O1 Good on EQF-ECVET-EQAVET

Transcription

1 O1 Good on EQF-ECVET-EQAVET Publication Date: May 2016 Version: Final Version (EN) Activity Leading Organisation: Meath Partnership and CITEVE

2 Contents Introduction... 3 European Qualifications Framework (EQF)... 5 Implementing the EQF on a national and EU level... 6 Understanding the EQF... 7 Austria Cyprus Greece Ireland Latvia Portugal Sweden Implementation of the NQFs in Partner Countries European Credit system for Vocational Education and Training Understanding ECVET Learning Outcomes, Points and Credits Learning Outcomes in ECVET ECVET Points ECVET Credits, Credit Transfer and Accumulation Implementation of ECVET Structure in the EU Austria Cyprus Greece Ireland Latvia Portugal Sweden National Pilot Projects Case Study 1: Austria Case Study 2: Cyprus Case Study 3: Latvia Case Study 4: Portugal /

3 Main Challenges of Implementing ECVET in Partner Countries Austria Cyprus Greece Ireland Latvia Portugal Sweden Developing National Policy for ECVET: A Case Study from Latvia European Quality Assurance in Vocational Education and Training Overview of EQAVET in Partner Countries: Policy and Practices Austria Cyprus Greece Ireland Latvia Portugal Sweden Quality Indicators for VET in Partner Countries Austria Cyprus Greece Ireland Latvia Portugal Sweden Conclusions and Recommendations Useful Resources for Implementing EQAVET in Europe Glossary References Web Resources... 2 /

4 Introduction This document is the first Intellectual Output to be produced for the Erasmus+ project, Practical implementation of main transparency tools EQF, ECVET, EQAVET in European VET organisations [Acronym: ATTRACT-VET]. The ATTRACT-VET project aims to develop a new, innovative and multidisciplinary approach in order to empower VET providers across Europe to use the existing European transparency tools. It is envisaged that by the end of this project, European VET providers and tutors will be better equipped and informed to use these transparency tools for qualification (EQF), for attributing credits to VET learners (ECVET) and for quality assurance standards in the provision of VET (EQAVET). ATTRACT VET project partners are currently working towards achieving these aims in order to modernise and improve the level of quality, excellence and attractiveness of Europe s VET organisations to European learners and so to enhance the European mobility of skilled labour force. The ATTRACT VET project, which has been funded directly by the Swedish National Agency through the Erasmus+ Programme and is being developed and delivered by a consortium of partner organisations from Austria, Cyprus, Greece, Ireland, Latvia, Portugal and Sweden. The project will run until August This output, the O1 Good on EQF-ECVET-EQAVET, acts as a handbook for all project consortium members to ensure that each partner and their respective local stakeholders involved in the implementation of the project, are aware of, and will become familiar with, the European tools which promote the qualification, transferability and quality of vocational and further education across all EU Member States. 3 /

5 As well as promoting an understanding of these tools by providing a short overview of them, this handbook will also give an introduction to EQF, ECVET and EQAVET in each partner country, and will present data on the current status of the tools in each country, provide some examples of strategies which have been employed to enhance the dissemination and use of these tools in the European VET sector, and offer an overview of the relevant policies in each country where they are available. In order to ensure the quality and relevance of the Catalogue to the work of the consortium, project partners undertook a deskbased research process to ascertain the current levels of understanding, application and implementation of the aforementioned European tools in their respective countries. As has already been stated, this is the first Intellectual Output to be produced by the ATTRACT-VET project team, and as such it will act as the basis for the development of subsequent Outputs. This research was undertaken by each partner in relation to their National Qualifications Framework, and the use of the following transparency instruments in their countries; EQF, ECVET and EQAVET. The scope of the individual research reports aimed to provide an account of the use of these instruments in each of the following partner countries; namely, Austria, Cyprus, Greece, Ireland, Latvia, Portugal and Sweden. The Catalogue provides an overview of these findings. 4 /

6 European Qualifications Framework (EQF) The European Qualifications Framework (EQF) is a common European reference framework which links countries' qualifications systems together, acting as a translation device to make qualifications more readable and understandable across different countries and systems in Europe (European Commission, 2008). It is a translation tool that helps communication and comparison between qualifications systems in Europe. The EQF was established to support one of the primary goals of the European Union; the free movement of people in Europe. The interpretation and recognition of diplomas and certificates issued in the different national education and training systems of the 28 Member States of the EU acted as a barrier to achieving this goal. For this reason, the EU developed a translation device to make national qualifications more readable in order to promote workers' and learners' mobility and facilitate their lifelong learning across Europe. This is the European Qualifications Framework for Lifelong Learning (European Commission, 2016). The EQF helps to compare national qualifications systems and enable communication among them. At the core of the EQF are eight common European reference levels, which are described in learning outcomes: knowledge, skills and competences. This makes it more understandable what a learner with a qualification related to the EQF knows, understands and is able to do. This approach also makes it possible to compare qualifications awarded through all types of education and training from school education to academic, professional and vocational at each of its levels (European Commission, 2016). The most important principle of the EQF is the learning outcomes approach. The learning outcomes approach shifts focus to what knowledge, skills and competences the learner has acquired by the end of the learning process. 5 /

7 Implementing the EQF requires that all qualifications that are related to the EQF, via national qualifications frameworks, are described in terms of learning outcomes. All participating countries - Member States, candidate countries and Liechtenstein and Norway - are voluntarily developing or implementing their own National Qualifications Frameworks (NQFs) based on learning outcomes. Implementing the EQF on a national and EU level The EQF was adopted by the Council of the EU and the European Parliament in the Recommendation of 23 rd April 2008, committing them to put the EQF into practice across Europe. EU Member States, candidate countries, Liechtenstein and Norway all of whom participate in the Education and Training 2020 cooperation work towards implementing the EQF. When implementing Education and Training 2020 countries identify how the national qualifications levels relate to the eight European reference levels of the EQF. This is done through a national referencing process, which is based on a set of criteria agreed at European level. Following extensive national consultations with stakeholders, countries present the results of this referencing process to the EQF Advisory Group and publish their referencing report on the European Commission s portal (European Commission, 2016). Once national qualifications levels are related and referenced to the EQF, it will be much easier compare and assess national qualifications in the process of recognition of foreign qualifications when people move to another country. The goal is that all new qualifications, diplomas, certificates and Europass supplements will carry a reference to an appropriate EQF level (European Commission, 2016). An EQF National Coordination Point is set up in each country that participates in the EQF which coordinates implementation at national level and provides information on how the national qualifications levels relate to the EQF and how the EQF is implemented (European Commission, 2016). At European level, the EQF Advisory Group ensures that the EQF is implemented in a transparent, 6 /

8 trustworthy and coherent way across Europe. It brings together representatives from national authorities in ET 2020 countries and European representatives of social partners and other European stakeholders (European Commission, 2016). Understanding the EQF Each of the eight levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. Its eight common European reference levels are described in terms of learning outcomes: knowledge, skills and competences as detailed in the following table: EQF Level Knowledge Skills Competence In the context of EQF, knowledge is described as theoretical and/or factual. In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking), and In the context of EQF, competence is described in terms of responsibility and autonomy. Level 1 Basic general knowledge Level 2 Basic factual knowledge of a field of work or study Level 3 Knowledge of facts, principles, processes practical (involving manual dexterity and the use of methods, materials, tools and instruments) Basic skills required to carry out simple tasks Basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools A range of cognitive and practical skills Work or study under direct supervision in a structured context Work or study under supervision with some autonomy Take responsibility for completion of tasks in 7 /

