Abstract

Announced aim of the European Commission is an area of comparable education and transparent qualification in the EU countries. Many efforts have been started in the recent years but the developed instruments like modules, credit points, EQF or ECVET can't hide that they will be implemented in a top-down way. By this most of the relevant persons and groups consequently hesitate or make use of the new instruments without any enthusiasm - practitioners in universities, schools and companies experience (almost) no added value. In the symposium core occupational profiles as innovative work process oriented curricula aswell as bottom-up approaches for sector oriented comparability, transparency and recognition of qualifications are discussed. The possiblities of core occupational profiles for a European vocational education and training (VET) concept way was first shown with the European occupational profile of a 'Car Mechatronic' which was implemented in four countries. It was followed by a project on the closed loop and waste economy. The occupational profile resulting thereof was implemented in seven countries. Another project (Aeronet) is currently being carried through in the European aerospace industry. Further experiences are made with a 'Sustainable Professionalisation Approach'.

In these approaches an uncoupling of occupational requirements from formalised instruments -a feature of qualification frameworks - could not take place. Furthermore those competencies could be measured which are concretely developed within the framework of training, e.g. by dealing with work processes. The methods and instruments for sector-related research of core tasks and structuring of a work related curriculum with work related categories is discussed. The following further questions will be deepened:

• Does the approach of European core occupational profiles safeguards that transnational work and work process orientations are in the centre of interest?
• How are European occupational core occupational profiles implemented in different national structures? Which role should and could the social partners play within the process?
• Are core occupational profiles an alternative to actual ECVET approaches and the European Qualification Framework (EQF)?
• Do the core profiles promoting flexibility, permeability and comparability?
• Do they strengthen VET knowledge transfer between European countries?

Methods

As methods for the core profile development sector related research instruments are elaborated.

The most important were sector analysis, case studies and 'expert-workers workshops'.

For the implementation of the core profiles the important work steps at the backdrop of national and regional sector conditions and country specific educational systems were the following:

• Interviews with key persons from trade unions, associations, institutes.
• Identification of national framework conditions in the sector in general and in individual enterprises.
• Coordination of the European core profile with national needs in all partner countries.
• Strengthening national implementation partnerships.
• Leading the European Social Dialogue for the support of the transformations.

Results

The possiblities of core occupational profiles as an answer to the current demands for comparability, transparency and recognition of different national vocational education graduations in Europe are discussed. One focus will be to elaborate the 'Bottom-Up-approaches' at a national and on a European level. The decisive role of the Social Partners for these approaches will be underlined.

In terms of contents the sector oriented comparability, transparency and recognition on the level of the work processes will be stressed. The comparability with national structures is always present as the structuring takes place on the work process level rather than on the level of the vocational training systems.

Bibliography

• Blings, J. and Spöttl, G. (2008, in process): Ways towards a European Vocational Education and Training Space - a 'Bottom-Up' Approach. European Journal of Industrial Training (JEIT), Special Issue 'Europeanisation'.
• Blings, J. and Spöttl, G. (2003), ECO-Recycler - ein europäisches Kernberufsprofil für die Kreislauf- und Abfallwirtschaft (A European core occupational profile for the closed loop and waste economy), Impuls-Reihe, Nummer 9, Nationale Agentur für Bildung in Europa beim BIBB, Flensburg.
• European RecyOccupation Profile Project (2005), Implementation Report - Implementierung des europäischen Kernberufsprofils ECO-Recycler in sieben nationalen Systemen (Implementation of the European Core Profile ECO-Recycler in seven national systems), biat- Schriftenreihe Mt 20., Flensburg.
• Heß, E. and Tutschner, H. (2003), 'Experiment und Gestaltung. Über das Wirkungspotential des Programmes LEONARDO DA VINCI', Kölner Zeitschrift für Wirtschaft und Pädagogik, Vol. 18 No. 34, pp. 35-150.
• Kommuniqué von Maastricht zu den künftigen Prioritäten der verstärkten Europäischen Zusammenarbeit in der Berufsbildung (Fortschreibung der Kopenhagener Erklärung vom 30. November 2002). Maastricht, den 14.12.2004.
• Rauner, F. and Spöttl, G. (2002), Der Kfz-Mechatroniker - Vom Neuling zum Experten, W. Bertelsmann Verlag, Bielefeld.
• SEK (2005) 160: Arbeitspapier der Kommission, Beitrag zum Bericht der Kommission für die Frühjahrstagung des Europäischen Rates am 22. und 23. März 2005 über die Lissabon-Strategie zur wirtschaftlichen, sozialen und ökologischen Erneuerung, Brüssel, den 28.1.2005.
• Spöttl, G. (2005), 'Sektoranalysen', in Rauner, F. (Ed.), Handbuch der Berufsbildungsforschung. W. Bertelsmann Verlag, Bielefeld, pp. 112-118.

