Presentation on theme: "OPIR - Outils Pratiques Interrégionaux pour le développement d’ECVET Project experimentation and development of the European Credit in Vocational Education."— Presentation transcript:
OPIR - Outils Pratiques Interrégionaux pour le développement d’ECVET Project experimentation and development of the European Credit in Vocational Education and Training (ECVET)
Présentation du projet OPIR - AEF - Bruxelles 2 Interregional collaboration – part of the Consortium’s work of FREREF Duration 24 months 9 partners, 5 countries of the EU, a silent partner (Romandie) Project Governance : Department of the French Community of Belgium (CCG)
Présentation du projet OPIR - AEF - Bruxelles 3 The Belgian partners : Le Centre de coordination et de gestion (CCG) Experts from CEF – SFMQ – IFAPME Schools of secondary education qualifying Opening a belgian partnership The Foreign partners : FR Conseil Régional Rhône Alpes FR Rectorat de l’académie de Grenoble ES Generalitat de Catalunya – Departement d’Educacio RO Centrul National de Dezvoltare a Invatamantului Profesional si Tehnic ES Consejería de Educación de la Junta de Andalucía, Dirección General de Formación Profesional y Educación Permanente ES Consejera de Empleo, servicio Andaluz de empleo. Dirección general de formación para el empleo BE Fondation des Régions Européennes pour la Recherche en Education et en Formation IT CEFASS - Centro Europeo di Formazione per Affari Sociali e Sanità pubblica CH Conférence intercantonale de l'instruction publique de la Suisse romande et du Tessin (CIIP) OPIR Consortium in détail
Présentation du projet OPIR - AEF - Bruxelles 4 Project Goals Development of regional and international mobility Creation of a common language (learning outcomes units, recognition devices, transfer and accumulation of credit units) Development of tools ECVET Definition parameters of mutual trust (Memorandum of Understanding, Learning Agreement, Evaluation Standards, Quality Assurance)
Présentation du projet OPIR - AEF - Bruxelles 5 Trades Choice of two courses : Automation Hairstylism Criteria : Transnational aspects Flexibility and transfer developed devices
Présentation du projet OPIR - AEF - Bruxelles 6 Work Hypothesis 1 : comparison of qualifications and learning outcomes is useless For the two trades, hairstylism and automation, we have very different qualifications and learning outcomes EQF Level Average age of learners Course organisation Hairstylism 2? – 3 – 4 – 5?13 ↔16 ans Full tuition – Alternate schooling Automation3 – 4 – 5?13 ↔18 ans Full tuition – Alternate schooling
Présentation du projet OPIR - AEF - Bruxelles 7 Impossible to do the job in 2 years The goal is not to create a common qualification How to combine ECVET with the diversity of VET systems? Trade profile Training profile Evaluation profile Work Hypothesis 2 : one can not copy a traditional process of designing a qualification and a training programme Certification units Intervention of social partners in different countries and competent authorities Harmonization?
Présentation du projet OPIR - AEF - Bruxelles 8 Work Hypothesis 3 : one can build common units without going through a detailed study of partners certification B. Show the key activities common to the profession D. Build common units C. Determine a field of shared references and translate them into learning outcomes F. Learning paths E. Identify common standards for evaluation A. Define a methodology for wrinting learning outcomes
Présentation du projet OPIR - AEF - Bruxelles 9 B. Show the key activities common to the profession Key activities SP ASP CBEITROFRCH 1 Plan and organize the production. 2 Prepare machines and systems. 3 Ensure the projection of the product (planning). 4 Ensure the preparation of production (inventory data, configuration, testing and setting). 5 Ensure the quality of production. 6 Participate in quality improvement. 8 Implement the legislation in terms of health and safety. 9 Read and interpret technical documents (plans, standards, records...). 10 Using CAD software (CAD) for drawing.
Présentation du projet OPIR - AEF - Bruxelles 10 C. Translate the key activities into learning outcomes KnowledgeSkillsAbilities C.1.S.1. The properties of hair (tensile strength, elasticity, porosity, water reaction, electrical properties...). C.1.S.2. The types of hair in relation to morphology and types of hair. C.1.S.3. The shaping techniques: smooth, curl, twist, brushing and wave. C.1.A.1 Identify the properties of hair. C.1.A.2. Propose a shaping suited to the customer. C.1.A.3. Choose the technique of shaping according to the hairstyle expected. C.1. Advise the client to establish responsibly and independently with him the suited hairstyle. C.2.S.1. The criteria for client installation (adapted and comfortable). C.2.S.2. Protective equipment (apron, mantle...). C.2.A.1. Install the client. C.2.A.2. Select protective equipment for the customer. C.2.A.3. Place the protective equipment for the customer. C.2. Properly prepare the client to achieve the shaping, taking into account all safety measures, hygiene and protection.
