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Enhancing Skills and Education in the Sport Sector

This group of education and training experts focuses on the European Drivers of the sport and active leisure sector. They discuss the need for a competent workforce, cooperation between education and work, clear career structures, fit-for-purpose qualifications, and opportunities to link sport with education systems and European policies.

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Enhancing Skills and Education in the Sport Sector

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  1. EXPERT GROUP ON EDUCATION AND TRAINING IN SPORT- Group of experts on EQF -Stephen Studd, EOSE PresidentPoznan, 26-27 September 2012

  2. INTRODUCTION • Presenting the context and policy background • Learning Outcomes - main principles • A case study from Golf • Creating synergy between employment and education – The 7 Steps Model (process) • Examples of Learning Outcomes for Golf Pros

  3. EUROPEAN DRIVERS

  4. CONTRIBUTION OF SPORT AND ACTIVE LEISURE SECTOR

  5. MEETING NEW EXPECTATIONSCan we do better? How ready are we? – the Sector needs:  A competent workforce with the right skills (paid/unpaid)  New level of cooperation between the worlds of education & work  Clear career structure and pathways with (new) job opportunities  Fit for purpose qualifications and training that equip people to work in the sector, reflecting labour market needs  Definition of competencies, skills/knowledge needed for those jobs  Opportunity to make sport part of themainstream national education systems and to link with European Policies and Initiatives

  6. POLICY OBJECTIVES MOBILITY OF LABOUR MOBILITY OF LEARNING SUPPORTED BY A PROGRAMME TO ENCOURAGE Transparency Comparability Trust EU TOOLS AND INITIATIVES EQF / ECVET / EQAVET

  7. PRESSURE FOR CHANGE • To move from an input driven system to an outcome based system • What do people know and what can they do as a result of the learning (or practical) experience – not how many years/hours of study • The EQF drives this change. It ascribes levels to learning outcomes • It is a meta-framework, a reference point for all national frameworks created by Nat Qualification Authorities • A double challenge in sport – many sport qualifications sit outside their national qualification frameworks

  8. Definition of Learning Outcomes: “a statement of what a learner knows, understands and is able to do at the end of a learning process” (CEDEFOP, 2010) Written in a standard format: “By the end of the module, the student will be able to....” A learning outcome includes 3 key aspects:  An active verb (e.g. explain; discuss)  An object of the verb – i.e. what the student is learning (e.g. theory; policy; practice)  A context in which the assessment will sit (e.g. in a practical situation; in the operation of equipment) LEARNING OUTCOMES

  9. LEARNING OUTCOMES Learning Outcomes define:

  10. LEARNING OUTCOMES EXPECTED IMPACTS OF USING LEARNING OUTCOMES: • Support a better match between the needs of the labour market (for knowledge, skills and competences) and education and training provision • Facilitate the validation of non-formal and informal learning • Facilitate the transfer and use of qualifications across different countries and education and training systems. • Recognise that Europe’s education systems are so diverse that comparisons based on inputs, say length of study, are impracticable.

  11. GOLF STAND PROJECT • Leonardo da Vinci project (10/2010 – 09/2012) • Leaders: PGA EU / EOSE / SkillsActive UK • Partnership: 16 partners from 10 countries (national PGAs, Greenkeepers, Golf Clubs Owners and Managers, NQAs, Education providers) • MAIN OBJECTIVE: to produce a range of European occupational standards aiming at defining the competences, skills and knowledge needed for those working in the sector as golf professionals. • Final outcomes: www.golf-stand.eu (Nov. 2012)

  12. CASE STUDY: GOLF The Challenge: • Are training programmes and qualifications which exist in Golf understood by employers and golfers? Do they truly meet the needs of the diverse markets across the EU? • Existing programmes vary between countries • Need for parity in the level of qualification, training and input across the programmes • Need support to further develop/amend existing programmes to the appropriate level • Need for an appropriate and common structure, content and assessment framework • Do we have the training to support the development and growth of the game

