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ECVET Network meeting and National ECVET Coordinators meeting 14- 15 June 2017 Summary report 18 July 2017

Transcript of ECVET Network meeting and National ECVET Coordinators ... · and National ECVET Coordinators...

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ECVET Network meeting and National ECVET Coordinators meeting 14-15 June 2017 Summary report

18 July 2017

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ECVET Network meeting and National ECVET Coordinators meeting 14-15 June 2017 Summary report

A report submitted by ICF S.A.

in association with

3s, Austria

Date: 18 July 2017

Job Number 30300780

Daniela Ulicna

ICF S.A.

5em Etage

146 Rue Royale

Brussels

B-1000

T +32 (0) 2 275 01 00

F +32 (0) 2 275 01 09

[email protected]

www.icf.com

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Document Control

Document Title ECVET Network meeting and National ECVET Coordinators meeting 14-15 June 2017

Job No. 30300780

Prepared by Monika Auzinger, Anette Curth, Emmanuelle Meens, Helen Metcalfe, Xavier Platteau

Checked by Karin Luomi-Messerer, Daniela Ulicna

Date 18 July 2017

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Contents

1 ECVET Network meeting: 14 June, 2017, Brussels ................................................ 3

1.1 Welcome and introduction ...................................................................................... 3 1.2 Update on current VET Policy Developments on the European level ...................... 3 1.3 ECVET and EQF .................................................................................................... 5 1.4 ECVET and Europass ............................................................................................. 7 1.5 ECVET activities in 2017 ........................................................................................ 9 1.6 Presentation of the ECVET Work Programme 2017 –2018 ....................................11

2 Meeting of the Coordinators of National ECVET experts: ECVET Café, 15 June

2017, Brussels .......................................................................................................13

2.1 Welcome and introduction .....................................................................................13 2.2 Using ECVET in your country ................................................................................13

ANNEXES ............................................................................................................................21

Annex 1 Agenda 14 June 2017 ............................................................................................22

Annex 2 Agenda 15 June 2017 ............................................................................................24

Annex 3 Updated contact list National Coordinators ............................................................25

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1 ECVET Network meeting: 14 June, 2017, Brussels

1.1 Welcome and introduction

The meeting was opened by Carlo Scatoli, Team Leader Strategic frameworks and

instruments in Unit E3, Vocational Education and Training (VET), Apprenticeships

and Adult Learning at DG EMPL. It was emphasised that this was the second formal

meeting of the ‘ECVET Network’, which comprises the members of the ECVET Users’

Group and the Coordinators of the national teams of ECVET Experts.1 The ECVET

Network meets once a year to discuss policy developments with regard to ECVET on

a broader basis.

Attendance of the ECVET Network meeting on 21 June 2016, Brussels

The ECVET Network meeting was attended by 71 individuals in total, representing

■ ECVET Users’ Group members and Coordinators of National ECVET experts and their replacements from 29 countries Austria, Belgium (BE-fr), Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, Germany, Hungary, Iceland, Ireland, Italy, Latvia, Lithuania, Luxembourg, Former Yugoslavian Republic of Macedonia, Malta, The Netherlands, Norway, Portugal, Poland, Romania, Spain, Slovakia, Slovenia, Sweden, UK (England).

■ European institutions and European stakeholder organisations: Cedefop, Eurochambers, EfVET, EQAVET Secretariat;

■ The European Commission (DG EMPL) and the ECVET Secretariat.

1.2 Update on current VET Policy Developments on the European level

During the ECVET Network meeting, the European Commission provided a short

overview on the current VET policy developments on the European level. This short

note summarises the main points presented.

COM pointed out that the discussions on a new policy framework for Education &

Training in Europe, which replaces the Strategic Framework Education & Training

2020, are currently starting. A meeting of the ‘High Level Group of Education and

Training’ will take place in Tallinn, Estonia, on 15 June 2017 which will include a

preliminary debate on what takes place beyond 2020 when the current policy

framework expires. By the end of 2018, a clearer picture of what the new policy

framework will look like, and what the emphasis will be on, should emerge.

COM pointed out that these discussions will also concern the future of ECVET. It is

currently still unclear whether there will be a separate legal basis for ECVET beyond

2020, or whether a more general legal basis will be launched that covers ECVET,

EQAVET and possibly other VET policy initiatives. To inform this decision-making

process, COM will shortly launch a study (planned for August 2017) to assess the

impact of ECVET and EQAVET, with the study results expected one year later (i.e.

around August 2018). COM is aware that ECVET has helped to strengthen the

recognition of learning outcomes n VET, particularly the outcomes of mobility

1 The ECVET Network meeting also served as the 16th Users’ Group meeting.

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placements. The study will provide more in-depth information on how this is done in

practice.

Delegates requested to receive more concrete information on the future of ECVET. It

was pointed out that for delegates, it is very difficult to explain to their Ministries and

national stakeholders what is going on at European level regarding ECVET. This is a

difficult situation for ECVET Users’ Group Members.

The European Commission stressed that for the time being the ECVET

Recommendation is, and remains, in place. Implementation of ECVET will continue.

The VET policy update given by COM focused on three aspects:

1. European Alliance for Apprenticeships

2. Vocational Skills Week

3. ErasmusPRO.

These are discussed within the context of the VET priorities for the 2015-2020 period

(see the Riga Conclusions) and within the framework of the New Skills Agenda.

Recently, the revised EQF Recommendation was adopted (22 May 2017). The

proposal for a revised Europass Decision is also being discussed at the moment.

1.2.1 European Alliance for Apprenticeships

The European Alliance for Apprenticeships (EAFA) was announced in 2012 within the

framework of the Youth Employment Package and in 2017, a VIVA European Alliance

for Apprenticeship event was held to celebrate achievements in the past four years

and to look ahead.

The EAFA has so far mobilised 35 EU, EFTA and candidate countries that have made

national commitments; 208 stakeholders have pledged to take action, two

transnational alliances were launched, and more than 700,000 new training offers

have been made.

A timetable was presented for the planned Council Recommendation establishing a

European Framework for Quality and Effective Apprenticeships (see the presentation

slides for more information). The Commission proposal for such a Council

Recommendation is still planned for 2017.

