(The TCC-SCV SAPH) TRECVET CORE … · This project has been funded with support from the European...

TRECVET Core Curriculum for Skippers of Small Commercial Vessels

TCC-SCV

Agreement number: 2014-1-ES01-KA202-004370

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This project has been funded with support from the European Commission. This publication [communication] reflects the views only of

the author, and the Commission cannot be held responsible for any use

which may be made of the information contained therein.

(The TCC-SCV SAPH)

TRECVET CORE CURRICULUM FOR

SKIPPERS OF

SMALL COMMERCIAL VESSELS

STANDARD ANALYSIS PROCEDURE

HANDBOOK

© COPYRIGHT Sea Teach S.L 2015

All rights reserved


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Contents

Page

Introduction 3

Beyond TRECVET. 4

1 Who should read this book? 5

2 The Philosophy 5

3 The Process of FE extraction 7

3.1 Obtaining qualification material 7

3.2 Pre-selection of possible FEs and FE Clusters 8

3.3 The Extraction of FE data 10

4 The on-line FE Extraction Tool (multiFex). 13

4.1 Competence. 14

5. The TCC-SCV on-line Comparison Tool and GUI

(Graphical User Interface).

15

5.1 The TRECVET on-line Comparison Tool and GUI. 15

5.2 Intended User Groups 16

5.3 The Results. 16

6 Lessons Learned 17

6.1 Problems 17

6.2 Successes 18

7 Conclusions 19


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Introduction

The TRECVET project was accepted and funded under the European Union’s Lifelong Learning Programme in the summer of 2011. The project's primary aim was to address a specific problem within the European Union’s marine industry. Simply stated, professional qualifications of individual Member States within the SCV (Small Commercial Vessel) sector are not generally accepted by other Member States. This has led to the limitation of mobility and work opportunities for professionals working in that industry sector. The TRECVET project investigated the problem described above by analysing and comparing similar qualifications from three Member States (Germany, Spain and the United Kingdom). The project identified and presented the similarities and differences between the respective qualifications under scrutiny. TRECVET project developed two tools, the fexTool and TRECVET Comparison tool, that provide transparency to assist in the mutual recognition of the three analysed qualifications from Spain, UK and Germany. These tools were developed to allow the validation of knowledge and skills by breaking qualifications into their smallest logical elements and making them objectively comparable by showing their commonalities and differences. This transparency creates trust and understanding with the intent of overcoming barriers to mutual acceptance of professional qualifications. A more detailed description of the problem and the TRECVET project can be found at: www.trecvet.eu The original version of the TRECVET ICT Comparison Tool can be found at: https://trecvet.eu/comparison-tool.html

http://www.trecvet.eu/

https://trecvet.eu/comparison-tool.html


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Beyond TRECVET.

The TRECVET project presented its solution at the TRECVET Project

Conference held in Palma de Mallorca on the 20 September 2013. The main aim

of the conference was to present the work and results of the project and begin a

dialogue between stakeholders that would go on to make the necessary changes

regarding qualification recognition between different EU Member States. The

conference attendees that included many professional skippers, National

Authorities, nautical associations, charter companies, crew agencies, sea and

diving schools clearly demonstrated that the project created a very wide impact

within the industry. The general consensus of the attendees who were

professional skippers was summed up by one comment, "As holders of

professional qualifications, why should we have to re-qualify to do the same job

on identical boats, where the only difference is the flag?"

An open debate held within the TRECVET conference produced some very

constructive observations and suggestions for improving the analytical and data

presentation methodologies developed by TRECVET. This, along with a

recognised need for change expressed by the National Authorities who attended

the conference, in conjuction with a very positive response by other conference

participants to see this change implimented led to the TCC-SCV (TRECVET Core

Curriculum for Skippers of Small Commercial Vessels) project proposal.

