Topic: Using ECVET principles to support the quality assurance of compulsory internships in VET schools and colleges at upper secondary level.

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1 Current practices in Member States Austria Topic: Using ECVET principles to support the quality assurance of compulsory internships in VET schools and colleges at upper secondary level. Within the framework of its broader national ECVET implementation strategy, Austria is currently conducting a pilot which aims to employ the ECVET principles to support the quality assurance of compulsory internships in VET schools and colleges at upper secondary level. The project, under the guidance of the Federal Ministry of Education, is looking at how the structures offered by the ECVET Recommendation e.g. preparation, implementation, follow-up, an adapted set of documents (learning agreement, memorandum of understanding, personal transcript) and a systematic approach to describing learning outcomes in line with the ECVET principles can bring transparency and coherence to the implementation of internships and ensure that students acquire the agreed learning outcomes. It is envisaged that the Austrian VET Quality Initiative (QIBB), which is aligned with the EQAVET Recommendation, can serve as a vehicle for implementation of the proposed model. The primary focus of the project is to evaluate the added value that ECVET can make in this area. It is considering the structures offered by the ECVET Recommendation e.g. preparation for the internship, implementing the internship, and follow-up activities. It is also looking at whether, and how to use, the documents which support learners undertaking ECVET mobility projects. To ensure the quality and relevance of the learning content of compulsory internships, the project is considering whether greater transparency can be achieved by describing learning outcomes in line with the ECVET principles. A working group of experienced practitioners has been established. This group aims, inter alia, to produce the following results: an analysis of the existing ECVET documents Learning Agreement, Memorandum of Understanding, and Personal Transcript with a set of proposed adaptations which makes them appropriate for use in compulsory internships within a national and international context. These adaptations need to be based on practical and efficient solution in order for them to be used in VET schools and VET colleges; a checklist for teachers and schools. This should provide support in the preparation, implementation, and follow-up of internships by defining the key parameters to be considered and the practical steps that can be taken. The ideal outcome would be a process map as this is the approach that is already used in the implementation of quality management systems in VET institutions. In addition to the analysis and adaptation of the ECVET documents, the project is also considering the potential impact on, and connections to, the Austrian VET Quality Initiative (QIBB). In this context the working group will be looking: 1

2 for good connections from any new standardised process into the existing quality assurance arrangements in the QIBB; to use the quality assurance cycle throughout the pilot project from the planning and implementation processes to the evaluation and follow-up. At the system level, staff with responsibility for ECVET and QIBB will work together. At the provider level VET schools with a particular interest in quality assurance and improvements in their students internship arrangements can be involved. This enables them to include the pilot project as one of their objective when they develop their work/school programme this enables them to apply the QIBB instruments to this process. The Czech Republic Topic: The lack of mutual trust relating to the recognition and validation of non-formal and informal learning (NFIL). In Initial VET, the Czech Republic is implementing the ECVET principles based on the learning outcomes approach. The Pospolu 1 project is looking at how to enhance cooperation between VET providers and employers through a focus on practical training. This project is based on mutual trust through the joint creation of units of learning outcomes which can be assessed in the enterprise and subsequently validated by the school. Pospolu includes a focus on the two European instruments and the ECVET and EQAVET principles are promoted by further developing support materials and organising educational activities. The Czech Republic also has a National Register of Vocational Qualifications (NSK) 2 which allows anyone to obtain a qualification certificate by validating their prior learning regardless of where they acquired the necessary knowledge, skills and competences. This system uses the EQF levels and is compatible with a learning outcomes approach. The NSK operates outside the formal education system which means that its quality is not controlled through the Framework or School Education Plans. Consequently there is a need to establish mutual trust in a different way. The system of recognising learning outcomes based on prior learning is supervised by the Ministry of Education, Youth and Sports and other governmental and public institutions. This system does not offer much opportunity for mutual trust based on the ECVET principles. The challenge is to focus on creating better connection between formal and informal education in order to strengthen permeability between different education levels and to increase the flexibility of qualifications. Success would be measured by learners having enhanced access to vocational qualifications and employers having more flexible views towards qualifications in order to respond to changing demands of the labour market. The quality assurance cycle is used in initial VET and as part of the NSK. The use of a consistent approach to quality assurance helps to develop greater mutual trust. This brings benefits to: 1 See for more information 2 See - this website is also available in English 2

