ECOTOOL Competence Model

7/17/2019 ECOTOOL Competence Model

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eCOTOOL Competence Model

http://www simongrantorg/pubs/eCOTOOL/eCOTOOL CMhtml[11/10/2015 14:00:18]

TheeCOTOOL

Competence

Model


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Keywords skill, competence, model, ability, framework, structure

Abs tract The eCOTOOL Competence Model is a general purpose model covering both theinternal structure of a definition of competence, skill, ability, or similar concept, andstructures of these. It was developed to achieve more functionality in a moregeneral way than purely within a Europass Certificate Supplement. It is offered asa contribution to the solution of the real problem of representing and

communicating information about competences and related concepts andstructures, and for making tools that handle such information interoperable, so thatany tool can manage information associated with any competence.

Authors / Reviewers / Contributors of this Document

Name Organization Country Role

Simon Grant University of Bolton UK Lead author

Christian M. Stracke University of Duisburg-Essen Germany Author
http://www.competencetools.eu/partners/project-partners/cetis-university-of-bolton-bolton/http://www.competencetools.eu/partners/project-partners/ude-3/http://www.competencetools.eu/partners/project-partners/ude-3/http://www.competencetools.eu/partners/project-partners/cetis-university-of-bolton-bolton/http://www.competencetools.eu/


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Charalampos Thanopoulos Agro-Know Greece Author

Cleo Sgouropoulou ELOT Greece Author

Carolyn Owen MAICh Greece Author

Lenka Fierov UZEI Czech Republic Author

(Reformatted as one of Simon Grant's eCOTOOL publicationswithin Simon Grant's publications

)

Table of Contents

1. Executive Summary

2. Introduction and background

2.1. Relationship to the Application Profile2.2. The Europass Certificate Supplement2.3. General uses of competence definitions2.4. Combining competence definitions in structures2.5. Examples of fuller competence structures

2.5.1. UK National Occupational Standards

2.5.2. UK vocational qualifications2.5.3. German vocational regulations

2.5.4. Czech National Register of Vocational Qualifications (NSK)2.5.5. Greek competence structures in Vocational Profile descriptions

2.5.6. Review of competence structures

3. The eCOTOOL Competence Model (High-Level)

3.1. Purpose and contents of the high-level model3.2. High-level model terms and definitions3.3. The eCOTOOL high-level model of an ability item

3.3.1. Primary components of the high-level model

3.3.2. Unique id codes for cross-referencing ability items3.3.3. Attribution of levels to ability items

3.3.4. Further classifying ability items3.3.5. Constructing high-level model ability items
http://www.competencetools.eu/partners/project-partners/agro-know-technologies-agro-know/http://www.competencetools.eu/partners/project-partners/elot-hellenic-organization-for-standardization-elot/http://www.competencetools.eu/partners/project-partners/mediterranean-agronomic-institute-of-chania-maich/http://www.competencetools.eu/partners/project-partners/institute-of-agricultural-economics-and-information-iaei-ustav-zemedelske-ekonomiky-a-informaci-uzei-formerly-uzpi/http://www.simongrant.org/pubs/eCOTOOL/index.htmlhttp://www.simongrant.org/pubs/index.htmlhttp://www.simongrant.org/pubs/index.htmlhttp://www.simongrant.org/pubs/eCOTOOL/index.htmlhttp://www.competencetools.eu/partners/project-partners/institute-of-agricultural-economics-and-information-iaei-ustav-zemedelske-ekonomiky-a-informaci-uzei-formerly-uzpi/http://www.competencetools.eu/partners/project-partners/mediterranean-agronomic-institute-of-chania-maich/http://www.competencetools.eu/partners/project-partners/elot-hellenic-organization-for-standardization-elot/http://www.competencetools.eu/partners/project-partners/agro-know-technologies-agro-know/


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3.4. The eCOTOOL high-level model of competence structure3.5. The eCOTOOL high-level model of level definitions3.6. Using the forms to define competence in your field3.7. Profiles of personal ability or job requirement3.8. General guidance for structuring competence

3.8.1. General considerations

3.8.2. Working from employment requirements

3.8.3. Working from curriculum subject areas

3.9. Granularity for different purposes

4. Using competences in Europass documents4.1. Constructing ability items for Europass Certificate Supplements4.2. Competence in other Europass documents

5. The eCOTOOL Competence Model (Technical)

5.1. Purpose and content of the technical model5.2. Technical and other additional terms and definitions5.3. Moving from high-level to technical model5.4. Representing separate ability or competence concepts

5.4.1. The uses of ability and competence concepts

5.4.2. Structure of an ability or competence concept definition

5.5. Representing structural relationships5.6. Cross-mapping relationships5.7. Representing level definitions5.8. Representing competence frameworks and standards

5.8.1. The uses of competence frameworks and standards5.8.2. Inclusion of competence concept definitions within frameworks

5.8.3. Structure of a competence framework

5.9. Map of the information model5.10. Relating back to the Europass Certificate Supplement

6. Conclusions in terms of refining and extending the ECS application profile

References and bibliography

Acronyms and abbreviat ions


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http://www.simongrant.org/pubs/eCOTOOL/eCOTOOL_CM.html[11/10/2015 14:00:18]

1. Executive Summary

The application profile (AP) of the Europass Certificate Supplement (ECS) deliberately omitted any detailed model of competence structures, as these wouldnot be implemented in the eCOTOOL prototype tools. This more detailed competence model is offered as a refinement and extension of the ECS AP.

Competence definitions and structures can play several roles: employers may want to specify their recruitment requirements or organise their training;individuals may want to plan and review their training, and present claims of their abilities; training bodies may wish to use competence definitions to informtheir learning outcomes; industry bodies may want to define the skills and competences required in their industry, acquired through training. A model ofcompetence has to be able to serve any of these roles.

Particular competences claimed, or learning outcomes sought, need to be defined in their own right, but some depend on, or consist of, other narrower ones,and structures relating the definitions together need to be modelled as well.

For ease of comprehension, the eCOTOOL Competence Model is presented in two stages, and terms appropriate to each stage are defined in the model.Where it is possible and appropriate, the definitions follow those to be found in related works.

The high-level model is explained in terms of filling in three forms: a first one (Form A) for each separate definition; a second one (Form B) each time abroader definition is analysed into narrower ones; and a third one (Form C) for defining fixed levels of a variable competence. In this high-level approach,some simplifying assumptions are made and some guidance is given to help people write competence structures, particularly for the ECS. The role ofcompetence definitions in other Europass instruments is discussed briefly, for comparison and contrast.

The technical model gives more generality, and is presented in a way that relates closely to a technical information model. It would be straightforward to

define formal information models from this, and from there to define bindings to specific technologies that would enable the creation of interoperabilityspecifications for these kinds of information.

Competence concept definitions are technically modelled separately from competence structures. The concept definitions themselves are kept with a limitedscope, to maximise the ability to reuse the definitions. The structures, referred to here as frameworks, in line with common usage, include decompositioninto necessary and optional parts, and level definitions.

The attribution to a competence concept definition of a level in another level scheme differs from the definition of a new level scheme in its own terms. Suchattributions can be represented either within a separate competence concept definition, or within a competence structure. Also, categorisations ofcompetence concepts, and their relationships with concepts in other structures, can be represented wherever convenient.

Several diagrams are given to illustrate the relationships between all these concepts related to definitions and frameworks.


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2. Introduction and background

One of the outcomes of the eCOTOOL project is to develop a representation of the Europass Certificate Supplement (ECS) for ICT purposes. Thepurposes of the eCOTOOL competence model go beyond this, but the ECS serves as a good anchoring point for the competence model. Section 3 of theECS includes a list of skills and competences, and items similar to the ones in Section 3 lists could be used in a variety of ways. Section 3 items might bestbe drawn from a larger competence framework, and the modelling of such broader competence frameworks is another key area that the eCOTOOLcompetence model is intended to clarify.

