[PDF version - full paper] - Contribution#1574: The VQTS Model in Austria

8/14/2019 [PDF version - full paper] - Contribution#1574: The VQTS Model in Austria

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3s research laboratory, Wiedner Hauptstrae 18, 1040 Wien, AustriaTel (+43-1) 585 0915-0, Fax -99, [email protected], www.3s.co.at

Possibilities for enhancing permeability from VETto HE by using the VQTS model

Karin Luomi-Messerer, 3s research laboratory, Austria

[email protected]

ECER 2008, Gteborg 10-12 September 2008Symposium Innovative Instruments for the Accreditation of Vocational Learning

1. Introduction

Recognising prior learning in order to enhance permeability between vocationaleducation and training (VET) and higher education (HE) is included in European-wide

educational policies and high on the official agenda in many European countries. Theintroduction of accreditation of prior learning (APL)1 is seen as an attempt a) to createnew paths in education and training and, in particular, a more flexible transitionbetween VET and HE, b) to reduce redundancies on the interface between VET andHE and c) to shorten the duration of learning in HE. The following functions orpurposes of APL in relation to HE can therefore be identified:_Accessentry into a course or a programme is gained through APL;_Admissionapplicants to a certain study programme are selected based on APL;_ExemptionAPL allows exemption from parts of the study programme because

credits are given for previously acquired learning outcomes seen as equivalent tolearning outcomes in the HE study programme and these credits will count

towards an academic degree;_Full equivalencein case all achieved learning outcomes are seen as equivalent to

the learning outcomes in the HE study programme, APL allows exemption fromall parts of the study programme.

In the following section some examples of accreditation of vocational learningoutcomes in HE in Austria will be presented before introducing an instrument, theVQTS model. The introduction of the VQTS model, a method for transparentlydescribing learning outcomes, will be followed by an outline of how this approachcan also be used in the context of APL to enhance permeability from VET to HE. It

will be explored how the VQTS model can be applied for_making the overlapping areas of the competence profiles of VET and HE

qualifications visible,

_developing solutions how to overcome problems on the interface between VETand HE,

_establishing new forms of partnerships between VET and (practice oriented) HEproviders.

1 For a discussion of the conceptes and definitions of the terms recognition, accreditation etc. see, for example,Vlsceanu et al. 2004, Cedefop 2004, Adam 2008.


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2. Accreditation of vocational learning outcomes inhigher education in Austria some examples

In Austria, there are several types of accreditation of prior learning from VET for HE,

_a) accessto courses of study at universities of applied sciences without a Matura(upper secondary school leaving exam) but with relevant professional experiences;_b) individual exemptionof single courses or semesters based on certificates from

other study courses or on non-formal and informal learning;_c)generalised (blanket) exemptionof semesters for graduates of certain VET

colleges.2

a) AccessThe Austrian Fachhochschulen(universities of applied sciences) have specificadmission regulations. Access is possible for persons with relevant professionalexperiences, which usually indicates that graduates of secondary technical and

vocational schools or apprenticeships with professional experiences have accesswithout a Matura(upper secondary school leaving exam). Generally, they must passadditional examinations (for example, in mathematics, German and English) in thefirst year of study.3

b) and c) ExemptionVET colleges (duration: five years) are classified as ISCED 4A.4 Graduates from VETcolleges have a double qualification: Their Matura (upper secondary school leavingexam) provides direct access to HE programmes. In addition, graduates of VETcolleges hold a higher professional qualification and have direct access to a number of

regulated professions. VET college graduates can start in relevant study programmesin the second or third semester at universities of applied sciences. At universities,they can have their certificates accredited for exemption from examinations. This canbe handled individually, but depending on the institutions involved there are alsoblanket exemptions. The extent of exemptions varies depending on the institutions.Graduates from VET colleges can, for example, start in the second semester in oneuniversity of applied sciences but in the third semester in another university ofapplied sciences. Accreditation is also handled differently in various courses of study,even at the same institution: some courses of study have precise definitions of whatcan be accredited; in others, accreditations are based on individual agreements.5Furthermore, accreditation is quite often based on individual agreements and co-

operations between institutions.