3 VET providers as it broadens the portfolio of programmes they can offer. As well as their work in initial VET, they are able to develop continuing VET and adult education programmes. This will have the following impacts: o greater flexibility for schools which allows them to respond to current decrease in population; o better match to the needs of the labour market and improvements in the employability of graduates; o an increase in the prestige of VET. learners as they will be offered: o greater access to more flexible qualifications; o qualifications which are created on the basis of the needs of the labour market as all the relevant stakeholders and social partners are involved in their design; o qualifications which increase their employability and give more prestige; employers through their closer cooperation with VET providers who work with the NSK system. This helps them to recruit a sufficient number of suitably qualified staff and provides opportunities to explore ways to develop their businesses. Developing a new approach to recognising informal and non-formal learning can benefit every citizen in the Czech Republic. The NSK is open to the public and currently offers 787 vocational qualifications and new qualifications are approved every month. At the end of 2014, more than 106,000 people had obtained a certificate of vocational qualification through this recognition system. The Centre for International Cooperation in Education (a semi-budgetary organisation, established by the Ministry of Education, Youth and Sport) established the National team of ECVET experts 3 project to develop cooperation among the ECVET experts in 2012 and This led to publications and leaflets to support the use of the ECVET principles and some of the EQAVET principles, such as the quality assurance cycle. The cooperation has continued after the completion of the project. The main tasks of the National team of ECVET experts is to promote the ECVET principles by organising seminars, producing publications and videos, direct consultations with VET providers etc. Among the outcomes of this cooperation are the brochures Report on the relationship of ECVET and NSK and Report on coherence of ECVET with the European Qualification Framework (EQF) which explicitly emphasise the connection between ECVET and the EQAVET quality assurance cycle. Most of the national systems in the Czech Republic have the support of the Ministry of Education, Youth and Sport. The ECVET principles are also supported through the close cooperation of several institutions and through the Pospolu project. It has taken longer to implement the EQAVET principles but some, especially the quality assurance cycle, are frequently used and the situation is improving. There seems to be no serious barriers to the further development on ECVET or EQAVET though it would help potential users to have 3 See for more information 3

4 more examples of good practice which show the added values of both European instruments. Germany Topic: Using the EQAVET principles in an ECVET governed educational environment The Peter Paul Cahensly School (PPC) in Limburg, Hessen is a regional centre for training students to enter the world of economics and trade. The school offers training for apprentice, full time vocational programmes, upper secondary school programmes and adult learning courses. It has approximately 1, 800 students with 120 teachers. PPC is the largest provider of upper secondary training in the region with more students than the combined total in all the other schools. In 2005 the German state of Hessen began a pilot programme to allow schools more independence in hiring teachers and using their funds. In return the schools, including PPC, were required to produce reports on teaching success and customer satisfaction as part of an advanced quality assurance system. In 2005 about 40 % of the vocational schools were self-governed but this figure is increasing. ECVET principles In Germany all VET qualifications are designed with units based on learning outcomes. The apprenticeship qualifications are designed at the national level by social partners and the federal ministry of education (or other federal ministries). The units for work placed learning are designed nationally and the board of the 16 regional ministries (Länder) design the school curricula in line the practical training. Consequently all the students who take the same qualification in Germany complete the same units based on learning outcomes. Mobility within the same qualification is guaranteed (e.g. when students move from one town to another). Within a group of qualifications (i.e. industrial merchandise and foreign trade) some units are similar and this makes mobility possible from one qualification to another. The quality of the provision is assured by nationwide final examinations with an examination board made up of employers, employees and teachers. Full time vocational programmes are organised in a similar way with the curricula following regional (Länder) rules within the context of the nationwide agreement about the learning outcomes. The examinations are organised by teachers. Each school is evaluated by inspectors and every three to five years by an evaluation team. These are the usual procedures for every VET school in Germany, so what has changed for the self-governed schools? They had to install a quality assurance framework to improve the educational methodology in the school and evaluate this. EQAVET principles at the Peter Paul Cahensly School The following new approaches were introduced: 1. A new vision to improve the school s quality which was based on: 4