2.1. Relationship to the Application Profile

In Deliverable 1.2, an Application Profile of the ECS was presented. The detail in which the ECS Section 3 should modelled was considered carefully, and itwas concluded that there was a need for a much richer representation of skill and competence information in order to lay the ground for and facilitate ICTtools that will not only allow people to represent skills and competence more fully, but also to build the kind of structures that are essential to understandingthe way in which skills and competences in a vocational area are structured.

However, the model implicit in the ECS Section 3 is very restricted. In order to allow good progress with the projects work, it was decided to deliver just theessential structure of Section 3 in the Application Profile, and to work on the eCOTOOL Competence Model as a refinement to that specific area of theApplication Profile.

The articulation between this deliverable (D1.4) and the earlier one (D1.2) is subtle. Because of the way in which D1.2 was presented, it is quite self-contained, and the need for refinement may not be obvious at first sight. Equally, this deliverable (D1.4) needs to be a general purpose model of skill andcompetence definitions, and as such the ECS may not at first sight appear closely connected. But, on deeper analysis, it the strength and necessity of theconnections become apparent. The task of constructing an ECS Section 3 is made much more practical by having a fuller structure to select from, and therelations between the items chosen for Section 3 and other definitions can be clearly identified in a wider model. Equally, a wider model of competenceneeds to be anchored to a practical purpose, and related to the learning outcomes that are required in a particular occupational domain. Having a goal suchas the ECS is a helpful target, because the ECS itself aims to help bridge the gap between vocational training and the needs of employers.

2.2. The Europass Certificate Supplement

The official Europass web pageused to state that the "Europass Certificate Supplement is delivered to people who hold a vocational education and trainingcertificate; it adds information to that which is already included in the official certificate, making it more easily understood, especially by employers orinstitutions outside the issuing country."

The officially produced "Guidelines for filling in the Europass certificate supplement" state that the ECS "contains a detailed description of the skills andcompetences acquired by the holder of a vocational education and training certificate". Section 3 of the ECS is headed "Profile of skills and competences",and the Guidelines for filling in that section state that Section 3 "gives a concise description of the essential competences gained at the end of training" what a typical holder of the certificate is able to do in other words, it is a list of typical abilities. They further recommend that:

the list should contain "about 5 to 15 items using action verbs to describe competences" these are referred to in the present document as "abilityitem short definitions";"skills and competences may be grouped (as in the example: plan the job and estimate the amount of material required, from supplied drawing)";"syntax shall be consistent: verb(s) + object + complement";the "description must be concise; avoid adverbs describing generic attitudes (work effectively, perform accurately, etc.) as well as any element whichdoes not provide essential information";a "description shall not express value judgements."
https://europass.cedefop.europa.eu/en/documents/european-skills-passport/certificate-supplementhttps://europass.cedefop.europa.eu/en/documents/european-skills-passport/certificate-supplement


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This advice is helpful and appropriate, but it does not greatly help the formulation of the most useful ability items. Bodies writing ECS documents have notconsistently followed this official ECS advice, suggesting that it may be confusing. The present document offers a model of competence designed to helppeople more effectively compose ability items for the ECS Section 3.

The ECS Section 3, the profile of skills and competences, is designed to convey what has been covered in a VET course. While the individual lines ofSection 3 the ability item short definitions may be formulated in a particular way for the purposes of the ECS, the underlying concepts are relevant tovarious different purposes.

Here are some examples of Section 3 ability item short definitions, which have not been specially selected, but give some indication of the kind of ability item

short definitions seen in Section 3.First, from the English translation of a Greek ECS for viniculture vinification technician, prefaced by The holder of this certificate:

prepares the soil for seeding, selects the multiplying material, seeds and installs maternal plantations / grafts

Next, from the English translation of an Italian ECS about agritourism services operator, prefaced by The Certificate holder is qualified to:

organise, with competent agriculture authorities, methods of rural hospitality

Finally, from an English ECS in a completely different area, for City & Guilds Level 2 NVQ in Domestic Natural Gas Installation and Maintenance, prefacedby A typical holder of the certificate is able to:

Service and maintain domestic natural gas systems and components

Ensure that there is sufficient information available to determine the maintenance requirements

Service and maintain the stated range of appliances and systems

Record the maintenance activities in the appropriate media

Diagnose and rectify faults in the stated range of meters and systems

Take precautionary actions to prevent use of unsafe installations.

None of these are perfect examples according to the ECS documentation. But these and similar examples can still be imagined playing various roles beyondthe ECS Section 3, including helping to structure a training course, or the assessment of abilities in the respective areas.

2.3. General uses of competence defini tions

Competence concept definitions, or just competence definitions, define the competence concepts that are used in many ways beyond the ECS Section 3.ECS Section 3 ability item short definitions are one kind of competence definition. Listed below are many of the principal uses of competence definitions,which can help inform their writing. Explanation follows.

Employers could potentially make use of them in:defining competences relevant to their organisation;

job analysis and profiling;gap analysis of competences within their workforce.

A person might want to claim them, and want that claim to be understood and recognised as valid, across Europe at least.


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Employers or others might use them to specify the abilities that they want to assess.Professional or other bodies may want to use them in the construction of occupational frameworks.VET bodies might use them as definitions of intended learning outcomes of their courses, or might relate their intended learning outcomes to them.Where there are courses that result in the acquisition of competences that are useful for employment, competence definitions could be used to build aservice to help people find pathways leading from a present lack of sufficient competence towards some desired employment.

Uses by employers

One can easily imagine employers using wording similar to ECS Section 3 ability item short definitions in a description of what a job involves. The wordingmay be rather too detailed for a job advertisement, but it could still be read by an applicant for a post to help them understand what the job involved, and

whether they were in fact able to meet the requirements of the job.

The use of competence definitions throughout large organisations is widespread, but there is less public awareness of it, partly because businesses oftenregard their own frameworks of skill and competence as commercially confidential, rather than making them public. If a business is to manage its workforcecompetences, they will need competence definitions that are understandable by all concerned. Often these are discussed in HR circles under the termcompetencies (plural of competency). There is sometimes a distinction made between competency and competence, but this will not be discussedhere.

Individuals claiming abilities and competence

Individuals need be clear about the abilities or competence they are claiming in their CVs or portfolios. While these descriptions would typically not be skillheadings in a CV, as they are too detailed, similar wording might appear in a detailed description of a job that a person has done in the past.

Assessing abi lit y and competence

When recruiting, it is vital that employers can assess the abilities of potential employees. It is also very helpful if individuals can assess themselves, so thatthey can plan for the development of their abilities and competence. In each case, one can imagine an expert observing someone less experienced in arole, and assessing whether they are competent at performing these activities, and perhaps acting as part of a checklist to inform a junior employee aboutwhere they need to get more experience and develop their competence.

Occupational frameworks

Competence concepts appear in occupational frameworks. In practice, when frameworks are being devised, often the individual definitions are written at the

same time. It is also possible that a framework could include previously established competence definitions, including those from other frameworks.

Learning, education and training courses

In each case, one can imagine courses whose syllabus covers these areas. However, they are not well adapted to form the kind of learning outcomes thatare typical, at least in higher education.

Mapping pathways for learning education and training

This has been a goal for many years. A learner may have a long-term goal of employment in a particular occupation. If there is one suitable course that


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prepares them fully for that occupation, they may take that, but in an increasing number of cases it is not that simple. Courses proliferate, and one singlecourse may just give some of the abilities needed, or may prepare for further learning education or training by giving the learner skills that are pre-requisitesfor the further course that is actually going to prepare them for employment.

In these cases, finding a good pathway from a learners starting point to employment may be daunting, if not so hard as to effectively block many learnersfrom attaining their employment goal. Given that the time of expert careers advisors is costly and rare, what is needed is effective automated help forlearners to find their way through what can seem like a maze of learning education and training.

The clear mapping of both learning outcomes and prerequisites (for higher courses and for actual employment) will provide the basis for tools to offereffective help in this area, guiding more learners from their present starting point to economically valuable employment.

