ECVET Pilot projects 2nd generation 3rd seminar

Transcription

1 ECVET Pilot projects 2nd generation 3rd seminar ECVET-implementation across Europe / ECVET-related documentation in the context of lifelong learning Berlin, October 2012 Synthesis Report 21 December 2012

2 Synthesis and Evaluation Report Rome Seminar Contents ECVET-implementation across Europe / ECVET-related documentation in the context of lifelong learning... 1 Berlin, October Introduction Day Opening presentations ECVET implementation in the 5 Member States represented by the 8 pilot projects Day Using ECVET in the context of lifelong learning Learning Agreement, Memorandum of Understanding, Transcript of Records: The ECVET related documentation in the context of mobility and in the context of lifelong learning Closing remarks, Upcoming dates and events Evaluation of the seminar Immediate oral feedback Annex 1 Agenda December 2012 i

3 1 Introduction As part of the project cooperation activities on European level, representatives from the eight ECVET pilot projects met in Berlin on October 2012 for their third joint seminar. The main aim of this seminar was to present the state of play in the implementation of ECVET in the five Member States represented by the eight projects and their role as part of the national strategy on Day 1. On Day 2, participants discussed how their own work relates the five scenarios for transfer, recognition and accumulation of learning outcomes and how they are proceeding with regard to the ECVET related documentation. This report summarises the outcomes of the discussions of both days in separate sections. In a third section, the immediate feedback to the seminar is presented, which will be taken into account for the planning of the next seminar on 7/8 March in Paris. The Agenda to the seminar is presented in an Annex. 2

4 2 Day Opening presentations ECVET on the European VET-Agenda: Work programme and challenges 2013 Erik Hess, Policy Officer at DG EAC, opened the seminar and welcomed the participants. Subsequently, he presented the current state of play regarding ECVET and reported that In 2014, the European Commission will report to the Council and the Parliament; In line with this, the ECVET Users group governing body will adopt a work programme in Nov. 2013; The necessary conditions for ECVET implementation will be gradually adopted; currently there is much on-going progress; More and more training providers get familiar with ECVET system - the ECVET community grows; The mobility guide was updated with quality assurance aspects and published in an updated version; The ECVET working group (set up by the ECVET Users Group) will continue their work in Erik Hess also gave an insight to the challenges ahead: The European VET-instruments (EQF, EQAVET, ECVET etc.) should be better aligned a coherent approach should be developed; ECTS and ECVET - both credit systems should be brought together and should be brought to EQF / NQF; Units of learning outcomes shall play a crucial role in both systems; ECVET puts the learner in the focus, while NQF / EQF puts the system in the focus; The focus of the work programme 2013 needs to be defined (e.g. quality assurance and recognition); Currently, there are a lot of on-going activities the efforts have to be streamlined. The aim is to feed into a sustainable community of practice; The national ECVET coordination points and ECVET experts should be better coordinated to avoid overlap a one-stop-shop would be preferred; The approach of offering customised seminars should be pursued a targeted approach for the community should be developed; Practitioners should get the chance to get a translation of the European tools and get guidelines of how to work with them. Currently, teachers and trainers are in a quite difficult situation they have to deal with what is yet there in terms of ECVET; To provide support, an online portal (toolkit) will be developed to up- and download documents (NETECVET project) ready in summer 2013; The ECVET logo should be used by the community of practice it can be downloaded from the ECVET website; The ECVET magazine and a lot of other activities will be on-going; The capacity of the annual ECVET forum should be increased. The next annual forum will take place in Prague in mid-june The aim is to gather 350 participants mid of June in Prague. Overarching aim of all activities, so Erik Hess; is to feed into the development of a Community of Practice. A lot of work is currently done by projects like the ones assembled in the room. COM will coordinate these activities. Erik Hess stated that in doing so, the European Commission is supported by CEDEFOP; The ECVET team; The Users group; and The ECVET network. The presentation can be revisited at the ECVET pilot projects website. Link to presentation 3

