet allows staff of member organisations to benefit from

membership of the ModENet network, exchanging expertise and using it for professional development.

3. Advertising membership of ModENet allows member organisations to upload information of their modular training offer to the EMCET databank and update it. Members of the organisation also benefit from membership of the ModENet network, exchanging expertise and using it for professional development.

There is no limitation on who can join the network. No person shall be denied membership by the reason of sex, race, creed, religion, colour, sexual orientation, disability or national origin.

There is a provision of offering honorary individual membership as mentioned in type 1 above, to someone of eminence and/or authority both nationally or internationally in the area of VET. Members can nominate, with justification, to the moderator and all nominations will be passed on to Governing Body for final approval.

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Article 12: Membership Subscriptions for the founding members The EMCET2 project partners or their nominated representatives will be founding members of the

Network (without any cost throughout the life of the Network). All founding members will have full Advertising Membership, giving access to the EMCET databank of modular courses. All issues of exceptional invitation to the membership/ access to the Network should be presented to the Governing Body of the Network. Article 13: Membership Subscriptions for New Members

The amount of the annual members’ subscriptions for the coming year will be determined by a two-thirds majority of the votes of the members present or represented in the Governing Body. Every new member will pay the full annual subscription for each year as a member. During the first year of the Network, new members will enjoy free membership to the Network until the end of December 2008. For the first year the suggested subscriptions are as follows:

Individual Membership: • €€ 30 per year for those from high GDP countries: Western Europe (UK, IRL, D, F, I, CH, S, PT,

Benelux, Nordic) North America, Middle East (Israel, Saudi, UAE, Oman), Far East (Japan, Taiwan, Korea, Australia, New Zealand).

• €€ 15 for low GDP countries. Organizational Membership: • €€ 120 per year for those from high GDP countries, which includes up to 5 individual ModENet

memberships. • €€ 60 per year for those from low GDP countries, which includes up to 5 individual ModENet

memberships. Advertising Membership: • €€ 30 per module entry per year for those from high GDP countries, which includes an individual

ModENet membership. In case the module entries are above 20, no further fee will be charged. • €€ 15 per module per year for those from low GDP countries, which includes an individual ModENet

membership. In case the module entries are above 20, no further fee will be charged. Article 14: Renewal of Membership

Membership shall be renewed annually. Subscriptions shall be due and payable annually. A reminder notice will be sent prior to this date, inviting payment of the subscription for the following year. Article 15: Termination of Membership

Membership may be terminated: a) By Resignation A member in good standing may resign by giving written notice to the moderator of ModENet. No

member may resign when in debt to ModENet. Subscription obligations are considered a debt. There shall not be any obligation on ModENet to refund any part of a subscription after resignation.

b) By Lapsing A membership will be considered as lapsed and automatically terminated if the member’s subscription remains unpaid 60 days after the renewal date. The Network Coordinator shall notify a member, by an e-mail, thirty (30) days prior to lapsing.

c) By Expulsion Each member has to accept terms and conditions of acceptable behaviour of using ModENet network as well as EMCET database as mentioned on the ModENet/EMCET website. Moderator will have the right to block any posting and the member shall be reported to the Governing Body. The members of the ModENet Governing Body shall have the power by a two-thirds majority vote, to

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suspend the membership of any member of the network for conduct likely to endanger the welfare of ModENet or the EMCET databank. Members shall be entitled to a hearing, and if the hearing is requested final action of the Governing Body shall be postponed pending the hearing. This hearing may be handled by conference call or electronic mail.

Article 16: General Votes by the Membership A ‘General Vote’ is the vote by the entire membership. A ‘General Vote of the Membership’ is the

highest authority of the network and its decisions are final and binding on the Governing Body. A General Vote must be announced by e-mail to all members setting out: the way to access it, the question, the possible options and the closing time for votes. General Votes must be open for at least one week. Decisions of the votes are decided by simple majority. Only one vote per membership subscription is allowed.

General Votes must be held in the following cases: • Once a year, to consider the annual report by the chairperson, treasurer and database administrator. • Dismissal of the members of Governing Body. • If a particular issue/question is raised by 10 or more members to be put for a vote. • If Governing Body decides to withdraw membership from the Network. • Rejection of any of the annual reports. Article 17: Funds The funds of the Network consist of (but need not be limited to): • Membership subscriptions. • Financial support from EU programmes (if any). • Financial support from sponsors. • Income from services provided. • Donations. • Any other funds. Article 18: Financial Control: Banking & Statements

A EURO bank account in the name of ModENet shall be opened in Poland and all transactions shall be routed through the bank account. All withdrawals from ModENet accounts can only be done on the authority of two signatories – the Chair and the Treasurer. All expense claims must be supplemented by a description and justification of the expenditure, signed and dated by the claimant as well as receipts wherever possible. All acquired funds shall be promptly recorded and immediately deposited into the ModENet bank account. The Treasurer is responsible for holding all accounts, receipts and relevant material in an organised manner. At the end of each financial year the Treasurer must present a ‘Financial Report’ with a statement of expenditure for the year and the balance of accounts. Duties of the treasurer relating to financial issues will be: • Keep hold of all accounts (complete records, including receipts, are essential for the auditors). • Write out cheques/handle expenses. • First signatory on all cheques. • Send cheques to Chair for second signing. • With the Chair, set and monitor the budget. • Write a Treasurer’s report, including statement of accounts, at end of each financial year. Article 19: Working Capital and Surpluses

Working capital will be needed to cover the costs of maintenance and moderation of ModENet until these costs are covered by income. Working capital will be re-paid to those who provided it when there are surplus funds available. Any surplus funds generated by ModENet will be first used to repay working capital and then retained for the benefit of ModENet and the EMCET database.

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Article 20: Website of the Network The website for the ModENet shall be maintained and up-dated by ITeE-PIB, Poland with the

cooperation of CamProf UK. All eligible members will be provided with username and password for access to data base. Interface of the database is available in partners languages (list them), website for the network is English with majority of the content translated in a form of brochure (in limited language versions). Article 21: Changes to the Constitution

Decisions about changes to the constitution or dissolution of the ModENet can only be taken by a resolution passed by a majority General Vote. Article 22: Jurisdiction The Governing Body shall be subject to the rules and regulations and laws of Poland. Article 23: Dissolution

In case of dissolution of the Network, the Governing Body shall appoint one or more person responsible for the liquidation of the assets of the Network and the same formula will be applied to determine the stake in assets and liabilities, intellectual property rights and website contents of the network as mentioned in articles above.

DECLARATION

I, the under-signed have read and understood all the articles of this constitution and by signing

below, acknowledge them fully binding upon me/ my organization for such time that I or any representative of my organization remain the member of Governing Body of ModENet.

Organization:

Country:

Place and date:

Signatures: ……………………………………………………………………………………………....

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5.2. Competence requirements for training specialists in partner countries

POLAND Krzysztof Symela

Qualifications standard for the profession Lecturer at courses (educator, trainer)

Synthetic description of profession A lecturer at courses (educator, trainer) can perform and supervise tasks tied to providing support

to adults in continuous education. Due to the specific nature of the profession, and the area of operations, the course lecturer is a person with theoretical qualifications and practical experience, a specialist in the area that he/she teaches. Theoretical knowledge and practical experience of the lecturer, relevant for the subject matter of the course, should be properly documented.

The lecturer at courses (educator, trainer) can engage in teaching activity during training for various professional and age groups, in various types of institutions. The training can be of qualifications or professional development nature, or satisfying general human needs, aspirations and ambitions of participants (psychotherapy training, driver's license courses, courses on art history, etc.). The lecturer may run individual classes, or classes which are part of a bigger project. Also, the lecturer who possesses specialist expert knowledge in a given area, may: examine, provide advice and consultations, participate in the coordination of activities in the area of preparing, issuing opinions and making available to participants (learning adults) methodology materials and teaching aids which support both learning in group and self-study.

The work of course lecturer is of individual nature. Sometimes the lecturers can work in pairs or in teams. Work of a course lecturer entails constant and direct contact with the participants. Ease of communication, verbal and written, is an indispensable feature. Other important traits include the ability to focus attention and split it at the same time, precision and logic of speech.

Work with a large group of people, often in various technical conditions, requires patience and the ability to quickly adapt to a new situation.

The nature of work requires also: − significant emotional resilience; − ability to harmoniously cooperate with others; − large dose of self-reliance in the planning of tasks; − consequence in the execution of planned tasks; − the ability to plan and organize own work.

The course lecturer can set up and manage own training institution, and activities in the field of organizing continuous education.

In the profession of course lecturer (educator, trainer), there are groups of positions tied to: − teaching in organized forms (delivering lectures, running seminars or training sessions); − teaching activity supporting adult learning, in the form of consultations and guidance in the area

tied to subject matter of taught areas; − providing consultations and advice to other lecturers, in the area of taught subjects matter and

methodology for the classes; − planning and delivering courses; − preparation, organization and management of a training or educational center/institution; − planning, organization and delivery of training within an undertaking that is not a training center; − participation in the work of experts’ teams; − participation in the work of examination boards.

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Positions tied to management of centers (institutions), participation in the work of expert teams and examination boards usually require additional licenses.

Assignment of positions to the levels of professional qualifications

Level of professional qualifications Typical positions 1 Not identified in the research 2 Not identified in the research 3 Not identified in the research

4

– lecturer – trainer – teacher – consultant – methodology advisor – consultant – advisor

5

– Training specialist – training manager – director of a training center – expert

Professional tasks

− Diagnosing training needs on various levels (local, enterprise, individual persons). − Preparing scenario for training classes. − Delivering a lecture presenting general and specialist knowledge. − Preparing and delivering exercises which form and/or improve the skills of training participants. − Diagnosing the progress of course participants, informing them of results. − Managing the group process during the classes. − Development of subject-focused and methodology materials, as well as teaching aids which support

the teaching/learning process. − Designing the training syllabus. − Preparing a training offer. − Preparing financial plans for training and courses. − Organization and management of own teaching work. − Preparing the premises and exercise stations to conduct the classes. − Participation in the organization of seminars, specialist and methodology conferences. − Managing the course. − Engaging in subject-based and methodology cooperation with other lecturers. − Engaging in cooperation with authors of textbooks and teaching aids. − Managing an organizational unit offering training services. − Evaluating own work. − Evaluating the work of other lecturers (inspections, observations, supervision). − Evaluation of training, including analysis of their effectiveness – the degree of meeting assumed

goals. − Conducting research in the area of usefulness of teaching programs, textbooks and teaching aids.

Constituents of professional qualifications

Q-1. Preparation and delivery of classes (lecture, seminar, workshop, training, exercise, demonstration) during a course.

Q-2. Evaluation and examination of participants. Q-3. Course design. Q-4. Evaluation of training services. Q-5. Managing the course. Q-6. Managing an organizational unit (team, laboratory, teaching institution) offering training services.

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Extra-professional qualifications Assignment of extra-professional qualifications to professional qualifications levels

Level of professional qualifications

Extra-professional qualifications

SKILLS

4

– Effectively communicates. – Searches for information and processes it. – Uses information technologies (includes using the Internet information resources, using electronic

mail, word processor, spreadsheet and database). – Organizes the job and workstation, taking into account the rules of ergonomics and current

regulations on occupational safety and hygiene and environment protection. – Adheres to the rules of social coexistence. – Acts in ethical manner. – Understands and respects the basic rights of the employer and employee. – Solves problems and makes decisions within own scope of competencies. – Performs basic calculations. – Creates work documentation and updates it systematically. – Plans and implements own professional development path. – Performs self-assessment. – Copes with stress. – Adapts to changes. – Provides pre-medical aid. – Initiates the introduction of technical and organizational solutions which improve work conditions

and quality.

5 – Differentiates between tasks performed by individual organizational units. – Effectively manages people. – Economically manages the budget.

KNOWLEDGE

4

– Communication techniques. – Techniques for searching for and processing information. – Rules of ergonomics, regulations on occupational safety and hygiene, fire protection and

prevention, environment protection. – Rules of social coexistence. – Selected issues of the labour law. – Rules for drawing up letters, completing documentation, managing calculations. – Problem-solving methods. – Rules and methods for providing pre-medical aid.

5 – Rules for organization of work stations. – Rules for effective team management.

PSYCHOPHYSICAL FEATURES

4

– Good communication skills. – Ability to learn continuously and update knowledge. – Logical thinking ability. – Concentration and ability to split attention. – Pre-disposed to work in a team. – Imagination and creative thinking (creativity). – Flexibility in actions. – Open to new experiences and people. – Self-reliance. – Responsibility. – Emotional resistance. – Ability to work under stress. – Ability to make quick and apt decisions. – Persuasive ability. – Tolerance, respect for others, patience, kindness. – Ability to accept oneself and identify with own actions. – Sense of humor.

5 – Ability to manage and motivate people. – Risk-taking ability.

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Specification of qualifications: general professional, occupational and specialist for the profession

LEVEL 4 General professional qualifications

Skills − Applies the rules of appropriate presentation, prepares and delivers presentation on the possessed

general and specialist knowledge. − Uses appropriate professional and teaching terminology. − Uses audio-visual equipment which supports the delivery of lecture. − Properly uses the teaching aids necessary to conduct exercises. − Uses the computer in a scope allowing to prepare text and graphical materials, as well as

presentations with the use of specialist software. − Plans own actions. − Uses various information sources. − Organizes and classifies information from the perspective of their usefulness to achieve the

assumed goal. − Clearly formulates and communicates own expectations. − Effectively conducts negotiations. − Reacts to changes in a constructive manner. − Performs evaluation of own work. − Uses conclusions drawn from the evaluation to improve work and plan own development. Knowledge − The rules for preparing and delivering proper presentations. − General OSH and fire protection and prevention rules, as well as tied to the area of classes. − Rules for editing texts (textbooks, teaching materials). − Taxonomy of didactic goals. − The rules for evaluating and examining participants. − Features of optimum didactic measures. − Knowledge of own styles – social, learning, managing others, on preferred roles within a team. − Voice techniques and their significance. − Relaxation techniques. − Rules of ergonomics. − Rules for human communication. − Methods for coping with conflicts.

Psychophysical features − Imagination and creative thinking ability. − Emotional resistance. − Self-control ability. − Self-reliance. − Ability to establish contacts with others. − Able to demonstrate empathy. − Ability to make quick and apt decisions. − Ability to cooperate. − Leadership abilities.

Occupational qualifications Skills − Formulates training goals on the basis of possessed knowledge (Q-1, Q-3).

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− Develops scenarios of classes (Q-1). − Evaluates the usefulness of training contents for its participants, performs a selection according to

the expectations and perception abilities of the recipients (Q-1, Q-4). − Selects the methods for delivering classes according to the goal and level of participants (Q-1, Q-3). − Chooses appropriate forms for delivering the classes, taking into account organizational,

institutional and financial constraints (Q-1, Q-3). − Chooses teaching methods adequate for the goal and the participant’s perception abilities (Q-1, Q-3). − Plans the tasks effectively over the time provided for their delivery (Q-1). − Learns about the participants’ interests (Q-1). − Prepares an optimum station to organize exercises (Q-1). − Delivers the exercises, using alternative methods adapted to the purpose, abilities of participants

and equipment, adhering to OSH and fire prevention rules. (Q-1). − Determines optimum spatial conditions to deliver the classes (Q-3). − Provides the participants with feedback on their learning results (Q-1, Q-2, Q-4). − Effectively manages the group process during each phase of the group's development (Q-1). − Solves conflict situations without harm to the group and the teaching process (Q-1). − Develops contents-related and methodology materials according to the methodology for developing

materials which support teaching and self-study (Q-1, Q-3). − Flexibly reacts to changes in demand for specific forms of training (Q-1). − Collects feedback from participants on the effectiveness of courses (achievement of assumed

goals) (Q-4). Knowledge − Current general and specialist knowledge which is the subject of the training (Q-1). − General psychological knowledge (Q-1). − Teaching (didactic) rules (Q-1). − Rules for didactic design (Q-1). − Methods of theoretical and practical teaching (Q-1). − Andragogy (rules for adult learning) (Q-1). − Modern technical teaching means (Q-1). − Psychological aspects of didactic assessment (Q-1, Q-2, Q-4). − Critical analysis of information (Q-1). − Phases of the group development dynamics (Q-1). − Methods for coping with difficult participants of training (Q-1). − Negotiation techniques (Q-1). − The rules for development of subject-focused and methodology materials, as well as didactic aids (Q-1). − The place of evaluation in management of own development (Q-1). − Rules for providing feedback (Q-1, Q-2, Q-4). Psychophysical features 1. Not identified.