The following upcoming events will also focus on the topic of apprenticeships:

■ 7-8 September 2017: Cedefop Policy Learning Forum

■ October 2017: Erasmus+ Call on joint VET Qualifications to be launched

■ 26-27 October 2017: EAFA seminar supporting candidate countries

■ 22 November 2017: EAFA meeting with focus on digital skills

■ 20-24 November 2017: Vocational Skills Week

■ 2018: EU support services on apprenticeships

1.2.2 European Vocational Skills Week

Vocational Skills Week 2016

Besides factual information on the 2016 EVSW, key findings from Cedefop’s opinion

survey on VET, based on more than 35,000 interviews, were presented. Some

highlights include that finding employment is the main reason to choose VET for

Europeans and two-thirds of EU citizens have a positive opinion of VET. In contrast,

general education often has a better image than VET and many citizens do not

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consider VET as a route to well-paid and highly regarded jobs (see the presentation

slides for further information).

Vocational Skills Week 2017

The 2017 Vocational Skills Week will take place from 20 - 24 November 2017. All

relevant local events taking place from September to December 2017 can be

registered as part of the Week. The focus will be on local events all across Europe

with two days of events in Brussels, as well as a closing event. The target is to have

one million people involved in events at national and local levels.

1.2.3 ErasmusPRO

The objective of ErasmusPRO is to increase the number of longer-duration work

placements abroad (three to 12 months). ErasmusPRO is not a new programme, but

a specific activity within KA1 of Erasmus+. Using ECVET to prepare mobility

experiences and recognise learners’ mobility achievements will be optional in

ErasmusPRO projects, as it is for all VET mobility projects.

The target participants are VET learners, apprentices and recent VET graduates (less

than 12 months after graduation). This makes up a group of 12 million VET

learners/graduates that are eligible to benefit from this opportunity. ErasmusPRO can

foster demand by mobilising offers of work placement and encouraging companies to

make use of EU initiatives and networks.

The next steps are:

■ 27-28 June 2017: Discussion of the Commission proposal at the Erasmus+

Programme Committee

■ October 2017: Publication of a general call for Erasmus+, including ErasmusPRO

■ February 2018: Deadline for the submission of applications for ErasmusPRO

■ June 2018: First VET learners / apprentices to take part in ErasmusPRO longer–

duration mobility.2

Participants pointed out that, while the outcomes of short term mobility are easily

integrated in the home programme, with long-term mobility learners and teachers

must have confirmation and reassurance that learning will be recognised. This is

something that should be worked on, and ECVET seems like an interesting tool in

that context. .

1.3 ECVET and EQF

The next Agenda point was to discuss ECVET and EQF, in light of the revision of the

EQF Recommendation. The discussions regarding updating and amending the EQF

Recommendation have been ongoing in the ECVET Users Group, particularly in

relation in to Annex 5 that refers to credit systems in relation to the EQF. This Annex

has now been approved, along with the Recommendation that came into force in May

2017.

Other changes include, for example:

■ The title of the descriptors table which has changed from ‘knowledge, skills and

competences’ to ‘knowledge, skills and responsibility and autonomy’.

■ Annex 6 now introduces a template to present qualifications electronically.

2 The presentation made at the ECVET Network meeting is available here.

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■ Support the setting up of voluntary procedures on the levelling of international

qualifications through national qualification frameworks or systems and

information exchange and consultation between Member States on those

procedures to ensure consistency (note: some ECVET projects have focussed on

international qualifications)

■ Explore possibilities for the development and application of criteria and

procedures to enable, in accordance with international agreements, the

comparison of third countries’ national and regional qualifications frameworks with

the EQF.

1.3.1 Annex 5 of the revised EQF Recommendation and the principles for flexible pathways developed by the ECVET Working Group:

Annex 5 outlines seven principles for credit systems that are related to national

qualification frameworks or systems referenced to the EQF. The work undertaken by

the ECVET Working Group on flexible learning pathways links to the information in

this Annex as it mentions the principles for flexible VET pathways (more information

on the Working Group’s findings are included in the latest issue of the ECVET

Magazine).3

Participants raised several points and questions about the link between ECVET and

the new EQF Annex 5 and its’ implications for ECVET.

Participants that were involved in the discussions about the EQF revision pointed out

that more explicit references to ECVET were not seen as appropriate as not all

countries that have an EQF also work with ECVET. Therefore the revised version of

the EQF Recommendation includes references to ‘credit principles’, so the inference

to ECVET is still there, just not so explicitly. Norway has discussed the implications of

the new EQF Recommendation nationally. They do not view this as having any impact

on the Norwegian NQF. Instead, they see Annex 5 as providing an overarching

framework and it should be used if appropriate to a country context.

It was pointed out that there is still a need for ECVET principles as the EQF

Recommendation is overarching and deals with general education, VET and HE

whereas ECVET purely deals with VET. In addition, the differences between EQF

Annex 5 and the ECVET Recommendation in terms of ECVET points/credits need to

be considered.

1.3.2 Discussions in small groups: ECVET and EQF

Taking into account EQF Annex V, the recent ECVET work on principles for flexible

VET pathways, the participants went on to further discuss in small groups what

national arrangements are in place and what experiences were made.

Below a summary of the outcomes from the workshops:

■ Annex 5 has been discussed within national contexts. In some contexts these

principles might already be applied. However, since few countries have credit

systems for VET related to their NQF, these principles are currently applicable

only in a few countries.

■ ECTS is used in all European countries, and usually refers to NQF levels 5 to 8.

Therefore the contents of the Annex 5 EQF Recommendation theoretically refers

3 ECVET Magazine issue 28 can be downloaded here.

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to a large number of countries. However, in practice, only few countries have a

credit system in Higher Education related to their NQF.

■ ECVET is not used in many countries as a full-blown credit system, and very few

countries have a credit system in VET which is pegged to their NQF.

■ EQF, ECTS and ECVET are part of the same family of European transparency

instruments and aim at similar objectives. It should however be noted that there

are big differences between the three instruments. For instance, there is still a risk

of confusion between credit points and credit. There is a need for synergies and

cooperation between the different tools which will emerge over time and through

continued use in practice.