5 2.1.2 The ECVET Community of Practice Following up on Erik Hess presentation, Didier Gelibert from the ECVET-Team clarified the role and tasks of the ECVET Team and the support it provides to countries. Its main concern is the development of a stable ECVET Community of Practice with wellestablished cooperation procedures between the main stakeholders. However, there is a willingness to work together and take the instrument forward. The actors should combine efforts and forces with regard to Domain / Community / Practice / Goals; Sharing solving committing making visible; Outcomes and tools should be used by others; Organisation will involve: promoters/developers training providers authorities; and Means for cooperation/dialogue: Websites- seminars - PLAs Forum. The presentation can be revisited on the ECVET pilot projects website. Link to presentation ECVET-implementation in Germany: Results of the DECVET initiative The presenter, Christiane Koehlmann Eckel, BIBB, was not able to attend the seminar. In her place, Anette Curth (ICF GHK) and Petra Notz (EASY Metal) gave an overview on the topics. DECVET is a pilot initiative set up to test and develop a German approach to ECVET implementation; DECVET was very comprehensive and worked on using ECVET to increase permeability at 5 interfaces in the German VET system; All relevant actors were involved; schools, employers, research institutes etc. dual system quite good represented; After five years of testing, the final conference took place in June 2012; All German pilot projects which take part today also focus on using ECVET to improve permeability on one of the interfaces that have been analysed in the German VET system. Hence, the work is being continued. Work tasks of DECVET were: Determining and describing learning outcomes; Assessment and validation of competences and determine equivalences; Assigning credit points; Developing and piloting. Models of Credit Transfer Procedure were developed. For instance, recognition of prior learning is to certain extent possible, but depends on the situation. E.g. training companies can allow for a shortened training period. Furthermore, it has been observed that vertical permeability seems to be easier to facilitate than horizontal permeability However, to establish a valid regulation in Germany, extensive further dialogue between all partners is needed. The presentation can be revisited on the ECVET pilot projects website. Link to presentation Introduction to Day 1 and 2 Work Programme After the introductory presentations, Daniela Ulicna (ICF GHK) led over to the first part of the common work programme. She reminded the participants of the needs analysis that was carried out in summer 2012 (phone survey). Phone interviews with the projects were conducted and analysed as to how meetings could be designed to ensure more lively, fruitful and constructive cooperation. The analysis showed several main issues, which were taken into account when the programme was designed: The pilot projects were not sure how the work they are doing in their projects is contributing to the development of ECVET in Europe in general; and how the joint 4

6 work done at seminars contributes to the greater picture of ECVET. Therefore, it has been considered important to organise presentations to clarify this subject;. The current pilot projects are working on issues of national implementation. Hence, the context of national systems is quite important to understand what they are doing and why. If the context conditions are not clear, misunderstandings can occur; The countries have specific approaches of testing ECVET. Hence it is important to understand what credit transfer and accumulation scenarios the countries are using ECVET for. These observations led to the design of several programme units on the explanation and clarification of the respective national contexts. Subsequently, the projects would work on national contexts. On Day 2, a unit on the specific approaches to testing and accumulation was foreseen. 2.2 ECVET implementation in the 5 Member States represented by the 8 pilot projects Results of the CEDEFOP Study on The development of ECEVT in Europe (2011) As an opener, Daniela Ulicna (ICF GHK) gave a short presentation of the results of the 2011 CEDEFOP study on ECVET implementation in Europe. In particular, she pointed out that ECVET is a voluntary instrument which is not an objective in itself. Therefore, it has to be underpinned with national aims and objectives as to how to use it. In that context, the CEDEFOP monitoring (2011) has to be seen as a mapping on what countries are doing and why. Besides that, the respondents to the survey were asked about the differences between permeability, accreditation and recognition of training or training parts. Why are countries engaging in ECVET? More or less all countries most of them focus on implementation of ECVET in terms of lifelong learning. In the countries there are different ways of how to deal with stakeholders; there are differences in countries on the bodies that have been given the mandate to work on ECVET. Does the VET legislation support ECVET? In summary: In most of the countries, there is a strategy to further develop ECVET. However, the legal conditions are more or less conducive to support ECVET. What would be necessary conditions to implement ECVET? Based on the responses, a figure giving an overview of necessary conditions has been developed. The figure was introduced and the participants were invited to work with it and map their own country activities against it. The presentation can be revisited on the ECVET pilot projects website. Link to presentation National implementation of ECVET and the role of the projects as part of the national strategy: Presentation of Group Work results in plenary The following table provides an overview on the participants description of the state of play regarding national implementation and the necessary conditions in their countries. Table 2.1 Topic 1 - State of play regarding national implementation of ECVET: Part A Country Topic 1: State of play regarding national implementation of ECVET DE DECVET / ECVET 1st and 2nd generation, LEONARDO projects testing. Innovation/ mobility as main topics. Application of ECVET must always be Topic 2: Necessary conditions Reluctance against the idea of accumulation a no-go subject. Rather shortening of a training path. Commitment to ECVET as long as the system is maintained. 5