9 and general concepts, in a field of work or study Level 4 Factual and theoretical knowledge in broad contexts within a field of work or study Level 5 Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge Level 6 Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles Level 7 Highly specialised knowledge, some of which is at the forefront of required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information A range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study A comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems Advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study Specialised problemsolving skills required in research and/or innovation in order to work or study; adapt own behaviour to circumstances in solving problems Exercise selfmanagement within the guidelines of work or study contexts that are usually predictable, but are subject to change; supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities Exercise management and supervision in contexts of work or study activities where there is unpredictable change; review and develop performance of self and others Manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts; take responsibility for managing professional development of individuals and groups Manage and transform work or study contexts that are complex, 8 /

10 knowledge in a field of work or study, as the basis for original thinking and/or research Critical awareness of knowledge issues in a field and at the interface between different fields Level 8 Knowledge at the most advanced frontier of a field of work or study and at the interface between fields develop new knowledge and procedures and to integrate knowledge from different fields unpredictable and require new strategic approaches; take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams The most advanced Demonstrate and specialised skills substantial authority, and techniques, innovation, autonomy, including synthesis scholarly and and evaluation, professional integrity required to solve and sustained critical problems in commitment to the research and/or development of new innovation and to ideas or processes at extend and redefine the forefront of work existing knowledge or or study contexts professional practice including research ( As well as being a framework or series of frameworks, the European Qualification Framework offers a wide range of transparency instruments, supporting tools and initiatives that all aim to foster the mobility of people and facilitate the comparability of skills, knowledge and competences. These tools include ECVET and EQAVET which will also be introduced later in the Catalogue; but they also include the European Credit Transfer System (ECTS), Europass, Euroguidance, and a range of other tools aimed at enhancing the mobility of a wide cohort of people, from different economic sectors and industries and at a range of educational levels. It is important to stress at this point that while there are a range of tools and resources which target different people with different skills from different countries, and aims to allow them to travel, study and work freely across Europe, the European Qualifications Framework is the blueprint for the 9 /

11 development of these tools. It is the primary reference tool for education in Europe as it represents all levels of education in all countries which use it. It is the fulcrum for relating qualifications across countries borders, and so it acts as the legend or key which makes sense of these transparency tools; it is perhaps the most important and most commonly utilised of these tools which partners should familiarise themselves with. In understanding the efficacy of the EQF as a framework and reference resource, it is important to look at the way in which National Qualifications Frameworks have been benchmarked against it; in this way, it is possible to see the value of the EQF as it makes degrees and qualifications from one European country relatable to those of another. From the seven partner countries where the research process was implemented, Portugal, Latvia and Ireland have fully implemented their National Qualification Frameworks. The following table presents how these Frameworks compare to each other and to the European Qualifications Framework. Country Latvia Ireland Portugal Responsible Body Latvian National Coordination Point Quality and Qualifications Ireland National Agency for Qualifications, I.P As the EQF as the referencing tool, the following table presents how the Latvian NQF, Irish NQF and Portuguese NQF are benchmarked against the European Qualifications Framework. Please note, the Latvian NQF and Portuguese s NQF has 8 levels which correspond to the 8 levels of the EQF, whereas the Irish NQF has 10 levels; with 2 national levels corresponding to EQF level 1 and 2 national levels corresponding to EQF Level 6 as listed below. EQF Level 1 Latvian Qualifications Framework (LQF) level 1 Certificate of general basic NFQ level 2 Level 2 Certificate NFQ level 1 Portuguese Qualification Framework (PQF) level 1 2nd cycle of 10 /

12 EQF Level 2 LQF level 2 education (for students in special education programmes for students with severe mental development disorders or several severe development disorders) Level 1 Certificate NFQ level 3 basic education PQF level 2 Certificate of general basic education (for students in special education programmes for students with mental development disorders) Level 3 Certificate 3rd cycle of basic education (lower secondary education) obtained in basic education or via double certification paths EQF Level 3 LQF level 3 NFQ level 4 PQF level 3 Certificate of general basic education Certificate of vocational basic education Level 4 Certificate Leaving Certificate Secondary education with a view to pursuing higher level studies EQF Level 4 LQF level 4 NFQ level 5 PQF level 4 Certificate of general secondary education Certificate of vocational Level 5 Certificate Leaving Certificate Secondary education obtained via double certification paths or secondary education with a view to pursuing 11 /

13 education Diploma of vocational secondary education higher level studies plus onthe-job training - minimum six months EQF Level 5 LQF level 5 NFQ level 6 PQF level 5 Diploma of first level professional higher education (1st level professional higher (college) education, the length of full-time studies 2-3 years) Advanced Certificate Higher Certificate Post-secondary non-higher level qualification with credits to pursue higher level studies EQF Level 6 LQF level 6 NFQ level 8 PQF level 6 Bachelor s diploma Professional Bachelor s diploma Honours Bachelor Degree Higher Diploma Licentiate degree Diploma of professional higher education, diploma of higher professional qualification (2nd level professional higher education, the length of fulltime studies at least 4 years) NFQ level 7 Ordinary Bachelor Degree EQF Level 7 LQF level 7 NFQ level 9 PQF level 7 Professional Master s Master degree 12 /

14 Master s diploma Degree Diploma of professional higher education, diploma of higher education, diploma of higher professional qualification (2nd level professional higher education, the total length of full-time studies at least 5 years) Postgraduate Diploma Master s diploma EQF Level 8 LQF level 8 NFQ level 10 PQF level 8 Doctor s diploma Doctoral Degree Doctoral Degree While the National Qualification Framework structure has only been fully implemented in Latvia, Ireland and Portugal, the European Qualification Framework has been recognised by 38 countries in total, and work is underway in all other partner countries to develop a National Qualification Framework in reference to the EQF. The following is an overview of the development and implementation of NQFs in each partner country. Austria Austria has designed a national qualifications framework (NQF) in view of the European qualifications framework (EQF). The national qualification levels are referenced to the EQF and self-certified to qualification frameworks of the European higher education area. The aim is to promote transparency and guidance, but the NQF has no regulating function. Descriptors were formulated based on EQF descriptors and national qualifications descriptions (i.e. curricula) 13 /

15 in order to translate and adapt the EQF for the national context. Additionally, reference qualifications from the national qualification context illustrate the levels of requirements and make them more understandable (Cedefop, 2014). The Austrian NQF includes eight levels. Level 1 to 5, which are characterised by these descriptors and comprise qualifications from all educational contexts. For the adaption of the EQF on national level, three corridors' were created to facilitate the implementation of the NQF. These corridors are structured in outcomes of formal, non-formal and informal learning processes: Corridor one deals with the allocation of levels to qualifications awarded within the formal education system by the State and based on national legislation; Corridor two focuses on the development of quality-assured procedures to include qualifications from the non-formal sector (such as occupation-specific and company-based continuing education and training); Corridor three develops approaches to validating learning outcomes acquired though informal learning. At levels one to five, qualifications of all educational sectors are assigned based on the NQF descriptors. At levels six to eight, two sets of descriptors apply. Whereas qualifications of the Bologna architecture acquired at higher education institutions (bachelor, master and PhD) and qualifications acquired through diploma studies are classified according to the Dublin descriptors, assignments of all other qualifications build on the NQF descriptors. The objective in principle is that, in this way, Levels 6 to 8 will remain open both for qualifications from the higher education sector and for Initial VET (IVET) and Continuing VET (CVET) qualifications. The figure below illustrates the structure of the Austrian NQF. 14 /

