IPA Learn project

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IPA Learn project

• On how to learn about Portfolio and VET-centre
  competence together and from each other
• Podgorica February 2009

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Three key issues

• Why school development?
• How can VET Centre support to school-based
  innovation be provided? learning from the
  Centre in Podgorica and introducing a common
  benchlearning project in 2009
• Measuring and assessing student progress through
  an e-portfolio platform through presentation
  and training sessions

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Introduction
1. I am Hans Joergen Knudsen Call me Hans
(thats easier)
2. Im at Metropolitan University College in
Copenhagen
3. Part of the University College is NCE
(National Centre for Education in VET
Main focus is on Research Development
projects Consultancy work
NCE
4. Im a chief consultant
hjk_at_delud.dk
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Expectations
R
S
Result gt 1 satisfied
E
I want you to be satisfied but how can I do that
without knowing your expectations?
S satisfaction R received E expectations
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We can learn from doing
Experience
Activities
Reflection
Knowledge
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We can learn from each other
Getting knowledge from outside
Learning from each other
Developing new knowledge from project-work
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Facilitators

• Soren He knows almost everything he will tell
  us what we should learn, and in the end what we
  have learned, and still need to learn
• Maja She knows you, the countries and the topics
  very well. She is an expert in processes and a
  brilliant observer and facilitator
• Alqi He wants to know everything, and he asks
  questions in order to give us all feedback on
  content and form and about what we should change

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Presenters and facilitators - national

• Dusko Is a very experienced and very competent
  director of a VET-centre. He knows how to run it
  under Balkan-conditions and he is certainly one
  of the wise men, worth visiting
• Vlado A very dynamic driver behind the project
  in Montenegro, a long time member of the network,
  and the coordinator of the project on Portfolio
  in Montenegro the right man to ask about how to
  implement Portfolio in your country

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Presenters and facilitators - international

• Torben He knows almost everything about
  portfolio incl. the technical aspects, and has
  a lot of experience with national and
  international projects also in this part of the
  world. He knows the Danish VET-system very well
  from within
• Hans Joergen Has been working a VET-life for
  very many years, has been participating in a lot
  of projects-especially in the field of
  school-development and knowledge sharing

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Participants

• You especially together know almost all what
  is worth knowing.
• Some have some concrete experience with the
  portfolio-approach, some (almost all) have
  experience with VET-centres
• And together you have experience with almost all
  levels of education (VET)

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Why school development

• The global world is different from the local
  but it is flat
• New competence requirements from industry and
  trade and the public sector, not least in
  post-crisis society
• We all have to learn throughout life (LLL) in
  and outside school
• The Lisbon strategy and the initiatives
• Students expect change

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It is about learning
Learning can be planned and organised
Experience from the outside
Reflect on it
Experiment with it
We can read and listen
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Expectations and needs

• Team Montenegro?
• What questions do you have, and what kind of
  assistance do you
• need from Torben?
• What help do you want from Maja?
• What would you like to know from Slovenia?
• Advisers and teachers
• What questions do you have and what assistance do
  you need
• From Maja
• From Montenegro team
• From Torben
• Leaders
• What agenda do you want to set up for the
  workshop?
• What do you want from Dusko?
• What do you want from Slovenia?
• What do you want from ETF?

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A non-verbal presentation

• Why school development
• What about learning
• The strategic approach

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Content of presentation

• Why school development?
• New Learning Paradigm and the need for innovative
  evaluation
• A strategic approach

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Why school development?

• The overall perspective

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It is about change
Challenges from the globalization itself
New Public Management
Constructivism
New customers
ICT
Globalization
New educational reforms
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The Lisbon strategy the European perspective
The Union must become the most competitive and
dynamic knowledge-based economy in the world
capable of sustainable economic growth with more
and better jobs and greater social cohesion
(European Council, Lisbon, March 2000).
2002 nothing had really happened
But.
http//ec.europa.eu/education/policies/2010/et_201
0_en.html
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Europe by 2010
Therefore
In 2002, they went on to say that by 2010,
Europe should be the world leader in terms of
the quality of its education and training
systems.
The Education Training 2010 Work Programme was
born
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The Lisbon strategy 2008
Lisbon Process
OMC
Education Training Programme 2010
Copenhagen Process (VET)