7 Country Topic 1: State of play regarding national implementation of ECVET compatible with the existing VET system. Mobility and innovation transfer : Aims: recognition of lo, innovation of methods National reference point, national ECVET experts which are meeting several times to discuss. Main objectives: ECVET in Germany is not only a one way system, it is a toolbox to use tools in different contexts, not a coherent system, more toolbox, with flexible approaches that can be adapted to specific conditions Mobility/permeability, based on transparency and permeability. Official strategy is there but we don t know if it is called ECVET strategy rather in the context of youth unemployment; Role of the project - Develop recommendations to stakeholders. Topic 2: Necessary conditions Informing the training providers no knowledge about that now. Projects are doing the informing no real policy strategy, so it s difficult to get companies to work with ECVET. Impact of DECVET is not yet finalised, final paper is not yet there. At the moment rather stagnation. Other instruments can be compared with other instruments has been working on the issues and it might be helpful to combine strategies to develop a critical mass and more momentum. Ensuring transfer of lo is not in place, methods and tools will be developed and recommended, but they will not be implemented on a strategic level. Projects try to create momentum and involve different stakeholders. And other training providers. Policy level waits for results of the projects and projects wait for commitment on policy level. FR The MENECVET project is implemented by the National Ministry of Education; it takes into account also other experimentation of mobility, by training providers. The project also supports the national strategy. It will give information to the MEN about ECVET, towards certification bodies inform all the sectors about ECVET. We try to find experts on ECVET for each certification. Trying to create capacity building. In BE-fr and MT there is a mandate already; MENECVET is working on defining the strategy. Role is to involve all other certification bodies. Have another recommendation see what needs to be changed. They were working on five qualifications, 5 working groups, see which qualifications are already based on lo, how are implemented. IT Four main activities dealing with ECVET in a LLL perspective. Improving transparency and capability for transnational mobility. Reform of VET system implementing lo approach. EQF development will inform process VET are already organised in units Majority of certificating bodies has a wait and see approach except from ANFA. Certification assessment - assessment can be done outside of school. Student information, capacity building for the expert. Capacity building: What should we do next the project ensures evolution, have a broader basis of trainer and teacher who are informed and knowledgeable. Reinforce capacity of stakeholders in the region. Context conditions some actions are quite helpful. As far as commitment is concerned not so much, there is sort of an effort that ECVET support can be implemented in the country. LO approach is supported, referencing process is now more advanced 6

8 Country Topic 1: State of play regarding national implementation of ECVET of NQF. Very close cooperation between national and regional level. National ECVET expert group. NETECVET has been partly initiated by Italian National Agency. Work on impact. Testing ECVET in regional activities. Enhanced commitment of regional actors (MoU) COLOR. ICARE testing of professional standards, favour a certificate of competences for training and labour market. Topic 2: Necessary conditions Context that is favourable. NETECVET and LEONARDO projects create momentum. Contribution of projects: COLOR help to engage actors, develop practices. Link units with same procedure, able to demonstrate added value. There is not one institute - Clear mandate, clear project work process, steps, clear link what is the added value of ECVET to the national system. BE-fr Topic 1: State of play regarding national implementation of ECVET Aim: VET should be a positive choice, fight early school leaving, All instruments (EQF, are being implemented at the same time. ) Project is internal part of the reform. CPU wants to facilitate links between VET-providers. & provider, all VET providers, most of those who offer these qualifications. The conditions are supportive to ECVET, going step by step, three professions now, seven by the next year, last year half of the schools will have that implemented. Favourable condition: Existence of a body of qualification definition Schools welcomed the piloting as part of a testing initiative that makes mobility between providers easier. External audit see how the results of CPU can be linked with this institution that writes qualification standards. There is just one standard yet, and they need seven. Create a new structure, it is not sufficiently harmonised yet. MT The project is a 2 year pilot project testing qualifications compare from traditional way to ECVET, ministry project, trying to enhance mobility and LLL. Project is part of national implementation. Role is national level implementation, different EQF levels, partners from public and private VET-Institutions. Is there a national mandate? MQF is in place, some other main conditions still need to be fulfilled. How to develop lo, VET-centres need Concrete contribution: Manual on comparison process with guidelines. Flowcharts, templates, give them tools to use. Development is also linked to MQF development. In addition to our project, the policy process needs to be developed and needs to be scaled up 7

9 Country Topic 1: State of play regarding national implementation of ECVET to make sure that it is implemented on national level. Topic 2: Necessary conditions The projects also reflected on the question of what their possible impact on partner countries would be. ICARE involved partner countries, and the tools developed for at least two profiles were tested in the partner countries. Since the partner countries should use the test in order to create a mutual trust area; tools do not need so much adjustment; the competences could be clearly developed. In Romania, the tools were used by professional assessor, the tool can be used, it gives the same results and gives the opportunity to rely on what has been done in others. COLOR does not have international partners, but national partners, hence, the impact is more on national level; trying to create an element of an ECVET compatible VET-system. European partners give their assessment of whether units can be understood. Also, there was a need mentioned to describe what is needed for VET-providers and practitioners. The projects should start to speak to people on the ground and work with them.. Table 2.2 Topic 1 State of play regarding national implementation of ECVET: Part B Country In your country, what activities are currently undertaken to take forward the implementation of ECVET? What are the main objectives associated with the implementation of ECVET? What is/could be the role of your project within the strategy of your country? DE (1) DECVET initiative / national projects; National Coordination Center ECVET (Nationale Koordinierungsstelle ECVET) ; National ECVET experts ECVET is understood as a toolbox, not as a one way system; To support national permeability as well as mobility based on transparency and compatibility ESyCQ / EASYMetal / 2get1care: focus on national permeability and development of recommendation DE (2) FR Different projects: DECVET ECVET (1st + 2nd generation) Leonardo (mobility + innovation transfers) Objectives: Application of ECVET under the existing VET system -> no change of VET regulations Mobility: recognition of learning outcomes + partnerships Innovation transfers: methods + tools 1) Development of an ECVET project led by the Ministry of Education, taking into account other experimentation of European projects led by training providers 2) Information of the Ministry of Education about ECVET and its projects towards other 1) Bottom-up strategy 2) Regional + sectoral 3) Application of ECVET within existing VET system The project has already a (big) role in the National Strategy -> led by the Ministry, other qualification producers are associated in a Scientific Committee -> it will have an impact on the regulations of the VET system implemented by the Ministry of 8