Important prerequisites for transferability of learning outcomes and the enhancementof permeability between VET and HE and lifelong learning include the transparencyof qualifications; i.e. easily readable education and training descriptions and

2 See also Humpl & Nindl 2008.3 Several universities of applied sciences offer preparation courses for apprentices or persons in foreperson coursesspecifically designed to provide access to study programmes in these institutions e.g. see FH Obersterreich (LandObersterreich 2007), FH Campus Wien2008.

4 Statistik Austria (2008)5 At the University of Applied Sciences FH Joanneumsuch definitions are available for the study programmeelectronics & technology management but not for any other study programme. Cf. FH Joanneum (2008).


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comparable degree programmes. In order to implement APL, one must be able toidentify how learning outcomes of prior learning correspond to the required learningoutcomes of a study programme in HE. The VQTS model, which will be presented inthe following section, can be seen as an instrument or method for transparentdescriptions of learning outcomes.

3. VQTS model

3.1 Introduction of the VQTS model

The VQTS model was developed in the Leonardo da Vinci project VQTS (VocationalQualification Transfer System 2003-2006).6 A learning outcomes approach is usedto enhance transparency, comparability and transferability between trainingprogrammes. The VQTS model describes competences and their development based

on empirical investigations of work-related competences within a specific occupationalfield. This approach assumes that comparing core work tasks or work requirements ina certain field in different countries is easier than comparing certificates or curriculaof VET programmes from specific national systems. Furthermore, it is assumed thatthe development of vocational competences can be described without referring toVET systems but instead by using a competence development model related to acertain sector.

The VQTS model therefore provides a common language to describe competencesand their acquisition and also offers a way to relate these competence descriptions tothe competencesacquired in national-level training programmes. On the one hand, theVQTS model focuses on competences related to the work process and identifies thecore work tasks within the context of the particular occupational field. On the otherhand, the VQTS model follows a development logical differentiation of acompetence profile (known as a competence development or acquisition model) andthus can also describe the acquisition of competences.

One of the core elements of the VQTS model is the Competence Matrix. TheCompetence Matrix structurally displays competences of a specific occupational fieldin a table. A pilot Competence Matrix is available for the field of Mechatronics (butthe VQTS model can also be used for describing and comparing competences in other

fields7). This Mechatronics Competence Matrix was developed to describecompetences related to VET programmes on the upper secondary level.

6 Luomi-Messerer & Markowitsch 2006; Markowitsch et al. 2006; Becker, M. et al. 2007; Markowitsch et al. 2008.More information about the VQTS model is available at the website: http://www.VocationalQualification.net

7 For example, in the field of bakery: The EU project SME Master provides a learning outcome orienteddescription of the master craftsperson qualification in the bakers trade. It records the entire range of knowledge,

skills and competences that a trainee has acquired upon completion of his or her training as a master baker. TheSME Master method is described in the SME-Master-Manual and is partly based on the VQTS model. Themanual is available at the project website: http://www.sme-master.eu/.


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Figure 1

Part of the Competence Matrix available for the field of Mechatronics

Source: VQTS www.VocationalQualification.net

The left column of the table contains competence areas, based on the various corework tasks in the respective occupational field. For example, the followingcompetence areas are included in the Mechatronics Competence Matrix:_Maintaining and assuring the reliability of mechatronic systems;_Installing and dismantling mechatronic systems and facilities;_Installing and adjusting mechatronic components in systems and production lines;_Designing, adapting, and building mechatronic systems and facilities on the basis

of client needs and site plans;_Putting mechatronic systems into operation and providing clients with technical

and economic support;

_Supervising and evaluating both the process sequences of mechatronic systems andfacilities and the operational sequence (including quality assurance), etc.The core work tasks have to be derived empirically using methods that includecompany surveys, expert interviews, work-related comparison of existing qualificationprofiles and moderated workshops with experts from the respective occupationalfield. Based on these results, core work tasks and work processes can be defined andstructured as competence areas. One competence area therefore comprises variousforms of competences necessary for completing core work tasks in a certainoccupational field. Depending on the complexity, range of activities or job

opportunities within a certain occupation, a varying number of competence areas aredefined. The VQTS project assumed that 5 to 25 competence areas could be definedper occupational field. The pilot Competence Matrix Mechatronics comprises ninecompetence areas. The list of competence areas described in the left column merelyserves as a rough overview. It does not show the acquirable or actual competenciesavailable to a person in training. Therefore, steps of the competence development areaare described in the rows.