The TCC-SCV project was approved and funded through the Erasmus + Key

Action 2 Strategic Partnership program in September 2014 and will run until 31st

August 2016. For more information on TCC-SCV project go to: http://www.tcc-

scv.eu/

With the objective of finding a definitive solution to the problem of qualification

acceptance the TCC-SCV project will analyse six professional SCV skipper

qualifications from UK, France, Spain, Germany, Slovenia and Croatia. The

project will provide object and transparent comparability of these qualifications by

breaking them into their smallest parts called FEs (Fundamental Elements). To

achieve this, the TCC-SCV project will develop:

1). The multiFex FE Extractor (known simply as the multiFex). This will be an

online software tool designed to provide a simple and standardised method of

extracting FEs found in the content of qualification documentation, and

2). The online Comparison Tool: This tool will have the software capability to

interrogate the data collected by the multiFex and present that data for objective

comparison between selected qualifications to decision making authorities.

The extraction algorithm for the new multiFex FE Extractor will be an advancement on the algorithm used in the original TRECVET project. This


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requirement arises because an important issue for authorities when comparing other qualifications to their own is not only the skill and knowledge contained in an FE, but also the quantitative indication of what a learner 'Can Do' and the level of competence whith which they do it once they have assimilated an FE. To satisfy this requirement and create a high level of transparency and trust between authorities, additional clauses will be required to reinforce the original TRECVET FE definition. An example of such a clause may be: ”A skill FE must contain at least one ‘Can Do’ product that demonstrates its examinable competence content”. For the purposes of developing the Units of Learning Outcomes required to provide mutual trust and understanding between Authorities the following ECVET definitions will be applied throughout the analytical methodology in this book. Knowledge means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. Skills means the ability to apply knowledge and know-how to complete tasks and solve problems. Competence means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development.

1 Who should read this book?

Although the TRECVET and TCC-SCV project output tools and methodologies have been specifically developed to analyse qualifications in the Small Commercial Vessel sector of the marine industry, they have been designed to be scalable and transferable for analysing qualifications in other vocational sectors where similar problems of qualification acceptance are experienced. This capability is described in more detail in the Conclusions at the end of this book. The analytical methods outlined in this document are primarily aimed at persons with a high level of expertise in their chosen field, ie. teachers, instructors and examiners. A high level of knowledge and understanding of the subject under investigation is required in making the decisions presented in the methodology described.

2 The Philosophy

The comparison of Vocational Education and Training (VET) qualifications in the TCC-SCV project is based on the premise that Examinable Content can be broken down into Fundamental Elements (FEs). For the purposes of the TCC-SCV project an FE is defined as follows: - An FE is the smallest subdivision of an examinable content that in itself constitutes a complete logical and coherent learning block. - FEs can contain knowledge only (Theory) or be a combination of knowledge and skill (Practical). If an FE is determined to be a skill then it is automatically assumed to contain knowledge and must contain a 'Can Do' element that supports the ability to apply knowledge and know-how to complete tasks and solve problems.


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- An FE is autonomous and does not contain or depend on other FEs for its existence. - The minimum pre-knowledge required to assimilate an FE is that of an average 16 year old school leaver. An FE should not be confused with a ULO (Unit of Learning Outcome). As stated above an FE cannot contain other FEs, whereas a ULO can be made up of any number of FEs. A ULO can be considered as a group of FEs. Unlike an FE, a ULO can contain other smaller ULOs. This concept is clearly demonstrated in the ULO 'CHARTWORK' shown in Fig 1 below which shows the progression down through the smaller ULO 'Taking a Fix' to Fundamental Elements.


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Fig. 1 Here it can be seen that CHARTWORK is made up of a number of other ULOs and demonstrates how ULOs eventually lead to indivisible FEs. Extracting FEs requires analysing each branch of a ULO until no more divisions can be made. Referring to Fig 1, by following the branches of the smaller ULO ‘Taking a Fix’ we see how this process is accomplished. Points to note about Fig 1 are: - For clarity only one smaller ULO ‘Taking a Fix’ has been investigated. - Individual branch analysis stops once a data entry is proved to be an FE. Determining the stage in the extraction process where data being analysed is considered to be an FE is most important. This essentially is an independent decision made by the expert analysing the data. However, subjective as it may appear to be, the decision is based on the strict criteria that 'An FE is the smallest subdivision of an examinable content that in itself constitutes a complete logical and coherent learning block'. This is best demonstrated by example using the data in Fig. 1 above. Here, if we proceed down from 'CHARTWORK' through 'Taking a 'Fix' and 'Plotting Instruments' we come to the four instruments Triangle, Parallel Rules, Dividers and Portland Plotter where the analysis stops. These four are determined to be FEs because the only way to divide them further would be to break them down into their component parts. This would be illogical for this qualification because the subject under investigation here is 'CHARTWORK' not 'COMPONENT MANUFACTURE' or 'INSTRUMENT TECHNOLOGY'. This logic follows for the other FEs defined in Fig 1.

