ECVET PROJECTS in Omnia. Sirje Hassinen

Transcription

1 ECVET PROJECTS in Omnia Sirje Hassinen

2 EQF and NQF The European Qualifications Framework for Lifelong learning EQF The 8 EQF reference levels and their descriptors Based on learning outcomes (knowledge, skills and competence) and not learning/teaching/training systems. 8 levels covering all levels of academic and vocational qualifications Learning outcomes Shifts focus from input to what a person knows and is able to do better match between needs of the labour market and education and training provision facilitates transfer and use of qualifications across different countries and education and training systems facilitates validation of non-formal and informal learning

3 Finnish NQF levels Level 1 Level 2 Level 3 Level 4 Level 5 Level 6 Level 7 Level 8 Completion of Basic Education syllabus Matriculation examination, completion of upper secondary syllabus Vocational upper secondary qualifications Further Vocational Qualifications Qualifications from other administrative sectors corresponding to requirements of vocational upper secondary or further vocational qualifications Specialist vocational qualifications Qualifications from other administrative sectors corresponding to requirements of specialist vocational qualifications University and polytechnic Bachelor s Degrees University and polytechnic Master s Degrees Scientific and artistic post-graduate degrees, such as licentiate and doctoral degrees

4 Finnish education system Vocational Adult Education 7-16 year olds 6-year olds

5 VET IN FINLAND Finnish National Board of Education Qualifications, study programs and modules of the qualification the vocational skills required in the qualification the assessment criteria Vocational Qualification, (120 credits) The basic skills of the profession Further Qualification for adults, (40 credits) Skilled worker, professional in the field Specialist Qualification for adults, (40 credits) The most demanding tasks in the field At present, there are 358 qualifications 52 vocational qualifications divided into 113 study programmes 183 of them further vocational qualifications 123 specialist vocational qualifications

6 European Credit for Vocational Education and Training ECVET The Ecvet is a system for the accumulation and transfer of credit point in vocational education and training. It enables the documentation and certification of learning outcomes gained in the course of vocational education and training abroad. ECVET will improve transparency of qualifications A person has an opportunity for a learning period abroad a person can transfer home his new learning outcomes and include them for the qualification.

7 Why is ECVET important? International student exchanges are more attractive, if there is a certainty, how studies completed during the exchange can be used as part of a qualification. ECVET will allow the added value of international exchanges to be evaluated. ECVET will allow individual learning paths to be created. ECVET will help enrichment of competencies and peer learning not only taking same like in home country.

8 FINECVET 3: national pilot project Granted by Finnish National Board of Education, national pilot project FINNISH APPROACH ON ECVET: Process of assessment, validation and recognition of learning outcomes Theory and practice (KSC) are expressed, studied and assessed together within the same unit and there is a common one mark in the certificate. Knowledge, skills and competence are described as learning outcomes of the units. Targets of assessments. Learning outcomes and assessment criteria are expressed as activities of the occupational area and activities in work. ECVET system based on learning outcomes makes it possible to recognise non-formal and informal learning. Mutual trust mostly achieved by personal contacts between teachers FINECVET 1: 12/ /2005 FINECVET 2: 8/ /2007 A better clarification of descriptions of learning outcomes in terms of KSC in ECVET is needed. Need for more systematic processes and documentation for assessment, validation and recognition. Enrichment vs. harmonisation Focus on student exchange programs at the upper secondary level in formal VET. 7 VET providers and 9 VQs (in Forestry, Construction, Business and Administration, Hotel and Restaurant Services, Social and Health Care, Agriculture, Building and Maintenance Technology, Information Technology, Vehicle Technology) Partners from Austria, France, Germany, Hungary, Italy, Lithuania, the Netherlands, Spain, Sweden and Turkey.

