M.O.T.O. PROJECT

Model Of Transferability of learning

Outcome units

Rome, 18-19 February 2010

Giorgio Allulli

Isfol

MOTO Project Partnership:

Project

Partner

Country Name

P1

Applicant

ITALY Ministry of Education, University and Research

P2

Coord.

ITALY Institute for the Development of Vocational Training for Workers

Coord.

P3

Partner

AUSTRIA 3 s Unternehmensberatung (3 s)

P4

Partner

SUOMI /

FINLAND

Finnish National Board of Education (FNBE)

P5

Partner

ICELAND Ministry of Education, Science and Culture (MESC)

Ass.

Partner

AUSTRIA Ministry of Education

Ass.

Partner

Italy Regione Veneto

WorkpackagesProject Management - WP 1

Quality Assurance

Plan WP 2

Methodology set-up

WP 4

5 EU

Seminars

1° Seminar

Brussels

29-30 April 2009

2° Seminar

Paris

LP: MIUR

LP: ISFOL LP: MESC

Web Site

Development

Networking

Integration

WP 3

Model Development WP 5

Field Testing - WP 6

Exploitation of Results - WP 8 Results Dissemination WP 7

Paris

2-3 July 2009

3° Seminar

Germany

19-20 October

2009

4° Seminar

Rome

18-19 february

2010

5° Seminar

Barcellona

14-15 June

2010

LP: ISFOL

LP: 3 s

LP: FNBE

LP: MIURLP: MIUR

WP 4: Methodology set-up

Aims:

� development of a methodology of analysis and description of a range of professional qualifications with reference to a pilot occupational sector (Tourism) in terms of units of learning outcomes

Main Activities:

� pre-study of the existing methodologies concerning the description of the units of learning outcomes and the VET credit system

� pre-analysis of policies and trends on credits transfer and recognition in project partner countries

� short descriptive analysis of the components of each qualification concerning the pilot sector selected

� elaboration of a matrix/grid/schedule that permits to describe the qualifications and the processes of evaluation, validation and recognitions of the units of learning outcomes

� elaboration of guidelines in order to use the methodology defined

WP 5: Model development

Aims

� develop a Model Of Transferability of learning Outcome units(M.O.T.O.) as a functional device that will facilitate the validation,recognition accumulation and transfer of units of learning outcomesin different VET systemsin different VET systems

Main Activities

� identification and selection of common units of learning outcomes, as well as common processes of validation, recognition accumulation of those selected common units

� elaboration of a flexible and practical Model in order to permit the transferability of the selected common units of learning outcomes

� elaboration of guidelines that will facilitate testing activities

� A leaflet for presenting the project

� Quality Assurance Plan

� Dissemination Plan

� Pilot Sector Report

Documents produced

� Pilot Sector Report

� Background analysis of qualifications

� Grid for analysing qualifications using Units of Learning Outcomes

� Learning Agreement (draft)

� Assessment grid (draft)

� Memorandum of understanding (draft)

The Mobility

Two mobility projects are under developmentA. Between Italy - Veneto (2 pupils from Enaip training center and 1 pupil

from a Vocational school for tourism) - and Austria (3 pupils from Zoba training center)

B. Between Iceland and FinlandB. Between Iceland and Finland

A Grid for analysing qualifications using Units of Learning Outcomes has been prepared (ULOs representing core fields of activity / core work tasks)

Both partners of A (Enaip-Italy and Zobaeck – Austria) have described their qualification (cook) using the grid.

The grid for analysing the qualifications

M O T O

G r i d f o r a n a l y s i n g q u a l i f i c a t i o n s

C o u n t r y : I n s t i t u t i o n :

Q u a l i f i c a t i o n :

N Q F l e v e l : ( p l e a s e i n d i c a t e w h e t h e r i t i s a n a l r e a d y a g r e e d o r a t e n t a t i v e a s s i g n m e n t )

E Q F L e v e l : ( p l e a s e i n d i c a t e w h e t h e r i t i s a n a l r e a d y a g r e e d o r a t e n t a t i v e a s s i g n m e n t )

S o u r c e :

L e a r n i n g O u t c o m e s

C o r e

f i e l d s o f

a c t i v i t y /

c o r e

w o r k

t a s k s

( u n i t s o f

L O )

