Abstract
Educational systems in most countries are differentiated by level and entail transitions between different school types. The different school types do not always support a transition without gaps or repetitions. For students, this can be very frustrating, demotivating and time-consuming. For example, many graduated IT specialists bring work experience, a number of relevant competencies and previous knowledge from their vocational education and training into a degree programme in computer science – yet they still have to take the associated courses and pass examinations. To improve this situation and value the competencies brought along, we implemented a project to develop a comprehensive system to honour the prior knowledge of these students in various ways. One of our goals is to promote permeability between vocational and higher education, not only in computer science. The core element of this System is AsTRA, a comprehensive assessment tool which we developed to evaluate the common learning content and its difficult level. This system is designed to credit previous knowledge and to adapt the students’ learning paths, based on reliable decisions. In this paper, we present our tool AsTRA that supports these decisions as well as a brief overview of our resulting recognition system.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Notes
- 1.
Completed dual vocational training: students attend vocational school for their profession and are paid apprentices of their training companies for 3 years. The dual vocational training ends with a final examination approved by the state.
- 2.
- 3.
- 4.
- 5.
- 6.
https://e.feu.de/permeability (in German).
References
Opel, S., Desel, J., Magenheim, J.: Aspekte horizontaler und vertikaler beruflicher Informatikausbildung. In: Dreher R., Jenewein, K., Neustock, U., Schwenger, U. (eds.) Wandel der technischen Berufsbildung: Ansätze und Zukunftsperspektiven, W. Bertelsmann Verlag, Bielefeld, Germany, Berufsbildung, Arbeit und Innovation, vol. 41, pp. 67–76 (2016)
Jacob, M.: Mehrfachausbildungen in Deutschland – Karriere, Collage, Kompensation? Springer, Berlin, Germany (2013). https://doi.org/10.1007/978-3-322-80553-9
Bednarz, S.: Gestaltung von Übergängen. Durchlässigkeit zwischen beruflicher und hochschulischer Bildung, pp. 365–384 (2019)
European Centre for the Development of Vocational Education (CEDEFOP): GERMANY – European Inventory on NQF 2018. European Centre for the Development of Vocational Education (CEDEFOP), Brussels, Belgium (2018)
Børnåvold, J.: The potential impact of the European qualifications framework (EQF) on systems for validation of non-formal and informal learning. In: Managing European Diversity in Lifelong Learning, p. 79 (2007)
Powell, J.J., Graf, L., Bernhard, N., Coutrot, L., Kieffer, A.: The shifting relationship between vocational and higher education in France and Germany: towards convergence? Eur. J. Educ. 47(3), 405–423 (2012)
Stamm-Riemer, I.: Accreditation of prior certificated learning – learning pathways from vocational education and training to higher education. In: 6th International Colloquium of the UNIversity in the Society (2007)
Freitag, W.K., Buhr, R., Danzeglocke, E.M., Schröder, S., Völk, D.: Übergänge gestalten: Durchlässigkeit zwischen beruflicher und hochschulischer Bildung erhöhen. Waxmann Verlag, Münster, Germany (2015)
Kultusministerkonferenz (KMK): Anrechnung von außerhalb des Hochschulwesens erworbenen Kenntnissen und Fähigkeiten auf ein Hochschulstudium (Beschluss der Kultusministerkonferenz, 28 June 2002) (2002)
Schermutzki, M.: Learning Outcomes – Lernergebnisse: Begriffe, Zusammenhänge, Umsetzung und Erfolgsermittlung. Lernergebnisse und Kompetenzvermittlung als elementare Orientierungen des Bologna-Prozesses (2008)
Müskens, W., Müskens, I., Hanft, A.: Application and impact of learning outcomes on institutional cooperation, accreditation and assessment. In: Prager, K., Schabauer, E., Winkler, E. (eds.) Implementing Competence Orientation and Learning Outcomes in Higher Education – Processes and Practises in Five Countries, pp. 82–109. Danube University, Krems (2008)
