Ways for Improvement of Validity of Qualifications PHARE TVET RO2006/ Training and Advice for Further Development of the TVET Sector Revision and Development of Qualifications in Higher Education Training Seminar for Qualification Developers from Romanian Universities Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU

Some of the typical troubles in the process of developing qualifications: A large number of learning outcomes - difficult to manage; The learning outcomes definitions are too abstract – do not meet outcomes of work; knowledge and skills identified cannot be ‘packaged’ into units of competency - insufficient knowledge about job roles they are supposed to meet; Skills and competences associated with a particular study programme not aligned to the National Framework of Qualifications – insufficient cooperation with stakeholders and employers. The NQF descriptors are not appropriately contextualised to cover relevant job roles for the particular qualification. Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU

Developers are expected to engage in wide industry consultation to form qualifications that: reflect realities in terms of work organisation and job design reflect specific functional groupings and levels of work ensure knowledge and skills, which contribute to effective workplace performance, are achieved Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU

To ensure developing valid qualifications, you may consider: Comparing and selecting among skills that match occupational field and that are important for it ; Identifying the job roles that are covered by that particular qualification; Drafting a contextualised summary of the NQF level applicable to this qualification… Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU

Some examples-1: You may find out a large number of skills definitions that are responsible for both transversal and professional competences- basic skills, complex problem-solving skills, technical skills, etc. (e.g. ‘Technology Design’ — Generating or adapting equipment and technology to serve user needs.) ( Then you can check for the validity of particular skill to this qualification by comparing the occupational fields it covers and its importance for particular occupational field, e,g, the ‘Technology Design’ skill covers 29 occupational fields and its ‘importance’ for the occupation of ‘Computer Programmer’ is considerable: 72 (with ‘programming’ skill rated the highest- 91). Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU

Some examples-2: A contextualised descriptor “The Certificate in Civil Construction Design reflects the role of people providing design support to professional engineers. They perform tasks involving a broad range of varied activities most of which are complex and non-routine. For example, this might include Civil Works drafting. They are responsible for applying the design work instructions and practices to ensure the quantity and quality of the output of others.” Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU

More tools to improve validity-1: Required skills and knowledge –describe the essential skills and knowledge required; –create a strong and clear association with the specifics of the course or module and it’s required outcomes, clarifying the parameters of the skills and knowledge –Simple expressions such as ‘time management’ are inappropriate—in that case, the question that needs to be answered is ‘what is time specific about performance in the application of this competency?’ – this is what needs to be described. Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU

More tools to improve validity-2: Performance criteria –The performance criteria specify the required performance in relevant tasks, roles, skills and in the applied knowledge that enables competent performance. –Performance criteria are evaluative statements which specify what is to be assessed and the required level of performance—it is here that the activities, skills, knowledge and understanding, which provide the evidence of competent performance, are specified. Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU

EXAMPLE Performance criterion: Plans are made and agreed with relevant personnel for the installation of the exhibition. Planning the installation includes: –preparation of the site –packing, moving and handling objects and graphics –detailing the exhibition –contingencies and emergencies. Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU

Performance criteria could be open to interpretation if they end with words like: ‘...conducted appropriately.’ × It is better to be more precise, and relate wording to industry practice, as in the following: ‘...conducted in accordance with manufacturer’s manual, standard operating procedures and relevant regulations that apply to the worksite.’ √ Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU

More tools to improve validity-3: Evidence guide - provides advice to trainers and assessors on the appropriate assessment context, resources required and the conditions under which assessment is to take place; -must relate directly to the unit’s performance criteria (see the previous example) Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU

Unit: Train Small Groups Evidence guide Critical aspects for assessment and evidence Assessment requires evidence of the following products to be collected: description of specific training need and required competency outcomes outline of the training approach and the steps followed; description of training participant(s) and delivery method(s) to be used; specific resources required; outline of the evidence to be collected for monitoring training participant progress. Assessment requires evidence of the following processes to be provided: how the specific training need was determined; how the sequence of training was determined; How the methods were selected. EXAMPLE Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU

IN CONCLUSION: Keep the number of learning outcomes to the necessary limit; Not all courses and modules in the programme are responsible for all the key skills and competences; The alignment of the degree programme to the NQF is always a team effort Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU

THANK YOU FOR YOUR ATTENTION! Material produced under Phare 2006 financial support Phare TVET RO 2006/ Project financed under Phare EUROPEAN UNION MoERI/ NCDVET-PIU