10 Country IT BE-fr MT In your country, what activities are currently undertaken to take forward the implementation of ECVET? What are the main objectives associated with the implementation of ECVET? qualifications designers = Ministries, branches, chamber and EQF NCP 3) Implementation of an ECVET expert pool (LLP Agency) 1) Reform of education and training system with a LO approach 2) The EQF referencing process ongoing > First report due December ) Close cooperation between national and regional authorities 4) National ECVET expert group (peer learning, impact of ECVET on critical point of the national system, transparency tools) -> Objective: general lifelong learning perspective. No systemic/explicit objective 5) NetECVET 6) Dissemination/awareness raising targeted to VET providers (mobility) LLP National Agency (LdV) -> Objective: improving quality/transparency in mobility To unite/create qualification standards for seven jobs in order to describe the training with units of learning outcomes 1) Valuing learning outcomes rather than sanctioning failures 2) To fight against early school leaving 3) To make VET a positive choice of the student 4) To develop the attractiveness of technical jobs and VET Malta is implementing ECVET on a national level. The idea is to keep up with the European education and training agenda. The main objectives are to convert qualifications from their traditional system to the ECVET system. Another objective is to enhance mobility and lifelong learning. What is/could be the role of your project within the strategy of your country? Education COLOR: Testing of ECVET mechanisms on existing regulations -> Aim: commitment of participating authorities (through MoU) to the adoption of developed tools ICARE: Testing of ECVET mechanisms on existing professional standards in the health care sector -> Aim: to favour the certification of competences for both training and labour market purposes CPU-EUROPE is a project of the Ministry of Compulsory and Adult Education which takes part in a very ambitious VET renewal plan: 1) Comprehensive approach: 2nd degree (grade); general education; training regulation 2) LLL system The role is to test the 30 qualifications and to convert them into ECVET. This testing is done at national level. The qualifications are from different areas, different MQF/EQF levels and from both public and private institutions. A manual on the conversion process is being developed. 9

11 Table 2.3 Topic 2: Preparing the necessary conditions for ECVET-implementation Country Upon your assessment, are the context conditions in your country supportive to ECVET? Which of the necessary conditions are currently in place? What is/could be the role of your project within the strategy of your country? In addition to your project, which measures still need to be taken to prepare the necessary conditions for ECVET implementation in your country? In how far is further clarity needed? DE (1) Partly, because of bottom-up strategy 1) Understanding qualifications: DQR was developed; discussions on competence based training regulations 2) Ensuring transfer of learning outcomes: projects recommend strategies, methods and tools but they are not yet implemented into the training regulations at all 1) Work based on DQR/EQF 2) Gives recommendation to use ECVET as a tool for permeability 3) Commitment: projects create national partnerships, inform stakeholders DE (2) 1) Argumentation: resistance towards the idea of accumulation 2) Quality: NQF: yes; LO approach: highly accepted (will be implemented) 3) Commitment: yes, as long as the German system will be maintained 4) Capacity-building: on the way, some steps are done 5) Cross-border cooperation: supportive 6) Ensuring transfers of learning outcomes: possible via the Vocation Training Act (final exam) 1) Argumentation 2) Supporting commitment 3) Ensuring transfer of LO -> Bottom-up 1) Support by important federal VET stakeholders (= capacity building) 2) Clear policy by the Federal Ministry of Education and Research (= commitment) 3) Intervention from Chambers -> companies -> fostering recognition (= commitment) FR Yes: Mobility is allowed by law and exists 1) Vocational qualifications are organised in Units of LO 2) There is an NQF 3) Objectives = international mobility and LO It contributes to: 1) Ensuring transfer of LO in a transnational mobility with regulatory evolutions 2) Signal commitment towards other stakeholders, practitioners and training providers 3) Information about ECVET and transfer/assessment/validation issues towards More information towards the regional level is needed + training providers and teachers 10

