AppSkil Project Work package 3: Identification Of Sector Qualifications, Skill Needs And Mismatch

Transcription

1 AppSkil Project Work package 3: Identification Of Sector Qualifications, Skill Needs And Mismatch Task: 3.2 Identification Of Existing Qualifications And Their Link With EU Frameworks Deliverable title: European Qualifications For Mobile Apps Creators Level of distribution : Public Authors : Conseil régional de la Formation, SWC, CIMEA and GFN Final version : 30th September 2015 Project Number: ERASMUS+ - KA2 Dissemination Level: Public Page 1

2 Contributor(s) Main Contributor Contributors Conseil régional de la Formation SWC, CIMEA and GFN Control Sheet Version Date Modified By Draft 0.1 7th July 2015 Julie Widart Draft th July 2015 Julie Widart Final 30 th September 2015 Julie Widart Page 2

3 Table of Contents Contents 1. Introduction Project Objectives Roles and responsibilities of each partner Methodology Description of the used General methodology Qualitative and quantitative analysis Learning and qualifications in Europe Introduction: Europe s strategy for European Qualification Framework (EQF) National Qualifications Framework The European Credit Transfer and Accumulation System (ECTS) and the European Credit system for Vocational Education and (ECVET) Europass EQAVET ESCO - European Skills/Competences, qualifications and Occupations European Framework for ICT Empirical analysis by country Belgium External factors influencing VET In Belgium The Structure of the School System Summary of VET providers and programs Secondary education in the VET system VET in higher education Adult education and training Apprenticeship and entrepreunarial training Other forms of training Transposition of European Qualification Framework The French-speaking community The Flanders-speaking community Analysis of the database Page 3

4 French speaking part of Belgium Dutch speaking part of Belgium France Institutional features The Structure of the School System Initial vocational education and training Continuing education and training NQF Level descriptors and learning outcomes Validation of non-formal and informal learning Referencing to the EQF Analysis of the database Qualitative and quantitative analysis Germany Institutional features The structure of the school system Transposition of the European legislation Level descriptors and learning outcomes Validating non-formal and informal learning and links to the NQF Referencing to the EQF Qualitative analysis Quantitative analysis England & Northern Ireland Institutional features Structure of the School System Transposition of European Qualifications Main policy objectives of the QCF and the FHEQ Stakeholder involvement Framework implementation Level descriptors and learning outcomes Validating non-formal and informal learning Referencing to the EQF Page 4

5 Quantitative and Qualitative analysis Education Level 3 Diploma (QCF) Education Level 4 Diploma in the field of ICT (QCF) Education Level 5 Diploma (QCF) Italy Institutional features The Structure of the School System Initial vocational education and training Continuing education and training Transposition of European legislation Level descriptors and learning outcomes Referencing to the EQF Qualitative analysis Initial Vocational education and training (IVET) Technical and Professional Education Post-secondary Vocational Qualification Courses Education and higher technical education (IFTS) Provincial centers for adult education (CPIA) Quantitative analysis Initial Vocational Education Training Technical and Professional Education Education and higher technical education Post-secondary/ non-tertiary education Provincial centers for adult education (CPIA) Luxembourg Institutional features The Structure of the School System Primary education Secondary education Higher education Continuing vocational training training leading to diplomas Other forms of training Transposition of European legislation Page 5

6 Framework implementation Level descriptors and learning outcomes Validation of non-formal and informal learning Referencing to the EQF Quantitative and qualitative analysis Secondary Education Apprenticeship Higher Technician Certificate : BTS Portugal Institutional features The Structure of the School System Transposition of the European Qualification Stakeholder involvement and framework implementation Level descriptors and learning outcomes Analysis of the database Spain Institutional features The Structure of the School System Transposition of European legislation Main policy objectives Level descriptors and learning outcomes Validating non-formal and informal learning and links to the NQF Referencing to the EQF Analysis of the database Qualitative and quantitative analysis Conclusions Programs dedicated to mobile apps developers Learning outcomes Time to degrees Page 6

7 1. Introduction 1.1. Project Objectives This report takes place in the context of the Appskil project, co-funded by the European Commission, which interconnects VET providers, sector representatives, and VET authorities to identify skills needs and mismatches, develop and deliver an appropriate training programme connected with qualification frameworks. The AppSkil project will provide staff in ICT with needed mobile apps creation skills but in short supply, enhancing personal development and job performance. Based on the learning outcomes approach, the AppSkil VET programme will promote mutual trust and mobility. ICT enterprises will be able to identify personnel with sector-specific skills and VET providers will benefit through the availability of a sectorspecific VET program ready to be integrated in NQFs, EQF. This document has the aim to report the very beginning of the project and a specific task in the working package 3 which entails to the identification of skill mismatch to be defined drawing first on EU Skills Panorama and analyzing then the mobile app creation process. In this WP3, the task 3.2 has particularly the aim to identify existing qualifications in some European countries and their link with EU frameworks (ECVET, NQF, EQF, ESCO, e-skills framework). The aim of this report is to provide an overview of the current diffusion of certifications in Europe in the field of mobile apps and to take a snapshot of existing certifications and qualification programs. This report gives some tracks to understanding certifications and qualification programs features and to highlight the learning outcomes required in the field of the mobile app sector. This report gives an overview of the relative analysis in comparison with the various diplomas and models of current qualifications in various countries in the field of mobile applications, namely: Belgium, France, Spain, Germany, Italy, Luxembourg, Northern-Ireland, Portugal and Spain. More specifically, the study tries to answer the following questions: How many institutions supply certifications in Europe? How many and what kinds of certifications and qualification programs are available in Europe? On which learning outcomes are the current existing programs more focused on? Page 7

8 This report is divided in three main parts: The first chapter describes the general methodology of the analysis. The second one goes through the European framework and the definitions of its constitutive elements. The third chapter develops the empirical analysis of European countries. After some general words about the country, the structure of the school system and the transposition of European frameworks, the different parts of this chapter go through an analysis of existing qualifications in each European country and the link with EU frameworks. In conclusion, this report will try to highlight some elements necessary for realization of a common training program in Europe Roles and responsibilities of each partner In the context of WP3, the general leader is AICA but for each tasks, some leaders have been defined. The Conseil regional de la Formation (CRF) has been the leader of the T3.2 and has the responsibility to gather all the collected information about qualifications, to investigate their relation with the EU frameworks and learning outcome approaches and has been responsible for the coordination of this task. Participating partners, SWC, CIMEA and GFN has been associated to this task in providing databases identifying the available qualifications in mobile applications in their own country and in one another country. Page 8

9 2. Methodology 2.1. Description of the used General methodology In order to reach this goal, this study relies on a specific methodology. In order to collect information about qualification in different European countries, each partner proceed either in collecting and gathering existing databases about Appskil qualifications in their own or closed countries or in researching these information with a documentary analysis. The analysis focuses in particular on the following countries: Belgium, France, Germany, Italy, Luxembourg, Northern Ireland and Spain. Finally, this research results in a comparative method and presents comparative elements about qualifications in the different European countries. This report focuses on qualifications related to vocational trainings. It gives some keys to reading certifications and qualification programs features. This picture can be useful for analysing the mismatch between the existing programs and the skill mismatch Qualitative and quantitative analysis The different databases about countries have been analyzed through a qualitative analysis. The aim of this type of analysis is to focus on meanings rather than on quantifiable phenomena, i.e. analyzing programs and content of some of the qualifications in each country Learning and qualifications in Europe Introduction: Europe s strategy for 2020 Teaching is in the middle of the EU's growth strategy an intelligent and durable growth strategy Europe 2020 for the coming decade. Europe s strategy for 2020 is a route for smart, sustainable and inclusive economic growth through knowledge and innovation, which sets an employment rate target of 75%. Concretely, the Union has set five ambitious objectives - on employment, innovation, education, social inclusion and climate/energy - to be reached by The success of this strategy depends on the skills of Europe s workforce. Enterprises need people with the skills required to compete and provide high-quality goods and services. People need the right qualifications to find jobs. People with low levels of or no qualification are nearly three times more likely to be unemployed than those with high qualifications.1 Within this framework, the construction of a European space cannot to conceive without a facilitation of the mobility of the students, as well as a positive policy in matter of equivalences of diplomas. For the 1 Page 9

10 European labour market to work as intended that is, for European citizens to be able to work in any EU country employers, schools and education authorities need to understand what qualifications from other EU countries represent. If the free movement of people in Europe is one of the most important goals of the EU, the understanding and the recognition of diplomas and certificates issued in the different national education and training systems of the Member States of the EU is a challenge. The European Centre for the Development of Vocational Training (Cedefop) helps to achieve this mutual understanding by contributing to the concept, design, development and implementation of common European instruments and principles in education and training. These are designed to help people progress through education and training at any age, to change career or move abroad for work or further education. They are also expected to lead to greater consistency in employment, education and training policy throughout Europe. In addition, ESCO, the classification of European Skills/Competences, Qualifications and Occupations aims at providing a single language for all jobseekers, employers and educators.2 Following Cedefop, common EU instruments and principles include: The European Qualifications Framework (EQF); The National Qualifications Framework (NQF); The European Credit Transfer and Accumulation System (ECTS) and The European Credit System for Vocational Education and Training (ECVET); Europass; European Quality Assurance in Vocational Education and Training (EQAVET); Validation of non-formal and formal learning; European Qualification Framework (EQF) General Description The European Qualifications Framework (EQF) is a European-wide qualifications framework which joins the qualifications of different EU members together. In a way, it is a translation of different national qualifications which makes qualifications in different EU countries easier to understand. The EQF aims to facilitate mobility of students and workers within the EU in order to encourage development mobile and flexible workforce throughout Europe and to help develop lifelong learning. The framework that was adopted by the Bologna Process covers three cycles of higher education qualifications 1st cycle which usually awards the Bachelor s Degree, 2nd cycle awarding the Master s Degree and the 3rd cycle which awards the Doctoral Degree. The EQF, on the other hand, is designed as a lifelong learning framework and as a result, it covers all qualifications including but not exclusively academic ones like the Bologna Process. 2 Page 10

11 The core of the EQF are eight common European reference levels, which are described in learning outcomes: knowledge, skills and competences. This makes it more understandable what a learner with a qualification related to the EQF knows, understands and is able to do. This approach also make it possible to compare qualifications awarded in all types of education, training and qualifications, from school education to academic, professional and vocational at each of its levels. 3 The most important principle of the EQF is the learning outcomes approach. The learning outcomes approach shifts focus to what knowledge, skills and competences the learner has acquired by the end of the learning process. Implementing the EQF requires that all qualifications that are related to the EQF, via national qualifications frameworks, are described in terms of learning outcomes. All participating countries are voluntarily developing or implementing their own National Qualifications Frameworks (NQFs) based on learning outcomes. The Recommendation on the European Qualifications Framework for lifelong learning was adopted by the European Parliament and the Council on 23 April Two main deadlines have been set for its implementation: Countries were invited to: Refer their national qualifications systems to the EQF by 2010; Introduce a reference to the EQF levels in all new qualifications certificates and diplomas by Descriptors defining levels in the European 5 EQF Level Knowledge Skills Competence Level 1 Level 2 In the context of EQF, knowledge is described as theoretical and/or factual. Basic general knowledge Basic factual knowledge of a field of work or study In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking), and practical (involving manual dexterity and In the context of EQF, competence is described in terms of responsibility and autonomy. the use of methods, materials, tools and instruments) Basic skills required to carry out Work or study under direct simple tasks supervision in a structured context Basic cognitive and practical skills Work or study under supervision required to use relevant with some autonomy information in order to carry out Page 11

12 EQF Level Knowledge Skills Competence Level 3 Level 4 Level 5 Level 6 Level 7 In the context of EQF, knowledge is described as theoretical and/or factual. In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and In the context of EQF, competence creative thinking), and practical is described in terms of (involving manual dexterity and responsibility and autonomy. the use of methods, materials, tools and instruments) tasks and to solve routine problems using simple rules and tools A range of cognitive and practical Take responsibility for completion skills required to accomplish tasks Knowledge of facts, principles, of tasks in work or study; adapt own processes and general concepts, in a and solve problems by selecting and behaviour to circumstances in field of work or study applying basic methods, tools, solving problems materials and information contexts that are usually A range of cognitive and practical Factual and theoretical knowledge predictable, but are subject to skills required to generate solutions in broad contexts within a field of change; supervise the routine work work or study to specific problems in a field of work or study Exercise self-management within the guidelines of work or study of others, taking some responsibility for the evaluation and improvement of work or study activities Exercise management and Comprehensive, specialised, factual A comprehensive range of cognitive supervision in contexts of work or and theoretical knowledge within a and practical skills required to study activities where there is field of work or study and an develop creative solutions to unpredictable change; review and awareness of the boundaries of that abstract problems develop performance of self and knowledge others Manage complex technical or professional activities or projects, Advanced skills, demonstrating Advanced knowledge of a field of taking responsibility for decisionmaking in unpredictable work or mastery and innovation, required to work or study, involving a critical solve complex and unpredictable understanding of theories and study contexts; take responsibility principles problems in a specialised field of work or study for managing professional development of individuals and groups Highly specialised knowledge, some Manage and transform work or of which is at the forefront of Specialised problem-solving skills study contexts that are complex, knowledge in a field of work or required in research and/or unpredictable and require new study, as the basis for original innovation in order to develop new strategic approaches; take thinking and/or research knowledge and procedures and to responsibility for contributing to Critical awareness of knowledge integrate knowledge from different professional knowledge and issues in a field and at the interface fields between different fields practice and/or for reviewing the strategic performance of teams Page 12

13 EQF Level Knowledge Skills Competence Level 8 In the context of EQF, knowledge is described as theoretical and/or factual. In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and In the context of EQF, competence creative thinking), and practical is described in terms of (involving manual dexterity and responsibility and autonomy. the use of methods, materials, tools and instruments) Demonstrate substantial authority, The most advanced and specialised innovation, autonomy, scholarly skills and techniques, including and professional integrity and synthesis and evaluation, required Knowledge at the most advanced sustained commitment to the frontier of a field of work or study to solve critical problems in development of new ideas or and at the interface between fields research and/or innovation and to processes at the forefront of work extend and redefine existing knowledge or professional practice or study contexts including research Compatibility with the Framework for Qualifications of the European Higher Education Area The Framework for Qualifications of the European Higher Education Area provides descriptors for cycles. Each cycle descriptor offers a generic statement of typical expectations of achievements and abilities associated with qualifications that represent the end of that cycle. 1. The descriptor for the higher education short cycle (within or linked to the first cycle), developed by the Joint Quality Initiative as part of the Bologna process, corresponds to the learning outcomes for EQF level The descriptor for the first cycle in the Framework for Qualifications of the European Higher Education Area corresponds to the learning outcomes for EQF level The descriptor for the second cycle in the Framework for Qualifications of the European Higher Education Area corresponds to the learning outcomes for EQF level The descriptor for the third cycle in the Framework for Qualifications of the European Higher Education Area corresponds to the learning outcomes for EQF level EQF implementation in Europe 6 The EQF has been the catalyst for development of comprehensive national qualification frameworks based on learning outcomes. All countries committed to the EQF consider such national frameworks necessary to make their qualifications comparable across sectors and countries. By April 2015, 24 countries had linked ( referenced ) their national qualifications levels to the EQF: Austria, Belgium (Flemish and French communities), Bulgaria, Croatia, the Czech Republic, Denmark, Estonia, France, Germany, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, 6 Page 13

14 Montenegro, the Netherlands, Norway, Poland, Portugal, Slovenia and the UK. The remaining countries are expected to follow in National Qualifications Framework Description of the NQF National qualifications frameworks (NQFs) classify qualifications by level, based on learning outcomes. This classification reflects the content and profile of qualifications - that is, what the holder of a certificate or diploma is expected to know, understand, and be able to do. The learning outcomes approach also ensures that education and training sub-systems are open to one another. Thus, it allows people to move more easily between education and training institutions and sectors. The design of NQFs rests on two key-principles: NQFs are based on learning outcomes, specifying what learners are expected to know, to be able to do and understand at the end of a learning sequence. This perspective replaces the traditional focus on institutional origin and on the content and profile of qualifications. European countries have overwhelmingly chosen to set up comprehensive frameworks, covering all levels and types of qualifications. This allows a broader view and a focus on the relationship between different qualifications Global inventory of national and regional qualifications frameworks 7 The 2015 edition of the Global Inventory of Regional and National Qualifications Frameworks (thematic chapters and national case studies) was presented at the 5th Asia-Europe Education Ministers Meeting (ASEM ME5) in Riga, Latvia, in April This Inventory provides a broad overview of the status and scope of qualifications frameworks internationally as at the end of It includes the NQFs of eightysix countries and seven regional qualifications frameworks (RQFs). 8 Given the diversity of country contexts, it is remarkable how much consensus exists around the world that qualifications frameworks based on learning outcomes are appropriate tools for the reform and expansion of educational and training provision in ways that will raise skills levels, improve labour market productivity and contribute to sustainable development. 9 7 Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, Chapter Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page 5. Page 14

15 Before 2005 national qualifications frameworks (NQF) had been set up in three European countries: France, Ireland and the United Kingdom. By 2015, frameworks had been introduced in all thirty-eight countries cooperating in the European Qualifications Framework. 10 The following figures reflect the situation: Thirty-four countries are working towards comprehensive NQFs covering all types and levels of qualifications (compared with thirty in 2013). In the United Kingdom (where education is devolved to the individual constituent countries), the frameworks for Scotland and Wales are comprehensive. The Qualifications and Credit Framework for England and Northern Ireland (QCF) includes only vocational/ professional qualifications. Four countries have introduced partial NQFs covering a limited range of qualification types and levels or consisting of separate frameworks operating apart from each other. This is exemplified by the Czech Republic and Switzerland, where separate frameworks for vocational and higher education (HE) qualifications have been developed; by France where only vocationally and professionally oriented qualifications are included in the framework; and by Italy, where frameworks are restricted to qualifications from HE. Twenty-nine NQFs have been formally adopted (compared with twenty-four in 2013). Eighteen countries have reached operational stage (compared with sixteen in 2013). In seven of these Belgium (Flanders), Denmark, France, Ireland, Malta, the Netherlands and the United Kingdom NQFs are fully operational (compared with five in 2013). Thirty-two countries have proposed or adopted eightlevel frameworks (twenty-eight in 2013). Twenty-seven countries have presented referencing reports 3 showing how their national frameworks relate to the EQF. Twenty-fourNQFs are self-certified against the Bologna framework, fifteen jointly with EQF referencing. Nine countries indicate EQF levels on certificates, diplomas or Europass documents (up from six in 2013). By February 2015, twenty-four countries had referenced their national qualifications levels to the EQF: Austria, Belgium (FL, FR), Bulgaria, Croatia, the Czech Republic, Denmark, Estonia, France, Germany, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Malta, Montenegro, the Netherlands, Norway, Poland, Portugal, Slovenia and the United Kingdom. In addition, three countries, Cyprus, Greece and Romania, were in dialogue with the EQF advisory group on the finalization of their reports. The remaining countries are expected follow suit in the near future. It is worth noting that the number of countries in EQF cooperation increased during 2014 from thirty-six to thirty-eight, 4 highlighting the increasing relevance of the EQF. The development of NQFs in Europe also reflects the Bologna process and the agreement to implement qualifications frameworks in European higher education (QF-EHEA). Twenty-four 10 Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page 8. Page 15

16 countries have formally self-certified their HE qualifications to the QF-EHEA. Countries are increasingly combining referencing to the EQF with self-certification to the QF-EHEA. Austria, Bulgaria, Croatia, Estonia, Hungary, Iceland, Latvia, Lithuania, Luxembourg, Malta, Montenegro, Norway, Poland, Portugal and Slovenia have all produced joint reports on both processes, reflecting the priority given to the development and adoption of comprehensive NQFs covering all levels and types of qualification. It is expected that this approach will be chosen by most countries preparing to reference to the EQF in This development reflects the increasingly close cooperation between the two European framework initiatives, which is also illustrated by regular meetings between EQF national coordination points and Bologna framework coordinators NQFs in Europe: common characteristics and challenges NQFs have primarily been designed as comprehensive and to address all levels and types of qualifications (vocational education and training [VET], HE and general education). The remaining countries the Czech Republic, France, Italy and Switzerland have developed frameworks with a limited scope, or have chosen to develop and implement separate frameworks for VET and HE. Some countries, such as Germany and Austria, have agreed on comprehensive NQFs but are taking a stepby-step approach under which some qualifications (for example school, leaving certificates at upper secondary level) have still to be included. 11 The majority of countries have introduced eight-level frameworks. Three exceptions among the recently developed frameworks are Norway and Iceland, both of which have seven levels, and Slovenia, which uses tenlevels. The seven-level framework in Norway reflects the formal education and training structure, which no qualifications are offered below NQF/EQF level 2. One of the reasons that Slovenia chose to adopt ten levels was to better accommodate legacy awards such as magister znanosti. The prevailing similarity of structure among the majority of countries demonstrates that achieving international comparability of the NQF structure is a priority. 12 All countries have level descriptors based on learning outcomes reflecting the EQF level descriptors (knowledge, skills and competence). Evidence shows, however, that many countries combine this with links to inputs, and emphasize that these two approaches are complementary rather than mutually exclusive. 13 Cedefop s evidence (2015a) shows that the roles and functions of NQFs differ between countries and sectors. They range from (a limited number of) frameworks with a regulatory function to (a majority of) frameworks of a descriptive and classification character whose impact can only be an indirect one.14 Furthermore, recent research on the shift to learning outcomes (Cedefop's, 2015b) shows that this principle has been broadly accepted among European policy-makers, and that NQFs have contributed to this shift. This research, building on similar work carried out in 2007 and 2008 (Cedefop, 2009), 11 Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page 9. Page 16