16 Cyprus Cyprus has designed a comprehensive eight-level national qualifications framework (NQF) which includes all levels and types of qualifications from all subsystems of education and training, from primary to higher education qualifications (CEDEFOP, 2015). This NQF has been benchmarked against the European Qualifications Framework. An eight-level reference structure is adopted, reflecting the national qualification system s main characteristics. Level descriptors are described in terms of knowledge, skills and competence. Knowledge is defined by the type and complexity of knowledge involved and ability to place one s knowledge in a context. Skills are expressed by the type of skills involved, complexity of problem-solving, and communication skills. Competence contains the following aspects: space of action, cooperation and responsibility, and learning skills (CEDEFOP, 2015). The following graphic presents an overview of the Cypriot National Qualifications Framework and how it compares to the European Qualifications Framework: 15 /

17 Greece For the development of the Hellenic Qualifications Framework in Greece, the EQF level descriptors were used as a starting point and then were connected to national needs. The final Greece EQF Referencing Report, published in March 2014, gives clear background of the response to the EQF criteria and procedures. HQF includes 8 levels, which cover the entire scope of qualifications from compulsory education up to higher education. The structure of the HQF as described in the EOPPEP s brochure is simple. It comprises: Levels - Learning outcomes - Descriptors - Qualification types. Levels cover the entire range of qualifications, from compulsory education to higher education. Each level is defined by a set of knowledge, skills and competencies which determine the learning outcomes for this particular level. Learning outcomes, (what a person knows, understands and is competent in doing after a learning process) are classified into knowledge, skills and competencies. Learning outcomes corresponding to the qualifications of a 16 /

18 specific level are defined by descriptors, which are determined by qualitative and quantitative grading of knowledge, skills and competencies. Qualifications are classified into types. Qualification Types represent groups of titles with common characteristics. The HQF is comparable to the EQF as both frameworks adopt 8 levels, include a set of knowledge, skills and competences determined by learning outcomes and also include descriptors to identify levels. The following table presents how these two Qualifications Frameworks relate to each other: HQF EQF Level 8 Level 8 Level 7 Level 7 Level 6 Level 6 Level 5 Level 5 Level 4 Level 4 Level 3 Level 3 Level 2 Level 2 Level 1 Level 1 Ireland The Irish National Qualification Framework (NQF) is a system of ten levels used to describe the Irish qualifications system. The NQF is based on standards of knowledge, skill and competence and incorporates awards made for all kinds of learning, wherever it is gained. All framework awards have an NFQ Level (1-10) which describes the standard of learning and an NQF Award-Type which describes the purpose, volume and progression opportunities associated with a particular award. The Irish NQF, established in 2003, is a framework through which all learning achievements may be measured and related to each other in a coherent way. Ireland completed the referencing of the Irish NQF to the EQF 17 /

19 in The following table represents how the Irish NQF is referenced to the EQF. Latvia National Qualifications Framework in Latvia was designed and referenced to the EQF in Latvian Qualifications Framework was established during the first phase ( ) of Latvian referencing process and improvement of national qualifications. The developed level descriptors are based on learning outcomes, and formal education qualifications are linked with these levels. The level descriptors were elaborated regarding the national education and occupational standards, as well as the level descriptors of European Qualifications Framework. The Latvian Qualifications Framework comprises formal higher, vocational and general education sectors (NCP, 2012). The Latvian Qualifications Framework, similarly to the EQF, consists of eight reference levels and imparts all stages and types of education Nationally-recognised 18 /

20 educational programmes from the formal education system (primary, secondary and higher education) are referred to a Latvian qualifications framework (LQF) level and linked to a European qualifications framework (EQF) level (NCP, 2012). The following table represents how the LQF relates to the EQF: Portugal In Portugal, the NQF is divided into 8 qualification levels and is comparable to the European Qualifications Framework. Each level of the NQF is defined by a set of descriptors indicating the learning outcomes relevant to the qualifications at that level in terms of knowledge, skills and attitudes. Each of the NQF levels has associated level descriptors; meaning that each level has associated general or abstract descriptions of learning outcomes. These descriptions, 19 /

21 which act as a guide, serve to establish relationships between the NQF and the national, sectoral and/or organisational skills. The referencing report from Portugal shows that that there is a clear and direct relationship between the levels and descriptors of the National Qualifications Framework and the European Qualifications Framework. The referencing of the national qualification levels to the levels of the European Qualifications Framework allows for all certificates and diplomas issued to include an express reference to the European Qualifications Framework level. Source: Sweden Sweden has a Qualifications Framework (NQF) which is based on the common European qualifications framework EQF. The framework covers all educational levels throughout the public school system: from the final grade of primary school to adult education, vocational training, and the highest academic degree. The training included in the framework for higher education will therefore also be accommodated in the Swedish qualifications. The framework is adapted to Swedish conditions and is based on the European Qualifications Framework (EQF). 20 /

22 The framework is divided into different levels that show how extensive the knowledge, skills and competences are. This takes place on eight levels covering the entire public education system's qualifications from primary to the highest academic degree. The framework also covers the learning that goes on outside the public education system, which you can get at work, in private or in various educational associations. Levels 6 to 8 correspond to the three levels of the Bologna Process, the framework for higher education, in the proposal that the Agency for Higher Vocational developed. On each level there are learning outcomes described in terms of knowledge, skills and competence. For each level there are specified qualifications which show the result of learning, such as diplomas, degrees and certificates. The structure of the framework is represented in the following graphic: Implementation of the NQFs in Partner Countries In terms of the implementation of the National Qualification Frameworks across the consortium, partners were asked to analyse the process which was followed in their countries, with an aim to identifying best practice in the implementation 21 /

23 of NQF across the consortium. The following is an overview of some of these points; however additional information, and some comments on the benefits and challenges associated with these processes, is available in the national research reports. It is also worth noting at this point that implementation of the NQF is still ongoing in Cyprus, and so it is not possible to include data in this section in relation to the implementation of the Cypriot NQF. In Greece, the EOPPEP is the EQF National Coordination Point. This body implements actions aimed at the integration of the EQF in Greece. Some of these actions include: 1. Conducting a study on applied practices at European level for the development of a sectoral qualifications framework and its reference to the ΗQF. 2. Organisation of a conference aimed at disseminating information to those interested in the National Qualifications Framework, the European Qualifications Framework and the importance of learning outcomes. 3. Upgrading the National Qualifications Framework website and linking it with the corresponding website of the European Qualifications Framework. 4. Participation in meetings within the European network. 5. Meetings with experts from other countries and visits to other National Coordination Points to share experiences. 6. Information campaigns aimed at members of the public. These are implemented by producing promotional printed material and disseminating it. 7. Organising an event in Thessaloniki to inform stakeholders about the procedure of matching the NQF to the EQF. The event aims to involve the stakeholders so that they fully adopt the strategies of lifelong learning, their optimal implementation and their wide acceptance. 22 /

