The Higher Short Term.
The CET and the Future.
ued - unidade de ensino a distância
instituto politécnico de leiria
TECHNICAL FORM
Title
The Higher Short Term. The CET and the Future.
Coordi aio
José Manuel Silva . Isabel Beato Design and Layout
Joana Mineiro . Pedro Sousa ISBN
978-972-8793-60-9 FOR.CET - IPLeiria
Pol te h i I situte of Leiria IPL
Rua Ge eral Norto de Matos / - 9 Leiria
www.ipleiria.pt
Introductory Note 5
THE PORTUGUESE CASE AND THE INTERNATIONAL EXPERIENCES
Magda Kirsch . Fi di gs of the sur e : short le higher edu aio i europe –
L the issi g li k 9
Sylvie Bonichon . Short C les i Higher Edu aio 19
FREE COMMUNICATIONS
Daniel Neves . D a i s to operaio al k o ledge a d the s ie ii k o ledge: the e perie e proje t elage u der the e erge logisi s ourse 27
Crisi a Me aia . E a Oliveira . Luís Go çalves . Career a d Te h i al Edu aio Courses – AFTEBI a et o post se o dar studies other tha u dergraduate or
graduate courses
39
Rute Abreu . Fái a David . Post-se o dar o -higher du aio o the s ie ii
area of a ou i g 57
Ricardo Vardasca . The e perie e of short le higher edu aio for aio i the Briish s ste a d its possi le i lue e i the Portuguese s ste 69 Filipe Pinto . The role of te h ologi al spe ializaio ourses o u dergraduate
stude ts su ess. posiio paper 73
Antónia Barreto . Filipe Santos . Pol te h i I situte of Leiria’s te h ologi al spe ializaio ourses u der o pete e ased trai i g a d lear i g odels: a Leo ardo da Vi i Proje t Stud
79
José Machado . Vo aio al trai i g a d e plo a ilit - For et ase i Portugal a d
s hools i the St ria regio i Austria 91
Natália Gaspar . Maria Ribeiro . A tó io Rai u do . A a Silva Pereira Paula Azevedo . José Grego . Hele a Mira . A tó io Roberto . CET i I situto
Politécnico de Santarém
101
Hele a Veludo . Edu aio a d trai i g ET 111 João Santos . Miguel Baio . Te h ologi al spe ializaio ourse i uildi g a d pu li
78
-EN
79
-Conclusions
We li e at a o peii e so iet ith halle ges e o d egula skills o egula ou se p og a s. “tude ts, p ofessio als o a othe o ki g i o peii e e i o e t a e e posed to a XXI e tu p ofessio al halle ge: e sailit .
At this o te t, si e the eed to de elop dife e t o pete es at dife e t le els a d o te ts, a stude t of T“C ou se has a p oile fa e o d the
egula a ade i stude ts that had ade thei se o da s hool .
Thus, ega di g T“C stude ts p oile the a e ete p epa ed fo e halle ges, p o a l u like u de g aduate stude ts. At u de g aduate ou ses, these stude ts a e ete e epi e tha othe stude ts, si e the al ead got thei a ade i p oile, p a i al a d p ofessio al e pe ie e. Mo eo e , su h stude ts ill e ete a a e a d fo used o p a i al issues ega di g la o a ket a d p ofessio al te s. Besides, T“C stude ts ould eed addiio al t ai i g as a othe s si e the al ead took a i te ship.
Abstract
The Pol te h i I situte of Lei ia has ee pa i ipai g si e i p oje t T ai F a e, a Leo a do da Vi i p oje t he e i situio s f o ou t ies ai to eate a o pete e ased t ai i g a d lea i g odel fo o aio al t ai i g o te ts. I this odel the pa t e s ai to take i to a ou t the dife e es of the pa t e i situio s a d the Pol te h i I situte of Lei ia pa i ipates i this p oje t
ith thei Te h ologi al “pe ializaio Cou ses.
I this a i le e p ese t so e esults of the Po tuguese pa t e ship o e i g its Te h ologi al “pe ializaio Cou ses o e i g the i st phase of the p oje t, ai ed at k o i g the o epio s of oth t ai e s a d t ai ees of these ou ses o o pete e ased lea i g a d t ai i g CBL/CBT a d ho ell the t ai e s used the i thei p a i es. The esults o tai ed suggest that the Te h ologi al “pe ializaio Cou ses of the Pol te h i I situte of Lei ia eet these o aio al t ai i g ethodologies a d that oth t ai e s a d t ai ees k o thei o je i es a d oles i the ou se.