17 demonstrates that the introduction of NQFs is the most important factor influencing policies in this area. While the approach was previously taken forward in a fragmented way in separate institutions and sub-systems, evidence shows that the emergence of comprehensive frameworks has made it possible, to a certain degree, to approach the shift to learning outcomes in a more systematic and, to some extent, more consistent way. In countries such as Belgium, Croatia, Greece, Iceland, Lithuania, Norway and Poland, we can observe that the introduction of frameworks has led to the identification of areas where learning outcomes have not previously been applied or where these have been used in an inconsistent way, even within one education sector. The Norwegian NQF reported a lack of descriptions and standards for advanced vocational training based on learning outcomes (Fagskole), resulting in work to remedy this weakness The European Credit Transfer and Accumulation System (ECTS) and the European Credit system for Vocational Education and (ECVET) The European Credit Transfer and Accumulation System (ECTS) is another tool of the European Higher Education Area (EHEA) for making studies and courses more transparent and thus helping to enhance the quality of higher education. ECTS was instituted in 1989, within the Erasmus programme, as a way of transferring credits that students earned during their studies abroad into credits that counted towards their degree, on their return to studying in their home institution. 16 In the following years, it came to be used not only for transferring credits, on the basis of workload and achieved learning outcomes, but also for accumulating them in institutions degree programs. The main elements related to ECTS are: 17 ECTS credits express the volume of learning based on the defined learning outcomes and their associated workload. 60 ECTS credits are allocated to the learning outcomes and associated workload of a full-time academic year or its equivalent, which normally comprises a number of educational components to which credits (on the basis of the learning outcomes and workload) are allocated. ECTS credits are generally expressed in whole numbers. As statements of what the individual knows, understands and is able to do on completion of a learning process, the learning outcomes are achieved through procedures based on clear and transparent criteria. Learning outcomes are attributed to individual educational components and to programs at a whole. Workload is an estimation of the time the individual typically needs to complete all learning activities such as lectures, seminars, projects, practical work, work placements and individual study required to achieve the defined learning outcomes in formal learning environments. The correspondence of the full-time workload of an academic year to 60 credits is often formalized by national legal provisions. In most cases, workload ranges from 1,500 to 1,800 hours for an academic year, which means that one credit corresponds to 25 to 30 hours of work. It should be recognised that this represents the typical workload and that for individual students the actual time to achieve the learning outcomes will vary. 15 Global Inventory of Regional and National Qualifications Frameworks Volume I: Thematic Chapters, page ECTS Users Guide, 2015, page ECTS Users Guide, 2015, page 10. Page 17

18 Allocation of credits in ECTS is the process of assigning a number of credits to qualifications, degree programs or single educational components. Credits are allocated to entire qualifications or programs according to national legislation or practice, where appropriate, and with reference to national and/or European qualifications frameworks. They are allocated to educational components, such as course units, dissertations, work-based learning and work placements, taking as a basis the allocation of 60 credits per full-time academic year, according to the estimated workload required to achieve the defined learning outcomes for each component. Awarding credits in ECTS is the act of formally granting students and other learners the credits that are assigned to the qualification and/or its components if they achieve the defined learning outcomes. National authorities should indicate which institutions have the right to award ECTS credits. Credits are awarded to individual students after they have completed the required learning activities and achieved the defined learning outcomes, as evidenced by appropriate assessment. If students and other learners have achieved learning outcomes in other formal, non-formal, or informal learning contexts or timeframes, credits may be awarded through assessment and recognition of these learning outcomes. Accumulation of credits in ECTS is the process of collecting credits awarded for achieving the learning outcomes of educational components in formal contexts and for other learning activities carried out in informal and non-formal contexts. A student can accumulate credits in order to: o obtain qualifications, as required by the degree-awarding institution; o document personal achievements for lifelong learning purposes. ECTS helps in the design, description and delivery of programs, makes it possible to integrate different types of learning in a lifelong learning perspective, and facilitates the mobility of students by easing the process of recognising qualifications and periods of study. ECTS can be applied to all programs, whatever the mode of delivery (classroom-based, work-based, distance learning) or the status of students (full-time, part-time), and to all kinds of learning contexts (formal, non-formal and informal). Above ECTS, the European Credit system for Vocational Education and Training (ECVET) is a common methodological framework that facilitates the accumulation and transfer of learning credits from one qualifications system to another. It aims to promote transnational mobility and access to lifelong learning. It is not intended to replace national qualification systems, but to achieve better comparability and compatibility among them. 18 Developed by Member States in cooperation with the European Commission in 2002 after the Copenhagen Process emphasized the need for a credit transfer system for VET, ECVET has now been adopted by the European Parliament and the Council on 18 June The adoption and implementation of ECVET in the participating countries is voluntary. 19 ECVET s purpose is to enable recognition of learners achievements during periods of mobility by creating a structure, bringing a common language, and stimulating exchanges and mutual trust among VET providers and competent institutions across Europe. In the context of international mobility but Page 18

19 also mobility within countries, ECVET aims to support recognition of learning outcomes without extending learners education and training pathways. The aim of the European Credit system for Vocational Education and Training (ECVET) is to: Make it easier for people to get validation and recognition of work-related skills and knowledge acquired in different systems and countries so that they can count towards vocational qualifications; Make it more attractive to move between different countries and learning environments; Increase the compatibility between the different vocational education and training (VET) systems in place across Europe, and the qualifications they offer; Increase the employability of VET graduates and the confidence of employers. ECVET applies to all the experiences obtained in the several sectors of education and learning, these are transferred, recognized and capitalized in order to obtain a certification. This initiative allows the European citizens to obtain more easily the recognition of their trainings, skills and knowledge in another Member States. ECVET is based on 20 : Learning outcomes, which are statements of knowledge, skills and competence that can be achieved in a variety of learning contexts. Units of learning outcomes that are components of qualifications. Units can be assessed, validated and recognized. ECVET points, which provide additional information about units and qualifications in a numerical form. Credit that is given for assessed and documented learning outcomes of a learner. Credit can be transferred to other contexts and accumulated to achieve a qualification on the basis of the qualifications standards and regulations existing in the participating countries. Mutual trust and partnership among participating organisations. These are expressed in Memoranda of Understanding and Learning Agreements. The testing and implementation of ECVET has important complementarities with the following European instruments: The European Qualifications Framework (EQF) and ECVET share the same approach to learning outcomes. EQF levels also provide a reference for ECVET Page 19

20 The Europass documents, namely the Europass Certificate Supplement and Europass Mobility, will integrate ECVET concepts to describe the qualifications and the achieved credit of each single learner. The European Quality Assurance Reference Framework will underpin the implementation of ECVET. European Credit Transfer and Accumulation System (ECTS) for higher education and ECVET will be complementary. The European principles for validation of non-formal and informal learning will benefit from the introduction of ECVET as it will facilitate the validation of non-formal and informal learning in view of achieving qualifications. ECVET is intended to facilitate the transfer, accumulation and recognition of assessed learning outcomes of individuals who are aiming to achieve a qualification in vocational education and training (VET). 21 ECTS and ECVET facilitates and supports students in shaping their own learning pathway through accumulation of credits whether within a certain institution, from institution to institution, from country to country, and between different educational sub-systems and contexts of learning (i.e. formal, non-formal and informal learning), and helping them to build on their individual learning styles and experiences. Like ECTS, ECVET is based on the notion of 60 credits, but the allocation of credits is a different one. Often ECVET is used to record and accumulate assessed learning outcomes, without a conversion in credit points. Therefore, instead of credit conversion, the recognition of learning from VET should be based on learning outcomes. Both the European Credit System for Vocational Education and Training (ECVET) and ECTS are perceived to be relevant, since CPD may be located at any of the eight EQF levels. However, the interface between the two systems is not yet sufficiently permeable and the different professions have differing cultures and national sub-cultures. Discussion on relations between the European credit systems is ongoing and it is hoped, will lead to greater clarity on the use of credits for CPD. Meanwhile CPD providers at levels five to eight of the EQF are encouraged to consider the appropriateness of ECTS credits for purposes of transparency, recognition, accumulation and transfer Europass 22 Europass is a new initiative which aims to help people make their skills and qualifications clearly and easily understood in Europe, thus facilitating the mobility of both learners and workers. The Europass documents have been designed in such a way as to help people chronicle their skills and competences Page 20

21 in a coherent manner, whether they are planning to enroll in an education or training programme, looking for a job, or getting experience abroad. Europass consists of a portfolio of five documents as follows: - Two documents freely accessible, completed by European citizens: the Curriculum Vitae helps you present your skills and qualifications effectively and clearly. You can create your CV online using tutorials or download the template, examples and instructions. the Language Passport is a self-assessment tool for language skills and qualifications. You can create your Language Passport online using tutorials or download the template, examples and instructions. - Three documents issued by education and training authorities: the Europass Mobility records the knowledge and skills acquired in another European country; he Certificate Supplement describes the knowledge and skills acquired by holders of vocational education and training certificates; the Diploma Supplement describes the knowledge and skills acquired by holders of higher education degrees EQAVET EQAVET is a community of practice bringing together Member States, Social Partners and the European Commission to promote European collaboration in developing and improving quality assurance in VET by using the European Quality Assurance Reference Framework ESCO - European Skills/Competences, qualifications and Occupations ESCO is also a Europe 2020 initiative. ESCO is the multilingual classification of European Skills, Competences, Qualifications and Occupations. It identifies and categorises skills, competences, qualifications and occupations relevant for the EU labour market and education and training, in 25 European languages. The system provides occupational profiles showing the relationships between occupations, skills, competences and qualifications. ESCO has been developed in an open IT format, is available for use free of charge by everyone and can be accessed through an online portal. 23 The multilingual ESCO classification is: Composed of three inter-related pillars covering occupations; skills/competences; and qualifications; 23 Page 21

22 Linked to relevant international classifications and frameworks, such as NACE, ISCO and EQF; Available free of charge to all stakeholders through the ESCO portal European Framework for ICT The European e-competence Framework (e-cf) provides a reference of 40 competences as required and applied at the Information and Communication Technology (ICT) workplace, using a common language for competences, skills and proficiency levels that can be understood across Europe. As the first sector-specific implementation of the European Qualifications Framework (EQF), the e-cf fits for application by ICT service, demand and supply organizations, companies, for managers and HR departments, for education institutions and training bodies, including higher education, for market watchers and policy makers, public and private sectors. 24 The European e-competence Framework is structured from four dimensions. These dimensions reflect different levels of business and human resource planning requirements in addition to job/work proficiency guidelines and are specified as follows: 25 Dimension 1: 5 e-competence areas, derived from the ICT business processes PLAN BUILD RUN ENABLE MANAGE Dimension 2: A set of reference e-competences for each area, with a generic description for each competence. 40 competences identified in total provide the European generic reference definitions of the e-cf 3.0. Dimension 3: Proficiency levels of each e-competence provide European reference level specifications on e-competence levels e-1 to e-5, which are related to the EQF levels 3 to 8. Dimension 4: Samples of knowledge and skills relate to e-competences in dimension 2. They are provided to add value and context and are not intended to be exhaustive. Whilst competence definitions are explicitly assigned to dimension 2 and 3 and knowledge and skills samples appear in dimension 4 of the framework, attitude is embedded in all three dimensions page page 10 Page 22

23 3. Empirical analysis by country 3.1. Belgium External factors influencing VET In Belgium 26 Capital: Brussels Official languages: French, German, Dutch Government: federal parliamentary constitutional monarchy Prime minister: Charles Michel Monarch: Philippe Population: Area: km 2 Belgium is a parliamentary monarchy divided into three territorial regions (Brussels-capital, Wallonia, Flanders), hits population divides up into three speech communities (French, German, and Flemish speaking). This segmentation influences directly the domain of the vocational training, as the geographical space does not coincide with the one of regions. The Belgian Constitution establishes the principle of academic freedom and choice. As a consequence, the entire education system is quite decentralised, depending on each of the different organising authorities (ministries, provinces and municipalities, grant-aided private bodies). The education and the training are, since 1994, within the competence of Regions and Communities. Communities handle the education while Regions are responsible for certain aspects of the vocational training: social advancement, reconversion. Considering the limited role of the federal authorities regarding training, the taken initiatives vary according to regions and communities. Education has been compulsory in Belgium for 6- to 18-year-olds since 1982, but the possibility of parttime, alternating work and learning are open to young people aged 15/16 upwards. 26 VET country report Page 23

24 The Structure of the School System 27 The Belgian initial and continuing education and training system 27 Page 24

25 According to the European definition of qualification, the Belgian Government-regulated VET system includes: 28 secondary compulsory education with technical and vocational programs (fulltime and parttime); adult education; higher education with vocational bachelor programs ; apprenticeship and entrepreneurial training; and vocational training for adults, jobseekers, worker and students, organised by the public employment offices. Education is compulsory full-time up to 15 years and part-time as from that age. Currently, programs in the Belgian VET system start at the age of 14, if the pupil follows the normal progression. Until the age of 15, only one provider is in charge of VET in compulsory education: the schools, under the responsibility of the Ministry of Education, in each Community. At the start of the third year of secondary education, the scope of VET extends to new providers besides the schools. Pupils may decide to opt for part-time programs, alternating between work and learning, organised either by schools or by the training organisations of SMEs. Adult education may also provide courses for them or as a partner-provider for schools in some programs. Once students have reached the age of 18, the scope of VET broadens even further. Young people may remain in the education system enter the labour market or go to any public or private vocational training provider. If students leave the education system without a secondary school certificate/diploma, they may progress to adult education. At any time, as of the age of 18 it is also possible to opt for validation via a skills centre to obtain a qualification certificate. Essentially, government-regulated VET systems in Belgium do not really differ in terms of public providers and their basic structure. The same types of structures exist in all regions/communities, but are sometimes known under another name. What really makes the difference is the decision-making and the implementation processes. These refer to regional and community policy statements made every four years within the framework of a new political term and agenda. Specific needs will then be addressed and appropriate implementation decisions will be taken, which for instance refer to specific training pathways or targeted activities Belgium VET in Europe Country report Belgium VET in Europe Country report 2013 Page 25

26 Summary of VET providers and programs VET-programs Vocational secondary education : from the 3 rd year of secondary education to the 6 th Vocational secondary education: 7 th secondary school-year (one additional school year) Vocational secondary education, complementary/ specific qualifications: nursing program (1, 2 or 3 years) Associate degree: nursing Technical secondary education : from the 3 rd year of secondary education Secondary after secondary education, se-n-se (7 th year for complementary qualification) Dual system: part-time education for year-olds Dual system: apprenticeship (15-25 year olds) Secondary Adult Education : to obtain basic and secondary education certificate/diploma Associate degree Patent of higher education Professional bachelor Specific teacher training programme Vocational programs focused on labour market: jobseekers, workers Organised/provided by Schools for secondary education (all Communities) Schools for secondary education (all Communities) Schools for secondary education (BEFR and BEDG) Schools for secondary education (BEFL) Schools for secondary education (all Communities) Schools for secondary education (BEFL) Schools for part-time education: CEFA, CDO, TZU SYNTRA Vlaanderen: in BEFL and Brussels SFPME/EFPME (Brussels) IFAPME (Wallonia) IAWM (BEDG) Centers for adult education, (all Communities) Centers for adult education, university colleges (BEFL) Centers for adult education (BEFR) Adult education (BEFR) University and colleges (BEFL) Centers for adult education: all Communities University colleges and universities: BEFL/ BEDG Flemish Employment and Vocational Training Agency (VDAB, in Flanders and Brussels); Page 26

27 Bruxelles Formation (Brussels); FOREM (Wallonia); Arbeitsamt (BEDG) Entrepreneurial training course, lifelong learning for entrepreneurs and additional courses Validation / recognition SYNTRA (BEFL + Brussels Flemish speaking) SFPME/EFPME (Brussels, French speaking) IFAPME (Wallonia) IAWM (BEDG) Accredited centres (BEFL / BEFR) Secondary education in the VET system Generally speaking, full-time compulsory secondary education consists of six years, between the ages of 12 and 18. Pupils may choose between three pathways after the two first years: technical, vocational full-time or vocational part-time (alternating work and learning). The technical pathway prepares them for a professional career and/or technical higher education. The vocational option is more practice-based and is aimed at direct employment. At the end of the sixth year of technical education, a diploma or a certificate of qualification is awarded that opens up access to further studies or employment. Pupils who opt for the vocational pathway (full-time or part-time) will have to complete a seventh year to receive a full secondary school certificate. In the French and German-speaking communities, both technical and vocational education offer the possibility, in some trades, to follow a seventh complementary qualification year, as well as an additional level in vocational education (one, two or three years) for nursing studies. In the Flemish VET system, the seventh qualification year is now called secondary after secondary education (sen-se) and the supplementary level in vocational education has become the associate degree (organised by secondary schools and adult education). Training provision is available in approximately ten different sectors (agronomy, industry, construction, hotel and catering trades, and more), divided into groups, then into options or trade. Transition from one pathway to another is only possible from the general pathway to VET. Part-time education together with work-based learning for year-olds at school is organised by a center which is usually dependent on a technical and vocational school. The students follow a program of 15 hours: two days at school and three days in an enterprise through a specific work convention (under 18) or a work contract as of the age of 18; they are followed by an attendant. Courses and work experience have to be fully integrated in order to achieve the targets set for the professional programme. A preliminary trajectory might be offered to pupils under 18 who are encountering some orientation and integration difficulties or who are having problems finding an employer. In BEFL, bridging projects are organised in public services or social workshops with close guidance, for those who lack employability skills. Page 27

28 Schools work with sectors (sector covenants, competence or reference centres and enterprises). Advanced Technology Centres in BEFR and Reference Technology Centres in BEFL have been established to upgrade the teaching equipment in technical and vocational curricula and improve quality at school level VET in higher education Higher vocational training consists exclusively of professionally-oriented bachelors and is organised only in colleges. Anyone with a professional bachelor s degree is trained to enter the labour market immediately. With a bridging program, students can also continue on to a master s program. There are currently 57 professional bachelor programs in 22 university colleges, divided into 10 study areas (BEFL). In BEFR, those programs, although they exist, are not yet connected to the VET system. In BEDG, a dual bachelor training was introduced in the study of financial services and accounting in the academic year This training offers operational practice (two to three days per week in operation) both in the IAWM centers (ZAWM) and at the Autonomous University College (AHS) after completion of secondary education and a successful internship in the appropriate field of occupational activity. This training results in an entrepreneur certificate as well as an internationally-recognised bachelor Adult education and training The system is central to lifelong learning because it allows the recognition of skills from formal, nonformal or informal learning to pursue a learning path that can lead to qualifications corresponding to full-time education. To be admitted to training, one must at least 15 years old and have completed the first two years of secondary education, or be 16 and have the necessary level for the option selected. There is no admission fee for young people under 18, jobseekers, persons with disabilities and other welfare recipients. Basically, adult education consists of three levels of education: basic education, secondary education for adults and higher professional education. In BEFL, there exists a level just underneath the bachelor: the associate degree [ ECTS (European Credit Transfer System), which has 63 different programs on offer. This corresponds more or less to the superior education patent (certification) organised in the BEFR system. Adult education is modularised and organised through a coherent system of training credits. Any training unit can be combined with others in order to achieve a comprehensive set of skills for a profession, a professional qualification or an educational qualification. It offers training modules from the level of literacy to the tertiary-type short or long [in BEFR, in some programs only. In BEFL, adult basic education is organised by centers for adult basic education (CBE); all other training programs are organised by centers for adult education (CVO). The system does not offer graduate courses at bachelor level but it is possible to undertake high-level training through other educational programs for adults (evening classes at university colleges and universities). Page 28