5 developing a school culture where each part of the system worked together to improve teaching and learning; involving the students in developing the teaching methodology which helps to strengthen their understanding of the content of the units and the learning outcomes; a more individualised approach to learning; improve cooperation with all partner organisations. 2. A new education concept for PPC Tuition was re-organised in line with the students activities and respond to individual learning needs. The teaching methods were changed and became based on the needs of each subject and the approaches changed frequently in line with changing student needs. Before the change was made approximately 15% of the teaching was student activated now it is about 50%. This has improved the quality of provision and increased the competence of the students. Self-learning methods and a self-learning centre have been installed. Teachers and students have more individual freedom about how they meet the aims of their courses, but the outcomes are guaranteed through the creation of learning agreements between all the teachers who work on the same programme. To support these developments the teachers participated in a school-based training programme 3. Evaluation and quality assurance PPC runs its own school based evaluation programme. This includes: at the end of the school year, asking all students who leave the school about the quality of the teaching and their level of satisfaction with their teaching; asking all the teachers to evaluate the outcomes of their provision. Each programme used a balanced score card system, which is evaluated by the management team as well as by teachers who are responsible for others programmes; providing teachers with individualised feedback about their tuition; developing quality circles to identity the further training needs of the teachers and to improve the teaching methodology. EQAVET principles used As part of the new approach PPC is using indicators in the EQAVET Recommendation. These include the participation rate (indicator 3) and the completion rate (indicator 4). In its adult learning programme PPC expects 50 % more students to complete their training than the average number of completion in similar provision in Hessen. PPC monitors the students average marks in the final examinations and expects to deliver better results than the average in the region. If this does not happen there are further changes and refinement to the school curriculum. Estonia Topic: Implementing ECVET and quality assurance measures in VET 5

6 In Estonia a series of new initiatives have been developed from These have been supported by several European Social Fund (ESF) programmes, Leonardo da Vinci funding, and the ECVET and study reform arrangements in Estonia. The focus has been a substantial renew of all aspects of VET including the development and implementation of the Estonian VET credit system (EKAP Eesti kutsehariduse arvestuspunkt), and an accreditation process for the VET curriculum. The VET institutional accreditation scheme for groups of curricula areas in VET was introduced through a pilot arrangement in 2011 with full implementation in The impetus for implementing these new VET initiatives at the school level was established in in the curricula development project for schools - Curricula and study arrangements reform in VET. The VET development (including the Estonian VET credit and accreditation process which are used as quality assurance measures) are based on new legislation: New Vocational Institutions Act that came into force in September 2013; The 2008 Occupational Qualifications Act, revised in 2014, provides the basis for the development, operation and quality assurance of the occupational qualifications system. The new arrangements, at the system and provider level, aim to ensure that VET is more practical, better targeted, more contemporary, available and of high quality. To achieve these aims a number of concrete actions have been taken: the development of a curricula system based on the National Qualifications Framework (with study programmes at EQF Levels 2-5) with a direct relationship to the occupational standards; a learning outcomes based approach for describing the learning content, the methods of validation and the criteria for the study programmes; the integration of key competences into training to acquire professional skills; the introduction of VET credit. This is: part of the competences to be acquired by the learners. Its value in relation to the curricula is basing on the competences in the occupational standards; an estimation of the student s work towards the achievement of the learning outcomes. One unit of credit (an EKAP) is associated with 26 hours of learning for the average student; an average student can expect to achieve 60 EKAPs in one school year. the implementation of an ECVET based credit system. This is accompanied by a threshold based approach which sets out the minimum expectations that a learner has to meet to achieve the required learning outcomes. This credit system: gives more attention to the use and quality of recognition of prior learning and work experience; emphasises the quality of the training process and introduces an accreditation process for formal VET provision; provides more attention to the content of the study programmes; 6

7 leads to advanced qualifications and the development of entrepreneurship competences. Central to the new approach has been a desire to assure the quality of the processes e.g. how the learning content is described, the validation methods and the criteria which underpin the study programmes Foundation Innove (an organisation that is supported by the Ministry of Education and Research) has: researched and developed the national curricula; produced methodological and other resources to support the implementation of the national and school curricula; evaluated the curricula of the VET institutions; led consultations on curricula issues; organised training for teachers; promoted innovative ideas and methods in VET. The VET accreditation process (which follows the EQAVET principles) focuses on the quality of teaching and learning; the pedagogic process and the results; the curricula and the learners assessment. Institutions that are accredited are given the right to provide instruction. This accreditation process involves experts from industry and education; and consists of: the VET institution s self-assessment; an external assessment of the VET institution; feedback from the accreditation process which gives information to the VET provider and the curricula developers in order for them to make improvements; the results of accreditation give data to decision makers to help them to analyse and decide on investments, plan the teacher training, establish their programmes and ensure the VET providers financial arrangements. The development of the reform process has been based on a strong involvement from the following stakeholders: 1. the various institutions responsible for VET (quality) including the Ministry of Education and Research (MoER), other Ministries, social partners, associations of municipalities, cities and VET providers that participate in working groups responsible for devising VET development plans. The participation of the VET social partners is regulated by national legislation; 2. the Ministry of Economic Affairs and Communications is responsible for researching the skills and human resources needed on the labour market. The annual forecasts produced by the Ministry for each sector are one of the components considered by the MoER in determining the number and type of state funded places in VET; 3. through the Sector Skills Councils the social partners are responsible for developing professional standards and giving the awarding bodies the right to award professional qualifications; 4. social partners are consulted during the development of qualification requirements; 7

