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07/06/2011
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Welcome to the ECVET forum 9-10 /06/2011
Fiona Bibby
Opening Soledad Iglesias Deputy Director of Educative Guidance, VET Spanish Ministry of Education and Science
Joao Delgado European Commission, DGEAC Head of unit VET policy, Leonardo da Vinci programme
National strategies towards ECVET implementation
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National strategies: Taking ECVET forward
Isabelle Le Mouillour
Characteristics of development (1)
Implementation objectives
European learners’ mobility
Lifelong learning (young and adults learners)
Permeability in education and training (system level)
Balance between policy and practices for commitment
Involvement of stakeholders (competent institutions, partnerships, respective remits)
Solutions to ‘technical’ questions (learning outcomes, units of learning outcomes, credits and credit points, assessment and recognition)
Characteristics of development (2)
Strong links to the further European tools
Mirrored at national levels
Different stages of implementation (e.g. validation, Europass Mobility, and Certificate Supplement, EQF)
Underpinned by the learning outcomes approach in education and training
Characteristics of development (3)
Diversity of 8 strategic approaches
Frequent: learning by working in projects
Encompassing: broad range testing initiatives
In the uptake: information and marketing
Timid: wait and see
Level of incidence of ECVET activities
5 VET systems follow one main approach
18 VET systems combine 2 to 3 approaches
7 VET systems combine 4 to 6 approaches
The challenges
The VET mobility issue
At this time limited in numbers; willingness of practitioners to engage with ECVET for professional mobility management (Cedefop workshop ECVET and practitioners, may 2011)
Definitions and shared vocabulary
Agreements and legal basis
Density of agreements vs. the need for flexibility in implementation
Need for ECVET introduction and management: regulations, legislations, gentlemen’s agreements
ECVET identity
Communication policy and policy statement (European, national level)
The testing phase: What is next?
From projects to the mainstream
ECVET Implementation in Austria Robert Rohr
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ECVET – Environment
Environment
Well developed initial VET at upper secondary level
80% of young Austrians are in initial VET
40% in school-based training
40% in the dual training system (~ 250 professions)
Initiatives for ECVET
Initiatives
EQF will be an important element for ECVET
NQF will be based on learning outcomes
NQF will most likely be based on 8 levels
Development begins with the formal system
Development of standards and competence- based curricula for general education and VET
Centralisation for A-level exams
Quality initiatives for the school system
Initiatives
ECTS well-established
Implementation took over 10 years
Started with pilot subjects and pilot projects
Today applied at all universities
At many universities credits are given for every lecture, learning and/or diploma paper
ECTS legally binding only within Memoranda of Understanding
Initiatives
Legal Aspects
Recognition of training done abroad is already possible – with a few exceptions
School attendance from 5 to 12 months in non-German speaking countries – enable the student to move to the next grade without any examinations
Internships: can be done in Austria or abroad
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Present discussion on ECVET implementation
Present discussion
Central Authorities responsible for:
legal framework
total amount of credit points for different forms of education
information policy and counselling
promoting pilot projects
promoting learning outcome-related descriptions of qualifications
promoting long-term mobility in initial VET
Present discussion
VET Institutions responsible for:
Establishment of partnership agreements and memoranda of understanding
Definition of units and assignment of number of credits for each unit
Realisation of the program for studying abroad
Recognition of the credits acquired abroad
Challenges for a Promoter
Challenges
Giving Answers – Solving Problems
Advantages of ECVET – is it worth the effort?
How does it relate to Europass, EQF, Skills Pass…
Who is doing the administration?
Description of learning outcome is recommended but …
Curricula need to be adapted / renewed
Over-all responsibility / coordination
ECVET-Basic considerations
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Basic considerations
Subsidiarity principle
Application on a voluntary basis
No obligatory influence on education and training systems
No fragmentation of training courses
Application mostly for transnational mobility (at the beginning)
Basic considerations
Main objectives
Application of ECVET in the formal sector as first step
Facilitating mobility through recognition of (some) training acquired abroad
Keeping expectations realistic to avoid disappointment
Basic considerations
Main aspects
Bottom-up approach (Training Institutions)
“Toolbox” character
Central role of the Memoranda of Understanding
Basic considerations
Difficulties for Stay Abroad in VET
Apprentices have not reached age of legal majority
Employers need apprentices for the work in the company
The dual training and school based VET with comparable curricula only exist in a few countries
Financing, Language, Recognition
Basic considerations
Obstacles on the European Level
Many innovative approaches in the Member States with different objectives and learning outcome descriptions
They are not necessarily compatible
We do not only need „National ECVETs“ but also an European ECVET for recognition in transnational mobility
The European Level – Austrian Suggestions
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Austrian Suggestions - 1
User-friendly and easy to understand European ECVET-guidelines for mobility projects
Common instruments for better communication between partners in all European languages (forms etc..)
Instruments should be linked to the EUROPASS in order to avoid double work
Austrian Suggestions - 2
Consider the diversity in European VET and give end-users flexibility in applying ECVET
Link ECVET to the EQF
Propose a simple method for the calculation of the credits points
COMMON EUROPEAN MOBILITY TOOLS
Let„s go Europe - Austrian ECVET guidelines
Austrian guidelines - 1.