29 Adult education makes it possible to obtain diploma or certificates for basic education, secondary education, specific educational qualifications for teachers, qualification certificates of higher education (BEFR) and associate degree (BEFL), vocational Bachelors and Masters, for certain professions in BEFR). In all communities, adult education works closely with all VET providers, both public and private Apprenticeship and entrepreunarial training Four organizations manage apprenticeship and entrepreneurial training in Belgium: SYNTRA Vlaanderen in BEFL and Brussels for the Flemish-speaking apprentices IFAPME in Wallonia SFPME/EFPME in the Region of Brussels for the French-speaking apprentices IAWM in BEDG They are under the responsibility of the Ministry of Employment and Vocational Training for Middle Class in Brussels; the Ministry of Employment and Vocational Training in Wallonia; one Ministry for all VET in BEDG and the Ministry of Work and Social Affairs in BEFL, except for pupils still in compulsory education who fall under the supervision of the Ministry of Education. These structures are public bodies with a management committee composed of the regional social partners and a Government commissioner. Only the SFPME is an integrated service within the French Community Commission administration in charge of vocational training for French-speaking trainees living in Brussels. The training centres are mostly non-profit organisations. They work with sectorial and professional committees to keep in touch with the world of self-employed people and enterprises. They all provide four different programs : apprenticeship, entrepreneurial training, continuing training for entrepreneurs assistance and training for entrepreneurship and business creation. Apprenticeship Apprentices are allowed to enter and to remain within this system if they are between 15 (after successful completion of the first two years of secondary education) and 25 years of age or even up to 30 in BEDG. To enter the system they must sign an apprenticeship contract with an employer. However, most of the organizations have put in place measures to coach those who encounter problems either to find an enterprise or to prepare themselves better for it. Apprentices under the age of 18 still have the status of pupil. He or she complies with compulsory education and is still entitled to child allowance; nevertheless they receive a fixed apprenticeship allowance from the employer. The employer is the main instructor of the young people during the apprenticeship period. The secretary/counsellor who guides the apprentice has also an important role of coaching and acting as the interface between the training center and the employer. The system allows the majority of professions to be learned through the apprenticeship model (some professions require higher qualification levels, such as accountant, insurer, etc.). Regional labour market specificities may also influence the training supply: the maritime Page 29

30 sector in BEFL and the wood industry in Wallonia and BEDG. After successfully completing the general education section and the professional section (practice in company and courses), the apprentice can obtain a range of certificates and may opt for a job in the company, become an employer; go on to entrepreneurial training or to further education. Entrepreneurial training Entrepreneurial training varies in length between one and three years. It is aimed at those who wish to set up their own business and also at their employees. The training mainly takes place during evening sessions, but is also offered during the day or at the weekend. The course is open to participants from the age of 18, who have complied with the compulsory school attendance requirement. For some professions entrance requirements are stricter, e.g. real-estate. IFAPME is ruled by a new decree (of 30 May 2013) creating among other things, a new training option: the assistant manager Other forms of training Public training services and competent authorities in each Region/Community work in close collaboration with private training providers in order to meet specific needs reach certain target groups or further complete their own ranges of training programs on offer. This category includes mainly: private subsidised partners (non-profit associations); sectorial funds training centers for sectors managed by social partners and approved private, unsubsidised training centres [most often for languages and information and communication technology (TIC, technologies de l information et de la communication) provision], which are not dealt with here. All Communities organise continuing adult education through partnerships with local non-profit associations primarily aimed at developing people s social and cultural skills. Although these activities are not directly linked to VET, they offer the opportunity to become better integrated by participating in local events which contribute to social cohesion, local community integration and citizenship. Private subsidised partners More often than not, these are non-profit associations, operating regionally. Some are grouped together (as a federation in charge of the integration pathway) dealing with the target groups that are the most vulnerable, under-qualified and furthest removed from the labour market. They are approved by the region or community and have signed agreements with public training and employment organisations. In BEFR, there are socio-professional integration bodies called OISP, (Organisme d insertion socioprofessionnelle,), which provide on practical training in companies or workshops. These associations provide different training activities such as literacy program, basic training, pre-training for specific professions and trades, on-the-job training and training for jobseekers with disabilities. 162 bodies are approved by the Walloon Region and 41 in Brussels. There are also local missions (nine in Brussels) and regional employment bodies or MIREs (11 in Wallonia) which are reception centres, determining requirements and offering guidance. They work with all local training operators and the regional employment service. Page 30

31 Transposition of European Qualification Framework The three Communities have (or are about to have) their own certification framework. While the Dutchand French-speaking communities have been working on national frameworks since , the German-speaking community started developing its own qualifications framework (Qualifikationsrahmen Deutschsprachiger Gemeinschaft) (QDG) only recently, the decree establishing the QDG having been adopted by the parliament in In the development phase, the Dutch- and French-speaking communities have been following different pathways, reflecting the substantial institutional and political differences in education and training between the two. Despite adaptation to each specific context, all three frameworks present substantial similarities. Further, an amendment to the Belgian Federal Law on general structure of the education system was adopted in 2012, stating that European qualifications framework (EQF) levels will be used as a common reference for the three communities in Belgium, addressing the challenge of linking the three frameworks, and potentially easing mobility of Belgian citizens within the country. At this stage, however, all three frameworks will be referenced separately to the EQF The French-speaking community 30 The French community of Belgium has been working on a NQF in reference to the EQF since Three distinct political authorities are involved in the work : a) the French community (consisting of inhabitants of the French-speaking area of the Walloon region and the French-speaking inhabitants of Brussels); b) the Walloon region; c) the French Community Commission in the Brussels-Capital region (Commission communautaire française de la Région de Bruxelles-Capitale) (COCOF). Although the idea of an NQF (and its link to the EQF) received support, how to integrate the qualifications framework for higher education within a comprehensive NQF has been much debated and has delayed the process. The current proposal dates from 2010 when the three governments of the French community agreed on the principle of creating a qualifications framework with double entry, one for educational qualifications and one for professional qualifications, placed into eight levels and consistent with descriptors of the EQF. Full implementation of the framework requires that progress is made on adoption of the legal basis. The legislative process has been delayed from the original deadline of early This means that the framework has yet to move into an operational stage. Development of the French-speaking qualifications framework for lifelong learning (cadre francophone des certifications pour l apprentissage tout au long de la vie) (CFC) is seen as an integral part of 30 Publication Analysis and overview of NQF developments in European countries. Annual report 2014 Page 31

32 evolution of the existing education and training system, to improve overall transparency and collaboration, easing mobility and supporting individual learning pathways for citizens. The CFC is an important instrument for strengthening use of learning outcomes and for referencing to the EQF, but it is neither seen as an instrument for reform of existing institutions and structures, nor is it perceived as having any regulatory role. At this stage of development it has been decided to include only qualifications delivered by public providers; however, a possibility of considering opening up later to other qualifications is mentioned in the 2013 referencing report. LEVEL DESCRIPTORS AND LEARNING OUTCOMES An eight-level structure has been designed, using two blocks of terms: knowledge/skills and context/autonomy/responsibility. The descriptors developed by the Flemish qualifications framework have been used as a basis, but adjusted according to conditions of the region. For levels 5 to 8, descriptors are designed based on the Dublin descriptors. In higher education, a guide has been produced, to help higher education institutions define their learning outcomes to fit into common competence reference systems. Autonomy of universities means that the decision to apply learning outcomes has to be made by the institution itself, resulting in varying approaches. There is little information on extents of actual use of learning outcomes, apart from in university colleges. Here, the new competences reference systems are gradually being implemented. In compulsory education and training, a competence-based approach is well established. Learning outcomes are described in terms of socles de competences and competences terminales. For adult education (including higher education short cycles, bachelors and masters) the term used is capacités terminales. In vocational education and training (VET), work is continuing to define and describe qualifications in terms of learning outcomes, to meet the need for shared reference systems for VET. Since 2010, regional continuous vocational education and training (CVET) providers have developed a common procedure of certification (recognition of prior learning (reconnaissance des acquis de formation) (RECAF)), based on common standards and common standards for assessment, with a competence-based approach. The SFMQ is playing a particularly important role as regards learning outcomes, both for initial VET (vocational compulsory education) and CVET (education for adults and public providers of vocational training in Wallonia and Brussels). Descriptions of qualifications are based on the job profiles (professional standards) defined by the social partners. Common training profiles are then defined by providers. These profiles are declined in units of learning outcomes compatible with the European credit system for vocational education and training (ECVET) specifications. Page 32

33 VALIDATING NON-FORMAL AND INFORMAL LEARNING AND LINKS TO THE NQF Two terms are used in the French-speaking community of Belgium to refer to validation of non-formal and informal learning: validation and valorisation. Validation refers to a possibility of obtaining a recognised title or certification, while valorisation of experience refers to procedures that allow access to education and granting credits for prior experience. Validation is used in the so-called system of validation of competences (validation des competences) in continuous vocational training. This provides a certificate, titre de compétences which is a legal document, recognised by the Walloon region, French community and COCOF. It can be used to obtain a qualification and it also holds value in the labour market. At the moment there is discussion on how these titres de compétences will be linked or not to the NQF and EQF. Valorisation of experience (validation des acquis de l expérience) (VAE) relates to adult education (enseignement de promotion sociale), universities and higher education (hautes écoles). These four, validation of competences and three VAEs, constitute four different systems governed by different legal frameworks, guidelines and procedures. The standards for validation are now the same as those in the formal system. SFMQ is responsible for drawing up these standards. They are based on occupation standards elaborated by social partners (profils metiers), and corresponding training standards (profils de formation) elaborated by education and training stakeholders. The different training providers (initial and continuous education) and the validation of competences consortium are supposed to base their programs on using the profiles drawn up by SFMQ as common reference standards. They are expressed in learning outcomes and a system of units compatible with ECVET. Qualification and training profiles are developed in close consultation with sector representatives and the unions. These profiles specify the competences required for each occupational profile, with associated indicators. Discussions continue on how the four systems can be further integrated and how to create bridges between them. The four different systems are working together in four areas: a) statistics: looking into what indicators can be used and carrying out impact analysis of validation practices; b) network of researchers: a network of people at universities or other bodies interested in and doing research on validation issues; c) common portfolio: creating a common online way of recording all the learning experiences; d) common guidance: common guidelines are developed that can be used for all the four systems. Page 33

34 Referencing to the EQF Referencing to the EQF is an integral part of the overall work on the NQF, and for French-speaking Belgium, the referencing process is ongoing. A NCP for EQF referencing was established in September Once established (following legal adoption of the framework), the steering and positioning authority will take on these responsibilities. The draft referencing report (referencing the CFC to the EQF) was presented to the EQF advisory group in December The report encompasses a thorough description of the education and training system in French-speaking Belgium, an account of the context and development of the CFC, and a section on how the CFC and adjoining development processes and responsibilities meet the 10 referencing criteria. There is no overview of where the concrete qualifications are to be placed in the CFC so far, reflecting the ongoing process of legal formalisation, but plans for the positioning and implementation process are described. Table 1 Level correspondence between EQF the CFC and the EQF CFC Level 8 Level 8 Level 7 Level 7 Level 6 Level 6 Level 5 Level 5 Level 4 Level 4 Level 3 Level 3 Level 2 Level 2 Level 1 Level The Flanders-speaking community 31 On 30 April 2009 the Flemish Parliament and Government in Belgium adopted an Act on the Qualification Structure (kwalificatiestructuur) (Government of Flanders, 2009) introducing a comprehensive qualifications framework. The framework, The Flemish Community of Belgium is responsible for education and training policy and legislation in the Flemish region and for Dutch-speaking education institutions within the Brussels-capital region. The Flemish qualification structure is a classification of Flemish qualifications using an eight-level qualification framework based on an eight-level structure described in two main categories of knowledge/skills and context/autonomy/responsibility, was formally referenced to the EQF in June To be put into practice, however, the original 2009 Act required additional political and legal clarifications. Most remaining issues were addressed during 2011, paving the way for a six-month pilot phase from autumn Actual implementation of the framework started January/February 2012 and has gained speed since then. The Flemish qualifications framework (FQF) can now be deemed fully 31 Publication Analysis and overview of NQF developments in European countries. Annual report 2014 Cedefop, 2015 Page 34

35 operational. Compared to most other countries, qualifications are assessed individually (as opposed to block-wise placement). This is clearly time and resource demanding, but can strengthen credibility of the framework. The road from formal adoption to implementation has proved more timeconsuming than originally predicted. These delays have partly been caused by a need for further legal instruments (implementation decrees on professional as well as educational qualifications), and partly by negotiations with the social partners on how to link and level professional qualifications to the framework. The March 2014 update of the European qualifications framework (EQF) referencing report (Government of Flanders and AKOV, 2014), reports on significant progress during 2013 and 2014; by mid-2014 approximately 120 professional qualifications will have been included in the framework. The number of educational qualifications is now also increasing. Level descriptors and learning outcomes The term competence plays a significant role in Flemish education, training and employment policies and is used as an overarching concept. Competence and learning outcomes are used as interchangeable terms in education and training. Descriptors The FQF is based on an eight-level structure described by categories of knowledge, skills, context, autonomy and responsibility. Compared to the EQF, FQF descriptors are more detailed, in particular for lower levels. A main difference is the FQF does not use competence as a separate descriptor category but considers it as an overarching term and uses it interchangeably with learning outcomes. A main feature of the Flemish framework is use of context as an explicit element of the descriptors. The context in which an individual is able to function is seen as an important part of any qualification. This can be seen as a criticism of EQF descriptors which contain contextual elements, but fail to treat them explicitly. Descriptors are used to describe two main categories of qualifications: professional and educational. A professional qualification is based on a set of competences allowing an individual to exercise a profession and can be achieved both inside and outside education. An educational qualification is based on a set of competences an individual needs to participate in society, start further education and/or exercise professional activities. An educational qualification can only be acquired through education and in institutions recognised by the Flemish authorities. The distinction between professional and educational qualifications is applied for all eight levels of the framework; this offers potential for highlevel qualifications in parallel with traditional academic institutions. Learning outcomes and competences Progress on practical implementation of principles of learning outcomes/competences has made progress in recent years. The VET sector is probably the most experienced in this field. A competencebased approach is well integrated, referring to professional requirements in the labour market. Use of competences in initial VET in recent years has been inspired by Dutch developments (in particular the upper secondary vocational education (middelbaar beroepsonderwijs) (MBO) reform). Discussions Page 35

36 between SERV and the government in 2010 and 2011 on implementing the framework can be seen as part of this process; how can occupational competence standards be translated into learning outcomesbased professional qualifications and then attributed a level in the FQF? Learning outcomes are also present in general education, for example in setting learning objectives in national core curricula. Developments in higher education have been influenced by the Bologna process, but are mainly dependent on initiatives taken by single institutions or associations of higher education institutes. While reflecting a diverse situation, a clear shift to learning outcomes has taken place in recent years in Flanders. VALIDATION OF NON-FORMAL AND INFORMAL LEARNING In Flanders, the term Erkennen van Verworven Competenties recognition of acquired competences (RAC) is used to refer to validation of non-formal and informal learning. RAC can be used to gain admission to an education and training programme, to request exemptions from (parts of) the study programme and to obtain a work experience certificate. Each sector, education, work, culture, sports have their own policies for RAC and thus, arrangements in each sector differ. A concrete step in development of an integrated policy was approval of the NQF and its subsequent implementation that aims at integrating different systems for validation. There has been increased cooperation between sectors and willingness to create a single framework linking validation processes to the Flemish qualifications structure. The NQF describes eight levels of qualifications that can be obtained through formal, informal or non-formal learning. Since 2011, departments of education and training, work and social economy and culture, youth, media and sports started discussing development of an integrated approach towards RAC, based on qualifications from the NQF. A secondary school diploma can be obtained through an exam committee if not finished within the prescribed years. A process for recognising non-formal and informal learning has been in place in universities and university colleges since September Each institution elaborates its own rules of procedure. Procedures result in proof of acquired competences (bewijs van bekwaamheid) which can then lead to appropriate exemptions/shortened study duration and credit certificates and/or a proof of qualification. There are also exams for people over 21 to access higher education, although there is debate if this constitutes RAC of the secondary school diploma or not. On formal education, the Flemish Decree of 15 June 2007 defines exemptions linked to modular organisation of educational programs. All programs (modules) at centres for adult education are developed based on course profiles approved by the Flemish Government. Centres for adult education provide an evaluation for each module. Exemptions can be granted based on credits for prior learning and/or evaluation of competences. Arrangements set up by the departments essentially aim at recognition of non-formal and informal learning through a certificate of work experience (Ervaringsbewijs) created by a decree approved on 30 April People can receive a certificate of work experience if they demonstrate they have acquired the skills needed to perform an occupation. Professional competence profiles are translated into standards by SERV and the social partners. Although certificates of work experience are granted Page 36

37 by the government, they are, at this stage, not equivalent to a diploma. While awaiting a new integrated framework (RAC based on the NQF), certificates of work experience services will be continued. REFERENCING TO THE EQF Referencing to the EQF was completed in June 2011 (Government of Flanders and AKOV, 2011). The referencing process was coordinated by AKOV. AKOV is also the EQF national coordination point for Flanders. The Flemish government decision to reference to the EQF in mid-2011, pending placing professional qualifications in the FQF, was discussed by the EQF advisory group. Lack of clarity in professional qualifications made it difficult for other countries to judge how Flemish qualifications compared to their own. Taking this criticism seriously, an updated referencing report was submitted in March This report responds to the points made by the EQF in 2011 and provides a detailed overview of developments since then. Following implementation of FQF during 2012 and 2013, these levels are now filled with qualifications. It should be noted that numbers of qualifications at each level are changing continuously. Belgium- Flanders qualifications framework NQF levels Educational qualifications Professional qualifications 8 Doctor Recognised professional qualifications 7 Master (January 2014, 55 included) Master after master (January 2014, two included) 6 Professional bachelor (January 2014, 19 included) Academic bachelor (January 2014, 21 included) Bachelor after bachelor (January 2014, six included) Recognised professional qualifications (January 2014, one included) Recognised professional qualifications (January 2014, one included) EQF levels Page 37

38 5 Recognised professional qualifications (January 2014, two included) 4 Upper secondary general education Technical secondary education (third stage)artistic secondary education (third stage) Supplementary general adult education 3 Secondary vocational education, second year/third stage 2 Adult basic education Second stage of secondary vocational education 1 Primary education Recognised professional qualifications (January 2014, 17 included) Recognised professional qualifications (January 2014, 38 included) Recognised professional qualifications (January 2014, 41 included) Recognised professional qualifications (January 2014, 18 included) Page 38

39 Analysis of the database French speaking part of Belgium A. Secondary Education: vocational and technical education Secondary education is arranged in four tracks: general, technical, artistic and vocational. Referring to EQF level 4, a Certificate of the 3d Degree of Secondary education can be reached at the end of one 6th year of technical of transition or qualification. In the vocational track, an extra seventh year of secondary education is needed to obtain the the Certificate of higher Secondary education (CESS). The Certificate of higher Secondary education is provided by technical institutes and vocational institutes. The certificates of qualification taken into account for the access to this training program can come from the secondary education of full exercise (humanities technical and vocational) or of alternation (CEFA) or social advancement. Qualification / Degree Number of Institution s Duration EQF Level Programme CESS and CQ6 in Computer Sciences = Technician in IT 38 3d Degree = 2 years EQF Level 4 Hardware, installation of OS and software, installation and administration of networks, installation and configuration of servers. CESS and CQ6 = Technician in Multimedia 3 4th degree = 1 year EQF Level 4 Programming languages, operating systems and software, multimedia development, IT,... In the French part of Belgium 38 schools offer these kind of training, in the secondary education of full exercise. At the end of the course, the learners receive a Certificate of technical higher Secondary education, a qualification giving them access to the job market. This qualification of technician in IT is based on computer maintenance that assists students on managing the installation of computers, the interventions on networks. These kinds of training are not really focused on computer programming. By contrast, the orientation Technician in multimedia focuses on fundamental concepts relating to programming languages and multimedia development. At the end of this training program, a pupil obtains the CESS and the CQ6 in the end of 6th. This form of learning is referring to EQF Level 4. Page 39

40 None of the qualifications at level 4 (EQF) are potentially related to training for the development of mobile applications. B. Higher education training In the Higher level, the formation is sanctioned by a Bachelor s degree if it comprises 180 ETCS and if it is a 3 years-program; it is sanctioned by a certificate if it counts less than 750 periods; it is sanctioned by a certificate of higher education (Brevet d enseignement Supérieur) when it comprises minimum 120 ETCS or 1400 periods and is a 2 years-program. General admission requirement for a bachelor s program, if students do not hold the Certificat d Enseignement Secondaire Supérieur or its equivalent, universities arrange an admissions examination, which gives entry to HE at universities and Hautes Ecoles, Ecoles supérieures des Arts and Instituts supérieurs d architecture. There is an exam for entry on to engineering courses. 32 (Source : Université Catholique de Louvain 33 ) Page 40

41 CERTIFICATE OF HIGHER EDUCATION (BREVET D ENSEIGNEMENT SUPÉRIEUR) Formations leading to obtaining the Certificate of higher education: correspond to the first cycle of higher education; are vocational and correspond to level 5 on the EQF; holds 120 ECTS a year; has a duration of two years. In the French part of Belgium, one program is offered in the area of IT, namely the Certificate of Higher Education in Web developper, which contains the the following characteristics : Training Duration of the training ECTS Web developer 2 years 120 ECTS EQF Level Study Program 5 i.e. web environment and web technology, database management system, introduction to programming, design, CMS, static and dynamic Web application, scripts servers, etc. PROFESSIONL BACHELOR S DEGREES The Wallonia Brussels Community offers a wide variety of professional bachelor s in field of IT, referring to level 6 on the EQF. These study programs holds 180 ECTS and are vocationnal. Some of them are proposing specific modules linked to mobile applications, namely the Bachelor s degree in Business Computing, the Bachelor s degree in Computer Science and systems with the optional course information technologies, Bachelor in Computer Sciences,... Training Bachelor s degree in Business Computing (Bachelier en informatique de gestion) Number of Institution s Duratio n of the training ECT S 23 3 years 180 ECT S EQF Program Leve l 6 i.e. architecture analysis and project management of computer application, design of databases, principle of programming (algorithms), data exploitation, programming languages, design of Web applications, design of mobile applications, development of software, operating systems and network. Page 41

