National Qualification Framework – How to use and write the learning outcomes. Podlaski Sławomir

1. National Qualification Framework – How to use and write the learning outcomes. Podlaski Sławomir slawomir_podlaski@sggw.pl Department of Plant Physiology Warsaw University of Life Sciences (SGGW) General Council for Higher Education

2. Polish Higher Education some data • Number of students -1,9 mln (1,3 – in 131 public, 0,66 mln in 325 private school) • 58% student pay fee. Part time students from public and all students from private school-pay fee • Number of foreign students -0.5% (average for OECD=9,6%) • Number of didactic workers-100 000, professors 25 000, assistant professors, assistants -55 000 , others (lecturers) 20 000

3. Graduates in field of agriculture, forestry and fishery (ISC 62).OECD .Stat.Extracts. 2010 Poland is the educational power in field of agriculture. How many graduates work at agricultural sector. Answer - 10 – 20% ???

4. Projected Demographic Trends by Level Specific Ages. Poland 2002 – 2020

5. In Poland In 2006 -2009 total number of students in field of: -Fischery, Agriculture and Agricultural Engineering decreased by 41,7 – 54,1%. -Horticulture, Wood Technology Animal Sciences decreased by 15,1-16,7% -Landscape Architecture,Food Technology, Human Nutrition, Veterinary Medicine increased by 1,3 -37,9%.

6. Źródło – Dziennik Gazeta Prawna18.02.2011.”Universities usually dont know why and for what to educate students. They have old dated programs and do not cooperate with employers.”

7. Unemployment (%) among young people in Europe

8. Unemployment among graduates and generally among young people is typical for Europe and USA now. Generation 18-24 years old – the lost generation!!?? Remember – who started revolution in North Africa? – young, well educated, unemployed and desperated people

9. Lowest, average and highest salary of graduates in different field of educations

10. period of work (years) Changes of average salary following period of professional work

11. Due to problems with quality of education, particularly at private school Ministry of Higher Education and Science worked out standards of education for 118 fields of study (including agriculture). Total number of didactic hours during 1st level of education- not least than 2200 = 210 ECTS Study lasts 7 semesters 40% didactic hours(from 2200) - obligatory and the same for all universities 60% of hours - university can use according to its own specialization

12. New law „ The Law on Higher Education” From 1.10.2012 in Poland all programs and forms of study should be transformed according to the principles of NQF From 1.10.2011 faculties which have the right to confer of doctor of sciences degree could worked out its own program of study independent of state standard of education. It will be a chance for university to work out new modern program of study according to social requirement or specialization of each university. Curriculum and sylabus would be worked out according to National Qualification Framework Programs of study will be worked out together by teachers, employers and students Universities will be obliged to check out a destination of graduates Programs of study and student learners oucomes would be accreditated by Polish Accreditation Commission.

13. New program of study in field of agriculture??? First this is necessity to describe the new tasks and roles of agriculture at developed European countries. Objectives of agriculture 1. Production of: 1.Food derived from plants animal and microbes 2.Feed products for animals consisting of grass, herbs, cereals, legumes and others 3.Fiber such as wood, jute, hemp, silk and others 4.Fuel such as wood, dung, biofuel, plants and other biological materials as a sources of energy 5.Biochemicals, natural medicines and pharmaceuticals including medicines, biocides, food additives and biological materials 6.Ornamental resources including animal products such as skins, shells and ornamental plants.

14. Objective of Agriculture 2. Protection of: 1.Genetic resources including genes and genetic information used for animal and plant breeding and for the biotechnology 2.Environment, including lanscape architecturure and spatial planning, mitigation of climatic change and increasing of carbon sequestration 3.Services providing by agricultural ecosystems:fresh clean water, air, clean unpolluted soil, plant pollination. 4.Cultural and historical heritage, lability and viability of rural communities

15. Multi-country FAO study „Roles of Agriculture” 2008 identifies the role of agriculture as a multifunctional system This multifunctional system would be fully covered by modern education program in field of agriculture Some generalization Agriculture as a multifunctional system is concentrated on production of: Commodities -food,foder, fibers, biofuel,pharmaceuticals Noncomodities: -environmental benefits, landscape amenities and cultural heritages . Noncomodities are not traded in organized markets. Some non commodities are the character of public good - access to them is not limited

16. Productions of non-commodities are not fully covered at present program of our study There is an urgent necessity to change program of agricultural study into multifuncionality intensification Up to now in Poland program of study at Agriculture Faculty is concentrated on problems of productivity mainly plant productivity (Agronomy). If this direction persist, simply we will be excluded from international cooperation in field of didactics

17. The modern program of Agriculture should not be concentrated on problem of cultivation of wheat potatoes, sugar beet etc. Now information on cultivation, a farmer could find out in Internet or get it from representatives of seed or fertilizer company Problems:how to plough, drill, what kind of fertilizer , herbicide use, what dosage apply - are no longer the problems connected with higher education. These problems should be tought and overcamed at primary or secondary professional school.

