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Jessica Blings, ITB - Institut Technik und Bildung, Germany - ECER 2008 "Contribution#1580: Different ways of implementing European core profiles" in Symposium "Symposium Session 7a - Occupational Core Profiles - as European approach, paradigm shift or alternative to actual ECVET concepts? A critical discussion (1348)"

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138 views

(PDF Version - Slides) - Different Ways of Implementing European Core Profiles

Jessica Blings, ITB - Institut Technik und Bildung, Germany - ECER 2008 "Contribution#1580: Different ways of implementing European core profiles" in Symposium "Symposium Session 7a - Occupational Core Profiles - as European approach, paradigm shift or alternative to actual ECVET concepts? A critical discussion (1348)"

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VetNet - European Research Network in Vocational Education & Training
Copyright
© Attribution Non-Commercial (BY-NC)
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Different ways of implementing European

core profiles

Dr. Jessica Blings (ITB – Institut Technik und Bildung)


Slava Pevec Grm (CPI – Center RS za poklico izobrazevanje,
Slovenia)

Symposium: Occupational Core Profiles – as European approach,


paradigm shift or alternative to actual ECVET concepts? A critical
discussion
ECER Conference,
11.09.2008 Gothenburg, Sveden
How can the sectoral EQF/NQFs safeguard a good
work process orientation for a high quality in
VET?
How can the process of EQF/NQF implementation be
used to improve the national VET systems?
Do we know enough about the benefit, output and
performance of and in our VET systems with their
traditional grown national industrial cultures to be
able to compare it via a translating unit like
EQF/NQF?
 Is the concept of “vocational identity” valued and
safeguarded?
European occupational core
profiles as
„opposite-strategy“
to actual EQF/NQF
implementation…
The RecyOccupation-Projects Outcome:
Seven implementation strategies:
Within their implementation strategy the partners worked
out the national acknowledgement. The country-specific
framework and the specific level of training in the
countries was determined.

•National Curriculumhandbooks as main


implementation tool
•Development of learning and teaching material:
Compilation of seven manuals for trainers and teachers
taking into consideration country-specific general
conditions.
The RecyOccupation-Projects Outcome:
•Suggestions for the application of ECTS to the
central ECO-Recycler core profile
for use in national structures and respecting the learner
orientation

•A didactic framework that demonstrate a


sustainable development in the training
practices
European RecyOccupation Profile /
The Project Partnership and its Implementation Teams:
9 Core Partners, 31 Advisory Board members,
33 Implementation Team Members
The role of the European Advisory Board within the
project:
 Consulting and evaluation of the project
approach, progress and outcome.
 Actively taking part in measurements on
European and national level.
 Supports Preparation of national pilot phases.
 Makes proposals concerning the adaptation of
the core profile Eco-Recycler to the national
framework conditions.
Occupational Core Tasks ECO-Recycler
1. Identification and sorting of waste materials for transport, storage and processing
2. Acceptance, transport, and storage of waste materials
3. Re-feeding of waste into the material closed loop
4. Legislation on waste and utilization of materials
5. Acquisition of additional business
6. Quality-oriented assignment of material fractions
7. Ensuring the safety of material throughput processes
8. Material flow specific procedures and disposal of hazardous waste
9. Disassembly of scrap products
10. Treatment of organic waste
11. Treatment of ferrous and non-ferrous metals, used wood, plastic, paper, glass and
building waste
12. Treatment of residual waste
13. Hazardous inzidents and troublesshooting
14. Repair of plants and units and process optimisation
15. Erection, assembly and dismantling of plants for the company
The core of the occupational core profile and
possibilities for its country specific applications
ECO-Recycler Core Profile
Different VET system need different
implementation strategies in each
country:

1. Implementation via central ministerial


units.
2. Implementation via decentralized
institutions.
3. Implementation within the Dual System
by improvement of existing occupations.
The ECO-Recycler Core Profile: Seven Implementation
Processes
3 national
qualifications,
Profile combined Slovenia 3 catalogues of
with production Greece knowledge, skills and
March technician competences Adoption
2006 May 2005

Transformation of
Support of official
profile with Austria existing profile,
Germany Decree June 2006 Start
teaching and ECO-Recycler Core Profile autumn 2006
October learning materials
2005
Continuing
Spain training February
VRQ: Vocationally
2005 at ict
Related United Kingdom
November Qualification High education
2006
Lithuania + skilled specialist
(2 profiles) September
2006
Different VET system need different
implementation strategies in each
country:
1. Implementation via central ministerial units.
Example Slovenia (Greece)
2. Implementation via decentralized institutions.
Example Lithuania (UK, Spain)
3. Implementation within the Dual System by
improvement of existing occupations.
Example Austria, Germany
Conclusions
1. Work process are the linkage element between
different VET Systems
2. The ECO-Recycler example shows how a work
process oriented occupational core profile can
be implemented in different VET systems
3. Implementation via ministerial units and within
the dual system had been effective and durable.
4. In Slovenia, Lithuania and in Greece the core
profile could be fully integrated within the
legislative basis of the VET system.
Thank you very much for your
attention!

Dr. Jessica Blings


[email protected]
Slava Pevec
[email protected]
http://www.recyoccupation.eu.tc/
Discussion
• Does the approach of European core occupational
profiles safeguards that transnational work and work
process orientations are in the centre of interest?
• How are European occupational core occupational
profiles implemented in different national structures?
Which role should and could the social partners play
within the process?
• Are core occupational profiles an alternative to actual
ECVET approaches and the European Qualification
Framework (EQF)?
• Do the core profiles promoting flexibility, permeability
and comparability?
• Do they strengthen VET knowledge transfer between
European countries?

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