The Pile Up project

1. The Pile Up project Units of Learning Outcomes for a Maintenance Technicianin the Chemical industry Wim Vancauwenberghe - BEMAS Brussels, 5 December 2013

3. ROC West-Brabant is a Dutch vocational training centre or organisation (EDU-VET) Kenteq develops and maintains the qualification structure in technology secondary vocational education NAVET is the Bulgarian National Agency for Vocational Education and Training SBG is the Sächsische Bildungsgesellschaft für Umweltschutz und Chemieberufe Dresden mbH (Germany) BEMAS is a non-profit organisation for Maintenance Professionals in Belgium Specialized in Industrial Maintenance Procedures and Maintenance / Repair Welding (Guido Walt) Polish Institute for Sustainable Technologies – National Research Institute (ITeE-PIB)

4. The concrete objective of the PILE-UP project is to implement units of learning outcomes in VET to upgrade skilled workers in Process industry, by: • transferring an innovative method for the development of learning units; • innovating existing profiles for All-Round Process Operators and Maintenance Technicians; • generating a common understanding of competence profiles; • generating units of learning outcomes based on this common understanding for All-Round Process Operator EQF level 3 and Maintenance Technician EQF level 4; • theoretically and practically testing these units of learning outcomes in VET sector and Process Industry; • delivering and disseminate project results which can directly be implemented in practice by the sector.

5. Content • What are LearningOutcomes and Units of LO’s? • Application of LO’s and ULO’son Maintenance Technician in the Chemical industry • Howdid we create the LO’s and ULO’s? • Examples of the LO’s and ULO’s of Maintenance technician in the Chemical industry • Assessment tool • The bigger picture / whatafterPile-UP?

6. The European Credit system for Vocational Education and Training (ECVET) aims to give people greater control over their individual learning experiences and make it more attractive to move between different countries and different learning environments. ECVET aims for better compatibility between the different vocational education and training (VET) systems in place across Europe and their qualifications. In Europe there are many different educational and training systems. Because of this diversity, it is often difficult to understand and compare the qualifications from other countries. The titles of the various qualifications, despite being the same, can conceal different contents. One way to make the various qualifications transparent, understandable and comparable is to describe them in terms of learning outcomes. Qualification is understood in accordance with the recommendation of the European Qualifications Framework (EQF) to mean the formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards.

7. Learning outcomes are statements of what a learner knows, understands and is able to do on completion of a learning process. Usually, qualifications frameworks indicate the overall level of learning outcomes in a qualification. For ECVET purposes the European Qualifications Framework (EQF) is used as a reference for levels. Learning outcomes can be used for various purposes such as to establish descriptors of qualifications frameworks, define qualifications, design curricula, assessment, etc. Learning outcomes are set out in various levels of detail depending on their purpose and context. Learning outcomes are developed in the process of designing qualifications. There are different approaches to identifying and describing learning outcomes depending on the qualifications system. Learning outcomes may be acquired through a variety of learning pathways, modes of delivery (school-based, in-company, workplaces etc.), in different learning contexts (formal, non-formal and informal) or settings (i.e. country, education and training system ...).

8. Learning outcomes are described using the terminology and descriptors existing in the different qualifications systems. The European definition of learning outcomes, which uses the terms of knowledge, skills and competence, is the common denominator that fits with the diversity of approaches to describing learning outcomes.

9. To implement ECVET it is necessary that qualifications are described using learning outcomes. Learning outcomes are grouped to create units. Assessed learning outcomes constitute credit. Credit is the basis for enabling the transfer between learning contexts and for the accumulation of learning outcomes. In ECVET, learning outcomes are used as a basis for credit transfer and accumulation. Learning outcomes are not dependent on the learning process or the learning context in which they have been achieved and therefore it is possible to use them to identify whether what the learner has achieved in one learning setting or context is comparable to what s/he is expected to have achieved in another setting or context.

12. List of verbs based on Bloom’s Taxonomy (Bloom 1972) Knowledge

13. List of verbs based on Bloom’s Taxonomy (Bloom 1972) Skills

14. List of verbs based on Bloom’s Taxonomy (Bloom 1972) Skills

15. Content • What are LearningOutcomes and Units of LO’s? • Application of LO’s and ULO’son Maintenance Technician in the Chemical industry • Howdid we create the LO’s and ULO’s? • Examples of the LO’s and ULO’s of Maintenance technician in the Chemical industry • Assessment tool • The bigger picture / whatafterPile-UP?

17. Maintenance in Chemical industry = High reliabilityachievedwithhighlymulti-skilledmaintenancetechnicians 

18. Content • What are LearningOutcomes and Units of LO’s? • Application of LO’s and ULO’son Maintenance Technician in the Chemical industry • Howdid we create the LO’s and ULO’s? • Examples of the LO’s and ULO’s of Maintenance technician in the Chemical industry • Assessment tool • The bigger picture / whatafterPile-UP?