18. The modern program of agriculture should be divided into following parts: 1.Agricultural productivity, food security – Basicproblem- How to increase the agricultural productivity – Optimalization interaction genotype (G) x enivironment (E) and management (M) Main role: plant breeding+ biotechnology (GMO) Less important role: management(technology) Main task:to decrease gap between level of yields at experiments and average domestic value

19. 2.Environmental problems Mitigation of climate change, stimulation of carbon sequestration, soil conservation, increasing of water retention, protection of bodiversity, development of „green energy” production, protection of agroecosystems providing different services for human being. 3.Economic problems Economic basis of agricultural production, effect of globalization on production and agricultural commodity prices, development of new sector of employment (agroturism, organic agriculture)

20. 4.Social problems Social stability, prevention of unemployment, role of education at rural areas, role of family 5.Cultural problems Cultural herritage, protection of local landscapes, traditional technologies, cultural identity

21. Situation at HEA in Europe 1.Level of of students mobility, graduates, and workers within EU is high and every year increases 2.Many Member States have different education system, diplomas of professional exellence and education standard 3.This situation limits development of common labour market Solution – common European standards - (European Qualification Framework)

22. European Qualifications Framework (EQF) A common reference framework will help Member States, education institutions, employers and individuals to compare qualifications across the EU’s diverse education and training systems. This tool is essential for developing an European employment market.

23. EQF - aims • -to promote citizens’ mobility between countries The EQF will allow workers to be mobile and at the same time to have their qualifications recognised outside their own country. • - to facilitate their lifelong learning -by making competences and qualifications more transparent EQF will facilitate the transition from work to training and vice versa, on a lifelong basis.

24. European versus National Qualification Framework • National Qualification Frameworks would be referred to European Qualification Framework • The EQF will not: -replace existing national qualifications system but to supplythe actions of the Member States by facilitating cooperation between them -require national qualification system to be adjusted in any way -have any regulatory function. Countries will not be required to sign up to the EQF – it is voluntary.

25. The basic element of EQF construction The core element of the EQF is a set of eight reference education levels describing: • what the learner knows; • what the learner understands; • what the learner is able to do, regardless of the system under which a particular qualification was awarded The education levels span the full scale ofqualifications, from basic (Level 1, for example nursery schoolleaving certificates) to advanced (Level 8, for example Ph.D degree) levels. The EQF encompasses all levels ofqualifications acquired during formal, non formal and informal education

26. Levels of formal education in Poland

27. Definition (Cedefop, 2000) Formal learning consists of learning that occurs within an organised andstructured context (formal education, in-company training), and that isdesigned as learning. It may lead to a formal recognition (diploma, certificate).Formal learning is intentional from the learner’s perspective Non-formal learning occurs in a formal learning environment, but that is not formally recognised. It typically involves workshops, community courses, interest based courses, short courses, or conference style seminars. Informal learning is defined as learning resulting from daily life activitiesrelated to work, family, or leisure. It is often referred to as experimentallearning (non-intentional) and can to a certain degree be understood as accidental learning.It is not structured in terms of learning objectives, learning time and/orlearning support. Typically, it does not lead to certification.).

28. The basic element of EQF construction • The EQF based on learningoutcomes rather than on the duration of studies. The main reference level descriptors are:skills, competences, knowledge. • Learning outcomes are statements of what a student should to know, understand and/or be able to demonstrate after completion of a process of learning.