3 The Process of FE extraction

3.1 Obtaining qualification material

Before the FE extraction process can commence a relevant source of material must be identified and obtained for each qualification to be analysed. This material may be a course syllabus or, preferably where obtainable, a comprehensive set of examination questions that covers all possible Units of Learning Outcome for the qualification. Specifically for the TCC-SCV project the qualifications chosen for analysis were taken from the qualifications of France, Spain, Germany, Slovenia and Croatia that are most closely related to the UK's Yacht Master qualification. The UK Yacht Master qualification will also be re-analysed in the TCC-SCV project as a control against the original FE extractions obtained in the TRECVET project. Once suitable course material has been obtained the analysis can proceed as follows.


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3.2 Pre-selection of possible FEs and FE Clusters

Where to start? The complete text selected for analysis should be read carefully and key words or phrases that allude to being associated to FEs or FE clusters should be highlighted for later reference. An example block of text taken from a typical RYA examination question that demonstrates this process is included here: At midnight (log 32.5M) the mate of a vessel off Hamilton fixes position: S. Stephens’s Pt Lt 106º(M) Outer Robens Lt 057º(m) Depth 30m contour line a) Plot a fix; give latitude and longitude. b) Why, in this instance, should the contour be used with caution? At 1630 the skipper of a vessel plots the GPS position 45º 40’.15N 006º 23’.81W. What is the magnetic course to steer to a waypoint at position 45º 38’.34N 006º 13’.69W? b) What is the vessel’s predicted COG and SOG? Boat speed 8.0kn. Set and drift 010º(T) 2.0kn. From the example block of text above we are able to extract the following generic words and phrases that allude to being single FEs or FE clusters.

Word or Phrase highlighted and extracted

from the text

Generic term represented by the

highlighted Word or Phrase

log 32.5M Log

position position

106º(M) Bearing Magnetic

057º(m) Bearing Magnetic

Depth Depth

contour line Contour Line

Plot a fix Plot a fix

latitude latitude

longitude longitude

contour contour

GPS position GPS Position

45º 40’.15N Latitude

006º 23’.81W Longitude


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Word or Phrase highlighted and extracted

from the text

Generic term represented by the

highlighted Word or Phrase

magnetic course to steer Magnetic Course to Steer

a waypoint Waypoint

45º 38’.34N 006º Latitude

006º 13’.69W Longitude

COG COG

SOG SOG

Boat speed 8.0kn Boat Speed

Boat speed 8.0kn Knots (speed)

Set and drift 010º(T) 2.0kn. Set and Drift,

The right hand column of the list above can be entered into a spread sheet as a single column of items. Using the 'data sort' function of the spread sheet the items can be sorted alphabetically. Once the items have been sorted alphabetically the new list can be inspected and all duplicate items removed. The remaining list items are now ready to be passed on to the on-line FE extraction tool 'multiFex' for proof testing against the methodology described in the flow diagram shown in Fig 2. This procedure is discussed in more detail a separate document 'The on-line FE Extraction Tool (multiFex)'. There will be a predictive text facility within the multiFex extraction tool to be developed in the TCC-SCV project. This function will indicate to the user if new data being analysed already exists on the data base as an FE. However, due to an inherent problem in the mySql database software to handle some characters, even when programmed to use UTF-8 Unicode (utf8), it is always better to pre-sort and filter the selected data before undertaking the FE analysis process on the multiFex. This said, it will not be a difficult process to filter out multiple entries within a given qualification at the end of the extraction process. It should be noted that Fig 2 below represents only the first part of the extraction process that is carried out using the multiFex Extraction Tool. The multiFex tool has extra facilities to allocate keywords for FE categorisation, and to automatically compared and translate FEs into English from the language of the qualification being analysed by using translated FE data already on the database. The multiFex also provides the expert or a professional translator with the facility to translate the extracted FEs into English and add this to the database. The use of these facilities are beyond the scope of this book and are fully covered in another document 'The multiFex User Manual'.


