Embedding Standards

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Dr. Peter Littig, DEKRA Akademie Gerald Thiel, DEKRA Akademie

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Partnership

•

LEONARDO-Partners :

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:

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

Subcontractor:

E-Skills UK (UK) Final Conference

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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 4

Source: DG Education and Culture Final Conference

A Reference Point of Project Work: ECVET 5

• 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. • 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

• Carry out and evaluate training, thereby creating

Zones of Mutual Trust

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1. Identified grid/reference points

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• 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) - 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)

Criteria:

• •

Comparable profiles available

in most partner states

Training providers training

being members of the partnership related to those profiles

can carry out

•

Preliminary work results

were already

available:

subdivided in work elements Profiles are Final Conference

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AITTS as a pool of structured profiles

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2. Selected profiles (2)

Results:

•

IT Project Coordinator

(taken from the AITTS) •

IT Security Coordinator

(taken from the AITTS) •

Web Content Specialist

(taken from a previous LEONARDO project) Final Conference

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3. Defined smallest units

Smallest units have been identified by using the descriptions of AITTS and Web-Content-Specialist

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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.

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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

Prerequisites

Knowledge:  Knowledge of the specialist subject areas addressed by the content. Skills:  Native language skills.  English language skills.     Spelling correctly. Using grammar and punctuation correctly. Basic operation of personal computers (Windows or Macintosh). Use of Microsoft Office tools, i.e. Word, Excel. Basic report writing. Final Conference

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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

Knowledge:  The history of the Internet and World Wide Web.  The basic principles underlying the functioning of the Internet and the World Wide     Web. 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. Skills:  None Autonomy and responsibility:  Not applicable Learning competence: Demonstrates self-direction in learning. Final Conference

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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

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

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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.

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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

National Conventions Credit Profiling

Validation/Recognition Agreement

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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.

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Main lessons learnt

• • • A common understanding of

job profiles

transnational training is crucial for enabling If job profiles are described in

work elements competences

can be derived , to be defined as from which

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 Training Learners providers

trains recruits supports advises

Target Groups

evaluates VTP activities

Advisory Board (Stakeholders)

advises & supports

Virtual Training Portal (VTP)

delivers instruments for VTP activities

ZMT Promotion Unit 21

Active Units

monitors and structures activities and collaboration of units

Steering Committee

chooses

Juridically Defined Body

Future Formal Basis

analyses EQF/ECVET development environment Final Conference

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For more information

http://www.embedding-standards.com

Thank you for your attention!

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