Académique Documents
Professionnel Documents
Culture Documents
teaching
&
learning
in
the
Informatics
field
ITACA
in the Hungarian Vocational Education
Editor
Mria Hartynyi
maria.hartyanyi@prompt.hu
Available online
www.itaca-project.eu
CreativeCommons,
Attribution, Non commercial, No derivatives
http://creativecommons.org/licenses/by-nc-nd/3.0/
The ITACA project has been carried out with the
support of the European community. The content
of the project does not necessarily reflect the
position of the European Community or the Italian
National Leonardo Agency, nor does it involve any
responsibility on their part.
Project Code: 2012-1-IT1-LEO05-02806
Table of Content
1. Introduction................................................................................. 1
1.1 ITACA Objectives from Hungarian point of view ............................... 1
1.2 Partners in Hungary .......................................................................... 2
1.3 ITACA Work Phases ......................................................................... 2
4. Results....................................................................................... 13
4.1 eLearning (Moodle) platform for the Hungarian cascade course .... 13
4.2 Online (self-learning course) for teachers ....................................... 13
Startup phase............................................................................................... 13
Phase 1 - Competence-based learning and European Frameworks in the
informatics sector ......................................................................................... 14
1.1 European Qualifications Framework: EQF ............................................ 14
1.2 The 8 key competences for citizenship .................................................. 14
1.3 The competences of information technology professionals: e-CF and
EUCIP .......................................................................................................... 15
1.4 ECVET ................................................................................................... 15
Phase 2 - Students' learning path ................................................................ 15
Phase 3 Case studies ............................................................................... 16
Phase 4 Course design............................................................................. 16
EUCIP Syllabuses........................................................................................ 16
4.5.1 IT Administrator Fundamental practicing test for the students pilot ... 18
4.5.2 Hungarian tools for the VALIDATION: ITAF QTB (Question Test Base):
300 questions + answers, documents for the paper-based exams ............. 19
1. Introduction
1.1 ITACA Objectives from Hungarian point of view
In Hungary a modernization process of the vocational educational system
started in 2012 with the main objectives as follows:
transparency, transferability and comparability of national
qualifications;
support lifelong learning;
reinforce the use of learning outcomes in standard-setting,
curricula and assessment;
to make Hungarian qualifications easier to understand abroad and
make them more comparable, more transparent;
improve the relevance of qualifications in the labour market;
support the career orientation and counselling system.
As a results the ongoing developments in the Hungarian VET are:
Renewing the National Qualification Registry
Develop learning outcome oriented, modularised syllabuses
Development of Hungarian Qualification Framework (MKKR)
Establish more and more dual VET system (like in Germany
Introduce ECVET system (presently only in HE)
Establish comprehensive QM systems in IVET and CVET
These aims were highly represented in ITACA project aims and objectives:
"ITACA promotes the adoption by the schools of the EUCIP IT
ADMINISTRATOR competence and certification system as a tool and
opportunity to:
1. overcome self-referring to meet standards established in the
market and an external certification;
2. provide transparency and recognition to training paths by
specifying them in terms of "learning outcomes";
3. adopt teaching methods in which the acquisition of knowledge and
skills takes place in project activities and work-based learning to
develop real expertise.
The correlation between the Hungarian and ITACA aims helped the
Hungarian partners to be deeply involved into the two years long
The teachers taking part in the cascade course were collaborating several
months long in understanding the EUCIP certification and competence
system, they studied the EUCIP IT Administrator, IT Administrator
Fundamental and EUCIP Core syllabuses and the ITAF practicing test
provided by AICA.
The teachers analysed the EUCIP ITAF syllabus (in English and in
Hungarian) and a discussion started on a possible learning path which
would help to build in the ITAF exam into the regular education of the
students of IT curriculums. The experts of SZMALK and Prompt
moderated the collaboration and discussions. After understanding clearly
the concept behind the ITAF syllabus, the participants started a discussion
on European and Hungarian Qualification Framework, and agreed, that
ITAF could be fit to the level 4 in both systems.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60
The students found that at the final exams questions were more clear and
evident than the questions of the test exam. If we watch and compare the
results we get some new information from them. The first diagram shows
the number of the candidates according to reached points. The curve
shows that the most of the candidates didnt reached the minimum point for
graduating.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60
At the second exam there were 42 students, most of them failed on the first
exam and tried it again. After the first exam they got an image about the
depth and the structure of the questions. The second diagram shows the
number of the candidates according to the reached points. The curve
moved rightwards, that shows that the students reached higher points, it
also due to better preparedness.