Keywords
Co pete e Based T ai i g, Co pete e Based Lea i g,
Introduction
The Pol te h i I situte of Lei ia IPL has ee pa i ipai g si e i a Eu opea Leo a do da Vi i p oje t – p oje t T ai F a e – he e i situio s f o ou t ies ai to ete k o thei p a i es of Co pete e Based T ai i g a d Lea i g CBT/CBL . The goal of this p oje t is, a d ased o u e t theo ei al f a e o k o CBT/CBL, to p opose a odel that take i to a ou t the i situio al pe spe i es, igu i g ho thei dife e es as i situio al size, geog aphi al lo aio , i a ial sta d, ad i ist ai e apa it , se i es a d te h i al e uip e t i lue e t ai i g a d lea i g a d ho these dife e es a e f a ed i a e f a e o k T ai F a e, . This p oje t also ai s at de elopi g tools a d i st u e ts that allo pa t e s to stud thei i situio s.
The Pol te h i I situte of Lei ia e te ed this p oje t th ough its Te h ologi al “pe ializaio Cou ses CET - Cursos de Especialização Tecnológica. I
POLYTECHNIC INSTITUTE OF LEIRIA’S TECHNOLOGICAL SPECIALIZATION
COURSES UNDER COMPETENCE BASED TRAINING AND LEARNING MODELS:
A LEONARDO DA VINCI PROJECT STUDY
o e of the i st stages of the p oje t, t o uesio ai es ha e ee ela o ated to e passed o the t ai e s a d t ai ees to k o the t ai i g/lea i g o te t of ea h i situio o e i g ou ses that adopt CBT/CBL ethodologies. The efo e, IPL passed this uesio ai e a aila le o li e to CET t ai e s a d t ai ees. t ai e s a d t ai ees a s e ed these uesio ai es.
We ill sho , i the e t se io s, so e of the uesio s ade, a s e s e got a d a i te p etaio of the esults.
CET courses and the development of competences: the trainer perspective
Ni etee CET t ai e s a s e ed the uesio ai e he e thei opi io as asked o se e al di e sio s o thei tea hi g p a i e. I a i st di e sio e ai ed to k o thei isio o the o k ased o o pete es a d its i ple e taio i the CET ou ses. We ega aski g the to gi e us thei ideas o o pete e ased edu aio . The esults o tai ed a e sho i ta le .Whi h of the des ipio s elo its est to ou idea of
Co pete e Based Edu aio ? Nº %
K o ledge, “kills a d Aitude a e i teg ated ele e ts of the
learning process and assessment. 12 %
The e is a pe a e t ele io o the p ofessio a d the p ofes
-sio al aitude. 12 %
Lea i g-, a ee -a d iize ship o pete es of the pa i ipa ts
a e si ulated. 12 %
The pa i ipa t is the ai fo al poi t of edu aio . 11 %
Lea i g i a d lea i g f o p a i e is the sta i g poi t of the
edu aio p og a . 11 %
The o te t supe isio is a ied a d i e-tu ed o the lea i g
e ui e e ts of the pa i ipa ts. 10 %
Pa i ipa ts a e assessed o i uousl th oughout the lea i g
process. 8 %
Lea i g a i iies take pla e i dife e t ea i gful p a i al situ
-aio s. 7 %
The u i ulu is o st u ted i su h a a that the self-guidi g
of pa i ipa ts i eases o i uousl . 6 %
Co e Tasks, Wo k P o esses & Co pete es a e the sta i g poi t
fo the de elop e t of the edu aio al p og a . 6 %
Othe 2 %
We also a ted, u de this s ope, to k o What ki d of edu aio al o ept is leadi g i ou o ga izaio / i ou a of tea hi g? . The esults o tai ed a e sho i igu e .
Figure 1
These a s e s see to i di ate that t ai e s a e fa ilia ith the theo ei al o epts/ f a e o k of the CET ou ses D.‘, .
I o e othe di e sio , e t ied to k o the ki d of tea hi g ele e ts/ ethods of i st u io s/st les of lea i g the t ai ees used. The esults o tai ed a e sho i igu e .
Figure 2 Table 1
What ki d of edu aio al o ept is used i ou o ga izaio /i ou a of tea hi g?
82
-EN
83 -Figu e sho s us that the e is i di idual a d olla o ai e g oup o k
a s e gi e all t ai e s . We also see a i po ta e gi e to p oje ts, u de a p o ess de elop e t ethodolog , hi h poi ts to the de elop e t of lea i g o pete es. We also e phasize o e-to-o e i st u io tuto ial ethodolog a s e ed al ost a half of the t ai e s sa ple.