24 8. Organising two workshops with particular emphasis on the European Qualifications Framework and how it has been matched with the NQF representatives of national and local authorities, education and training providers, social partners, students chambers etc. will participate in each workshop. (eoppep.gr) From this approach it is clear that the implementation in Greece is following an approach which is focused on knowledge sharing, sharing of best practice, research and consultation and dissemination with all stakeholders involved. This process followed a participatory approach. In contrast, in Latvia, the implementation of the NQF took a legal approach. Here the second phase of the referencing process ( ) resulted in the adoption of amendments by the Latvian Parliament (Saeima) to the Education Law on June 18, The law is supplemented with a new article on the Latvian Qualifications Framework (LQF, article 81). LQF is defined as a system of eight levels, which imparts basic, secondary and higher education stages and all types (general, vocational/professional, academic) of education, as well as professional qualifications obtained outside of the formal education system. Master of crafts, journeymen and qualifications acquired in non-formal and informal learning were attributed levels and consequently referenced to the EQF. Amendments (23 April, 2015) to the Vocational Education Law state that five professional qualification levels used in the Latvian vocational education system are referred to the Latvian Qualifications Framework levels. Furthermore, vocational education programmes should include a reference to the Latvian Qualifications Framework level. From 1 January, 2017, further amendments state that the documents certifying vocational education and vocational qualification (diplomas, certificates) should indicate the level at which it is placed on the Latvian Qualifications Framework. 23 /

25 In Latvia there is currently no national policy paper describing how to implement the EQF in this country. Instead, these procedures are stipulated by the law and more detailed LQF descriptors expressed in terms of knowledge, skills and competence are determined by the Cabinet of Ministers Regulations. Several Cabinet Regulations related to the implementation of the EQF nationally are in the development process as the amendments to the Vocational Education Law were adopted in April, As outlined in the Austrian EQF referencing report (2011) the implementation policy of the NQF in Austria is the responsibility of the general directorate for vocational education and training of the Federal Ministry of Education, Arts and Culture and the Federal Ministry of Science and Research (for higher education). In 2011, this reference report was published to present the links between the levels of the Austrian NQF and those of the EQF. A working paper published by Cedefop (2010) describes that with representatives of the mentioned bodies, a NQF project group was set up to coordinate the NQF agendas within both ministries. Further responsibilities of this project group include strategic planning, commissioning research studies and communication with stakeholders. Additionally, a national NQF steering group comprising all the main stakeholders functions as a decision making body; taking into consideration the interests of the different groups of stakeholders. In Portugal, since 1 st October 2010, the National Qualifications Framework has been implemented by the National Agency for Qualification and Vocational Education and Training (ANQEP) which connects the structure of the Portuguese Education and Vocational Training system with the European Qualifications Framework. The Portuguese National Agency for Qualification and Vocational Education and Training (ANQEP) is a public body which works to coordinate the implementation of policies regarding the education and vocational training of young people and adults, as well as to ensure the 24 /

26 development and management of the National System for the Recognition, Validation and Certification of Competences. The ANQEP is the National Coordination Point (NCP) for the implementation of the European Qualifications Framework, in conjunction with the Directorate General of Higher Education with respect to levels 5 to 8 of the National Qualifications Framework structure. The NCP is responsible for: Referencing the skills levels of the national qualifications system according to the levels of the European Qualifications Framework; Ensuring transparency of the methodology used to reference the national levels of the European Qualifications Framework; Providing information and guidance on how national qualifications are referenced in the European Qualifications Framework, through the national qualifications system; Encouraging the participation of all relevant stakeholders (higher education, vocational and training institutions, social partners, sectors and experts) in using the structure of the EQF and ensuring their qualifications are comparable to the EQF levels. In 2010, the ANQEP established a Monitoring Committee and a Technical Group to support the referencing of the NQF to the EQF. This Monitoring Committee and Technical Group integrated elements from both higher education and non-higher education. The Portuguese referencing process was completed in June 2011, following the submission and approval of the referencing report by the EQF Advisory Group. The referencing report consists of two documents: one establishing referencing levels 1-5 of the National Qualifications Framework to the European Qualifications Framework; 25 /

27 and a second included referencing qualifications promoted in higher education, specifically levels 5-8 of the National Qualifications Framework, to the European Qualifications Framework. The NQF in Ireland was the first of its kind in Europe. As such, it acted as the blueprint for the development of other NQFs. The NQF was first proposed by the Qualifications (Education and Training) Act, Following this, and after an extensive period of public engagement and consultation which lasted four years, the NQF was established as the single national entity through which all learning achievements may be measured and related to each other in This was later benchmarked against the EQF in 2006, and was the first national framework to complete this process in Europe. In 2012, the body, Quality and Qualifications Ireland, was established as the key policy-maker in terms of accreditation of qualifications in Ireland. Since its establishment, the NQF has been reviewed, and new attention is being brought to re-developing professional awards and the apprenticeships on offer in Ireland. Despite these review processes, the NQF has not changed in Ireland since it was first developed in 2003 (QQI, 2015). The structure of the NQF remains the same as is represented in the following graphic: 26 /

28 European Credit system for Vocational Education and Training 2015). The European Credit system for Vocational Education and Training (ECVET) helps individuals who are trying to acquire a VET qualification to move between countries and gain access to lifelong learning. It does so by making it easier to transfer, to have recognised and to accumulate assessed learning outcomes (CEDEFOP, ECVET achieves this transfer and recognition of VET by describing units of learning outcomes as parts of qualifications that can be assessed and validated. It gives an indication of the size of units and qualifications in ECVET points. ECVET also offers a framework for making learners more mobile and qualifications more portable. It does so by laying down principles and technical specifications and by making use of existing national legislation and regulations. The aims of the European Credit system for Vocational Education and Training (ECVET) are to: make it easier for people to get validation and recognition of work-related skills and knowledge acquired in different systems and countries so that they can count towards vocational qualifications; make it more attractive to move between different countries and learning environments; increase the compatibility between the different vocational education and training (VET) systems in place across Europe, and the qualifications they offer; increase the employability of VET graduates and the confidence of employers that each VET qualification requires specific skills and knowledge. (European Commission, 2016) 27 /

29 ECVET aims to give people greater control over their individual learning experiences and make it easier to move between different countries and different learning environments. Under this system the validation, recognition and accumulation of work-related skills and knowledge acquired during a stay in another country or in different situations should be facilitated. It should ensure that these experiences contribute to vocational qualifications; and the compatibility between the different vocational education and training (VET) systems in place across Europe and their qualifications should be fostered. The central criteria to assess and validate skills, competences and qualifications are an individual s learning outcomes. Learners get credit points for their learning outcomes which can be transferred from one qualifications system to another and can also be accumulated over time, in different countries or in different situations. The system allows the possibility to develop common references for VET qualifications and is fully compatible with the European Credit Transfer and Accumulation System (ECTS). Understanding ECVET Learning Outcomes, Points and Credits Learning Outcomes in ECVET To implement ECVET it is necessary that qualifications are described using learning outcomes. Learning outcomes can then be grouped to create units. A unit is a component of a qualification, consisting of a coherent set of knowledge, skills and competence that can be assessed and validated. Assessed learning outcomes constitute credit; credit is the basis for enabling the transfer between learning contexts and for the accumulation of learning outcomes. In ECVET, learning outcomes are used as a basis for credit transfer and accumulation. Learning outcomes are not dependent on the learning process or the learning context in which they have been achieved and therefore it is possible to use them to identify whether what the learner has achieved in one learning setting or context is comparable to what s/he is expected to have achieved in another setting or context. 28 /

