ECVET The Past and Present Alexandra Costa Artur Tallin 29 November 2013
European policy context
European Context
European Context! Individuals perspective ECVET, ECTS NQF/EQF Validating NFIL On the job Non formal Learning outcomes Knowledge, skills, competence Formal On the job Lifelong guidance and counselling On the job Formal Non formal Lifelong Learning Pathway Informal Formal
European Context The common EU instruments
Why a European policy framework for modernising VET?! Europe s workface is ageing and needs more ready access to training throughout longer working lives! Changes in job content are becoming more rapid! People change jobs more frequently! New opportunities and ways to learn! Low-skilled people are especially vulnerable in the labour market! The percentage of drop-outs from upper-secondary education remains worryingly high! Both groups need more support to integrate into the labour market
Policy context Europe 2020 strategy! Europe 2020 Strategy! Strategic Framework for European Cooperation in Education and Training ( ET 2020 )! A new impetus for European cooperation in Vocational Education and Training to support the Europe 2020 strategy! Bologna Process
Policy context Europe 2020 strategy! Smart growth! an economy based on knowledge and innovation requires: improving the quality of education; knowledge transfer; openness and relevance of education systems by building national qualification frameworks; better gearing learning outcomes towards labour market needs! Sustainable growth! future skill needs; skills for green jobs! Inclusive growth! implementation of lifelong learning principles
Policy context Europe 2020 strategy Strategic framework for European cooperation in education and training ( ET 2020 )! Significant progress being made:! in support of national reforms of lifelong learning;! the modernisation of higher education;! the development of common European instruments promoting quality, transparency and mobility;! Strategic objectives:! Making lifelong learning and mobility a reality;! Improving the quality and efficiency of education and training
Policy context Europe 2020 strategy! Initial VET - attractive learning option for young s with high relevance to labour market needs and pathways to higher education;! Flexible systems based on the recognition of learning outcomes and supporting individual learning pathways;! Cross-border mobility as an integral part of VET practices;! Recognition of the mobility training experience has to be ensured through the use of ECVET;
Europe 2020 strategy By 2020, systematic use of EQF, ECVET and Europass aimed at transparency of qualifications and portability of learning outcomes Validation of non-formal and informal learning provides pathways for up-skilling and reintegration of people to the labour market. The adoption of an outcome-based approach for vocational qualifications, as promoted by the EQF and ECVET, is key to achieving this;
Policy context Communication: «Rethinking education» 20.11.2012 Delivering the right skills for employment, increasing the efficiency and inclusiveness of our education and training institutions and on working collaboratively with all relevant stakeholders.
Rethinking Education! Stimulating open and flexible learning! Improving learning outcomes, assessment and recognition Achievement should be driven by learning outcomes... Qualifications should open as many doors as possible... EUROPEAN AREA OF SKILLS AND QUALIFICATIONS
A long way 2005: European Reference tools: EQF, ECVET, EQAVET Emphasis on collaboration between EU member states, as a basis for mobility and LLL 2002 2004 2006 2008 2010 Copenhagen Maastricht Helsinki Bordeaux Brugge 2008: EQF Recommendation 2009: ECVET/ EQAVET Recommendation 14
EQF/ NQFs! EQF supports lifelong learning and mobility by being common reference framework for qualifications.! Eight levels which enables national qualifications (general and higher education and vocational education and training) to be compared with each other and those of other countries.! EQF drive the development of national qualifications frameworks (NQFs)
Descriptors defining levels in EQF Each of the 8 levels is defined by a set of descriptors indicating the L.O. relevant to qualifications at that level in any qualification system Knowledge Skills Competence Is described as theore>cal and/or factual Level 1: Basic general knowledge Level 2-7 hierarchy of knowledge : Factual Facts, principles, processes and general concepts Comprehensive, specialised Awareness of boundaries Advanced Highly specialised Level 8: Knowledge at the most advanced frontier of a field of work or study and at the interface between fields Are described as cogni>ve and prac>cal Level 1: Basic skills required to carry out simple tasks Level 2-7 hierarchy of solve problems : roucne specific abstract complex and unpredictable criccal Level 8: The most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice Is described in terms of responsibility and autonomy Level 1: Work or study under direct supervision in a structured context Level 2-7 hierarchy of contexts : usually predictable unpredictable change unpredictable complex, unpredictable and require new strategic approaches Level 8: Demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes in the forefront of work or study contexts including research
Learning outcomes in EQF Levels Knowledge Skills Competence 1 Learning outcomes - what 2 a learner knows, understands and is able 3 to do on completion of a learning process 4 The 8 levels distinguished 5 according to: the complexity and depth of knowledge and understanding 6 the degree of necessary support or instruction 7 the degree of integration and independence required the range and complexity 8 of practise/application the degree of transparency and dynamics of situations
EQAVET! EQAVET European Quality Assurance Reference Framework For VET Quality criteria, Indicative descriptors and Indicators! EQAVET aims to increase the transparency, market relevance, consistency and transferability of vocational education and training qualifications across Europe.! EQAVET is compatible with the main quality models. Quality assurance and improvement cycle based on quality criteria and indicative descriptors. It addresses both VET systems and VET providers.