42 Bachelor s degree in Computer science and systems, optional course: information technologies (Bachelier en Informatique et Systèmes : tehnologies de l information) Bachelor s degree in Computer science and systems, optional course: networks and telecommunication s (Bachelier en Informatique et Systèmes : réseaux et téléccommunication s) 5 3 years 180 ECT S 3 3 years 180 ECT S EQF Leve l 6 EQF Leve l 6 A special emphasis is given to the databases, the design and the programming of web applications and to the development of mobile applications. i.e. network and systems infrastructure, introductory course on telecommunications, database management, different categories of programming languages, objectedoriented programing, introduction to computer systems : OS and networks, creation of websites, database management systems, relational databases, analog and digital electronics, electricity, networks, web and mobile programming, i.e. architecture, operating systems, programming languages, networks management, microprocessors, Bachelor s degree in Computer science and systems, optional course: industrial IT (Bachelier en Informatique et Systèmes : Informatique industrielle) 4 3 years 180 ECT S EQF Leve l 6 i.e. industrial IT, Software workshops, Industrial networks and laboratories, Architecture and networks engineering of the networks, electronic techniques, Programming language C, C++, Electronics of interfacing, digital techniques, microprocessors and micro assembler Laboratory of technique of the microprocessors and micro assembler, micro processing applications, Page 42

43 C. APPRENTICESHIP In the French Community part of Belgium, there is only one program connected to the mobile applications: Multimedia Products Designer. The training duration (apprenticeship period) is 1 year and involves a six months in-house training in selected companies. As regards its main features, we can find: Degree/ Certificate Institution Duration of the training Program Certificate : Multimedia Products Designer IFAPME (Walonia)/ SFPME (Brussels) 1 year The holder of the certificate is able : To communicate in the multimedia environment To conceive visual graphic supports various ones To carry out media products To manage multimedia projects D. CONTINUING ADULT EDUCATION Social advancement courses dedicated to mobile applications A very large number of social advancement courses for adults are available in the field of IT, with modules dedicated to mobile applications. Among the training programs initiated in the French Community of Belgium, mention should be made of the Bachelor s degree in Business Computing with the optional course as Analyst- Programmer. Degree Bachelor s degree in Business Computing (Bachelier en informatique de gestion Analyste Programeur) Number of Institutions Duration ECTS of the training 3 years 180 ECTS EQF Level Program 6 i.e. programming languages Java and C#.Net, UML and Design Patterns, Windows and Linux networks, databases Oracle and MySQL, mobile programming (smartphones and tablets),.. Non-formal continuing adult education Trainings for job seekers in the field of Communication and Information Technologies (TIC) are traditionally associated with certificates and diplomas issued by education and training operators organized by the Regional entities: Page 43

44 In CHARLEROI between CEFORA asbl, FOREM Formation and Technofutur TIC asbl In CINEY between CEFORA asbl, FOREM Formation and Technobel In LIÈGE between CEFORA asbl, FOREM Formation, Talenteo and Technifutur In MONS between CEFORA asbl, FOREM Formation and TechnocITé asbl These institutions propose to the job-seekers training programs in the field of web and mobile applications. The most training programs last less than 6 months. After the completion of their training, trainees receive a Certificate of participation. Program.NET developer mobile-oriented FrontEnd developer Create your applications for iphone or ipad.net developments for SmartPhones and/or tablets - 1.Net development for SmartPhones and/or tablets - 2.Net development for Windows Phone.Net development for cloud environment.net developer mobile-oriented Java developr Java developer Alfresco-oriented Enterprise Java Beans 2.1 (J2EE) Expert C# 2.0.NET programming Mobile applications and project management Java : to develop a XML application Java Swing and creation of distributed applications JAVA developer Security under.net Silverlight Mobile applications developer IOS-Android Certified.NET developer Create a mini-application in PHP/MySQL Laboratory of Java programming Mobile applications developer Institution Technocité Technocité Technocité Technocité Technocité Technocité Technocité Technocité Technocité Technocité Technocité Technocité Technocité Technocité Technocité Technocité Technocité Technocité Technocité Bruxelles Formation Bruxelles Formation Bruxelles Formation Bruxelles Formation Bruxelles Formation Page 44

45 Dutch speaking part of Belgium A. Upper secondary general education - Technical secondary education In technical secondary schools several curricula were developed in the field of IT, including learning outcomes about mobile apps. As in the French speaking part of Belgium, we distinguish two different education forms dedicated to IT. That is why the education system in Belgium is categorized as highly tracked and it causes large differences between schools as well. These qualifications are referring to EQF level 4. - TSO (technical secondary education) emphasis on general and technical matter. The education, with practical classes, prepares on a profession or on a pass to higher education - BSO (vocational secondary education) is a practice-oriented type of education in which young people learn a specific occupation in addition to receiving general education. Degree/ Qualification Number of Institution s Duration of the training EQF Learning outcomes IT Management (IT & networks) Informatica beheer (IT & Netwerken) 44 3d degree Technical + 1 year for 7th year vocational training Level 4 i.e. The training program lies on managing computer equipment and software, on efficient solving problem situations, on accompanying users and on optimising the functioning of computers. Industrial computer techniques Industriële computertechnieken Industrial ICT (Orientation Toegepaste informatica) 19 3d degree Level 4 Technical + 1 year for 7th year vocational training Level 4 i.e. Installation, maintenance and repairing of computer systems and networks in industrial environments: computer interfaces, microcontrollers, computers maintenance, communication techniques, operating systems, i.e. Installation of computer systems and networks in industrial environments, both hardware and software interfaces between computers and application, information exchange with computers and production systems, use of modern technologies, programming languages and operating systems,.. Interactive multimedia techniques (Interactieve multimediatechnieken) 4 3d degree Level 4 i.e. Data communication, network technologies, software, programming languages, computer security, objectoriented programming and Java-script, Multimedia Multimedia Technical + 1 year for 7th year vocational training Level 4 i.e. Multimedia production: design and maintenance of websites, online and offline publications, programming of websites, Page 45

46 B. Higher education in Flanders HIGHER PROFESSIONAL EDUCATION In the higher education database in Flanders, the study programs are clustered into 4 categories: Degree programs : bachelor s and master s programs Exchange programmes, Postgraduate programmes, Continuing education. PROFESSIONAL BACHELOR The hogescholen (High schools) offer a 3 year programme of professional Education. This bachelor degree is a professional or vocational bachelor, and minimum one bridge-year will be required for having access to master studies. Related to mobile applications, high schools offer one full degree programme in at least 5 different study areas, each of them representing 180 ECTS and refer to EQF Level 6. Applied Computer Sciences. Realisation in Product Design. Visualisation and Communication in Product Design. Multimedia and technology management. Degree/ Qualification Bachelor s degree of Electronics-ICT Bachelor s degree of digital media: Multimedia production Bachelor s degree of Interactive multimedia design Number of Institution s ECTS EQF Learning outcomes ECTS EQF LEVEL ECTS EQF LEVEL ECTS EQF LEVEL 6 i.e. Communicative training, computer Technology, electronics, data networks, programming, system administration, webdesign and usability, webscripting, business economics, computer security, networks, system administration, web programming, i.e. These trainings combine design and techniques to create multimedia products. The student learns webdesign and webscripting, programming languages, multimedia publishing and 3Dtechnology. i.e. Develop multimedia, especially multimedia applications for the web: build of interactive Internet websites, databases, basis of objectoriented program, PHP, illustrator, Flash, Photoshop, Rich Media Applications to build, Page 46

47 Bachelor s degree of Multimedia and technology management 180 ECTS EQF LEVEL 6 Interactive marketing, principles of business administration and project management. i.e. web design, multimedia, computer architecture and networks, programming, graphic design, 3D-modelling, operating systems, telecommunication and audios and video technology. Bachelor s degree of Applied Computer Science orientation application development ECTS EQF LEVEL 6 i.e analysis and programming applications using several programming languages (Java, C#.NET,ASP.NET, Flex, ) and for several platforms ((Windows Phone7, Android, Apple ios, ). Networks and system management (computer networks, intranet, server management), develop company solutions such as ERP-systems and business Intelligence,... HIGHER VOCATIONAL TRAININGS: HBO5 As part of adult training, the Flemish Community proposes the hoger beroepsonderwijs 5 (HBO5), which is between the level of secondary education and the Bachelor degree. The Graduaat Certificate is awarded by a secondary education school or a Centre for adult education (CVO) after completion of this course of higher vocational education. This Graduaat Certificate refers to qualification level 5 on the EQF. Three of the training programmes that were offered introduce to concepts in the field of mobile applications. CERTIFICATE Number of Institutions Duration the training of EQF Industrial Computer Science Computer Science Computer Science - programming 6 CVO centrums 2 years Level 5 Level 5 2 years 45 CVO centrums Level 5 2 years Page 47

48 SYNTRA SYNTRA-network exists from 5 training centres with in sum 24 SYNTRA-campuses. The Syntra network proposes 3 courses for adults in the field of mobile applications. These kind of trainings offer only a certificate. Certificate Number of Institutions Duration of the training Program Analyst Programmer 1 year i.e. Analysis, Project management, Programming C#.net, Programming C#.net - Sourcecontrol - Asp.net Asp.Net, Databases (Basis Queries, Data T SQL, Stores Precedures, Advanced Topics) Project Management Multimedia developer 2 centrums SYNTRA 1 year 3,5 days/week Webmaster - Webdesigner Internet- and website management, Grafic techniques for webmedia, dynamic webtechniques, multimedia, video, 3D animation multimedia postproduction Webdesigner 6 centrums SYNTRA 1 year C. Lifelong learning programs for adults The region s employment and training agency, VDAB, proposes 2 programmes to job seekers in the field of mobile applications, namely:.net developer with C met C# Java developer VDAB proposes as well an e-learning program: Webdesign: Apps to develop its own mobile app. Page 48

49 3.2. France Institutional features Capital: Paris Official languages: French Government: Unitary semi-presidential constitutional republic President: François Hollande Prime minister: Manuel Valls Population: Area: km2 France is an indivisible, secular, democratic and social Republic. Its institutions are currently governed by the Constitution of 4 October 1958, called the Constitution of the 5th Republic. Legislative power is held by Parliament, which consists of two chambers, the National Assembly and the Senate. Parliament draws up and passes laws, and monitors government. Executive power is shared between the President of the Republic and the government. Elected for five years by universal direct suffrage, the President of the Republic appoints the Prime Minister and the members of the Government. He or she heads the Council of Ministers, promulgates laws and is the head of the armed forces. The government, led by the Prime Minister, decides and conducts the Nation s policies. Each member of the Government is placed at the head of a group of services, which constitute his ministerial department and over which he exercises hierarchical authority. Within this system, primary and secondary education are the responsibility of the Minister of National Education; higher education the responsibility of the Minister of Higher Education and Research; and finally, continuing vocational training is the responsibility of the current Minister of Labour, Employment, Vocational Training and Social Dialogue. Currently in France, there are three levels of territorial authority: the municipalities (36,571 in mainland France as of 1 January 2012)5, the departments (96 excluding overseas departments) and the regions (22 in mainland France, plus 4 overseas). The territorial authorities are public structures that are separate from the State, and therefore enjoy legal and financial autonomy. They are managed by councils or deliberative assemblies elected by universal direct suffrage, and by executive bodies generally drawn from the public service. The departmental and regional levels are also under Government jurisdiction, and are represented by prefects. For this reason, the organisation of decentralised Government services is based on the same territorial divisions. Page 49

50 The status of French overseas territories can differ. Some of them, like Guadeloupe, Martinique, French Guyana, La Réunion and Mayotte, are departments and regions. Others have the status of Overseas authorities, with varying degrees of jurisdiction and autonomy. Since the 1980s, territorial authorities (regional, departmental, municipal) have had responsibilities for the implementation of national policies, in particular relating to vocational training and the management of educational premises. Page 50

51 The Structure of the School System The French initial and continuing education and training system Page 51

52 Initial vocational education and training In France, initial education refers to young people at school and university and to apprentices. It includes general education, technical education and, in certain areas, vocational education. In general coming after the educational basics, its aim is to prepare young people for working life. The French system of initial education and training is structured into three principal levels: first degree education, which includes pre-primary and primary education; secondary education, divided into two levels; and finally, higher education. Pre-elementary education is provided in nursery schools. Although optional, it is nevertheless attended by virtually all French children between the age of 3 and 6. Elementary education, lasting 5 years (age 6 to 11), is compulsory. It is provided in elementary schools. The first stage of secondary education is also compulsory. Provided in France s collèges (junior high school), this education lasts 4 years (age 11 to 15). The national brevet des collèges (lower secondary level diploma) assesses the knowledge and skills required by students at the end of lower secondary school. This qualification is not a condition for access to the senior classes. The second stage of secondary education is provided in lycées (senior high school) for 3 years (age 15 to 18). There are three educational streams: the general stream, the technological stream and the vocational stream. The national baccalaureate marks the end of secondary education in the general and technological stream, as well as in the longer curriculum of the vocational stream Continuing education and training Employees and job seekers can work towards vocational diplomas as part of continuous vocational training. Organisations that can provide training for them include les groupements d établissements (Greta) de l Éducation nationale (groupings of national education establishments). Page 52

53 The Gretas are formed by state schools, collèges (lower secondary), lycées (upper secondary schools), lycées technologiques (technological upper secondary schools) and lycées professionnels (vocational secondary schools): o which group together depending on their geographical proximity; o that pool their skills; o that make up one of the largest networks of adult education providers. Present in all regions, 211 Gretas including sites train some adults every year. These can be employees, civil servants, job seekers, young people, older people Gretas can: o offer general courses, language courses, refresher courses, trade courses...; o help individuals to work towards vocational diplomas (Certificat d aptitude o professionnelle, Baccalauréat professionnel,brevet de technicien supérieur) ; o adjust the length and content of courses according to the needs and objectives of individuals: the employee or the job seeker can build his or her own course and spread it over time; o offer services such as the skills audits, support for validation des acquis de l expérience (accreditation of life experience) or careers advice NQF The setting up, in 2002, of the National Committee on Vocational Qualifications (CNCP) and the National Register of Vocational Qualifications (RNCP) signalled the establishment of the French national qualifications framework. Supported by the system for validation of non-formal and informal learning (validation des acquis de l'expérience (VAE)), the French framework can be seen as belonging to the first generation of European qualifications frameworks. While more limited in scope than the new comprehensive NQFs now developing throughout Europe, in its focus on vocationally or professionally oriented qualifications, its regulatory role is strong and well established. Several stakeholders consider the existing five-level structure dating back to 1969 to be in need of replacement, possibly by an eightlevel structure more closely aligned with the EQF. It is, for the moment, unclear when a new structure could be put in place. The framework was referenced to the EQF in October 2010, using the original five-level structure. The EQF levels, and their alignment with the five-level structure, are clearly indicated in databases as well as in certificate and diploma supplements. A new referencing report will be submitted as soon as a revised structure is in place. Page 53

54 Level descriptors and learning outcomes The original five-level structure introduced in 1969 was used as the basis for referencing the French framework to the EQF in The French qualification system has developed considerably since these levels were agreed in 1969, so development and introduction of a more detailed structure of level descriptors is seen as necessary. In 2011, the National Council of Statistics (CNIS) commented on the need for a new level structure (CNCP, 2010) by stressing that it...would like to see these reflections lead to a new classification of certifications that take into account changes in the structure of qualifications and the links set up within European higher education. French classification Qualification Level Level V Short vocational secondary diploma such as Certificat d Aptitude Professionnelle CAP Level IV Diploma such as the baccalauréat professionnel (Vocational baccalauréat) Level III Diploma after two years of postbaccalauréat education such as the Brevet de Technicien Supérieur (BTS) or the Diplôme Universitaire de Technologie (DUT) Level II Bachleor type diploma such as the Level I Licence Professionnelle Masters-type diploma (such as the ingénieur diploma) and doctorate ISCED International classification equivalent 3c b European Qualifications Framework Levels 6 7 and 8 Alhough it is likely that a seven- or eight-level structure will be chosen (based on technical work carried out so far), it is now unclear when a new draft structure could be presented. A particular issue is how the new structure will link to occupational standards, notably the national ROME and the international ISCO. The discussion is also closely related to the question of whether qualifications corresponding to EQF levels one and two will play any role in the future. This latter question is linked to labour agreements and negotiations on minimum wages and is particularly complicated. In contrast to the use (to now) of the 1969 level structure as a basis for the French framework, there is a common policy on learning outcomes (expressed as competence ) covering the entire (vocationally and professionally oriented) education and training system. This approach is broadly accepted within initial vocational Page 54

55 education and training, and gradually so by institutions operating at higher levels of education and training. The approach was strengthened by the 2002 law on validation of non-formal and informal learning (VAE) and its emphasis on learning outcomes as the basis for awarding any kind of certified qualification. The learning outcomes approach has only been partially introduced in higher education. Traditionally, university qualifications have been input-based and very much focused on knowledge and research. The new law of August 2009 (Loi sur les responsabilités et libertés des universités) creates the obligation for universities to set new services dedicated to employability. This law requires universities to improve their learning outcomes descriptions, both for employers and students. The learning outcomes descriptions form the basis on which higher education qualifications are approved by the CNCP, a process which has to be renewed every four years. The Ministry of Higher Education and Research has issued (September 2012) detailed criteria for writing learning outcomes for bachelor level (licences) divided into the following main areas: (a) common generic competence; (b) pre-professional competences; (c) transferable competences; (d) specific competences related to broad, disciplinary subject areas. There are also many inter-university teams working on learning outcomes with the triple purpose of helping the implementation of the VAE, the registration of degrees in the RNCP, and employability of students. A systematic effort is now being made to support the introduction and use of a learning outcomes-based perspective, in particular for higher education. A nationwide process was initiated in and regional meetings have been/are being held explaining the rationale behind this approach. Initial vocational qualifications are defined according to the same logic as for higher education qualifications, in terms of skills, knowledge and competences. There are different forms of VET provision, though, influencing the way learning outcomes are assessed, following four main approaches: (a) qualifications based on training modules, the learning outcomes of each module being assessed separately; (b) qualification based on a two-block approach, theory and practical experience, the learning outcomes of the two blocks being assessed separately; (c) qualification linked to a single, coherent block of learning outcomes/competences requiring a holistic approach to assessment of learning outcomes; (d) qualification based on units of learning outcomes, which can be assessed separately, and capitalised independently of any kind of learning process. All four operate using a learning outcomes/competence-based approach, though in different ways. The emphasis given to transparency is demonstrated by the way the French NQF uses the Europass certificate supplement. This format is seen as important for transparency and as relevant at all levels, including higher education. The supplement has been strengthened as regards competence/learning outcomes. The main focus is on the three descriptor elements knowledge, skills and competences but the link to quality assurance and to validation of non-formal and informal learning is also addressed by the framework. Page 55

56 Validation of non-formal and informal learning Recognition and validation of non-formal and informal learning outcomes is directly linked to formal qualifications, as VAE specifically aims at the award of an official formal qualification (certification). VAE procedure can be organised for all qualifications registered in the RNCP, except when a qualification is linked to a regulated profession (where activity made without the corresponding qualification is illegal). No changes have been made to the legislative framework for validation in recent years but, according to the European inventory, reform is currently under discussion at interministerial level with a view to simplifying the current provisions in the Labour and Education Codes concerning VAE. This reform will bring clarification but is not expected to change significantly the purpose or the content of the procedure or governance systems. Other key policy objectives at the interministerial level are encouraging use of VAE among the less qualified and improving monitoring and data collection systems based on common indicators used at regional level Referencing to the EQF Work on referencing to the EQF has been under way since 2006 and the referencing report was presented to the EQF Advisory Group (EQF advisory group) in October From the start, referencing involved all ministries, social partners and other stakeholders (represented in the CNCP). The referencing work was also supported by the EQF test and pilot projects, notably the Leonardo da Vinci Net-testing project. The result of the referencing can be seen in Table 2. Page 56

57 The referencing table shows the limitations of the five-level structure in terms of specificity and ability to reflect the diversity of qualifications covered by the French framework. This is exemplified by level 1 (highest) which covers both master and doctorate, and by level 5 (lowest) which covers all initial qualifications. The (lack) of low level vocational/professional qualifications has posed a particular challenge. Looking at the qualifications covered by the current level 5, it could be argued (from learning outcomes) that this broad category of qualifications covers both levels 2 and 3 of the EQF. A political decision has been made, however, to refer all these qualifications to level 3 of the EQF. Several of the countries represented in the EQF AG expressed some concern over this decision. Members of the advisory group argued that the absence of lower level qualifications in the French framework (in a worst case scenario) could prevent migrants holding qualifications at EQF level 1 or 2 from entering the French labour market, given that equivalents officially do not exist in the French system. Debate on this issue is now also evident at national level in France. Timing for presentation of an updated referencing report to the EQF AG is now uncertain and will depend on revision of the level-structure and possibly on clarification of how to deal with the lower levels of vocational/professional qualifications Analysis of the database In qualification systems, the officially recognized training is imparted by training providers but there is not a unique training reference for the various professional profiles. So it is difficult to precisely know the structure of the training contained in each of these recognized certifications. All qualification that leads to officially recognized certifications are contained in the National Directory of Professional Certifications. The certifications included in the inventory are recognized throughout the national territory. There are classified by training levels and by sectors of activity. The French system establishes five levels of qualification but they are also officially referred to the European Qualifications framework Qualitative and quantitative analysis The certifications are classified by training levels and by sectors of activity and France establish five levels of qualification but they are also officially referred to the European Qualifications framework. None of the qualifications at levels 3 and 4 (EQF) potentially related to training for the development of application for mobile devices were actually connected to the desired profile. There are 15 qualifications for the training related to app developers equivalent to EQF level 5: EQF Level Number of qualifications Details 5 15 Programmer analyst, Interactive media integrator, Automation and industrial computing programmer Page 57