12 Country Upon your assessment, are the context conditions in your country supportive to ECVET? Which of the necessary conditions are currently in place? What is/could be the role of your project within the strategy of your country? In addition to your project, which measures still need to be taken to prepare the necessary conditions for ECVET implementation in your country? In how far is further clarity needed? transfer: towards certificate assessment realised abroad (= ECVET added value) policy makers 4) Commitment = the MEN-ECVET project; information towards stakeholders about the project and ECVET issues 5) Capacity-building = regulatory impacts foreseen in 2013 IT Some already implemented actions (i.e. VETREFOR) paved the way to a more supportive context Communication and information National Qualifications frameworks (only EQF referencing) Learning outcomes approach Units of learning outcomes Agreements on characteristics of mobility Making best use of European templates for mobility (NetECVET LdV mobility) COLOR: to include participating authorities in a steady network supporting the use of ECVET beyond project lifetime; to develop practices (units with assessment procedures) able to demonstrate ECVET added value ICARE: could be an interesting example on how to use/apply ECVET (both in training and labour market); show the advantages of applying the model from different perspectives 1) Clear mandate 2) Clear work programme, including objectives 3) Clear link and added value of ECVET for the national system BE-fr Yes 1) We go step by step (4 jobs -> 7); qualifications standards will be implemented in all the schools next year. The last 2 years the schools experimented the process. 2) All the different tools (EQF, EQAVET, Europass) are being discussed and integrated in the French Community of Belgium. 3) The presence of the Service of Jobs and Qualifications Standards (SFMQ) An external audit is being carried out to capitalize on the learning outcomes of the SFMQ (all VET providers) and of the CPU project. This illustrates two necessary conditions: understanding qualifications and ensuring transfer of LO 1) To clarify the functioning of SFMQ 2) To make contacts easier between VET providers and the professional sectors 3) And train them to the ECVET culture in order to implement a true partnership MT The MQF is in place and it is supporting ECVET implementation. This project falls under the The contribution is to produce a manual that is like a guidebook that provides information on The policy process has to be in place by the end of the project. This is important for the 11

13 Country Upon your assessment, are the context conditions in your country supportive to ECVET? Which of the necessary conditions are currently in place? What is/could be the role of your project within the strategy of your country? In addition to your project, which measures still need to be taken to prepare the necessary conditions for ECVET implementation in your country? In how far is further clarity needed? responsibility of the Ministry of Education and Employment. Some of the main conditions are fulfilled but others need some more time. Example: It is not easy for teachers and trainers to deal with all the learning outcomes. ECVET, flowcharts, checklist, templates for any VET institution who wants to convert their qualifications from their traditional way to ECVET. conversion process. More information and support can be provided to those involved in VET institutions. For example: teachers, VET providers both from public and private institutions 12

14 3 Day Using ECVET in the context of lifelong learning Presentation of the 5 scenarios for transfer, recognition and accumulation of learning outcomes As a start to Day 2, Daniela Ulicna presented five scenarios for transfer, recognition and accumulation of learning outcomes in the context of lifelong learning. The scenarios were developed by the ECVET Working Group for a document published in 2012: Using ECVET to support lifelong learning. The following 5 scenarios were distinguished: 1. Progressively accumulating learning: Accumulating credit progressively over time with possible disruptions in the learning path, but preparing for a single qualification (no change of pathway); 2. Changing the pathway and qualification within the same qualification system: Transferring and accumulating credit within the same qualification system and at the same level, from one qualification and pathway to another (for example, from a qualification in one economic sector to a qualification in a related economic sector); 3. Changing the pathway and qualification from one system to another: Transferring and accumulating credit at the same level from one education or qualification sector to another (for example, from a more narrow continuing VET qualification achieved through a public employment training programme towards a broader initial VET qualification that gives the person more opportunities); 4. Formalising achieved learning outcomes: Validating and recognising learning outcomes achieved in non-formal or informal learning towards a qualification in a formal qualifications system; 5. Progressing or upgrading a qualification: Transferring and accumulating credit from a qualification at one level towards a qualification at another level (for example, from a postsecondary VET qualification towards a qualification in the same field in higher education). The presentation can be revisited on the ECVET pilot projects website. Link to presentation How does the projects work relate to the scenarios presented in the groups? Each project was asked to present its own scenario of credit transfer and accumulation. Subsequently, the projects were asked to develop the story of a learner, and describing how s/he would benefit from the transfer and/or accumulation scenario the projects are developing. The results are presented in the below tables. Table 3.1 Task 1: Please describe briefly which of the five situations (one or more) your project works in Project ICARE Please also describe how you envisage credit accumulation/transfer in that situation. Scenario 2: Transition from Qualification A to Qualification B, where QA has parts of units of LOs similar to QB -> credits can be transferred and QB pathway is shortened. This also applies at the transnational level, although EQF levels could vary from country to country Scenario 4: People working without a formal qualification are enabled to make their non-formal/informal acquired competences to be assessed and certified, thus allowing them to re-enter formal training pathways providing a formal certification. Scenario 5: The matrix of competences developed for certain of the professional profiles already includes different levels of KSC. This means that the progression/upgrade from one qualification to another can be easily obtained by just filling the existing gaps in term of LOs. This mainly applies to the Italian national context. 13