K n o w l e d g e t h e o r e t i c a l a n d / o r

f a c t u a l k n o w l e d g e

S k i l l s c o g n i t i v e ( i n v o l v i n g

t h e u s e o f l o g i c a l ,

i n t u i t i v e a n d

c r e a t i v e t h i n k i n g )

a n d p r a c t i c a l s k i l l s

( i n v o l v i n g m a n u a l

d e x t e r i t y a n d t h e u s e

o f m e t h o d s ,

m a t e r i a l s , t o o l s a n d

i n s t r u m e n t s )

C o m p e t e n c e r e s p o n s i b i l i t y a n d

a u t o n o m y

N u m b e r

o f

E C V E T

c r e d i t s :

E Q F

l e v e l

… … e t c … . .

The Learning agreement

Working on the grid and focussing on common objectives Enaip center (with the support of Isfol) and Zobaeck (with the support of 3S) have prepared a learning agreement proposal. The learning agreement contains:

� A general description of the activity performed during the mobility (focused on work experience)

� The details of the learning agreement:� The details of the learning agreement:

� Characteristics of the activity

� Expected learning outcomes of the mobility period

� Units or subunits and Ecvet credit points

� Assessment (an observation grid will be prepared between the training center and the company’s tutor)

� Other information

The Austrian teachers have validated the Italian proposal. They will allocate the credits.

The teachers of Enaip center and Vocational School “Alberini” have also stated their expectations to the Austrian teachers.

The assessment

The mobility period is organized during a work experience program,

which covers many different activities.

The learning agreement focuses on two subunits, which are common

to the sending country qualification.

An observation grid will be prepared with the company’s tutor to An observation grid will be prepared with the company’s tutor to

evaluate the autonomy of the trainee to master each of the

clusters of two sub-units.

An initial evaluation takes place at about the halfway of the mobility

period, to support the learning process of the participant.

In the final stage takes place a specific allocation of tasks to test the

pupil’s command of the cluster content of each subunit.

The Memorandum of Understanding

A Memorandum of Understanding has been prepared, which contains the following elements:

• General objectives of the MoU

• Period of eligibility of the MoU

• Information about the partners

• Information about the training programme(s) or qualification(s) concerned • Information about the training programme(s) or qualification(s) concerned

• General agreement on the relevant part(s) of the training programme(s) or qualification(s) that can be considered for the competence development during international training periods

• Agreement on Responsibilities

• Quality assurance

• Assessment

• Validation and recognition of results

• Signatures

• Annexes

Who has to sign the MoU?

The Memorandum of Understanding is a useful document to define

the general framework of the mobility and the credits

acknowledgement.

It is questioned whether it should be signed at national Ministry level, It is questioned whether it should be signed at national Ministry level,

or at regional level, or at a school level.

In Italy and Austria the schools have themselves the legal power of

acknowledging mobility periods spent by their students abroad

without involving national authorities.

In this context the request of the Ministry signature could hamper the

implementation of ECVET instead of promoting it.

Open points

1. The EQF level: the official definitions of the EQF levels are still lacking for some countries and some pathways: therefore the EQF levels of similar activities can be considered in a different way by different countries

2. How to acknowledge learning outcomes: the qualification can be described using the ULOs, but the learning programme is not always organized following the ULOs model, or a modularized approach. It is difficult to focus on and ULOs model, or a modularized approach. It is difficult to focus on and acknowledge one or two specific units or subunits when the mobility period covers a wide range of many different activities. E.g. Work experience in some countries covers a wide range of many different activities, to put in practice the previous theoretical learning. When the mobility is organized during the WE, how to condense the leaning outcomes of the WE into few specific units?

3. Who has to allocate the points: in our proposal the hosting institution will assess the outcomes, and the sending institutions will assign the points, considering the weight of the ULOs assessed within the entire qualification.

The Dissemination Plan

• 4 thematic workshops

• 1 final Conference

• Leaflet• Leaflet

• Web site (Link to other relative web sites eg. Europass,…) http://ecvet-moto.isfol.it

• Articles on newspaper (at least one for country)

• Meetings with stakeholders and relevant Institutions

.