Wednesday, 18 August 2010

LLL Sport – Flyer 1

“Actions towards the Lifelong
Learning Strategy for the Sport and
Active Leisure sector”


- LLL SPORT PROJECT -
AGREEMENT NUMBER – 2009 - 5146 / 001 – 001

EXECUTIVE SUMMARY


REALISING THE SCOPE OF THE SPORT AND ACTIVE LEISURE SECTOR


Sport is a people-facing sector, where the engagement of others, whether this is at the
grass roots or high performance end of the spectrum, is paramount to its success. Moreover,
sport is ingrained across all communities, affecting a large percentage of the population, and
is used to address wider Government agendas including health, social inclusion, regeneration
and education. If we are to meet these challenges, it is imperative that those working or
volunteering in face to face roles, at the delivery end of the sector, are equipped with the
necessary skills through fit for purpose qualifications.
The sector is growing fast across the EU and employers are seeking well trained employees
able to match the requirements of a more demanding clientele. Overall, there is a gap
between the competencies required by sport employers and the learning outcomes acquired
by employees through training.
As the European Union continues to expand, the Commission has placed an increased
emphasis on increasing the mobility of workers. Acknowledgement of the importance of a
competent and qualified workforce (paid/unpaid) is crucial and the task of EOSE is therefore
of great significance. EOSE looks forward to dialogue on a regular basis with the European
Commission and to obtaining support for the importance of this work for the sector.
The diagram below illustrates the contribution sport makes to society and it is clear to see
that Education and Training play a major role in this development. Whether we are talking
about elite level sport, welcoming visitors to a country or using a given sport to engage
disadvantaged groups, the skills of those employed in the sector are a central feature if
sport is to fulfil its potential.
The Sport and Active Leisure sector and its potential (EOSE, 2009)

LLL Sport – Flyer 2

THE SPORT AND ACTIVE LEISURE SECTOR APPROACH
The Lifelong Learning Strategy for the Sport and Active Leisure sector


WHY?
In analysing vocational education and training (VET) in the European Union, we have been
able not only to highlight the complexities that exist within the Sport and Active Leisure
sector but also the main barriers and realities that need to be considered if the sector is to
achieve its potential for affecting individuals and communities.
The situation can be summarised as follows:

What is offered in the academic field of the sector is not regarded as relevant enough
by employers and federations.

Talent is wasted: there is no clear career structure and graduates cannot find
employment in sport.

The economic and employment potential of the sector is not recognised/understood
and most of the time underestimated.

The sector is fragmented (by sports, by sub-sectors e.g. commercial / volunteer /
public).

Sport training is aimed at the needs of the volunteer and sits outside the national
qualification structure for most countries.
The EU White Paper for Sport has presented a new opportunity for EOSE and the Sport and
Active Leisure sector to continue the work undertaken insofar as this paper encourages and
highlights the importance of main areas of interest which are Vocational Education and
Training (VET), Social Dialogue and Health and Physical Activity.


WHAT?
Recently, through the EQF-Sport project run by EOSE (2007/2008), a common Lifelong
Learning Strategy to develop occupational standards has been developed for the whole Sport
and Active Leisure sector.
The development of occupational standards is industry-led and the content specifies the
standards of performance that people are expected to achieve in their work, and the
knowledge and skills they need to perform effectively. In other words, standards define the
competences, skills & knowledge needed for the jobs of the sector.
The end objective is for those standards to be endorsed and implemented by the relevant
national authorities into the Education and Training system to ensure a strong link with the
labour market and meet the needs of employers.
The Lifelong Learning Strategy for the Sport and Active Leisure sector (EOSE, 2009)


