ECVET SeminarECVET Seminar

Ljubljana, 29th & 30th September 2011Ljubljana, 29th & 30th September 2011

I CARE ProjectI CARE Project

How Approaching How Approaching

Learning OutcomesLearning Outcomes

MichelaMichela VecchiaVecchia

FondazioneFondazione CEFASSCEFASS

Rationale of the I CARE ProjectRationale of the I CARE Project

Seven vocational profiles (family Seven vocational profiles (family

assistant, dental assistant, housekeeper, assistant, dental assistant, housekeeper,

sociosocio--assistance assistant, care assistance assistant, care

operator, cleaner, and baby sitter)operator, cleaner, and baby sitter)

To facilitate labour market integration of To facilitate labour market integration of

migrant workers willing to work in the migrant workers willing to work in the

personal care and social work sector in personal care and social work sector in

coherence with the ECVET framework coherence with the ECVET framework

In the professional field considered nonIn the professional field considered non--

formal and informal learning plays an formal and informal learning plays an

essential roleessential role

Steps of the I CARE ProjectSteps of the I CARE ProjectWP6 -Disseminatio

n and Valorisatio

n

of th

e ECVET M

odel

WP6

WP6 --Disseminatio

n and Valorisatio

n

Disseminatio

n and Valorisatio

n

of th

e ECVET M

odel

of th

e ECVET M

odel

WP7 – Exploitation of the ResultsWP7 WP7 –– Exploitation of the ResultsExploitation of the Results

WP5 –

Quality Assurance &

Evaluation

WP5

WP5 ––

Quality Assurance &

Evaluation

Quality Assurance &

Evaluation

WP1 – Project Management, Coordination & Communication

WP1 WP1 –– Project Management, Project Management,

Coordination & Coordination &

CommunicationCommunication

WP2 - Inception Phase and Preparatory Activities

WP2 WP2 -- Inception Inception

Phase and Phase and

Preparatory Preparatory

ActivitiesActivities

WP3 - Implementation of ECVET Principles and

Technical Specifications in Relation to Personal Care and Social Work Qualifications in Italy

