Embed Size (px)
Citation preview
THEMATIC PERSPECTIVES
KEY COMPETENCES IN VOCATIONALEDUCATION AND TRAINING
NETHERLANDS
Please cite this publication as: Westerhuis, A. (2016). Key competences in vocational education and training – Netherlands. Cedefop ReferNet thematic perspectives series. http://libserver.cedefop.europa.eu/vetelib/2016/ReferNet_NL_KC.pdf
Author: Anneke Westerhuis Contributor: Annemiek Cox
Reviewed by Cedefop © ecbo (Cedefop ReferNet Netherlands), 2016 Reproduction is authorised, provided the source is acknowledged.
The thematic perspectives series complements the general information on vocational education and training (VET) systems provided in ‘VET in Europe’ reports. The themes presented in the series feature high on the European agenda. Thematic perspectives provide national overviews of specific themes in a common format and offer comparative dimension across the EU Member States, Iceland and Norway. They are available at: http://www.cedefop.europa.eu/en/events-and-projects/networks/refernet/thematic-perspectives This thematic perspective was prepared based on data/information from 2015. The opinions expressed here do not necessarily reflect those of Cedefop. Thematic perspectives are cofinanced by the European Union and ReferNet national partners. ReferNet is a network of institutions across Europe representing the 28 Member States, plus Iceland and Norway. The network provides Cedefop with information and analysis on national vocational education and training (VET). ReferNet also disseminates information on European VET and Cedefop’s work to stakeholders in the EU Member States, Iceland and Norway. http://www.cedefop.europa.eu/en/events-and-projects/networks/refernet
/cedefop @cedefop refernet
3
Table of contents
Introduction ............................................................................................................... 4
1. Key competence: communication in the mother tongue ..................................... 7
2. Key competence: communication in foreign languages ...................................... 8
3. Key competence: competences in maths, science and technology ......................................................................................................... 9
4. Key competence: digital competence ............................................................... 10
5. Key competence: learning to learn ................................................................... 11
6. Key competence: interpersonal, intercultural, social and civic competences ................................................................................................... 12
7. Key competence: entrepreneurship.................................................................. 14
8. Key competence: cultural expression ............................................................... 14
Conclusions ............................................................................................................ 15
References ............................................................................................................. 16
4
Introduction Dutch VET is legally part of the education system since 1919. This means that it is not limited to technical-instrumental skills but includes also personal and social skills (Winch, 2011; De Bruijn & Westerhuis, 2016). Industry also supports VET to do more than just delivering trained specialists. Skilled workers and technicians must be able, both as employees and individuals, to rise above the narrow confines of their trade.
The 1996 VET law states that vocational training has to support occupational career, citizenship and further learning. Initial VET should lay a solid foundation graduates can build on during their working life.
In defining qualifications, several concepts have been introduced in the last decades in addition to the technical-instrumental ones,. Most of them were included in the national qualifications framework for VET, for example, key qualifications in the 1980s, competences in the 1990s, and the 21st century skills. They all try to grasp the (common) essential non-technical elements of occupations and hence vocational curricula. The process of identifying and implementing ‘key competences’ in VET is better known for its seeking character than its solid results (De Bruijn & Westerhuis, 2016).
This article highlights policies and practice developments in implementing key competences in VET in the last (five) years.
The search for the essentials of non-technical skills is symbolised by the changes in their designation, and may be also by their ‘negative’ definition; it seems to be easier to describe what they are not (‘non-technical’) then to clarify where they really stand for. This is also true for the definition provided for in the guidelines for this article: ‘The distinctive feature of key competences is that they are not directly relevant to a certain job but have the ability to be used flexibly in different situations, for further learning and the labour market (1). However, some of the key competences overlap with those directly linked to a specific sector/occupation’.
At the European level eight key competences have been identified:
(a) communication in the mother tongue; (b) communication in foreign languages; (c) competences in maths, science and technology; (d) digital competence;
(1) European Commission (2011). Transferability of skills across economic sectors: role and importance for employment at European level. Luxembourg: Publications Office of the European Union, p. 23.
5
(e) learning to learn; (f) interpersonal, intercultural and social competences, and civic competence; (g) entrepreneurship; (h) cultural expression (2).
