Synthesis of the inventory of teacher education and ECVET implementation (O1-A3) 31 January 2015
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1 Synthesis of the inventory of teacher education and ECVET implementation (O1-A3) 31 January 2015 Countries involved: Belgium (French-speaking community), Bulgaria, Spain, France, Ireland
2 (1) Preparation and status of the VET teachers The teachers concerned are those who teach and train young people / adults pursuing VET qualifications up to level 5 of the European Qualifications Framework. (1) In Belgium, the teacher of technical courses and professional practice in secondary education is awarded the Certificate of Educational Aptitude (CAP) after succeeding studies, either of short duration, within higher education, within social promotion, or by a jury. Four types of institutions organize initial teacher training: Pedagogical High Schools; Universities (Master in Educational Sciences); the Graduate Schools of Arts; Institutions for social promotion. In some situations, a person not having the required award may teach if he/she has a qualification deemed adequate. (2) In Bulgaria, a teacher needs to have a higher education Master, Bachelor or specialist award in the specialism in which he/she proposes to teach in the professional school, according to the National Classification of qualifications. The main vocational training institutions are vocational schools, art schools, sport schools, vocational colleges, vocational training centers, information centers, professional orientation and others. (3) In the Navarre region of Spain, VET teachers must have a university education. Teachers in public schools access their jobs by way of competition and they are required to hold a specific degree that depends on the teacher profile. Continuing professional development is also a priority, with teachers obliged to do a minimum of 35 hours of training during each school year or 70 hours every two years. Another area of action is the upgrading of teachers in subjects such as certification systems and procedures for the validation of professional skills, among others. (4) In France, in the field of the teaching of agriculture, teacher training is nationally organized by the Ministry of Agriculture. This training is available either in initial training or continuing education, either face-to-face or by distance. Several further education systems are offered depending on the status and availability of teachers. The TUTAC is geared towards all newly recruited contract staff. In the PRF / PNF, potential teachers can receive training proposed in the regional training plan by the Regional Directorate of Agriculture and Forestry (DRAAF Center, for example) or in the national training program. TutoFOP is a national online training system. (5) In Ireland teacher preparation is delivered in the institutions of higher education. Training lasts at least 1 year (60 ECTS), and is geared towards graduates who already hold degrees in other areas. VET teachers work at different levels, but mainly in the post-secondary non-tertiary sector. The development of VET is currently a high priority in Ireland and the sector has been the subject of recent reforms. The goal is a more integrated approach to the provision of VET, hitherto fragmented and a closer link between the world of education and the world of work. The programs are accredited by the professional body of teachers in Ireland, the Teaching Council. Conclusion: teacher education The initial training of teachers and trainers is well established in all five countries, and teacher training is also a priority. Learning about the use ECVET is a professional development opportunity for teachers, and may have a considerable impact on the practice of teachers and 2
3 trainers in other aspects of their practice. For this reason, the QUAKE project aims to increase the opportunities for mobility projects, helping teachers and trainers to share their experiences and their current practices. Partners will organize CPD for teachers after drafting a common ECVET training curriculum. (2) The implementation of ECVET The analysis conducted by the QUAKE project highlights the fact that Europe is not ready for the large-scale implementation of ECVET. The level of implementation varies from one country to another and within the same country. A summary of the implementation of ECVET in the five countries is given below. (1) Following the participation of Francophone Belgian institutions in several European projects focused on the development of ECVET (RECOMFOR, OPIR, VaLOGReg, CPU- Europe, MEN-ECVET), the French Community has launched a reform movement of its system of professional training. The principle at the heart of this reform, called CPU (Certification by units) is to translate the training courses into units of learning outcomes. This is led in particular by SFMQ, French Service trades and qualifications. Throughout this process the European recommendations on EQF, ECVET and EQAVET are taken into account. (2) In Bulgaria, the Strategy for the Development of Vocational Training in the Republic of Bulgaria for the period was adopted in October The strategy defined activities related to participation in the European area of education and training, with transparent qualifications systems - National framework of qualifications (NQF) and the European Qualifications Framework (EQF), enabling the transfer and accumulation of learning outcomes, recognition of qualifications and competences - European Credit Transfer System in Vocational Education and Training (ECVET) and the increase of transnational mobility - Europass. Among the relevant projects in which Bulgaria participated, there CREDCHEM, CarEasyVET, PILE UP, REA and FooDrinks. (3) In Spain, the autonomous communities like Navare worked on various ECVET projects. The Ministry of Education is therefore interested in the experiences of the regions in order to promote ECVET at national level in Spain. For example, the work of the MEN ECVET project is organized in three parts: measure the readability of qualifications in terms of units of learning outcomes; allow the transfer of learning outcomes by determining a method and a collective work under geographical mobility; develop a harmonized method for giving a point value to learning outcomes. As for the credit transfer systems, all vocational studies are 120 ECTS, which are the basis for the transfer of credit between vocational training and university education in Spain. Regarding the development of ECVET in Spain, the autonomous communities are currently or have already been involved with other European partners in various projects related to the implementation of ECVET: Cape-SV, on the application of ECVET in the field of arts; OPIR which deals with ECVET mobility in hairdressing and automation; RECOMFOR, a platform for training centers to facilitate the mobility of students for internships in other countries; CPU - Europe, on qualification units in secondary education; MEN ECVET on the alignment 3
