Transcript 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.

European context and
its implications for
Qualification Standards
and for
VET
By
Yves Beernaert & Magda Kirsch
Europeaid/120164/D/SV/BG
1
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 2
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
3
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
4
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
5
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
6
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
8
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
9
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
Bench
mark
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
9.9
11
12.5
Medium
low
5.
7.9
Particpation
LLL
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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
School education
Erasmus Leonardo da Vinci Grundtvig
H. Ed.
and
advanced
training
Initial and
continuing
VET
Adult education
Transversal programme
4 key activities – Policy development; Language learning; ICT; Dissemination
Jean Monnet programme
3 key activities – Jean Monnet Action; European Institutions; European
Associations
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EQF European Qualification
Framework
• The development of
National Qualification
frameworks
• The development of
sectoral qualification
Frameworks
• Linking up sectoral
with NQF and with EQF
EQF 8 levels
EQF Level 8
EQF Level 7
EQF Level 6
EQF Level 5
EQF Level 4
EQF Level 3
EQF Level 2
EQF Level 1
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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!
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