Transcript ACPA事業のご紹介

Towards a Framework
for the Quality Assurance of
Practical Skill Ability
Akira Kurematsu*
Takashi Sakamoto*
Yoshito Shubiki**
*Accreditation Council for Practical Abilities
**Advisory Member of Accreditation Council for Practical Abilities
President & CEO, Shubiki Corporation
1
Outline
• Background
• Framework of Quality Assurance in the Practical
Education
• Standard Skills Matrix
• Skills Description
• Quality Assurance by Certification and Accreditation
• Conclusion
2
Importance of Practical Capability
in Higher Education
• The enhancement of competencies is essential for the
attainment of a wide range of occupational abilities.
• It involves the combination of knowledge, skills and
human behavior.
• The demand for competence in practical ability in higher
education is increasing as a consequence of the
mismatch in skills required in industries.
3
Sustainable Tertiary Education
• In a rapidly changing knowledge-based age, workers
also constantly need to acquire new skills.
• Tertiary education in the area of practical education
contributes to building up an individual’s capacity to
participate in a knowledge-based business environment.
• Education providers need to respond to the needs by
creating education and training systems that equip
people with new and appropriate skills.
4
Need of Quality Assurance
in Practical Education
• An increasing number of tertiary institutions are offering
courses to meet the needs of learning practical abilities.
• Distant education is one method by which institutions or
suppliers can offer more flexible learning opportunities.
• Mechanisms for certifying the courses, assessing the
achievements of learners, investigating institutional and
system performance.
5
Skill Standards
• Skill standards will provide a common framework for
communication of workplace expectations between
business, education, workers, students.
• Competency-based standards will assure the
employability of students who have completed programs
based on those standards.
• Skill standards will close the qualification gap by linking
industry expectations for knowledge, skills, and abilities to
the education provided to students.
• Skill standards will provide workplace expectations, so
students know what they need to be able to do to meet
those expectations.
6
Framework of Quality Assurance in
the Practical Education at ACPA
• Standard Skill Guides
 Standard Skill Matrix
– Skill standard matrix describes the association with
job categories and skills in the form of a table
showing which skills are required for each
occupational category.
 Standard Skill Description
– Skill items description depicts details of the skills.
• Domain
– ICT, Business and Management, Language
7
Example of Standard Skills Matrix
[Requisite achievement]
★…Having basic knowledge. ★★…Having comprehensive knowledge. ★★★…Able to utilize obtained skills effectively.
Skill Matrix (Extract)
Level 1
Level 0
Skill
Item
Category
IT Basic
Personal
Skill
Internet
General
Fundamentals
IT
Administration Operation
(ＳＥ)
Customer
Service
Administration
Staff
Sales
★★
★★★
★★★
★★★
★★
★★
★★
★★
★★★
★★★
★★★
★★★
★★★
★★★
★
★★★
★★★
★★★
★★
★★
★★
★
★★
★★
★★
★★
★★
★★
Leadership
★
★
★
★
★
★
★
Negotiation
★
★
★
★
★
★★
★
★
★
★
★
★
★
★★
★★
★★
★★
★★
★
Business
Tool
Computer
Fundamentals
Communication
Management
System
System
Development
ＯＳ
System Basic
Technology
System
Configulation
Requirement
Definition
Platform Design
Introduction
Planning
Evaluation Method
★
★
★
★
★
★
★
Server Application
★
Server
Implementation
★
8
Standard Skills Matrix(1)
• Purpose
Association of occupational category and skills
• Skill items
Skill items of each category field are extracted.
• Occupational category/specialized field with competency
level
– Classification of jobs corresponding to professional
specialization
• Level 0..: Preparation stage for finding job
• Level 1..: Capable to undertake job under the
support of one’s supervisor. Job is broadly
classified.
• Level 2..: Capable to undertake job by oneself in
the specific field with one’s own specialized skill.
Job is classified into specific field.
9
Standard Skills Matrix(2)
• Skill ability rating level
For each skill item associated occupational
specification, the rating level of the skill ability is
determined.
– ★★★・・・ The level of executing and applying skills
in practical use.
– ★★・・・・・ The level of understanding detailed items.
Can explain to others and can apply skills to the
practical use.
– ★・・・・ The level of understanding the outline in
general.
10
Classification of Competency Level
Focus on experience and
measurement of abilities of individuals
■Advanced level
Advanced level
Ability measurement
(interviews, essays, experience, aptitude, etc.)
(High-achievers)
■Intermediate level
Intermediate level
(Workers in mid-career, etc.)
Certification of a skill set
Completion of a course,
Acquisition of qualifications,
Ability measurement
■Entry level
Entry level
(University juniors and seniors, postgraduates,
new workers in their first few years of service, etc.)