■ Convergence between ECTS and ECVET is difficult to achieve, but adds value,

particularly in countries where no higher VET qualifications exist and it may be

useful to transfer learning outcomes from VET to another educational sector to

ensure the learner can to move to a higher level.

■ There is a clear need to have credit provisions or principles specific to VET and

there is a need for a formal document to be in place (e.g. a Recommendation) so

that take up and use is encouraged. Also, ECVET adds values to transnational

mobility and the provision of VET to adults in upskilling scenarios.

■ The principles for flexible pathways, developed by the ECVET Working Group, are

a useful addition to the principles for credit systems. They would apply in national

and transnational contexts where credit systems don’t exist or don’t apply.

■ On the one hand, the existence of credit systems and credit points are no

guarantee for a flexible VET system. On the other hand, in some systems that

work with full qualifications which are not formally ‘composed of clearly defined

groups of learning outcomes’, it is possible to validate and transfer groups of

learning outcomes with a view to achieve a full qualification. Hence, the principles

for flexible pathways offer possibilities for learning outcomes to be transferred

irrespective of the existence of a credit system (or credit points) in VET.

■ For stakeholders, the principles for flexible pathways are easy to understand and

relate to. This is a plus: there is a need for clear wording and easy to understand

definitions and for communications to reflect the ultimate goal in a way that all

stakeholders can buy into.

■ The practical implications of transferring learning across borders still needs further

discussion. This is very important in the context of long-term mobility, such as

ErasmusPRO, where the recognition of learning outcomes is more important.

However, short-term mobility and its benefits must still be considered as important.

1.4 ECVET and Europass

1.4.1 The proposal for a revised Europass Recommendation

William O’Keeffe, Policy Officer at Unit E.2 Skills and Qualifications in DG EMPL, gave

an overview of the main features for the revised Europass decision. The previous

decision was dated 2004. No changes were made in the last 11 years, so

modernisation has become a must-do. In October 2016, a proposal to revise the

Europass decision was thus presented. In the context of ECVET, it is especially

interesting to look at the Europass documents that support learner mobility. In that

context, the objective of the revision was multifold:

■ Specify the purpose of the Europass documents and clarify their use;

■ Provide more clarity about the outcomes of mobility. Links to ESCO (the

multilingual classification of European Skills, Competences, Qualifications and

Occupations) could be an option;

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■ Make the 5 documents (including language passport and assessment tools) fitter

for purpose and updated for more flexible use;

■ Streamline of the processes;

■ Propose non-legislative governance at European level while increase the Member

States’ involvement.

Now (June 2017) i.e. some 9 months after lively policy-level discussions concerning

its revision, the Europass decision is expected to be adopted soon by the Council -

before the end of the Maltese presidency, or during the Estonian presidency. A new

Europass portal should be available soon thereafter. Aim is to make the online

completion of the documents easier for participants, by ensuring templates are more

and better structured.

ECVET Network members remarked that the October 2016 proposal makes no

reference to ECVET, or its technical specifications, such as learning outcomes. This

would be desirable, as ECVET and Europass have overlaps, for instance in the

context of documenting the outcomes of VET learner mobility. Linking Europass to

ESCO would have its advantages as ESCO identifies and categorises skills,

competences, qualifications and occupations relevant for the EU labour market and

education and training; and systematically shows the relationships between the

different concepts. However, ESCO does not work with learning outcomes, hence

does not help to promote the ECVET principles.

It was also commented that digital connections should be enabled between those

tools that directly address the learner, such as Europass and ECVET. Moreover, while

naming is less important at this stage – hence the ECVET Network does not insist on

mentioning ECVET in all policy documents - a coherent vision based on the principles

for flexible VET pathways, links between all tools and a clear direction for the future

would be much appreciated.

1.4.2 Developing VET mobility tools and services: Results from a PLA in Cyprus in March 2017

To support learner mobility in VET, many mobility providers use ECVET related

documents (MoU, LA) as well as Europass documents (Europass mobility) to support

the organisation of the mobilities and the documentation of learning outcomes. Other

providers have developed their own, integrated solutions.

The PLA was attended by 34 participants, representing 11 countries (AT, BE-fr, DE,

FI, FR, HU, IT, PT, NL, NO, and the host country Cyprus). Representatives of VET

providers, National Agencies, National Europass Centres, social partners (Business

Europe and ETUC), and Cedefop discussed focusing on the following three

questions:

■ What kinds of mobility support tools and services are currently in use?

■ How efficient and effective are the mobility support tools and services currently in

use? What works well, what works not so well?

■ What is needed to further improve the efficiency and effectiveness of mobility

support tools and services, in view of maximising the benefits of mobility

experiences for the learner?

The ECVET Secretariat reported the following key conclusions:

■ VET learner mobility across Europe works quite well already. However, there is

certainly also room for improvement in certain areas, especially digitalisation,

modernisation and accessibility of tools.

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■ ECVET is very useful to quality assure VET learner mobility. However, tools and

templates are a means to an end: They should support and facilitate the quality

assurance VET learner mobility, notably the recognition of learning outcomes from

learner mobility.

■ For VET providers, there would be merit in merging LA and Europass mobility and

having a one-stop shop.

■ Mobility in the framework of apprenticeships needs specific attention. Specific

quality criteria as well as processes need to be developed for long-term

placements (e.g. in the framework of ErasmusPRO).

■ Tools should serve administrative as well as pedagogical purposes. Regardless

of what types of tools are used, economy of scale can be observed: the bigger the

numbers of learners going on mobility, the lower the bureaucracy.

■ A database of learning outcomes related to qualifications should support tools

■ All info should be digital, and easily accessible for all parties involved, especially

the learner. Ultimately, learners should be able to pull together their digital skills

portfolio.

■ A combination of software tools + mobile apps is needed, with specific technical

features:

– Learners, host and sending institution should have access to the system

throughout the entire process.

– At the end of the process, the learner should receive an easy-to-use one-page

document providing evidence of the learning outcomes gained during mobility,

for use in applications to jobs or learning programmes;

– This one-pager should be easily understood by firms, for instance LO

descriptions should be based on work tasks.

■ Such system should be the backbone of VET mobility, ensuring that information

can be transferred from stage to stage, and that outcomes are recorded.

The work on VET learner mobility support tools and services will be continued on

European level. As guiding principle, it can be stated that ultimately, sending a learner

on a transnational mobility should be just as simple as sending a learner on a work

placement or traineeship in their own country. Indeed, the same tool could be used in

both cases.

1.5 ECVET activities in 2017

1.5.1 Flexible pathways in work-based learning and apprenticeships: Outcomes of a PLA in Bilbao/San Sebastian in May 2017

In another PLA, 30 representatives from 12 countries (AT, CZ, DE, EE, ES, FI, HU,

IT, LT, SE, SI, UK) and European stakeholders and agencies (Eurochambers and

Cedefop) discussed Flexible pathways in work-based learning and apprenticeships.

Four country cases were presented: Spain (with a focus on the Basque country),

Austria, Estonia, and Italy.

The ECVET Secretariat reported the following results from the discussions at the PLA:

■ Apprenticeship schemes come in many different forms and shapes across

Europe, hence, there is a differing conceptual understanding across countries.

Moreover, there is a great diversity of VET systems across Europe and many

different ways of how work-based learning and apprenticeship can be and are

applied.

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■ However, apprenticeships – with its roots in medieval times – is still an adequate

and potent response to today’s training needs even or in particular in times of

rapidly accelerating technological development.

■ Moreover, there is an agreed need for flexibility and more individualised learning

trajectories leading towards a VET qualification (emphasised by demographic and

technological developments).

■ The principle of learning outcomes is emphasised, as a successful learner-centred

approach. Learning outcomes as most important pre-condition for validation;

provisions for validation of prior learning available for many systems of WBL and

apprenticeship.

■ There is no exact definition of a ‘modular approach’. ‘Modularisation’ and

‘flexibility’ are NOT synonyms. ECVET should not be caught up in the discussion

between holistic vs. cumulative/modularised systems. Both ‘holistic’ and

‘cumulative’ or (credit-based) systems can be flexible (i.e. accommodating

different types of learners and situations), and both can benefit from applying

ECVET and/or the principles for flexible pathways.

■ Guidance and support to learners to cope with their flexible training pathways is a

key aspect (keeping in mind that different target groups have different

requirements).

■ There is a need for enhanced collaboration and communication between VET

providers and enterprises. Securing enterprises’ commitment remains a

challenge. There is a trade-off between the level of requirements and the number

of enterprises willing to train apprentices.

1.5.2 Plenary discussion: Using ECVET principles to support flexible pathways in work-based learning and apprenticeships

Participants went on to discuss the practical challenges related to achieving flexible

pathways in work-based learning and apprenticeships. In many countries with a well-

developed apprenticeship system (Norway, Germany, Austria, Denmark) the focus is

on full qualifications. Discussions around change towards more flexibility are often

difficult and therefore it can be challenging to get all of the stakeholders to accept

different possible routes ahead (for example, employers, Chambers of Commerce, professional bodies). For instance, in Iceland qualifications are structured around a

number of weeks: one has to finish the set number of weeks, for example 36, even if

one has learnt everything after 24 weeks. The final exam is organised at the very end

of that period: one shows that he/she knows everything at the end, there is no exam

in between. They discussed shorter pathways for students, but then occupational

councils came with the argument that they do not want ‘discount qualifications’.

In France, initial training is delivered via two ways – apprenticeships and a school-

based system. Apprenticeships have been on the political agenda for more than 20

years. There is a shortage of enterprises willing to train apprentices for economic

reasons - the economic context has an effect on the number of signed contracts. Also,

the age of learners is sometime a concern for enterprises. Especially at level 3 and 4

of the EQF, learners are considered as too young. Also, there are cultural reasons: it

takes times to get enterprises on board. Furthermore, there is an important level of

dropout, higher than in school-based VET. This is especially true in some sectors.

To address this, France is developing a system where learners can start in a school-

based system and then transfer to apprenticeships. This means that if a young person

drops out of an apprenticeship then they can re-join a school based system. In

addition, employers are more engaged as they often have links and connections to

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the trainers involved in the process. Key to process is guidance – for students and

apprentices; teachers and trainers.

Finland is currently working on shifting the emphasis of the learning outcomes to be

gained ‘on-the-job.’ The current minimum is 20%, aim is to increase this. The main

issue is to ensure that employers can accommodate learners, and to ensure that VET

providers can support employers; individuals; and teachers. Finland have constructed

individual personalised learning plans which do not focus on where the learning

outcome is achieved, only whether it is planned and which learning environment is

most suitable to achieve it. This needs careful planning and the requirements for

employers need to be as simple as possible. Finland are considering a digital / mobile

system to make it easy, particularly assessment and the National Agency for

Education is supporting on-going projects who are working with digital tools.

In other countries, there is a demand for apprentices but a lack of interest from young

people. For example, in Portugal there is a strong demand for technically skilled

people in specific sectors (such as textiles) but there are few young people entering

the sector. For example, the textiles sector has a negative image but it is a growing

industry. It is hard to attract young people into the sector. One solution is that

employers have been contacted and they are using these employment opportunities

for adults as a possibility to gain work-based learning on a path towards a

qualification. Each learner is able to have their prior learning recognised at the same

time. This perceived to be one way to resolve the issue of lack of workers in textiles

and, in time, gradually increase the number of young people in the industry.

In Scotland, ‘modern apprenticeships’ are well established. There is a partnership

established training providers and employers. Modern apprentices are always

employed and they are always based at an employer, not within a college. An

employer needs to work with a training provider to input an assessment. An employer

needs to work with a training provider to input on assessment and a training provider

may be a college or private training provider. A new apprentice often starts with a

secondary level qualification, and in some cases other qualifications. Moreover, five

core professional skills have been defined (communication, IT, problem-solving, etc.).

At the start of the apprenticeship, each student is assessed so that they do not have

to repeat the learning. While this approach isn’t necessarily undertaken via the

ECVET banner it still uses some of the principles and approaches.

1.6 Presentation of the ECVET Work Programme 2017 –2018

The European Commission presented the draft Annual Work programme 2018, which

is very similar to the 2017 programme. As shown in the table below, at current stage

it is planned to have

■ Three Users’ Group meetings (February, June, and October);

■ Three PLAs (March, May and September –venue tbc);

■ The Annual ECVET Network meeting (including the Coordinators meeting), in

October, at Cedefop’s premises in Thessaloniki, Greece;

■ The Annual ECVET Forum 2018 (14-15 June in Sofia, Bulgaria).

