OPIR - Outils Pratiques Interrégionaux pour le développement d’ECVET

OPIR - Outils Pratiques Interrégionaux pour le développement d’ECVET

Project experimentation and development of the European Credit in Vocational Education and Training (ECVET)

10-10-25 Présentation du projet OPIR - AEF - Bruxelles

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Interregional collaboration – part of the Consortium’s work of FREREF

Duration 24 months9 partners, 5 countries

of the EU, a silent partner (Romandie)

Project Governance : Department of the French Community of Belgium (CCG)


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The Belgian partners : Le Centre de coordination et de gestion (CCG) Experts from CEF – SFMQ – IFAPME Schools of secondary education qualifying Opening a belgian partnership

The Foreign partners : FR Conseil Régional Rhône Alpes FR Rectorat de l’académie de Grenoble ES Generalitat de Catalunya – Departement d’Educacio RO Centrul National de Dezvoltare a Invatamantului Profesional

si Tehnic ES Consejería de Educación de la Junta de Andalucía, Dirección

General de Formación Profesional y Educación Permanente ES Consejera de Empleo, servicio Andaluz de empleo. Dirección

general de formación para el empleo BE Fondation des Régions Européennes pour la Recherche en

Education et en Formation IT CEFASS - Centro Europeo di Formazione per Affari Sociali e

Sanità pubblica CH Conférence intercantonale de l'instruction publique de la

Suisse romande et du Tessin (CIIP)

OPIR Consortium in détail


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Project Goals

Development of regional and international mobility

Creation of a common language (learning outcomes units, recognition devices, transfer and accumulation of credit units)

Development of tools ECVET Definition parameters of mutual trust

(Memorandum of Understanding, Learning Agreement, Evaluation Standards, Quality Assurance)


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Trades

Choice of two courses :

Automation Hairstylism

Criteria : Transnational aspects Flexibility and transfer

developed devices


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Work Hypothesis 1 : comparison of qualifications and learning outcomes is useless

For the two trades, hairstylism and automation, we have very different qualifications and learning outcomes

EQF LevelAverage age of

learnersCourse

organisation

Hairstylism 2? – 3 – 4 – 5? 13 ↔16 ansFull tuition –

Alternate schooling

Automation 3 – 4 – 5? 13 ↔18 ansFull tuition –

Alternate schooling


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Impossible to do the job in 2 years The goal is not to create a common qualification How to combine ECVET with the diversity of VET

systems?

Trade profile

Training profile

Evaluation profile

Work Hypothesis 2 : one can not copy a traditional process of designing a qualification and a training programme

Certification units

Intervention of social partners in different

countries and competent authorities

Harmonization?


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Work Hypothesis 3 : one can build common units without going through a detailed study of partners certification

B. Show the key activities common to

the profession

D. Build common units

C. Determine a field of shared references and

translate them into learning outcomes

F. Learning paths

E. Identify common standards for evaluation

A. Define a methodology for wrinting learning

outcomes


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B. Show the key activities common to the profession

Key activities SP A

SP C

BE IT RO FR CH

1 Plan and organize the production.

2 Prepare machines and systems.

3 Ensure the projection of the product (planning).

4 Ensure the preparation of production (inventory data, configuration, testing and setting).

5 Ensure the quality of production.

6 Participate in quality improvement.

8 Implement the legislation in terms of health and safety.

9 Read and interpret technical documents (plans, standards, records...).

10Using CAD software (CAD) for drawing.


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C. Translate the key activities into learning outcomes

Knowledge Skills Abilities

C.1.S.1. The properties of hair (tensile strength, elasticity, porosity, water reaction, electrical properties ...).C.1.S.2. The types of hair in relation to morphology and types of hair.C.1.S.3. The shaping techniques: smooth, curl, twist, brushing and wave.

C.1.A.1 Identify the properties of hair.C.1.A.2. Propose a shaping suited to the customer.C.1.A.3. Choose the technique of shaping according to the hairstyle expected.

C.1. Advise the client to establish responsibly and independently with him the suited hairstyle.

C.2.S.1. The criteria for client installation (adapted and comfortable).C.2.S.2. Protective equipment (apron, mantle...).

C.2.A.1. Install the client.C.2.A.2. Select protective equipment for the customer.C.2.A.3. Place the protective equipment for the customer.

C.2. Properly prepare the client to achieve the shaping, taking into account all safety measures, hygiene and protection.


