Possibilities for enhancing permeability from VET to HE by using the VQTS model

1. Possibilities for enhancing permeability from VET to HE by using the VQTS model Karin Luomi-Messerer 3s research laboratory www.3s.co.at ECER 2008, Göteborg 10-12 September 2008 Symposium ‘Innovative Instruments for the Accreditation of Vocational Learning’

2. Accreditation of vocational learning outcomes in HE in AT - examples a) access to courses of study at universities of applied sciences (Fachhochschule) without a Matura (upper secondary school leaving exam) but with relevant professional experiences b) individual exemption of single courses or semesters based on certificates from other study courses or on non-formal and informal learning c) generalised (blanket) exemption of semesters for graduates of certain VET colleges 3s research laboratory, www.3s.co.at

3. VQTS model LdV Project Vocational Qualification Transfer System VQTS I: 2003-2006; VQTS II 2008-2010 Learning outcomes approach ___Based on the description of work-related competences ___Competence development model ___Enhances transparency, facilitates comparison of qualifications/programmes (identification of differences and similarities) Core elements / instruments ___Competence Matrix– displays competences structurally in a table ___Competence Profiles – are formed from individual parts of this Competence Matrix 3s research laboratory, www.3s.co.at

4. Competence Matrix „Mechatronics“ Competence areas 5-25 areas Related to core work tasks in a certain occupational field Steps of competence development 2-6 steps Acquisition of competences - from beginner level to “skilled worker” level 3s research laboratory, www.3s.co.at

5. Competence areas One competence area comprises various forms of competences necessary for completing core work tasks in an occupational field – e.g.: ___Maintaining and assuring the reliability of mechatronic systems; ___Installing and dismantling mechatronic systems and facilities; ___Installing and adjusting mechatronic components in systems and production lines; ___Designing, adapting, and building mechatronic systems and facilities on the basis of client needs and site plans; ___Putting mechatronic systems into operation and providing clients with technical and economic support; ___Supervising and evaluating both the process sequences of mechatronic systems and facilities and the operational sequence (including quality assurance), etc. 3s research laboratory, www.3s.co.at

6. Steps of competence development (1) Example: ‘Installing and dismantling mechatronic systems and facilities’ Step 1: He/She can use written instructions to install and dismantle individual components (sensors, actuators, drives, motors, transport systems, racks) that form a functional group of mechatronic systems. Step 2: He/She can master the installation and dismantling of mechatronic systems that use several technologies (mechanics, hydraulics, pneumatics, electrical-mechanics, electronics), set up the connexion technology, and check the efficiency of the overall system. Step 3: He/She can provide independent mechatronic solutions for the construction of production lines, assure their overall ability to function, and, in addition, can use both existing and modified standard components. 3s research laboratory, www.3s.co.at

7. Steps of competence development(2) Context-related descriptions ___related to the process of work (core work tasks) ___work-related categories: objects of skilled work;tools, methods and organisation of skilled work;requirements for (skilled) work and technology ___descriptions are complimented by examples Dimensions ___to enable the differentiation between steps ___examples: – e.g. increasing ability toperform independent work tasksdeal with complex situationsdeal with quality standard demandsdeal with dynamic situations… 3s research laboratory, www.3s.co.at

8. Competence Profiles „Organisational profile“ → competences relevant for a certain training programme or qualification „Individual profile“ → competences acquired by a person in training 3s Research Laboratory, www.3s.co.at

9. The VQTS model can be used for ___the transfer of vocational competences acquired abroad ___the transfer of competences acquired within the official VET system or through non-formal or informal learning ___the development of qualifications ___composing job profiles and human resources planning ___enhancing the visibility of differences in qualifications, therefore for use in the development of the EQF AND… for enhancing permeability between VET and HE (VQTS II) 3s research laboratory, www.3s.co.at

10. VQTS model on the interface between VET and HE ___Competence Matrix with a broader scope ___for making visible the overlapping areas of the competence profiles of VET and HE qualifications ___‘key-lock-principle’: to make VET and HE programmes more adaptable Partnerships between VET and HE providers – e.g. ___joint definition of Competence Profiles for the admission into training programmes/courses at HE, ___tuning or adapting training programmes/curricula in VET and HE to be more compatible, ___coming to an agreement about the possibility of giving credits for already acquired learning outcomes that will count towards an HE award. 3s research laboratory, www.3s.co.at

11. Further Information VQTS project website: www.VocationalQualification.net Contact: Karin Luomi-Messerer – luomi-messerer@3s.co.at 3s research laboratory, www.3s.co.at