15 Project Please also describe how you envisage credit accumulation/transfer in that situation. CO.L.O.R. The project is particularly related to scenario 4. Developing units to be used as the standard against which assess LOs (non-formal). To achieve units (partial qualification), validation-recognition process needs to use not only units but also added tools (National: National Training booklet, MoU). We also promote units (transversal), and ECVET in general, to facilitate: step by step; changes with different competent authority (mobility) Wide concept of non-formal: what is not transparent, what is not really usable to achieve a partial qualification (readable in terms of LO), also a training period can be non-formal. ESyCQ 2get1care EASY Metal Situation 2: (only) transferring units of LO from, for example, office clerk to information & telecommunication system support specialist ; some of the units of LO overlap from one to the other qualification; the units of LO are described in the same way. Situation 3: (only) transferring units of LO from one competent institution to another. From a fulltime school training (organised by the Ministry of Education of a federal country) to a dual training (organised by Chambers). For example, commercial assistant, speciality office management to office clerk. Situation 4: assessment of non-formal and informal learning to recommend processes which enable the formal requirements for an external examination to receive a diploma of an occasion of the dual training system, for example office clerk -> recommendation of the project, does not happen in Germany at the moment. Situation 5: actual situation - Cooperation between VET provider and University of Applied Science - VET based on occupational law - Cooperation based on: audit: checks fulfilment of occupational law and additional requirements. For example, teachers: love education degrees, are engaged in research -> VET graduates get credits for qualification -> Exemption of 3 semesters -> Speech therapy, occupational therapy, physiotherapy -> Bachelor of Science View forward: 2get1care -> for health professions are units of LO described -> units are assessed -> Accreditation might be possible not just for cooperation partners, but for other higher education institutions Mixture between Upgrading Tom non-formal learning + change Tom learning scheme (pre-vet) to another (qualification system dual VET system ) - Permeability via transparency - Units of Tom qualifications system are applied in pre-vet (dual-system) - Crediting on the basis of transparent documentation on assessment + achieved learning outcomes; companies decide on the basis of these documents (assessment, chamber s certificate, other information) VET-CCS Situation 4 From what I think, the project is trying to formalise learning outcomes, since units of LO consist of 5-6 LO. The units are grouped more or less around the subjects. The description of LO is combined with assessment criteria. There are different assessment methods. These are carried out by lecturers. MEN-ECVET Situation 1: an accumulation system exists in C-VET, but in I-VET, a compensation system exist exists between units meaning that you can have weak results in a unit if you have strong results in another one: the qualification is a combination of units and not simply an accumulation system - New project: we work an optional mobility unit that could be added to vocational diplomas 14

16 Table 3.2 Task 2: Please develop and describe a concrete scenario of how a person could benefit from the solutions your project develops using ECVET. Project What are the starting point and the person s aim? Please give some background information about the fictional persons educational context, qualification and/or learning pathway concerned. What is the role of ECVET in that context? ICARE Scenario 2: Karol from Poland comes to Italy holding a qualification as dental assistant (QA), which is partially different from the Italian Qualification (QB). He undergoes the assessment process. Once the existing competences are certified, he can start a training process in order aimed at filling the existing gaps and acquiring the Italian qualification in a shorter time. Scenario 4: Guiseppina is working since long as a family assistant by a family. As for working in institutions, a formal qualification is required, Giuseppina decides to undergo the assessment process in order to have her competences recognised, eventually filling some gaps (LOs) and obtains a formal qualification. Scenario 5: Filippo is working since long as a socioassistance assistant and could gain a higher position in the organisation, but he needs a higher level qualification (care operator). He is assessed according to the care operator test in order to highlights gaps (LOs) and based on the test results, he will integrate his training needed to obtain the care operator qualification. Scenario 2: Formal qualification acquired in the Polish system Scenario 4: Work experience Scenario 5: Formal qualification + work experience Scenario 2: To shorten the training path and to acquire a qualification in another country Scenario 4: having previous professional experience recognised and obtaining a formal qualification Scenario 5: Upgrading skills and progression in professional life ICARE piloting phase: candidates had a perception of a self-assessment process CO.L.O.R. The person has developed work experience: outside the country; he had some very short training session in the Campania region (few hours in a school without any certification, only an attendance certificate, in order to work). He wants to obtain a formal recognition in the Toscana region. At the level 3 of the EQF we have a qualification (awarded by the different region on a national standard frame). Formal path based on units (not ECVET). Also we have a tool and a process. - The qualification is now embedded into ECVET units - The units are considered standards for validation - The assessment procedures are shared among - The MoU defines the interaction between units and personal transcript - The training path has already been articulated in reference to the units (we will not be able to solve) - So we have the technical frame and the process - > the LOs can be assessed and validated - After, the person can also develop, for example, other units through a mobility period in another 15

