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European context and its implications for

Qualification Standards and for

VETBy

Yves Beernaert & Magda Kirsch

EuropeAid/120164/D/SV/BG

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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

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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

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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

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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

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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

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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

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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

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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

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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

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Progress in 5 benchmarks

Benchmark

2000 2004 2010 BM

2010

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 Low

4. Low achievers

19.4 19.8 20 - 20% Low

5. Particpation LLL

7.9 9.9 11 12.5 Medium low

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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

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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

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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

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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)

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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

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The Copenhagen process

• Europass– Europass CV– Europass Mobility – Europass Diploma Supplement (H.Ed.)– Europass Language Portfolios– European Certificate Supplement (VET)– National Europass Centres: information

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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

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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

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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

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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

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ILLLP Integrated Lifelong Learning programme (2007-2013)

Integrated Programme Comenius Erasmus Leonardo da Vinci

GrundtvigSchool 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 programme3 key activities – Jean Monnet Action; European Institutions;

European Associations

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EQF European Qualification Framework

• The development of EQF 8 levels

National Qualification frameworks• The development of sectoral qualification Frameworks• Linking up sectoralwith NQF and with EQF EQF Level 1EQF Level 1

EQF Level 2EQF Level 2

EQF Level 3EQF Level 3

EQF Level 4EQF Level 4

EQF Level 5EQF Level 5

EQF Level 6EQF Level 6

EQF Level 7EQF Level 7

EQF Level 8EQF Level 8

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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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Thank you for your attention and good luck in projects and work!