IPA Learn project

1. IPA Learn project On how to learn about Portfolio and VET-centre competence together and from each other – Podgorica February 2009

2. Three key issues • Why school development? • How can VET Centre support to school-based innovation be provided? – learning from the Centre in Podgorica and introducing a common benchlearning project in 2009 • Measuring and assessing student progress through an e-portfolio platform – through presentation and training sessions

3. Introduction 1. I am Hans JoergenKnudsen Call me Hans (that’s easier) 2. I’m at Metropolitan University College in Copenhagen 3. Part of the University College is NCE (National Centre for Education in VET Main focus is on: Research & Development projects Consultancy work NCE 4. I’m a chief consultant hjk@delud.dk

4. Expectations R S = Result > 1 satisfied E I want you to be satisfied but how can I do that without knowing your expectations? S = satisfaction R = received E = expectations

5. We can learn from doing Experience Activities Reflection Knowledge

6. We can learn from each other Getting knowledge from outside Learning from each other Developing new knowledge from project-work

7. Facilitators • Soren: He knows almost everything – he will tell us what we should learn, and in the end what we have learned, and still need to learn • Maja: She knows you, the countries and the topics very well. She is an expert in processes and a brilliant observer and facilitator • Alqi: He wants to know everything, and he asks questions in order to give us all feedback on content and form and about what we should change

8. Presenters and facilitators - national • Dusko: Is a very experienced and very competent director of a VET-centre. He knows how to run it under Balkan-conditions and he is certainly one of the wise men, worth visiting • Vlado: A very dynamic driver behind the project in Montenegro, a long time member of the network, and the coordinator of the project on Portfolio in Montenegro – the right man to ask about how to implement Portfolio in your country

9. Presenters and facilitators - international • Torben: He knows almost everything about portfolio – incl. the technical aspects, and has a lot of experience with national and international projects – also in this part of the world. He knows the Danish VET-system very well – from within • Hans Joergen: Has been working a VET-life for very many years, has been participating in a lot of projects-especially in the field of school-development and knowledge sharing

10. Participants • You – especially together – know almost all what is worth knowing. • Some have some concrete experience with the portfolio-approach, some (almost all) have experience with VET-centres • And together you have experience with almost all levels of education (VET)

11. Why school development • The global world is different from the local – but it is flat • New competence requirements from industry and trade – and the public sector, not least in post-crisis society • We all have to learn throughout life (LLL) –in and outside school • The Lisbon strategy and the initiatives • Students expect change

12. It is about learning Learning can be planned and organised Experience from the outside Experiment with it Reflect on it We can read and listen

13. Expectations and needs • Team Montenegro? • What questions do you have, and what kind of assistance do you • need from Torben? • What help do you want from Maja? • What would you like to know from Slovenia? • Advisers and teachers • What questions do you have and what assistance do you need • From Maja • From Montenegro team • From Torben • Leaders • What agenda do you want to set up for the workshop? • What do you want from Dusko? • What do you want from Slovenia? • What do you want from ETF?

14. A non-verbal presentation Why school development What about learning The strategic approach

15. Content of presentation • Why school development? • New Learning Paradigm and the need for innovative evaluation • A strategic approach

16. Why school development? The overall perspective

17. It is about change Challenges from the globalization itself New Public Management Constructivism New customers ICT Globalization New educational reforms

18. The Lisbon strategy – the European perspective “The Union must become the most competitive and dynamic knowledge-based economy in the world capable of sustainable economic growth with more and better jobs and greater social cohesion” (European Council, Lisbon, March 2000). 2002 – nothing had really happened But…. http://ec.europa.eu/education/policies/2010/et_2010_en.html

19. Europe by 2010 Therefore: In 2002, they went on to say that by 2010, Europe should be the world leader in terms of the quality of its education and training systems. The Education & Training 2010 Work Programme was born