But as definitions go, this selection competes with others, for example, with basic (3) and new basic (4) skills ‘needed to live in contemporary knowledge society’, ’fundamental basic skills’ (language, literacy, numeracy and ICT) and ‘transversal key competences’ such as initiative-taking and cultural awareness (5).
All eight key competences can be found in the initial VET curricula, albeit not under a separate heading or in a standardised form. In 2008, it was agreed that in all school types, including VET, students should attain a standard level in the mother tongue and maths to progress through the system without severe disruptions and to graduate with a higher mastery level in both the mother tongue and maths.
Since 2012, English and math are compulsory subjects in VET at level 4 [the highest of the four qualification levels], even if they are not a part of occupational profile. At lower levels, English can be part of the curriculum only if mastering of this language is included in the occupational standards (national qualifications framework) of a particular course.
In the first decade of the 21st century, the government launched a new series of industrial policy initiatives. They focus on economic ‘top sectors’ and aim to link industrial and educational innovation by attracting more learners to technical VET, where science and technology are essential. In other study fields, competences in science and technology are included only if mastering of these subjects is required by the occupational standards (national qualifications framework). The same is true for digital competence.
As VET has to prepare for an occupational career, citizenship and further learning, learning-to-learn and interpersonal, intercultural and social competences as well as
(2) Recommendation of the European Parliament and of the Council of 18 December 2006 on key competences for lifelong learning.
(3) Listening, speaking, reading, writing and mathematics [Source: Cedefop (2014). Terminology of European education and training policy – A selection of 130 key terms. Luxembourg: Publications office].
(4) IT skills, foreign languages, technological culture, entrepreneurship and social skills [Source: Council of the European Union (2002). Resolution on lifelong learning (2002/C 163/01)].
(5) Council conclusions of 11 May 2010 on competences supporting lifelong learning and the ‘new skills for new jobs’ initiative.
6
civic competence are compulsory elements of all VET curricula since the 1996 VET law.
Entrepreneurship is also promoted in VET but it is compulsory only for some VET programmes, for example in retail.
Since 2013, VET schools are stimulated to provide entrepreneurship modules in curricula at qualification levels 3 and 4 of the Dutch qualifications framework, within the school-specific section (‘free space’) of the school curriculum. With the introduction of the renewed qualifications framework in 2014, entrepreneurship modules are optional (keuze delen) in VET courses.
Cultural expression is not a compulsory subject in VET, except for programmes preparing for occupations in the cultural sector (for example, design, artist, audio-visual productions). The ‘creative expression’ module is available in the renewed qualifications framework since 2014 and learners can opt for it if offered by VET school as optional subject. Since 2016, the MBO Card (6) is available for all VET students. It allows engaging in cultural events, visit museums, concerts, theatres, cinemas or subscribe to cultural magazines at a reduced price or, in some cases, for free. The card has been available for students of secondary and higher education but is new to VET students.
The government aims to raise the competence level of all VET students and to reflect on the competences that VET should promote to prepare learners for the uncertainties of the future (in technology, occupational structures and career paths). The Minster for Education pays special attention to the 21st century skills, their relevance for VET and ways to develop those skills in the framework of VET (7). The implementation of the renewed qualifications framework and its effect on VET courses will be evaluated in the coming years, to assess whether further steps are needed to adapt VET qualifications to the future, for intake by paying more attention to these competencies.
(6) MBO (Middelbaar Beroeps-Onderwijs) is the Dutch abbreviation for VET.
(7) Policy letter from the 14 September 2015 https://www.rijksoverheid.nl/documenten/kamerstukken/2015/09/14/kamerbrief-met-visie-op-mbo
7
1. Key competence: communication in the mother tongue The acquisition of the key competence at upper secondary VET is promoted at national/regional level
Yes
How is it promoted?