Specialist qualifications Skills − Designs the training according to diagnosed needs (Q-3). − Defines personnel and material requirements, necessary to achieve the goals of planned training (Q-3). − Creates the training schedule according to didactics rules (Q-3). − Designs and applies teaching aids, according to didactics rules (Q-1). − Organizes optimum premises to deliver classes in the form of exercises (Q-1). − Prepares station for exercise, providing optimum learning conditions for training participants (Q-1). − Plans and designs research diagnosing training needs (Q-1, Q-4). − Performs measurements of knowledge and skills covered by training subject (Q-2, Q-4). − Writes a report on the conducted research (Q-1, Q-2, Q-4).

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− Prepares sets of examination tests (Q-2). − Chairs the examination team (Q-2). Knowledge − Basic rules for methodology of social research (educational) (Q-2). − Methods and tools for collecting qualitative and quantitative data (Q-2, Q-4). − Qualitative and quantitative analysis of data (Q-2, Q-4). − Methods for developing and presenting results (Q-2, Q-4). − Rules and methods for didactic measurements (Q-2, Q-4). − Regulations which allow to admit didactic materials and aids for use (Q-1, Q-3, Q-5).

Psychophysical features 2. Not identified.

LEVEL 5 General professional qualifications

Skills − Justifies concepts, actions, projects. − Formulates opinions and draws reviews. − Manages a training (educational) project/ undertaking. − Manages a team of people. − Organizes work processes. − Motivates others to work. − Selects appropriate management style. Knowledge − Rules for good organization of projects. − Rules from transporting knowledge – from diagnosis to forecast. Psychophysical features − Creativity. − Self-criticism.

Occupational qualifications

Skills − Defines the financial and legal framework of the undertaking (Q-5). − Prepares the training budget and constructs the financial plan (Q-5). − Properly manages financial resources (Q-5). − Reconciles and presents the financial results of the delivered training (Q-5). − Participates in the organization of seminars, specialist and methodology conferences (Q-5). − Prepares materials for seminars and conferences (Q-5). − Develops plans and schedules for classes (Q-5). − Organizes and coordinates the work of team delivering the training (Q-5). − Maintains documentation of the course (Q-5). − Performs recruitment (Q-5). − Monitors the course of the training, introduces necessary corrections (Q-4, Q-5). − Plans the work of co-workers and subordinate employees (Q-5). − Plans the employment of other persons delivering the classes (Q-5). − Analyses own achievements and determines their influence on the institution’s economic results (Q-6). − Controls the work results of subordinate employees (Q-6). Knowledge − Information on institutions and persons providing teaching services, necessary to deliver the training

(Q-5).

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− Legal basis regarding the organization and delivery of training (Q-5). − Methods for preparing financial plans for various educational undertakings (Q-5). − Types of costs and potential methods for their co-financing (Q-6). − Information on conferences and seminars on the relevant knowledge (Q-6). − Requirements on documentation used for the courses (Q-5). − Basic legal regulations on the delivery of courses, their financing and issuance of certificates and

diplomas (Q-5, Q-6). − Elements of management (Q-6). − Tools for personnel management (recruitment, motivation, development) (Q-5, Q-6). − Management styles (Q-6). − Dynamics of information delivery (Q-6). − Methods and tools for work control (Q-4, Q-5). Psychophysical features 3. Not identified.

Specialist qualifications

Skills − Plans and designs evaluation of lecturer at course (Q-5). − Plans and designs the research on training effectiveness (Q-4, Q-5). − Plans and designs research on the usefulness of teaching syllabus, textbook and/or didactic aids

(Q-4, Q-5). − Collects quantitative and qualitative data (Q-6). − Classifies information from the standpoint of goals implementation (Q-5). − Analyzes the collected data, draws conclusions and formulates recommendations (Q-6). − Manages the team of center's co-workers (Q-6). − Draws up long-term plans for the development of training center (institution) (Q-6). − Draws up financial plans of the training center (institution) (Q-6). Knowledge − Current knowledge on the training offer in the given area and on educational needs (Q-6). − Rules for education marketing (Q-6). − Innovative methods of action (Q-5). − Theory of evaluation (Q-4). Psychophysical features − Not identified. Source: Stefan M. Kwiatkowski, Ireneusz Woźniak: National Standards for Professional Qualification. The European Context. Phare 2000 Project no. PL0003.11, “National Vocational Education System”. Ministry of Economy and Labor, Warsaw 2004. The address of the database for vocational qualifications standards: www.standardyiszkolenia.praca.gov.pl

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UNITED KINGDOM

Nigel Lloyd, Marta Jacyniuk-Lloyd

Developing qualifications for teachers, tutors and trainers in the lifelong learning sector in England by Lifelong Learning UK

On LLUK’s site they now have a document “Developing qualifications for teachers, tutors and trainers in the lifelong learning sector in England”. This sets out the framework for how they are going to move to a ‘fully qualified workforce’, using: − an introductory Award “Preparing to Teach in the Lifelong Learning Sector” PTLLS (available at

levels 3 or 4) − a “Certificate in Teaching in the Lifelong Learning Sector” for the Associate Teacher role which does

not carry full responsibility (again available at levels 3 or 4) − a “Diploma in Teaching in the Lifelong Learning Sector” for the Full Teacher role which does carry

full responsibility (available at level 5 or above) which leads to QTLS status (Qualified Teacher, Learning & Skills) The standards for each of these is specified.

Level 5 Diploma 120 credits – 50% of which can be offered at level four Mandatory units: Part One (e.g. 1st year of a 2 year part time programme) Preparing to teach in the lifelong learning sector = 6 credits − Planning and enabling learning = 9 Credits − Enabling learning and assessment = 15 credits − Theories and principles for planning and enabling learning = 15 credits Optional units: To the value of 15 credits Part Two (e.g. 2nd year of a 2 year part time programme) − Continuing personal and professional development = 15 credits − Curriculum design for inclusive practice = 15 credits − Wider professional practice = 15 credits Optional units: To the value of 15 credits

Function: Preparing to teach in the lifelong learning sector (level 4)

Learning Outcomes – The learner will: Assessment Criteria – The learner can: 1. Understand own role, responsibilities

and boundaries of role in relation to teaching.

− Review own role and responsibilities, and boundaries of own role as a teacher.

− Summarise key aspects of relevant current legislative requirements and codes of practice within a specific context.

− Review other points of referral available to meet the potential needs of learners.

− Discuss issues of equality and diversity, and ways to promote inclusion. − Justify the need for record keeping.

2. Understand appropriate teaching and learning approaches in the specialist area.

− Identify, adapt and use relevant approaches to teaching and learning in relation to the specialist area.

− Evaluate a range of ways to embed elements of functional skills in the specialist area.

− Evaluate the teaching and learning approaches for a specific session. 3. Demonstrate session planning skills.

− Plan a teaching and learning session which meets the needs of individual learners.

− Evaluate how the planned session meets the needs of individual learners − Analyse the effectiveness of the resources for a specific session.

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4. Understand how to deliver inclusive sessions which motivate learners.

− Analyse different ways to establish ground rules with learners which underpin appropriate behaviour and respect for others.

− 4Use a range of appropriate and effective teaching and learning approaches to engage and motivate learners.

− Explain different methods of giving feedback − Demonstrate good practice in giving feedback. − Communicate appropriately and effectively with learners. − Reflect on and evaluate the effectiveness of own teaching, making

recommendations for modification as appropriate 5. Understand the use of different

assessment methods and the need for record keeping.

− Review a range of different assessment methods. − Evaluate the use of assessment methods in different contexts, including

reference to initial assessment. − Justify the need for record keeping in relation to assessment.

Function: Planning and enabling learning (4) Learning Outcomes – The learner will: Assessment Criteria – The learner can: 1. Understand ways to negotiate

appropriate individual goals with learners

− Analyse the role of initial assessment in the learning and teaching process.

− Describe and evaluate different methods of initial assessment for use with learners.

− Evaluate ways of planning, negotiating and recording appropriate learning goals with learners.

2. Understand how to plan for inclusive learning

− Establish and maintain an inclusive learning environment. − Devise and justify a scheme of work which meets learners’ needs and

curriculum requirements. − Devise and justify session plans which meet the aims and needs of

individual learners and/or groups. − Analyse ways in which session plans can be adapted to the individual

needs of learners. − Plan the appropriate use of a variety of delivery methods, justifying the

choice. − Identify and evaluate opportunities for learners to provide feedback to

inform practice. 3. Understand how to use teaching

and learning strategies and resources inclusively to meet curriculum requirements.

− Select/adapt, use and justify a range of inclusive learning activities to enthuse and motivate learners, ensuring that curriculum requirements are met.

− Analyse the strengths and limitations of a range of resources, including new and emerging technologies, showing how these resources can be used to promote equality, support diversity and contribute to effective learning.

− Identify literacy, language, numeracy and ICT skills which are integral to own specialist area, reviewing how they support learner achievement.

− Select / adapt, use and justify a range of inclusive resources to promote inclusive learning and teaching.

4. Understand how to use a range of communication skills and methods to communicate effectively with learners and relevant parties in own organisation.

− Use and evaluate different communication methods and skills to meet the needs of learners and the organisation.

− Evaluate own communication skills, identifying ways in which these could be improved including an analysis of how barriers to effective communication might be overcome.

− Identify and liaise with appropriate and relevant parties to effectively meet the needs of learners.

5. Understand and demonstrate knowledge of the minimum core in own practice.

− Apply minimum core specifications in literacy to improve own practice. − Apply minimum core specifications in language to improve own practice. − Apply minimum core specifications in mathematics to improve own

practice. − Apply minimum core specifications in ICT user skills to improve own

practice.

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6. Understand how reflection, evaluation and feedback can be used to develop own good practice

− Use regular reflection and feedback from others, including learners, to evaluate and improve own practice, making recommendations for modification as appropriate.

Function: Enabling learning and assessment (4)

Learning Outcomes – The learner will: Assessment Criteria – The learner can: 1. Understand theories, principles and

applications of formal and informal assessment and their roles in learning and evaluation.

− Analyse the application of theories and principles of assessment in relation to practice in own specialist area.

− Analyse the role of assessment in evaluation and quality processes.

2. Understand the significance of equality and diversity issues for the assessment of learning.

− Critically discuss the implications of equality and diversity issues in assessment for teachers and learners.

3. Understand and demonstrate how

to plan/design and conduct formal and informal assessment to enable learning and progression

− Plan and/or design and use assessment schemes, methods and instruments that are fair, valid, reliable, sufficient and appropriate for learners, using new and emerging technologies where appropriate.

− Justify the selection and /or design and use of formal and informal assessment methods and tools used in own specialist area.

− Establish and maintain an appropriate environment for assessment to maximize learners’ opportunities for success.

− Record, and report on learner progress and achievement, using organisational and/or awarding institution protocols and procedures as required.

4. Understand and demonstrate how to give effective feedback to promote learner progress and achievement

− Justify and use appropriate skills and approaches in giving verbal and written feedback to learners.

− Justify and use appropriate skills and approaches to negotiate targets and strategies for improvement and success for learners.

5. Understand and demonstrate knowledge of the minimum core in own practice.

− Apply minimum core specifications in literacy to improve own practice. − Apply minimum core specifications in language to improve own practice. − Apply minimum core specifications in mathematics to improve own

practice. − Apply minimum core specifications in ICT user skills to improve own

practice. 6. Understand how to evaluate and

improve own assessment practice

− Evaluate and improve the design and effectiveness of formal and informal assessment procedures, methods and instruments, using feedback from learners and appropriate others and referring to relevant theories of learning.

− Evaluate own approaches, strengths and development needs in relation to assessment.

− Plan and take up appropriate development opportunities to improve own practice in relation to formal and informal assessment.

Function: Theories and principles for planning and enabling learning (4) Learning Outcomes – The learner will: Assessment Criteria – The learner can:

1. Understand the application of theories and principles of learning and communication to inclusive practice.

− Identify factors affecting learning and explain the potential impact of these on learner achievement.

− Explain ways in which theories and principles of learning and communication can be applied to promote inclusive practice.

2. Understand how to apply theories and principles of learning and communication in planning and enabling inclusive learning.

− Justify the selection and use of teaching and learning strategies with reference to theories and principles of communication and inclusive learning.

− Apply up to date knowledge of own specialist area to enable and support inclusive learning, following organisational, statutory and other regulatory requirements.

− Use and justify a range of inclusive activities and resources, including new and emerging technologies, to promote and maintain an inclusive learning environment.

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− Use and justify a range of skills and methods to communicate effectively with learners and relevant others in the organisation.

3. Understand and demonstrate knowledge of the minimum core in own practice.

− Apply minimum core specifications in literacy to improve own practice. − Apply minimum core specifications in language to improve own practice. − Apply minimum core specifications in mathematics to improve own

practice. − Apply minimum core specifications in ICT user skills to improve own

practice. 4. Understand and demonstrate how to

evaluate and improve own practice, with reference to theories and principles of learning and communication.

− Evaluate own strengths and development needs in relation to the application of theories and principles of learning and communication.

− Identify ways to adapt and improve own practice with reference to theories and principles of learning and communication drawing on feedback from learners.

− Plan and take up opportunities to develop and improve own performance in integrating theory into practice.

Function: Continuing personal and professional development (5) Learning Outcomes – The learner will: Assessment Criteria – The learner can:

1. Understand the role of the teacher in the lifelong learning sector.

− Analyse and compare different teaching roles and contexts in the lifelong learning sector.

− Evaluate own role and responsibilities with reference to area of specialism and as part of a team.

− Analyse the impact of own beliefs, assumptions and behaviours on learners and others.

− Analyse the impact of own, professional, personal, interpersonal skills, including literacy, numeracy and ICT skills, on learners and others.

2. Understand theories and principles of reflective practice, and models of continuing personal and professional development

− Analyse and compare relevant theories, principles and models of reflective practice.

− Explain how theories, principles and models of reflective practice can be applied to own development as an autonomous learner

3. Understand own need for continuous personal and professional self development.

− Evaluate own approaches, strengths and development needs, including literacy, language and numeracy needs.

− Use self reflection and feedback to develop own knowledge, practice and skills, including literacy, language, numeracy and ICT skills.

− Plan appropriate opportunities to address own identified learning needs. 4. Understand and demonstrate ways in

which engagement in CPPD activities has improved own practice.

− Identify and engage in appropriate CPPD opportunities to keep up to date and develop in teaching and in own specialist area.

− Evaluate the impact of CPPD activities on own professional practice, identifying any further learning and development needs.

Function: Curriculum development for inclusive practice (5) Learning Outcomes – The learner will: Assessment Criteria – The learner can: 1. Understand the range of contexts in

which education and training are offered in the lifelong learning sector

− Analyse ways in which the curriculum offer might differ according to the educational/ training context.

− Analyse ways in which delivery of curriculum might vary according to purpose and context, with reference to examples from own practice.

2. Understand theories, principles and models of curriculum design and implementation and their impact on teaching and learning

− Analyse theories, models and approaches to curriculum design and their potential influence on outcomes for individual learners and groups.

− Analyse the appropriateness of a particular curriculum in relation to individual learners/ a cohort of learners.

3. Understand the significance of equality and diversity for curriculum design, and take opportunities to promote equality within practice.

− Analyse and explain ways in which equality of opportunity and respect for diversity can be built into curriculum design.

− Analyse and explain the impact of social, economic and cultural differences on teaching, learning and achievement in own specialist area

− Explain ways to challenge discriminatory behaviours where they occur in the learning environment.

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4. Understand and demonstrate how to apply theories, principles and models to curriculum development and practice.

− Apply theories, principles and models of inclusive curriculum to the design and implementation of programmes of study.

− Justify proposals to improve the curriculum offer and evaluate their effectiveness where these have been implemented.