1. Brief Description of ECVET
Units of learning outcomes
ECVET credit points
Transfer process
Austrian guidelines - 2.
2. ECVET put into practice – steps of implementation
Building a partnership
Comparison of learning outcomes
Agreements on the transfer process
Preparation of mobility project
Austrian guidelines - 2.
Acquisition of learning outcomes during the study abroad
Assessment of the learning outcomes abroad
Documentation of the acquired learning outcomes
Finalisation of the transfer process
Evaluation of the study abroad and transfer process
Follow-up
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Austrian guidelines - 3.
3. Materials
Example of best practice – the VQTS model
Templates
Further Links (Links to examples of best practice)
Further Information
Austrian guidelines
ADVANTAGES
It is simple and user-friendly
It can be applied in all education and training systems
It can work between all countries regardless of what approach Member States have towards ECVET
It makes communication between potential partners easier as they all have the same understanding of ECVET mobility and the equivalent grades or forms in their systems.
Austrian guidelines
ADDED VALUES
Leads to a structured discussion between sending and hosting institutions
Improved reflection and definition of learning outcomes abroad
More transparency for the learner, the learners„ agreement guarantees the recognition by the sending institution
It is realistic and simple, ECVET could start in 2012 as scheduled
Thank you for your attention
Materials (Templates) - 1
Analysing qualifications, especially if they are not based on learning outcomes and units. Supports the comparison of qualification and the identification of learning outcomes during the time abroad.
Description of units of learning outcomes and definition of ECVET credits. Supports a detailed description of the expected learning outcomes abroad.
Materials (Templates) - 2
Memorandum of Understanding (between sending and hosting organisations): Includes information on the participating institutions, curricula and qualifications offered, quality assurance and evaluation of students as well as practical information such as insurance, accommodation, travel arrangements etc.
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Materials (Templates) - 3
Learning agreement: between the sending and hosting organization, the beneficiary (student) and if necessary his or her legal representative. Details the learning outcomes to be achieved abroad and guarantees the recognition by the sending institution Also contains practical arrangements on travel, accommodation, insurance etc…
Materials (Templates) - 4
Personal Transcript: Documents the learning outcomes achieved during the period abroad and is signed by the hosting organization and the student at the end of the stay abroad.
Finnish Strategies towards ECVET Implementation Hanna Autere
Why ECVET in Finland?
ECVET supports pedagogical changes
Learning-outcomes approach
Working-life approach
ECVET fosters quality and transparency
Mobility is a priority – individualisation of learning pathways
National mobility
Transnational mobility
Steps toward ECVET implementation in Finland
ECVET TWG
ECVET Recommen
dation
ECVET
implementation
FINECVET
1 & 2
Consultation FINECVET 3
Implementation
Plan
Steps toward ECVET before June 2009
Participation in ECVET TWG since 2002
ECVET consultation 3/2007
Piloting ECVET nationally in FINECVET
1st phase: 12/2004 – 12/2005
2nd phase: 8/2006 – 12/2007
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Steps toward ECVET after June 2009
Continuing piloting in FINECVET 3
3rd phase: 9/2009 – 12/2011
Extending piloting to competence-based qualifications
Drawing-up implementation plan
1st draft by FNBE to Ministry of Education 11/2010
Consultation seminar with stakeholders 3/2011
Revision of implementation plan 5/2011
Implementation foreseen in 8/2013
Implementation plan
Activity Deadline Responsible
1. Required amendments to statutes and regulations
9/2011 - 3/2012
Ministry of Education
2. Required changes to National Requirements of vocational qualifications and other guidelines and recommendations
9/2011 – 3/2013
FNBE
3. Information and Training of all stakeholders
2011- 2013
FNBE ECVET team, Ministry of Education, FINECVET, CIMO
4. ECVET implementation in all VQs 8/2013 VET providers, Qualification Committees
5. Follow-up of ECVET implemetation
2014- 2015
FNBE, Ministry of Education
ECVET lessons learnt
Added value of ECVET needs to be clear
Strong political commitment needed
NQF and ECVET preparations at the same time
Cooperation with all stakeholders at all levels for mutual trust
ECVET lessons learnt
Piloting with mobility needed for understanding impact of ECVET and changes needed for implementation
Keeping it simple and understandable - focus on process and learning outcomes
Training of all stakeholders needs to be well planned and takes time
FNBE
Salpaus
Omnia
Hispania
OTE
EVOC
MOTO LdV
Trans EQFrame
LdV
Nordic EQF LdV
DBTech EXT
LdV CONNECT
LdV INNOVET
EIBE
2 X Nord.Coun.
Mobility
VocTrain Maint
4 x LdV Mobility
LdV ECVET TRUST
Comenius
TAO Staff
TAO
ECVET Network
Users’ Group
Users’ Guide
ArtECVET
ASSET ECVET
TOOL TIPLS
TAO Mobility
Connections of FNBE in getting prepared for ECVET
HETA-ECVET
GREENE
KAO Varia
YA
SLK/ HBC
FINECVET
Levi
ECVET SC
Keuda
Thank you www.finecvet.fi
07/06/2011
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The implementation of ECVET in Belgium (French speaking community)
Alain Bultot Cabinet of the Minister for the compulsory education of the French Community of Belgium
Why we have chosen to implement ECVET
The VET sub-systems in the French speaking part of Belgium
The VET system is divided in various sub-systems which are not necessarily connected.