Comparing and contrasting uses

The fact that the wording of a competence definition in general could potentially be useful in several different contexts does confirm that we are dealing withan important topic. However, the more precise requirements for each use do differ. Therefore, the wording of the ECS ability item short definitions shouldnot in itself be taken as definitive of the underlying concept, but simply as a form that is taken as suitable for the particular application of the ECS itself.

2.4. Combining competence definitions in structures

Writing ability items in isolation is possible, but is by nature an incomplete activity. In the longer term, it is likely to be more effective to construct fullerstructures defining competence, abilities, skills, and underlying knowledge, at a variety of different useful granularities, within particular domains. This is,however, a much more demanding task. There are many examples of fuller structures that have been written to document competence and abilities. Fuller

structures can potentially be the source not only for ability item short definitions for ECS Section 3, but also for intended learning outcomes for learning,education and training (LET) courses. In the following section, some better-known examples of these fuller structures are presented. Later on, the presentdocument:

gives reasoned proposals for structuring:single ability or competence concept definitionsoccupational frameworks or standards that include such concept definitions;

explains an approach to creating a fuller structure based on employment requirements;explains an approach to creating a fuller structure based on curriculum subject areas.

Where a fuller structure has been constructed, it may be possible to choose items at suitable granularities within that structure to serve as ability item shortdefinitions for an ECS Section 3. Even where suitable items are not immediately available, a fuller structure makes it easier to define appropriate ability

items. Thus, the present document:

provides guidance on selecting an appropriate granularity for various purposes;provides further considerations to help constructing the ECS Section 3, and its constituent ability item short definitions.

2.5. Examples of fuller competence structures

2.5.1. UK National Occupational Standards

Within Europe, perhaps the largest body of consistent structures related to occupational competence is the UKs collection of National OccupationalStandards (NOS). The NOS database is on a website where all current NOS can be viewed . The body with current overall responsibility for NOS is the UK
http://nos.ukces.org.uk/Pages/Search.aspxhttp://nos.ukces.org.uk/Pages/Search.aspx


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Commission for Employment and Skills (UKCES), who publish NOS quality criteria (UKCES, 2010) and a guide for NOS development (Carroll & Boutall,2011)

NOS are developed principally by Sector Skills Councils, and the one in the UK closest to eCOTOOLs trial area, agriculture, is LANTRA,the UKs SectorSkills Council for land-based and environmental industries.

NOS developed by LANTRA are no different in principle from any other NOS, and generally follow the guidelines maintained by the UKCES. LANTRAs NOSdocumentation consists of PDF files each covering an occupational area, e.g. treework. The treework document includes 54 NOS specific to treework, andseveral more general ones. Each single NOS covers a single function that can be performed by an individual, such as fell small trees using a chainsaw.This NOS is divided into three elements, and each element contains a list of performance criteria (what you must be able to do to reach the standard) and

a list of what you must know and understand. There are 10 performance criteria for the element 10.2 Remove branches from small trees using achainsaw, including such items as:

2. Meet specified legislative and organisational environmental requirements when de-branching small trees

7. Remove branches from (sned/ de-branch) felled trees using an organised method appropriate to tree form and condition

10. Ensure resultant brash is stacked, removed or broken down as appropriate to site specification.

The required knowledge and understanding starts with (a) How to identify hazards and comply with the control procedures of risk assessments when de-branching small trees (b) Emergency planning and procedures relevant to site (c) How and why to initiate and maintain effective communication whendebranching small trees. The most usual practice for NOS is to have the performance criteria, and requirements of knowledge and understanding, asimmediate parts of a single NOS.

This should give an initial idea of the kind of content typically found in NOS. There are very many more examples freely available on the relevant websites.

LANTRA has not yet produced any Europass Certificate Supplements.

2.5.2. UK vocational qualifications

City & Guildsis probably the largest UK body involved in awarding vocational qualifications. Their website gives figures of 1.9 million certificates awardedeach year, with over 1000 employees in the organisation itself. City & Guilds often offer a Europass Certificate Supplement along with their qualifications.

Vocational qualifications in the UK are related to the Qualifications and Credit Framework (QCF see explanation on the gov.uk site), which shares the UKsNQF levels. The NQF levels are not identical to EQF levels, but are very similar.

A brief look at level 1 and level 2 qualifications confirms that many of these lower-level qualifications are limited in extent, and may be quick to complete. Inorder to build these small qualifications into something that counts in the workplace, vocational awarding bodies often specify pre-requisites for qualificationsthat are not the very first ones to be taken. But these dependencies are only indirectly relevant to the occupational frameworks themselves.

What is more significant is that the intended learning outcomes specified for assessment in the qualifications, and therefore for learning, education or trainingleading up to those qualifications, may be related to NOS.

For example, City & Guilds have a level 2 award in chainsaw operations, for which one has to complete two core units. Each unit has a detailed assessmentschedule. There is a Europass Certificate Supplement for the award. One can easily see the connections between the assessment schedule and the ECS,and with more effort between these and the LANTRA NOS in this area. But there is much that could be made clearer and more transparent.
http://www.lantra.co.uk/http://www.cityandguilds.com/https://www.gov.uk/what-different-qualification-levels-mean/compare-different-qualification-levelshttp://en.wikipedia.org/wiki/National_Qualifications_Frameworkhttp://en.wikipedia.org/wiki/National_Qualifications_Frameworkhttps://www.gov.uk/what-different-qualification-levels-mean/compare-different-qualification-levelshttp://www.cityandguilds.com/http://www.lantra.co.uk/


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2.5.3. German vocational regulations

In Germany there is a dual system for vocational education and training (VET), shared between the public and private sectors. VET takes place incompanies and part-time vocational schools. Training regulations govern the organization of this dual system. For example, there is one entitledVerordnung ber die Berufsausbildung zur Fachkraft Agrarservice (Bundesanzeiger Verlag, 2009) for agricultural service specialists. The plan for the VETAusbildungsrahmenplan, Ausbildungsberufsbild is divided into two sections, one for building the professional profile (Berufsprofil) and one of moregeneral and transferable abilities (Integrative Fertigkeiten, Kenntnisse und Fhigkeiten). For instance, the occupation specific section(Berufsprofilgebende Fertigkeiten, Kenntnisse und Fhigkeiten) includes a heading (5) for crop production (Pflanzenproduktion) which has threesubheadings, in German:

1. Bodenbearbeitung,2. Bestellen und Pflegen von Kulturen,3. Ernten, Lagern und Konservieren pflanzlicher Produkte

Annex 3 sets out the detail of these headings and subheadings. For example, 5.1 (Bodenbearbeitung) is expanded to:

a. Bodenarten und Bodenaufbau bestimmen sowie Bodenzustand beurteilenb. Wechselwirkungen zwischen Bodeneigenschaften und Nutzungsmglichkeiten beachtenc. boden- und kulturartenspezifische Bodenbearbeitung durchfhrend. Bodenschden vermeiden, feststellen und beheben

These are recognisably similar in form to, for instance, the performance criteria of a UK NOS. They can be translated as sentences starting with action verbs.

The other headings are expanded similarly. There is a great deal of other information and material present in this and related documentation, but theessential structural aspect is nevertheless clear.

2.5.4. Czech National Register of Vocational Qualifications (NSK)

The NSK register has been developing in the Czech Republic since 2005. It will provide information on qualifications from across education and training. TheNSK is a publicly accessible register of all full and partial qualifications. The framework for these qualifications consists of eight levels similar to the EQFlevels. Representatives of employers associations and sector councils are involved in the process of designing and approving the qualifications to ensuretheir high quality.

NSK distinguishes between two types of qualifications.

