7 Step Model
A PRACTICAL MODEL DERIVED FROM
THE LIFELONG LEARNING STRATEGY
To respond to the education and training challenges of the sector and ensure that the sector delivers its potential, EOSE has developed a co-ordinated response entitled the Lifelong Learning Strategy for the Sport and Active Leisure sector (LLL Sport Strategy).
The LLL Sport Strategy has been mainly produced in order to:
- Understand and anticipate realities, changes and future skills needs of the labour market
- Organise the sector in support of the European policies and strategic initiatives (e.g. the European Qualification Framework -EQF)
- Promote a transparent and flexible education and training system with clear learning and career pathways
- Engage main stakeholders from the sector and facilitate the link between the worlds of education and employment
- Equip the workforce with the right skills and competences by matching education and training to the needs of the labour market
- Improve the recognition of competences and qualifications, hence supporting mobility, transparency and mutual trust of qualifications
- Facilitate the economic growth and social impact of the sector
1- LABOUR MARKET INTELLIGENCE
The first step consists of conducting Labour Market Intelligence (LMI) to collect data from various sources using a range of techniques to be able to understand the characteristics of the sector and its current labour market (paid and unpaid), to assess the potential for growth and change and to identify the priorities areas.
It aims at:
- Assess how well the labour market is functioning and the appropriateness of VET systems
- Identify the potential for growth and future skills priorities
- Highlight the strongest needs of employers and the labour market.
This can be considered as the starting point for the development of occupational standards and qualifications or training programmes aimed at developing the priority occupations in the workforce.
2- OCCUPATIONAL MAP
Step 2 is a natural progression from Step1 and all data collected about the labour market can be used to inform the Occupational
Map. Both Steps can be combined to provide a comprehensive and concise overview of the sector, the employment related issues
and the common job roles and key occupational areas.
It aims at:
- Provide context and background for the development of Occupational Standards and Education and Training strategies
- Provide a concise and comprehensive overview of the sector or sub-sector or individual sport
- Mapping of the key occupational areas and common job roles in an industry/sector, a sub-sector or an individual sport
- Identify the key occupations and job roles, trends and challenges affecting the workforce
- Track the economic contribution of the sector, and impact on wider social agendas.
The Occupational Map contributes to the context and background for the development of Occupational Standards and Education and Training strategies for a sector, a sub-sector or an occupation.
3- OCCUPATIONAL DESCRIPTORS
Step 3 of the LLL Sport Strategy consists of developing occupational descriptors for the main occupations and job roles in the
sector/sub-sector or individual sport identified within the Occupational Map.
The aim of this step is to :
- Identify key tasks, skills and attributes which relate to a specific occupation
- Provide a breakdown of knowledge, qualifications and career routes
- Development of occupational descriptors for main occupations and job roles
- Discern a common title for roles that are essentially similar and identify commonality.
Occupational descriptors identify key tasks, skills and attributes which relate to a specific occupation as well as knowledge, qualifications and career routes, and therefore become a useful reference point for the development of occupational standards and qualifications and identifying career routes.
4- FUNCTIONAL MAP
The Functional Map is a graphic representation that describes the work activities taking place across an occupational sector or a specific sport.
Indeed, Functional Maps may be developed with different initial levels:
- an occupational sector (e.g. Health and Fitness, Outdoors)
- a specific sport (e.g. Golf, Basketball, Tennis)
- a specific occupation (e.g. Coaches, Referees).
It aims at:
- Include a complete breakdown of all functions carried out by individuals
- Provide a starting point for the formulation of Occupational Standards
Functional maps set out a framework from which occupational standards can be drawn and developed but they are not the occupational standards themselves.
5- COMPETENCE FRAMEWORK / OCCUPATIONAL STANDARDS
The Competence Framework is made up of Occupational Standards which are units of competence which describe the skills and knowledge necessary to work in a sector.
The Occupational Standards are an extension of the Functional Map where each “key function” is simply broken down further to a level which describes what individuals in any occupation should be able to do, the standard they should achieve and the knowledge and understanding they need.
The Competence Framework is meant to:
- Outline the minimum core competences, knowledge and skills required
- Set a benchmark by which training organisations can measure their qualifications and training courses
- Ensure training providers provide individuals with labour market relevant skills and competences
6- GUIDE TO QUALIFICATIONS AND LEARNING OUTCOMES
Step 6 is the point in the strategy where there is cross over from the area of employment to the area of education. The guide to Qualifications and Learning Outcomes (“the set of competence, skills and knowledge an individual acquires and/or is able to demonstrate after completion of a learning process” CEDEFOP, 2003) describes the guidance from the sector to education and training providers and national qualifications authorities concerning the development of learning programmes which help people reach the competence required for employment in the sector (matching the requirements in the occupational standards).
It is meant to:
- Provide a reference point to ensure there is a link between education and employment
- Allow training providers to create units of learning in line with Occupational Standards
- Provide a guide to teaching, credit and assessment strategies
7- QUALITY ASSURANCE PROCESS
When looking at a sector as a whole, it is essential that there is trust and confidence from all stakeholders in the education and skills development system.
The last step of the LLL Strategy is embedding a crucial process that shall:
- Ensure the efficient implementation of VET systems. It is directly related to the “verification” and “accreditation” of qualifications being delivered by training or education providers.
- Promote confidence amongst employers, professionals, providers and the public Ensure education and training providers issuing certificates are subjected to a quality assurance process that can be trusted to ensure consistency.
The LLL Sport Strategy has been designed to be flexible so that it can be used by a wide range of stakeholders and to achieve a variety of education or employment objectives in the sector. The strategy offers a common and consistent approach but its implementation will be different depending on the national systems and the roles and needs of the stakeholders in each country. Used as a whole process the 7 Step Model is ideal for a Federation, a Ministry or a Sport Agency to give strategic leadership and modernise the vocational training and skills system in their country or their sport to ensure qualifications and skills are relevant to the modern world and the challenges and opportunities facing sport and active leisure.
It is important to note that the 7 Step model, outlined in the LLL Sport Strategy, can be applied to the Sport and Active Leisure sector as a whole, to a sub-sector such as fitness or the outdoors, or to an individual sport such as Golf or Basketball etc.
Also, the work can be carried out at the regional, national, European or International level. By providing a common and consistent methodology, work conducted on a national or sub-sector basis can easily be compared across nations and sectors.
Promotion, dissemination and exploitation of the 7 Step Model had been at the heart of the VSPORT+ project.
WOULD YOU LIKE TO KNOW MORE ABOUT THE MODEL?
“At the end of the day, people need employment, recognition for their work and quality of life within well-defined structures and processes. In this context, the 7-step model is a valid tool, particularly in providing this sector with a European context, which may be easily exported to other regions of the world but also to other sectors, such as the financial sector which is also currently working on a similar model“.
Dr Joachim James Calleja, Director of CEDEFOP
“We had doubts when we started implementing the 7 Step model as part of the Golf Stand Project. But believe me, we got more than we expected. Indeed the project has created opportunities to develop synergies between our members, especially in terms of mobility, far beyond what we could have imagined. Last but not least, we are still using the outcomes of the projects and we have developped a continuous reevaluation process to ensure we adapt our standards regularly”.
Ian Randell, Chief Executive of PGAs Europe