17 Project What are the starting point and the person s aim? Please give some background information about the fictional persons educational context, qualification and/or learning pathway concerned. regions What is the role of ECVET in that context? region ESyCQ - The person started a dual training as office clerk but had to stop the training after a year because of health conditions - The person wants to continue the training after rehabilitation with another company - According to the German training regulations, the person has to start the training as office clerk in the first year of training with the new company Secondary degree. One year of training as office clerk in the dual system. Passed 3 courses, started 2 courses on a total of 15 at the training school + one year of practical work in the company from usually 3 years with the company. Assessment of LO for the 3 passed courses to give a recommendation to the Chambers and the enterprise to shorten the dual training. Method and tool: CEMES 2get1care Nina passed the qualification in one of the health professions (speech therapist) -> level 5. She wants to continue studies in higher education because of her career plans. Nina has passed the higher education entrance qualification: necessary requirement! She then applies to get a study place and for accreditation for the achieved units. - Describing units of LO - The level of LO achieved is transparent and facilitates trust by higher education institutions EASY Metal Tom leaves lower secondary school. His aim: to get a training place in a company. He wants to work in the metal sector. - Before leaving school he is applying for training places - He does not succeed - He is consulted by the Employment Agency which suggests him to take pre-vet courses at an educational provider - He attends courses for 9 months with focus on metal industry - Provider is accredited by chambers - In pre-vet they offer two units of learning outcomes - They assess his achieved LO at the end of each learning unit - Assessment is based on standards: - Provider documents assessment + LO and issues a record of learning achievements - On this basis, the chamber is ready to issue a certificate stating that Tom has passed the units - Tom s chances to get a training place have improved a lot. He finds a training place with the help of his achieved LO (+documents) - Company (different possibilities): 1) Recognition of LO -> no shadowing of training period in the beginning (maybe at then end) 2) Is ready to shorten the training period right at the start (not very probable because a company wants 16

18 Project What are the starting point and the person s aim? Please give some background information about the fictional persons educational context, qualification and/or learning pathway concerned. What is the role of ECVET in that context? to be sure that the training will succeed in the end) 3) Company is offering a training place that s all VET-CCS The starting point is when someone decides to continue his/her studies and their aim is to achieve a qualification. Maria, who is a dropout because she did not meet all the requirements to enter university, can go to a VET institution where she can actually learn through knowledge, skills and competences and when she finishes the courses and passes the assessment she can get an award. ECVET is supporting people to update and upgrade their knowledge, skills and competences. Once all the units are achieved, they get an award. It is an important advantage that they can work and study at the same time. MEN-ECVET A person preparing a vocational diploma and who will learn abroad. This person can be a young pupil, not keen on academic studies. I-VET / Vocational diplomas of the Ministry of Education -> level 4 for the project 2 solutions studied in the project that could be cumulated and articulated: 1. Certificate assessment abroad of skills and competences required for the diploma 2. An optional unit dedicated to mobility could be created, allowing assessment of intercultural competences. Positive aspect: - Valorisation of mobility - Attractiveness of I-VET developed - Cumulative aspect of this unit CPU-Europe For example, Mathieu is 17 years old and decides to leave school. During his traineeship (within the training programme), his boss offers him a position. He leaves the school with only 4 units but the full training contained 6 units. He works six months abut he is disappointed because he earns less money than if he had obtained the qualification. He would like to go back to school to do so. Before ECVET, he would have had to start from scratch, but with ECVET he has the opportunity to continue from where he dropped out: the LO of the last two units. This is planned in the project but as of today we only had late arrival cases. For example, someone who has already obtained a certification in another sector of compulsory school arrives in November of the 1st year. The person has to catch up the first unit. The ECVET instrument offers an individual pathway to catch up with the missed unit. 17

19 3.2 Learning Agreement, Memorandum of Understanding, Transcript of Records: The ECVET related documentation in the context of mobility and in the context of lifelong learning Karin Luomi-Messerer gave an introductory presentation to the topic, starting out from the question of why we need documentation when using ECVET. The ECVET key documents are: Memorandum of Understanding; Learning agreement; and Learners transcript (Transcript of Records). The documentation is particularly important to structure the ECVET related documentation in mobility contexts. However, it also has an important role to play in the context of lifelong learning. For instance, key aspects of a Memorandum of Understanding in the lifelong learning context are to structure the partnership agreement between VET providers and e.g. HE institutions and/or adult education providers. It helps to establish trust. The learning agreement seems to be only relevant to some situations of lifelong learning: It can be developed when the pathway the learner will follow is clear; but It is not applicable when the pathway is changed on ad-hoc basis (e.g. drop-out). The learners personal transcript was seen as very important in the LLL context. It can be used to document all learning of individual learning like a backpack over lifetime. In this context, it should be discussed how EUROPASS could be used for this kind of documentation. The following questions were posed: Do different lifelong learning settings require different forms of documentation? Which documents are (not) required and how should these documents look like in a specific LLL setting? Are the key aspects defined for these documents in the mobility context also relevant for the LLL context? Approaches to ECVET-related documentation discussed and developed by the pilot projects Subsequently, three projects presented their approaches to ECVET-related documentation. 1) ICARE: Michela Vecchia Link to presentation The ICARE project developed a Memorandum of Understanding (MoU) to regulate the cooperation between: VET providers in different countries, cooperating regarding the mutual recognition of learning outcomes; and The respective labour market related bodies / services in different countries. The MoU will contain: A matrix of competences with common units of LOs (country to country) A table of correspondences between competences and test: Highlights test situations and related learning outcomes; Training procedures; Assessors selection and general characteristics of assessors; An English version of the test to be considered as the common basis for all countries; and Two translated versions of the test - in the language of country 1 + country 2. The idea is to have a MoU which is valid for one year. It will then be renewed for one additional year, but will not be valid for longer than three years. An open issue to clarify is the legal basis of the MoU. The MoU will be signed by organisations in several countries and 18