• national/regional policy document(s)
No
• national/regional law(s), regulation(s)
No
• national/regional curricula, standards and qualifications
the acquisition of this competence is obligatory for all students; it is an standard element in all VET curricula in both tracks in Dutch VET (the school based and dual track)
• training VET teachers trainers
• centralised assessment of the key competence in VET
The national exams for this subject in VET have been piloted (and other school types) by the Education Ministry since 2008. The pilot ensured that the marks will be included in the school report, but will not determine the final outcome of the exam (pass or fail). National exams are new to Dutch VET; its outcomes are normally assessed by the schools themselves. The idea of national exams gave rise to a great many new topics in VET: should the subjects be taught separately or embedded in an occupational context? Should they be taught by specialist teachers or not? What is most effective in the perspective of preparing for occupational practice, or examination results? While the support is available (a), there is no standard answer and schools have to find their own solution (b).
• other instruments (e.g. ways of working, teaching/learning methods)
No
The progress of improving key competence levels/learning outcomes among upper secondary VET students is monitored
Yes
How is it monitored?
• through international or national statistical data
No
• survey(s) No
• benchmark(s) No
• other instrument(s) Within the implementation process the learning outcomes of VET students are monitored.
Key competence level improved among upper secondary VET students since (+/-) 2010
Most VET graduates master the Dutch language (and maths) skills at the appropriate level (level 2F (B1 equivalent) at VET level 2 and 3; level 3F (B2 equivalent) at VET level 4).
(a) http://www.steunpunttaalenrekenenmbo.nl/steunpuntmbo/ (b) http://www.canonberoepsonderwijs.nl/examens-nederlands-in-het-mbo#sthash.83aQLsSz.dpuf and
http://www.canonberoepsonderwijs.nl/rekenen-in-het-mbo
8
2. Key competence: communication in foreign languages The acquisition of the key competence at upper secondary VET is promoted at national/regional level
Yes
How is it promoted?
• national/regional policy document(s)
No
• national/regional law(s), regulation(s)
No
• national/regional curricula, standards and qualifications
English is the only compulsory foreign language in VET at level 4 (to ease access to higher education). According to the European reference framework, reading and listening have to be mastered at B1 level and writing, speaking and conversation at A2 level. This is in line with the introduction of the Dutch language and math as obligatory subjects in VET. Mastering both subjects is essential to progress through the education system without delay and drop-out risk. However, the Minister for Education is reluctant to label other general subjects/languages as compulsory, leaving the decision to include them in the national qualifications to the social partners (responsible for qualifications) and the VET providers (responsible for the curricula) (a). Depending on the qualification, but also on school policies, one or more foreign languages might be included in VET curricula. In some qualifications (for example, international trade) one or two foreign languages are compulsory. Schools near the border with Germany can include the German language in their curriculum, while others offer modules in for instance Spanish as optional subjects/modules.
• training VET teachers trainers No
• centralised assessment of the key competence in VET
Since 2017/18, English, like Dutch and math, will be included in the national examinations in VET at VET level 4 only (b). Currently, VET schools assess English as a part of the school exams.
• other instruments (e.g. ways of working, teaching/ learning methods)
No
The progress of improving key competence levels/learning outcomes among upper secondary VET students is monitored
Yes
How is it monitored?
• through international or national statistical data
No
• survey(s) No
• benchmark(s) No
• other instrument(s) The first group of students faced with the obligation to pass an examination in English started their (four year) course in 2012,
9
and will be examined in 2016.
Key competence level improved among upper secondary VET students since (+/-) 2010
No data (yet)
(a) https://www.rijksoverheid.nl/documenten/kamerstukken/2014/12/16/kamerbrief-over-de-aandacht-in-nederland-voor-de-duitse-taal
(b) http://www.steunpunttaalenrekenenmbo.nl/steunpuntmbo/p000515/mvt/nieuws/aankondiging-coe-engels-mbo-4
3. Key competence: competences in maths, science and technology
The acquisition of the key competence at upper secondary VET is promoted at national/regional level
Yes (maths)
How is it promoted?
• national/regional policy document(s)
No
• national/regional law(s), regulation(s)
No
• national/regional curricula, standards and qualifications
Maths is compulsory in all VET programmes and is treaded the same way as the key competence ‘communication in the mother tongue’ (see Section 1). Science and technology are optional in VET curricula. The amount of time addressed on these subjects depends on their role in an occupation. Enrolment in technical VET is strongly promoted. Since two decades, special programmes have been designed to attract more learners in technical VET that could work for high tech companies after graduation. Since 2010, enrolment in technical VET decreased from 30% (of total VET population) to 27% in 2014 (*).