Contribution#1579: The European occupational core profile approach, examples and discussion

Abstract

Europe is focussing at a minimum of two ways for the further differentiation of a European educational policy: a top-down approach and a bottom-up approach. It is obvious at the latest that since the beginning of the discussions of the European qualification framework (SEK, 2005) the aim is the introduction of an instrument for the classification of different qualification levels in Europe into a linear, hierarchically structured framework with the objective to increase the comparability and the transparency of the graduations.

The discussion of this qualification framework is manifold and will still take a lot of time. On the other hand the alternative approach, i.e. the bottom-up perspective of the establishment of European occupational profiles has up till now hardly been considered. This way seems to be comparatively complicated at first sight and that it is suspected to enforce the occupation oriented approach (These approach is generally alleged to result in the exact opposite of what the European policy has in mind, i.e. not promoting flexibility, permeability, comparability etc.). This is, however, by no means correct. As soon as occupational profiles, qualification concepts, modules etc. below the respective systems are more closely examined it becomes evident that the work and work process orientation is in the centre of all 'qualification and competency development concepts'.

Consequently the idea of European core occupations safeguards that those transnational work and work process orientations not interfering with existing system structures are in the centre of interest.

Contribution#1580: Different ways of implementing European core profiles

Abstract

One way to implement work process oriented occupational profiles is shown by the project 'RecyOccupation' that has prepared the implementation of the core occupational profiles for the closed loop and waste economy in seven European countries. To achieve this, the work process oriented European core profile of an 'ECO-Recycler' has to be adapted to country specific needs. In the majority of the partner countries this resulted in a transformation of the existing core occupational profile 'ECO-Recycler' into the national vocational training plans and in its implementation (cf. European RecyOccupation Profile Project, 2005). As different implementation ways within in the partner countries will be underlined:

• a) Introduction via central ministerial units.
• b) Introduction via decentralized partners.
• c) Introduction within the Dual System by improvement of existing occupations.

To date this young sector had nearly no qualification profiles in the majority of the European states and the employees of the recycling and production branch had been recruited from different other occupational groups such as e.g. mechanics, locksmiths, electricians etc. or they had been trained exclusively on-the-job. Thus a qualification deficit of the branch predominant in the countries could be overcome.

Contribution#1698: Different tracks - comparable results: core tasks in aeronautic industries

Abstract

To tray a native way coming to a comparable framework of qualifications the Leonardo pilot-project AERONET has pursued a bottom-up approach. It is independent from national curricula or systemic preferences but profession-related. We surveyed the Typical Professional Tasks (TPT) of skilled work in aircraft and space industries in selected Airbus plants in France, Spain, Germany and the UK. These TPTs were identified in 'expert-workers-workshops' with experienced workers and trainers in the respective plants.

A validation of the lists with companies' executives followed up. Each TPT describes a cluster of related work processes, e. g. 'Production of metallic components for aircraft or ground support equipment'. We found that all involved countries differentiate between mechanics and electricians and that in each plant skilled workers perform between 9 and 12 TPTs (for each profession) with surprisingly small differences between the countries (details can be found on http://www.pilot-aero.net ).

