Embedding Standards

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					                   Embedding Standards

                Dr. Peter Littig, DEKRA Akademie
November 2006

                 Gerald Thiel, DEKRA Akademie

                                             Final Conference
                •   DEKRA-Akademie (Koordinator, DE); Zentrum für Soziale Innovation, Wien
                    (AT); Bundesverband der Digitalen Wirtschaft (BVDW, DE); Fachhochschule
                    Osnabrück (DE); MMB – Institut für Medien- und Kompetenzforschung, Essen
                    (DE); Asociación Española de Empresas de Multimedia (ASEDEM, ES); Indra
                    S.A., Madrid (ES); Association Multimedia Emploi, Bordeaux (FR); South-East
                    European Research Center (SEERC), Thessaloniki (GR); Security
                    Technologies Competence Centre (SETCCE), Ljubljana (SI); Fastrak
                    Consulting, Brighton (UK); National Institute for Vocational Education (NIVE),
                    Budapest (HU); Prompt, Gödöllö (HU)

                Corresponding Partners:
November 2006

                •   KIBNET/BITKOM (DE); Association SwissMedia (CH)

                •   E-Skills UK (UK)
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                          Overall Objective

                         Contribute to overcome
                 the „standardisation-divide“ in Europe
                       by developing and piloting
                sector-oriented qualification approaches
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                    A Reference Point of Project Work: EQF
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                Source: DG Education and Culture
                   A Reference Point of Project Work: ECVET

                • Common rules about European credit points will be fixed by a
                  convention at European level.

                • National authorities will fix the number of credit points to be allocated to
                  a qualification and allocate the credit points to each unit according to the
                  relative importance of the volume of the learning activities for the
                  training pathway of reference.

                • Credit points are characterized by a EQF level, normally the level where
                  the qualification is assigned to.
November 2006

                • In case that a unit is different to the level of qualification it belongs to, the
                  corresponding points have the same level as these units.

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                             Embedding Standards: Tasks

                •   Identify a grid existing ICT/multimedia profiles and curricula should be
                    measured against

                •   Define reference profiles and qualifications

                •   Define smallest assessable units

                •   Assign credit points to units

                •   Define modules and learn paths
November 2006

                •   Carry out and evaluate training, thereby creating Zones of Mutual Trust

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                           1. Identified grid/reference points

                •   Grid had to be defined by ongoing developments at European level

                •   Most important reference points were
                     – European Qualification Framework (EQF)
                     – European Credit for VET (ECVET)
                     – European e-Skills Meta-Framework

                •   Further reference points were
                    - E-Skills Metaframework (competence –oriented sector framework)
November 2006

                    - National systems as the British Skills Framework for the Information
                    Age (SFIA) and the German Advanced IT-Training System (AITTS)

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                                   2. Selected profiles (1)


                •   Comparable profiles available in most partner states

                •   Training providers being members of the partnership can carry out
                    training related to those profiles

                •   Preliminary work results were already available: Profiles are
                    subdivided in work elements
November 2006

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                AITTS as a pool of structured profiles
November 2006

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                                  2. Selected profiles (2)


                •   IT Project Coordinator (taken from the AITTS)

                •   IT Security Coordinator (taken from the AITTS)

                •   Web Content Specialist (taken from a previous LEONARDO project)
November 2006

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                     3. Defined smallest units

                Smallest units have been identified by using
                      the descriptions of AITTS and
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                     4. Described units in terms of KSC …

                •   Three job descriptions are now available related to the
                    KSC descriptors of SFIA, but also in EQF terms.

                •   Derived from those, two qualifications have already been
                    designed, structured in a way that enables ECVET application.
November 2006

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                                                   An Example (1)

                The Web Content Specialist Qualification
                Prepared by the Embedding Standards Project Team

                For background on the purpose and positioning of the role, see the Job Description.
                Suggested ECVET credit points: <20

                     Knowledge of the specialist subject areas addressed by the content.
                     Native language skills.
                     English language skills.
                     Spelling correctly.
                     Using grammar and punctuation correctly.
November 2006

                     Basic operation of personal computers (Windows or Macintosh).
                     Use of Microsoft Office tools, i.e. Word, Excel.
                Basic report writing.

