1. IPA Komponenta IV – Razvoj ljudskih potencijala – Program Europske Unije za Hrvatsku Ured projekta: Lastovska 23, 1000 Zagreb, Ured projekta: Lastovska 23, 1000 Zagreb, Tel: + 385 1 62 74 681 Partner u projektu Projekt provode: Introduction to the development process for new VET qualifications David Tournay 29 th and 30 th August 2011

2. Objectives:  Set the scene for qualification development – why change?  Explain the processes needed to develop new qualifications and the contribution required from you  Give you the confidence and knowledge to contribute to the development of new qualifications

3. Agenda 9.30Introduction to the development process 11.00Coffee 11.20Practical implementation of the methodology 12.30Case study – Lessons learnt from 1 st phase of development 13.00Lunch 14.00Working Group meetings 15.30Coffee 16.00Continuation of Working Group meetings 17.00Close

4. The role of qualifications: Tool to provide a benchmark for training delivery Badge to prove to employers and individuals capability Tool to help government and agencies to measure workforce capability Benchmark for skills assessment on an international scale

5. What do qualifications need to be able to do?  Valued by both individuals, employers and other educational institutions  Reflect current skills and knowledge – being up to date  Broad enough to enable progression to further employment and/or further education  Logical in structure – supporting delivery and at the right level

6. The bigger picture: Impact of India, China and emerging economies Increasing use of technology Transferable workforce across boundaries Growth of knowledge based economy Faster pace of change within industry Joining of European Union

7. Impact on employment:  Flexible workforce needed- need to adapt to technological change  Flexible workforce needed – need to adapt to short term employment/industry need  Higher capability of staff – more skills, take on more responsibility  Workforce more capable to dealing with major industrial change  Geared up to support a global market rather than a local one

8. Impact on qualifications:  Need qualifications that stimulate innovative learning programmes  Give confidence to employers  Ability to ‘bolt on’ components as individual progresses – vertical and horizontal  Support ‘life long learning’ approach  Assist entry into a complex labour market

9. What is happening in Croatia? Development of the CROQF Projects focusing on disability Programme to reform School based VET Formation of AVETEA agency Projects focusing on work based qualifications Projects examining ways to implement new curriculum

10. Our model: Profil Sektora Sektorska Strategija I radni plan Razrada Kvalifikacija Provedba Vrjednovanje

11. Razrada Kvalifikacija Development of Occupational Standards Development of Qualification Standards Development of Curriculum to reflect Qualification Standards Helps us to understand the skills and knowledge required by the occupation Presents the specific standards that a student is required to achieve – related to the occupation Describes the activities and content needed to enable the student to achieve the qualification requirements

12. Outcomes:  Ensures that vocational training is based on evidence from the labour market  Ensures qualifications are reflecting the changing nature of the workplace  Ensures that students gain skills and recognition which will enable them to be valued by employers

13. Step 1 – Occupational Standards

14. Occupational Standards: - what are they?  Tool for identifying ‘employer need’  Describe the competences required by individuals to be able to complete a task/job  Competences may describe operative or managerial tasks  Act as a reference tool for qualification developers

15. Group of TasksKey TasksActivities Preparation of the work area Ensuring that the dental surgery room is set up correctly  Selecting appropriate electrical equipment for planned tasks  Selecting appropriate manual equipment for planned tasks  Checking that equipment is clean  Maintain levels of sundry items Ensure that the waiting room is set up correctly  Checking that the waiting room is clean and presents a positive impression  Checking that there is sufficient seating  Checking that there are information leaflets about treatments available  Check that any certification/licenses are clearly displayed Check that machinery is ready for use  Inspect power cables to check that they are safe and free from damage  Check that machinery works to the required standard

16. The Template for Occupational Standards Step 1. ‘Group of tasks’:  Headings have already been prescribed in the template  Help to group the ‘Key Tasks’ into logical groups  Enables you to identify common skills that are applicable across different occupations

17. Step 2. ‘Key Tasks’:  Need to decide on what are the essential functions of the sub sector – manufacture, sales, administration  Reflect a logical order – plan, do, review or prepare, produce, present

18. Step 3. Activities  Need to identify what the key activities are  Breakdown should be logical  Breakdown should be in terms used by the industry

19. Group of Tasks Analysis, planning and organising work Preparation of work facilities Operative tasks Key Tasks Administrative tasks Commercial tasks Health & Environmental Protection Quality Assurance Communication & Cooperation Key Tasks Activities

20. Important that during the analysis to produce the occupational standards you consider the level of detail you want to provide. You will need assess which areas of the occupational standards you need to provide more detail on. This will be based on identifying the activities which are the most significant.

21. How do we do this? 1.Gather employers who can talk knowledgeably about the area 2. Ask open questions which ask them to describe the activities and competences 3. Be inquisitive! Probe and search until you understand what the competence is 4. Start to record the competences using a logical order 6. Send your drafts out for consultation to check that they are clear 7. Produce further series of drafts until you and the employers are happy 5. Record both ‘knowledge requirements’ and ‘practical’ aspects 8. Group the Occupational Standards which link competences to specific job roles License to be nosey!!

22. Danger Zones!! Do not assume! Get the right employers Forget about qualifications! Define actual competences NOT produce a wish list Consider the level of detail you need

23. Assistance for you:  Working Group co-ordinators have done this before – they have experience  Handbook designed to take you through step by step  You can examine sets of Occupational Standards that have been produced – paper based or on database

24. Database:

25.  Designed to list all Occupational Standards, Qualification Standards and Curricula  Enables you to see what has been developed  Encourages you to re-use what has been developed already

26. IPA Komponenta IV – Razvoj ljudskih potencijala – Program Europske Unije za Hrvatsku Ured projekta: Lastovska 23, 1000 Zagreb, Ured projekta: Lastovska 23, 1000 Zagreb, Tel: + 385 1 62 74 681 Partner u projektu Projekt provode: Thank you David Tournay