For each competence area, the acquisition of each competence the progress ofcompetence development from beginner level to the skilled worker level must bedescribed. For example, the steps of competence development for the competence area

Installing and dismantling mechatronic systems and facilities include the following:


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_Step 1: He/She can use written instructions to install and dismantle individualcomponents (sensors, actuators, drives, motors, transport systems, racks) that forma functional group of mechatronic systems.

_Step 2: He/She can master the installation and dismantling of mechatronic systemsthat use several technologies (mechanics, hydraulics, pneumatics, electrical-

mechanics, electronics), set up the connexion technology, and check the efficiencyof the overall system._Step 3: He/She can provide independent mechatronic solutions for the

construction of production lines, assure their overall ability to function, and, inaddition, can use both existing and modified standard components.

The nature of the competence area determines how many steps of the competencedevelopment process can be described. In the VQTS project it was assumed thatdifferentiations could be made between two and six steps (for example, in onecompetence area three steps may be sensible, whereas in another, five steps may bebetter). Consequently, the steps of competence development for one competence area

do not necessarily correspond to the steps for any other area (for example, Step 3 in acompetence area with three steps does not necessarily express the same level ofachievement as Step 3 in a competence area with five steps).

The description of the competences in the Competence Matrix should give a clearpicture of how they can be applied in the work context. Therefore, the competenceson the various steps of competence development are described in a context-relatedmanner. The competences are consistently formulated in relation to the work processand always align with the core work tasks within the context of the occupationalfield. Core work tasks are comprehensive tasks within the work context that a personwith the respective occupational profile has to deal with. This means that workprocess-related competences are derived empirically from the work practice/workplace (Luomi-Messerer & Markowitsch 2006, 17). The descriptions are related toactions that can be carried out or problems that can be solved and therefore use thephrases can do or is able to. To clarify the work activities, the descriptions includework-related categories as context characteristics, for example, objects (contents orprocesses), tools, methods, organisations or requirements of skilled work. Moreover,examples are included that provide necessary information to characterise the workcontext and the different competence levels. The descriptions of various steps mustclearly express the differences between one step of competence development and thefollowing step. Whenever reasonable, certain dimensions are included as reference

points for the description of the competence development and thus enable thedifferentiation between steps. For example, these dimensions refer to the degree ofindependence, the assessment of the complexity of a task or the dynamics of asituation. These dimensions must always be expressed in relation to core work tasks,because holistic descriptions are required for the differentiation of competencesaccording to the level of achievement.

Descriptions of the steps of the competence development in the Competence Matrixare also developed in moderated workshops with experts from the respectiveoccupational field. In the VQTS project, experts from the field of work as well asexperts from the field of education were successfully involved in the task of

developing descriptions. This cooperation can be seen as a further attempt to bridge


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the terminological and ideological gap between the world of education and the worldof work. In order to facilitate transparency and mutual trust, a learning outcomesapproach for the description of qualifications is used which is not solely linked to acertain national context or educational system. To ensure that the focus stays on theoutcomes and not on the input or on one national system alone, experts from

different countries must be involved in the necessary integration of differentperspectives and expertise as was the case in the VQTS project.

The Competence Matrix can, for example, be used for developing trainingprogrammes based on learning outcomes or to make visible the learning outcomes of acertain training programme. This is done by developing Competence Profiles.

Competence Profiles are formed from individual parts of the Competence Matrix andgenerally only cover a limited spectrum of the competences described in theCompetence Matrix. In order to form a training programmes Competence Profile, i.e.the steps of competence development available for a person in training, the relevant

competences must be identified by indicating the steps of competence developmenton the Competence Matrix. In the VQTS model, this is the Organisational Profile.Furthermore, Individual Profiles can be formed reflecting the competences acquiredso far (at a certain point in the training) by a person in training.