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                                      An Example (2)
                Unit 1: Understanding web content
                Suggested EQF level: 3
                Weighting: 5%

                Work elements covered by this unit
                   None

                Learning outcomes
                     The history of the Internet and World Wide Web.
                     The basic principles underlying the functioning of the Internet and the World Wide
                     The nature of web content.
                     The purpose of the web content specialist.
                     Parties in website development and management.
                     The place of the web content specialist in the website project team.
November 2006

                     None
                Autonomy and responsibility:
                     Not applicable
                Learning competence:
                Demonstrates self-direction in learning.
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                                              An Example (3)
                Communication and social competence:
                    Not applicable
                Professional and vocational competence:
                    Not applicable

                Unit 2: Website design and development
                Suggested EQF level: 3
                Weighting: 10%

                Work elements covered by this unit
                   Contribute to audience research as a basis for design of the site.
                   Contribute to the top-level and detailed design of the website (or e-newsletter, etc.),
                     with a particular focus on the ways in which the goals for the site and the needs of
                     users can be met -through the provision of appropriate content.
                   Contribute to the process of information design, to ensure that content is appropriately
                     structured to meet the goals for the site and the needs of users.
                   Contribute to documentation of the design.
                   Contribute to the selection or design of appropriate content management software.

                Learning outcomes
                     The role of the web content specialist as a contributor to the design process.
                     Techniques for audience research.
                     Effective practices in audience research.
                     Elements in top-level and detailed website design.
                     Key principles of information design.
                     Key elements in design documentation.
                     Principles underlying the design of content management systems.
November 2006

                     Required features of content management systems.
                     None
                Autonomy and responsibility:
                     Contributes to the process of design and development, without assuming overall
                Learning competence:
                     Demonstrates self-direction in learning.
                Communication and social competence:
15                   Uses communication skills to influence decisions of managers and specialists.
                Professional and vocational competence:                                                         Final Conference
                Contributes to problem solving by integrating information from specialists.
                    5. Carried out virtual transnational training

                •   Virtual transnational training was carried out for the
                    - Web Content Specialist
                    - IT Project Coordinator

                •   In addition, a (real) transnational 1-day IT Project Coordinator crash
                    course took place.

                •   Evaluation has been carried out; in principle, results are positive.
November 2006

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                     Memorandum of Understanding

                 Nature and Status of Sending/Receiving Institutions

                       Equivalence of the Learning Experience

                     Reference Levels             Units of Learning

                Nature of Learning Process           Job Profile

                            Units and Credits/Credit Points
November 2006

                 National Conventions            Credit Profiling

                          Validation/Recognition Agreement    Final Conference
                        What has been done additionally

                •   Two modules of the Italian
                    Tecnico Superiore per la Comunicazione ed il Multimedia
                    from the Italian vocational training system IFTS
                    have been designed as
                    enrichment of the Web Content Specialist curriculum,
                    following the procedure applied within Embedding Standards
                    (assignment of EQF descriptors)

                •   Thus replenished, the curriculum has been used as
                    ICT sector case study within the European study ECVET Connexion.
November 2006

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                                 Main lessons learnt

                •   A common understanding of job profiles is crucial for enabling
                    transnational training

                •   If job profiles are described in work elements from which
                    competences can be derived, to be defined as learning outcomes
                    within curricula, this common understanding is easily achievable
                    among experts despite their national educational tradition.

                •   Under these conditions, instruments like ECVET are assignable to
                    transnational curricula, whatever the concrete design of the credit
                    transfer system might be.
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                What we want to do in the future……
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          End Users                           Target
                    Training                                      Advisory Board (Stakeholders)
   Learners        providers
trains    recruits    supports                                                   advises &
                advises                                                          supports
                                       evaluates VTP activities

    Virtual Training Portal            delivers instruments for
                                                                           ZMT Promotion Unit
             (VTP)                          VTP activities

                                            Active Units
                     monitors and structures activities and collaboration of units      EQF/ECVET
                                     Steering Committee                                 environment
November 2006


                                 Juridically Defined Body                       Final Conference
                                          Future Formal Basis
                      For more information


                    Thank you for your attention!
November 2006

                                                    Final Conference