ECVET and NQFs: Practical example from Poland

Horacy DębowskiVice Director, Central Examination Board

Horacy Dębowski, Central Examination Board, Warsaw School of Economics

ECVET Peer Learning ActivityGlasgow, 18-19 September 2018

Implementing ECVET and NQF in Poland in the context of Upskilling Pathway initiative

Source: Own elaboration

Implementation of NQF and ECVET principles in Poland

- NQF and ECVET treated as important policy tools to enhance lifelong learning

- Reforms:- Curricula in general education (2009)- Higher Education NQF (2012)- VET curricula (2012) and (2017-2018)- Integreated Qualifications System

based on the National Qualifications Framework (2015)

- Impact of EU policies

Labour market situation in Poland (1):

- Unemployment rate (Eurostat):- In 2018 (Q2): Poland - 3,7% EU 25 - 7,0%

In 2003: Poland - 19,8% EU 25 - 9,1%

- Emigration, since 2004: - Estimated to be more than 2,5 milion workers

Every fifth person aged 25-34 left Poland on a long term(Fihel and Okólski 2017).

- Immigration, since 2014- It is estimated that more than 1,3 million Ukrainian

workers entered Poland after 2014 (Chmielewska, Dobroczek, Puzynkiewicz 2016)

Labour market situation in Poland (2):

- Almost one third of companies indicates that they are not signing new contracts because of labour force shortages (Works Service Report, 2018)

For example:

- Construction sector: lack of 100k employees- Logistics: lack of 60k drivers

- Immigration only to small extent alleviates gaps in the labour force

Distinguishing units of learning outcomes in the formal VET qualifications

Source: Debowski, Stęchły (2015)

Distinguishing units of learning outcomes in the formal VET qualifications

Source: Debowski, Stęchły (2015)

QUALIFICATION

PARTIAL QUALIFICATION

PARTIAL QUALIFICATION

PARTIAL QUALIFICATION

Distinguishing units of learning outcomes in the formal VET qualifications

separately assessed, validated and certified

referenced to NQF level

to be acquited whilestudying at school

or

for adults via RPL procedure(2 year requirement)

Qualifications achievedduring school or via RPL procedure are the same

assessment is the same

Each qualification consists of units of learning outcomes that are validated by schools or training providers

1. WORKPLACE HEALTH AND SAFETY

2. STARTING AND OPERATING A BUSINESS

3. PERSONAL AND SOCIAL COMPETENCES

4. ORGANISIGN WORK OF SMALL TEAM

5.ULO RELATED TO PROFESSIONAL TASKS

6.ULO RELATED TO PROFESSIONAL TASKS

7.ULO RELATED TO PROFESSIONAL TASKS

…

8. FOREING LANGUAGE

Adult learner can achievecertificate of completiontraining from each ULO

BUT:

UlO will not be considered as a qualification

in order to achieve qualification referenced to NQF level, central assessment is needed

1. WORKPLACE HEALTH AND SAFETY

2. STARTING AND OPERATING A BUSINESS

3. PERSONAL AND SOCIAL COMPETENCES

4. ORGANISIGN WORK OF SMALL TEAM

5.ULO RELATED TO PROFESSIONAL TASKS

6.ULO RELATED TO PROFESSIONAL TASKS

7.ULO RELATED TO PROFESSIONAL TASKS

…

8. FOREING LANGUAGE

How to assess thesecompetences?

Topic of TRACK-VET project: NO, AT, FR, PL, SVK, LV

www.track-vet.eu

Specificity of the central assessment and validation system in Poland (1):

- Organised by Central Examination Board (CKE) along with 8 Regional Examination Boards (OKE)

- Exams are designed centrally. Two sessions per year

- All learners in a given profession have the same exam(test + practical exam in front of jury and externalexaminer accredited by CKE)

- School learners and adult learners are taking the same exam. Exam is the only assessment method.

Specificity of the central assessment and validation system in Poland (2):

- Because of standardised assessment organised at central level, there are significant organisational and financial limitations to introduction of unitisation approach

- Any solutions which result in a more fragmentedassessment (i.e. dividing VET qualifications into more modules that are separately assessed) causes significant increases in costs and organisational burdens

Introduction of the Integrated Qualifications System:

- Solutions were introduced that allow to include in the national qualifications system, qualifications from the outside of formal education

- If there is a need for a specialised qualification in a given area, any institution or body, including employers or VET schools might submit a qualification

Integrated Qualifications System in Poland

Inclusion by law Inclusion by request

Rules and procedures of inclusion of qualifications in the NQF by request are defined in national legislation:

- Qualifications are designed according to LO principles,

- LOs need to be grouped into units of LO,- Volume of each unit of LO should be assessed

(in notional learning hours)

- RPL is promoted but not obligatory

- Internal and external quality assurance system

For more information on inclusion of non-formal sector qualifications, see nqf-in.eu

to enhance credit transfer

Final remarks (1):

- To what extent formal IVET and CVET education systems are open for adult learners? To what extent do they offer flexible learning pathways?

- Is the national qualifications system open for qualifications from the outside of formal education system?

Final remarks (2):

- In the context of the UP initiative, the introduction of ECVET principles might be treated as a founding base, which supports or strengthens the impact of other policies targeted at low skilled adults, like counselling, skills audits and others.

- Implementation of ECVET principles alone without policy interventions in other areas will not provide the assumed impact.

Final remarks (3):

- Not only if ECVET principles were implemented but alsowhat is the quality of ECVET implementation.

- Dividing qualifications into units and adjusting adequately assessment criteria, assessment and validation methods and procedures cannot be done mechanically and require organisational, financial and human capital resources

Thank you for your attention

horacy.debowski@cke.gov.pl