1. TALQ: Transparency in Arts Levels and Qualifications
12.00 – 12.00
TALQ: Transparency in Arts Levels and Qualifications
Anita Debaere-PEARLE
Chris Van Goethem- Erasmus University College

3. The art sector International Mobile
Different nationalities work together
Travel where the work is
Touring is in the DNA
Mobile
Geographic mobility
Between different jobs
Between different (sub)sectors

4. Bridging the sector and training
Labour market needs (employers & workers/ job seeker)
International mobility = the starting point
Specific consideration for job profiles in the technical area

5. European activities
Social partners, education and training sector, Sector skills council, …
Leonardo projects ( )
Social dialogue projects ( , )
Skills council project ( )
Erasmus plus project (TALQ) …
Involvement in ESCO reference group Arts, culture, entertainment, sport and active leisure ( )

6. Why? Now 28 countries make comparisons with 27 countries
756 comparisons to check 1 occupation

7. Why? European qualification
28 countries use 1 common (ESCO) qualification
28 comparisons to check 1 occupation

8. Principles behind a EU qualification
Transparency
We need to understand each other
We need a common language
Trust
We have to be sure the holder is able to perform
Freedom of education and organisation
Every country, region, school, … is free to organise their education as they want.

9. Development of the ESCO theatre technical competences
Re-use of prior project results (TTT-LPT)
Smallest common denominator
Checklist for competences
Numbering (field, place in process)
Matrix

10. Proposal: sectoral layer (competence)
More detail
Performance criteria
Knowledge
Assessment strategy
(extra’s)

11. Occupations Redefine occupations (profile level)
Define 70% essential competences
Define competence sets to fill 30%
Defined occupation
Freedom for regions, countries, schools, …

12. What about … ? “general education” “democratic – humanistic education”
“key competences”
Communicating in a mother tongue
Communicating in a foreign language
Mathematical, scientific and technological competence
Digital competence
Learning to learn
Social and civic competences
Sense of initiative and entrepreneurship
Cultural awareness and expression

13. Level (EQF) EQF is not conceived to link directly to a qualification
But through NQF’s
No legal ground to assign an EQF level
No methodology to define an EQF level
SQF > adapted descriptors for the Arts

14. Why do we need credits? Profile 70 / 30 % Indicator for exchange
Defining a qualification

15. Relation credit - competence
Can we define a credit for a competence?
Typically for units of learning
Credits are too large
CentiCredits

16. Result: Common profile
Based on ESCO
With sectoral definition
With an EQF level
With 30% flexibility
Defined by (Centi)Credits

17. Process vs. result Learning Grading is about
Effort
Improvement
Quality is about service to learner
Qualification
Statement is about
Competence
Quality is about measurement of result

18. Quality standard for a common qualification
Common ground
Meeting the different standards
Limited to assessment and validation process of the result
EN ISO/IEC 17024: General requirements for bodies operating certification of persons

19. Quality requirements for a common qualification
Accredited assessment centres
working with
Agreed and supported assessment procedures
and
Validated assessment methods
carried out by
Qualified assessors

20. Quality management A consortium of Representative and supporting
Social partners
Professional organisations
Education players
Assessment centres
Field specialists
Structure specialists
Representative and supporting
Defining the profiles
Defining the levels and credits
Acrediting assessment centres
Validating qualifications

21. Principles behind a EU qualification
Transparency
We need to understand each other
We need a common language
Trust
We have to be sure the holder is able to perform
Freedom of education and organisation
Every country, region, school, … is free to organise their education as they want.
Transparency
A common profile
ESCO
Trust
Quality standard
Stakeholders involvement
Freedom
70% / 30%
Measurement of result

22. Future Building on projects Develop a consortium structure
Course content (ETTE)
Streamlining courses (Syntra)
Portfolio (TeBeVat)
Evaluation aprenticeship (Cue One Go)
Assessment (ETTE / TeBeVat)
Develop a consortium structure