EQF / EQAVET The EQF and EQAVET operate at the systemic level.! Most countries are committed to linking their national qualifications systems to the EQF, to make easier recognition of qualifications across Europe.! By supporting quality assurance, EQAVET provides a basis for confidence and trust in national VET qualifications and their international comparison
Validation non-formal and informal (NFIL)! Strategic political issue unemployment / young people and ageing population! More flexible learning pathways (Learning in all contexts formal, non-formal and informal)! Make visible KSC gained through life and work experience! European Guidelines(2004) European Inventory(2008) and Recommendation (2012)
Europass! make knowledge, skills and qualifications more visible and legible - Help European citizens move! - Build bridge between national education and training systems
But. Challenges Carefully balance the need for global approach (overall permeability) and subsystems (VET, higher education) with their specific needs learning outcomes based approaches implementation is irregular and slow Quality assurance relevant to learning outcomes based frameworks Visibility of the NQFs to end-users, individuals and employers need to be given priority and is crucial for ownership and trust!
But...challengers - To ensure European tools and principles interact effectively, their development and implementation must be coherent. -Need to bridge the gap between the concepts and their application to the realities of national VET systems Process that requires openness, dialogue patience, determination and trust.
How ECVET can help?
ECVET: one of several EU tools! The European credit system for vocational education and training (ECVET) is one of several European tools designed to make qualifications systems more easily understood and flexible throughout the European Union (EU) and so support more mobility for workers and learners! Is an innovation process
Synergies between LLL instruments EQAVET EQF ECVET EURO PASS NIFL Non formal and informal learning
Permeability! As a precondition for modern VET system that encourage LLL whatever the contexts the LO are acquired! Reducing the barriers and increasing opportunities for learners to move easily between! different types of education! different level! different sectors
ECVET principles VET context Poland Learning experience UK Mr. X has an opportunity for a learning period Mr X achieves learning outcomes He wants to transfer home new L.O. to include them in his qualification
ECVET principles No accumulation No validation No transfer No common understanding
ECVET tools! ECVET tools and methodology comprise! the description of qualifications in terms of units of learning outcomes with associated points,! a transfer and accumulation process and! complementary documents such as learning agreements, transcripts of records and ECVET users guides
Transparency Learners transcripts of qualifications of record ECVET objectives and technical components What are the general objectives of ECVET? Transna>onal mobility Lifelong learning R e c o g n i t i o n Learning outcomes How does ECVET contribute to mobility &LLL Transparency of qualifica>ons Accumula>on process Transfer process ECVET technical components Units of learning outcomes ECVET points Transcript of record Assessment of LO Valida>on of LO Recogni>on of Lo Memorandum of understanding (partnership) Learning agreements Learners transcripts of record
ECVET Implementation : European State of play
The development of ECVET in Europe CEDEFOP European Centre for the Development of Vocational Training WORKING PAPER No 18 Monitoring ECVET implementation strategies in Europe
The development of ECVET in Europe - 2012! Countries ( 28 EU/ EFTA /Turkey) progressed in creating the conditions to to accomodate to ECVET principles! From legislation to implementation involving practitioners! Marketing of Ecvet to relevant stakeholders! 350 members ECVET network! ECVET as a tool for reform and align qualifications to Learning Outcomes
The development of ECVET in Europe General agreement of the importance of the ECVET influence in:! Unitisation of educational systems! Description of qualifications in Learning Outcomes! Easing the recognition and transferability of LO
Conditions! Active involvement of relevant stakeholders in the process! Ensuring that the added value of ECVET is understood and perceived within systems! Formalised implementation strategy! Adjustments in the organisation, contents and delivery process of qualifications! Appropriate training of trainers, assessors, practitioners, all actors
The development of ECVET in Europe
Funding
The objectives of ECVET implementation Source: CEDEFOP The Development of ECVET in Europe www.cedefop.europa.eu/en/files/6114_en.pdf
The development of ECVET in Europe
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Tools to help you
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Necessary conditions for ECVET implementation Member States - create the necessary conditions and adapt measures - Institutional and political context - Technical issues linked to the design of qualifications
ECVET for... Make LLL easier Improve dialogue between stakeholders Support the employability drive by the labour market Better understanding qualifications Support the link between systems in VET Make life easier!!!!
To do list Spread the ECVET added value Adapting my message to my audience Collecting good examples