Vytauto Didžiojo universitetas
Competence based VET teacher education:
prerequisite for Quality Assurance
Prof. Kęstutis Pukelis, dr. Aušra Fokienė
Vytautas Magnus University
Centre for Quality of Studies
2008-02-27 Dublin
27/02/2008 Dublin
Concepts of Quality
depending on agreement what is quality
Vytauto Didžiojo universitetas
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Quality as exception
Quality as perfection
Quality as zero defects
Quality as fitness for purpose
Quality as value for money
Quality as transformation
Quality as sucessful performance
Quality as conformance to
requirements or standards
• Quality as customer (stakeholder)
satisfaction
27/02/2008 Dublin
Which concept of Quality should be basis for VET teacher education?
2 phases of Quality assurance
Vytauto Didžiojo universitetas
• Quality assessment – gathering and
analyzing information about study
subject, study programme,
institution, learner
• Quality improvement – organizing
and managing studies, aiming to
reach the requirements of quality
standards.
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Assurance the
Quality of Studies
1. Setting the Standard of
Quality
Vytauto Didžiojo universitetas
5. Quality
Improvement or development
4. Assessment of
Quality of Studies
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2. Developing Studies
3. Organizing Studies
Vytauto Didžiojo universitetas
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Measurable quality?
Competence based education:
inevitable parts
Vytauto Didžiojo universitetas
Occupational
sdandard
27/02/2008 Dublin
Curriculum
Assessment
Occupational
Standard
Curriculum
Assessment
key concepts...
Vytauto Didžiojo universitetas
• Vocational teacher
(pedagogical) qualification –
is the summation of subject and
didactic qualifications.
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Occupational
Standard
Curriculum
Structure of VET teacher (pedagogical)
Vytauto Didžiojo universitetas
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qualification
(C) Vocational teacher qualification
(A) CONTENT
(subject
qualification)
(B) IMPART OF
CONTENT
(didactical
qualification)
Personal qualities
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Assessment
Occupational
Standard
Curriculum
Assessment
FIRST STEP - Description of the tasks and
roles of VET teachers:
Vytauto Didžiojo universitetas
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preparing and developing of teaching plans and vocational
teaching programmes, preparation of study courses
according to requirements;
delivering lectures and supervising students activities in the
classroom;
preparation and marking of tasks and assignments;
running and supervising the practical learning of students;
preparation and organization of examinations;
preparation reports on students’ work and progress and
discussing them with colleague teachers and social
partners;
participation in school meetings and debates on teaching
and organizational issues;
organizing and facilitating extracurricular activities of
students;
individual teaching, fulfilling various tasks.
e.g. according to 2002 Lithuanian Classifier of professions
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Occupational
Standard
Vytauto Didžiojo universitetas
Curriculum
Assessment
SECOND STEP – Formulating
competencies/learning outcomes for fulfilling
the roles of VET teachers:
• Competency – is the capability to
perform a certain part of activity
(operation), basing on knowledge,
abilities, skills and attitudes.
Combination of certain competencies
composes qualification. Competency is
defined as the objective study result
(learning outcome).
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!competency is measurable!
Occupational
Standard
Curriculum
Assessment
Learning outcomes
Vytauto Didžiojo universitetas
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A statement of what a learner is expected to
know, understand and/or be able to demonstrate
at the end of a period of learning.’
‘Learning outcomes (are) statements of what a
learner is expected to know, understand and/or
be able to demonstrate after a completion of a
process of learning.’
‘Statements of what a learner can be expected to
know, understand and/or do as a result of a
learning experience.’
‘Student learning outcomes are properly defined
in terms of knowledge, skills, and abilities that a
student has attained at the end (or as a result) of
his or her engagement in a particular set of
higher education experiences.
‘Learning outcomes are statements that specify
what a learner will know or be able to do as a
result of a learning activity. Outcomes are usually
expressed as knowledge, skills, or attitudes.’
‘
Occupational
Standard
Curriculum
Assessment
Learning outcomes
Vytauto Didžiojo universitetas
27/02/2008 Dublin
• ‘Learning outcomes (are) specific
measurable achievements.
• A learning outcome is a statement of
what competencies a student is
expected to possess as a result of the
learning process.
• ‘Learning outcome statements are
content standards for the provincial
education system.
• Learning outcomes are statements of
what students are expected to know and
to do at an indicated grade, they
comprise the prescribed curriculum.’
Occupational
Standard
Curriculum
Assessment
Learning outcomes and competencies
Vytauto Didžiojo universitetas
• Learning outcomes – academic categorie;
• Competencies – WoW categorie.
Both - Learning outcomes and competencies
consist of knowledge, abilities, attitudes and
values.
