1 EU policy and strategy context for developing qualifications and competences Thessaloniki 13 October 2008 Loukas Zahilas, Project Manager Qualifications and learning outcomes

Vocational education and training (VET) – EU policy agenda Member States and social partners: committed themselves to modernise VET systems at Lisbon in 2000 agreed to enhance cooperation to develop VET policies at Copenhagen in 2002 defined VET policy priorities at Maastricht in 2004 and reaffirmed them in Helsinki in December Cedefop is a key part of this process Loukas Zahilas

3 Lisbon Strategy Bologna Process Copenhagen Process Education and training in Europe 3 Loukas Zahilas European Qualifications Framework

The European tools and principles The development of Common European principles and tools to enhance transparency of qualifications and facilitate cross-border mobility: a central role of Copenhagen and E&T 2010 processes EQF ECVET EU principles on validation of non-formal learning CQAF Europass Are bringing in a stronger European and international dimension to the development of national VET systems. 4 Loukas Zahilas

EU tools: purposes and advantages To increase transparency of qualifications To facilitate Lifelong Learning To improve access to and facilitate progression in learning To support cross-border mobility EQF is setting the trend 5 Loukas Zahilas

What is EQF about? The EQF is a translation grid for qualifications throughout Europe, it supports cross-border mobility by simplifying comparison of the content and profile of qualifications EQF facilitates lifelong learning; enables linking and combination of qualifications from different institutions and sub-systems and encompasses general, vocational and higher education and training Based on learning outcomes, covers the entire span of qualifications from end of compulsory school to highest level of professional and academic qualifications. The overarching character is critical to address progression between VET and HE, initial and continuing training 6 Loukas Zahilas

Validation of non- formal learning Counselling & guidance Quality assuranceKey competences 8 Common Reference Levels Tools for citizens Europass Ploteus ECVET National & Sectoral Qualifications The European Qualifications Framework 7 Loukas Zahilas

Where do we stand? 23 April 2008; Formal signing of the EQF Recommendation by the Presidents of the European Parliament and the European Council 2010; Countries invited to refer national qualifications levels to the EQF 2012; Countries invited to introduce reference to EQF in certificates and diplomas 8 EQF is based on a Recommendation- therefore a voluntary process 8 Loukas Zahilas

Focus on learning outcomes 9 Loukas Zahilas

The focus on learning outcomes and the opening up to lifelong and lifewide learning 10 Loukas Zahilas

11 Key element of the EQF: Learning outcomes LevelsKnowledgeSkillsCompetence Learning outcomes - what a learner knows, understands or is able to do at the end of a learning process  Supports better matching between education and training provisions and labour market needs  Facilitates validation of non-formal and informal learning  Increases transparency of qualifications 11 Loukas Zahilas

Each of the 8 levels described through knowledge, skills and competence The 8 levels distinguished by the complexity and depth of knowledge and understanding the degree of necessary support or instruction the degree of integration and independence required the range and complexity of practise/application the degree of transparency and dynamics of situations 12 Loukas Zahilas

A practical example: the Europass Language Portfolio The Europass Language Passport allows you to describe your language skills, skills that are vital for learning and working in Europe. 13 Loukas Zahilas

European levels – self assessment grids A1 Listening I can understand familiar words and very basic phrases, concerning myself, my family and immediate concrete surroundings when people speak slowly and clearly Reading I can understand familiar names, words and very simple sentences, for example on notices and posters or in catalogues Understanding 14 Loukas Zahilas

Learning outcomes and qualifications 15 Loukas Zahilas

Learning outcomes and standards Standards are the interface between the labour market and the education and training system as they express, in a codified way, the basic objectives pursued by users as well as providers of qualifications. We need a common “language” in the formulation of standards, the language of competences and learning outcomes. Standards pertaining to “inputs” cannot be easily compared. Learning outcomes on the contrary can facilitate the understanding of qualifications and enhance their legitimacy abroad. 16 Loukas Zahilas

Learning outcomes and curricula The curriculum can be seen as an expression, by the education and training providers, of the education-training standards and, more indirectly, of the occupation standards. The increased emphasis on learning outcomes could potentially change curriculum development, bringing profound implications in defining, designing, organising, planning and implementing learning activities and for making systems more learner-centred. 17 Loukas Zahilas

Learning outcomes and certification Certification processes (assessment, validation and recognition). are critical when judging whether a person has obtained learning outcomes to a given standard. Certification processes have been developing rapidly the last decade, not least focussing on the opening up towards non- formal and informal learning. Of critical importance is the degree to which the certification methods used are influenced by the occupational standards and how they are specified in the education-training standards. 18 Loukas Zahilas

Learning outcomes and quality To achieve comparison and transfer of qualifications mutual trust is a necessity. The existence of transparent quality assurance mechanisms covering all dimensions (systems, mechanisms, standards, certification, curricula etc) is crucial for achieving this A strong need to ensure that when learners are awarded a qualification they have really acquired the level of knowledge, skills and competence that are attributed to a certain qualification regardless of the fact where, when and how they have been assessed. 19 Loukas Zahilas

Learning outcomes and career guidance Diverse training delivery needs to be related to common-core elements, which will allow career guidance practitioners to create individual but integrated learning pathways to support their own career progression. As an initial step, the learning outcomes of existing training provision can be mapped against an agreed competence framework, showing which areas of competence are addressed in which modules of training. Preferably, such mapping should be acknowledged at a national level, using a competence framework which should be developed nationally, including customising the ‘contexts and conditions’ to both national and sectoral circumstances. 20 Loukas Zahilas

The big challenge for the future are the individual learners. The shift to the learning outcomes should finally manage to have a direct positive impact to the users of education, training and learning. We need bridges that will facilitate lifelong and lifewide learning and that will allow: a)the individual learners to see what they are expected to know and be able to do at the end of a course or a study and b)b) the employers to see what a holder of a qualification knows and/or is able to do. The users perspective – bridges to the future 21 Loukas Zahilas