“From unit based qualifications to training programmes

“From unit based qualifications to training programmes
using ECVET principles” NICOSIA 07th & 08th December 2016

ECVET tools ECVET tools and methodology comprise
the description of qualifications in terms of units of learning outcomes, points associated to units, a transfer and accumulation process, complementary documents such as learning agreements, transcripts of records and ECVET users’ guides. ©Thierry Lefeuvre & Michel Aribaud SG

ECVET technical components Flexible qualifications
ECVET principles ECVET processes ECVET technical components ECVET focus ECVET aims Flexible qualifications Units of learning outcomes ULO Employability Transparency process ECVET points Assessment of ULO Lifelong learning Accumulation process Validation of ULO SG Show title - There is a clear link between ecvet objectives and its tecnhical components. Show objetives - from one side we have the general ecvet objectives which are TM and LLL which only REALLY make sense if there is recognition of LO On the other side we have the mecanisms/processes how ecvet can contribute to mobility and LLL TRANSPARENCY ACCUMLUATION PROCESS TRANSFER PROCESS And linked with each of these processes we have what we call the ecvet technical components Units of lo, ecvet points and TR as tools to implement better transparency Asssessment, validation and recognition as part of the accummulation process And finally MOU, LA and Trecords as tools that can be used to make concrete the transfer process Recognition of ULO Memorandum of understanding (partnership) Mobility Transfer process Learning agreements Learners’ personal transcript

Units A unit is a building block of a qualification, consisting of a coherent set of learning outcomes Each unit within a qualification lists knowledge, skills and ability in terms of responsibility/autonomy that learners are expected to achieve and which can be assessed and validated The successful completion of a unit is recognised as a credit The accumulation of all units leads to the award of a qualification ©Thierry Lefeuvre & Michel Aribaud CD

Learning outcomes Learning outcomes are statements of what a learner knows, understands and is able to do on completion of a learning process… … and which are defined in terms of knowledge, skills and ability in terms of responsibility/autonomy ©Thierry Lefeuvre & Michel Aribaud CD - statements of what a learner knows, understands and is able to do on completion of a learning process - Stated in terms of knowledge, skills and competence

K. S. R/A. ’Knowledge’ means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. ’Skills’ means the ability to apply knowledge and know-how to complete tasks and solve problems. ’Responsibility/autonomy’ is the ability of the leraner to apply knowledge and skills autonomously and with responsibility. ©Thierry Lefeuvre & Michel Aribaud CD And according to the ECVET recommendation (and also the EQF recommendation….as we saw previoulsy, those 2 instruments are strongly connected…) those are the oficial definition of KSC Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study Skills - ability to apply knowledge and know-how to complete tasks and solve problems Competence - ability to use knowledge, skills BUT ALSO personal, social and/or methodological abilities, in work or study situations.

Shift to learning outcomes
European approach common to EQF, ECVET, EQAVET, VNFIL: Distinction between learning process and learning outcomes Distinction between qualification standard and curriculum or training programme ©Thierry Lefeuvre & Michel Aribaud

The core object of this seminar
To explore the impact of ECVET principles on the design and implementation of training programmes (professional units) To share a methodology in view of: - designing programmes taking into account ECVET principles - making programmes more flexible through modularisation ©Thierry Lefeuvre & Michel Aribaud

Units and modules A unit is not to be confused with a component of a formal training programme: Units: for qualification Modules: for training programmes ©Thierry Lefeuvre & Michel Aribaud

Questions for designing a training programme using ECVET
Taking into account ECVET principles when designing a training programme: what does it mean? What is the starting point? What are the words to be used for each step of our workflow? What impact for the design of training programme? What impact on teaching practice? What impact on assessment? What impact of training design on qualification design? ©Thierry Lefeuvre & Michel Aribaud