5. Understand how to evaluate and improve own practice in inclusive curriculum design and development

− Analyse how theories, principles and models of inclusive curriculum design and development are used to inform own practice and the provision in own specialist area.

− Evaluate own approaches, strengths and development needs, in relation to inclusive curriculum design and development.

− Plan and take up opportunities to develop and improve own learning and practice in curriculum design and development.

Function: Wider professional practice (5) Learning Outcomes – The learner will: Assessment Criteria – The learner can: 1. Understand the concept of

professionalism and core professional values for teachers in the lifelong learning sector

− Discuss key aspects of professionalism in the context of the lifelong learning sector.

− Explain ways in which equality of opportunity and respect for diversity can be built into teaching and learning practice.

− Discuss the contribution of learning to personal development, economic growth and community regeneration

− Analyse the impact of own professional values and judgments on teaching and learning.

2. Understand key issues in relation to professional conduct and accountability in the lifelong learning sector

− Discuss the implications and impact of government policies on teaching and learning in the lifelong learning sector.

− Discuss the roles of regulatory bodies and systems and inspection regimes in the operation of the lifelong learning sector.

− Interpret ways to apply relevant statutory requirements and underpinning principles in relation to teaching own area of specialism.

− Analyse own responsibilities in relation to the above 3. Understand and apply principles of

evaluation, quality assurance and quality improvement

− Review and compare a range of principles and approaches to evaluation. − Explain differences and the relationship between evaluation and

assessment. − Analyse the role of evaluation within quality assurance to inform and

promote quality improvement. 4. Understand and demonstrate how

to contribute to QA and QI systems and procedures.

− Work with others to develop and improve the effectiveness of evaluation processes.

− Evaluate the validity and reliability of data collected and the effectiveness of the

− methods/instruments used, with reference to own learner(s). 5. Understand how to evaluate and

improve own wider professional practice.

− Evaluate own approaches, strengths and development needs, in relation to professional practice.

− Plan and take up opportunities to develop and improve own wider professional practice.

Source: http://www.lifelonglearninguk.org/documents/itt/interim_information.pdf

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ITALY Elmo De Angelis, Kylene De Angelis

Training trainer – Italy

The professionals of learning defined as ”trainer” is not sufficient, since with this definition professional areas which in reality are radically distant are herein shared.

Such observation is confirmed in a confrontation among curricula experiences of various European countries which show, on one hand, a strong turnover of jobs in training, and an instability for the other professions, while on the other hand an overlapping of competences involved in the learning process (tutor, counsellor etc…).

This brings to an inevitable fragmentation of the roles, closer to the various phases of the process rather than to a general transfer of knowledge.

In the perception agreed up to now, the trainer/teacher was he/she that allowed the student to learn knowledge, and transfer took place based on the fact that the trainer had the notions to be transmitted. In a similar traditional meaning know how appears as a specific group of notions, learning as the process of notion transfer even when not fully aware (mnemonic learning).

In the asserted model, the transfer of knowledge, mediation of knowledge has greater value. In this range trainers are an element of the learning process, distributed in many roles, from the

training needs analysis, to the evaluation after the training. The trainer profile is becoming similar to a process consultant, and its sector can be defined as

“learning engineering”. A need of continuous updating of the competences opens a discussion on which can be the

devices open to continuous training based on the modular approach and on the valorisation of training credits.

Remarkable opportunities are supplied by information technology and communication in the definition of the training methodologies, confirming the necessity of concentrating on innovation-training. Sophisticated techniques and technologies are used as didactic media but the didactics themselves is not evolved. Learning didactic has taken very short steps; technology has instead taken very long steps. The only possibility to fill the gap is to work on training the trainers. Distance training and the profession of trainers

If we think about the different distance learning methods (ODL) which are spreading rapidly (tele-training devices – video conferences, etc…), we can see how all this opens a discussion on traditional methods of time, place and action units. Therefore training which does no longer take place exclusively in a classroom but that reaches the working site and even the home of the trainees, fragmenting the learning time according to the availability and the capacity of the trainee.

Satisfy more and more complex training needs and a growing number of individuals, allows to consider training from an economical point of view, market, similar to other professional sectors. Today training is thought in terms of quantity, costs, profitability and quality. The main challenge that training planners face is to adapt rapidly to the evolution of the clients demands in training, in relation to the growing relevance that learning process assume in companies. In parallel to the need of continuous and wide spread training, the organisational liens set by the clients grow, such as the necessity of containing training costs, allowing flexibility in methodology, involving wider populations, limiting the time spent away from the working place, personalize the training paths. These needs cannot find separate or subsequent answers, but they must be held together by a unique training project which standardizes and personalises the contents and the fruition methods. In other words, in front of complex training processes, we have to think in terms of training systems and didactic engineering. All subjects involved in training process (trainers, trainees, IT experts, graphics, specialists of tools architecture) are linked to the good running of this process. The trainers, being simply one actor involved in the training process, can no longer be independent artisans but actors of a system where

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each one carries out a specific role. Training is tailored planned by the beneficiaries in the field of general culture and technology. The duration, the goals, the learning methods are specific to each person. The training is defined by an equipe of actors which englobe all the functions of the trainer. All the functions foreseen – from pedagogy to logistics – are carried out in a collective manner by the subjects involved.

This cooperative process that is developing in different countries and mainly inside big companies, modifies the traditional roles of the trainer: the trainer is no longer at the centre of knowledge that he distributes, but becomes a resource of knowledge among many others.

We are therefore in front of prototype profiles which evolve from the diffusion of knowledge – which is the traditional function of the trainer – towards mediation functions between knowledge and the trainee.

The content expert remains the dominant profile: he/she knows the public, needs and the learning process.

The trainer-tutor (coordinator, coach) in the resource centres, which assists and advises trainees. The mentor (distance tutor), which accompanies the students to their courses but is not physically

present in the resource centres: offers a guidance service and personalised consultation to the users. The expert in communication technology that plans and adapts the training programs. He/She is

the architect of the network. New groups of training profiles are outlined inside the companies. Roles and function changes for trainers: which consequence do they have for the trainers?

− A strong identity crises of the trainers which live the new technologies as competitor elements, which can substitute the role of the trainer.

− A cultural resistance of the trainers to the network functioning. − An average low knowledge of technological tools, which is notwithstanding connected to the fact that

most of the active trainers at present have not been trained through new technologies. The trainer remains always and in any case the guarantor of coherence among the training goals and the results reached and needs however a long training experience, and training in the classroom.

Which are the competences required for a trainer? The core of the job remains: pedagogic experience and training engineering. Besides these traditional competences, the trainer, the training planner needs to have today new

competences. He/She should know how to evaluate the efficiency, the advantages and disadvantages of the new

technologies (therefore must first of all know how to use them) and must be capable of knowing how to plan in co-design with the client. The trainer becomes the engineer which suggests, plans and realises the architecture of the system, identifies the tools and the most efficient media for the clients goals, the evaluation of costs-advantages, suggesting traditional training rather than distance training, CD-Rom rather than the paper manual, videoconference rather than a self-learning course.

In order to reach this type of expertise, there is a need of competences belonging to a traditional trainer-planner: the knowledge of the mechanisms and the learning processes and communication continue to be an essential requisite like a strong instructional design methodology which starts from the needs analysis to the evaluation of the results. On these competences other specific competences are triggered: − specific competences linked to new technologies; − transversal competences: should be able to work inside an équipe of professionals: content expert,

technology expert, software analyst. There is need to ask what is the reaction of the training system towards these changes. The

training systems have reaction rhythms which are much slower compared to a company system. There are however, some experimental training experiences which try to bring answers to these new needs.

In Europe even positive experiences have taken place. There is, however, the necessity of systemising and regulating the professional community, which is meant to pursue a functional and social legitimation of the sector.

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GREECE Nicole Georgogianni

Competence Profile for Modular Training Curriculum Developers Introduction

Without doubt, the success of a course depends on the trainer’s ability to motivate and activate the learners so that they develop the appropriate skills and dexterities. Towards this goal, the trainer should always be informed, sensitised and very determined to exceed his / her limits. The trainer’s skills are under continuous challenge due to technological developments and the enormous amount of knowledge.

List of professional tasks and skills – the example of the use the questionnaire (see: point 5.3) Necessary for modular training Rainer

Professional Tasks Skills in details − Communicate effectively. − Be informed and to improve the professional knowledge and dexterities − adhere to the current rules of social coexistence and act in ethical way

1. Professional Qualifications

− Establish and maintain the professional reliability − Define educational methods and materials − Be prepared for delivery

2. Education Plan and Preparation of Delivery

− Promote and encourage the collaboration between trainers and trainees. − Motivate and attract the interest and the engagement of the learner for the

course and the achievement of objectives. − Prove effective presentation skills − Prove effective delivery skills − Prove effective questions skills − Provide clarifications and feedback − Assist the development of knowledge and dexterities − Contribute in the transfer of knowledge and dexterities − Use supervisory means and the technology in order to succeed in the learning

process and performance − select and adapt modular training methodology for a training program

3. Plan and Educational Methods

− Intensify the uniqueness of course − Respect the learner and his /her progress − Evaluate the effectiveness of education

4. Estimate and Evaluation

− Be evaluated by others trainers for his /her performance − Create and manage an environment which encourages the learning process and

augments the performance − Manage the educational activity through the suitable use of technology − Teaching according to the content and the timetable of the course

5. Management

− Enrich of educational material and activities when necessary − Knowledge, dexterities and behaviors development − Cross-correlation between dexterities and performance − Comparison of the skills and dexterities with internationally acceptable models − The engagement for the modernization of the pedagogic system

6. Improvement and planning own development

− Define the week spots in the teaching procedure and identify the lack of dexterities

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HUNGARY

István Kiszter Types of teachers

In Hungary, vocational education and training, including both IVET and CVET, may be provided

either within or outside the formal school system (referred to as “iskolai rendszerű” and “iskolarendszeren kívüli” szakképzés) which forms are distinctly differentiated by current legislation (Act LXXVI of 1993 on Vocational education and training and the related decrees, most importantly, the 45/1999 (XII. 13.) decree of the Minister of Education on the conditions of providing VET). The main difference between the two forms is that participants of VET provided within the school system are students (tanuló, hallgató) in respect of their legal status, while participants of adult training (who must have completed compulsory education) are not. In all of its forms (i.e. also in part-time programmes) VET within the school system is offered by state-recognized public or higher education institutions in which – due to the legal regulation of the education system – the appropriate qualification of teaching/training staff is guaranteed. Regulations concerning the formal qualifications of teachers/trainers working in adult training are, however, in general less strict, except for accredited adult training institutions.

In Hungary, the National Qualifications Register (Országos Képzési Jegyzék, OKJ) includes all state-recognized vocational qualifications (referred to as szakképesítés) at all (ISCED 2C, 3C, 4C, 5B) levels, most of which can be obtained also in training provided outside the school system. Education and training awarding a tertiary (ISCED 5A, 6) level degree (higher education graduation certificate and a qualification referred to as szakképzettség) may also be offered only within the school system, by higher education institutions, although Hungarian legislation does not categorize higher education as VET.

While higher education (felsőoktatás) is available for everyone subject to capabilities and performance, every citizen of Hungary can – and during their compulsory schooling, have to – participate in public education (közoktatás). Public education covers the system of the various types of institutions that provide general education at primary and secondary level and/or VET. Although the provision of public and higher education and the operation of their systems is the duty of the state, individual institutions may be maintained also by local governments, churches, foundations, individuals, etc., and higher education institutions enjoy wide-ranging autonomy concerning both administrative and pedagogical matters. Initial vocational education and training

IVET in Hungary is provided mainly within the school system by vocational training schools (szakképző iskola, comprising two types: vocational school, szakiskola, and secondary vocational school, szakközépiskola) at upper-secondary and the latter also at post-secondary level, and by higher education institutions (college, főiskola, and university, egyetem). One may, however, obtain her/his first state-recognized OKJ vocational qualification also outside the school system, within the framework of adult training.

Higher education institutions offer both degree and non-degree programmes. In the current dual system of higher education degree programmes provides participants a college or university level degree and a qualification in their chosen field of study (presently there are 214 college level and 199 university level programmes). College and university level education do not build directly on each other (completing the former is not a precondition of pursuing the latter, although college graduates may obtain a university-level degree by participating in ”supplementary” undergraduate training, kiegészítő alapképzés) and in most cases the same programme can be pursued at both levels. The current system of higher education, however, is to be changed in 2006 when – as the major outcome of the Bologna process – the first cycle of tertiary level education (102 bachelor programmes and also 6 so-called

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“undivided”, osztatlan, master programmes without a bachelor level) will be introduced pursuant to the 381/2004 (XII 28) government decree on the regulations of introducing the multi-cycle structure of education.

The non-degree programmes of higher education institutions include the so-called higher level vocational education and training (felsőfokú szakképzés), a relatively new form of VET offering ISCED 5B level vocational qualifications listed in the OKJ. Since 2003 higher level VET programmes can be organized only by higher educational institutions, although they may be provided also by secondary vocational schools based on an agreement of the institutions.

The operation of higher education institutions, including the state regulations concerning teaching/training in colleges and universities, is currently governed by the Act LXXX of 1993 on Higher Education, although a new higher education act has recently been accepted by the Parliament and awaits proclamation. Higher level VET offered by higher education institutions is subject also to the provisions of the Act on Vocational education and training and the related decrees.

Vocational training schools as part of the public education (közoktatás) system offer general education and vocational training awarding an OKJ vocational qualification. The major difference between the two types of schools is in the structure of their training programmes and the level of qualifications obtainable.

Secondary vocational schools offer 4 years of (primarily) general (ISCED 3A level), and another 1 or more years of vocational education and training to student aged 14–19, who may obtain ISCED 4C level qualifications after taking the maturity examination (érettségi vizsga, normally, at the age of 18), the prerequisite of higher education studies.

Vocational schools in their typical form offer 2 years of (primarily) general and (at least) 2 years of vocational education and training to students aged 14–18 who can attain only ISCED level 3C qualifications (or 2C in a special form called speciális szakiskola, special vocational schools).

Vocational training schools in Hungary may provide all three types of practical training within the same institution: school-based, alternance (based on a cooperation agreement, együttműködési megállapodás, between the school and the enterprise) and apprenticeship (based on a student contract, tanulószerződés, concluded between the student and the enterprise) training. The operation of vocational training schools, including regulations concerning teaching/training in these institutions, is regulated by the Act LXXIX of 1993 on Public education, while the provision of practical training is subject to the Act on Vocational education and training and the related decrees. Continuing vocational education and training

CVET in Hungary may also be provided either within or outside the school system. The former type includes adult education (felnőttoktatás) offering part-time (evening, esti, correspondence, levelező, and distance learning, távoktatás) courses provided by public and higher education institutions, and the various postgraduate programmes of colleges and universities (postgraduate specialization programmes, szakirányú továbbképzés, providing participants a new tertiary level qualification although not a higher level degree, and the doctoral degree programmes).

CVET provided outside the school system is regulated by the Act CI of 2001 on Adult Training and may be provided by: • public and higher educational institutions and other budgetary or state supported institutions

(regional training centres, regionális képző központ, pedagogical background institutions such as the National Institute of Vocational Education, Nemzeti Szakképzési Intézet, NSZI, etc.),

• training companies and other enterprises involved in adult training, • non-profit organizations, professional associations, etc. • enterprises offering in-company (internal) training (belső képzés) for their employees.

Adult training providers may provide general, language and vocational training programmes. The latter type includes trainings aimed at the acquisition of a vocational qualification listed in the OKJ, and also other vocational programmes which do not necessarily award state-recognized qualifications. The

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state-recognized OKJ vocational qualification can be obtained upon passing the state vocational examination (szakmai vizsga) which can be organized by (besides the vocational training schools and higher education institutions providing VET within the school system) institutions authorized by a decree of the minister under whose competence the given vocational qualification falls. Therefore, the adult training provider offering vocational training aimed at obtaining an OKJ qualification may be different from the organizer of the vocational examination awarding the qualification.