30 ECVET Points ECVET points are a numerical representation of the overall weight of learning outcomes in a qualification and of the relative weight of units in relation to the qualification. Together with the descriptions of learning outcomes and information about the level of qualifications, ECVET points can support the understanding of a qualification. The number of ECVET points allocated to a qualification, together with other specifications, can indicate for example, that the scope of the qualification is narrow or broad. The number of ECVET points allocated to a unit provides the learner with information concerning the relative weight of what s/he has accumulated already. It also provides the learner with information concerning what remains to be achieved. ECVET Credits, Credit Transfer and Accumulation Credit for learning outcomes (i.e. credit) designates individuals' learning outcomes which have been assessed and which can be accumulated towards a qualification or transferred to other learning programmes or qualifications. Credit refers to the fact that the learner has achieved the expected learning outcomes which have been assessed positively and the outcome of the assessment was documented in a personal transcript. Based on this documentation, other institutions can recognise learners credit. Credit is a different concept than ECVET points. Credit transfer is the process through which learning outcomes achieved in one context can be taken into account in another context. Credit transfer is based on the processes of assessment, validation and recognition. In order to be transferred, learning outcomes have to be assessed. The outcome of the assessment is recorded in a learners personal transcript and constitutes credit. On the basis of the assessed outcomes the credit can be validated and recognised by another competent institution. 29 /

31 Credit accumulation is a process through which learners can acquire qualifications progressively by successive assessments and validation of learning outcomes. Accumulation of credit is decided by the competent institution responsible for the award of the qualification. When the learner has accumulated the credit required and when all the conditions for the award of the qualification are fulfilled, the learner is awarded the qualification. In ECVET, accumulation is enabled by the use of units of learning outcomes that can be progressively assessed, validated and recognised. It is based on qualification systems rules and requirements on accumulation. These rules define which learning outcomes are accumulated towards which qualification and how they are assessed and validated. Implementation of ECVET Structure in the EU Depending on education and national priorities the implementation of ECVET in EU Member States fulfils different purposes. In many countries ECVET acts as an aid or guide to defining and documenting learning which takes place in an exchange or as part of a period of study spent abroad, whereas in other countries ECVET is being used as a tool to reform the vocational education and training system, by benchmarking awards and qualifications to the ECVET framework. Despite the different approaches taken to ECVET across the project consortium, the implementation of ECVET is still relatively underdeveloped. Across Europe, only fifteen education and training systems have already set up an ECVET national coordination point (NCP) and officially appointed an institution. An ECVET coordination point is also nominated in Switzerland and Turkey. In nine additional systems, the mandate is still pending, although an organisation has already been selected and in some cases proposed to relevant ministries for official mandating (Belgium/Wallonia, Bulgaria, Czech Republic, Spain, Italy, Latvia, Austria, Poland, and Sweden). Eight systems have so far not taken any official or informal decision (Belgium/Flanders, Denmark, France, 30 /

32 Ireland, Liechtenstein, Norway, Romania, and Slovakia) but seven are developing ECVET activities (CEDEFOP, 2011). As ECVET is still largely underdeveloped in EU Member States, there is very little to be identified in terms of policy or best practice. From the desk-based review of policies and practices in all partner countries, the following section provides an overview of the findings. Austria In a strategy paper (ECVET catalogue of measures ) published by the Federal Ministry for Education and Women s Affairs, the following objectives for the implementation of ECVET on a national level were set: Development of learning outcome orientation Efficient implementation of learning mobility programmes Transparency for the recognition of learning performances Employability through the documentation of acquired competences The paper includes a catalogue of measures for the implementation of ECVET in the period between 2014 and 2016, covering work packages regarding strategy development and implementation, mobility, transparency, internships, adult education, international exchange and networking, communication measures, health care education and higher education. The following section defines the role of the Austrian National Agency in implementing ECVET and also provides an overview of the impact which ECVET implementation will have on different education sectors when it is fully implemented in Austria. The Austrian national agency, in its intermediary role, will focus on quality and recognition of mobility experiences. In the short to medium term, in the field of mobility within the framework of Erasmus +, the long term goal is the consistent definition of learning outcomes, and possibly credits, in the context of learning agreements and partnership agreements, i.e. through memoranda of understandings. In addition, contribution to quality assurance in the area of 31 /

33 ECVET, and for subsequent recognition of acquired competences, should be provided, as well as the promotion of long-term mobility activities (longer than 2 months). The ECVET model should be strengthened particularly through partnership agreements in the field. Memoranda of Understanding are the basis for cooperation as they contain a comparison of learning outcomes in order to make education-related requirements more transparent. In the field of Initial VET (IVET), the application of ECVET focuses on the definition of learning outcomes. The structure of ECVET acts as a quality benchmark for the development of new curricula and also ensures a smoother transition from the dual system and to vocational secondary schools. The national implementation of ECVET in adult education can be used for the documentation of qualifications and can contribute to improving the recognition of informal acquired skills, for example in relation to final apprenticeship examinations. Education and training in the health sector is based on established competence models. With the implementation of ECVET in the field the focus lies on compatibility between the relevant competence models and the learning outcomes approach of the ECVET. Possible criteria and procedures for mutual recognition have to be defined in particular within the health sector. Cyprus A policy of ECVET is currently under development but is still in the very early stages (M.O.E.C., 2015). There is very little data or information available in Cyprus because the policy is only in the early stages, and to date the only stakeholders involved in this process is the Ministry of Education and Culture; however there is also an interest from HRDA, VET providers and employers (M.O.E.C., 2015). At present, the Ministry of Education has begun the transformation of course curricula from Secondary Vocational Education to 32 /

34 make the structure more comparable to the framework of the ECVET model (M.O.E.C., 2015). Greece In Greece, the ECVET National Team of Experts has developed a guide to aid in the preparation and development of ECVET in Greece. In this guide, the following points are highlighted with regard to the implementation of ECVET: The competent national bodies are required to make interventions and launch institutional procedures for matters such as: the creation of an institutional framework that provides clear processes such as evaluation, certification, identification, transportation and accumulation of learning units; the description of qualifications based on learning outcomes (knowledge, skills, abilities); the distribution of ECVET credits to professional profiles and units; the acceptance of ECVET as an evaluation, certification, identification, credit transfer tool and the development of partnerships between educational institutions and VET organisations. The contribution of stakeholders is crucial in adopting ECVET, because the success or failure of the tool is dependent on their use of it. (ECVET National Team of Experts). To date in Greece, stakeholders engaged in the implementation of ECVET include, state training providers or lifelong learning providers in the private sector, social partners, universities, scientific associations in adult education and training, educators, trainees in VET and employers. Ireland In Ireland, there has been no formal decision taken at Government level to implement ECVET, to assimilate this model info the current VET system or to produce a policy which would guide this process. At present, there is ongoing consultation and research about how best to implement ECVET, and stakeholders are involved on a national consultative basis within the 33 /