French Community: • compulsory and higher education, • school base vocational secondary
education • workload vocational secondary education • education for adult.
Walloon Region and Brussels Region: • vocational training system for adults, • workload vocational training for young
people in compulsory education.
Except particular cases no degrees
Degrees
Reduce the early school leaving
2005 2006 2007 2008 2009
Flemish Region 10,7 % 10,0 % 9,3 % 8,5 % 8,6 %
Walloon Region 14,6 % 14,8 % 14,3 % 15,2 % 13,3 %
Brussels Region 19,4 % 19,3 % 20,2 % 19,9 % 15,6 %
Belgium 12,9 % 12,6 % 12,1 % 12,0 % 11,1 %
EUROSTAT, DGSIE, Enquête sur les forces de travail (2009)
Percentage of population 18 to 24 who have not completed upper secondary education and outside the VET system.
Main observations
Repetition, educational backwardness and dropout rates are excessive to our education system.
Vocational education has an traditional and selective organization
Vocational education is not sufficiently challenging, because the goals are far for the young learners
Political goals
Increase the graduation rate
Maintain quality requirements related to trade and professional sectors
Facilitate mobility within the different VET sub-systems
Change the organization of our education system to increase the links between the different VET operators and to offer new opportunities for career move to our citizens.
Develop the LLL and implement the new European tools
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Increase the readability of the VET sub-systems
We find on the “VET market”:
• different degrees,
• different skills certificates,
• certificates attesting of the participation of a learning pathways.
Problem of readability of the VET system
Difficulty to ensure the mobility of the learners in the VET system
Difficulty to implement really the LLL
Titles of notoriety
The names of the qualifications and the learning pathways are not coordinated.
Gives legal rights
The implementation of the ECVET system was probably an opportunity for our VET sub-system.
The different steps of the implementation
ECVET, a tool for mobility?
System 1
Unit X
Unit Y
Unit K
Unit H
Unit O
System 2
Unit X’
Unit Y’
Unit A
Unit H’
Unit O’
Unit C
Unit B
Two systems can be organised
in units and not support the
transfer of units!
Legibility of the units
Mutual trust in the assessment system
Implication and adhesion of managers and the actors of ground
First step – Common references and a network!
It‟s necessary that the VET operators share the common references about a same trade
2009: development of the French Service of Trades and Qualifications (SFMQ):
building of a network of VET operators,
development of shared references (trade profile, training profile),
space of mutual trust (transparency and principles of quality).
French Service of Trades and Qualifications
Trade profile
Training profile expressed in LO
Unit X
Unit Y
Unit Z
Unit G
Unit K
Unit P
Unit D
Qualifications developed by the VET operators
Un
it X
Un
it Y
Un
it G
Un
it K
Un
it P
Un
it D
Un
it X
Un
it Z
Un
it K
Un
it D
Specific learning
pathways
Specific learning
pathways
Second step – organise the qualifications in units
How to build the units? The technical specifications of ECVET are not sufficient, we must make choices.
The problem of unit size
The organization of LO in the units
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The problem of unit size
Small units
To preserve the meaning for labour market
Readability of Qualifications for learners and teachers
To have a reasonable number assessments
be reasonable to organize mobility
Big units
The organization of LO in the units
We do not have a completed model, but we known that the model of the wall is not appropriate for all the trades
We must consider:
teaching constraints
specificities of each trade
objective of mobility
Third step – the assessment standard and the ECVET points
Development of assessment standards
Beginning of the experiment in September 2011
ECVET points First results: obstacles, “good” ways, success, “good” practices
First results and implementation of the
experiment
2011 2012 Brussels Wallonia
OK Automotive Service 6 46
OK Automotive Technician 4 21
OK Aestheticians 2 21
In progress Qualification in Catering (level 1) 7 38
In progress Qualification in Catering (level 2) 2 24
Learners 553 3467
Preparing a new decree (before September 2011)
Development of new qualifications and tools for 2012
ECVET: Observations on strategies by ETF partners countries Mounir Baati
07/06/2011
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What is ETF?
