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

Podlaski Sławomirslawomir_podlaski@sggw.pl

Department of Plant PhysiologyWarsaw University of Life Sciences (SGGW)

General Council for Higher Education

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

Country 1998 2005 20006 2007 2008

USA 33 456 20 889 20 673 20 567 21 176

Japan 17 592 18 556 18 625 18 803 19 051

Poland 5 355 6 764 6 950 7 841 8 687

Turkey 5 370 5 231 5 481 5 627 6 175

Czech 1 124 1 642 2 076 2 348 2 719

France 2 512 2854 3 159 2 794 2 439

Germany 4 296 3 286 3 319 3 512 4 025

Italy 1 431 4 911 4 903 5 169 3 256

Netherlands 1 816 309 363 333 208

Spain 4 500 4450 3654 3 355 3253

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% ???

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

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%.

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.”

Unemployment (%) among young people in Europe

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

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

Changes of average salary following period of professional work

period of work (years)

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 ECTSStudy lasts 7 semesters40% didactic hours(from 2200) - obligatory and the same for all universities60% of hours - university can use according to its own specialization

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 graduatesPrograms of study and student learners oucomes would be accreditated by Polish Accreditation Commission.

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 microbes2.Feed products for animals consisting of grass, herbs, cereals, legumes and others3.Fiber such as wood, jute, hemp, silk and others4.Fuel such as wood, dung, biofuel, plants and other biological materials as a sources of energy5.Biochemicals, natural medicines and pharmaceuticals including medicines, biocides, food additives and biological materials6.Ornamental resources including animal products such as skins, shells and ornamental plants.

Objective of Agriculture 2.

Protection of:1.Genetic resources including genes and genetic information used for animal and plant breeding and for the biotechnology2.Environment, including lanscape architecturure and spatial planning, mitigation of climatic change and increasing of carbon sequestration3.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

Multi-country FAO study „Roles of Agriculture” 2008identifies the role of agriculture as a multifunctional

systemThis multifunctional system would be fully covered by modern education program in field of agriculture

Some generalizationAgriculture as a multifunctional system is concentrated on production of: Commodities-food,foder, fibers, biofuel,pharmaceuticalsNoncomodities:-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

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

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

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.

The modern program of agriculture should be divided into following parts:

1.Agricultural productivity, food security – Basic problem- 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

2.Environmental problemsMitigation 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 problemsEconomic basis of agricultural production, effect of globalization on production and agricultural commodity prices, development of new sector of employment (agroturism, organic agriculture)

4.Social problemsSocial stability, prevention of unemployment, role of education at rural areas, role of family5.Cultural problemsCultural herritage, protection of local landscapes, traditional technologies, cultural identity

Situation at HEA in Europe1.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 standard3.This situation limits development of common labour marketSolution – common European standards - (European Qualification Framework)

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.

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.

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 supply the 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.

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 of qualifications, from

basic (Level 1, for example nursery school leaving certificates) to

advanced (Level 8, for example Ph.D degree) levels.

The EQF encompasses all levels of qualifications acquired during formal, non formal and informal education

EQF levels

Level of polish education system

Age of learner Responsibility

1 Nursery school 3-5

Ministry of Education2 Primary school 6-13

3 Grammar school 13-16

4 Higher school 16-18, 16-19

5 Post-higher school 18-20

6 Bachelor(licencjat)Engineer (inżynier)

18-21-22Ministry of Science and Higher Education7 Master study

Master of science21-23, 18-23

8 Ph. D. study Any time after master study

Levels of formal education in Poland

Definition (Cedefop, 2000) Formal learning consists of learning that occurs within an organised and structured context (formal education, in-company training), and that is designed 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 activities related to work, family, or leisure. It is often referred to as experimental learning (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/or learning support. Typically, it does not lead to certification.).

The basic element of EQF construction

• The EQF based on learning outcomes 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.

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

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

The ECTS credit system is the common currency for education.

Learning Outcomes are the common language for education.

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 needed for different routes of achivements to obtain planned education level.

To collect credits at their own pace and combine them in a way that will help them get where they want to be

Enables them to transfer credits between qualifications to avoid having to repeat their learning

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 ofachievements of employees Enables them to get in-house training recognised within a national frameworkMakes training options and pathways clear, helping employees and employers find the right training for their learning and business needs

NQF –benefits for learning providers

• Enables them to design more flexible programmes, suitable to the individual needs of learners• Helps them improve retention and progression rates by recognising smaller steps of achievement more frequently• Helps them describe achievements to employers and learners in a 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.

Construction of

program/module/lecture

according to learning outcomes

1.Aim2.Objective

The aim and objective of a module /programme/lectureThe aim of a module or programme is a general statement of teaching intention, i.e. it indicates what the teacher intends to cover in 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 of teaching 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 heterosis2. To give students an understanding of the concept of plant hybridisation.

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 of increasingly 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

Bloom (1956) proposed that knowing is composed of six

successive levels arranged in a hierarchy.

