STRENGTHENING TRAINING TO EMPLOYMENT PATHWAYS THROUGH COMPETENCE-BASED IT SERVICES

PCI 2014Harokopeion University, Athens Oct. 02-04, 2014

Cleo SgouropoulouKaterina Georgouli

PCI 2014PCI 2014 Harokopeion University, 03-10-14Harokopeion University, 03-10-14

Cleo SgouropoulouAssoc. Prof., Technological Educational Institute of AthensHead of Department of InformaticsScientific Director of Institute for Lifelong EducationProject Leader European Learner Mobility (ELM) Vice-Chair of the European standardization committee CEN/TC 353 “ICT for Learning, Education, and Training”ISO JTC1 SC36 Project Leader “Learner Mobility Achievement Information”Convener TC48-WG3, Hellenic Mirror Committee – ICT for Learning, Education, and Training

About the speaker

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ICT for Learning, Education & Training

Learning, education and training in Europe relies heavily on the growing use of information and communications technologies.

Application sectors involved include: universities, schools and other educational establishments; education and training authorities, policy makers providers of professional and vocational education and

training; employment providers software and system providers that support educational

contexts; publishers and broadcasters of educational content.

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Standards for ICT for LET

The European society, application sectors, markets, national and regional education and training systems are sufficiently mature in the usage of ICT for Learning, Education and Training (LET)

National and European policies and strategies for the promotion and adoption of ICT for interoperable, quality products for LET

Requirement: Development of European and international Standards for ICT for LET

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About standards

an agreed way of doing something design references for products and processes international consensus and instruments provide requirements, specifications, guidelines or

characteristics that can be used consistently to ensure that materials, products, processes and services are fit for their purpose

common specifications and/or procedures that respond to the needs of business and meet consumer expectations.

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Constituents of Educational Practice

Original diagram by C. Duncan

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… within institutions and beyond

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ICT LET Standardisation Priorities

Interoperability and Frameworks Development of European LET vocabularies and frameworks

around which software vendors, tool producers and content authors may work in order to provide a greater level of interoperability and application of tools.

Provision of interoperability specs for the exchange of a range of European curriculum information initially aimed at formal education systems, but also applicable in a wider LLL context.

Development of a practical approach towards interoperability between existing and future repositories for learning whose purpose is the safe storage or delivery, and also administration and configuration management for learning objects.

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ICT LET Standardisation Priorities

Interoperability and Frameworks Integration with systems e.g. knowledge management systems. Sharing of education related data, services, content and

tools achieved through clearer technical agreements between all parties, without losing the value of expression typical of each European community’s language and culture.

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ICT LET Standardisation Priorities

European Policies Development of European standards for the realization,

dissemination, implementation and exploitation of European key strategies such as European mobility and LLL (EU2020 and other communications by the EU)

Development of European data models for the description of skills and competences

Learning and employment opportunity exploration, management of individual learning pathways

Quality Develop frameworks, specifications and guidelines to improve

the quality and transparency of organisations, processes, products and services

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European BodiesNational Bodies

ICT LET Specs and Standards development

Users

R&DR&DWSLT

TC353

De jurestandards

Specifica-tions

De factostandards

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ICT Specs and Standards in Edu Practice

Learning object metadata

Learning object repositories, OERs

Learning design SCORM

Social media

collaborative environments

Transcript recorde-portfolio

LOC definitions

EML

Learning opportunitymetadata

QTI VLEsMOOCs

LOCs for building LET to Employment Pathways

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European Requirements

The EU should become “the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion”.

The achievement of this ambitious goal involves “not only a radical transformation of the European economy, but also a challenging programme for the modernization of social welfare and education systems”.

European Council, Lisbon (Mar. 2000)European Council, Lisbon (Mar. 2000)

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European Requirements

Education and Training at European level involve the development of the European Higher Education Area

(the “Bologna process”) the enhanced European co-operation in Vocational

Education and Training (the “Copenhagen process”) synergies between both processes for the design of

national frameworks of qualifications and an overarching European Qualifications Framework (EQF) for Lifelong Learning, taking into account the work done in the Bologna and Copenhagen context.

