Relation of ECVET and EQF/NQF, Czech Republic

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1 Relation of ECVET and EQF/NQF, Czech Republic Prague, Miroslav Kadlec 1

2 National Institute of Technical and Vocational Education (NUOV) Institution run directly by the Ministry of Education, Youth and Sports of the Czech Republic Basic purpose: VET development Works 55 years 2

3 Main areas of the NUOV activity Concept of VET in the Czech Republic, VET curriculum development Analyses, information Projects (national, system MOE, EU,, OECD) The main role in the NQF/NSK development described by the new legal framework Department for social partnership and qualifications 3

4 Towards an ECVET model: Structure of the prezentation: Common features of VET in the Czech republic Types of standards which affect VET Effects of the new law about recognition of further education (bill on learning outcomes recognition) Step-by by-step making of NQF supported by projects Linkage between EQF (NQF) and ECVET, participation on European activities Some asked questions 4

5 Common features of VET in the Czech republic Character of education not only vocational/technical education Focus on general education and gaining key skills (competences) Good esteem, good and well established tradition, complex educational programmes 5

6 ISCED 5A HIGHER PROFESSIONAL Follow-up courses 3,5 3 2, A 3A 3A 3A 3A 3C GENERAL TECHNICAL 3C VOCATIONAL 3C C 6 8 BASIC 6

7 Access to Higher Level Education Institutions Type of programme Duration (years) Level (ISCED) Access to higher level Secondary vocational 3 3 C Not direct, only through follow-up courses Secondary technical 4 3 A Yes Follow-up (extension) courses 2 4 A Yes 7

8 Present situation in the Czech republic People involved on the employment market (mainly employers) in current situation they flexibly recognize all types of skills and competence (except regulated activities and occupations) People characterized in the scholar legislative can, in individual cases, acknowledge the outcome of the previous education to the people concerned about education C. 6% economically active inhabitants of the Czech Republic have at least minimal qualification, there is no pressure for change here 8

9 Three kinds of standards Finally, three kind of standards will be applied in VET (at the secondary level) (1) Educational standards (2) Qualification standards (3) Assessment standards 9

10 A curricular reform of secondary education has been prepared for several years (New Education Act - valid since 2005) Basic principle - development of two (1) Educational (curricular) development of two tier educational programmes Framework educational programmes School educational programmes Limitation to initial education standards - principles 10

11 (1) Educational standards - conception A framework educational programme represents an educational (curricular) standard Educational standards are based on fields of education Stress laid upon educational results (K,S,C) Moreover, the reflection of qualification requirements in VET 11

12 The bill on learning outcomes recognition Recognition of results of further education, nonformal and informal learning Approved 2006, valid in August 2007 Legal framework for NQF (NSK) development Qualification and assessment standards 12

13 National qualifications framework (NSK) Link between prior and further education Link between the school (educational) standards and labour market demands Complete qualifications Partial qualifications Qualification standards Assessment standards 13

14 (2) Qualification standards Qualification standards are determined in law as a structured description of vocational capabilities, which are a recommended requirement (knowledge, skills, competences) of a natural person Qualification standards are a starting point for development of both assessment and educational standards The new law embeds qualification standards for full and partial qualifications 14

15 (3) Assessment standards The new law embeds assessment standards for (complete) and partial qualifications Evaluation standards are: Sets of f criteria assessing students, adults or whomever else if they have particular competences which are set by the qualification standards The standard will contain target and partial competences and criteria 15

16 Supporting system projects The development of the NQF Recognition of non-formal and informal learning 16

17 NSK Project A system project of the MOE focused on: At national-wide and European level NSK/NQF conception and structure Development of qualification standards Development of evaluation standards NSK/NQF information system Credit transfer At regional level Development of educational modules for partial qualifications 17

18 National Qualifications Framework Occupations N Q F Complete qualifications Initial education and training branches Activities required on the labour market Partial qualifications Partial qualifications Partial qualifications Further education Other forms of learning 18

19 UNIV project A system project of the MOE focused on recognition of outcomes of non-formal and informal learning in network of schools that provide educational services for adults

20 Conditions in the Czech republic allowing work on ECVET to begin Progress EQF is watched actively (Timing of home activities, inspiration, connecting NQF-EQF) Creating and fulfilling NQF (NSK and UNIV) A Law about recognition of the further education results Education programmes in initial education are thoroughly oriented to the learning outcomes Conditions for other steps toward adoption of European principles connected to ECVET in the Czech Republic are good. 20

21 ECVET- Questions and Suggestions Entrance conditions are in the Czech Republic good - but In discussions we have formulated also some questions, suggestions or apprehensions Most likely we will apply them in consultation process, which will be initiated in Autumn 21

22 The purpose and reasons for Why are only benefits mentioned in the documents? SWOT analysis is missing ECVET system Element of LLL programme is subsequently concretized and developed by a method from top to bottom Centre of the interest are more questions of outer methodology,, whereas the factual problematic of qualifications has to be, in concrete cases, a task of particular countries or (even) sectors 22

23 Presumably recognized learning outcomes, regardless of time, place or background Off course the facilitation of accumulation and transfer of subsequently obtained and formally recognized learning outcomes Prize for that will probably be: Main added value of the atomization of inner comprehension structure tendency to label collecting (certificates) ECVET system 23

24 Thank you for your attention Miroslav Kadlec 24

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