To focus on skills, autonomy and responsibility
Q1- Taking into account ECVET principles when designing a training programme: what does it mean? To design a training programme enabling learners to achieve a unit based qualification To translate units of LO within a training programme To allow recognition of units To simplify transfer of units To allow accumulation of the units as “qualification building blocks” To focus on skills, autonomy and responsibility No skills without knowledge Knowledge embedded in skills and in the learning process ©Thierry Lefeuvre & Michel Aribaud

Q2-What is the starting point?
The qualification: structured in units units composed of LO LO are sets of skills and knowledge with specific level of autonomy and responsibility assessment criteria ©Thierry Lefeuvre & Michel Aribaud

Q3- What are the words to be used for each step of our workflow?
- Qualification/Unit/Learning outcomes (LO) - Training programme = all contents (academic, practical, technological…) and activities (courses, work placement…) dedicated to the achievement of a qualification. A training programme may be structured using “modules”. - Module = component of training programme made with specific contents and learning activities - Assessment criteria = standard used to assess a level of performance related to LOs of a unit; assessment criteria have to be taken into account when defining the assessment method and procedure - Assessment method = types of assessment (written exam, interview, practice observations…) - Assessment procedure = detailed way of performing assessment; implemented by assessors committed by competent bodies ©Thierry Lefeuvre & Michel Aribaud

Q4-What impact of ECVET principles for training design?
Key questions: how many and what kind of modules within a training programme: Module(s) dedicated to one particular unit? Is there an optimal “size” for a module? Is there an optimal number of modules for one year full time training? Can a module be common to several training programmes? ©Thierry Lefeuvre & Michel Aribaud

Q5- What impact of ECVET principles on teaching practice?
Focusing on skills: moving from traditional “face to face” teaching practice to “active” training methods Job oriented learning activities: in the heart of the learning process Knowledge: supporting skills development Focusing on assessment: formative assessment supporting autonomy, responsibility and skills development Various types of assessment Action and problem solving oriented ©Thierry Lefeuvre & Michel Aribaud

Q6- What impact of ECVET principles on assessment?
Focusing on skills: Skills are supposed to be “observable” Autonomy and responsibility pop up Knowledge assessed through skills pinpointing Focusing on assessment = to design an assessment procedure: Taking into account the assessment criteria specific for each units Being transparent for all users Based on quality criteria (= value of the qualification) ©Thierry Lefeuvre & Michel Aribaud

A good practice: to manage the 2 processes in close coordination
Q8- How to check/improve quality of qualification thanks to the training design process? The training design process provides a mean for testing the consistency of the particular qualification, avoiding: Overlapping units Non observable skills Inappropriate knowledge Inappropriate assessment criteria … A good practice: to manage the 2 processes in close coordination ©Thierry Lefeuvre & Michel Aribaud

From units of learning outcomes to modules: the missing link.
The qualification: structured in units units composed of LO LO are sets of skills and knowledge with specific level of autonomy and responsibility assessment criteria Training programme: Training programme = all contents (academic, practical, technological…) and activities (courses, work placement…) dedicated to the achievement of a qualification ©Thierry Lefeuvre & Michel Aribaud Thierry Lefeuvre & Michel Aribaud

From units of learning outcomes to modules: the missing link.
How to go from the qualification structure (units of LO) to the training structure (modules) ©Thierry Lefeuvre & Michel Aribaud

From units of learning outcomes to modules
From units of learning outcomes to modules. The LO cluster approach: what does it mean? A cluster is a bundle of skills and knowledge, identified and selected within a unit of learning outcomes. From the point of view of learning, a cluster is a coherent and autonomous subset of skills and knowledge. ©Thierry Lefeuvre & Michel Aribaud Thierry Lefeuvre & Michel Aribaud

Applying the “cluster methodology” means:
From units of learning outcomes to modules: The LO clustering methodology Applying the “cluster methodology” means: 1 - identify skills with taxonomic and / or technical similarities identify the knowledge associated with these skills grouping these skills and knowledge into coherent and autonomous groups ©Thierry Lefeuvre & Michel Aribaud