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Towards Europe 2020

Key role for Education Training and Youth in Europe 2020 Smart growth: developing an economy based on knowledge

and innovation Sustainable growth: promoting a more efficient, greener and

more competitive economy Inclusive growth: fostering a high-employment economy

delivering social and territorial cohesion

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The role of ET in EU2020

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Youth on the Move

Framework strategy with four action lines: Modern education and training : actions to improve

schools, VET, recognition of non-formal/informal learning etc. Higher education : specific actions to make higher education

more attractive / effective Learning and employment mobility : actions to promote

training & work abroad as a way to gain skills / experience Youth Employment Framework : active labour market

policies and reform of labour market rules

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Agenda for New Skills and Jobs

Actions linked to Education Training and Youth Implementation of ET 2020 (LLL principles, flexible learning

pathways; attractiveness of VET) Ensure that competences are acquired and recognised

throughout all levels and forms of learning Improvement of skills needs forecasting Partnerships and common language between the worlds of

business, employment, education & training

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EU instruments & frameworks

Are bringing in a Are bringing in a stronger European stronger European and international and international dimension to the dimension to the development of development of national ET systems.national ET systems.

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Shift to Learning Outcomes

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Learning based uniquely on input will not respond adequately to future challenges for individuals, society or the economy. The trend is to rely, increasingly, on the identification of learning outcomes. This trend is recognised as critical in many different contexts across education and training systems.

Learning Outcomes vs. Learning Inputs

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EU instruments & frameworks

LabourLabour MarketMarketLabourLabour MarketMarket

EducatioEducationn &&

TrainingTraining

EducatioEducationn &&

TrainingTraining

SystemSystemSystemSystem

IndividuIndividualal

IndividuIndividualal

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Supporting Information Systems

The European instruments and the related support services should rely upon a suitable information system, allowing to link in a coordinated way the completed documents and to make them available to their holders through the Internet

expected to facilitate submission and exchange of information among the interoperating parts, and shall be developed taking into account the opportunity of future developments, with particular reference to the integration of information services on job and learning opportunities

Decision on Europass (Dec.2004)Decision on Europass (Dec.2004)

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The need for technical interoperability

The enhancement of learner mobility and employability is undoubtedly a high priority action item within the European Education Area.

The establishment of EU instruments and frameworks the representation of learning outcomes and related concepts as knowledge, skills, and competences, associated with learner information as well as with LET and employment opportunities provide the common basis for making learning outcome and competence orientation more tangible within the European LET and labour space.

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The need for technical interoperability

Recording and exchange of harmonised semantic and technical descriptions of skills and competence information needs to be efficiently supported by technical interoperability standards.

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Typology of Learning Outcomes

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Training to Employment Pathways

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Contexts of use of LOCs

Educational context: learning outcomes are expressed in curricula, modules, course descriptions, educational standards, qualifications and assessment standards.

Labour context: competences are embedded in occupational standards and profiles, job profiles, job advertisements, performance measurement/appraisal systems, and recruiting systems.

Guidance context: information about learning outcomes is present in educational guidance systems and competences in occupational and job information.

Personal context: people communicate about learning outcomes through curriculum vitae or personal competence profiles.

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Instruments using LOCs

Jobs and functions are described in occupational profiles. Occupational profiles form the basis for the qualification

descriptions. One qualification can correspond to several occupational

profiles. Qualification files describe the knowledge, skills and

competences a person needs to fulfil a job or function. VET is based on the qualification descriptions. Programmes offering qualifications are determined by VET

providers (private and state dependent). Subject matters offered to learners are laid down in curricula.

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Modelling LOCs

a concept of a learning outcome or competence (LOC), taken separately from other ones;

a structure (e.g. document) that contains several LOCs (learning outcomes and/or competences).

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InLOC Information Model

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Use case: ECVET for LLL

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ECVET-STEP objectives

Specification of a common reference framework for the design of Reusable Units of Learning Outcomes (RULOs), covering the perspectives of different stakeholders and different contexts including formal, non-formal, informal VET activities.

Development of online services that will facilitate the ECVET process and the specification of reusable units of learning outcomes, while at the same time will allow for management of ECVET related evidence and re-use by other systems and services.

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Reusable Units of Learning Outcomes

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Concluding Remarks

Strengthening LET to employment pathways is a strategic priority of EU 2020

competence orientation and competence models can be seen as one of the main drivers and facilitators of the new knowledge and information society and technology-enhanced learning as a key instrument with growing impact and usage.

much remains to be done to establish flexible learning pathways, e.g. through better transitions between VET, higher education, and professional learning, opening universities to non-traditional learners, and the validation of non-formal learning.

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Concluding Remarks

The focus on learning outcomes and in particular the development of models and services to be facilitated by will strengthen both the integration and implementation of the European policies on linking LET to employment as well as strengthening mobility and lifelong learning in whole Europe.

csgouro@teiath.gr

Thank you!