In-depth analysis

The potential for permeability between vocational and higher education is analysed. The fields of activity of laboratory and operator occupations are analysed in comparison to chemical engineers.

Development, testing and evaluation of qualification programmes

Horizontal and vertical training programmes will be created for laboratory and operator occupations as well as laboratory-related activities. Suitable digital forms of teaching and learning are used for this purpose. The specialist knowledge imparted includes transition-relevant subject areas from chemistry such as general, analytical, inorganic and organic chemistry, but also topics relating to plant and occupational safety, digitalisation and networked production as well as key aspects of measurement, control and regulation technology.

The development of a shared internship exchange for members of the vocational and higher education systems will promote permeability between the two systems. The pool is intended to create opportunities for students in doubt. Through internships, students can familiarise themselves with the career opportunities at SMEs and gain insights into the activities of laboratory and operating professions in company-based training. In the opposite direction, the pool offers vocational training graduates with professional experience access to the programmes offered for the transition to higher education. The programmes enable them to familiarise themselves with the working methods and content of higher education.

The aim is to develop a tool for measuring subject-specific competences. To this end, a task pool based on the content of the relevant learning content is being programmed for the OPAL learning platform. This is aligned with the horizontal and vertical training programmes for laboratory and operator professions. With the aim of mutually recognising achievements as part of an electronically-supported examination and deriving corresponding qualification modules ("gap modules"), electronically-supported examinations are created from this. This should facilitate the mutual recognition of achievements between the vocational and higher education systems.

The technical competence measurement tool HTWDATO (HTW Dresden - Digital Crediting and Recognition Tool) developed in the InnoVET-CLOU project is based on the results of analyses of training plans, training regulations, study regulations and module descriptions for chemical professions. It aims to facilitate transitions and the recognition of acquired professional competences.

The aim of the professional competence tool is to record the chemical professional competences of learners. The aim is to make the competences acquired creditable and to be able to offer learners suitable training opportunities. The tool is intended to demonstrate both formal and informal competences and ensure that these are measured in exam-like situations.

The focus of the competence tool is on standardised competence measurement in a direct subject-specific context. Subject-specific competences are measured in digital performance assessments that simulate exam-like situations. This enables a precise assessment of learners' subject-specific skills and knowledge.

The digital professional competence tool offers several advantages:

• Facilitation of credit transfer processes: The crediting of competences in further education and/or study modules is made easier.
• Flexibility in terms of time and location: Learners can carry out the professional competence assessment regardless of time and location.
• Parameterised tasks: Tasks can be parameterised and individually adapted.
• Customisation of the skills assessment: The skills assessment can be flexibly adapted to a wide range of application scenarios.
• Automatic or manual evaluation: Both automatic and manual evaluation of the test and participant results is possible, which increases the efficiency of data processing.

Overall, the digital technical skills tool offers a modern and efficient way of recording and recognising the technical chemical skills of learners, thereby improving the permeability between vocational and higher education.

As part of the InnoVET CLOU project, a comprehensive analysis was carried out to develop bridging courses that facilitate the transition between different educational levels. The preliminary work included analysing the training plans and training regulations for chemical laboratory technicians and chemical technicians as well as the study regulations and module descriptions for the Bachelor of Science at the HTW Dresden.
 

Analysis Results:

• Identification of intersections that show which competences the respective branches of training must master after graduation.
• The taxonomy levels applied make it clear that the depth of the individual specialist areas differs significantly.

The digital courses developed as part of the InnoVET CLOU project can be categorised into three levels:

1. Introductory level: These courses are aimed at first-year students and are designed to teach the basics of chemical education and to break down the heterogeneity of first-year students. One example is the basic course "General and Analytical Chemistry", which is particularly suitable for the transition from school to university.
2. Advanced level: These courses correspond to the specialisation in higher semesters and build on the basic courses.
3. Expert level: These courses correspond to the level of knowledge in the Master's programme and offer in-depth specialisation.

The learning content of the courses is designed in such a way that the achievement of the learning objective can be checked by means of customised self-monitoring exercises. This structured and differentiated course development facilitates the transition between different educational levels and improves the recognition of acquired competences. Further digital offerings have been developed for the modules "Hazardous substances/technical safety" and "Fundamentals of reaction engineering".