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There is also an option foreseen to have a Working Group that would meet 3 to 4

times over the year (if required), possibly back-to-back with Users’ Group meetings.

There are no suggestions for topics to be addresses by a Working Group 2018 as yet.

Topics will emerge from policy developments. Ideas will be presented to the Users’

Group who will be consulted before any decisions will be taken.

The work plan is draft and will be subject to change as the policy agenda evolves.

Further guidance and case studies could be produced to go along the principles, or

additional items to be developed as part of an annex to any new recommendations.

One suggestion coming from participants was that a Working Group next year could

look at how the principles for flexible pathways are applied and look in-depth at

practical examples to develop tools and guidelines.

Network members were invited to notify the ECVET Secretariat if they have topics, or

suggestions, to be considered for a PLA or a Working Group.

1.6.1 The Annual ECVET Forum 2017

The 2017 Annual Forum will take place on 19 – 20 October, in Qawra, Malta and will

discuss reforms and changes to facilitate flexible VET pathways that have been

inspired by ECVET. The Forum will discuss three guiding questions:

1. Is there any evidence of how to best achieve the modernisation and flexibility of

VET qualification systems?

2. What are the success factors and are they in line with the principles for flexible

pathways?

3. What is the role of ECVET? How can ECVET further inspire reforms towards more

flexible vocational pathways?

The event will be 1.5 days in length and it will have a mix of classical

plenary/workshops and ‘Open Space’ formats. A detailed concept note was

distributed prior to the meeting.

The Network seemed happy with the approach suggested. Following discussions at

previous Users’ Group meetings, the Users’ Group members will have the opportunity

to be more involved in the programme via facilitating workshop discussions and

presenting their own country examples. During the discussion, NO, FR and FI

volunteered to present examples of national reforms and projects. The ECVET

Network should notify the ECVET Secretariat if they would like to contribute, either

facilitation or to present country examples.

The ECVET Secretariat will continue preparing the event. A ‘save the date’ with brief

description of content, info on registration process and Draft Agenda will be sent by

the end of June.

JAN FEB MAR APR MAI JUN JUL AGO SEP OCT NOV DEZ

15(Bru) 15(Sofia) tbd ( CEDEFOP)

tbd (CEDEFOP)

16 (Bru) 26 (Bru) 22(Bru)

14(Sofia)

08-09 (Slovenia) 17-18 (Sweden) 20-21 (tbd)Peer Learning Activity (PLA)

ECVET WORK PLAN 2018

Users Group Meeting (UGM)

Coord. Expert Network Meeting (ENM)

Working Group Meeting (WGM)

Forum ECVET 2017

Peer Learning Activity (PLA)

Users Group Meeting (UGM)

Coord. Expert Network Meeting (ENM)

Working Group Meeting (WGM)

Forum ECVET 2017

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2 Meeting of the Coordinators of National ECVET experts: ECVET Café, 15 June 2017, Brussels

2.1 Welcome and introduction

The ECVET Café provides coordinators of national ECVET Experts with an informal

way of working together to discuss activities, exchange good practices and learn from

each other and transfer items to their own contexts. The ECVET Café 2017 focused

on the topic of training for NA colleagues, ECVET Experts and external stakeholders.

It featured inputs from three national agencies – Austria, Bulgaria and Hungary.

Attendance of the ECVET Café on 15 June 2017, Brussels

The ECVET Café was attended by 44 individuals in total. This included the European Commission, Cedefop, EfVET, the ECVET Secretariat and representatives (National Coordinators and ECVET experts) from the following 27 countries: Austria, Belgium (BE-fr), Bulgaria, Croatia, Cyprus, Czech Republic, Denmark, Estonia, Finland, Germany, Hungary, Iceland, Ireland, Latvia, Lithuania, Luxembourg, Former Yugoslavian Republic of Macedonia, Malta, The Netherlands, Norway, Portugal, Poland, Romania, Spain, Slovenia, Sweden, UK (England).

2.2 Using ECVET in your country

The first Agenda point provided the opportunity for National Agencies (NAs) to give

insights on what they do to promote ECVET in their country - in general, or specifically,

in relation to specific technical aspects of ECVET.

Most of the activities conducted by NAs were overarching in nature but some were

addressing specific aspects of the ECVET technical specifications. The below bullet

points give an overview on the activities mentioned:

2.2.1 General activities

■ Portugal: Annual one-day-meeting with the ECVET Experts and VET promoters

■ Austria: national / international ECVET one-day conference; seminars about

ECVET in general

■ Malta: ECVET Café half a day seminar to promote ECVET and the validation of

informal and non-formal learning

■ Poland: ECVET Experts provide workshops and training for beneficiaries and

external stakeholders; advisors visit VET institutions and have consultations with

them; and they publish ECVET publications

■ Latvia: information sessions for VET teachers and schools; promotion to

Erasmus+ project applicants; VET Mobility Charter holders; policy makers, social

partners and VET providers; discussions with policy makers; national level events,

working groups

■ Cyprus: general information days; workshops with the help of ECVET Experts;

participate in synergy events with other VET authorities and stakeholders

■ UK: promotion on the Erasmus+ website; ‘top tips’ is being created and will be

recorded for the website in summer 2017; ECVET Experts attend all UK NA

events; ECVET Clinic Sessions for VET Mobility Charter holders due to take place

in Autumn 2017; annual promotional webinar including a live Q&A (recording also

available on the website)

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■ Czech Republic: webinars focused on the structure of learning outcomes, rasing

awareness of ECVET

■ Slovakia: ECVET is limited to mobility purposes however each year they organise

training seminars for project promoters on how to write learning outcomes and

how to evaluate the process; in addition this year they are organising a PLA activity

for interested countries on learning outcomes

■ Hungary: three meetings per year for the ECVET Experts; VET working group in

the NA to promote LO in other departments; and other activities for external

stakeholders

■ Macedonia: workshops, conferences, meetings

■ Lithuania: ECVET video for learners; ECVET Experts attend and speak at NA

events; round table discussion with Ministry of Education; seminars for VET

providers;

■ Germany: ECVET is used to promote quality and efficiency of mobility; trying to

combine ECVET instruments during the mobility cycle and thus try to make the

ECVET process in mobility reality; training on how to formulate learning outcomes,

how to create and complete a Learning Agreement (teachers and trainers), self-

assessment and also try to formulate learning outcomes for Europass mobility.

2.2.2 Learning outcomes

The most common area for activities to focus on was learning outcomes.

■ Seminars and training sessions are used by several NAs (AT, RO, HU, LT) and

documents and guidance are produced by many other NAs (LT, HU).

■ In Malta, the regulations and reference report includes information on how to

design courses with level descriptors and in terms of knowledge, skills and

competencies.

■ In Denmark, they have produced ready-made units of learning outcomes for

mobility and they promote the use of learning outcomes in that context.

2.2.3 Learning agreements and personal transcripts

Four countries mentioned activities specifically related to ECVET documents:

■ Cyprus provides information and guidance on how to complete learning

agreements and information on Europass Mobility documents (not the Personal

Transcript).

■ Poland advises beneficiaries and applicants for KA1 projects.

■ Romania provides a two-day training session for IVET teachers and professionals

on learning agreements and personal transcripts.

■ In Denmark, a study has been completed on the use of learning outcomes,

learning agreements and personal transcripts by VET-providers. The study found

that for schools this is currently more of a formal exercise. To enhance quality,

more information and training would be needed. This study will be presented in an

article in the next ECVET Magazine.

2.2.4 Transfer and accumulation of learning outcomes

Two countries reported activities on these aspects:

■ Bulgaria integrates this into training seminars for VET providers to promote the

opportunities. ECVET Experts are very active in one particular area (north-west

regional Bulgaria) to promote and explain it.

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■ In Malta, the principles are built within the system so that different learning

outcomes can be accumulated over time.

2.2.5 ECVET Points

The same two countries also promote the use of ECVET Points:

■ In Malta, the online course register includes all courses offered by accredited

providers and shows the ECVET points associated with them.

■ In Bulgaria, newly adopted legislation on VET includes ECVET credit points and

wider information on national standards for VET.

2.2.6 Training for National Agency staff and ECVET experts in Austria

The Austrian NA has been organising trainings for NA colleagues and ECVET Experts

since autumn 2014 with very positive feedback. The formats vary, e.g.:

■ For newcomers at the NA, the NA organises seminars, during which basic

information on ECVET is given. The training are well received, especially by

colleagues dealing with mobility projects (who need to assess applications for

mobility projects based on ECVET and the results of these projects).

■ For other experts, e.g. for colleagues from the Europass unit and the NQF unit,

mutual learning exchanges are organised. These are not seminars, but meetings

held to keep each other up to date on the various topics.

■ Moreover, the ECVET unit at the Austrian NA contributes to National Agency

conferences, which take place once a year (November 2017), with the aim to make

ECVET better known within the NA (as it was revealed that only few colleagues

know about ECVET).

■ The NA staff also holds network meetings, e.g. quarterly ECVET events which are

also attended by Ministry representatives.

The NA participates in a yearly Peer Learning Activity with 10 neighbouring countries

(i.e. BU, CZ, DE, HR, SI, SK etc). The 1st PLA was organised in 2014. This year’s

edition will take place in Bratislava. The organisation is taken care of by the hosting

country on a rolling basis. This is a good opportunity to exchange about national

experiences. The PLA structure is two-fold:

■ General plenary sessions to present national activities held in the previous year;

■ Topic/thematic sessions to host presentations related to specific topics, the topics

are defined at hand of a pre-event filled-in questionnaire. Last year’s topics were

assessment and recognition of learning outcomes.

According to the feedback received from previous years, the PLA is well received as

it offers much room for discussion and includes lots of input from practitioners, i.e. the

presentations are not too theoretical.

Regular meetings between the ECVET Experts are held to discuss how learning

outcomes descriptions and ECVET guidance could be improved. Austria counts nine

ECVET experts who have experience with ECVET and its related documents.

To further improve their activities, the NA recently launched a ‘monitoring activity’

which aims at ‘learning from practice’. ECVET Experts are currently visiting the

practitioners for learning about their experience when applying ECVET elements in

their projects, for identifying good practices and for discussing the practitioners needs

(e.g. in terms of guidance or supporting material). A semi-structured questionnaire is

used for collecting their answers. The results will inform their future current work.

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So far, the monitoring brought to light that experts would appreciate more and better

material to support their work, such as tutorials, guidance books and videos.

2.2.7 Training for National Agency staff and ECVET Experts - Discussion in small groups

The participants discussed two different questions in small groups of 6-8 people.

Below a brief summary of the main outcomes of the discussions.

2.2.7.1 What do national coordinators take to be efficient and effective training for

National Agency staff and ECVET Experts?

■ Experts should be trained according to their needs so there is a need to vary,

depending on whether they are new experts or if they are well-established experts.

■ If they are new experts, they often need tailored training to bring them up to speed

with the country (and European) situation. This training can be learning from other

experienced experts; on-the-job training and attending PLAs.

■ Those who are more experienced can help NA colleagues to understand ECVET

and bring the coordinators up-to-speed with developments.

■ More generally, coordinators perceived exchanging practices, information and

experiences with other countries as useful training opportunities to both new and

experienced experts e.g. joint PLAs, job shadowing etc.

■ Informal meetings between experts and stakeholders can also lead to informed

experts.

2.2.7.2 Standardised vs tailored made – what is needed in what situation?

■ A broad range of training options is used across participating countries. This

includes PLAs, exchanging information between experts and information

exchange flows to the NA.

■ Standardised training is offered to NA teams, new ECVET experts and to external

evaluators of project applications and reports. This helps the NA staff to have a

basic understanding of ECVET and offer good customer service training. More in-

depth training is offered to KA1 staff so that they have knowledge to monitor

projects. ECVET Experts are often involved in training NA staff.

■ Training to external evaluators is particularly important so that they have the right

level of information to assess applications and reports.