8 5. the standards and qualification requirements are used to develop national curricula, and the social partners are involved as members of working groups. This process is led by the MoER and Foundation Innove; 6. social partners and other stakeholders are involved in developing the legislation on the system of state recognition. They are members of the assessment committees that support the accreditation process and participate in the quality assessment council for vocational education, who makes accreditation decisions on the basis of the curriculum group report and the assessment report of the committee. The MoER and the Estonian Higher Education Quality Agency (EKKA) are responsible for the accreditation of the content of the curriculum areas in VET institutions. Future challenges implementing ECVET (EKAP) it is a paradigm change that requires a lot of work at the system and provider level; in relation to teacher training; and to update the competences of assessment commission members etc. there is a need to develop further the criteria and processes for: writing, identifying and selecting learning outcomes; designing and implementing the assessment processes and procedures; quality assuring the transparency, relevance and efficiency of the method used for allocating ECVET points to qualifications and units based on learning outcomes. Further information Greece Topic: How to quality assure the certification of Adult Trainers Teaching Competences based on learning outcomes approach The National Organisation for the Certification of Qualifications and Vocational Guidance- (EOPPEP) 4 which is also responsible for the development of Hellenic Qualifications Framework (HQF) is developing a national system for the validation of learning outcomes of non-formal and informal learning. This integrated system will enhance the introduction of non-formal and informal learning into the HQF by designing qualifications based on learning outcomes. The arrangements for the certification of the qualification for teachers of adult learners are already in place. This certification scheme involves theoretical and practical examinations and is based on the quality assured standards set out in a Ministerial Decision and the respective accredited occupational profile (Epaggelmatiko perigramma) which has been developed in accordance with the ECVET principles

9 The following example shows how the system works in a specific context for adult trainers. Since 2006 there has been the opportunity for trainers of non-formal learning to certify their teaching competence through non-formal and informal learning. (This process has been evaluated twice and redesigned using a quality assurance cycle in an ECVET context.) This certification scheme is based on the accredited occupational profile of an adult trainer which was developed in consultation with social partners and stakeholders (the profile is renewed every five years and was last revised in 2011). In the last revision the new certification system of adult trainers of non-formal learning was designed by EOPPEP with contributions from social partners and stakeholders and evidence from research centres/think tanks. The system is based on a learning outcomes approach and uses the EQAVET Framework (specifically indicators 1, 2, 6 and 7) and was finalised in The occupational profile of adult trainer includes the processes used for assessing learners achievement of learning outcomes; the criteria which help to ensure that the expected learning outcomes match the achieved learning outcomes etc. Under new legislation, these certification procedures are open to all interested parties that meet the prescribed eligibility criteria. The new system will have three pathways for an individual to demonstrate the learning outcomes: certification when the conditions and criteria are met; participation in an evaluation process and then certification; enrolment in a training programme and subsequent certification. The certification examinations for adult trainers of non-formal learning include a theoretical and practical part. This involves oral tests, the analysis of case studies, demonstration of skills and competences, and a teaching simulation ensures the candidate demonstrates the relevant knowledge, skills and competences described in the occupational profile. The practical element of the adult trainer s assessment is based on a presentation of a teaching plan and a 20-minute teaching session to a group of nine co candidates who undertake the role of trainees. The presentation is assessed by two competent assessors. A DVD is produced in the event in case the candidate needs to be reassessed. After the presentation, the examinee is interviewed by two assessors and their supervisor. The focus of the assessment process is based on ensuring the quality of the decisions. Applicants need to have professional or teaching experience as a major part of their assessment is through observation of practical implementation. The skills they have obtained through informal and non-formal learning are assessed through a portfolio and of examination process and certified. The certification of the portfolio by EOPPEP is based on e-portfolios which may include teaching programme plans, the development of teaching material, video-taped teaching by the applicant and electronic files from e-learning teaching experience. When applying for the certification process for adult trainers, individuals need to provide documentation that includes proof that they have demonstrated their competence at teaching. For the examination stage of the process, supervisors are accountable for ensuring that the pre-examination processes are completed. They observe and report to EOPPEP on all stages of an individual s examination. EOPPEP determines the steps the supervisor should take if there are issues and problems. Although EOPPEP leads all these 9

