„EQF meets ECVET“ Modularisation and Recognition of basic VET via ECVET & EQF 1.
3 RD WORKSHOP ON TESTING THE EQF Building synergies and common understanding The case of sustainable...
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Transcript of 3 RD WORKSHOP ON TESTING THE EQF Building synergies and common understanding The case of sustainable...
3RD WORKSHOP ON TESTING THE EQFBuilding synergies and common understandingThe case of sustainable professionalization
Cedefop, Thessaloniki, 15-16 December 2010
Fabrizio Lamberti
Agenda
Introduction
Selected experiences: a common thread
Links with sustainable professionalization
The HELEN vision: how to “link” qualification systems
The role of the EQF
From HELEN to SESAMO
The TIPTOE methodology: semantics and EQF in the trade sector
The MATCH project: facilitating social inclusion (job seeking)
Heterogeneity and formalization
Methodologies to define qualifications
From structure to content
Selected experiences: a common thread
- VET PROFESSIONAL Vocational education training to professionals for an European solid space of collaboration and learning (I/05/B/F/PP-154149)
- EASCMF European automotive sector competence meta-framework - A contribution to the support of compatibilty of a sector related qualification framework with national structures and the EQF (2006-4584/001-001)
- HELEN The European learning network (I/04/B/F/NT-154056)
- SESAMO Simulating the implementation and supporting the start-up by exploiting HELEN and BEATRIC semantic models regarding ECVET (LLP-LDV/TOI/2007/IT/188)
- ORSA MINORE Organizzazione delle certificazioni con applicazione di smart card nei mestieri e nelle innovazioni del maRE (I/06/B/F/PP-154178)
- TIPTOE Testing and Implementing EQF- and ECVET-Principles in Trade Organizations and Education (NL/08/LLP-LdV/TOI/123011)
- MATCH Informal and non-formal competences matching device for migrants' employability and active citizenship (510739-LLP-1-2010-1-IT-GRUNDTVIG-GMP)
The starting point
- VET PROFESSIONAL Vocational education training to professionals for an European solid space of collaboration and learning (I/05/B/F/PP-154149)
- EASCMF European automotive sector competence meta-framework - A contribution to the support of compatibilty of a sector related qualification framework with national structures and the EQF (2006-4584/001-001)
- HELEN The European learning network (I/04/B/F/NT-154056)
- SESAMO Simulating the implementation and supporting the start-up by exploiting HELEN and BEATRIC semantic models regarding ECVET (LLP-LDV/TOI/2007/IT/188)
- ORSA MINORE Organizzazione delle certificazioni con applicazione di smart card nei mestieri e nelle innovazioni del maRE (I/06/B/F/PP-154178)
- TIPTOE Testing and Implementing EQF- and ECVET-Principles in Trade Organizations and Education (NL/08/LLP-LdV/TOI/123011)
- MATCH Informal and non-formal competences matching device for migrants' employability and active citizenship (510739-LLP-1-2010-1-IT-GRUNDTVIG-GMP)
Methodologies to define qualifications
Initial experiences built onto the sustainable professionalization approach
- by analyzing national profiles, and
- by using their core elements as building blocks
- reaching an agreement on a methodology
- building “international” profiles or “catalogues” of qualifications, competences
Outcomes
- networks with strong stakeholders involvement
- methodology and results shared among the consortium
- to be regarded as feasible examples to be exploited in other contexts
Problems encountered
- marked differences between countries and sectors
Heterogeneity issues: some examples
Italy- Competences: express the concept “the learner is able to”
- Contents: expressed in terms of “the learner needs to knows how to”, connected to the principles, notions, methods from which the “knows how to” derives
- Descriptors: assessment criteria, based on the concept of “the learner should demonstrate to”, according to a defined level of difficulty
- Fundamental activities, specific activities, indicators, etc.
France- Functions: set of individual/enterprise activities, which concur toward a same goal
- Vocational activities: set of tasks part of a work process
- Vocational tasks: set of elementary operations carried out to come to the prescribed result
- Professionnal skills: describe the actions which are carried out concretely in professional situations
- Savoir faire, savoir associé, compétence professionnelle/terminale, etc.
