Www.eose.orgExpert Group on Education and Training – EQF – Poznan, 26-27 September 2012 EXPERT...

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


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


EUROPEAN DRIVERS


CONTRIBUTION OF SPORT AND ACTIVE LEISURE SECTOR


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


POLICY OBJECTIVES

MOBILITY OF LABOUR

MOBILITY OF LEARNING

SUPPORTED BY A PROGRAMME TO ENCOURAGE

Transparency

Comparability

Trust

EU TOOLS AND INITIATIVES

EQF / ECVET / EQAVET


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


• 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


LEARNING OUTCOMES

Learning Outcomes define:


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.


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)


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


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


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


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


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


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


FUNCTIONAL MAP (Step 4)


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.


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


• 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)


ACTIVE VERBS FOR LEVEL 4


“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


A23. Conduct effective golf coaching 5. Communicate key tasks and instruction effectively to

your participants


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)


“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.orgwww.vsportplus.eu THE NEED THE RESPONSE

DIALOGUEProgramme

structure

Course Content

DEVELOPING SYNERGY EMPLOYMENT & EDUCATION


EOSE SECRETARIAT1, Grande rue des Feuillants

69001 LyonFrance

Mail: [email protected] / Tel.: +33 (0) 437 431 939 Web: 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


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


• 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

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