Vocational Qualification Transfer System
The VQTS ( Vocational Qualification Transfer System ) model enables the transparent presentation of work-related competencies and the process of competence development. The core elements of the VQTS model are the competence matrix and competence profiles: A competence matrix shows the competencies related to core work tasks ("competence areas") in a special occupational field and the progress of competence development ("levels of competence development") in a structured form in a table created from the individual parts of this competence matrix.
The VQTS model was originally developed to support transnational mobilities in the context of the European Credit System for Vocational Education and Training (ECVET). A competence matrix can also be used to develop qualifications, training programs and occupational profiles, as well as in personnel planning, the assignment of qualifications to qualifications frameworks or to increase the permeability between vocational training and university .
target
The main goal of the VQTS model is to increase the transparency of competencies and qualifications and, as a result, the mutual understanding between different countries and different contexts (e.g. between the world of training and the world of work or between vocational and university education) and to make qualifications comparable with one another.
Structure and content
Competence matrix
A competence matrix shows the competencies related to core work tasks in a special occupational field and the progress of the competence development ("levels of competence development") in a structured form in a table:
- In the left column of the table, the competence areas are listed based on empirically ascertained (e.g. in moderated workshops with experts from the respective professional field) core work tasks;
- the acquisition of competences by a person in training in relation to core work tasks is described for each competence area as “levels of competence development” in the horizontal axis.
The structure and the different scope of competence matrices can be illustrated using the following examples:
- “ Mechatronics ” competence matrix (Figure 1): It was developed in the VQTS I project, in which the focus was on vocational training programs at the secondary level, and therefore shows the development of competence from beginner to skilled worker level.
- Competence matrix “electronics / electrical engineering ” (Figure 2): As part of the VQTS II project, the intention was to develop a competence matrix to identify areas of overlap between vocational and university education programs. Therefore, the scope of the competence matrix had to be expanded in order to be able to include at least some levels of the competence development relevant for higher education
It depends on the “nature” of a competence area whether it makes sense to differentiate between more or fewer levels of competence development. There are no predetermined determinants to differentiate between the levels of competence development. However, if it makes sense, certain dimensions are included as reference points for describing the development of competencies in addition to the context characteristics (tools, etc.). These dimensions are intended as continuums. These dimensions include increasing ability:
- carry out work tasks independently;
- to deal with complex situations;
- deal with the requirements of quality standards :;
- deal with dynamic situations;
- to deal with lack of transparency.
The competencies of the individual levels of competence development are described in context. Work-related categories are included as contextual features to illustrate the tasks, activities, and needs in a particular field. The work-related categories include: B. Objects, tools, methods and organization of skilled work as well as requirements for skilled work and technology.
Competence profiles
With the help of a competency matrix, competency profiles can be created that depict the levels of competency development to be achieved in a training program or the levels of competency development that a person has already reached at a certain point in time. Competency profiles cover a limited range of the competencies described in the competency matrix. They are developed through the identification of the competencies “contained” in a special training program or qualification or through the identification of the competences acquired by a person in training (individual profile). A competence profile certificate can be issued to persons in training; this represents the organizational profile as well as the individual profile by means of credit points.
Uses
A competence matrix can be used if the transparency of competence profiles is of particular importance, such as:
- the transfer of skills acquired abroad ( mobility in vocational training);
- the transfer and recognition of skills acquired through formal vocational education and training and skills acquired through non-formal and informal learning ;
- the development of qualifications or training programs;
- the development of professional profiles and personnel planning ;
- the assignment of qualifications to qualifications frameworks ;
- increasing permeability between vocational and university education.
See the VQTS website for examples of usage.
Context of development
- Projects
The VQTS model was developed as part of the VQTS I project, which was carried out from 2003 to 2006 within the framework of the EU program “Leonardo da Vinci”. It was coordinated by 3s; the project partnership consisted of institutions from the following countries: Denmark, Germany, Great Britain, Italy, the Netherlands, Austria, the Czech Republic and Hungary.
The VQTS model was further developed in the VQTS II innovation transfer project, also coordinated by 3s, which was funded from 2007 to 2009 as part of the Lifelong Learning Program. The partnership of the VQTS II project consisted of institutions from the following countries: Germany, Malta, the Netherlands, Austria, Slovenia and the Czech Republic.
- Education policy context
The development of the VQTS model is closely linked to the goals of the “ Copenhagen Process ”, within the framework of which work is being carried out on instruments to increase the transparency and comparability of qualifications. The VQTS model is considered to be one of the showcase instruments to implement the European Credit System for Vocational Education and Training and to support transnational mobility, as the competences acquired at schools or in companies in different countries can be compared and can subsequently be credited more easily in the home country.
Awards
- 2006 Helsinki Award in the category "Recognition of competences and qualifications, ECVET"
- 2007 Lifelong Learning Award (PDF; 2.2 MB) in gold.
- 2011 in ADAM , the project and product portal for Leonardo da Vinci, awarded as “Best Projects 2007”
literature
- Markowitsch, J., Luomi-Messerer, K., Becker, M., Spöttl, G. (2008): Putting Dreyfus into Action. How to solve the core problem of the European Credit Transfer System in Vocational Education and Training (ECVET). Journal of European Industrial Training. Volume 32, Number 2/3 pp. 171–186
- Luomi-Messerer, K. & Markowitsch, J. (Eds., 2006): VQTS model. A proposal for a structured description of work-related competences and their acquisition. Vienna: 3s research laboratory
- Luomi-Messerer, K. (Ed., 2009): Using the VQTS model for mobility and permeability. Results of the Lifelong Learning project VQTS II. Vienna: 3s
- VQTS website: http://www.vocationalqualification.net/