58 analyst, Web integrator technician, Head of works on computers and networks, Web integrator technician, Developer analyst, Web designer/webmaster, Web developer Multimedia applications developer, BTS informatics and networks for industry and technical services, Developerintegrator of intranet solutions, BTS informatics and networks for industry and technical services, Developerintegrator of intranet solutions, BTS computer services in organizations, Multimedia graphics artist, BTS digitals systems option A: informatics and networks, Professional diploma software developer These training courses have duration of hours and the contents connected with app developers have to do with programming languages. Page 58

59 3.3. Germany Institutional features Capital: Berlin Official languages: German Government: Federal parliamentary constitutional Republic President: Joachim Gauck Chancellor: Angela Merkel Population: Area: 357,168 km2 Germany is a republic and a democracy, it is a Federal State, made up of sixteen States Regions (or Member States). These regions have certain characteristics which move closer to them to the status of State full, in particular because they possess their own government, their own organs of judicial exercise of power and in certain domains their own legislature. In a general way and unless it is specified in the Constitution ( Grungesetz), the state skills are decentralized and exercised by States. The governance of Germany is made through a cooperation between States and through a cooperation between States and federal government. The legislation and the administrative management concerning the education and the culture are first of all of the responsibility of States. In the field of the vocational training, States are responsible for the part of the training organized in the professional schools. Page 59

60 The structure of the school system The German initial and continuing education and training system Page 60

61 This illustration gives an overview of the training in the German system: Page 61

62 Transposition of the European legislation Germany is implementing an eight-level national qualifications framework (NQF) for lifelong learning based on learning outcomes (German qualifications framework for lifelong learning (Deutsche Qualifikationsrahmen für lebenslanges Lernen (DQR)). It was formally launched in May 2013 by the joint resolution of the Standing Conference of the Ministers for Education and Cultural Affairs, the Federal Ministry of Education and Research, the conference of Ministers for Economics of the Länder and the Federal Ministry of Economics and Technology ( 1 ). This resolution creates prerequisites for further steps of DQR implementation (establishment of federal government/länder national coordination points and indicating EQF levels on new certificates and diplomas). A complete list of allocated qualifications to DQR levels and the DQR manual are included as annexes to the joint resolution (2 ). Currently, the DQR does not comprise all formal qualifications. It includes the main VET and higher education qualifications. Qualifications from general education (including the general school leaving certificate Allgemeine Hochschulreife) are not yet included in the framework and consequently not linked to the EQF. A decision on which levels will be included has been postponed and will be reviewed after a five-year period. The DQR is a result of lengthy development work which started in 2006, when the Federal Ministry of Education and Research (Bundesministerium für Bildung und Frauen) (BMBF) and the Standing Conference of the Ministers for Education and Cultural Affairs of the Länder (Kultursminister Konferenz) (KMK) agreed to work together on it in response to the emerging European qualifications framework. Following extensive preparatory work, a proposal for a German NQF was published in February This proposal provided the basis for extensive testing to be followed by full-scale implementation. The piloting stage (May-October 2009) used qualifications from four selected sectors (information technology (IT), metal, health and trade) as a testing ground to link qualifications to DQR levels. A broad range of stakeholders, including experts from school-based and work-based VET, continuing education and training, general education, higher education, trade unions and employers, collaborated in testing the proposal. Following evaluation of the testing phase, amendments to the original proposal were introduced, for example to level descriptors. A final agreement on a comprehensive DQR was adopted in March 2011 by the German qualifications framework working group (Arbeitskreis DQR) (DQR, 2011). At a high-level meeting on 31 January 2012, stakeholders extended the agreement to align important qualifications from vocational education and training (VET) and higher education to DQR levels Level descriptors and learning outcomes An eight-level structure has been adopted to cover all main types of German qualifications. Level descriptors describe the competences required to obtain a qualification. The overall structure is guided by the established German terminological and conceptual approach referring to the ability to act (Handlungskompetenz). The DQR differentiates between two categories of competence: professional and personal. The term competence lies at the heart of the DQR and signals readiness to use knowledge, skills and personal, social and methodological competences in work or study situations and for occupational and personal development. Competence is understood in this sense as comprehensive action competence (see Table 1). Methodological competence is understood as a transversal competence and is not separately stated in the DQR matrix. The German DQR expresses only selected Page 62

63 characteristics; the comprehensive and integrated notion of competence, underlying the DQR has a strong humanistic and educational dimension (12). Descriptors are expressed as alternatives, such as field of study or work and specialised field of study or field of occupational activity. The table of level descriptors (DQR matrix) and a glossary are included in the DQR outline. The broad and inclusive nature of level descriptors, using parallel formulations, makes it possible to open up all levels to different kinds of qualifications. This means that higher levels are not restricted to qualifications awarded within the Bologna process. Each reference level maps comparable, rather than homogeneous, qualifications. One key principle of DQR is that alignment takes place in accordance with the principle that each qualification level should always be accessible via various educational pathways (DQR, 2011, p. 6). Orientation to learning outcomes is increasingly becoming standard in education, vocational training and higher education (BMBF and KMK, 2013, p. 96). In VET, continuous development of the ability to act concept (Handlungskompetenz), introduced in the 1990s, has gradually assumed a key role in a qualifications definition, with clear input requirements about place, duration and content of learning. Competencebased training regulations and framework curricula with learning field have been developed. Competence orientation is also characteristic of the reform process in general education and development of national educational standards (Bildungsstandards). They currently exist for German and mathematics in primary education (Hauptschule); German, mathematics and first foreign language for the intermediate leaving certificate (Realschule); and German, mathematics and foreign language for the upper secondary school leaving certificate (Abitur) (ibid. p. 98). In higher education, the modular structure and a learning outcomeoriented description of study modules are key prerequisites for approval of a study course. Page 63

64 Validating non-formal and informal learning and links to the NQF Germany does not have an overall strategy for validation. Development of the NQF has, however strengthened work on validation. A working group is examining how to link learning outcomes of nonformal education to the DQR (15). There are, however, various arrangements that permit full or partial recognition of informally or non-formally acquired competences. Legislation for validation of nonformal and informal learning is in place in VET. This includes the external students examination under paragraph 45 (2) of the Vocational Training Act and paragraph 37 (2) of the Crafts Code. These arrangements lead to award of a full qualification (equal to those formally acquired) in a recognised apprenticeship trade. Admission to the external exam is subject to specific employment requirements (1.5 times the length of the formal programme). The Vocational Qualifications Assessment Law (BQFG), introduced in April 2012, provides individuals with the right to have their foreign acquired qualifications matched to a German qualification by a competent authority. Appropriate work experience can be used for recognition where formal certificates are missing (see BQFG paragraph 3, Section 1), although the law focuses on comparison of formal qualifications. General education school leaving certificates can be also acquired through an external examination (Schulfremdenprüfung, Externenprüfung) in all Länders, fulfilling the residence and minimum age requirements as well as evidence of appropriate examination preparation. In higher education, two decisions of the KMK provide the basis for validation. The first refers to access to higher education for qualified workers and is in place since March People that hold certain vocational qualifications, without a proper upper secondary qualification, can be admitted to higher education. The second refers to granting credits for competence acquired at work. Procedures to credit non-formal and informal learning were developed and tested in the transitions from VET to higher education (Übergänge von der beruflichen in die hochschulische Bildung) (ANKOM) initiative ( 16). According to these decisions, knowledge and skills acquired outside the higher education system can be recognised up to a maximum of 50% if content and level are equal to the equivalent of formal qualifications. There are also several initiatives below legislative level, in form of projects or different stakeholders programs. These relate mainly to identification and documentation of learning outcomes and are not generally linked to NQF developments. One of the most successful initiatives is the ProfilPASS system. It is a system of counselling and documentation of learning outcomes based on biographical methods. A working group was set up by the BMBF to explore possible ways of creating a systematic approach to validation, including a possibility of further developing ProfilPASS into a validation instrument. The German Federal Council (Bundesrat) clarified that a decision on whether, when and how to implement arrangements for validation will be decided at national level (see Bundesrat, 2012). Page 64

65 Referencing to the EQF The joint steering committee set up by the federal government and the Länder in 2007 is in charge of referencing, supported by the DQR office. The referencing report was presented in December Gradually from January 2014 EQF and NQF levels feature on VET certificates and higher education diploma supplements. German master craftsperson certificates show corresponding NQF and EQF levels. Like the bachelor s degree, they are related to level 6. From an education and training policy perspective, this is considered a milestone ( 17). Allocation to level and reference on certificates signal the high value and quality of this qualification. In Germany, VET qualifications are placed on nearly all NQF/EQF levels with three year apprenticeships leading to level 4. Page 65

66 Qualitative analysis 1. Institution Qualification, degrees, certificates Vocational State-certified schools in all technical parts of assistant for Germany computer science Professional training schools in different Länder Certified (R) informatics / in - Software Technology Duration E Programs of the Q training F 2 years 3 rufid.do?_pgnt_act=gotoanypage&_pgnt_pn=0 &_pgnt_id=resultshort&status=a01 2 years 4 idart=141; Professional school and Higher Education Institutions in all parts of Germany IT specialist for application development 3 years 4 rufid.do?_pgnt_act=gotoanypage&_pgnt_pn=0 &_pgnt_id=resultshort&status=a01; atiker-anwendungsentwicklung/ Technical college Schmalkalden (State University of Applied Science) University Hof (State University of Applied Science) Bachelor Science Mobile Computing Bachelor Science Mobile Computing of in of in 3 years years 6 ebot/mobile-computing-bsc.html Technical college Bingen (State University of Applied Science) University Nordhausen (State University of Applied Science) Bachelor Science Mobile Computing of in Bachelor of Engineering in Internet- Technology and Applications 3,5 years 6 3,5 years, 210 ECTC 6 Page 66

67 State University Cooperative Baden- Württemberg Mannheim University Mittweida (State University of Applied Science) Bachelor of Science in Application Management (dual: repeating 3 months at Hochschule, 3 months at company) Bachelor of Engineering in Mobile Media 3 years, 210 ECTC 3 years, 180 ECTC German Chamber Commerce of Certified Systems Manager IT EXAM 6 fte-it-entwicklergepruefte-it-entwicklerincertified-it-systemsmanager.html?tx_sbrowser_pi1[pimode]=6&tx _sbrowser_pi1[sort]=label_profilename%3a0 &tx_sbrowser_pi1[page]=- 1&tx_sbrowser_pi1[exportfenster]=0&tx_sbro wser_pi1[extended_search]=0&tx_sbrowser_pi 1[abschlussart]=7&tx_sbrowser_pi1[suchspekt rum]=title&tx_sbrowser_pi1[seminarbeginn]= &tx_sbrowser_pi1[umkreissuche]= 0.1&tx_sbrowser_pi1[pointer]=0&tx_sbrowser _pi1[seminardauer_step]=6&tx_sbrowser_pi1[ seminarpreis_step]=6 Page 67

68 Quantitative analysis EQF Level Number of Details qualifications 3 1 Staatlich geprüfter Technischer Assistent für Informatik. 4 2 Staatlich geprüfte(r) Informatiker/in - Softwaretechnologie Fachinformatiker/in für Anwendungsentwicklung 6 7 Bachelor of Science in Mobile Computing Bachelor of Science in Mobile Computing Bachelor of Science in Mobile Computing Bachelor of Engineering in Internet- Technology and Applications Bachelor of Science in Application Management (dual: repeating 3 months at Hochschule, 3 months at company) Bachelor of Engineering in Mobile Media Geprüfter IT-Entwickler / Geprüfte IT- Entwicklerin (Certified IT Systems Manager) Page 68

69 3.4. England & Northern Ireland Institutional features Structure of the School System Transposition of European Qualifications There is no single comprehensive NQF covering all levels and types of qualification in England and Northern Ireland. The QCF mainly addresses vocational and pre-vocational education and training (VET) areas; it does not include secondary general education (school leaving certificates) or higher education, qualifications which are covered by the framework for higher education (FHEQ). The QCF was referenced to the EQF in 2009 and the FHEQ to the European higher education area framework in There is currently no formal link between these two frameworks, but comparison is aided by use of parallel level approaches supporting transparency. The QCF is a regulatory credit and qualifications framework for England, Wales and Northern Ireland. It is presented as a reforming framework (Ofqual, 2014) covering all levels and types of qualification, although with the important exception of secondary and (most) higher education qualifications. The QCF recognises skills and qualifications by awarding credit for qualifications and units. It is supposed to enable people to gain qualifications at their own pace along flexible routes; it was formally adopted after a two-year trial period in autumn The Office of Qualifications and Examinations Regulation (Ofqual) is responsible for the daily running of the framework (taking over from the now disbanded Qualifications and Curriculum authority (QCA). The FHEQ is not a regulatory framework but introduces some common objectives (benchmarks) to be pursued voluntarily and provides a language of communication supporting transparency and the positioning of qualifications to each other Main policy objectives of the QCF and the FHEQ While the policy objectives of the QCF and the FHEQ may be seen to complement each other, they also differ in important respects. QCF The QCF can be traced back to the framework for national vocational qualifications (NVQ) established in This framework operating with five levels was set up to deal with a diverse national VET system. As stated by Lester (Lester, 2011), the NVQ framework was developed to impose some order in this apparent chaos and classify qualifications according to their level and occupational sector (Lester, 2011, p. 206). The NVQ framework was heavily criticised as being too rigid in its application and too narrow in its scope, mainly addressing work-based awards. In 2003, it was replaced by the NQF for England, Northern Ireland and Wales. This framework introduced an eight plus one approach, combining eight ordinary qualifications levels with an entry level for basic skills. The main difference to the NVQ approach was broader scope, addressing both work and school-based (vocational) awards. The QCF was designed, from 2003 and onwards, to replace the NQF and cover all publicly funded qualifications, including general and vocational education, but excluding degree-awarding institutions Page 69

70 (higher education) (1). The QCF (tested between ) has the same number of levels as the NQF (number of levels) but departs significantly by using (Lester, 2011, p. 207)... units rather than qualifications (...) as the primary currency, and all units would carry a credit rating based (as in higher education) on one credit equalling 10 notional hours of learning. The QCF sets out a series of strategic benefits of the new framework: (a) the framework is simple to understand, flexible to use and easy to navigate; (b) the framework is responsive, so employers and learning providers can customise programs of learning/training to meet particular needs; (c) unit achievement is recognised and recorded; (d) all learners have an individual learner achievement record; (e) improved data quality in relation to qualifications and achievement for users, stakeholders and government; (f) the introduction of the QCF reduces administrative bureaucracy and costs. The QCF is characterised by: (a) introducing a regulatory and reforming approach; (b) integrating not only qualifications, but also units, placed on levels; (c) integration of credits; (d) a direct link to individual learners (the learner achievement record). When introduced, the framework was embedded in a wider political and institutional context and seen as an instrument directly supporting national education and training policy reform. In this respect the framework can be described as tight or strong, as it has been by some commentators (Tuck, 2007). The change of government policies since 2011 has directly influenced the role of the QCF. The 2014 evaluation of QCF raises questions on the regulating role of the framework and it is expected that a wide-ranging review will take place in the next year. The scope of the QCF also seems to be under review: while the framework was originally designed to include all publicly funded qualifications, Ofqual refers now (Ofqual, 2014) to adult vocational qualifications. FHEQ A separate FHEQ has been established for England, Northern Ireland and Wales. This framework has five levels and is based on the concept that qualification is awarded for demonstrated achievement. These levels are comparable to levels 4 to 8 of the QCF, although a different approach (descriptors) is used to describe them. The five levels of the FHEQ are differentiated by a series of generic qualifications descriptors that summarise the knowledge, understanding and the types of abilities that holders are expected to have. The FHEQ is certified against the qualifications framework in the European higher education area (Bologna), but not against the EQF. The attitude of FEHQ in relation to the EQF is significantly different from that signalled by the QCF. A scoping group was set up in 2008 to explore the relationship between FHEQ and the EQF, concluding that, while they support the lifelong learning goals of the EQF, the group was not aware of any additional benefits which might accrue to the higher education sector at present by referencing the FHEQ to it. The group recommends that the position can Page 70

71 be reviewed, taking into account development of the EQF and the Bologna process and monitoring of levels of interest expressed by professional, statutory and regulatory bodies Stakeholder involvement Responsibilities for regulating the QCF and NQF are distributed between the Office of Qualifications and Examinations (Ofqual) in England and the Council for Curriculum, Examinations and Assessment in Northern Ireland. The QCF was originally developed, tested and implemented by the QCA. When this body was disbanded following the change of government in 2011, Ofqual took over main responsibility for implementing the framework. The responsibility for the FHEQ lies with the Quality Assurance Agency for Higher Education (QAA) Framework implementation The future role of the QCF is currently being discussed; the background document for the evaluation refers to practical experiences in implementing the QCF between 2008 and The following is stated regarding strengths of the QCF, (Ofqual, 2014, p. 24): (a) the QCF provides a structure within which the relative size and value of qualifications can be expressed using consistent terminology, providing the essential characteristics of a descriptive qualifications framework. Frameworks help learners to make informed decisions and assist in decisions on funding and recruitment; (b) the existing level structure seems to work well. The current eight levels and three entry levels are suggested to be kept also in the future; (c) the qualifications framework makes it possible to explain to learners how qualifications relate to each other and also ensures that awarding institutions design and market their qualifications accurately. This function needs to continue. However, while these descriptive functions are seen as important, the consultation document raises fundamental questions over the reforming and regulatory role played by the QCF: (Ofqual, 2014, p. 24) Our review of the QCF did not identify any issues with the use of descriptive frameworks, just with the prescriptive design features required by the regulatory arrangements for the QCF. The main issues raised (Ofqual, 2014, pp ) are: (a) while the structure of the QCF was designed to support credit transfer, in practice there have been very low levels of take up for this and the projected benefits of a credit system have not been realised; (b) unit sharing (2) has not contributed to reducing the number of qualifications; after the introduction of the QCF the number of qualifications/units has increased by ; (c) there is a feeling that the requirement to unit share has damaged innovation and development; (d) regulatory arrangements impose an approach to assessment which requires students to satisfy all assessment criteria. This leads to over-assessment. The unit level focus is not easily compatible with synoptic and end-point assessment; (e) the overall validity of qualifications is not sufficiently addressed; the focus on unit assessment draws attention away from overall validity. While these are the main points made by Ofqual, responses to the consultation will show whether other stakeholders share these views. Ofqual, in line with what is said above, suggests removing existing regulatory arrangements for the QCF and replacing them with general conditions for qualifications currently administered by Ofqual. Page 71

72 Level descriptors and learning outcomes The QCF comprises nine levels from entry (subdivided into entry levels 1 to 3) to achievement at level 8. The descriptors provide a general, shared understanding of learning and achievement at each of the nine levels. They are designed to enable their use across a wide range of learning contexts and build on those developed through the Northern Ireland credit accumulation and transfer system, the existing level descriptors of the NQF, and a range of level descriptors from frameworks in the UK and internationally. The five upper levels are intended to be consistent with the levels of the FHEQ in England, Wales and Northern Ireland. Level is an indication of the relative demand made on the learner, the complexity and/or depth of achievement, and the learner s autonomy in demonstrating that achievement. The level descriptors are concerned with the outcomes of learning and not the process of learning or the method of assessment. The indicators for each level are grouped into three categories: (a) knowledge and understanding; (b) application and action; (c) autonomy and accountability. Apart from the levels, the QCF consists of a system of units and credits. One credit is based on 10 hours of learning, regardless of where and when the learning took place. The QCF also includes principles for assembling qualifications from units, specifying which units must be achieved for each qualification. A set of principles for recognising prior certified and non-certified learning is also included. The learning outcomes approach underpins the English and Northern Irish qualifications systems. Actively promoted since the 1980s, this perspective is broadly accepted and implemented Validating non-formal and informal learning There is no comprehensive validation strategy or policy covering all sectors of education in England or Northern Ireland. Recognition of prior learning (RPL) is understood to refer to recognition of prior non-formal and informal learning. In relation to the QCF, RPL can lead to the award of units or full qualifications. In higher education, it is used for both admissions and exemptions, but most university regulatory frameworks limit RPL credit to between half and two thirds of an award. RPL is available through the QCF that awards formal qualifications. Individuals can apply for exemption from credits based on their work-based learning. Non-formal certificated learning (employer in-house training, adult and community learning or other types of certified training) can also serve to provide credit exemption. Unlike the QCF, the NQF does not include any reference to RPL. Further, the QCF enables a much wider application of RPL than the NQF, because its units of assessment allow for wider recognition of a set of achievements, as individuals do not have to demonstrate completion of a full qualification to be awarded credit. In higher education, the fundamental premise of the FHEQ is that qualifications should be awarded based on achievement of outcomes and attainment, rather than years of study. The responsibility for RPL (formerly referred to as accreditation of prior (experiential) learning) lies with the awarding organisation (as that is where ultimate responsibility for academic standards lies). Although there is no legislation that regulates RPL for higher education, there is a long tradition of RPL and encouraging mature students to participate. Since 2010, the QAA has introduced the quality code for higher education. This sets out the expectations that all providers of UK Page 72

