Workshop 2B Discovering Flexible Pathways between VET and PHE Alicia Leonor Sauli Miklavčič, EURASHE Introduction to the theme and moderator
European Level 5 Area (a tandem for VET and HE) Hans Daale, President CHAIN5 European Vocational Skills Week, 8 December 2016 Brussels
Statement The European strategy has to focus on having a broad European Level 5 Area, including - but not exclusively - VET5 (HVET) and Associate (SCHE)
WHY? Level 5 of the EQF is a hot item: - being a level in itself, for upgrading - how to travel from 4 to 6 (a bridging level ) - it is a matter of connecting VET and HE (a portal )
But the reality is that we need a whole continuum, with all types for qualifications: - SCHE (HE providers) - HVET (VET providers) - Professional Diplomas (Business Academies, Private Providers ) - Certificates and small courses (professional and vocational bodies, national and internationally, Training Providers ) -
What is making the difference between them? Every type is connected to: - the stakeholders - the type of students - the providers - the needs for flexibility and other requirements -
SO, WHAT WE NEED TO TALK ABOUT Let s talk about this whole spectrum, as the European Level 5 Area Having for all qualifications, level 5 as the recognised reference Having a National Level 5 Area, in all member states, using EQF Aligning: Quality Assurance, transfer of credits, RPL procedure, forms of work-based learning So: Flexibility in the whole education system needs a Level 5 Area
STATEMENT The European strategy has to focus on having a European Level 5 Area. (and that s why we need Community Colleges, European Style )
Horizontal Collaboration in VET Tamer Atabarut, Ph.D. Director, Bogazici University Lifelong Learning Centre SC Member, EUCEN
NEW WORLD Changing technology and data Changing workforce requirements Knowledge Economy Changing qualifications
Gap between University and Employment Mismatch between the skills garnered through educational systems and providers and those actually required by the private sector. Enterprises in the region regularly identify a shortage of appropriate skills as the greatest impediment to hiring employees. 90% of the fastest growing sectors need qualified workforce. Current youth unemployment rate is nearly 20% in TR and 18 % in EU-28 states. Increase in labor force, Turkey will have 65 million people at working age by 2041.
Why are educational systems failing to meet market needs? Quality assurance mechanisms are absent, have limited capacity or lack credibility as they are not independent. Limited alignment between national and international accreditation. Information transparency and matchmaking between employers and students is poor. Lack of partnership between government, relevant industry and education providers Surveys indicate a lack of awareness of the high returns of vocational training
CONCLUSIONS The strategic collaboration btw stakeholders should refer to current needs and anticipation of future skills and competences, enhance better transitions to labour market and promote better opportunities for disadvantaged groups such as; - KEDS Academy (Partnership btw Universities, Bussiness, Ministries) - Mechatronics Program (L5-7) (Partnership btw Universities, VET Provider) - eucen projects (TANDEM, PROMOTE, CONNECT VET, etc)
Thank you Dr. Tamer Atabarut atabarut@boun.edu.tr www.buyem.boun.edu.tr www.eucen.eu
WORKSHOP 2: VET a pathway to excellence HVET/PHE and the world of work strategic partnership Raimund Hudak, DHBW Germany
The Eco System of VET and PHE Policy & Strategy EU Commission National Policies VET PHE Regional Policies VET / HVET / PHE Institutions World of Work Students
The Strategic Triangle Learners Focus
EU Context of the Project BEEHiVES A key part of the EU Modernisation Agenda for Higher Education (HE) is reforming HE to meet the requirements of the labour market with emphasis on: relevant skills qualifications graduates employability A problem lies in the lack of a strong cooperation, understanding and interaction between HE institutions and businesses.
Focus and Key Questions of the Project Ensure that the three apexes of the strategic triangle are able to collaborate more productively. Define scenarios how to overcome obstacles and barriers hindering closer collaboration. How to build specific relations and interaction between HVET/PHE institutions, employers/labour market and students within the strategic (partnership) triangle?
Context & Area of Collaboration Governance & Management Structures & Processes Barriers & Perceived Effectiveness The Why The Who The How The What Mission, Strategy, & Aims Collaboration and settings contributing to regional development Framework & Course design Collaboration on defining competence frameworks and course design Work-based Learning Collaboration on teaching and learning Methodologies Collaboration in staff exchange and R&D Career Guidance Services Collaboration on around provision of career guidance
Key Statement: The Strategic (Partnership) Triangle is still fragmented! What hinders HE institutions to collaborate with the world of work to the benefit of the students and sustainable employability?