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E. Identify common standards for evaluationSkills Criteria Indicators Weighting

Yes No

Advising a client known or unknown to draw with it responsibly and autonomously, hairdressing adapted taking into account the wishes and characteristics

1. Suitable choice of hairstyle to make

1. Operations to identify the characteristics of hair are made

10/100

4 0

2. The questions allow to understand the desires and tastes of the client

2 0

3. The proposals take into account the needs and characteristics of the client 4 0

Determine, from a choice of hairstyle agreed independently, techniques for its realization

2. Appropriate choice of techniques depending on the chosen hairstyle

1. The choice of techniques to be used corresponds to the characteristics of hair identified

10/100

5 0

2. The choice of technique must yield the expected result 5 0


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Work programme for OPIR Project

Durée

Mar 0

9

Jul 0

9

Mar 1

0

Nov 1

0

Feb

11

Preliminary round

6

Phase A 4

Phase B 10

Phase C 10

Phase D 3

Coordination

24

Communication

18

Operation

10

Quality 18


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Work programme for OPIR Project

Partenaires principaux Début Fin

Preliminary Phase

BE Sep 2008 Feb 2009

Phase A BE, Generalitat de Catalunya Mar 2009 Jun 2009

Phase B BE, C. R. Rhône Alpes, R. Grenoble, CEJA, SAE

Jul 2009 Apr 2010

Phase C BE, CNDIPT Mar 2010 Dec 2010

Phase D BE, CEFASS Dec 2010 Feb 2011

Coordination BE Mar 2009 Feb 2011

Communication

FREREF Sep 2009 Feb 2011

Operating results

C. R. Rhône-Alpes May 2010 Feb 2011

Quality Generalitat de Catalunya Aug 2009 Jan 2011


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Phase A

a) Comparison of qualifications for a common understanding

b) Translation methodology in learning outcomes

a) Finalizing preparations b) Aggregation rules of

learning units c) Choice of common units d) Procedures for allocating

credit points to units

PreparatiPreparationon

Phase APhase A

Sep 08-Feb 09

Mar 09-Jun 09


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Phase B

a.Model Agreement on Partnership and Learning Agreement

b.Definition of evaluation standards

c. Regional arrangements for implementing ECVET

d.Platform of common units to the network of partners

July 09-April 10


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Phases C and D

Phase CPhase C

Mar 10 - Dec 10

a.Organization of learning pathways with integration of common units

b.Test device: Mobility of learners (in progress)

Phase DPhase DDec 10 - Feb 11

a.Harvest results (tools, devices, data, etc.)

b.Brussels Conference / Dissemination and exploitation of results


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Products Instruction Manuals

Show certifications form of learning Finalization (1st & 2nd december 09)

Design units of learning Surveys

Certifications in the network (hairstylism-automation) Finalization (1st & 2nd december 09)

Learning path Mobility of students preparing for October / November 2010

Learning units with standard assessment Presentation of a professional activity in key learning outcomes -

Development of criteria and indicators for evaluating - Organization of qualifications in units and points

Finalization (1st and 2nd December 09) Models

Memorandum of Understanding First debate (1st & 2nd december 09)

Learning Agreement First debate (1st & 2nd december 09)

Website Reports (quality and final)


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The Memorandum of Understanding that aims to: provide a general framework for cooperation

and networking between partners, creating a climate of mutual trust,

help partners to develop specific modalities for the transfer of credits for learners.

The Learning Agreement which : determines the practical conditions for the

mobility of a particular learner The individual record of results that can :

formalize the achievements of the learner.

Document templates :


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System A

System B

Memorandum of Understanding (2 partners, 2 systems)

Learning Agreement (3 partners: 2 schools and the young)


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Personal transcript

Receiving Operator VET :Adress :

Head :Contact :

Reference of the MoU : Reference of the Learning Agreement :

Learner’s name: Date of birth :

Passport number /ID :

Title of unit (in both languages) :

Name of certification in the host country :ECVET points :

Name of certification in the country of origin :ECVET points :

Grid conversion assessment score certification unit end

Presentation of the score in the host country (example)

AABBCDEEEEE

Assessment score(grid OPIR)

100908070

60 (pass mark)50403020100

Presentation of the score in the country of origin (example)

2018151210864200

Evaluation results on 100 :

Corresponding note in the host country : Corresponding note in the country of origin :

Observations of teachers/ Remarks :


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Documents

OPIR - Outils Pratiques Interrégionaux pour le développement d’ECVET