Research Report by Isabelle Le Mouillour Commissioned by ... · Table 52: Estimate of the learning...

Report ECVET (final draft from December 2004)

Final draft Report ECVET; ILM-BS 22 12 04.doc 13.01.2005 1

European approaches to credit (transfer) systems in VET

- an assessment of the applicability of existing credit systems

to a European credit (transfer) system for vocational education and training (ECVET) -

Research Report

by

Isabelle Le Mouillour

Commissioned by CEDEFOP to

Centre for Research on Work and Higher EducationUniversity of Kassel (Germany)



Foreword by CedefopThe Credit Transfer in VET study was commissioned in 2003 to the Centre for Research onHigher Education and Work at the University of Kassel, which charged the author toimplement this investigation.

Cedefop is actively supporting -inter alia by financing and co-ordinating this and othersurveys- the European Commission and its Technical Working Group on Credit Transfer inVET (ECVET). This working group got in November 2002 a mandate from the Council ofEducation Ministers in Copenhagen to explore options and to elaborate a proposal for aEuropean Credit (transfer) system in VET. This system ought to take into account theexperience made with and complement the European Credit Transfer System (ECTS). TheECTS has been since many years applicable for the European cooperation of teaching staffand students of Higher and University Education in Europe and is widely implemented andbacked by the well known and successful Erasmus programme for student‘s exchange.

Improving vocational education and training and a stronger cooperation throughout Europe inVET is increasingly being regarded as an important element for creating a European labourmarket, implementing the European employment strategy and meeting the Lisboan goals setfor Europes‘ competitiveness, social cohesion and job creation. In the interim report from2004 the Council recalled and underlined the importance of agreed education and trainingobjectives for realising the targets set for 2010.

The study was backed by the professional advice and contribution of members of the CreditTransfer Technical Working Group. They provided addresses of stakeholders and expertsfrom their respective countries and commented upon provisional and final outcomes. The textwas provisionally placed in Cedefop’s Credit Transfer virtual community for comments andsuggestions, which were retained for a revision of this final version. This is now beingprovided as a hard copy publication in the Cedefop reference series. We would like to thankall contributors to this work and notably the respondents of the questionnaire as well as themembers of the TWG for their eminent support.

Eventually however, we have to thank foremost the author and the staff of the Kassel centrefor their excellent contribution. With this survey they have proven that the VET and LLLdomains are no longer very distinct from their own concerns. ECTS and ECVET approachesare still distinct; however, this survey seems to make the point that this ought in a foreseeablefuture no longer to be the case. Outcome or output based approaches to measuringperformance and achievements will have to be put in the focus of both even if workload andinstitution based academic education and training is not becoming obsolete neither. What is



needed however is a convincing description of a taxonomy or typology of (outcome based)knowledge, skills and competences applicable in both domains, the academic and VET orLLL domain. That is an issue which is pursued in another study launched by Cedefoprecently.

Proposals and principles for a realisation of a European system for Credit Transfer in VETwere discussed and brought forward in formal and informal meetings with members of theTWG. They have been transferred for information to the Council of Ministers whichdiscussed the interim outcomes in December 2004. They underlined the importance of thisactivity alongside the wish to come to an agreement on an open and flexible Europeanqualification framework by the end of 2005. This Credit Transfer Framework ought to beincorporated in such a wider framework encompassing both again, namely Higher educationand VET (LLL). This political task expressed inter alia by the Maastricht Communiqué fromDecember 2004 should be seriously implemented in most if not in all Member states. Thiswork will contribute considerably in implementing these wider policy objectives alongsidethe prime objective of supporting practitioners and training providers in the Member states intheir day to day efforts for cooperation.

Stavros Stavrou, Burkart Sellin,Deputy Diretor Project Co-ordinator



Table of contentsForeword by Cedefop..................................................................................................... 2Table of contents ............................................................................................................ 4List of tables and figures ................................................................................................ 5Executive summary...................................................................................................... 10Introduction .................................................................................................................. 14

1. Scope of the research study.............................................................................................. 141.1. Context ..................................................................................................................... 141.2. Aim of the research .................................................................................................. 141.3. Methodology ............................................................................................................ 15

2. Characteristics of the national VET systems.................................................................... 162.1. Regulatory and legislative framework ..................................................................... 16

Insights in recent changes in governance and regulation at national level .................. 172.2. Heterogeneity of the learners and multiplicity of the stakeholders.......................... 20

The stakeholders........................................................................................................... 20Learners and learners’ mobility.................................................................................... 23

2.3. Learning and training pathways ............................................................................... 27Three main types .......................................................................................................... 27The learning activities .................................................................................................. 28The competence based approach.................................................................................. 32

3. Definition of a credit (transfer) system ............................................................................ 343.1. Background .............................................................................................................. 343.2. Functions .................................................................................................................. 36

4. Constituents of a credit (transfer) system......................................................................... 394.1. Definition of credits ................................................................................................. 39

4.1.1. Characteristics of credit points......................................................................... 40Workload, notional time and duration.......................................................................... 40Numbers, sequences and types of credits..................................................................... 43