European training foundation
An agency of the European Union
With a technical remit
Supporting EU external relations policies
Operational in Turin since 1995
European Neighbourhood and Partnership Instrument countries ENP South: Algeria, Egypt, Jordan, Lebanon, Libya, Morocco, Occupied Palestinian Territory, Syria, Tunisia and Israel ENP East: Armenia, Azerbaijan, Belarus, Georgia, Republic of Moldova, Ukraine and Russia
Potential candidate countries: Albania, Bosnia and Herzegovina, Kosovo (UNSCR 1244/1999), Montenegro, Serbia
Candidate countries: Croatia, former Yugoslav Republic of Macedonia, Turkey
Other countries from Central Asia: Kazakhstan, Kyrgyzstan, Tajikistan, Turkmenistan, Uzbekistan
23 countries developing QFs
ENP South: Egypt, Jordan, Lebanon, Morocco, Tunisia ENP East and Russia: Armenia, Azerbaijan, Belarus, Georgia, Republic of Moldova, Ukraine and Russian Federation
Potential candidate countries: Albania, Bosnia and Herzegovina, Kosovo (UNSCR 1244/1999), Montenegro, Serbia
Candidate countries: Croatia, former Yugoslav Republic of Macedonia, Turkey
Other countries from Central Asia: Kazakhstan, Kyrgyzstan, Tajikistan
Credit systems in ETF partner countries
Not an new issue as many of them are part of the Bologna process and use ECTS (14);
Different approaches to EU tools: «alignement» for
candidate countries and potential candidate countries Vs inspiration for the others;
ECVET mentioned in some policy papers of candidate countries … but no implementation plans yet;
Modular approaches to curricula design have lead to the introduction of «credits» in VET (Tun, Mor);
Recognition of non-formal and informal learning is at an
early stage … testing phase
Credit systems in ETF partner countries
The traditional input and subject-based approach still prevailing
Learning outcomes …the big challenge;
A credit system could be a tool to recognise partial qualifications … gained in the informal sector;
The mobility aspect of ECVET is not so relevant for ETF partner countries … in the contrary of accumulation aspect;
Workshops
07/06/2011
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Social Event introduction Chamber of Commerce of Madrid & Paris Video
Experimentation outcomes ECVET Pilot Projects: preliminary results Daniela Ulicna, Principal Consultant
Different contexts for testing ECVET
To improve transparency
E.g. CAPE-SV
Support specific mobility (at operational level)
E.g. ASSET, Credchem, but also NET-in-VET (follow up of Recomfor)
System level conditions for mobility
E.g. OPIR, Recomfor, MOTO
Permeability and ECVET-ECTS
Be-TWIN
Strategies for construction of units of LO
Depends on whether:
There are units in the qualification system or not
Whether the units in the system can be used for mobility as such or not
Three main approaches:
“Virtual units” for transnational mobility (e.g. Credchem)
Use existing units (e.g. ASSET)
Adjust existing units (e.g. Recomfor)
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Issues around construction of units of LO
Are qualifications/units in LO or do they still need to be described in LO?
Are the LO descriptions sufficiently clear/detailed for mobility?
Do the mobility LO fit with one or a few existing units or are they „all over the
qualifications standard‟?
How to fit the content of mobility periods (on the workplace or in another context) with units of LO?
Assessment of LO
Clear description of LO matters for the quality assurance of assessment
Assessment can be supported by:
Assessment criteria and indicators ensure reliability and validity among assessors in different contexts (e.g. OPIR);
Grids to record results (e.g. ASSET);
Descriptive evaluation judgement
Distinguish levels of performance (Aerovet, Credchem)
Portfolio type of evidence about achievement of LO (CAPE-SV)
Validation and recognition in pilot projects work
Validation - confirms that the LO achieved are the ones expected:
Based on evidence of assessment results (grids, records, etc.)
Can result in: formative discussion, award of a pass or a grade;
Recognition – depends very much on the qualification system:
Can part of a qualification be recognised?
Formative recognition by the teacher, portfolio, documentation of LO achieved abroad
Summative character: award of a unit; recognition of part of a unit (no additional assessment for the LO concerned), credit points
Objective 2012 necessary conditions: my own analysis
In the context of “ECVET for mobility”
Discuss and describe who does what in your own system
Reflect on the ECVET functions
The PP show that ECVET is possible in very different QS: but who does what varies a lot
Are some „methods‟/approaches more suitable in your system? Provide stakeholders with explicit information/ guidelines
The challenge being giving guidelines without restricting too much the possibilities
Thank you
You can subscribe to the ECVET Magazine produced which informs about the pilot project results (produced jointly with ECVET Team) here:
www.ecvet-projects.eu
ECVET national projects
Ute Haller-Block, Head of Unit EACEA
07/06/2011
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The call for proposals
Call for proposals EACEA/08/2010:
“Support to national projects to test and develop the credit system for vocational education and training (ECVET)”
Aim: fund projects to apply and implement concretely the ECVET system at national level, and help preparing the measures required for its adoption by the Member States
The call for proposals
Essential results expected from projects:
- methodology for the application of ECVET to qualifications, procedures and provisions (including regulatory provisions) in order to make qualifications compliant with ECVET, qualification standards or lists of units of learning outcomes (with associated ECVET points);
- operational arrangements, procedures and tools for evaluation of learning outcomes, for the transfer of learning outcomes from one country to another or from one learning context to another, for the recognition of learning outcomes (including non-formal and informal validation of learning outcomes) and the award of qualifications.
The call for proposals
Main requirements set by the call:
- At least 4 partners from 4 countries participating in the LLP
- Focus on the national level; international partners are to act in support of the project (observers, advisors, contribution of expertise, evaluators, dissemination, etc.)
- Focus on a qualification system, on a qualification sub-system (e.g. all the qualifications at a given level and in a specific sector) or on a significant number of qualifications (at least five); priority to qualifications classified under levels 1 to 5 of the EQF
- Project duration: 18-36 months
- Max. EU grant: 300.000 euro per project (max. 75% of total project cost); around 85% to be used in the applicant‟s country
The call for proposals
Partnership requirements:
- Competent bodies, establishments, institutions or authorities directly responsible - or responsible through delegation by a supervisory body - for implementing the ECVET Recommendation
- Possessing the technical capacity and institutional legitimacy enabling them to:
- transpose the processes and procedures designed and operationally tested into the procedures and rules for which they are responsible in their country;
- apply them as part of practical initiatives focused on the use of ECVET.