Müskens, W., Wittig, W., Tutschner, R., Eilers-Schoof, A.: Module level indicator. MLI User Guide Assessment of the Level of Competence Orientation (2013)
Desel, J.: Modellieren lehren – Lehren modellieren (Extended abstract of invited lecture). In: Joint Proceedings of Modellierung 2020: Short, Workshop and Tools and Demo Papers, Workhop zur Modellierung in der Hochschullehre, pp 58–62 (2020)
Hartmann, E.A., Knust, M., Loroff, C., Stamm-Riemer, I.: Towards permeability between vocational and academic education. Eur. J. Educ. 44(3), 351–368 (2009)
Seger, M.S., Waldeyer, C.: Qualitätssicherung im Kontext der Anrechnung und Anerkennung von Lernergebnissen an Hochschulen. Shaker, Herzogenrath, Germany (2014)
Desel, J., et al.: Empfehlungen für Bachelor- und Masterprogramme im Studienfach Informatik an Hochschulen (Juli 2016). Gesellschaft für Informatik e.V., Bonn, Germany (2016)
Opel S.: Entwicklung eines arbeitsprozessorientierten Kompetenzstrukturmodells für die Ausbildung zum Fachinformatiker/zur Fachinformatikerin. University of Duisburg-Essen (2020). https://doi.org/10.17185/duepublico/72913
Opel, S., Brinda, T.: What do I have to know and to do? Development of a theory-based, normative competence description for the profession of computer specialists. In: Proceedings of the Workshop in Primary and Secondary Computing Education, WiPSCE 2015, pp. 96–101. ACM (2015)
Linck, B., et al.: Competence model for informatics modelling and system comprehension. In: 2013 IEEE Global Engineering Education Conference (EDUCON), pp. 85–93 (2013)
Bröker, K., Kastens, U., Magenheim, J.: Competences of undergraduate computer science students. In: KEYCIT 2014: Key Competencies in Informatics and ICT, vol. 7, pp. 77 (2015)
Magenheim, J., Nelles, W., Neugebauer, J., Ohrndorf, L., Schaper, N., Schubert, S.: Expert rating of competence levels in upper secondary CS education. In: KEYCIT 2014: Key Competencies in Informatics and ICT, vol. 7, pp. 199 (2015)
Margaritis, M., Magenheim, J., Hubwieser, P., Berges, M., Ohrndorf, L., Schubert, S.: Development of a competency model for computer science teachers at secondary school level. In: 2015 IEEE Global Engineering Education Conference (EDUCON), pp. 211–220 (2015)
Kramer, M., Tobinski, D., Brinda, T.: Modelling competency in the field of OOP: from investigating computer science curricula to developing test items. In: Brinda, T., Mavengere, N., Haukijärvi, I., Lewin, C., Passey, D. (eds.) SaITE. IAICT, vol. 493, pp. 37–46. Springer, Cham (2016). https://doi.org/10.1007/978-3-319-54687-2_4
Hug, A., Grimm, R.: Extension of a didactic media competence model by privacy risk. In: Proceedings of the 11th Workshop in Primary and Secondary Computing Education, pp.104–105 (2016)
Reimann, P.: Design-based research. In: Markauskaite, L., Freebody, P., Irwin, J. (eds.) Methodological Choice and Design. Methodos Series (Methodological Prospects in the Social Sciences), vol 9, pp. 37–50. Springer, Dordrecht (2011). https://doi.org/10.1007/978-90-481-8933-5_3
Anderson, L.W., Krathwohl, D.R. (eds.): A Taxonomy for Learning, Teaching, and Assessing: a Revision of Bloom’s Taxonomy of Educational Objectives. Longman, New York (2001)
Kultusministerkonferenz (KMK): Handreichung für die Erarbeitung von Rahmenlehrplänen für den berufsbezogenen Unterricht in der Berufsschule. KMK Referat für berufliche Bildung, Bonn, Germany (2011)
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2022 IFIP International Federation for Information Processing
About this paper
Cite this paper
Opel, S., Netzer, C.M., Desel, J. (2022). AsTRA – An Assessment Tool for Recognition and Adaptation of Prior Professional Experience and Vocational Training. In: Passey, D., Leahy, D., Williams, L., Holvikivi, J., Ruohonen, M. (eds) Digital Transformation of Education and Learning - Past, Present and Future. OCCE 2021. IFIP Advances in Information and Communication Technology, vol 642. Springer, Cham. https://doi.org/10.1007/978-3-030-97986-7_19
Download citation
DOI: https://doi.org/10.1007/978-3-030-97986-7_19
Published:
Publisher Name: Springer, Cham
Print ISBN: 978-3-030-97985-0
Online ISBN: 978-3-030-97986-7
eBook Packages: Computer ScienceComputer Science (R0)