10 examinations and its employees are involved as supervisors, the process is designed to ensure that all relevant stakeholders have a voice. This involvement of stakeholders ensures that the certification processes have high levels of acceptance in the private and the public sectors. This certification system is in line with the EU recommendation on the validation of nonformal and informal learning. It is accessible by individuals who meet the criteria regarding education attainment or proven professional experience. The new approach has generated interest from thousands of adult trainers. In the register of adult trainers of non-formal learning with certified teaching competence there are 8,312 trainers and a further 16,042 have enrolled and expect to participate in certification exams. 900 trainers were certified in 2014 and almost 7,000 candidates are currently in the process to being certified or improving their skills. The details of this assessment stage are set out on the EOPPEP website. Additionally, the relevant ministerial decision defines the requirements for training programmes for train the trainers. At the same time as introducing this new informal and non-formal certification process, the decision was made to expand the existing register of adult trainers of non-formal learning to include those trainers that have certified educational proficiency. EOPPEP will manage the Register, which includes the sub-registers of adult trainers and of the trainers of trainers. Each certified trainer on the Register is required to formulate and maintain their own electronic qualifications portfolio (e portfolio) which should include their education, training and professional experience etc. Context The Greek Law 3879/2010 for lifelong (implementation is in September 2015) requires all adult trainers in non-formal learning to have certified educational competence/proficiency to participate in non-formal learning programmes funded by public resources. This includes the Institutes of Vocational Training (IEK). The full implementation of the new certification system of adult trainers aims to meet the following economic, social and educational needs: moving the education system to learning outcomes; linking education content to the needs of the labour market, and reinforcing the social partners role in human resources development; expanding trainers field of activity into initial and continuing vocational training as well as non-formal education, including adult education; updating the knowledge, skills and competences of trainers of adults; increasing the quality of training provided in a non-formal context. All the initial and continuing providers in the non-formal VET system and providers of initial VET benefit from this new approach as they recruit their trainers from the Certified Adult Trainers Registry of EOPPEP. The learners are being trained by certified adult trainers who are also able to improve their skills in teaching, training and assessing adults. It is important 10

11 to stress that this case study demonstrates both how to match demand and supply in this sector, and how to increase the employability of the adult teachers. The new approach is described in the European inventory on validation of non-formal and informal learning: 2014 country report. Annual report 2014 Cedefop, 2015 available at: More information is also available at: Spain Topic: quality assuring the use of learning outcomes in VET Learning outcomes are addressed at the institutional and the national and regional system level. The Ministry of Education designs the core curriculum for each VET qualification and the Education Departments of the Autonomous Communities complete each qualification s development in line with their specific context and the needs of each sector. The curriculum is constructed from professional modules which describe the learning outcomes that have to be achieved for a learner to successfully complete the module. Each module is based on learning outcomes and has to be large enough to be certified at the national level. The learning outcomes are translated into training activities which ensure learners complete tasks based on the competences of each sector and to the standard that is required to demonstrate the required scientific and technological knowledge. Learning outcomes include subject and sector-specific knowledge; basic competences (these are integrated in the professional modules) such as literacy, numeracy and others (the education system sets a pre-determined level of basic competences for learners to access VET. For basic VET there are specific modules that cover basic skills); and the development of personal, social and professional skills. The whole learning outcomes described in the training cycle should lead to evidence in order to infer that learners/ people have attained the personal, social and professional competences defined in the professional profile. Each learning outcome has assessment criteria that are linked to a series of indicators for measuring the: the success of the learning activities. These are expressed through quantitative and qualitative measures and show concretion between each learning outcome and learners achievement; the content of these learning activities; extent to which the assessment criteria are connected to the contents of each module and have led to the achievement of the objectives of the learning process. These measures can be: procedural, conceptual and attitudinal. 11