35 Copenhagen Implementation Group. This group includes representatives from education and training providers, both public and private, learners, government departments and other state agencies. ECVET is discussed by this group within a broader policy context, though they do not have an ECVET governance role. Within Ireland the conditions for ECVET implementation are in place. Currently the national contact point for ECVET is Quality and Qualifications Ireland (QQI), however QQI have yet to produce a policy regarding how ECVET will be implemented (EUVET Support, 2014). While Ireland is currently under-going a re-development of its VET and apprenticeship systems, the problem for Ireland is that its VET system and the points awarded for VET courses are incompatible with the ECVET model. For example, in 2012, QQI changed and adapted a new credit system for VET in Ireland, namely, the QQI Common Award System (CAS) and its credits-based Credit Accumulation and Transfer System (CATS). These systems offer 120 CATS credits for a major award. However this is not compatible with the ECVET system of 60 ECVET points for a full academic year of 1,200 hours of learning effort (Léargas, 2014). The change to implement ECVET in Ireland will result in a switch from a credit-points system to a VET system based on learning outcomes, which is more coherent with the ECVET model. Latvia The leading role in implementation of ECVET in Latvia is taken by the Ministry of Education and Science as the VET policy maker in the country (although, a specific contact point has not been established yet, to a certain extent, due to lack of resources). The implementation of the policy and some complementary measures are being carried out by the following agencies under the supervision of the Ministry: the National Centre for Education (modularisation of programmes, implementation of learning outcomes approach, the development of occupational standards in co-operation with social partners, employers associations and Sector Expert Councils); the State Education Development 34 /

36 Agency (coordinating ECVET national experts network, by organising seminars and counselling for VET providers in order to provide information on the application of ECVET principles in VET mobility projects, carrying out dissemination activities in order to raise awareness of the vocational education system in Latvia on ECVET issues); State Service of Education Quality who are the National contact point for EQAVET, (ensuring coherence with VET quality assurance framework); the Academic Information centre (dealing with qualification framework and (academic) credit transfer issues). For implementing ECVET in Latvia several strategies are being used. These include: updating VET legislation and regulations by taking on board technical features of ECVET; adapting qualification systems by introducing elements of ECVET, such as renewing curricula; accumulating experience by leading and participating in European, national, regional or sector-related ECVET projects. The Latvian vocational education system at present is undergoing reforms, both legal and structural. Some of these reforms are directly linked to the introduction of ECVET approaches, e.g. elaboration of modular vocational education programmes. Since 2007, occupational standards have been written in terms of knowledge, skills and competences. All the above mentioned incentives and activities are implemented in cooperation with employers, employees and educators in restructuring the vocational education curricula. Portugal The National Agency for Qualification and Vocational Education and Training (ANQEP), is, since March 2012, the National Contact Point for ECVET. The main function of the National Contact Point is the implementation of the directives of the European Parliament and Council Recommendation on the 35 /

37 establishment of ECVET, namely to establish methodologies and tools and the dissemination of information on the ECVET. The process of the implementation of ECVET in Portugal includes other stakeholders, such as the Sectoral Councils for Qualification (CSQ), which comprise representatives of education and training institutions, trade unions, employers associations, enterprises, technological centres, and experts in specific areas. 16 Sector Councils for Qualification were created, which are intended to cover the education and training needs of most national economic activity sectors such as: 1. Agriculture and Nourishment, 2. Craft and Jewellery, 3. Trade and Marketing, 4. Building Construction and Urban Services, 5. Culture, Heritage and Production of Contents, 6. Energy and Environment, 7. Chemical Industries, Pottery, Glass and Others, 8. Computers, Electronics and Telecommunications, 9. Wood, Furniture and Cork, 10. Metallurgy and Metalworking, 11. Fashion, 12. Services to Enterprises, 13. Personal Services, 14. Healthcare and Services to the Community, 15. Transports and Distribution, 16. Tourism and Leisure. 36 /

38 Sectoral Councils have as their main objective to identify the required amendments to be made to the National Catalogue of Qualifications (NQC) and to collaborate with the ANQEP to make these amendments and to update the content of the Catalogue. Sweden In Sweden, no formal decisions have been made on how ECVET will be applied to Swedish professional training. VET providers have tested ECVET in the context of European mobilities and exchanges. The Swedish Council for Higher Education, Higher Vocational Education and the Swedish National Agency for Education have studied ways in which upper secondary vocational and higher vocational education could be altered to better fit the ECVET model. The composition of the Swedish upper secondary vocational education, and the rules which govern it, is in line with the structure of the ECVET model. The Swedish upper secondary school curriculum is made up of modules. This structure enables students to accumulate learning outcomes in accordance with a nationally established programme structure, but it also allows students to transfer all or part of these learning outcomes when such a change of course of study is needed. In the municipal adult education system at secondary level, the same courses are offered, with a few exceptions, allowing students to build on their previous studies in order to attain a professional qualification or training in a new field. National Pilot Projects In implementing the ECVET model and integrating it into the NQF, it is often best practice to pilot this initiative with a small test group or in a pilot project. While pilots have been undertaken in Austria, Cyprus and Latvia, these initiatives have largely been realised by private or public VET organisations submitting proposals for funding under the Lifelong Learning Programme or similar. There has been very little in terms of national pilot schemes which are coordinated and funded directly from the national Government. One such 37 /

39 programme exists in Portugal where the National Agency for Qualifications and Vocational Education, ANQEP, has piloted a National Qualification Catalogue. Details of this Catalogue are provided in the fourth case study presented in this section. Unfortunately there have not been any pilot projects to date implemented in Ireland, Greece or Sweden. While certain steps have been undertaken to precede the pilot testing of the ECVET model, such as consultation with relevant stakeholders and ascribing ECVET points to national awards, there have been no formal or orchestrated attempts to implement the ECVET model on a larger scale in these countries. As mentioned above, policy-makers in Greece have shown good intentions to change the vocational training system so that it is better connected to the ECVET model, in terms of practice and policy; however there is an important issue to tackle before real improvements can be made. The involvement of stakeholders in this process is guaranteed by law, but in practice their involvement is limited. References are made to the good practices of other countries, but that remains more in theory and very few of the lessons learned from abroad are being piloted and tested in VET provision in Greece. At present, the ECVET system is underdeveloped in Ireland, Greece and Sweden; however, the following section focuses on the pilot projects which have been implemented in Austria, Cyprus, Latvia and Portugal. These pilot projects act as case study examples in this Catalogue document. Case Study 1: Austria In Austria, pilot projects involving ECVET are usually European-funded projects. Nevertheless, the following example of the Institut für Bildungsforschung der Wirtschaft, the IBW-Institute for research and development in VET in Austria, appears to play an important role as it reflects the Austrian view on and the current stage of the implementation process of ECVET: 38 /

40 The project ECVET in the non-formal education sector ( ), which was commissioned by the Federal Ministry of Education and Women s Affairs, aimed to provide information about ECVET to VET providers and practitioners, so as to make it more attractive for VET institutions to implement. In this pilot project, five courses from different sectors, levels and of varying durations were benchmarked to the ECVET criteria. One issue which was identified, in terms of the courses compatibility with the ECVET model, is that not many courses follow a modular structure. In terms of eligibility, one issue which emerged is that following the ECVET model might result in different classifications of different educational levels. The approach taken by this pilot project also included discussions with experts, who gave positive feedback regarding ECVET, despite a large number of challenges which were identified. Institutions which offer Continuing VET (CVET) courses have to restructure their programmes to be more practical in nature. This revision to the structure of CVET would guarantee that courses meet the required outcomes in terms of learner competences developed; this could have a big impact on learners as opposed to the previous approach which relied solely on the transfer of knowledge. According to Tritscher-Archan and Petanovitsch (2015) permeability is seen as a key concern of educational policy-makers; therefore the focus should be on reducing implementation barriers and creating the prerequisites for interlinking formal and non-formal education more strongly (ibid.). Case Study 2: Cyprus A pilot project, called ECVET4Practitioners, took place in Cyprus between October 2012 and September This particular project was funded programme by the EU s Lifelong Learning Programme, as a Transfer of Innovation project funded under the Leonardo Da Vinci sub-measure. The goal of this pilot project was to transfer the knowledge and expertise about the development and the implementation of an ECVET tool from Finland 39 /

