Erika Menyhárt deputy director, BMSZC NJSZKI "European Level Competitive IT Certification for the Hungarian Vocational Education" Conference Budapest, 29th of September

1. Experiences
Operate module

2. Schedule – shared by all modules, not to be
projected, needed for elaboration
 1. Introducing the syllabus, the module and the requirements of the exam
 2. Content adjustment to the given professions/trainings
 3. Experiences of the training, the mock exam and the exam
 Who took the exams? (Grade, level, specialization in formal education)
 Which parts of the content (which modules) were soluble without additional training/learning?
 What were the difficulties and success factors of the process (module and exam)
 4. Summary of the development and the experiment
 Teacher’s role in preparation
 Who needs the module
 Individual preparation with eLearning

3. Syllabus „C” module – Operate
Successful completion of module C requires a fair knowledge of tasks to operate and support information systems.
Including
 the concept of hardware elements, computer architectures and CPU;
 principles of operational systems, basic characteristics of well-known OSs ;
 principles of communication, network devices, architectures and communication protocols;
 basic knowledge of network services, including cryptography and DNS system;
 operation of World Wide Web , e-mailing and VOIP services;
 Principles of wireless communication, cordless networks and protocols;
 Principles of network management and simple network management protocols;
 Devices for managing systems and networks;
 The importance of costumer-driven attitude and the principles of IT services.

4. The chapters of the book
Computing components and architecture
Operating systems
Communcations and networks
Network services
Wireless and ubiquitous computing
Network management
Service delivery and supporting

5. IT specialized secondary schools – subjects
of the new curriculum (valid bw. years 9-11.)
 Networks I. theory and practice (years 10-11-12. )
 Networks for personal and small enterprises
 Small- and medium sized enterprises, internet providers
 Basics of Information technologies, theory and practice (year 9.)
 Introduction to computer architectures
 Software
 Basics of the information technology security
 Assembling of computers
 Installation, configuration
 Preventive maintenance

6. Preparation – experiences of mock and real
exams
 Stages of the preparation
 Looked through books, notes available together with the students, discussed and refined the concepts,
definitions.
 Curriculum/syllabus had to be prepared for teaching EUCIP (parts had to be revised, others had to be taught)
 Mock exam
 Levels, techniques became clear both for teachers and students alike
 Put special emphasis on question formation at feedback (comparing to the national vocational system OKJ)
and the importance of practice
 The exam
 Experiences from the mock exam were integrated, crucial points/parts revised
 Compared to older students in the national vocational system OKJ), results are acceptable
 Bigger emphasis should be put on motivation in case of secondary school generation (matura, exemption,
inclusion, excellent grade, …

7. Participants of the preparation and the exams
 Voluntary secondary students, one year before the final year ; in case of
students in special intensive language programme it is year 12, they
graduate in year 13

8. Relationship bw frame curriculum and EUCIP
 Modules Operate and Build are part of the school curriculum
 Preparation for the exam type is necessary

9. Difficulties and successes at preparation and exams
 Remembering, re-learning old materials caused difficulties (Operate module)
 Content of Operate module is not used daily
 Logic of the tasks caused problems – they have not met these types, learnt
CISCO-system. In the national professional system (OKJ) it is an important
knowledge/skill.
 In Module Plan routine knowledge meant success

10. 4. Summary of development and experiment
 The international syllabus provides wider, but less deep knowledge than
the secondary
 Difficult to find motivation if the exam has no real value
 Additional preparation cannot be relied on, additional material should be
included in the classes
 Concepts are different occasionally, its synchronization meant serious
challenge when translating/adapting
 Possibility to sit for modules, gaining part of the skill made the system more
attractive
 It provided useful information about foreign preparation/preparedness for
both teachers and students alike

11. The role of the teacher in preparation
 The importance of language, especially technical terms
 Required high-level professionalism, brad mind, good problem solving skills
 Supportive/mentor role familiar in informatics has been highlighted
 Real challenge to motivate the students
 Fitting in an equivalence-system must give significant help

12. Who should take the module?
 Secondary students specialized in IT in year last or last but one – valuable
preparation for the final exam
 Learners of the national vocational system (OKJ) (Supervisor, software
developer) prior to their exam

13. Individual preparation with eLearning
 Secondary generation is familiar with eLearning, though their motivation is
lost easily
 Test (e.g. In CISCO) can give help
 Uploading the documents to a frame, letting the students learn individually
cannot be a solution . Material developed during the process proved to be
useful!