Laura Flacke
Markus Müller
Andreas Schelten
Transfer of Innovation Project
Modules for Vocational Education and Training for Competences in Europe
MOVET
Research report of TOI MOVET
Lehrstuhl für Pädagogik
January 2011
Contents
1.
Introduction ........................................................................................................................ 5
2.
Modules for Vocational Education and Training for Competences in Europe (MOVET) 6
2.1.
Point of departure and core concept ........................................................................... 6
2.2.
Aims and approach ..................................................................................................... 7
2.3.
Overview of the process sequence ........................................................................... 11
2.4.
Vocational Qualification Transfer System (VQTS) ................................................. 13
2.5.
Description of the learning outcomes by use of the taxonomy table ....................... 21
2.6.
Creation of modules ................................................................................................. 27
2.7.
Representation of modules ....................................................................................... 33
2.7.1 Modules: Programmable Logic Controller (PLC) in Munich .............................. 33
3.
4.
2.7.2.
Module: Hydraulics in Copenhagen ................................................................. 41
2.7.3.
Module: Bus systems in Pori ............................................................................ 46
Evaluation......................................................................................................................... 54
3.1.
Analysis questions .................................................................................................... 54
3.2.
Evaluation design ..................................................................................................... 55
Results .............................................................................................................................. 59
4.1.
Construct evaluation ................................................................................................. 59
4.1.1.
Practicability of the Vocational Qualification Transfer System (VQTS) ........ 59
4.1.2.
Taxonomy table as an instrument aiding transparency .................................... 62
4.2.
Recognition methods ................................................................................................ 64
4.2.1.
Recognition methods in Germany .................................................................... 64
4.2.2.
Recognition methods in Denmark .................................................................... 66
4.2.3.
Recognition methods in Finland ...................................................................... 67
4.3.
Module implementation ........................................................................................... 68
4.3.1.
Expectations and evaluation of module implementation from the perspective of
the students ....................................................................................................................... 68
5.
4.3.2.
Experience from the module implementation by the teachers ......................... 75
4.3.3.
Experiences from the module implementation by the trainers ......................... 77
Assessment with regard to the objectives ........................................................................ 79
5.1.
Promotion of transparency ....................................................................................... 79
5.2.
Recognition of competence by the dispatching institutions ..................................... 80
5.3.
Implementation of the Vocational Qualification Transfer System .......................... 81
5.4.
Transnational training modules ................................................................................ 81
5.5.
Mixed nationality module participants ..................................................................... 82
5.6.
Module language English ......................................................................................... 83
5.7.
Opportunity achievements........................................................................................ 83
6.
Development plans / optimisation potentials ................................................................... 85
7.
Summary .......................................................................................................................... 88
Contents
Literature .................................................................................................................................. 90
Index of overviews ................................................................................................................... 92
Appendix .................................................................................................................................. 94
Chapter 1: Introduction
1. Introduction
For many companies, time spent abroad by their trainees for a period of training as part of
European employee-exchange has up to now often been considered a luxury. A luxury
“because completed phases of vocational education abroad are not recognised as integral
component parts of the training course” (Loebe, H; Severing, E., 2008, p.17). These processes
lacking from recognition of competence sometimes have their origins in the diversity of
European vocational training systems and their relative authorities, which lead to a wideranging lack of transparency in learning outcomes achieved abroad. It nonetheless remains
undisputed as to which high status life-long learning takes on within the European context.
The European Council formulated in Lisbon the strategic target “of turning the [European]
Union into the most competitive and dynamic knowledge-based economic zone in the world
[by 2010] – an economic zone that is capable of achieving lasting economic growth with more
and better jobs and greater social coherence”1. The European economic zone and European
labour market can only be built upon a European vocational training system. The Copenhagen
Conference 2002 and the follow-up conference in Maastricht at the end of 2004 repeatedly
take up this aspect, and demand the strengthening of vocational training. Although the
European Commission once again speaks out for a harmonisation ban of national education
systems, it nevertheless recognises the necessary convergence of the diverse systems within
the European educational zone.
MOVET (Modules for Vocational Education and Training for Competences in Europe) takes
up these political guidelines. The focus is on offering a suggestion which enables
transparency and thus also the recognition of learning achievements in the area of European
vocational education. The aim is to oblige educational institutions that send trainees abroad
within Europe, to formally recognise learning outcomes achieved abroad within the national
education system, including recognition of their content. An example is the association of this
Transfer of Innovation Project with the mobilities of its mechatronic trainees, that is to say:
trainees from Germany, Denmark and Finland each attend three-week specialist modules at
the partner schools. The following report includes the representation and assessment of the
implementation from 2008 to 2010 within the scope of the Transfer of Innovation Project
MOVET. In addition, the exact objective, the instruments used and the evaluation results will
be assessed.
1
http://www.bmas.de/portal/14008/eu2020__strategie.html, on 09/12/10
5
Chapter 2: MOVET
2. Modules for Vocational Education and Training for
Competences in Europe (MOVET)
The Transfer of Innovation Project MOVET takes up the European ideas from Lisbon 2000 as
well as those of the EU 2020 Strategy. This strategy follows a particular accentuation of
knowledge and innovation. In the European Commission‟s proposal of 3rd March 2010 it is
stated that knowledge and innovation should promote future growth in Europe. The basis of
which, according to the European Commission are an improvement in the quality of the
education system, an increase in research achievements, the promotion of innovation and
knowledge transfer within the European Union, the fulfilment of potentials of informationand communication technologies and the assurance that innovative ideas in new products and
services can be implemented. As a result, growth and high-quality jobs should develop in
Europe due to all these factors (cf. European Commission, 2010).
2.1. Point of departure and core concept
The application for support for MOVET was submitted to the educational umbrella
programme Lifelong Learning Programme, LLP, of the Lehrstuhl für Pädagogik (chair of
pedagogy) at the Technische Universität München (TUM). The LLP is subdivided into seven
individual programmes: Comenius, Erasmus, Leonardo da Vinci, Grundtvig, profile
programme, study visits programme and Jean Monnet. The sub-programme Leonardo da
Vinci supports European collaboration in vocational training and further training. The concept
of MOVET is intended to promote European transfer and represent innovation within
vocational training. The focus of this concept represents the transparency and the potential
recognition of learning outcomes gained abroad that are associated with it. In the round of
programmes in 2008, the MOVET application, as an Transfer of Innovation Project (TOI),
was accepted by the National Agency for Education and Training in Europe at the Federal
Institute for Vocational Training (duration: October 2008 to September 2010), and a subsidy
amount of over €300,000 was allotted for project implementation.
The basic idea of MOVET is to implement the aims of the Copenhagen Process of 2002 (cf.
The Copenhagen Declaration, 2002):
1. Strengthening of the European dimension of vocational training,
2. Improvement of transparency,
3. Recognition of competences, and
4. Quality assurance.
6
Chapter 2: MOVET
Readers who have already familiarised themselves with the ECVET (European Credit System
for Vocational Education and Training), recognise the significant correlation with the aims of
the Copenhagen Process with those of the credit points system for vocational training:
1.
2.
3.
4.
Creation of more transparency,
Recognition and transfer of learning outcomes,
Facilitation of (more) mobility during the initial vocational training phase,
A system of accumulation and transfer of credit points in vocational training and
further training,
5. Increasing students‟ mobility from within their own educational system, especially
between their vocational- and secondary education,
6. The system also provides for results of informal learning and supports their
recognition, provided that this is allowed by national legislation (cf. Loebe, Severing,
2008).
In summary, ECVET supports the documentation, validation and recognition of learning
outcomes that have been achieved abroad, which represents one of the starting points of the
TOI MOVET.
With mechatronic training as an example, three learning paths have been developed in the
vocational education sector within the MOVET project. In the process, the learning content,
learning outcomes and their testing will be transparently designed, and the expected
competences recorded. Relevant instruments should support a quality assurance.
In order to be able to practically and realistically design this innovation development
proposal, separate mobility applications will be submitted to the NA-BIBB, in order to be able
to test and further develop the instruments presented in the following report in real,
transnational module processes. The project coordinator follows the idea of a bottom-up
process. An international consortium can be gathered for the project work, consisting of 14
partners and 8 advisers. A list of names can be found in the appendix of this research report.
These largely represent the wide breadth of the participants in vocational education, since
along with the schools, the respective companies and relevant authorities are also involved.
Three large vocational schools from Germany, Denmark and Finland emerge as educational
providers, internationally active companies send trainees to the guest country in order for
them to graduate from training modules. Advisory and research establishments, trade
associations, teachers‟ and technicians' associations, teacher training institutions and state
institutes round off the consortium.
2.2. Aims and approach
In focus within MOVET is on the one hand transparency, and on the other hand the
recognition of learning outcomes, which are achieved within transnational modules. In the
7
Chapter 2: MOVET
following, the aims of the project will be examined in more detail, including a representation
of the instruments deployed and the specific implementation.
Encouragement of transparency
Recognition of transnationally acquired specialist competence is currently still somewhat of a
novelty in Europe. In order to facilitate this process, a basis of trust between the various
national training institutions must initially be established. Fundamental for this mutual trust is
the transparency of learning outcomes. For those institutions that send their trainees to other
programmes, it must be clearly formulated as to which learning outcomes can be achieved and
to what standard the examinations take place. Up to now, there is still no uniform European
language. Thus MOVET has developed a possible instrument that would make the aspects
just mentioned comprehensible for all participants.
Recognition of competence by the sender institution
The recognition of achievements that have been gained by trainees during a stay abroad is one
of the great challenges at the European level. For participating partners as well as for the
trainees themselves, the desired learning outcomes from a transnational training module must
initially be defined. Exchange programmes – hereinafter described as mobilities in the text –
encourage among other things the personal and social competence of each participant.
However, initially the identification, naming, impartation, examination, certification and
finally also a possible crediting of specialist competences take priority for MOVET within the
scope of ECVET. The allocation of ECVET points and the recognition of learning outcomes
by each relevant authority within the country of origin of each trainee must take place and are
set according to national regulations. A crediting via achievement points for learning
achievements gained abroad is only possible for nationally provided learning content of each
training programme. The assessment, to the extent that the module contents are creditable to
the national training qualification, thus takes place at the educational institution of origin of
each trainee.
Realisation of the Vocational Qualification Transfer System (VQTS)
The theory model VQTS (2003-2006) developed within a Leonardo da Vinci project, is a
systematic procedure to describe work-related competences, and also a model for the
international transfer of competences. This approach, based on ECVET, thereby incorporates
recognition of specialist qualifications in the form of credit points. Up to now, elaboration of
competence profiles have thus taken place for the mechatronic and electro-technical sector.
Within the scope of MOVET, the module developers make use of the competence matrix
„mechatronics‟ in practice. It is also investigated as to how far this model can also lead to
supporting the previously described transparency. A detailed introduction to VQTS can be
found in chapter 2.4.
8
Chapter 2: MOVET
Transnational training modules
It is a further aim of this project to draw up training modules for mechatronics trainees, that
could be used as transnational learning paths. It is the intention of MOVET to work according
to the bottom-up principle, this means that module content is decided by the participating
students themselves. The close cooperation between all participating partners, especially from
the companies offering training, further strengthens the anchoring of innovative ambitions
into its foundation and to further develop them from this point of departure.
It is quite challenging that different educational systems and school cultures are to be found in
the countries in question, so that existing teaching concepts of the teachers cannot easily be
adopted. The desired learning outcomes must be reformulated and appropriate learning paths
conceived accordingly. Due to varying specialist expertise within the schools, they have come
to an arrangement whereby they will have the following modules drawn up: a programmable
logic controller (PLC) module in Munich, a hydraulics module in Copenhagen and a bus
systems module in Pori (Finland). An updated project homepage2 facilitates an easier
exchange of documents and can also be used by possible subsequent offers. Within a secure
area of the platform and according to provider capacity, the entire learning path can be
provided with work sheets, description of the learning outcomes and examination procedures.
In addition, explanations of the instruments used for increases in transparency, and
recognition of competences will be summarised in a concluding handbook
Mixed-nationality module participants
The member states of the European Union can learn a great deal from each other and the
interaction between European players is to be promoted. In order to pick up on this basic
European principle and to ensure mobilities that are close to reality, learning paths with
mixed-nationality participants will be determined for their implementation. German, Danish
and Finnish trainees are taught together by one teacher in the respective modules and they all
receive the same challenges.
Module language English
Mixed-nationality learning groups make it vitally necessary to use English as the medium of
instruction. The teachers conducting the groups arrange an English-language learning
environment with regard to the fact that this language is not native to any of the participants.
2
www.gomovet.eu
9
Chapter 2: MOVET
Summary of the aims and method of approach:
In focus at MOVET are transparency and the recognition of learning outcomes that have
been attained from within the transnational modules. The identification, naming, impartation,
examination, certification, and finally also a possible crediting of specialist competences
within the scope of ECVET are the objectives of MOVET. Up to now however, there is still
no uniform European language that would enable the cross-border transparent design of
learning outcomes and the high standards of an examination for the relevant educational
institutions. With the help of a modified taxonomy table, MOVET has developed an
approach in order to realistically design the previously mentioned aspects for all participants.
Together with the VQTS model the taxonomy table forms the theoretical basis for the
exemplary conceptual design and implementation of transnational training modules for
mechatronic engineers. Germany, Denmark and Finland each conduct a module in English
and also each send their own trainees to the European partner institutions of the project.
10
Chapter 2: MOVET
2.3. Overview of the process sequence
2008
November
December
Kick off
Steeringgroup
Munich
2009
March
May
September
October
November
Steeringgroup
Mid conference
Steeringgroup
PLC module
hydraulics
module
Pori
2010
Copenhagen
January/
February
bus systems
module
Munich
Munich
Pistoia
March
September
Steeringgroup
Final Conference
Copenhagen
Munich
Vienna
Pori
Overview 2-1: Graphic representation of the chronological process sequence
The TOI MOVET started in October 2008 with a 24-month runtime. The so-called „kick off‟
took place in November 2008 in Munich with all participating partners from schools and
companies. The concept of ECVET and the VQTS model were introduced within the
workshop. Since a preparational meeting of the steering group for MOVET had already taken
place in November 2007 in Copenhagen, the initial results from curriculum comparison of all
three countries regarding mechatronics training could already be presented. In March 2009
there followed a meeting of the steering group in Pori, at which the quality standards and/or
their analysis possibilities of the „PLC‟, „hydraulics‟ and „bus systems‟ modules were defined.
The schools each present to one another their plans for module implementation as well as the
provisional descriptions of the learning outcomes, and where necessary, once again
increasingly adjust them to suit each other. During the mid-conference in Munich in May
2009, the preliminary results regarding the „validation‟, the „mobilities‟ and the
„Memorandum of Understanding‟ within the consortium was introduced by the relevant
working groups. Through the „Memorandum of Understanding,‟ all participants involved
declare their mutual trust for one another and announce their intention of contributing to the
apportionment of competences. During the ongoing project process, an additional meeting of
the steering group in Pistoia in September 2009 was determined, in order to validate the
current state of module conception and to adjust the formulating of the learning outcomes
onto the instrument taxonomy table. In chapter 2.5, this instrument will be more closely
elucidated. Following the meeting just mentioned, implementation under real conditions was
tested after one year of the MOVET project running time. This took place within the scope of
the parallel applications for mobilities through the student exchange of the three schools
taking part, in Munich, Copenhagen and Pori. The PLC module in Munich took place from 5th
October 2009 to 23rd October 2009, the hydraulics module in Copenhagen from 9th November
11
Chapter 2: MOVET
2009 to 27th November 2009 and finally the bus systems module in Pori from 18th January
2010 to 5th February 2010. Due to the closeness of the rooms in Munich, a daily scientific
attendance over the entire instruction period can be ensured through the TUM. In Copenhagen
and Pori the scientists of the TUM are present during the examination days. In all three
modules, the scientists document classroom instruction and additional out-of-school
proposals. Furthermore, they prepare draft questionnaires for the participating students, as
well as interview guidelines for the students, the teachers conducting the modules and where
necessary the trainers from the companies involved. Further procedures regarding the
utilisation of project results and the publication of project products, were defined by the
steering group in March 2010 in Vienna. Partners and guests of MOVET were invited to
Munich for the concluding conference in September 2010.
Summary: Overview of the process sequence
The TOI MOVET started in October 2008 with a 24-month runtime. In the first half,
theoretical preparation took place in the form of curriculum comparisons, as well as
determination of quality standards and their analysis possibilities of the modules „PLC‟,
„hydraulics‟ and „bus systems‟. Module conceptions were discussed within the steering
groups and further optimized. After one year of MOVET project running time, there then
followed implementation under real conditions in the form of a student exchange of the three
participating training institutions from Munich (Germany), Copenhagen (Denmark) and Pori
(Finland). Continual scientific monitoring by the Lehrstuhl für Pädagogik at the Technische
Universität München assured a high quality.
12
Chapter 2: MOVET
2.4. Vocational Qualification Transfer System (VQTS)
The VQTS model developed between 2003 and 2006 “is a proposal for a structured
description of work-related competences” (Luomi-Messerer, Markowitsch, 2006, p.37). Its
purpose is, among other things, the furthering of mobilities in vocational education. Specialist
competences gained abroad should be transferable into the national education system. The
aim of this transfer is a complete recognition of achievement attained abroad through the
educational institution sending students abroad. The implementation of the VQTS can
promote the transparency of the learning outcomes conveyed by MOVET modules.
Understanding is the key word with regard to mutual trust between the transnational training
scheme providers and thus also promotes the process of competence recognition. Significant
component parts of the VQTS model are the competence matrix and the competence profile.
The competence matrix represents, in tabular form, the necessary competences in relation to
core working tasks in a special vocational field. Various competence areas are differentiated
vertically. As a basic principle, 5 to 25 competence areas per vocational field can be
identified. This list is dynamic and can be changed to the national or international level by
larger variations in vocational fields. It may be assumed that, in the course of time,
competence areas will be added or deleted, so that the competence matrix is subject to a
dynamic process. Within the competence areas, the matrix horizontally describes competence
levels, rising to the right. One assumes that two to six levels represent the competence
development process. To this end each level is determined – beginning with the demands
upon a beginner, right up to a qualified engineer. Overview 2-2 forms the competence matrix
for the vocational field of mechatronics from the standpoint of 2006 onward.
13
Chapter 2: MOVET
14
Chapter 2: MOVET
Overview 2-2: VQTS competence matrix, mechatronics
(Luomi-Messerer, Markowitsch, 2006, p.40 f.)
15
Chapter 2: MOVET
In the following representation, a competence area is displayed as an example, which is also
the basis for the developed modules of MOVET:
7. Installation,
configuration,
programming and
inspection of hardand softwarecomponents for the
control and
regulation of
mechatronic systems
and facilities
(S)he can install
and configure
programs for hardand softwarecomponents, as
well as set up
simple
programmable logic
controllers (PLC).
(S)he can select
hard- and software
for mechatronic
systems (sensors,
control panels,
interfaces, data
communication
processes) and set
up and test simple
programmable logic
controllers (PLC) in
accordance with
production
technique
requirements.
(S)he can integrate
and configure
program-, controland steeringmechanisms in
mechatronic
systems, program
simple devices (in
collaboration with
developers) and
simulate the
program flow
before
commissioning.
(S)he can develop,
test and configure
hard- and software
solutions for
interconnected
mechatronic
systems; and
monitor system
conditions with
suitable measuringand visualisation
instruments.
Overview 2-3: Representation of competence area 7 from the VQTS with a stepped profile of
requirements
(Luomi-Messerer, Markowitsch, 2006, p.41)
In the left column, a competence area from the mechatronics competence matrix is depicted.
With increasing competence levels towards the right, columns two to five describe the
stepped profile of requirements. Cognitive and functional competences are paramount.
Personal and social competences are implied here, but they are not more closely described.
This model, as well as the MOVET research project, focuses on proof of professional
competency. The individual development steps of the competence matrix are always
formulated in relation to the training process. It should be noted with all competence matrices,
that transparency and comparability of training opportunities and qualifications between the
various countries increases, and not that training programmes at the European level should be
harmonised.
The second component unit of the VQTS are the competence profiles. One differentiates here
between the organisations‟ profiles and individual profiles. Organisation profiles are
developed by those responsible for the training opportunities offered in each case and on the
basis of the respective competence matrix. To do this, “those competences must be identified,
which are of relevance to a certain training programme or qualification” (Luomi-Messerer,
Markowitsch, 2006, p.47). The organisational profile thus does not have to fully correspond to
the competence matrix, and does not have to comprise all of the steps of competence
development. It describes instead up to which steps of competence development are learning
outcomes attained in standard training. The providers of training responsible in each case
compile individual profiles of the competences of a particular person attained in training. In
this respect, it is examined as to which level of the competence matrix the trainee reaches at
the end of the training unit.
