Description of learning outcomes in Latvian vocational education Gunta Kinta Academic Information Centre www.aic.lv NCP-VET-CO project third meeting 3 – 4 June 2010 in Riga

Where to look for learning outcomes? Vocational education standards Occupation standards Vocational education programmes

Occupation standards Occupational standards include: Main duties and tasks of a particular profession Professional and general skills, knowledge (indicating the level) and professional competence necessary for accomplishing the tasks 452 occupation standards (June 2010) of 9 main professional groups included in the Occupation Classifier

Types of vocational education programmes vocational basic education programmes vocational education programmes vocational secondary educational programmes first level professional higher education (college education) programmes professional continuing education programmes professional development educational programmes

Procedure for developing occupation standards The State Education Content Centre (levels 1-3) and the Ministry of Education and Science (levels 4-5) arrange working groups (social partners) for developing occupation standards The National Tripartite Sub-council for Cooperation in Vocational Education and Employment reviews and confirms the occupation standards The Ministry of Welfare updates the Register of Occupation Standards Standards according to the procedure may be developed also by trade unions, employers’ organisations, education establishments

Procedure for developing vocational education programmes The Ministry of Education and Science: Evaluates the education programme. Provides consultations in the development of education programmes. Education establishment: Establishes working group for developing an education programme. Develops the education programme project according to laws and regulations. Submits the education programme for evaluation. State Education Content Centre, 2010

Professional qualification levels Level 1 - theoretical and practical training that prepares one for performing simple tasks in a certain area of practical activity (assistant of cook, carpenter etc.) Level 2 - theoretical and practical background that allows the holder to perform qualified work independently (carpenter, hairdresser, cook, sewer, welder etc.) Level 3 - advanced theoretical and professional background which enables the holder to fulfil certain tasks, including the planning and organisation of work (various technicians, car mechanics, hotel service specialist etc.) Level 4 - theoretical and practical background that enables the holder to perform complicated tasks as well as to organise and manage others in their work Level 5 - the highest qualification of the specialist in the given field that enables the holder to plan and perform research and scientific work in the field

Descriptors 4 Knowledge In the context of EQF, knowledge is described as theoretical and/or factual Skills In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments) Competence In the context of EQF, competence is described in terms of responsibility and autonomy. Take responsibility for completion of tasks in work or study 4.2. Vocational education Basic knowledge and understanding of processes, materials, tools, technology in a certain field of work Find and use information for completion of certain tasks in work. Plan work for completion of certain tasks. Carry out work of a doer independently. Work in cooperation Take responsibility for completion of work tasks. Improve their professional competence 4.3. Vocational upper-secondary education Broad and varied specific knowledge of facts, principles, processes and general concepts in a certain field of work is routine and specific situations Find, evaluate and use information in creative manner for completing tasks in work and solving problems. Plan and organise work for completing work tasks of certain complexity (it is ensured by advanced theoretical preparation). Supervise routine work of other people by taking a certain responsibility for completion and improvement of work Purposefully improve their competence in a field of work.

Persons and groups formulating learning outcomes Education institutions Employers’ or sectoral organisations Trade unions Ministry and other state institutions

Description of learning outcomes in Latvian vocational education Gunta Kinta Academic Information Centre www.aic.lv NCP-VET-CO project third meeting 3 – 4 June 2010 in Riga