“Even when the same terms are used (e.g. competence), great differences in meaning and
connotations exist, but often remain under the surface”
Evolution
- VET PROFESSIONAL Vocational education training to professionals for an European solid space of collaboration and learning (I/05/B/F/PP-154149)
- EASCMF European automotive sector competence meta-framework - A contribution to the support of compatibilty of a sector related qualification framework with national structures and the EQF (2006-4584/001-001)
- HELEN The European learning network (I/04/B/F/NT-154056)
- SESAMO Simulating the implementation and supporting the start-up by exploiting HELEN and BEATRIC semantic models regarding ECVET (LLP-LDV/TOI/2007/IT/188)
- ORSA MINORE Organizzazione delle certificazioni con applicazione di smart card nei mestieri e nelle innovazioni del maRE (I/06/B/F/PP-154178)
- TIPTOE Testing and Implementing EQF- and ECVET-Principles in Trade Organizations and Education (NL/08/LLP-LdV/TOI/123011)
- MATCH Informal and non-formal competences matching device for migrants' employability and active citizenship (510739-LLP-1-2010-1-IT-GRUNDTVIG-GMP)
Goals of the HELEN network
Means to promote interaction among standards of competences
Heterogeneity issues addressed from the point of view of semantics
Conceptual maps (models, ontologies)
Support transparency by
- formalizing the structure of national profiles
- establishing links between (pairs of) national profiles (meta-ontology)
Envisaged application scenarios
- supporting mobility through comparability
- creating “common” profiles
The HELEN methodology: formalization
Analysis of national qualification systems, certification modalities and credit recognition systems- regulations, standards, and frameworks at
the national level
Identification of study cases and collection of qualification profiles (country-sector perspective)
Creation of a knowledge base
Construction of the HELEN conceptual maps- Formal/unified/visual modeling language
- Lexicon, shared understanding of the domains under analysis, main concepts/relations used in describing qualifications
- Mutual trust
“focus on the meaning of concepts”
The HELEN methodology: an informal view
IndicatorsIndicators
DescriptorDescriptor
ContentContent
Unit of competence
Competence
Content
Descriptor
Indicators
“is able to”
“needs to know how”
“should demonstrate (to be capable of)”(for each competence several descriptors are identified)
“the indicators are”
Competence
Unit of competence
+
+
HELEN maps (IFTS, Italy)
HELEN maps (DESCO/CPC, France)
The HELEN methodology: the meta-ontology
Definition of linking mechanisms between models
Semantic grids
- conceptual maps compared to each other (in pairs) to reveal correspondences, similarities and differences between the models
Formalization of the linking strategies into ontology-based meta-models
- the HELEN linking ontology (formal linking rules)
Aim
- support mobility and transparency of qualifications by establishing mechanisms for referencing one system to the other at an abstract level, that is, at the model level (i.e. relations between concepts from national-based systems)
- model-level links refined by exploiting indications from study cases (enhanced accuracy, evaluation of national profiles with respect to national definitions)
Validation through study cases (content) and software platform
One-to-one linking rules
One-to-one linking rules
Diplôm
e
Activité
Fonction
Tâche
Com
pétence professionnelle
Com
pétenceterm
inale
Critére
