Prospects and limits of domain related competence approaches

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1 Prospects and limits of domain related competence approaches Experiences with permeability between VET and HE systems from the Project Vocational Qualification Transfer System (VQTS II) Prof. Dr. Matthias Becker University of Flensburg Auf dem Campus Flensburg DECOWE Conference Ljubljana, 25 rd of September 2009 Structure challenge decontextualized competence descriptions EQF contextualized competence descriptions VQTS training programmes of VET and HE - examples solutions conclusions 2

2 Challenge for competence approaches Common and significant competence descriptions Understandable to create a common reference framework which should serve as a translation device between different qualifications systems and their levels, whether for general and higher education or for vocational education and training. RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL on the establishment of the European Qualifications Framework for lifelong learning. (2008/C 111/01) Decision: context free descriptions common, understandable not significant, not usable and practical 3 Challenge Model for the transfer of vocational qualifications which shall be independent of national VET and HE systems but meaningful for the training institutions and universities as well as the VET and HE systems. different approaches and different VET and HE systems but similar work processes Similarities Coincidences Significant differences a) Identification and recognition b) transparency c) transferability d) accreditation solutions? 4

3 EQF-descriptors 5 EQF-descriptors II 6

4 Competence Matrix Electronics/ Electronics/ElectricalElectrical Engineering Competence areas 5-25 areas Steps of competence development 2-6 steps 7 Example: Competence area 4 Designing, modifying and adapting wirings 4. designing, modifying and adapting wirings and circuit boards for electrical and/or electronic systems including their interfaces He/She can modify, plan and build up simple electrical/electronic circuits according to standards and guidelines (e.g. wiring for rooms, connection diagram of basic motor circuits, simple operational amplifier applications, small programmable control units). He/She can modify, plan and build up standard electrical/electronic appliances according to customer requirements and official regulations (e.g. fire-warning devices, layouts for electrical/electronic wirings with the help of CAD programmes, energy supply in private and business premises). He/She can design, build up and improve electrical/electronic applications and its interfaces together with experts working in interdisciplinary teams according to emc standards and confirming test (e.g. electronic control circuits and equipment, microcontroller applications, PLC and related software). He/She can design, build up and configure devices and facilities, units for process control systems including related programming and considering complex system requirements (e.g. controlled drive systems, process monitoring, automated production line, real time microcontroller applications for car control, GSM data transmission for monitoring and remote control). 8

5 Holistic Qualifications? example Denmark Since 2005 The Danish VET System 2008, p domain: car mechatronic example: : German curriculum for the Kfz-Mechatroniker Overview of learning fields for the regulated occupation of motor vehicle mechatronics technician learning fields hours 1 Maintenance and care of vehicles or systems Disassemble, repair and assemble technical vehicle 80 subassemblies or systems 3 Test and repair electrical and electronic systems 80 4 Test and repair open loop and closed loop control systems 60 5 Test and repair energy supply and starting systems 80 6 Test and repair engine mechanics 60 7 Diagnose and repair engine management systems Conduct service and repair work on exhaust systems 40 Passenger car motor vehicle technology specialist area 9P Maintain power transmission systems 60 10P Maintain chassis and brake systems 80 11P Retrofit and put additional systems into service 60 12P Test and repair networked systems 80 13P Diagnose and repair body work, comfort and safety systems 80 14P Conduct service and repair work for a statutory inspection 60 10

6 Example of a domain related HE curriculum Example of a de-contextualized HE curriculum Elektrische Energiesystemtechnik Fachhochschule Flensburg 12

7 Principles of description!? Context related descriptions VET programmes! HE programmes? All competences are work process competences, identified empirically in the world of work and serve as work related zones of mutual trust (WRZMT) Professional competences related to work processes are formulated Competences which are required in the work context of a certain occupation for the control and execution of core work tasks or problem solving (Performance not only as an option). Core work tasks are comprehensive tasks in a (work)context. 13 Context-related descriptions related to the process of work (core work tasks) in a domain as well as to the competences required to accomplish specific work tasks - actions that can be carried out ( can do, can perform, is able to ) work-related categories as context characteristics: - objects of skilled work; - tools, methods and organisation of skilled work; - requirements for (skilled) work and technology descriptions are complimented by examples of tasks action field installation action field diagnosis action field sector A context 1 context 2 sector B sector Core work task 1 of a occupation What are core work tasks for engineers? Core work task 2 of a occupation context 3 Core work task 3 of a occupation context x domain in a strict sense domain in a broader sense: addition of the context-related action fields Ideally: domain=occupation 14

