Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
EXPERT GROUP ON EDUCATION AND TRAINING IN SPORT- Group of experts on EQF -
Stephen Studd, EOSE PresidentPoznan, 26-27 September 2012
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
INTRODUCTION
• Presenting the context and policy background
• Learning Outcomes - main principles
• A case study from Golf
• Creating synergy between employment and education – The 7 Steps Model (process)
• Examples of Learning Outcomes for Golf Pros
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
EUROPEAN DRIVERS
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
CONTRIBUTION OF SPORT AND ACTIVE LEISURE SECTOR
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
MEETING NEW EXPECTATIONSCan we do better?
How ready are we? – the Sector needs:
A competent workforce with the right skills (paid/unpaid)
New level of cooperation between the worlds of education & work
Clear career structure and pathways with (new) job opportunities
Fit for purpose qualifications and training that equip people to work in the sector, reflecting labour market needs
Definition of competencies, skills/knowledge needed for those jobs
Opportunity to make sport part of the mainstream national education systems and to link with European Policies and Initiatives
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
POLICY OBJECTIVES
MOBILITY OF LABOUR
MOBILITY OF LEARNING
SUPPORTED BY A PROGRAMME TO ENCOURAGE
Transparency
Comparability
Trust
EU TOOLS AND INITIATIVES
EQF / ECVET / EQAVET
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
PRESSURE FOR CHANGE• To move from an input driven system to an outcome based system• What do people know and what can they do as a result of the
learning (or practical) experience – not how many years/hours of study
• The EQF drives this change. It ascribes levels to learning outcomes• It is a meta-framework, a reference point for all national
frameworks created by Nat Qualification Authorities• A double challenge in sport – many sport qualifications sit outside
their national qualification frameworks
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
• Definition of Learning Outcomes: “a statement of what a learner knows, understands and is able to
do at the end of a learning process” (CEDEFOP, 2010)
• Written in a standard format: “By the end of the module, the student will be able to....”
• A learning outcome includes 3 key aspects: An active verb (e.g. explain; discuss) An object of the verb – i.e. what the student is learning (e.g. theory; policy; practice) A context in which the assessment will sit (e.g. in a practical situation; in the operation of equipment)
LEARNING OUTCOMES
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
LEARNING OUTCOMES
Learning Outcomes define:
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
LEARNING OUTCOMES
EXPECTED IMPACTS OF USING LEARNING OUTCOMES:
• Support a better match between the needs of the labour market (for knowledge, skills and competences) and education and training provision
• Facilitate the validation of non-formal and informal learning
• Facilitate the transfer and use of qualifications across different countries and education and training systems.
• Recognise that Europe’s education systems are so diverse that comparisons based on inputs, say length of study, are impracticable.
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
GOLF STAND PROJECT
• Leonardo da Vinci project (10/2010 – 09/2012)
• Leaders: PGA EU / EOSE / SkillsActive UK
• Partnership: 16 partners from 10 countries (national PGAs, Greenkeepers, Golf Clubs Owners and Managers, NQAs, Education providers)
• MAIN OBJECTIVE: to produce a range of European occupational standards aiming at defining the competences, skills and knowledge needed for those working in the sector as golf professionals.
• Final outcomes: www.golf-stand.eu (Nov. 2012)
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
CASE STUDY: GOLF
The Challenge:• Are training programmes and qualifications which
exist in Golf understood by employers and golfers? Do they truly meet the needs of the diverse markets across the EU?
• Existing programmes vary between countries• Need for parity in the level of qualification, training
and input across the programmes• Need support to further develop/amend existing
programmes to the appropriate level• Need for an appropriate and common structure,
content and assessment framework • Do we have the training to support the
development and growth of the game
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
RATIONALE IN GOLF
Project Objectives of the Partners:• To re-evaluate existing provision against needs• To enhance the recognition of competences and qualifications in
golf by embracing an EU-wide competence-based, learning output framework – based on standards developed and promoted by the PGAs of Europe
• Promote transparent/flexible education and training system with clear pathways across golf and across Europe
• Ensure the development of a competent workforce with the right skills and in line with the expectation of the labour market
• Facilitate the movement between education and employment• Develop mobility, transparency and mutual trust of qualifications
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
THE 7 STEPS MODEL OR THE LIFELONG LEARNING STRATEGY FOR THE SPORT AND ACTIVE LEISURE SECTOR= A strategy for developing the sector and for developing an education system linked to the labour market
A flexible strategy:
✔ Can be applied to a sub-sector, sport or an occupation at the European or national level
✔ Can implement all of the 7 steps or focus on some of them
✔ Implemented in a way that suits each country or sub-sector
✔ Can be used to develop new programmes or to test what exists
THE PROCESS IMPLEMENTED
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
THE APPROACH: USING THE 7 STEPS MODEL
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.orgwww.vsportplus.eu THE NEED THE RESPONSE
DIALOGUEProgramme
structure
Course Content
DEVELOPING SYNERGY EMPLOYMENT & EDUCATION
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
OCCUPATIONAL MAP (Step 2)
• Presenting the Golf sector
• Participants and clients
• Organisational structure
• Main occupational areas– Participant development– Golf facilities operations– Golf supplies– Golf events
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
OCCUPATIONAL DESCRIPTORS (Step 3)
• 8 occupations identified:
• Main tasks / responsibilities / Skills required / Knowledge required / Attitude requirements / Qualification / Experience/ CPD and career pathway
• Assorted other jobs related to the Golf industry
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
FUNCTIONAL MAP (Step 4)
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
OCCUPATIONAL STANDARDS (Step 5)
• Occupational Standards are structured under the Key Areas from the Functional Map
• Standards describe the standards of performance that golf professionals are expected to achieve in their work
• Standards describe the knowledge and skills they need to perform effectively.
