Educational development and planning

Adult lifelong learning requires a competence approach. The realisation of competence based learning and competence based education is based on a clear definition and formulation of outcomes in terms of competences (2). An introduction to learning outcomes, its nature and functions is provided in Introducing Bologna objectives and tools. Stephen Adam, In: Bologna Handbook (2006): B 2.3 – 1.

The European Commission has published the note Using Learning Outcomes. European Qualifications Framework Series: Note 4, EC (2011) in response to the high level of interest in sharing experiences at the European level regarding how the ‘learning outcomes’ approach is used in the implementation of the European Qualifications Framework (EQF). Its emphasis is on the specific issue of increasing transparency of learning through learning outcomes and the recognition of learning by using learning outcomes.

The research paper Curriculum reform in Europe. The impact of learning outcomes, CEDEFOP (2012) presents the findings from a CEDEFOP study on European policies and practices in designing and delivering outcome-oriented curricula in vocational education and training. The study investigates the practice and experience of outcome-oriented approaches at three levels: policy development, written curricula and taught curricula.

Next to a theoretical essay about the concept of competence the article The concept of competence in the development of vocational education and training in selected EU member states – a critical analysis. Mulder et al (2006) identifies other problems regarding the relationship between competence and performance, competence and knowledge, competence and the curriculum, competence and instruction, and competence and organization. Key competences should be unpacked into learning outcomes that are specific enough to provide the basis for planning and assessing learning. If you want to read more about definitions of the concept of competence you can consult the book of AQUEDUCT.    

The article Assessing Key Competences across the Curriculum - and Europe, David Pepper (2011) is about assessing traditional or transversal key competences in Europe.

Conclusions and recommendations for the implementation of a competence based approach in schools you can find in the article Education and training 2010 – work programme Cluster Key Competences – Curriculum Reform Synthesis Report on Peer Learning Activities (2008).

The article Writing and Using Learning Outcomes: A Practical Guide. Declan Kennedy, Áine Hyland, Norma Ryan: In: Bologna Handbook (2006): C 3.4-1. presents a summary of developments in curriculum design in higher education in recent decades and, drawing on recent practical experience, suggests a user-friendly methodology for writing modules, courses and programmes in terms of learning outcomes.

A teacher’s competence can be displayed by looking at the roles he or she fulfils while being at work, and also at the contexts he or she works in. Seven teachers’ competences are distinguished on the website of Stichting Beroepskwaliteit Leraren.

If you want to know more about writing and using learning outcomesyou can check out the article of Declan Kennedy, Áine Hyland, Norma Ryan.   

If teachers, trainers, managers and others concerned know what they want to learn, they focus much better on the relevant experiences in their work and make progress. Often the learning goals and objectives of the professionals or participants of a course are left vague and ambiguous. It is useful to give people time to define their learning questions and the support to do something with them. With the tool Learning questions related to personal development plans, the goal is to formulate learning outcomes in terms of competences, related to a personal development plan. Also the instrument writing student learning outcomesis helpful to consult.

 

Is the idea of meeting needs in adult education (3) a myth? Paul Armstrong (1982) raised this question nearly three decades ago. It remains a provocative question today because assessing needs and aligning programme objectives accordingly remains a dominant practice in adult education. In the article A Critical Realist Orientation to Learner Needs. David F.Ayers (2011) the concept of needs is explored in a philosophical way. Making needs: toward a historical sociology of needs in adult and continuing education. Howard S. Davidson (1995) examines processes by which educators define needs as educational needs. These processes are called needs-making activities. Most of the work is done through communicative interaction.

Identifying the learners needs means asking for their motivation for learning, learning goals, preferred ways of learning, strategies for learning and co-operation with other learners, etc. 

For the diagnosis of individual learning styles the Learning style inventory has been developed by blinc (Blended Learning Institutions’ Cooperative). It is based on the approach of KOLB who developed 4 basic categories of learners based on intelligence and creativity research (Kolb, D. (1984): Experiential learning: Experience as the source of learning and development.) and the Assimilation and Accomodation Model of The moral judgment of the child. Piaget, J. (1932): London: Routledge & Kegan Paul. 

Other tools for assessing educational needs are the SWOT-analysis, Mutual interviewing (TRANSIT) Critical incidents method (TRANSIT), Mind / mental mappingand the Balance wheel (TRANSIT). In a SWOT analysis the needs of the learners can be mapped out by composing the learners’ strengths, weaknesses, opportunities and treats. With mutual interviewing the exercise gives participants the opportunity to reflect with each other on their learning needs. By sharing your experiences with a colleague you can identify the needs of the learners in terms of “bumpy moments”. With mind mapping you make a map of all the fields of expertise. And the balance wheel is a diagnostic tool to negotiate and assess competences 

 

If you want to know more about the competence learning to learn and related European standards and policies we recommend you having a look into Learning to Learn: What is it and can it be measured? Bryony Hoskins and Ulf Fredriksson (2008). This report analyses how the competence learning to learn has been defined and highlights the European political developments that have taken place which have placed learning to learn as a political priority within the Lisbon 2010 Education and Training process. It connects these with the turn to a competence based approach that emphasis the testing of a holistic and real-world based capability that includes values, attitudes, knowledge and skills.

