1 ad-hoc group of experts “eqf and sport” linking learning outcomes, professional standards and...
TRANSCRIPT
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Ad-hoc Group of Experts “EQF and Sport”
Linking learning outcomes, professional standards and EQF-descriptors in coach
education programs in Flanders
27.09.2012
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Content• Flemish act on FQF (2009)• Sport qualifications in Flanders• Learning outcomes, professional standards and
EQF-descriptors• Long and demanding process• Challenges faced• Q & A
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1. Flemish act on FQF (2009)• definitions• 8 levels (= EQF)• distinction between Education and VET• NCP (Fl): AKOV – agency for quality assurance in
education and training• procedure for recognition of qualifications
• rewritten in 2011• final procedures in 2012• Sport on the priority list of the Flemish government
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2. Sport qualifications in Flanders• Flemish Coaches School (°1994)
– Governmental agency (Bloso)– Higher education institutes (Physical Education)– Flemish sport federations
• Think tank for every coach education program, holding representatives of all 3 partners of FCS
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2. Sport qualifications in Flanders
Répertoire Opérationnel des Métiers et des Emplois (ROME)
competentieonderzoeken
competentfiches
BKD
FQFVKS
NCPVlaanderen
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country X EQF
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3. Learning outcomes, professional standards and EQF-descriptors
• Scientific approach (Free University of Brussels)– What competences do coaches need?– Delphi method – 12 experts – discussion rounds
• 2008-2011: 8 sports have been examined and give a model for a general basis
• Evolution to description in terms of learning outcomes
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3. Learning outcomes, professional standards and EQF-descriptors
• Flemish act defines competences as follows: the ability to act in social activities, integrating knowledge and skills.
• Context is related to the level a coach is working on
4 levels:• Initiator: works with recreational athletes and beginners• Instructeur B: works with competitive athletes on a local level• Trainer B: works with competitive athletes on a national level• Trainer A: works with competitive athletes on an international level
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3. Learning outcomes, professional standards and EQF-descriptors
Tr A Tr B In B Ini
Core task
Core task
Core task
Core task
Competence
Competence
Competence Knowledge
Skills
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3. Learning outcomes, professional standards and EQF-descriptors
Competences
Core tasks
to com-municate
to follow evolutions
to giveFB
to indivi-dualise
to act peda-gogically
toplan
to co-operate
To train autonomously X X X X X X X
To guide talented and top level athletes
X X X X X X
To coach X X X X
To detect talented athletes X X X X
To gather information X X X
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3. Learning outcomes, professional standards and EQF-descriptors
Core task 1 (related tot the context)
Competences knowledge skill
Competence 1 … …
Competence 2 … …
• Example:• Core task: To train autonomously high level athletes on
an international level• Competence: to give feedback• knowledge: sport psychological knowledge• skill: to name strengths and weaknesses
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3. Learning outcomes, professional standards and EQF-descriptors
• Governmental body (Bloso) has worked on a general description of competences• core tasks for every level• competences for every core task• knowledge and skills for every competence
Þ professional standards (in cooperation with NCP, Sports federations and higher education institutes)• according to the EQF-descriptors: knowledge, skills,
context, autonomy and responsibility• including competences, labour market relevance, ...
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3. Learning outcomes, professional standards and EQF-descriptors
Þ screenings: every coach education program will be tested and verified if and how the content meets the expectations (competences) and adapt if they don’t!
Main objectives:• solid base for new coach education programs• quality enhancement for existing coach education
programs• recognition of competences and qualifications within or
out of the sport sector• mobility for qualified coaches
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4. Long and demanding process• not done ‘overnight’• requires the gathering of the entire sport sector• demands time and assets• scientific research (2008-2011)• elaboration of documents (2011-2012)
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5. Challenges faced• Revolution in our coach education programs
• High aims for volunteers
• Specific professions• Fitness (fitness manager vs Personal Trainer)• Horseback riding (riding academy managers)• Ski (teacher or trainer)• High level athletes• Referees
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5. Challenges faced• Professions linking 2 or more sectors• ‘Club Med’ animator (sport and tourism)• Mountain guide (sport and tourism)
• Higher education institutes feel threatened
• Realisation of high aims by the sport sector (know-how)
• Consequences for funding
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6. Q & A