A language for competence (capacity) grew for ‘moving up’ on secondary, middle, higher vocational education and university. Frank de Jong & Cees de Jong PBPR-conference (26-28 November 2008) Bergen, Norway Workshop 7
Who is involved? -AOC’s (VMBO, MBO) (pre- and middle vocational education)
- HAO (higher vocational education)
- Wageningen UR (university) • 120 schools • 75.000 students • 12.700 employees
AOC de Groene Welle AOC Friesland AOC Oost AOC Terra CAH Citaverde Clusius College Edudelta Onderwijsgroep Groenhorst College HAS den Bosch Helicon Opleidingen Hogeschool Inholland Delft Holland College Prinsentuin College ROC Landstede Stoas Hogeschool Van Hall Larenstein Vereniging Buitengewoon Groen Wageningen UR Wellantcollege
The current education system Regular education Vocational education
WO
HBO
The moving-up schedule
MBO
VWO
ASS.
HAVO MAVO
VMBO
BASISSCHOOL
Continuous learning is not uncomplicated
Solution: a (transparent) competence language?
Research team and link-pullers • Frank de Jong Lector Stoas Hogeschool & CAH; research management • Frank van den Dungen Helicon Opleidingen • Cees de Jong Ver. Buitengewoon Groen, CPS • Wiggele Oosterhoff CAH Dronten • Dinand Ekkel CAH Dronten • Lia Spreeuwenberg Stoas Hogeschool • Renate Wesselink WUR • Marjan van Lunter AEQUOR • Agnes Jansen AOC-Raad
Method and procedure Empirical negotiation, constructing, iterative process (with teachers) and validation with the field (others: staff, teacher, policymakers, students)
Link-sessions: empiric data What is this competence about?
What is essential indicator of grew? Time ?
Level ? Student ?
Context?
Different teacher groups of two succession educational levels: Pre-middle; middle-higher; higher-university education
Validation with the broader field
Again link-sessions: empiric data
Teachers of two succession educational levels: Pre-middle; middle-higher; higher-university education
Reflection, discussion, interpretation construction in the Project team with expert-field persons.
Validation and testing with the broader field and students Student presentation of portfolio
Pester students with questions about portfolio
Business year planning (portfolio) inspection
Competence recognition: •Middle school teachers •Higher education teacher •Student himself
Results
Solution: a (transparant) competence language • foresee your way • 'fore see’ competencies • ‘four’ educational levels • ‘four’ context criteria
Foresee To for see your learning career 4C a fundament for talking transparently about the future, capacity grew potential of students,
Competenties Based on 8 factors and 25 (Bartram, 2005/SHL) competencies
Competenties (8 SHL-factors & 1) Leadership and decision 2) Supporting and collaborating 3) Interacting, influencing and presenting
4) Analyzing and interpreting 5) Creating and learning 6) Organizing and executing 7) Adaptation and handling 8) Undertaking and performing
• • • • • • • • • • • • • • • • • • • • • • • • •
25 competencies) Beslissen en activiteiten initiëren Aansturen Begeleiden Aandacht en begrip tonen Samenwerken en overleggen Ethisch en integer handelen Relatie bouwen en netwerken Overtuigen en beïnvloeden Presenteren Formuleren en rapporteren Vakdeskundigheid toepassen Materialen en middelen inzetten Analyseren Onderzoeken Creëren en innoveren Leren Plannen en organiseren Klantgerichtheid Kwaliteit leveren Instructies en procedures opvolgen Omgaan met veranderingen en aanpassen Met druk en tegenslag omgaan Gedrevenheid en ambitie tonen Ondernemend en commercieel handelen Bedrijfsmatig handelen
Onderwijsniveaus For 4 educational levels (prevocational, vocational, higher vocational and university) (11 learning routes) descriptions of competence recognitions Complementary to Dublin-descriptors and Bologna-descriptions for higher education.
4 Contextcriteria & 11 groeiaspecten Context criteria:
Grew aspects:
• Responsibility
-role -accountability -self-reliance
• Range
-public -time span
• Complexity
-work -procedures -knowledge & understanding
• Transfer
-ambiguities -change capacity -reach
Result 1: the recognition place-mat
Result 2: 25 competence descriptions for each of the 11 learning routes on empirical bases of context and grew
Recognition versus assessing
The
-game
Put the indication description of a criteria and aspects on the right place at one of the levels of the educational career column and build continuous learning
Applications Self-reflection and selfrecognition instrument (to be developed)
Applications Support for the development of capacity directed education • Negotiable CAH-competencies during the transformation process towards capacity directed education. • Profile- and competence description of ‘Knowledge managers’ in the field (research Stoas university)
Applications Study career coaching and mentoring in competence directed education • Insight: now judgment but recognition of competence and moving up potential • Anchor as goal level for progressive levels (implicit assessment)
Applications Support for adaptive didactic in WPL • Educational anchor for formulating assignments adaptive to student level • instrument for WPL-coaches to recognize student levels
Applications Business • Interview for a job • HRD • European connection to NQF/EQF
Applications Basis for Competence indicators, assessment and students monitoring systems meters • ERAS Helicon
4C your way CONFERENCE 16 December 2008
Competenties waarderen en perspectieven om door te leren
Informatie Folder
Contact Ruggengraat-projectteam: Dr. Frank P.C.M. de Jong Stoas Hogeschool, Hoofdkantoor Aeres groep Postbus 245, 6710 BE Ede T: 0318-675611 E:
[email protected]
GKC-project Ruggengraat