20. The Lisbon strategy – 2008 Lisbon Process OMC Education & Training Programme 2010 Copenhagen Process (VET) • Bologna Process (HE) • - 3 cycles (ECTS) • EQF • Diploma supplement • Validation Non-formal • Informal learning • Learning outcomes Main goals • - ECVET • EQF/EQAF • Certificate supplement • - Validation Non-formal and • Informal • - Learning outcomes 1. Improve quality and effectiveness of EU education and training systems 2. Ensure they are accessible to all 3. Open it up to the wider world Indicators and benchmarks developed and used Lifelong Learning

21. A European strategy The Lisbon process OMC Bologna process Copenhagen process Education and Training 2010 LLL • Pre-requisites: • EQF and learning outcomes • Validation of non-formal and • informal learning • Key Competences • Schools for the 21st Century • Improving the quality of teacher • education Focus on learning School-based development Learning outcomes

22. Learning is the key issue

23. Vertical learning (teaching) From one with better knowledge To some with less knowledge

24. On how to learn Get it from experience Experiment with it Reflect on it Get it from reading or listening

25. Experiential learning cycle 2 Experience 1 3 Activity Reflection Knowledge 4

26. There must be a link between education and business Companies School

27. There must be flexible learning opportunities Identification validation process Certificate Route 1 – tests Route 2 – tests and training opportunities

28. There must be focus on learning and learning environments Supported by a system and its facilities Facilities such as computers and places to work and study – either in groups or individually Access to learning sources like a library, the internet, teachers and facilitators, peers etc. Learning considered a social activity in a direct (if possible) relationship with practice It is possible to work very individually – based on prerequisites and ambitions 20 students will work (at the same time) with 20 different things, in 20 different ways, and with 20 different outcomes Supported by teachers and peers

29. There must be new environments

30. The Lifelong Learning concept • Everybody must learn throughout life • Lifelong learning competences are important • We all learn in different ways and from different situations • We should not be taught something that we already know or are able to do • We need a system for identification and validation of that

31. To be aware of learning and to document competence 1 Experience To be aware of own competences, own learning process (learning style) and of what should be improved – including learning to learn competence, entrepreneurship competence etc. Activity Reflection Knowledge 2 To demonstrate knowledge, skills and competence: To get a new job To get access to education without formal qualifications To get exemption To stay attractive to the labour market Documented: Learning outcomes from formal, non-formal and informal learning

32. Change is difficult

33. But it is not easy to implement new things Set up targets and frameworks “The talking level”: Principles and visions What is Here? Somebody or something must link the two levels – and should be responsible for the implementation • Claims that: • we already do it • primarily useful for others • we need more money, more • time, another structure etc “The acting level” do things in practice

34. Change puts pressure on teachers and their traditional roles An expert reacts: After Before Educational reform Fast Immediate Adequate Fast Immediate Inadequate • Cooperation with students • and colleagues • Teamwork • Organising learning • environments • Being a facilitator • Focus on key competences • Able to validate Changed conditions From teaching to learning

35. It’s not always easy to implement change Know better and will definitely not change Have already changed and can help colleagues in the process Have a feeling of what is going on, don’t like it and respond aggressively Have recognised the new demands and want help to work with them It may be right to say that you cannot change people but they can change themselves

36. Strategic work Change must be based on a strategy?

37. The strategic element Present Future Operations Development Easy to change Tactics Strategy Difficult to change Ensure that things happen Awareness of what you want

38. Not everything is possible All opportunities Want Can Ought

39. The strategic choice Customers: Partners: What is necessary in order to serve customers and deliver the core products? Products: Competence:

40. Mutual challenges? The Ministry of Education VET-centre VET-schools

41. VET Centres now and in the future What should a VET-centre do in the future? How can a VET-centre support school development? How can a VET-centre support the portfolio approach and what is needed in order to do so? What can VET-centres do in order to help and support each other, and what is the next step How do you see the best thinkable relationship between the Ministry of Education, the schools and the VET-centre

42. The strategic choice Customers: Partners: What is necessary in order to serve customers and deliver the core products? Products: Competence: