Abstract

Convener/ Proposer: Introduction to the topic of modularization in (pre-) vocational education and training

This symposium focuses on modules in (pre-) vocational education and training with the improvement of quality in the centre of attention. There are strong issues being discussed concerning the quality of research in this field:

• The adaptation of modules to different target groups
• The socio-cultural context
• The definition of target groups e.g. different levels of achievements
• The different fields of modularisation of pre-vocational training, VET and further education
• The investigation of the specific requirements for the modules in the various fields

A question widely discussed is if a modularisation concept can destroy a coherent system of VET. Whereas it is no problem in further education it depends in pre-vocational education and training highly on the socio-cultural context. Usually here the danger of destroying a coherent system is very small.

The real challenge is the introduction of modularisation in VET: Can it be reconciled with the existing structures in the different European countries? The answer is highly dependant on the way it is embedded in the existing system and the modularisation concept used:

• The expansion concept assumes the function of coherent and self-contained part-qualification on top of the 'normal' qualification
• The differentiation concept suggests the reorganization of existing qualifications acquired through initial training into a modular system; the aim is to create self-contained elements, which lead to an overall qualification when combined with other necessary components.
• In the fragmentation concept modules are self-contained, can be assessed and credited individually, and are marketable outside an overall qualification.

With the third concept the danger of destroying a coherent VET system is obviously tremendous whereas with the first and second concept modularisation is embedded in the existing system.

Implemented sensibly, modularisation offers many advantages. Especially the target group in our project, disadvantaged young people, might find a source of motivation in tackling small, manageable units; drop-outs are enabled to continue their training at a later point of time; young mothers have the option to interrupt their education or training without losing credit.

The main issue of the research introduced in this symposium has been the quality of modules in the special case of pre-vocational education and training and in the work with disadvantaged young people. The research has been conducted within the Leonardo-da-Vinci project "Approval of modules in prevocational education and training".

The project has been subject to evaluation throughout its course. The evaluator, Pia Cort, will be discussant and focus on difficulties that arose in the process and the way they were dealt with.

Discussant: Evaluation of the research project "Modules"

Self-evaluation and critical reflection on working processes and research results are an important element of the Leonardo da Vinci project "Modularisation of Pre-vocational Education and Training for Disadvantaged Young People". At the outset of the project an evaluation model was developed aimed at initiating a formative evaluation process which would contribute to learning processes to the benefit of the project and the partners. The evaluation model included five dimensions which were identified as possible obstacles to the flow of the project:

• the interaction between the formal and informal level;
• the interaction between the national and the international level;
• communication;
• project work versus daily work;
• process and products.

The focus has been on how to align expectations and ensure correspondence between the formal and informal level; ensure the added value of working transnationally; improve communication and co-operation; make the synergy between project work and daily work transparent; and to improve working processes in order to promote learning and the development of a quality tool. The evaluation has contributed to changes of working processes; however the evaluation itself has also changed during the project as part of the synergy between project members, working processes and research results.

900: Contributor 1: Research methods applied during the project, focus on survey, experiences and outcomes

Research methodology involved conducting a survey with relevant institutions, organizations and companies in all partner countries. Within the survey, semi-structured interviews have been carried out to address a number of issues considered to be of importance in the context of our research, such as the make up of a good module; the requirements it has to meet in respect to the target group; quality of learning contexts, cultural and system specific features to be considered, etc.

Approaches and results have been compared and discussed within an active international collaboration of all project partners. The next stage of our research activities involved testing of the interactive tool by experts in all participating countries. Outcomes and results have been evaluated jointly by all project partners. Drawing on the research methodology and fieldwork undertaken within this project the paper discusses specific results and outcomes of the examination of the tool by experts and practitioners and considers the ways the tool could assist those involved in the construction and development of modules for disadvantaged young people.

901: Contributor 2: Introduction of dimensions/ elements and their transfer into the tool

The "Module" project research group identified nine elements/ dimensions that are considered essential in improving the quality of modules in the work with disadvantaged young people:

1. What is a module? - Trying to define the concept of modularisation;
2. Organization and Administration - modules require re-organisation of planning, teaching and internal co-operation at all levels;
3. Teacher's Training - deals with student centred approaches; contextualize learning; stimulate motivation, increase confidence, self assurance and esteem;
4. Integration of target group - role of modules in integration into society in general;
5. Networks and Collaboration - Modularisation refers to pedagogical and organisational aspects which involves multiple stakeholders on different levels;
6. Situated Learning - Explains learning as a socio-cultural process which requires social interaction and collaboration of all;
7. Assessment and Recognition - These aspects could help disadvantaged young people to enter the labour market and are related with to examinations for accreditation;
8. Methods of Evaluating soft outcomes - aspects of evaluating outcomes at personal level: improved motivation, increased confidence and self-esteem and interpersonal skills;
9. Reflection and Evaluation - encourages involved professionals to reflect on different aspects and practices of modules.

This contribution focuses also on the way in which these elements are transferred into an interactive tool.

902: Contributor 3:

The result of the present international research shows that the training of teachers/ facilitators who work with young people at risk should be centered on training schemes developed according to the problematic nature of young people's learning requirements at a time in their life when their identities are under considerable strain.

Therefore, teacher training strategies should provide activities specific to learners that need situated learning orientation, soft skill development, basically a differentiated approach to education. The analyses of the target group raises questions and possible answers on what the teacher training in pre-vocational education should focus on. Quality assurance measures were considered as student centred approaches that require criteria based on quality assurance mechanisms.

The exchange of experience and the discussions among the network of international specialists was from a systemic, institutional and individual perspective. As modularisation has taken on different forms and shapes throughout Europe analyses has been applied to see which are the competences of teachers in a modularized system. Student-centered approaches, work across disciplines, new teaching methods based on theories of situated learning and practice-relation, taking a broader view on competences and vocational education and training were issues debated.

903: Contributor 4: Example: Collaborative Networks

Developing a collaborative network is seen as one important dimension of modularisation as many stakeholders can play a significant role in building up a good modular system: training institutes and their trainers/ teachers, government, accrediting bodies, employers' organisations, individual employers, and not to forget the young people themselves. Collaborative networks can be developed at the system level, the institutional level and the individual level or across levels.

The research revealed that at the system level the involvement of different stakeholders can be beneficial for the performance of tasks necessary or related to the development of a modular system, such as: renewing the curricula, making the learning content of modules transparent and comparable, accrediting modules and regulating the transfer of credits. At the institutional level, different stakeholders can be involved to create a learning environment where competences can be acquired through practice, to clarify the needs of companies in the region or to bring together companies and VET institutions to develop working methods or educational training programmes. At the individual level, several people can contribute to make a good match between the trainee and a training firm, to help trainees with self-evaluation or to support the employer responsible for the trainee.

Methodology or methods/research instruments or sources used

To create modules of high quality the socio-cultural context needs to be taken into account. Therefore our research focused on extended field work in order to explore the involved parties' needs and opinions concerning the work with modules. Natasha Kersh will focus on the research methods applied in her contribution.

Conclusions or expected outcomes or findings:

Different aspects need to be considered in creating good modules. The results of the survey were therefore not only drawn up in country reports but analysed with regard to common criteria for constructing, evaluating and choosing good modules as well as cultural and system specific requirements that need to be taken into account. Liliana Rainha will introduce these results and explain the way in which they were transferred into a computer based tool. This tool is the common product of the partnership and designed to be a practicable help for those professionals working with disadvantaged young people.

Two of the nine elements in total will be discussed more deeply: Otilia Pacurari will focus on teacher's training in her contribution whereas Katleen de Rick will give an introduction to collaboration and networks.

References (including own publications)

• Aubel, J. (1993): Participatory Program Evaluation: A Manual for Involving Stakeholders in the Evaluation Process. Dakar, Senegal
• Badley, G./ Marshall, .S (1995): Questions and Answers about Modules and Semesters, Technical and Educational Services Ltd, Bristol.
• Bournemouth & Poole College Prospectus (2006): available at http://www.thecollege.co.uk/ academies/accesscommunityeducation/ prevocational/index.php
• Bynner J., Evans K. (1990). 'Does pre-cocational education work?' in ResearchPapers in Education, 5(3):183-201
• Bundesinstitut für Berufsbildung (BIBB) (2004a): Berufsausbildungsvorbereitung - Entwicklung von Qualifizierungsbausteinen - Beispiele für die Praxis. Bonn
• Bundesinstitut für Berufsbildung (BIBB) (2004b): Neue Perspektiven in der beruflichen Benachteiligtenförderung? Download: http://www.bibb.de/de/11802.htm (15.06.2006)
• Bundesministerium für Bildung und Forschung (Hrsg.) (2005): Berufliche Qualifizierung Jugendlicher mit besonderem Förderbedarf - Benachteiligtenförderung. Bonn, Berlin
• Davies, J (2003): A Taste of Further Education: the meaning of 'coming to college' for a group of 14-16 year olds, Paper presented at BERA research student symposium September 2003
• DfEE (2001): Further Investigation of a Disadvantaged Group on Pre-Vocational Training, BMRB Social Research: Research Report no. 253
• Deißinger, Thomas (2001): Modularisierung und Beruflichkeit - Überlegungen zur Differenzierung eines vermeintlichen Gegensatzes. In: Reinisch/ Bader/ Straka (Hrsg.): Modernisierung der Berufsbildung in Europa. Neue Befunde der berufs- und wirtschaftspädagogischen Forschung. Opladen. Seite 195-204.
• Casa Pia. (2005): Casa Pia de Lisboa. (Documento www.) URL:
• Cousins, J. B./ Earl, L. M. (Eds) (1995): Participatory evaluation in education: Studies in evaluation use and organizational learning. London: Falmer Press
• Cross-country Survey on Modularization in Europe (1998) http://www.b.shuttle.de/wifo/key/mod-c.htm
• Eckert, Manfred (2004): Wohin entwickelt sich die Benachteiligtenförderung? Reflexionen im Horizont neuer Arbeitsmarkt-, Bildungs- und Sozialpolitik. In: bwp@ Nr. 6 2004. Download: http://www.bwpat.de/ausgabe6/eckert_bwpat6.pdf (15.06.2006)
• EKEPIS (2003):‘Ο ρόλος των εθνικών συστημάτων αναγνώρισης προσόντων στην προώθηση της Δια βίου μάθησης –Ελλάδα’ ('the role of National Systems for Accrediting Qualifications in promoting Lifelong Learning -Greece' in Greek)
• Ertl, Hubert (2002a): The Role of EU Programmes and Approaches to Modularisation in Vocational Education: Fragmentation or Integration? (=Münchner Beiträge zur Wirtschaftspädagogik). München
• Ertl, Hubert. (2002b): The Concept of Modularisation in Vocational Education and Training: the debate in Germany and implications. In: Oxford Review of Education, 28(1): 53-66
• Ertl, Hubert (2000): Modularisation of Vocational Education in Europe NVQs and GNVQs as a model for the reform of initial training provisions in Germany, Oxford: Symposium Books.
• Evans, Karen/ Niemeyer, Beatrix (Hrsg.) (2004): Countering social exclusion through situated learning. Dordrecht, Boston, London
• Evans, Karen (1991): Vocational preparation in the United Kingdom: policy trends in education and training for young adults, in Evans, K and Haffended, I (eds) Education for Young Adults: International Perspectives, Routledge, 1991.
• Dugan, M. (1996): Participatory and Empowerment Evaluation: Lessons Learned in Training and Technical Assistance. In: Fetterman, D. M. et al (eds) (1996): Empowerment Evaluation: Knowledge and Tools for Self-Assessment and Accountability. Thousand Oaks: Sage: 277 - 303