The following graph (Figure 2) shows Competence Profiles by using the pilotCompetence Matrix Mechatronics:_The fields shaded in yellow and orange show an Organisational Profile_The field shaded in orange shows an Individual Profile.


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Figure 2

Competence Profiles based on the Competence Matrix Mechatronics

Source: VQTS www.VocationalQualification.net


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3.2 VQTS model and recognition of prior learning in HE

The VQTS project originally intended to develop a systematic procedure fortransferring competences that can be used to enhance a persons mobility: to compareCompetence Profiles from VET programmes of different countries and to identify

similarities and differences. To prepare mobility procedures, the Competence Profileof a person in training (showing the steps of competences reached by the person intraining) should be sent to the training provider in the host country. This shouldallow them to determine which competences can be built upon, or for which areas orwork tasks the person is suited and should also ensure that the apprentice or studentis neither under- nor over-challenged during his or her learning period abroad. Thecompetences acquired abroad can be transferred back to the home country becauseequivalence has been determined previously.

In order to achieve this, the differentiation of steps of the competence development isa crucial issue in designing a Competence Matrix: The difference between one step

and the next must be clearly described. To determine more easily whether a specificstep has been reached, the scope of a step should not be too extensive. Thedescriptions must provide a clear and comprehensible picture of the competencedevelopment process, but they should not be too detailed. Excessively detaileddescriptions would endanger the broader usefulness of the instrument.

The VQTS model and, in particular, the description of competences in relation to thework context can support understanding between the world of education and theworld of work. Hence, the approach developed can be used not only for the transferof competences acquired internationally, but also for other purposes where the

transparency of competence profiles is highly important. Competence profiles (inaddition to other documents) can, for example, provide important information aboutknowledge, skills and competences acquired by graduates of VET schools or collegesfor future employers or personnel managers. This is of particular importance in thosecases when curricula are rather focussing on input criteria and not much informationabout learning outcomes is included.

The transparency of competence profiles is also highly important on the interfacebetween VET and HE. We assume that the VQTS model can also be used for makingvisible the overlapping areas of the competence profiles of VET and HEqualifications. This is the focus of the follow-up project VQTS II8, which started atthe end of 2007 and is funded by the Lifelong Learning Programme. The follow-upproject will further elaborate and develop the VQTS model for enhancingpermeability and progression between VET and HE.

For this purpose, a Competence Matrix will be created based on the principlesdeveloped in the VQTS project but with a broader scope. In the Competence Matrixpresented in Figure 1 and in the first VQTS project, the focus was on the skilledworker level and on VET programmes from secondary level education. A CompetenceMatrix useful in recognising prior learning in HE should make visible at least someparts of Competence Profiles of HE programmes and therefore must include some

8 For further information see www.VocationalQualification.net.


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steps of competence development relevant for HE. All competence areas and steps ofthe competence development do not necessarily need to be included in CompetenceProfiles because, in this context, the only relevant areas are those that overlapbetween outcomes of prior learning and learning outcomes in HE. The CompetenceMatrix development should include expert opinion from the world of work, from

VET and from HE.

An important question will also be the granularity, i.e., the degree of detail andprecision of the steps of the competence development. In order to enable the use ofthe VQTS model for APL, one should ensure that the scope of the single steps of thecompetence development is not too broad. One single step should not be too highbecause this would make it difficult to identify equivalence between learningoutcomes of VET and HE programmes.

Competence Profiles can be formed using procedures similar to that described above.Depending on the APL approach, the Competence Profiles can show either the

relevant competence areas and steps of competence development of a VET programme(recognition of certificated learning outcomes) or an individuals competencies gainedin non-formal and informal learning environments (non-certificated learning gainedfrom experience usually unrelated to an academic context, for example, workplacelearning, life experience, and family and voluntary work). After identifying therelevant steps of competence development of the study programme in HE, theoverlapping areas and thus equivalence can be identified.

To visualise the process of forming Competence Profiles of a VET programme and ofa HE programme in order to identify equivalence, the key-lock-principle could beused as a metaphor: A key has to be shaped to fit perfectly into the cylinder of thelock. If the key does not fit the shape or if the lock has to be changed, something hasto be added or removed. When making VET and HE programmes more adaptable, thiswould mean that they should be refined to be more compatible. In other cases thiscould mean, for example, that a graduate of a VET programme would have to gainadditional learning outcomes in order to fulfil the entrance requirement of the HEprogramme (something is missing and has to be added). Or, in another example, heor she would get credits for previously acquired learning outcomes (the acquisition ofthe learning outcomes will be removed from the HE programme).