■ For experienced experts, NAs often provide tailored training. This includes regular

update meetings (varying from three times a year, in Hungary, to once a year in

the UK).

■ Experienced experts often help to train the coordinators as they can bring the

coordinators up to speed on policy and practice developments (as in the case in

the Netherlands). These more experienced experts are often used in working with

and training external stakeholders to explain ECVET in non-technical terms (e.g.

in Lithuania and in the Nordic countries). On the other hand, coordinators can also

pass on messages and questions from the ground.

■ In some countries, where there are shared borders and cultures, joint PLAs and

joint meetings are held to bring two teams of experts together. For example, in

Slovakia and the Czech Republic joint meetings are held between experts where

they can share their knowledge, experiences and provide each other with

information so that they are better placed to assist mobility projects that use

ECVET elements. In Latvia, they conduct PLAs nationally and regionally (Baltic

states and Finland) for NA colleagues and expert teams. This adds value to the

expert and NA knowledge base.

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2.2.8 Spreading the message to external stakeholders – Hungary and Bulgaria

Hungary and Bulgaria presented their activities to train external stakeholders.

2.2.9 Training activities for external stakeholders in Hungary

Hungary has a team of 12 experts that attempts to cover all stakeholder groups –

universities, VET institutions, LM, training providers. The Experts meet three times a

year in a workshop format that provides an update on developments. The Experts

used to produce written training materials but they found that there was often different

understandings construed of what ECVET is, particularly as it can be very difficult.

Experts now focus on what it is, good practice and focus on training around these

aspects.

There are three main target groups of external stakeholders for the Hungarian NA:

project promoters and Erasmus+ applicants; qualification designers; and lastly,

enterprises / employers.

For project promoters / Erasmus+ applicants, they hold the following training activities:

■ ECVET Beginner’s and ECVET Advanced workshops

■ Seminars on how to design learning outcomes and how to assess learning

outcomes

■ The Hungarian qualification framework

■ Consultants on learning outcomes – project promoters can send draft learning

outcomes to experts, which they will provide feedback on

For qualification designers, a two-day training takes place. This is tailored to VET

qualifications or specific sectors in regions (e.g. agriculture, automotive sector) and

helps to create a critical mass to use the learning outcome approach. This training:

■ Demonstrates the national vocational qualification register and how qualifications

fit with the EQF

■ Show what levels can use learning outcomes

■ Discusses modular descriptions and learning outcomes

■ Shows how to undertake assessments and use the assessment criteria

The training for enterprises / employers looks at what they expect of students on

apprenticeships and placements. A recent tripartite PLA looked at the needs of each

stakeholder group and resulted in a guide to using a learning outcome approach. This

found that:

■ Erasmus+ mobility is of a higher quality if learning outcomes are used

■ It can be easier for larger companies and harder for SMEs to find a person within

the organisation who will be responsible for practical training for students

■ It takes time for schools to adopt a learning outcome approach and they need to

work closely with enterprises / employers and with the exam requirements to

ensure that learning outcomes are written well

■ A guide for VET institutions on the learning outcome approach will be the next

steps, along with training for external assessors of mobility projects

The trainings offered to different stakeholders is based within a comprehensive

programme of communication activities offered by the Hungarian NA.

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2.2.10 Training activities for external stakeholders in Bulgaria

The Bulgarian team of National ECVET Experts works with two organisations

responsible for VET: the relevant Ministry for VET and the national body for VET, as

well as the Erasmus+ National Agency. The team of experts are from different sectors,

business, VET and universities. A new legal Act for VET has been introduced recently,

which frames the discussions.

A variety of training activities are carried out. These include printed materials;

seminars; interviews in mass media and professional articles; informal and formal

presentations. A range of events and tailor-made support is offered by the Experts via

quality assurance support for ECVET national implementation; workshops for

newcomers; workshops on practical ECVET in VET and the role of stakeholders in

ECVET implementation. A workshop will take place on 14/07/2017 looking at ‘ECVET

implementing good practices’, which aims to promote ECVET in local areas.

A range of printed information is available via information leaflets, materials and online

regarding what ECVET is. This is coupled with interviews and journals, and

information on social media (including a Facebook page).

The ECVET Experts have made presentations to external stakeholders via

employers, VET bodies and this has covered what works and what could be improved

in the future. They used role play during some of the seminars to help the different

stakeholders understand different perspectives and focus on the solutions from a VET

provider point of view. This reduced the tension between different stakeholders

(employers, public institutions and VET providers) and helped to formulate

discussions and different ways forward.

Activities to date have increased awareness of ECVET. Feedback provided following

the seminars has highlighted that beginners often see ECVET as complex and EU-

driven. To date, there is commitment from VET providers to use it however it is less

known among SMEs. In contrast, bigger employers see ECVET as a way to address

the labour shortages by offering ways to retrain the labour force and to attract learners

to VET. Bulgaria has recently lost 2m citizens through migration and now has labour

market shortages. Employers are finding it hard to source well-skilled individuals, for

example in construction and tourism. In addition, as there is a link between ECVET

and ECTS it is seen as positive if learners can reduce the time and cost required for

further training as prior learning is recognised and individuals can progress quickly.

2.2.11 Experiences of working with stakeholders – plenary discussion

It was agreed that the primary target group for ECVET Experts are VET providers and

Erasmus+ project promoters. Some countries also focus on specific areas of using

ECVET: For instance, in Germany, the focus of ECVET Expert activity is purely within

the mobility context. They primarily offer targeted training to teachers and trainers and

this has covered how to involve students in the whole mobility process, so that they

are actively involved. In Latvia, they mainly focus their promotional activity on mobility

and VET providers. Trade unions are also active along with professional associations

and policy makers.

A broad range of methods and instruments is used. Social media play an increasingly

prominent role:

■ In Bulgaria, they have used social media specifically Facebook. They have a page

dedicated to ECVET Experts and the Experts use it to post interesting articles, EU

and national level news and policy developments and step by step instructions on

how to define learning outcome in specific professions.