  13. RATIONALE IN GOLF Project Objectives of the Partners: • To re-evaluate existing provision against needs • To enhance the recognition of competences and qualifications in golf by embracing an EU-wide competence-based, learning output framework – based on standards developed and promoted by the PGAs of Europe • Promote transparent/flexible education and training system with clear pathways across golf and across Europe • Ensure the development of a competent workforce with the right skills and in line with the expectation of the labour market • Facilitate the movement between education and employment • Develop mobility, transparency and mutual trust of qualifications

  14. THE PROCESS IMPLEMENTED THE 7 STEPS MODEL OR THE LIFELONG LEARNING STRATEGY FOR THE SPORT AND ACTIVE LEISURE SECTOR = A strategy for developing the sector and for developing an education system linked to the labour market A flexible strategy: ✔Can be applied to a sub-sector, sport or an occupation at the European or national level ✔Can implement all of the 7 steps or focus on some of them ✔Implemented in a way that suits each country or sub-sector ✔Can be used to develop new programmes or to test what exists

  15. THE APPROACH: USING THE 7 STEPS MODEL

  16. DEVELOPING SYNERGY EMPLOYMENT & EDUCATION Course Content DIALOGUE Programme structure THE NEED THE RESPONSE www.vsportplus.eu

  17. Presenting the Golf sector Participants and clients Organisational structure Main occupational areas Participant development Golf facilities operations Golf supplies Golf events OCCUPATIONAL MAP (Step 2)

  18. 8 occupations identified: Main tasks / responsibilities / Skills required / Knowledge required / Attitude requirements / Qualification / Experience/ CPD and career pathway Assorted other jobs related to the Golf industry OCCUPATIONAL DESCRIPTORS (Step 3)

  19. FUNCTIONAL MAP (Step 4)

  20. Occupational Standards are structured under the Key Areas from the Functional Map Standards describe the standards of performance that golf professionals are expected to achieve in their work Standards describe the knowledge and skills they need to perform effectively. Standards are concerned with what people can do (competence), not just what they know. OCCUPATIONAL STANDARDS (Step 5)

  21. PURPOSE: Golf employers can use standards to: Describe the skills needed in their workforce Assess the skills their workforce currently has Set objectives for performance and appraisal Develop training and recruitment plans to fill any identified gaps Develop job descriptions identifying key skills for a particular job Develop job advertisements Develop induction programmes OCCUPATIONAL STANDARDS (Step 5)

  22. Golf: From the Occupational Standards, Learning Outcomes were developed to highlight the skills and knowledge required but also include the teaching, learning and assessment strategies. The development of learning outcomes are linked to the Level (e.g. within the EQF or National Qualifications Framework) at which the module is pitched LEARNING OUTCOMES (Step 6)

  23. ACTIVE VERBS FOR LEVEL 4

  24. “Introduction to Golf Coaching & Performance”

  25. “Applied Golf Coaching”

  26. DEVELOPING SYNERGY EMPLOYMENT & EDUCATION Course Content DIALOGUE Programme structure THE NEED THE RESPONSE www.vsportplus.eu

  27. EOSE SECRETARIAT1, Grande rue des Feuillants69001 LyonFranceMail: eosesec@eose.org / Tel.: +33 (0) 437 431 939 Web: www.eose.org

  28. GENERAL SITUATION IN EUROPE Too many young people leave education/training without qualifications Qualifications often fail to match labour market needs Raising Europe’s employment rate – more and better jobs matching labour market Manage change through investment in skills and training Modernising labour markets High levels of employment, productivity and social cohesion

  29. REALITIES OF THE SECTOR • The economic and employment potential of the sector is often underestimated or not recognised • Employers are seeking well trained employees matching their requirements / expectations • Existing courses and qualifications not enough regarded as relevant by employers and federations • Gap between competences required by employers and Learning Outcomes acquired by employees • VET is very limited in the sector in many countries and not coordinated at the European level

  30. REALITIES OF THE SECTOR • Talent is wasted: there is no clear career structure and graduates cannot find employment in sport • Sport is fragmented (by sports, by sub-sectors e.g. commercial / volunteer / public) • Poor communication and co-operation between different stakeholders • Sport training (in most states) sits outside the national qualification structure for most countries

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