Applying the LO cluster approach to the qualification « waiter »
Description of the qualification “waiter” (see doc n°01 and 02) I. Qualification Waiter – level 4 EQF. II. Job profile III- Activities and tasks IV- Units - Unit n°1: Organisation of the service - Unit n°2: Service of dishes and beverage - Unit n°3: Communication and customer relationship - Unit n°4: Team management - Unit n°5: Supply management ©Thierry Lefeuvre & Michel Aribaud

The LO cluster approach
QUALIFICATION: WAITER – level 4 EQF Unit n°1: Organisation of the service Responsibility/autonomy Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change. Respect rules and procedures. Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work. Skills Knowledge U1S1 - Collect information or develop necessary documents for the service U1S2 - Estimate the needs for solid and liquid raw U1S3 - Estimate the needs taking in account the available human resources U1S4 - Provide hardware necessary to the service U1S5 - Manage space and accommodation capacity U1S6 - Maintain the premises and the equipment U1S7- Implement equipment, solid and liquid foodstuffs for the service U1S8- Divide and plan tasks U1S9 - Achieve service set up U1S10- Provide service instructions U1S11 - Check service set up U1S12 – Check sanitary and organoleptic foodstuffs and production U1S1 - The company: operation and environment U1S2 - The business of a restaurant U1S3 - Legislation applied to food, beverage and reception of the public U1S4 – Restaurant staff U1S5 - Rules of hygiene U1S6- Premises for reception and production, the workstation, the forward flow procedure U1S7- Equipment, furniture, linens and materials for preparation, service and storage U1S8 - Lighting, heating, ventilation, acoustics, the production of hot water and cold water, cooling and materials used in the professional sector U1S9- Food concepts and their evolutions U1S10 – The carcass and decorations U1S11- Culinary production technology ©Thierry Lefeuvre & Michel Aribaud

The LO cluster approach
QUALIFICATION: WAITER – level 4 EQF Unit n°1: Organisation of the service Responsibility/autonomy Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change. Respect rules and procedures. Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work. Skills Knowledge U1S1 - Collect information or develop necessary documents for the service U1S2 - Estimate the needs for solid and liquid raw U1S3 - Estimate the needs taking in account the available human resources U1S4 - Provide hardware necessary to the service U1S5 - Manage space and accommodation capacity U1S6 - Maintain the premises and the equipment U1S7- Implement equipment, solid and liquid foodstuffs for the service U1S8- Divide and plan tasks U1S9 - Achieve service set up U1S10- Provide service instructions U1S11 - Check service set up U1S12 – Check sanitary and organoleptic foodstuffs and production U1K1 - The company: operation and environment U1K2 - The business of a restaurant U1K3 - Legislation applied to food, beverage and reception of the public U1K4 – Restaurant staff U1K5 - Rules of hygiene U1K6- Premises for reception and production, the workstation, the forward flow procedure U1K7- Equipment, furniture, linens and materials for preparation, service and storage U1K8 - Lighting, heating, ventilation, acoustics, the production of hot water and cold water, cooling and materials used in the professional sector U1K9- Food concepts and their evolutions U1K10 – The carcass and decorations U1K11- Culinary production technology ©Thierry Lefeuvre & Michel Aribaud

The LO cluster approach: what does it mean?
U1S2 - Estimate the needs for solid and liquid raw U1S3 - Estimate the needs taking in account the available human resources U1S5 - Manage space and accommodation capacity U1K8 - Lighting, heating, ventilation, acoustics, the production of hot water and cold water, cooling and materials used in the professional sector U1K9- Food concepts and their evolutions U1K10 – The carcass and decorations Cluster 1 U1S1 - Collect information or develop necessary documents for the service U1S4 - Provide hardware necessary to the service U1S6 - Maintain the premises and the equipment U1S7- Implement equipment, solid and liquid foodstuffs for the service U1S9 - Achieve service set up U1K1 - The company: operation and environment U1K4 – Restaurant staff U1K5 - Rules of hygiene U1K6- Premises for reception and production, the workstation, the forward flow procedure U1K7- Equipment, furniture, linens and materials for preparation, service and storage Cluster 3 U1S8- Divide and plan tasks U1S10- Provide service instructions U1S11 - Check service set up U1S12 – Check sanitary and organoleptic foodstuffs and production U1K2 - The business of a restaurant U1K3 - Legislation applied to food, beverage and reception of the public U1K11- Culinary production technology ©Thierry Lefeuvre & Michel Aribaud

