Modularisation of the curricula
In principle, 'modularisation' means that the initial vocational education programme is broken down into meaningful sub-components known as units and modules. A modular structure is nothing fundamentally new. The curriculum has always been broken down into subjects in school-based IVET, and according to departments and work areas in company-based IVET. What is new about Luxembourg's reform of vocational education reform is that the 'units' into which the curriculum is subdivided are completed and examined during a time-bounded phase of six to twelve months and lead to cumulative 'modular competencies. Thus, a modular unit contains a certain amount of complexity and generally represents a sizeable work-area within the given apprenticeship.
Programmes affected by the reform
A total of 119 initial vocational education and training (IVET) programmes are affected, spanning three different levels of qualification:
- the Certificat de capacité professionnelle (CCP, vocational capability certificate) is a three-year, mainly company-based IVET programme leading to an access qualification for pupils who do not meet the entry requirements for initial vocational education and training (the DAP and the DT);
- the Diplôme d'aptitude professionnelle (DAP, vocational aptitude diploma) is a three-year initial vocational training programme offered by schools in conjunction with work-experience placements or as a dual programme of training;
- the Diplôme de technicien (DT, technician's diploma) is a four-year initial vocational training programme in demanding technician occupations, offered mainly by schools in conjunction with work-experience placements.
Structure
Normally a unit is further subdivided into modules, each representing a coherent chunk of education. Education within a unit takes place in modules which run in parallel. Every module is described in terms of competencies, which are to be taught and examined independently by the teacher or training personnel in the given learning venue. The cycle of units and modules is structured according to the logic of the subject. Tables 1 and 2 show two possible variants.
Potentials
The structure of the curricula in the form of units and modules, as outlined above, results in units of initial vocational education which have a certain complexity. This helps to avert the risk of any fragmentation within the initial vocational education course, which might jeopardise the uniformity of the occupational profile. In the reform debate, this form of 'moderate modularisation' was linked with the following potential benefits:
- Higher intensity by concentrating a phase of initial vocational education on teaching the competencies for specific work-areas within the apprenticeship. This makes it possible to engage with work areas and assignment areas more deeply and with more lasting effect.
- Once competencies have been assessed by means of suitable examinations after completion of individual units, essentially there are three outcomes:
- Failure of individual modules need not mean repeating an entire year of education, as currently happens. Specific weaknesses can be worked on in a targeted way within the problematic modules.
- Trainees who drop out of education already have certification of the parts of the education programme in which they have acquired the specified competencies, from the modules they have passed. This makes it easier for them to recommence their initial vocational education, and supports targeted second-chance vocational education.
- Possible vocational education difficulties become clear by the end of the unit. As a result, it is possible to provide earlier and more focused help to the less able, so that education difficulties can be overcome with targeted assistance.
- Particularly among young people with some kind of learning obstacles, passing intermediate examinations in individual units and modules can foster the experience of competence, which has a positive influence on education motivation and unleashes new energy.
- A modular structure makes it easier to update the curricula and to implement targeted quality improvements in the curricula.
- Better links can be established between different education courses - vertically, in terms of the connectivity between initial and continuing vocational education, and horizontally, in the sense of re-using particular models for several education programmes. This also allows more efficient organisation of school-based education programmes and the realisation of cooperative or collaborative solutions in education networks.
- Better implementation of requirements deriving from developments at EU level (e.g.. ECVET, EQF). Competence-orientation in IVET organisation and examinations
Luxembourg's Vocational Education and Training Act of 2008 defines competencies as the totality of knowledge, skills and attitudes that are necessary in order to practise an occupation. Accordingly, competent action is more than knowing something or being able to do it. Rather, competent staff are in a position to meet the demands within a work-area on (1) technical, social, and personal dimensions and in terms of (2) the dimensions of knowledge, skills and attitudes. One of the assumptions behind this demanding profile is that, in today's world of work, it is no longer sufficient to carry out work processes according to predetermined instructions and following a never-changing routine. In many occupations, employees need to adjust flexibly to new situations all the time, to learn continuously from workplace experience, and to be not only technically but also socially adept in accomplishing their tasks. A technically accomplished customer adviser will still not perform well unless she can empathise with customers. A socially competent customer adviser will perform equally badly if he is out of his depth on the technical side. Also the (moral) attitudes of employees at work are of ever-increasing significance, as evidenced by the transgressions involved in the financial crisis and other incidents. A competent employee is one who is capable of organising and accomplishing specific work-areas and tasks in a self-responsible and flexible manner.
By extension, it is no longer sufficient to teach extensive book-learning during initial vocational education, nor if trainees are taught only to perform specific tasks during practical training. Competence-orientation in initial vocational education means developing fully integrated and comprehensive mastery. This presents higher-level demands in three key areas:
- Capturing competencies appropriately in the curricula,
- Teaching competencies within IVET processes with lasting effect,
- Valid assessment of competencies in examinations.
The mapping of competencies in the curricula is carried out on the basis of a competence matrix derived from the one developed by EULER/HAHN (2007). It uses the three dimensions of technical, social and personal competencies, each of which is further differentiated into the dimensions of knowledge, skills and attitudes. By way of an example, application of the matrix can be illustrated with reference to an IVET programme in vehicle mechatronics (cf. Table 3).
Competencies are specified for each of the defined units and modules. For each module, a limited number of technical, social and personal competencies are outlined, which are to be developed in the course of IVET and assessed by means of a module-based examination. The assessment of competencies may take place on a particular day, or at different times over the course of the module. Only in exceptional cases and for very good reasons should examinations be split into more than two parts. The diagram (p. 58) gives an overview of the elements of the examination framework.
In the interests of achieving the clearest possible version of the examination framework, the competencies assigned to a module are further specified by formulating indicators and standards. Indicators give pointers as to the criteria for assessing the attainment of competencies. Standards describe the level at which competencies should be fulfilled.
The competencies are subdivided within the regulatory bases into those which are 'obligatory' examination elements and those to be examined 'selectively'. The thinking behind this distinction is that the scope of competencies within a module exceeds the time available to test all of them exhaustively on every examination date. Therefore the competencies designated 'obligatory' are examined on each occasion, whereas examiners have to pick out just a few of those designated for 'selective' examination. The curricula specify a minimum number of selective competencies which have to be examined. The curricula set out the authorised examination methods. However, the formulation of the relevant examination tasks and the assessment and evaluation of competencies for the module-based examination are delegated to the teaching or training personnel responsible for the particular module. The examination techniques draw upon a broad repertoire of competence-oriented methods, e.g. professional dialogue, simulated conversation, presentation, written assignments (cf. REETZ/ HEWLETT 2009). For the examination of company-based modules, in particular, continuous assessment of competence during the module is also being introduced. This is particularly suitable for the evaluation of competencies that are less easy to assess on one (single) occasion, but can better be ascertained over a period of time (e.g. individual social and personal competencies). Furthermore, this method suits the workplace context if competency assessment has to be integrated with ongoing work processes. Use of continuous assessment involves the following components:
- All competencies are incorporated into the module. All competencies should be examined within the envisaged timeframe (e.g. six months). A monitoring instrument is available to the personnel responsible for the examination for this purpose.
- The examination personnel ensure that apprentices are able to acquire the module-specific competencies. Furthermore, opportunities are to be created within the course of the module to observe the degree of competence mastery.
- At the end of the module period, care should be taken to ensure that apprentices have acquired and demonstrated all competencies. If this is the case, they are deemed to have passed the module.