Ne t e t ied to k o the deg ees of f eedo gi e to the t ai ees o se e al pa a ete s. These pa a ete s a d odal alues of the a s e s a e gi e i ta le . Do stude ts ha e f eedo of hoi e o e i g the follo i g topi s:
Table 2
Do stude ts ha e f eedo of choice co ce i g the follo i g topics:
1 = No f eedo of choice, 5 = co plete f eedo of choice Mode 19 uesio ai es The de isio of lea i g ta gets 1 The hoi e of pla e of edu aio i s hool/ i o pa 1
The hoi e of lea i g e i o e t digital/ o ta t hou s/i depe de t o k 3
The hoi e of guidi g a d assess e t shape/poi t i i e 2
These esults a e e plai ed the fa t that CET ou ses a e i side a aio al legislai e f a e o k that dei es a u e of lasses, p a i al a d theo ei al hou s, u se o je i es, et ., a d thus do t depe d o the t ai e s o t ai ees. Ne e theless, the t ai e has f eedo i the dei iio of the lea i g e i o e t a d assess e t
methodology and we see in Table 2 that the trainer adopt and pass to students that
f eedo .
We also t ied to k o if the f eedo of hoi e ha ges du i g the ou se of the edu aio al p og a . The a s e s gi e a e i di ated i Figu e .
This uesio is aised o the assu pio that th ough the ou se lea i g
competences are developed that give trainees more responsibility and autonomy in
the a age e t of thei lea i g. This o ept is lea l asso iated ith le i ilit . “ill, a d the spe ii it of the CET ou ses, the le i ilit a gi i so e pa a ete s is ot ha ged. CET ou ses, thei legislai e f a e o k a e ot adapted to the
client.
We the t ied to k o the ki ds of e aluaio that the t ai e s do. The a s e s a e sho i igu e .
Figure 4
We o side that assess e t po folio is the o e that o e lea l a s e s to the de a ds of CBT/CBL. As Figu e sho , po folios a e ot e used i CET ou ses. “ill, t ai e s gi e g eat i po ta e to o se aio s, hi h is, efe i el , a o o e aluaio p o edu e i la o o te t. Yes, e see that the ost used te h i ue is the ite test hi h is the o e that is least ade uate to a CBL/CBT
model.
O the pe iod that the t ai e e aluates the k o ledge, skills a d aitudes of the t ai ees, t ai e s a s e as sho i igu e .
Figu e
Figure 3
Does this f eedo of hoi e ha ge du i g the ou se of the edu aio al p og a e?
What ki d of assesse e ts a e i ol ed i ou edu aio al p og a e?
- 84 - -We see that all t ai e s assess du i g the ou se ut o l so e assess at the
egi i g. I a p o ess of de elop e t of o pete es, t ai e s should look to ea l diag ose o pete es to o k o thei e oluio .
The pa t e ship also t ied to o tai othe i di ato s, although ot i su h a e hausi e a , that ould allo k o i g the elaio et ee the t ai e a d the o po ate o ld. With this the pa t e ship ai ed to k o if a ket eeds a d the a s e s p o ided the t ai i g i situio s to those eeds a e s h o ized. The
uesio a d a s e s a e i igu e .
Figure 6
All t ai e s o i a elaio ith the la o a ket, hi h allo us to ai that the e is a o e ith the o sta t update of o pete es de a ded that la o a ket a d the o es ofe ed CET ou ses of IPL.
CET courses and the development of competences: the trainee perspective
Co e i g the uesio ai es uild fo the t ai ees, e got a s e f o of ou stude ts f o se e al ou ses Ad i ist ai e P a i es a d Pu li ‘elaio s , Co se aio a d ‘esto aio of Buildi gs a d Te h i of “o ial I te e io a d D ug addi io . This g oup o situtes a o e ie e sa ple.We ega i ui i g t ai ees opi io o e i g o pete es, p ofessio a d pe i e e of CET ou ses. The a s e s to o e of the uesio s, A e ou a a e of the o pete es that a e ele a t / e essa i ou o aio al p ofessio / o i so iet i ge e al a e i di ated i igu e .
Figure 7
O l t ai ees % of the sa ple said that the e e o a a e of the ele a t o pete es fo thei p ofessio al o pete es hi h lead us to o lude that, u de a odel of lea i g o pete es, the e ust ha e ee a pe i e t st ateg of dis losu e of o pete es o e ted to the p ofessio . O , o the othe side, as CET ou ses a e f e ue ted a stude ts that al ead o k i the ou se a ea, e a assu e that su h a a e ess a al ead e a ui ed.