Complete qualification these cover the ability to work in a particular occupation. An example from the field of agriculture and forestry is Farmer(Zemdlec-farm). To qualify as a farmer, two of the partial qualifications have to be obtained. Two occupations are listed as appropriate to theFarmer qualification: Animal breeder (Chovatel zvat) and Crop Grower (Pstitel plodin).Partial qualification these cover the ability to perform particular activities or groups of activities which constitute employability in the labour market.Partial qualifications are parts of complete qualifications. For instance, Farmer has three partial qualifications: Grower of basic crops (P stitelzkladnch plodin), Breeder and keeper of cattle (Chovatel a oetovatel skotu), and Breeder and keeper of pigs (Chovatel a oetovatel prasat).

Each partial qualification contains a list of expected competence-related learning outcomes (Odborn zpsobilost). For example, Grower of basic cropshas 7 of these competence-related learning outcomes, one of which is Sowing and planting crops (Set a szen zem dlskch plodin).

Thelearning outcomes cover of the knowledge, skills or competences required for a specific work activity or activities in a particular occupation. These are
http://www.narodnikvalifikace.cz/kvalifikace-149-Zemedelec_farmarhttp://www.narodnikvalifikace.cz/kvalifikace-149-Zemedelec_farmarhttp://www.narodnikvalifikace.cz/kvalifikace-149-Zemedelec_farmarhttp://www.narodnikvalifikace.cz/kvalifikace-149-Zemedelec_farmarhttp://www.narodnikvalifikace.cz/kvalifikace-149-Zemedelec_farmarhttp://www.narodnikvalifikace.cz/kvalifikace-149-Zemedelec_farmarhttp://www.narodnikvalifikace.cz/kvalifikace-149-Zemedelec_farmarhttp://www.narodnikvalifikace.cz/kvalifikace-149-Zemedelec_farmarhttp://www.narodnikvalifikace.cz/kvalifikace-149-Zemedelec_farmarhttp://www.narodnikvalifikace.cz/kvalifikace-149-Zemedelec_farmarhttp://www.narodnikvalifikace.cz/kvalifikace-149-Zemedelec_farmarhttp://www.narodnikvalifikace.cz/kvalifikace-149-Zemedelec_farmar


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the assessed to obtain the relevant qualification.

Each learning outcome has a list of knowledge or skill related assessment criteriafor that outcome, alongside methods for validating the knowledge orskills required in a particular activity. For example, Sowing and planting crops gives the following list, where each criterion is followed by the assessmentmethod (roughly and informally translated here into English).

Identify basic seed crops | Visual assessment of verbal + verbal ratingConnect sowing or planting machine, or. combination for a given crop | Practical demonstrationRebuilding a machine into the transport position and drive onto the land, put the machine into the working position, fill the container or planting seeds,set the desired sowing rate or adjust the planter planting | Practical demonstration

Sowing or planting demonstrate specified crops, treating the machine after work and putting it into the transport position | Practical demonstration

The lists of learning outcomes and assessment criteria are published at www.narodnikvalifikace.cz

As with the German structures, the structure of the Czech NSK is clearly recognisable. The fact that it is focused mainly around qualifications rather thanoccupational roles is only a minor issue, as the two are closely related. The assessment methods do not strictly belong inside a competence model, as thesame competence can potentially be assessed in different ways, but the assessment criteria are in effect of the very same nature as the performancecriteria and underpinning knowledge and understanding that are seen in the UK NOS.

2.5.5. Greek competence structures in Vocational Profile descriptions

The National Accreditation Centre for Continuing Vocational Training (EKEPIS), a statutory body supervised by the Minister of Employment and Social

Protection with administrative and financial autonomy, determines the national occupational standards for the description of Vocational Profiles in Greece.

A Vocational Profile is defined by the main and secondary occupational functions that constitute the object of work for a profession or specialty, and theknowledge, skills and competences required to respond to these functions. The main objective of vocational profiles is the structured analysis and recordingof the content of occupations and of the ways to acquire required qualifications.

According to this definition there are three key components of the vocational profile that are given special attention during its development:

a. the content of the occupation;b. the qualifications required for practising the occupation; andc. the procedures for obtaining these qualifications.

On this basis, the specification of vocational profiles has five key constituent sections.

A. Title and definition of the profession / specialty.B. Analysis of the profession / specialty - 'standards'.C. Required knowledge, skills and competencies for practice / specialty.D. Proposed routes for obtaining the required qualifications.E. An indicative section for evaluating the required knowledge, skills and abilities.

More specifically, the analysis of the profession / specialty is carried out in four levels:

main occupational functions (basic and secondary);specific occupational functions (occupational activities);

d l
http://www.narodnikvalifikace.cz/http://www.narodnikvalifikace.cz/


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occupational tasks;knowledge, skills and competences

The occupational profile is analysed in main (basic and secondary) occupational functions and occupational activities. Occupational activities are connectedto competences, skills and knowledge (generic, basic occupational and specific occupational). The occupational profile is structured as follows:

Here is an example of the analysis of the job: Farmer manager of Agro touristic farm

Main occupational function 1: Prepare, organise and build the agro-touristic farmSecondary occupational function 1: Decisions related to the type of the agro-touristic farm

Occupational activity 1: Market analysis of the opportunities and perspectives for the agricultural product in a specific regionThis is related to:

Knowledge (ISCED: level 2 & 3, EQF: level 3)Generic Knowledge: Greek language, English language, mathematics, basic computer knowledgeBasic occupational knowledge: basic knowledge on management & economics sciences, basic knowledge on labour, insuranceand tax legislation, basic knowledge on touristic economic issuesSpecific occupational knowledge: (none in this example)

Skills: logical thinking, entrepreneurship, initiative, communication, reading and understanding technical papersCompetences: ability to design, ability to combine information and come to a conclusion and solutions

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The occupational profile technical guide also proposes possible training opportunities for someone who would like to acquire the specific competences thatare related to the successful accomplishment of the job tasks. Also, some useful suggestions are included for the assessment of the acquisitions of all theseknowledge, skills and competences.

This Greek example shows a common pattern of putting together competence-related definitions with specifications for assessment, and other career-relatedinformation. For a competence model, we need to set aside the information about legality, procedures and assessment, and focus on the content of thecontent of the occupation and the constituent sections (above) A, B and C. Analysing this core content, again we see what looks essentially like a treestructure, though the branching levels differ from those seen for other countries.

2.5.6. Review of competence structures

The detail of the way that competence structures are set out differs from country to country. Nevertheless, the constituent parts are easily recognisable,particularly through examples. These examples of existing competence structures clearly point to the need for a flexible model, equally capable ofrepresenting the different structures.

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3. The eCOTOOL Competence Model (High-Level)

3.1. Purpose and contents of the high-level model

The high-level version of the eCOTOOL Competence Model is developed to be used with and by people involved with competence definitions for anypractical reason. Because the needs of these stakeholders differ from the needs of technical systems developers, further technical details are presentedonly in the technical version, which follows this high-level model. This high-level model is high-level in that it omits much lower-level detail that is relevant totechnical systems developers, but not directly relevant to stakeholders with a direct practical involvement.

The eCOTOOL Competence Model (High-Level) consists of:

the appropriate set of terms and definitions;the eCOTOOL high-level model of an ability item, including level attribution;the eCOTOOL high-level model of competence structure, including the definition of levels within a framework.

3.2. High-level model terms and defini tions

Abili ty : characteristic of a learner indicating something that the learner is able to do(Abilities may normally be described in brief with a clause starting with an action verb. The definition of a particular ability concept is here termed an abilityitem. The EQF uses the word ability in the definition both of skill and of competence. Many learning outcomes are also abilities.)

Abili ty item :definition of a particular ability concept(An ability item short definition should start with an action verb, and form a meaningful sentence when used to finish a sentence starting with words such as:This person is able to .... For example, prepare the soil for seeding. In English, this has the same form as a direct instruction.)

Action: something that is or can be done by a learner; part of an activity

Action verb:word or phrase expressing an action or activity(e.g. manage, oversee, construct, lead, diagnose, develop, prepare, organise, demonstrate, act, record, build, plant, state, explain,choose, pick up, etc.)

Activ ity :set or sequence of actions by a learner, intended or taken as a whole(An activity may be focused on the performance of a task, or may be identified by location, time, or context. Activities may require abilities.)