• training VET teachers trainers No
• centralised assessment of the key competence in VET
The introduction of the national examinations in Maths has been postponed, given the disappointing results of the trial examinations.
• other instruments (e.g. ways of working, teaching/learning methods)
No
The progress of improving key competence levels/learning outcomes among upper secondary VET students is monitored
No
How is it monitored?
• through international or national statistical data
No
• survey(s) No
• benchmark(s) No
• other instrument(s) No
10
Key competence level improved among upper secondary VET students since (+/-) 2010
No data
(*) Data retrieved the 22th of December 2015 from http://statline.cbs.nl/StatWeb/publication/?VW=T&DM=SLnl&PA=71798ned&LA=nl
4. Key competence: digital competence The title(s) in the national context (if different)
No national title
The acquisition of the key competence at upper secondary VET is promoted at national/regional level
Yes
How is it promoted?
• national/regional policy document(s)
No
• national/regional law(s), regulation(s)
No
• national/regional curricula, standards and qualifications
Digital competence (subject) is part of a VET curriculum, if it is an element of occupational standards. The computer density (*) in the country is the second highest in the EU. Van Deursen and van Dijk found that in 2010, 94% of the households had access to the internet and 98% of the workforce used a computer at work (2011). Therefore, digital competence is not promoted as a separate skill or standalone subject in VET, except for IT related occupational qualifications. The competence is rather present at operational level in VET.
• training VET teachers trainers No
• centralised assessment of the key competence in VET
No
• other instruments (e.g. ways of working, teaching/learning methods)
VET is ahead of other education sectors when it comes to using digital learning materials. In 2007, only 15% of teachers in primary and secondary education were using them. In VET, the share increased from 35% in 2007 to 55% in 2015 (Kennisnet, 2015).
The progress of improving key competence levels/learning outcomes among upper secondary VET students is monitored
No
How is it monitored?
• through international or national statistical data
No
• survey(s) No
• benchmark(s) No
• other instrument(s) No
Key competence level improved among upper secondary VET students since (+/-) 2010
No data (it is not a subject in the national
11
curriculum)
(*) Computer density: percentage of the households with access to the internet. In 2010, it was 91% (EU-27 average: 70%; van Dijk & van Deursen, 2011, 20).
5. Key competence: learning to learn The title(s) in the national context (if different)
Learning to learn is a subject in the ‘Career and civic’ section included in all VET curricula.
The acquisition of the key competence at upper secondary VET is promoted at national/regional level
Yes
How is it promoted?
• national/regional policy document(s)
VET is based on the principle of competence development that has no subject connotation and stands for a way to learn, for example, by reflecting on the pros and cons of solutions for solving a problem or by developing study plans (Westerhuis, 2011) rather than learning by heart. It also aims at facilitating students to progress to a higher level. ‘Learning to learn’ helps avoiding gaps between education levels. The inclusion of all VET qualifications in a comprehensive framework and regular talks between VET and higher education at national and local level prevent the formation of those gaps. Many VET graduates progress to higher levels, including higher education. In line with the VET policy action plan ‘Focus on Craftsmanship 2011-15’ (Focus op Vakmanschap 2011-15) measures have been implemented to raise the efficiency of VET by introducing new funding principles for VET providers, combining per capita funding with incentives rewarding faster programme completion. It is feared that these measures will discourage schools to invite student to progress to higher qualification levels.
• national/regional law(s), regulation(s)
Learning to learn is a basic element of VET. According to the 1996 VET law, VET prepares learners for an occupation, lifelong learning and for life in a society. The learning-to-learn subject supports this goal by allowing to: • learn how to learn (study skills), • learn to progress to a higher qualification level within or
outside VET.
• national/regional curricula, standards and qualifications
No
• training VET teachers trainers No
• centralised assessment of the key competence in VET
No
• other instruments (e.g. ways of working, teaching/learning methods)
No
The progress of improving key competence levels/learning outcomes among upper secondary VET students is monitored
No
How is it monitored?