16
Chapter 2: MOVET
The following representation shows an example of a possible illustration of the three
components. The important aspect here is the graphic separation of the profile differences
between the organisational profile (yellow) and the personal profile (orange), on the
competence matrix (white). The text (unreadable here) of the individual competence levels is
identical to that of overview 2-2.
Overview 2-4: Schematic representation of the competence matrix from the VQTS subdivided into
organisational profile and personal profile – Text identical with that on overview 2-2
(Luomi-Messerer, 2009, p. 48)
This transparent representation enables the sender authorities to recognise the competences
attained by their students abroad, and where necessary, to accredit them. Such an accrediting
is possible on the transnational level through the awarding of European performance points in
the European Credit System for Vocational Education and Training – in short: ECVET.
ECVET is an instrument for measuring vocational qualifications and it awards points for
learning outcomes within a training scheme. The award of ECVET points is nevertheless
dependent upon national performance-points awarding systems, and depending on each
country, is currently at varying levels of development. In contrast to the learning-outcomeoriented approach, VQTS provides for a workload-oriented approach awarding credit points.
A credit point corresponds to an expenditure of 30 hours of time that a student must spend on
average to attain a qualification within a training programme. In regular full-time training
courses, sixty credit points can be awarded. It follows that in a three-year training course a
17
Chapter 2: MOVET
total of 180 credit points can thus be attained. The awarding of credit points can only be
carried out by one‟s own, national education authorities. This means that, no guarantee for the
accrediting of performance can be given by the education authorities implementing modules
abroad. Thus, the need for a realistic method of imparting competence and the need for a
performance review, once again become obvious. Mutual trust between the various players
involved is necessary on the European level, in order to be able to emphasize the professional
aspect of exchange programmes for students. By awarding performance points, mobility
procedures lose their occasional touristic character, and become a serious part of a training
course. A critical dispute concerning the two different approaches for the awarding of points
is presented in chapter 4. Nonetheless, the competence profile serves not only as the basis for
a possible awarding of ECVET points, but also for certification. The VQTS generally
recommends the utilisation of the EUROPASS portfolio. Included with it should be the
competence profile certificate. This makes “the acquisition of competences within the scope
of vocational training through competence profiles visible” (Luomi-Messerer, Markowitsch,
2006, p.56). The certificate is initially issued with the organisational profile and personal
profile by the training institution in the country of origin before the visit abroad. The trainingscheme provider in the host country then updates the personal profile in order to display the
additionally attained competences. In the case of mechatronics training courses a certificate,
as for example in overview 2-5, could be designed. The grey-highlighted fields here represent
the competence profile of the predetermined training programme. The competence profile of
the trainee is indicated by the orange fields.
18
Chapter 2: MOVET
Overview 2-5: Example of a competence profile certificate for mechatronics students of the VQTS
(Luomi-Messerer, Markowitsch, 2006, p.49)
Within MOVET and in accordance with these guidelines, the certificate could not be
implemented, and a detailed analysis of this can be found in chapter 4.1.1.
An additional task for the sending authorities, as well as for the authorities abroad, is the
planning of the preparation-, implementation- and concluding phase. In this matter, LuomiMesserer and Markowitsch also offer in their book „VQTS model‟ (2006) detailed guidelines
19
Chapter 2: MOVET
and guiding principles. Since, for all three schools that take part in MOVET, it is a question of
exchange-experienced training-scheme providers, this report has dispensed with an exact
description of the mobility procedure with corresponding guiding principles.
In conclusion, one can say that the VQTS represents a good basis for the achievement of
MOVET‟s objectives. However, in order to be able to exactly identify professional
competences, and then to have them transnationally recognised, then a further instrument
must be introduced. For the operationalisation of learning outcomes and thus at the same time
for an increase in the level of transparency, MOVET employs a taxonomy table.
Summary of the Vocational Qualification Transfer System (VQTS)
For the realisation of the aspirations of the MOVET project, to make competences attained
abroad transparent, and to be recognised within the sender country, an attempt has been made
to implement the VQTS theory model into practice. Core elements of this model are the
competence matrix and the competence profiles. The competence matrix represents the
competences in a vocational field in relation to the core tasks and displays potential
structured steps of competence development. On the basis of the competence matrix,
competence profiles can be compiled in two different perspectives. If a particular training
programme or a particular qualification is to be shown, there arises an organisational profile.
In the process, the desired steps of competence development are defined in each competence
area. If the competences gained so far by a trainee are identified, then a personal profile thus
emerges. Both profiles can be set in relation to each other in order to describe the progress of
the acquisition by a trainee of further competences with regard to a qualification.
The training scheme providers in MOVET position their modules according to the
competence area and level of qualification in the matrix. They thus create the basis for
crediting in the form of ECVET points.
20
Chapter 2: MOVET
2.5. Description of the learning outcomes by use of the taxonomy
table
The competence matrix from the VQTS as well as the corresponding profiles can only
illustrate the basic structure of module content. In order to achieve the defined aim of
MOVET, the facilitation of transparency, a detailed description of the learning outcomes must
be compiled. The conceived learning paths within the TOI of MOVET must be realistically
represented for the respective partner institutions from the other countries involved. Each
country differs from the others through its form of knowledge transfer and organisational
framework conditions. These peculiarities should be preserved in order not to provoke
transnational standardisation through the modularisation of educational content. For the
implementation of modules, this means that the form of the learning arrangement may, or
should, conform to the respective national standard. Nonetheless, in order to be able to
guarantee the recognition of learning performances of all participant students, the desired and
finally also approved learning outcomes must be clearly defined. Learning outcomes represent
the key part of assessment, validation, recognition, transfer and accumulation (Loebe,
Severing, 2008). They formulate a statement “about what a student knows, understands and is
capable of doing, after (s)he has completed a learning process. They are defined as
knowledge, skills and competences” (The European Parliament and The Council of the
European Union, 2008). A recommendation for the formulation of a learning outcome is to
consider what prior knowledge and which abilities the module participants demonstrate, and
which knowledge and abilities should be acquired after successful completion of the modular
unit. In order to ensure transparency of the module general formulations should at the same
time be avoided. The desired level is clearly emphasized, by using the verbs listed in the
taxonomy table. However, this procedure is not obligatory. To improve understanding, here is
an example from the PLC module in Munich (Schauhuber, 2009):
“The Student is able to carry out the hardware configuration of the station, (s)he saves it
and loads it into the CPU.”
Such a precise clarification of the learning outcomes is on the one hand necessary with regard
to the demand of transparency, and involves on the other hand however also the problem that
confusion arises from the abundance of data. The already-mentioned demand of transparency
should however be accessible for the various target groups of the partners involved in
transnational co-operations. For this reason an instrument is necessary for systematisation of
learning outcomes. A common language for the defining of levels produces mutual trust and
leads to considerably precise clarification, and a more profound understanding of the working
environment for all participants. The form and depth of the course content must be externally
recognisable and be able to define itself. Particularly with regard to the development of the
origin of a performance point system in vocational education within Europe, it is worth
21
Chapter 2: MOVET
recommending the implementation of standards in current projects and innovation attempts.
The Lehrstuhl für Pädagogik at the TUM wishes to facilitate the classification of learning
outcomes via the incorporation of a taxonomic system. “With the help of taxonomies, a
hierarchical order of learning objectives ensues in a functional- and/or behavioural area”
(Franke, 2005, p.11). The learning objectives taxonomy of Bloom (1972) differentiates
between „knowledge‟, „understanding‟, „practice‟, „analysis‟, „synthesis‟ and „evaluation‟.
With Anderson and Krathwohl (2001), the original taxonomy is expanded via four different
dimensions of knowledge types: actual, conceptual, procedural and metacognitive knowledge.
Buchalik (2009) further modified this matrix by applying the knowledge types according to
Schelten (2010) in order to incorporate the specific features of vocational education. A
differentiation of the knowledge types now follows according to: factual knowledge, causal
knowledge, procedural knowledge and operational knowledge. Moreover, the cognitive
process categories are also modified, but with the retention of the taxonomic order (Franke,
2005). This matrix allows for a valid statement about the quality of the learning outcomes and
about the aspiration level of the examination questions.
Language usage within the matrix explains the action-oriented approach of MOVET‟s
modular units. Learning is an individual, independently controlled process which, depending
on prior knowledge and previous experience, can have very different results (cf. Schelten,
2010). In this sense, especially the aspect of differing prior knowledge and previous
experience among mixed-nationality module participants is of importance. An action-oriented
implementation of modules is almost compelling for an active and intensive exchange with a
particular subject matter. This action-oriented tuition “promotes an operational knowledge,
which turns the transfer of acquired knowledge into an explicit goal: Not only declarative
knowledge, but also a procedural and conditional knowledge is aspired to with operational
knowledge” (Schelten, 2010, p.188).
22
Chapter 2: MOVET
Cognitive process
Knowledge
Remember Understand
Apply
Analyse
Evaluate
Create
Factual
knowledge
Causal
knowledge
Procedural
knowledge
Conditional
knowledge
Overview 2-6: Categories matrix for the analysis of module contents (simplified representation)
The two-dimensional matrix illustrates on the horizontal axis the cognitive aspiration level
and on the vertical axis the four knowledge types.
Cognitive process categories
The cognitive process categories are arranged along a complexity continuum and increase in
complexity from left to right. At the same time the taxonomy is so construed that each higherranking class includes the content of all the lower-ranking ones. In the further revised matrix
by Buchalik (2009), up to seven subcategories are assigned to the six main categories.
1. The lowest-ranking category ‘remember’ forms the foundation for further learning
processes and denotes the possession of certain basic knowledge. Below this is
contained the reproduction of pre-existing information. „Recognising‟ and „recalling‟
are assigned to this level.
2. The next-higher category is ‘understand’ and is divided into „interpreting‟,
„exemplifying‟, „classifying‟, „summarising‟, „inferring‟, „comparing‟ and
„explaining‟. It requires assigning a meaning to imparted information or instructions.
3. ‘Apply’ means the finding and using of suitable procedures for the execution of a task
and/or for solving problems. One can thereby differentiate between „carrying out‟ and
„implementing‟.
4. The fourth category is ‘analyse’ and points to the ability of subdividing a process or
situation into its individual component parts and being able to relate them to one
another. However, to do this, the specific presentation of a problem must be given, in
order to go beyond the scope of a pure experiment in thought. The subcategories are
„differentiating‟, „organising‟ and “attributing”.
23
Chapter 2: MOVET
Producing
Planning
Create
Generating
Critiquing
Checking
Differentiating
Evaluate
Attributing
Analyse
Organizing
Apply
Implementing
Explaining
Comparing, Contrast
Inferring
Summarizing
Classifying
Exemplifying
Understand
Interpreting
Recalling
Knowledge
Recognizing
Cognitive Remem
Cognitive
Process -ber
Process
Carrying out, Execute
5. ‘Evaluate’ is subdivided into „checking‟ and „critiquing‟ and indicates the ability to
individually and judgmentally investigate a presentation of a problem or a work result
with regard to various components.
6. Within the most complex level ‘create’, existing elements are reassembled and
supplemented, so that a new, consistent product is created. The subcategories are
„creative thinking‟, „planning‟ and „producing‟ (cf. Buchalik, 2009).
factual
knowledge
(knowing
WHAT)
causal
knowledge
(knowing
WHY)
procedural
knowledge
(knowing
HOW)
conditional
knowledge
(knowing
WHEN)
Overview 2-7: Modified taxonomy table according to Buchalik (2009)
By the classification of the subcategories, it is not a further development of hierarchization
which is in focus, but an easing of the use of the taxonomy table. For the formulating of
learning outcomes and the allocation of these into the matrix, the selection of verbs should
represent an aid to decision-making. Differentiation of the main categories remains
considerable, so as to give the partner institutions the possibility to comprehend the level of a
proffered module. With regard to a performance control the taxonomy table can also be used
in the analysis of the competences to be approved. With a systematic processing of both
module components, the conformity of the levels can be checked.
The already-mentioned learning outcome “The student is able to carry out the hardware
configuration of the station, (s)he saves it and uploads it into the CPU” is assigned for
instance to the third step „apply‟. A level-differentiation of the subcategories of the individual
24
Chapter 2: MOVET
stages of the cognitive processes does not take place. The allocation into the individual stages
is made according to the precise meaning of the verbs. The student must adjust the
appropriate hardware configuration of the station, then save it and finally be able to upload it
into the processor. In order to be able to carry out these actions, certain basic knowledge must
be available and must be understood.
Knowledge dimensions
With the knowledge types on the vertical level, one distinguishes the niveau of the abstraction
level.
1. The first level is factual knowledge. By this one understands declarative-actual
knowledge, which illustrates the „WHAT?‟ in the presentation of a problem. It
comprises terms, objects, facts and situations. For example, terminology and isolated
detailed knowledge also belong to it.
2. Knowledge about relationships of circumstances, which illustrates the „WHY?‟ is
identified as causal knowledge or as declarative-causal knowledge. It serves as
deepening, explaining, supplementing, expanding and systematisation of stored facts
and terms.
3. Procedural knowledge includes subject-specific courses of action, techniques and
methods and is oriented to the „HOW?‟ of a process.
4. At the most abstract stage, conditional knowledge can be found and represents a
special case. In a strict sense it is no longer a matter of the type of knowledge, but of
knowledge about knowledge. On a meta-knowledge level, conditional knowledge
decides about the „WHEN?‟ and „WHY?‟ of the access to applied knowledge. Applied
knowledge consists of the combination of steps 1 and 2 and is immediately oriented to
the implementation of an action. Conditional knowledge steers and controls the
activation of the other, previous knowledge types in regard to the solving and
execution of operational tasks. It thus draws on the factual, causal and/or procedural
knowledge, if a professional action should be executed (cf. Schelten, 2010).
One big advantage of the taxonomy table is its diverse employability. It facilitates the analysis
and categorising of already conceived learning units of a module. But also by the formulation
of learning outcomes, the application of the table is recommended. The teacher responsible
for the module usually has his own specific perception of the aspiration level that should be
attained within the module. Likewise, the person responsible in an educational institution can
place more precise demands upon his teachers, so that an offer can be created for a module in
demand from interested groups. By means of the differentiated verb cataloguing of the
taxonomy table, the conception of a new learning path is considerably simplified, and a
continual analysis of content and of methodology is encouraged. The routine task of a teacher,
of preparing and conducting lessons, receives through the application of the taxonomy table a
more profound analysis of the individual steps and a many-layered plane of reflection. An
25
Chapter 2: MOVET
expert group should in the best-case scenario make the allocation of learning outcomes into
the matrix, in order to guarantee a sufficient validity of the significance of the adapted matrix.
Summary: Description of the learning outcomes by application of the taxonomy table
Anderson and Krathwohl (2001) present a revised taxonomy according to Bloom, which is
two-dimensionally arranged. It has six cognitive process dimensions (remember, understand,
apply, analyse, evaluate, create) and four knowledge dimensions (factual, conceptual,
procedural and meta-cognitive knowledge). For its application within the field of vocational
education, the Lehrstuhl für Pädagogik of the Technische Universität München has modified
the taxonomy table following Buchalik (2009) and they use in addition the dimensions of
vocational operational knowledge: factual, causal, procedural and conditional knowledge
(Schelten, 2010).
The taxonomy table facilitates a precise clarification of the learning outcomes through
definition of the type and depth of learning. It thus supports mutual understanding, especially
in the case of varying national languages of the educational participants and the associated
conceptual implementations. It leads to a common language of the parties involved for the
description of learning outcomes and competences. Along with and via clarification on the
communicative level, the taxonomy table makes a considerable contribution to transparency.
For every single step in learning and examination, the corresponding knowledge areas and
cognitive processes are noted in the table. Through the placing of the learning outcomes into
the table, external trainers can recognise the level of the learning path represented, and thus
with precise suitability send their trainees to European educational providers.
26
Chapter 2: MOVET
2.6. Creation of modules
Central to TOI MOVET is the precise implementation of the innovation designs under real
conditions, which means the combination of MOVET with mobilities within the scope of
Leonardo da Vinci. Selected students from Germany, Denmark and Finland visit in their third
year of training one to three learning paths in a different country each time. This serious
nature of the situation means that – in terms of the training – precise preparation of the
teaching content is absolutely necessary. Before conception of the module, the relevant
experts compare the curricula of all three countries in the area of automation technology.
During the analysis, three subject-areas crystallise in all three countries with high conformity
as regards content. The agreement of the curricula is in both following representations of the
curriculum summaries from Germany and Finland comprehensible. A coordination of the
topics with Denmark took place in verbal form and cannot therefore be presented in this
report.
27
Chapter 2: MOVET
MOVET Module
PLC
Programmable
Logic Control
Duration/field of
instruction
Automation
Technology 12/13
Field of instruction 80h
Analysing the flow of
information in complex
mechatronic systems
Mechatronic 12/13
Field of instruction
140h
Design and realization
of mechatronic systems
Hydraulics
Bus systems
Automation
Technology 10
Field of instruction 60h.
Analysing the flow of
energy and information
in electric, pneumatic
and hydraulic
components
Automation
Technology 11
Field of instruction
100h.
Realisation of
mechatronic sub
systems
Automation
Technology 12/13 Field
of instruction 80h.
Analysing the flow of
information in complex
mechatronic systems
Aim/explanation
How to?
Comment
The students learn how
to programme PLC.
Starting from Hardware
configuration and
function of the PLC to
write simple
programmes.
Then they programme
a complex mechatronic
system and bring it into
service.
Students have lessons
in theory about how
PLC works, how it is
related to relay
technique etc.
The Student learned
relay technique in the
11th class and then
they move on to
PLC –programming.
Students can read
circuit diagrams and
have understanding
how basic components
(e.g. valves, pumps,
cylinders) work
Students will know
“how to work safely
with hydraulic systems”
Students learn the
basics about the Bus
System with the AS-i
Bus System.
Then we move to
different systems
which are relevant in
Automation
Technology
Students will have
work lessons where
they learn basics of
programming
(languages, program
execution, NO/NC
contacts, timers and
counter). In BSFT we
use Siemens S7-300
PLC-system.
Theory and practical
lessons. Students work
with hydraulic
components.
Theoretical lessons and
a few practical
examples as part of the
PLC training.
Overview 2-8: Relevant curricula parts for modules BSFT (Munich, Germany)
28
The students learn the
basics with pneumatic
systems and then move
to hydraulic.
Main “aim” is to get
basic knowledge of
hydraulic systems and
the differences to
pneumatic.
The students know
how to programme
with S7-300 and then
they learn the basics of
Bus Systems.
Chapter 2: MOVET
MOVET
Module
Duration/field of
instruction
Aim/ Explanation
How to?
Comment
PLCprogramming /
Relay technique
and PLC programming
Course consists of 80
hours of student work.
60 hours is learning in
schools, 20 hours is
homework (80 h = 2
“study week”)
Student knows basics in
PLC functions, e.g.
What is input or output,
basic electrical
connections (one PLC
.-system). Student can
make a little program or
make a change to ready
made program. He
knows how to handle
programming software
and knows how to find
errors and follows
program in “ONLINE”.
Students have lesson in
theory about how PLC
works, how it is related
to relay technique etc.
The whole course is
160/120 hours. First
student will learn relay
technique and then they
move on PLC programming
80/60 hours
Student handles basic
of servomechanism,
They can read circuit
diagrams and have
understanding how
basic components (e.g.
valves, pumps,
cylinders) work
Theory and practical
lessons. Students will
work with hydraulic
components.
Hydraulics/
Hydraulics and
Pneumatics
Students will have
work lessons where
they learn basics of
programming
(languages, program
execution, NO/NC
contacts, timers and
counter). In POAM we
use Siemens S7-200
PLC-system for this
course
Main “aim” is to get
basic knowledge of
hydraulic and
pneumatic systems and
work safety
Students will know
“how to work safety
with hydraulic systems”
Bus systems/
PLC controlled
system with bus
technology
60/45 hours
Student can install bus
cables, make end
connections and test the
connected cable. They
must make a little
program and handle the
“take over”
This course is together
with Pneumatic system
-course and the whole
extent of this is 160/120
hours.
Students will make a
little Profibus DP
system, cabling and
“take over” tests.
Theory and practical
lessons
A little training of PLC
is also needed because
the POAM students
have worked earlier
with S7-200. This
training makes all of
participants capable to
handle the system
Overview 2-9: Relevant curricula parts for modules WinNova (Pori, Finland)
When considering the relevant areas of the curricula one recognises wide-ranging
conformities. These concern the chronological scope as well as the learning content. With the
objective target of the German curriculum and with regard to the programmable logic control
(PLC), the awareness- and capability exchange for the programming of „simple programmes‟
is defined. In the Finnish curriculum and in the same context the „little program‟ is referred to.
In their implementation as well, and with both curricula their theoretical and practical
communication is referred to. Similar examples are also found in the areas of hydraulics and
bus systems. Since the vocational school for manufacturing technology in Germany, the
Technical Education Copenhagen (TEC) in Denmark and WinNova (formerly Porin
Ammattiopisto) in Finland had got to know each other following years of previous trainee
exchanges, the special competence of the educational institutions can be estimated from these
experiences. These previous experiences facilitate the division of the three selected fields of
expertise into module building. The Munich school takes on the PLC sector, the Copenhagen
school hydraulics, and the school in Pori, WinNova, takes on the bus systems. Following the
allocation, the module building proceeds independently. The first instrument for standardising
29
Chapter 2: MOVET
and simplified comparability is the VQTS competence matrix expounded upon in chapter 2.4.
The intersection overlap from all three curricula in each subject should be positioned into the
suitable step within the matrix.
Curriculum
Germany
Curriculum
Denmark
Curriculum
Finland
Overview 2-10: Schematic representation of the curriculum comparison of the three project countries
In the next step, the expert group consisting of teachers and training personnel, has to
formulate an organisational profile in accordance with the VQTS of the training institution in
order to determine that the required depth of competence from all three countries can be
sufficiently covered. The expert group also decides upon the establishment in each case of the
learning unit in the profile. The curriculum analysis of the experts results in the Munich PLC
example of step 7.3 in the VQTS competence matrix.
7.1
7.2
7.3
(S)he can integrate and configure program-,
control-, and regulation mechanisms in
mechatronic systems, program simple
devices (in co-operation with developers),
and simulate the program sequence before
start-up (outcome description).
7.4
Overview 2-11: Competence area 7 from the VQTS competence matrix of mechatronics
Following this fundamental positioning, the educational specialist can begin with the concrete
development of the module. To a large extent this concerns the formulations of the learning
outcomes whilst taking into account the taxonomy table. At the same time it is very helpful to
use the terminologies from the table when describing the individual learning outcomes, e.g.
„explain‟. This simplifies on the one hand the positioning into the taxonomy and repeatedly
helps on the other hand to reflect, by module conception, on the mediated and required depth
of knowledge. Through the verb „explain‟, the learning outcome can clearly be assigned to the
complexity level of „understand‟ and this thus outwardly increases transparency over the level
of difficulty of the learning path. The second important aspect for the preparation of lessons is
30
Chapter 2: MOVET
methodical conveyance. In this respect, national distinctions in the design of lessons may, and
should, be retained. One challenge could be posed by the use of the English language, which
is aimed at non-native speaking students. So that the recognition of learning performances can
be made possible for the trainees in their local educational establishment, the learning unit
must conclude with a performance certificate. In all three countries this will be divided into a
written and a specialist practical training part. The questions for the written part as well as,
where applicable, the questions in the oral examination and the assignment of tasks for the
specialist practical examination part are likewise compiled by reference to the taxonomy
table. At the same time, the examination must exhibit a comparable level with regard to the
learning path. For the purposes of increased confidence building, the co-operating educational
institutions can exchange their filled-in taxonomy tables with their corresponding learning
outcomes. Alongside the specialised-instructional design of the module, trainers are obliged to
offer the participants a cultural programme, which should also take the weekends within the
three-week phase into account.
31
Chapter 2: MOVET
Summary of module compilation
Up to 19 selected students from Germany, Denmark and Finland attend one to three learning
paths in their third training year, each time in a different country. This actual realization
within MOVET means that a precise preparation of the learning content with regard to the
training is necessary. For this purpose the experts compare the curricula of all three countries
with regard to automation technology. In the process, primarily three subjects emerge with
high content-based consensus in all three countries:


PLC: programmable logic control
hydraulics

bus systems
There then follows the positioning of the learning content into the competence matrix from
the VQTS model, so that the competence depth of the individual modules can be depicted.
During the concrete development of the modules, the formulation of learning outcomes is
paramount. On the one hand the taxonomy table provides support in this respect, and on the
other hand the learning outcomes are finally arranged into the table. During the conceptual
design of the concluding performance certificate, the three schools agree on a unified
approach. The examination consists of a written and a technical-practical part. Both parts of
the examination must exhibit a comparable level to the learning path.
32
Chapter 2: MOVET
2.7. Representation of modules
In the following, the three modules that have been conceived for MOVET are introduced.
Varying presentation depths arise due to the diverse national approaches during preparation.
2.7.1 Modules: Programmable Logic Controller (PLC) in Munich
In the following chapter the module conception for the PLC in Munich will initially be
introduced. The second part expounds on the management of the taxonomy table using this
concrete case.
Module conception for the PLC
For the PLC module in Munich, a long-standing teaching staff is responsible at the
Berufsschule für Fertigungstechnik (vocational school for manufacturing technology, BSFT)
in the specialised sector of automation technology and mechatronics. Together with the
trainers of the enterprises involved, SWM, BMW and MTU, it renders an organisational
profile of the BSFT Munich in accordance with the concept of the VQTS (see chapter 2.4).
33
Chapter 2: MOVET
Berufsschule für
Fertigungstechnik
Competence
area
1. Maintenance
and assuring...
Outline: Competence profile,
mechatronics Munich
PLC modules
Steps of competence development
1.1
1.2
1.3
1.4
2. Installing and
2.1
dismantling...
2.2
2.3
3. Installing and
3.1
adjusting...
3.2
3.3
4. Designing
adapting...
4.1
5. Putting
mechatronic...
5.1
5.2
5.3
5.4
5.5
6. Supervising
6.1
and evaluating...
6.2
6.3
6.4
6.5
7. Installing,
configuring...
7.1
4.2
4.3
7.2
8. Preparing and
8.1
distributing...
9. Diagnosing
and repairing...
9.1
4.4
7.3
8.2
9.2
4.5
7.353
4.6
7.4
8.3
9.3
9.4
Overview 2-12: Organisational profile in accordance with the VQTS of the BSFT in Munich
The green-coloured fields indicate the education opportunity of the BSFT Munich in cooperation with the enterprises involved. An average trainee in Germany, after graduation from
the 3.5-year training normally attains the level offered by the educational institution.
Following the comparison of the three curricula it is determined that at the level of stage 7.3
the PLC sector will be taught and examined. The Munich module is divided into a two-week
schooling part and a one-week company phase. The company phase is intended to offer the
MOVET trainees the opportunity to get to know the dual system of vocational training in
Germany better. In the four days of the third module week the module participants deal with
an examination task to determine competence in one of the three partner enterprises. For the
scholastic module lessons the teaching staff developed a two-week learning path together with
two diplomands from the TUM. Further, they formulate learning outcomes for the entire
content of the scholastic learning path. Finally, the formulations are edited with the help of the
taxonomy table so that an obvious classification of the learning outcomes in the competence
matrix is possible. The final version is shown here, below:
3
7.35 was added to the VQTS competence profile within the MOVET project in order to illustrate a higher
impartation of competence than 7.3 without attaining 7.4.
34
Chapter 2: MOVET
Berufsschule für
Fertigungstechnik
Contents
1. Introduction PLC
1.1 History of PLC
1.2 Difference of CPC-PLC
2. Modular PLC
2.1 Hardware Config. Information
2.2 Puzzle Modular PLC
2.3
Worksheet Modular PLC
2.4
Hardware Configuration Station
2.5
Hardware Configuration
3. Addressing
3.1 Addressing Information
4. Programming
4.1 Basic Bit Logic
4.2
Program Exercise 1
4.3
CPU Cycle Information
4.4
CPU Information
4.5
Using the Glossary
4.6
Using the Help Instruction
5. Analysing
5.1 Variable Table
5.2
Symbol Table
5.3
Analyse Outputs
PLC module
Page
1
2-3
Tax table
1 F, 1 Ca
1 F, 1 Ca
Info incl. questions
S. combine modules of the PLC for
a standard hardware configuration
Name of modules and functions
and later addresses (from 4)
S. make a list of modules mounted
at their station
S. carry out HWK with SIMATIC
Manager
4-5
6
2 F, 2 Ca
3P
7
1 F, 1 Ca
8
2F
9-12
3 Ca
Info incl. questions
S. fill in addresses 2.3 Worksheet
Modular PLC
13-14
5 F, 4 Ca
S. fill in the function table for OR,
AND, SR by means of the help
function of the SIMATIC Manager
First program with SIMATIC
Manager using Symbol Table,
Basic Bit Logic, download and
monitor. Move the biggest
actuator.
Information about CPU Cycle
including questions
Information about the CPU: Mode
selector switch, status indicators,
memory card and MPI-interface
incl. questions
S. learn how to use the Glossary of
SIMATIC Manager
S. get general information how to
use the Help Instruction of the
SIMATIC Manager.
Study the example S_ODT
15
1 F, 4 Ca
16-18
4 Ca, 4 P, 2
Co
19-20
3 F, 3 Ca, 2
P
1 F, 2 Co, 3
Ca
Origin and development of PLC
Difference of CPC-PLC incl.
questions
21-22
23-24
1F
25-26
2 F, 3 Ca, 3
P, 2 Co
Students learn how to monitor
27-28
inputs by means of the Variable
Table
S. produce a Symbol Table with
29
SIMATIC Manager
S. move the cylinders manually in 30-32
the correct order
S. draw a pneumatic circuit with
FluidSIM
S. move the cylinders with manual
operation of the valves.
S. move the cylinders with the
Variable Table
S. complete the Symbol Table with
2 F, 2 Ca; 3
P
2 Ca, 3 P
5 F, 5 Ca, 5
P, 5 Co
35
Chapter 2: MOVET
5.4
Electrical circuit
6. Sequence chain
6.1 Structured program
6.2 Sequence chain
6.3 Pushbuttons and switches
6.4 FC1 Modes of operation
6.5 FC4 indication
the missing output addresses
S. draw an electrical circuit
S. learn why a program should
have a structure and how it can be
structured
S. learn how a sequence chain
works (principles)
S. learn how a typical Step
(network) is created in FC2
S. program 4 steps
S. analyse a standard set of
pushbuttons and switches
Automatic mode and single step
mode
The modes are indicated by
coloured lamps blinking
33
4 F, 4 Ca, 4
P, 4 Co
34-36
1 F, 2 Ca, 1
P
37-39
5 F, 5 Ca, 5
P, 5 Co
40-41
5 Ca, 5 P, 5
Co
5 F, 5 Ca, 5
P, 5 Co
5 F, 5 Ca, 5
P, 5 Co
42
43
Overview 2-13: Learning outcomes of the PLC module in Munich, cf. overview 2-7
In overview 2-13, the figures in the left column facilitate the unambiguous allocation of a
learning outcome into the entry in the taxonomy table. The second column represents in
shortened form the content of the subject. In the third column, the relevant learning outcomes
are again found, corresponding to the content. The fourth column lists the page numbers, on
which are to be found the respective passages in the work material for the learning outcome.
In the fifth column, the allocation in tabular form of each individual learning outcome in the
modified taxonomy table can be comprehended. Thus, the figures 1 to 6 indicate the
classification along the axis of the cognitive aspiration level and the letters along the axis of
knowledge areas. „F‟ stands for factual knowledge, „Ca‟ for causal knowledge, „P‟ for
procedural knowledge and „Co‟ for conditional knowledge.
With the help of the following text example, implementation should be made clear: In
overview 2-13 the number „2.5‟ in the left column is allocated to the subject „hardware
configuration‟. This number is recorded in the taxonomy table in accordance with the
allocation, so that the allocation in both directions of the instruments is ensured. The exact
formulation of the learning outcome in this area is “S. carry out HWK with SIMATIC
Manager”. The corresponding contents are on pages 9 to 12 of the learning material
extensively explained. In the right column „Tax table‟ is „3 Ca‟, this means that on the
horizontal level of the cognitive processes, this learning outcome is located on stage 3. Stage
3 differentiates between „carrying out, execute‟ and „implementing‟. The word selection here,
for the description of the learning outcome makes clear that the entry must be made in the first
area. The abbreviation „Ca‟ stands for „causal knowledge‟, thus the learning outcome 2.5 will
be placed in the taxonomy table in the vertical level by „causal knowledge‟. Since the
knowledge areas do not possess any hierarchical order, a learning outcome can if necessary be
assigned to a number of knowledge areas. In this case, a further listing in the right column is
necessary. Learning outcome „4.2‟ is for example in the taxonomy table by the cognitive
36
Chapter 2: MOVET
process categories in the section causal knowledge (Ca) at stage 4, that is: located under
„Analyse‟. Likewise, in the area of procedural knowledge it reaches (P), stage 4. In the area of
conditional knowledge (Co) the cognitive process category appears only at stage 2, that is:
under „understand‟. Consequently, the entry at learning outcome 4.2 in overview 2-13, is „4
Ca, 4 P, 2 Co‟.
Seven Germans, six Danes and six Finns take part in the execution of the PLC module. The
Germans are mechatronics trainees, the Danish trainees are automation technicians and the
Finnish trainees are electricians. All 19 module participants are in their third year of
vocational apprenticeship. During the entire period of learning, mixed-nationality teams are
formed from the module participants. The two-man teams, consisting of a Finn and a Dane, a
Finn and a German, or a Dane and a German, work together on work assignments at one of
the learning stations provided.
Based on the usual examination procedures of the BSFT in Munich, the module examination
is subdivided into a written part (paper and pencil test) and a practical part (demonstration of
skills). The questions for the examination, and the assignment of tasks are set in such a way
that conformity of the aspiration level between lesson and examination is achieved. Through
the placing of all learning outcomes in the taxonomy table, this process can be transparently
represented. A validation of the final version takes place via the expert group consisting of
specialist teaching staff, a technically competent diplomand as well as scientists from the
TUM. The written examination is to be taken at the end of the two-week schooling phase. On
the first day in the third module week, all students receive in their allocated company an
assignment of tasks, which they have to execute in the following days in their already existing
two-man teams from the schooling phase. The assignment of tasks comprises the essential
learning content of the two-week course and can be dealt with independently. In this module
phase the operational, in-plant trainers take over the supervision and they each function as a
contact person for any necessary assistance or to assign additional tasks. The practical part of
the module examination takes place on the fourth day in the partner company. For this
purpose, in each of the three companies a teacher from the school is present as well, and
evaluates the demonstration of skills of every single trainee and conducts a technical
discussion. During the discussion, the student has the chance to individually present and
explain the previous collaboration in pairs. A successful recognition of competence
combining written and practical achievements will be attested to for each student in the form
of a certificate.
Along with the subject-specific module conception, the Munich module offers an all-round
supporting programme.
37
Chapter 2: MOVET
BMW, MTU, SWM
BSFT
Plan PLC Module
MOVET
Average school day:
8.00
Lessons
9.30-10.00
Morning break
10.00-12.30
Lessons
13.30-15.30
Study, company visit, museum…
or longer
School
When
Sun. 04.10.09
Mon. 05.10.09
Tue. 06.10.09
Wed. 07.10.09
Thurs. 08.10.09
Fri. 09.10.09
Sat. 10.10.09
Sun. 11.10.09
Mon. 12.10.09
Tue. 13.10.09
Wed. 14.10.09
Thurs. 15.10.09
Fri. 16.10.09
Sat. 17.10.09
Sun. 18.10.09
What
Students arrive in Munich
08.30 meet and greet
Organisation: tickets, meals, schedule,…
13.30-15.30 City rally: Baumgartner, Richter
08.00 lessons: Mr. Schauhuber, Ms. Bock
13.30 study
08.00 lessons: Mr. Schauhuber, Ms. Bock
13.30 company visit, MTU
08.00 lessons: Mr. Schauhuber, Ms. Bock
13.30 study
08.00 lessons: Mr. Schauhuber, Ms. Bock
13.30 Deutsches Museum, SWM
Room 02
Room 02
Where
Hostel
Room 208
Room 02
Room 02
MTU
Room 02
Room 02
D. Museum
Weekend
08.00 lessons: Mr. Neumayr, Mr. Joretzki
13.30 company visit SWM Hr. Hanslmaier
08.00 lessons: Mr. Neumayr, Mr. Joretzki
13.30 study
08.00 lessons: Mr. Neumayr, Mr. Joretzki
13.30 study
08.00 lessons: Mr. Neumayr, Mr. Joretzki, test
13.30 company visit BMW, Mr. Fischer
08.00 lessons: Mr. Neumayr, Mr. Joretzki, test results
13.30 Pinakothek der Moderne, BMW
Room 02
SWM
Room 02
Room 02
Room 02
BMW
Room 02
Weekend
Average company day: example SWM
07.00
Meeting, than work
09.00-09.15
Morning break
12.00-12.45
Lunch break
15.30
Leisure time
Company: BMW, MTU, SWM
Example SWM
Mon. 19.10.09
Welcome, organisation, tour
Team work:
Instruction automation system including safety rules
mixed nation
Getting started: written order that contains the task
teams
Design the pneumatic circuit and the PLC electric circuit with inand outputs
Label all sensors and actuators according to your documents
Tue. 20.10.09
Check your documents
Team work:
Basic program
mixed nation
First steps with your PLC programming software
teams
Hardware configuration and Symbol Table
Programme and simulate
38
BMW
MTU
SWM
BMW
MTU
SWM
Chapter 2: MOVET
Wed. 21.10.09
morning
Team work:
mixed nation
teams
Afternoon
Single work
Thur. 22.10.09
Morning
Single work
Afternoon
Fr. 23.10.09
Morning
Celebration with
partners
Load and monitor your program at the mechatronic system
Trouble shoot and optimize if necessary
Programme and simulate
Load and monitor your program at the mechatronic system
Trouble shoot and optimize if necessary
Finish your basic program, check and evaluate your work
Additional Programming
Program and simulate
Trouble shoot and optimise if necessary
Additional Programming
Program and simulate
Trouble shoot and optimise if necessary
Finish your additional programme, check and evaluate your work
Presentation, test
Expert discussion of the work within the team, the company expert
and the teacher
Evaluation of the students work by the company expert and the
teacher
Certificates: given by companies
Speeches, Presentations: students, BSFT, companies, TUM…
Farewell and see you soon in Copenhagen and Pori
Common lunch
BMW
MTU
SWM
BMW
MTU
SWM
BSFT
Aula
Room 320
Overview 2-14: Timetable of the PLC module from 4th Oct.’09 to 23rd Oct.’09
The three Partner companies of MOVET offer the module participants factory tours. In this
way, the trainees receive an insight into the assembly lines and the companies‟ own study
workshops, which present a distinctive feature of the dual system in Germany. However, also
social and cultural aspects are taken into account. In this regard the native trainees are
requested to organise a city rally for their foreign guests. In this way, at the beginning of the
module the participants are initially encouraged to get to know each other and at the same
time interesting districts of Munich can be discovered. The collective visit to the Deutsches
Museum and to the Pinakothek der Moderne round off the framework plan.
After the description of the concrete implementation of the mobility in Munich within the
scope of MOVET there now follows a description of the application of the taxonomy table
explained in chapter 2.5, with the help of the Munich example.
39
Chapter 2: MOVET
Application of the taxonomy table
Through the example of the Munich module, there follows the explanation for the application
of the taxonomy table.
2.1
6.1
5.1
5.2
2.5
4.3
4.4
4.6
3.1
4.1
5.4
4.2
5.3
6.2
6.3
6.4
6.5
5.4
4.2
5.3
6.2
6.3
6.4
6.5
Producing
2.3
[6]
Planning
1.1
1.2
Create
Generating
5.4
Checking
4.3
Attributing
5.1
Organizing
2.4
Explaining
2.1
4.6
Inferring
2.3
4.1
4.4
5.3
6.1
Recalling
1.1
1.2
4.5
Critiquing
Evalua
te
[5]
Classifying
Differentiating
[4]
Implementing
[3]
Carrying out, Execute
[2]
Comparing, contrast
Analyse
Summarizing
Apply
Exemplifying
Factual
knowledge
[F]
Recognizing
Knowledgeareas
Understand
Interpreting
Cognitive Reme
process mber
cate- [1]
gories
3.1
5.3
6.2
6.4
6.5
WHAT?
Causal
knowledge
[Ca]
WHY?
Procedural
knowledge
[P]
6.1
4.3
4.6
4.2
2.2
4.6
5.2
5.1
HOW?
Conditional
knowledge
[Co]
4.4
5.4
5.3
6.2
6.3
6.4
6.5
WHEN? and
WHY?
Overview 2-15: Modified taxonomy table with registered learning outcomes from the PLC module
(Munich, Germany)
The learning outcomes from overview 2-13 have a numerical code for rapid recognition. This
numerical code is a combination of the six superior PLC subjects and the numbered sub-items
of each area, so that for example “S.4 produce a Symbol Table with SIMATIC Manager”
receives the coding „5.2‟. The experts from Munich then classify each learning outcome into
4
„S.‟ is the abbreviation for „student‟
40
Chapter 2: MOVET
the taxonomy table. From the content correlation the verb „produce‟ in the example list of the
table is not to be assigned to the equally worded subcategory „producing‟ in the „create‟
column. The content correlation makes clear that with this learning outcome an independent
action of the student is referred to. The cognitive process category „create‟ on the other hand
is aimed at the generation of complete renewal at the engineer‟s level. In order to compile a
symbol table with the SIMATIC manager, the trainee requires causal knowledge, to be able to
carry out the operation in this form. Since it is a matter of allocation with this assignment of
tasks, „5.2‟ comes under „understand [2]‟ under „classifying‟ in the „causal knowledge‟ line.
In addition, the student needs process knowledge for the successful attainment of this learning
outcome, in order to know how this symbol table can be compiled by means of the program
supplied. Consequently, the team of experts also place „5.2‟ in the line „procedural
knowledge‟ in the third complexity level „apply‟ under „carry out‟. Attention should be paid
to the fact that with the placement into the taxonomy table, the selected knowledge level
includes all stages to the left of it. For the use of the taxonomy table this means that a learning
outcome can be allocated to several of the various knowledge areas of the vertical level,
although, in one knowledge area only one classification is necessary on the horizontal level.
This procedure is the same when carrying out the individual learning outcomes. The
completed taxonomy table enables interested third parties to make a specific judgement about
the level that reaches the module, and thereby significantly simplifies the selection of suitable
participants.
2.7.2. Module: Hydraulics in Copenhagen
A responsible process manager and a module supervisor from the teaching staff are appointed
for the hydraulics module in Copenhagen. Together, they develop for TEC an organisational
profile according to the VQTS for the course of „Automation Technician‟, which has
significant concurrence with the German „Mechatroniker‟ (mechatronics engineer), an
occupation requiring formal training. The experts at first document this with the curriculum
alignment, and it additionally proves true in direct comparison with the organisational
profiles.
41
Chapter 2: MOVET
Competence
area
Steps of competence development
1.
1.1
1.2
1.3
1.4
2.
2.1
2.2
2.3
3.
3.1
3.2
3.3
4.
4.1
4.2
4.3
4.4
4.5
4.6
5.
5.1
5.2
5.3
5.4
5.5
6.
6.1
6.2
6.3
6.4
6.5
7.
8.
9.
7.1
7.2
8.1
9.1
7.3
8.2
9.2
7.4
8.3
9.3
9.4
Overview 2-16: Organisational profile according to the VQTS from TEC in Copenhagen for the course of
Automation Technician
Based on the German module, the Danish hydraulics module is divided into a schooling part
and an operational part. In a two-week course, theoretical knowledge and skills are acquired
in technical classrooms. Participation in a one-week industrial placement is intended to
provide acquisition of practical skills and an insight into the process operation of Danish
companies. As learning objectives of the Danish module path, the following areas have been
determined:
1. Physics of hydraulics. Setting up, commissioning, maintenance and fault recognition
and repairs of automation machinery and components with hydraulic and electrically
controlled valves in hydraulic circuits.
2. (S)he can carry out small modifications to the existing hydraulic and electro-hydraulic
systems and can recognise the specific demands whilst taking the safety requirements
into account.
3. (S)he is in command of the implementation and examination of hydraulic and electrohydraulic components whilst taking technical requirements into account.
4. (S)he can organise the preventive maintenance of hydraulic and electro-hydraulic
components on site.
5. (S)he can compile documentation and handbooks and has reliable command of faultfinding and fault correction, and the corresponding documentation
In the following overview, the English-language learning outcomes for the hydraulics module
are listed.
42
Chapter 2: MOVET
Time
Hours
Content
Learning outcome
What can the Student (S) do
Physics of hydraulics.
Calculation of Piston force, speed and flow.
The apprentice/student is able to carry out3FP (1) minor changes or expansions of the
existing hydraulics and electro-hydraulic
equipment from documentation, as well as
being able to differentiate and select 4-CaCo (2)
components for this.
Handling and precaution of hydraulic oil.
Principle diagrams of hydraulics.
Basic hydraulic components.
Pumps.
Tank, cooler and filters.
Cylinders.
Valves for control of hydraulics directions
flow and pressure.
Electrical controlled valves.
Build up of hydraulics circuits according to
diagrams on work bench.
Adjusting flow, pressure and speed.
Safety in hydraulics.
The apprentice/student is able to
implement3-FPCo (3) and check 5-FCaPCo (4)
hydraulics and electro hydraulic equipment
according to specifications, i.e. do control
measurement, adjust documentation for the
equipment according normal standards. The
apprentice/student is able to summarize2-FCa
(5) documentation being used to instruction
of the operators.
The apprentice/student is able to organize4FCaPCo (6) preventive maintenance on
hydraulics and electro hydraulic equipment
in use.
The apprentice/student is able to
differentiate 4-FaP (7) between instruments.
The apprentice/student is able to generate 6FcaP(8) systematically, methodical faultfinding
and fault correcting until component level.
The apprentice/student is able to carry out 3FP (9) exchange of components according to
documentation.
The apprentice/student is able to produce 6FCaP (10) documentation and manuals to
minor new constructions or minor modified
equipment.
The apprentice/student is able to interpret 2F (11) the specific demands with regard to
safety and environmental hydraulics and
electro hydraulic equipment.
Overview 2-17: Learning outcomes of the hydraulics module in Copenhagen
Since the tabulated representation of the learning outcomes in MOVET is still not identical, as
an example there follows a reading sample of the matrices, which are assigned to each
learning outcome. In the right-hand column, „Learning outcome‟, the individual learning
43
Chapter 2: MOVET
outcomes are consecutively numbered directly following each other from (1) to (11).
Classification ensues in the taxonomy table through the low-positioned digit/letter-sequence.
For example, „2-FCa‟ indicates that the learning outcome (5), “The apprentice/student is able to
summarize” is classified on the horizontal level of the cognitive process categories at stage 2,
namely „understand‟, and encompasses the knowledge areas of factual knowledge (F) and
causal knowledge (Ca). A finer classification for the subcategories of the cognitive process
categories is not necessary due to the identical choice of verbs in the formulation of learning
outcomes.
The competence level of the module offered in Copenhagen can be clearly understood in the
completed taxonomy table.
44
Chapter 2: MOVET
HOW?
Conditional
Knowledge
[Co]
2
7
6
4
8
10
3
7
6
4
8
10
3
2
6
4
Producing
10
Planning
8
Generating
4
Critiquing
6
Checking
7
Attributing
Carrying out, Execute
3
5
1
9
[6]
Organizing
WHY?
Procedural
Knowledge
[P]
1
9
Create
Differentiating
WHAT?
Causal
Knowledge
[Ca]
5
Evaluate
[5]
Implementing
11
Explaining
[4]
Comparing, Contrast
[3]
Inferring
[2]
Summarizing
Analyse
Classifying
Apply
Exemplifying
Understand
Interpreting
Recalling
Knowledge
Factual
Knowledge
[F]
Recognizing
Cogni- Reme
tive mber
Pro- [1]
cess
WHEN?
Overview 2-18: Modified taxonomy table with registered learning outcomes from the hydraulics module
(Copenhagen, Denmark)
As already seen in Munich, the participants work during the schooling phase in mixednationality teams. Since there are no native trainees take part in the hydraulics module, the six
teams each consist of one German and one Finn.
At the end of the two-week schooling phase, the theoretical examination segment in written
form then takes place in the classrooms of the Copenhagen school. This has a duration of half
an hour. Within the scope of the skills demonstration, the participants subsequently deal with
a practical assignment of tasks, which is to be demonstrated at one of the available manual
devices. The examination is successfully passed if the student can solve the task and
45
Chapter 2: MOVET
demonstrate it within twenty minutes. An oral examination, analogous to the technical
discussion in Munich, is not provided. There is no further examination planned for the week
of practical experience, because this consists solely of a short hospitation phase of internship
as an observer.
2.7.3. Module: Bus systems in Pori
The teacher conducting the module of the WinNova School conceives, together with the head
of the department, a module for bus systems in Pori, Finland. Following consensus with the
teachers from Munich, the aspiration level of this module has been established at 7.35. This
stage was not originally scheduled in the VQTS model, it should nonetheless make clear that
it represents a continuation course for the PLC module without however completely attaining
the competence level of 7.4 of the VQTS matrix. As with the transnational partner schools of
the project, the expert team in Pori also compiles an organisational profile of WinNova in
accordance with the VQTS.
Competence
area
1.
Steps of competence development
1.1
1.2
1.3
1.4
2.
2.1
2.2
2.3
3.
3.1
3.2
3.3
4.
4.1
4.2
4.3
4.4
4.5
4.6
5.
5.1
5.2
5.3
5.4
5.5
6.
6.1
6.2
6.3
6.4
6.5
7.
8.
9.
7.1
7.2
8.1
9.1
7.3
8.2
9.2
7.355
7.4
8.3
9.3
9.4
Overview 2-19: Organisational profile according to the VQTS from WinNova in Pori for the course of
electrician, automation technology
When comparing the organisational profiles, several overlaps of content can be determined,
however some differences are also evident. From Finland, some electricians take part in the
MOVET modules. This training scheme conforms with mechatronics training only to the
slightest extent. In the results part of this report, more detail on this point is provided within
the scope of the aspect of recognition.
5
7.35 was added to the VQTS competence profile within the MOVET project in order to illustrate a higher
impartation of competence than 7.3 without attaining 7.4.
46
Chapter 2: MOVET
The following contents are imparted in Pori according to the description of skills and
competences in Europass:
The trainee has learned how modern automation projects are implemented with PLC and bus
systems. This includes:
1.
2.
3.
4.
5.
Explanation and compilation of a PLC program
Comparing of wire-connected I/0 and bus systems
Explanation of the function of a bus system
Explanation of the various levels of a bus-system and its interaction
Explanation of the differences between three bus systems (Ethernet, Profibus, AS-i)
6.
7.
8.
9.
Implementation of cable links and explanation of the principles of cable assembly
Implementation of the cable system in a master-slave arrangement
Explanation of the possibilities and limits of cable assembly in bus systems
Explanation and implementation of a Profibus configuration
10. Explanation, implementation and testing of Profibus network addressing
11. Extension of existing bus systems
12. Checking of bus systems with diagnostic equipment
13. Organising the operating sequence of error checking in bus systems
This form of overview of the contents from the bus systems module follows the belowmentioned tabular listing of the learning outcomes formulated for it.
MODULE: BUS SYSTEMS
Subject: Automation with PLC logic and bus systems
Aim: Students will learn how a modern automation project is carried out with a PLC and field bus
system
Required skills: Student has to have basic knowledge of electric systems, relay and PLC controls
Performance: Three week training, Including visits to companies. At the end, the students have a 1day test where they have to show their competences about the subject.
Time
Content
hours
Getting started
4
Reply:
The students will make some basic instructions
with PLC control
BUS SYSTEMS
Basics of Bus Systems
2
Difference between wired I/O and bus system
Learning Outcome
What can the Student (S) do
S is able to explain2-F (1) and carry out3-P (2) a
PLC program, and recall1-F (3) previously learned
items of PLC controls
S is able to compare2-F (4)wired I/O and bus
system concerning the idea and the advantages
of a Bus System
S is able to differentiate4-F (5) and explain2-F (6)
the differences between wired I/O and Bus
47
Chapter 2: MOVET
Common Bus Systems
2
Standard bus systems: Profibus, AS-I, Ethernet
S is able to explain2Ca (7)the function of the
standard bus systems.
Factory level, cell level, field I/O
S is able to explain2-P (8) the different level’s of
bus systems and how they work together.
Cabling
4
Cabling and connections
Differences between bus systems, placement in
cableways etc.
5. ProfibusDP Building Network
2
Profibus network
Different protocols, cabling distances etc).
Building a Profibus network
6. Profibus Configurations
2
Configuration of a Profibus DP –Master-Slave
network
Using a configuration tool (software)
7. Profibus_ Taking over
4
Taking over the ProfibusDP network
Take over tests for PLC-system with Profibus
Network. Finding out I/O from substation and
using them
8. Network expansion
4
Making the network larger.
Adding a new Profibus –module to existing
network. Students will now make the whole thing
(cabling, configuring and take over) again
9. ProfibusDP Fault situations
4
Possible fault situations and diagnosis tool’s
Having a fault situation and finding it with using
diagnostic tool’s
10. AS-I Network
4
Building an AS-I network
Connecting the AS-I network to Profibus network
11. AS-I Taking over
4
Take over the AS-I network
S is able to explain2-F (9) differences in three
different bus system (Ethernet, Profibus, AS-i).
S is able to carry out3-F (10) connections and
explain the principles of placing cables
S is able to carry out3-P (11) cabling and
connections in a network consisting of PLC
(Master) and a I/O –station (Slave)
S is able to explain2-Ca (12) the limits of cabling
procedures
S is able to explain the idea of configuration and
carry out3-F (13) configuration procedure
S is able to carry out3-P (14) configuring
S is able to carry out3-P (15) I/O –test. S is able to
explain2-P (16) the system of addressing in
Profibus Network
S is able to recognise1-F (17) and recall1-F (18) the
network properties and procedures of cabling
and taking over
S is able to check5-F (19) situations with
diagnostic tools.
S is able to organize4-P (20) the procedure of
finding out and solving faults
S is able to carry out3-P (21) cabling and
connections in a network consisting of PLC
(Master) and a I/O –station (Slave)
S is able to carry out3-P (22) I/O –test. S is able to
explain2-P (23) the system of addressing in AS-i
Network
Students will make a little AS-I network and
connect it to previously built-up Profibus Network S is able to compare2-F (24) the differences
48
Chapter 2: MOVET
between AS-I and Profibus
12. Ethernet Network
8
Building an Ethernet network
S is able to explain2-F (25) principles of cabling. S
is able to explain2-P (26) the main features of
Ethernet network
Building a little Ethernet network
S is able to carry out3-P (27) cabling of Ethernet
network
13. Written test
4
Written test of central theoretical items Profibus,
AS-I and Ethernet network
14. Practical test
8
Student is making a network cabling to some
machine or conveyor.
S is able to organise4-P (28) network cabling
work. S is able to carry out3-P (29) connections
and is able to check5-P (30) I/O:s and network
functions in taking over. S is able to critic5-Ca (31)
his own work.
Overview 2-20: Learning outcomes of the module bus systems in Pori
In the following taxonomy table the entire learning outcomes from the bus systems module
have been registered. Both overviews are to be read as in the reading sample in Chapter 2.7.2
Module: Hydraulics in Copenhagen.
49
Chapter 2: MOVET
17
3
18
4
24
1
6
9
25
10
13
5
Create
Producing
Planning
Generating
[6]
Critiquing
Checking
Evaluate
[5]
Attributing
Organizing
Differentiating
Implementing
Carrying out, Execute
Explaining
[4]
Comparing, Contrast
[3]
Inferring
[2]
Summarizing
Analyze
Classifying
Apply
Exemplifying
Understand
Interpreting
Recalling
Knowledge
Factual
Knowledge
[F]
Recognizing
Cogni- Remem
tive ber
Pro- [1]
cess
19
WHAT?
Causal
Knowledge
[Ca]
7
12
31
WHY?
Procedural
Knowledge
[P]
HOW?
8
16
23
26
2
11
14
15
21
22
27
29
20
28
30
Conditional
Knowledge
[Co]
WHEN?
Overview 2-21: Modified taxonomy table with registered learning outcomes from the bus systems module
(Pori, Finland)
Due to the scholastic vocational training system in Finland within which Finnish trainees
complete only 4 to 12 weeks of practical experience with the partner companies, the threeweek module phase takes place entirely within the school. The classrooms of the school are
equipped with numerous learning stations for the practical implementation of learning
content. In addition, a very varied recreational programme facilitates insights into the
50
Chapter 2: MOVET
operational procedures of various Finnish firms. In the Finnish module as well, care is taken
to ensure that with the partner-tasks, there are always students of different nationalities
working with each other, that is, a German with a Dane. Finnish trainees cannot take part due
to problems of spatial capacity. As in Germany and Denmark, the examination is divided into
a written, theoretical part and a practical demonstration of skills. Questions of comprehension
complete the demonstration of skills. The examination takes place during the third week of
the module in the classrooms of the module phase. The execution of the module as well as the
design and conducting of the examination is undertaken by the Finnish teaching staff. A
further Finnish member of staff is responsible for the recreational programme, so that the
three-week burden is spread out. During the Finnish module it is possible for the foreign
guests to take part in the factory visits and to assist in the Finnish partner company Cimcorp
Oy in some areas of work. Along with this technical recreational programme, the Finnish
conductors of the module also enable the trainees to get to know typical Finnish forms of
sport such as for example cross-country skiing and ice ball. Furthermore, they are given the
chance to visit the local surroundings with their cultural places of interest as well as further
specialist departments at separate sites of the schools. In the last week the students take part in
an electrical engineering trade fair.
In overview 2-22 the entire timetable for the three-week visit is in Pori is presented.
51
Chapter 2: MOVET
Overview 2-22: Timetable and leisure-time schedule for three-week module in Finland
The three realised MOVET modules exhibit several parallels to each other. Nevertheless, the
concrete arrangement of them still remains nationally organised. Ostensibly, it is not a
harmonising between the countries and thus the modules, but rather the transparent
representation, so that a mutual recognition of the specialist competences between the
transnational educational institutions is rendered possible.
52
Chapter 2: MOVET
Summary: Module representation
All three schools, BSFT (Munich), TEC (Copenhagen) and WinNova (Pori), prepare, in
consideration of national characteristics of instruction, a learning path within the scope of
MOVET. To this end, they each compile an organisational profile of their school and outline
in tabular form all learning outcomes of the modular unit. Classification of the learning
outcomes into the taxonomy table ensures the demand of transparency by MOVET. The
successful completion of each of the three-week modules, with a concluding performance
certificate, is ensured by the teaching staff at each of the schools. An accompanying cultural
programme expands the modules in Munich and Pori, and facilitates for the participants a
broadened experience of the country.
53
Chapter 3: Evaluation
3. Evaluation
The Lehrstuhl für Pädagogik at the TUM takes on the project coordination of the 24-month
project MOVET. Furthermore, the researchers‟ group also takes on the scientific monitoring
of the entire project process, that is, evaluation and consultation. In this chapter, the research
interests and the methodical procedures used for them, are described.
3.1. Analysis questions
The posing of questions is central for the scientific monitoring of MOVET, which illustrates
the central goals of the project, the creation of transparency for learning outcomes and the
recognition of them. Further questions are concerned with the practical carrying out of the
project in the form of mobilities and module implementations. In order to appreciate this
broad spectrum, the following questions are instrumental for the scientific monitoring of the
project:
1. To what extent can transparency and recognition of learning outcomes from
2.
3.
4.
5.
transnational modules be attained?
To what extent are the instruments from the VQTS within the MOVET project
realisable?
As an instrument promoting transparency, to what extent is the taxonomy table
suitable for describing learning outcomes and the method of recognition of
competence?
To what extent are the applied methods of recognition of competence sufficiently
valid, in order to guarantee the recognition of learning outcomes?
Which experiences do the trainers gather within the scope of the transnational module
implementation?
6. Which experiences do the teachers gather within the scope of the transnational module
creation and module implementation?
7. Which experiences do the students gather within the scope of the transnational module
implementation?
The investigation questions 1 to 4 are concerned with the theoretical framework of MOVET.
It is ostensible in this sense to assess the approaches, which have for their aim the facilitation
of transparency and recognition of international exchange programmes within the scope of a
vocational training scheme. In this respect, MOVET works with two models: VQTS and a
modified taxonomy table.
54
Chapter 3: Evaluation
The investigation questions 5 to 7 are concerned with the practical implementation of the
three MOVET modules. In this respect the scientific monitoring looks into the reasons for the
experiences of the groups of individuals concerned from mobilities and conducts an
evaluation from its own perspective.
In the following, the evaluation design is introduced in a general overview.
3.2. Evaluation design
Below, the evaluation design is visualised throughout the project duration of MOVET. During
the development process the formative evaluation proved itself suitable to be able to intervene
and optimise in the ongoing process. For the three-week period of module implementation in
each case, the summative evaluation is especially informative.
Overview 3-1: Evaluation procedure of the scientific monitoring in the MOVET project
Throughout the entire duration of the MOVET project and beyond, the scientific monitoring
by the Lehrstuhl für Pädagogik of the TUM gathers data, which are necessary for the
substantiated response to the investigative questions from chapter 3.1. Due to the multilayered
investigative questions, a segmented evaluation process is necessary. In order to be able to
continually implement evaluations and the associated optimisation processes of the Transfer
55
Chapter 3: Evaluation
of Innovation Project, a formative evaluation of the two-year Leonardo da Vinci project has
been selected. Interim results already achieved can thus perhaps lead to interventions and/or
corrections of ongoing measures. The completed analysis of documents thereby runs beyond
the stipulated time frame of the project. At the beginning of MOVET, this leads to a quicker
determining of the common basis and offers in the aftermath of the project the option of
incorporating experience, in order to offer optimised documents for subsequent projects.
The document analysis within MOVET thereby encompassed the curricula and educational
systems of the three participating countries. From this there arises a concept for three modular
units, which can be implemented in the three vocational schools. The practical
implementation of the modules facilitates a realistic judgement of the validity of the
theoretical instruments. Through a panel of experts, consisting of scientists, teachers and
trainers, the placement of the learning paths into the competence matrix for mechatronics
engineers from the VQTS takes place. At the same time, this procedure checks to what extent
the VQTS matrix can function as an instrument promoting transparency within the framework
of mobilities. Furthermore, the Lehrstuhl für Pädagogik of the TUM oversees and advises
specialist experts about the formulation of learning outcomes and their classification into the
modified taxonomy table. The uniform design and application of the instruments significantly
increase transparency of the module paths. The close collaboration between those responsible
for the implementation of the modules and the scientists facilitate a more profound discourse
on the applicability of the taxonomy table as an instrument promoting transparency and makes
clear the necessity of a guideline for its application, in order to determine a satisfactory level
of European comparability.
In addition, the working materials and examination documents are jointly discussed and
further developed within the framework of the steering group meetings. The experts thereby
present their elaborations and receive advice and support for further development from their
scientific companions. The primary focus is on taking into account the results from the
curriculum comparison of the three participating countries.
For the German modular unit there arises in co-operation between the vocational school for
manufacturing technology and the TUM, two supervised research activities: “Development of
an operational-oriented and modularised path of instruction for the EU project MOVET”
(Joretzki, 2010) and “Development of a path of instruction for the EU project MOVET – the
taxonomy table as an instrument for the analysis of learning outcomes” (Bock, 2010).
The VQTS products, the „Memorandum of Understanding‟ as well as the „Letter of Intent‟,
are analysed and adapted to the circumstances of MOVET. After successful completion of
their three-week learning path, the trainees receive certificates that are individually designed
for the project and are to serve as presentation material for job applications after the end of
their training. It was a challenge to find an informative design of the certificates and the
56
Chapter 3: Evaluation
reference to general, comprehensible criteria. General guidelines are aspired to, with the
design of transnational and/or European mobilities.
Furthermore, also at meetings and working sessions a participatory monitoring over the
complete duration of the project takes place. This enables a continual up-to-date status over
the course of the project and a more profound insight into challenges and current problems of
MOVET. This procedure likewise also facilitates establishing opinions of colleagues who are
not directly concerned with module implementation. Especially during the three module
implementations in the period from October 2009 to February 2010, the scientific supervision
is occasionally on location, in order to determine impressions and procedural methods. The
focus of attention is above all on the recognitions of competence in the form of an
examination at the end of each modular unit. However, the modules‟ programmes of
supporting events are in parts also visited, in order to obtain a comprehensive picture.
Altogether, the evaluation of the three modules is divided into a quantitative and a qualitative
part. In the first module in Munich, the trainees fill in a partly closed and partly open
questionnaire concerning their foreknowledge and their expectations from the module period.
At the end of the first module phase, a further questionnaire is handed out regarding
satisfaction and evaluation of the module conception. A qualitative evaluation takes place in
all three countries. These include guideline interviews of the students in their national groups
in all three modules and guideline interviews with the participating teachers at the end of the
respective learning unit. The discussion facilitates a multi-layered impression of the collected
experiences of the participants. At the same time, the guideline considerably supports the
managed discussion and makes the individual experiences and personal evaluations of the
interviewees transnationally comparable. In Germany, additional guideline interviews with
the trainers from the companies SWM, MTU and BMW take place. The above-mentioned
already presented participatory monitoring of the modules encompasses lessons, a supporting
programme and examination procedures. In addition, the final examinations are recorded on
video. The daily-compiled student reports also offer a more profound insight into the module
experiences from the trainees‟ perspective.
Furthermore, the scientific monitoring has taken up tasks, which are included at a suitable
place in this report. These include, among other things, collaboration and consultation on the
creation of an instrument, the so-called taxonomy table, for the promotion of transparency of
learning paths or concrete assistance with the design of training modules within numerous
working sessions.
The results from the just previously presented evaluation process will be presented in the
following chapter.
57
Chapter 3: Evaluation
Summary: Evaluation
The investigation questions illustrate the central goals of MOVET: the creation of
transparency for learning outcomes and their recognition. Further posing of questions are
concerned with the practical implementation of the project in the form of mobilities and the
execution of modules.
A combination of formative evaluation during the process and summative evaluation during
the implementation of modules is of high significance for the answering of questions.
Essential components of the evaluation:
58





Document analysis throughout the two-year project phase,
Supervision during concept development for the modules,
Consultation for the positioning of the modules into the VQTS matrix,
Consultation for the classification of learning outcomes into the taxonomy table,
Collaboration in the compilation of the taxonomy table, as an instrument promoting



transparency,
Further development of the working materials and examination documents,
Supervision of project related research work,
Analysis and further development of VQTS products, Memorandum





Understanding as well as the „Letter of Intent‟,
Design of certificates,
Participant monitoring of all meetings and working sessions,
Participant monitoring of the modules in Germany, Denmark and Finland,
Evaluation of project-related questionnaires and
Implementation of guideline interviews with trainees, trainers and teaching staff.
of
Chapter 4: Results
4. Results
In this chapter, construct evaluations of the applied VQTS model and the taxonomy table will
initially be made. This occurs especially with regard to their feasibility and effectiveness.
Moreover, there follows a representation of the recognition methods of the MOVET modules
in the three countries involved. Finally, the experiences of teachers, trainers and students are
also of central importance in order to further stabilise the co-operation between the three
schools and to optimise subsequent mobilities.
4.1. Construct evaluation
Two essential constructs are supposed to support the achievement of objectives of MOVET,
transparency and recognition of learning outcomes. On the one hand, the VQTS model, which
in chapter 2.4 is more closely elucidated. On the other hand, the taxonomy table, further
developed by the Lehrstuhl für Pädagogik, is presented and described in chapter 2.5.
4.1.1. Practicability of the Vocational Qualification Transfer System
(VQTS)
The aim of the VQTS model is the support for the transfer of vocational competences, which
have been attained during a period of training abroad. This transfer should be made visible
through the recognition of competences. In general within the VQTS model, it is also a matter
of the development of qualifications, the creation of requirement profiles and an improved
visualisation of qualification differences within the European Union (cf. Luomi-Messerer,
Markowitsch, 2006).
MOVET makes use of the suggestion from this model, for a structured description of work
related competences. This is the basis for the three developed modules in Munich,
Copenhagen and Pori. From the competence matrix for mechatronics engineers from the
VQTS it is possible for the respective experts of the three schools to agree with each other
regarding the competence area 7 for the selected mechatronics trainees. The description of the
competence development level is the basis for the formulation of the learning outcomes of
each learning path. In this sense, the following consideration is helpful: Entire sentences
should be used for the description of competences and/or learning outcomes in the individual
stages of competence development, (e.g. “(S)he can carry out fundamental maintenance work
on mechatronics equipment and facilities for production.”), and not only keywords (e.g.
„maintenance tasks‟) (cf. Luomi-Messerer, Markowitsch, 2006). In addition, it should be
noted that the description should be written relating to the context. If one compares this
59
Chapter 4: Results
advice from the VQTS with the module representations from chapter 2.7, it then becomes
obvious that this unified form significantly simplifies comparison of the modules and
substantiates the learning content in an adequate framework. For the respective decision
makers, it is thus clearly recognisable which aim the respective learning path follows and can
accordingly decide which student clientele is suitable for taking part in the module.
Nevertheless, such a profound involvement with one‟s own learning path and the formulation
of the individual learning outcomes are very time-consuming for the teaching staff.
Through the possibility in Munich of incorporating comprehensive scientific support6 for the
development of the learning paths, an exchange among experts is then possible and the
parameters for a wide-ranging discourse are provided. However, these parameters are not
given at all three module locations, so that the description of the learning outcomes must be
accomplished as individual work. Though, in order to avoid subjective sources of errors, the
work of expert groups is advisable. The co-operation of the transnationally active individuals
responsible for training should also be guaranteed, in order to ensure a European continuity
and thereby recognition.
A further significant aspect is the creation of organisational profiles, based on the competence
matrix. Each of the three schools identified those competences, which are of relevance for a
particular training programme or qualification, and which can indeed also be imparted in the
relevant institution. By means of the organisational profiles, the special strengths of a school
can be transparently represented. It must still be considered that it is here a matter of selfassessment and which therefore forms the basis of subjective decision criteria. For the
relevant competence area 7 in MOVET “Installation, configuration, programming and
checking of hard and software components for the control and regulation of mechatronic
systems and facilities” (Luomi-Messerer, Markowitsch, 2006, S.41), an overlapping of all
three schools becomes clear. The BSFT in Munich documents that its school, with regard to
the allocation of steps of competence development, it teaches from 7.1 to 7.4, and up to step
7.35. In the original VQTS competence matrix, there is no step 7.35. This was created by the
experts from MOVET as an intermediate step between 7.3 and 7.4, in order to make clear the
higher competence allocation than 7.3, without the attainment of level 7.4. WinNova in Pori
too teaches in its school up to this stage. At TEC in Copenhagen, the teaching staff impart all
learning content up to the skilled-technician level at 7.4. The compiling of the profiles makes
clear that through a subjective self-assessment, the transnational comparison is made difficult,
since the judgement is strongly influenced by national orientation.
The organisational profile has a supporting influence in the search for new co-operation
partners, in order to be able to time-optimally adjust the subject-specific level. This profile
does not have a valid explication about the school quality. Further, the necessary addition of
stage 7.35 within MOVET points to the incompleteness of VQTS. A matrix at the European
6
Cf. Joretzki, 2009 and Bock, 2010
60
Chapter 4: Results
level cannot assert the claim of wholeness and thereby being practicable and transparent at the
same time. Reasonable widening to include the special handling is therefore to be
recommended.
The contextual competence formulations of the individual intermediate stages have proved
themselves to be helpful. As a result, the European partners receive a valid basis of
discussion, whose relevant learning contents are worth conveying. Via the generally
understandable description of the stages, each of the three schools can independently conceive
a modular unit according to a common formulation of aims. At the same time, each of the
educational institutions knows which knowledge level they can expect from their trainees
after successful completion of the modules. The guideline of the competence matrix for
mechatronics engineers serves very well as a basis. A dedicated compilation of such a matrix
for further vocational groups with a detailed description of the individual stages is however
hardly possible to accomplish within a project or even less so merely within mobilities.
The vocational training subjects for the participants vary partially, so that the competence
matrix for mechatronics engineers within MOVET is not precisely suited for all. It is also not
to be expected to be able to create a competence matrix for each and every training scheme in
Europe. Within MOVET, this circumstance is thus confronted, in that the modules are
represented as supply-oriented. For this reason, a transparent representation of the learning
path is necessary, so that individual educational establishments throughout Europe can decide
for themselves about the precise suitability for their trainees and accordingly send them into
the exchange programme.
One further significant aspect for educational establishments permitting their students to take
part in exchange programmes, is the acquisition and development of soft skills. The students
should be able to further develop their cultural and linguistic capabilities as well as
strengthening their personal skills and social competences. This area is not taken into account
by the VQTS matrix. On the one hand the relevance of recognition, especially of subjectspecific competences, thereby emerges. On the other hand, after successful completion of a
module, participants do not receive any written assessment or confirmation for the area of
personal and social competences. However, it initially remains to be seen as to what extent an
objective and measurable representation of social and personal competences is possible, if at
all.
An objective and thus optimum representation, at least for professional competences which
are attained in the individual module paths, is focussed on in MOVET. For this reason the
application of the VQTS model alone is not sufficient. In particular, an instrument for the
categorising of learning outcomes is necessary, so that external specialists can assess the level
of a learning path.
61
Chapter 4: Results
4.1.2. Taxonomy table as an instrument aiding transparency
The MOVET taxonomy table represents the basis for collaboration between the vocationaleducational institution, by preparing the way for a content-related recognition of nationally
varying training schemes, and for the trust in their individual approaches to examinations. For
one thing, it supports the teachers of a module path in the formulation of learning outcomes.
For another thing, each individual learning outcome in this table can be located and identified
by its numerical code. The placing of learning outcomes into the table has the big advantage
of the visualisation of the complexity level of the teaching unit. Transnational educational cooperators receive an optimised insight into the educational demand of the module. Due to the
possibility of the more profound insight into the approach of transnational partners, the
company trainers from Germany who were questioned, state that the taxonomy table as a
confidence-building instrument is applicable, especially with new cooperational agreements.
Trust is fundamental, especially for new partnerships, in order to facilitate a long-term and
efficient collaboration. The trust establish within MOVET between the educational partners
leads to the recognition methods presented in chapter 4.2 regarding the subject-specific
competences attained. In addition, the willingness of all participating educational players
within MOVET II to continue the co-operation from 2010 to 2012, points to the trust in the
success of transnational periods of training.
The teaching staff conducting the modules also declare the advantages through the use of the
taxonomy table. All participating teachers possess years of pedagogic as well as technical
experience. Nevertheless, they state that via the work with the instrument, a more profound
discourse with one‟s own area of work is promoted. A teacher from Munich declares he is
happy about “wearing scientific glasses ten years after leaving university”. The conceptual
and contentual editing of the original learning unit of PLC in accordance with the Bavarian
curriculum (i.e. incl. Munich) in a suitable format for MOVET, is inevitably associated with
changes. A hitherto routinely taught learning path is reconsidered and reflected upon
regarding the knowledge areas and aspiration level. “One thinks more profoundly about why
one had done it this way for years”, according to a statement by the teacher. This process
consistently implements optimisation procedures, which in an ideal scenario also have an
effect on customary teaching-learning situations in the entire area of work.
The output-oriented demand of ECVET makes the description of the modules through
learning outcomes necessary. Central in MOVET is the evaluation of learning outcomes in
contrast to purely temporal completion of learning paths. Therefore, the special attention paid
to the formulation of learning outcomes is imperative. Based on the VQTS model, there
already appears the first standardisation. However, also the application of the taxonomy table
thereby considerably simplifies the work. The six stages of the cognitive process dimensions
are each divided into two to seven further subcategories, for example „recognise‟ at the stage
„remember‟, „inferring‟ at „understand‟, „implementing‟ at „apply‟, „differentiating‟ at
62
Chapter 4: Results
„analyse‟, „checking‟ at „evaluate‟ and „generating‟ at „create‟. This proposal of already
categorised verbs simplifies the accurate formulation of the learning outcomes in the
designated degree of abstraction. After all learning outcomes have been formulated and
registered in the taxonomy table, the teaching staff can then check their own learning path
regarding the intended aspiration level. The same approach is also recommended for the
conceptual design of the examination. All examination questions and examination tasks can
be created by means of the taxonomy table. This simplifies the implementing of the general
teaching policy, for testing that which one has previously taught.
Nevertheless, the consideration of the weakness of the instrument must not be forgotten at this
point. The location of learning outcomes lies in the subjective appraisal of each individual
member of the teaching staff. However, also the work in the expert groups, such as for
instance in Munich, makes the scope for interpretation when classifying obvious. Thus, this
leads to different classifications of the learning outcomes in the table throughout the duration
of the project. The differences thereby are mostly only negligible, but suggest however that
the taxonomy table still exhibits the need for optimisation with regard to the demand for
objectivity. Within a steering group meeting, the differing perceptions of the nations also
become clear. The scientific supervisors from Germany completely exclude for example the
„create‟ stage of the learning outcomes for the vocational training area. It is always based on a
trainee with average performance with regard to module objectives. As a rule, it can
consequently only be expected of graduates to create a fundamental reform. Consequently,
learning outcomes in the sixth stage would initially be formulated for the realm of engineers.
According to information from the Danish partners the highest cognitive stage has already
been reached at training level in Denmark. As a consequence, in the depicted overviews of the
completed taxonomy tables in chapter 2, there are no placings to be found in stage 6 for
Finland and Germany, although for Denmark in contrast, there are.
A further challenge is represented by the application of the taxonomy table. In practice, the
combination of the cognitive process dimensions of „remember‟ to „create‟ with the four
knowledge areas of factual, causal, procedural and conditional knowledge proves to be very
theoretical. Especially the interpretive pervasion of conditional knowledge is by their own
account, difficult for the teaching staff. For further implementation it is therefore
recommended on the one hand a guideline for the application of the taxonomy table, and an
optimisation of the instrument on the other. It should be considered which components are
any longer relevant and which ones could perhaps be removed, without compromising the
significance of the instrument or even of distorting it.
Despite the necessity of further development, it can be held – resumptive for both instruments
– the VQTS model and the taxonomy table – that they are, principally, very valuable in the
creation of transparency for the modules. Hence, one success of MOVET is that the
recognition of the learning performance of the participants is basically possible. On account
63
Chapter 4: Results
of the different educational systems, the implementation thereby differs, and this will be
expounded upon in the following chapter.
Summary: Construct evaluation
The VQTS develops a systematic procedure for describing work-related competences and a
model for the transfer and the recognition in the „mechatronics‟ sector. Central elements of
the VQTS model is the competence matrix, the competence profile of the organisation and of
the individual, and the competence certificate. MOVET avails itself of these suggestions for
a structured description of work-related competences and a common, thematic point of
departure for the modules in Germany, Denmark and Finland. The PLC, hydraulics and bus
systems modules are able to be located in area 7 “installation, configuration, programming
and checking of hard and software components for the control and regulation of
mechatronics systems and facilities” on differing competence levels.
Furthermore, a second instrument is necessary for the categorising of learning outcomes, so
that the level of a learning path can be determined for all players. For this purpose, in
MOVET and within the taxonomy table, the four knowledge areas of factual, causal,
procedural and conditional knowledge are connected with the six cognitive process
categories of „remember‟, „understand‟, „apply‟, „analyse‟, „evaluate‟ and „create‟.
On the one hand, the taxonomy table supports the teachers of a modular path in the
formulation of learning outcomes. On the other hand, every single learning outcome in this
table can be located and identified by its numerical code. The location of learning outcomes
in the table has the big advantage of visualisation the complexity level of the teaching unit.
This visualisation allows the taxonomy table to be used as an instrument building trust,
especially with new co-operational agreements. The trust built up within MOVET
subsequently simplifies the different methods of the transnational crediting of competences.
4.2. Recognition methods
Each of the three participating countries has a different vocational training system, so that the
recognition methods also turn out to be different. The procedure with regard to the crediting
of the successful attendance in the MOVET modules in the dispatching training institutions
will be elucidated in this chapter.
4.2.1. Recognition methods in Germany
Description, measurement and certification of competences are conditions for the increase of
transparency and penetrability, and for the promotion of transnational mobilities in initial
vocational training. By means of a European performance-point system, acquired
competences abroad shall be made visible within the national training systems. In accordance
64
Chapter 4: Results
with the goal of the European Union, such a performance-point system should be developed
by 2011 with ECVET (cf. Geldermann, Seidel, 2009). In Germany, with regard to the
allocation of credit points, there is still no system existing within vocational training schemes.
Allocation from the point of view of the companies
In Munich, the three participating companies – BMW, MTU and SWM – recognise all three
modules. This is also legally secured through the vocational education statute of 2005, which
in section 2 paragraph 3 formulates as follows:
“Parts of the training scheme can be conducted abroad, if this serves the aims of the
training scheme. Its entire duration shall not be more than one quarter of the training
scheme duration set down in the training scheme regulations.”
Once the visits abroad have to a large extent taken place within the industrial-practical phase
of the trainees7 this recognition is of high significance. For the relevant trainers, the
recognition signifies that they no longer have to repeat the imparted learning content of the
module phases to the MOVET trainees in the industrial-practical phases. After their
graduation from vocational training in July 2010, the trainees sent by MTU have the
possibility to work in regular operating procedures with PLC and bus systems.
Within the vocational training of SWM, suggestions are now incorporated from the Finnish
bus systems module, because until now, this was still not an integral part of the training. The
module documents from Finland are the basis of this new learning unit for future training
years. SWM equally forgoes repetition of the learning content on PLC.
After BMW sent industrial mechanics instead of mechatronics trainees to Copenhagen for the
hydraulics module, this module is no longer precisely suited to the clientele sent there. Only
just over 50% of the usual learning content within the company for industrial mechanics was
conveyed. For trainees of mechatronics, the learning contents are nevertheless sufficient.
However, the trainers at BMW expect of those students concerned that they acquire the
missing information in private study. Yet BMW representatives are not satisfied with the
examination procedure in Copenhagen, because according to their view, the level of the
learning path is not in accordance with the aspirational expectation of the examination. The
theoretical as well as the practical examination must in their view attain a higher level. All the
same, satisfaction among those responsible for training is quite high, since for them, the
promotion of social and personal competences as well as the improvement of one‟s
knowledge of technical English in such exchange programmes are paramount.
In summing up, a contentual recognition takes place in the three German companies. A formal
apportionment is hitherto not possible due to the system, because the final examination by the
chamber, tests all training content of the entire training period. However, with a theoretical
7
The module time periods encompass three weeks in each case. Of these, there arise times absent of two weeks
in the industrial-practical phase and one week in the vocational school.
65
Chapter 4: Results
part as well as the demonstration of skills with technical discussions, the type of examination
within the module differs only slightly from the chamber examination. Solely the lesser
contentual width distinguishes the two examination forms, since only the contents of the
respective MOVET module are queried.
Apportionment from the educational point of view
In their third year of apprenticeship, the students have 39 hours per week of lessons, which
are divided into general subjects as well as several parallel vocational learning areas. Due to
participation in MOVET modules, the German trainees cannot take part in one school week in
each case. For this reason the students miss various lesson content from diverse subjects,
which they must subsequently acquire independently. Then again, this school system does not
make allowance for the possibility of crediting, so that the additionally imparted content in the
module is once again repeated by the students of the vocational school if their vocationalschool group deal with this content at a later stage. Nevertheless, from an educational point of
view one comes to a positive conclusion, since the modules fulfil a contentual consolidation
of the topics dealt with, which is of advantage for the upcoming examinations. Also the type
of the module examination, especially the demonstration of skills, serves as an ideal
preparation for the chamber examination.
Summary: Recognition methods in Germany
Due to the dual system, the recognition methods in Germany differ in their industrial and
scholastic implementation.
In Munich the three companies involved – BMW, MTU and SWM – recognise all three
modules with regard to their content. For the trainers responsible, this recognition means that
they no longer have to repeat the imparted learning content of the module phases for the
MOVET trainees in the industrial-practical phases. A formal credit apportionment is so far
not possible due to the system, because the final examination of the chamber controls all
training content of the entire training scheme. Likewise in Germany there exists no system
for the allocation of credit points within the vocational training scheme.
Basically, the German school draws a positive conclusion from the three MOVET modules,
because these fulfil a contentual consolidation of the topics dealt with, which is of advantage
for the upcoming examinations. In some cases however, a repetition of the specialist contents
in the regular lessons cannot be avoided for the participating trainees.
4.2.2. Recognition methods in Denmark
In Denmark up to now, as also in Germany, there has not been any structure for the awarding
of ECVET points in vocational training. The scholastic system of the Copenhagen school,
TEC, hardly allows margins for a visibly representative recognition of the MOVET modules.
66
Chapter 4: Results
The Danish students, who take part in the modules in Munich and Pori, are part of a
consolidated school class. The partial repetition in the lessons of learning content from the
PLC and bus systems module for the trainees results from this, as soon as this appears on the
agenda of the regular curriculum of the local training institution. The European modules are
nevertheless attractive for the Danish school, since the visit abroad means an additional
qualification for the participants. After the various specialist subjects of the MOVET modules
are assigned according to the diverse specialisation areas of the schools, the particularly high
quality technical facilities of the schools, as well as the special know-how of the teaching staff
enables a more consolidated, or broader insight into the subject matter. By means of the time
factor, a form of apportionment can yet still ensue. The Danish trainees receive the entire
module period abroad accredited to their total training time.
Summary: Recognition methods in Denmark
The Danish participants receive the entire module period abroad accredited to their total
training time. Moreover, participation means an additional qualification for them and a
broader insight into the subject matter. Beyond this, due to the structure, no apportionment
can ensue.
4.2.3. Recognition methods in Finland
The vocational training of the Finnish trainees mainly takes place in the vocational school.
Only for industrial practice do the students visit companies in their region. A training contract
therefore exists solely with the school. The quantitative extent of the training is expressed and
defined through credit points. The total number of credit points for a three-year training
scheme is 120 credit points. In each training year therefore, 40 credit points must be achieved.
A credit point corresponds to one calculated amount of work, the so-called „workload‟, of 40
hours. This work time of 40 hours is the sum of 30 hours of attendance in the school and 10
hours of independent work outside the school (cf. Schindler, 2010). The Finnish training
system thereby offers the opportunity of a complete apportionment of the MOVET modules
into the vocational training of their students. For the duration of the module of three weeks it
assigns three credit points and in addition the Finnish participants receive a further credit
point for the completion of the modules in English. For the successfully completed PLC
module in Munich and the hydraulics module in Copenhagen, the Finnish students each
receive four credit points, which they can earn in the „Free Choice Studies‟8 area and in the
optional subject of „Vocational Studies‟. The performances achieved are completely
recognised, so that the students do not have to repeat the content covered in the PLC and bus
systems modules.
8
In the Finnish training curriculum for “Vocational Qualification in Metalwork and Machinery” there are a total
of 10 credit points to be assigned in the area of “Free Choice Studies”.
67
Chapter 4: Results
Summary: Recognition methods in Finland
The Finnish participants receive a complete recognition of the MOVET modules in their
vocational training. For the module duration of three weeks the school assigns three credit
points and in addition one further credit point for the completion of the modules in English.
4.3. Module implementation
Following the one-year preparation period, the first module, PLC, takes place in October
2009. There then follows the hydraulics module in November 2009 and in January/February
2010 the bus systems module. Due to its close proximity, the scientists are able to accompany
the Munich module for its evaluation over the entire three-week duration. For the modules in
Copenhagen and Pori the evaluation is restricted to the examination days. The scientific
personnel gather and evaluate expectations and experiences from the trainees, the teachers and
if applicable the trainers. Salient and significant aspects are presented in the following.
4.3.1. Expectations and evaluation of module implementation from the
perspective of the students
During the PLC module in Munich the scientists carry out an intensive evaluation. The
trainees of the three participating nations initially process a written questionnaire at the
beginning and end of the three-week phase. In addition, the student groups, separated into
their nationalities, discuss with the staff of the Lehrstuhl für Pädagogik, their experiences at
the conclusion of the module. A daily participatory monitoring completes the compilation of
data.
The German scientists, together with a representative of the NCE (National Centre for
Vocational Education) in Denmark, examine the hydraulics module in Copenhagen. For this
reason, they interview the German and Finnish participants separated into groups at the end of
the two-week school phase before the trainees depart for the week of industrial practice.
Likewise in Finland in the last week of the bus systems module an interview takes place with
the German and Danish trainee group.
Due to the nationality-dependent group classification for the interviews, at this point it is
recommended that the perspectives of the module are also presented from the German, Danish
and Finnish side.
Perspectives of the German students on the MOVET modules
The thirteen 18 to 20 year old trainees from SWM, BMW and MTU in their third year of
training, are selected by the company trainers on account of their hitherto good training
performances. One of the trainees from SWM takes part at his own request only in the PLC
module in Munich. The other SWM and MTU mechatronics trainees take part in the module
68
Chapter 4: Results
in Munich and the bus systems module in Pori. The industrial mechanic trainees from SWM
and BMW only take part in the hydraulics module in Copenhagen.
All German participants of the PLC module state that they have taken part in vocational
training abroad for the first time, and their trainers have asked them if they have interest in
participating. For three individuals, interest in an exchange already existed in advance, with
the result that they independently informed themselves generally about visits abroad during
the training period. All participants describe themselves as beginners with regard to their PLC
knowledge.
As part of the questionnaire, the students should state, using a five-stage ordinal scale from
„not relevant‟ to „extremely relevant‟, which intention moved them to take part in the
MOVET modules. The trainees primarily wish to improve their knowledge of English,
although they mostly describe themselves as „self-reliant users‟ of the language. They
generally expect better future prospects and they are interested in getting to know people from
abroad. Interest in PLC was also a significant reason for a decision. For a better outline, the
following overview compares the statements of the students from the three countries.
Nationality
Finns
Germans
Danes
[n=6]
[n=7]
[n=6]
Interest in PLC
2.5
3.7
4.7
Visit Germany
4.8
----
3.5
Practice English
4.5
4.4
2.8
Get to know people
3.8
4
2.8
Better future
prospects
4.3
3.9
3.5
Intention
Overview 4-1: Intentions of the trainees from Finland, Germany and Denmark at the beginning of the
PLC module on a five-stage ordinal scale (mean value from 1=not relevant, 5=extremely relevant)
Other cultures, as well as getting to know the processes in foreign companies, equally plays a
role for the youngsters in their decision-making.
After the first three-week phase, the students make statements in the final questionnaire
regarding their evaluation of the importance of the intentions when looking back at the
module. In all aspects a slight fall in the evaluation can be noted in comparison to the
intentions at the beginning.
69
Chapter 4: Results
Nationality
Finns
Germans
Danes
[n=6]
[n=7]
[n=6]
Interest in PLC
3
3.4
2.4
Visit Germany
4
----
2.2
Practice English
4.5
3.9
2.4
Get to know people
3.8
3.4
1.8
Better future
prospects
3.8
3.6
2.4
Contentedness
Overview 4-2: Importance of the intentions of the trainees from Finland, Germany and Denmark when
looking back at the PLC module on a five-stage scale (mean value from 1=not relevant, 5=extremely
relevant)
In order to offer the trainees a more open evaluation of the modules, interviews take place
towards the end of all modules. A guideline gives the interview a structure and optimises the
comparability of all interviews with the trainees over the entire project duration. The
guideline as well as the questionnaire used, can be found in the appendix.
To sum up for all modules, several positive aspects but also optimisation approaches from the
perspective of the trainees can be listed. The European comparison of training systems proves
to be very exciting for the German participants. Especially the interaction between teachers
and students came into focus. The students in Denmark and Finland experienced this as more
partnership-like in comparison to the usual teacher-student relationship in Germany.
Likewise, they mention differences in the atmosphere of learning. As an example, one of the
trainees cited that in Germany when introducing a new topic, the teachers immediately refer
to possible sources of errors. In both of the Scandinavian modules they have in contrast the
experience of initially being allowed to indulge in a bit of „trial and error‟ and to learn from
the mistakes made. The Germans perceive this approach as acceptable and helpful.
The leisure time facilities of the three modules are evaluated very differently. During the PLC
module in Munich they desired a lesser amount of time and a smaller cultural proportion, such
as for example the museum visits. The consideration of time spent however, had partly to do
with the fact that the German participants further pursue their normal, everyday lives with
commuting and hobbies. They describe the factory visits however as very prepossessing,
exciting and absolutely essential. In Copenhagen, there are no leisure time activities offered
by TEC. The students regret this, especially since there are no local trainees taking parting the
hydraulics module, and they scarcely desire to explore the city independently. In contrast, the
70
Chapter 4: Results
leisure time offers in Finland match their expectations very well indeed. The mixture of
factory visit, insights into further occupations requiring formal training at the school, culture
and sport apparently optimally suit the requirements of the trainees. The overview of the
entire bus systems module is presented in chapter 2.7.3.
Due to the language barrier, the trainees to some extent have communication difficulties with
their classmates and with the teaching staff. As a solution they suggest provision of Internet
access, in order for them to be able to look up words where necessary. This is however
already provided in each of the three classrooms and has apparently simply not been noticed.
Generally, the German trainees are happy to work in mixed-nationality partner groups. This
intensive situation particularly promotes their foreign language competence. However, due to
varying levels of previous specialist knowledge and different rest intervals during the school
day, in some cases there occur some small differences between the students. However, these
are generally either quickly reconciled by the students themselves or through the engagement
of a teacher.
The trainees consider the inclusion of a second support teacher in Germany and Denmark as
very sensible. The need to be able to confer with a specialist in the practice-oriented modules
is usually relatively high, and consequently the presence of the second person avoids time
spent waiting.
The students partly consider the levels of the modules as suitable but also as still gradable.
The examination demand of the skills demonstration in Germany and Denmark could thereby
be higher. In Copenhagen the participants identify the theoretical and practical part as too
easy. During the written examination all students‟ notes may be used and the tasks are to a
large extent in the area of knowledge of facts, on the aspirational level of pure reproduction of
learning content. For the skills demonstration, the students receive in the preceding days the
possibility of practicing the examination procedure on the hydraulics apparatus in the same
required form and therefore have no difficulties at all on the day of the examination.
The accommodation situation in Copenhagen with six persons in one room is somewhat
unpleasant. For the third week in industrial practice, they receive however three-bed
dormitories. In Finland the students live in a self-catering hostel. According to their view this
ought to be somewhat smarter, yet they appreciate being able to be alone and also to have to
cook for themselves.
During the interviews, the German participants repeatedly refer to smaller, negative aspects of
the exchange. The general atmosphere is however usually good, and also the general opinion
about the three module implementations is very positive. Apart from the student who only
visited the PLC module in Munich, all the others would take part in it once again and also
recommend it to a large extent.
71
Chapter 4: Results
Perspectives of the Danish students on the MOVET modules
A total of eight Danish students took part in the MOVET modules, of these, three in the PLC
and the bus systems module. The 18 to 39 year old participants are in their second training
year at TEC as „automation technicians and they are all taking part in an exchange programme
within a training scheme for the first time. Of the students, five consider themselves beginners
in the area of control technology, and one as advanced.
In the questionnaire on the first of the modules in Munich, the Danes state that they take part
above all due to their interest in PLC. Along with this there is also a desire to get to know
Germany better and to improve their prospects for the future. To improve on their command
of English and getting to know people played rather a moderate role. The information in
overview 4-1 can be consulted in tabular form. Generally, they would also like to get to know
the procedures in foreign companies and cultures better.
After completion of the first three-week module phase in Munich, a clear fall can be seen for
the Danish students in comparison to the intention at the beginning, and the evaluation of the
importance after completion.9 Since they have apparently not previously received sufficient
information from their school with regard to the contents and to the module sequence,
misunderstandings arise at the beginning. The trainees expected a continuation course to their
standard of knowledge, although the PLC module was conceived for novices. Following
clarification of this initial situation, the contentedness of the students rises once again, but
nevertheless does not correspond to their expectations at the beginning. From the outside,
contact with the German trainees is only noticed through predefined learning situations.
According to their own information, contact with the Finnish participants was only much
more strongly pronounced through the common accommodation. They estimate their own
knowledge of English at the highest in comparison to the other participants and as a
consequence see merely the advantage of practicing the foreign language.
The comparison of the interviews with the Danes after the PLC and bus systems modules
clearly shows how important it is for the trainees to receive sufficient information about the
modules. This is especially true for the specialist content but also for the supporting
programme or the financial aspects or the type of accommodation. For the Munich module,
the scope of the received information is too meagre for them, whereby this occasionally
explains their discontentment. The preparation for Finland has been improved following the
experiences of the first module phase.
In the interviews, they evaluate first and foremost the factory visits as being very interesting.
Especially the production lines of the foreign companies give them a good insight into
operational processes, and this makes clear to them the practical application of the acquired
competences. The Danes commend the language skills of the teachers and the good facilities
9
See also overview 4-2
72
Chapter 4: Results
in the schools with their handling devices and simulation equipment. They indicate that for
this subject in their own school they do not have the same technical possibilities. The
guidance text method employed in the Munich module is unknown to them up to now and it is
exciting to experience it. However it requires a period of getting used to, and is ultimately
rated as effective with regard to training success, although also considered as limiting selfreliance. The Danes considered the leisure time programme to be rich in variety and
successful, in Germany as well as in Finland.
The Danes would like to see a higher level for both modules, and/or more content. First and
foremost, they have a subject-specific interest in the exchange and they thus expect challenges
as well. Thus for example they also label the Finns during the Munich module as strangers,
since the Finnish students, as electricians, are rather outside of the subject area in control
technology. During both module visits, they also regretted a certain language barrier with the
other participants from Germany and Finland. They appreciated however the forced mixednationality partner-work in Munich very much, because in a less strict, predetermined scope
such as for example in Finland, mostly fellow countrymen soon work together and little
exchange between the nations takes place.
Despite differences to the domestic examination system, all the Danish participants cope with
the final examination of the modules well. Indeed, during the written tests, they are not used
to not being allowed to work with their class notes, but in spite of this they coped well with
this examination part as well. Concerning small differences in the German module with
regard to examination procedures the trainees swap ideas in detail and would like to see a
uniform procedure for successive modules. One teacher allowed a test run of the
programming before the start of the examination, whereas in the two other companies with
other teachers as examiners this was certainly not the case. There were also differences in the
execution and degree of detail of the technical discussions.
The accommodation during the PLC module in Munich is unacceptable for the participants.
Indeed, the two eldest students each received a single room, but all students during the whole
period were not content with the space available. They described the self-catering hostel in
Finland, in contrast, as suitable and they appreciate the additional TV room in the hostel.
The interview offers the Danes a good framework to speak about their expectations, desires
and experiences with respect to the execution of the module. Many negative aspects are
presented, which to some extent it is imperative to optimise them. Nevertheless, the majority
of the participants took part in the modules with a high motivation and readiness for
collaboration. Only one person ruled out a further participation in an exchange programme.
Perspectives of the Finnish students on the MOVET modules
Six trainees from Finland take part in the PLC and hydraulics modules in each case. The 18
and 19-year old participants are currently all in their last training year as electricians or
73
Chapter 4: Results
automation technicians. None of them has taken part in an exchange abroad before and they
were selected by their teachers on the basis of good scholastic performance. With regard to
control technology they have basic pre-knowledge, but the trainees travel to the hydraulics
module without any elementary knowledge.
In contrast to the Danish and German participants, the Finns have only a moderate interest in
the subject-specific contents. Their motivations are to a greater degree the possibility to
experience getting to know other countries and people. In addition they wish to improve their
knowledge of English and hope to achieve better vocational prospects for the future through
the period of stay abroad. It is however also interesting for them to get to know procedures in
other companies, since also in the Finnish training system, the operational-practice phases are
relatively short in comparison to the other two countries.
Following the first module in Munich, the Finnish trainees submit a somewhat equivalent
judgement of levels of importance. Their interest in the PLC has even increased following the
first module. As before, they evaluate their possibility of getting to know the country and
people as good, as well as also the improvement of their knowledge of foreign languages and
the broadening of their social competences.
In particular, they liked the last week at the factories and they suggest a reallocation of time
from school to factory. The teachers meet the perceptions of the students and they provide
good lessons. In their interaction with the students the teachers were described as always
being respectful, ready to assist and responsive. In contrast to the impartation of knowledge in
Denmark or Finland, they evaluate the German approach as „step for step‟ impartation. Above
all however, the Finnish participants also appreciate the recognition possibilities of the
module in their own domestic training system, as has already been seen in chapter 4.2.3.
However, there is still further need for optimization in their view. They initially criticise the
leisure time programme offered in Germany. They would like to see more offers during the
evenings, as well as within the area of sports. In Denmark there is absolutely no programme
offered outside of the school, so that after school time, they have difficulty motivating
themselves to undertake something independently. As a result of the fact that there are no
local students in Denmark taking part in the hydraulics module with them, this effect cannot
be reduced. The factory visits in Germany are somewhat too long and as a result boring for
them. In addition, the English guide himself says much in German, so that these events appear
tedious for the foreign guests. With regard to the subject-specific lessons, they would like to
see more content in the same period of time, or alternatively, to have the same content
imparted in a module duration of two weeks.
Ultimately, all participants of both modules stated that they are very contented with the
execution of the modules and would be happy to take part again.
74
Chapter 4: Results
Summary: Expectations and evaluation of module implementation from the students’
perspective
The students‟ perspectives of the execution of the modules are compiled within the context
of a written questionnaire and interviews. The interviews take place in all three countries in
student groups divided by nationality.
The motivation for the German students to take part in MOVET is especially due to their
interest in practicing English, meeting new people, for the subject-specific content and the
expectation of better future prospects. The Danish students take part first and foremost
because of the module contents and apart from that are interested in getting to know other
countries and also expect better future prospects for themselves. For the Finnish students
subject-specific content plays a subordinate role. Above all they wish to get to know other
countries and other people, practice English and also hope for better future prospects for
themselves.
