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Modularisation for flexibility
and mobility in VET -Findings from 15 European countries
Matthias Pilz
University of Cologne
IoE, London, 23.01.2014
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Universität zu Köln Lehrstuhl für Wirtschafts- und Sozialpädagogik
‘Modularization and outcomes-based approaches
could erode the potency of the key organizing
principle of the German Dual System- the concept
of the Beruf- and disturb the careful balance of
checks and incentives which lay at the heart of a
strong set of imperatives for both employers and
young people to participate in IVET’
(Tim Oates 2010)
Fears
… the ‘work of the devil’ (Kloas 2007)
Content
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
• Aims of the project
• Methodology and definitions
• Key findings
• What works (not)?
• Conclusion
Aims of the Project
1. Provide an analysis of the existing patterns of
modularisation and different countries. This
includes the history, purpose, status, intensity
and characteristics of each of the programmes
and qualifications.
2. Determine how such programmes and
qualifications impact the wider vocational
education and training system. Included are the
legal, regulatory and institutional aspects of
such provisions.
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Partners in the project
Dr. Roy Canning and Sarah Minty
University of Sterling, Scotland
Prof. Dr. Matthias Pilz and Junmin Li
University of Cologne, Germany
Funding organisation: CEDEFOP
Universität zu Köln Lehrstuhl für Wirtschafts- und Sozialpädagogik
Methodology
The 15 countries:
Austria, Denmark, England, Finland, France,
Germany, Italy, Hungary, Latvia, Luxembourg,
the Netherlands, Poland, Portugal, Scotland,
Slovenia
Universität zu Köln Lehrstuhl für Wirtschafts- und Sozialpädagogik
Methodology
Stage 1: Secondary data sources:
– A comprehensive review of literature in each
country
– Telephone interviews/ written communication
with key experts in each country
Stage 2: Primary data sources
– Case studies from 3 countries: Germany, the
Netherlands and Scotland
>>>> details below …
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Definitions not unproblematic
• Cedefop (2008):
Modules are ‘components of education and training
programmes’ and units are ‘a set of learning outcomes
which constitute a coherent part of a qualification’.
• Raffe (1994):
Modules are self-contained units of learning: ‘They are
short; they may be combined in different ways to form
programmes of study; and […] they are separately and
concurrently assessed’.
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Key findings (stage 1 of the project;
15 countries)
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Extent of modularisation practices: ‘A quiet revolution’
• Widespread use of modularisation within VET
qualifications in Europe.
• All countries have implemented or are planning to
implement some form of modularisation in the
future.
– …Though in some cases this effects only specific
qualifications or parts of qualifications rather than
the whole IVET system.
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Extent of modularisation and
unitisation in the study countries
Universität zu Köln Lehrstuhl für Wirtschafts- und Sozialpädagogik
Modularisation timeline
• Countries in the study are at different stages in the
development of modular qualifications.
• Modularisation have been introduced in four
distinct phases:
– Phase I (late 1970s and 1980s): France, the
Netherlands, Scotland, England
– Phase II (1990s): Finland, Denmark, Germany,
Italy, Poland, Slovenia
– Phase III (2000s): Austria, Hungary, Portugal,
Luxembourg
– Phase IV (2010s): Latvia
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Rationales for modularisation activity in different countries
• Rationales vary across the 15 countries
• …but flexibility is key across all.
• The gradual introduction of modular structures has
mainly been employer oriented and is responsive to
stakeholders’ needs.
• Student choice and individualisation is a factor to a
lesser extent.
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Other rationales
Other frequently occurring rationales include:
– To make VET more attractive and to raise its
status
– To increase participation rates and reduce early
drop-outs
– To create mobility between pathways in VET
– To make the VET system more transparent
– To help with accumulation and transfer
– To adhere to EU policies
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Key actors and decision-making processes
‘Bottom-up’ approaches
• Driven by needs of businesses, schools, social
partners or other stakeholders
‘Top-down’ approaches
• Driven by the needs of the State are the most
prevalent
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Modularisation Structures
• The structures adopted are varied and typically
respond to local needs.
• The four main types of modular forms are:
– mandatory structures,
– core and elective structures,
– specialisation structures and
– introductory modules.
• It is reasonable to claim that some countries have a
preference for particular forms of module structures,
largely reflecting historical and cultural differences.