12
• through international or national statistical data
No
• survey(s) No
• benchmark(s) No
• other instrument(s) No
Key competence level improved among upper secondary VET students since (+/-) 2010
No data
6. Key competence: interpersonal, intercultural, social and civic competences
The title(s) in the national context (if different)
These competences (subjects) are included in the in the ‘Career and civic’ section of each VET curriculum.
The acquisition of the key competence at upper secondary VET is promoted at national/regional level
Yes
How is it promoted?
• national/regional policy document(s)
No
• national/regional law(s), regulation(s)
Career and civic competences are part of all VET programmes. At national level a set of career and civic competences is regularly updated in a formal document, annexed to the national qualification framework for VET. The document has to be used as a reference by the schools when developing curricula for VET courses.
• national/regional curricula, standards and qualifications
Interpersonal, intercultural, social and civic competences are included in the ‘Career and civic’ section of each VET curriculum. Career competences are divided into two sections: the choice for an appropriate course/occupation and the development of competences needed for career development in terms of entrepreneurship, employability and personal growth. The most essential element is that all VET students should be able to engage in finding meaningful work or in further education, matching their personal qualities, possibilities and values. One element of career competences is learner awareness of own qualities, possibilities and values as well of the labour market opportunities. Another element is awareness of requirements for studies at higher level. These elements are addressed by: • reflection on learner capacities for a career; • reflection on learner ambitions and motives for following up a
career; • exploration of the possibilities in an occupational field for job
and career options; • career management; • networking (building and maintaining contacts in the labour
13
market with a focus on career development). Civic competences comprise the policy-juridical, economic, socio-cultural, social and citizen dimensions. The policy-juridical dimension refers to the willingness and ability to participate in political decision making in the formal and the informal sense of the word (elections as well as participation in discussions on more timely subjects such as sustainability, social security, internationalisation, entrepre-neurship, inter culturalism and philosophy. The economic dimension addresses the learners as future employees/ employers and consumers. They learn to acknowledge the generally accepted rules and standards of occupations, professional rights and duties. The socio-cultural dimension refers to the ability and willingness to be part of the community and to make an active contribution to the community. The social dimension teaches to function adequately in social environment. Learners understand the characteristics of different cultures and show respect for cultural diversity. The citizen dimension refers to the willingness and ability to reflect upon one’s lifestyle and care for one’s own vitality as a citizen and employee.
• training VET teachers trainers No
• centralised assessment of the key competence in VET
Assessing students’ progress is complex. At the end of a course the Examinations Committee determines whether the student has complied with the obligation for career and citizenship, before deciding on certification (*).
• other instruments (e.g. ways of working, teaching/learning methods)
No
The progress of improving key competence levels/learning outcomes among upper secondary VET students is monitored
No
How is it monitored?
• through international or national statistical data
No
• survey(s) No
• benchmark(s) No
• other instrument(s) No
Key competence level improved among upper secondary VET students since (+/-) 2010
No data
(*) http://www.steunpunttaalenrekenenmbo.nl/steunpuntmbo/p000899/nieuws/nieuws/faqs-toezicht-op-taal-rekenen-loopbaan-en-burgerschap
14
7. Key competence: entrepreneurship The acquisition of the key competence at upper secondary VET is promoted at national/regional level
Yes
How is it promoted?
• national/regional policy document(s)
No
• national/regional law(s), regulation(s)
No
• national/regional curricula, standards and qualifications
Entrepreneurship is not an obligatory general subject in Dutch VET. Mastering this competence is compulsory only in some VET programmes, for example in retail. Similar to science and technology competences, entrepreneurship has been promoted in VET (and other education types) by means of specific programmes and development funds in the past. The subject is included in optional part (keuzedelen). For each VET programme, an offer of optional parts is made by school and then can be selected by learners.
• training VET teachers trainers No
• centralised assessment of the key competence in VET
No
• other instruments (e.g. ways of working, teaching/learning methods)
No
The progress of improving key competence levels/learning outcomes among upper secondary VET students is monitored
No
How is it monitored?
• through international or national statistical data
No
• survey(s) No
• benchmark(s) No
• other instrument(s) No
Key competence level improved among upper secondary VET students since (+/-) 2010
No data
8. Key competence: cultural expression The acquisition of the key competence at upper secondary VET is promoted at national/regional level
Yes
How is it promoted?