29. Properties of learning outcomes • The learning outcomes could be, for example, connected with a lecture, a module or an entire programme. • Learning outcomes must not simply be a “wish list” of what a student is capable of doing on completion of the learning activity. • Learning outcomes must be simply and clearly described. • Learning outcomes must be capable of being validly assessed. • Emphasis on the learner, on his ability to do something

30. Teacher centered vs students centered approach Old traditional system of education – teacher’ centered approach Teacher decided the content of program, planned how to teach and assessed the content by the end of didactic process. Important – formal side od learning process – length of study, number of didactic hours, form of study. Organisation of the learning process around teacher and his requirements. New system – student centered approach (outcomes based) Focus on student, what students are expected to be able to do by the end of education process. Important – knowledge, skills and competences od students at the end of module/program. Formal side of learning process is less important

31. The ECTS credit system is the common currency for education. Learning Outcomes are the common language for education.

32. NQF -benefits for learners Offers more freedom, choice, flexibility and mobility.Each level of education should be achievable through a variety of education and career paths. Gives easy access to information about the requirement neededfor different routes of achivements to obtain planned education level. To collect credits at their own pace and combinethem in a way that will help them get where they want to be Enables them to transfer credits between qualifications to avoidhaving to repeat their learning

33. NQF –benefits for employers Will make it easier to compare the level of qualifications from different national systems. This will support labour market mobility both between and within countries and sectors . Helps them to measure quickly the level and size of achievements of employees Enables them to get in-house training recognised within a national framework Makes training options and pathways clear, helping employeesand employers find the right training for their learning and business needs

34. NQF –benefits for learning providers • Enables them to design more flexible programmes, suitable tothe individual needs of learners • Helps them improve retention and progression rates byrecognising smaller steps of achievement more frequently • Helps them describe achievements to employers and learners ina language that is easy to understand Education and training providers will also be able to compare the profile and content of their courses and ensure their quality.

35. Construction of program/module/lecture according to learning outcomes 1.Aim 2.Objective

36. The aim and objective of a module /programme/lecture Theaimof a module or programme is a general statement ofteaching intention, i.e. it indicates what the teacher intends to coverin a programme, module or learning activity.Example of aims:To give students an introduction to genetic improvement of plants. The objective of a module or programme is a specific , more detailed statement ofteaching intention, i.e. it indicates one of the specific areas that the teacher intends to cover: Examples of objectives: 1.To give student scientific basis of heterosis 2. To give students an understanding of the concept of plant hybridisation.

37. How to write the learning outcomes. Bloom’s taxonomy • Bloom’s taxonomy (1956) is a very useful aid to writing learning outcomes • He looked on learning as a building process • The taxonomy consists of a hierarchy ofincreasingly complex processes which we want our students to acquire. • Bloom's Taxonomy divides educational objectives into three "domains": Cognitive,Affective, and Psychomot • His work was most advanced in the cognitive domain • He work out classification (taxonomy) of thinking behaviours from the simple recall of facts up to the process of synthesis

38. 6. Evaluation 5. Synthesis 4.Analysis 3.Application 2. Comprehension 1. Knowledge Bloom (1956) proposed that knowingis composed of six successive levels arranged in a hierarchy. Bloom suggested certain verbs that characterise the ability to demonstrate these processes. These verbs are the key to writing learning outcomes The list of verbs has been extended since his original publication.

39. 6. Evaluation 5. Synthesis 4.Analysis 3.Application 2. Comprehension 1. Knowledge 1. Knowledge - ability to recall or remember facts without necessarily understanding them Use action verbs like: Arrange, collect, define, describe, duplicate, enumerate, examine, find, identify, label, list, memorise, name, order, outline, present, quote, , recollect, record, reproduce, show, state, tabulate, tell. Example: Recall genetics terminology: phenotype, genotype, homologous chromosome pair, selection, polyploid etc.

40. 6. Evaluation 5. Synthesis 4.Analysis 3. Application 2. Comprehension 1. Knowledge 2. Comprehension - ability to understand and interpret learned information Use action verbs like: Associate, change, clarify, classify, construct, contrast, convert, decode, defend, describe, differentiate, discriminate, discuss, distinguish, , extend, generalise, identify, illustrate, indicate, interpret, locate, predict, review, select, solve, translate. Example: Describe mechanism of inbreed depression

41. 6. Evaluation 5. Synthesis 4.Analysis 3.Application 2. Comprehension 1. Knowledge 3. Application: ability to use learnedmaterial in new situations, e.g. put ideasand concepts to work in solving problems Use action verbs like: Apply, assess, calculate, change, choose, complete, compute, construct, demonstrate, develop, discover, dramatise, employ, illustrate, interpret, manipulate, modify, operate, organise, practice, predict, prepare, produce, relate, schedule, select, show, sketch, solve, transfer, use Example: Please modify the selection system of sugar beet.