19. Steps to create Units of learning outcomes • Compare existing job profiles of all partner countries ↓ • Create common job profiles for All-round ProcessOperator and Maintenance Technician • ↓ • Describe Learning outcomes: knowledge, skills and competences related to work tasks • ↓ • Create Units of LO: smaller components of qualifications that can be assessed, validated and recognised↓ • Check with companies in the field

20. Underlying documents for creating the Units of learning outcomes for Maintenance Technician in the Chemical industry • Base document: Maintenance Technician in the Process Industry(ESF project by Tempera/VOKA) -> Dutch document was translated in English • VocTrainMaint a Leonardo LLL project that has developed three curricula for use in a modern, dynamic maintenance sector: - vocational maintenance teachers EQF level 6 - practical working maintenance technician EQF level 5 - practical working maintenance mechanics and electrician EQF level 4 • EN 15628 - Qualification of maintenancepersonnel • InformatiedossierOpleiding World Class Maintenance Technician (by MEC – Maintenance Edication Consortium) • A lot of additional input from the specialistsworking in the Pile up project

21. Maintenance technician in the Process Industry start profile

22. Maintenance technician in the Process Industry start profile

23. Maintenance technician in the Process Industry start profile

24. Maintenance technician in the Process Industry start profile

25. Maintenance technician in the Process Industry start profile

26. Content • What are LearningOutcomes and Units of LO’s? • Application of LO’s and ULO’son Maintenance Technician in the Chemical industry • Howdid we create the LO’s and ULO’s? • Examples of the LO’s and ULO’s of Maintenance technician in the Chemical industry • Assessment tool • The bigger picture / whatafterPile-UP?

27. VocTrainMaint

30. See PDF-file. Downloadable from the Pile-up website. More examples of ULO’s and LO’s

31. ULO structure

32. Content • What are LearningOutcomes and Units of LO’s? • Application of LO’s and ULO’son Maintenance Technician in the Chemical industry • Howdid we create the LO’s and ULO’s? • Examples of the LO’s and ULO’s of Maintenance technician in the Chemical industry • Assessment tool • The bigger picture / whatafterPile-UP?

33. Possible Assessment strategies • Non-standardised • Assessor determins the applicabe ULO’s and LO’s • Assessor makes evaluation form containing the applicabe ULO’s and LO’s • Company observes the relevant knowledge, skills and competences during in the field execution • Conclusion => Same methodology used as for Operator(tested in Polish company)

34. Possible Assessment strategies – method 1

36. “Wears personal protective equipment as instructed” -> need for common standard -> with clear success criteria

37. Possible Assessment strategies • Non-standardised • Assessor determins the applicabe ULO’s and LO’s • Assessor makes evaluation form containing the applicabe ULO’s and LO’s • Company observes the relevant knowledge, skills and competences during in the field execution • Conclusion 2. Standardised • Predefined test -> Make sure that all components in the ULO’s and LO’s are tested • Well defined success criteria -> uniform interpretation / same level • Less preparation time for the in company asessor -> time efficient and cost effective • Conclusion sheets -> uniform registration of competences -> transparency

38. Possible Assessment methods • Theoretical written or online test with multiple choice questions on the theoretical knowledge • Theoretical written test with open questions on the theoretical knowledge • (Standardised) Theoretical oral test / interview with open questions on the theoretical knowledge (during execution of a practical test) • Observation of the correct skills during a standardised in-basket test • Observation of the correct execution of skills during a standardised practical test • Standardised observation of skills during a real life execution in the field

39. Assessement In the Pile-up project a comprehensive manual for the standard assessment tests has been created to test following ULO’s & LO’s: • LO 1.1.1.3 Belt drive allignment • LO 2.2.1.3 Electric motors replacement in non-hazardous areas • LO 3.2.1.2 Belt drive inspection • LO 4.1.2.1 Workorderreception & planning For Maintenance Technicians in Chemical industry EQF level 4

40. 7 standardised tests were developed

41. Example standard assessment test

42. Example standard assessment test

43. Example assessment test

44. Example standard assessment test

45. Example standard assessment test • Example of knowledge test • Its up to YOU now ! • Fill in questionaire • Score • Did you qualify ?

46. Content • What are LearningOutcomes and Units of LO’s? • Application of LO’s and ULO’son Maintenance Technician in the Chemical industry • Howdid we create the LO’s and ULO’s? • Examples of the LO’s and ULO’s of Maintenance technician in the Chemical industry • Assessment tool • The bigger picture / whatafterPile-UP?

47. The bigger picture / what after Pile-UP? 1. further development of LO’s • Additional tasks/competences of maintenance technicians • Other industries • Other functions • …

48. 2. Development assessment tools • Already available for assessing theoretical knowledge of maintenance technicians:Online test tool with multiple choice questions Is currently being updated and further develop in the VEMT-project (LLP)

49. The bigger picture / whatafterPile-UP? ECVET basics Learning outcomes Unit based Mutual trust

50. 3. Pile-up: keyenablerfor The European Maintenance Skill Passport Lifelong Learning Formal education NQF level of qualification ECVET credit transfer system Key-competences Transferable Skills Industries Social partners EQF ESCO EQAVET Learning More4Core Mobility Framework Validation assessment recognition Quality assurance legitimacy Outcomes Pile-Up+ More4Core+ VoctrainMaint Formal learning Non-formallearning VEMT(ValidMaint) Informallearning European Skills Passport Europass Individual