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Www.eose.orgExpert Group on Education and Training – EQF – Poznan, 26-27 September 2012 EXPERT GROUP ON EDUCATION AND TRAINING IN SPORT - Group of experts.

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Presentation on theme: "Www.eose.orgExpert Group on Education and Training – EQF – Poznan, 26-27 September 2012 EXPERT GROUP ON EDUCATION AND TRAINING IN SPORT - Group of experts."— Presentation transcript:

1 Group on Education and Training – EQF – Poznan, September 2012 EXPERT GROUP ON EDUCATION AND TRAINING IN SPORT - Group of experts on EQF - Stephen Studd, EOSE President Poznan, September 2012

2 Group on Education and Training – EQF – Poznan, September 2012 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 Group on Education and Training – EQF – Poznan, September 2012 EUROPEAN DRIVERS

4 Group on Education and Training – EQF – Poznan, September 2012 CONTRIBUTION OF SPORT AND ACTIVE LEISURE SECTOR

5 Group on Education and Training – EQF – Poznan, September 2012 MEETING NEW EXPECTATIONS Can 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 the mainstream national education systems and to link with European Policies and Initiatives

6 Group on Education and Training – EQF – Poznan, September 2012 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 Group on Education and Training – EQF – Poznan, September 2012 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 Group on Education and Training – EQF – Poznan, September 2012 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 Group on Education and Training – EQF – Poznan, September 2012 LEARNING OUTCOMES Learning Outcomes define :

10 Group on Education and Training – EQF – Poznan, September 2012 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 Europes education systems are so diverse that comparisons based on inputs, say length of study, are impracticable.

11 Group on Education and Training – EQF – Poznan, September 2012 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: (Nov. 2012)www.golf-stand.eu

12 Group on Education and Training – EQF – Poznan, September 2012 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 Group on Education and Training – EQF – Poznan, September 2012 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 Group on Education and Training – EQF – Poznan, September 2012 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 THE PROCESS IMPLEMENTED

15 Group on Education and Training – EQF – Poznan, September 2012 THE APPROACH: USING THE 7 STEPS MODEL

16 Group on Education and Training – EQF – Poznan, September THE NEEDTHE RESPONSE DIALOGUE Programme structure Course Content DEVELOPING SYNERGY EMPLOYMENT & EDUCATION

17 Group on Education and Training – EQF – Poznan, September 2012 OCCUPATIONAL MAP (Step 2) Presenting the Golf sector Participants and clients Organisational structure Main occupational areas –Participant development –Golf facilities operations –Golf supplies –Golf events

18 Group on Education and Training – EQF – Poznan, September 2012 OCCUPATIONAL DESCRIPTORS (Step 3) 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

19 Group on Education and Training – EQF – Poznan, September 2012 FUNCTIONAL MAP (Step 4)

20 Group on Education and Training – EQF – Poznan, September 2012

21 Group on Education and Training – EQF – Poznan, September 2012 OCCUPATIONAL STANDARDS (Step 5) 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.

22 Group on Education and Training – EQF – Poznan, September 2012 OCCUPATIONAL STANDARDS (Step 5) 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

23 Group on Education and Training – EQF – Poznan, September 2012

24 Group on Education and Training – EQF – Poznan, September 2012 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)

25 Group on Education and Training – EQF – Poznan, September 2012 ACTIVE VERBS FOR LEVEL 4

26 Group on Education and Training – EQF – Poznan, September 2012 Introduction to Golf Coaching & Performance Key Functions (A11 – A26) Example Learning Outcomes (EQF 4)Example Assessment Method A11.Develop and maintain opportunities for participation and progression in golf 1. Demonstrate an awareness of the key issues linked to participation and progression in the game (e.g. age, gender, ability) Written assignment 1 (Summative) [2,000 words] A12. Contribute to the development and implementation of policies and procedures for safeguarding children and young people in golf 2. Interpret appropriate policies and procedures within the context of the coaching environment Reflective Journal and Portfolio [Formative] A21. Plan golf coaching sessions 3. Evaluate the appropriateness of a coaching session to a particular age/gender/ability of participant Individual presentation/practical (summative) A22. Organise the golf coaching environment 4. Plan and demonstrate knowledge of the underlying principles for setting up a coaching environment Reflective Journal and Portfolio [Formative] A23. Conduct effective golf coaching 5. Communicate key tasks and instruction effectively to your participants Reflective Journal and Portfolio [Formative] A24. Plan and deliver a golf coaching programme 6. Describe, plan and evaluate a coaching programme designed for particular participant(s) Written assignment 2 (Summative) [1,000 words] A25. Evaluate golf coaching7. Critically reflect upon your coaching session(s) Written assignment 2 (Summative) [1,000 words] A26. Coach golf participants for competition 8. Demonstrate and communicate the key skills required by golfers in a competition scenario Individual presentation/practical (summative)

27 Group on Education and Training – EQF – Poznan, September 2012 Applied Golf Coaching Key Functions (A31 – A36) Example Learning Outcomes (EQF 5)Example Assessment Method A31. Develop and maintain effective working relationships with golfers 1. Demonstrate a clear understanding of the multiple levels of relationship between the coach and the participant (based around ability level, age, gender etc). Reflective journal and portfolio (Formative) A32. Support the lifestyle management needs of golfers 2. Critically evaluate the different approaches needed in managing performance and lifestyle (e.g. from a bio-psycho-social perspective) Written assignment 1 (Summative) [2,000 words] A33. Assist golfers to prevent and manage injury 3. Communicate effectively and evaluate injury prevention/management strategies related to the participant (based around ability level, age, gender etc). Practical case study examination (Formative & Summative) A34. Develop and manage own golf coaching practice 4. Demonstrate and critically reflect upon coaching sessions and practice Reflective journal and portfolio (Formative) A35. Manage the contribution of other coaches and support personnel 5. Critically examine the importance and contribution of support networks on the participant (based around ability level, age, gender etc). Reflective journal and portfolio (Formative) A36. Provide sports science services to golf 6. Demonstrate knowledge and engagement with key sports science theories and their application of practice to the participant in a defined situation (e.g. physiology, biomechanics or psychology) Practical case study examination (Formative & Summative)

28 Group on Education and Training – EQF – Poznan, September 2012

29 Group on Education and Training – EQF – Poznan, September 2012

30 Group on Education and Training – EQF – Poznan, September THE NEEDTHE RESPONSE DIALOGUE Programme structure Course Content DEVELOPING SYNERGY EMPLOYMENT & EDUCATION

31 Group on Education and Training – EQF – Poznan, September 2012 EOSE SECRETARIAT 1, Grande rue des Feuillants Lyon France Mail: / Tel.: +33 (0) Web:

32 Group on Education and Training – EQF – Poznan, September 2012 GENERAL SITUATION IN EUROPE Too many young people leave education/training without qualifications Qualifications often fail to match labour market needs Raising Europes 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

33 Group on Education and Training – EQF – Poznan, September 2012 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

34 Group on Education and Training – EQF – Poznan, September 2012 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 REALITIES OF THE SECTOR


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