Title Project déxperimentation d´un système de credits pour l´améliorisation de la mobilité dans le secteur chimique
Project Number 147782-LLP-1-2008-1-DE-ECVET
Project Type Autres projets européens
Individual Participation Impossible
Country EU-Projets centralisés
L’encouragement de la mobilité dans le secteur de la chimie est la mission principale du projet. Outre les tâches décrites dans l’appel d’offres (description de résultats d’apprentissage, définition d’unités de résultats d’apprentissage et du système de notation correspondant, développement d’instruments et de moyens auxiliaires), CREDCHEM vise à mettre en place un réseau pour l’enseignement « Chimie » au niveau européen. Au cours du projet, quatre objectifs essentiels doivent être atteints, définissant clairement le profil du réseau :
– Établissement de la transparence relativement aux résultats d’apprentissage acquis dans les laboratoires et les lieux de production
– Développement de moyens auxiliaires et d’instruments conviviaux, proches de la pratique et orientés vers les besoins réels
– Négociation et test de standards de mobilité spécifiques au secteur, et
– Soutien d’une structure de coopération durable.
The Recommendation on the establishment of a European Credit System for Vocational Education and Training (ECVET) aims at establishing a procedure which documents, transfers and mutually credits learning achievements acquired in different education systems (e.g. during a stay abroad). The definition of creditable, i.e. measurable and certifiable, learning outcome units is a precondition for such a procedure.
Project content: The following steps were implemented in CREDCHEM for testing ECVET in the chemical industry:
drawing up of a proposal for the description of learning outcomes in specialised work in the chemical industry, for the definition of learning outcome units and for the provision of evidence of such learning outcome units in the form of credit points
development of procedures and instruments for the documentation and evidencing of learning outcomes in the host country and their validation in the home country
use of mobility measures as a vehicle for the piloting and testing of procedures and instruments which have been developed
development of partnership agreements ("Memoranda of Understanding" - MoU) and of learning agreement templates (Europass Mobility) as instruments for the practical implementation of mobilities.
In the CREDCHEM project, a model was to be developed which facilitates individual mobility by permitting to introduce the learning outcomes evidenced abroad into the training received at home. At the same time, it was to be assessed whether – and if so, in which points – the European instrument ECVET is actually suitable for lastingly improving and stabilising European mobility periods. These tasks were implemented in a project team consisting of stakeholders from the fields of vocational pedagogics, VET practice and VET organisation/policy advice.
They developed proposals for describing learning outcomes in the vocational field of action "Working in the laboratory", defining learning outcome units and presenting them for later use by new network partners. These learning outcome units were piloted in mobilities.
1. Overview of CREDCHEM approach
2. Methodological approach to developing learning outcome units
1. Overview of CREDCHEM approach
1. Typical occupational tasks in the laboratory were analysed and bundled into learning outcome units. At the same time the respective occupational tasks are used as orientation when teaching these learning outcome units. Corresponding examination tasks were developed to demonstrate the competence, skills and knowledge required in a learning unit. These instruments represent the professional foundations of the CREDCHEM mobilities.
2. A CREDCHEM mobility network initiated for piloting the instruments makes it possible to complete the learning outcome units in the form of practical training periods in partner institutions. A partnership agreement ("Memorandum of Understanding" - MoU) was developed which facilitates participation in the CREDCHEM mobility network and constitutes a framework for participating. The signatory partners commit themselves to adhering to common quality and implementation standards.
3. The mobility period itself is regulated by a learning agreement concluded between the learner, the delegating institution and the host institution. The learning agreement clarifies which learning outcome unit will be completed abroad. In addition, the general conditions for the practical training abroad are set forth (insurance, accommodation, provision of protective clothing etc.).
4. The learning outcomes agreed on were imparted during the mobility by way of exemplary occupational tasks. The existing learning outcomes were registered via an examination task by the end of the mobility. In addition to the examination tasks, an assessment form was used which reflects the professionals skills, the problem-solving ability and the communication and teamwork skills at the various competence levels. The CREDCHEM practical training abroad was documented with the EUROPASS Mobility.
5. The completed periods of practical training abroad were evaluated using questionnaires and interview guidelines. Both the learners and the training staff at the delegating and host institutions participating in the mobility were interviewed.
6. The mobility network will be merged into an open CREDCHEM network after completion of the CREDCHEM project. Interested institutions will be allowed to join this network and to carry out mobilities in the chemical industry using the instruments developed there.
2. Methodological approach to developing learning outcome units
Analysis of typical work processes
A core objective of the project was to describe learning outcomes of specialised work in the chemical
industry and to combine them in corresponding units. To achieve this, the project analysed those
typical occupational tasks/processes in the laboratory which are part of all the chemical industry
qualifications selected for review. The categories of knowledge, skills and competence which are
used in the European Qualifications Framework (EQF) to describe the various qualifications levels
were applied in this analysis. With regard to knowledge, a distinction was made between practical
knowledge (knowing the processing steps) and theoretical knowledge (scientific and technological
context from which the processing steps are derived). Another distinction was made between
routine and non-routine skills.
