Transcript Dia 1 - Kutsekoda

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Findings from the EURASHE survey ‘SCHE-L5
the Missing Link in the Bologna countries’
EQF Conference
Tallin, 22 October 2012
Magda Kirsch
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CONTEXT OF THE STUDY
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EURASHE SCHE study
2010: Context
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In 2003 the European Commission commissioned
EURASHE to carry out a study on TSC study in Europe.
In order to monitor progress that has been made in the field
of SCHE in Europe, the European Commission has asked
EURASHE to carry out a follow-up report.
Scope EU 31 + TR
Focus on progression routes for graduates
–
Progression to further studies
–
Progression to the labour market - employability
Focus on social dimension in HE
2010: Socio-economic context
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20% of unemployed young people most of them
unskilled or low-skilled workers;
Labour market needs highly skilled technicians;
Many young people with low SES are ill-prepared to
access HE;
Growing number of adult workers who (have to) return
to education to upgrade their skills;
In view of widening access to education, LLL and
meeting labour market needs SCHE is increasingly
important;
EURASHE SCHE study
2010: Context
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LEVEL 5 EQF COMPARED TO
OTHER QUALIFICATION
FRAMEWORKS
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Definition for SCHE

European Higher Education Area Framework (3
cycles)
within the first cycle, short cycle higher education
qualifications typically including or represented by
approximately 120 ECTS credits – within national contexts
- Dublin descriptor
–

EQF for LLL (8 levels) = Translation device for NQF
–
–
8
Level 5
Decriptor for level 5 EQF
SCHE = level 5
The 2007 London Communiqué ‘Towards the European Higher
Education Area: responding to challenges in a globalised world’
states: ‘We [the Ministers] are satisfied that national qualifications
frameworks compatible with the overarching Framework for
Qualifications of the EHEA will also be compatible with the proposal
from the European Commission on a European Qualifications
Framework for Lifelong Learning”.
Source: Bologna Process (2007) – London Communiqué