Focus on certification of courses and qualification tests,
as well as development of abilities
Certification of a skill
Completion of a certified course
Passing of a certified qualification examination
11
Business Skills
Skill Category
ICT Skills
・System Fundamentals
・Database
・Network
・Information Security
・Program Development
・System Development
・Multi-Media Development
・Project Management
・Information and Management
Basic
･ Personal Skill
･IT Basic
Common
Business
Language
English
・Enterprise Planning
･Personnel/Labor/
Human Resource
Development
・Legal/General/
Public Relations
・Finance/Accounting
・Marketing
･Manufacturing
Management
・Logistics
・International
Business
・Sales
Business
Specific
Professional
Skills
･ Personal Skills ・Conduct Guideline
・IT Usage
・Beginning
･Basic
･Pre-intermediate
･Intermediate
･Pre-advanced
･Advanced
･IT Application
・Productive Activities
・Receptive Activities
・Interactive Activities
･Linguistic Competence
・Sociolinguistic Competence
・Pragmatic Competence
12
Example of Skills Description
Skill SubSkill Item
category
System
Operating Windows XP
Fundamentals System Professional
（Basic）
Category
Skill Component
Skill Description
Installation of
WindowsXP
Can install the XP　Pｒofessional and confirm the action.
Configuration of
desktop
environment
Use and
management of
user account
Use of network
Can provide and manage the desktop user environment in the usual
business use.
Operation in Micｒ
osoft network
Disk management
Use and
management of
disk
Use of printer
Trouble shooting
Can create and configure user accounts, make user profiles, create
group accounts, and allocate user priorities.
Understands the fundamentals of TCP/IP protocol and the
configuration of TCP/IP. Can connect the PC to a network.
Understands the network configuration (work group and domain).
Understands the outline of an active directory and can enter the
domain and logon the domain. Can use an active directory.
Can make the partitioning of a hard disk. Can make formatting of a
hard disk space.
Can manage the NTFS access permission, the resource sharing and
the connection to sharing resources.
Can use a local printer and a network printer.
Can perform a trouble shooting by the bootstrapping process and find
problems of other systems.
13
Standard Skill Inventory
• Skill inventory is itemized to describe the detailed
components in the knowledge and practical skills.
• ACPA describes skill inventory and skill items in the
three domains of ICT, Business and Language.
• The following is the numbers of skill items and
components.
Category
Skill Items
Skill Components
ICT
343
1137
Business
220
1141
Language
108
234
Total
671
2512
14
ACPA Skill Training Model
Corporation to build up
skill competencies
Private
Enterprises
Provide and implement corses and tests
(recruiting division)
In
o
al
pe
ire
me
nt
p
’s
r
tch
Ma
ne
of
Company employees to take courses, tests
and provide information
ve
st
ig
u
eq
l
ca
cti
ra
Hu
ma
n-p
at
io
n
ow
er
ies
ilit
ab
b
su
ind
Certificate
of skills
s
als
ion
dit
du
ivi
on
dc
ire
es
d
an
es
ris
Match job
requirements and
individual
capabilities
Apply for
certificate
of skills
td
mi
p
er
nt
fe
d
an
so
nt
me
ire
Accreditation Council
for Practical Abilities
Individual
(universities, companies’
training divisions, etc.)
Ac
Ap
cr
ed
pl
Pr
i
ica
ta
ov
t
tio
an ion
isi
n
on
d o
in f c
of
st o
itu ur
co
urs
tio se
e
ns s, t
s
At
an
es
ten
dt
ts
dt
es
ts
he
for
co
ur
ce
se
rtif
ica
te
Ap
Re
qu
Educational institutions
Accredited institutions
Build-up
work-ready
skills
15
Human Resource Development Model
• ACPA performs certification and accreditation of
courses, tests, course providers, educational
institutions based on the criteria established by the
ACPA.
• ACPA functions as an intermediary to promote
collaboration between three parties—companies
(human resources and training departments),
educational institutions (e.g. universities, companies),
and individuals.
16
Quality Assurance by Certification and
Accreditation
• ACPA certifies training courses, educational
institutions, and qualification tests.
• The evaluation criteria is based on the aim of
appearing human resources capable of executing
tasks professionally (practical abilities).
• ACPA also certificates individuals who complete a
certified course or pass a certified test as possessing
the knowledge and skills required for their assignment.
• Individuals register for an ACPA Mate and receive the
certificate, as well as continual information service.
17
Course Certification
• ACPA certifies the quality and effectiveness of
individual course.
• Experts in the related field examine various elements
of the course (course materials, curricula, drills and
practices, tests, etc.) based on the criteria established
by ACPA.
• It clarifies to what extent learners can acquire the skills
defined as necessary on the course.
• If the results are satisfactory, the ACPA certifies the
course as having the standard quality and
effectiveness.
18
Institution Certification
• ACPA certifies the standard quality of educational
institutions.
• Certification for course-providing institutions
– the institution is recognized as capable of
continuously providing an ACPA-certified course.
• Certification for course-executing institutions.
– the institution is recognized as capable of executing
courses and cooperating with ACPA for the
certification of practical abilities of individuals.
19
Lessons from the ACPA Approach
• Standard skill guide has been useful for identifying the
skill items required in the individual courses and tests.
• The need for high quality of courses and tests linked to
the skill items of the standard skill description has been
identified.
• The institutions supplying courses and test have made
efforts to develop the high quality materials and
resources.
• Learners who obtained the certificate of skills are
expected to use this to the job application.
20
Conclusion
• A framework for quality assurance in practical education
based on skill standards is described.
• The quality assurance using skill standards in the
practical education undertaken by ACPA is introduced.
• We believe that INQAAHE will play an important role in
tertiary education in the future.
• We expect to make a significant contribution to the
establishment of the global framework for tertiary
education in the 21st century.
21
Thank you for your attention,
• More information:
– http://www.acpa.jp/
– E-mail: [email protected]
22