ECER Paper. Note by Diskussant, Mr Brenig Davies (retired viceprincipal)Occupational Core Profiles – as European Approach: ParadigmShift or Alternative to Actual ECVET Concepts?A Critical Discussion. The purpose of this paper is to aid the discussion in the initialstages of the symposium. It is based on my experience of having worked with ITB University of Bremen on severalprojects related to occupational core profiles over a decadewhile being employed as a vice principal at a further educationcollege in the UK – Coleg Morgannwg, and on the four projectabstracts of the papers provided for the symposium. This noterepresents my current understanding of some of the key pointsin the present stage of development of occupational profiles. The focus of my work as a vice principal, in respect of occupational profiles, was the contribution vocational education(VET) might make to the skill requirements of companiesoperating in highly competitive market conditions. Thechallenges facing companies were considered to includeecological, short life span of products, extreme pressure toreduce costs and maintain quality, speed of delivery tocustomers, and the ability of employees to cope with rapidlychanging market conditions and technological advancement. The model of occupational profiling seemed to offer anapproach worthy of further consideration in attempting toapprise colleagues of suitable forms of curriculum developmentto meet the skill needs of companies and sectors.Central to the model of occupational profiling is work-processanalysis (WPA). This approach to producing occupationalstandards and profiles, as an element in curriculumdevelopment as a prerequisite to new vocational qualifications,I’ve viewed as the “paradigm shift”.

In preparing for this symposium and in developing myunderstanding the nature of the occupational profile model Ifound it instructive to deduce and note the commonality thatexists in the abstracts in respect of language, concepts andassumptions.

•

Bottom-up:

This term

is used to argue the case for amore responsive, valid and holistic determination of course content. The term

bottom-up

is not meant toexclude a top-down process, it is more to do withacknowledging a change in emphasis to the shop-floor,and recognising that work processes take place within asector and organisation.

•

Work-Process Analysis (WPA):

WPA is a survey of skilled work, carried through with methods of vocationalscience. It identifies the competency for the mastering,the execution, and the shaping of occupational work tasks. These competences include the work process knowledge

of skilled workers necessary to overlook, to understandand to (co)shape corporate business and work processes.

•

Core Tasks; Typical Professional Tasks (TPTs):

Thefour projects surveyed and analyzed those typical tasks(or work processes) which may define an occupation. Thelanguage may have differed, but in general terms therewere considered to be relatively few major core workprocesses that defined an occupation and made itdistinctive to other occupations. One project characterizedthe core tasks as candidates mastering the major skills of a profession.

•

Sector Experts

It is evident that central to establishing occupationalprofiles and standards is that of

work- process analysis

. Togain a comprehensive view of modern work processes, thefour projects involved industrial sector experts.

„Work process knowledge means the understanding of the entire work process in which therespective person is involved, with all product-related, technical, work organisational, social andsystem-related dimensions” (Kruse 1986, p. 189).

Parallel papers have outlined the practice of involvingskilled workers, vocational education teachers andtrainers, curriculum and qualification designers incurriculum development and learning programmes. Thepapers explain that in taking a holistic view the sector orcompany product or service should not lose sight of quality and customer expectations, and the organisationalculture for encouraging innovation and productdevelopment.

•

Subsidiarity Principle:

This principle is exercised in anendeavor to reconcile the different requirements of keyinterests in a curriculum and qualification: sector, national,transnational, student, apprentice, skilled worker, majorcompany… The subsidiarity principle also embraces issuesrelated to the notion of transnational occupational profiles,and recognition of qualifications.

•

Content:

The scope and specification of

content

will bedetermined by the purpose, aims and objectives of eachcurriculum and qualification. In determining the

content

three dimensions seem critical i) work process influences(object of skilled work, methods and technologicalrequirements), ii) innovative, entrepreneurial, managerialpropensities of the role, and iii) deference to the student,apprentice, skilled worker as a citizen. Organization of teaching and learning may also be viewed as forming partof the work process concept of

content

•

Common Architecture; Qualifications Framework:

These are issue for the future. However it seemsreasonable at this stage in the development of coreoccupational profiles to hold the tentative view that thereis congruence between the model as a form of curriculumconstruction and the procedures inherent in the aims of EQF and ECVET. If one accepts the notion that quality ismore likely to be sustained and routinely improved if it isrigorously addressed and secured at the design stage thenthe indications are that the model of core occupationalprofiles will complement and form a shared fundamentwith ECVET and EQF.

Didactic Considerations