73 higher education are required to meet (the code applies to England, Wales, Northern Ireland and Scotland). Each expectation is accompanied by a series of indicators that reflect sound practice, and through which providers can demonstrate they are complying. RPL is given significantly more emphasis in the new quality code and is specifically included in a chapter entitled assessment of students and the RPL (Chapter B6, which refers only to experiential learning, not credit transfer) as well as in the chapter on admissions (Chapter B2). Recording progress and achievement in non-accredited learning (RARPA) is another route by which individuals can have their prior learning validated. It relates mainly to adult and community learning and is compulsory in some specific projects, mainly related to second-chance education. Guidance on the application of RARPA has been prepared by the National Institute for Adult and Continuing Education which also provides events and training for practitioners in the application of RARPA. There are also many qualifications not included in the QCF, NQF or FHEQ which can be achieved through validation, as it is up to the learning provider to decide what processes individuals are required to undertake to obtain the qualification in question Referencing to the EQF The QCF was referenced to the EQF in February 2010 as a part of the overall UK referencing process. The relationship was established as shown in Table 1. The FHEQ is not referenced to the EQF. While this option was discussed during the referencing process, agreement was not reached. As the five upper levels of the QCF are consistent with the FHEQ, an implicit and indirect link is established. Preparations are under way for presenting an updated referencing report to the EQF advisory group. Such a report would make it possible to revisit the linking of the FHEQ to the EQF. Page 73

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75 Quantitative and Qualitative analysis Plenty of FE Accredited IT qualifications provide progression for those who wish to develop or support ICT as a career. These training are based on National Standards and developed in collaboration with e- skills UK. The database a wide range of qualifications ranging from NQF Entry Level Qualifications (Level1) to the Higher Level Qualifications (Level 4 in the NQF or above) including vocational and work-related qualifications. This report will focus on training from level 3 to Education Level 3 Diploma (QCF) There are a number of qualifications available at NQF Level 3 in the field of Information Technology, Applied Computing, Applied Information Technology, Information Technology, Software Engineering, Computer Studies. At this level NQF Level: there is a large number of accredited qualifications : AS and A level Advanced Extension Award Cambridge International award International Baccalaureate Key Skills level 3 NVQ level 3 Advanced diploma Progression diploma BTEC award, certificate and diploma level 3 BTEC National OCR National Cambridge National Example of Level 3 Diploma : AS & A levels Award/ Certificate/ Diploma AS in Applied ICT (three units); AS in Number of qualifications CCEA Level 3 Advanced Subsidiary GCE in Information and Communication Technology EQF Levels EQF Level 3 Page 75

76 Applied ICT Double Award (six units) OCR Level 3 Advanced Subsidiary GCE in Applied Information and Communication Technology GCE in Applied ICT (six units); or Pearson Edexcel Level 3 Advanced Subsidiary GCE in Applied Information and Communication Technology CCEA Level 3 Advanced GCE in Applied Information and Communication Technology OCR Level 3 Advanced GCE in Applied Information and Communication Technology Pearson Edexcel Level 3 Advanced GCE in Applied Information and Communication Technology EQF Level 3 GCE in Applied ICT Double Award (twelveunits) Pearson Edexcel Level 3 Advanced GCE in Applied Information and Communication Technology (Double Award) EQF Level 3 Example of Level 3 Diploma : BTEC Related to EQF Level 3, BTEC Nationals provide specialist, work-related learning across a range of sectors. Delivering the knowledge, skills and understanding students need to prepare for their chosen career, BTEC Nationals offer progression to higher or further education or into employment. BTEC Level 3 Nationals are equivalent in standard to A levels. They re suitable for students aged 16 and over. BTEC Nationals are delivered in further education colleges, sixth-form colleges, schools and other training providers. o o o o Pearson BTEC Level 3 90-credit Diploma in IT (QCF) Pearson BTEC Level 3 Diploma in IT (QCF) Pearson BTEC Level 3 Extended Diploma in IT (QCF) Pearson BTEC Level 3 Subsidiary Diploma in IT (QCF) Other level A qualifications with relation to the field of mobile apps: o o OCR Level 3 Advanced Subsidiary GCE in Computing City & Guilds Level 3 Award for IT Users (ITQ) (QCF): C&G L3 SPECIALIST SOFTWARE - IPHONE APPS Page 76

77 All qualifications are Level 3 in the National Qualification Framework (NQF). EQF Level 3 Qualification provide an introduction to computing and equips pupils with the necessary study skills to succeed in higher education. They will be introduced to essential concepts of computer programming, practical IT skills and mathematical concepts and techniques to further understanding of computing Education Level 4 Diploma in the field of ICT (QCF) The qualification is equivalent to the first year of an IT degree qualification in the university system. On successful completion of the qualification students will be able to embark on NCC Education's Level 5 which is equivalent to the second year of a UK Bachelor's. Number of Education Level 4 Diploma in the field of ICT Pearson BTEC Level 4 HNC Diploma in Computing and Systems Development (QCF) : 4 Available at Levels 4 and 5, these specialist vocational qualifications teach learners the key concepts and practical skills for direct progression to, or within, employment. Units offered include business skills for e-commerce, computer systems, emerging technologies, systems analysis and design, website design and IT management. 120 credits. City & Guilds Level 4 Diploma in ICT Professional Competence (PROCOM) (QCF) : 1 These comprehensive qualifications are ideal for anyone looking for a career in ICT, wishing to improve their professional ability or hoping to progress in their role. You can choose the skills and knowledge you require to specialise in anything from office equipment servicing to software development and games design. Level 4 HNC Diploma in Interactive Media (QCF) : 1 Here you ll find support for teaching and studying BTEC Higher Nationals in Interactive Media (QCF). Available at Levels 4 and 5, these specialist vocational qualifications teach learners the key concepts and practical skills for direct progression to, or within, employment. Units offered include interactive media design and prototyping, animation techniques, computer programming principles, audio visual techniques and website creation and management. Level 4 HNC Diploma in Creative Media Production (QCF) : 1 Page 77

78 EDEXCEL BTEC LEVEL 4 HNC DIPLOMA The Edexcel BTEC Level 4 HNC in Creative Media Production is a qualification with a minimum of 120 credits of which 30 are mandatory core. The Edexcel BTEC Level 4 HNC programme must contain a minimum of 65 credits at level 4. EDEXCEL BTEC LEVEL 5 HND DIPLOMA The Edexcel BTEC Level 5 HND in Creative Media Production is a qualification with a minimum of 240 credits of which 65 are mandatory core. The Edexcel BTEC Level 5 HND programme must contain a minimum of 125 credits at level Education Level 5 Diploma (QCF) Level 5 correspond to Foundation Degrees, Diplomas of Higher Education and Higher National Diplomas: Level 5 Diploma in Computing and Systems Development (QCF) : 3 Level 5 Diploma in Product Design and Development: 1 Level 5 Diploma in interactive Design/ Media: 2 Level 5 Computing (Software Development) : 2 Level 5 Diploma In Professional Software Development : 1 Level 5 Diploma in Creative Media Production (QCF): 4 On successful completion of the qualification students will be able to complete the final year of a degree at one of the many universities, or pursue a career in the IT industry. Page 78

79 3.5. Italy Institutional features Capital: Rome Official languages: Italian Government: Unitary parliamentary constitutional republic President: Sergio Mattarella Prime minister: Matteo Renzi Population: Area: km2 Italy is a parliamentary republic since 1948, it consists of twenty regions, among which five benefit from a higher level of autonomy (Trentin-Haut-Adige, Friuli-Venetia julienne, Aosta Valley, Sicily, and Sardinia), 107 provinces and 8100 municipalities. At the regional level the executive power rests(bases) in the hands of a regional Office(Desk) with which the president is elected in the direct universal suffrage. The legislative power is exercised as for him by the regional council the members of which are also elected in the direct universal suffrage. The State, through the Ministry of Education, Universities and of the Search(Research) ("MIUR"), establishes the fundamental legislative principles regarding education. Regions have the power to complete and to decline locally the principles promulgated at the national level, this in particular at the level of the organization of the network of schools; of the determination of the school calendar(timetable); and of the management of funds(collections) intended for the private education. On certain subjects, regions have exclusive legislative powers, it is the case on the professional training and the vocational training. In a general way, regions work in association with the services(departments) decentralized by the Ministry of Education, Universities and the Search(Research) that are the regional school offices(desks) (" Uffici Scolastici Regionali "), who are declined at the provincial level, " Uffici Scolastici provinciali ". The municipalities and the provinces are respectively administered by the town and provincial councils. These local authorities have responsibilities at various levels of the Italian education system. Provinces are in particular in charge of the built in the second cycle of the secondary education, of the opening and the closure (lock) of establishments. Municipalities have certain skills (who(which) the area(extent) varies regionally and according to provinces) at the level of the systems of pre-primary, primary education(teaching) and the first cycle of the secondary education. Generally, they have in load (responsibility) the school organization of the catering and the transport. Page 79

80 The Structure of the School System The Italian initial and continuing education and training system Page 80

81 Initial vocational education and training The Italian education and training system is divided in pre-primary school, first cycle of education, second cycle of education, and higher education. Full-time education is compulsory and free for 10 years for all children between usually 6 and 16. It begins with the first cycle, which includes primary and lower secondary education. This cycle takes 8 years: five years of primary education and three of lower secondary education, and is subdivided into 5 learning periods of one or two years. It. On completion of the cycle, a diploma is given as a result of a State examination, the Diploma di licenza conclusiva del primo ciclo di istruzione (Lower secondary school leaving diploma) EQF level 1. The second cycle of education includes pathways of various duration, divided into two main branches: Upper secondary education, under the competence of the Ministry of Education, taking 5 years, and Vocational Education and Training under the competence of Regions, taking 3 or 4 years. Within the second cycle, at the age of 15, students complete their compulsory school period and receive a Compulsory education certificate, EQF level 2, and then continue to fulfil the right/duty to education and training. Under the current educational law the right/duty to education applies for 12 years, from 6 to 18, or until the student obtains a vocational qualification by the age of 18. The right/duty to education and training can be fulfilled also in the regional VET system or in apprenticeship programs aimed at obtaining a VET qualification. There are three types of Upper secondary schools: High school, technical institute, Profesional institute. High school offer a wide range of pathways: artistic, classical, human sciences, linguistic, music and dance, scientific. Some of them offer further options, such as economy or applied sciences. Technical and Vocational Institutes also offer a wide range of specializations and options in the Economic and Technological sectors (technical schools), in the Services and Industry and Crafts sectors (vocational schools). All Upper secondary school paths lead to a Diploma (di istruzione liceale, tecnica, professionale) (Upper secondary education diploma), Eqf level 4, upon successful conclusion of a State examination. An Upper secondary school diploma is the minimum requirement to enter Higher Education programs. The actors involved in the governance of the Italian education and vocational training system : Ministry of education University and research Ministry of Labor and Social Policies Regions and Autonomous Provinces Social partners Responsible for setting the minimum public service performance levels for the education system Responsible for setting the minimum public service performance levels for the vocational training system Administrations in charge of planning, organizing and supplying VET Contribute to designing and organizing active labor policies and particularly VET policies Page 81

82 Continuing education and training Commercial offers a several courses for app development. Private Italian companies give three forms of courses: online, face-to-face and blended. These courses vary between 24 and 112 hours but only one course delivers a certification. The VET system, which falls under the competence of the Regions, is part of the national education and training system, and is organized in two basic pathways: three-year courses, leading to the award of Attestato di qualifica di operatore professionale (Professional operator certificate) EQF level 3, and four-year courses, leading to a Diploma professionale di tecnico (Professional technician diploma), EQF level 4. The first two years of study provide guidance for students about vocational specialization, in order to raise their awareness about the chosen path. Page 82

83 Transposition of European legislation In recent years, Italy has carried out technical work pointing towards a national qualifications framework (NQF). Since 2003, reforms have been implemented in education and training (upper secondary general education and vocational education and training (VET) and higher education) preempting the principles of a learning outcomes-based NQF. There is clear need to create a national register of qualifications to ensure wide recognition of skills (European Commission, 2014). Responsibility for taking this initiative forward is shared between the Ministry of Labour and Social Policies and the Ministry of Education, University and Research; the process is supported by regions and social partners. In spite of not having a comprehensive NQF in Italy, work has been done to reference public national formal qualifications directly to the eight European qualifications framework (EQF) levels, as described in the Italian referencing report adopted in December 2012 and presented to the EQF advisory group in May 2013 (Italian technical working group, 2012). The report focuses on describing all levels and subsystems of formal education and training, along with the formal qualifications awarded throughout, and on referencing them to the EQF in line with the 10 European criteria, describing accompanying choices of method and procedure. The referencing process is work in progress as is an attempt to put the NQF in place, in dialogue with all national stakeholders. As for higher education, the Italian qualifications framework for higher education (Quadro dei Titoli Italiano dell Istruzione Superiore) (QTI) was published in 2010 by the Ministry of Education, University and Research. It is linked to the official European higher education area website, but the selfreferencing process is not yet completed. Work on the referencing process started in 2008 and has been carried out by a technical group, in close cooperation with the relevant education and training authorities, regions and social partners. The work has served to underpin parallel reform processes contributing towards a more coherent education and training system in line with European principles Level descriptors and learning outcomes Italy uses a learning outcomes approach and EQF level descriptors as a basis for further developments. The eight EQF levels and level descriptors have been used directly in the Italian referencing process to link all national qualifications from formal education and training to the EQF. In the existing framework for higher education (QTI), Dublin descriptors are used nationally for three cycles agreed within the Bologna process. More specific descriptors are being defined for each programme by universities. Italian education and training has introduced the learning outcomes approach at national and regional levels, with each subsystem having its own characteristics. Over the past decade the whole education and training system has been gradually reformed; a process which is still going on. At upper secondary level, there are three main pathways: general (licei), technical and vocational education. Each pathway lasts five years, leading to a diploma, and learning outcomes are linked to the EQF. In vocational training, where regions have the main responsibility with strong focus on competences, there are two different possibilities; a three-year or a fouryear pathway. Both lead to a diploma and a qualification acknowledged at national level. The four-year course can open up higher Page 83

84 education options, provided the student takes an additional year and sits a State exam. The higher (nonacademic) technical education and training pathway (Istruzione e formazione tecnica superiore) (IFTS) used a national standard system based on competences from After the decree of 25 January 2008, the national committee on IFTS agreed to update the standards to make them more coherent with the learning outcomes approach. With this 2008 amendment, IFTS was reorganised and higher technical education (istruzione tecnica superior (ITS)) was established, higher technical education and training courses organised by higher technical institutes with qualifications awarded by the Ministry of Education. IFTS courses last one year, ITS courses two. Both types of curricula are made up of units consistent with the learning outcomes approach. They are linked to EQF levels. In academic education (universities) policy-makers strengthened the need to align diplomas and certificates to commitments of the Bologna process. In particular, the national decree reforming the academic system (first cycle, three years) and the master s degree (laurea magistrale) (second cycle, two years) states that new programs have to be based on learning outcomes compatible with the Dublin descriptors. Higher education is currently under reform, aiming to move the higher education system closer to the European standards designed by the Bologna process. Validating non-formal and informal learning and links to the NQF ( 3 ) In general, the approach to validation in Italy until 2012 could be considered mostly bottom-up; however, from 2012, a new trend emerged in which the bottom-up experiences started to converge methodologically and resulted in certain top-down measures. All the Italian qualification authorities, and especially the regions, formally engaged in establishing the NQF, based on learning outcomes and including a comprehensive credit and validation system. Law 92/2012, reforming the labour market, foresees creation of a national system of competence certification and validation of non-formal and informal learning as key elements to implement lifelong learning. Subsequently, in January 2013 the government adopted Legislative Decree 13/2013 on national certification of competence and validation of non-formal and informal learning, which has an implementation phase of 18 months. This decree establishes the national register of education, training and professional qualifications which is the single framework for certification of competences. The decree states that every qualification can be accessible by validation of non-formal or informal learning, and defines the principles and institutional responsibilities and tasks of the different actors in relation to validation. It also defines three types of standards: process, attestation and system. Until implementation of the 2013 decree is finalised, validation systems vary in their scope and degree of implementation in each of the Italian regions. In most cases, validation mainly deals with professional or VET regional qualifications. In the more advanced regions, introduction of the citizen learning booklet (libretto formativo del cittadino) is already integrated. It is a tool to record citizens learning history and acquired competences. Full implementation of the validation system is foreseen to take from March 2013 to September 2015 (18 months), guided by work already done by the regions. A memorandum of understanding signed by several regions agrees to exchange experiences, tools and technical devices regarding competence recognition. Several pilot projects have been carried out, mainly in the construction, maintenance services, welfare and tourism sectors. Page 84

85 Referencing to the EQF A referencing report was presented to the EQF advisory group in May National qualification descriptors have been analysed in terms of learning outcomes and mapped directly to EQF level descriptors. In the current report, Italy referenced its formal qualifications (general education, VET and higher education qualifications), awarded by Ministry of Education and University, and those awarded by the regions in the State-regions agreement. Only qualifications that are still awarded are included in the report and referenced to the EQF. These qualifications are used by 90% of people involved in education and training activities in Italy. Other qualifications awarded by the regions, licences for regulated professions and private qualifications, are not included and will be dealt with in the second stage of referencing. The first Italian referencing report represents an important milestone for further developments. The qualifications at EQF levels 6 to 8 present a particular challenge, as information on higher education qualifications is limited. There are several types of diplomas at these levels, but it is not clear whether they are all fully included in the framework for higher education. On the website (4 ), they are listed separately as other qualifications. Some qualifications such as first level university master (universitario di primo livello) are classified in level 7. However, the student could acquire this qualification without fulfilling all the conditions of a typical level 7 qualification (like a real master) and without giving the degree holder access to a specialised higher education cycle/level qualification (Italian technical working group, 2012, p. 15). There are six types of diplomas linked to EQF level 8, one being the higher specialisation diploma or master (II) (diploma di perfezionamento) with 60 credits. As for VET, it can start from age 14 in the second cycle of education, either as a five-year technical or vocational pathway in the State upper secondary system, or in the VET system under the regions, Page 85

86 providing three- and four-year pathways. Further possibilities include higher technical education and training at post-secondary level. The ITS diploma (diploma di tecnico superiore) is placed at level 5. Referencing to the EQF is ongoing, in dialogue with all stakeholders Qualitative analysis Initial Vocational education and training (IVET) Three and four year education and vocational training courses (Regions) : for students who have completed their first cycle of education. A vocational certificate is awarded on the completion of threeyear vocational courses and a vocational diploma is awarded on the completion of four-year courses. Upper secondary school (States): is provided by lyceums, technical institutes and vocational institutes. On completion of the 5 year path students sit an exam and if successful are awarded an upper secondary school diploma Technical and Professional Education At the end of five-year upper secondary education pathways and after passing a final State examinations there are two types of qualifications: Technical education diploma Vocational education diploma Description of the specialization and the competencies acquired Description of the specialization and the competencies acquired Post-secondary Vocational Qualification Courses Regional courses ( hours) generally co-financed by the European Social Fund. On completion, a regional vocational certificate commonly referred to as a second level qualification is awarded. In particular, they cater for young unemployed people, migrants and disabled people holding a three or four-year vocational training qualification or an upper secondary school diploma. The professional profiles and skills that can be acquired through them vary depending on the specific employment and skills needs of the Regions. This kind of formation reports level 4 EQF. Institution Diploma Program Elis ICT Academy Master Development of Applications and Services : 5 months + 4 months stage Mobile Application(Android), Page 86

87 Web Application, Cloud Platform IFOA Mobile application developer: 950 hours (470 theory and 480 stage) Currently no programs ForCom Mobile application developer: 1 year + stage Overview Systems Tablet and Smartphone; Operating systems ios, Android and Windows Mobile; Web server, Application Server; PHP and JSP; Structure of an Android application; The manifest; The interface Parcelable Android [...]; Only the Elis ICT Academy and the ForCom will be operational for the academic year For the thirdly school IFOA she still on demand and should care to a formation on Mobile Application Developer Education and higher technical education (IFTS) Still refer to the technical/professional skills of the 49 higher technicians profiles set at national level, or to those established on the basis of specific regional needs within the framework of experimental projects approved by the Regions. Besides these, the courses should provide students with basic and transversal skills (language, science, technology, law, economic, organisation, communication and human relations). They usually last 2 semesters (800/1 000 hours in total) and lead to a Higher Technical Specialisation Certificate (EQF level 4) valid both at national and European level. A) Region Emilia Romagna 1) Province of Bologna has two institutions, the Associazione CNOS-FAP Regione Emilia-Romagna and the Ecipar Bologna with respectively a course Technician for communication and multimedia and a course Higher technical designer and developer of cross-platform applications via web technology for publishing content for smartphones and tablets. These courses of level 5 EQF are operational for the academic year and cover 1000 hours. 2) Province of Ferrara has two institutions, the Consorzio Ferrara Innovation and the Form.Art. Soc. Cons. a R.L. with respectively a course "Higher level technician for the design and development of computer applications -App Developer environments IOS and Android" and a course Upper technician for the design and development of software -Specialization in web-based solutions. These courses of level 5 EQF are operational for the academic year and cover 1000 hours. Page 87