D’évaluation
Savoir faire
Conditions deréalisation
Connaissance
Savoir associé
Figura professionale nazionale
Profilo professionale regionale
Attività
Attività fondamentale
Attività specifica (individuata a livello regionale)
Attività specifica (individuata a livello di progetto)
Unità capitalizzabile
Unità capitalizzabile di base
Unità capitalizzabile trasversale
Unità capitalizzabile tecnico-professionale
Unità capitalizzabile di profilo
Competenza
Contenuto
Descrittore
Indicatore
France
Italy
One-to-one linking rules
“referencing meanings”
Validation of the link
Validation of the link
IndicatorsIndicators
DescriptorDescriptor
ContentContent
Unit of competence
Competence
Content
Descriptor
Indicators
“is able to”
“needs to know how”
“should demonstrate (to be capable of)”(for each competence several descriptors are identified)
“the indicators are”
Competence
Unit of competence
+
+
Back to the heterogeneity issues
Being addressed through
- the creation of national and international professional and educational standards
- the creation of a system for credits transfer
- the development of specific tools in the context of the Europass portfolio (readability and capitalization of learning achievements and working experience)
- the definition of a European framework supporting the comparability of qualifications
Evolution of the methodology
- VET PROFESSIONAL Vocational education training to professionals for an European solid space of collaboration and learning (I/05/B/F/PP-154149)
- EASCMF European automotive sector competence meta-framework - A contribution to the support of compatibilty of a sector related qualification framework with national structures and the EQF (2006-4584/001-001)
- HELEN The European learning network (I/04/B/F/NT-154056)
- SESAMO Simulating the implementation and supporting the start-up by exploiting HELEN and BEATRIC semantic models regarding ECVET (LLP-LDV/TOI/2007/IT/188)
- ORSA MINORE Organizzazione delle certificazioni con applicazione di smart card nei mestieri e nelle innovazioni del maRE (I/06/B/F/PP-154178)
- TIPTOE Testing and Implementing EQF- and ECVET-Principles in Trade Organizations and Education (NL/08/LLP-LdV/TOI/123011)
- MATCH Informal and non-formal competences matching device for migrants' employability and active citizenship (510739-LLP-1-2010-1-IT-GRUNDTVIG-GMP)
The SESAMO “top-down” approach
Qualification
Learning Outcome
KnowledgeKnowledge
Knowledge
FactualTheoretical
SkillSkill
Skill
PracticalCognitive
CompetenceCompetence
Competence
ResponsibilityAuthonomy
Connaissance (notions et concepts)Connaissance (notions et concepts)
Condition de réalisationCondition de réalisation
Savoir faireSavoir faire
Unité constitutive
Compétence terminale
Savoir faire
Condition de réalisation
Connaissance (notions et concepts)
Critère d'évaluationCritère d'évaluation
Critère d'évaluation
Compétence professionnelle
Savoir associéSavoir associé
Savoir associé
Limite de connaissanceLimite de connaissance
Limite de connaissance
IndicatorsIndicators
DescriptorDescriptor
ContentContent
Unit of competence
Competence
Content
Descriptor
Indicators
Competence
Unit of competence
+
+
The SESAMO “top-down” approach
Qualification
Learning outcome
Know
ledge
Know
ledgeT
heoretical
Know
ledgeF
actual
Skill
Skill
Cognitive
Skill
Practical
Com
petence
Com
petenceA
utonomy
Com
petenceR
esponsibility
Figura professionale nazionale
Profilo professionale regionale
Attività
Attività fondamentale
Attività specifica (individuata a livello regionale)
