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Directorate General of Vocational Education and Training
F. Javier Molina Tornero Thessaloniki, September 25th, 2015
LEARNING OUTCOMES in VET diplomas
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17 Autonomous Communities
GENERAL STATE ADMINISTRATION
• General regulation of Educating System
• Basic regulations
• Official Diplomas
AUTONOMOUS COMMUNITIES
• Development of Regulations
• Management of Education CEUTA
MELILLA
ARAGÓN
CASTILLA-LA MANCHA
CASTILLA Y
LEÓN
NAVARRA
PAIS VASCO
PRINCIPADO DE ASTURIAS CANTABRIA
LA RIOJA
CATALUÑA
COMUNIDAD VALENCIANA
ISLAS BALEARES
ISLAS CANARIAS
ANDALUCIA
EXTREMADURA
COMUNIDAD DE MADRID
GALICIA
REGIÓN DE MURCIA
CEUTA
MELILLA
Our scenario
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New SCENARIO for all European countries
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Knowledge
is the outcome of the
collection and assimilation
of information through
learning.
In the EQF, knowledge is
described as theoretical
and/or factual.
Skills
are the ability to apply knowledge
and use know-how to complete
tasks and solve problems.
In the EQF, skills are described as
cognitive (use of logical, intuitive
and creative thinking) and practical
(involving manual dexterity and the
use of methods, materials, tools
and instruments).
Competence
the proven ability to use knowledge,
skills and other abilities to perform a
function against a given standard in
work or study situations and in
professional and/or personal
development.
In the EQF, 'Competence' is described
in terms of responsibility and
autonomy.
Level 1 basic general knowledge •the ability to apply basic skills to
carry out simple tasks
the competence to work or study
under direct supervision in a
structured context
Level 8 knowledge at the most
advanced frontier of a
field of work or study and
at the interface between
fields
the ability to apply the most
advanced and specialised skills
and techniques, including
synthesis and evaluation, to solve
critical problems in research
and/or innovation and to extend
and redefine existing knowledge
or professional practice
competence at the forefront in work
or study, including research contexts,
demonstrating substantial authority,
innovation, autonomy, scholarly or
professional integrity and sustained
commitment to the development of
new ideas or processes
EQF (European Qualification Framework)
5
6
Competences required
by the productive sector
(Competences required
in employment)
Occupational Standards
National Catalogue of Professional Qualifications (CNCP)
Competences required on
completion of training
Other competences required by
education system
Learning
Outcomes
Teach
ing-learn
ing pro
cess
General Objetives
Translation
Productive Sector VET in Education System
Cooperation
Qualification (VET Diploma)
Society’s needs Inidvidual’s needs
8
9
CNAE: National Classification of Economic Activities in line with European Classification of Economic Activities (NACE)
CPA: National Classification of Products per Economic Activities.
CNO: National Classification of Occupations.
Starting point
Selected area of the field of survey: VET cycle heart.
Professionalism
Relevant nowadays and in the close future
Access to labour market
Enhance employability
REQUIREMENTS
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1. Context Analysis
2. Develop. F.S 3. Proposal of Profiles
Professional Profiles Development (one per training cycle)
Professional, personal and social
competences
General Competence
Professional Environment and
Prospective
Training Programme Design
Write Learning outcomes +
assessment criteria
Write learning contents units
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Technological process
Define General
Objectives
Define professional modules (MP)
Suggest Pedagogical Guidance
Setting up a training programme
UC1
UC2
UC3
UC4
UC5
Entrepreneurship Initiative
Vocational Training and Guidance
In-company training module
Project (only for Higher VET)
MP1
MP2
MP3
MP5
MP4
MP6
MP7
Occupational Standard VET Diploma Training Programme
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LO
•Shows evidence of •Knowledge •Skills •Abilities •.......... •THINKS •FEELS •................
Learning process
LEARNING OUTCOMES
Express what a person knows, understands and is able to do on completion of a learning process and are defined in terms of knowledge, skills and competence. (EQF)
•In order to demonstrate that this learning has been successfully achieved they must be assessed, observable and verifiable.
•Structure for VET Diplomas:
•LO (5/8 per module)
•Assessment criteria (6/9 per LO)
•Corresponding Content Unit
1. Changes centred in what a person knows and is able to do.
2. A better match between the labour market needs and the Vocational and Education Training offer.
3. Transference and use of qualifications between different countries and vocational education and training systems.
4. Facilitates non formal learning validation.
LEARNING OUTCOMES a)
Declaration of intent, expressing, describing........what an individual... demonstrates, carries out, knows, thinks, is able to do….. after a learning process.