WP3 WP3 -- Implementation of Implementation of

ECVET Principles and ECVET Principles and

Technical Specifications Technical Specifications

in Relation to Personal in Relation to Personal

Care and Social Work Care and Social Work

Qualifications in ItalyQualifications in Italy

WP4 -Implementation of

ECVET Framework on Learning Outcomes Transfer Process among Partner

Countries

WP4 WP4 --

Implementation of Implementation of

ECVET Framework on ECVET Framework on

Learning Outcomes Learning Outcomes

Transfer Process Transfer Process

amongamong Partner Partner

CountriesCountries

WP2 - Inception Phase and Preparatory Activities

WP2 WP2 -- Inception Inception

Phase and Phase and

Preparatory Preparatory

ActivitiesActivities

Identification of Identification of

Qualifications Qualifications

Relating to Relating to

Personal Care Personal Care

and Social Work and Social Work

in Partner in Partner

CountriesCountries

ProfessioProfessio

nalnal

ProfileProfile

ItalyItaly GermanyGermany RomaniaRomania PolandPoland

1 Family Family

Assistant Assistant

CaregiverCaregiver

AssistenteAssistente

familiarefamiliareFamilienFamilien--

pflegerpfleger

Ingrijitor Ingrijitor

BatraniBatrani si si

copiicopii la la

domiciliudomiciliu

Opiekunka Opiekunka

SrodowiskoSrodowisko

wawa

2 Dental Dental

AssistantAssistant

AssistenteAssistente

odontoiaodontoia--

tricotrico

ZahnmediziZahnmedizi--

nischenische

FachangeFachange--

stelltestellte

Asystentka Asystentka

StomatologStomatolog

icznaiczna

3 HouseHouse--

keeperkeeper ColfColf HauswirtHauswirt--

schafterschafter

4 SocioSocio--

assistanassistan--

cece

AssistantAssistant

AusiliarioAusiliario

sociosocio--

assistenziassistenzi

aleale

Opiekun w Opiekun w

domu domu

pomocy pomocy

spolecznejspolecznej

5 Care Care

OperatorOperator

OperatoreOperatore

sociosocio--

sanitariosanitario

GesundheitGesundheit--

und und KrankenKranken

pflegerhelferpflegerhelfer

InfirInfir--

mieramiera

6

CleanerCleaner OperatoreOperatore

dd’’igieneigieneHelfer Helfer

ReinigungReinigung

Pomoce Pomoce

domowedomowe i i

sprzataczkisprzataczki

7

Baby Baby

SitterSitter

TataTata

familiarefamiliare

SozialpSozialpäädada--

gogischegogische

Assistentin Assistentin ––

KinderKinder--

pflegerinpflegerin

BonaBona Opiekunka Opiekunka

dzieciecadziecieca

Analysis of Existing Methodological Analysis of Existing Methodological

Approaches for the Application of ECVETApproaches for the Application of ECVET

Four different kinds of data sources:Four different kinds of data sources:

1.1. ECVET Pilot Projects (11 projects)ECVET Pilot Projects (11 projects)

2. DECVET Projects (10 projects)2. DECVET Projects (10 projects)

3. Other projects implementing ECVET 3. Other projects implementing ECVET

approaches (7 projects)approaches (7 projects)

4. Official EU documents and studies4. Official EU documents and studies

on ECVETon ECVET

Projects were analysed according to four Projects were analysed according to four

phases of development (preliminary, phases of development (preliminary,

preparation, implementation, final phase)preparation, implementation, final phase)

For each of the four phases, the tools developed For each of the four phases, the tools developed

were analysed and described extensively were analysed and described extensively

(competence matrix and (competence matrix and MoUMoU, competence , competence

profile, learning units, assessment grids)profile, learning units, assessment grids)

Projects were assessed according to two main Projects were assessed according to two main

criteria: 1) the achievement in implementing criteria: 1) the achievement in implementing

Learning Outcomes, 2) the relevance of their Learning Outcomes, 2) the relevance of their

methodologies and tools for the I CARE projectmethodologies and tools for the I CARE project

I CARE specific features

I CARE I CARE

specific featuresspecific featuresaffect ECVETmain tools

affect ECVETaffect ECVET

main tools main tools

� Large professional field (7 profiles)

� Focus on migrants

� Importance of non-formal and informal learning

�� Large professional Large professional

field (7 profiles)field (7 profiles)

�� Focus on migrantsFocus on migrants

�� Importance of Importance of

nonnon--formal and formal and

informal learninginformal learning

� Competence matrix

� Allocation of ECVET points

� Assessment of learning outcomes

� MoU

�� Competence matrixCompetence matrix

�� Allocation of ECVET Allocation of ECVET

pointspoints

�� Assessment of Assessment of

learning outcomeslearning outcomes

�� MoUMoU

Comparison between qualificationsComparison between qualifications

Choice of a professional profile to Choice of a professional profile to

be testedbe tested

Comparison between qualificationsComparison between qualifications

to identify the professions which to identify the professions which

could share common competences could share common competences

(international and intra(international and intra--national)national)

The comparison among different The comparison among different

professions has been made professions has been made

according to the EQF or through a according to the EQF or through a

study of the inputstudy of the input--centred model of centred model of

qualifications (subject studies, type qualifications (subject studies, type

of training, of training, …….).)

