Malaysia The CEDEFOP Learning Outcomes study Tom Leney and Jean Gordon [email protected]...
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Transcript of Malaysia The CEDEFOP Learning Outcomes study Tom Leney and Jean Gordon [email protected]...
Malaysia
The CEDEFOPLearning Outcomes study
Tom Leney and Jean Gordon
[email protected]@dauphine.fr
CEDEFOPOctober 2007
MalaysiaCEDEFOPOctober 2007
Overview of the study:aims, methods, coverage
Malaysia
Aim: Comprehensive focus on learning outcomes
• Conceptualisation, development and use across the different subsystems and phases of education and training
• Informal and non-formal as well as formal learning
• Lifelong learning, qualifications, curriculum and assessment
• Qualification frameworks
CEDEFOPOctober 2007
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Themes for investigation
• Conceptual clarification
• Learning outcomes as an aspect of policy reform
• Learning outcomes impacting on practical reform at the levels of institutions and learners
CEDEFOPOctober 2007
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Methods used
Conceptualisations - a literature review
Coverage of 32 countries:• ‘fiche methodology’ • enquiries through EURYDICE and ReferNet• other research: NQFs, ECOTEC’s draft country
reports
Validation (under way) with country experts. And, the conference.
CEDEFOPOctober 2007
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Outline of the report
Part 1 Introduction and backgroundOverview, methods used, concepts of learning outcomes
Part 2 Descriptive analysisLOs at systemic level
LOs and qualifications
LOs and curriculum and assessment
LOs and recognition/validation
Part 3 The analytical partHere, the conference is formative
CEDEFOPOctober 2007
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Reflections and conclusions
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Concepts of learning outcomes
• How are learning outcomes, levels and descriptors developed?
• Evolving plurality: • sub-sectors• geographical
• Evolving purposes – from employability to competences for the 21st century
CEDEFOPOctober 2007
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Pluralities and purposes
• ‘preparing students for life as active citizens in a democratic society; preparing students for their future careers and enabling their personal development; creating and maintaining a broad, advanced knowledge base; and stimulating research and innovation.’
Bologna Process – London communiqué
• Or, Repairing a fault in the machine
CEDEFOPOctober 2007
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Derivation of learning outcomes
Type 1: Learning outcomes based on a theoretical or research formulation
Type 2: Learning outcomes based on negotiation between stakeholders
Type 3: Learning outcomes borrowed/adapted from elsewhere
CEDEFOPOctober 2007
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Learning outcomes according to their function
Learning outcomes• as reference level descriptors• as a vehicle for quality assurance• as a tool for relating theoretical and practical learning• to link learners’ cognitive, skill and affective learning• in the formulation of lifelong learning policies • as a lever for reform or modernisation• for legibility or transparency of learning
CEDEFOPOctober 2007
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Learning outcomes according to their function (cont’d)
• Can concepts of learning outcomes bridge the gap between theoretical and practical learning?
• Can the same set of learning outcomes operate in general, vocational and higher education, or does the learning context make this difficult or impracticable?
• Are the learning outcomes that a school or work organisation develops the same as those needed to evaluate the performance of a system?
CEDEFOPOctober 2007
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Learning outcomes at the systemic level
• How far have the European countries shifted towards using learning outcomes at systemic level?
• Specifically, for developing lifelong learning policies?
• Do we observe a unified approach to learning outcomes in countries’ general education and VET systems?
• How do approaches to learning outcomes in higher education fit into the picture?
CEDEFOPOctober 2007
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LOs in general, vocational and HE qualifications
Vocational qualifications• Learning outcomes being referenced to a functional or
research-based analysis of labour market • Categorisation of knowledge, skills, etc., paying differing
attention to technical and softer skills.
General education qualifications• Subject-based knowledge and subject-related skills have
a traditional and durable influence.
Higher education qualifications• The innovative use of learning outcomes is a slow-
burning fuse.
CEDEFOPOctober 2007
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LOs in curricula and assessment
Approach 1:Narrow targets circumscribed by the subjects in the curriculum
Approach 2:Core curriculum in which learning outcomes have a prominent position
Approach 3: Holistic concepts of the learning outcomes, which curriculum and assessment should follow
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LOs in curricula and assessment - examples
Approach 2A core curriculum in Finland. The socle commun in France. Bildungsstandard in Germany. The national minimum curriculum in Malta
Approach 3In Sweden, steering through learning outcomes goals - goals to be attained’ and ‘goals to strive towards’. In Denmark, 2003 Better Education Plan - a personal education plan for each student. UK (E/NI), ‘the aims, objectives, learning outcomes come before the specification of the curriculum
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Identifying LOs in recognition/validation
• Able to draw on ECOTEC’s work.
• Is recognition high priority in national systems? In some: yes. In others: no
• Concerning learning outcomes, Ireland and France are interesting
• Ireland: Emphasis on LOs, enabling mechanism
• France: Emphasis on the jury methodology; LOs may be implicit.
CEDEFOPOctober 2007
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Four Issues, and questions for you
CEDEFOPOctober 2007
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Issue 1 Learning outcomes and the lifelong learning agenda
• Lack of connectedness of education systems in implementing a lifelong learning agenda?
• Are the same types of learning outcomes suited to all types of learning?
• Achieving the balance:Learning outcomes-led education and training, knowledge-based and subject inputs, high quality teaching and assessment methods.
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Issue 2 shifting from a specific focus on VET?
General education LOs: reflection of national systems/approaches & focus on “21st century” key competences?
• The most input-driven sub-sector appears to be upper secondary general education!
• Do we expect “knock-on” effects in school education of developing learning outcomes in higher education?
CEDEFOPOctober 2007
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Issue 3 NQFs - one ‘picture’ of development, or several?
• EQF as a meta-framework has developed rapidly through the ‘OMC’ approach to E&T
• NQFs are a relatively new policy device, tried out in several countries globally, but not so many!
• Learn the lessons of experience:• Scotland• South Africa
• Take care! Take time!
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Issue 4 New research into learning/outcomes
• Brain research and learning sciences• Plasticity of the brain – “learning really is a lifelong
activity” • Holistic approaches recognising the
• interdependence of physical/intellectual well-being • interplay of the emotional and the cognitive facilitating
the learning process• Managing one’s emotions - a key skill for an effective
learner
Implications for policy, pedagogy, etc?
CEDEFOPOctober 2007
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Issues for a future agenda
• The personalisation agenda: implications for learning and teaching?
• Focus of teacher training – is it following the trend towards learning outcomes?
• School leadership/management training – implications for organisation (and resouces).
• Assessment – more inderstanding is needed.
• Bridging gap in research between different approches and sub-sectors.
• Other?
CEDEFOPOctober 2007
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Asking for your help in Thessaloniki
What have we misunderstood?
Where are the gaps in our analysis?
In your view, what conclusions should we be reaching?
Can you provide powerful examples?
CEDEFOPOctober 2007