The 8 selected projects
Country Project Number Beneficiary Acronym Title Start date
Project
duration (months)
FR
191132-LLP-2010-FR-
LEONARDO-ECVET
Centre international d’études
pédagogiques (CIEP) MEN ECVET
Projet d’expérimentation ECVET de l’Education nationale (Testing and developing ECVET in national education) 1/01/2011 26
IT
191134-LLP-2010-IT-
LEONARDO-ECVET
Centro Europeo di Formazione
per gli Affari Sociali e la Sanità Pubblica (CEFASS) I CARE
Improving mobility and career paths for
personal care and social workers 1/02/2011 24
DE
191136-LLP-2010-DE-
LEONARDO-ECVET
Institut für berufliche Bildung,
Arbeitsmarkt- und Sozialpolitik GmbH EASYMetal
Europäisches Anrechnungssystem für
Teilqualifikationen in den Metallberufen (European Credit System for basic vocational Qualifications in Metal industry ) 1/03/2011 30
BE
191141-LLP-2010-BE-
LEONARDO-ECVET
Communauté française de
Belgique - Centre de coordination et de gestion CPU-Europe
Certification par unités en Belgique francophone – Europe (Qualification by units in French-speaking Belgium) 1/01/2011 36
DE
191143-LLP-2010-DE-
LEONARDO-ECVET
Competence Center EUROPA im
Berufsfortbildungswerk des DGB gGmbH 2get1care
Lebenslanges Lernen und Interprofessionalität in den Gesundheitsfachberufen (Lifelong learning and inter-professionality in health care professions) 1/01/2011 36
IT
191175-LLP-2010-IT-
LEONARDO-ECVET
Agenzia Regionale per il Lavoro e
la Scuola (Regione Campania) COLOR
COmpetency and Learning Outcomes
Recognition for migrants 1/03/2011 24
MT
191176-LLP-2010-MT-
LEONARDO-ECVET Malta Qualifications Council VETC VET Credit Conversion System 1/02/2011 24
DE
191177-LLP-2010-DE-
LEONARDO-ECVET
IBS - Institut für berufliche
Bildung und EDV-Schulung GmbH ESyCQ
European Credit System for Commercial
Qualifications 1/03/2011 36
MEN ECVET (191132-FR)
Project “Testing and developing ECVET in national education”
Partners from: France (coord.), Belgium, Spain, Germany
Qualification system focused upon:
„Vocational baccalaureate‟, designed and managed by the French ministry of Education (French level IV - 4 of the EQF); 6 areas in 6 different professional sectors
Expected outcomes:
- Recommendations for the design of qualifications organised into units of learning outcomes - Recommendations for the allocation of points - Organisational and operational recommendations for recognition, in the award of vocational diplomas, of learning outcomes obtained in situations of mobility
07/06/2011
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I CARE (191134-IT)
Project “Improving mobility and career paths for personal care and social workers”
Partners from: Italy (coord.), Germany, Poland, Romania
Qualification system focused upon:
Personal Care and Social Work
Expected outcomes:
Establishment of a recognition model in the field of personal care
and social workers, by means of: adaptation of an already existing regional system of vocational qualifications in accordance with the ECVET framework; testing and development of relevant tools for application of ECVET principles and specifications
EASYMetal (191136-DE)
Project “European Credit System for basic vocational Qualifications in Metal industry”
Partners from: Germany (coord.), Austria, Denmark, Turkey
Qualification system focused upon:
Occupations in the field of metals technology, e.g. plant mechanic, industrial mechanic, tools mechanic, metal worker
Expected outcomes:
Procedures to facilitate the transfer and recognition of units of learning outcomes between different training schemes and sub- schemes. By using units of learning outcomes as „vehicles‟, learning achievements at the interface between preparation for vocational training and dual vocational training in the German vocational training system will become comparable and can be related to one another, thus encouraging mobility
CPU-Europe (191141-BE)
Project “Qualification by units in French-speaking Belgium”
Partners from: Belgium (coord.), Luxemburg, France, Spain, Romania
Qualification system focused upon:
Five qualifications in three sectors (motor vehicles, hospitality- catering and beauty therapy)
Expected outcomes:
- Description of qualifications in units of learning outcomes, according to a previously developed and tested method (plus process of evaluation, validation, accumulation and recognition as well as assigning points) - Implementation of the pilot scheme for „qualification by units‟ (CPU) in ca. 150 secondary schools in the French-speaking community of Belgium - Shift to new, competence-oriented approach - Trained staff in schools able to work with new approach
2get1care (191143-DE)
Project “Lifelong learning and inter-professionality in health care professions”
Partners from: Germany (coord.), Austria, Czech Republic, Hungary
Qualification system focused upon:
Five specialisations in the health care sector (speech therapy, occupational therapy, physiotherapy, geriatric care and further education of trainers)
Expected outcomes:
Adaptation of the training curricula in four health care specialisations to ECVET, development of a common core curriculum and a further training programme for tutors based on ECVET principles, i.e. focusing on learning outcomes
COLOR (191175-IT)
Project “Competency and Learning Outcomes Recognition for migrants”
Partners from: Italy (coord.), Malta, Romania, United Kingdom
Qualification system focused upon:
two specific sectors (healthcare and construction) and 11 qualifications (based on both national and regional standards) at the EQF level 3
Expected outcomes:
- Qualifications adapted and tested (in terms of LO) on the basis of shared and tested transferable methods - Defined assessment, validation and recognition processes - Testing activities (including a repertory of case studies) to assess the transferability of the recognition processes in a cross-sectoral dimension - A Memorandum of Understanding on ECVET-related issues among the Italian regions involved aimed at promoting a wider use of the project results and transfer of its results into mainstream policies
VETC (191176-MT)
Project “VET Credit Conversion System”
Partners from: Malta (coord.), Italy, Romania, Slovenia
Qualification system focused upon:
A mix of qualifications: IVET/CVET, MQF level 1-5, full VET
qualifications and short courses in various sectors (Engineering, Art and Design, Agribusiness, Tourism, Basic Skills and Trade training, ICT).