88 3) Province of Modena has one institution Nuova Didactica with a course Upper technician for the design, development and management of IT applications who corresponds to level 5 EQF and is operational for the academic year and covers 1000 hours. 4) Province of Parma has one institution Cisita Parma with a courses Higher technical specialist in computer applications mobile skills HTML5, Android, IOS and crossplatform who corresponds to level 5 EQF and is operational for the academic year and cover 1000 hours. 5) Province of Rimini has two institutions the Cisita Parma and the FONDAZIONE En.A.I.P. S. Zavatta with respectively a course Higher level technician for the design and development of computer applications with knowledge of robotics and a course Upper technician for the promotion of tourism specialized in web tools and social. These courses of level 5 EQF are operational for the academic year and cover 1000 hours. B) Region Friuli 1) Province of Udine has one institution the Consorzio Friuli Formazione with a course Tecniche di produzione multimediale who corresponds to level 4 EQF and is operational for the academic year and covers 1000 hours. C) Region Lombardia 1) Milano has three institutions: - Foundation Technical Institute Angelo Rizzoli for Information Technology and Communication who gives a course App developer: program and publish mobile applications - ITIS Feltrinelli who gives a course Techniques for the design and development of computer applications - Scuola Superiore del Commercio del Turismo dei Servizi e delle Professioni who give a course WebApp developer and Web 2.0 sites. Techniques for the design and development of computer applications All these courses are included in the level 4 EQF are operational for the academic year and cover 1000 hours. 2) Mantova has one institution the "lstituto Superiore E. Fermi" with a course Technical design and development of computer applications who corresponds to the level 4 EQF and is operational for the academic year and cover 1000 hours. 3) Pavia has one institution the "Fondazione Le Vele" with a course Technics for the design and management of databases who corresponds to the level 4 EQF and is operational for the academic year and cover 1000 hours. 4) Vigevano has one institution the "E.L.Fo.L. Ente Lombardo Formazione Lavoratori" with a course Specialization IFTS in techniques for the design and development of computer applications who corresponds to the level 4 EQF and is operational for the academic year and cover 1000 hours. Page 88

89 D) Region Toscana 1) Firenze has three institutions: - I.I.S.GOBETTI- VOLTA with a course of Technical design and implementation processes of posts / communicative products - CENTRO STUDI TURISTICI with a course of Technical design and implementation processes of posts / communicative products - I.I.S. BIANCIARDI with a course of "Technical design and implementation processes of posts / communicative products" All these courses are included in the level 4 EQF are operational for the academic year and cover 1000 hours. 2) Pisa has one institution the COPERNICO and gives one course of "Responsible for the design of procedures and software applications" and the course is included in the level 4 EQF who is operational for the academic year and covers 1000 hours. 3) Pistoia has one institution the "I.I.S. DATINI" and gives one course of "Technical design and implementation processes of posts / communicative products" and the course is included in the level 4 EQF who is operational for the academic year and covers 1000 hours. Higher Technical Institutes (ITS) Is constituted by: - A technical/professional upper secondary institute, state or paritario school (i.e. non-state schools that on request have been granted equal status in the national education system), located in the same Province as the foundation; - A training organisation accredited by the Region for higher training located in the same Province as the foundation; - An enterprise belonging to the productive sector covered by the Higher Technical Institute; - A university department or some other organisation that is part of the scientific and technological research system; - A local body Page 89

90 Provincial centers for adult education (CPIA) First level education courses Second level education courses All those over 16 years old Obtain a technical, professional and artistic preparation diploma Literacy and Italian language courses Open to adults with a non-italian citizenship, of working age and in possession of a residency permit. The qualification is useful for the accomplishment of procedures required by the innovations in the fields of immigration and integration. There are three directions one for culture, another one for the information and finally for the technology. There are 52 institutions all over Italy but no courses devoted to app development. Page 90

91 Quantitative analysis Initial Vocational Education Training At the end of three-year and four-year vocational education and training pathways, after passing a final examination in accordance with regional regulations the following qualification can be issued: Level EQF 2 Level EQF3 Level EQF 4 Certificate of professional operator (region) = threeyear education Certificate of professional technician (region) = fouryear education Certificate of professional operator = five-year education Example Example Example Three-year Diploma operator electronic; 11 schools Actually they do not do any programming Four-year Diploma operator electrician; 5 schools Actually they do not do any programming Five-year Diploma operator electronic; 9 schools Technical and Professional Education At the end of five-year upper secondary education pathways and after passing a final State examinations there are two types of qualifications: Technical education diploma Vocational education diploma Description of the specialization and the competencies acquired Description of the specialization and the competencies acquired Professional Institute (IP) A formation of 5 years in app development but actually courses learns only some basic elements of computing. There are four formations to do app development in Italy and correspond to the level 4 in EQF. Regions Number of schools Formation app development: Address equipment-installationstechnical services Page 91

92 Abruzzi 43 6 Basilicata 27 2 Calabria 81 9 Campania Emilia-Romagna Friuli Venezia Giulia 41 7 Lazio Liguria 37 6 Lombardia Marche Molise 15 0 Piemonte Puglia Sardegna 66 7 Sicilia Toscana Trentino-Alto Adige 25 0 Umbria 37 6 Valle d'aosta 6 0 Veneto TOTAL Technical institute technology sector (ITT): a three years of specialization in information and telecommunication and they can develop prototypes of apps. The main sector is technology with the direction information technology and telecommunications. This technical institute belongs to the level 4 EQF. Page 92

93 Technical Institute industry Technology (ITT) Schools ITT Direction data processing Direction telecommunication Direction information and telecommunication Abruzzo Basilicata Calabria Campania Emilia- Romagna Friuli Venezia Giulia Lazio Liguria Lombardia Marche Molise Piemonte Puglia Sardegna Sicilia Toscana Trentino-Alto Adige Umbria Valle d'aosta Veneto TOTAL Page 93

94 Education and higher technical education Post-secondary/ non-tertiary education Higher technical education and training (IFTS) = level 4 EQF Higher technical institutes(its) = level 5 EQF Higher technical specialization certificate is awarded by Regions. These courses are given for one year (1000 hours) change every year and are approved by the Regions. For the education qualification framework is correspond to level 4 and the qualification is a higher technical diploma. Higher technical education diploma is awarded by Ministry of education for people with an upper secondary education diploma. There are seven schools with courses of 2000 hours, included stage, devoted to App Development. ITS technological areas regroup : - Energy efficiency - Sustainable transport Systems - New life technologies - New technologies for typical Italian products - Innovative technologies for cultural resources and activities-tourism - ICT For the Higher technical education and training (IFTS) in Italy four Regions develops programmed courses. Higher technical institutes(its) = level 5 EQF Region Province Institution Formation Length of courses Level EQF Emilia Romagna Cesena ITS "Blaise Pascal" Technician for the organization and the use of information and knowledge 2 years + stage (2000 hours) 5 Lazio Roma ITS "Via della Vasca Navale" EX Technical Videomaker Specialist and 5 Page 94

95 ISCT "Roberto Rossellini" operator's Multimedia Editor Liguria Genova Istituto Tecnico Superiore Tecnologie dell' informazione e della comunicazione Upper technician for the "Development of applications and systems for environments and platforms of smart services" 2 years + stage (2000 hours) 5 Lombardia Milano Fondazione Istituto Tecnico Superiore Angelo Rizzoli Technician for the graphic, multichannel, tools and communication systems 2 years + stage (2000 hours) 5 Piemonte Torino ITIS "Pininfarina" Mobile App Design 2 years + stage (2000 hours) 5 Friuli Pordenone ITIS "Kennedy" Technician for the methods and technologies for the development of software systems 2 years + stage (2000 hours) 5 Sicilia Caltagirone Fondazione Istituto Tecnico Superiore Steve Jobs Technician for the organization and the use of information and knowledge 2 years + stage (2000 hours) 5 ITS summary Level 3 concerns a professional operator certificate whereas the level 4 concerns: an upper secondary education diploma in technical and vocational schools and a higher technical specialization certificate. The level 5 of EQF concerns only a higher technical education diploma. Levels 6 and 7 concern university courses: Page 95

96 - Junior information systems engineer in 3 years with 102 courses in 43 universities - Information systems engineer in 2 years with 43 courses in 37 universities The program of the institution "Via della Vasca Navale" EX ISCT "Roberto Rossellini" is divided into 14 training units: Use of information Languages and solutions for visual communication Languages and solutions for visual communication Production process Production process graphics Print jobs Area web and mobile Publication of content to the web CMS and CRM Open Source Organization and management of audiovisual content Usability, usability cross browsing Project of the visual - production multimedia / multichannel Mobile Devices Press Room The program of the institution Istituto Tecnico Superiore Tecnologie dell' informazione e della comunicazione is divided into 4 training units: Connect devices specific knowledge of transmission technologies and data distribution and the issues related to the interfacing of information systems Implement smart solutions Create software applications that can be transmitted via web so cross-platform. Collect data Analyze and use data The program of the institution Fondazione Istituto Tecnico Superiore Angelo Rizzoli is divided into 6 learning objectives: Design and create websites in HTML5 Make videos and ensure its postproduction Page 96

97 Studying and developing communication messages and promote activities on social networks Design and prototype objects using 3D printers Make interactive molded high impact communication Plan, organize and coordinate events communication and promotion The program of the institution Kennedy is divided into 2 learning objectives per year: First year Consolidation of the foundations of technical and professional - programming, - database, - web development, - systems engineering base and cloud Second year courses differ according to the chosen theme - cloud architectures - mobile devices The program of the institution Fondazione Istituto Tecnico Superiore Steve Jobs is divided into 8 learning objectives: Apply methods and processes for the development of systems and applications Collaborate on life cycle of innovation projects related to information and communications technology Develop multimedia interfaces and multichannel Ensure the safety and reliability of the service in compliance with industry regulations Make available information, applications and systems to the various recipients of the communication Measure, evaluate and improve the level of service provided Planning the use of information and communications technology Use languages for the realization of systems and applications; Organize and use information, data and their combinations Page 97

98 Provincial centers for adult education (CPIA) There are three directions one for culture, another one for the information and finally for the technology. There are 52 institutions all over Italy but no courses devoted to app development. Other courses Region Province Institution Title Length Abruzzo Pescara Istituto Infobasic App development for ios 25 Campania Napoli C.I.D.E. Srl - Centro Italiano Discipline Educative Developer ios App 100 Emilia Romagna Bologna IPC Manfredi ITC Tanari Web technology and content for smartphones and tablets Fondazione Aldini Valeriani Mad Mobile App Developer Mobile applications for ios and Android systems Lazio Roma Focus Informatica Developer App for smartphone and tablet (IOS and Android SDK 40 Lead-Tech Solutions Genius Academy SENSAV Accademia Informatica Rapid App Development with Appcelerator Titanium ios App Developer IT.Work.Lab Course analysts programmers JDK Srl Lombardia Milano IED (Istituto Europeo di Design) Creativity and svilppo for iphone and ipad 70 Page 98

99 Piemonte Torino Delpho Didattica Informatica Selectforma Delpho Didattica Informatica Programmer Android Developer App for iphone and ipad Programmer Android Puglia Lecce LINKS MT s.p.a. - Lecce Course Android Developer APP programming Applications Programmer 40 Bari OminaPro S.r.l. Security Architect S.r.l. Developer APP Specialist for ios and Android Advanced Windows Store App Development Using Toscana Pisa Soc. Cooperativa Aforisma Specialization Course Developer App for Android 40 In different cities IFOA Developing applications for Android APP design ideas, tools, development Online Istituto Titel Iride S.r.l. Developing applications for iphone and ipad Title Master Apple Course Developer App Android and ios in the E- learning month Milano/Roma Pafal Group Alten Italia Lookahead by Luca Bonacorsi Course Oracle Java & Android & Java Developer becomes App CMAP Mobile App Testing - Foundation Level Iphone with Objective-c: Prime App, Fundamentals Page 99

100 3.6. Luxembourg Institutional features Capital: Luxembourg Official language: French, German, Luxembourgish Government: Unitary parliamentary constitutional monarchy Monarch: Henri Prime minister: Xavier Bettel Population: Area: 2 586,4 km2 Page 100

101 The Structure of the School System The Luxemburgish initial and continuing education and training system : Page 101

102 The most distinctive feature of vocational training in Luxembourg is the provision at school of a vocational training system comparable to the German dual system. General subjects and technical and vocational theoretical education are provided in schools while, for most occupations, practical training takes place in enterprises. While this arrangement applies particularly to apprenticeship, the concept of a sandwich education is part and parcel of many training schemes. Education is compulsory from the age of 4 to the age of 16, including two years of preschool, six years of primary and three years of post-primary education. Due to the size of the country, not all official certifications (recognised by the Ministry of National Education, Childhood and Youth) could be awarded through continuing vocational training. Upon demand, the continuing vocational training offer leading to certification may vary between the years. The non-government-regulated sector for provision of vocational training consists of private institutions and continuing vocational training centres. The professional Chambers play an important role in the training offer and have contributed to its development Primary education The primary school (école fondamentale) hosts children from 3 to 11 years old and covers nine school years, separated into four learning cycles. At the age of four, education is compulsory in Luxembourg. There was a major reform of the primary education (enseignement fondamental) in Luxembourg in September The overall aim of this reform was to adapt Luxembourg s primary education system to the needs of learners and the requirements of today s society. The educational methods and contents have been designed according to the individual needs of learners; a practical approach based on existing know-how is developed and cooperation between different actors (teachers, parents, pedagogical team ) is encouraged. Learners are provided with professional orientation towards the end of their primary education Secondary education Post-primary education is compulsary until the age of 16 and distinguishes between general secondary education (éducation secondaire général) and technical secondary education (éducation secondaire technique). These two types of secondary education have different aims. However, their structure allows learners to move from one type of secondary education to the other. Thanks to the law reforming vocational training (SCL, 2008b), the system became more permeable and flexible. Page 102

103 General secondary education The aim of general secondary education is to convey general knowledge in the fields of human sciences and literature, mathematics and natural sciences. Studies prepare primarily for higher education and university studies. At the end of secondary education, a certificate is awarded (diplôme de fin d études secondaires). Secondary education includes seven years of studies, divided into two divisions: the lower division (three years) and the upper division (four years). Technical secondary education In technical secondary education (enseignement secondaire technique), learners are prepared for professional life. Technical secondary education also qualifies for higher education. It is divided into three cycles; these are called the lower cycle (cycle inférieur), the medium cycle (cycle moyen) and the upper cycle (cycle supérieur). In addition, a preparatory programme (régime préparatoire) supports learners who have difficulties to adapt to secondary education. Depending on the type of studies, the duration of technical secondary education varies between six and eight years. The recent reform of the Luxembourgish VET system has three main features : o teaching by modules replaces teaching by fields; each module is focused on concrete professional situations; o for each module, the competences and knowledge to be acquired are defined; o the evaluation and certification in apprenticeships are based on the competences that should be acquired under the apprenticeship s objectives. There is no more numerical evaluation: at the end of each module, the apprentice is evaluated on the acquisition of the module s competences. Students who succeed in technical programs are awarded a technical secondary school leaving diploma (diplôme de fin d études secondaires techniques). This diploma confers the same opportunities as the diploma from general secondary education; the students can enter the labour market or pursue higher education. The vocational programme for technical secondary education offers two different certificates: o CCP, which prepares directly for professional life; o Professional competence diploma (diplôme d aptitude professionnelle, DAP) also prepares for carrying out the profession in question. The DAP opens up the opportunity for further studies to obtain the title of master craftsman (brevet de maîtrise) or, subject Page 103

104 to completing supplementary preparatory modules, to pursue higher technical studies (études techniques supérieures) Higher education University education University education is offered by the University of Luxembourg, a public institution of higher education and research with pedagogical, scientific, administrative and financial autonomy. To access University courses, learners require a secondary school leaving diploma (diplôme de fin d'études secondaires) or a technical secondary school leaving diploma (diplôme de fin d études secondaires techniques). The University of Luxembourg is a consolidation of several previously independent educational institutions: Centre universitaire de Luxembourg (University Center of Luxembourg), Institut supérieur de technologie (Higher Institute of Technology), Institut supérieur d'études et de recherches pédagogiques (Higher Institute of Educational Studies and Research) and Institut d'études éducatives et sociales (Institute for Educational and Social Studies). The University of Luxembourg has three faculties: the Faculty of Science, Technology and Communication; the Faculty of Law, Economics and Finance, and the Faculty of Human Sciences, Arts and Educational Science; besides two interdisciplinary centres are available. The University awards bachelor, master and doctoral degrees. Advanced technical education In the higher technical education system, a higher technician certificate (Brevet de Technicien Supérieur, BTS), is awarded to students after two years of studies in one of the following domains (national diploma): o applied arts, o commerce, o health, o industry, o services. To attend the higher technician certificate courses, learners require a secondary school leaving diploma (diplôme de fin d'études secondaires), a technical secondary school leaving diploma (diplôme de fin d études secondaires techniques) or a Technician s Diploma (diplôme de technicien). Page 104

105 BTS programs provide both theoretical tuition and training in a work environment at alternating periods. It is offered in publicly and privately funded secondary schools and technical schools approved by the State Continuing vocational training training leading to diplomas All adults who have left school have access to lifelong training measures, whatever their age and educational level, whether working or seeking a job. Adult education and continuing vocational training are specially designed to meet adults needs. They allow everyone at different stages of their lives to receive training, be it to obtain a first degree, to develop or enhance knowledge, to change careers or to adapt to new technologies, etc. This part covers training leading to qualifications. It must be underlined that due to Luxembourg s small size not all certificates and diplomas can be obtained via adult education and continuing vocational training (CVT). Adult apprenticeship Any person over 18 having left school since more than one year who wants to learn a trade or redirect her/his professional life can follow an adult apprenticeship ; this is available both to adults under work contract and to job seekers registered at the National Employment Administration (Agence pour le développement de l emploi, ADEM). The theoretical part of the training takes place in a technical high school or at the National Centre of Continuing Vocational Training. The practical part is acquired through an apprenticeship in an enterprise authorised to train apprentices. Training offered in the framework of an adult apprenticeship can lead to a: professional competence diploma (Diplôme d'aptitude professionnelle - DAP) ; certificate of professional competence (Certificat de capacité professionnelle CCP). As mentioned previously due to the size of the country and depending on the demand the list of professions accessible through adult apprenticeship may vary from one year to the next. Evening classes professional competence diploma (DAP). Within the vocational programme, adult persons in employment can acquire a professional competence diploma (DAP, ex Certificate of Technical and Vocational Capability, CATP) in the field in which they are working. The theoretical part is provided through evening courses in a technical high school or in the National Centre of Continuing Vocational Training. The practical part is acquired through the employment in the company. Like for adult apprenticeship, the list of professions and certificates accessible through evening classes may vary from one year to the other. Page 105

106 Master craftsmanship The master craftsmanship (brevet de maîtrise) entitles the holder to settle in the craft industry as selfemployed and to train apprentices. Obtaining a master craftsmanship confers the title of master craftsman in the particular profession. Preparatory courses to the master craftsmanship are organised by the Chamber of Trades and Skilled Crafts. To access the master craftsmanship, learners required a Certificate of Technical and Vocational Capability (CATP) or a professional competence diploma (DAP) or a Technician s diploma depending on the field or a secondary school leaving diploma (diplôme de fin d'études secondaires), a technical secondary school leaving diploma (diplôme de fin d études secondaires techniques). The programme is modular and in theory lasts three years. The maximum duration is of six years. Courses take place during weekday evenings and week-ends Other forms of training The non-government-regulated sector for provision of CVT consists of private institutions and CVT centres (offreurs de formation). The various trainings frequently do not lead to qualifications within government-regulated VET, but principally to sector qualifications. The target groups of these Professional chambers The Chamber of Commerce (Chambre de commerce), Chamber of Trades and Skilled Crafts (Chambre des métiers), Chamber of Agriculture (Chambre d agriculture) and the Chamber of Wages and Salaries (Chambre des salariés) started to offer training after the Second World War, when they began to meet specific requests from their members. Throughout the year, they organise courses, work placements, seminars and lectures on more general management topics or more technical subjects. Some of those courses lead to official certificates. Each year, the professional chambers update their training offer and publish catalogues. They have contributed to the increase of the training offer with affordable prices. Sectoral organisations Different institutions/centres offer training in specific sectors: Civil service sector, Health sector, Banking sector, Building sector, and Temporary work sector. Page 106