Competence:proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional andpersonal development [EQF](In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy. It involves selecting andcombining knowledge and skills for the performance of tasks in practical situations or contexts.)

Educational level:one of a set of terms, properly defined within a framework or scheme, applied to an entity in order to group it together with other entitiesrelevant to the same stage of education [EN 15981]

Knowledge: outcome of the assimilation of information through learning [EQF](Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. In the context of the European QualificationsFramework, knowledge is described as theoretical and/or factual.)



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Learner:individual engaged in a learning process [ECTS Users Guide](The term learner may be replaced throughout this document with the term person with no change of meaning. Learners may also be employees. Allpeople are here regarded as learners.)

Level:(a) educational level (q.v.) (b) occupational level (q.v.)(NOTE: Not to be confused with the use of level in this document as high-level model.)

Occupational framework:description of an occupational or industry area, including or related to job profiles, occupational standards, occupational levels orgrades, competence requirements, contexts, tools, techniques or equipment within the industry

Occupational level:one of a set of terms, properly defined within an occupational framework, associated with criteria that distinguish different stages ofdevelopment within an area of competence(This is often related to responsibility and autonomy, as with the EQF concept of competence. There may be some correlation or similarity between thecriteria distinguishing the same occupational level in different competence areas.)

Skill:ability to apply knowledge and use know-how to complete tasks and solve problems [EQF](In the context of the European Qualifications Framework, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) orpractical (involving manual dexterity and the use of methods, materials, tools and instruments). They can be practically demonstrated with the help of

appropriate tools or equipment.)

Task:specification for learner activity, including any constraints, performance criteria or completion criteria(Performance of a task may be assessed or evaluated.)

3.3. The eCOTOOL high-level model of an abili ty item

Refer to Form A, shown in Tables 1 and 2 below.

3.3.1. Primary components of the high -level model

According to the eCOTOOL competence model (high-level), an ability item short description has two parts:

1. normally, an action verb(or verbs)2. the restof the ability items title or short description

When composing an ability item, it may be a good idea to start by writing a first short description representing briefly the essence of what the ability is. If thisdescription does not already start with an action verb, it is recommended in most cases to search for a suitable one. Some more advice can be found belowto ensure good quality items with appropriate action verbs.

There are two particular cases where finding an action verb might be problematic, and therefore an action verb is recommended but not mandatory.

1. Where existing documentation is being formatted according to this model, changes of wording may not be desirable.2. Where the item is to do with knowledge, and the knowledge-related action is not clear, or where it could relate to several different verbs.

The high-level model allows the classification of each ability item into one of the KSC categories:

Knowledge;



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Skill;Competence.

These terms have been defined above, and are now explained further.

All practical abilities rely on some knowledge, but when you write down what is necessary for competence at some role, job or occupation, it is essential tomake the distinction between plain knowledge, and abilities that may use that knowledge. You can test any knowledge (together with purely cognitiveabilities) through traditional non-practical examination methods such as multiple-choice questions, written answers, face-to-face question and answer. Totest practical abilities properly, in contrast, these approaches are not enough: some practical setting or equipment is needed.

Distinguishing two kinds of practical ability is often straightforward: What is here called "skill" can be tested on demand in any practical test setting, givenappropriate equipment; while what is here called "competence" can only be tested by observation in a live situation, and be properly judged only by anexpert. Both will involve some knowledge, whether explicit or implicit. Competence will also involve skills, but as well as testing the skills separately, thecompetence as a whole needs to be tested.

Here is a summary together with some guidance on action verbs.

Knowledgeis understood as demonstrable through questioning or by examination, as well as in practice. The demonstration of knowledge in aparticular way shows an ability. Action verbs for demonstrating knowledge include state, recall, explain, recognise, choose. Though this isrecommended within the eCOTOOL high-level approach, many sources represent knowledge items not in terms of action verbs but instead simply astopics. It should in most cases be possible to rewrite these in terms of suitable knowledge-oriented action verbs.Skillsare understood as practical abilities that can be demonstrated or assessed in any unexceptional setting that has the appropriate equipmentavailable. The exercise of a skill is typically supported by knowledge, but a skill is more than just knowledge. Action verbs for a skill will usually be

obvious from the name or description of the skill, but they should in any case fit into an English sentence immediately after the opening This person isable to...Competenceis understood as an ability to select and combine knowledge and skills for the performance of tasks in given practical situations orcontexts, and therefore can only be fully demonstrated or assessed in those contexts. Action verbs for competences may imply more responsibility,authority or autonomy than action verbs for skills, e.g. manage, oversee, construct, organise, lead, diagnose. However, this is not always thecase, and sometimes competence is represented in a grammatical form without an action verb.

Particularly when mixing ability definitions from different sources, it is very useful to keep track of the author or authorityof the item. Abilities themselvesare qualities pertaining to people; it is the ability items authored by particular people or bodies that set out a form of words in which that ability isdescribed. You are the author of the ability item definitions that you create, but you may also borrow ones that are authored by other people or bodies.

3.3.2. Unique id codes for cross-referencing abili ty items

If you work with many ability items, you probably recognise that the same narrower ability may play a vital part in more than one broader ability. It is alsoconvenient to separate the definition of individual ability items from their place in structures. For both of these reasons, it is very useful to create a unique idcode for each ability item. You can make up the code entirely to suit yourself, perhaps with a very few letters or numbers, to help recognition and reuse. Itcan be any short code, to help keep track of ability items you have across the several separate tables that are used in the model. It only has to make senseto you, and the only condition is that you must have a different code for every different thing in your framework or structure.

In some existing competence structures, codes have already been devised. For instance, the LANTRA NOS (national occupational standards) have theirown short codes for each unit, and each element within a unit. Set out and establish crops has code PH2, while the element Set out crops in growingmedium is PH2.1 and Establish crops in growing medium is PH2.2. LANTRA does not give codes to any of the narrow individual ability components of an



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element.

3.3.3. Attr ibut ion of levels to ability items

Often, abilities are described as being at specified levels. It is often the case that education, training, and professional development result in learnersprogressing from lower levels of ability to progressively higher levels. However, there is no uniformity, either in educational or occupational level schemes,about the number of levels, or terms used to describe them. In recent years, the European Qualifications Framework for Lifelong Learning (EQF) has beenintroduced in an attempt to aid the cross-mapping of different level schemes. It defines eight levels in each of the three areas of knowledge, skills andcompetence. The EQF is intended to serve more as a neutral reference point than a single common standard.

A person defining a competence structure or framework may use the EQF to state that they have judged a particular ability item as fitting best with theselected EQF level. In the eCOTOOL high-level model of levels, users can judge the level of an ability item in any level scheme or framework that is familiarto them. For cases where no level scheme is currently recognised as appropriate by the user, any simple level scheme can be adopted. WACOM, a sisterproject to eCOTOOL, proposed this five-level scheme, and here it is explained in relation to the EQF levels.

Level 1: Abilities at level 1 recognise basic general knowledge and skills as well as the capacity to undertake simple and general tasks undersupervision in a structured environment. Employees often have no qualifications, and require structured support for their own learning. [EQF levels 1and 2]Level 2: Abilities at level 2 recognise field-specific practical and theoretical knowledge and skills as well as the capacity to carry out tasks underdirection. Employees show self-direction in learning and have experience of practice in work or study in both common and exceptional situations. [EQFlevels 3 and 4]Level 3: Abilities at level 3 recognise broader theoretical and practical knowledge and skills as well as the capacity to apply knowledge and skills in

developing strategic solutions to well-defined abstract and concrete problems. Employees have obtained experience of operational interaction in workor study including management of people and projects and learning skills for autonomous learning. [EQF level 5]Level 4: Abilities at level 4 recognise detailed theoretical and practical knowledge, skills and competences, some of which is at the forefront of the fieldas well as the capacity to apply knowledge in devising and sustaining arguments and in solving problems. Employees can make judgements takinginto account social or ethical issues. [EQF level 6]Level 5: Abilities at level 5 recognise highly specialised self-directed, theoretical and practical knowledge and skills as well as the capacity for criticalanalysis, evaluation and synthesis of new and complex ideas including substantial research. Employees typically have experience of managingchange, and show leadership qualities in the development of new and creative approaches. [EQF levels 7 and 8]

Items can have any number of different levels attributed, or none, but within each level scheme or framework, only as many levels as are allowed by thatscheme. Courses of education are often given a single level within ISCED, UNESCOs International Standard Classification of Education, as well as beingmapped to EQF via a national scheme or framework of levels, either overall, or potentially separately on the EQFs knowledge, skill and competence levels.