Expected outcomes:
30 VET qualifications/courses from a number of the VET
institutions will be used to develop and pilot a methodological tool (including a manual) for the conversion of ordinary qualifications according to the ECVET principles
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ESyCQ (191177-DE)
Project “European Credit System for Commercial Qualifications”
Partners from: Germany (coord.), Austria, France
Qualification system focused upon:
Six certified qualifications/professions from the fields of commerce and IT training.
Expected outcomes:
A complete ECVET system for the selected area and all forms of learning (formal, non-formal, informal), including: - learning outcome descriptions for intermediate qualifications or for informal/non-formal learning - a method of determining performance scores - a method of allocating performance scores taking account of differences in weighting in different contexts - the prototype of an internet-based platform to support ECVET procedures in Europe
Title
Further info:
ECVET pilot projects‟ website:
http://www.ecvet-projects.eu
(also contains the ECVET projects selected in the 2008 call; projects selected in 2010 will be added soon)
ADAM Leonardo da Vinci projects‟ portal:
http://www.adam-europe.eu
(also includes ECVET projects tagged by the NetECVET working group: http://www.adam-europe.eu/adam/thematicgroup/ECVET )
Mobility projects : NetEcvet Sibilla Drews
Mobility projects
NetECVET: Linking ECVET principles and mobility practice
Focus on transnational mobility (projects) from a VET practitioners perspective, turn mobility into high-quality mobility using ECVET
• working with learning outcomes on a practical level
• providing guidelines for the definition, description and assessment of (units of) learning outcomes
• providing examples for basic documents like the Memorandum of Understanding (MoU) or the Learning Agreements.
Mobility projects
NetECVET is composed of National Aagencies from
Austria, Finland, Germany (coordination), Italy, Netherlands (steering group)
Denmark, France, Hungary, Norway, Poland, Romania, Sweden, Turkey, United Kingdom
Mobility projects
NetECVET will develop a toolbox for VET practitioners offering
a broad variety of solutions from tailor-made approaches to concrete examples and models
information on national preconditions, existing mobility units, activities at sectoral level and required partnership functions
training material for VET professionals in order to support the self-tutoring of VET schools or companies in how to use the toolbox.
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Mobility projects
Modular structure Occupations
Learning outcomes Input orientation
Credit points Final examination
School based In-company training
Implementing ECVET means dealing with different VET structures and systems
Mobility projects
ECVET mobility projects differ in terms of …
… the objectives of mobility
… the structure of the partnership
… the agreed units of learning outcomes
… methods and forms of assessment of learning outcomes
… the requirements for validation and recognition
Mobility projects
Objectives of the mobility period (1)
Development of personal competence (social, intercultural and language skills)
The shift of learning environment is in the focus of the mobility period.
The professional learning outcomes achieved abroad correspond to those of the qualification at home.
Development of professional competence
Country-specific professional knowledge, skills and competence are in the focus of the mobility period.
The learning outcomes achieved abroad are comparable to those of the qualification at home.
Mobility projects
Objectives of the mobility period (2)
Development of additional competence
The learning outcomes achieved abroad are not equivalent to those prepared in the home qualifications system.
The additional credit for the learner is achieving knowledge, skills and competence that are above the qualification standard.
Mobility projects
Structure of the partnership
Do the partner institutions have competence to define the units and assess, validate and recognise the learning outcomes?
If not, further competent institutions (e.g. chambers, regional or national authorities) have to be taken on board
What is the role of the institution carrying out the training programme abroad?
Who is in charge of assessment? And of validation and recognition?
Mobility projects
Units of learning outcomes (1)
Units already existing in the national system
a) Qualifications system is structured by units.
b) Units correspond to training periods in formal VET.
Learning outcomes achieved abroad correspond to learning outcomes at home.
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Mobility projects
Units of learning outcomes (2)
Units specifically developed for mobility purposes
a) Qualifications system uses units but units cannot be used for mobility purposes.
b) Qualifications system does not use units but units can be derived from the formal training programmes.
Learning outcomes achieved abroad are comparable to learning outcomes at home.
c) The specific learning outcomes do not exist in the training programme
Additional credit is achieved.
Mobility projects
Assessment of learning outcomes
Forms and methods of assessment must
a) correspond to the category of the learning outcomes
b) be in line with the requirements of the national VET system.