41 (FINECVET) to the VET providers of the consortium and their countries in general (M.O.E.C., 2015). The stakeholders involved in this pilot project included learners, Vocational Education and Training institutions, employers and the National Qualification Framework system (M.O.E.C., 2015). The main outcomes from the first year of the project included the mobility of ten students and the implementation of practical Continuous Professional Development (CPD) training for fifteen VET practitioners on how to implement ECVET. During the second year of pilot implementation (Stage 2), there was a mobility process where 10 students undertook mobilities abroad, the ECVET toolkit for hospitality was launched and the consolidation of ECVET network in hospitality (M.O.E.C., 2015). To date this is the only pilot project which has been implemented in Cyprus. Despite the fact that there has been no follow-on from this project, the tools and resources which were developed are available through the project website, This training toolkit aimed at VET practitioners includes a step-by-step instruction and easy to use resources for implementing ECVET mobility within VET institutions across EU. This could be a very useful resource for ATTRACT-VET project partners to access and use as a basis for developing this project s tools for VET professionals. Case Study 3: Latvia In Latvia there was not a national project aimed directly at implementation of ECVET into VET system. Instead the project Development of sectoral qualification system and increasing efficiency and quality of vocational education implemented by the State Education Development Agency with support of EU funding attempted to facilitate implementation of LQF, ECVET and EQAVET. The project was implemented in cooperation with Employers Confederation of Latvia, Free Trade Union Confederation of Latvia, State Education Quality 40 /

42 Service and National Centre for Education and lasts from December 1, 2010 November 30, Some important project outputs which were achieved include the following: 14 sectoral qualification structures were established (basic qualifications, related professions and specialisations have been defined and structured according to professional qualification levels); 56 IVET and CVET modular vocational education programmes have been developed, based on learning outcomes; A system for recognition of non- formal education outcomes, etc. has been developed. Modular programmes make it possible to develop curricula matching the particular professional qualification requirements and use the modules both in initial vocational education, as well as vocational further education. The modular programmes: provide opportunities for continuing improvement and flexible change in order to meet current labour market needs; allow students to choose the content which best corresponds to their education needs. In this way, it is clear to see that the project outputs facilitated the application of certain elements of the ECVET model to the vocational education system. In addition to this national project, other ECVET-related projects have been implemented in Latvia by VET institutions. These include the HansaECVET project, which was an EU Baltic Sea Region project that aimed to support the internationalisation of vocational education and training and entrepreneurship through match-making and project coaching. In this project ECVET was introduced in a test model with 16 VET providers and 16 host-companies from 8 of the countries in the BSR namely Denmark, Estonia, Finland, Germany, 41 /

43 Latvia, Lithuania, Poland and Sweden. HansaECVET resulted in the establishment of the Baltic Network for Vocational Training, a network of VET providers and companies for increased cooperation based on ECVET, boosting economic growth, in line with the EU Strategy for the Baltic Sea region. Case Study 4: Portugal The National Catalogue of Qualifications ( is a strategic management instrument for non-higher national qualifications. It also acts as a regulatory instrument for the double certificated training offer. The NQC lists the qualification pathways that are relevant to the economy, organised in a modular format so as to better guide both initial double certificated training and ongoing certificated training. It covers all the business sectors in the economy. The catalogue contains unique qualifications referencing for the full range of the double certificated training offer as well as for processes for the recognition of competences acquired in informal and non-formal settings. These are organised in a modular format, in the form of short training units which can be independently certificated and can be built into qualification pathways. Currently, there are 274 qualifications spread across 39 education and training areas. The development of the National Qualifications Catalogue involves the organisation of a qualifications referencing scheme based on learning outcomes in an approach which is more closely linked to competence needs emerging in the labour market and through which objectives can be determined with greater clarity. This basing of the qualifications referencing scheme on learning outcomes, an underlying principle of the National Qualifications Catalogue, is also of critical importance to the organisation of processes for the recognition of competences and for the validation of the pedagogical strategies employed. The NQC is constantly being updated in an ongoing process that measures and incorporates the needs of the various stakeholders. 42 /

44 Here, we can see one example of a courseware developed using ECVET in the Textile Sector, in one of the possible ways to achieve it: Qualification-Tailor ( Level of Qualification of the National Qualifications Framework 4 Level of Qualifications of the European Qualifications Framework 4 Duration: 2,070 hours Learning outcomes: Planning and preparing the confection of garments; Build base moulds of models; Making the cut garments; Run the confection of various garments; Assess the wear-ability of pieces designed by checking their compliance with the technical specifications, proving ask the client, noting any changes and making the necessary adjustments, making the confection according with marked changes; Perform the necessary finishing in confectioned parts in particular by applying the buttons and ironing parts, given its final appearance. Assessment criteria: According to the Type of Training Main Challenges of Implementing ECVET in Partner Countries To ensure that the ATTRACT-VET tools and resources are relevant to the needs of the target group, and that they address the gaps and barriers to the successful implementation of ECVET in partner countries, it is necessary to understand the main challenges which national partners have faced in their implementation of ECVET to date. The following is an overview of the barriers 43 /

45 and challenges which national ECVET teams have faced, where challenges have been reported by project partners as part of this research process. Austria The main challenges faced by policy-makers and government departments in implementing the EQF and ECVET structures in Austria concern that currently ECVET is not formally integrated into the Austrian education system. The implementation process requires resources and reorganisation on different levels. Still, the ECVET model is met with scepticism of various stakeholders, while the process is forced on European level. The main challenges faced by practitioners and educators (at VET level) in implementing the EQF structure in Austria are that implementing ECVET requires specific calculation of workload, i.e. in the dual education system (vocational school/apprenticeship) in comparison to other education systems on the same level in order to guarantee the transition of the interface to further schools. Also, the assimilation of programmes in order to achieve partnership agreements might lead to structural issues within organisations. The main challenges faced by learners enrolled on VET programmes in implementing the EQF structure in Austria is that participation in mobility programmes is still rare (compared to students` mobility), as it is difficult to change workplace for, i.e. short-term mobility in view of the promotion of the employer. Another problem is that the recognition of i.e. informal gained learning outcomes not necessarily enabling access to higher level education. At this point, ECVET is used as an instrument in European projects with Austrian participation, as the implementation of ECVET is still an ongoing process. Pilot projects focus on the recognition of non-formal and informal learning outcomes and set steps towards the credit system. Learners in VET programmes benefit from the credits system as it makes qualifications gained in non-formal and informal learning processes visible. The competence orientation 44 /

46 of the system leads away from the focus on theoretical knowledge and formal qualifications and gives alternatives to gaining qualifications at higher level. Challenges have been overcome by policy-makers and practitioners with the creation of the ECVET strategy paper, which provides an implementation plan and catalogue of measures for the period of and covers several aspects of implementation. Also, the participation in European projects gives the opportunity to foster work mobility programmes and provides an opportunity to use the credit system. Cyprus For policy-makers and governmental departments in Cyprus, the main challenge which has impeded the implementation of ECVET nationally relates to a lack of coordination among the various departments responsible for its implementation (HRDA, Ministry of Education and Culture). The Ministry of Education and Culture has gone about revising curricula in the wrong manner. Instead of transforming the learning units and then the learning outcomes, the Ministry of Education and Culture in Cyprus has skipped some steps and instead attempted to change the structure of the curricula to include learning outcomes without describing the units. This halts the progress in reforming the education system to fit with the ECVET model. 45 /

