opir - outils pratiques interrégionaux pour le développement d’ecvet
DESCRIPTION
OPIR - Outils Pratiques Interrégionaux pour le développement d’ECVET. Project experimentation and development of the European Credit in Vocational Education and Training (ECVET). Interregional collaboration – part of the C onsortium’s work of FREREF Duration 24 months - PowerPoint PPT PresentationTRANSCRIPT
OPIR - Outils Pratiques Interrégionaux pour le développement d’ECVET
Project experimentation and development of the European Credit in Vocational Education and Training (ECVET)
10-10-25 Présentation du projet OPIR - AEF - Bruxelles
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Interregional collaboration – part of the Consortium’s work of FREREF
Duration 24 months9 partners, 5 countries
of the EU, a silent partner (Romandie)
Project Governance : Department of the French Community of Belgium (CCG)
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The Belgian partners : Le Centre de coordination et de gestion (CCG) Experts from CEF – SFMQ – IFAPME Schools of secondary education qualifying Opening a belgian partnership
The Foreign partners : FR Conseil Régional Rhône Alpes FR Rectorat de l’académie de Grenoble ES Generalitat de Catalunya – Departement d’Educacio RO Centrul National de Dezvoltare a Invatamantului Profesional
si Tehnic ES Consejería de Educación de la Junta de Andalucía, Dirección
General de Formación Profesional y Educación Permanente ES Consejera de Empleo, servicio Andaluz de empleo. Dirección
general de formación para el empleo BE Fondation des Régions Européennes pour la Recherche en
Education et en Formation IT CEFASS - Centro Europeo di Formazione per Affari Sociali e
Sanità pubblica CH Conférence intercantonale de l'instruction publique de la
Suisse romande et du Tessin (CIIP)
OPIR Consortium in détail
10-10-25 Présentation du projet OPIR - AEF - Bruxelles
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Project Goals
Development of regional and international mobility
Creation of a common language (learning outcomes units, recognition devices, transfer and accumulation of credit units)
Development of tools ECVET Definition parameters of mutual trust
(Memorandum of Understanding, Learning Agreement, Evaluation Standards, Quality Assurance)
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Trades
Choice of two courses :
Automation Hairstylism
Criteria : Transnational aspects Flexibility and transfer
developed devices
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Work Hypothesis 1 : comparison of qualifications and learning outcomes is useless
For the two trades, hairstylism and automation, we have very different qualifications and learning outcomes
EQF LevelAverage age of
learnersCourse
organisation
Hairstylism 2? – 3 – 4 – 5? 13 ↔16 ansFull tuition –
Alternate schooling
Automation 3 – 4 – 5? 13 ↔18 ansFull tuition –
Alternate schooling
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Impossible to do the job in 2 years The goal is not to create a common qualification How to combine ECVET with the diversity of VET
systems?
Trade profile
Training profile
Evaluation profile
Work Hypothesis 2 : one can not copy a traditional process of designing a qualification and a training programme
Certification units
Intervention of social partners in different
countries and competent authorities
Harmonization?
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Work Hypothesis 3 : one can build common units without going through a detailed study of partners certification
B. Show the key activities common to
the profession
D. Build common units
C. Determine a field of shared references and
translate them into learning outcomes
F. Learning paths
E. Identify common standards for evaluation
A. Define a methodology for wrinting learning
outcomes
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B. Show the key activities common to the profession
Key activities SP A
SP C
BE IT RO FR CH
1 Plan and organize the production.
2 Prepare machines and systems.
3 Ensure the projection of the product (planning).
4 Ensure the preparation of production (inventory data, configuration, testing and setting).
5 Ensure the quality of production.
6 Participate in quality improvement.
8 Implement the legislation in terms of health and safety.
9 Read and interpret technical documents (plans, standards, records...).
10Using CAD software (CAD) for drawing.
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C. Translate the key activities into learning outcomes
Knowledge Skills Abilities
C.1.S.1. The properties of hair (tensile strength, elasticity, porosity, water reaction, electrical properties ...).C.1.S.2. The types of hair in relation to morphology and types of hair.C.1.S.3. The shaping techniques: smooth, curl, twist, brushing and wave.
C.1.A.1 Identify the properties of hair.C.1.A.2. Propose a shaping suited to the customer.C.1.A.3. Choose the technique of shaping according to the hairstyle expected.
C.1. Advise the client to establish responsibly and independently with him the suited hairstyle.
C.2.S.1. The criteria for client installation (adapted and comfortable).C.2.S.2. Protective equipment (apron, mantle...).