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3.3 The Extraction of FE data


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Fig 2. TCC-SCV Extraction Methodology Flow Diagram. From question block 11 in Fig 2 above it can be seen that a clear distinction is required to be made between Knowledge and Skill FEs. This is esential for creating trust between Authorities and enabling comparability between qualifications as it shows the difference between, what a person knows and understands, and what a person can actually do. To aid the qualification expert in making the distinction between Knowledge and Skill FEs during the extraction process the following Knowledge and Skill defenitions, along with examples of Knowledge and Skill verbs and the scenarios in which they are used are given below. The EU’s Definition of Knowledge: The outcome of the assimilation of information through learning. Knowledge is the body of facts, principals, theories and practices that is related to a field of work or study. In the context of the European Qualifications Framework, knowledge is described as theoretical and/or factual. Knowledge Verbs. Analyse Calculate Check Determine Explain Knows Identify Interpret Judge Monitor Plan Prepare Recognise Understands Scenario Examples of Knowledge Verbs: Can read and analyse the weather forecasting chart. Can calculate the distance using a time, distance, speed triangle formula. Knows which engine checks to carry out. Can determine a safe speed. Can explain the key factor in a safety briefing. Knows the Beaufort wind scale. Can identify cloud types. Can read and interpret and navigation chart. Can judge safe distance to hazards. Can monitor engine gauges. Can plan a Passage. Can prepare the boat for sea.


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Can recognize the cardinal buoys. The EU’s Definition of Skill: The ability to apply knowledge and use know-how to complete tasks and solve problems. In the context of the European Qualifications Framework, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments). Skill Verbs Calibrate Control Implement Inspect Instruct Operate Plan Perform Plot Position Prepare Secure Trim Scenario Examples Skill Verbs: Can perform a calibration on the auto pilot compass. Can control the vessel at all times when maneuvering. Can implement the rules in collision avoidance situations. Can inspect the bilges for leaks. Is able to instruct crew on safety procedures. Can safely operate the anchor winch. Can write a passage plan. Can perform MOB recovery. Can plot the ships position on the chart. Can prepare the vessel for sea. Can secure the vessel with rope to a mooring buoy. Is able to trim the sail.


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4.The on-line FE Extraction Tool (multiFex). Based on the flow diagram shown in Fig 2 above, an on-line FE extraction software tool named multiFex was developed for the TCC-SCV project. This tool provides a self explanatory and objective means of extracting FEs and ULOs from pre-selected words or phrases. In its final version the tool will be available in English, French, Spanish, German, Slovinian, Croatian, Czech and Romanian. Processed items are stored directly onto a central on-line database server which can be edited through a secure on-line administration panel. The database described above, once translated into English becomes the input material for the TCC-SCV on-line Comparison Tool. A sample section of data is shown in Fig 3 below. A system of three progressively selective Keywords is associated with each FE data entry to simplify FE categorisation and matching of multiple qualification FEs.

Fig 3. A screen shot showing a section of the FE database and the three Keywords allocated to simplify FE categorisation and matching.


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4.1 Competence.

Identifying, extracting and categorising knowledge and skill FEs does not in itself

allow two or more qualifications to be effectively compared. It is not enough for a

professional to know and have the skill to carry out a task or use a piece of

equipment. To engender the required trust for Authorities to accept that their

qualifications (or more accurately sections of their qualifications) are of equal

value they need to know that the qualified person has the competence to carry

out their tasks and actions in a responsible and professional manner.

