European Scheme for Competence Validation: Professional Standards and Training Process

1. European scheme for validation of competences - Catalonia Rafael Barrio LapuenteResearch Aptitude in Doctoral Studies Post graduate Business Administration Bachelor's degree in Philosophy and Educational Science Technical Development of the Provincial Council of Barcelona

2. Preparation of information & conformation of WorkGroup: at national level, with statistical, research and participation of stakeholders Design of competences involved in the Qualification: through technological experts at sectoral level. Definition of associated training: based in learning outcomes through trained experts External Contrast of Qualifications: at national, regional and sectoral level by the relevant stakeholders Approval of Qualification: by the General Council of VET, and the Spanish Government Step 1: Identification of the professional standard • Which are the players involved in the process of definition of the professional standard? State, Autonomous government, Social agents, Municipalities The professional standard is designed by national and sectoral experts proposed by social partners, administrations, and other stackeholders. • How is the professional standard defined (process)?

3. How is the professional standard described (outcome)? PROFESSIONAL PROFILE General Competence Units of competence • Professional profile: Professional competences which characterize each certificate. Constitutes the referent of productive system to define training which guarantees a vocational education and a training certificate. Unit of Competence UC professional Competence : Code: Level of qualification: Código: Nivel de cualificación Código: Nivel de cualificación Realizations: Performance criteria: R1 R2 Rn - - - - - - - - - Professional context: - Production means - Products &/or results from work - Processes, methods & procedures - Used or generated Information • General Competence: Describes the main role that a professional develops in his job. • Unit of competence: Professional work tasks with an specific value and significance at work place. General Competence and competence unit Professional and work areas Main occupations and places of employment

4. Step 2: Definition of the learning objectives (only for formal processes) PROFESSIONAL PROFILE General Competence Units of competence Professional modules Subjects VET COURSE Reference of productive system Training system Required Training:Basic VET or specific VET Professional modules (1) Labour Training and Guidance and In-Company Training Module TransversalModules• Quality Special Modules (1) • Which are the players involved in the process of definitionof the learning objects (institutional levels, agencies, etc.)? Ministry of Education (State) and regional Autonomous governments • Which are the relationships between the professional standard and the training standard process? Each Competence unit (PROFESSIONAL STANDARD)is associated to a professional TRAINING module (TRAINING STANDARD)

5. Vehicle maintenanceAdvanced level Higher qualification in Vehicle maintenance 2.000 hours Job profile Course content Professional and work areas General competence Competence units Professional modules Credits Hours available to the centre: 170 • Vehicle maintenance and repair workshops. • Insurance companies and vehicle inspection companies. • Bodywork and equipment manufacturing and assembly companies. • Vehicle equipment testing laboratories. • Vehicle sales companies and companies involved in confirming and diagnosing faults and supplying spare parts. • Companies with vehicle fleets whether rental, public service, passenger or goods transport. Organising, planning and supervising vehicle maintenance and the associated logistics: cars, heavy vehicles, motorcycles, agricultural and civil works machinery, diagnosing complex defects, and ensuring compliance with the manufacturer’s specifications. Organising, planning and controlling electromechanical repair and/or modification processes. C1 (minimum 190 h). Electrics, safety and comfort systems. PS 511 MP Electrics, safety and comfort systems. PS 511 MP Power transmission systems and drivetrains. PT 609 C2* (minimum 155 h). Power transmission systems and drivetrains. PT 609 MP Thermal engines and associated auxiliary systems. PS 511 C3* (minimum 160 h). Thermal engines and associated auxiliary systems. PS Organising, planning and controlling repair of bodywork and/or chassis, cabin and equipment, and also optional conversions. MP Removable and fixed non-structural elements. PT 609 C4* (minimum 155 h). Removable and fixed non-structural elements. PT 609 MP Surface preparation and embellishment. PT 609 C5* (minimum 180 h). Surface preparation and embellishment. PT 609 C13 (80h) Synthesis MP Vehicle structures.PS511 Managing maintenance work and the associated logistics, in line with criteria of efficacy and quality. C6* (minimum 110 h). Vehicle structures. PS 511 MP Management of maintenance and associated logistics. PS 511 C7 (minimum 150 h). Management of maintenance and associated logistics. PS 511 Administration, management and promotion of a small company or workshop. C8 (minimum 60 h). Administration, management and promotion of a small company. PS 505 MP Administration, management and promotion of a small company. PS 505 Main occupations and places of employment MP Safety in vehicle maintenance. PS 511 • Head mechanic. •Receiving/repairing vehicles. • Workshop foreman. • Head of panel-beating and painting section. • Head of vehicle road-worthiness testing. • Vehicle appraisal. C9 Groups are split into two for credits marked with an asterisk (*). MP Workplace relations. PS 505 NOTES - Groups are split into two for credits marked with an asterisk (*). - PT 609: vehicle maintenance. - PS 511: vehicle organisation and maintenance. - PS 505: professional training and guidance. C10 (minimum 60 h). Workplace relations C11 (minimum 60 h). Professional training and guidance. PS 505 MP Professional training and guidance. PS 505 MP Workplace practice. C12 (410 h). Workplace practice.