Whe uesio ed o if the ajo it of o je i es a d p og a o te t a e ele a t to thei o k i the futu e, ost of the also e og ize it. This a s e a e i te p eted as e isi g a ade ua o o te ts a d ethodologies that take t ai ees
o side ele a t app e i eships.
Ne t, a d he uesio ed o ho ell the k e the ou se lea i g o je i es, e got also posii e a s e s, as see i igu e . This ea s that has ee a o e of the oo di aio of the ou se o o u i aio ith stude ts a d that it has ee su essful.
Figure 8
A e ou a a e of the o pete es that a e ele a t/ e essa i ou o aio al p ofessio /o i so iet i ge e al?
Do ou keep o ta t ith o pa ies/o ga izaio s f o ou egio that a e elated to ou t ai i g?
86
-EN
87 -Whe uesio ed o the ele a e of the o je i es a d o te ts fo thei
futu e o k, t ai ees also espo ded ai ai el , as sho i igu e , hi h allo s us also to dedu e that the ou se is ohe e tl o ga ized to allo the a uisiio of
the necessary competences.
Figure 9
Figure 10
We the ai ed at k o i g the ou se ohe e e o the p ofessio al o pete es. Whe uesio ed a out if the o te ts of the lasses a e elated to the ou se lea i g o je i es, ost t ai ees e og ize this elaio , as sho i igu e .
Figure 11
E e t ai ee % e og ized that the e is a a iet of lea i g ethodologies. Yes, the e a e so e that a e o e p edo i a t, as sho i igu e . This a , e see that ethodologies su h as ole pla a e ot e used a d the sa e happe s ith tuto ial o k. Wo k a d i di idual o k a e i di ated % of the
trainees.
Figure 12
We also ai ed to k o the t ai e -t ai ee elaio . B a al zi g the esults of igu es , a d , e see that the e is a high le el of saisfa io o e i g t ai e suppo t a d i e the ake a aila le to that suppo t. E e t ai ee also said that the e is a o e the t ai e i adapi g the o te ts to the i di idual p oile of the t ai e .
E uall , he asked o the elaio of the assess e t a d hat as lea t, t ai ees e og ize the ade ua of hat as taught a d hat as assessed, as sho i igu e
. This ei fo es the i te al ohe e e of these ou ses.
Most of the o je i es a d o te t of the tea hi g p og a e a e ele a t fo futu e o k?
The o te t of the tea hi g p og a o e ts ith the lea i g o je i es
The o te t of the assesse e t o e ts to hat i ha e ee taught
At last, e a ted to k o if stude ts k e thei ole as t ai ees. Whe uesio ed o thei ole o e i g the ou se o je i es, t ai ees a s e ed ai ai el , as sho i igu e . This led us to o lude that t ai ees assu e the sel es as a i e pa i ipa ts i the a age e t of thei app e i eship.
Figure 14
Figu e
Final considerations
Gi e the ide s ope of the T ai F a e p oje t, he e pa t e s f o ou t ies pa i ipated, a d o ga izaio s of dife e t sizes a d ultu es, the uesio ai es e e desig ed i a e o p ehe si e a to e applied i hete oge eous o aio al t ai i g o te ts. The efo e, the autho s a e a a e that so e of the do ai s ould e o e deepe ed i the aio al o te t. Yet, these uesio ai es allo us a i te p etai e eadi g of a o - ep ese tai e sa ple of the CET u i e se populaio o thei i ol e e t i the o k o pete es. Fo easo s that a e elated to the appli aio of the uesio ai es, e did t at h t ai e s a d t ai ees of the sa e ou ses. But, fo o e side, if this p o edu e i gs us ethodologi al li itaio s, fo othe side, a d as ost opi io s go i to the sa e o lusio s, e a put the h pothesis that the e is a efe i e elaio et ee the CET ou ses a d o k
competences.
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T ai F a e . T ai F a e I t odu io . A essed th of Ju e, i
htp://t ai f a e.edu et g. o /.
D.‘. . De eto-Lei º / de de Maio . Diá io Da ‘epú li a—I “é ie-A, Nº , de
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DL .pdf
Figure 13
Figure 16
I a o te t a out the supe isio a d oa hi g of the tea he
The teaching content is adjusted to individual needs
The a ou t of o ta t et ee tea he a d stude ts is sui ie t