47 For practitioners and educators working in the field of VET in Cyprus, there is lack of motivation to transform their curricula because the process of revising and re-evaluating the curricula can be time-consuming and costly. They also experience difficulty in rewriting their curricula so that it is aligned with ECVET principles. Smaller VET providers do not have the resources to transform their curricula to be aligned with ECVET. Furthermore, there is a lack of understanding from practitioners about what ECVET is, the benefits of implementing ECVET and how to integrate it into their training delivery. There is a need for a better training of the stakeholders in the process of transformation (IDEP, 2015); and for more support from the national policy-makers to help the practitioners in reforming their VET offering to better suit the ECVET model. Greece For ECVET policy-makers in Greece, the greatest challenge they face is the establishment of a structured national strategy which takes into account all of the existing tools that EU promotes. There isn t a flexible ECVET template, which will allow stakeholders to use it based on how they renew their training programmes and implement ECVET. Another important issue for implementing ECVET is the mutual trust within the VET community. Training institutions still tend to focus on their exclusivity, not so much on how their services can be combined with other s institutions. This conflicts with the interests of learners. Trainees in VET are more and more involved in transactional learning activities, but the interest for this type of mobility is limited by the lack of provisions on validation and recognition of learning outcomes achieved in other countries. There is, also, a significant lack of knowledge or information about ECVET. Most steps in the implementation of ECVET have been done in the field of law reforms, but unfortunately in Greece the national policy-maker has not done enough to help to convert these reforms into practice. 46 /

48 Ireland The main challenge faced in Ireland in implementing the ECVET structure pertains to the incompatibility of the ECVET model with the national Common Award System (CAS) and its credits-based Credit Accumulation and Transfer System (CATS), which has been determined by the national accreditation provider and policy-maker, Quality and Qualifications Ireland (QQI). As part of the national system, a major award carries 120 CATS. However this is compatible with the ECVET system of 60 ECVET points for a full academic year of 1,200 hours of learning effort. The difficulty with making these two systems comparable lies in that fact that an ECVET credit does not necessarily imply credit points and when it does; they do not have a single unit of measurement in different countries and do not have a value outside the qualification. Similarly, learning outcomes do not all have the same weight within qualifications; for this reason, it is better and more practical to use a credit point system (Léargas, 2015). Latvia The greatest obstacle for policy-makers in Latvia planning for the successful implementation of ECVET pertains to providing professional development (CPD) for all VET teachers and trainers in relation to ECVET principles and their benefits and also how to encourage VET providers to introduce ECVET principles in mobility. For practitioners, the main challenges include how to formulate qualifications in terms of learning outcomes (knowledge, attitude and skills) and how to apply ECVET principles in practice. As the implementation of ECVET in Latvia is still in the very early phases, there are currently no examples of how these challenges have been overcome and so there are no lessons to be shared with the consortium in relation to ECVET implementation. 47 /

49 Portugal According to the stakeholders, the idea of the ECVET system was viewed very positively, there were however some obstacles to its implementation and the fluidity of concepts, given the diversity, multiplicity of actors involved and the different development stages of the system education and vocational training in the Member States. The EQF and the ECVET system required a paradigm shift in education and training. The primary challenges to the introduction of ECVET in Portugal were identified as the following: - Diversity, mode of articulation and lack of flexibility between the subsystems of education / training; - Poor recognition of qualifications on the part of employers; - Preparation (or not) of the various actors of education / training. The competency-based training was a new paradigm associated with the concept of learning throughout life. Organize the skills-based training demands by operators of education / training systems a change in the way of understanding the training system, involving changes in the way organize training activities (curricula, quality assurance mechanisms, among others); - Resistance to change, cooperation and partnership, so it is important to develop mechanisms / stimulus processes mutual trust and cooperation between the different stakeholders. Sweden In Sweden, no formal decision has been made about how the ECVET should be implemented in the framework of Swedish vocational training. Upper secondary level schools and other VET providers have tested and continue to test ECVET in different kinds of European co-operations and student mobility activities. It remains to further analyse how ECVET and the higher education ECTS system can relate to each other. 48 /

50 ECVET could also be used to document non-formal education programmes conducted within the framework of, for example, various trade agreements. Non-formal education often leads to some form of professional certificate or diploma that is not linked to the formal education system. How ECVET can be implemented and quality assured for these programmes need to be further investigated. The use and progress of ECVET requires that it is made visible as a requirement for training in various policy documents. One of the prerequisites for the introduction of ECVET is to regulate the use of the national frameworks. The Agency estimates that the first step needed to regulate is how ECVET points can be used for documentation of studies in other European countries. Developing National Policy for ECVET: A Case Study from Latvia The State Education Development Agency (SEDA) is a public administration institution coordinating activities for the implementation of ECVET in Latvia. ECVET policy in Latvia is in its early stage of development. Since 2014 the Agency, funded by the Erasmus+ operational programme, has worked to implement Erasmus+ ECVET activity. The aim of this activity is to advertise and facilitate the implementation of ECVET in Latvia by disseminating information and raising awareness about ECVET principles and their integration into vocational education and training. The target group includes: VET teachers and trainers, specialists involved in VET, vocational education policy developers, sectoral professional organisations, associations, and social partners. Erasmus+ ECVET activity includes the selection, training and provision of support to 4 national experts; the development of an ECVET network on a national, sectoral and regional level by disseminating ECVET related information via the State Education Development Agency s website; the development of dissemination materials on ECVET principles for international mobilities; the development of proposals for policy makers regarding how to 49 /

51 implement ECVET principles in Latvia, and finally, the implementation of national awareness raising conferences and seminars on ECVET principles in Latvia in European contexts. From October 2014 until August 2015 five national, international and learning seminars were held on topics including: ECVET for mobility; improving Mobility with ECVET; practical Application of ECVET principles: achievements and challenges; ECVET related issues; and basic ECVET principles for mobilities. These seminars were designed for VET practitioners, policy makers and other stakeholders and were attended by about 145 representatives. As a result of the above mentioned Erasmus+ activity proposals for further implementation of ECVET on a national level were developed and submitted to VET policy makers in the Ministry of Education and Science. These proposals were developed based on the best practice research on implementing ECVET in Finland, Estonia and Lithuania. These proposals refer to VET legislation; administration and organisation of vocational education; vocational education curriculum; teaching learning process in vocational education; parties involved in implementation of VET (SEDA, 2015). 50 /

52 European Quality Assurance in Vocational Education and Training The EU Quality Assurance in Vocational Education and Training tool is based on the 2009 Recommendation from the European Parliament and Council. The Recommendation invites Member States to use a series of indicative descriptors and indicators to support and develop their VET systems. This tool provides guidance on how to develop a quality assurance system and contains examples of different approaches used by Member States. EQAVET (European Quality Assurance in Vocational Education and Training) is a European Quality Assurance Framework for vocational training. EQAVET adopted by EU member states in June The framework is based on a cycle of quality assurance and improvement that consists of four phases; 1. planning 2. implementation 3. assessment and evaluation 4. review and revision EQAVET includes a range of indicators which are intended to support the evaluation and quality improvement of a country's vocational training. The indicators can also be used at regional and local level and should be used as a "toolbox" from which users can select the indicators that are considered most relevant to their quality assurance systems. The framework can also be connected to other European tools EQF and ECVET. 51 /