The provision of vocational training outside the school system is subject also to the regulations of the Act on Vocational education and training and the related decrees which regulate the preconditions of teaching/training in such programmes as well. Furthermore, the conditions of teaching/training at accredited institutions in all types of adult training programmes are regulated by the 24/2004 (VI 22). Minister of Employment and Labour decree on the detailed rules of the accreditation procedure and requirements.

Finally, there is a special form of CVET organized by the chambers of economy (the Hungarian Chamber of Commerce and Industry, Magyar Kereskedelmi és Iparkamara, MKIK, and the Hungarian Chamber of Agriculture, Magyar Agrárkamara) available in Hungary since 1996: pursuant to the Act on Vocational education and training, the chambers are assigned to develop and organize master examinations (mestervizsga) awarding a higher level qualification which is the precondition of practicing certain occupations (e.g. car mechanic or electrician). According to the Act on Vocational education and training, practitioners who have passed the master examination must be preferred when selecting the instructor of vocational practical training. The chambers may organize raining to prepare applicants for this examination, although participation in such programmes is not a recondition of applying for the examination. According to the Master Examination Regulation (Mestervizsga Szabályzat) of the MKIK, preparation courses may be provided only by training providers authorized by the local chambers and such that possess the human resources and material preconditions of providing. Source: − Fehérvári, Anikó: Párhuzamos szakképzési rendszerek az iskolarendszeren kívüli szakképzésben (Parallel VET

systems in VET outside the school system). Oktatáskutató Intézet: Budapest, 2001. (Kutatás Közben, 230). Available from Internet: http://www.hier.iif.hu/kutat/Kutatas2/pdf/FehervariA_Parhuzamos.pdf [cited 12.12.2005.]

− A HEF OP 3.5.1. központi intézkedés „Képzők képzése” c. alprogramja (“Training of trainers” component of HRD OP central measure 3.5.1.)/Nemzeti Felnőttképzési Intézet. Available from Internet: http://www.nfi.hu/hefop/dok/kepzok_kepzese.doc [cited 12.12.2005.]

− Imre, Nóra,; Nagy, Mária: Pedagógusok (Teachers and trainers). In: Jelentés a magyar közoktatásról (Report on Hungarian public education). ed. Halász Gábor és Lannert Judit. Országos Közoktatási Intézet: Budapest, 2003. (”Report on public education”, published every 3 years by the National Public Education Institute)

− A Magyar Kereskedelmi és Iparkamara Mestervizsga Szabályzata (Rules of the Master examination of the Hungarian Chamber of Commerce and Industry) /Magyar Kereskedelmi és Iparkamara. Available from Internet: http://www.mestervizsga.hu/docs/Mestervszabmkik.pdf [cited: 01.12.2005.]

− Mártonfi, György: Középiskolai tanárok. Szakképző intézmények tanárai, szakmai tanárok és a többiek (Teachers in secondary school. Teachers, vocational teachers and others in vocational training institutions). In: Tanári pálya és életkörülmények, 1996/97: Tanulmánykötet (Pedagogical career and lifestyles 1996/97: book of studies). OKKER K.: Budapest, 1998. 223-273. p. Available from Internet: http://www.oki.hu/oldal.php?tipus=cikk&kod=tanari-palya-08-martonfi-kozepiskolai [cited: 01.12.2005.]

− Összefoglaló a HEFOP 3.5.1. jelű, „Korszerű felnőttképzési módszerek kifejlesztése és alkalmazása” című központi intézkedés fő tartalmáról (Summary of the main content of HRD OP 3.5.1. central measure “Developing and applying up-to-date adult training methods”)/Nemzeti Felnőttképzési Intézet. Available on Internet: http://www.nfi.hu/hefop/dok/hefop_351_osszegzo.doc [cited 12.12.2005.]

− Polinszky, Márta: Akkreditált pedagógus-továbbképzési programok a felsőoktatásban (Accredited pedagogical further training programmes in higher education). In: Pedagógusképzés, 3-4. 2003. 39-55. p.

− Polinszky, Márta: A pedagógus-továbbképzési rendszer kialakulása és jellemzői Magyarországon (Development and Characteristics of the In-service Training of Teachers in Hungary). Unpublished, 2002. Background study for the Jelentés a közoktatásról (Report on public education) published by the Országos Közoktatási Intézet.

− Rakaczkiné, dr.Tóth K. (ed.): “Ami a magvetés a földnek, az a tudomány elhintése az emberi szellemnek” (studies). Gödöllő: Szent István Egyetem Tanárképző Intézete, 2000.

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− Szakképzés-fejlesztési Stratégia 2013-ig (Strategy for the development of vocational education and training until 2013)/ Government of the Republic of Hungary. Budapest: Ministry of Education; Ministry of Employment and Labour, 2005. Available on Internet: http://www.om.hu/letolt/szakke/szakkepzesi_strategia_050414.pdf [cited 23.05.2005.]

− Soósné, Dr. Faragó Magdolna: Pedagógusok alapképzése, pedagógusok továbbképzése Magyarországon (Pre-service and in-service training of teachers/trainers in Hungary). Unpublished, 1998. 25 p. Background study for the Jelentés a özoktatásról (Report on public education) published by the Országos Közoktatási Intézet.

− Soósné, Dr. Faragó Magdolna: Javaslatok a tanárképzési rendszer továbbfejlesztésére (kiemelten a tanári képesítés követelményeirõl szóló 111/1997 (VI. 27.) Korm. rendelet módosítására) (Recommendations for improving the system of in-service training of teachers/trainers, in particular for modifying the 111/1997 (VI.27.) gov. decree on the requirements of the teacher qualification). In: Pedagógusképzés, 2000/1-2. 164-189. p.

− Soósné, Dr. Faragó Magdolna: A pedagógusképzés rendszere (System of teacher training). In: “Ami a magvetés a öldnek, az a tudomány elhintése az emberi szellemnek” (Tanulmánykötet, ed. Rakaczkiné dr.Tóth K. Szent István Egyetem Tanárképző Intézete: Gödöllő, 2000. 155-175. p.

− Soósné, Dr. Faragó Magdolna: A felnőttoktatási, a szakképzési és a pályaorientációs képzési tartalom a felsőfokú szakemberképzésben (kiemelten a pedagógusképzés és –továbbképzés területén) (Training content of adult education, VET and career orientation in higher education, in particular in teacher pre- and in-service training). In: Emberi erőforrás-menedzsment, 2000/6. 5-22. p.

− Soósné, Dr. Faragó Magdolna: A hazai tanárképzés rendszere, fejlesztési trendjei (System of teacher training, its development trends). In: Magyar Felsőoktatás, 2001. 4. szám 47-48. p.

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ESTONIA Svetlana Kozlovskaja, Krista Loogma

Professional standard adult educator/adragogue III, IV, V

The professional standard, including adult educator’s /andragogue’s professional qualification III, IV, and V, is authorised by the Professional Council of Financial Intermediation and Business Activities upon the decision no 12 on February 03, 2003.

1. Area of applicatiom

− to determine the qualification requirements for the employees − to develop curricula and training programmes − to determine the requirements for the examination, verification and assessment of the

professional qualifications − to give a basis for comparison of the international professional qualifications’ documents.

2. The terms and specifications of the qualification system

Professional standard – the agreed set of requirements for the necessary knowledge, skills, proficiencies, experiences, values and personal characteristics of a certain level deriving from the professional qualification.

Professional qualification – the level of competence in the given profession that is accepted on the basis of either regulated, post-experience or international requirements.

The profession of an adult educator /andragogue does not require the determination of the basic, I and II level as there are no respective activities in the given profession. The professional qualification of adult educator /andragogue begins at the III level, similarly IV and V level have been determined.

The descriptions of the levels of professional qualification I Ievel – completing elementary duties of appointment in similar situations; the main vocational

skills and knowledge have been acquired either through training or work; working under somebody’s supervision; managing delimited duties and the respective responsibilities.

II level – in addition to professional skills and knowledge, there is the requirement of competence and experience; management of various duties and the respective responsibilities; presumed cooperational skills in teamwork.

III level – professional maturity and expertise; versatile professional skills and knowledge acquired through training and/or experience; readiness for providing instruction in professional skills and knowledge; managing complex duties in altering environment; readiness for responsibility for the allocation of resources and the work of others.

IV level – in addition to professional knowledge and skills, there is the requirement for competencies, practical experience and occupational knowledge; managing numerous varying complex duties in altering environment; responsibility for the allocation of resources and the work of others.

V level – the knowledge and execution of the basic theoretical concepts of the field of activity; first-rate vocational, occupational and professional knowledge; completion of tasks requiring systematization, development and instruction; managing duties requiring procedural competence in varying and unexpected situations; extensive independence; responsibility for making and executing decisions. Requirements for professional competence − General skills and knowledge – the specific professional qualification requirements for the general

skills and knowledge concerning the field of activity. − Basic skills and knowledge – the specific professional qualification requirements for the skills and

knowledge necessary for working in the profession.

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− Specific skills and knowledge – requirements for the skills and knowledge with regard to specialization within the given profession.

− Supplementary skills and knowledge – recommended requirements for the skills and knowledge, either enhancing and improving the basic skills or related to the supplementary qualification.

− Personal characteristics – requirements for the personal characteristics and physical abilities necessary for working in the given profession.

The descriptions of the level of specific skills and knowledge − Basic level – the knowledge of terms, facts and concepts, the competence in using practical skills

and methods. − Intermediate level – the interpretation and comparison of terms and facts, establishing

associations; the competent use of a large number of acquired practical skills. − Advanced level – the analysis and systematization of facts and the consequent process of making

decisions and suggestions; proficiency in the knowledge of generalizing, anticipating and using evaluation criteria;

− the use of highly specialized skills and knowledge within the field of activity. 3. The description of profession

An adult educator/andragogue is a specialist intermediating skills and/or knowledge to adult people, directing their formation of comprehension and attitudes, and supporting the self-development of adults in adult general education, job-related and/or continuing training, popular education courses, study circles and other circumstances related to a purposeful learning situation. He/she creates a positive and motivating learning environment that assists the learners in accomplishing the goals of their learning in the best possible manner. In order to reach better results, he/she includes additional resources (other instructors, specialists, learners etc) need becoming evident. The vocation of adult educator /andragogue is a partial qualification. (The main qualification in case of adult educators means the profession or vocation acquired either at a university or in the course of main or supplementary training at a vocational education institution).

The adult educator’s/andragogue qualification could be applied by a person of any profession or vocation, who teaches adult people. Having the qualification confirms the educator’s level of professional competence and could be regarded as a means for enhancing the educator’s competitiveness on the educational market and as a guarantee for the user of the educator’s services – learners, persons ordering services, employers. The adult educator works either at any adult educational institution notwithstanding its form of ownership or independently (sole proprietor).

The official title of the adult educator/andragogue could be andragogue, adult teacher, lecturer, supervisor, tutor etc.

Adult learning differs from the learning of children and young people. Adult learners are marked by various age, experience, prior education and social status. They have their individual established system of knowledge, thinking habits, prejudices, stereotypes, values and attitudes, which are all brought along to the learning situation. From the educator adult learners expect first-rate competence and respect for their status.

Teaching adults requires knowledge of the theoretical basis of adult education, basic concepts of teaching adults and the peculiarities of adult learning, and also proficiency in the respective teaching methods.

The requisites for applying for the adult educator/andragogue professional qualification are: Adult educator/andragogue III:

− vocational, secondary or higher education (or university education); − successful passing of adult educator’s qualification training4 or higher education in andragogy; − at least 3-year working experience as an adult educator − a letter of recommendation by an acknowledged Estonian adult educator.

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Adult educator/andragogue IV: − Master’s degree; − passing of supplementary courses in andragogy; − at least 5-year working experience as an adult educator; − presentations at conferences and seminars; − two letters of recommendation by two acknowledged Estonian adult educators. Adult educator /andragogue V: − research degree or Ph.D. degree; − at least 10-year working experience as an adult educator; − presentations at national and international conferences and seminars; − published scientific research work in the field of adult education; − two letters of recommendation by acknowledged Estonian adult educators and at least one by

acknowledged foreign adult educator. 4. Professional skills requirements for adult educator/andragogue

General skills and knowledge 1) The basics of social studies (philosophy, sociology, history, cultural studies): III, IV intermediate level;

V advanced level. 2) Legislation:

− The Estonian legislation regulating the field of education, especially the parts concerning adult education: III intermediate level; IV, V advanced level

− The EU legislation concerning education: III elementary level; IV intermediate level; V advanced level

3) The basics of educational philosophy and sociology: III elementary level; IV intermediate level; V advanced level.

4) The employment policy: III elementary level; IV, V intermediate level. 5) The basics of economics: III elementary level; IV, V intermediate level/ 6) Organisational management, including organisational culture and psychology: III

intermediate level; IV, V advanced level. 7) Working environment and occupational health: III, IV, V advanced level. 8) Computer skills: AO1 – AO7 (Appendix A), 9) Languages Appendix B): two foreign languages, one of them preferably English: III intermediate

level; IV, V advanced level

Basic skills and knowledge Andragogy: III intermediate; IV, V advanced level − the basic andragogical and adult education terminology − the methodological basis of adult education − the specific peculiarities of adult learning and training − the roles of adult educator/ andragogue − the methods in adult learning, incl. methods of feedback and control − building a group and group dynamics − team work in adult Training − starting-up with the course − the progression and development of adult education Developmental psychology: III intermediate; IV, V advanced level Social psychology: III intermediate; IV, V advanced level Communicative skills: III intermediate; IV, V advanced level − social skills − listening skills

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− handling conflict situations − negotiation techniques − public speaking, including presentation techniques

Having a review of adult education trends, priorities and actual state in Estonia, member states of the European Union, in Europe in general and in the world: III intermediate; IV, V advanced level.

Orientation in different areas of adult education (general, labour market oriented and liberal/popular adult education): III intermediate; IV, V advanced level.

Mastery in seeing and designing/forming connections between adult education and development of the society/community: III intermediate; IV, V advanced.

Personal characteristics and abilities − Learning ability − Readiness for co-operation − Commitment − Stress management − Tolerance − Self-control − Decision-making ability − Adaptability − Open-mindedness − Creativity

Period of validaty The professional standard is valid for 4 years. If need, the standard may be altered before the end of the term of validity. Appendix A. Elementary Computer skills The computer driving licence – AO (ECDL- European Computer Driving Licence) is a European qualification standard of computing skills covering the basic level of the practical skills in using application software. (The AO certificate is not compulsory in applying for a professional qualification) 7 modules: AO1 – Basic Concepts of Information Technology and Information Society AO2 – Using the Computer and Managing Files AO3 – Word Processing AO4 – Working with tables AO5 – Databases AO6 – Presentation AO7 – Information and Communication Appendix B. Description of the levels of language knowledge The following requirements are based on the language proficiency categories of the Estonian Language Act for the official language with further extension of the requirements to foreign languages. (According to the Government of the Republic Regulation of 29 January 1996,) three language proficiency levels can be distinguished: − basic level – limited oral and elementary written language skills. The individual copes in familiar

language situations, understands clear speech on common topics, comprehends the contents of simple texts and can fill the basic documents and write short factual texts;

− intermediate level – limited oral and written language skills. The individual copes in diverse language situations, comprehends a speech of regular speed, understands without difficulty the contents of texts concerning everyday life, can write texts concerning one’s field of activity;

− advanced level – oral and written language skills. The individual expresses himself easily notwithstanding the language situation, understands fast speech, comprehends without difficulty the contents of complex texts, can write texts of various style and functions.

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GERMANY Jürgen Mähler

Occupational Standards in Germany 1. A brief outline of Occupational Standards in Germany

The German Vocational Education and Training (VET) System, also referred to as the Dual System, is rooted in the medieval crafts apprenticeship training model which was purely outcome based as far as occupational skills were concerned. But since the apprentice lived in the master`s family he/she was also introduced into the role that a craftsperson had to play in society.