LLL Sport – Flyer 3

 STEP 1: DEFINE THE SECTOR AND MAP OF EMPLOYMENT
This first step consists of being able to define the Sport and Active Leisure sector and to
have an updated overview at the European and National Level including the main
characteristics, statistics, data, changes and realities in terms of Labour Market, Education
etc. To do so, the objective is to use the classifications developed through the EQF-Sport
project (2008) for Activities (NEARS) and Occupations (NEORS) in each of the member
states to collect comparable data and be in position to obtain a precise map of employment
for the sector.
 STEP 2: OCCUPATIONAL MAP
The occupational map provides a frame of reference for the sector and is developed
alongside the Functional Map. In the main this should relate to the key occupational profiles
in the sector. However, to provide a sense of position in relation to the related areas with
which the sector interacts, this occupational map includes for example a review of how the
sector is organised to deliver its objectives, the types of occupations in the sector, any
anticipated changes in employment patterns, opportunities for progression and clarification
of career routes, the link between the sector and other related sectors, the role played by
key organisations within the sector etc.
 STEP 3: OCCUPATIONAL DESCRIPTION
The approach of the Sport and Active Leisure Sector is to develop a simple document to
identify the key tasks and attributes which relate to a specific occupation and equally as
important to identify those tasks which are agreed to be beyond the competence of the
occupation described thus setting out to identify career paths and competence requirements
of a particular occupation including the EQF Level attributed overall across Europe. It is
common practice to use this sort of tool to identify whether emerging occupations are
actually different in character or merely a way of re-packaging an old occupation.
There are a number of ways of developing these descriptions but the current preferred
method is to use surveys and focus groups of practicing professionals to identify overall task
and activities undertaken which can then be compared with the emerging competence
frameworks drawn from the sectors’ functional maps and ensure that the framework in
development is in line with current professional practice especially in the technical areas of
the occupation.
 STEP 4: FUNCTIONAL ANALYSIS AND MAPPING
A functional map is a graphic representation of results of functional analysis related to a
particular sector of industry. The map provides a representation of necessary productive
functions to fulfil the key purpose in the workforce environment. Functions are represented
in a strict disaggregated hierarchical structure each disaggregation adding more detail to the
original function.
The map starts with a Key Purpose and would normally expand through Key Areas, Key
Roles to Key Functions each level in more detail than the last. From the level of Key
Functions the Performance Criteria are developed within the Competence Framework again
breaking each function down into quite detailed statements of competence which can be
measured and evidenced.
 STEPS 5 & 6: WORK BASED COMPETENCE FRAMEWORK AND LEARNING
OUTCOMES FRAMEWORK
A Functional Map will not give a detailed picture of what an individual will do at work, the
level they are expected to work at or what they can be assessed against. Workplace
LLL Sport – Flyer 4
competence standards can be equated to measurable industry benchmarks in that they
specify what workers must be able to do at different levels of qualification or job
responsibility. They should relate to recognisable job roles within the industry. The key areas
identified in the Functional Map are derived following a functional analysis of the professional
role and responsibilities of the workers within the broader industry framework. The
competence framework is the most disaggregated and detailed section drawn from the
functional map.
From the Work Based Competence Framework, a Learning Outcomes* Framework will be
developed to highlight the skills and knowledge through units of Learning Outcomes required
but will should also include the teaching, learning and assessment strategies.
(* The set of competence, skills and knowledge an individual acquired and/or is able to
demonstrate after completion of a learning process - CEDEFOP, 2003).
The frameworks outlines the minimum core competencies, skills and knowledge required to
carry out specific roles and it should be flexible enough to allow individual European
countries and training organisations to interpret and apply the model to their own National
systems.
 STEP 7: QUALITY ASSURANCE PROCESS
Accreditation/Verification of an education or training programme:
“A process of quality assurance through which accredited status is granted to a programme
of education or training, showing it has been approved by the relevant legislative or
professional authorities by having met predetermined standards” - CEDEFOP 2008
This process can be considered as crucial in order to envisage an efficient implementation of
the European Standards. It is directly related to the “verification” and “accreditation” of
actual qualifications being delivered by training or education providers. The monitoring of
Quality Assurance is concerned with promoting confidence amongst employers,
professionals, providers and the public that a programme of learning has met an agreed
standard. It is particularly important that it can be proven, via a system of 3rd party
verification that providers and their qualifications are meeting the standards and
expectations of the sector as defined in the Functional Map and full Competence Framework
(Knowledge, Skills and Competences).
Several scenarios and tools may be useful to the sector in its quest for a quality assured
sector framework Accreditation and verification process.
The 7 Step Lifelong Learning Strategy has been designed and developed:

To organise the Sport and Active Leisure sector in Europe in support of the elements
of the European White Paper on Sport published by the European Commission in July
2007 especially related to Vocational Qualifications, EQF, EQARF and ECVET.

To take the major opportunity created by the EQF to coordinate qualifications &
training for VET and HE in the sector.

To enhance social inclusion, personal development and active citizenship but also
employability.

To promote a transparent and flexible education and training system with clear
learning and career pathways and respond to the VET challenges.

To ensure the development of a competent workforce with the right skills and
competences in line with the expectation of the employers in the Sport and Active
Leisure sector in Europe.
LLL Sport – Flyer 5

To make easier the movement between education and employment & support the
Lifelong Learning process

To develop mobility, transparency and mutual trust of qualifications, raise standards
and facilitate the growth of business opportunities.

To ensure there are qualifications and training that equip people to work in the Sport
and Active Leisure sector because many jobs require specific technical knowledge and
skills (e.g. health and safety is very important).


HOW?


EOSE and the Alliance have a crucial role to play to ensure that all the sub-sectors of sport
are aware of this methodology and to encourage them to follow the same methodology to
ensure the use of transparent framework and as result a qualified and competent workforce.
It is also an opportunity for the sport sector to extend and share that methodology to other
sectors. We have started the dissemination to the wider sport sector of the proposed
common methodology for VET in Europe and we support and encourage the transfer of this
integrated methodology to sub-sectors to ensure a qualified and competent staff for the
sector.
In support of the Education and Training plan 2010, the ratified Lisbon Treaty and the EU
White Paper for Sport, this work gives the possibility to contribute and introduce changes
into national VET systems and practices by transferring and implementing the innovative
methodology for Lifelong Learning in the Sport and Active Leisure sector. In order to be able
to achieve that task efficiently, it is necessary to consider, transfer and implement to the
sector the innovative tools which are EQF, ECVET and EQARF.
To foster those findings, the one year LLL Sport project funded by the European Commission
has been developed not only to further foster awareness-raising of the common Lifelong
Learning Strategy to develop occupational standards, which is regarded as crucial at the
European, national, regional and local level, but also to encourage its concrete
implementation and to contribute to better coherence and coordination in the establishment
and implementation of comprehensive National LLL Strategies within the sector of Sport and
Active Leisure.
The role of the EOSE National Ambassadors through the LLL Sport project will be not only to
encourage further awareness-raising on the sector approach developed, which is regarded as
crucial on national, regional and local level, but also to contribute to better coherence and
coordination in the implementation of comprehensive National LLL Strategies within the
sector of Sport and Active Leisure.
To achieve that goal, the 9 selected national Ambassadors will be decisive insofar as the
sustainability and implementation of this innovative approach will depend on the support,
engagement and commitment of the relevant national stakeholders, such as National
Qualification Authorities, Education and Sport Ministries, Social Partners, Training Providers,
the Sport Movement, and Learners etc. It will be crucial for the Ambassadors to use all
relevant channels to communicate, meet and encourage those relevant stakeholders to take
into consideration and implement the strategy at the national level to develop occupational
and learning standards on a common basis.
If the project is run properly, and in support of the Education and Training framework, the
ratified Lisbon Treaty and the EU White Paper for Sport, the work shall help national and
local stakeholders to better align with EQF and to contribute and introduce changes into
national VET systems and practices by transferring and implementing the innovative
methodology for Lifelong Learning in the Sport and Active Leisure sector.