7. How are the learning objects described(output)? Based in learning outcomes: Structure • Name • Level….. • - Associated to UC…. • - Alphanumeric code • - Time (hours)….. DATA OF IDENTIFICATION ASSESSMENT CRITERIA Terminal Objectives TRAINING MODULE THOSE, WHOSE ACQUISITION NEEDS TO BE FULFILLED IN A REAL WORK, ENVIRONMENT WILL BE IDENTIFIED CONTENTS BASIC REQUIREMENTS OF FORMATIVE CONTEXT Each professional training module has terminal objectives. Then we define KSC: Knowledge, Skills and Competences (Behaivor)

8. Step 3: Information and guidance Regulate Vocational training competence Accreditation • Which are the players involved in the process of evaluation? At the classroom level: tutor Working teams of vocational information and guidance in everyadministrative division of the Education Department EAP: Psycho-pedagogical Guidance and Advising Teams Teachers of Psychology and Pedagogy Teacherssecondaryeducation (IES) and Catalan Institute of vocational qualifications • When is guidance offered all along the process? At the beginning (EAP’s, TUTORS, etc) and in the end (University, differentpathways, tutors) Teachers in secondaryeducation

9. Regulate Vocational training competence Accreditation • What are the aims of guidance actions? Help the student to find his/her own option/pathway which best suitsher/his needs and interests Employed and unemployed people , that they want to prove the professional competence that haveacquired line the work experience but of which they do not have oficial certification A individual Academic andProfessional Guidance To provide information about Labour Market

10. Step 4: Intermediate evaluations Regulate Vocational training Competence Accreditation • Which are the players involved in the process of evaluation? Teachers and enterprises (FCT), “team teacher” • How is the process run (process)? it is not applied intermediate evaluation Summative and continuous Evaluation • What is evaluated (outcome)? The capacities are defined in learning Outcomes, that are to expres, in the curriculum in terms of final capacities. There are three types of credits (cross, of synthesis and specific)

11. Step 5: Evaluation procedure PREVIOUS PHASE second part, to find more evidence (practical tests) Opinion of orientation (dossier of competences) Second opinion evidences Sufficient First part to find evidences Contrast Interview CERTIFICATE No sufficient First opinion evidences Change of referring Formation Sufficient not sufficient Certificate end Regulate Vocational training Competence Accreditation • Which are the players involved in the process of evaluation? Teachers and enterprises (FCT) Teacherssecondaryeducation and Catalan Institute of vocational qualifications • How is the process run (process)? Summative and continuous Evaluation

12. Competence Accreditation PREVIOUS PHASE second part, to find more evidence (practical tests) Opinion of orientation (dossier of competences) Second opinion evidences Sufficient First part to find evidences Contrast Interview CERTIFICATE No sufficient First opinion evidences Change of referring Formation Sufficient not sufficient Certificate end Documentary assessment Competences Dossier and ccontrasts Interview Test of simulation computer: It is a real situation simulation test associated to a work position, that is carried out with a data processing application designed and developed especially to evaluate the competences that want to be accredited. Demonstrative assessment Practical Observation.Test work place workshop.

13. Regulate Vocational training Competence Accreditation • What is evaluated (outcome)? collecting evidences that show the control of the standard unit of competences. The capacities are defined in learning Outcomes, that are to express in the curriculum in terms of finalcapacities. There are three types of credits (cross, of synthesis and specific) assessment criteria outcomes 0 = there are not evidences of the competence or they are not clearly identifying 1 = there are evidences of inexact, weak competence, or not enough justified. 2 = there are sufficient evidences, exact and clear, through their descriptions and argumentations. • Are there intermediate evaluation and, if yes, how are they considered into the final evaluation? it is not applied Summative and continuous Evaluation. Tests written, simulations and to practice

14. Step 6: Certification of final results Regulate Vocational training Competence Accreditation • Which are the players involved in the process of certification? Ministry of Education regional Government (Autonomies) in the name of the King Catalan Institute of vocational qualifications • How is the equivalence between professional standards and learning outcomes taken into consideration? The training module is defined according to the job profile and general competence. When we evaluate the KSC in the course content we take into consideration the professional standards Unit of Competence

15. It associates Vocational Qualification Identification data / description Code Name Level Professional Family General Competence Units of Competence Professional environment: vocational area productive sectors related occupations and jobs Associated education: Formative modules Formative Module It is associated to UC: Level of trainingMinimum time Capacities Criteria of assessment - - - - UC professional Competence : Código: Nivel de cualificación Código: Nivel de cualificación Código: Nivel de cualificación Código: Nivel de cualificación Code: Level of qualification: - - - - - - - - - - - - - - Realizations: Criteria of performance.: R1 R2 Rn - - - - - - - - - - - - - - - It contains Professional context: - Production means - Products &/or results from work - Processes, methods & procedures - Used or generated Information Contents Basic needs of formative context : - Spaces: - Teachers: - Requirements of access to module: - - - Qualification Structure Regulate Vocational training • How is the outcome of the learning process described? Terminal Objectives

16. GUIDANCE EVALUATION CERTIFICATION ISSUE DOCUMENTARY INFORMATION Interview Competences dossier Model Certificate profile Candidate’s handbook COUNSELLING REGISTER DEMOSTRATIVE Initial interview Competences dossier Simulated test Observation of work place Database Competence Accreditation: summarizing

17. Step 6: Monitoring and review (to be checked for every step of the process) Regulate Vocational training Competence Accreditation • Which are the players involved in the controlling process? Teachers, centre Teacherssecondaryeducation and Catalan Institute of vocational qualifications • How is quality maintained along the process? Verification conditions of homologationthe evaluation organization Inspectors of the Education system Evaluation acts Acceptance • Is there an updating procedure? once a year Updating every five years

18. Training of Adaptation and Re-adaptation in the work place Basic Training Up-to-date Training Modular Catalogue of Training Modular Catalogue of Training linked to the NSPQ (1) “Occupational” Training Initial Vocational Training (Educational Bodies) Continuing Training (Under the Tripartite Agreement) National System of Professional Qualifications