There are also very many small-scale level schemes, including ones you may create yourself (for details of doing this see below). To avoid ambiguity, onemust always indicate which framework or scheme is being used, when attributing any level. Other people may not make the same assumption about levelscheme as you do.

3.3.4. Fur ther classifying ability items

Ability items can be categorised for any of several purposes, beyond the KSC categories. It may, for example, be useful to record where appropriate:Standard Industry Codes; Standard Occupation Codes; library-oriented subject matter categories; any education or training categories; professional bodycategories, etc. Levels are not dealt with as categories.

http://en.wikipedia.org/wiki/International_Standard_Classification_of_Educationhttp://en.wikipedia.org/wiki/International_Standard_Classification_of_Education


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For any categorisation, you will need to specify the classification scheme, and the term from that scheme. An item may be classified under any number ofschemes, or none.

3.3.5. Construc ting high-level model ability items

A table with the recommended elements is given here as Table 1: Form A. This form can be filled in for as many ability items as are relevant to the person ororganisation documenting their competence concepts. Guidance on when to stop is given later.

A full description of the ability should be given in any case, even if this simply repeats the set of definitions of narrower abilities that make up the ability beingdefined.

Table 1: Form A: item definition form

Form A: eCOTOOL high-level model item defin ition t able

ability item

short description

(see 3.3.1)

acti on verb(s ) res t o f short descr ip ti on

KSC category

(see 3.3.1)knowledge , or skill , or competence

unique id code(see 3.3.2)

author/authority

(see 3.3.1)

level attributions

(optionalsee 3.3.3)level scheme level

(repeat as needed)

categorisation

(optionalsee 3.3.4)

classification scheme term

(repeat as needed)

full description

3.4. The eCOTOOL high-level model of competence structure



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It is very common to see ability items described or defined together in some kind of structure, such as an occupational framework. Occupational frameworksand other such structures differ in what they cover, how broadly they extend, and in the way that ability items are related within them. The eCOTOOL high-level model is designed to be easy to use, allowing the majority of current occupational frameworks to be structured in a common way.

There are two principal alternative approaches to creating competence structures. One approach starts at the top with a job requirement, and progressivelybreaks that down into the constituent (subsidiary, narrower) parts; another approach identifies abilities at all levels, and works out which ones are parts ofwhich other ones. In order to allow both approaches, the eCOTOOL high-level competence model keeps separate track of the ability items on the one hand,and the structure information on the other. Every relevant item at every granularity (except perhaps the narrowest) needs to have a definition outlined as inthe previous table. The unique id codes, along with short descriptions for readability, are then used in table to show which narrower abilities are parts of

which particular broader ability.Before showing the breakdown of a particular ability item, we start with an example of what a particular ability item definition could look like. The example istaken from the UK City & Guilds Level 2 NVQ in Domestic Natural Gas Installation and Maintenance.

Table 2: Form A filled in fo r a particular example, ready to be given s tructur e

Form A: eCOTOOL high-level model item defin ition t able

ability itemshort description

action verb rest of short description

service andmaintain

domestic natural gas systems and components

KSC category knowledge , or skill , or competence

unique id code GC08

author/authority UK City & Guilds

level attributions level scheme level

UK NQF 2

EQF 3

WACOM 2

categorisation classification scheme term

UK SOC2010 (see the web pagefor further info) 5314

NACE (see the web pagefor further info) F43.2.2

S95.2.2

full description Ensure that there is sufficient information available to determine the maintenancerequirements; service and maintain the stated range of appliances and systems;record the maintenance activities in the appropriate media; diagnose and rectifyfaults in the stated range of meters and systems; take precautionary actions toprevent use of unsafe installations.

http://www.ons.gov.uk/ons/guide-method/classifications/current-standard-classifications/soc2010/index.htmlhttp://ec.europa.eu/competition/mergers/cases/index/nace_all.htmlhttp://ec.europa.eu/competition/mergers/cases/index/nace_all.htmlhttp://www.ons.gov.uk/ons/guide-method/classifications/current-standard-classifications/soc2010/index.htmlhttp://www.ons.gov.uk/ons/guide-method/classifications/current-standard-classifications/soc2010/index.html


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p


To express the structure of this, Form B is used. Structure information defines which parts make up the whole. The parts can be necessary, in which caseclaims or requirements for the broader item imply the narrower ones; or optional. Optional parts are not strictly implied, but they give other components thatmay or may not be claimed or required.

The simplest case is where a broader competence concept is broken down into necessary narrower abilities, which are all essential requirements of theoverall ability. As this is the easiest example to understand, an example of this is given here, based on the competence concept introduced above.

Table 3: Form B f illed in fo r the example above

Form B: eCOTOOL high-level model structure info rmation


service and maintain domestic natural gas systems and components

unique id code GC08

author/authority UK City & Guilds

narrowerconcepts

the narrower concept uniqueid code

Necessary

/ Optional

ensure that there is sufficient information available todetermine the maintenance requirements

GC08-S01 N

service and maintain the stated range of appliances andsystems

GC08-S02 N

record the maintenance activities in the appropriatemedia

GC08-S03 N

diagnose and rectify faults in the stated range of metersand systems

GC08-S04 N

take precautionary actions to prevent use of unsafeinstallations

GC08-S05 N

Filling in a Form A for each narrower concept is then possible.

Dealing with options

Occasionally, rather than a decomposition into necessary parts, there is a genuine choice of different ways to approach or perform a task, or fulfill a role.Examples include management competence. There are different styles of management, and many lead to reasonable results in many situations. The skillsneeded in these different management styles vary but overlap. Most managers will have a particular personal style, so they will be competent at one ormore options, but typically not all. Or, take an example from agriculture. You may want to represent competence in growing different types of crop. Farmersare not expected to be experienced at growing every type of crop, or every different kind of horticulture. The aim here is not to be definitive orcomprehensive that is the job of classification schemes. It is to list the types of ability relevant to the framework under consideration, for whatever reason.



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A similar kind of structure is also commonly used for qualifications. Typically there are core abilities that every learner is expected to master, but also oftenoptional specialisms. This is a potentially problematic issue for the Europass Certificate Supplement, in which there is no guidance on optional knowledge orabilities. There are many examples of structures with optional parts for qualifications, but none that adequately represent different ways to approach a task,so it is a qualification example that is used to illustrate this.

This example is taken from an old UK Level 1 NVQ, found on the web site of a volunteer organization, where it does not explicitly name the authority.

Table 4: Form B for a qualification structure with options

Form B: eCOTOOL high-level model structure info rmation


Horticulture NVQ Level 1

unique id code Hort-L-1 (invented for use here)

author/authority (some vocational awarding body)

narrower

concepts

the narrower concept uniqueid code

Necessary

/ Optional

Maintain safe and effective working practices CU1 N

Assist with planting and establishing plants CU61 N

Assist with maintaining plants CU62 N

Transport supplies of physical resources within the workarea

CU8 O

Assist with the maintenance of grass surfaces CU15 O

Assist with maintaining structures and surfaces CU16 O

Assist with the maintenance of equipment CU17 O

Assist with the vegetative propagation of plants CU63 O

Assist with the propagation of plants from seeds CU64 O

In this example, there are three necessary (mandatory) units and six optional units. From the point of view of representing the structure, it is not immediatelyimportant how many of these optional units are required, though in this case it happens to be three. The fact that three options are needed is bestrepresented in the full description of the item. Any particular claim, or perhaps the actual certificate given to the learner on completion, may list which optionshave been taken. If the person has the competence described by the whole qualification, that implies having the first three necessary (mandatory) abilities.But none of the other ones are certain. To make a full claim of competence, the learner has to specify which options were taken. An employer may want tospecify (though it is unlikely at this level) which of the options are required for a particular job.