Attività specifica (individuata a livello di progetto)
Unità capitalizzabile
Unità capitalizzabile di base
Unità capitalizzabile trasversale
Unità capitalizzabile tecnico-professionale
Unità capitalizzabile di profilo
Competenza
Contenuto
Descrittore
Indicatore
EQF
Italy
SESAMO: the VETLINKS platform
Learning outcomes
Description approaches- learning outcomes expressed in rather broad or narrow terms
- they may refer directly to the professional context, or to a body of knowledge to be assimilated
- assessment/performance criteria may be defined in some cases, in others statements are too vague to be used for assessment
- in some cases a difference is made between what students should be able to do and what they should know and understand, in others associated knowledge is formulated as a list of items to be addressed in classroom
The kinds of "outcomes" defined varies hugely among countries (even two outcome-oriented curricula may look very different)
There is room for different interpretations concerning the individual categories of learning outcomes
- still a problem of semantics
- from structure to content, as content may- help unveil/undertand the underlying structure
- play, within a structured framework, an effective “harmonization” role
Shift of the focus: from structure to content
Être capable de décrire les produits et
leur specificités
To be able to provide information about the
products
Narr kenmerken van het product
uit te leggen
to provide information about
the product
to describe products specificities
to explain product characteristics
Shift of the focus: from structure to content
- VET PROFESSIONAL Vocational education training to professionals for an European solid space of collaboration and learning (I/05/B/F/PP-154149)
- EASCMF European automotive sector competence meta-framework - A contribution to the support of compatibilty of a sector related qualification framework with national structures and the EQF (2006-4584/001-001)
- HELEN The European learning network (I/04/B/F/NT-154056)
- SESAMO Simulating the implementation and supporting the start-up by exploiting HELEN and BEATRIC semantic models regarding ECVET (LLP-LDV/TOI/2007/IT/188)
- ORSA MINORE Organizzazione delle certificazioni con applicazione di smart card nei mestieri e nelle innovazioni del maRE (I/06/B/F/PP-154178)
- TIPTOE Testing and Implementing EQF- and ECVET-Principles in Trade Organizations and Education (NL/08/LLP-LdV/TOI/123011)
- MATCH Informal and non-formal competences matching device for migrants' employability and active citizenship (510739-LLP-1-2010-1-IT-GRUNDTVIG-GMP)
Goals of TIPTOE
To research the labour market, in order to define existing trade occupations, define learning outcomes (KSC) and link them to the EQF
To develop a map in which trade occupations are linked to EQF
To research the VET-offer for the trade sector (including HE), define learning outcomes (KSC) and link them to the EQF
To develop a map in which trade education programmes or qualifications are linked to EQF
To integrate the two maps in order to make clear the differences between views of the labour market and of the educational field
To use the results of the discussion in order to construct a definitive EU-wide EQF-map of the trade sector, containing both occupations and VET-offer and to develop guidelines for the interpretation and application of EQF- and ECVET-terms and principles
The TIPTOE maps in action
KSC(NL)
Profile(NL)
KSC(FR)
Profile(FR)
KSC(IT)
Profile(IT)
…
common elements,differences