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
The modularisation spectrum
Although the debate has often been
polarized between traditional training
(holistic) and radical forms of
modularisation in reality the majority of
countries in our study have adopted
moderate forms of modularisation that have
been developed over time in response to
employer and student needs.
Universität zu Köln Lehrstuhl für Wirtschafts- und Sozialpädagogik
The modularisation spectrum
21
Radical concept of
modularisation
Mixed concepts
Restriction of learning content
and/or qualifications, flexible
combination of different
modules
Output-orientation
Certification of each module
Unrestricted entrance and exit
opportunities for participants
Unrestricted options to offer all
types of modules by all kinds
of schools and training
providers
Mixed
concepts
‘Traditional holistic training’
such as apprenticeships and
other school-based approaches
Unified programme of
vocational education,
linear structure of learning
contents
Strong link between the
learning process and the
learning goal
Certification after the
successful completion of the
end assessment
No certified exit opportunities
for participants before passing
the final assessments
Options to offer vocational
education only by special
training and learning providers
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Stage 2:
The case studies (Scotland, the Netherlands
and Germany)
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Methodology of the case studies
• In total, 48 interviews were conducted in relation
to qualifications in six occupational areas:
– Automotive
– Butchery
– Financial Services
– Hairdressing
– Retail
– Warehousing and logistics
• Included interviews with both social partners and
practitioners
Key findings of the case
studies
• All 3 countries (I) :
– Qualifications are highly responsive to needs
of employers
– Trainees have little choice in how they
structure their qualifications
– Flexibility is allowed in terms of training
duration
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
• The Netherlands and Germany are moving
towards more flexible qualifications.
Key findings from the case
studies
• All 3 countries (II) :
– Partial qualifications are not widely used
– Progression, credit transfer and RPL may be
limited by institutional factors and funding
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Comparison of modularisation in the 3 countries
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Germany Netherlands Scotland
Types of
qualification
under
consideration
Elective programmes
(Wahlqualifikationen)
Training building blocks
(Ausbildungsbausteine)
MBO Diplomas SVQs
Modern Apprenticeships
Forms of
modularisation
Only the pilot training
building blocks and
elective programmes are
modular in form. Most
IVET under the dual
system is traditional,
holistic training.
Combination of both
forms of
modularisation
Radical form of
modularisation
School, college
or dual-based
system
Electives: Predominantly
dual system
Training building blocks:
wide variety of schools
and training providers,
e.g. vocational schools,
companies and private
training providers.
Work-based (BBL)
School/college-
based (BOL)
College-based and
work-based
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Germany Netherlands Scotland
Individually
certified?
Electives are not
individually certified.
Each building block is
individually documented
by the training provider,
but no credit is attached.
Recognition depends on
the Chamber of Trade and
Industry.
Up to schools whether
individually certified, but
no credit attached and
not recognised by the
labour market
Individually certified,
credit-based units.
Group award made up
of credit-based units.
Partial
qualifications?
No partial qualifications No partial qualifications No, but each student
has a Record of
Attainment for every
unit for the purpose of
internal administration.
Level of
student
flexibility
No student flexibility Currently no student
flexibility but plans to
introduce this in 2014
Some flexibility for the
student
Comparison of modularisation in the 3 countries
Universität zu Köln Lehrstuhl für Wirtschafts- und Sozialpädagogik
Modularisation: What works
(not)?
Universität zu Köln Lehrstuhl für Wirtschafts- und Sozialpädagogik
What works
• Provides flexibility for employers to train their workforce in skills
which suit their needs, but is still embedded in an overall
framework or programme.
• Allows qualifications to respond quickly to changes in the labour
market.
• Allows learners to select courses and competences which most
suit their needs.
• Provides greater opportunities for learners to move in and out of
the IVET system, as well as providing some options for
recognition of prior learning and progression inside the VET
system.
• Potential to reduce drop outs due to regular assessment (formal
or informal learning).
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Potential Concerns
• Some fears exist that learners will leave the system
with only partial qualifications.
• Concerns that flexible structures can be difficult to
understand for all groups involved.
• A provider focused educational market designed
around outcome-based foundation tends to restrict
student flexibility and mobility.
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Conclusions
• There has been a quiet revolution taking place
in Europe in the use of modularisation forms of
IVET.