9 FINECVET Third phase of Finnish national pilot project on ECVET will pilot Finnish Vocational Qualifications at all three levels (vocational, further and specialist vocational qualifications) in 3-4 sectors will focus on ECVET processes and documentation sectoral sub-projects led by 5-6 Finnish vocational education providers (with their international partner schools) 6 VET providers leading 6 sectoral sub-projects 17 Finnish VET providers in partnerships Cooperation and synergy with other ECVET projects: HETA Ecvet, LdV Moto etc. 5 vocational qualifications, 2-4 Further VQs, 3 Specialist VQs and 4 sectors Technology and Transport Business and Administration Health and Social Services Culture

10 SUMMARY Implementation of ECVET in Finland Advantages 1.Existence of units 2.Use of credit points 3.Use of learning outcomes 4.Recognition of prior learning 5.Status of VET providers: competent authorities Challenges 1.Allocation of ECVET credits to competence-based examinations Assessment and validation mutual trust (in regards competence-based qualifications) 3.Quality assurance 4.Making ECVET understandable to teachers and learners

11 Individual Learning pathway vs. national requirements for vocational qualifications More individual choice in the new national requirements for VQs. Individual learning pathways are enabled by optional and free-choice units and by recognition of learning outcomes Recognition by VET provider for upper secondary vocational qualifications Recognition by qualification committee for competence-based qualifications What is important in ECVET implementation? Added value of ECVET needs to be clear Instruments or internationalising of individual learning pathways euro in VET (and education?) in Finnish case Enrichment vs. harmonisation Accumulation of learning outcomes Mutual trust Need for more systematic agreements and procedures for assessment and validation Quality Assurance needs to be in place Focus on Learning Outcomes!

12 Finnish targets of assessments vs. learning outcomes described in terms of KSC 1. Mastering of work processes Knowledge 2. Mastering of tasks, working methods, tools and materials Skills 3. Mastering of knowledge that forms foundation for work 4. LLL- key competencies common to all qualifications Competence

13 ECVET process in FINECVET following KISS principle ECVET before mobility ECVET during mobility ECVET after mobility Design of mobility period and learning outcomes What? Who? How? Documentation Assessment and validation of learning outcomes What? Who? How? Documentation Certification/ recognition of learning outcomes What? Who? How? Documentation

14 Individual learning pathway following the seasons Simo Snowboarder - Cook Entering labour market in catering and hospitality 20 credits Lunch production 20 credits Spring: working at a ski centre Summer: working at a cafe in archipelag o Cafe Services 10 credits Meal Production 20 ov Spring: working in a restaurant kitchen at the Alps À la carte- meal production 10 credits Beverage sale and service 10 credits Compulsory unit Compulsory unit in study programme Optional unit Unit from other quallifications During spring, summer or autumn Competence to work in kitchen or bar

15 Connections of FINECVET LdV INNOVET EIBE VocTrain Maint 2 X Nord.Coun. Mobility LdV CONNECT DBTech EXT SLK/ HBC YA LdV ECVET TRUST Comenius Levi Varia 4 x LdV Mobility MOTO LdV Trans EQFrame LdV Nordic EQF LdV FINECVE T FNBE KAO ECVET Network Users Guide Users Group Salpaus Omnia OTE TAO GREENE TAO Staff TAO Mobility ArtECVET ASSET ECVET HETA- ECVET TOOL TIPLS EVOC Hispania

16 HETA-ECVET Comparability and transparency of qualifications in Finland and Estonia Granted by INTERREG IV A, Central Baltic The overall project objective is simplification of comparability, transparency and mutual recognition of vocational qualifications in Finland and Estonia and improvement of free movement of residents and labour force in this area. 7 VET organisations and stakeholders both from Finland and Estonia Sectors: vehicle technology, business and commerce, catering, hotel and tourism, cleaning services, construction and social and health care

17 HETA-ECVET main objectives EQF (European Qualifications Framework for Lifelong Learning): deeper comparison of Finnish and Estonian qualifications, describing of learning outcomes comparison of competences, skills and knowledge s (learning outcome) in pilot sectors, keep closer of education and training, ECVET (European Credit System for Vocational Education and Training) process in Finland and Estonia: developing and testing materials and equal units in working groups of pilot areas, increasing co-operation and mobility for employers and individuals.

