1 Proposal for a Simplified SES for Bulgaria Yochka Tsakova Magda Kirsch

2 Documents read Regulations for drafting the SES Procedures for drafting the SES Methodology for drafting the SES Template for SES First stage Report on Upgrading standards in Bulgaria Yochka Tsakova, From skill to competence, Sofia, Standards from Bnl., Bfr., IRL, etc. Learning: Objectives, Competencies, or Outcomes? R.W. Hartel and E.A. Foegeding, 2004.

3 General impression Documents read are very consistent and form an excellent basis for the drafting of the standards. The methodology is very clear and logical. –The methodology will be adapted to the new Requirements for Educational Standards. The SER is a very robust document –Recommendation to simplify, to avoid overlap and to go towards a learning outcomes approach.

4 Concepts used in enhanced SER Learning objective - A very general statement about the larger goals of the course or programme. Competency - A general statement detailing the desired knowledge and skills of student Outcome - A very specific statement that describes exactly what a student will be able to do in some measurable way. A competency may have several specific learning outcomes so a course typically contains more outcomes than competencies

5 Parts of the SER 1. Access 2. Profile of the vocation – Brief description 3. Objectives of training/Training goals 4. Learning outcomes 5. Evaluation and certification system 6. Requirements towards the facilities 7. Requirements towards the trainers 8. Reviewing and updating procedures

6 Cover page Recommendation to add: –Level –English translation of the vocation/profession (towards the Europass certificate supplement) –ECVET/national credits awarded for the qualification/credit once they have been introduced in Bulgaria.

7 1. Access –Vocational field + Title of the vocation + specialities –Entry level – preferred educational level or reference to recognition of prior (experiential) learning –Level of the profession + EQF –Health requirements: brief description

8 2. Profile of the profession Brief description of the profession and of the the sector including a reference to the possible professions that can be exercised according to the BG list of professions + translation in English A separate, more detailed document will continue to exist describing the sector, profession(s) and the future (needs) of the sector. This should be the responsibility of the sectors concerned.

9 3. Training objectives/goals 3.1. The key competencies gained during the general compulsory vocational training – standardized for all occupational areas are mentioned. Respect health and safety regulations Use information equipment and technologies Use communication skills Work in team, Show entrepreneurial skills Have knowledge of the economy and of the profession know labour legislation Communicate in foreign languages Have psychological knowledge

10 3. Training objectives/goals 3.2. The basic and specific competences for performance of the assignments from the vocation’s profile; A general statement detailing the desired knowledge and skills of student, A competency may have several specific learning outcomes. These learning objectives or general goals of the course/programme are in fact the summary of the main professional competences needed to exercise a profession upon successful completion of the training.

11 4. Learning outcomes A learning outcome is written so that it can be measured or assessed. Thus, learning outcomes are the basis for an assessment program that focuses on what student can do either upon successful completion of a course or upon graduation from a program. A good learning outcome will have the following characteristics: It will have a verb that identifies what action the student should be able to perform. It will also denote the conditions under which the student should demonstrate mastery. A good starting point for writing learning outcomes is Bloom’s taxonomy

12 4. Learning outcomes Table 1—Bloom’s taxonomy (Bloom 1956) Keywords –I. Knowledge: remembering information Define, identify, label, state, list, match –II. Comprehension: explaining the meaning ofDescribe, paraphrase, summarize, information estimate –III. Application: using abstracts in concrete Determine, chart, implement, situations prepare, solve, use, develop –IV. Analysis: breaking down a whole into Point out, differentiate, distinguish, component parts discriminate, compare –V. Synthesis: putting parts together to form a new Create, design, plan, organize, and integrated whole generate, write –VI. Evaluation: making judgments about the merits Appraise, critique, judge, weigh, of ideas, materials or phenomena evaluate, select

13 4. Learning outcomes: example Unit /module 1: Food safety and health conditions To achieve this unit the learner should be able to : Core competencesLearning outcomes 1.1. Know and understand the importance of food safety and create safe working conditions Point out the importance of regular checks of safety and implement them Identify safety hazards in the kitchen and the restaurant Outline preventive actions for ensuring safety in the kitchen and public areas 1.2. Organize and control observance of Sanitary and hygiene requirements Correctly define the different causes of food poisoning and cross-contamination Describe the procedures for the prevention of the growth of micro-organisms and implement them

14 Specific Recommendations 5. Evaluation and certification system Main Recommendation: Assess integrated competences : Therefore Not only final exam but also permanent evaluation should be part of the evaluation process; It is very important that reference is not only made to theory and practice but also to projects and work placements/ internships as the latter are of enormous importance in e.g. hospitality; The term theory-based is to be preferred over theory Percentages between the different parts of the evaluation cannot be the same for different professions and different levels.

15 5. Evaluation and certification system  The learning outcomes are the statements describing exactly what a student will be able to do in a measurable way. Thus, they are the basis for the assessment that focuses on what a learner can do upon completion of a course or program.  Exams should be in accordance with MES state exam requirenments and once addopted by MES they will be integral part of the Standards (SER).

16 6./7. Requirements on facilities and teachers 6. Requirements towards the facilities –Can be maintained or combined with 3; –Should take into account new ways of learning; –Can refer to facilities in industry and work placements as schools will not always have the latest equipment. 7. Requirements for teachers –Reference could be made to regular in-service training for teachers and to collaboration with industry.

17 Thank you for your attention !