4 between regulatory standards, the organization of BAC-PRO schools in France and technical specifications of ECVET. (4) In France, ECVET will gradually make its appearance in the content of training through experiments that have been or are being conducted at the Department of Education and the Ministry of Agriculture. The interest in European initiatives, in trans-european educational mobility and in the recognition of ECVET is becoming increasingly important for teachers and institutions. Thus, there is an increasing use of the tools of mobility and recognition of prior learning: portfolios skills; diploma supplement, and Europass mobility. Educational mobility is now possible but is only present to a limited degree in the academic programmes. The ministerial initiative will give new perspectives and promote ECVET integration in agricultural and rural vocational training, trans-european mobility and the recognition of learning outcomes. The Ministry of Education is more advanced in its work with regard to this. For example, the MEN ECVET project and a new regulation (Decree of 27 June 2014) allowed a modification of the general rules of the vocational baccalaureate. (5) The VET system in Ireland is well suited for the implementation of ECVET, with learning outcomes being central to the regulation of the vocational education system. The curriculum for each module (part of a major or minor award) identifies the knowledge, skills and competences expected at the end of the training, while providers can exercise greater discretion with regard to other aspects of the learning process. The assessment of student learning is done by teachers themselves in institutions. For now, ECVET is used only for mobility experiences at the operator level, while the Common Award System (CAS) credits are used for full awards. A global policy for access, transfer and progression and for certifications (including credit) is being prepared. There is currently no link between the credit system for vocational education and training (CAS) and higher education (ECTS). There is currently another ECVET project underway in Ireland, offering Delarose ECVET and ECTS credits to workers pursuing training programs in the health sector Conclusion on the implementation of ECVET The results of this inventory correspond to the results indicated by CEDEFOP in its last monitoring report in 2013 (CEDEFOP 2014). That report indicates that three of the QUAKE countries introduced learning outcomes before Spain, France and Ireland (CEDEFOP 2014). Belgium's French Community availed of the implementation of ECVET to introduce learning outcomes - as part of a reform package. In that case, the difficulties related to the transfer of learning outcomes provided a better understanding of the role and added value of ECVET. Bulgaria and France are currently in the testing phase with regard to ECVET. By contrast, in Spain and Ireland, there is no ongoing testing, or initiatives to adapt existing credit transfer systems (which are compatible with the principles and specifications of ECVET) to improve transfer and accumulation. In Ireland, while certifications carry credits and can be linked to ECVET, it is technically difficult to carry out. In Spain, decisions on implementation have not yet been taken, but will be made based on the National Qualifications Framework. Spain has a credit system, not credit points 4
5 ECVET and the role of teachers The different stakeholders recognize that the implementation of ECVET depends on teachers having the required knowledge about ECVET for their own programme provision. Teachers must be able to carry out curriculum planning in collaboration with other institutions in order to develop VET provision. It is for this reason that ministries and other stakeholders advocate the professional development of teachers in the use of ECVET. A key skill to develop among teachers relates to the assessment of competence - evidence that a particular learner has mastered the learning outcomes in question during an internship abroad. ECVET also provides an opportunity for teachers to design flexible learning pathways for individuals, and to even rearrange the learning pathways for learners and the teaching practice. But in reality, the use of ECVET depends on the local context: the level autonomy in the centers of VET provision, and, within these centers, the teachers. Conclusion The recommendation on ECVET advocates a gradual implementation of ECVET from 2012, by means of testing and experimentation. It also plans in 2014 to conduct an evaluation of measurements, tests and test results, which could lead as necessary to a revision of the recommendation. This assessment is currently underway. But in Europe generally, CEDEFOP notes that ECVET is frozen in 17 countries (including Ireland and Spain in our group), is in the testing phase in 8 countries (including Bulgaria and France in our group), and 13 countries have made a decision to implement it (including the French Community of Belgium in our group). ECVET is therefore not yet operational in Europe. The lack of compatibility between the two European systems of transfer and accumulation (ECTS and ECVET) is problematic too. If it is true that ECVET is not a system, it can be used to create a system when combined with the validation of non-formal and informal learning (NFIL) and the use of standards (occupational standards or national certification standards). For example, CEDEFOP has recently recommended that the link between ECVET and the validation and recognition of prior learning be made more explicit (2014, p. 52). But for now, the results of ECVET remain limited to a small scale, cross-border mobility projects. What are the next steps? Activities to raise awareness of ECVET remain a priority. Since the ECVET principles are already well known, the goal must be to provide examples of best practice and to involve teachers, hence the objectives of the QUAKE project. Bibliography CEDEFOP (2013) Perspectives et défis d ECVET, le système européen de crédit d apprentissages pour l enseignement et la formation professionnels CEDEFOP (2014) Monitoring ECVET implementation strategies in Europe in 2013, Working Paper, 22, 5
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