Présentation du projet OPIR - AEF - Bruxelles 11 E. Identify common standards for evaluation SkillsCriteriaIndicators Weighting YesNo Advising a client known or unknown to draw with it responsibly and autonomously, hairdressing adapted taking into account the wishes and characteristics 1. Suitable choice of hairstyle to make 1. Operations to identify the characteristics of hair are made 10/ The questions allow to understand the desires and tastes of the client The proposals take into account the needs and characteristics of the client 40 Determine, from a choice of hairstyle agreed independently, techniques for its realization 2. Appropriate choice of techniques depending on the chosen hairstyle 1. The choice of techniques to be used corresponds to the characteristics of hair identified 10/ The choice of technique must yield the expected result 50
Présentation du projet OPIR - AEF - Bruxelles 12 Work programme for OPIR Project Durée Mar 09Jul 09Mar 10Nov 10Feb 11 Preliminary round 6 Phase A 4 Phase B 10 Phase C 10 Phase D 3 Coordination 24 Communication 18 Operation 10 Quality 18
Présentation du projet OPIR - AEF - Bruxelles 13 Work programme for OPIR Project Partenaires principauxDébutFin Preliminary Phase BESep 2008Feb 2009 Phase A BE, Generalitat de CatalunyaMar 2009Jun 2009 Phase B BE, C. R. Rhône Alpes, R. Grenoble, CEJA, SAE Jul 2009Apr 2010 Phase C BE, CNDIPTMar 2010Dec 2010 Phase D BE, CEFASSDec 2010Feb 2011 Coordination BEMar 2009Feb 2011 Communication FREREFSep 2009Feb 2011 Operating results C. R. Rhône-AlpesMay 2010Feb 2011 Quality Generalitat de CatalunyaAug 2009Jan 2011
Présentation du projet OPIR - AEF - Bruxelles 14 Phase A a) Comparison of qualifications for a common understanding b) Translation methodology in learning outcomes a) Finalizing preparations b) Aggregation rules of learning units c) Choice of common units d) Procedures for allocating credit points to units Preparation Phase A Sep 08-Feb 09 Mar 09-Jun 09
Présentation du projet OPIR - AEF - Bruxelles 15 Phase B a.Model Agreement on Partnership and Learning Agreement b.Definition of evaluation standards c.Regional arrangements for implementing ECVET d.Platform of common units to the network of partners July 09-April 10
Présentation du projet OPIR - AEF - Bruxelles 16 Phases C and D Phase C Mar 10 - Dec 10 a.Organization of learning pathways with integration of common units b.Test device: Mobility of learners (in progress) Phase D Dec 10 - Feb 11 a.Harvest results (tools, devices, data, etc.) b.Brussels Conference / Dissemination and exploitation of results
Présentation du projet OPIR - AEF - Bruxelles 17 Products Instruction Manuals Show certifications form of learning Finalization (1st & 2nd december 09) Design units of learning Surveys Certifications in the network (hairstylism-automation) Finalization (1st & 2nd december 09) Learning path Mobility of students preparing for October / November 2010 Learning units with standard assessment Presentation of a professional activity in key learning outcomes - Development of criteria and indicators for evaluating - Organization of qualifications in units and points Finalization (1st and 2nd December 09) Models Memorandum of Understanding First debate (1st & 2nd december 09) Learning Agreement First debate (1st & 2nd december 09) Website Reports (quality and final)
Présentation du projet OPIR - AEF - Bruxelles 18 The Memorandum of Understanding that aims to: provide a general framework for cooperation and networking between partners, creating a climate of mutual trust, help partners to develop specific modalities for the transfer of credits for learners. The Learning Agreement which : determines the practical conditions for the mobility of a particular learner The individual record of results that can : formalize the achievements of the learner. Document templates :
Présentation du projet OPIR - AEF - Bruxelles 19 System A System B Memorandum of Understanding (2 partners, 2 systems) Learning Agreement (3 partners: 2 schools and the young)
Présentation du projet OPIR - AEF - Bruxelles 20 Personal transcript Receiving Operator VET : Adress : Head : Contact : Reference of the MoU :Reference of the Learning Agreement : Learner’s name: Date of birth : Passport number /ID : Title of unit (in both languages) : Name of certification in the host country : ECVET points : Name of certification in the country of origin : ECVET points : Grid conversion assessment score certification unit end Presentation of the score in the host country (example) A B C D E Assessment score (grid OPIR) (pass mark) Presentation of the score in the country of origin (example) Evaluation results on 100 : Corresponding note in the host country :Corresponding note in the country of origin : Observations of teachers/ Remarks :
Présentation du projet OPIR - AEF - Bruxelles 21