EQF documents assert compatibility for the higher levels of the EQF
with the QF-EHEA – Cross referencing was carried out at levels 5 to 8
Source: European Commission (2008). Explaining the European
Qualifications Framework for Lifelong Learning
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AT
BEDE
BEFR
BENL
BG
CH
CY
CZ
DE
DK
EE
ES
FI
FR
GR
HU
IE
IS
IT
LI
LT
LV
LU
MT
NL
NO
PL
PT
RO
SE
SI
SK
TR
10
8
8 (5?)
8 (5)
8
2009
5
8 (5?)
no SCHE
no SCHE yet
SCHE
SCHE
no SCHE?
no SCHE
SCHE
no SCHE
no SCHE
SCHE
no SCHE yet
SCHE
no SCHE
SCHE
no SCHE
SCHE
SCHE
SCHE
no SCHE yet
no SCHE
no SCHE
SCHE
SCHE
SCHE
SCHE
SCHE
no SCHE
SCHE
no SCHE
no SCHE
SCHE
no SCHE
SCHE
(5?)
(5)
2009
2009
1999
EURASHE SCHE study 2010
Many NQF still under construction
8 (5)
8 (5,6?)
8
8
8
2003
2008
5
8 (5)
5?
3
8
8 (5)
10
2003
6
(7)
?
?
(4)
8
8 (5)
8 (5)
8
8
2007
2010
5
5
?
?
8
?
2010
5
8
?
?
8 (6.1)
8
8 (5)
(5?)
1970's
1995
(5?)
1997
(5?)
(5)
1966
?
1998
1970's
1990
(4 /5 ? EQF )
(5)
2001
?
2005/2006
2006
1970's
?
?
(5)
(5)
1996
?
?
no
yes
yes
yes
unclear
unclear
yes
unclear
no
yes
yes
yes
no
yes
no
yes
yes
yes
probably
unclear
5 no
yes
yes
yes
yes
yes
no
yes
no
no
yes
no
yes
SCHE = EQF level 5?
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Many NQF still under construction;
Most countries surveyed have an NQF for higher
education in line with the QF-EHEA;
Many countries not having NQF use ISCED
Countries with NQF mostly have SCHE or intend to
introduce it
Most countries with NQF 8 levels but FR 5, IE, 10, SC 12
Level 5 virtually always link between SE and HE
–
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–
–
1-4 SE / 5-8 HE
1-5 SE / 6-8 HE
1-3 SE / 4-8 HE
Different meta-frameworks in use:
different objectives
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ISCED = an instrument suitable for assembling, compiling and
presenting statistics of education: distinction between levels and
fields.
QF-EHEA = to harmonise higher education systems in Europe by
introducing common degree structures with an approximate
number of ECTS credits to be earned , thus enhancing
transparency, recognition and mobility.
EQF = reference tool to compare the qualification levels of the
different qualifications systems and to promote both lifelong
learning and equal opportunities in the knowledge-based society,
as well as the further integration of the European labour market.
Different meta-frameworks in use:
position of SCHE
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ISCED = SCHE is at level 5B
First stage of tertiary education (not leading directly to an advanced research
qualification) - Min. 2 years
– Qualifications in category 5B are typically shorter than those in 5A and focus
on occupationally specific skills geared for entry into the labour market,
although some theoretical foundations may be covered in the respective
programme.
–
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difficulties to distinguish between SCHE and Prof. Bachelor
EQF = SCHE is at level 5 at the EQF
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SCHE = short cycle within or linked to first cycle
Many respondents confused frameworks
Different meta-frameworks in use:
position of SCHE (ctd.)
Short cycle (within or linked to the first cycle) Qualification
Level 5 of the EQF
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Learning outcomes
ECTS credits
Learning outcomes
Qualifications that signify completion of the higher education
short cycle (within the first cycle) are awarded to students
who:
1.1.
have demonstrated knowledge and understanding in a
field of study that builds upon general secondary education
and is typically at a level supported by advanced textbooks;
such knowledge provides an underpinning for a field of work
or vocation, personal development, and further studies to
complete the first cycle;
1.2.
can apply their knowledge and understanding in
occupational contexts;
1.3.
have the ability to identify and use data to formulate
responses to well-defined concrete and abstract problems;
1.4.
can communicate about their understanding, skills and
activities, with peers, supervisors and clients;
1.5.
have the learning skills to undertake further studies
with some autonomy.
Approx.
LO relevant to Level 5 within EQF include:
 “comprehensive, specialised, factual and
theoretical knowledge within a field of work or
study and an awareness of the boundaries of
that knowledge;
 a comprehensive range of cognitive and practical
skills required to develop creative solutions to
abstract problems;
 exercise management and supervision in
contexts of work or study activities where there
is unpredictable change;
 review and develop performance of self and
others1”
120 ECTS
credits
Transition pattern ISCED
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Source: ISCED 1997
SCHE is most blurred area in QF-EHEA ISCED
QF EHEA
EQF
8
Third cycle
Ph.D.
7
Second cycle
Master
6
First cycle
Bachelor
i.a. professional
ISCED
6
5A
5B
bachelor
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5
i.a. Higher
vocational /
professional
qualifications
Short Cycle
within the 1st
cycle
4
Some Higher
Vocational
qualifications
organised by
HEI
Various titles,
degrees:
4
Post-secondary
non-tertiary
3
3
2
1
2
1
Most
blurred
zone
of
qualifications
Different meta-frameworks in use:
differences and similarities
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ISCED and QF EHEA refer to duration /workload – ISCED vague
EQF : ‘qualification’ is defined as ‘a formal outcome of an
assessment and validation process which is obtained when a
competent body determines that an individual has achieved
learning outcomes to given standards.
(Source: Official Journal of the European Union, 6.5.2008, C 111/3. Recommendation of the
European Parliament and of the Council of 23 April 2008 on the establishment of the European
Qualifications Framework for lifelong learning. annex 1 )
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Qualification can be given by others than educational providers