107 Training offers for job seekers The ADEM offers the following trainings to job seekers: training of vocational rehabilitation: this course is designed for job seekers aged over 30 years and receiving an education or training with an employer; employment initiation contract: this contract is reserved for employers who can offer the young job seeker a real prospect of employment upon completion of the contract. It aims at ensuring the young job seeker practical training during working hours, thus facilitating his or her integration into the labor market; employment support contract: the objective of this type of contract is to offer young job seekers an introduction and / or training and education to increase their skills and thus facilitate their integration or reinstatement into the labor market Transposition of European legislation Following a Ministry of Education initiative, an outline of a comprehensive national qualifications framework (NQF) was presented to the Council of Ministers in early Based on an initial governmental go-ahead, detailed work continued during 2010 and 2011, resulting in an eight-level Luxembourg qualifications framework (CLQ) covering all types and levels of qualifications. The Law on Vocational Education and Training (VET) adopted in autumn 2008 ( 1 ) paves the way for the framework, in particular by stressing the need to promote a shift to learning outcomes, but no separate legislative basis has been introduced for the CLQ. The framework was referenced to the European qualifications framework (EQF) in This referencing was combined with selfcertification to the qualifications framework for the European higher education area (QF-EHEA). Implementation of the CLQ has been relatively slow during , partly reflecting the lack of a clear legislative basis and an agreed strategy shared by all stakeholders on how to proceed Framework implementation Following completion of NQF referencing to the EQF in mid-2012, the process of implementation has slowed down. While the CLQ can be described as having reached an early operational stage, some steps remain to be taken before the framework can be deemed to have reached full operation. A first challenge is to sort out framework legislation, with politicians reluctant so far to develop a separate legal basis and referring mainly to the (learning outcomes) principles introduced by the 2008 Law on VET. A fiveyear strategy for the CLQ is currently (following elections in 2013) being considered and first priority is to clarify the legal basis of the framework. This strategy will also require clarification of the relationship between the CLQ and a wider strategy on lifelong learning. The Luxembourg national coordination point plays an active role in implementation and is systematically seeking to promote the development and implementation of the framework. A particular challenge seems to be the highly differing expectations from stakeholders, suggesting a need to provide more systematic information on the framework to relevant parties. Page 107

108 Level descriptors and learning outcomes Luxembourg has introduced an eight-level reference structure. While the number of levels corresponds with the EQF, the descriptors reflect the national tradition and context. Descriptors are differentiated at each level according to knowledge, skills and attitude (connaissances, aptitudes, attitudes). While the level of detail is higher, the relationship to the EQF can be clearly identified. This is, for example, the case for the third (attitude) column which is based on the principles of responsibility, autonomy and context, as with the EQF. The decision to use these concepts reflects gradual development of a learning outcomes or competence-based approach in VET. During the 1970s and 1980s this approach was influenced by the German tradition. The experiences related to the development of professional standards played a particularly important role as education standards were directly deduced from them. In recent years these approaches have been developed through extensive cooperation with other European countries, notably those with a dual VET system (Austria, Denmark, Germany and Switzerland). Links to France are also strong, partly influencing the way qualifications are designed and described. The situation concerning use of learning outcomes (or competences ) in Luxembourg education and training has varied between subsectors. Recent years have brought about a change and most qualifications are today described through learning outcomes. In initial vocational education, the 2008 law enabled introduction of a module-based system referring to learning outcomes. All qualifications have been described using learning outcomes and can be accessed via the register of the Ministry of Education and Vocational Training. Higher education is organised in modules lasting one semester, each constituting assessable units allocated credit points (European credit transfer and accumulation system). These modules are now increasingly defined and described using learning outcomes Validation of non-formal and informal learning The model of validation in Luxembourg has emerged from consultation based on long-standing dialogue with different education and training stakeholders, leading to adoption of national legislation. Validation is an individual right in Luxembourg and citizens from other European Union countries are granted the same rights to it. The legal framework on validation consists of several laws. Validation is referred as validation of non-formal and informal learning (validation des acquis de l expérience) (VAE); it can lead to the award of full qualifications or part of a qualification, provided that the candidate can supply evidence that the total length of his/her prior learning experience amounts to at least three years and is effectively related to the targeted qualification. All qualifications included in the NQF in Luxembourg can be acquired through VAE, except the secondary school leaving certificate. Page 108

109 The approaches to VAE and methodologies implemented can differ slightly in practice in secondary and higher education, but are generally consistent and encompasses four stages: identification, documentation, assessment and certification. The standards used to support delivery of validation in Luxembourg are the same as those used in formal education and training (based on modular training curricula and/or on competence frameworks). Outside formal education and training, a validation procedure is in place at the Luxembourg Lifelong Learning Centre (LLLC), the training department of the Chamber of Employees (Chambre des salariés). Some qualifications delivered by the LLLC can be obtained either via participation in evening classes or by a validation procedure, with full or part qualification awarded. Following the 2008 law reforming the VET sector, all VET and LLLC curricula are now based on learning outcomes to aid validation Referencing to the EQF Luxembourg referenced its qualifications levels to the EQF and the QF-EHEA in June 2012 as illustrated in Table Quantitative and qualitative analysis Secondary Education In , students attended the public schools and private applying the official programs, within 32 public high schools; 5 private high schools; a School of the 2nd chance; 2 national centres of continuing vocational training (CNFPC); a socio-educational Center of State (CSEE); a Center of logopedics Cedefop 35 Page 109

110 Technical Secondary School Leaving Diploma There exist 3 ways of formation leading to following certifications: the certificate ofprofessional competence (CPC), which replacesold the ISCO and CCM (normal duration offormation: 3 years); the diploma of professional capacity (DAP), which replaces the old CATP (lasted normal of formation: 3 years); the diploma for the occupation of technician (DT) (normal duration of formation: 4 years). Division : General Technics The technical school system is subdivided in four divisions. In 2013 /14, candidates with the examination of end of technical secondary studies are distributed as follows on the various sections. About 11 candidates are following the section IT as option of the General Technics division: file:///c:/users/crf/desktop/fr%20(2).pdf, p29 Page 110

111 Three schools are currently proposing a Technical Secondary School Leaving Diploma in the field of ICT, which is referring to EQF level 4 classes (equivalent to classes 10e and 11e in Luxembourg). Students pursuing a secondary course may receive a Degree as Technician in ICT. DT - Technician Diploma Title/Diplom Number Institutions EQF Level Duration Programme Tehnician Diploma in IT = Technicien en informatique 3 institutions : LN 38 students, LT : 138 students, LC : 113 students) EQF Level 4 4 years Maintenance of the computer networks (Development and maintenance of specific applications) Maintenance of applications; security systems. In 2013 /14, the candidates with the diploma for Technician are distributed as follows on various divisions and sections: Apprenticeship DAP - Professional Competence Diploma In Luxembourg, adults can obtain a Professional Competence Diploma (Diplôme d'aptitude Professionnelle - DAP) through adult apprenticeship. DAP can be gained by attending evening courses 37 file:///c:/users/crf/desktop/fr%20(2).pdf Page 111

112 or sandwich courses (adult apprenticeship). It provides access to the labour market as a qualified employee. In , the Chamber of Commerce of Luxembourg has delivered 9 DAP. Title/Diploma Number Institutions Duration EQF Level Programme Qualified Informatician - DAP Informaticien qualifié 3 2 Years Level 4 Maintenance of the computer networks (Development and maintenance of specific applications); Maintenance of applications; security systems. CCP - Certificate of Professional Competence The Competence (Certificat de Capacité Professionnelle CCP) through training constitutes also an adult apprenticeship. At this time, there are no training programe available in the field of ICT Higher Technician Certificate : BTS Adults who wish to use the value of their experience, can obtain a BTS in their field through Validation of non-formal and informal learning (Validation des acquis de l'expérience - VAE). The Higher Technician Certificate is a short (2 years) higher education diploma, and certifies evidence of achieving a high level professional qualification. Title/Diploma Computer Science Number Institutions LTAM - Lycée technique des Arts et Métiers Duration 2 years 5 EQF Level Telecommunication networks LTE - Lycée technique d Esch 2 years 5 Page 112

113 3.7. Portugal Institutional features Capital : Lisbon Official languages : Portuguese Government : Unitary semi-presidential constitutional republic President : Aníbal Cavaco Silva Prime minister : Pedro Passos Coelho Population: Area : km2 Portugal consists of a continental territory, divided into 5 regions and of two island regions (Archipelago of the Azores and the Madeira situated in the Atlantic Ocean). The Portuguese republic is a democratic state subject to the rule of law. The president of the Republic is elected in the direct universal suffrage. Hits economy is characterized by a relatively high weight of the primary sector (11,9 % of the population was used on this sector, on 2005 against 3,5 % in the Europe of 15). The hand of Portuguese work possesses a relatively low school level. In 2006 only 17 % of the population from 15 to 64 years old had followed the second cycle of the secondary education. This proportion was 45 % in the Europe of 15. The last reforms concerning the education and the training aim to avoiding a premature abandonment of the schooling, at length the compulsory education, until 15 years and integrate school education and out-of-school education, in particular the reconversion and the professional improvement. Page 113

114 The Structure of the School System The Portuguese initial and continuing education and training system Page 114

115 Transposition of the European Qualification A comprehensive NQF (Quadro Nacional de Qualificações QNQ) has been in place since October 2010 as a single reference for classifying all qualifications obtainable in Portuguese education and training. Established by the Decree Law No 396/2007 (Decreto-Lei No 396/2007), the framework (including eight levels and level descriptors of learning outcomes) was published in July 2009 (Portaria No 782/2009) Stakeholder involvement and framework implementation Initial work on the NQF was carried out by the Ministry of Labour and Social Solidarity, with the support ofthe MinistryofEducation.In 2007,the Decree LawNo396/2007 was adopted as the legal basis for the development of the Portuguese qualifications system and framework. An agreement was signed between the government and the social partners on key elements: tools and regulatory systems to support development and the implementationofthe nationalqualifications systems and framework. Three main steps were taken. First, a new institutional model was developed to support setting up the national qualifications system and framework. A national Agency for Qualifications (Agência Nacional para a Qualificação, I.P ANQ), under the responsibility of the, at the time, Ministry of Labour and Social Solidarity and the Ministry of Education, was established in 2007 to coordinate the implementation of education and training policies for young people and to develop the system for recognition, validation and certification of competences. This has a key role to play in achieving the targets set out by new opportunities initiative and responsibility for managing the national network of the new opportunities centres. These centres provide access to recognition, validation and certification of competences, to vocational training, and to interrelationships between them in a lifelong learning perspective of each individual. The National Council for Vocational Training was set up as a tripartite body. Second, a national qualifications catalogue was created in 2007 as a strategic management tool for nonhigher national qualifications and a central reference tool for VET provision. For each qualification it defines an occupational profile, a training standard (that awards a double certification) and a recognition, validation and certification of competences standard; the catalogue is permanently updated by the National Agency for Qualifications and Vocational Education and Training, a process supported by 16 sector qualifications councils. Third, the system for recognising non-formal and informal learning (RVCC) was further integrated into the NQF. The system for recognising non-formal and informal learning refers to the qualification standards in the national qualifications catalogue, both to school-based competences (four, six, nine or 12 years of school) and professional competences. The key competences standards for adult education and training for basic and secondary level are structured into key competence areas, covering the different contents of subjects at these specific educational levels. The National Agency for Qualification and Vocational Education and Training is the main public body in charge of implementing the NQF. The agency s main responsibilities are for the education and double certified vocational training offer for adults and for young people, the national qualifications catalogue Page 115

116 (with the help of the Sector Qualifications Councils) and the system for recognition, validation and certification of competences. The agency also acts as NCP and played a key role in referencing national qualifications to the EQF. Another important role is to articulate and communicate with the General Directorate for Higher Education regarding levels 5 to 8 of the NQF. The NQF has reached an early operational stage. All VET is already organised based on the NQF: the databases are organised considering the structure of the NQF and the access to the financial support also takes the framework into consideration. Further, most national qualifications indicate the corresponding NQF qualification level, thus becoming increasingly visible to individuals. Education and training stakeholders are involved in the implementation of the NQF. There is still need to disseminate the information to a wide spectrum of stakeholders, especially in the labour market, where the NQF is not yet known Level descriptors and learning outcomes An eight-level reference structure was adopted to cover all the qualifications awarded in the Portuguese system. National qualifications levels and level descriptors are the same as in the EQF in terms of categories and principles. The level descriptors are defined in terms of knowledge and skills; in the third column, the term attitude isused. The term competence was already defined and used as an overarching concept within the national qualification system as recognised capacity to mobilise knowledge, skills and attitudes in contexts of work, professional development, education and personal development. The learning outcome approach plays an important role in reforming Portuguese education and training. There is a diversity of approaches and concepts and the level of implementation varies across education subsystems. Fine-tuning learning outcomes in qualifications design with the NQF level descriptors is a challenging task and is work in progress (e.g. in upgrading not only the national qualifications catalogue but also for qualification sin general education). In general education, the national curriculum for basic education (essential competences) that was in place until last year, was a national reference documentforplanning learning activitiesat both school and class levels. Itincluded general and specific competences which learners are expected to develop in compulsory education. Currently the Ministry of Education has asset of curricular outcomes for each specific subject in each year of basic education (considering the first, second and third cycle).in general upper secondary education there is a set of competences and general objectives, expressed in terms of knowledge, abilities/skills and attitudes/values, for each subject. The curricular outcomes for each specific subject of secondary education are being prepared. In VET, reforms concentrate on the learning outcomes dimension of developing qualifications standards and curriculum development. The qualifications obtained in VET subsystems are organised by the standards included in the national qualifications catalogue. Page 116

117 Analysis of the database In qualification systems, the training objectives are defined in terms of learning outcomes, the content of the training is established officially and curricula are applicable throughout the national territory. The number of qualifications is limited. The National Qualifications catalogue is organized by areas of education and training and by qualification levels. The Catalogue included 39 activity areas and 8 levels of qualification. For each qualification it defines a professional profile and its correspondent training reference, as well as the reference for validation procedures. It is a competence-based qualification system where the training references are defined in terms of learning outcomes and have a modularized structure. The Portuguese catalogue does not include any qualifications that correspond to level 3 of EQF. For level 4 and level 5 qualifications in the activity area of Computer Sciences there are six different qualifications that have connection to app developers training needs. EQF Level Number of Details qualifications 4 3 Informatics programmer, Informatics technician: networks installation and management, Informatics technician: systems 5 3 Specialized technician in management software, Specialized technician in networks and computer systems, Specialized technician in information systems technology and programming Page 117

118 3.8. Spain Institutional features Capital : Madrid Official languages : Spanish Government : Unitary parliamentary constitutional monarchy Prime minister : Mariano Rajoy Monarch : Felipe VI Population: Area : km2 Since 1978, Spain is a parliamentary monarchy characterized by the division of legislative, executive and judicial powers and having a King in the head, whose leading part is a role of representation. The Spanish Parliament (Cortes Generales) consists of two Houses which hold the legislative power, the Congress and the Senate. The Spanish government, managed by a president, holds executive power. The capital of Spain is Madrid, its currency is the euro. The Spanish territory is organized in autonomous communities (regional level of administration), in provinces and in municipalities, which also practice legislative and executive powers. Spain consists of seventeen autonomous communities which possess their own legislative institutions: the legislative and executive assemblies, the governmental Council, managed by a president. They exercise their powers in the fields of the town planning, the accommodation, the agriculture, the culture, the welfare services and the health services. At the level of the education, and of the legislative point of view, the autonomous communities have the possibility of completing the regulations uttered by the State, and they furthermore administer the organs of the education system situated on their territory. Page 118

119 The Structure of the School System The Spanish initial and continuing education and training system is designed like that: Page 119

120 Transposition of European legislation Spain has developed its qualifications framework for lifelong learning (ESQF) known as Spanish qualifications framework (Marco Español de Cualificaciones) (MECU). It is based on learning outcomes and aims to link and coordinate different education and training subsystems. The framework will include qualifications obtained in compulsory, post-secondary and higher education, and will integrate validation of non-formal and informal learning processes. The Royal decree on the introduction of MECU is the legal basis for its implementation, although this decree has yet to come into force. It defines levels and level descriptors for referencing the MECU to the EQF levels. It was developed in consultation with main stakeholders and supervised by the national advisory bodies. The higher four levels of MECU will be linked to the qualifications framework for higher education (Marco Español de Cualificaciones para la Educación Superior) (MECES), which has been put in place separately Main policy objectives One of the main objectives of developing an ESQF compatible with the European qualifications framework (EQF) and those in the European higher education area (QF-EHEA) is to make Spanish qualifications easier to understand by describing them in terms of learning outcomes; it should also clarify relations between them. It is expected that this will improve the extent to which stakeholders are informed about national qualifications, raising trust and making mobility easier. The ESQF aims to support lifelong learning, link initial vocational education and training (IVET) and continuing VET, and improve access and participation for everyone, including the disadvantaged. Through the ESQF it is expected it will be easier to identify, validate and recognise all kinds of learning outcomes (including nonformal and informal learning), regardless of the way they were acquired. It will support better use of qualifications at national and European level Level descriptors and learning outcomes An eight-level framework has been proposed to cover all main types of Spanish qualification. The four highest levels are compatible with the Spanish qualifications framework for higher education, which is based on the Dublin descriptors. Level descriptors are defined in terms of knowledge, skills and competence. They have been inspired by EQF level descriptors, but adopted to suit the national context. This is particularly the case for skills, where the ability to communicate in different languages and analytical skills are emphasised. Competence is defined as autonomy and responsibility, including learning skills and attitudes. Broad generic descriptors for the NQF will be supplemented with more detailed descriptors when necessary, such as for academic qualifications. The learning outcomes approach is seen as an essential part of Page 120

121 MECU and MECES development and implementation. However, as reported for the Cedefop study on learning outcomes (Cedefop, forthcoming), the notion of learning outcomes is a new concept in the Spanish context and not widely shared. Competences and capacities are often referred to in various policy documents, with many different interpretations due to various linguistic and pedagogic concepts. The level of implementation also varies across subsystems; the most developed and elaborated is in VET. It is expected that the development of both MECU and MECES will further support the strengthening of learning outcomes at all education and qualification levels to make qualifications more readable and easier to compare. A new Organic Law 8/2013 has been recently adopted (Government of Spain, 2013), aiming to improve quality and promote lifelong learning, mobility and coherence of the nation system in line with international standards. Framework curricula should include the standard and measurable learning outcomes. To develop a common approach, the Ministry of Education and Science has established in the legislation, national core curricula for the various levels of education: preprimary, primary, lower secondary, upper secondary and vocational training. These are determined by central government ( 3 ), though schools can take responsibility for developing part of their own curriculum. The core curricula determine the general objectives for each stage of education as well as specific objectives for each area or subject. They also establish the content and evaluation criteria for each area and the basic skills for each stage of compulsory education. The VET qualification system is defined by the Law on Qualifications and Vocational Training (Government of Spain, 2002). Professional modules for each qualification gather the learning outcomes and the corresponding assessment criteria that show that the qualification holder knows, understands and is able to do as expected on completion of the programme. Learning outcomes are closely related to work activities and required professional competences. New study programs in higher education have to include expected outcomes and achievement of learning objectives set for the student. All study programs have to be accredited according to national guidelines Validating non-formal and informal learning and links to the NQF Spain does not have a comprehensive national strategy for validation; different laws frame validation, targeting different education sectors. The Organic Law of Education and the Organic Law of Universities incorporate actions to validate non-formal and informal learning, such as access exams to VET and university studies aimed at those people who do not have the required qualifications. Royal Decree 1224/2009 (Government of Spain, 2009) established recognition of skills acquired through work experience. This decree provides the possibility of evaluating professional competences through nontraditional assessment methods; this is common to gaining qualifications from the employment administration (certificados de profesionalidad) and the education administration (IVET programs ) through specific calls for validation. The procedure only validates professional competences acquired through work experience or nonformal learning pertaining to specific units of competences registered in the national catalogue of professional qualifications. The calls for validation and accreditation of professional competences are usually restricted to selected economic sectors, depending on available financial resources and sector needs. Other degrees regulate access to formal qualifications through Page 121

122 tests. Since the 1970s, those over 25 can access university upon satisfactory performance of over-25 access exams, but without a qualification in post-compulsory upper secondary education. Adults can also gain the diploma of compulsory secondary education and the baccalaureate diploma (postcompulsory upper secondary education) through examinations, without having undertaken the corresponding formal studies Referencing to the EQF The draft referencing report is expected to be prepared by the end of The self-certification report has been drafted. Spain has not yet decided whether there will be one joint report prepared to reference to the EQF and self-certify to the QH-EHEA. Important lessons and future plans There are challenges at different levels. First, dialogue and interaction with, and developing trust among, different stakeholders from education and employment is considered a cornerstone and key success factor for the development and implementation of a comprehensive NQF. Second, including VET qualifications, especially at levels 3 and 4, seems to be a challenge because VET qualifications at these levels are not only awarded by different bodies (Ministry of Education and Ministry of Labour), but are of different nature, workload, delivery and quality assurance mechanisms, some of them less regulated. There seem to be less confidence and trust in the ways these qualifications can be mapped together. Putting the framework into the lifelong learning perspective and including non-formal and informal aspects of learning in the framework is regarded as complex. Including qualifications resulting from non-formal or informal learning uses recognition and validation processes widely implemented only in recent years. NQF development in Spain also shows the importance of political processes and cycle on the implementation of European tools, such as the EQF. Adoption of the Royal Decree on MECU is an important step towards the MECU implementation. Page 122