Occupational Standards and Skill Needs Analysis in Educational Environment

1. Occupational Standards and Skill Needs Analysis in Educational Environment By Dorothee De Wilde & Koos De Vos

2. 1.Why renewing education? Society and Labour Market: Faster and faster outdating of knowledge, Information Overkill Need of: Employability Life Long Learning This means: More need of some kind of Meta knowledge: skills to Learn new topics yourself Gather, select, and integrate the right information To apply new knowledge items yourself in working situations

3. 2.Way to Competence Based Education From Examination terms: very detailed descriptions based on the occupation To Occupational standards: overall descriptions in terms of competences: based on the involvement of the professional worker. Requires a whole new vision on education

4. 3.Competences? The skills to act appropriate in working situations in a process and goal oriented manner or the capacity and the will/mind of the professional worker, expressed in a coherent frame of required knowledge, skills and attitudes, Four variants: Specific professional skills Organisational skills Social Communicative skills The �Learn your self� skills

5. 4.Benefits Vocational Practice or �The working floor� is starting point for learning. Theory and practical experience will be offered fully integrated and the pupils/students are steering their own learning process The pupils/students develop the competences needed to have a good start position in Labour Market and society , and to be responsive professional workers with enough growing potential Teachers are pushed to stay involved with Labour Market Development and the every day needs on the working flour

6. 5. Differences and changes I

7. 6.Differences and changes II

8. 7.Differences and changes III

9. 8.Steps towards Competence Based Education Skill Need Analysis (Job Description) Occupational Standards (Core Tasks, Core Dilemmas, Occupational Competences with success criteria) 3. Qualification Structure in terms of Qualification Profiles 4. Educational Curricula

10. 9. Occupational Standard

11. 10.You see more benefits: Transparency: capable to transfer and to share parts of knowledge and to exchange curricula within and between branches Controllable in terms of quality management Reduction by clustering and exchange of the amount of examination terms A framework for QP, curricula and examination programs Gives possibilities to anticipate on talent and qualities of the pupils A communication instrument for branches and education

12. 11.What is a Qualification Profile based on a new vision on education: they describe the tasks and dilemma�s on the working flour, the combination of what someone should have mastery off , should train and excersize at school and in the vocational practice. durable and flexible to come up to the diversity of vocational practice and the recognizability of Business Community exist of three parts: core, different outflux and a free space make wide ranged and specialistic education possible

13. 12. From OS to QP To translate a OS into an QP you look at the overlap with several OS: When there is few or no overlap with other OS there is a one to one translation When there is overlap between several OS, they will be combined in one QP Results in the Netherlands: The one to one situation disappears: out of one QP are several training programs are possible The total qualification structure existed of 900 qualifications. Now this is about 260� There will be one Qualification Structure with as less overlap as possible between qualifications

14. 13. To an Occupational StandardFORMAT General information Job description Define Core Tasks Define Core Dilemma�s Competence Matrix Define Occupational Competences Define succes criteria

15. 14. Format OS Occupational Competences with succes criteria

16. 15. Format OS general information

17. 16. Format OS Job description

18. 17. Format OS Trends and Innovation

19. 18. Format OS Core Tasks

20. 19. Format OS Core Task 1

21. 20. Format OS Core Dilemmas

22. 21. Protocol SNA & OS Describes: What information is to be collected How is this information collected Is: Quality control procedure Should be: Compulsory for every sector

23. 22. What information Labour Market in the sector The name of the profession considered Description of the profession Core-Tasks Core-Dilemma�s Professional competences with criteria for success

24. 23. Protocol Procedure Prepare descriptionOcc. ST.

25. 24. How 1 Use a large enough research space; look for Responsive professionalism Dynamics of change Branch / sector intersecting changes Look at career research (to find related professions) Products and Services What are these exactly Who are customers Which demands for these products and services Statistics What types of organisations, How are they located geographically Are there any branch-organisations Developments in terms of employability Are there any interesting market sections

26. 25. How 2 Use standard format Interviews by �experts� per sector Interviewee�s should be people who really love their jobs Use a nationally adopted legitimacy procedure Organise the work in so called knowledge teams per sector Organise validation conferences Look after chain approach; first things first Take in account that the educational sector comes next and must be able to implement the results

27. 26. Knowledge Centers per sector Specific knowledge of branche and vocational education Specific knowledge of Skill Needs Analysis Specific know how of protocol, formats and descriptions of Occupational Standards E.g. Job descriptions in stead of detailed working procedures Guardians of the Occupational Standards Structure in their sector Negotiating partner with Government and Branche Keep the system of Occupational Standards alive

28. 27. Tasks KC�s in detail Organizing the dialogue between branche and vocational education sector Promotion of the education in its KC-sector Taking care of the gathering of learning on the job companies Creation of optimal conditions for employees of the KC Developement and maintanance of Occupational Standards within the sector Developement and maintenance of practice relevant exams Labour market Studies for the sector Supporting other organisations to professionalize future workers in the sector Developement of innovative educational products for the sector

29. 28. Knowledge Centers can make A Living System Tasks Actual Description of Occupational Standards Skill Needs Analyzing techniques Visit and talks with companies Visit and talks with schools Branch visits School organisation visits Meetings with Professionals and other Individuals To get an idea of the workload 1 FTE for maintaining 3 to 4 Occupational Standards (Example KC Commerce: 5 fte for maintaining 17 Occupational Standards) Otherwise: it will only be a paper oriented circus

30. 29. On top : One Central Steering Organisation Is the Holding for all the Knowledge Centers Maintains one central data base with all descriptions of Occupational Standards Same Competences for several sectors only described once per level (e.g. Competence of �negotiation skills�) Partner for contact with government (ministries) Central point for policy developing with respect to Skill Needs Analysis and Occupational Standards Prescribes protocol and description-format (e.g. Initiative is here to cluster 900 job descriptions into 260 occupational standards in 4 educational levels (Assistant, Basic, Advanced. Master) =average of 65 Occ. Standards per level)

31. 30. Activities Complexity Context

32. 31. Activities Skills

33. 32. Levels in competences