1. Outcomes vs. Competences 2 nd UNICA EduLab Eötvös Loránd University Budapest 2015.12.03 Halász Gábor ELTE/OFI

2. Are we really talking about different things? What we were thinking about this in the „CEDEFOP leaning outcomes” project Covering all European countries Covering all subsystems 33 country cases and 10 institutional cases (department, program and classroom level analyses)

3. The linkage „Learning outcomes are always situated in educational contexts, whereas competences also refer to practices in the workplace and in social and personal practices. Learning outcomes are validated by their relationship to competences.” (p.37)

4. The focus „…policies enhancing the use of learning outcomes approaches require major changes in the behaviour of institutions and individuals. (…) Behavioural changes require support and time for adaptation” (p.19)

5. The shift of focus How to move towards teaching and learning led by competence-based learning outcomes A shift of focus to –implementation –change management –innovation diffusion Can universities as engines of innovation enhance innovation in their own teaching practice?

6. The approach of successful systems Multilevel strategies and actions –National level (e.g. implementing qualifications reforms, tuning accreditation criteria, spreading best practices, awarding innovative solutions, using international programs, launching development interventions, supporting HR capacities) –Institutional level (e.g. defining program management standards, spreading best practices, awarding quality teaching, developing human capacities) –Department and program level (e.g. effective program management, nurturing a culture of innovative pedagogies, building partnerships, involving students) A rich repertoire of „soft instruments” (incentives, capacity building, information sharing, media campaigns, targeted research, pilots, international programs, awarding good practice, alternative rankings, supporting partnerships etc.)

7. Some examples from Hungary National level: –Applying the NQF/EQF in HE –The creation of a national education sector innovation strategy Institutional level: the launching of a capacity development program in a regional agricultural university Department/program level: –LeO research –Project based learning in a HE pedagogy MA program

8. Conclusions The use of competence based learning outcomes requires partnership between HEIs and the actors of the world of work The learning outcomes approach in program design and implementation requires effective program management and intensive cooperation within the teaching team Achieving competence based learning outcomes requires innovative pedagogy enhancing practice-based learning

9. Conclusions (cont.) The use of learning outcomes requires significant changes in the behaviour of people and institutions This can be achieved only incrementally, through a gradual process reaching an increasing number of actors The process requires a change and innovation friendly environment and sustained support at national, institutional and departmental level

10. Thank you for your attention

11. A case of implementing the NQF/EQF in HE The use of ESF to support implementation A pilot program involving five universities (a case study)

12. The NESIS strategy, 2011 Source: Strategy proposal for the development of the Hungarian National Education Sector Innovation system. 2011. Executrive summary

13. Innovative capacity building at Kaposvár University An ESF funded project program for modernising agricultural training A „training the trainers” component supported by the teacher training faculty Innovative solutions –Video training –Course portfolios –Problem based workshops –Online forum –Reflecting on learning research

14. Learning outcomes research at ELTE (2009 and 2010) A survey among managers of study programs (heads of departments) and teachers in 2009 and 2010 on –awareness of what LeO is –using the LeO approach in program design

15. How difficult it was to define attitudes-related learning outcomes for program managers in 2009 Source: ELTE LeO research data basis, 2009 (Notes: 1=easy, 4=difficult, N=176; in the smallest group N= 22)

16. A HE pedagogy MA program at ELTE Project-based learning in HE pedagogy (since 2009) A project task: developing a new HE study program Phases –Project planning (active involvement of students) –Defining competences (interviews with employers) –Students defining competence-based learning outcomes –Students designing the study program –Students designing the implementation of the program