Values and attitudes
Abilities and skills
Knowledge
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Occupational
Standard
Curriculum
Assessment
European strategy of Higher Education
Vytauto Didžiojo universitetas
Demand
Knowledge
economy
Supply
EQF “bridge”
Based on
learning outcomes
Based on
competencies
Required
competencies
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HE
Learning
outcomes
Occupational
Standard
Vytauto Didžiojo universitetas
Curriculum
Assessment
• Qualification – a composition of
knowledge, abilities and skills (i.e.
competencies), enabling effective activity
in certain profession. Qualification means
fulfilled minimal requirements.
• Competence – demonstrating effective
and qualitative activity, which meets the
requirements of the world of work.
Competence is determined by the
competencies of a person, level of
qualification and professional experience.
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Occupational
Standard
Curriculum
Assessment
Relation of concepts competence, qualification,
competency and learning achievements
Vytauto Didžiojo universitetas
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Occupational
Standard
Vytauto Didžiojo universitetas
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Curriculum
Assessment
• Occupational standard –
description of attributes, activity
functions and the competencies,
needed for the performance of these
functions. Occupational standards
are being created by the experts of
certain professions.
Occupational
Standard
Curriculum
Assessment
Logics of Occupational Standard of VET Teacher
.
Vytauto Didžiojo universitetas
27/02/2008 Dublin
Occupational
Standard
Curriculum
Assessment
VET teacher competencies according to five areas of
pedagogical activity
Vytauto Didžiojo universitetas
Areas of VET teacher
pedagogical activity
A. Personal development
B. Planning, delivering and
developing of curriculum
C. Designing of vocational
teaching programs
D. Development of school
and education system
E. Development of subject
27/02/2008 Dublin
content
Competencies
Personal self-evaluation competencies;
Communication competencies;
Activity and behavior reflection competencies;
Own activity evaluation and development
competencies;
Information technologies usage competencies.
Teaching module content planning competencies;
Teaching module teaching competencies;
Teaching module achievements assessment
competencies;
Teaching module programme development
competencies.
Evaluation of labor market situation competencies;
Vocational teaching programme development
competencies.
Competencies of organizational development within
school;
Extracurricular educational system development
competencies.
Description of these competencies is prepared by the
expert groups of economy branches.
LT example
Occupational
Standard
Curriculum
Assessment
Qualification categories of VET teachers
LT example
Vytauto Didžiojo universitetas
• Junior VET teacher
Initial education for becoming:
• VET teacher (minnimum of competencies)
In-service education for becoming:
• Senior VET teacher (plus new competencies)
• VET teacher methodologist (plus new competencies)
• VET teacher expert (plus new competencies)
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Occupational
Standard
Vytauto Didžiojo universitetas
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Curriculum
Preferred Sequence for
Planning an Outcomesbased curriculum
Traditional Planning
Sequence
Learning Outcomes
↓
Assessment
↓
Content & Teaching
Methods
Content
↓
Teaching Methods
↓
Assessment
↓
Learning Outcomes
Assessment
Occupational
Standard
Curriculum
Assessment
Participants of VET teacher education
Vytauto Didžiojo universitetas
27/02/2008 Dublin
• VET teachers
• Tutors (at university) – observation of
teaching
• Mentors (at work place) – observation of
teaching, consultations in defining learning
needs
• Stakeholders – formulating learning
outcomes, participating in assessment
processes
Occupational
Standard
Curriculum
Assessment
Implementation of learning outcomes into curriculum
Vytauto Didžiojo universitetas
1. Describing learning outcomes
and translating them into curriculum
and other learning activities
2. Procedures of assessment
of teacher-students’
learning achievements
3.
Evaluation and revision
of learning outcomes
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Occupational
Standard
Curriculum
Assessment
VET teacher education
Before
employme
nt to VET
institution
Vytauto Didžiojo universitetas
After
employme
nt to VET
institution
.