3.5. The eCOTOOL high-level model of level defini tions

Levels may be defined where a single ability concept can be claimed or required at different levels. Each level may have its own descriptors or criteria, but



23/53http://www.simongrant.org/pubs/eCOTOOL/eCOTOOL_CM.html[11/10/2015 14:00:18]

these normally overlap considerably, rather than being distinct in the way that constituent parts are distinct. Form C is used to define your own levels.

If an existing level system, framework or scheme is sufficient for your needs, then you will not need to do this. But in many occupational competency andother frameworks, the creators find it convenient to define their own level scheme. It may also be that a level scheme has already been devised. In thiscase, you may just want to enter the information in this form, with the idea that it might be transferred to an ICT system later.

To define your own levels, start with the competence concept that does not yet have levels, but to which you want to add levels. You can document this inthe same way as other ability items, with Form A. Then choose how many levels you are going to define. On Form C, give each level a number, with ahigher number representing more ability or more competence; a definition of, or criteria for, ability at that level; and optionally a label that identifies the level,alongside the number. If you wish to analyse or break down these level definitions, you will then need to give them unique id codes and treat them like aconstituent part or a variant type or approach, and fill in a Form A for each one that you want to break down or analyse further.

Here is an example based on material from the UKs QAA Subject benchmark statement for Agriculture, horticulture, forestry, food and consumer sciences(QAA, 2009). In its Section 6 the document articulates the standards expected of graduates from UK degree courses,

at three levels: 'threshold', 'typical' and 'excellent'. These are defined as:

threshold s tandard: the minimum required to gain an honours degree; students at this level will be able to demonstrate an acceptable levelof ability and skills

typical standard: the level of attainment expected of the majority of students; such students will demonstrate definite competence and skills

excellent standard: students achieving this standard will have a range of competencies and skills at an enhanced level.

This is an example of how an eCOTOOL high-level model level definition could be written based on a small part of that statement, somewhat rearranged.The numbers are added, but are suggestive of the way that many educators and trainers think in terms of the scores in assessment tests, often as in thiscase out of 100.

Table 5: Form C for l evel definitions

Form C: eCOTOOL high-level model level defin ition

ability item

short description(unlevelled)

recognise and explain ethical issues related to agricultural production systems andbiology

unique id code Agri-2-ethics (invented for use here)

author/authority based on UK Quality Assurance Agency for Higher Education

where level

schemeis defined

QAA Subject benchmark statement for agriculture horticulture etc., ISBN 978 184979 017 8

levels definition of each level levelid code

level

number

recognise the ethical implications of production systems;have some familiarity and awareness of ethical issues

Threshold

30




related to agricultural practice

recognise and address the ethical implications of productionsystems; have a well-grounded understanding of ethicalissues related to the use and exploitation of biologicalentities

Typical 50

recognise, anticipate and address the ethical implications;have a deep and comprehensive understanding of ethicalissues related to the use and exploitation of biologicalentities

Excellent

70

You will also notice a field for where the level scheme is defined. If you are structuring an existing framework, as in the example, you can put here areference to or note about where the level scheme is defined. If, on the other hand, you are defining a fresh new level scheme, you have at least twochoices. First, if you want to define all the levels separately, with no common features, then you can leave the field blank, or put here. Second, if you wantto define a generic level scheme, define the levels alongside the competence definition that encompasses all the usage of that level scheme, and when youuse that level scheme, put that competence definition unique id code in the box for where the level scheme is defined.

3.6. Using the forms to define competence in your field

Two possible scenarios are envisaged for the practical use of the eCOTOOL high-level competence model. One is that you may be putting an existingframework or structure into the eCOTOOL model format; the other is that you may be creating a framework or structure from scratch. The procedures inboth cases have many similarities, but the main difference is that when you are creating new definitions, you do not have existing materials to work with, soyou are likely to want to revise much more as you go along.

In both cases, it makes sense to start by focusing on the ability item definitions. Fill in Form A for as many different abilities as might reasonably be claimed,required, learned, or assessed separately. It is these definitions with Form A that are central to the value and reuse of the framework. Then fill in Form B foras many ability items as can be broken down into narrower items. You can if you like also fill in a Form B without narrower unique id codes, if you want to listthe parts of some ability, without needing to represent those parts separately for any reason.

Use Form C only if you define levels (but not if you only attribute other authorities levels to ability items). The point of Form C is to define levels according toyou, not according to any other authority. If you define numbers for levels appropriately, then people will be able also to claim their level of ability with anumber between the numbers you have defined (e.g. 63 in the example above).

Your model of competence in your area is useful to the extent that people agree on it and use it. The more people you are able to draw into agreement in the

definition process, and in refining the definitions, the more useful your structure or framework is likely to be.

3.7. Profiles of personal ability or job requirement

The forms above are intended for the definition of reusable competence-related structures, and not for claiming or requiring sets of abilities. Anyone can, ifthey wish, construct a personal profile of their abilities, or a profile of abilities required for a job, by creating a list referring to defined ability items. Thestructure information helps you, because if you claim or require a broader ability, you are implicitly claiming or requiring all the necessary narrower abilities.But if a narrower ability is optional, you must list it explicitly in a claim or requirement. In claiming your ability as defined with optional parts, you are alsoclaiming that you fulfil any constraints on the number of optional parts you are also claiming, otherwise you should not be claiming the broader ability.

Where an ability item is defined as having levels, as an option, instead of quoting the whole definition of the level, you can give the ability item title plus the




level id code and/or number claimed / required. This number may or may not be one of the ones with a specific definition. You can also add external levels ifyou believe they can apply to the ability you are claiming.

3.8. General guidance for structuring competence

3.8.1. General considerations

Ensure appropriateness for use

Review all ability concepts as you draft them, asking yourself whether, and checking that, your formulation can readily be used, both:

in a personal claim, and the person claiming could give reasonable evidence for it;in a job description or as a job requirement, and could be assessed to determine whether or not a person has that ability.

Stop at an appropriate granularity

If a set of fine-grained abilities are never realistically going to be separated in: a personal claim; evidence for such a claim; a job description or requirement;an assessment; or a VET course, try to find an alternative formulation that covers them all together.

Conversely, if a currently lowest-level ability concept has parts that could realistically be claimed, evidenced, required, assessed and trained separately,define those narrower constituent sub-abilities (Form A), and the structure that links the wider and narrower definitions (Form B).

Steps are not important

Listing steps to do something, as in task analysis, is only useful if each step is associated with a substantially different set of abilities. If two steps require thesame abilities, do not list them separately. You are trying to document the abilities required to do jobs properly, not to write procedures for how to doparticular jobs. The two are related, but need distinguishing. Rather than task analysis, what is needed is closer to what is called functional analysis byCarroll & Boutall (2011) in their Guide to Developing NOS).

Get the hierarchy ri ght

Check to see if any of your ability items are covered by broader ones that you have also defined. If they are, ensure that they are placed in suitablehierarchical relationship in your structure.

3.8.2. Working from employment requirements

If one has a job description or set of requirements to hand, it may be possible to proceed in the following fashion.

Task analysis may be easier, but functional analysis is what is needed.Look for common abilities independently of task steps.Generalize and parameterize where it makes sense to do so,

including levels and variant styles.Reduce repetition and duplication as much as practical.Remove all sequencing information.



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Detail the knowledge and understanding required to support the practical abilities.Stop at an appropriate point or granularity.

3.8.3. Working from curr iculum subject areas

On the other hand, when starting from an educational syllabus point of view, the above approach is unlikely to work, and an alternative possibility is asfollows.