C.2.A.1. Install the client.C.2.A.2. Select protective equipment for the customer.C.2.A.3. Place the protective equipment for the customer.
C.2. Properly prepare the client to achieve the shaping, taking into account all safety measures, hygiene and protection.
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E. Identify common standards for evaluationSkills Criteria Indicators Weighting
Yes No
Advising a client known or unknown to draw with it responsibly and autonomously, hairdressing adapted taking into account the wishes and characteristics
1. Suitable choice of hairstyle to make
1. Operations to identify the characteristics of hair are made
10/100
4 0
2. The questions allow to understand the desires and tastes of the client
2 0
3. The proposals take into account the needs and characteristics of the client 4 0
Determine, from a choice of hairstyle agreed independently, techniques for its realization
2. Appropriate choice of techniques depending on the chosen hairstyle
1. The choice of techniques to be used corresponds to the characteristics of hair identified
10/100
5 0
2. The choice of technique must yield the expected result 5 0
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Work programme for OPIR Project
Durée
Mar 0
9
Jul 0
9
Mar 1
0
Nov 1
0
Feb
11
Preliminary round
6
Phase A 4
Phase B 10
Phase C 10
Phase D 3
Coordination
24
Communication
18
Operation
10
Quality 18
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Work programme for OPIR Project
Partenaires principaux Début Fin
Preliminary Phase
BE Sep 2008 Feb 2009
Phase A BE, Generalitat de Catalunya Mar 2009 Jun 2009
Phase B BE, C. R. Rhône Alpes, R. Grenoble, CEJA, SAE
Jul 2009 Apr 2010
Phase C BE, CNDIPT Mar 2010 Dec 2010
Phase D BE, CEFASS Dec 2010 Feb 2011
Coordination BE Mar 2009 Feb 2011
Communication
FREREF Sep 2009 Feb 2011
Operating results
C. R. Rhône-Alpes May 2010 Feb 2011
Quality Generalitat de Catalunya Aug 2009 Jan 2011
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Phase A
a) Comparison of qualifications for a common understanding
b) Translation methodology in learning outcomes
a) Finalizing preparations b) Aggregation rules of
learning units c) Choice of common units d) Procedures for allocating
credit points to units
PreparatiPreparationon
Phase APhase A
Sep 08-Feb 09
Mar 09-Jun 09
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Phase B
a.Model Agreement on Partnership and Learning Agreement
b.Definition of evaluation standards
c. Regional arrangements for implementing ECVET
d.Platform of common units to the network of partners
July 09-April 10
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Phases C and D
Phase CPhase C
Mar 10 - Dec 10
a.Organization of learning pathways with integration of common units
b.Test device: Mobility of learners (in progress)
Phase DPhase DDec 10 - Feb 11
a.Harvest results (tools, devices, data, etc.)
b.Brussels Conference / Dissemination and exploitation of results
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Products Instruction Manuals
Show certifications form of learning Finalization (1st & 2nd december 09)
Design units of learning Surveys
Certifications in the network (hairstylism-automation) Finalization (1st & 2nd december 09)
Learning path Mobility of students preparing for October / November 2010
Learning units with standard assessment Presentation of a professional activity in key learning outcomes -
Development of criteria and indicators for evaluating - Organization of qualifications in units and points
Finalization (1st and 2nd December 09) Models
Memorandum of Understanding First debate (1st & 2nd december 09)
Learning Agreement First debate (1st & 2nd december 09)
Website Reports (quality and final)
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The Memorandum of Understanding that aims to: provide a general framework for cooperation
and networking between partners, creating a climate of mutual trust,
help partners to develop specific modalities for the transfer of credits for learners.
The Learning Agreement which : determines the practical conditions for the
mobility of a particular learner The individual record of results that can :
formalize the achievements of the learner.
Document templates :
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System A
System B
Memorandum of Understanding (2 partners, 2 systems)
Learning Agreement (3 partners: 2 schools and the young)
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Personal transcript
Receiving Operator VET :Adress :
Head :Contact :
Reference of the MoU : Reference of the Learning Agreement :
Learner’s name: Date of birth :
Passport number /ID :
Title of unit (in both languages) :
Name of certification in the host country :ECVET points :
Name of certification in the country of origin :ECVET points :
Grid conversion assessment score certification unit end
Presentation of the score in the host country (example)
AABBCDEEEEE
Assessment score(grid OPIR)
100908070
60 (pass mark)50403020100
Presentation of the score in the country of origin (example)
2018151210864200
Evaluation results on 100 :
Corresponding note in the host country : Corresponding note in the country of origin :
Observations of teachers/ Remarks :
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