phare project on upgrading standards – sofia – may 2006 1 proposal for a simplified ses for...

Phare project on upgrading standards – Sofia – May 2006

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Proposal for a simplified SES for Bulgaria

Yochka Tsakova Magda KirschEuropeAid/120164/D/SV/BG


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Documents read

• Regulations for drafting the SES • Procedures for drafting the SES• Methodology for drafting the SES• Template for SES• First stage Report on Upgrading standards in

Bulgaria• Yochka Tsakova, From skill to competence, Sofia, • Standards from Bnl., Bfr., IRL, etc.


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General impression

• Documents read are very consistent and form an excellent basis for the drafting of the standards.– 1. The regulations are clear: they can be left as they are. – 2. The methodology is very clear and logical.

Recommendation• It would be good to integrate these documents into one

manual to be used by the people drafting the standards.


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• General impression– Very robust document trying to combine

professional profile and training profile;

• General Recommendation:– Avoid overlap– Focus on domain specific competences/ learning

outcomes– Evaluation tool focusing on these domain specific

competences / learning outcomes

Template for the SES


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Specific Recommendations

Cover page

Recommendation to add:– Training qualification; if the standard is used

in formal education – English translation of the vocation/profession

(towards the Europass certificate supplement)– ECVET/national credits awarded for the

qualification/credit.


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1. Access– Entry level = O.K. but suggestion to refer more explicitly

to recognition of prior (experiential) learning– Health requirements: O.K.

2. Profile of the profession• Recommendation to give a brief description of the

profession and of the the sector including a reference to the EQF .

• A separate, more detailed document can be made to describe the sector, profession(s) and the future (needs) of the sector.

This should be the responsibility of the sectors concerned.


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3. Training objectives/ learning outcomes – can be combined with 4

3.1. The key competencies gained during the general compulsory vocational training – standardized for all occupational areas

Recommendation:• Leave this part out as it identical for all

standards studied. • Write one basic document to be used by all

training providers. (id. 4.1.)


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3. Training objectives/ learning outcomes3.2. The basic competences for performance of the

assignments from the vocation’s profile;

Recommendation:• Where relevant, integrate competence required in

SES and not artificially separate it from the other competences/training objectives.

• e.g. : respect for technical rules for safety and security can be linked to the specific rules for a specific vocation.

• Other competences (needed for all professions) in basic document referred to before. (id. 4.2.)


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3. Training objectives/ learning outcomes 3.3. Specific competences for performance of the

assignments from the vocation’s profile gained during the job-specific compulsory vocational training;

Recommendation:• Make this part the core of the SES combined

with 4.3. • Training content can be replaced by learning

outcome


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3. Training objectives/ learning outcomes Several options:

A. Simplified standard Bnl (see example handed out in April at NAVET)

B. Competences as described in Yochka Tsakova’s book “From skill to competence”

C. Competences as described by the BfrD. Detailed description of competences based on EQF

(each competence is subdivided in knowledge skills and wider competences)

E. Or a combination of the elements described in the different examples.


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3. Training objectives/ learning outcomes A. Simplified standard Bnl

• Description of key competences;• Success criteria for each of these key

competences• Description of situation / context within which the

competences must be carried out: e.g. stress, weather conditions (for drivers).


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Option 1 : Bnl: Competences for a call centre operator

Key Competence 1. Carry out simultaneous actions

Success criteria:Listens or talks to the customer and can at the

same time read and follow the information on-screenMails or chats with the customer while

simultaneously following the information on-screen,Listens or talks to the customer while

simultaneously using the keyboard or the mouse and the headset,

Adjusts the speed of typing in terms of the contact


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3. Training objectives/ learning outcomes B. Competences as described in Yochka

Tsakova’s book “From skill to competence” • Description of key competences/ key tasks • Description of professional competences needed

for each of these key competences/key tasks• Description of the equipment needed to carry out

these professional competences.

In this concept each key competence could be linked to a unit or module


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Option B. Competences as described by Yochka Tsakova


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Option B. Competences as described by Yochka Tsakova


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3. Training objectives/ learning outcomes C. Competences as described by Bfr

• Description of key competences/ key tasks • Description of professional competences needed

for each of these key competences/key tasks• Description of the degree of competence

(distinction between starting and experienced professional)

• Description of the indicator to check whether these professional competences have been acquired.


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Option C. BfrKey Competence 1:1. Draft a menu/ list of meals and determine the price of the ingredients

Task /activities in the PP

Sub-competence degree

Indicators

1.1. Make a list of ingredients and the price of the latter

1.1.1. Analyse and respect the rules for drafting a menu and the logical composition thereof

CM The learner drafts a menu taking into account the gastronomic requirements as well as the requirements of good management

1.1.2. Look for the best price /quality ratio

CM

1.1.3. Use correct quantities CET

2. Purchase ingredients


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3. Training objectives/ learning outcomes D. Competences described on the basis of EQF• Description of key competences/ key tasks • Description of professional competences needed

for each of these key competences/key tasks• Description of the knowledge, skills, and wider

competences for each of the latter.

Is this still necessary when speaking about integrated competences?


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D. Competences described on the basis of EQF

1. Specialty 5421001 „Shoe and leather haberdashery production”

Professional competences

Key competences After completing the occupational and speciality training, the trainee must: Knowledge of: Skills for:

Professional and personal qualities

Know the organization of the production of shoe and leather haberdashery products

The organisation

Perform loading and discharging activities of primary and secondary materials and of ready production in the field of the “shoe and leather haberdashery production”

Means of transport - types, application.Organization of the production in a leather haberdashery manufacturing factory;Regulations for working with internal factory transport

Maintenance of the transport means

DisciplineAccuracyFirmness of attention Power of observation


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Specific Recommendations5. Evaluation and certification system

Main Recommendation: Assess integrated competences : Therefore • Not only final exam but also permanent evaluation should be part of the

evaluation process;• It is very important that reference is not only made to theory and

practice but also to projects and work placements/ internships as the latter are of enormous importance in e.g. hospitality;

• The term theory-based is to be preferred over theory• Percentages between the different parts of the evaluation cannot be the

same for different professions and different levels. Annex: Irish example


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5. Evaluation and certification system– Grading system can be maintained– Certification (5.4.) can be maintained

6. Requirements towards the facilities– Can be maintained or combined with 3;– Should take into account new ways of learning;– Can refer to facilities in industry and work placements as schools

will not always have the latest equipment.

7. Requirements for teachers– Reference could be made to regular in-service training for teachers

and to collaboration with industry.


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Thank you for your attention !

phare project on upgrading standards – sofia – may 2006 1 proposal for a simplified ses for...

Documents

domain specific competences

specific rules

specific vocation

training qualification

training content

training providers

basic competences

basic document