Lessons learntLessons learnt

If the national or local descriptions are If the national or local descriptions are

already formulated in terms of competences, already formulated in terms of competences,

according to the according to the LOsLOs model, they can be used model, they can be used

in the next step of writing the competence in the next step of writing the competence

matrixmatrix

There is no need for identifying professions There is no need for identifying professions

in the partner countries with onein the partner countries with one--toto--one one

correspondence with a specific professioncorrespondence with a specific profession

‘‘The comparison of certifications and The comparison of certifications and

learning programmes is not a good path for learning programmes is not a good path for

the implementation of ECVET [the implementation of ECVET [……]]’’ (OPIR (OPIR

project)project)

The Competence MatrixThe Competence Matrix

Three ECVET projects were chosen with Three ECVET projects were chosen with

remarkably different approaches to the remarkably different approaches to the

elaboration of the competence matrixelaboration of the competence matrix

VQTSIIVQTSII

Accurate description of the Accurate description of the

competences both in the competences both in the ‘‘competence competence

areaarea’’ and in the and in the ‘‘competence stepscompetence steps’’

The lack of differentiation according to The lack of differentiation according to

the so called KSC framework in the the so called KSC framework in the

description of competencesdescription of competences

The elaboration of different The elaboration of different

competence steps (from 2 to 6) for competence steps (from 2 to 6) for

each competence, corresponding to each competence, corresponding to

different degrees of mastery of itdifferent degrees of mastery of it

MAPMAP

Uncoupling of competences and work Uncoupling of competences and work

taskstasks

Formulating competences in terms of Formulating competences in terms of

standard crossstandard cross--competencescompetences

Uncoupling work tasks and work Uncoupling work tasks and work

processesprocesses

CREDCHEMCREDCHEM

The matrix was elaborated starting The matrix was elaborated starting

from a field of activity, and not from a from a field of activity, and not from a

professionprofession

The KSC framework was implemented, The KSC framework was implemented,

interpreting competences as the interpreting competences as the

contextcontext--related capacity of solving related capacity of solving

work tasks independently and work tasks independently and

responsiblyresponsibly

Different steps of competence for each Different steps of competence for each

Learning Unit were includedLearning Unit were included

Lessons learntLessons learnt

It must be based on empirically derived work It must be based on empirically derived work

tasks; therefore the matrix should be derived tasks; therefore the matrix should be derived

consulting experts from each occupational consulting experts from each occupational

field. To avoid abstract definitions, the use of field. To avoid abstract definitions, the use of

examples can contribute to the description of examples can contribute to the description of

competencescompetences

It must be open to changes. The labour market It must be open to changes. The labour market

develops so fast that a competence that today develops so fast that a competence that today

we regard as essential could become outdated we regard as essential could become outdated

in the next few years. Therefore the matrix in the next few years. Therefore the matrix

should be constantly restructuredshould be constantly restructured

It must be developed with a good balance It must be developed with a good balance

between general and detailed formulations, between general and detailed formulations,

avoiding to specify competences in a too avoiding to specify competences in a too

general or too narrow waygeneral or too narrow way

The I CARE Matrix The I CARE Matrix ……

…… will describe professional profiles through will describe professional profiles through

LOsLOs using accurate descriptions composed by using accurate descriptions composed by

complete sentences and enriched with complete sentences and enriched with

examples (based on job descriptions provided examples (based on job descriptions provided

in the QRSP of the Lombardy Region). Job in the QRSP of the Lombardy Region). Job

descriptions will be integrated, updated and descriptions will be integrated, updated and

enriched with examples and details resulting enriched with examples and details resulting

from field observation and interviews with from field observation and interviews with

practitionerspractitioners

……will be developed according to the KSC will be developed according to the KSC

framework, hence it will describe competences framework, hence it will describe competences

distinguishing knowledge and skillsdistinguishing knowledge and skills

…… will avoid uncoupling work tasks and global will avoid uncoupling work tasks and global

competences. Crosscompetences. Cross--dispositions (dispositions (‘‘showing showing

passionpassion’’, , ‘‘being creativebeing creative’’) are important in ) are important in

vocational professions, but when they are vocational professions, but when they are

uncoupled from the work descriptions the uncoupled from the work descriptions the

matrix results more confused and quite matrix results more confused and quite

redundant. The essential crossredundant. The essential cross--disposition disposition

should be included in the competence should be included in the competence

description itselfdescription itself

…… will elaborate different competence steps will elaborate different competence steps

whenever they help in describing a professional whenever they help in describing a professional

profile; the steps will be particularly important profile; the steps will be particularly important

for the competences shared by different profiles for the competences shared by different profiles

in different degrees. Some competences should in different degrees. Some competences should

not require a multiple steps descriptionnot require a multiple steps description

VQTS II and Lombardy Region professional profiles

VQTS II and Lombardy Region professional profiles

Accurate description of competences

Accurate description Accurate description

of competencesof competences

KSC frameworkKSC frameworkKSC framework CREDECHEM and Lombardy Region professional profiles

