Occupational Standards and Skill Needs Analysis in Educational Environment

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Occupational Standards and Skill Needs Analysis
in Educational Environment

• By Dorothee De Wilde
• Koos De Vos

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1.Why renewing education?

• Society and Labour Market
• Faster and faster outdating of knowledge,
• Information Overkill
• Need of
• Employability
• Life Long Learning
• This means
• More need of some kind of Meta knowledge skills
  to
• Learn new topics yourself
• Gather, select, and integrate the right
  information
• To apply new knowledge items yourself in working
  situations

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2.Way to Competence Based Education

• From Examination terms
• very detailed descriptions based on the
  occupation
• To Occupational standards
• overall descriptions in terms of competences
  based on the involvement of the professional
  worker.
• Requires a whole new vision on education

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3.Competences?

• The skills to act appropriate in working
  situations in a process and goal oriented manner
• or
• the capacity and the will/mind of the
  professional worker, expressed in a coherent
  frame of required knowledge, skills and
  attitudes,
• Four variants
• Specific professional skills
• Organisational skills
• Social Communicative skills
• The Learn your self skills

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4.Benefits

• Vocational Practice or The working floor is
  starting point for learning. Theory and practical
  experience will be offered fully integrated and
  the pupils/students are steering their own
  learning process
• The pupils/students develop the competences
  needed to have a good start position in Labour
  Market and society , and to be responsive
  professional workers with enough growing
  potential
• Teachers are pushed to stay involved with Labour
  Market Development and the every day needs on the
  working flour

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5. Differences and changes I
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6.Differences and changes II
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7.Differences and changes III
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8.Steps towards Competence Based Education

• Skill Need Analysis (Job Description)
• Occupational Standards
• (Core Tasks, Core Dilemmas,
• Occupational Competences with success criteria)
• 3. Qualification Structure
• in terms of Qualification Profiles
• 4. Educational Curricula

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9. Occupational Standard
Job Description (SNA results)
Occupational Competence 1 Occupational Competence
2 Occupational Competence 3 Occupational
Competence 1 Occupational Competence
3 Occupational Competence 4 Occupational
Competence 5 Occupational Competence
5 Occupational Competence 6
Core Task 1 Core Task 2 Core Dilemma 1
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10.You see more benefits

• Transparency capable to transfer and to share
  parts of knowledge and to exchange curricula
  within and between branches
• Controllable in terms of quality management
• Reduction by clustering and exchange of the
  amount of examination terms
• A framework for QP, curricula and examination
  programs
• Gives possibilities to anticipate on talent and
  qualities of the pupils
• A communication instrument for branches and
  education

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11.What is a Qualification Profile

• based on a new vision on education they describe
  the tasks and dilemmas on the working flour, the
  combination of what someone should have mastery
  off , should train and excersize at school and in
  the vocational practice.
• durable and flexible to come up to the diversity
  of vocational practice and the recognizability of
  Business Community
• exist of three parts core, different outflux and
  a free space
• make wide ranged and specialistic education
  possible

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12. From OS to QP

• To translate a OS into an QP
• you look at the overlap with several OS
• When there is few or no overlap with other OS
  there is a one to one translation
• When there is overlap between several OS, they
  will be combined in one QP
• Results in the Netherlands
• The one to one situation disappears out of one
  QP are several training programs are possible
• The total qualification structure existed of 900
  qualifications. Now this is about 260
• There will be one Qualification Structure with as
  less overlap as possible between qualifications

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13. To an Occupational StandardFORMAT

• General information
• Job description
• Define Core Tasks
• Define Core Dilemmas
• Competence Matrix
• Define Occupational Competences
• Define succes criteria

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14. Format OS Occupational Competences with
succes criteria
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15. Format OS general information
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16. Format OS Job description
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17. Format OS Trends and Innovation
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18. Format OS Core Tasks
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19. Format OS Core Task 1
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20. Format OS Core Dilemmas
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21. Protocol SNA OS

• Describes
• What information is to be collected
• How is this information collected
• Is
• Quality control procedure
• Should be
• Compulsory for every sector

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22. What information

• Labour Market in the sector
• The name of the profession considered
• Description of the profession
• Core-Tasks
• Core-Dilemmas
• Professional competences with criteria for success

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23. Protocol Procedure
Legitimating Body

• Prepare descriptionOcc. ST.

Occupational Standard
Concept Occ. ST
Not OK
Check Format Requirements
Format Occ St
OK
Admissible Occ. St
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24. How 1

• Use a large enough research space look for
• Responsive professionalism
• Dynamics of change
• Branch / sector intersecting changes
• Look at career research (to find related
  professions)
• Products and Services
• What are these exactly
• Who are customers
• Which demands for these products and services
• Statistics
• What types of organisations,
• How are they located geographically
• Are there any branch-organisations
• Developments in terms of employability
• Are there any interesting market sections

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25. How 2

• Use standard format
• Interviews by experts per sector
• Interviewees should be people who really love
  their jobs
• Use a nationally adopted legitimacy procedure
• Organise the work in so called knowledge teams
  per sector
• Organise validation conferences
• Look after chain approach first things first
• Take in account that the educational sector comes
  next and must be able to implement the results

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26. Knowledge Centers per sector

• Specific knowledge of branche and vocational
  education
• Specific knowledge of Skill Needs Analysis
• Specific know how of protocol, formats and
  descriptions of Occupational Standards
• E.g. Job descriptions in stead of detailed
  working procedures
• Guardians of the Occupational Standards Structure
  in their sector
• Negotiating partner with Government and Branche
• Keep the system of Occupational Standards alive

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27. Tasks KCs in detail

• Organizing the dialogue between branche and
  vocational education sector
• Promotion of the education in its KC-sector
• Taking care of the gathering of learning on the
  job companies
• Creation of optimal conditions for employees of
  the KC
• Developement and maintanance of Occupational
  Standards within the sector
• Developement and maintenance of practice
  relevant exams
• Labour market Studies for the sector
• Supporting other organisations to professionalize
  future workers in the sector
• Developement of innovative educational products
  for the sector

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28. Knowledge Centers can make A Living System

• Tasks
• Actual Description of Occupational Standards
• Skill Needs Analyzing techniques
• Visit and talks with companies
• Visit and talks with schools
• Branch visits
• School organisation visits
• Meetings with Professionals and other Individuals
• To get an idea of the workload
• 1 FTE for maintaining 3 to 4 Occupational
  Standards (Example KC Commerce 5 fte for
  maintaining 17 Occupational Standards)
• Otherwise it will only be a paper oriented
  circus

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29. On top One Central Steering Organisation

• Is the Holding for all the Knowledge Centers
• Maintains one central data base with all
  descriptions of Occupational Standards
• Same Competences for several sectors only
  described once per level (e.g. Competence of
  negotiation skills)
• Partner for contact with government (ministries)
• Central point for policy developing with respect
  to Skill Needs Analysis and Occupational
  Standards
• Prescribes protocol and description-format
• (e.g. Initiative is here to cluster 900 job
  descriptions into 260 occupational standards in 4
  educational levels (Assistant, Basic, Advanced.
  Master)
• average of 65 Occ. Standards per level)

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30. Activities Complexity Context
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31. Activities Skills
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32. Levels in competences