The results of this process can not only be used to recognise learning outcomes on an

individual basis but also to promote sustainable advancement from VET to HE byestablishing new partnerships between VET and HE providers. Examples wouldinclude:_a joint definition of Competence Profiles for the admission into training

programmes/courses at HE,_tuning or adapting training programmes/curricula in VET and HE to be more

compatible,_coming to an agreement about the possibility of giving credits for already acquired

learning outcomes that will count towards an HE award.


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4. References

Adam, S. (2008): Why is the recognition of prior experiential learning important andwhat are the national and institutional implications of this for lifelong learning? In:New challenges in recognition: Council of Europe higher education series No. 10 Pp.

2748

Becker, M., Luomi-Messerer, K., Markowitsch, J., Spttl, G. (2007): BeruflicheKompetenzen sichtbar machen Arbeitsprozessbezogene Beschreibung vonKompetenzentwicklungen als Beitrag zur ECVET Problematik. In: Berufsbildung inWissenschaft und Praxis 03/2007.

Cedefop (2004): Terminology of vocational training policy. A multilingual glossaryfor an enlarged Europe. Luxembourg: Office for Official Publications of the EuropeanCommunities. Available at: http://europass.cedefop.europa.eu/img/dynamic/c313/cv-

1_en_US_glossary_4030_6k.pdf Accessed on 2 May 2008.

FH Campus Wien (2008): Elektronik Bewerbung. Online: http://www.fh-campuswien.ac.at/studium/technik_und_management/bachelor/angewandte_elektronik/bewerbung/ (05.06.2008)

Humpl, S. & Nindl, S. (2008): Perspektiven von der Schnittstelle zur Nahtstelle:Rahmenbedingungen fr die berwindung systemischer Grenzen im berufsbildendenAusbildungssektor. Paper presented at the 1. sterreichische Konferenz frBerufsbildungsforschung, 3.-4.7.2008 in Steyr.

Land Obersterreich (2007): O bundesweit Vorreiter mit neuemAusbildungsmodell: Von der Lehre ber die Werkmeisterschule zum Fachhochschul-Studium. Online: http://www.ooe.gv.at/cps/rde/xbcr/SID-3DCFCFC3-98901839/ooe/PK_Sigl_Fachhochschule_22.5.2007_Internet.pdf (05.06.2008)

Luomi-Messerer, K. & Markowitsch, J. (Eds., 2006):VQTS model. A proposal for astructured description of work-related competences and their acquisition. Vienna: 3sresearch laboratory.

Markowitsch, J., Becker, M., Spttl, G. (2006): Zur Problematik eines EuropeanCredit Transfer System in Vocational Education and Training (ECVET). In:Grollmann, P., Spttl, G. Rauner, F. (Eds.): Europisierung Beruflicher Bildung eineGestaltungsaufgabe. Hamburg: LIT Verlag. Pp. 173197.

Markowitsch, J., Luomi-Messerer, K., Becker, M., Spttl, G.(2008): Putting Dreyfusinto Action. How to solve the core problem of the European Credit Transfer Systemin Vocational Education and Training (ECVET). Journal of European IndustrialTraining. Volume 32, Number 2/3 Pp. 171186.

Statistik Austria (2008): Bildungsklassifikation International Standard Classificationof Education ISCED 1997. Online:

http://www.statistik.at/web_de/klassifikationen/klassifikationsdatenbank/weitere_klassifikationen/bildungsklassifikation/index.html (04.06.2008)


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Vlsceanu, L., Grnberg, L., Prlea, D. (2004) Quality Assurance and Accreditation: AGlossary of Basic Terms and Definitions (Bucharest, UNESCO-CEPES) Papers onHigher Education. Online: http://www.cepes.ro/publications/Default.htm Accessed on2 May 2008.

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[PDF version - full paper] - Contribution#1574: The VQTS Model in Austria