Occupational dimension
KSC(all countries/profiles)
Map/s
KSC(NL)
Profile(NL)
KSC(FR)
Profile(FR)
KSC(IT)
Profile(IT)
…
Educational dimension
EU-EQF profile
Focus on content
The TIPTOE methodology
Starting from the profiles collected during the analysis phases
Construct an ontology in which concepts are represented by keywords, and concepts are linked by is-a relationships, i.e. taxonomy
The taxonomy is made up of three categories of classes
- knowledge
- action verbs
- context
K1
K1,1 K1,2
K1,1,1
K1,1,1,1 K1,1,1,2
K1,2,1
K1,3
K1,3,1
K1,3,1,1
K1,3,1,1 K1,3,1,2
K1,3,2
AV1
AV1,1 AV1,2
AV1,1,1
AV1,1,1,1 AV1,1,1,2
AV1,2,1
AV1,3
AV1,3,1
AV1,3,1,1
AV1,3,1,1 AV1,3,1,2
CX1
CX1,1 CX1,2
CX1,2,1
CX1,3
CX1,3,1
CX1,2,1
Methodology
Each category organizes constituting classes into a tree (why a tree): subsumption, abduction properties
The initial taxonomy is enriched (occupation plus education dimensions)
Selected classes represent the entire domain of analysis (in both the country and profile perspectives)
K1
K1,1 K1,2
K1,1,1
K1,1,1,1 K1,1,1,2
K1,2,1
K1,3
K1,3,1
K1,3,1,1
K1,3,1,1 K1,3,1,2
K1,3,2
AV1
AV1,1 AV1,2
AV1,1,1
AV1,1,1,1 AV1,1,1,2
AV1,2,1
AV1,3
AV1,3,1
AV1,3,1,1
AV1,3,1,1 AV1,3,1,2
CX1
CX1,1 CX1,2
CX1,2,1
CX1,3
CX1,3,1
CX1,2,1
Proposed methodology
K1
K1,1 K1,2
K1,1,1
K1,1,1,1 K1,1,1,2
K1,2,1
K1,3
K1,3,1
K1,3,1,1
K1,3,1,1 K1,3,1,2
K1,3,2
AV1
AV1,1 AV1,2
AV1,1,1
AV1,1,1,1 AV1,1,1,2
AV1,2,1
AV1,3
AV1,3,1
AV1,3,1,1
AV1,3,1,1 AV1,3,1,2
CX1
CX1,1 CX1,2
CX1,2,1
CX1,3
CX1,3,1
CX1,2,1
To describe a knowledge
Just pick one element from the knwoledge tree
K knowledge
Proposed methodology
K1
K1,1 K1,2
K1,1,1
K1,1,1,1 K1,1,1,2
K1,2,1
K1,3
K1,3,1
K1,3,1,1
K1,3,1,1 K1,3,1,2
K1,3,2
AV1
AV1,1 AV1,2
AV1,1,1
AV1,1,1,1 AV1,1,1,2
AV1,2,1
AV1,3
AV1,3,1
AV1,3,1,1
AV1,3,1,1 AV1,3,1,2
CX1
CX1,1 CX1,2
CX1,2,1
CX1,3
CX1,3,1
CX1,2,1
To describe a skill
Pick one element from the action verb tree and “apply” it to one or more elements from the knowledge tree
Ki
skillAVi
Kj
S ≡
Proposed methodology
K1
K1,1 K1,2
K1,1,1
K1,1,1,1 K1,1,1,2
K1,2,1
K1,3
K1,3,1
K1,3,1,1
K1,3,1,1 K1,3,1,2
K1,3,2
AV1
AV1,1 AV1,2
AV1,1,1
AV1,1,1,1 AV1,1,1,2
AV1,2,1
AV1,3
AV1,3,1
AV1,3,1,1
AV1,3,1,1 AV1,3,1,2
CX1
CX1,1 CX1,2
CX1,2,1
CX1,3
CX1,3,1
CX1,2,1
To describe a competence
Select one or more skills (or, equivalently, select an appropriate number of action verbs applied to knowledge elements), and contextualize it/them
Ki
competenceAVi
Kj
Si ≡
CX1
Ci ≡
Describing a profile
K1
K1,1 K1,2
K1,1,1
K1,1,1,1 K1,1,1,2
K1,2,1
K1,3
K1,3,1
K1,3,1,1
K1,3,1,1 K1,3,1,2
K1,3,2
AV1
AV1,1 AV1,2
AV1,1,1
AV1,1,1,1 AV1,1,1,2
AV1,2,1
AV1,3
AV1,3,1
AV1,3,1,1
AV1,3,1,1 AV1,3,1,2
CX1
CX1,1 CX1,2
CX1,2,1
CX1,3
CX1,3,1
CX1,2,1
K1,1,1,1 S1 ≡ AV1 K1
S2 ≡ AV1,1,1 K1,3
S3 ≡ AV1,1,1,2 K1,3,1,2
C1 ≡ AV1,3,1,1
K1,3,1,2
CX1,2,1
Profile description
Collection of taxonomy elements linked by relationships (ontology)
An example from the trade sector
Each country defines the KSCs using different descriptions
Descriptions can be linked to a set of concepts according to their meaning
Être capable de décrire les produits et
leur specificités
To be able to provide information about the
products
Narr kenmerken van het product
uit te leggen
DESCRIBE PRODUCT
PRODUCTSPECIFICITIES
EXPLAIN
PROVIDE INFORMATION
PRODUCTCHARACTER.
An example from the trade sector
PROVIDE INFORMATION
Être capable de décrire les produits et
leur specificités
To be able to provide information about the
products
Narr kenmerken van het product
uit te leggen
DESCRIBE
EXPLAIN
PRODUCT
PRODUCTCHARACTER.