In the late decades of the 19th century the model was adopted by industry as far as practical learning at the workplace was concerned. But industrial work processes needed a theoretical underpinning and a better command of reading, writing, arithmetic and, for example, technical drawing. Public schools were established were apprentices were taught in occupational theory. This development gave birth to the name Dual System, education and training in company and school. In the early days apprentices attended school in the evenings after work and on the weekend, but in the first decades of the 20th century a day-release occupational school (“Berufsschule”) was founded. For almost half a century apprenticeship divided a week into four to five days learning at the workplace/workshops and one day at school, before – during the sixties and seventies of the last century – a second school day was introduced.

From the very beginning the occupational outcomes needed at the workplace set the occupational standards. Standards in the Dual System, therefore, have always been outcome based. School curricula, as far as the occupation is concerned, were developed according to in-company-training-standards. In the early days the leading industries of electrical and metal engineering set the occupational standards by structuring training into a basic training year and two specialising training years. Basic training was rather systematic and usually took place in workshops. First courses were developed and published by engineers and later on for other occupations by professionals of these sectors. These courses, which found international attention, were the first standards. In 1905 the employer led German Engineering Association founded a Committee for Technical Schooling (“Deutscher Ausschuss für Technisches Schulwesen”,DATSCH) which began to develop and renew occupational standards systematically. Later, in the Weimar Republic of the twenties, government accepted the DATSCH as standard development institution, after the employers accepted the trade unions as partners in this process. Occupational standards became a public matter. Since 1919 they were issued as national occupational standards by government.

The Nazis did away with the DATSCH and social partnership and set up their own institute. After the war the employers established a small institute for standard development which renewed the old standards for almost two decades.

The Vocational Training Act (“Berufsbildungsgesetz”) of 1969, which established the Federal Institute for Vocational Training (“Bundesinstitut fuer Berufsbildung”, BIBB), set the stage for the modern Dual System, which became part of the public education system. The BIBB provides research findings, professional personnel and a platform for social partners, federal and state governments to meet and develop and renew occupational standards, which were named “occupational training regulations” and issued by the federal government for in-company-training and for schools by state education ministers.

Numbers, structure, outcomes and names of these standards have changed within the last fifty years significantly, although the legal basis and the framework remained the same. In the fifties there were some 900 different training occupations. When the BIBB started its work in 1970 the number was down to 600 already. The introduction of a broad basic training through the Vocational Training Act of 1969 reduced this figure further down to some 360 by 1990. In the course of the last twenty years the

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number remained almost the same (345), although some sixty traditional occupations vanished. But some fifty new ones joined the classification, among them those in the media sector, information and communication technology, in services and the health sector. The metal engineering standards were restructured from fourty-two traditional occupations down to six with seventeen profiles. If one compares the number of training standards (345) with those in other countries it seems to be rather high, but one has to consider that almost 90% of all trainees are trained in less than one hundred training occupations. 2. Definition of key terms

Occupation – the meaning of this term in the German language (“Facharbeiter-, Fachangestelltenberuf”) reaches far beyond the field of education and training and a highly respected qualification into the employer-union relationship concerning wages and collective bargaining agreements, social security and status in society. There is a clear distinction between “occupations” and “professions”. Skilled workers or employees are occupational graduates, professionals are graduates from higher education.

National Occupational Standards (NOS) – according to the Vocational Training Act companies are not allowed to train youth under eighteen unless they conclude a training contract based on a NOS. This training is outcome based, delivers full occupational competence comprising skills, knowledge and abilities. Trainees who strive to meet the NOS must show evidence that they are able to plan, execute and control the major duties of their occupation autonomously. School standards and curricula are designed according to the NOS. Since education is a state matter general education standards and curricula for trainees are set by the states. NOS are named “training regulations” (“Ausbildungsordnungen” for initial VET and “Fortbildungsordnungen” for further education and training). They are issued jointly by the responsible sector minister (mainly Minister of Economy) and the Minister of Education and Science. The main input to NOS development is made by the social partners, employers and trade unions at the BIBB.

Regional Standards – are issued by the chambers (commerce and industry, crafts etc) on the legal basis of the Vocational Training Act on request of the regional labour market and after a decision of the chamber`s tripartite training committee, but only for further training occupations (e.g. upgrading: “Meister”).

State Vocational School Standards – while the Dual System of training is catering for some 1,5 million trainees, some 500.000 young people are attending full time vocational schools. These schools provide a wide variety of qualifications, from pre-vocational education and training to full occupational qualifications. Standards for these schools are set by the state education ministers who coordinate 16 state standards through their Standing Conference of State Education Ministers (“Kultusministerkonferenz”).

Assessment – Qualification – training in the Dual System usually lasts three years. Occupational competences are assessed by tripartite (employer-union-teacher) examination boards at the chambers which also issue – on behalf of government – to the successful trainee a National Occupational Qualification (“Facharbeiterbrief”). Main Instruments of assessment are: − the observation of duties, planned, carried out and controlled by the trainee, during the training

period and at the end of it, often in form of a project; − interviews, in which the trainee shows his/her understanding of planning, work and control

processes; − written and verbal examinations; − practical and theoretical achievements at school.

In addition to the official chamber qualification the trainee receives certificates, one from the company concerning personal, social and team work competences, one from the vocational school concerning the subjects that have been taught.

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3. Institutions responsible for the development and issuing of NOS and for National and European Qualifications Network

Federal Government, represented by its sector ministries (e.g. Ministry of the Economy takes responsibility for some 90% of NOS, Ministry of Agriculture, Health, Interior, Labour), which are responsible for training goals and contents of standards, and by the Ministry of Education and Science – www.bmbf.de – being responsible for the guidelines of vocational education and training (VET) policy, takes decisions on NOS and gives them legal power by issuing them as well as dealing politically with the National (NQF) and European Qualifications Framework (EQF).

Social Partners – employers and trade unions, are the main stakeholders of the Dual System and the drivers concerning NOS. Without their agreement Federal Government hardly initiates, develops and issues a NOS. Both sides have organised their VET policy bottom up (from company management and shop floor to their associations on federal level) which allows them to draw on an enourmous source of expertise from practice. Employers and trade unions have a couple of hundred experts from the field at hand, at least one or two for each occupational standard who they can delegate to the BIBB for standard development, evaluation and modernisation of standards. The cost of this invaluable source of expertise are borne by the companies. The BIBB only caters for boarding and traveling cost.

In order to ease and accelerate the process of standard development the social partners have mandated VET speakers for each sector and established their own organisational unit to cooperate with the BIBB: − the employers` VET-Agency (“Kuratorium der Deutschen Wirtschaft fuer Berufsbildung” – www.kwb-berufsbildung.de, Bonn) − a VET-department at the trade unions` umbrella organisation “Deutscher Gewerkschaftsbund” –

www.dgb.de

Federal Institute for Vocational Training (BIBB) The Institute was founded in 1970 according to the Vocational Training Act, recently amended in 2005, which enumerates the major tasks of the BIBB – www.bibb.de: (1) VET research (2) the following tasks on order of the Federal Government:

• develop National Occupational Standards for initial and further vocational training and other legal regulations concerning VET;

• prepare the yearly VET Status Report; • contribute to VET statistics; • promote VET pilot projects in companies; • take part in international VET cooperation; • prepare and publish yearly the list of VET stan-dards; • promote planning and establishment of interfirm workshops to support small and medium

enterprises; • promote distant learning.

The BIBB is directed by a president and governed by a fourpartite board (employers, trade unions,federal government, state governments) which decides on the president`s research program and advises federal government on VET policy matters. The board meets frequently to decide on the development of new standards or their modernisation.

The BIBB prepares and launches a National Qualifications Framework on request of the federal government and it keeps contact with the EU-Commission in preparing the European Qualifications Framework. All this has to be done in close cooperation with the Board and its stakeholders.

4. Structure and mayor components of NOS

The traditional structure of training regulations (NOS) in the Dual System up to the mid-nineties offered three different types:

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− the mono-structured NOS, a three year training without specialisation, typical for business administration;

− the profile-structured NOS, e.g. mechanic with different occupational profiles like car mechanic, industrial mechanic etc.;

− the two-level-structured NOS, first level and qualification after two, second level and qualification after three years, e.g. construction industry.

Since 1995 a broad variety of structuring opportunities have been introduced in the standardisation process: compulsory and optional competence modules, additional competence modules, e.g. foreign language or further training modules, for high achievers, and other opportunities. Most of these new structures are part of the last third of the training period in the context of improving occupational outcomes and hence employability. Major components of the initial training regulations (“Ausbil-dungsordnungen”) are − the name of the „training occupation“ (i.e. mechatronic); − the duration of training (2 to 3.5 years); − the characteristics of the „training occupation“ or its main functions („Berufsbild“); − the in-company-training specification („Ausbildungsrahmen-plan“), an outcome oriented training

curriculum; − the assessment requirements and assessment procedure. Further Training Standards (national and regional) have only two components: − the name of the „further training occupation“ (e.g. “Industrie-meister”); − assessment requirements and procedure.

5. Are German VET Standards suitable for the EQF?

The idea to standardise all occupational and professional competences and structure them with the help of descriptors on different levels within a National Qualifications Framework was born in the United Kingdom in the mid eighties of the last century. Within this concept the input of learning and teaching, the educational institution and the duration of training don`t play a role. Outcome based standards alone are looked upon to the quality of VET. The concept was adopted by the EU commission when it introduced the idea of a European Qualification Framework (EQF) in 2004.

This concept is significantly different from the German Dual Training System which is institution (company, school, chamber) and input (training venue, qualification of teachers and trainers etc) and outcome (VETstandards) based to ensure quality. Therefore, the German initial training regulations do not separate standard from curriculum. The outcomes, training goals and contents of training are laid down in the curriculum (“Ausbildungsrahmenplan”), a kind of timed road map for in-company-training. Since the school curriculum is a theoretical underpinning of this road map, as far as occupational subjects are concerned, learning outcomes and contents are also mixed.

Further training regulations (e.g. “Meister” in crafts or industry) are different. They are neither institution nor input but only standard based.

Because of these characteristics, Germany will not change its basis of VET quality assurance in initial VET when joining the EQF process. The Dual System will remain institution-, input-, and outcome based. But in preparation of a NQFon its way to become part of an EQF, the structure of the German training regulations have to be changed. In the future there will be a clear distinction between standard, contents and duration, assessment elements and procedure. But this will rather easily be done by separating standard elements from curriculum elements and assessing the curriculum strictly to the standard.

Another component of the qualification framework concept is more challenging and will require a new VET structure: the introduction of four VET levels which will rate initial training qualifications on four levels using competence descriptors. The existing VET system in Germany only knows two levels: − Level 3 for holders of National Occupational Qualifications, no matter which skills, knowledge and

abilities are necessary to meet the assessment requirements; − Level 4 for graduates from further education and training courses like “Meister”.

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Mainly the trade unions are suspicious of the introduction of two lower levels because of the expected impact on collective bargaining agreements and salary policy of the employers. Since the German Parliament passed the Vocational Training Act in 1969 training of semi-skilled workers (“Anlernling”) was no more allowed. The differences in salaries remained, but they were only due to collective bargaining agreements and not related to different qualifications. Of course, this caused drawbacks, too. Those who failed to reach a qualification in the Dual System have no qualification at all. In the meantime, the BIBB Board has resolved unanimously to actively support the development of a National Qualification Framework on the way to an EQF. But the Board has also stated that the components of the Framework, especially standards and curricula, the number of levels, the descriptors of competence will be thoroughly discussed and planned, monitored and evaluated before final decisions will be taken. 6. Databases for Occupational Standards

There are three national sources for detailed information about National and regional Occupational Standards: 1. The Federal Gazette which publishes all National Occupational Standards for initial and further VET

after they have been issued by federal government. According to an agreement between federal and state governments the federal gazette also publishes standards and curricula for part-time vocational schools in the Dual system to make sure that companies and schools get the same information at the same time. The address of the federal gazette is: Bundesanzeiger Verlag GmbH Vertriebsabteilung Amsterdamer Strasse 192, D-50735 Köln e-mail: vertrieb@bundesanzeiger.de ; www.bundesanzeiger.de

2. The Federal Institute for Vocational Training (BIBB) publishes yearly all national and regional occupational standards according to the Vocational Training Act. BIBB`s address is: Bundesinstitut fuer Berufsbildung Robert-Schuman-Platz 3; D-53175 Bonn e-mail: info@bibb.de; www.bibb.de

3. The Federal Employment Agency (BA) which provides guidance and counseling through its regional and local branches offers all kinds of occupational standards to school leavers, unemployed people, companies, public and private training institutions. The Agency`s address is: Bundesagentur für Arbeit Regensburger Strasse 104; D-90478 Nuernberg e-mail: Zentrale@arbeitsagentur.de www.arbeitsagentur.de

7. Professional Standards for VET specialists

VET specialists educating and training in the German VET system are teachers and trainers. Teachers at full or part-time vocational schools have to finish a four to five year course of studies

and graduate from university (first teacher`s exam) before they do their two year probationary period as junior teacher ending with the second teacher`s exam and probation.

Trainers in companies who are responsible for dual system training according to standards have to be qualified according to the Vocational Training Act. They finish courses in psychology and pedagogy, planning, carrying out and monitoring training at the workplace and in workshops before they stand an examination at the chamber.

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SLOVENIA Saša Grašič

Vocational teacher competences in Slovenia Purpose to define vocational teacher competences

There are two conceptions of purposes to define vocational teacher competences which in literature are often presented as mutually exclusive. Those two conceptions are: − to define vocational teacher competences as a tool for supporting professional learning – how the

competences might be used by individuals and teacher trainers to enhance teacher's learning and would take different forms in different contexts.

− to use vocational teacher competences as a credentialing tool – how the competences might be used to articulate and extend career pathways through formal systems of support, recognition and reward. We decided for first concept of purpose. The competences in this perspective provide a useful tool

for reflection on professional practise, planning professional learning goals and affirmation. Such engagement could provide a focus for professional discussions, help shape initial and in-service teacher education, promote the status of the teaching profession, suggest to the teachers ways of good performance and offer an opportunity to monitor the achievement of their goals. But this is not a tool for measuring and financial rewarding or decreasing of salary.

Our starting point is that competence descriptions should not be static, but should implicate ongoing process and possibilities for development and we see competences in a holistic and broad way not atomic and as a personal characteristics rather then as an action. Mofas working groups defined old and new routines for schools and their personnel. On that basis we have described competences.

Vocational teacher competences

1. Cooperation/interaction/team work Teacher must be competent to establish and lead good relationship with all social partners, to

communicate and interact at many different levels and co product the learning process with all partners. Linking with colleagues to discuss the trials and challenges of teaching and share instructional strategies can result in solutions that can teachers immediately apply in the classroom, and into development projects for the school or for vocational pedagogy. Cooperation at the institutional level requires the ability to form guidance and peer relationships. In a broader sense it also involves the ability to work within organisations which form cross institutional cooperative relationships, with other institutions and working life. In broadest sense, cooperation reaches international and global dimension through mobility and international projects, which should become teacher's everyday practise. We would like to underline importance of making cooperative relationships with local and regional working life and for schools to exchange information and experiences to each other and to scientific institutions in the state and internationally. Work environment of a teacher and educational institute today should be composed of various national and international networks and teacher should contribute to professional teams.

2. Project and development work In today's vocational institutions teachers should daily participate in different projects and

development work which should include cooperation with different social partners nationally and internationally. Project and development work should be designed on the basis of needs of their schools, region, vocational pedagogy and working life. Teacher is supposed to be active player in VET reforms. Also we would like to underline new expectation toward the teachers to cooperate in school promotion to contribute to perception of the school and to contribute to higher enrolment of new students. We could say that teacher is supposed to have an understanding of institutional quality and economic realities, to have entrepreneurial competences.

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3. Continuous learning In order to develop one's teaching and work environment a teacher must have the ability and

motivation for self-evaluation and reflection. Reflection should be going on at the individual level and also at the work community level. Communication is the essential tool for the reflection of work community performance. Communication requires collegial cooperation, trust and interaction. Organisational community should give safety for interaction, creativity, experimentation and innovation. Organisational and inter organisational learning is needed. Teacher should constantly reflect on his own performance through eyes of scientific literature, observation, communication…which give him source for benchmarking. Teacher should progress parallel to changes in his institution, profession, world of work, market, national educational system and vocational pedagogy. Teacher has to be up to date on the pedagogical theories and up to date on the world of work and on those vocations, he is teaching for. He should develop his own individual learning plan, monitor his own progress in relation to his goals and from time to time redefine his goals for development on more demanding levels. This should be on-going process. Individual learning plans among the teachers are usually different in relation to the needs of their own working place and in relation to the complexity and capability of their own thinking process.

