IAEVG Conference 2009 Thematic session (4 June 2009) EUROPEAN POLICY INITIATIVES SUPPORTING...

IAEVG Conference 2009 Thematic session (4 June 2009)

EUROPEAN POLICY INITIATIVES SUPPORTING INDIVIDUAL LEARNING PATHWAYS

CEDEFOP TEAM: Mr Mika Launikari Ms Isabelle Le Mouillour Dr Irene PsifidouDr Angela Musca

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Author to be changed/deleted in master slide. Cedefop – 4 June 2009 2

ICE BREAKER EXERCISE “Finish the sentence”

The most rewarding learning experience I ever had was...

The best learning experience I ever had was ...

The most challenging learning experience I ever had was ...

The most stressful learning experience I ever had was...

The most unpleasant learning experience I ever had was ...

The most frustrating learning experience I ever had was ...

WHAT KIND OF A ROLE DID GUIDANCE AND COUNSELLING PLAY IN YOUR LEARNING EXPERIENCE?

Cedefop – 4 June 2009

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European policy context

2000 Lisbon strategy Increased transparency of qualifications to adapt training systems to the knowledge society

2002 Council Resolution onlifelong learning

Develop a framework for the recognition of qualifications for education and training

2002 Copenhagen Declaration Promote transparency, comparability, transferability and recognition of qualifications

2004 Council Resolution linked to Guidance

2008 Council Resolution on lifelong Guidance

2008 Recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning (EQF)

2009 Recommendation of the European Parliament and of the Council on the establishment of a European Credit System for Vocational Education and Training (ECVET)

2008 Renewed Lisbon strategy for growth and jobs

Recognition of qualifications as incentive for individuals to lifelong upskilling (2008-2010)

2009 European Council in its Conclusions on a strategic framework for European cooperation in education and training “making LLL and mobility a reality”



Objectives

• Portability• Transparency• Comparability

• Articulation

• Transition• Permeability

EQF to ECVET• Citizens’ mobility• Recognition of learning

outcomes

ECVET to EQF• Units indexed by EQF levels• EQF as reference for MoU• EQF for comparability of non-

formally acquired LO

• Flexibility &

responsiveness of QS

• Learners’ motivation

• Linking labour market and education

• Opening access to qualifications

• Efficiency and management of qualifications systems

1

3

2

ECVET EQF

Credit systems

Qualifications frameworks

ECTS

NQF

SQF

Validation

Qualifications systems



EQF & ECVET – shared definitions

• Learning outcomesmeans statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence

• Qualificationsmeans 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



Country BCountry A

Q

Q

Q

NQF/

NQS

NQF/

NQS

NQF/

NQSQQ

QQ

QQ

QQ

NQF/

NQS

NQF/

NQS

NQF/

NQS

NQF/

NQS



Could EQF build up the bridge?

• “to create a common reference framework which should serve as a translation device between different qualifications systems and their levels”

• “international sectoral organisations to relate their qualifications systems to a common European reference point”

NationalQualificationsFrameworks- NQF -

Levels Knowledge Skills Competences

1

2

3

4

5

6

7

8

EQF

SectoralQualificationsFrameworks- SQF -



Common features to NQF developments(in Europe)

Learning outcomes are used as a basis for classifying and describing levels

Quality assurance is a major concern

Big majority of countries link NQFs to the validation of non-formal learning

Significant number of countries use 8 level structure

A number of countries have established inventories of national qualifications

Existing NQFs: Ireland, UK (England, Scotland and Wales), France, Malta, Belgium

(Flanders)

Developing: Austria, Belgium (wa), Bulgaria, Czech republic, Germany, Denmark, Estonia,

Spain, Finland, Hungary, Iceland, Italy, Lithuania, Luxembourg, Latvia, Netherlands, Poland,

Portugal, Romania, Slovenia, Slovakia, Sweden, Turkey, Cyprus

Consideration: Greece, Norway



ECVET = a methodological framework + conventions

• Key technical specifications– Qualifications, units of learning outcomes– Transfer– Assessment, validation, recognition

• Conventions– Aim: partnerships among VET providers and competent institutions

to create an environment of mutual trust– Memorandum of Understanding, Learning agreements, ECVET

points



ECVET for transfer and accumulation of learning outcomes

Hostprovider

SendingproviderLearning agreement

1

The individualacquires

KSC

The learning outcomes are

assessed

3

2

Credit is awarded to the individual for the learning outcomes achieved

4 Learner's credit in an individual transcript of record

5

Credit is validated6

Learning outcomesare recognised andaccumulated as a part of the aimed qualification; corresponding ECVET pointsare included.