 

However good a curricular design is, the absence of a structured and integrated process to develop it, the translation of the defined competences into learning activities (4), will prevent valuable results from being achieved. The article Key Competences in Europe: interpretation, policy formulation and implementation, Gábor Halász & Alain Michel (2011) explains how competences can be translated into learning activities and implemented in the curriculum. Exemplary Implementing Key Competences in Basic Education: reflections on curriculum design and development in Spain, Alejandro Tiana, José Moya & Florencio Luengo (2011), helps translating (key) competences in the (Spanish) school curriculum. It further describes the building of designing of the school curriculum. Core of the article is the adoption of an integrated curriculum development model. Another example how to implement a curriculum competence oriented by setting out a vision, values and principles for the learning process of students is described in A Framework for Junior Cycle, Department of education and skills (2012). Learning is explained in twenty-four statements of learning there. These statements describe what students should know, understand, value and be able to do at the end of junior cycle, having fully engaged with and participated in the junior cycle programme of their school.

There are several tools or methodologies to that help you to implement competence oriented education: Storyline approach, Action learning, Co-operative learning and Problem based learning. Alle can be find in the book of AQUEDUCT.

The storyline approach is a holistic one which emphasizes the experience by its focus on identification with persons and their stories. Action learning is a methodology which may be characterized as learning by do­ing. Co-operative learning emphasizes the process of co-operation both as a vehicle and an outcome of learning. Problem based learning emphasizes the content and internal consistency.

 

Competence based learning can best be implemented in open learning environments (5). Open learning is an approach to learning that gives students flexibility and choice over what, when, at what pace, where, and how they learn. In the thesis Educational productivity of an open learning environment within the vocational education and training sector in Western Australia. Dr Rob Baker (1997) the subject is explored and definitions are given. Several aspects of open learning environments are displayed in the article Translating Key Competences into the School Curriculum: lessons from the Polish experience Mirosław Dabrowski & Jerzy Wisniewski (2011), which describes the Kreator project emphasizing the need to modify the teaching process and the traditional structure of a lesson. One proposal for changes in the teaching process is dividing a lesson into five stages, which would result in supporting students in the acquisition of knowledge and the development of competences. More criteria interesting to use when you think of creating an open learning environment in which students are stimulated to learn are shown in the article Using an instrument to analyse competence‐based study programmes: experiences of teachers in Dutch vocational education and training. Wesselink et al. (2013). Finally, open learning often includes aspects of e-learning. In the frame of the EU project ROLE (responsive open learning environments) a row of helpful materials have been developed and compiled in order to support teachers developing open personal learning environments for their students, according to the concept of self-regulated learning that creates responsible and thinking learners that are able to plan their learning process, search for the resources independently, learn and then reflect on their learning process and progress.

There are some tools that help you to create an open learning environment. To create an open learning environment in which learners have a real responsibility and ability to make their own choices, for example the guided discoveryapproach provides a useful frame. To design the right curriculum for education with an open learning environment, one could use the example of Scotland: Principles for curriculum design.

 

When providing open learning environments monitoring learning (6) becomes a particular challenge: How can key competences be assessed? Assessment of key competences Draft Background Paper for the Belgian Presidency meeting for Directors-General for school education (2010) describes the functions and purposes of assessment. Also several assessment tools are given in order to perform formative and summative assessment, such as self-assessment, peer assessment and portfolio building. The article Assessing Key Competencies: Why Would We? How Could We? Dr Rosemary Hipkins (2007) may help you to start the conversation in your school, framing both assessment and the key competencies within wider questions about the purposes and outcomes of schooling and education. The article sets out broad purposes for assessing any learning. Further instruments to monitor the learning process are described in the article The competence of learning to learn in vocational training: Promoting reflective thinking of the trainer of trainers, mediated by reflexive portfolio. Maria Joana Inácioa & Maria Helena Salemab (2011).

There are several tools that help to monitor the learning processes of the participants or students: Game of geese, cards based reflection, thermometer, bulls eye and The Aqueduct competence navigator. To find out more about one’s personal learning and personal growth one could play the Game of geese. With the instrument ‘cards based reflection’, people are invited to reflect on their learning process via a picture or an image. This enlarges their creativity and therefore an open learning environment can be created. With the thermometer, people can give their opinion via placing a mark on a drawing of a thermometer. This gives immediate feedback. With the bull’s eye method you get to know the opinion of a group on for instance a meeting or a conference. And the aqueduct competence navigator helps you to monitor the progress and serve as a basis for discussing. 

Teachers must be equipped in the right way to implement a competence-based approach (e.g. the teacher as co-constructor or facilitator of learning, team teaching), a series of crucial skills can be subsumed under the term moderation (7). The article Group dynamics and team building, Nazzar & Strazzabosco (2009) is about understanding group dynamics, team building and team development, thus interesting for aspects of moderating the group. The OECD report The definition and selection of key competencies. Executive summary. OECD (2005) displays several key competences that can be related to teaching and coaching a group.