Clustering of occupational tasks into learning outcome units
The learning outcomes of the individual occupational tasks were generalised and assigned to
occupational subject areas. These subject areas are the basis for the individual learning outcome
units which represent the vocational field of action "Working in the laboratory":
LEE 1 Separating and mixing substances
LEE 2 Determining material constants/properties
LEE 3a Spectroscopically analysing substances (UV-VIS spectroscopy, AAS, AES)
LEE 3b Spectroscopically analysing substances (IR, NMR spectroscopy, MS)
LEE 4a Volumetrically analysing substances
LEE 4b Gravimetrically analysing substances
LEE 5a Chromatographically separating and analysing substances (TLC, PC, CC (IC))
LEE 5b Chromatographically separating and analysing substances (HPLC, GC)
LEE 6 Chemically producing inorganic and organic substances
LEE 7 Synthesis methods
LEE Bio 1 Isolating and determining microorganisms and cells
LEE Bio 2 Isolating and identifying substances in biological material
Source: Schlegel 2010, CREDCHEM
It is useful to keep the occupational tasks taken as the basis for the learning outcome unit in mind
when imparting the respective knowledge, skills and competence.
Arrangement by competence levels
In the course of the project, the CREDCHEM partners have agreed on underpinning the learning
outcome units with competence levels which can also be linked to the qualification levels of the EQF:
Competence level A: The person carries the analysis/synthesis out independently. Routines
and an understanding of the processing steps are important at this competence level (EQF
Competence level B: The person deals with problems typical for the methods used. Problemsolving
strategies are applied (EQF level 4).
Competence level C: The person optimises the method in cooperation with the team and/or participates in teamwork to adapt the method. This competence level not only requires an in-depth understanding of the relationships with regard to the method but also teamwork and communication skills (EQF level 5).
Assessment of learning outcomes
The assessment of the learning outcomes starts again with the occupational tasks. The guiding principle here is that skills can only be evidenced in dealing with concrete occupational tasks. A selection of exemplary examination tasks have been developed to demonstrate the successful completion of a learning outcome unit. The examination tasks refer to the respective competence levels:
Examination task A: Executing a routine task in the laboratory independently (with corresponding preparation and evaluation)
Examination task B: Describing options under consideration in a problematic situation
Examination task C: Developing a concept for optimising/adapting a method in cooperation with the team
The examination tasks are accompanied by descriptions of the corresponding expectations. For ascertaining the results of the examination tasks, an assessment form was created which reflects the professionals skills, the problem-solving ability and the communication and teamwork skills at the various competence levels. This should make it possible to record the learning outcomes in the same way in each country and thus make them comparable.
Giving credit points
A proposal for a method for assigning credit points to learning outcome units was drafted in the project. In this proposal, the lowest number of credit points is assigned to the basic learning outcome units 1 and 2, while the higher-level learning outcome units receive twice the number of credit points. Further differentiation could be introduced for the subdivided learning outcome units. The total number of CREDCHEM learning outcome units (x to y) is defined as 100%. The credit points therefore directly refer to the CREDCHEM qualification. There is no final decision yet about whether to use credit points in the partner countries and/or the industry.
Formation tout au long de la vie
Validation, transparence, certification
Utilisation et diffusion de résultats
Marché du travail
Entreprise, TPE, PME
Transparence et certification
During the project the following steps have been realised:
(1) Establishment of a broad basis for the carrying out of mobility measures: The CREDCHEM units of Learning outcomes (ULOs) cover typical work tasks which occur in the world of work. 12 ULos have been designed; they are available in English, German, Czech, Bulgarian, Slowak and Italian. The ULOs can be carried out by using typical work tasks. 68 work tasks have been analysed during the project term. They are avaiable in English and German and can be downloaded from the CREDCHEM website. The assessment can be done by using examination tasks. In CREDCHEM a pool consisting of 98 examniation tasks has been developed.
(2) Planning, carrying out and assessing mobilities abroad: The experiences gained from CREDCHEM indicate that integration of mobility phases into training is facilitated if
- the units of learning outcomes to be evidenced abroad correspond in terms of scope, breadth and depth,
- instruments exist which make it easier to plan, organise and execute stays abroad,
- standards have been agreed with regard to how a unit of learning outcomes can be offered and which evidencing methods can be used.
The CREDCHEM approach to design the ULOs based on typical worktasks und to use work and examination tasks for placements was successfully tested in the partner countries. During the project lifetime 14 mobility measures took place. 55 learners passed CREDCHEM placements. 24 learners will go for CREDCHEM placements until June 30, 2012
(3) Establishing a sustainable CREDCHEM-Mobility Network:Looking back from a CREDCHEM perspective, the added value of the ECVET system lies in its component parts, which are aligned towards the creation of transparency of learning outcomes, the securing of a joint quality of implementation and the stablishment of permanent and open cooperation structures. These form the core of the CREDCHEM project and consitute the starting point and point of reference for a "European MObility Network" for the chemical sector. In September 2012 the Mobility Network will be officially established.