12 In relation to this technical issue, has the approach described in the EQAVET framework been used to support a quality assured solution? Central to ensuring quality has to be the quality assurances processes associated with the design of the learning outcomes. Even before the invitation in the Recommendation to create a framework compatible with EQAVET, Spain has used quality criteria for the design of learning outcomes. These criteria are used in all the VET training levels in Spain (basic, middle and higher) and apply to the design of all VET diplomas. Development has to involve consultation with: main authorities of the Autonomous Communities; other Ministries, agencies and institutions (in the public and private sectors); employers; trade unions; teachers and trainers; the General Council for Vocational Training; the State Board of Education. In addition, other processes help to ensure the quality of the training: evaluation is organised by the National Institute for the Evaluation of the Education System from the Ministry of Education, Culture and Sport; there is an inspectorate which is comprised on a specific body of civil servants from the education system; teaching staff are required to complete their initial training to masters level and undertake further professional development; the level of education resources must be checked. This includes accreditation of VET providers who have to show they have met the minimum requirements to guarantee quality. The VET providers are required to respect and comply with the academic and professional requirements for teachers and trainers; work within the regulations for education establishments (this includes rules on the facilities and materials which are provided) and teach the official curriculum of each VET qualification. Each qualification includes guidance on each professional module. This helps teachers and trainers to develop their pedagogy in line with the competences that learners must achieve. The outcomes achieved by the learners are published in the Official State Gazette and place on website of the Ministry of Education. Information of each module and qualification facilitates students choice as they know what they will learn, how they will be assessed, and the tasks they will be expected to complete. This information also supports employers as they can find information on their future employees qualifications, and for those taking part in dual learning, what competences students have to attain during their company-based training. More information can be obtained from the Ministry of Education, Culture and Sport at: or 12

13 Finland Topic: Developing individualised flexible learning pathways The curricula for the national qualifications include free choice and optional units. Every student following either an initial or continuing VET programme has an individual study plan which is connected to official state-recognised qualifications. The qualification requirements are based on learning outcomes (introduced in the reforms to qualifications), and the individual s study plan can include different ways to achieve these learning outcomes. In order to complete and achieve the qualification candidates must demonstrate the skills and competence required by the profession. A new Vocational Education and Training Act was introduced in October 2014 with a fundamental aim to strengthen the learning outcomes approach of vocational qualification requirements and the (unit-based) modular structure of qualifications. This legislation supports the development of flexible and individual learning pathways and promotes the validation of prior learning. In the legislation a qualification in vocational upper secondary VET is awarded when a learner has 180 competence points (one year = 60 competence points). The structure of a vocational qualification is based on the following arrangements: vocational units = 135 competence points (including compulsory and optional units); common units = 35 competence points (including compulsory and optional areas); free choice unit = 10 competence points. Vocational qualifications which are achieved by taking competence-based examinations will continue to only include vocational units. In addition to meeting the needs of the labour market, the vocational qualification system is designing to meet the needs of individual learners by enabling them to choose units and create individual flexible study pathways. Free choice units, the possibility to select the most appropriate optional units and the revised structure of common units enhance the flexibility of qualifications and enable individuals to develop their competences according to their own needs. The system is based on an electronic data-base with all the available qualifications and modules (units); this is used by the VET providers to design their own curricula. The database also helps to prepare the individual study plans. In spring 2015 the continuing VET qualifications will start to use this system. This system of developing individualised flexible learning pathways is being used by the Vocational Education Centre in Sedu. This development is in line with the national level qualification reform; supports and further strengthens the Centre s learning outcomes based definition of vocational qualifications and the modular (unit-based) qualification structure; supports the construction of flexible and individual study pathways; and promotes the validation and recognition of prior learning as part of a qualification. The development is on line with the ECVET principles and help to support learner mobility and lifelong learning by 13

14 offering a tool to validate and recognise prior learning including non-formal/informal learning. The Centre s development work has been based on the EQAVET framework and has used the quality assurance cycle of planning, implementation, evaluation/ assessment and review/revision. This quality assurance cycle, as well as being a useful tool at the system level, is used at the VET provider level to inform the students learning process. In the Vocational Education Centre in Sedu, leaners individual choices and flexible programmes are supported by the provider s rules, decisions and plans. A set of operational rules were developed to support individual choice and flexibility. These focus on the relevance to work and the key skills required for lifelong learning are paid special attention in recognition of prior learning. Sedu uses a continuous assessment and review process to support the implementation of the learning outcomes based approach which is supported by student level questionnaires one and three year after they complete their studies. As part of the national education strategy plan ( ) every VET provider has to have an operational quality assurance and quality development system in place by 2015.In addition the national arrangements which support individual choice and flexible programmes include criteria for quality assurance and quality development systems in every VET provider. These criteria were developed by the Ministry of Education and Culture, a group of representatives from key stakeholders and the educational authorities. In the development of the criteria the EQAVET recommendation was used as the framework and the criteria were checked to ensure they were in line with the EQAVET descriptors and indicators. The criteria were used by VET providers in 2014 and guidance was subsequently produced provided. By 2015 every VET provider has to complete their self-assessment using these criteria. A sample of VET providers (about 15 percent) will be selected for a site visit to validate the results of these self-assessments and deepen the knowledge and understanding of how to quality assure the individualised approach. The new approach to individualised study pathways could increase the teacher s workload in relation to guidance. To avoid this risk the work has been divided between different actors e.g. international coordinators support those students who would like to follow an international study pathway, entrepreneurship coordinators support students who are interested in following entrepreneurship pathway etc. The following example shows the reality for a learner who is following a more flexible study pathway. Case study of Matti When Matti started his vocational qualification in Information and Telecommunications, his individual study plan was drawn up by Matti and his teacher. They discussed which of the vocational skills requirements of the vocational qualification Matti had already acquired. His prior learning was validated and recognised and documented in his individual study plan. They agreed and recorded the missing vocational skills which he would be asked to demonstrate when he was assessed. Matti s second study year began by updating the individual study plan. He was offered an opportunity to participate in a private company s project which enabled him to acquire the learning outcomes related to those vocational skills which were still missing. Matti, the 14

