Transcript Convegno di Lancio Napoli, 25 marzo 2011

Romanian VET
following ECVET recommendation
National Centre for TVET Development
Romania
Our responsibilities
To assure both the relevance of the TVET developments in the
perspective of the strategic, economic and social needs of the
Romanian economy and society and the correlation between
national approaches and European and international measures
To contribute to the methodological developments referring to: the
educational supply planning, the development of schools’
institutional capacity, the organization and development of the
teaching-learning process, the students’ training examination and
certification and the TVET quality assurance
To promote social partnership for TVET development
Our responsibilities
Through formal education and training, technical and vocational
education (VET), medium - and long-term oriented, part of ongoing
training pathways
Through apprenticeship at the workplace, short-term oriented,
depending on the needs of employers
Strategic Approach of the Initial Training through TVET
to serve the interests of young people and adults from the
perspective of lifelong learning by increasing the attractiveness
to respond and, especially, to anticipate the needs and changes
on the labor market
to provide relevant qualifications for the labor market
to integrate academic and vocational training
to allow flexible entry and exit in and from the system
to enable a quality training
to integrate school learning with workplace learning
to provide professional skills that enable mobility and labor market
flexibility
to provide equal opportunities for all learners, including those with
SEN
The current architectural context of TVET
European and National Tools:
National Law of Education
National Qualifications Framework correlated with the European
Qualifications Framework
The European Credit system for Vocational Education and
Training (ECVET)
European Reference Framework for Quality Assurance in
Vocational Education and Training
EUROPASS documents
2020 EU Strategy
2010 Bruges Communicate
What were the steps we take for ECVET
1
In Romania, a consistent and comprehensive strategy for initial VET has been
implemented through PHARE and then European Social Fund projects. It
covers the following aspects:
 curriculum reform starting from learning outcomes-based qualifications;
 professional development of teachers, trainers, institutional leaders and
social partners in order to increase VET responsiveness to labour market
needs and also to develop student-centred learning;
competency-based assessment and the semi-externalisation of final
examinations;
participation of social partners in the examination commissions;
mechanisms, procedures and instruments for quality assurance;
accreditation of VET providers, external validation and monitoring of VET
providers self-evaluation reports;
correlation of VET provision with labour market needs through strategic
forecasts and planning instruments implemented through partnerships.
What were the steps we take for ECVET
2
For the IVET our system already experienced elaborating and piloting
widespread application of the ECVET as being partner in other European
projects aiming to generate a common vocational culture based on ECVET
process and quality assurance instruments.
The most relevant experiences are two projects:
RECOMFOR – establishing a network for facilitating mobility in terms of
ECVET recommendation and quality assurance tools, acting with partners from
different EU countries.
OPIR – promoting mobility for two qualification: stylist hairdresser and
automation technician and testing ECVET instruments
What were the steps we take for ECVET
3
According to the Law of Education
EQF Recommendation – a reference document for Romanian NQF
National Qualifications Autority
NQF based on stakeholders implication
Partnership structures
Occupational analisys (to present data on the skills, knowledge and attitudes
required by people working in an occupation)
Occupational standards (include general units, key units and specific units)
Qualifications development - training standards (a document that describes
learning outcomes for a qualification)
What were the steps we take for ECVET
4
Designing methodologies and regulations that are supporting ECVET
implementation:
Example:
CRIPT (European Social Fund project) – one of the results is a methodology
for revision the qualifications in terms of ECVET recommendations.
VET Qualifications
VET training programs lead to obtaining academic and professional
qualifications
Professional qualifications
Learning-based
They are described by Units of Competences (Learning units); a unit of
competences consists from a coherent set o competences/ learning outcomes
They lay the accent on key competences training
A professional qualification can be associated with one or more occupations
A professional qualification satisfies the possibility of a long term
Ensure the premises of the progress in career
They can provide Continuous Professional Training
Qualifications design - IVET
TRAINING STANDARD - document describing the units of LO composing a
qualification
Content of TS:
The units – a coherent set of learning outcomes
The level of qualification
No of credit points
The learning outcomes
The performance criteria
The requirements for assessment
TRAINING PROGRAM – modular approach
Modules are created on the basis on units of LO
 1 module may consists in 1 or 2 units
The qualifications’ structure in IVET
Key Units of LO
General Units of vocational
LO
General Units of vocational
LO
Speciali
zed
Units of
vocation
al LO
Speciali
zed
Units of
vocation
al LO
Speciali
zed
Units of
vocation
al LO
Speciali
zed
Units of
vocation
al LO
Speciali
zed
Units of
vocation
al LO
Speciali
zed
Units of
vocation
al LO
Q1
Q2
Q3
Q1
Q2
Q3
Training Domain
« commerce »
Training Domain
“tourism”
Certification in TVET
Certificate of professional qualification (national) levels 1, 2, 3 and
3+ (equivalently 2, 3, 4 and 5 in EQF)
all competence units have to been demonstrated
entitles practicing one or more occupations
Certification Authority: Ministry of Education, Research, Youth and
Sports
Accumulation and Transfer Credits
Provides career development and occupational mobility in the
training routes in the lifelong learning perspective
IVET, CVT and HE should be based on systems compatible or at
least transparent of credits allocation and transfer
Recognition / transferability of credits between different learning
systems are subject of:
Ensuring consensus among all stakeholders
Common principles of quality assurance in the different
learning systems
Quality assurance in VET
Professional training standards and curriculum
Accreditation of training providers
Self-assessment of training providers
School inspections of training providers as external monitoring
and external evaluation
Semi-outsourced national examinations: the participation of
employers in the certification exam committees
Monitor quality assurance during the certification exams
Basics of TVET curriculum
Curriculum developed on the basis of training standards
Modular Curriculum
Curriculum in local development for adaptation to local and
regional qualifications relevant to the labor market
Key skills units to develop employability and interpersonal skills
Teaching methods based on student-centered learning
Teaching methods Adapted to SEN students
Competency-based assessment and certification
Instead of conclusions……
Qualifications are described using a learning outcomes approach.
Qualifications are structured in units of learning outcomes.
Qualification system uses national credit points.
Recognition of non-formal and informal learning is possible, but
still not yet for IVET.
Recognition of periods of VET spent abroad is possible.
Flexible individual learning pathways are available.
Portability of learning outcomes within the country is possible.
Recognition of parts of VET qualifications from other systems,
qualifications or institutions is possible.
Possibility for credit transfer across qualification systems and
between qualifications exists.