4. Creation of learning environment for individuals and groups and facilitating learning process Teacher is supposed to create and develop save, supportive, flexible and innovative learning

environment for individuals and groups. He is expected to be able in finding new ways in which learning can be facilitated and to construct intellectually challenging, inclusive and participatory learning experiences that connect with the world beyond school. He is expected in being sensible on individual differences between students and fined the way for everybody to achieve the goals. Students can rich the same goals in different ways and those different ways in which learning can be facilitated teacher are expected to create. Also to some level teacher is expected to create special learning environment for students with special needs. At least he is supposed to be sensible enough to perceive special needs among the students and contact the management of the school, which is supposed to organise a specialist in pedagogic to work with teacher in team, when this is necessary. The development of information technology infrastructure has made web-based learning an option of different learning environment for the learning/teaching process. An important part for teachers of practise is having a theoretical command of the content to be taught, which must be flexible in order that the teacher can respond to changing circumstances. The required level of knowledge of the content differs for various tasks. Also team teaching is very relevant in this context. Teacher must be able to cooperate in creation learning environment and facilitate learning process in different levels. He is involved in the development of his institution, he must be able to cooperate in creating implementing curricula and to plan his own learning field, he has to cooperate in developing quality of the institution and undertake various projects. We would like to underline importance of assessment as a way for facilitating learning. It is important that teacher is able to assess and report on students learning, progressing and achieving learning goals.

5. ICT Vocational teacher is expected to integrate information and communication technologies to

enhance student learning. He should be able to use basics computer programmes, like MS Word, MS Excel, MS Power point, Internet and e-mail. He is also expected to be able to use with basic equipment, like computer, projector… By vocational teacher is also expected to be up to date on computer programmes for vocations, he is teaching for. He is supposed to contribute to student’s computer literacy. Team work with the computer teacher in this context is welcome.

6. School administration Teacher is supposed to be up to date on school administration processes, national education

regulations and main national and international documents for vocational education development and to implement them into his work.

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7. Other personal characteristics of teachers Teacher is supposed to be autonomous and confident expert who is playing proactive role in

school field. He is also supposed to be communicative, sensible and motivated enough to observe and lead constructive dialogue with his students in purpose to find best options for supporting their personal development. Also moral integrity, ethical responsibility, general personal maturity and commitment to professional practise are preconditions for becoming and staying a teacher.

8. Competences of school community and management School community led by school management should work on implementing of »concept of

learning organisation« so they would create save and stimulative environment for professional and personal development of every member of community and also for organisational and inter organisational learning. We would like to underline working on healthy, correct and open relationships in a community and on defining and sharing main values. Organisational culture is crucially defined by leading style, personality, intra and interpersonal intelligence of members of management of the school. Sources: − Mayer D., Mitchel J., MacDonald D., Land R., Luke A.: From personal reflection to professional community –

Education Queensland Professional Standards for Teachers Evaluation of the 2002 Pilot, www.education.qld.gov.au.

− Handbook 2005–2006, Jyväskylä Polytechnic, Vocational Teacher Education College, 2005. − K.M. Smith: Competence and competency, www.infed.org/biblio/b-comp.htm, 2005. − S.K. Ermenc: Kompetenčni pristop h kurikularnem načrtovanju: pojem, nekatere implikacije in dileme,

internal publication of CPI. − Winterton J., Delamare-Le Deist F., Stringfellow E.: Typology of knowledge, skills and competences:

clarification of the concept and prototype, www.cedefop.com, January 2005.

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SPAIN Susana Lucas Mangas

Qualification profile for teachers in Spain

1. Introduction Within the context of the increasing concern to improve the quality of teaching and the dialogue

between the University and social demands, the shared goal of studying the Qualification Profile for Teachers in Spain makes sense. Consistent with the process of European construction, the introduction to Act 2/2006, May 3rd, on Education (Ley Orgánica 2/2006 de Educación) published in the Official State Gazette (B.O.E) on May 4th, makes the point that a kind of convergence of the education and training systems is under way, leading to the establishment of common education objectives for the European Union at the beginning of the twenty-first century.

The Lisbon European Council (2000) stated that “the European Union is facing an enormous change due to globalization and the imperatives of a new economy based on knowledge,” “consequently, the European Union must establish a clear strategic objective and agree on an ambitious program to create knowledge infrastructures, increase innovation, reform the economy and modernize the social well-being of educational systems.” What’s more, the role of teachers in social and economic growth was acknowledged in a Technical Report issued by Eurydice in 2004.

To achieve this goal, the revision of the legislative development proposes, as a common denominator, that the training for any professional activity must contribute to the understanding and development of Human Rights, principles of democracy and of equality between men and women, solidarity, environmental protection, universal accessibility and a design for all, and foster a culture of peace. This premise is essential to the development of a Qualification Profile for Teachers, to social and economic development and for Persons in Society.

Section III (article 14) of Act 5/2002, 19 June, on Vocational Qualifications and Training (Ley Orgánica 5/2002 de las Cualificaciones y de la Formación Profesional) defines the purpose of information and professional orientation as follows: 1. “To provide information on employment opportunities; the possibilities that exist to acquire, evaluate and certify professional competencies and qualifications, and how to improve them throughout one’s lifetime”; 2. “To provide information and guidance on the various kinds of training available and on the different training programmes that facilitate the insertion or re-insertion in the labour market, and on professional mobility in the labour market.”

The acquisition of Knowledge, as a point of reference, means learning to search for and use relevant information, read, assess and interpret it with a critical mind, put it together to then make autonomous decisions that are planned and shared with the various significant agents of socialization. Thus, the relevant information on the current degree of development of the qualification profile for teachers in Spain is considered and evaluated, both from the current starting point and in light of a viable objective to be reached. It is according to these two points that the following reference guide is organised.

2. Regulating vocational qualifications in Spain

Act 5/2002, 19 June, on Vocational Qualifications and Training (Ley Orgánica 5/2002 de las Cualificaciones y Formación Profesional) establishes the National System of Vocational Qualifications and Training, made up of different instruments and actions, and Royal Decree 1128/2003, 5 September, regulates its core, the National Catalogue of Vocational Qualifications.

The Royal Decree defines the concept of qualifications in the following terms (article 5):

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− Vocational qualifications: “set of vocational competencies that are of significance for the job and that can be acquired through modular training or other types of training, as well as through on-the-job experience.”

− Unit of competency: “the aggregate minimum of vocational competencies that may be recognised and partially accredited under section 8.3 of Act 5/2002, 19 June, on Vocational Qualifications and Training.

− Vocational competency: “the knowledge and abilities that allow one to exercise a vocational activity according to production and job demands.”

− Vocational qualifications that are added to the National Catalogue of Vocational Qualifications must include at least the following elements: the qualification’s identification data, including its official name, the occupational category to which it belongs, its qualification level and alphanumeric code; the general competency, which briefly describes the main tasks and duties to be performed; the corresponding units of competency; the vocational environment, indicating for purposes of orientation, the professional area, the productive sectors and related occupations or job posts; and the related training, structured according to modules. Likewise, section 4 of the Royal Decree establishes the structure of the National Catalogue of

Vocational Qualifications, indicating that the vocational qualifications included in the Catalogue “are to be classified by qualification levels and occupational category.” 5 qualification levels that “take into account the vocational competency required by the productive activities according to the knowledge, initiative, autonomy, responsibility and complexity criteria, to name a few, of the activity to be performed” are established.

Annex II of the Royal Decree specifies that the training levels for the teaching profession in Spain correlate to the following qualification levels: − Qualification level 4: ”Competency in a broad group of complex vocational activities performed in

many different contexts in which technical, scientific, economic and organizational variables must be combined to plan actions, define or develop projects, processes, products and services.”

− Qualification level 5: ” Competency in a broad group of complex vocational activities performed in many different contexts that are often unpredictable and that entail planning actions or devising products, processes and services; strong personal autonomy; frequent responsibility in assigning resources, analysis, diagnosis, design, planning, execution and evaluation.” For its part, the National Agency for the Evaluation of Quality and Accreditation (Agencia Nacional

de Evaluación de la Calidad y Acreditación (ANECA)) has relied on the Tuning Educational Structures in Europe proposal to formulate the generic competencies of the new degrees awarded by Spanish universities (González and Wagenaar, 2003: 83-83): 1) Instrumental Competencies – analysis and synthesis skills; organising and planning skills; basic general knowledge; basic general knowledge of the vocation; oral and written communication in native language; knowledge of a second language; basic computer skills; information management skills (the ability to search for and analyse information from different sources); problem solving; decision-making-. 2) Interpersonal Competencies – critical and self-critical skills; team working; ability to communicate with experts in other areas; an appreciation of diversity and multiculturalism; ability to work in an international context; ethical commitment- 3) Systemic competencies – ability to put knowledge into practice; research skills, ability to learn; adaptability to new situations; ability to generate new ideas (creativity); leadership; awareness of other cultures and the customs of other countries; ability to work autonomously; ability to design and manage projects; initiative and entrepreneurship; quality orientation and achievement. The Tuning Project, which many Universities are using as a point of reference, advocates the system of competencies as a common language to describe the objectives of degree programmes and curriculums, and also as a reference for evaluating student achievement.

To be sure, “planning a curriculum requires that the profile of the graduate and the characteristics of the graduate of reference be taken into account. This profile includes the vocational profile, the citizen profile, and its defining competencies. Likewise, the training profile, meaning the skills that are needed

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to perform the vocational duties, must be considered as well. Finally, the training plan for vocational profile must also be developed” (Yáñiz and Villardón, 2006:17). One can infer from this idea that in our mission as docents in the education system it is essential for us to keep in mind an approach that is closely tied to the definition of Vocational Profile, that of a professional who demonstrates an orientation to quality and achievement in job performance (Lucas, in press), a duty and ethical commitment to social reality and to the development and respect of the earth to which this reality belongs.

A Vocational Profile helps to build the vocational identity, labour socialisation and maturity in the development of the career of Persons in Society that work in a specific job, and defines the competencies, main duties and the tasks involved in performing those duties within the different areas of work that can be attained through a specific training.

The education-training system (regulated and non-regulated) should, at all levels, pursue the acquisition of knowledge conceived as the acquisition of concepts, value-goals, attitudes and procedures that facilitate the acquisition of knowledge. This knowledge comes from a reflexion on the careful evaluation of relevant information and from the participation of the significant agents of socialization (individuals, groups, organisations and social environment), thereby fostering the optimisation of human, social and economic development. This generic concept of the acquisition of knowledge is consistent with the following concept of vocational/professional development or maturity: the degree to which a person, in comparison with his peers, adopts a planned attitude towards his career development, an attitude based on a relevant awareness of the various vocational-training alternatives, after having clarified his own labour and social value systems, goals, interests, skills, and personal and social determining factors (Lucas and Carbonero, 2002). When approaching this issue, we as docents must keep in mind that the salient and prevailing values of the labour market are being confused with certain imperative social values – established as principles in the legislation on education. This confusion makes it more complex for persons in general, and teachers in particular, to clarify their value system on their own. We must therefore stress the importance of this goal by tackling value-goals in relation to the development of vocational competencies, and especially, as the individuals we are in society, with equal opportunity (Lucas, 2007a). 3. Current reality of the qualification profile for teachers in Spain 3.1. Important changes in the Training, access and academic degrees for teachers

The introduction to Act 2/2006, May 3rd, on Education (published in the B.O.E. on 4 May 2006) explains the legislation’s three fundamental principles: the obligation to provide a quality education to all regardless of gender and at all levels of the education system; the need for all of the constituents of the educational community to collaborate towards achieving such an ambitious goal; and a firm commitment to the educational objectives of the European Union for the coming years. This is why the European Union and UNESCO in first place have set out to improve the quality and efficiency of education and training systems, which entails improving teachers’ training, developing the aptitudes that are needed for a knowledge society, guaranteeing access to information and communications technologies to all, increasing enrolment in the fields of science, technology and art, taking maximum advantage of the available resources, and increasing the investment in human resources.

Chapter II of the Act on Education establishes how schooling and learning over a lifetime are organised. Thus, in article 3, on the subject of schooling, the educational system is organised in stages, cycles, grades and levels in a manner that ensures the transition from one to another, and if needed, within one or another. The different types of schooling in the educational system are as follows: a) early childhood education; b) primary education; c) compulsory secondary education; d) baccalaureate; e) vocational training; f) languages; g) arts education; h) sports education; i) adult education; j) university education. The results published in the Technical Report written by the author of the present article, among others (see Guerra et al, 2005) indicate that one of the circumstances that may be contributing generically to the drop-out rate and poor performance among university students is an

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imbalance between the education given in the non-university system and the one that is considered necessary at the University in order to study in the different degree programmes. The question is whether the idea that male and female students have, and the impression they are given in secondary school, of teaching and learning at University is the same as the one that university professors have, or if the expectations that they have of the University and the labour market are skewed.

Basic education is comprised of primary education and compulsory secondary education. Secondary education is divided into compulsory secondary education and post-compulsory secondary education; the latter includes the baccalaureate, and 1st level vocational training, visual arts and design, and sports. Higher education includes university studies and upper level vocational training, arts, visual arts and design, and sports. Languages, arts and sports will have their own regime. University studies have their own regulations.

The study by González et al (2005) on teacher training in the Autonomous Region of Castilla y León, underscores the following relevant points: the model focuses on teachers and teachers groups because they participate in the determination of the contents of their own training through mechanisms and processes designed for that purpose. Thus, the starting point is the individual demands of teachers and of centres. There is a Network of Centres specifically for training activities which, as the case may, can be done at the Centre for Teacher Training and Educational Innovation (Centro de Formación del Profesorado e Innovación Educativa (C.F.I.E.)), given that the centre is equipped for that purpose. Preferably, the activity may be done at the teacher’s place of work, to that extent that it is the usual setting for the training, and in this way, the activity will adapt to the needs of the environment and encourage greater involvement and contribution from teachers, better teamwork and greater integration in the educational and curricular projects. According to the authors, training is designed through regional training plans; consequently, the training is somewhat decentralized, although each Centre for Teacher Training and Educational Innovation designs a training that is adapted to the teachers it addresses. This training incorporates the institutional plans of the Ministry of Education (Consejería de Educación) of the Regional Government of Castilla y León for the training of specific educational professionals such as headmaster, tutor, new teachers and specialists in certain fields. Although it is frequently based on an information transmission model, strategies that help to incorporate practical modules, exchanges of experience and formats that encourage teamwork are usually preferred. Lastly, Gonzalez et al (2005) explain that this training has different modalities aimed at a variety of teaching experiences.

Likewise, most Spanish universities have specific training resources and centres for their professors, and many have teaching innovation programs that contribute additional resources to projects initiated by teams of professors (Valcárcel, 2003).

Regarding the initial training of teachers, section 100 of Act 2/2006 on Education provides for several modifications: 1. The initial training of teachers will respond to the degree and qualifications requirements for the general administration of the educational system, and its contents will meet the new challenges of the education system and adapt to new training needs. 2. Persons working as teachers at all levels of the educational system as regulated by law will be required to have the appropriate academic degrees and didactic and pedagogical training prescribed by the government for each of those levels. 3. The Education Administrations will enter into agreements with the universities on the organisation of the pedagogical and didactic training mentioned in the previous point. 4. The initial training of teachers at all levels of the educational system as regulated by law will conform to the graduate and post-graduate higher education system in Europe as per the corresponding basic regulations.

Chapter two of the Act on Education refers to the degrees held by teachers at the different levels of the education system: − Early childhood education (Section 92): schooling for children in the first cycle of early childhood

education will be given by professionals in possession of a Teacher’s degree in early childhood education or an equivalent graduate degree and, as the case may be, by other persons holding the appropriate degrees for the care of children of that age. In any event, the creation and

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implementation of the teaching plan referred to in paragraph 2 of section 14 of the Act will be supervised by a professional in possession of a Teacher’s degree in early childhood education or an equivalent graduate degree. The second cycle of early childhood education will be taught by professionals in possession of a Teacher’s degree in early childhood education or an equivalent graduate degree and may be assisted by teachers with other specialities if the subject being taught so requires.