PRODUCTSPECIFICITIES
Exploiting the maps
Visual collaborative reasoning to
- identify common elements (to feed the EQF-EU profile)
- evaluate the “distance” occupation/education (support guidelines)
- overcoming possible ambiguities in the definition of terms
Additional applications (platform)
- Checking for coverage of KSCs among the various profiles
- Comparing profiles, possibly giving a measure of proximity/ordering
- Definition of rules for including KSC elements in the EQF-EU profile (tool supporting mutual trust)
- Referencing profiles to the EQF
Application scenario: EQF level identification
EQF LEVEL
The TIPTOE platform on the Web
http://130.192.16.185:8080/TIPTOE/
Shift of the focus: from structure to content
- VET PROFESSIONAL Vocational education training to professionals for an European solid space of collaboration and learning (I/05/B/F/PP-154149)
- EASCMF European automotive sector competence meta-framework - A contribution to the support of compatibilty of a sector related qualification framework with national structures and the EQF (2006-4584/001-001)
- HELEN The European learning network (I/04/B/F/NT-154056)
- SESAMO Simulating the implementation and supporting the start-up by exploiting HELEN and BEATRIC semantic models regarding ECVET (LLP-LDV/TOI/2007/IT/188)
- ORSA MINORE Organizzazione delle certificazioni con applicazione di smart card nei mestieri e nelle innovazioni del maRE (I/06/B/F/PP-154178)
- TIPTOE Testing and Implementing EQF- and ECVET-Principles in Trade Organizations and Education (NL/08/LLP-LdV/TOI/123011)
- MATCH Informal and non-formal competences matching device for migrants' employability and active citizenship (510739-LLP-1-2010-1-IT-GRUNDTVIG-GMP)
MATCH
The goal of MATCH is to make it possible that (facilitator)
- when an job seeker draws up his/her curriculum (offer)
- this is expressed in a way that is “compliant” to the way companies/employers have expressed their requirements (demand)
- so that the best MATCH between the offer and the demand is automatically found
Matchmaking (facilitator)
- the problem of matching offers and requests, such as supplies and demands in a marketplace, services and customers in a service agency, etc.
To maximize the overlap in matching curricula to labour market demands
- information pieces involved in the overall process have to be expressed by means of a “common language”
- limit ambiguities
- enable for the automatic management of the matchmaking process, an extremely complex and time consuming optimization task
Selected references
GATTESCHI V, LAMBERTI F, SANNA A, DEMARTINI C, A ranking tool exploiting semantic descriptions for the comparison of EQF-based qualifications, Journal of Universal Computer Science, accepted for publication
LAMBERTI F, SANNA A, DEMARTINI C, A relation-based page rank algorithm for semantic web search engines, IEEE Transactions on Knowledge and Data Engineering, pp. 123-136, 2009, Vol. 21:1
DEMARTINI C, BETTIOL S, LAMBERTI F, MALLIA M, SANNA A, The European seaman's smart card: a prototype of a distributed system allowing secure access to a unified representation of maritime records, Proc. 7th International Conference on Telecommunications and Informatics (TELE-INFO'08), Istanbul 27-30 May, 2008, pp. 151-156
GATTESCHI V, LAMBERTI F, SANNA A, DEMARTINI C, A semantic matchmaking system for job recruitment, Proc 10th International Conference on Knowledge Management and Knowledge Technologies (I-KNOW2010), Graz 1-3 September 2010, In stampa
GATTESCHI V, LAMBERTI F, SANNA A, DEMARTINI C, A semantic-based approach for aligning occupational and educational qualifications in the EQF perspective, Proc. IADIS International Conferences Informatics 2010, Wireless Applications and Computing 2010 and Telecommunications, Networks and Systems 2010, Freiburg (Germany) 26-28 July 2010, pp. 3-10
GATTESCHI V, LAMBERTI F, SALASSA F, DEMARTINI C, An automatic tool supporting life-long learning based on a semantic-oriented approach for comparing qualifications, Proc. International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2009), Rome 20-22 November 2009, pp. 354-358
CUBILLOS C, LAMBERTI F., DEMARTINI C, Integration at vocational education and training level through mapped ontologies, Proc. Third International Conference on Convergence and Hybrid Information Technology (ICCIT2008), 2008, pp. 117-122
CUBILLOS C, LAMBERTI F, DEMARTINI C, Integrating European qualification systems with OWL ontologies, Proc. Electronics, Robotics and Automotive Mechanics Conference (CERMA 2007), 2007, pp. 752-757
CUBILLOS C, LAMBERTI F, DEMARTINI C, National qualification systems integration using ontologies, Proc. IFIP International Federation for Information Processing, 2006, pp. 285-289
Conclusion
Methodology based on formalization
Evolution
- supporting comparability by analyzing the structure
- exploiting European harmonization means
- supporting comparability/understanding of
- local approaches
- European tools
- working on content, and
- using a common language for describing it