Furthermore there are some other interesting and useful articles that may help you to manage and leade the group. In Group processes in the classroom this article helps teachers in creating, building and maintaining successful classrooms. In Managing groups several theories on group development are displayed. Group development tools practitioner can use is an article in which two groups management theories are shown. Some helpful tools are the following: The tree of relations(This tool illustrates the impact of the teaching process on the group dynamics and learning of teacher and learners) and Choosing positions on a line (This exercise is useful for mapping out views of the group members. By making visible where people stand, what their opinion, vision of feeling is, you can ask them to choose a position on a imaginary line in the room) 

 

Tools	Readings
	Ginco documents	European documents and links	Recommended activities
1.Tools - Make sure/guarantee that educational standards on European level are met’   Key competences for lifelong learning		Key competences for lifelong learning. European reference framework, European Communites (2006)	Competency-Based Learning – Developing A Learning Culture
online tool for self evaluation of key competences in adult age		Key competences in Europe: opening doors for lifelong learners across the school curriculum and teacher education, Jean Gordon et al (2009)	Identify Learning Styles
		Key competences for adult learning professionals. Contribution to the development of a reference framework of key competences for adult learning professionals, Research voor Beleid (2010)	Methodology Characteristics
		The shift to learning outcomes. Policies and practices in Europe, CEDEFOP (2009)	Methodology Treasury
		ALPINE – Adult Learning Professions in Europe	The Last Drink in Front of a Search and Offer Pin Board
2.Tools - Define and formulate learning outcomes in terms of competences Learning questions related to personal development plans		Introducing Bologna objectives and tools. Stephen Adam, In: Bologna Handbook (2006): B 2.3 – 1.
Writing student learning outcomes		Using Learning Outcomes. European Qualifications Framework Series: Note 4, EC (2011)
		European Qualifications Framework
		Curriculum reform in Europe. The impact of learning outcomes, CEDEFOP (2012)
		The concept of competence in the development of vocational education and training in selected EU member states – a critical analysis. Mulder et al (2006)
		Assessing Key Competences across the Curriculum - and Europe, David Pepper (2011)
		Education and training 2010 – work programme Cluster Key Competences – Curriculum Reform Synthesis Report on Peer Learning Activities (2008)
		Writing and Using Learning Outcomes: A Practical Guide. Declan Kennedy, Áine Hyland, Norma Ryan: In: Bologna Handbook (2006): C 3.4-1.
		Stichting Beroepskwaliteit Leraren
		Writing and Using Learning Outcomes: a Practical Guide
		Definition of competences
3.Tools - Identify the needs of the learners Learning style inventory		A Critical Realist Orientation to Learner Needs. David F.Ayers (2011)
SWOT-analysis		Making needs: toward a historical sociology of needs in adult and continuing education. Howard S. Davidson (1995)
Mutual interviewing (GINCO)
Critical incidents method (GINCO)		The moral judgment of the child. Piaget, J. (1932): London: Routledge & Kegan Paul.
Mind / mental mapping		Learning to Learn: What is it and can it be measured? Bryony Hoskins and Ulf Fredriksson (2008).
Balance wheel (GINCO)
4.Tools - Translate competences into learning activities Storyline approach		Key Competences in Europe: interpretation, policy formulation and implementation, Gábor Halász & Alain Michel (2011)
Action learning		Implementing Key Competences in Basic Education: reflections on curriculum design and development in Spain, Alejandro Tiana, José Moya & Florencio Luengo (2011)
Co-operative learning		A Framework for Junior Cycle, Department of education and skills (2012)
Problem based learning
5.Tools - Create an open learning environment Guided discovery	Appropriate use of ICT	Educational productivity of an open learning environment within the vocational education and training sector in Western Australia. Dr Rob Baker (1997)
Principles for curriculum design		Translating Key Competences into the School Curriculum: lessons from the Polish experience Mirosław Dabrowski & Jerzy Wisniewski (2011)
		Using an instrument to analyse competence‐based study programmes: experiences of teachers in Dutch vocational education and training. Wesselink et al. (2013)
		ROLE (responsive open learning environments)
6.Tools - Monitor learning Game of geese	Quality of Grundtvig courses	Assessment of key competences Draft Background Paper for the Belgian Presidency meeting for Directors-General for school education (2010)
Cards based reflection	GINCO evaluation tool	Assessing Key Competencies: Why Would We? How Could We? Dr Rosemary Hipkins (2007)
Thermometer		The competence of learning to learn in vocational training: Promoting reflective thinking of the trainer of trainers, mediated by reflexive portfolio. Maria Joana Inácioa & Maria Helena Salemab (2011)
Bulls eye
The Aqueduct competence navigator
7. Tools – Moderate The tree of relations
Choosing positions on a line		Group dynamics and team building, Nazzar & Strazzabosco (2009)
		The definition and selection of key competencies. Executive summary. OECD (2005)
		Group processes in the classroom
		Managing groups
		Group development tools practitioner can use