• Bologna Process (HE)
• - 3 cycles (ECTS)
• EQF
• Diploma supplement
• Validation Non-formal
• Informal learning
• Learning outcomes

Main goals

• - ECVET
• EQF/EQAF
• Certificate supplement
• - Validation Non-formal and
• Informal
• - Learning outcomes

1. Improve quality and effectiveness of EU
education and training systems
2. Ensure they are accessible to all
3. Open it up to the wider world
Indicators and benchmarks developed and used
Lifelong Learning
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A European strategy
The Lisbon process
OMC
Bologna process
Copenhagen process
Education and Training 2010
LLL

• Pre-requisites
• EQF and learning outcomes
• Validation of non-formal and
• informal learning
• Key Competences
• Schools for the 21st Century
• Improving the quality of teacher
• education

Focus on learning School-based development
Learning outcomes
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Learning is the key issue
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Vertical learning (teaching)
From one with better knowledge
To some with less knowledge
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On how to learn
Get it from experience
Reflect on it
Experiment with it
Get it from reading or listening
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Experiential learning cycle
2
Experience
1
3
Activity
Reflection
Knowledge
4
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There must be a link between education and
business
Companies
School
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There must be flexible learning opportunities
Identification validation process
Certificate
Route 1 tests
Route 2 tests and training opportunities
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There must be focus on learning and learning
environments
Supported by a system and its facilities
Facilities such as computers and places to work
and study either in groups or individually Acce
ss to learning sources like a library, the
internet, teachers and facilitators, peers
etc. Learning considered a social activity in a
direct (if possible) relationship with practice
It is possible to work very individually
based on prerequisites and ambitions 20 students
will work (at the same time) with 20 different
things, in 20 different ways, and with 20
different outcomes
Supported by teachers and peers
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There must be new environments
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The Lifelong Learning concept

• Everybody must learn throughout life
• Lifelong learning competences are important
• We all learn in different ways and from different
  situations
• We should not be taught something that we already
  know or are able to do
• We need a system for identification and
  validation of that

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To be aware of learning and to document competence
1
Experience
To be aware of own competences, own learning
process (learning style) and of what should be
improved including learning to learn
competence, entrepreneurship competence etc.
Activity
Reflection
Knowledge
2
To demonstrate knowledge, skills and competence
To get a new job To get access to education
without formal qualifications To get
exemption To stay attractive to the labour market
Documented Learning outcomes from formal,
non-formal and informal learning
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Change is difficult
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But it is not easy to implement new things
Set up targets and frameworks
The talking level Principles and visions
What is Here?
Somebody or something must link the two levels
and should be responsible for the
implementation

• Claims that
• we already do it
• primarily useful for others
• we need more money, more
• time, another structure etc

The acting level do things in practice
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Change puts pressure on teachers and their
traditional roles
An expert reacts
After
Before
Educational reform
Fast Immediate Adequate
Fast Immediate Inadequate

• Cooperation with students
• and colleagues
• Teamwork
• Organising learning
• environments
• Being a facilitator
• Focus on key competences
• Able to validate

Changed conditions
From teaching to learning
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Its not always easy to implement change
Know better and will definitely not change
Have already changed and can help colleagues in
the process
Have a feeling of what is going on, dont like it
and respond aggressively
Have recognised the new demands and want help
to work with them
It may be right to say that you cannot change
people but they can change themselves
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Strategic work

• Change must be based on a strategy?

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The strategic element
Present
Future
Operations
Development
Easy to change
Tactics
Strategy
Difficult to change
Ensure that things happen
Awareness of what you want
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Not everything is possible
All opportunities
Want
Can
Ought

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The strategic choice
Customers
Partners
What is necessary in order to serve customers and
deliver the core products?
Products
Competence
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Mutual challenges?
The Ministry of Education
VET-centre
VET-schools
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VET Centres now and in the future
What should a VET-centre do in the future? How
can a VET-centre support school development? How
can a VET-centre support the portfolio approach
and what is needed in order to do so? What can
VET-centres do in order to help and support each
other, and what is the next step How do you see
the best thinkable relationship between the
Ministry of Education, the schools and the
VET-centre
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The strategic choice
Customers
Partners
What is necessary in order to serve customers and
deliver the core products?
Products
Competence