CREDECHEM and Lombardy Region professional profiles

No cross-competences

No crossNo cross--

competencescompetences

MAP showed the distinctionglobal competence/work process do not help matrix’sclearness

MAP showed the distinctionglobal competence/work process do not help matrix’sclearness

Competence stepsCompetence stepsCompetence steps VQTS IIVQTS II

LEARNING UNIT LEARNING COMPETENCES KNOWLEDGE SKILLS

Agire il proprio ruolo e posizionarsi all'interno della struttura organizzativa e/o del servizio e collaborare con l'equipe assistenziale

Agire il proprio ruolo nei diversi contesti operativi

Egli/Ella conosce il ruolo e le sue implicazioni relazionali;Egli/Ella conosce i principi fondamentali dell'etica professionale;Egli/Ella conosce la struttura dei diversi contesti operativi e il quadro delle relazioni formali in essi operanti;

Egli/Ella sa interagire con l'utenza e con l'organizzazione nel rispetto dei ruoli e delle diverse funzioni esercitate; Egli/Ella sa applicare e principi dell'etica professionale.

Lavorare in gruppo Egli/Ella conosce il lavoro di gruppo: dinamiche, ruoli e funzioni

Egli/Ella sa lavorare in equipe (riconoscere e rispettare i ruoli);

Comprendere e utilizzare protocolli, schede, modulistica e strumenti informativi per la registrazione di quanto rilevato durante il servizio

Egli/Ella conosce i principali strumenti e mezzi di comunicazione utilizzati nei contesti operativi e loro modalità di utilizzo;

Egli/Ella sa collaborare alla definizione di procedure e protocolli relativi alle proprie mansioni;Egli/Ella sa operare nel rispetto di procedure e protocolli definiti.

Collaborare alla verifica del Piano Assistenziale Individualizzato

Egli/Ella conosce la metodologia del lavoro sociale e sanitario (fasi di elaborazione di progetti di intervento, strumenti di programmazione)

Egli/Ella sa collaborare alla definizione dei progetti assistenziali e alla verifica dei lororisultati;

Collaborare alla verifica della qualitàdel servizio offerto

Egli/Ella conosce i principali strumenti di monitoraggio e valutazione della qualità.

Egli/Ella sa fornire informazioni utili alla verifica dei progetti assistenziali e dei loro risultati;

Utilizzare strumenti informatici di tipo comune

Egli/Ella conosce i programmi informatici di base: foglio di calcolo e videoscrittura, posta elettronica; conoscenza uso di internet

Egli/Ella sa svolgere le principali operazioni nell'utilizzo del computer (ambientewindows, funzioni base dei programmi applicativi);

Svolgere le proprie attività nel rispetto delle norme relative al trattamento dei dati personali

Egli/Ella conosce la normativa sulla privacy;

Egli/Ella sa gestire la propria attivitàcon riservatezza ed eticità;

Svolgere la propria attività nel rispetto delle norme relative alla sicurezza sui luoghi di lavoro

Egli/Ella conosce la normativa sulla sicurezza;

Egli/Ella sa individuare le situazioni ambientali a maggiore rischio;Egli/Ella sa utilizzare correttamente ausili e presidi necessari alla salvaguardia della salute.

Individuare la propria necessità di aggiornamento in relazione al profilo professionale e ai compiti richiesti

Thank you for Thank you for

your your

attention!attention!

www.icareproject.eu