Learning outcomes are described in terms of contextualized competence .
Competence: closely related to an activity performed in a productive environment.
LEARNING OUTCOMES b)
Learning outcomes are described in terms of contextualized competence
Competence: closely related to
an activity performed in a
productive environment.
The competence achieved through the learning outcome is very close to the
competence developed in the professional
world, depending on the training cycle
(diploma) in question.
LEARNING OUTCOME
DIFFERENTIAL
COMPETENCE CURVE
PROFESSIONAl
competence
PERSONAL competencies
SOCIAL
competencies
Contextualized competence
. Learning outcomes are described in terms of
contextualized competence
Contextualization:
describes competence
It underlines the skill required to carry out a
professional task.
It seeks mastery of the bases for
competence.
Contextualizing allows students to deal with
different business fields.
Contextualized competence
Learning outcome
A task well done in accordance with the
production parameters
Scientific/technical/ technological bases to
support the task = +
LEARNING OUTCOMES STRUCTURE
They must be achievements
Feasible for students
Possible to be performed within the learning field.
Observable
Measurable Assessable
Characteristics
Verb (achievement)
Object Condition (activities in a learning
context)
They respond to the question What do I want to achieve?
They respond to the question How can I achieve it?
He/she operates
applying and justifying the techniques to be implemented
machines
+ +
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LEARNING OUTCOMES STRUCTURE
Verbo (logro) Objeto Condición (Acciones en el contexto de
aprendizaje)
Responden a la pregunta
¿Qué quiero conseguir? Responden a la pregunta
¿Cómo lo consigo?
Opera Aplicando y justificando las técnicas
a emplear Maquinas
+ + Verb: gnomic present Object: direct object
One verb is enough
(it simplifies the learning situation)
Gerund, followed by a direct object Not recommended more than two
gerunds
IMPORTANT: achievement related to operating procedures
(it should be nearly always)
1. He/she operates tool machinery for metal shavings, relating the adequate operating process to the conditions and characteristics of the final product.
2. He/ she carries out boiling techniques, identifying their characteristics and uses.
EXAMPLES
4. He/ she prepares the automotized auxiliary systems, identifying the devices and determining the parameters in the control process.
3. He/ she develops cooking service, valuing its implications to satisfy the customer.
Statements that specify what a student is expected to do in order to show that he/she can implement the knowledge and skills acquired and, thus, achieve a learning outcome.
Completed action Content
Verb Object which receives the
action
Se ha identificado la pieza dañada susceptible de
sustitución.
+
In English: The damaged piece, which has to be replaced, has been identified
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Assessment criteria
Assessment criteria structure
If what the assessment criteria state is successfully performed, then it can be inferred that a learning outcome has been achieved.
• Procedural. • Conceptual. • Attitudinal.
• Logical coherent structure from an epistemological point of view. • Relevant sense. • Functional to be used in different situations (professional, personal or social). • Drawing students’ attention, motivation, attitudes and expectations to go on learning.
CONTENTS
Instrument of mediation in the learning process to attain the objetives of the professional module.
REQUIREMENTS:
He/she sets up electric panels for refrigeration equipments, interpreting technical documentation and applying installing techniques.
Assessment criteria:
a) The electrical schematic for protection, control and energy supply have been made in accordance with the appropriate symbols..
b) All the components have been fixed to the panel box following the schematic.
c) The wiring diagram from the panel to the periipheral elements has been successfully completed.
d) The electrical connections to the peripheral elements of power and control have been made and tested ( presostates, probes, engines, insulating material, etc).
e) Different tools and devices hace been selected, using the appropriate mechanisms and measuring instruments for the setting up and electrical testing.
f) The installation and testing have been done in accordance with the safety regulations and quality assurance.
g) The installation has been made within the timing agreed.
h) All the tasks have been properly done.
i) The completion of tasks has been done with autonomy
EXAMPLES
Learning outcome:
Contents:
Setting up of electric panels:
o Technical documentation interpretation. Wiring diagram for protection, control and
power. Manufacturer’s specifications.
o Electric panel: position and fixing of elements.
o Wiring.
o Electric connexions. Panel and power elements (gauge, engine and others).
o Tools and instruments for measurement.
o Assembly and verification. Time pressure. Order and cleanliness.
o Autonomy in proposed activities
EXAMPLES