MY WAY FROM PRIMARY SCHOLAR TO a UNIVERSITY EDUCATED MAN Igor Hovnik, Alumnae
EQF Transition through Entry requirements the educational system % of Educational level Duration Acquired qualification level (additional) transfer Basic 1 8/9 years Obligatory Basic school certificate 100 Upper secondary vocational Vocational technical Short-cycle higher vocational Master s degree (integrated 1st & 2nd Cycle) 3 3 years 4 2 years 5 7 Basic school certificate Final examination certificate 2 years/ Vocational matura 120 ECTS FACULTY OF certificate ARCHITECTURE 5 years/ 300 ECTS General matura certificate or VM + additional subject Carpenter - Final examination certificate Wood Technology Technician Vocational matura WoodMaster Technology Degree Engineer 99 80 60 Master of science 1
Employment MOTIVATION Personal development Professional fulfilment
VET AND PHE FOSTER THE SKILLS FOR PERSONAL DEVELOPMENT AND THE CHALLENGES OF THE FUTURE. (PERSONALIZED LEARNING ENVIRONMENTS, LIFELONG LEARNING, )
THANK YOU FOR YOUR ATENTION
Permeability between VET and HE EUCEN s mission: to contribute to the development of an effective university credit transfer system that would be acceptable within the network The role of credit transfer in the pathway of graduates from post- Secondary Courses in the University of Aveiro
The permeability momentum Permeability is about supporting learners to move between VET and HE, which means that learners may easily move between VET and HE in terms of i. access, ii. admission and iii. exemption or partial equivalence (CEDEFOP, 2014) The possibility that learners performance and learning outcomes may be recognised and credited between different education and training sectors. Permeability implies mutual acceptance of learning outcomes, credits, degrees or/and diplomas (Schlögel & Archan, 2007).
At University of Aveiro (UA) Access is widen through a dedicated gateway for post-secondary Courses (psc) graduates. Admission is fostered through RPL regulations. Exemption is not allowed, by law. Partial credit transfer is implemented: up to 89% of each psc ECTS are transferrable to specific UA degrees; all the psc have credit transfer into UA degrees; the transfer is established following a reasoning of continuity in the scientific area.
The majority of VET graduates do not proceed to HE. VET graduates do not choose the more ECTS facilitated pathway when proceeding to HE (most credited transfer HE courses are less chosen). Therefore, A stronger ECTS creditation profile does not necessarily make a HE degree more attractive to VET graduates. For these students, personal motivation overtakes the credit transfer facilitated VET-HE pathway.
For VET-HE permeability to be real and effective, each learner s motivation has to be taken into account, as there is a reciprocal interaction between Life transitions and everyone s personal, educational and professional pathway. Credit transfer allows for diverse pathways/transitions between VET-HE for permeability to happen.
Workshop 2B Discovering Flexible Pathways between VET and PHE Ülle Kesli, LLL Centre of University of Tartu Moderator for Roundtable discussions
Roundtable Discussions 1. How do we adapt education to meet the needs of the market? (with Tamer Atabarut & Alicia Leonor Sauli Miklavčič) 2. How do we work with learners and employers to meet both their current and future needs? (with Hans Daale, Raimund Hudak & Igor Hovnik) 3. How do we maximize the benefits of permeability for sustainable employment? (with Jose Alberto Fonseca & Lucilia Santos)
Roundtable Outcomes 1. Pros & Cons 2. Issues/Challenges 3. Solutions 4. Recommendations
Roundtable 1 How do we adapt education to meet the needs of the market? (with Tamer Atabarut & Alicia Leonor Sauli Miklavčič)
Roundtable 2 How do we work with learners and employers to meet both their current and future needs? (with Hans Daale, Raimund Hudak & Igor Hovnik)
Roundtable 3 How do we maximize the benefits of permeability for sustainable employment? (with Jose Alberto Fonseca & Lucilia Santos)
Workshop 2B Discovering Flexible Pathways between VET and PHE Alan Sherry, Glasgow Kelvin College, EURASHE Rapporteur of the workshop
Conclusions WS 2B VET as a pathway to excellence 1. Employers should be involved actively in the design of teacher training curriculum and all teachers should have regular work placements/industrial experience. 2. Create fora where learners,employers, and institutions design curricula to meet current and future needs. 3. Collaboration across providers, including employers,on joint projects motivates learners and supports permeability.