It is exciting for all the students to experience the vocational education systems varying by
country and also to experience the learning atmospheres between teaching staff and students.
The division of the students into mixed-nationality partner working groups in order to
promote the use of the English language likewise meets with great acceptance. With regard
to the leisure time programme, they consistently evaluate the factory visits during the three
modules as very good. Otherwise, optimisation suggestions are in some cases presented for
the periods of free time.
The subdividing of the module examinations into a written and a specialist practical part is
considered as useful. However, the majority of the participants stated that in general a higher
examination level should be set.
4.3.2. Experience from the module implementation by the teachers
The three teachers conducting the modules in Germany, Denmark and Finland disclose within
the scope of interviews, their personal experiences of the module they conducted in each case.
In this chapter the most important aspects are portrayed. Due to more frequent repetitions,
separate representations of the modules have been dispense with.
To begin with, all participating teachers are very impressed by the trainees‟ high motivation
and readiness for collaboration. They appreciate being able to welcome students from other
countries into their lessons. The heterogenic student clientele and above all the lessons in the
two or three week module form are considered as an expansion and enrichment of the
pedagogic areas of responsibility. Due to having three different nations in one classroom, the
pedagogic value within the module increases considerably.
The imparting of learning contents compressed into the uninterrupted learning block offers
considerable advantages in the theoretical and practical mediation. The students can
75
Chapter 4: Results
completely concentrate on the essential contents and assemble meaningful cognitive
conjunctions via the short time intervals. In addition, the setting up of the handling devices or
the programming due to the lack of time pressure is meaningfully accomplishable, in contrast
to 90-minute teaching units.
The execution of the modules in English is a further challenge for the teaching staff. It is
nevertheless competently solved by all, and strengthens, in the teachers‟ self-perception, their
foreign language knowledge as well. In the school in Denmark many of the trainers are in
most cases already used to working often with English language manuals and the like, and
therefore do not shy away from them. In addition, the development of the learning materials
in virtue of the translation work requires more attention.
Through the application of the VQTS model and the taxonomy table, the teachers of long
standing deliberate on their lessons and their teaching style up to now in a more profound
way. For one thing, the formulation of individual learning outcomes and their location in the
taxonomy table is very time consuming, but on the other hand it offers the possibility of
optimally analysing the learning path functionally as well as pedagogically. It can also be
presumed that it has a positive effect on the everyday lessons.
The expenditure of time for the module processing and execution, the administration tasks
and the accounting is nevertheless extremely high. This is hardly compensable through
financial or time allowances. The module execution within this project can only be overcome
with the help of dedicated personnel. In the process, the teachers especially regret that through
this temporal pooling of capacities, time will be lost in other areas. Affected by this are above
all the contentual concepts, such as for example the designing of the certificates or the further
optimising of the taxonomy table. Particularly in view of the two or three week modular units,
work colleagues must take over the everyday tasks of the module leader in the school.
For an improved preparation, but above all for a better accommodation into the module, the
exchange of written students‟ profiles is also desirable from the teaching staff viewpoint.
In summary, there are to some extent organisational and temporal difficulties due to the
modules. The alternation and the challenges are however very motivating for the teachers, so
that they could once again take part within the scope of their possibilities.
76
Chapter 4: Results
Summary: Experiences from the module implementation by the teachers
For the teaching staff conducting the modules, lessons in an international class is very
exciting and the heterogenic student clientele is considered as an expansion and enrichment
of the pedagogic field of duties. The intensive and continuous impartation of the learning
content in an uninterrupted learning block offers them in addition significant advantages in
theoretical and practical mediation.
The execution of the modules in English is a challenge for the teaching staff, but in all cases
also easy to accomplish. The expenditure of time for the module development and
implementation, the administrative tasks and the accounting is extremely high. This is hardly
compensable through financial or time allowances. The module execution within this project
can only be overcome with the help of dedicated personnel.
4.3.3. Experiences from the module implementation by the trainers
Due to the dual training system in Germany the company trainers from SWM, BMW and
MTU are interested in particular in the sequence of the MOVET modules. During the PLC
module in Munich they take over, in the industrial-practical week, the supervision and
leadership of the trainees assigned to them. The trainees sent by them are likewise paid a visit
during the examination phase in Denmark and Finland. Thus the group of German trainers
forms a further significant group of individuals who present helpful experiences and perform
evaluations of the three MOVET modules.
In general, they have a good impression of all the trainees. Especially in the industrialpractical phase in Munich they point to the high motivation and commitment of the
participants. Through the outstanding subject-specific preparation, they did not determine
significant differences in Munich despite the diverse training schemes. All participants appear
to be eager to learn and pass the examination.
They evaluate the leisure time programmes in Munich and Pori as very good and they are
themselves also prepared to continue to offer factory visits. Above all they appreciate the
chance for their own trainees to receive insights into the procedures of other companies.
In their view, the intensive collaboration and time spent abroad by the students also has a
positive effect on the team spirit of the trainees. This is still noticeable after the end of the
modules during the industrial-practical phase.
A trainer from BMW is already thinking about offering courses in English for his German
trainees. The competitive capacity of the students is distinctly increased through linguistic
capabilities and in the case of BMW, perhaps offers the possibility of becoming active in the
international facilities of the company after completion of the vocational training.
77
Chapter 4: Results
For the project implementation and especially during the module implementation, they also
positively evaluate having at all times, where necessary, a contact person from the project
coordination.
For the first implementation, the trainers are largely satisfied with the progression of the
modules. By a continuation of the cooperation, they would like to see in places a somewhat
higher level for the modules and for the examinations. They also see in themselves the
necessity of providing additional tasks for the industrial-practical phase. The trainees were
usually finished very quickly, so that idle moments occurred. In advance, the examination
progression was partly not explicitly clear to them. Therefore, a certain standardising of the
examination process is in their view an advantage. In addition, it is still an open question as to
how linguistic shortcomings at the technical discussion during the examination should be
dealt with. However, in the first passage through the modules none of the examinees
experienced this critical situation.
Similar to the teaching staff, the trainers also use intensified time in the module
implementation and hospitations in Denmark and Finland. Consequently, they require support
from their company colleagues in dealing with their everyday tasks. However,
organisationally, this is quite reasonably feasible. For the continuation of MOVET, the
trainers would like to prepare themselves for the module implementation with regard to the
language as well.
For the benefit of their trainees, the trainers are interested in meaningful certificates in order
to strengthen their employment market position as well.
All of the trainers state that they are interested in a further cooperation with the existing
partners, and would be pleased to see an expansion of the module proposals. There likewise
exists the proposal of lengthening the industrial-practical phase during the German modules
and to install further handling devices for training purposes. The recognition methods of the
companies in Germany in the MOVET modules described in chapter 4.2.1 confirms this
positive response on the part of the German companies.
Summary: Experiences from the module implementation by the trainers
The trainers from the German companies are impressed with the high motivation and
commitment of all participants. They recognise one important aspect in the possibility for
their own trainees of getting to know other companies and other vocational training systems.
They see a further competitive advantage in the English language module implementation. In
the long term, the companies would however like to see in some cases a raising of the
examination level. For the benefit of their trainees, the trainers are interested in meaningful
certificates in order to strengthen their employment market position as well. All three
companies are interested in a continuation of the cooperation between the existing partners.
78
Chapter 5: Assessment with regard to the objectives
5. Assessment with regard to the objectives
The outstanding feature of the MOVET Transfer of Innovation Project is the project-attendant
testing of the instruments in educational practice through mobilities with individually
conceived modules for the mechatronics sector. The practical application, as well as the
scientific monitoring facilitate a first assessment with regard to the achievement of objectives
and thereby also the success of MOVET.
5.1. Promotion of transparency
A central prerequisite for the recognition of competences is their transparent presentation.
Within MOVET therefore, the individual educational players from Germany, Denmark and
Finland initially come to an understanding about the national curricula. Through a comparison
of the curricula of the three countries at the beginning of the project the similarities of the
diverse vocational training schemes become obvious, so that agreement is easily reached in a
transparent procedure, about the module contents for the PLC, hydraulics and bus systems.
The standardised formulation of the individual learning outcomes in accordance with the
VQTS model of the three modules simplifies at the transnational level the understanding of
the exact learning content. However, the three participating schools furnish in very varying
context and extent detailed particulars about the learning outcomes.
The targeted level of the competences to be acquired is generally easily perceptible via the
positioning in the competence stages of the VQTS matrix10. However, in order to receive a
satisfactory apportionment of the mediated competences in the long term, a detailed
presentation of the levels of competences is necessary. For this, MOVET utilises the
taxonomy table modified by the Lehrstuhl für Pädagogik. Generally, the positioning of each
individual learning outcome provides the educational partners involved, with a good overview
of the aspiration level of the learning path and the examination requirements. Nevertheless,
the application of the taxonomy table is time consuming and offers in some cases the need for
discussion about the principles of categorisation. Within the first project duration of MOVET
the teaching staff perform a positioning of the learning outcomes via the module paths. An
assessment of the examination requirements according to the taxonomy table is verbally
discussed in Munich via a rough trend. There are no results available in Finland or Denmark.
In summing up, the parties involved describe the taxonomy table as a convincing and
transparency-facilitative instrument within transnational exchange programmes. However, its
10
A more detailed assessment of the VQTS model is in chapter 5.3
79
Chapter 5: Assessment with regard to the objectives
handling must be more clearly mediated in order to be able to efficiently employ it in
successive modules in order to save more time.
5.2. Recognition of competence by the dispatching institutions
It is the essential goal of MOVET to facilitate for the module participants a subject-specific
recognition of the competences that they have acquired within the scope of the transnational
learning paths in their national educational institutions. Due to the three differing educational
systems of vocational training in Germany, Denmark and Finland, an assessment of the
achievement of objectives is consequently necessary on a country-specific basis.
Recognition of competence in Germany
The recognition of competence from transnational modules within the scope of the TOI
MOVET can be assessed as satisfactory in Germany at its present status. In fact for the
students, repetitions of the subject matter from the modules in the lessons of the vocational
school can perhaps occur. The cause of this is that the individual learning fields of a
vocational training at the school are processed in parallel. The companies forego however any
repetition of the module contents. In addition, after completion of their training, the MOVET
participants receive at their companies through presentation of their convincing certificates,
the possibility to work in the field of hydraulics and bus systems.
Recognition of competence in Denmark
In Denmark, only the duration of time of the modular unit can be accredited to the training
time period. The specially acquired competences represent a personal gain for the individual
participants from Denmark, however, due to contractual-technical reasons the TEC school
must ensure for the affected companies of Vestforbraeding and Vestergaard a standardised
imparting of the training contents and therefore once again teaches the PLC at the end of the
modules. Bus systems are however not provided as part of the training and can thus be taken
into account as additional qualifications.
Recognition of competence in Finland
The Finnish vocational education system has already been adapted to the awarding of ECVET
credit points, so that an allowance of the transnational modules with four performance points
ensues. According to the workload-based awarding system, one point is awarded for a threeweek learning path for each week. The WinNova School decides about awarding an
additional point for the implementation of the modules and examinations in the English
language. It is gratifying for MOVET also in a formal sense to be able to facilitate an
allowance for the Finnish participants.
80
Chapter 5: Assessment with regard to the objectives
5.3. Implementation of the Vocational Qualification Transfer
System
The VQTS model already presented in chapter 2.4 is the essential point of departure for the
creation of the modular units and mobility implementation. Competence area 7 “installation,
configuration, programming and checking of hard and software components for the control
and regulation of mechatronic systems and facilities” with its four stages distinctly promotes
the initial position by communication between the executive teaching staff. Thus with regard
to the competence level, a transparent module can be conceived and implemented in each
country. The learning outcomes formulated according to VQTS principles strengthen this
effect. In addition, the uniform formulation promotes the comparability of the three modules.
During the module developments, it is shown that for the PLC and bus systems modules in
contrast to the hydraulics module, the placement into competence area 7 can conclusively be
made. The hydraulics module nevertheless likewise covers competences from other areas of
the VQTS matrix. Due to the clarity, an individual enumeration of the various areas in the
certificate has however been omitted, so that only the area 7.2 is certified.
Furthermore, it becomes clear that the bus systems module is an advanced module to follow
the PLC module, without however being able to completely attain competence stage 7.4. As a
consequence, the participating trainees receive a certification of stage 7.35, which only exists
within MOVET.
The schools in Munich, Copenhagen and Pori also each work out an organisational profile of
their own training institution. From this, the specialisations and schooling opportunities
become clear, which at the beginning simplifies the assignment of topics of the modules. The
personal profile from the VQTS for the individual trainees is not elaborated upon, particularly
due to reasons of time efficiency. In addition, the three-week modules provided within the
scope of MOVET are too short in order to register valid statements or progress.
In summing up, it has been noted that the VQTS above all in the preparation period of the
modules proves to be helpful. By means of the descriptions of the competences a common
point of departure can quickly be determined. During the course of the work process,
discrepancies and changes must nevertheless be carried out.
5.4. Transnational training modules
The relevance of the contents within each national curriculum is essential for a recognition of
specialist competences that are acquired abroad. For this reason, the teaching staff develop the
MOVET modules according to a transnational concept. Significant at the same time is the
curriculum comparison, but the common point of departure is as well. Within the curriculum
comparison, the teachers work out significant overlaps in the curricula for their trainers. The
positioning of the modular units into the VQTS matrix renders the level of requirements of the
81
Chapter 5: Assessment with regard to the objectives
module contents quite clear. A standardised formulation of learning outcomes as well as their
classification into the taxonomy table simplifies for the transnational partners an assessment
of the module path. In order to satisfy transnational demands, this transparency as well as the
overlapping of contents is decisive for the training modules. Only under these preconditions is
a dispatch of students abroad within Europe during the training period meaningful, with
regard to a possible recognition.
Nevertheless, within transnational modules, national singularities of the education system
should also be retained. In Germany, the foreign guests are familiarised with the dual system
in its general outline via the considerable industrial-practical segment. During the modules in
Copenhagen and Pori, the participants have by contrast the possibility to familiarise
themselves with the strongly scholastic oriented vocational training.
The differences between the curricula harbour the possibility of teaching right across the
vocational fields. Thus for instance relevant overlapping areas appear between mechatronics
engineers, industrial mechanics, electricians11 and automation technicians,12 and make a
common learning phase with transnational partners attractive, and for those responsible for
training programmes as well. Particularly for internationally active companies, the sending of
their own trainees abroad within the scope of English language modules is quite interesting.
Following the experiences of MOVET and on the part of schools and companies, a
continuation of the transnational modules is therefore desirable.
5.5. Mixed nationality module participants
It is determined at the beginning of the project that the modules on offer within MOVET
should be utilised by all three European project partners, in order to be able to truly test its
transnational character. In the PLC module in Munich, trainees from Germany, Denmark and
Finland participate. The hydraulics module in Copenhagen and the bus systems module in
Pori are only visited in each case by trainees from the two other countries, that is to say, there
are no native trainees in the two modules. The reduction down to two instead of three nations
in the classroom in Denmark and Finland changes the group dynamics during the lessons
phases. During the module phase in Germany with the simultaneous schooling of three
nationalities it can be observed that there is a more intensified exchange between the trainees
in the lessons. In contrast, throughout the two other modules a stronger withdrawal of the
trainees into their two nationality groups during the lessons is observed. In the interviews in
Denmark and Finland the module participants also regret not having native trainees with them
in the course. As a consequence of which, they ultimately have only restricted possibilities of
making contacts within the local community or of becoming acquainted with cultural features.
11
Trainees from Finland
12
Trainees from Denmark
82
Chapter 5: Assessment with regard to the objectives
5.6. Module language English
The respective teachers compile all of the learning documentation for the three modules in
English in order to facilitate the European exchange of trainees. All examination questions are
in English and they must be processed in English. The language of the lesson conducted by
the teaching staff is likewise English throughout. Due to the mixed-nationality student groups
in the context of partner tasks, the teachers are able to attain, also at the level of the students,
an intensified communication in English between the students. In all three modules and
without major obstacles, this can be successfully implemented and it represents a manageable
challenge for the participants.
5.7. Opportunity achievements
During the MOVET project, the targets hitherto presented will have been reached. At the
same time opportunistic goals also arise. Desired results are counted among these, which were
unintentionally worked towards. These include above all the benefits from the transfer of the
module conception into the regular subject-specific lessons. In particular, one teacher
emphasised that due to the intensive theoretical pervasion of the competence levels of
learning content and the detailed formulation of learning outcomes along the entire learning
path, a more profound discourse of all teaching units is stimulated.
In addition, the intensive collaboration between the school and the companies in Germany
during the preparation and implementation phase of the module path, and beyond the project
as well – promotes cooperation between the various educational institutions.
On the trainee level, those responsible aspire first and foremost to a recognition of subjectspecific competences. From the students‟ perspective, decisive factors for participation are
however the additional earning of social and personal competences. This becomes clear
through the expressed interest in a cultural programme as well as the preparedness of “getting
to know new people”. Particularly in Finland, the participants appreciate the largely selfsufficient form of accommodation in a kind of youth hostel.
83
Chapter 5: Assessment with regard to the objectives
Summary: Assessment with regard to the objectives
The superior goal of MOVET is transparency, and the recognition of subject-specific
competences. Throughout the project duration, the instruments of taxonomy table and VQTS
matrix prove to be well suited to this. The competence levels of the VQTS matrix enable at
the beginning an easier understanding of the module contents of the PLC, hydraulics and bus
systems. The taxonomy table offers a good overview of the aspiration level of the learning
path and the examination requirements. Nevertheless, small modifications of the taxonomy
table are recommended in the future, in order to configure the instrument to be more
manageable in school practice.
In Germany, recognition of competence takes place on a contents level and thereby broadly
satisfactory in due consideration of the educational system. In Denmark, only a recognition
of the time spent in the MOVET modules has hitherto taken place. Optimisations in this
connection are intended to be continued in future. The educational system in Finland allows
the formal recognition in the form of four ECVET credit points. However, a contentual
recognition only partly takes place because there are no mechatronics trainees sent to the
modules and therefore the points are awarded in the free choice area.
84
Chapter 6: Development plans / optimisation potentials
6. Development plans / optimisation potentials
The following representation concentrates on possible optimisation potentials in the diverse
areas and process phases of MOVET.
The taxonomy table proves to be a necessary and meaningful instrument for the promotion of
transparency in the exchange modules. In the follow-up MOVET II project, a further
development of the taxonomy table with regard to its manageability is sought after.
Conceivable in doing so is to completely forego the knowledge area of „conditional
knowledge‟, because this area is less relevant on the scholastic-practical level. The three
knowledge areas of factual, causal and procedural knowledge are sufficient for practical
management in vocational training with regard to the processing depth of learning outcomes.
In addition, the last stage of the cognitive process dimensions, „create‟, from a scientific point
of view is subject to an academic education. The reduction of the table by both components
means a decrease of the fields in the table from 24 to 15. This reduction of the possible
categorisation stages of learning outcomes provides for the user the prospective classification
of the individual learning outcomes. Furthermore, the design of an instruction sheet for the
taxonomy table is being planned by the Lehrstuhl für Pädagogik.
The second focal point of the MOVET project is the recognition of competences. This
proceeds variously in all three countries contingent to the differences of the vocational
education systems. In Finland, the desired formal apportionment of module performances
already occurs for the Finnish trainees. In Germany and Denmark, the ECVET system is still
not yet established. However, the companies in Germany recognise the competences acquired
in the MOVET modules and no longer repeat this learning content for the trainees. In
Denmark, merely an apportionment of the time spent takes place. Therefore, for further
mobilities, a further professionalising of the certificates is to be sought, so that these can be
more expressively designed and thus prove advantageous for the participants in the
application-for-employment phase following completion of the vocational training.
The VQTS model used in MOVET proves to be helpful above all in the preparation period of
the modules. It proves to be favourable for the allocation of module topics and for the
comparable formulation of learning outcomes. The masking of the soft skills by exchange
programmes should however be assessed critically. A meaningful consideration within the
certificates should be sought.
Due to the great response on the part of the participating educational institutions, a
continuation of the existing transnational training modules is desirable. Likewise, further
modules as well as educational institutions from within Europe can be added.
85
Chapter 6: Development plans / optimisation potentials
Following the experiences from MOVET I, it is intended for MOVET II that attention must
indeed be paid to ensuring that a school‟s own trainees also take part in each case in the
modules on offer. In cases in which the classrooms are spatially quite limited or insufficient
hardware can be made available, then other solutions must be found. Thus, for a module with
twelve places, then less trainees from the partner schools can be invited, if as a result some of
its own students take part. Within the scope of the partner collaboration it proved to be of
advantage that teachers insist upon mixed-nationality pairs of students. In hindsight, this is
considered to be an advantage by the trainees as well.