Reached
points
-
Number
of
the
candidates
(2nd
exam)
6
5
4
3
2
1
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60
th
(mostly at class 9 and 10 ), or this was due the lack of practice (e.g.:
question about low-level formatting).
10
11
Observing the results we can state that we have chosen the right target
group, but they did not get far enough in their studies, so they do not have
all the necessary knowledge. So the right time for system administrators to
get this qualification is about the middle or the end of the last term of their
studies.
The well-composed curriculum and the summary of subject material are
great help for students in order to pass the exam in the future.
12
4. Results
4.1 eLearning (Moodle) platform for the Hungarian
cascade course
All the translated contents have been reviewed by experts and teachers
involved into the project work. The final Hungarian versions of the
syllabuses are published on the Moodle platform together with the ITAF
practicing tests, which are freely available for the Hungarian students (both
in English and in Hungarian) who intend to prepare for the official exam.
The link and the account to the Hungarian platform is:
http://oktatas.itstudy.hu/course/view.php?id=10
user: huteacher
password: huteacher
13
14
1.4 ECVET
15
16
17
18
4.5.2 Hungarian tools for the VALIDATION: ITAF QTB (Question Test
Base): 300 questions + answers, documents for the paper-based
exams
19
The Hungarian versions of the official ITAF tests are managed by Prompt
Ltd. according to the rules of the Confidentiality Agreement between AICA
and Prompt Ltd.
All the documents of the official paper-based exams and the copies of
the certificates are reserved by Prompt Ltd. according to the internal
privacy rules of the company.
20
Google translation
21
100
80
60
%
40
20
0
8.70%
8.70%
13.04%
17.39%
22
52.17%
Permanent
employee
Employee
(with
dierent
acIviIes)
6
5
4
3
2
1
0
6
5
4
3
2
1
0
Employee (average)
23
24
9%
13%
Yes/Yes
Yes/No
13%
65%
No/Yes
No/No
Main findings
Majority of system administrators do not hold professional IT
qualification
Majority of employed system administrators are based on
outsourcing (external contract) vs full time basis
Employers expect training background behind the certificate,
difficult to separate and deal only with the certificate
Additional competence is well recognized and appreciated by
employers
Employers
see as an advantage when selecting a new employee
would support their existing employees to get such
certificate
Only disadvantage mentioned is the extra costs
Hard to define, position and match the competence (output) levels
according to the national education system see slides related to
the current IT trainings in Hungary
25
Conclusions, recommendations
Communicate and promote the advantages more actively and
effectively to employers (by gov, schools, teachers, students, )
Recommendations and guidelines should be provided for learning
paths and learning portfolio development
Secondary schools and adult education / vocational training
centers should encourage students to take on this certificate
Additional training efforts should be compensated by external
financial resources (applications, grants)
Important and indispensable task is preparing the trainers
6. Summary
During the project period the EUCIP IT Administrator Fundamentals
syllabus and exam has been adopted in Hungary, but the teachers studied
the EUCIP system as a whole and analysed IT Administrator and EUCIP
Core certificates in details. The transferred innovation of EUCIP concept
contributes to the Hungarian reform processes in the IT sector.
The Hungarian partners disseminated the outcomes of ITACA project on
th
the final event (in Gdll on 25 of September 2014), and at the same
time they presented how the results will sustain and continue in the frame
of I-TShape project. Not only the representatives of the Hungarian
vocational, adult and higher education but also the leaders of SMEs (from
the middle-region of Hungary) participated on the conference. The
roundtable discussion was a great platform gave opportunity for consulting
on the future of EUCIP programme in Hungary.
26
27
ISBN 978-88-98091-35-5
28