8 Thesis VET and HE prepare for common work tasks (in overlapping areas) than comparing competences for common work tasks is possible 15 Solutions Researcher/developer Engineers VQTS II Overlapping area of work tasks Technician/ Master Craftsman Metal technology/ Mechanical engineering Skilled Worker Mechatronics Energy generation, - distribution and assignment Automation, robot technology Electrical Engineering (Micro-) electronics Electronics Electrical Electrical Electronic Installations installations Components components Audio - and video Video systems Measuring, steering, control Process regulation Microelectronics Embedded Systems Computer technology, software development, Internet technologies communications engineering Information technology Informatic Semi skilled

9 ISCO Tasks of Electrical Engineers Electrical engineers conduct research and advise on, design, and direct construction of electrical systems, motors and equipment, and advise on and direct their functioning, maintenance and repairs, or study and advise on technological aspects of particular materials, products and processes. Tasks include: (a) advising on and designing systems for electrical power generation, transmission and distribution; (b) advising on and designing systems for electrical motors, electrical traction and other equipment, or electrical domestic appliances; (c) specifying electrical installation and application in industrial and other buildings and objects and if necessary directing some of the work; (d) establishing control standards and procedures to ensure efficient functioning and safety of electrical generating and distribution systems, motors and equipment; (e) locating and correcting malfunctions; (f) organising and directing maintenance and repair of existing electrical systems, motors and equipment; (g) studying and advising on technological aspects of particular materials, products or processes; (h) maintaining technical liaison and consultancy with other relevant specialists; (i) preparing scientific papers and reports; (j) performing related tasks; (k) supervising other workers. Examples of the occupations classified here: Engineer, electrical / Engineer, electrical/electric power generation / Engineer, electrical/electromechanical equipment / Technologist, engineering/electrical Conclusions To clearify: What is the domain of people from HE system (students and university graduates)? What are the core work tasks for the determined group of occupations in the world of work? If it is possible to identify similar work contexts transferable competencies should be identifiable HE curricula should describe those competencies more clear otherwise two different development pathways are necessary for VET and HE 18

10 Markowitsch, J.; Luomi-Messerer, K.; Becker, M.; Spöttl, G.: Putting Dreyfus into action: the European credit transfer system. In: Journal of European Industrial Training. Howard House: Emerald Vol. 32, No. 2/3., 2008, Becker, M.; Luomi-Messerer, K.; Markowitsch, J.; Spöttl, G.: Berufliche Kompetenzen sichtbar machen. Arbeitsprozessbezogene Beschreibung von Kompetenzentwicklungen als Beitrag zur ECVET Problematik. In: Berufsbildung in Wissenschaft und Praxis. Bielefeld: W. Bertelsmann 36. Jg., Heft 3, 2007, S Becker, M.; Spöttl, G.: Transfer von Ausbildungsleistungen in Europa. ECVET-Modelle und Lösungsansätze aus dem Leonardo-Projekt VQTS.. In: Loebe, H.; Severing, E. (Hrsg.): Europäisierung der Ausbildung. Bielefeld: W. Bertelsmann 2006, S Markowitsch, J.; Becker, M.; Spöttl, G.: Zur Problematik eines European Credit Transfer System in Vocational Education and Training (ECVET). In: Grollmann, P.; Rauner, F.; Spöttl, G.; (Hrsg.): Europäisierung Beruflicher Bildung eine Gestaltungsaufgabe. Hamburg: LIT 2006, S Spöttl, G.; Becker, M.: Work Related Zones of Mutual Trust (WRZMT) as a basis for a model for credit transfer in Vocational Education and Training. Flensburg: (online unter Deutsch und Englisch) Thank you for your attention! 19

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