Competence can only be evaluated by an assessor and that in itself can bring in

the additional problem of personal subjectivity. Individual assessors may place

varying degrees of importance on any number of qualities which may, or may

not, include: Initiative and Creativity, Judgment, Cooperation, Team Work,

Quality of Work, Reliability, Commitment to Safety and Respect for others

opinions and beliefs.

For the purposes of the TCC-SCV project the ECVET definition of Competences

will be used.

The ECVET definition of Competence is given as:

The proven ability to use knowledge, skills and personal, social and/or

methodological abilities in work or study situations and in professional and

personal development.

The multiFex will provide a function for selecting and adding competence to

individual FEs. This action will be taken at the end of the FE extraction process

when all qualification FEs are available. To increase the degree of objectivity

when assigning competence levels to FEs; competence levels will be subject to

consultation with the FE extraction coordinator and the expert for the particular

qualification and will be discussed and agreed amongst qualification experts in

general to obtain a consensus opinion.

Great care must be exercised when assigning competence levels. It cannot be

stated strongly enough that the selection and allocation of these competence

levels will be the final arbiter in determining the comparability of the FEs and

ultimately the comparability of the qualifications being analysed.


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Fig 4. A section of the proposed database showing individual FEs and their

associated competence.

The multiFex software tool is covered in more detail in a separate document

'The on-line FE Extraction Tool (multiFex)'.

5. The TCC-SCV on-line Comparison Tool and GUI (Graphical

User Interface).

Here it should be stated that this SAPH is a dynamic document that will change over the course of the project as techniques and methodologies are modified, developed and improved. Two of the major outputs, the Comparison Tool and GUI are aspects of the project that cannot be fully described at this stage. These software components are not due to be designed until month 13 when more will be known about the extent and complexity of the data to be manipulated and dispalyed. As a guide to basic concepts relating to the development of these two components a description of the original TRECVET Comparison Tool is given below.

5.1 The TRECVET on-line Comparison Tool and GUI.

The TRECVET Project developed an on-line Comparison Tool that presents the contents of the FE database as meaningful information such as: - The total FEs from all countries; - The FEs associated with individual countries; - The FEs required for one country's qualification to become equivalent to that of another country's qualification; - The FEs common to pairs of countries;


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- The FEs common to all countries; and - The FEs unique to individual countries.

5.2 Intended User Groups

The information provided by the TRECVET Comparison Tool was intended for use by the following groups: - Decision makers; - Competent bodies and authorities within both, the project related countries (UK, Spain and Germany) and the SCV marine sector in general; - Students (learners), potential or existing; and - Professionals, Trainers, Institutions, SMEs and other VET organisations. 5.3 The Results.

The TRECVET project extracted and classified in the region of 3,500 FEs. The

presentation of the combinations and possible permutations of these results in

the comparison of three marine qualifications is beyond the scope of this book.

However, a full set of results in the form of questions that trigger appropriate

database queries can be found at:

https://trecvet.eu/comparison-tool.html

Fig 4 on the following page shows a typical result triggered by a user generated

database query.


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Fig 4. Screen shot showing a typical user information request on the TRECVET Comparison Tool GUI.

6 Lessons Learned

At this time this section is specific to the TRECVET project and will be expanded

later to include the results and findings of the TCC-SCV project.

6.1 Problems

A major problem was encountered in the data analysis process with relation to the translation of FEs from their original language into a common language (in this case English). Initially, because of the similarities in the qualifications, it was expected that once the FEs were translated and sorted alphabetically a large number of matches would be found within the three country data sets. However, this was NOT the case. The problem arose due to the following factors: 1. Identical FEs are described differently in different languages.