15 representative of the company and the teacher draw up an individual plan and Matti demonstrated the acquired skills by producing a portfolio of work which was assessed in cooperation with the company project leader. Matti was not satisfied with his grade and wanted to be re-assessed during his next work placement. Matti accumulated his learning outcomes by the end of semester 4. He had four credits more than his fellow students. His individual study plans was updated; a plan was made on how to acquire the still missing learning outcomes; and arrangements were made for him to complete the studies ahead of time. This arrangement led to him working in a student cooperative. Another option would have been to move ahead with the on-the-job learning that had been planned for his third year of study. On-the-job learning and free choice units were placed at the end of Matti s third year. This enabled Matti to be one month ahead of time with his studies. When Matti began the third and final year of his studies, he presented a work certificate from his summer job. He had worked in a computer and home electronics department store. This earned him six credits they were validated and recognised for his free choice units and he was now two months ahead of time in his studies. During his third year of study Matti chose his free choice units. He received his vocational qualification certificate six months earlier than originally planned. For more information on Finland s system please go to (partly in English) FNBE: Inspiring and strengthening the competence-based approach in all VET in Finland, Support material for implementation Guidelines for education providers, 2015 (in the near future this will be on the website) France Topic: Qualification design The design of French vocational diplomas is based on a series of basic principles that closely resemble those outlined in the ECVET Recommendation. This includes units which correspond to the technical specifications of the Recommendation. These units are designed and organised in a way that is coherent with the overall qualification and this enables them to be assessed and validated. A set of standards are used to specify the title of each unit, the skills and knowledge (learning outcomes) covered and the assessment procedures and criteria. The development procedure that leads to the creation or updating of a diploma is based on a quality assurance process. VET diplomas can be achieved through formal, nonformal or informal training and recognition of prior experience ( validation des acquis de l expérience ). In France, vocational diplomas are delivered by the ministry of national education and are designed in collaboration with the professional bodies (sectoral branches) and the social partners. This helps to develop mutual trust and ensure that training reflects the needs of the labour market. 15

16 The design of a qualification is created and regularly updated using to a process that is in line with the quality assurance cycle and the EQAVET Recommendation (the process uses the Plan, Do, Check and Act methodology of the quality assurance cycle). The decision to create, update or revoke a vocational qualification can be initiated by the ministry of national education or on the basis of research from the higher education sector or sectoral branches. The four stages of the quality assurance cycle in relation to the design of a vocational qualification are organised as follows: 1) PLAN If the initiative is at the request of the sectoral branches, they have to develop a business case which shows there is solid proof of job opportunities in the labour market. The ministry of national education produces a handbook with a methodology that supports them. This is a preliminary phase and the evidence needs to include figures, job market reports, expertise required, level of certification required, etc. 2) DO Any request to design a new qualification is examined by the ministry of national education and the professional advisory committees. There are 14 committees organised in sectoral branches (construction, social care, catering, tourism, etc.) and these bring together employer and employee representatives, public authorities and qualified individuals. These committees provide a professional opinion on the proposal, and validate or not the creation and updating of a vocational diploma based on the application document. If the professional committee says yes a working group is set up with a mandate to elaborate the diploma. The working group includes employer and employee representatives from a range of professional backgrounds. The members of the group work on the content of the vocational diploma according to the following structure (this structure is framed by the legislation and national guide): the occupational standards: these are based on an analysis of a range of working situations that correspond to the aim of the diploma. They outline the activities and tasks that the learner will be able to perform in their professional life at a certain level. These tasks are based on the national qualification level of the qualification that is being considered; the certification standard: this document identifies the specific skills that the graduate will be expected to acquire and which will be assessed. The document is composed of units and includes learning outcomes (knowledge, skills and competences). It includes the assessment specifications for each unit of learning outcomes (e.g. written, oral exam, final assessment, on-going assessment etc.), the qualities of the assessors, the assessment methods and objectives, the assessment criteria And finally, it includes the arrangements for the compulsory training period in companies the aims, assessment and specifications Those standards documents cover general and professional competences. They are the same for initial and continuous training, and the recognition of prior experience ( validation des acquis de l expérience ). 16