42. 6. Evaluation 5. Synthesis 4.Analysis 3. Application 2. Comprehension 1. Knowledge 4. Analysis: ability to break down informationinto its components, e.g. look for interrelationships and ideas (understanding of organisational structure) Use action verbs like: Analyse, appraise, arrange, break down, calculate, categorise, classify, compare, connect, contrast, criticise, debate, deduce, discriminate, distinguish, divide, examine, experiment, identify, illustrate, infer, inspect, point out, question, relate, separate, sub-divide, test Example : Analyse the world breeding progress of wheat during last 100 years.

43. 6. Evaluation 5. Synthesis 4.Analysis 3. Application 2. Comprehension 1. Knowledge 5. Synthesis - ability to put parts together Use action verbs Argue, arrange, assemble, categorise, collect, combine, compile, compose, construct, design, develop, devise, establish, explain, formulate, generalise, generate, integrate, invent, make, manage, modify, organise, originate, plan,prepare, propose, rearrange, reconstruct, relate, reorganise, revise, rewrite, set up, summarise. Example: Design criterion of wheat selection adaped to drought

44. 6. Evaluation 5. Synthesis 4.Analysis 3. Application 2. Comprehension 1. Knowledge 6. Evaluation: Ability to judge valueof material for a given purpose Use action verbs like: Appraise, ascertain, argue, assess, attach, choose, compare, conclude, contrast, convince, criticise, decide, defend, discriminate, explain, evaluate interpret ,judge , justify, measure, predict, rate, relate, resolve, revise, score, summarise, support, validate, value. Example: Evaluate the effect of modern plant breeding on plant biodiversity

45. Two other domains in Blooms Taxonomy AFFECTIVE DOMAIN (Feeling) concerned with value issues: involves attitudes. Action verbs: Appreciate, accept, assist, attempt, challenge, combine, complete, defend, demonstrate (a belief in), discuss, dispute, embrace, follow, hold, integrate, order, organise, join, share, judge, praise, question, relate, share, support, synthesise, value. PSYCHOMOTOR (Doing) DOMAIN Involves co-ordination of brain and muscular activity. Action verbs:for this domain: bend, grasp, handle, operate, perform, reach, relax, shorten, stretch, differentiate (by touch), perform (skilfully)

46. Example of learning outcomesin field of plant breeding (5-10) general learning outcomes per module/program. 1. Programme learning outcomes describe the essential knowledge, skills and attitudes that it is intended the graduates of the programme will be able to demonstrate. Following successful completion of this module, students should be able to: 1/Describethe role of plant breedingindomestication of plants 2/Explaintheeffect of agriculture development on plant biodiversity 3/.Compare possibilities of differenttypepolyploidyutilizationin plant breeding 4/.Describe properties of haploids. Howcanusehaploidsin modern plant breeding? 5/.Validate advantages and disadvantages of somatichybrids incomparison to sexual one

47. Example of learning outcomes in field of plant breeding (5-10) general learning outcomes per module/program. 2. 6/. Compare the different breeding programs 7/Evaluate effectiveness of plant selection in dependence on genetic structure of population 8/Summarise achievements in resistance plant breeding 9/ Justify pros- and cons- of GMO 10/Work effectively as an individual, in teams and in multi-disciplinary settings together with the capacity to undertake lifelong learning. 11/Communicate effectively with the professional, rural community and with society at large

48. Assessment of Learning Outcomes How will I know if my students have achieved the desired learning outcomes? How will I measure the extent to which they have achieved these learning outcomes? Assessment : A way of finding out what our students know and can do Techniques” of assessment Written: tests, examinations, assignements Practical: skills testing; lab/workshop practice Oral: interviews, various formats Aural: listening tests Project work: individual/group; research/design Field work: data collection and reporting Competence testing: threshold standards Portfolio : combination of techniques

49. Example of Matching the Assessment to the Learning Outcome Learning outcomes Demonstrate good presentation skills. Formulate food product Identify an area for research Identify symptoms of disease Assessment? Multiple choice questions b/ Prepare a 1000-word research proposal Lab-based project In glasshouse/laboratory identification of plants with the disease symptoms.

50. Matrix of assessment