Subject qualification
3 years of experience in subject field
Employment to VET institution
Political, social
change
2 years of teaching experience
Learning
innovations
Defining learning needs
Technological
innovations
Initial VET teacher education
Pedagogical experience in VET
institution
Defining learning needs
Qualification upgrading
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Development of
social economy
Self-standing
professional
development
Changes in VET
curriculum
Occupational
Standard
Curriculum
Assessment
Vocational Pedagogy (Initial education)
Example of Vytautas Magnus University
11 study modules (in 18 months):
Vytauto Didžiojo universitetas
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
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Introduction to Teacher Profession
Organization of Teaching and Learning
Teaching/Learning Methods and Means
Learning Guidance
School as Organisation
Vocational Education and Labor Market
Curriculum Design
Evaluation of Learning Achievements
Evaluation of Teaching Quality
Teaching Practice
Thesis Work
Occupational
Standard
Curriculum
Assessment
VET teacher education
Vytauto Didžiojo universitetas
Theoretical
didactical studies
at university:
• understanding
the system of
pedagogical
knowledge
• training of
pedagogical
thinking
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Practical didactical
training at VET
school:
• gain competencies
of practical
pedagogical activity
• learning on-job
Occupational
Standard
Curriculum
Organization of work place based
VET teacher education
Vytauto Didžiojo universitetas
. Module 1
3 days at
university
Module 2
3 days at
university
Experimental
practice in VET
school
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Module N
3 days at
university
Experimental
practice in VET
school
Assessment
Occupational
Standard
Vytauto Didžiojo universitetas
27/02/2008 Dublin
Curriculum
Assessment
Curriculum for in-service training of VT
constitutes of 3 types of modules assigned for:
• acquisition of strategic vocational
competencies coherent to innovations in
particular vocational activities and for
acquisition of strategic pedagogical
competencies related to innovations in
teaching curriculum;
• competencies assuring acquisition of
higher qualification categories described in
the Standard;
• meeting individual needs of VT for various
competencies. They are determined by VT
themselves and can be acquired in the
market of in-service education in Lithuania
or abroad.
Occupational
Standard
Curriculum
Assessment
Mentor training proramme
Content (modules):
Vytauto Didžiojo universitetas
1.
2.
3.
4.
5.
6.
7.
8.
27/02/2008 Dublin
The role and functions of mentor in VET teacher
education
Observation and feedback to VET teacher
pedagogical activity
Conslutations of junior VET teacher
Assisstance in acquiring competencies in carrer
design
Assisstance in acquiring (and upgrading)
didactical qualification
Communication and collaboration skills.
Mentoring ethics
Introducing the schools culture
Assessment and evaluation competencies
Occupational
Standard
Curriculum
Assessment
Formulating learning outcomes, basing on
taxonomie, e.g. B. Bloom (1959)
Vytauto Didžiojo universitetas
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
27/02/2008 Dublin
Occupational
Standard
Vytauto Didžiojo universitetas
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
27/02/2008 Dublin
Curriculum
Assessment
Active verbs:
Išvardinkite, apibrėžkite,
atgaminkite, suraskite,
įvardinkite, pacituokite,
suskaičiuokite, pakartokite,
papasakokite, raskite,
surikiuokite ir t.t.
Occupational
Standard
Vytauto Didžiojo universitetas
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
27/02/2008 Dublin
Curriculum
Assessment
Active verbs:
Susiekite, paaiškinkite,
suklasifikuokite, aptarkite,
apskaičiuokite, išplėtokite,
apžvelkite, išverskite ir pan.
Occupational
Standard
Vytauto Didžiojo universitetas
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
27/02/2008 Dublin
Curriculum
Assessment
Active verbs:
Pritaikykite, suskaičiuokite,
pakeiskite, pabaikite,
pademonstruokite, atraskite,
panaudokite, raskite,
interpretuokite, išspręskite ir
pan.
Occupational
Standard
Curriculum
Assessment
Active verbs:
Vytauto Didžiojo universitetas
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
27/02/2008 Dublin
Palyginkite, atskirkite,
sugrupuokite, padarykite išvadą,
išbandykite, išanalizuokite,
susiekite, aptarkite, surikiuokite,
išranguokite, sukritikuokite
Occupational
Standard
Vytauto Didžiojo universitetas
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
27/02/2008 Dublin
Curriculum
Assessment
Active verbs:
Pagrįskite, apibendrinkite
suprojektuokite, sukurkite,
suformuluokite, integruokite,
suplanuokite, pasiūlykite,
pertvarkykite, organizuokite,
parenkite ir pan.
Occupational
Standard
Vytauto Didžiojo universitetas
EVALUATION
SYNTHESIS
ANALYSIS
APPLICATION
COMPREHENSION
KNOWLEDGE
27/02/2008 Dublin
Curriculum
Assessment
Active verbs:
Įvertinkite, įtikinkite,
apginkite, pasiūlykite,
numatykite, rekomenduokite,
patikrinkite, pagrįskite,
parinkite, palyginkite,
nuspręskite ir pan.
Occupational
Standard
Curriculum
Assessment
Criteria of assessment of learning achievements
Vytauto Didžiojo universitetas
• must be linked to learning outcomes
(same content),
• valid,
• reliable
• equal for all, participating in the same
study programme.
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Occupational
Standard
Curriculum
Assessment
Assessment of learning achievements
Vytauto Didžiojo universitetas
Components
of
competency
Knowledge
Abilities and
skills
Attitudes
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Evidence of competency in:
actions
behavior
results
Vytauto Didžiojo universitetas
Thank You for Your attention...
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