20 different settings - which kind of regulations have to be followed? Is a MoU a contract? If there are any problems between the involved parties, which law will be addressed? It is important to note that this MoU has been developed for a partnership which for the time being is not open to new partners. Hence, the concept is based on the resources that are available for the moment. 2) CO.L.O.R: Marta Santinicchia Link to presentation Since the CO.L.O.R project seeks to establish a long-term partnership between organisations; a formalisation of the partnership is necessary. The projects seek to formalise the commitment of regional authorities and stakeholders by having them sign a MoU. As opposed to the MoU developed by ICARE, the CO.L.O.R MoU is applicable to an open partnership. The MoU has been developed through the following steps: Survey on existing MoU from projects of 1st generation and from LdV-projects; Consultation with national expert; Arrangement with partners; Consultation process with two technical groups to develop details. It has the following objectives: Help to prepare conditions for recognition of learning outcomes; Name the authorities involved (maybe also associated partners); Define the qualifications and units of learning outcomes the project is referring to; Describe the validation and recognition process Duration of MoU will be three years, and it will be available in EN and in IT. 3) EASY METAL: Petra Notz Link to presentation Easy metal will develop a model which would fit to the national context in Germany. The project would like to better link two systems in VET in Germany: The dual system (Metal sector) and the pre-vocational training sector. At the core of the project are units of learning outcomes which have been developed for the first year of training for several three-year qualifications in the Metal sector. The question for the project is, how, in the existing German VET system, a MoU can be used. In Germany, several regulations already exist: The Vocational Training Act regulates credit transfer; The Training regulations determine the training content; The institutional setting is specified and specific partners and institutions have regulkated functions. Hence, there is not much room to set up a MoU beyond the existing regulations. Therefore, the project in cooperation Hessian Stakeholders - will rather develop a recommendation. Aims of the recommendation are to Improve quality in pre-vocational education; Enhance transparency for companies and trainees; and Create mutual trust. At the moment, VET in Germany is based on input factors, not learning outcomes. However, Chambers (competent institutions) are free issue a certificate which documents assessed learning outcomes. An accompanying recommendation could support the value of a transcript of records documenting assessed learning outcomes; and would help to convince employers. 19

21 3.2.2 Key Aspects of the ECVET related documentation in the context of different settings of Lifelong Learning of the pilot projects Subsequently, the projects were asked to explore whether they think that specific scenarios for credit transfer and accumulation require specific ECVET related documentation. The following discussion points were raised with regard to the specific scenarios: Scenario 1: Progressively accumulating Learning (MNE, CPU Europe) The projects compared the situation between BE-fr and France. France: transnational mobility MoU: will be a framework for certificate assessment signed by the recteur (ministry representative in the regions) and foreign partners to which we delegate assessment LA: already exist 2 types: Agreement for student doing a training period in companies in France Same thing abroad without certificate assessment -> in the future, to adapt this document for a certificate assessment abroad PT: it is compulsory but there is no template. We will design one in the future LA for mobility. Belgium (FR): internal mobility between education and training providers MoU: is the basis of the creation of the professions and qualifications standards service - -> it allows units recognition between education providers, training providers and adult education. LA: same situation -> in the future: to write a new law to regulate training periods in companies abroad. This law will impose a LA template between education providers and companies PT: template designed and imposed by the government. Electronic version to facilitate the administrative process and to pilot the certifications. They summarised the key issues: In the context of transnational mobility, a framework to allow summative assessment abroad is necessary (FR). 1st level: Who is in charge of assessment authorities? The MoU will clarify who has the right to assess instead of the home country which will have to accept that assessment in compliance with FR regulations. Hence, the MoU will help to create a transparency framework about regulations. 2nd level: Between training providers document needs to be adapted with need to these actors. In the context if internal mobility (BE-fr), a MoU is necessary between networks of training providers, who are different competent authorities and will work together on the basis of this MoU. Scenario 2: Changing the pathway and qualification within the same qualification system (ICARE, ESYCQ) Both projects are working on the development of a test to facilitate the assessment of lo acquired through prior learning. The projects exchanged views on how ECVET-related documentation can facilitate the recognition of learning outcomes within one qualification. ESyCQ will develop a Transcript of Records which will contain a description of lo, a statement of the assessment, results of assessment which leads to the recommendation. However, a ToR can only be issued after an examination. In the ICARE project, the ToR will contain the description of LO, the results of the test Assessment, what passed, and a recommendation. Scenario 3 Changing the pathway and qualification from one system to another: COLOR, EASY METAL The projects discussed which different national authorities are involved in the settings and decided the frame for ECVET documents could be the same across countries, but would need national adoption regarding: 20