• national/regional policy document(s)
No
15
• national/regional law(s), regulation(s)
No
• national/regional curricula, standards and qualifications
Apart from courses preparing for occupations in the cultural sector, and the availability of ‘cultural’ modules learners may choose cultural expression as extracurricular activity. Since 2016, all VET students have the MBO Card allowing them to engage in cultural events, either in a passive (museum, theatre and cinema) or in an active (creative writing and dance) form.
• training VET teachers trainers No
• centralised assessment of the key competence in VET
No
• other instruments (e.g. ways of working, teaching/learning methods)
No
The progress of improving key competence levels/learning outcomes among upper secondary VET students is monitored
No
How is it monitored?
• through international or national statistical data
No
• survey(s) No
• benchmark(s) No
• other instrument(s) Monitoring of the usage of MBO card will be possible after 1-2 years of implementation.
Key competence level improved among upper secondary VET students since (+/-) 2010
No data
Conclusions Dutch VET provides personal and social skills. National qualifications framework’s level descriptors include communication, problem solving, learning and personal development skills as its elements and learning methods include self-directed learning, the application of knowledge, workplace learning in various forms (Circ. 2015).
Within the context of the national qualifications framework for VET, which also includes career and civic competences, all VET schools have to design their programmes and examination plans. In most cases, school decide how to include key competences in the programmes.
The position of the key competences in VET curricula greatly varies, some are included in the definition of craftsmanship, and others are distinct elements of certain occupations, included in the framework annex of career and civic competences or can be selected by the school in a set of optional modules a learner might choose from.
16
It is not easy to make a clear distinction between competences that are or are not required for an occupation. Neither is it possible to make a clear distinction between key competences to be acquired at school or in a work-based learning environment. This is up to the school and varies greatly. The same is true for the introduction of competences as a stand-alone subject or embedded in a wider subject, as illustrated in the case of the mother tongue.
The point whether or not to include key competences in VET curricula has passed. Given the formative effect of the national qualifications framework, promotion is not the issue. The challenges for VET, given the uncertainties of the future and the changes in demands for competences are widely acknowledged.
A challenge is in the way how to address the normative aspects of the civic competences. With its links both to the worlds of education and work, VET is a very important vehicle for the integration of a variety of groups into Dutch society and in employment; VET schools are training grounds for social integration. The growing interest for the civic competences brings this position more to the forefront. This is a great challenge for VET teachers and that has received far too little attention up to now.
References Buisman, M. & van den Dungen, S. (2012). De kunst van het kiezen. De loopbaan van
creatieve mbo’ers. Utrecht: ecbo. De Bruijn, E. de & Westerhuis, A. (2016). Leren voor een beroep: vraagstukken van
richten, inrichten en verrichten van publiek beroepsonderwijs in Nederland en Vlaanderen. In Eidhof, B., van Houtte, M., & Vermeulen, M. (eds). Antwerpen/ Apeldoorn: Garant.
Circ. 2015 15 SSD 4, Key competences and career management skills in VET Kennisnet (2015). Vier in balans-monitor 2015, Inzet en opbrengsten van ict in het
onderwijs. Zoetermeer: Kennisnet. Retrieved December, 22th of December 2015 from: https://www.kennisnet.nl/publicaties/vier-in-balans-monitor/
Van Deursen, A.J.A.M. & Van Dijk, J.A.G.M. (2011). Trendrapport Computer en Internetgebruik 2011. Een Nederlands en Europees perspectief. Enschede: Universiteit Twente.
Westerhuis, A. (2007). The role of the state in vocational education; a political analyses of the history of vocational education in the Netherlands. In L. Clarke & C. Winch (Eds.), Vocational Education: international approaches, developments and systems (21- 33). Abingdon: Routledge.
Westerhuis, A. (2011). The meaning of Competence. In M. Brockmann, L. Clarke & C. Winch (eds). Knowlegde, skills and competence in the European labour market. What’s in a qualification? Abingdon: Routledge, pp. 68-84.
Westerhuis, A. & van Wijk, B. (2011a). Het Nederlandse onderwijs geketend; doorstroomroutes in en tussen vo en mbo. Utrecht: ecbo.