Consider the practical tasks that the knowledge and understanding can support:some of these may be learning tasks; others may be occupational activity tasks.

Consider activities that both use the knowledge, and are related to task performance.Look for the abilities that underlie these activities, and are supported by the knowledge and understanding of the curriculum subject areas.Build up a set of broader and narrower ability items:

addressing larger tasks, roles and jobs;bearing in mind possible levels, and style variants.

Reduce duplication wherever possible, including by abstracting the supporting knowledge.Stop at an appropriate point of granularity.

3.9. Granularity for different purposes

As granularity has been mentioned several times above, it may be helpful to review the different granularities of ability items (or more generally, competencedefinitions) for different purposes.

The most obvious direct use of an ECS is for potential employers to gain an overview of the skills and competences to be expected from a candidate with aparticular vocational qualification. Knowing that employers typically want to do things quickly, the main requirement would be to convey the maximumamount of easy-to-process information in the minimum space. This requirement probably lies behind the ECS guidance, suggesting 5 to 15 items withinSection 3.

This requirement is not at all the same as for planning a VET course. Typically a course specification would need to be given much more detail. More detailwould also be needed for an assessment specification, along with the assessment criteria, or the rubric as it is sometimes called, against which learnersare assessed. Assessment is not confined to educational institutions, as an employers review and appraisal process also contains a form of assessment.For appraisal and review, a structure would need to have definitions, and level criteria if applicable, that are as clear as possible, and able to be evaluatedobjectively.

For higher education assessment, there is a clear sense that intended learning outcomes for a course should be few the numbers 3, 4 and 5 come up inconversation so that each intended learning outcome can be properly assessed within the constraints of a formal assessment process. However, thissmall number of intended learning outcomes would not be ideal for planning a course in detail. The question then remains, how will the intended learningoutcomes be related to the detailed curriculum or syllabus?

For assessment for vocational qualifications, there are fewer constraints. Any reasonable number of abilities can be checked, provided that they can beobserved and assessed by an assessor.

One option that could be taken is to create separate structures for the different uses, and this has often been done. However, this is not ideal forinteroperability of tools, or mobility of people. A better approach might be to create an overall structure giving all relevant granularities, and choose theappropriate granularity for each use.



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Even though it may not be easy to create an integrated structure that serves all required purposes at once, this is the ideal recommended procedure. Onecould start by laying out all the different uses, and for each different use, write down a formulation of the ability item short descriptions that serve eachpurpose. If items for one purpose are the same as, or strict parts of, items for another purpose, all well and good. If the items relate only awkwardly, it will bea matter of negotiation to adjust them so that all the purposes are adequately fulfilled, using only items from a single, clear, hierarchy.



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4. Using competences in Europass documents

4.1. Constructing ability items for Europass Certificate Supplements

We are now in a position to review the official ECS guidance, and reflect on the possible reasons behind each point.

"about 5 to 15 items using action verbs to describe competences"This is discussed in terms of granularity, above. The main reason is presumably so that employers can understand quickly, and clearly enough,what the person is able to do in virtue of having the certificate/qualification.

"skills and competences may be grouped (as in the example: plan the job and estimate the amount of material required, from supplied drawing)";

In medical training there is a new term EPA entrustable professional activity representing a natural grouping of things that are performedby the same person. Perhaps this guideline recognises that certain abilities and the activities that require those abilities naturally belongtogether in the context of practical use.

"syntax shall be consistent: verb(s) + object + complement";Focusing on action verbs helps towards making the ability observable through behaviour that is or can be observed. However, drawing a cleardistinction between object and complement is not as easy or straightforward.

"... avoid adverbs describing generic attitudes (work effectively, perform accurately, etc.)..."Perhaps one motive behind this guideline is so that there are no hidden assessment criteria included within the definition itself.

a "description shall not express value judgements."Here again, this could be aimed at avoiding hidden assessment criteria.

With the exception of the first point, which has been discussed above under the heading of granularity, all the rest of these points seem reasonable and

sensible for all competence and ability definitions.

Of the issues that have been addressed above in the high-level model, one other point stands out: the issue of optionality. Currently there is no standard wayof representing optionality within a Europass Certificate Supplement. If there were options in a vocational course leading to a ECS, some compromisesolution will have to be adopted. Here are some suggestions for possible solutions.

1. Leave out all optional items.2. Include just those items that typical certificate holders are likely to have covered.3. Include a separate sub-section within Section 3, introduced by a phrase such as holders of this certificate will have at least (e.g.) 3 of the following

(e.g.) 6 skills or competences:

4.2. Competence in other Europass documents

The Europass Language Passport(ELP)

The ELP has its own well-defined framework of language proficiency, given in the self-assessment grid within the template. There are five distinct areas ofproficiency: listening; reading; spoken interaction; spoken production; and writing. Listening and reading fall under the broader heading of understanding,while spoken production and spoken interaction fall under the broader heading of speaking. One could formulate generally useful ability items byrephrasing the area of proficiency and adding a specific language: e.g. interact through speech in French. One could perhaps use Form A to define abilityitems in these various areas, for each language of interest, but they would only be useful when levels are added.

The level of ability or proficiency reached by an individual is very significant for employment and many other reasons. The ELP defines six levels (A1 to C2)

http://europass.cedefop.europa.eu/en/documents/european-skills-passport/language-passporthttp://europass.cedefop.europa.eu/en/documents/european-skills-passport/language-passport


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for each area of proficiency, therefore 30 self-assessment descriptors in total. For instance, level B1 of proficiency in spoken interaction is given thedescriptor: I can deal with most situations likely to arise whilst travelling in an area where the language is spoken. I can enter unprepared into conversationon topics that are familiar, of personal interest or pertinent to everyday life (e.g. family, hobbies, work, travel and current events).

The ELP levels could be represented with 5 instances of Form C (introduced above). Rephrasing slightly for generality and to avoid the first person, thespoken interaction proficiency levels could be given perhaps like this. As in previous examples, the level numbers are purely invented, to allow potential finerdistinctions, and to allow for numbers to represent the possible level id codes A (basic user), B (independent user) and C (proficient user). Oncedefined, however, it is essential that the numbers remain unaltered.

Table 6: Form C for a generic language ability

Form C: eCOTOOL high-level model level defini tion


(unlevelled)

spoken interaction (could be rephrased as e.g. interact through speech)in agiven language

uniqueid code

Europass-LP-SI (invented for use here)

author/authority Council of Europe and CEDEFOP

where level

scheme

is defined

http://europass.cedefop.europa.eu/en/documents/european-skills-passport/language-passport

levels definition of each level levelid code

level

number

Interact in a simple way provided the other person is preparedto repeat or rephrase things at a slower rate of speech andhelp the subject formulate what the other is trying to say. Askand answer simple questions in areas of immediate need oron very familiar topics.

A1 10

Communicate in simple and routine tasks requiring a simpleand direct exchange of information on familiar topics andactivities. Handle very short social exchanges, even thoughthe subject can't usually understand enough to keep theconversation going.

A2 20

Deal with most situations likely to arise whilst travelling in anarea where the language is spoken. Enter unprepared intoconversation on topics that are familiar, of personal interestor pertinent to everyday life (e.g. family, hobbies, work, traveland current events)

B1 30

Interact with a degree of fluency and spontaneity that makesregular interaction with native speakers quite possible. Take

B2 40

http://europass.cedefop.europa.eu/en/documents/european-skills-passport/language-passporthttp://europass.cedefop.europa.eu/en/documents/european-skills-passport/language-passporthttp://europass.cedefop.europa.eu/en/documents/european-skills-passport/language-passporthttp://europass.cedefop.europa.eu/en/documents/european-skills-passport/language-passport


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an active part in discussion in familiar contexts, accountingfor and sustaining the subjects views.

Express self fluently and spontaneously without muchobvious searching for expressions. Use language flexibly andeffectively for social and professional purposes. Formulateideas and opi

Documents

ECOTOOL Competence Model