• FEU (1982): A Basis for choice: Report of a study group on post-16 pre-employment courses, FEU: London, second edition.
• FEU (1987): Supporting change - a revision of vocational preparation. London: Further Education Unit.
• Gaag, Rainer (2004): Von der Entwicklungsinitiative zum neuen Fachkonzept - eine kritische Zwischenbewertung aus Sicht eines Trägerverbandes. In: INBAS Info Dienst: Vom Rahmenkonzept Neue Förderstruktur zum neuen Fachkonzept für die Berufsvorbereitenden Bildungsmaßnahmen der Bundesagentur für Arbeit Nr. 2/ 2004
• Gonon, Philip (2001): Modularisierung als länderübergreifende und (berufsbildungs-) systemunabhängige Modernisierungsstrategie. In: Reinisch/ Bader/ Straka (Hrsg.): Modernisierung der Berufsbildung in Europa. Neue Befunde der berufs- und wirtschaftspädagogischen Forschung. Opladen. Seite 183-193
• Gonon, Philip (1998): Modularisierung als reflexive Modernisierung. In: Euler, D. (ed.).: Berufliches Lernen im Wandel - Konsequenzen für die Lernorte. IAB: 305-321.
• Heidegger, Gerald et al (2004): Re-Integration Final Report: "Re-Integration - Transitional evaluation of social and professional re-integration programmes for young people. A Leonardo II Refernce Material Project 2001 - 2004", Flensburg
• Institut für berufliche Bildung, Arbeitsmarkt- und Sozialpolitik (INBAS) (2003): Entwicklung und Einsatz von Qualifizierungsbausteinen in der Berufsausbildungsvorbereitung. (=Berichte und Materialien, Band 10). Offenbach
• Institut für Regionale Wirtschafts- und Arbeitsmarktstrategien e.V. (REWAS e.V.) (Hrsg.) (2001): Berufsvorbereitung, Berufsausbildung und Verbleib geförderter lernbeeinträchtiger und sozial benachteiligter Jugendlicher. Eine soziologische Untersuchung im Arbeitsamtsbereich Rostock. Rostock
• Imprensa Nacional- Casa da Moeda. (1986): Lei n.º 46/86, de 14 de Outubro, com alterações introduzidas pela Lei n.º 115/97 de 19 de Setembro- Lei de Bases do Sistema Educativo. Lisboa: Imprensa Nacional- Casa da Moeda.
• King, J. A. (1995): Involving Practitioners in Evaluation Studies: How Viable is Collaborative Evaluation in Schools. In: Cousins B. and Earl L.: Participatory Evaluation in Education: Studies in Evaluation Use and Organizational Learning. London: Falmer: 86 - 102.
• Kloas, Peter-Werner (2000): Thesen zur Qualitätssicherung in der Benachteiligtenförderung. In Qualifizierte Berufsausbildung für alle! Zukunft der Berufsausbildung von benachteiligten Jugendlichen - Fachtagung des Forum Bildung am 27. und 28. September 2000 in Bonn. (=Materialien des Forum Bildung 4). Bonn S. 117-121
• Kloas, Peter-Werner (1997): Modularisierung in der beruflichen Bildung - Modebegriff, Streitthema oder konstruktiver Ansatz zur Lösung der Zukunftsprobleme? Hrsg. Bundesinstitut für Berufsbildung. Berichte zur Beruflichen Bildung. Bd. 208. Bielefeld
• Laboratory on Sociology and Education (2005): Self-evaluation: Final Report Greece. Leonardo-da-Vinci-Project. University of Patras
• Linney, J. A./ Wandersman, A. (1995) Empowering Community Groups with Evaluation Skills. In Fetterman, D.M. et al (eds.): Empowerment evaluation: Knowledge and Tools for Self-Assessment and Accountability. Thousand Oaks: Sage: 259 - 276.
• Mac Beath, J. (2001): Self-evaluation in School: Utopia and praxis. Athens: Ellinika Grammata (in Greek).
• Ministério da Educação. (2003): Documento orientador da Revisão Curricular do Ensino Profissional. (Documento www). URL:
• Niedersächsisches Kultusministerium (Hrsg.) (2004): Materialien zur Schulsozialarbeit an berufsbildenden Schulen. Hannover