Further discussions led to an amount of 6 (mechanics) respective 7 (electricians) core tasks that are performed in all 4 countries by skilled workers. To be proficient in these tasks is not only part of skilled work but also the aim of the apprenticeship. Our proposal is to use these core tasks as the basis for a 'transnational occupational profile'.

Contribution#1768: The European Sustainable Professionalisation Approach (Eu.S.P.A.)

Abstract

This project, which was initiated by France in 2000 and that aimed at constructing common certificates with a European vocational standard, has established a shared methodology to implement vocational training paths, based on work analyses. It has led to the construction of the first two-year university diplomas: 'Front office manager' and 'Logistics technician'.

This project mobilises and closely associates actors of professional sectors and national institutions that joined in this common process.

After this project has been evaluated by the European Commission, the results have been integrated to the Copenhagen process which encourages the construction of a European space of knowledge and mobility in vocational training (EQF - ECVET). They are integrated in the framework of the approach of this process known as 'sectoral'.The results of this work establish a 'common architecture for diplomas/certificates/qualifications' divided in two big parts:

• The first part is common to all the partners. It contains the 'professional profile' which identifies the outline of the professional activities practiced in that profession and also what has to be done in each of these activities (tasks). It also comprises a 'competences frame of reference' describing the professional competences linked notably with the context to which they refer, and finally the 'objectives for certification' that define what has to be verified to prove that the candidate masters the major skills of this profession. It is important to underline that thanks to this approach, the professional profile and competences constitute the content of a European qualification.
• The second part of the diploma architecture complies with the subsidiarity principle prevailing over in the European Union in the field of Education. The content of these diverse components depends on the member states' competence. It notably deals with the ways of accessing the diploma: the content and organisation of teachings, the validation of the certifications and trainings, the actors of this validation. It finally identifies the existing links with issues concerning non-formal and informal knowledge.

Full Papers for the contributions

[Word version - Note by Discussant] - Occupational Core Profiles – as European Approach: Paradigm Shift or Alternative to Actual ECVET Concepts?

Preview Printable - ECER_Paper_301.8.doc 45.50 Kb

ECER 2008 - Symposium #1348 - "Occupational Core Profiles as European approach, paradigm shift or alternative to actual ECVET concepts? A critical discussion" - ECER 2008 Georg Spöttl, Institute Technology and Education, Germany Jessica Blings, ITB - Institut Technik und Bildung, Germany Andreas Saniter, ITB Institut Technik und Bildung, Germany Rainer Bremer, ITB Institut Technik und Bildung, Germany Brenig Davies, Coleg Morgannwg, United Kingdom Grm, Pevec, CPI - Centre RS za poklico izobrazevanje Marie-Edwige Rudowski, Académie de Paris - Europe et International (Ministère de l'Education nationale) G. Asseraf, French Ministry of Education, France

[PowerPoint version - slides] - Occupational Core Profiles - as European approach, paradigm shift or alternative to actual ECVET concepts? A critical discussion

Preview Printable - brenigdavies_goth_modified.ppt 206.00 Kb

Brenig Davies, Coleg Morgannwg, United Kingdom Symposium #1348 - "Occupational Core Profiles as European approach, paradigm shift or alternative to actual ECVET concepts? A critical discussion" - ECER 2008, session_7a

[PDF version - slides] - Different ways of implementing European core profiles

Preview Printable - Blings_ecer2008.pdf 901.64 Kb

Jessica Blings, ITB - Institut Technik und Bildung, Germany - ECER 2008 "Contribution#1580: Different ways of implementing European core profiles" in Symposium "Symposium Session 7a - Occupational Core Profiles - as European approach, paradigm shift or alternative to actual ECVET concepts? A critical discussion (1348)"