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2. Because the translator may not be an expert in the subject matter, literal translations or misinterpretation can occur that can change the semantics of what are otherwise identical FEs. 3. As each country's qualification generated over one thousand FEs which were randomly spread throughout the data set, identifying and matching identical FEs with different wordings was extremely difficult. A strict regime was therefore imposed on the experts. This regime was based on categorising each FE individually using a three key word prefix system. The key words were predefined, mutually exclusive and applied in a rigid hierarchical organisational structure. This methodology created a funneling system by which each expert, although working independently and using different wording, effectively placed related FEs into the same virtual 'box'. Because the key words were permanently attached to the FEs the FEs remained in their relative boxes even after translation. This methodology greatly simplifies the whole FE identification and matching process and had the additional advantage of making the presentation of information much more user friendly. 6.2 Successes

The core definition of an FE that states 'An FE is the smallest subdivision of an examinable content that in itself constitutes a complete logical and coherent learning block' proved to be a very effective means of extracting exactly similar elements from different qualifications. By continual subdivision elements naturally become more comparable. A good example of this is 'rope knots' which is a common subject in each of the marine qualification. If the FE was determined to be knots (plural) then the comparison of qualifications would not be possible. Even if the understanding of six knots were required in each of two qualification, it could not be said that that part of the qualifications comparison was the same, because some or all the knots required in each qualification might be different. However, by definition the extraction methodology described in this chapter results in the identification of individual knots. In this way the qualification can be quantitatively and qualitatively compared. For example, it can now be determined when comparing two qualifications that five knots are the same and two knots are different in each qualification. This is a simplistic example; but it adequately demonstrates the principle. An individual knot either exists or does not exist in a particular qualification. Fig. 5 below supports the extraction methodology and FE principles. It clearly shows: - the core of common FEs within the three qualification, - the various sets of bilateral commonalities; and - the unique element in each qualification.


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Fig 5. Screen shot showing the core commonalities and differences in the three marine qualification.

7 Conclusions

Again; at this time this section is specific to the TRECVET project and will be

expanded later to include the results and findings of the TCC-SCV project.

Within ECVET *, identifying Units of Learning Outcomes and determining how they will be assessed, validated and recognised in a Learning Agreement for mobility activities is a demanding task. With no generally agreed quality standard for the assessment of Learning Outcomes, it is difficult to establish trust between competent institutions and to move beyond “case by case agreements”. The methodologies, database and tools outlined here have proved effective for objectively and transparently comparing similar marine qualifications with the aim of making these qualifications mutually acceptable between countries. The tools described have been designed to be scalable to allow the addition of not only marine qualifications, but of all other VET qualifications. This would be achieved by developing a qualification specific FE and ULO Extraction Flow Chart, for the qualification sets under investigation similar to that outlined in Fig 2. A qualification specific fexForm front sheet would then be produced to analyse and insert the extracted, qualification specific data into the central database. The software is thus not only capable of identifying and matching Fundamental Elements within the same VET sector for different countries; but is also able to identify and match Fundamental Elements within what may superficially appear to be completely different VET qualifications. One example of this might be found in the comparison of a Boat Skipper and a Land Surveyor. These two professions would undoubtedly have skill and knowledge overlaps in chart and map reading,


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navigation, object position fixing, taking bearings and the use of GPS, compass and other types of instrumentation. Less obvious similarities may be found in other professions requiring man management skills or an understanding of health and safety or fire fighting and prevention procedures. Once common sets of Fundamental Elements have been identified they can be used to build Units of Leaning Outcomes that can be migrated between essentially dissimilar VET sectors. Using the tools described above, quality and trust between stakeholders can be engendered by offering a common standard and quantitative methodology for the identification, evaluation, comparison, agreement and documentation of Learning Outcomes, Units of Learning Outcomes and levels of competence. In the current financial and technological situation employers and employees alike are having to make major re-assessments. The TRECVET tools will provide a credible solution for revealing formal, informal and non formal skills that are hidden within our most valuable resource. * Further information regarding ECVET its Concepts, Principles and Frequently Asked Questions can be found at: http://ec.europa.eu/education/lifelong-learning-policy/doc/ecvet/faq_en.pdf Prepared by: Bernie Butler. [email protected]

© COPYRIGHT Sea Teach S.L 2015

All rights reserved

http://ec.europa.eu/education/lifelong-learning-policy/doc/ecvet/faq_en.pdf

(The TCC-SCV SAPH) TRECVET CORE … · This project has been funded with support from the European...

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