From clusters to modules.
How to go from the clusters of learning outcomes to the programme modules (one cluster = one module) ©Thierry Lefeuvre & Michel Aribaud

From clusters within unit 1 to modules
QUALIFICATION: WAITER – level 4 EQF Unit n°1: Organisation of the service Responsibility/autonomy Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change. Respect rules and procedures. Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work. Skills Knowledge U1S1 - Collect information or develop necessary documents for the service U1S2 - Estimate the needs for solid and liquid raw U1S3 - Estimate the needs taking in account the available human resources U1S4 - Provide hardware necessary to the service U1S5 - Manage space and accommodation capacity U1S6 - Maintain the premises and the equipment U1S7- Implement equipment, solid and liquid foodstuffs for the service U1S8- Divide and plan tasks U1S9 - Achieve service set up U1S10- Provide service instructions U1S11 - Check service set up U1S12 – Check sanitary and organoleptic foodstuffs and production U1K1 - The company: operation and environment U1K2 - The business of a restaurant U1K3 - Legislation applied to food, beverage and reception of the public U1K4 – Restaurant staff U1K5 - Rules of hygiene U1K6- Premises for reception and production, the workstation, the forward flow procedure U1K7- Equipment, furniture, linens and materials for preparation, service and storage U1K8 - Lighting, heating, ventilation, acoustics, the production of hot water and cold water, cooling and materials used in the professional sector U1K9- Food concepts and their evolutions U1K10 – The carcass and decorations U1K11- Culinary production technology ©Thierry Lefeuvre & Michel Aribaud

From clusters within unit 1 to modules
U1S2 - Estimate the needs for solid and liquid raw U1S3 - Estimate the needs taking in account the available human resources U1S5 - Manage space and accommodation capacity U1K8 - Lighting, heating, ventilation, acoustics, the production of hot water and cold water, cooling and materials used in the professional sector U1K9- Food concepts and their evolutions U1K10 – The carcass and decorations Module 1 Cluster 1 U1S1 - Collect information or develop necessary documents for the service U1S4 - Provide hardware necessary to the service U1S6 - Maintain the premises and the equipment U1S7- Implement equipment, solid and liquid foodstuffs for the service U1S9 - Achieve service set up U1K1 - The company: operation and environment U1K4 – Restaurant staff U1K5 - Rules of hygiene U1K6- Premises for reception and production, the workstation, the forward flow procedure U1K7- Equipment, furniture, linens and materials for preparation, service and storage Cluster 3 U1S8- Divide and plan tasks U1S10- Provide service instructions U1S11 - Check service set up U1S12 – Check sanitary and organoleptic foodstuffs and production U1K2 - The business of a restaurant U1K3 - Legislation applied to food, beverage and reception of the public U1K11- Culinary production technology Module 3 ©Thierry Lefeuvre & Michel Aribaud

Module template Module n° 1-Title and link with unit of LO
2-Professional situation 3-Learning objectives of the module (clusters) - Responsibility/autonomy - Skills - Knowledge 4- Learning objectives of the module (detailed description) - 4-1 Skills description limits and content & pedagogical advice - 4-2 Description of responsibility/autonomy limits and content & pedagogical advice - 4-3 Knowledge description limits and content & pedagogical advice 5- Training - School (hours) - Work placement (days) 6- Pre-requisite ©Thierry Lefeuvre & Michel Aribaud