(e.g. sector bodies). The EQF is therefore much more marketoriented than the European Higher Education Area Framework.
Two qualifications frameworks (EQF and QF-EHEA) are not
explicitly linked as students or workers who progress from level 6
to level 7 do not automatically progress from Bachelor’s to
Master’s degree.
FINDINGS OF THE EURASHE
LEVEL 5 STUDY
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Where do we find SCHE/L5?
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Some countries have level 5 or are planning to introduce it but do
not intend to introduce SCHE (e.g. FI);
Sometimes credits earned in those level 5 programmes can be
transferred to HE programmes (e.g. CH);
One country has two-year programmes that are not considered to
be SCHE (SE) but are at level 6 and equivalent to BA;
In two countries (IE, HR) SCHE/level 5 EQF is provided by HEIs
and coexists with the “Advanced Certificate in IE”, and the “Majstor,
HR”a further education and training award at level 6 of the Irish
NFQ, (level 5 EQF) that is not aligned with the QF-EHEA
In the UK SCHE can also be found at level 4.
Parallel qualifications
Example of Ireland: Source Bryan Maguire Brussels 19-20
April 2012
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Level 5 Advanced Certificate Most common (6,834 in 2010)
 National standards set and award made by Further education
and training awards council (FETAC)
 Two major variants
– Crafts (alterance model 4 years post level 2/3/4)
– School-based (1 year post level 4)
 ECVET pilot
Higher certificate
 Long established short cycle HE
 Declining popularity (4,075 in 2010)
 Awarded in institutes of technology
 Programme specific standards within broad national field
standards
Parallel qualifications: Example of Croatia:
Source Prof. Dr. Mile Dželalija – PLA Brussels 19-20/04/2012
Size of qualifications:
 HEI qualifications – short cycle:
– Minimum 2 years education, minimum 120 ECTS
 “Majstor” – Trades and Crafts qualifications:
– Master Craftsman Examination and minimum of 2 years of work
experience in the profession (if appropriate VET)
– Master Craftsman Examination and minimum of 3 years of work
experience in the profession (if not appropriate VET)
Profile of qualifications:
 Both are professionally oriented and directly linked to labour
market needs:
– “Majstor” – Master craftsman eye-optician, goldsmith, ...
– “Pristupnik” – Short-cycle (Higher education qualifications)
Provision of SCHE/ VHE: institutions
-
-
-
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Majority of institutions for SCHE are HEIs (universities,
universities of applied sciences) but also Voc. HEC, FEC,
Sec. schools, Centres for adult ed.
HEIs are often awarding body for SCHE even if SCHE is
not organised within the HE institution but also ministries
or Qualification agencies award the qualification.
- Facilitates progress towards HE
- Are often also responsible for QA
For L5 qualifications outside HE also diversity of
institutions;
What are the awarding institutions for VHE?
- Professional bodies? Ministries ? Adult education
centres? Post-secondary institutions?
Main objective – type of qualifications
Further professional specialisation: CZ, FR, LU, SI, TR, UK EWNI
Short professional education: BEfr, BEnl, DK, ES, IE, IS, LV,NO, PT
Preparation for further studies: MT, CY
Two progression routes equally important: HU, NL, UKSC
As far as HVE is concerned only professional qualifications
Main objective of SCHE
Further professional
specialisation focusing on
employment
3
2
9
A short professional education
not linked to previous studies
(e.g. nursing)
Preparation for degree studies
6
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Focusing on employment but
also degree studies
Programmes provided
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Curriculum (according to institutions)
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Majority combination of theory, practice and work placement
14 combination of practice and theory (CY, CZ, DK, IE, IS, MT,
TR, UK)
3 mainly practice-based (2 HU, 1LV)
2 mainly theoretical (2 NO) and 1 theory and work placement (CZ)
Use of Learning outcomes
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Qualification frameworks have given a boost to the use of LO
Several countries state that the subject-specific LO are used to
indicate what students are able to do when finishing the
programme (BEnl, CZ, ES, FR, HU, LU, IE (SCHE), AT, EE, SK
(PS), FI, SE (HVE), IT (HTE),
Employers and the professional field (TU, CC) are involved in
defining the LO of SCHE/L5 programmes;
LO facilitate vertical mobility – sometimes basis for bridging course
Some countries see the use of LO as a challenge (e.g. TR)
because the necessary equipment to practice skills is not always
present). Also Greece (no SCHE) finds it a challenge to define
levels in terms of LO
Involvement of industry, CC, TU, EA
-
Industry, LM involved: everywhere except NO – IS and CY rarely
-
-
-
Chambers of Commerce: AT (no SCHE),BEnl, BEfr, CZ, DK, FR, HU, IE, LV,
MT, SI, TR, UK (as well EWNI as SC)
Trade Unions: BEnl, BEfr, DK, FR, IE, LC, SI, TR, UK (all)
Employment agencies: BEnl, BEfr, HU, LV, MT, SI
Employers’ organisations: CY, NL – Sector skills councils:UK
Involvement through provision of placements (78%) , helping to
draft curricula (69 %) and LO (60%), sitting on board of institutions
(67%), teaching at institutions providing SCHE (64%).
Who is involved?
6
2 1
Industry
19
10
Chambers of Commerce
Trade Unions
Employment agencies
13
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Employers' organisations
Individual organisations
Use of ECTS and DS in SCHE
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Country
BEFR
BENL
CY
CZ
DK
ES
FR
HU
IE
IS
LV
LU
MT
NL
NO
PT
SE
SI
TR
UK EWNI
UK SC
national CSECTS
•
•
•
•
•
•
ECTS/nat CS
byisall
used
instit.
alongside
by most inst.
aby
national
some credit
inst.
legalsystem
obligation
easy transition
to dointern.
so onto
coop.
undergr
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