1. Knowledge

2. Comprehension

3.Application

4.Analysis

5. Synthesis

6. Evaluation Bloom suggested certain verbs that characterisethe ability to demonstrate these processes.These verbs are the keyto writing learning outcomesThe list of verbs has beenextended since hisoriginal publication.

1. Knowledge - ability to recall or remember facts without necessarily understanding them

1. Knowledge

2. Comprehension

3.Application

4.Analysis

5. Synthesis

6. EvaluationUse 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.

2. Comprehension - ability to understand and interpret learned information

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. EvaluationUse 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

3. Application: ability to use learned material in new situations, e.g. put ideas and 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

1. Knowledge

2. Comprehension

3.Application

4.Analysis

5. Synthesis

6. Evaluation

Example: Please modify the selection system of sugar beet.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

4. Analysis: ability to break down information into 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.

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

5. Synthesis - ability to put parts together

Use action verbsArgue, 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

1. Knowledge

2. Comprehension

3. Application

4.Analysis

5. Synthesis

6. Evaluation

6. Evaluation: Ability to judge value of 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

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)

Example of learning outcomes in 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/Describe the role of plant breeding in domestication of plants2/Explain the effect of agriculture development on plant biodiversity3/.Compare possibilities of different type polyploidy utilization in plant breeding4/.Describe properties of haploids. How can use haploids in modern plant breeding?5/.Validate advantages and disadvantages of somatic hybridsin comparison to sexual one

Example of learning outcomes in field of plant breeding (5-10) general learning outcomes per module/program. 2.6/. Compare the different breeding programs7/Evaluate effectiveness of plant selection in dependence on genetic structure of population8/Summarise achievements in resistance plant breeding9/ Justify pros- and cons- of GMO10/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

Assessment of Learning OutcomesHow 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 assessmentWritten: tests, examinations, assignementsPractical: skills testing; lab/workshop practiceOral: interviews, various formatsAural: listening testsProject work: individual/group; research/designField work: data collection and reportingCompetence testing: threshold standardsPortfolio : combination of techniques

Example of Matching the Assessment to the Learning Outcome

Learning outcomes1. Demonstrate good

presentation skills.2. Formulate food

product3. Identify an area for

research4. Identify symptoms of

disease

Assessment?a) Multiple choice questions b/ Prepare a 1000-word

research proposala) Lab-based project

b) In glasshouse/laboratory identification of plants with the disease symptoms.

Form of assesment

1. Writeen exam

2. Project 3.Oralpresentation

4.Discussion

LO 1Describe

LO2Compare

LO 3Evaluate

Matrix of assessment

Conclusion

Learning Outcomes are challenging but it is impossible to have a meaningful European Higher Education area without their widespread and consistent use

There is an urgent necessity to change program of agricultural study into multifuncionality intensification

Polish System of Agriultural Higher Education. Problems and Challanges.

Podlaski Sławomirslawomir_podlaski@sggw.pl

Department of Plant PhysiologyWarsaw University of Life Sciences

(SGGW)General Council for Higher Education

Higher Agricultural Education

in the developed countries –

limitations and challenges

• Agricultural education is not very attractive for students from developed countries (USA nad UE)

• In many countries, number of students in field of agriculture in 1998-2008 has been stable or decreased. In UK the percentage of students choosing to study agriculture fell from 2,4 to 0,8%.

• Intrest in the traditional majors such as plant production, animal breeding and agricultural engineering has decreased

• UK the number of universities that offer agricultural sciences degrees have reduced in recent years.Seal Hayne (Plymouth polytechnic). Edinburgh, Aberdeen. Leeds, London (Wye Colledge)stopped agriculture courses. Nottingham – Agriculture merged with Environmental Sciences.

Students from countrysideIf young persons went on studying they likely not to return to village.

In Poland for 44 years the negative selection existed among young countryside inhabitants.Effect – lack of social, political leaders

SolutionCommunity education -education for community within community.Education for young person who will not go studying

orWho will go studying in field of agriculture, having perfect practical training

Student numbers in field of land-based courses in UK in the 2004/2005 academic year

Subject group Student numbersAgricultural crops 40Agricultural livestock 695Animal care 2078Land management 740Land-based engineering 0Landscaping 39Production horticulture 3968Related to agriculture 1151Trees and timber 415Other 1313Total 12 092

Country 1998 2005 20006 2007 2008

USA 33 456 20 889 20 673 20 567 21 176

Japan 17 592 18 556 18 625 18 803 19 051

Poland 5 355 6 764 6 950 7 841 8 687

Turkey 5 370 5 231 5 481 5 627 6 175

Czech 1 124 1 642 2 076 2 348 2 719

France 2 512 2854 3 159 2 794 2 439

Germany 4 296 3 286 3 319 3 512 4 025

Italy 1 431 4 911 4 903 5 169 3 256

Netherlands 1 816 309 363 333 208

Spain 4 500 4450 3654 3 355 3253

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% ???

Poland

Problems with the agricultural higher

education

Projected Demographic Trends by Level Specific Ages. Poland 2002 – 2020.Number of young people age 20-24 will decrease in 2020 by 50%

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%.