• This revolution has occurred over distinct
development phases across different countries
in Europe.
Conclusions
• It happened to adopt to employer-focused and
learning centered approaches of IVET.
• Different countries have adopted different forms
of modularisation: from the more radical form to
the more traditional (holistic)
• Next phase?
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Literature
• CEDEFOP Report will be published very soon!
• Pilz, Matthias (2012), Modularisation of vocational training in
Germany, Austria and Switzerland: parallels and disparities in a
modernisation process. In: Journal of Vocational Education and
Training, Vol. 64, No. 2, pp. 169-183
• Pilz, Matthias (2002), The contrast between modular and
occupational approaches to modernising vocational training. In:
European Journal of Vocational Training, No. 25, pp. 27-33
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Thank you for
listening.
Hope to see you in Cologne
very soon!
Lehrstuhl für Wirtschafts- und Sozialpädagogik
22 -24 September 2014
YOUTH IN TRANSITION:
VET IN TIMES OF ECONOMIC CRISIS
2nd International Conference of the German Research Center
for Comparative Vocational Education and Training
(G.R.E.A.T.)
University of Cologne
Comparison of modularisation in the 3 countries
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Germany Netherlands Scotland
Types of
qualification
under
consideration
Elective programmes
(Wahlqualifikationen)
Training building blocks
(Ausbildungsbausteine)
MBO Diplomas SVQs
Modern Apprenticeships
Forms of
modularisation
Only the pilot training
building blocks and elective
programmes are modular in
form. Most IVET under the
dual system is traditional,
holistic training.
Combination of both
forms of modularisation
Radical form of modularisation
School, college
or dual-based
system
Electives: Predominantly
dual system
Training building blocks:
wide variety of schools and
training providers, e.g.
vocational schools,
companies and private
training providers.
Work-based (BBL)
School/college-based
(BOL)
College-based and work-
based
Germany Netherlands Scotland
Terminology Electives
Training building blocks
Core tasks and work
processes and in some cases
modules
Units, broken down into
elements (LOs) and
performance criteria
Input or
output-
based
Pilots (training building
blocks) are competence and
outputs based
Competence-based Competence-based
Basic
structures
Elective programmes:
specialisation
Training building blocks:
mandatory
Mandatory: core tasks, broken
down into work processes and
associated competences
Core and elective:
combination of core and
optional units, broken down
into elements (work
processes)
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Comparison of modularisation in the 3 countries
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Germany Netherlands Scotland
Individually
certified?
Electives are not
individually certified.
Each building block is
individually documented
by the training provider,
but no credit is attached.
Recognition depends on
the Chamber of Trade and
Industry.
Up to schools whether
individually certified, but no
credit attached and not
recognised by the labour
market
Individually certified, credit-
based units. Group award
made up of credit-based
units.
Partial
qualifications?
No partial qualifications No partial qualifications No, but each student has a
Record of Attainment for
every unit for the purpose of
internal administration.
Level of
student
flexibility
No student flexibility Currently no student flexibility
but plans to introduce this in
2014
Some flexibility for the
student
Comparison of modularisation in the 3 countries
Germany Netherlands Scotland
Potential for
credit transfer
No possibilities for transfer Transfer is possible in some
cases, but it is up to the
schools to decide
Possibilities for transfer
available; subject to funding
RPL Not possible At the discretion of schools System is in place for this
but not widely used
Movement in
and out of
training
Training building blocks
and electives: There are no
options to do so freely, only
in certain exceptions.
Generally possible - at the
discretion of schools
Possible – dependent upon
funding
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Comparison of modularisation in the 3 countries
Germany Netherlands Scotland
Potential for
progression
No progression possible
within the context of
modularisation. After the
trainees finished the
training by building blocks,
they have the same
possibilities for further
training as graduates from
the dual system.
Progression embedded in the
qualification structure; subject
to funding
Discretionary progression
system in place; subject to
funding.
EU mobility
and ECVET
A few feasibility projects
are running. ECVET is not
currently widely used at a
practitioner level.
System in place for this.
Changes have been made
but at a broader level for
flexibility in the widest sense.
Some evidence of this,
though not under the formal
auspices of ECVET
Universität zu Köln
Lehrstuhl für Wirtschafts- und Sozialpädagogik
Comparison of modularisation in the 3 countries
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