− Primary education (Section 93): A Teacher’s degree in primary education or equivalent graduate degree will be required to teach primary education, notwithstanding any other university degrees the Government, in consultation with the Autonomous Regions, may require for specific areas. Primary education will be taught by teachers who are qualified in all areas at this level. Music, physical education, foreign languages and any other subject determined by the Government, in consultation with the Autonomous Regions, will be taught by teachers with the corresponding specialization or qualification.

− Compulsory secondary education and baccalaureate (Section 94): “The university graduate degree of Licenciado, Engineer or Architect, or an equivalent graduate degree, and a post-graduate pedagogical and didactic training will be required to teach compulsory secondary education and baccalaureate as provided in section 100 of the Act on Education, notwithstanding any other degrees the Government, in consultation with the Autonomous Regions, may require to teach specific areas”.

− Vocational training (Section 95). The same degrees and training required to teach compulsory secondary education and baccalaureate will be required to teach vocational training, notwithstanding any other degrees the Government, in consultation with the Autonomous Regions, may require to teach specific modules. Exceptionally, qualified individuals who work in their profession and who may not hold degrees may be hired as specialists, according to their qualifications and the needs of the educational system, to teach specific modules. Such hiring will be done under the administrative or labour regime and in accordance with the applicable regulations.

− Arts education (Section 96). The university graduate degree of Licenciado, Engineer or Architect, or an equivalent graduate degree for teaching purposes will be required to teach arts education, notwithstanding the educational contribution of other professionals in teaching 1st level and upper level visual arts and design subjects and other degree requirements for teaching purposes that the government, in consultation with the Autonomous Regions, may determine for specific modules. The pedagogical and didactic training provided under section 100 of the Act on Education will be required to teach professional arts subjects. The Government, in consultation with the Autonomous Regions, may include other requirements for teachers in the regulation of upper level arts education, for the insertion of these subjects in the framework of higher education. Exceptionally, qualified individuals who work in their profession and who may not hold degrees may be hired as specialists, according to their qualifications and the needs of the educational system, to teach specific modules or subjects. Such hiring will be done under the administrative or labour regime and in accordance with the applicable regulations. Exceptionally, professionals from foreign countries who may not hold degrees may be hired as specialists, according to their qualifications and the needs of the educational system, to teach upper level arts subjects.

− As regards the regulation for universities, Act 4/2007,12 April modifies Act 6/2001, 21 December on Universities (published in the B.O.E. on 13 April). The introduction to the Act acknowledges the need for an in-depth reform of the structure and organization of university education in three cycles: Graduate, Masters, and Doctorate. The Act responds to the wishes of the university community to establish the principles of a common space based on mobility, the recognition of degrees and life-long training. Consequently, the reforms are guided by the desire to strengthen the autonomy of universities while increasing their accountability in the fulfilment of their obligations.

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Substantial changes in the access to teaching posts and to the initial training of teachers can be expected following the publication of Royal Decree 1393/2007, 29 October (published in the B.O.E. no. 260, 30 October 2007) which regulates official university studies. Article 3 of the Royal Decree on University Studies and the Awarding of Degrees states that universities will teach studies at the Graduate, Masters and Doctorate level leading to the awarding of the corresponding official degrees; the degrees required of teachers and professors at the different levels of the educational system will be modified as previously described. Each university will establish separate curriculums for official university studies, in each case subject to the applicable norms and regulations.

The aforementioned curriculums will be validated by the Council of Universities, and their implementation will be authorised by the corresponding Autonomous Region, under section 35.2 of Act 6/2001, modified by Act 4/2007 on Universities. The degrees these curriculums lead to will be entered in the Register of Universities, Centres and Titles (Registro de Universidades, Centros y Títulos (R.U.C.T.)) and accredited according to the provisions of the Royal Decree. Universities may enter agreements with other universities in Spain and abroad for joint curriculums leading to the official Graduate, University Masters and Doctorate degrees. Such curriculums must specify in the agreement which university will be responsible for the maintenance of student records and registering and awarding degrees, as well as the procedure for the modification or extinction of the curriculum. For agreements with universities abroad, the Spanish university will always be responsible for maintaining the records of the degrees that are awarded.

Lastly, persons who have been awarded an official Diploma degree (Diplomado), or the official degree of Technical Architect (Arquitecto Técnico) or Technical Engineer (Ingeniero Técnico) and who wish to pursue a Graduate degree will receive credit as provided in the Act. They will likewise be able to pursue an official Masters degree without having to fulfil any additional requirements, the provisions of section 17 notwithstanding. Universities are autonomously empowered to recognize the credits of such degree holders, taking into account the suitability of the competencies and knowledge acquired through the studies they have already completed to the curriculum of the Master’s degree they wish to pursue. 3.2. Developing competencies for teachers in Spain

The European Convergence Plan requires that we in the teaching profession focus our attention on

the profiles of those students who receive training from us, taking as a reference their degree and the academic results to be achieved. Attaining this goal means transcending the purely academic and at the same time, also depends on other agents of socialisation that are in direct contact with those students.

Varcárcel (2003) states that a vocational profile requires a basic competency framework comparable to the following: cognitive competencies (proper to the functions of teachers of a particular discipline, requiring the proper training, that is to say, a broad knowledge of the specific discipline and of pedagogy, allowing them to carry out pertinent training actions that support student learning); meta-cognitive competencies (converting teachers into professionals who are reflective and self-critical about their teaching so that they review and improve their teaching systematically); communications competencies (closely linked to the proper use of scientific languages – numbers, alphabets, graphics, etc. – and their distinct registers – articles, reports, essays, conferences, lectures, etc.-); management competencies (related to the efficient management of teaching and its resources in different learning environments); social competencies (to engage in leadership, cooperation, influencing others, teamwork, etc., thereby benefiting the training and outlook of students in this area and their own professional development, especially in higher education in Europe); affective competencies (ensuring attitudes, motivations and behaviours that foster teaching that is responsible and committed to achieving the desirable training objectives).

Focussing on the establishment of competencies in a strictly didactic area, this author believes that in addition to being experts in their specific academic discipline, university teachers and professors

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should possess a wide range of basic vocational competencies, as is reflected in the specialized literature on this subject which also offers numerous ideas and suggestions: understanding students’ learning processes in academic and natural contexts; using principles of learning to foster environments and actions that stimulate learning; organising and directing teaching, with attention given to the diversity of contexts, interests and needs; planning teaching and didactic interaction; designing curriculums (studies, courses and programmes) with a view to specific, global and professional training needs – this competency should be exercised jointly within the responsible academic units-; programming didactic units. Identifying and selecting objectives, contents, methods, resources, and evaluation procedures; planning learning activities that are suited to the objectives, to the diverse needs of the students and to the available resources, shifting the focus from teaching to learning; using suitable didactic methods and techniques; thorough knowledge of didactic methods and techniques and their potentials and limitations in different academic and pedagogical contexts; flexible and efficient use of established pedagogical methods, resources and techniques; innovation of methods and use of resources; progressive introduction and evaluation of communication and information technologies as a teaching resource; management of didactic interaction and rapport with students; constructive relationships with students.

Likewise, Valcárcel (2003) believes that student advising, orientation and tutoring is essential, as are: the evaluation, control and regulation of teaching itself and of learning; an understanding of methods and techniques and their potentials and limitations in different situations; the creation and design of evaluation plans and instruments; the flexible use of procedures in different circumstances; the improvement of teaching and reinforcement of student learning on the basis of evaluation procedures; an understanding of institutional and legal regulations on the rights and obligations of teachers and students; the adjustment of professional actions to the regulations in force; the adaptation of the organisational structure of the teaching-learning process to the principles established by the Convergence of the Higher Education European Space; the rethinking of credits as a unit of assessment of the work done by students and teachers; teacher’s management of their own professional development as teachers; diagnosis and identification of the innovation and improvement needs and objectives of their teaching and training; the ability to work in teams with other teachers to continuously plan, coordinate and improve their teaching.

González et al. (2005) selected the following professional competencies for teachers: Scientific Competency; Communicative Competency; Lecture Hall Management Competency; Diagnosis and Evaluation Competency; Didactic-Methodological and Pedagogical Competency; specific Institutional Competencies; Motivation and Attitudes Competencies.

Act 2/2006, 3rd May, on Education (published in the B.O.E. on 4 May 2006) establishes the functions of teachers (Article 91), which are among others: a) the programming and teaching of the areas, subjects and modules that they are charged with. b) The evaluation of the student’s learning process, as well as the evaluation of teaching processes. c) Tutoring students, and directing and orienting their learning and supporting them in their educational process, in collaboration with their families. d) Educational, academic and professional orientation of students, in certain cases in collaboration with specialized departments or services e) Attention to the intellectual, emotional, psychomotor, social and moral development of students. f) to promote, organise and participate in complementary activities programmed by the centre regardless of whether or not they are held there. g) to contribute so that the centre’s activities are carried out in a climate of respect, tolerance, participation and freedom in order to foster values of democratic citizenship in students. h) to periodically inform parents on their children’s progress and to orient their cooperation in the same. i)To coordinate the teaching, management and supervisory duties they are assigned. j) to participate in the general activities of the centre. k) To participate in the evaluation plans determined by the educational Administrations or the centres. l)To investigate, experiment with and continuously improve the relevant teaching processes. 2. Teachers will perform these functions according to principles of collaboration and teamwork.

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With the legislative development of the Act on Education, the development of competencies is specifically addressed in the publication of the Royal Decrees corresponding to all educational levels: early childhood education, primary education, compulsory secondary education, baccalaureate and vocational training, in accordance with the objectives established in the Act for every level of education.

Likewise, one can expect a substantial change in the development of the competencies as of the publication of Royal Decree 1393/2007, 29 October (published in B.O.E. no. 260, 30 October 2007). As a minimum, basic competencies are guaranteed at the Graduate, Masters and Doctorate level, as are those that are included in the Spanish Framework of Qualifications for Higher Education (Marco Español de Cualificaciones para la educación Superior – MECES). 4. Conclusions

Legislative developments demonstrate that the public authorities are eager to give priority to the quality of teaching, and especially to the qualifications of teachers.

As it has been argued, we as teachers in the knowledge society that is being built in Europe have to face a wide range of demands. The issue of current regulations on professional qualifications has been examined, especially as regards the equivalence training levels required for teachers in Spain with professional qualifications levels 4 and 5 as specified by Royal Decree 1128/2003, 5 September, which regulates the National Catalogue of Professional Qualifications. Likewise, substantial changes to teacher Training, access and degrees have been analysed, changes that will be seen following Royal Decree 1393/2007, 29 October, which establishes the organisation of official university studies, pointing out that universities will offer Graduate, Master’s and Doctorate studies leading to the awarding of the corresponding official degrees, and modifying the degrees required of teachers at the university educational levels of Diplomatura and Licenciatura. Finally, the development of competencies carried out at different levels of the educational system due to the legislative development of the Act on Education has also been summarized.

Given that the function of information and professional orientation is inherent to the functions assigned to teachers as a whole, one can see a number of similarities between the competency profiles for teachers and professional counsellors, both in terms of specific and generic competencies (Lucas, 2007b): 1) Instrumental Competencies – analysis and synthesis skills; ability to organize and plan; problem-solving; decision-making; information management skills (the ability to search for and analyse information from different sources); use of new technologies; basic knowledge for the profession. 2) Interpersonal competencies – ability to be critical and self-critical about possible stereotypes, prejudices and errors of attribution; teamworking; interpersonal skills such as listening, empathy and assertiveness; cooperation and tolerance; ability to work in an interdisciplinary group and to invigorate the group; communication and mediation in Organizations; generating opportunities; awaken interests; clarify values and goals on one’s own; appreciation of diversity and multiculturalism (Lucas y Gago, 2007); the ability to work in an international context; ethical commitment, meaning respect for others; honesty and commitment to professional performance. 3) Systemic competencies – the ability to put knowledge into practice; research skills, ability to learn; adaptability; ability to generate new ideas (creativity); leadership; fostering trust; understanding of the cultures and customs of other countries; ability to work autonomously; project design and management; initiative and entrepreneurship; quality orientation and achievement (Lucas, in print). 4) Specific professional competencies, such as designing activities and tasks; coordination; evaluation of needs and research; use of techniques and methodologies applied both to the teaching-learning process and to the orientation and insertion on the labour market of the student.

According to the Ministry of Education and Science (2006:7-8), the diagnosis of the current situation could be summarized by saying that the reform of educational methodologies is seen as a process that must be initiated in order to update the training offered at Spanish universities, and to a certain extent has already been initiated, which is not to say that it hasn’t elicited a few misgivings: “The master class is still the dominant pedagogical practice at Spanish universities, albeit it is increasingly accompanied

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by exercises, problem solving and discussions of practical cases. Practical teaching should be reinforced, whether it is through practical exercises for specific courses, or professional internships. Student-professor tutoring that complements the classes and the students’ own work should also be encouraged. Information technologies are also destined to continue playing an essential role in the renovation of methodologies. The adaptation to the future Higher Education European Space requires an inter-university, institutional and structured process with different phases (information, sensitization, motivation, designing of plans); teacher training; execution (pilot projects, creation of guides and materials, creation of networks and channels for the exchange of experiences); dissemination and evaluation (catalogue of good practices – Spanish and non-Spanish --, conferences, seminars, publications)”. Other authors also argue that proposals that go beyond the master class and that are related to tutored learning, learning on the basis of problems, service-learning and learning through work projects, should be incorporated as well (García Colmenares, 2007; Gil, Álvarez, García and Romero; Lucas, 2005; Lucas and Gago, 2007; Martínez-Odría, 2005).

Clearly, the importance of promoting the interaction and cooperation among different sub-systems and of establishing the appropriate communication flows between participants is a goal we all share.

Bibliography − Eurydice (2004). Key Topics in Education in Europe. The teaching profession in Europe Profile, trends and

concerns, Vol. 3 (available at: http://www.eurydice.org) − García Colmenares, C. (2007). Competencias éticas y ciudadanas en la Universidad: una apuesta por los

saberes más allá de las disciplinas. Opening lecture for the inauguration of the 2007-08 academic year, Campus of the Universidad de Palencia, Universidad de Valladolid, October 2007, pp. 53-73.

− Gil, J., Álvarez, V., García, E., Romero, S. (2004). La enseñanza universitaria. Planificación y desarrollo de la docencia. Madrid: EOS:

− González, P., Castro, L., Valcarce, R., Rodríguez, J. and De la Fuente, C. (2005). Formación por competencias, Calidad en Castilla y León. Informe Técnico, Junta de Castilla y León (unpublished).

− González, J. and Wagenaar, R. (2003). Tuning Educational Structures in Europe. Informe Final. Fase Uno. Bilbao: Universidad de Deusto.

− Guerra, C. (Coord.) (2005). Estudio longitudinal de los jóvenes en el tránsito de las Enseñanza Secundaria a la Universidad: información, expectativas y toma de decisiones. Financed by the Programa de Estudios y Análisis de la Secretaría de Estado de Universidades e Investigación del Ministerio de Educación y Ciencia al Gabinete de Estudios y Evaluación de la Universidad de Valladolid. Unpublished Technical Report.

− Lucas, S. (2005). Itinerarios académico-profesionales de los estudiantes universitarios en torno a la Convergencia Europea. Jornada de Intercambio de Experiencias Innovadoras en torno a la Convergencia Europea. Valladolid, 17 June 2005.

− Lucas, S. (in print). Desarrollo de las competencias “preocupación por la calidad” y “motivación de logro” desde la docencia universitaria. In Revista Estatal de Docencia Universitaria.

− Lucas, S. (2007a).Desarrollo de Competencias desde la Enseñanza Universitaria (Armonización con la Educación Secundaria y el Mercado de Trabajo desde la Psicología Social de la Educación). In Revista de Investigación Psicoeducativa, Vol. 5, nº 1, Marzo. Madrid: Instituto de Orientación Psicológica; Education Psychology I+D+I y Servicio de Publicaciones de la Universidad de Almería (I.S.S.N.: 1699-5880).

