Process and methods used for describing competences/learning outcomes Lucian Voinea, Mihai Iacob Lucian Voinea, Mihai Iacob

VET Qualifications – general view VET qualifications are based on learning outcomes A qualification is described through learning units A learning unit consists of a coherent set of learning outcomes A qualification can be linked/associated with one or more occupations A qualification is requested to ensure employability on long term and career progress VET qualifications are based on learning outcomes A qualification is described through learning units A learning unit consists of a coherent set of learning outcomes A qualification can be linked/associated with one or more occupations A qualification is requested to ensure employability on long term and career progress 2

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Instruments to build a VET qualification Occupational analysis for the identification of occupational area Occupational Standard (OS) – a document which describes the competence units related to one occupation;  used for prior learning validation, but also for qualifications within formal CVT and apprenticeship  Training Standard (TS) – a document which describes the learning outcomes related to a qualification linked with one or more occupations  developed for IVET  used within IVET, but also within formal CVT, assessment of prior learning and apprenticeship Occupational analysis for the identification of occupational area Occupational Standard (OS) – a document which describes the competence units related to one occupation;  used for prior learning validation, but also for qualifications within formal CVT and apprenticeship  Training Standard (TS) – a document which describes the learning outcomes related to a qualification linked with one or more occupations  developed for IVET  used within IVET, but also within formal CVT, assessment of prior learning and apprenticeship 4

NQF in Romania The National Qualifications Framework contributes to assuring the quality of vocational training system, being based on national standards, used equally to training and evaluation of competences, regardless the context in which they were acquired. The National Qualifications Framework contributes to assuring the quality of vocational training system, being based on national standards, used equally to training and evaluation of competences, regardless the context in which they were acquired. Standards are elaborated by specialists, then they are subject to analysis, on content and methodology, being then validated by sectoral committees. Standards are elaborated by specialists, then they are subject to analysis, on content and methodology, being then validated by sectoral committees. Sectoral committees are social dialogue structures. They have, generally, a multipartite structure (social partners, government, professional associations, chambers of commerce, training providers). Sectoral committees are social dialogue structures. They have, generally, a multipartite structure (social partners, government, professional associations, chambers of commerce, training providers). 5

Role of Sectoral commitees regarding qualifications Participate in the development of the normative framework on the training, the evaluation and certification of competences Participate in the development of the normative framework on the training, the evaluation and certification of competences Promote the competence based training and evaluation system Promote the competence based training and evaluation system Develop and update, under the coordination of the NATB, the qualifications relevant for each domain; Develop and update, under the coordination of the NATB, the qualifications relevant for each domain; Validate qualifications and associated standards; Validate qualifications and associated standards; Identify specialists in order to do the occupational analysis, to define competences and qualifications, and for evaluation and certification. Identify specialists in order to do the occupational analysis, to define competences and qualifications, and for evaluation and certification. 6

The process of qualifications’ elaboration in VET 7 Identification of the training needs (initiative ME) Sectorial Committees Labour market studies Identification of the competences Elaboration of training standards Analysis of the relation: qualification – occupations Occupational standards Validation Working groups -Enterprises -Education - Professional Associations Elaboration of the training programme (curriculum) Working groups Education Approval ME

Structure of Learning Outcomes The concept of LO has been taken from the definitions included in the EQF Recommendation; it means what is expected from a student/learner to know, understanad and be able to perform/prove at the end of a training/educational programme It includes the following components: - Knowledge - Abilities/skills - Competence The concept of LO has been taken from the definitions included in the EQF Recommendation; it means what is expected from a student/learner to know, understanad and be able to perform/prove at the end of a training/educational programme It includes the following components: - Knowledge - Abilities/skills - Competence 8

Definitions used Knowledge – is the result of information assimilation through learning and represents an assemble of facts, principles, theories and practices regarding a certain field of study/training Ability/skill – is the capacity to apply and use knowledge in order to fulfill tasks and solve problems Competence – is the proven capacity to select, combine and adequatly use knowledge, abilities and other acquisitions (values and attitudes) in order to solve a certain category of work/learning situation and to develop on personal and professional level Knowledge – is the result of information assimilation through learning and represents an assemble of facts, principles, theories and practices regarding a certain field of study/training Ability/skill – is the capacity to apply and use knowledge in order to fulfill tasks and solve problems Competence – is the proven capacity to select, combine and adequatly use knowledge, abilities and other acquisitions (values and attitudes) in order to solve a certain category of work/learning situation and to develop on personal and professional level 9

Structure of the LO There are 2 types of LO: - key/transversal, which transcend a certain study/training programe, enabling the learner to communicate, socially interact etc. - Professional, which are of 2 kinds: general, developed within the larger framework of the field of study/work and specific, developed in a more specific/narrow part of the field There are 2 types of LO: - key/transversal, which transcend a certain study/training programe, enabling the learner to communicate, socially interact etc. - Professional, which are of 2 kinds: general, developed within the larger framework of the field of study/work and specific, developed in a more specific/narrow part of the field 10

11 LevelDomains/ Profiles QualificationsComments High school – progressive pathway High school – progressive pathway 3322 High school – direct pathway 34 High school – progressive pathway Post high school (post secondary education) Qualifications in initial vocational training

12 The qualifications’ structure in IVET Training Domain « A » Training Domain “B” Q 1Q 2Q 3Q 1Q 2Q 3 Key Units of LO General Units of vocational LO Specia- lized Units of vocational LO Specia- lized Units of vocational LO Specia- lized Units of vocational LO Specia- lized Units of vocational LO Specia- lized Units of vocational LO Specia- lized Units of vocational LO