Assessment procedures, methods and standards must be agreed at an early stage (MoU)
Results of assessment must be recorded
Mobility projects
Validation and recognition of credit
Learning outcomes achieved abroad are
a) validated, recognised and attested directly after the learning period abroad as independent module of the qualification (summative assessment)
b) validated as part of qualification after the mobility period and recognised in the final examination (formative assessment)
c) additional credit on top of the qualification.
Mobility projects
http://www.adam-europe.eu/adam/thematicgroup/ECVET
Mobility projects Mobility projects
Contact NetECVET
National Agency Bildung für Europa Robert-Schuman-Platz 3, D-53175 Bonn
Annett Leupold, [email protected]
Sibilla Drews, [email protected]
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ECVET Team action plan Richard Maniak
Role of NETWORKS for facilitating partnerships
NETINVET:
Network of training centres Gerard van den Akker Vice president of NETINVET
Main purpose:
To facilitate International Mobility of students
in finding good training, both theory and practice, abroad.
that is of value in home country for the portfolio.
Transfer and accumulation of learning outcomes
Sending
provider
Host
provider Learning agreement
The learning
outcomes are
assessed
The individual acquires
KSC
Credit is awarded for the individual learning outcomes
achieved
Learner’s credit in a individual transcript of
record
Credit is validated
Learning outcomes are recognised and
accumulated as part of the intended qualification, corresponding ECVET points are included
2
3
4
5 6
7
8
Memorandum of
Understanding (MoU)
1
Founding of NETINVET
As a result of the project Recomfor
Participating countries:
Belgium, the Czech Republic, France, Greece, Italy,
the Netherlands, Portugal, Romania, Slovenia, and Spain
Related to the international trade assistant profession set up as part of the COMINTER Leonardo da Vinci project
Launched March 2011
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NETINVET:
a European network of trainingcenters and companies,
where mutual trust has been established
in order to provide young people with mobility opportunities during their training pathway.
NETINVET:
a European network of trainingcenters and companies,
where mutual trust has been established
in order to provide young people with mobility opportunities during their training pathway.
10 countries
competent authorities (Ministries, National Agencies, professional/trade organizations) have been associated to encourage and support the network set-up.
40 training centers (number in growth)
> 150 related companies.
The NETINVET network brings together training centres from 10 countries across the European Union that are keen to develop high quality mobility for learners.
Each training centre in the network
offers training courses that are compatible with a mobility project;
provides learners with elements that facilitate finding host companies for work placements and accommodation solutions;
provides recognition of mobility within the qualification framework.
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NETINVET tool 1:
A website dedicated to mobility
public space that presents the network and its tools
private space that allows members to communicate, organize mobility operations, enhance their experiences and evaluate the network and its quality process
NETINVET tool 2
An association of member organizations of the network
that ensures the sustainability of the quality process, monitoring, control and evaluation of tools and
widely disseminates the culture of the network.
www.netinvet.eu
The role of EuroApprenticeship Network for facilitating Partnerships
APCMA - UEAPME
Presentation
Background information
The EuroApprenticeship Network
Activities / Partnership
Facilitate Partnerships through EuroApprenticeship Network
Background information
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Background information
UEAPME strategy : Promote and develop learning mobility for apprentices (2008)
Increase visibility of mobility schemes
Valorise the role of companies
Build sustainable partnerships
Recognition and validation of acquired skills
Build mutual trust at European Level
Background information 2
European context
DG EAC / LLP focus on Apprentices and SMEs
French Presidency of UE
DG EAC call for proposals «Network and supporting interface platform for the European mobility of apprentices » - 2009
Valorise the role of companies
Build sustainable partnerships
Recognition and validations of acquired skills
Build mutual trust at European Level
The Network
The Network
Membership open since November 2010
May 2011 : 99 Members / Competent bodies and / or Intermediary organisations involved in mobility / in apprenticeship
Representing 21 Members States
The Network
Types of organisations
Chambers (18)
Regional and local Authorities (15)
Training Networks (16)
Non profit Organisations (12)
Business and sector organisations (10)
Others (such as Agencies) (8)
Social Partners (5)
National Authorities (5)
Text text text
Sub-title 2
Text text text
Sub-title 2
Text text text
Sub-title 2
Text text text
Activities
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Activities
Promote Mobility for Apprentices
Web Platform Open Area
Seminars
Set Quality Standards
Terms of reference “Quality in Mobility”
Share and increase knowledge
Observatory
Seminars and Peer Learning Sessions
Text text text
Activities
Support companies and valorise their role
Charter + Label
“Mobility for Companies” Trends
Initiate sustainable mobility partnerships
Partners search database
Communication tools (social network)
www.euroapprenticeship.eu
Facilitate Partnerships through EAs Network
Facilitate Partnerships
Create mutual Trust
Common values and quality criteria / Shared tools, templates for MoU, LA, ...
Implement learning mobility
Use of ECVET principles and tools to recognise Mobility Learning Outcome
Develop a common understanding of ECVET
Peer Learning sessions, ECVET experimentations
FREREF, an interregional Network Adeline DEVORE Director
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Presentation of the FREREF network (members, objectives…)
FREREF
Foundation of European
Regions for Research,
Education and Training
Presentation of the FREREF network…
The FREREF in a few words…
20 years of experience (1991-2011)
18 member-Regions today (from 10 countries and 2 continents)
5 member-institutions
Regular cooperation with other Regions, organisations or European networks
Presentation of the FREREF network…
A little bit of History…why FREREF ?