18 MAIN ACTIVITIES Seminars, conferences, work group meetings dissemination of EAF and ECVET idea, training for ECVET, building of trust Visiting of VET organisations, work placements increasing of knowledge, building of trust Documentation (MoU, LA, UNITs, Assessment forms) Describing of curricula by KSC principle Choosing material for international UNITs in 7 sectors Working out assessment forms for specific UNIT Testing of UNITs in Finland and Estonia (students mobility) Training for teachers and instructors (about ECVET and documentation, assessment) Collecting of ECVET vocabulary (English, Estonian and Finnish) Collecting ECVET Guidebook

19 ASSET ECVET The ECVET ASSET project is focusing on the automobile services sector. The automobile services sector has a clear European dimension: * The products concerned as well as the job tasks across Europe are the same or are very similar; * These products undergo constant technological changes requiring updating of qualifications; * The sector concerns a large number of enterprises, mostly SMEs. The aim of ECVET ASSET is to use ECVET as a means to integrate mobility in the initial training programmes and pathways of students in the automobile services sector. The ECVET ASSET Project aims at testing the ECVET system, as described in the proposal of the European Commission Recommendation. The ECVET system is focused on recognition of Learning Outcomes (LO) obtained during a mobility period: a real mobility action (with learner) is scheduled in the project. This test will be based on Automobile Services Branch and will deal with the certifications related to the job profile of electro-mechanic (field of diagnosis/maintenance) which exists in each country. It will concern 4 countries (Hungary, Romania, Finland and France) representing the 4 VET subsystems identified in the ECVET Connexion Study.

20 ASSET ECVET: main steps 1- Review of the 4 qualification curricula (frame done prior to the project start) 2- Identification of the units opened to the mobility 3- Design of a common writing of these ECVET units 4- Development of the transfer process and Mutual trust tools: MoU (Memorandum of Understanding, which will include a quality insurance strand), Learning agreement. A specific attention will be pay to assessment and validation criteria. NB: the objective is to get a SIGNED MoU before testing the ECVET Mobility. 5- Elaboration of a method of credit point allocation 6- Development of ECVET mobility organization scenarios 7- Two mobility test phases are scheduled: through a research/action process (platform / round table) and through a genuine mobility programme (financially outside the project proper). 8- Elaborating a report as a feedback of both research action and mobility test. Expected results: > Common reference of units of LO dedicated to mobility > An effective MoU and Learning Agreement frame (models) > Report / analysis of the mobility test > Productions available in paper and electronic based, in English and partnership languages > Mobility set (guide) for ECVET mobility

21 TOOL TIPLS TOOL TO IMPROVE TRANSPARENCY OF PROFESSIONAL FOREIGN LANGUAGE SKILLS LdV Tool-TIPLS addresses directly one of the priorities set by the Copenhagen Declaration-to investigate how transparency, comparability, transferability and recognition of competences and/or qualifications, between different countries and at different levels, could be promoted by developing reference levels, common principles for certification, and common measures, including a credit transfer system for vocational education and training. Analysis of the current situation in all of the partner countries and research by project partners shows that professional foreign language competences are evaluated by different systems and criteria not only in each country, but also at institutional level according to their needs. The consortium of the project consists of VET institutions from Lithuania, Latvia and Finland, Language teaching professional institutions from Lithuania and Romania and internal evaluator from the UK.

22 TOOL TIPLS - objectives -define the levels of skills developed using existing VET curricula in each project partner country -prepare the tool of descriptors of professional English language skills and competences(tool) based on CEF and ECVET -implement international piloting in partner countries -consult social partners potential employers and professional consultants to implement the final improvement of the TOOL -disseminate and valorise the project products via local, regional, national and international networks, via a project conference and other means as opportune In addition the project's general objectives are to: -develop vocational skills through professional foreign language knowledge, specifically in relation to the Hospitality industry -enhance young peoples potential for mobility within the European labour market -encourage intercultural learning and empathy in the Hospitality industry for international communication in different countries -integrate professional language learning in theory with practical application within specific occupational sectors.

23 EVOC LdV ECVET unit for vocational studies in child care Finland, Germany and Sweden Aims: to develop a common Ecvet unit for child care education and training to increase transparency in child care education and training to encourage the employers, VET providers, teachers, unions to participate into project development to promote the utilisation of the ECVET system in the partner countries, especially in the child care sector to educate staff to use Ecvet procedure to encourage to learn foreign languages to improve the transparency of qualifications both in the form of vocational upper secondary education and within the context of adult education to improve European mobility Result: HANDBOOK