7



Qualificationssystem

Individual learner

ECVET for recognition of non formal learning outcomes

The learning outcomes are

assessed

2

Credit is awarded to the individual for the learning outcomes achieved 3 Recognition of learning

outcomes acquired towards the intended qualification

5

Acquisition of knowledge, skills and competence. 1

Credit obtained is validated by competent institutions

4



ECVET partnership: Elements for cooperation

Memorandum of

Understanding

VET providers and/or competent body Accepting practices and procedures (quality assurance, assessment,

validation, recognition) Agree on operational level of partnership (objectives, duration) Agree on content: comparability of qualifications (EQF/NQF) Identify actors and competent institutions involved

Learning

agreement

Mobile person and mobility partners Identify competent home and host institutions Criteria for mobility: identity of the learner, duration, learning

outcomes expected at the end of a period of mobility, associated ECVET points, …

Personal

transcript

A document which details the learners’ assessed learning outcomes, units and ECVET points awarded

Linked to the Europass Mobility documents



GUIDANCE RESOLUTIONS 2004 AND 2008

Council Resolution on strengthening policies, systems and practices in the field of guidance throughout life in Europe (2004) http://ec.europa.eu/education/policies/2010/doc/resolution2004_en.pdf

Council Resolution on better integrating lifelong guidance into lifelong learning strategies (2008) http://www.consilium.europa.eu/ueDocs/cms_Data/docs/pressData/en/educ/104236.pdf

Priority area 1 Encourage the lifelong acquisition of career management skills

Priority area 2 Facilitate access by all citizens to guidance servicesPriority area 3 Develop quality assurance in guidance provision Priority area 4 Encourage coordination and cooperation among the

various national, regional and local stakeholders




DEFINITION OF GUIDANCE

A continuous process that enables citizens at any age and at any point in their lives

- to identify their capacities, competences and interests

- to make educational, training and occupational decisions

- to manage their individual life paths in learning, work and other settings, in which those capacities and competences are learned and/or used.

Guidance covers a range of individual and collective activities relating to information giving, counselling, competence assessment, support and the teaching of decision-making and career management skills.



SYSTEMIC RIGIDITIES AND OBSTACLES LIMITING ACCESS TO GUIDANCE

STARTING POINT: two parallel and fragmented guidance systems in MS (education and employment); great diversity between MS !

OBJECTIVE: shift towards a coherent lifelong guidance system

OBSTACLES: legislative, administrative, financial, institutional, occupational, systemic, sector- and target group specific, etc. –> HOW TO REMOVE THEM?

USER PERSPECTIVE: systemic rigidity in guidance provision can be considered as something that prevents the user´s smooth movement across sectors, systems, service structures, institutions and/or support programmes when looking for information, guidance and counselling on learning and career opportunities.


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CHALLENGES TO LIFELONG GUIDANCE FOR SUPPORTING INDIVIDUAL LEARNING PATHWAYS

- Linking guidance policy, research and practice (evidence-base!) - Improving guidance policy coordination, cooperation and implementation (European Lifelong Guidance Policy Network)- Establishing partnerships among all relevant stakeholders and key players - Strengthening cross-sectoral and multiprofessional cooperation in guidance service delivery- Professionalising career guidance practitioners (incl. EU developments, European tools and frameworks, multicultural competence)- Involving citizens as service-users in guidance policy- and decision-making (e.g. through student unions, consumer associations, parents associations, etc.)

-> IMPROVING ACCESS TO HIGH QUALITY GUIDANCE PROVISION


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Professionalising career guidance – Practitioner competences and qualification routes in Europe (EN; DE+FR later in 2009, hardcopy available at IAEVG conference) http://www.cedefop.europa.eu/etv/Information_resources/Bookshop/publication_details.asp?pub_id=531

- reviews trends and patterns in training provision for career guidance practitioners and develops a common competence framework for

career guidance practitioners

- core message is that there is a huge variation across Europe in terms of

professional training available, competences and qualifications acquired

through such training, roles and functions carried out by guidance practitioners as well as settings in which guidance services are offered.

- key question is what may be viewed as a sufficient level of training and competence for those operating as specialist career guidance

practitioners -> leads to discussing the level and the degree of specialisation needed


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CEDEFOP STUDY VISITS PROGRAMME

THEME CATEGORIES

1) Key competences for all2) Improving access, equity, quality and efficiency in education and training3) Keeping teaching and training attractive and improving leadership4) Education and training for employability5) Implementing common European tools principles and frameworks for

lifelong learning, including topics such as- Lifelong guidance services- National and sectoral qualifications frameworks linked to EQF- Validation of non-formal and informal learning

6) Trends and challenges in lifelong learning strategies7) Development of learning communities, involving all actors in education

and training8) Promoting cross border mobility in lifelong learning


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CEDEFOP STUDY VISITS PROGRAMME

APPLICATION ROUND 2010-2011

- Two Calls for applications will take place in the academic year 2010 -2011 as follows:

1st semester: February - 31 March 20102nd semester: July - 15 October 2010.

- National agencies provide further details of the application and selection procedure: each country has its own selection criteria for each year

- A publication on good practices identified by study visit participants in 2005–07 will be available electronically on the study visit website in August 2009: http://studyvisits.cedefop.europa.eu/

- The above publication contains two guidance-related practices: Adult education guidance service (AEGS) in Dublin city South West (Ireland), and Bridge building activities in Youth educations (Denmark).


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DISCUSSION

What would be best way to bring these European tools (EQF, ECVET) to learners and to guidance practitioners, teachers

and trainers?

What could/should be the role of

- national/regional/local authorities?- policy- and decision-makers? - institutions in charge of guidance counsellor/teacher training?- education and training institutions?- guidance service providers (educational institutions, PES, etc.)- individual guidance practitioners/teachers/trainers?- employers?- individual citizens (youngsters and adults)?


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IAEVG Conference 2009 Thematic session (4 June 2009) EUROPEAN POLICY INITIATIVES SUPPORTING...

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