• Owen, J./ Rogers, P. (1999): Program Evaluation: Forms and approaches. London: Sage.
• Patiniotis, N./ Stavroulakis, D. (1997): "The development of vocational education policy in Greece: a critical approach". Journal of European Industrial Training 21/6/7: 192-202
• Patiniotis, N./ Spiliopoulou, K./ Stavroulakis, D. (1997): "New Forms of Education of Professionals for Vocational education and training: Greece National Report" submitted to the EUROPROF-Leonardo Project (unpublished manuscript)
• Powell, A. B./ Jeffries, D. A./ Selby, A. E. (1989): An empowering, participatory research model for humanistic mathematics pedagogy. In: Humanistic Mathematics Network Newsletter (4): 29-38.
• Prisma (2001): "RESCU -Re-engaging through skills upgrading: Greece National Report" -Leonardo Project
• Raffe, D. (1994): Innovations in training: the potential of modular courses. Commission of the European Communities - Task Force Human Resources, Education, Training and Youth (Ed.). Luxembourg: Office for Official Publications of the European Communities.
• Raffe, D. (Ed.) (1992): Modularisation in initial vocational training: recent developments in six European countries. Edinburgh: Centre for Educational Sociology (CES), University of Edinburgh.
• Schreier, Claudia (2004): Qualifizierungsbausteine als Instrument in der Benachteiligtenförderung. In: Die Zukunft der Benachteiligtenförderung zwischen Sparzwang und Pädagogischem Anspruch - Dokumentation der 3. Flensburger Fachgespräche Benachteiligtenförderung am 09.- 10. Dezember 2004, Mohland Verlag, Goldbek
• Sellin, B. (1994) Vocational Training in Europe : Towards a modular form?, A paper published by CEDEFOP.
• Seyfried, Brigitte (2003): Berufsausbildungsvorbereitung und Qualifizierungsbausteine. In: Berufsbildung in Wissenschaft und Praxis, BWP Sonderausgabe, S. 21-23. Bonn
• Seyfried, Brigitte (Hrsg.) (2002a): Qualifizierungsbausteine in der Berufsvorbereitung; Schriftenreihe des Bundesinstituts für Berufsbildung. Bonn
• Seyfried, Brigitte (2002b): Verknüpfung der Berufsvorbereitung mit Inhalten anerkannter Ausbildungsberufe durch Qualifizierungsbausteine - Ergebnisse einer Befragung von Maßnahmeträgern. Bundesinstitut für Berufsbildung (Hrsg.). Bonn
• Sonnichsen, R. (1993): Can Governments Learn? In: Leeuw, F. et al. (eds.). 1993: Comparative Perspectives on Evaluation and Organizational Learning. N. J.: Transaction: 534 - 548.
• Steedman, H./ West, J. (2003): Clearing the Jungle, Centre Piece Summer 2003
• Wildavsky, A. (1985): The logic of public sector growth. In: Lane, Jan-Erik ed. State and market: the politics of the public and the private. London: Sage: 231-70, reprinted in Wildavsky, A: (1986) Budgeting. New Brunswick, NJ: Transaction.
• Winter, Joachim (2004): Neue Förderstrukturen in der Berufsausbildungsvorbereitung - Lernortkooperationen und Aspekte der Weiterentwicklung von Berufsorientierung und Berufs(wahl)vorbereitung in Schulen. Impulsbeitrag im Rahmen des Workshops „Schule und Berufsvorbereitung" beim Landesinstitut für Qualifizierung in Nordrhein-Westfalen. Duisburg
• Zentralstelle für die Weiterbildung im Handwerk (ZWH) (2005): Übersicht: von Kammern bestätigte bundeseinheitliche Qualifizierungsbausteine im Handwerk. Düsseldorf
• Zentralstelle für die Weiterbildung im Handwerk (ZWH) (2004): Qualifizierungsbausteine im Handwerk - Grundkonzeption. (=ZWH-Reihe: Konzepte). Düsseldorf
• Zielke, Dietmar (2004): Berufsausbildungsvorbereitung. Ein neues Konzept für die Berufsvorbereitung lernbeeinträchtigter und sozial benachteiligter Jugendlicher. In: BWP - Berufsbildung in Wissenschaft und Praxis 4/2004