The mixed-nationality work in pairs particularly promotes the use of English as a language of
communication at the trainees‟ level. None of the teaching staff who are mainly responsible
reported significant language difficulties during the modules. Nevertheless, preparation in
technical English for the module participants as well as for the participating trainers from the
companies is recommended, in order to hasten their familiarisation with the foreign language.
A representative from BMW is also considering providing the company‟s own learning
phases in English in future. In the sense of Europeanisation of vocational training, such
approaches should be supported.
The reflection of the teachers conducting the modules stimulates considerations beyond
MOVET in the direction of a modularised teaching structure within vocational training. The
continuous and at the same time intensive debate about the learning content in a three-week
block has numerous advantages. The gain for students through intensive learning units should
be an incentive for changes in the school structure, which has hitherto mainly been divided
into individual lessons.
Furthermore, the concept of MOVET promotes visions in the direction of a European
vocational training market. In the future, vocational schools could act as providers of training
for all Europe, by which they offer English language modules in block units.
86
Chapter 6: Development plans / optimisation potentials
Summary: Development plans / optimisation potentials
The practical implementation of modules, which have been conceived with the help of
instruments supported by theory, facilitate a plausible view of further optimisation potentials
– especially for the follow-up project MOVET II.
The taxonomy table must be more manageably developed for the teachers. A first step in this
direction could be the reduction of the fields from 24 to 15. Furthermore, a detailed and
written guide for this instrument is recommended in order to achieve an assessment as
consistent as possible for the positioning of learning outcomes.
An optimisation in terms of the explication of the certificates is to be striven for in
subsequent exchanges. Equally, consideration for the soft skills for the purposes of the
certificates will be useful in future.
In addition, the teaching staff responsible must sharpen their awareness of the selection
criteria of suitable trainees.
As a long-term vision, vocational schools could act as providers of education for all of
Europe, by offering English language modules in block units.
87
Chapter 7: Summary
7. Summary
The Copenhagen Process has already formulated the following aspects as its goals: The
strengthening of the European dimension of vocational education, the improvement of
transparency, the recognition of competences, and quality assurance. In the combined
progress report of the Council and of the Commission from 2008, greater efforts have been
asked for, in order to improve the quality and attractiveness of vocational training.
The demands and goals mentioned make clear the need for development and testing of
instruments and processes, which the analysis of learning outcomes supports, an
encouragement of recognition and thereby simplifying and increasing mobility in Europe.
MOVET begins at this point. The focus is on the creation and analysis of instruments
promoting transparency. The transparency gained thereby, should in further procedure,
facilitate the recognition of competences acquired abroad. By means of the implemented
exchanges of trainees of mechatronics in the second project phase there follows an initial
validation.
Through the curriculum analysis by German, Danish and Finnish teaching staff at the
beginning of the MOVET project, relevant learning outcome units for mechatronics trainees
can be identified. The participating schools in Munich (Germany), Copenhagen (Denmark)
and Pori (Finland) each work out a module, which is contentually relevant for the vocational
training of mechatronics in these three countries.
The application of the VQTS (Vocational Qualification Transfer System) matrix for
mechatronics engineers facilitates for the participating players a common contentual point of
departure for the three module paths. On the one hand, the classification of the module topics
of PLC, hydraulics and bus systems into the VQTS matrix serves for the defining of contents,
and the determination of the targeted aspiration level on the other.
Throughout the duration of the project, the taxonomy table, modified by the Lehrstuhl für
Pädagogik of the TUM, defines more precisely the description of each of the learning
outcomes. For each module, all learning outcomes are classified into this taxonomy table
according to knowledge area and cognitive level. A transparent representation of the degree of
complexity of the modular units is thus achieved. Only in this way is it possible for the
dispatching educational institutions from the three participating countries to achieve
recognition of the learning performances gained abroad by their trainees. Ultimately, a
recognition of content takes place in Germany, in Denmark: a recognition of time spent, and
in Finland: a formal recognition in the form of ECVET points.
88
Chapter 7: Summary
In the course of the project, MOVET achieves for the most part its defined goals and with this
success promotes to a large degree the motivation for further cooperation between the
educational partners.
In the course of the project, from October 2010 to September 2012 MOVET II takes up the
experiences from MOVET I and aspires to an even wider-reaching and adapted recognition of
learning performances between the various training institutions. Added to them will be two
further training providers from Germany and Slovakia, so that the existing modules can be
further tested, and two new modules on CNC and CAD/CAM can be conceived.
89
Literature
Literature
Anderson, L. W.; Krathwohl, D. R.: A Taxonomy for Learning, Teaching and Assessing. A
Revision of Bloom‟s Taxonomy of Educational Objectives. New York: Addison Wesley
Longman (2001)
Bloom, B. S.: Taxonomie von Lernzielen im kognitiven Bereich. Weinheim, Basel: Beltz
(1972)
Bock, S.: Entwicklung einer Unterrichtsstrecke für das EU-Projekt MOVET – die
Taxonomietabelle als Instrument zur Analyse kognitiver Lerziele, Diplomarbeit für
Diplomstudiengang Lehramt an beruflichen Schulen (Betreuer: Schauhuber, M., Dr. Müller,
M.). Lehrstuhl für Pädagogik der Technischen Universität München (2010)
Bortz, J.; Döring, N.: Forschungsmethoden und Evaluation
Sozialwissenschaftler. Berlin, Heidelberg, New York: Springer (2002)
für
Human-
und
Buchalik, U.: Fachgespräche – Lehrer-Schüler-Kommunikation in komplexen Lehr-LernUmgebungen. Frankfurt am Main: Peter Lang GmbH (2009)
Bundesministerium für Bildung und Forschung: Gesetz zur Reform der beruflichen Bildung
(Berufsbildungsreformgesetz – BerBiRefG). In: Bundesgesetzblatt Jahrgang 2005 Teil I
Nr.20, Bonn: Bundesanzeiger Verlag (2005)
Declaration of the European Ministers of Vocational Education and Training, and the
European Commission, convened in Copenhagen on 29 and 30 November 2002, on enhanced
European cooperation in vocational education and training, “The Copenhagen Declaration”
(http://ec.europa.eu/education/pdf/doc125_en.pdf am 10.12.10)
Europäische Kommission: Mitteilung der Kommission, Europa 2020, Eine Strategie für
intelligentes, nachhaltiges und integratives Wachstum. Brüssel. 3.März 2010
Europäisches Parlament und der Rat der Europäischen Union: Empfehlung des Europäischen
Parlaments und des Rates zur Errichtung des Europäischen Qualifikationsrahmens für
lebenslanges Lernen. Brüssel. 23.April 2008
Fietz, G.; Le Mouillour, I.; Reglin, T.; Loebe, H.; Severing, E.: ECVET - Einführung eines
Leistungspunktesystems für die Berufsbildung. Schlussbericht. Bielefeld: Bertelsmann (2008)
Franke, G.: Facetten der Kompetenzentwicklung. 1., unveränd. Nachdr. Bielefeld:
Bertelsmann (2008)
Geldermann, B.; Seidel, S.: Rahmenbedingungen zur Anerkennung informell erworbener
Kompetenzen, Bielefeld: Bertelsmann Verlag (2009)
90
Literature
Joretzki, A.: Entwicklung einer handlungsorientierten und modularisierten Unterrichtsstrecke
für das EU-Projekt MOVET, Diplomarbeit für Diplomstudiengang Lehramt an beruflichen
Schulen (Betreuer: Schauhuber, M., Dr. Müller, M.). Lehrstuhl für Pädagogik der
Technischen Universität München (2010)
Lundgaard, T.; Brun, A.: Contents – Learning Outcome Module Hydraulics (2009)
Luomi-Messerer, K.: Using the VQTS model for mobility and permeability – Results of the
Lifelong Learning project VQTS II. Vienna (2009)
Luomi-Messerer, K.; Markowitsch, J.: VQTS model – A proposal for a structured description
of work-related competences and their acquisition. Vienna (2006)
Nurmi, A.: Contents – Learning Outcome Module Bus systems (2009)
Schauhuber, M.: Contents – Learning Outcome Module PLC (2009)
Schelten, A.: Einführung in die Berufspädagogik. Stuttgart: Franz Steiner Verlag, 4.Auflage
(2010)
Schindler, C.: Anrechnung im Ausland erzielter Lernleistungen für die nationale
Berufsausbildung, Diplomarbeit für Diplomstudiengang Lehramt an beruflichen Schulen
(Betreuer: Schauhuber, M., Dr. Müller, M.). Lehrstuhl für Pädagogik der Technischen
Universität München (2010)
91
Index of overviews
Index of overviews
Overview 2-1: Graphic representation of the chronological process sequence
Overview 2-2: VQTS competence matrix, mechatronics
Overview 2-3: Representation of competence area 7 from the VQTS with a stepped profile of
requirements
Overview 2-4: Schematic representation of the competence matrix from the VQTS subdivided
into organisational profile and personal profile – Text identical with that on overview 2-2
Overview 2-5: Example of a competence profile certificate for mechatronics students of the
VQTS
Overview 2-6: Categories matrix for the analysis of module contents (simplified
representation)
Overview 2-7: Modified taxonomy table according to Buchalik (2009)
Overview 2-8: Relevant curricula parts for modules BSFT (Munich, Germany)
Overview 2-9: Relevant curricula parts for modules WinNova (Pori, Finland)
Overview 2-10: Schematic representation of the curriculum comparison of the three project
countries
Overview 2-11: Competence area 7 from the VQTS competence matrix of mechatronics
Overview 2-12: Organisational profile in accordance with the VQTS of the BSFT in Munich
Overview 2-13: Learning outcomes of the PLC module in Munich, cf. overview 2-7
Overview 2-14: Timetable of the PLC module from 4th Oct.‟09 to 23rd Oct.‟09
Overview 2-15: Modified taxonomy table with registered learning outcomes from the PLC
module (Munich, Germany)
Overview 2-16: Organisational profile according to the VQTS from TEC in Copenhagen for
the course of Automation Technician
Overview 2-17: Learning outcomes of the hydraulics module in Copenhagen
Overview 2-18: Modified taxonomy table with registered learning outcomes from the
hydraulics module (Copenhagen, Denmark)
Overview 2-19: Organisational profile according to the VQTS from WinNova in Pori for the
course of electrician, automation technology
Overview 2-20: Learning outcomes of the module bus systems in Pori
92
Index of overviews
Overview 2-21: Modified taxonomy table with registered learning outcomes from the bus
systems module (Pori, Finland)
Overview 2-22: Timetable and leisure-time schedule for three-week module in Finland
Overview 3-1: Evaluation procedure of the scientific monitoring in the MOVET project
Overview 4-1: Intentions of the trainees from Finland, Germany and Denmark at the
beginning of the PLC module on a five-stage ordinal scale (mean value from 1=not relevant,
5=extremely relevant)
Overview 4-2: Importance of the intentions of the trainees from Finland, Germany and
Denmark when looking back at the PLC module on a five-stage scale (mean value from 1=not
relevant, 5=extremely relevant)
93
Appendix: List of abbreviations
Appendix
List of abbreviations
AS-i
Actuator-Sensor-Interface
BMW
Bayerische Motorenwerke Deutschland
BSFT
Berufsschule für Fertigungstechnik (Vocational school for production
technology)
Ca
Causal knowledge
CAD/CAM
Computer-Aided Design/Computer-Aided Manufacturing
CNC
Computerized Numerical Control
Co
Conditional knowledge
ECVET
European Credit System for Vocational Education and Training
EU
European Union
F
Factual knowledge
MOVET
Modules for Vocational Education and Training for Competences in
Europe
MTU
Motoren- und Turbinen-Union, Aero Engines
NA-BIBB
National Agency for Education and Training in Europe at the Federal
Institute for Vocational Training
NCE
National Centre for Vocational Education
P
Procedural knowledge
PLC
Programmable Logic Control
LLP
Lifelong Learning Programme
SWM
Stadtwerke München GmbH (Municipal utilities, Munich plc)
Tax Tab
Taxonomy table
TEC
Technical Education Copenhagen
TIP
Transfer of Innovation Project
TUM
Technische Universität München
VQTS
Vocational Qualification Transfer System
94
Appendix: MOVET consortium
MOVET consortium
Partners
Technische Universität München (TUM), Lehrstuhl für Pädagogik, Munich, Germany
(Project coordination)
Berufsschule für Fertigungstechnik München (BSFT), Munich, Germany
Teknisk Erhvervsskole Center Copenhaven (TEC), Frederiksberg, Denmark
WinNova, ehemals Porin Ammatiopisto (POAM), Pori, Finland
3s research laboratory, Vienna, Austria
IHK München und Oberbayern, Munich, Germany
BMW Group, Munich, Germany
Stadtwerke München (SWM), Munich, Germany
MTU Aero Engines, Munich, Germany
National Centre for Vocational Education (NCE), Frederiksberg, Denmark
Industriens Uddanelser, Kobenhaven, Denmark
Vestforbraending, Glostrup, Denmark
Vestergaard, Roskilde, Denmark
Cimcorp Oy, Ulvila, Finland
European Forum for Technical and Vocational Education and Training (EfVET), Brussels,
Belgium
Contributors
Forschungsinstitut Betriebliche Bildung (f-bb)
Staatsinstitut für Schulqualität und Bildungsforschung München (ISB)
Pädagogisches Institut der Stadt München (PI)
Akademie für Lehrerfortbildung und Personalführung (ALP)
Verband der bayerischen Wirtschaft (vbw)
Verband Deutscher Anlagen und Maschinenbau (VDMA)
Bundesverband der Lehrer an beruflichen Schulen (BLBS)
Verband staatlich geprüfter Techniker (VST)
95
Appendix: Interview-guideline for trainees
Lehrstuhl für Pädagogik
Interview guideline
Trainees
Persons present:
Date:
Time:
Interviewer:
Taking notes:
In the implementation of the group interview, the interviewer makes clear that the students
can speak freely, that it is a matter of opinions and also feelings within this module, and that
their anonymity will be preserved.
1. Which aspects of the PLC module did you like?
2. Which aspects of the PLC module did you not like?
3. Which impression did you have of the other trainees?
4. Which differences did you notice in the module lesson in contrast to a normal lesson?
And also: how would you describe your own, national style of lessons?
5. What should be retained within the module by a repetition of it?
6. What would you like to have changed in your next training scheme/module
implementation abroad?
7. Would you participate in such an exchange again?
8. Would you have been prepared to spend more time with your foreign guests?
9. Was the timescale sufficient that was demanded by the students for planning?
Interviewer‟s impression of the interview situation:
96
Appendix: Interview-guideline for teaching staff
Lehrstuhl für Pädagogik
Interview guideline
Teaching staff
1. Which positive and negative aspects regarding the three-week PLC module in Munich
come to mind?
2. What is the most important/most significant aspect that you have learned from
teaching foreign trainees?
a. With regard to vocational competence?
b. With regard to social and personal competences?
c. With regard to mixed nationalities in the classroom?
3. If you compare your „normal‟ students to the foreign students: Did you notice
anything strange? Was the information level satisfactory?
a. With regard to the information before the trainees arrived?
b. With regard to their period of stay during the module?
4. Would you do anything differently, if you teach foreign trainees on a successive
occasion?
97
Appendix: Interview-guideline for trainers
Lehrstuhl für Pädagogik
Interview guideline
Trainers
1. Which positive and negative aspects regarding the three-week PLC module in Munich
come to mind?
2. What are the most important things that you have learned from the training of foreign
students in your company?
a. with regard to vocational competence?
b. with regard to social and personal competences?
c. In general?
3. Did you notice anything strange when comparing your „normal‟ trainees to the foreign
guests?
4. Was the level of information satisfactory?
a. With regard to the information before the trainees arrived?
b. With regard to their period of stay during the module?
5. Would you do anything differently, if you teach foreign trainees on a successive
occasion?
6. Would you take part in such a module again?
7. In general, have you improvement suggestions for future projects of this type?
98
Appendix: Questionnaire for trainees at the beginning of the module
Lehrstuhl für Pädagogik
Questionnaire for PLC participants
1. Name: ______________________________________
male 
2. Sex:
3. Year of birth:
female 
19 ____
4. Sending organisation:
 BSFT
 TEC
 POAM
5. In which year of vocational education are you currently enrolled?
 First
 Second
 Third
 Fourth
6. In which modules are you going to participate?
 PLC (Munich)
 HYD (Copenhagen)
 BUS (Pori)
7. Is this your first vocational education program?
 Yes
 No
If no, in which program did you participate before?
_______________________________________________________
8. Did you work before you started vocational education?
 No
 Yes
If yes, what kind of work and for how long?
_______________________________________________________
9. Have you ever worked in a foreign country before?
 No
 Yes
If yes, what kind of job, how long for, which country
________________________________________________________
10. How did you get information about this mobility/project?
 I informed myself about possibilities for mobility in general
 I heard about it from other participants from this mobility
 My teacher/trainer suggested this mobility
11. How long did your decision take to come to the mobility?
 At once
 After short time of reflection
 After long time of reflection  After being pushed by my teacher
99
Appendix: Questionnaire for trainees at the beginning of the module
12. Have you ever made a mobility exchange before?
 No
 Yes
If yes, what kind of program, where, how long?
_______________________________________________________
no answer
extremely
relevant
very
relevant
relevant
somewhat
relevant
not
relevant
13. Please state your reasons to come to the PLC module in Munich?
Interest for PLC
Visit Germany
Interest in other cultures
Get to know people from another country
Practicing the English language
Better chances in professional life
Getting to know other companies
Positive experiences from other mobility
students
Mobility is necessary in my career
14. Please state your other expectations!
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
15. How would you appraise your knowledge concerning PLC?
 None
 Beginner
 Advanced
16. How would you appraise your English language skills?
A: Basic user
B: Independent user
Understanding
Listening
Reading
A
B
C
A
B
C
Thank you for your participation!
100
C: Proficient user
Speaking
Spoken
Spoken
interaction
production
A
A
B
B
C
C
Writing
A
B
C
Appendix: Questionnaire for trainees at the end of the module
Lehrstuhl für Pädagogik
Final Questionnaire for
PLC participants
1. Name: ______________________________________
2. How do you rate the complexity of the module contents?
 too low
 appropriate/good
 too high
3. How do you rate the quantity of the module contents?
 to little
 appropriate/good
 too much
4. How would you appraise your knowledge concerning PLC now?
 None
 Beginner
 Advanced
no answer
extremely
satisfied
very
satisfied
satisfied
somewhat
satisfied
not
satisfied
5. How satisfied are you with the…
Organisation in the company
Organisation in the school
Support from the teachers
(Schauhuber/Neumayr)
Organisation of the additional proposes in
the afternoons
Support from my class-mates
Quality of the school lessons
Organisation of the mobility in advance
(BSFT/ TEC/ POAM)
Organisation of the travelling (to and within
Germany)
Organisation of the accommodation
6. After taking part for 3 weeks in the PLC module: How important was for
you to…
101
no answer
extremely
important
very
important
important
somewhat
important
not
important
Appendix: Questionnaire for trainees at the end of the module
Improve your knowledge about PLC
Visit Germany
Get to know an other culture
Get to know people from an other country
Practice English language
Get to know other companies
Have better chances in professional life
7. Please note what you liked the most of the mobility!
______________________________________________________________
______________________________________________________________
______________________________________________________________
8. Please note what you did not like about the mobility!
______________________________________________________________
______________________________________________________________
______________________________________________________________
9. What is the most important thing you have learned during your stay?
i.
With regard to vocational competences?
_________________________________________________________
_________________________________________________________
ii.
With regard to social/personal competences?
_________________________________________________________
_________________________________________________________
iii.
With regard to going to school in this country?
_________________________________________________________
_________________________________________________________
10. Which differences do you see compared with your regular education?
102
Appendix: Questionnaire for trainees at the end of the module
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
11. Would you like to have anything different next time you go for study
abroad?
______________________________________________________________
______________________________________________________________
______________________________________________________________
12. How would you appraise your English language skills now?
A: Basic User
B: Independent User
Understanding
Listening
Reading
A
B
C
A
B
C
C: Proficient User
Speaking
Spoken
Spoken
interaction
production
A
A
B
B
C
C
Writing
A
B
C
13. Did you have difficulties because of the English language in the
lessons?
 none  only at the beginning  sometimes  often  always
14. Would you recommend your classmates at home to take part in such a
mobility activity?
 yes
 no  maybe
15. Would you do it again?
 yes
 no
 maybe
Thank you for your participation!
103