Qualification Standards and for VET European context and its implications for Qualification Standards and for VET By Yves Beernaert & Magda Kirsch Europeaid/120164/D/SV/BG

References Proceedings Maastricht 2004 conference on strengthening Eur. Cooperation in VET The Copenhagen process: documents and tools The Detailed work programme on the follow-up of the objectives of Ed. & Tr. Systems in Europe Main policy initiatives and outputs in Ed & Tr. Since 2000, EU, March 2006 European network on QA in VET Lisbon 2010 strategy: documents WG ECVET: Cedefop dossier 12, Isabelle Le Mouillour EQF consultation document (June 05) and synthesis of responses (April 2006) See website: http://europa.eu.int/comm/education/policies/introduction_en.html

The overall challenge for VET VET has to provide for Skills and Jobs of the Future « At present 80 million EU citizens are low skilled – 32% of the workforce – but by 2010 only 15% of jobs will be for those with basic schooling. At the same time, the opportunities to participate in training are six times lower for workers with lower education attainment. » Gordon Clark, EU Commission, October 2005, QA in VET conference

Qualification standards: a key element in VET Qualification standards are part of an overall strategy / policy of Education & training and Labour at the level of the development or upgrading of the QS the implementation of the QS in the learning (and teaching activities) the training of the teachers / trainers QS development structures are in a process of change in many EU countries

Key characteritics of QS Constant cooperation and interaction with industry and social partners QS tools that enable swift and rapid upgrading and new developing of QS Cooperation with the learning providers Focus on learning outcomes QS linked to QA and to Vocational Guidance

Challenges for VET across Europe (Jan Figel, EU Commissioner) Quality VET: QS, methodology, ICT, teachers Relevant VET and up-to-date VET Response to new demands by new job and qualification profiles Demand-lead VET systems Contribution of VET to local, regional and national economic development VET for 80 million low skilled citizens at risk of social exclusions

Implications for EU VET systems (Jan Figel, EU Commisioner) Better and more systematic links between VET and the workplace: cooperation school – industry; placements in industry for pupils and teachers or trainers Help to individuals to become mobile: better information : EURES better guidance, personal portfolios, language skills / intercultural skills

Implications for EU VET systems (Jan Figel, EU Commissioner) Increased transparency and readability of VET qualifications More open and flexible VET systems with integration of outcomes of non formal learning Transfer and progression routes from IVET to general education and training Education & training as a continuum of learning

Implications for EU VET systems (Jan Figel, EU Commissioner) Enhance attractiveness and social status of VET Breaking down barriers between general (sec.) education and VET Increase retention in VET Breaking down barriers between VET and H.Ed. Fostering of innovation & entrepreneurship: EU plan to promote business spirit in E & T (Feb.06) Bigger role for ICT in teaching and learning More attention to the professions of VET teachers and trainers

5 Eur. Benchmarks in E & T By 2010 An EU average of no more than 10% of early school leavers % of low-achieving 15 yr-olds in reading literacy to decrease by 20% At least 85% of 22 yr–olds in EU to complete upper sec.ed. Total number of graduates in MST to increase by at least 15% + gender balance EU average level of participation in LLL to raise to 12.5% of adult working population

Progress in 5 benchmarks 2000 2004 2010 BM Likelihood of achieving BM 1. Early school leavers (%) 17.3 15.7 13-14 10 Low 2. MST graduates 650000 745000 1000000 750000 + 15% High 3. Up.sec. attainment 76.4 76.7 77 85 4. Low achievers 19.4 19.8 20 - 20% 5. Particpation LLL 7.9 9.9 11 12.5 Medium low

Actions and activities at European & national level QS development is taking place in the light of major EU & national developments to be taken into account The Copenhagen process The Detailed workprogramme of the concrete future objectives of the education & Training systems ILLLP including Socrates and Leonardo da Vinci EQF: European Qualification Framework Many national initiatives

Initiatives in EU countries Bnl: Accent op talent, 2003 – Reports, working groups: competence learning, guidance Pilot projects: pedagogical hothouses DK: Retention in VET : Nov. 2005 Reports: Better education; Retention in VET DK VET reform (2000) and FOU programme of pilot projects NL: Deltaplan (formerly also AXIS) Reports Delta plan for science and technology Projects and initiatives: e.g. coaching gifted VET pupils

Initiatives in EU countries Finland: National development plan E & T: 2004 – 2008 Focuses for VET : Output based approach, internationalisation, cooperation general sec. Ed. & VET; more VET students in H.Ed.; stronger cooperation VET - industry; VET credit system, restructuring QS, work-based learning, development of integrated skills tests, outcome assessment, learning outcomes Local and regional education between VET providers to use all talents of youngsters Pilot projects and/or experimental schools NO: Culture for learning (2004) Differentiated Ed & Tr based on abilities / needs of each child; adapted and customised learning; learning outcomes Staff as resource person for competence development Demonstration pilot schools

Development of Eur. Policy in Education & Training The Bologna process (declaration 1999) Lisbon strategy 2000 – 2010 Role of knowledge and innovation Need to modernise Education and training Lifelong Learning communication (2001) and Resolution (2002) Concrete future objectives of E & T systems (2001) followed by Detailed Workprogramme (2002) Copenhagen Process in VET (Declaration in Dec. 2002) EQF and NQFs (2005)

The Copenhagen process The Copenhagen Declaration EUROPASS: transparency of qualifications and competences Eur. Network on QA in VET CQAF: Common Quality Assurance framework Lifelong guidance (Recommendations and Handbook) Validation of non formal (and informal) learning ECVET NRP network

The Copenhagen process Europass Europass CV Europass Mobility Europass Diploma Supplement (H.Ed.) Europass Language Portfolios European Certificate Supplement (VET) National Europass Centres: information

Detailed Workprogramme E & T 3 strategic objectives: 1. Improving the quality and effectiveness of education and training systems in Europe 2. Facilitating access of all to education and training systems 3. Opening Up education and training systems to the wider world

1. Quality & effectiveness of Education & Training 1.1. Improving education and training for teachers and trainers 1.2.Developing skills for the knowledge society 1.3. Ensuring access to ICT for everyone 1.4. Increasing the recruitment to scientific and technical studies 1.5. Making the best of resources

2. Facilitate access to E & T 2.1. Create open learning environments 2.2. Making learning more attractive 2.3. Supporting active citizenship, equal opportunities and social cohesion

3. Opening up E & T to world 3.1. Strengthening the links with working life and research, and society at large 3.2. Developing the spirit of enterprise 3.3. Improving foreign language learning 3.4. Increasing mobility and exchange 3.5. Strengthening European co-operation

ILLLP Integrated Lifelong Learning programme (2007-2013) Integrated Programme Comenius Erasmus Leonardo da Vinci Grundtvig School education H. Ed. Initial and Adult education and continuing advanced VET training Transversal programme 4 key activities – Policy development; Language learning; ICT; Dissemination Jean Monnet programme 3 key activities – Jean Monnet Action; European Institutions; European Associations

EQF European Qualification Framework The development of EQF 8 levels National Qualification frameworks The development of sectoral qualification Frameworks Linking up sectoral with NQF and with EQF EQF Level 1 EQF Level 2 EQF Level 3 EQF Level 4 EQF Level 5 EQF Level 6 EQF Level 7 EQF Level 8

Conclusions QS development at national level should take into account: Internal economic and social developments with a European and global perspective developments in Education and Training in Europe; QS development has to be part of a national comprehensive strategy of education and training and employment QS development has to be flexible to respond to new challenges and demands of industry and society

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