In 2020 number of academic teachers will decrease by 23-26%

Unemployed graduates (%) in total number of unemployed

Unemployment (%) among young people in Europe

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

Changes of average salary following period of professional work

period of work (years)

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 graduatesPrograms of study and student learners oucomes would be accreditated by Polish Accreditation Commission.

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 microbes2.Feed products for animals consisting of grass, herbs, cereals, legumes and others3.Fiber such as wood, jute, hemp, silk and others4.Fuel such as wood, dung, biofuel, plants and other biological materials as a sources of energy5.Biochemicals, natural medicines and pharmaceuticals including medicines, biocides, food additives and biological materials6.Ornamental resources including animal products such as skins, shells and ornamental plants.

Objective of Agriculture 2.

Protection of:1.Genetic resources including genes and genetic information used for animal and plant breeding and for the biotechnology2.Environment, including lanscape architecturure and spatial planning, mitigation of climatic change and increasing of carbon sequestration3.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

Multi-country FAO study „Roles of Agriculture” 2008identifies the role of agriculture as a multifunctional

systemThis multifunctional system would be fully covered by modern education program in field of agriculture

Some generalizationAgriculture as a multifunctional system is concentrated on production of: Commodities-food,foder, fibers, biofuel,pharmaceuticalsNoncomodities:-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

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

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

Trend in teaching of agriculture in developed countries

AGRONOMYAGRICULTURE

AGROECOLOGY

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 companyProblems: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.

The modern program of Agriculture should be divided into following parts:

1.Agricultural productivity, food security – Basic problem- 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

Anticipated impact of improvements in agronomics, breeding, and biotechnology on average corn yields in the United StatesEdgerton M.2009 Plant Physiology 149:7-13 (2009)

Rys.1: Produkcyjne i agroekologiczne plony pszenicy w wybranych krajach. Bruinsma 2002.

2.Environmental problemsMitigation 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 problemsEconomic basis of agricultural production, effect of globalization on production and agricultural commodity prices, development of new sector of employment (agroturism, organic agriculture)

4.Social problemsSocial stability, prevention of unemployment, role of education at rural areas, role of family5.Cultural problemsCultural herritage, protection of local landscapes, traditional technologies, cultural identity

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.

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 of qualifications, from

basic (Level 1, for example nursery school leaving certificates) to

advanced (Level 8, for example Ph.D degree) levels.

EQF levels

Level of polish education system

Age of learner Responsibility

1 Nursery school 3-5

Ministry of Education2 Primary school 6-13

3 Grammar school 13-16

4 Higher school 16-18, 16-19

5 Post-higher school 18-20

6 Bachelor(licencjat)Engineer (inżynier)

18-21-22Ministry of Science and Higher Education7 Master study

Master of science21-23, 18-23

8 Ph. D. study Any time after master study

Levels of formal education in Poland

The basic element of EQF construction

• The EQF based on learning outcomes 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.

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

Construction of

program/module/lecture

according to learning outcomes

1.Aim2.Objective

The aim and objective of a module /programme/lectureThe aim of a module or programme is a general statement of teaching intention, i.e. it indicates what the teacher intends to cover in 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 of teaching 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 heterosis2. To give students an understanding of the concept of plant hybridisation.

Bloom (1956) proposed that knowing is composed of six

successive levels arranged in a hierarchy.

1. Knowledge

2. Comprehension

3.Application

4.Analysis

5. Synthesis

6. Evaluation Bloom suggested certain verbs that characterisethe ability to demonstrate these processes.These verbs are the keyto writing learning outcomesThe list of verbs has beenextended since hisoriginal publication.

Example of learning outcomes in 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/Describe the role of plant breeding in domestication of plants2/Explain the effect of agriculture development on plant biodiversity3/.Compare possibilities of different type polyploidy utilization in plant breeding4/.Describe properties of haploids. How can use haploids in modern plant breeding?5/.Validate advantages and disadvantages of somatic hybridsin comparison to sexual one

Example of learning outcomes in field of plant breeding (5-10) general learning outcomes per module/program. 2.6/. Compare the different breeding programs7/Evaluate effectiveness of plant selection in dependence on genetic structure of population8/Summarise achievements in resistance plant breeding9/ Justify pros- and cons- of GMO10/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

Assessment of Learning OutcomesHow 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 assessmentWritten: tests, examinations, assignementsPractical: skills testing; lab/workshop practiceOral: interviews, various formatsAural: listening testsProject work: individual/group; research/designField work: data collection and reportingCompetence testing: threshold standardsPortfolio : combination of techniques

Example of Matching the Assessment to the Learning Outcome

Learning outcomes1. Demonstrate good

presentation skills.2. Formulate food

product3. Identify an area for

research4. Identify symptoms of

disease

Assessment?a) Multiple choice questions b/ Prepare a 1000-word

research proposala) Lab-based project

b) In glasshouse/laboratory identification of plants with the disease symptoms.

Conclusion

Learning Outcomes are challenging but it is impossible to have a meaningful European Higher Education area without their widespread and consistent use