• Standards are concerned with what people can do (competence), not just what they know.
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
OCCUPATIONAL STANDARDS (Step 5)
PURPOSE: Golf employers can use standards to:• Describe the skills needed in their workforce• Assess the skills their workforce currently has• Set objectives for performance and appraisal• Develop training and recruitment plans to fill
any identified gaps• Develop job descriptions identifying key skills
for a particular job• Develop job advertisements• Develop induction programmes
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
• Golf: From the Occupational Standards, Learning Outcomes were developed to highlight the skills and knowledge required but also include the teaching, learning and assessment strategies.
• The development of learning outcomes are linked to the Level (e.g. within the EQF or National Qualifications Framework) at which the module is pitched
LEARNING OUTCOMES (Step 6)
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
ACTIVE VERBS FOR LEVEL 4
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
“Introduction to Golf Coaching & Performance”
Key Functions (A11 – A26) Example Learning Outcomes (EQF 4) Example Assessment Method
A11.Develop and maintain
opportunities for participation and
progression in golf
1. Demonstrate an awareness of the key issues linked
to participation and progression in the game (e.g. age,
gender, ability)
Written assignment 1 (Summative) [2,000
words]
A12. Contribute to the development
and implementation of policies and
procedures for safeguarding children
and young people in golf
2. Interpret appropriate policies and procedures within
the context of the coaching environment
Reflective Journal and Portfolio [Formative]
A21. Plan golf coaching sessions 3. Evaluate the appropriateness of a coaching session
to a particular age/gender/ability of participant
Individual presentation/practical (summative)
A22. Organise the golf coaching
environment
4. Plan and demonstrate knowledge of the underlying
principles for setting up a coaching environment
Reflective Journal and Portfolio [Formative]
A23. Conduct effective golf coaching 5. Communicate key tasks and instruction effectively to
your participants
Reflective Journal and Portfolio [Formative]
A24. Plan and deliver a golf coaching
programme
6. Describe, plan and evaluate a coaching programme
designed for particular participant(s)
Written assignment 2 (Summative) [1,000
words]
A25. Evaluate golf coaching 7. Critically reflect upon your coaching session(s) Written assignment 2 (Summative) [1,000
words]
A26. Coach golf participants for
competition
8. Demonstrate and communicate the key skills
required by golfers in a competition scenario
Individual presentation/practical (summative)
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
“Applied Golf Coaching”Key Functions (A31 – A36) Example Learning Outcomes (EQF 5) Example Assessment Method
A31. Develop and maintain
effective working relationships with
golfers
1. Demonstrate a clear understanding of the multiple levels of relationship between the
coach and the participant (based around ability level, age, gender etc).
Reflective journal and portfolio (Formative)
A32. Support the lifestyle
management needs of golfers
2. Critically evaluate the different approaches needed in managing performance and
lifestyle (e.g. from a bio-psycho-social perspective)
Written assignment 1 (Summative) [2,000 words]
A33. Assist golfers to prevent and
manage injury
3. Communicate effectively and evaluate injury prevention/management strategies related
to the participant (based around ability level, age, gender etc).
Practical case study examination (Formative &
Summative)
A34. Develop and manage own
golf coaching practice
4. Demonstrate and critically reflect upon coaching sessions and practice Reflective journal and portfolio (Formative)
A35. Manage the contribution of
other coaches and support
personnel
5. Critically examine the importance and contribution of support networks on the
participant (based around ability level, age, gender etc).
Reflective journal and portfolio (Formative)
A36. Provide sports science
services to golf
6. Demonstrate knowledge and engagement with key sports science theories and their
application of practice to the participant in a defined situation (e.g. physiology,
biomechanics or psychology)
Practical case study examination (Formative &
Summative)
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.orgwww.vsportplus.eu THE NEED THE RESPONSE
DIALOGUEProgramme
structure
Course Content
DEVELOPING SYNERGY EMPLOYMENT & EDUCATION
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
EOSE SECRETARIAT1, Grande rue des Feuillants
69001 LyonFrance
Mail: [email protected] / Tel.: +33 (0) 437 431 939 Web: www.eose.org
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
GENERAL SITUATION IN EUROPE
• Too many young people leave education/training without
qualifications
• Qualifications often fail to match labour market needs
• Raising Europe’s employment rate – more and better jobs
matching labour market
• Manage change through investment in skills and training
• Modernising labour markets
• High levels of employment, productivity and social cohesion
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
REALITIES OF THE SECTOR• The economic and employment potential of the
sector is often underestimated or not recognised
• Employers are seeking well trained employees matching their requirements / expectations
• Existing courses and qualifications not enough regarded as relevant by employers and federations
• Gap between competences required by employers and Learning Outcomes acquired by employees
• VET is very limited in the sector in many countries and not coordinated at the European level
Expert Group on Education and Training – EQF – Poznan, 26-27 September 2012 www.eose.org
• Talent is wasted: there is no clear career structure and graduates cannot find employment in sport
• Sport is fragmented (by sports, by sub-sectors e.g. commercial / volunteer / public)
• Poor communication and co-operation between different stakeholders
• Sport training (in most states) sits outside the national qualification structure for most countries
REALITIES OF THE SECTOR