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■ The NA from the Netherlands uses social media to promote ECVET. Another

recent activity is a one-day event on assessment with representatives from

examination bodies. The ECVET NCP organised this and it focused on

undertaking exams abroad. This helped to open up the discussion to other

stakeholders and involve a broader audience. ■ In the UK, they have started to use webinars as a training tool. They found that

face to face training was not always popular due to time restrictions and difficulties

for some people to leave the office. The webinars are standardised and offer a live

Q&A, which captures questions. The webinars are available online afterwards. Also in AT, webinars are used since the beginning of 2017.

■ The NA in Denmark often hears that mobility projects ask student to send back

videos to the sending organisation during the mobility. The videos highlight

questions to discuss and areas to think about thus encouraging students to reflect

on the learning process. The videos also help teachers at home to understand the

students’ environments and see what the work place is like. In addition, they are

working with several partners and run PLAs (5 days in length) gathering seven

partners from 6 countries primarily from schools, placement supervisors and

schools/country coordinators. The PLA includes 2 days of job shadowing. The PLA

looks at how training is organised and gives participants opportunities to share

experiences and stories.

2.2.12 Work Programme for 2017 and 2018

National Coordinators were reminded of the Work Programme for 2017 and what this

means for them and their teams of experts.

■ Annual Forum, Malta, 19-20 October – this is an invitation only event. National

coordinators are welcome and will receive an invitation. They can send a deputy

or ECVET Expert in their place, if they wish.

■ Users’ Group meeting, Brussels, 22 November – national coordinators not

expected to attend. This is for Users’ group members only.

■ Working Group, Brussels, 23 November (TBC) – This is a sub-group of the Users’

Group and Users’ Group delegates people to take part in this group, which

address specific topic where the Users’ Group feels that further discussion is

needed. The Working Groups consist of members of the Users’ Group, but they

can refer national representatives to attend, if relevant. They have a limited

duration and may meet up to five times a year. They are result/outcome-oriented.

The Work Plan for 2018 was highlighted, including:

■ The protocol for PLAs is that the ECVET Secretariat and Commission will discuss

and decide topics (in consultation with the Users’ Group). Once decided on topics,

the Secretariat will launch a call among Users’ Group members and they will make

suggestions on who is best placed to represent country in PLAs. The ECVET

Secretariat and Commission will review suggestions and invite accordingly.

National Coordinators should know that the PLAs are planned but coordinators do

not need to take part in them.

■ The next ECVET Network meeting will take place in autumn 2018. This combines

national coordinators with the Users’ Group to meet and discuss on European

level. The 2018 meeting will take place in Thessaloniki, Greece, at Cedefop.

■ The Annual Forum in 2018 will take place in June. It will be a dissemination event

with up to 250 participants, including country representatives where there is added

value for stakeholders to take part. This will take place in June in Sofia, Bulgaria.

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The Annual Forum 2017 will be a smaller event and it will primarily discuss policy

related questions.

2.2.13 Any other business

The following points were raised:

■ Latvia is currently preparing an international conference on ECVET in the context

of lifelong learning for autumn – looking at different pathways, VET learners and

other perspectives. It is open to all experts, national coordinators and the ECVET

Secretariat to attend.

■ Poland are also organising an international seminar; coordinators are invited.

■ In the UK, the PEARL Transnational Cooperation Activity (TCA) will take place in

July. It is now fully booked with 93 participants from 28 countries. There will be an

article on this in the next ECVET Magazine.

■ National coordinators are reminded that the ECVET Secretariat are happy to

attend any events as panellist, speaker or observer – for no charge. They can

provide an overarching European view and can distribute information about the

activity via the ECVET Magazine. Coordinators should continue to notify the

Secretariat where these services are required.

■ The ECVET toolkit is still available online and very much used for mobility.

Coordinators should notify the Secretariat if they have any useful tools that could

be included.

2.2.14 Closing words from the COM

The Commission asked coordinators to be precise as possible in reporting the 2018

Annual Work Programme as often they can lack detail and a greater level of detail

can speed up the processing. The Commission is expecting to have first impressions

of the Annual Work Programme 2018 in autumn 2017.

Furthermore, COM thanked Coordinators for their attendance and active contribution,

and closed the meeting.

All presentations from the Network meeting and ECVET Cafe are available online.

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ANNEXES

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Annex 1 Agenda 14 June 2017

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Annex 2 Agenda 15 June 2017

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Annex 3 Updated contact list National Coordinators Update from 31 May 2017

Country Function Full Name Email

AT Coord Nadja Simeoni [email protected]

AT Coord Martin Prinz [email protected]

AT Coord Astrid Terreng [email protected]

BE FR Coord Patrick MEUWISSEN [email protected]

BE DE Coord Jörg VOMBERG [email protected]

BG Coord Ivanka Mihaylova [email protected]

CY Coord Androula Papanastasiou [email protected]

CZ Coord Mgr. Helena Slivková [email protected]

DE Coord Ulrike Schröder [email protected]

DE Contact Annett Polk [email protected]

DK Coord Svend Rechnagel [email protected]

EE Coord Ramia Allev [email protected]

FI Coord Tuula Oikarainen [email protected]

FR Coord Laure COUDRET-LAUT [email protected]

GR Coord Eirini Ntroutsa [email protected]

GR Contact Alexandra Baka [email protected]

HR Coord Josip Luša [email protected]

HU Coord Zsófia Nagy [email protected]

HU Coord Julianna Lukács [email protected]

IE Coord Anne Molloy [email protected]

IS Coord Dóra Stefánsdóttir [email protected]

IT Coord Isabella Pitoni [email protected]

LT Coord Kristina Kuzmaite [email protected]

LV Coord Antra Mengele [email protected]

LU Coord Christine PEGEL [email protected]

MK Coord Lulesa Iljazi [email protected]

MT Coord Madonna Maroun [email protected]

NL Coord Gonnie van der Eerden [email protected]

NO Coord Tore Kjærgård [email protected]

PL Coord Izabela Laskowska [email protected]

PT Coord Cristina Gaboleiro [email protected]

RO Coord Olivia Maria Jidveian [email protected]

SE Coord Linda Mildner [email protected]

SI Coord Urška Slapšak [email protected]

SK Coord Irena Fonodová [email protected]

TR Coord Celil YAMAN [email protected]

TR Coord Muhammet DEMİR [email protected]

UK Coord Michael Trueman [email protected]

UK Contact Nicola Poultney [email protected]