− Lucas, S. (2007b). Inserción Sociolaboral de las personas pertenecientes a grupos de exclusión y a otros colectivos, Curso de Doctorado de la Universidad de Valladolid (unpublished).

− Lucas, S. and Carbonero, M.A. (2002). Construyendo la decisión vocacional. Valladolid: Secretariado de Publicaciones de la Universidad de Valladolid.

− Lucas, S. and Gago, B. (2007). Diversidad y multiculturalidad: eliminando estereotipos y prejuicios” (una experiencia de Service-Learning desde la Universidad). Lecture given at the 5º Congreso Estatal de las educadoras y educadores sociales held in Toledo, 27 through 29, 2007.

− Martínez-Odría, A. (2005). CIVICUS. Service-Learning o Aprendizaje-Servicio: Diálogo entre la universidad y la Comunidad. Una Guía Práctica. Valladolid: Fundación General de la Universidad de Valladolid Leonardo da Vinci (reference material).

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− Ministerio de Educación y Ciencia (Secretaría de Estado de Universidades e Investigación). Consejo de Coordinación Universitaria (with the collaboration of the UNESCO chair for University Management and Policy, Universidad Politécnica de Madrid). Propuestas para la Renovación de las Metodologías Educativas en la Universidad. Madrid: Secretaría General Técnica. Subdirección General de Información y Publicaciones (http://publicaciones.administracion.es)

− Valcárcel, M. (Coord.) (2003). La preparación del profesorado universitario español para la convergencia europea en educación superior. Programa de estudios y análisis destinado a la mejora de la calidad de la enseñanza superior y de la actividad del profesorado universitario (Call: 27 January 2003; B.O.E.: 7 February 2003) (Resolution: 13 May 2003), Cordoba, 17 November 2003.

− Yániz, C. and Villardón, L. (2006). Planificar desde competencias para promover el aprendizaje. El reto de la sociedad del conocimiento para el profesorado universitario (Cuadernos monográficos del ICE, nº 12). Bilbao: Universidad de Deusto.

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FRANCE Sophie Jourdain

Functions of a trainer in France Function: building, evaluating an action or a training system − analyse training needs − elaborate a training offer and introduce it − implement an action or a system (building educational tools and evaluation systems) − build an accessible training system using ICT

Function: managing the action on educational, financial and administrative levels (action piloting) − coordinate a team of trainers and accompanying trainees − elaborate and follow up the budget of an action or a system − elaborate and follow up the administrative folders

Function: contributing to the strategic monitoring and maintaining commercial relations with the environment − ensure monitoring on the evolutions of the environment − represent his organisation to external interlocutors − ensure a customer follow-up

Function: creating the situation of training by integrating the specificities of the individual plan − create learning tools by taking into account the specificities of the educational context − create regulation tools allowing people to position themselves and to self-evaluate their learning

Function: facilitating and regulating learning in a collective system of training − lean on people’s learning outcomes, on their learning strategy and on the productions they

elaborate during the training to favour learning − ensure activities of educational mediation (using productions of a group, accompanying it,…) − manage heterogeneity of groups in training

The 9 units of training founding the cycle “Trainer” Unit 1 Training course planning and design: from the analyse of demand to the preparation of a training offer Key competences: − elaborate a training offer for an organisation and introduce it − design a training programme for one person

Unit 2 Training course planning and design: from the construction of the system to the evaluation of training Key competences: − elaborate an educational progression from the objectives of the training and the characteristics of

the system − assess the current state of the training and give the account of it

Unit 3 Training course planning and design: from implementation of the course to introduction of ICT Key competences: − design individual training course − design an opened training system integrating ICT

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Unit 4 Ensure action or system management on the administrative, financial and educational levels Key competences: − coordinate a team of speakers and follow the trainees − establish and follow the budget of an action or a system − establish and follow administrative folders

Unit 5 Contribute to the strategic monitoring and maintaining commercial relations with the environment Key competences: − ensure monitoring on the evolution of the environment − represent his organisation to external interlocutors − ensure a customer follow-up

Unit 6 Educational course planning and design: creating the situation of training by integrating the specificities of the individual plan Key competences: − create learning tools by taking into account the specificities of the educational context − create regulation tools allowing people to position themselves and to self-evaluate their learning

Unit 7 Facilitating and regulating learning in a collective system of training Key competences − lean on people’s learning outcomes, on their learning strategy and on the productions they

elaborate during the training to favour learning − ensure activities of educational mediation (using productions of a group, accompanying it,…) − manage heterogeneity of groups in training

Unit 8 Course, project and practice in training Key competences: − set out action principles from analyses of his training course − identify progress points from experience analyse − communicate on practices and evolutions

Unit 9 4 specializations (the candidate choose one of them) Specialization 1: Design alternance training Key competences: − elaborate a system articulating training in the centre with training in a working context − implement and conduct tutoring

Specialization 2: Illiteracy, intervene in companies Key competences: − elaborate a training system for illiterate people

Specialization 3: Elaborate and implement a project to intervene in an organisation Key competences: − conduct a previous diagnosis shared between the different actors of the project − elaborate and/or conduct an intervention project

Specialization 4: Implement and conduct a system to accompany people on the labour market Key competences: − analyse the social and economical environment − establish relations with the employers − accompany people.

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SWITZERLAND Filippo Bignami

Training trainer – Switzerland

Knowledge Attitude/ability Skills

Manage the learning function

The ability to thoroughly understand the entire learning process in order to anticipate, plan, develop and implement all training needs

− Uderstands the current and evolving role of the learning manager in challenging environments

− Etablishes a vision by: − Ceating a compelling picture of how the learning function

improves business performance − Nables execution of organizational strategy − Improves individual performance − Establishes strategies; develops long-range learning,

development, and human performance initiatives to implement the vision; understands what drives business and how the learning function can best add value

− Understands the best practices in needs assessment methodologies and learning needs identification, adult learning theory, learning design theory, learning technologies, learning information systems, and marketplace resources

− Runs the learning function like a business by converting strategies into action plans reconciled with real-life constraints, develops and monitors budgets, and understands staffing and resource deployment.

Determine competencies

The ability to clearly define job specific competencies for trainers and their contexts

− Develops and validates definitions for competencies − Links competencies to specific context and eventual modules

Deliver training The ability to skillfully and effectively construct and present training programs, both library-related and broader conceptual training, applying knowledge of performance management and learning theory

− Prepares effectively for a learner-focused training delivery and transfer of the learning to the workplace

− Understands learner-focused solutions and how to align solutions with course objective

− Manages the learning environment and participants − Understands different adult learning styles and uses multiple

evaluation techniques − Understands and teaches learning theory

Comment As explained and written, is not existing in Switzerland a description of the modular trainining

trainer. It is possible to start from a general description of the training trainer knowledge, attitude and skills to determine a possible specification for the modular one. the definition of the professional profile of "modular training trainer" has a relative importance (perhaps depending from contexts but seems not a central issue). His competencies infact are not, in the substance, very different from the "normal" trainer ones. If is necessary to detect a specificity, this might be at level of vocational training engeneering, that means the covering of training management and planning tasks and at level of couselling and/or orientation. But the worthwhile trend is to not create levels and profile for each possible minimum different way of perform the same profession.

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Krzysztof Symela

5.3. Questionnaire of competencies for modular training curriculum developer

The objective of the research:

The objective of the research led in eleven European countries is to describe the requirements within the competencies for modular training trainer. The results will let propose a new description of the competence profile for “Modular Training Curriculum Developers” on the European educational market. Within the profile three levels of the competencies have been identified:

Level I – Trainer Beginner. He has basic methodological knowledge and documented practical experience (min. 3 years) within modular approach.

Level II – Trainer Specialist. He has specialised methodological knowledge and documented practical experience (min. 5 years) within modular approach, he can also be a counsellor and trainer for the trainer from the first level.

Level III – Trainer Senior. He has extensive specialised methodological knowledge, documented practical experience (more than 5 years) and significant implemented achievements within modular approach, he can also be a counsellor or trainer for trainers from the second and third levels)

The pedagogical qualifications are the entry point for achieving the competencies for Modular Training Curriculum Developers. Instruction how to fill in the questionnaire:

The questionnaire is filled in by EMCET2 project Partners and vocational education and training institutions recommended by the partners (this is not obligatory).

Please, tick in the appropriate column in the table which skill should be linked to which competence. If the proposed list of the competencies is not sufficient, it can be completed by your own propositions.

The assessment scale from 1 to 5 has been applied to each competence level according to the sign: 1 – Not necessary/dispensable; 2 – Not important; 3 – Important; 4 – Very important; 5 – Necessary.

The respondent has to tick “X” in the appropriate column for the appropriated competence level by choosing the scale from 1 to 5. The assessment should consider the fact that the skill can be present at different levels (from 1 to 3) and it can have different sign (1-5) within each of three levels.

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I. RESEARCH QUESTIONNAIRE

LEVEL OF MODULAR TRAINING TRAINER COMPETENCIES

I – Trainer Beginner

II – Trainer specialist

III – Trainer senior

PROFESSIONAL

TASKS

SKILLS Modular Training Curriculum Developers will be able to:

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 use appropriate professional and teaching terminology

participate professionally to knowledge management and transfer of knowledge meeting with other trainers

provide opportunities for training / professional development of staff

situate the own educational contents and integrate them into the offer of the own organization and the structure of the offer concerning adult training

examine accessible test results that are relevant for the own teaching practice

create work documentation and update it systematically

use various information sources and ICT plan own actions and professional development

organize job and workstation, taking into account the rules of ergonomics and current regulations on occupational safety and hygiene and environment protection perform self-assessment

manage people in an effective way adapt to changes initiate the introduction of technical and organizational solutions that improve work conditions and quality

clearly formulate and communicate own expectations

conduct negotiations in an effective way be resistant against stress solve problems and make decisions within own scope of competencies

adhere to the rules of social coexistence and act in ethical way

co-operate and consult the external partners and colleagues within the scope of the project in order to clarify and situate the role of the trainers in training projects for society.

manage economically the budget

1.

Improvement of the techno-didactic workshop and planning own development

other (one can add own proposals) define and assess a training problem

within a geographic area

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LEVEL OF MODULAR TRAINING TRAINER COMPETENCIES

I – Trainer Beginner

II – Trainer specialist

III – Trainer senior

PROFESSIONAL

TASKS

SKILLS Modular Training Curriculum Developers will be able to:

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 identify training needs within an organization

identify individual needs of the students and devising ways to meet the needs

identify and analyse competence standards

identify the target groups for specific training programme

identify the resources available and the constraints for the design and implementation of a training programme

apply basic tools for training needs identification (levels: institution, the unemployed)

2.

Analysis of training

requirements

other (one can add own proposals) explain the concept of modular training approach

apply occupational analysis to modular programmes design

select and adapt modular training methodology for a training programme

design a Module of Employable Skills (ILO-MES approach)

design a Competency-based module (ILO-CBT approach)

define the learning objectives, pre-requisites and contents of a training programme

select methods, media and learning assessment strategies for a face- to- face training programme

select methods, media and learning assessment strategies for a distance learning programme

validate face to face or blended training programme.

3.

Design a modular

training programme

other (one can add own proposals) define the tools for producing multimedia materials and set up the learning context

define the integration of multimedia materials in modular training programmes

design the multimedia training materials and learning context

produce the multimedia training materials

validate the multimedia training materials and the learning context

apply various materials and didactic aids in modular vocational training

4.

Creation, selection and

adaptation training

materials

search, collect, select and adapt printed and non-printed materials for training

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LEVEL OF MODULAR TRAINING TRAINER COMPETENCIES

I – Trainer Beginner

II – Trainer specialist

III – Trainer senior

PROFESSIONAL

TASKS

SKILLS Modular Training Curriculum Developers will be able to:

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 prepare methodical materials for students and trainers

develop learning packages for modular training programme

other (one can add own proposals) co-ordinate procedures and documentation used in the organisation of modular training at the labour market

prepare all the necessary technical and didactic infrastructure for the needs of modular training

select didactic equipment create an adapted educational-learning climate for the students

develop educational/training tools as a team

plan the execution of the training plan the delivery of distance learning facilitate face-to-face and Blended learning

assess the individual achievement of learning skills

coach and train the student during the individual training course

manage and support for trainees improve teaching and managerial staff competencies for the purposes of modular training programme implementation

solve conflict situations without harm to the group and the teaching process

5. Delivery

a modular training

programme

other (one can add own proposals) plan and design research that diagnose training needs

observe training classes carried out with the use of modular teaching programmes and learning packages

identify „strengths and weaknesses” of the modular training organisation

collect feedback from trainees construct assessment tests perform measurements of knowledge and skills covered by training subject

validate the design of a training programme

evaluate the implementation of a training programme

evaluate the results of a training programme within an organization

6. Evaluation a modular

training programme

evaluate the results of a market labour-oriented training programme

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LEVEL OF MODULAR TRAINING TRAINER COMPETENCIES

I – Trainer Beginner

II – Trainer specialist

III – Trainer senior

PROFESSIONAL

TASKS

SKILLS Modular Training Curriculum Developers will be able to:

1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 evaluate the cost of a training programme

write a report on the conducted research

other (one can add own proposals) define personnel and material requirements, necessary to achieve the goals of planned training

create the training schedule according to didactics rules

create a friendly teaching/learning environment for adults

interview candidates and create individual modular vocational training programmes

develop implementation concept, modular training offers and their promotion among the people concerned

stimulate synergism between educational context, work practice and learning environment of the trainees

assure quality of educational service react flexibly to changes in demand for specific forms of training

7.

Preparation modular training offers and their implementation

taking into account the specificity of adult training

other (one can add own proposals) 8.

Other (one can add own

proposals)

other (one can add own proposals)

II. IDENTIFICATION OF PROFESSIONS / WORK STATIONS TO WHICH THE COMPETENCIES OF

MODULAR TRAINING CURRICULUM DEVELOPERS CAN BE USED

Please, indicate on the list by ticking ”X” what professions / workstations in your country are related to the training specialists, when they can be necessary (the nearest future) the competencies within modular training trainer. If proposed names of the professions / workstations are not used in your country, you should tick the column “not identified”. In other cases you should tick the option “often identified” or „seldom identified (not often)”. All choices (it doesn’t concern the option „not identified”) you have to refer to three proposed competence levels of Modular Training Curriculum Developers and to indicate (estimate) which level should be possessed by a person that works in a profession / workstation (Look, the attached example in the table).

You can also add other (beyond attaching list) names of the professions / workstations that are referred to trainers that are identified in your country. In this case you should use the classification / professions list from your country).

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Identified Seldom identified

LEVEL OF MODULAR TRAINING CURRICULUM DEVELOPERS Item

Name of profession/position I –

Beginner II –

Specialist III –

Senior I –

Beginner II –

Specialist III –

Senior

Not identified

1 Lecturer 2 Course lecturer 3 Teacher in VET 4 Teacher – advisor 5 Teacher/Trainer Education 6 Trainer 7 Instructor 8 Course lecturer 9 Teacher/Instructor

10 Teacher/Instructor of practical vocational training

11 Methodology advisor 12 Training specialist 13 Training analyst 14 Training evaluator 15 Training manager 16 Training expert

17 Other (one can add own proposals)

III. RESPONDENT PROFILE

Please, complete this part of the questionnaire with your personal data.

UK PL IT EL HU EE DE SI ES FR 1. Respondent Country

2. SEX Woman Man

3. AGE 18–25 26–40 41 and older

4. EDUCATION LEVEL secondary vocational general secondary tertiary vocational (B.Sc., B.A. degrees) tertiary – Master’s degree other……

3. CURRENTLY HELD POSITION (Please write): Number of years of work experience Number of years in the current position

6. DATA OF THE TRAINING ORGANIZATION Involved in the design and implementation of modular curricula Interested in the design and implementation of modular curricula Not involved in modular education and training Other

7. NUMBER OF PEOPLE WORKING IN THE ORGANIZATION 1-10 persons 11-50 persons 51-250 persons more than 250 persons

Thank you very much for your co-operation and time