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The framework relevance to the career-world and employers Tallin oct 2012.

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Presentation on theme: "The framework relevance to the career-world and employers Tallin oct 2012."— Presentation transcript:

1 The framework relevance to the career-world and employers Tallin oct 2012

2 General information about the F NQF  Registration is not compulsory  Registration is regulated by law:  If the qualification is under the responsibility of a ministry where the pattern of the qualification can be discussed in commissions including social partners -> registration by law (7 ministries)  HE: if habilitation by the ministry in charge of HE registration by law  Publication on the official website: formulation in LO and Validation of prior learning are checked

3 General information about the F. NQF  If there is no discussion with social partners: a process to analyze if the qualification is compliant with the criteria of the Commission nationale de la certification professionnelle  A publication of an official text of the minister in charge of the Employment and VET.  A bottom up system (qualifications or diploma are made by their owners and then controled or accredited)

4 The principles of the French NQF  A qualification must be oriented towards the labour market (HE diplomas included)  A strong connection between the French NQF and the file of the Labour Agency describing the occupations  Levels 5 and 8 must fulfill these requirements

5 The definition of the level III (5 EQF)  Level III (5 EQF) qualifications attest a higher level of knowledge and abilities without including expertise in the scientific grounding of the relevant fields. The required abilities and knowledge enable design and/or supervisory and/or management responsibilities to be assumed autonomously or independently.

6 EQF Level 5:an important level for the French NQF More than 900 qualifications ( >10% of the qualifications registered) Either in VET, in tertiary education or in HE In many fields:industry, crafts, arts, health, tourism and services with different meanings

7 The meanings of level 5 in France  In arts: « somebody who is an artist but who is able to manage a small enterprise » ex Diplôme des métiers d'art Art du bijou et du joyau (arts of jewels and gems)  Webmaster level 5(VET) : knows all the necessary technical aspects but is able to monitor technological developments and to have a complete view of the costs

8 A creation of the 60s  A need of the labour market during a growth period (technicians and upper technicians), trained or not by the Education system  At the time short curricula (2 years)  Now the duration is only used for initial training, (certifications are described in LO)  Cooperation between stakeholders to develop the

9 Many stakeholders 1  The « brevet de techniciens supérieurs « (ministry in charge of education) : > for a direct integration into the labour market > the « twin » qualification of the ministry in charge of agriculture >the ministry in charge of HE

10 Many stakeholders 2  The ministry in charge of sports  The ministry in charge of health (most of the qualifications,for instance Medical Laboratory Technician )  The chambers of crafts and trade, the chambers of industry  many private providers ( ex webmaster level 5),

11 Some points about these qualifications A qualification oriented towards the labour market which proves:  That people have a high technical level in the and autonomy ( many « techniciens supérieurs » upper techicians or « techniciens conseils »)  The ability to organize the work of other people and to train them

12 Pathways  How to become an engineer : the example of the ITII (institut des techniques ingénieurs de l’industrie) : technicians level 5 selected to get the grade of master with a « titre d’ingenieur » - grade of master- by initial or apprenticeship ( 1450 engineers in apprenticeship in schools or universities involved)

13 The pathways  The choice: for the level 5 HE diplomas, 120 ECTS, to show the possibility to go further ( Bologna process)  For the other qualifications: ECTS are not forbidden, ECVET less developped (only under experimentation)  Pathways to tertiary VET and HE (bachelor grade)  A dilemma : ECTS or ECVET ? Or ECTS and ECVET? (but not a mix of the two systems)

14 Some information about 2 formal qualifications BTS and DUT  BTS(ministry in charge of education ) graduation for upper technicians -BTSA similar but in charge of the ministry of agriculture-  88 BTS within 4 fields : industry,services,health and nursing, arts  Created after the analysis of the commissions which create VET certifications for the ministry in charge of education – bac professionnel for instance ( state and social partners)

15 Some extracts of the qualification of « brevet supérieur de technicien agricole : vine growing and oenology »

16 I.Common activities Information, communication: They further their training and update their knowledge by taking part in training sessions, shows, and symposiums; They use the various group and communication techniques; They set up contacts with the various players in the field: professional and public entities; They are fully informed of these partners' missions and links; They take part in holding cultural, social, and historical events; They enhance knowledge and appreciation of the various types of vineyard produce (wines, eaux de vie, fruit juices, sparkling wines, liqueurs, )through tasting sessions and by promoting their environmental, cultural and historical dimensions. Human resources: They manage and supervise teams; they organize the work in compliance with the health and safety regulations; They draw up work schedules and set out the programs to be executed by the various teams; They show adaptability in the event of unforeseen occurrences; They are able to master and justify professional skills; hey are able to identify the skills of each team member and put them to good use; When applicable, they put forward suitable training actions; They evaluate the professional abilities of job applicants; They welcome training people and help to train them; They are useful to the management team by helping to make decisions, implementing the decisions made, and providing feedback concerning their activities.

17 II. Production activities Observation, evaluation: They are able to identify vine varieties and root stocks and assess their qualities; They are able to assess the qualities of grafting and regrafting work; ? They are able to assess the potential qualities of the local land; They are able to judge the condition of a vine or a vineyard; ? They can identify weeds, symptoms of plant diseases, and pests; They are able to assess the vigor shown by plants, their phenological phases, the levels of progress or virulence shown by cryptogamic diseases and pests; ? They are able to assess the quality of the work done by the staff; They are able to assess grape maturity. * Practical activities: They develop plots, prepare and enrich the soil, plant vines and tie them in; ? They are fully conversant with pruning, soil balance, fertilization, phytosanitary protection, manual and mechanical harvesting operations and work on growing vines. Decisions, organization: At the right time, they are able to adopt the best techniques to reach company objectives, taking the external constraints into account (climate, economic or regulatory environment, etc.) and the companies' internal constraints and strengths; ? They decide which techniques are to be used and organize the corresponding annual work cycles with a view to obtaining quality production and protecting the environment; They determine the harvest dates by checking grape maturity and assessing the qualitative potential shown by the various plots; They make sure that the viticulture equipment is kept in good condition; They select the most suitable viticulture equipment; they are able to use all such equipment in full safety. Control, analysis: They are able to assess the effects of the technical choices on production, in terms of quality and yield; They analyze the annual technical and economic records and compare them with one another and with those of other wine growers; They are able to assess the long-term effects of their activities on the vineyards and on the environment

18 Level 8  For the time being France is studying this level, but strong indications :  PHD grades ( « doctorat » in French), and qualifications recognised at this level by the ministry in charge of HE (pharmacists )  But the descriptors will not be based on the LO of PHD

19 Level 8  A few qualifications coming from continuing education : these qualifications will have to show a higher degree of managing complex situations in unpredicatble contexts  The knowledge which will have to be used in these qualifications will be in the vangard

20 Level 8  A general agreement: these qualifications must not be a specialization (for instance qualifications opened to people who are already engineers or managers)  A consequence of the reflection on level 8 and the relevance of the NQF to the carrer world: a refusal of the employers to put the PHD at the highest rank in collectiveagreements on salaries

21 For more information  http.www.cncp.gouv.frwww.cncp.gouv.fr  Consultation du RNCP; accès au RNCP Accédez à la page de recherche avancée Accédez à la page de recherche avancée  Niveau(x) européen(s) : choose « 5 » then click in « recherchez » and you can see all the qualifications registered (formal or not) all the qualifications are presented under the Europass presentation ; some of them are translated (English, German or Spanish)


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