Modules based on clusters; unit 1; sections 1 to 3
1-Title and link with unit of LO The professional context of the waiter Unit n° 1 : Organisation of the service 2-Professional situation The learner operates within the various areas assigned to customers’ reception, offices, material available and the organisation of the workstation. He is part of an ongoing process of compliance with the rules of hygiene and safety. 3-Learning objectives of the module (clusters) Responsibility/autonomy Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change. Respect rules and procedures. Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work. Skills Knowledge U1S1 - Collect information or develop necessary documents for the service U1S6 - Maintain the premises and the equipment U1S7- Implement equipment, solid and liquid foodstuffs for the service U1S9 - Achieve service set up U1S4 - Provide hardware necessary to the service U1K1 - The company: operation and environment U1K4 – Restaurant staff U1K5 - Rules of hygiene U1K6- Premises for reception and production, the workstation, the forward flow procedure U1K7- Equipment, furniture, linens and materials for preparation, service and storage

Modules based on clusters; unit 1; sections 4-1 (extract)
4-Learning objectives of the module: detailed description 4-1 Skills description Skills Limits and contents Pedagogical advices U1S1 - Collect information or develop necessary documents for the service Limit to simple documents: menus, maps, sales support, technical sheets, good picking/output sheets, form of requisition of equipment forms, booking documents... Use simple documents. Pay attention: to the relevance of the information collected, selected and prioritised to the consistency of content and compliance with professional standards (reservations, special event, specific set up special, number of guests,... Production of clear, synthetic and relevant documents taking into account risky points. ©Thierry Lefeuvre & Michel Aribaud

4-2 Description of responsibility/autonomy Responsibility/autonomy Limits and contents Pedagogical advices Exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change. Respect rules and procedures. Supervise the routine work of others, taking some responsibility for the evaluation and improvement of work. The responsibility and autonomy of the trainee are trained as attitudes and not only theoretical subject. Each action is developed with a particular level of autonomy and responsibility. The rules and procedures must be respected regardless of the student and his experience. Insist on: the respect of forward flow procedures in time or in space, on the washing of the hands, the professional dress. protocols of devices with risk use, travelling to the office or in the kitchen, the manipulation of the knives, the gestures and postures at work stations.

4-3 Knowledge description Knowledge Limits and contents Pedagogical advices U1K1 - The company, its operation and its environment The definition of a company Economic classification (sector, size) and legal (public, private, legal forms and status) of companies Identifying the purposes of companies (production of goods and services market or non-market) The identification of objectives based on the purpose and the type of business The characterization of the catering sector (typology of business, place of the sector in the local, regional, national and global) Insist on the characterization of the catering sector (typology of business, place of the sector in the local, regional, national and global, economy evolution in recent years).

Modules based on clusters; unit 1; sections 5 & 6
5 - Training School Number of hours : 90 h Work placement Number of days : 20 6 - Pre-requisite None ©Thierry Lefeuvre & Michel Aribaud

From modules to assessment.
Why and how to assess learning outcomes within the programme modules ©Thierry Lefeuvre & Michel Aribaud

From modules to assessment: SMART approach.
Reminder: the SMART criteria for assessment. An assessment process should be: Specific – target a specific set of learning outcomes. Measurable – quantify or at least suggest an indicator of achievement of the learning outcomes. Attainable (or Achievable) – state what results can realistically be achieved, given available time and resources Relevant – coherent with the related learning outcomes Time-related – specify when the assessment can be carried out. ©Thierry Lefeuvre & Michel Aribaud

Assessment process - Module N°1: (doc n°11) 1- Title and link with unit of LO … 2- Professional situation … 3- Learning objectives of the module … 4- Assessment process Assessment criteria Assessment method Respect of professional practices, regulations, protocols, procedures and rules. Relevance and clarity of documents produced. Pertinence of organisational and operational choices. Situational judgement test Practical test Judgement of production Oral test Written test: problem solving, study case ©Thierry Lefeuvre & Michel Aribaud

Assessment process - Module N°: (template: doc n°12) 1- Title and link with unit of LO … 2- Professional situation … 3- Learning objectives of the module … 4- Assessment process Assessment criteria Assessment method ©Thierry Lefeuvre & Michel Aribaud

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