Regions
Practitioners
Social Partners
Before 1991…
…several questionnings in the field of education and training araising…
Researcher
Presentation of the FREREF network…
FREREF
Researchers
Social Partners
Practitioners
Regions
1991 : creation of FREREF
Initiated by several Regions…
A particularity :
the quatuor
(Regions, researchers,
Social partners, practitioners)
→ 4 levels of action…
Long-lasting partnerships between the
members
Collaborating with other european networks
(ARE, EUCIS-LLL,EUROAPPRENTICESHIP…)
Presentation of the FREREF network…
General objectives
• To favour the interregional exchanges of practices and knowledge between european Regions, practitioners, researchers, social partners
• To assure the best information on the main tendencies and developments of LLL at Regional and European levels
• To develop, dynamise and sustain the interregional cooperation in Europe
• « For an implementation of the LLL in Regions at
practical and political levels »
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Presentation of the FREREF network…
Some of our fields of action
To sustain and develop the role of the Regions in mobility of young people in initial and continuous training.
To fight against early school leaving
To sustain fragile publics
Lifelong Orientation
To back the transition between school and job market
To explore the regional politics of LLL against the crisis…
Presentation of the FREREF network…
To mutualize
Needs of the Regions
With the support of european programs (leonardo, Grundtvig…)
Implementation at practical and political levels
Added value of the cooperation between Regions inside the FREREF: a lever for inter-regional cooperation in the field of education
and training
To formalize shared objectives
To experiment
To build-up
With mutual trust among
the stakeholders…
Why and how the FREREF can facilitate the setting up of ECVET partnerships ?
Why and how the FREREF can facilitate
the setting up of ECVET partnerships ?
Why ?
-FREREF is convinced of the utility of ECVET for
sustaining mobility of learners in Europe, attractiveness of VET, help for pathways to qualification and wants to sustain its implementation.
-For ECVET implementation : necessity of (a) network(s) for managing the common references and the partnership agreements, for sharing the information, and assuring quality….
Why and how the FREREF can facilitate the setting up of ECVET partnerships ?
-Working in long-lasting partnerships and with (a) network(s) is a key for implementing ECVET because of the variety of stakeholders involved (Regions, sectors, training centers, competent institutions, intermediary organizations, social partners), of their complementary competencies and of the necessity of a long term strategy for implementing ECVET
→ FREREF is representing /or in contact with all these actors and has 20 years of experience.
Why and how the FREREF can facilitate the setting up of ECVET partnerships ?
-Because Regions are facilitators for ECVET
implementation in link with:
*their competencies in the field of (vocational) training→notably active in mobility
*their priviledged links with training centers
*their partnerships with chambers
→ several FREREF Regions involved in ECVET projects (CFBW Belgium + Catalunya : OPIR-ECVET / Luxembourg : Valogreg)-
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Why and how the FREREF can facilitate the setting up of ECVET partnerships ?
- Because exchanges of practices and cooperation between Regions (of different competencies) and other ECVET stakeholders is crucial for developing new tools (in the respect of the different competencies of the involved stakeholders
and of subsidiarity principle)and implementing ECVET + conformed to FREREF
goals
→a network functioning on MOC (open method of coordination) is necessary
Why and how the FREREF can facilitate the setting up of ECVET partnerships ?
How ?
1)FREREF can sustain the exchange of information, practices between the different stakeholders and promote cooperation
2) FREREF can help for dissemination activities on ECVET experiences
…thanks to…
Sub title 3 :
Why and how the FREREF can facilitate the setting up of ECVET partnerships ?
-our activities (european summer universities, projects‟ fair, peer learning sessions, workshops, interregional forums, etc)
-our network tools (website, future internet portal) -More information on : http://www.freref.eu
-our decision-making process (consultations during Councils of Regions…)
-our written productions (recommandations, newsletters, articles…)
How the FREREF is presently tackling ECVET ?
How the FREREF is presently tackling ECVET ?
FREREF is working on mobility and ECVET projects/issues for several years
→ production of 10 recommendations on mobility (REGIO-LLL
project)
Action at :
-political level (declaration of Barcelona)
-operational level (MOBIVET REGIO- EUROAPPRENTICESHIP)
More information on : http://wwwfreref.eu/mobivet
http://www.euroapprenticeship.eu
-experimental level (OPIR-ECVET)
Sub title 2 :
Sub title 3 :
How the FREREF is presently tackling ECVET ?
OPIR-ECVET project
→ FREREF is responsible of the communication and dissemination on the project (creation of the website)
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Euroapprenticeship
→ FREREF is a partner of the network/project, responsible for network development with APCMA and ANFA-
Perspectives : COMO project
→FREREF Leonardo network project on mobility with a specific workshop (atelier-projet) on ECVET issues, in partnership with CFWB, ANFA,APCMA
(to be confirmed)
Thank you for your attention !
Any questions ?
Contact : Adeline De Vore
Tel : +33 4 26 73 65 02
Closing session
Conclusion Erik Hess European Commission, DG Education and Culture
Anick Fortin, Didier Gelibert, Richard Maniak ECVET supporting Team Executive Board