ECVET
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Two progression routes
1. Progression to bachelor studies
Bridging course not compulsory: LV, MT, UK (EWNI + SC)
Bridging course compulsory: BEnl, IE
Exam: TR
In some countries 120 ECTS can be transferred:CY, FR, IE, NL, NO,UK
Transition to degree studies
Foreign level 5 students can continue degree studies
Special top-up programmes (1 year/60 ECTS)
Professional experience is taken into account
Access courses to make transition
Majority of students make transition
Legislation on transition to degree studies
0
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sometimes
2
no
4
yes
6
8
10
12
14
16
Two progression routes:
2. Labour market - Employability
Demand for graduates at level 5 in all countries concerned but
decreasing in some countries (e.g. NO), mainly employed as
highly skilled technicians (14) or in services (22).
Institutions mentioning employment rate below 80% are all from
TR, IE, HU
In the UK EWNI only 7 % of full-time FD qualifiers, and 4 % of PT
qualifiers, were neither studying nor in employment 6 months after
graduation.
-
-
Employability rate
15
10
5 9
11
14
8
6
0
Between 95%
and 100%
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Between 90%
and 95%
Between 85%
and 90%
Between 80%
and 85%
Less than 80%
Enhancing employability
Employability is taken into account by:
68%
Focusing on professional competences
64%
Taking labour market needs into account setting up …
59%
Regularly adapting the curricula to the LM needs
Taking labour market needs into account drafting curricula
75%
64%
63%
Collaboration with industry through placements /alternative …
50%
50%
Using innovative pedagogical approaches
Having a career guiding service
Including personal development plans in the programme
Focusing on multilingualism
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81%
75%
73%
69%
45%
Implementing a modular approach
88%
6%
0%
Inst Min
25%
30%
25%
18%
20%
39%
40%
60%
80%
100%
Profile of students and teachers
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High percentages of PT students in SI (55%), LV (48%), NL (45%),
UK EWNI (43%) and IE (43%) but also in BE (just been introduced);
High percentages of FT students in TR (100%) DK,(90%), FR (90%),
CY (80%), MT (80%), HU (76%), CZ (72%) IS (70%);
Majority of mature students in NL (70%), EWNI (65%) DK (60%), SI
(55%), BE; therefore greater flexibility
In many countries students with low SES over-represented
In most countries majority of teachers with MA degree (BEfr, BEnl,
CZ, DK, ES CAT,FR (STS) HU, LU, MT, SI, TR);
Majority with PhD. In FR (IUT), IS, NO
In NL, EWNI, IE, SC majority with BA,
Mixture of academic and professional profile
CONCLUSIONS
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Some conclusions
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SCHE = 1,693,701 students 50% male – without TR 48%, (10% of
HE students), including L5 HVE probably more than 2 mio.
SCHE but also HVE L5 is provided in different settings
– Majority of SCHE is in HE Institutions
– Also provided in FEC, centres for adult education, in secondary
schools etc.
In half of the countries students with low SES overrepresented
Variety of access routes (including RPL),
Curriculum is Theory + practice (+ placements)
Use of LO is progressing
Some conclusions
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Clear involvement of business & social partners
Virtually always a professional orientation
Usually high esteem for qualifications at L5
Flexible learning environments
Most popular in: business, admin., hospitality, ICT
Transition from SCHE to level 6 is common and
distinction between level 5 and Level 6 is clear;
Sometimes horizontal mobility is possible from HVE
(access to HE)
Limited involvement in internationalisation
Some conclusions
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SCHE is clearly in line with all major developments in HE
QA could be enhanced – not yet according to ESG -QA
Accreditation organisations often not independent
Employability: rather high
but ....decreasing in some highly developed economies
In most countries graduates are highly appreciated by LM
Social commitment L5 high
Clear link L5 and skills needs !
L5 is necessary link between L3/4 and L6
Some conclusions
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Not all countries consider SCHE to be HE;
Not all countries consider descriptor for EQF level 5 to
be compatible with QF – EHEA;
Some countries consider that HE cannot be associated
with a vocational/professional orientation;
SCHE is not always level 5 and level 5 is not always
SCHE;
SCHE level 5 is sometimes offered alongside level 5
qualifications that are not in line with QF EHEA e.g. IE,
HR.
Some conclusions

SCHE- level 5 EQF clearly contributes to reaching the
objectives of “ET 2020”
–
Making lifelong learning and mobility a reality;

–
–
Improving the quality and efficiency of education and training;

Students who are ill-prepared for bachelor studies can progress on the ladder of
learning (less drop-out);

This level of education can provide the skills the labour market needs;

Flexible learning environments;
Promoting equity, social cohesion and active citizenship;

–
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In many countries a majority of mature learners are involved
Many students of low SES, first generation HE students
Enhancing creativity and innovation, including entrepreneurship

LO are defined together with industry using innovative approaches
New paradigm
Are we going towards a new binary system at level 5 of
the EQF with on the one hand SCHE (QF-EHEA) more
focusing on progression in HE and on the other hand a
more vocational profile focusing on the labour market?
Personally I am in favour as it would avoid lenghtening
some types of HVE and at the same time offer a HE
route to some more theoretically/academically oriented
short programmes
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Thank you for your attention!
Any questions?