17 3) CHECK The professional advisory committees have the duty to monitor the work of the working group. They check the reliability and the relevance of the learning outcomes and whether the assessment arrangements are appropriate for the job profiles. 4) REVIEW The monitoring and evaluation of a qualification is made after three years average. This involves the use of education data (statistics, etc.), surveys of what is required at work, specific surveys led by the ministry of national education, reports from inspectorate bodies or informal feedback and updated if necessary. Hungary Topic: Designing the processes for writing/transcribing learning outcomes All state recognised vocational qualifications that are obtainable within or outside the school system are defined in the National Qualification Register (in Hungarian Országos Képzési Jegyzék, OKJ - hereafter referred to as NQR). This register provides a unified qualification system that links initial and continuing VET. The vocational qualifications in the NQR are part of the National Qualifications Framework (in Hungarian Magyar Képesítési Keretrendszer, MKKR hereafter referred to as HuQF) which also includes all national qualifications that can be acquired in general and higher education. The TÁMOP project 5 set out to use learning outcomes to describe VET qualifications in the NQR and reference them to the qualifications in the HuQF. In the project 641 VET qualifications had been described in terms of learning outcomes with the support of 95 experts. The description of learning outcomes can be compiled for various reasons. In the course of the work consideration was given to who will use the descriptions and for what purpose. This helped to define the methods of description as well as the criteria for describing each learning outcome. For this work learning outcomes were defined as suitable for complete qualifications this meant they had to cover each main work process described in the qualification and the most essential competences. This approach is in line with the ECVET principles as the process of elaborating learning outcomes is not regulated. However the descriptions of the learning outcomes have to be transparent and clear, and have to be suitable for the content of qualifications to be comparable both internationally and nationally. Developing criteria for writing learning outcomes To develop the criteria for writing the learning outcomes, there had to be agreement on: the language structure of learning outcomes; needs to include an active verb expressing action; defines the type of learning (knowledge, skill or attitude); 5 Social Development Operative Programme (TÁMOP) /1 titled Improving the quality and content of VET and adult training provision 17

18 sets out the scope of the learning outcome (e.g.: it is relevant to a professional or general field or a general one); indicates the level or standard to be acquired (an expression of what is expected from the learner to prove they have achieved the learning outcome). This can be a threshold value or optimal target value (the HuQF defines a threshold value); contains the field or context of learning outcome. the requirements for wording/writing learning outcomes. They needed to be: sufficiently specific (if possible, they should contain an unambiguous active verb); assessable (the acquisition or completion can be evaluated); achievable (the student has to be able to meet the requirements); relevant (relevant to the objectives and field of expertise of the qualification). The wording had to be concise (the learning outcome description of a qualification had to be written in words), and simple but also as specific as possible. The project team realised that to write a consistent set of learning outcomes, it is important to be clear about the content of the qualifications and set the minimum expectations (threshold level) that are required to achieve the qualification. Developing the process for writing learning outcomes The project needed to gain agreement on all aspects of the process of describing qualifications in the NQR. This included agreement on: 1. The aim of the process This was to regulate the way that learning outcomes were described (level descriptions) in each NQR qualification in relation to the individual competences and in line with the competence structure of the HuQF. 2. Basic principles The approach to describing qualifications in terms of learning outcomes has to be based on principles. These helped to frame the work of the experts and safeguard the consistency of the results. These principles included, for example: when (re-)writing / transcribing the output requirements of the NQR qualifications in the form of learning outcomes, the experts were expected to rely on existing documents, i.e. the work could not result in new outcome requirements that differed from those that have already been accepted for the qualification; in order to check and validate the descriptions of the learning outcomes, the experts were expected to consult with each other and with stakeholders. 3. Steps to be used in the process a set of tasks were given to the expert compiling the learning outcome based description of the qualification; collect all the relevant documents, evidence (such as practical guidance materials for writing learning outcomes, level descriptions of the HuQF, documents defining the content of the VET qualifications - the vocational and examination requirements, the required modules of the qualifications, the VET framework curricula etc.); 18