4.1.2. Learning outcomes ........................................................................................... 444.2. Levels and standards ................................................................................................ 48

Their relevance to the development of ECVET ........................................................... 48National experiences .................................................................................................... 50

4.3. Modularisation and unitisation................................................................................. 54Meaning of the study programme design..................................................................... 54A unified definition for ECVET?................................................................................. 55Overview of the role of modules in the national VET systems ................................... 56

4.4. Recognition and validation for certification at individual level............................... 58Critical issue: Individualisation.................................................................................... 58



Critical issue: Assessment............................................................................................ 61Critical issue: Certification........................................................................................... 64The national perspectives ............................................................................................. 66

4.5. Implementation toolkit ............................................................................................. 694.5.1. Principles.......................................................................................................... 694.5.2. Documentation ................................................................................................. 71

5. Conclusions and challenges ............................................................................................. 735.1. The challenges.......................................................................................................... 735.2. Proposals for pilot experiment ................................................................................. 75

Structure and content of the VET programmes............................................................ 77Allocation of credit points to the units ......................................................................... 78Transfer and accumulation for mobility....................................................................... 80Vocational fields for experimentation.......................................................................... 81

5.3. Proposal for a set of common principles and guidelines for ECVET ...................... 826. Bibliography..................................................................................................................... 857. List of abbreviations......................................................................................................... 91Annexe 1: The online questionnaire......................................................................................... 92Annexe 2: Results of the empirical study............................................................................... 103

List of tables and figuresTable 1: Overview of the stakeholders.................................................................................................. 21Table 2: Level of involvement of different stakeholders in selected activities ..................................... 21Table 3: Overview of European VET and HE students (2000/2001).................................................... 24Figure 4: Factors influencing mobility between formal VET systems.................................................. 25Figure 5: Harmonised list of learning activities .................................................................................... 29Figure 6: Frequency of diverse learning activities according to the learning locations (Mean) ........... 30Figure 7: Actual and expected time allocation ...................................................................................... 31Table 8: Expected tasks for credit systems............................................................................................ 37Table 9: Elements for compatibility between ECVET and ECTS ........................................................ 37Figure 10: Constituents of ECVET and related issues .......................................................................... 38Figure 11: Importance of selected elements for VET programmes content specifications (Mean) ...... 47Figure 12: Mix of the VET programmes specifications........................................................................ 48Table 13: Characteristics of modules .................................................................................................... 55Table 14: Elements influencing the recognition of mobile learners' achievement................................ 60Figure 15: Basis of assessment within school-type and workplace teaching settings........................... 62Table 16: Application and assessment elements by international VET mobility.................................. 63Table 17: Principles in national context ................................................................................................ 70Table 18: Evaluation of expected effects of ECVET ............................................................................ 74Table 19: VET programme structure..................................................................................................... 78



Figure 20: Allocation of credit points ................................................................................................... 80Figure 21: Equivalences between VET programmes ............................................................................ 81Table 22: Overview of principles.......................................................................................................... 82Table 23: Main characteristics of the national VET system................................................................ 103Table 24: Level of involvement of the national, regional authorities or bodies in determining selected

elements (Mean) ......................................................................................................................... 110Table 25: Further involvement of the national, regional authorities or bodies ................................... 111Table 26: Level of involvement of the VET providers in determining selected elements (Mean) ..... 111Table 27: Areas of involvement of the VET providers (free answer) ................................................. 112Table 28: Level of involvement of employers' organisations in determining selected elements (Mean)

.................................................................................................................................................... 112Table 29: Areas of involvement of employers' organisations (free answer) ....................................... 112Table 30: Level of involvement of employees’ organisations and/or social partners in determining

selected elements (Mean) ........................................................................................................... 113Table 31: Areas of involvement of employees’ organisations and/or social partners (free answer .... 113Table 32: Level of involvement of VET research and development institutes, experts in determining

selected elements (Mean) ........................................................................................................... 114Table 33: Areas of involvement of VET research and development institutes, experts (free answer) 114Table 34: Level of involvement of the learners and their families in determining selected elements

(Mean) ........................................................................................................................................ 114Table 35: Areas of involvement of the learners and their families (free answer) ............................... 115Table 36: Main characteristics of the VET programmes in the respective country ............................ 115Table 37: Importance of selected elements for the definition of VET programmes contents (Mean) 120Table 38: Supplementary elements for the definition of VET programmes contents ......................... 120Table 39: Importance of selected elements for the specifications of VET programmes (Mean) ........ 121Table 40: Supplementary elements for the specification of VET programmes................................... 121Table 41: General description of VET programmes outcomes ........................................................... 122Table 42: Categories in use to specify the competences ..................................................................... 124Table 43: Most important structural pattern in VET programmes (Percent) ...................................... 125Table 44: Quantity of elements within a VET programme ................................................................. 125Table 45: Organisation of the time-scale of VET programmes........................................................... 125Table 46: Quantity of the relevant elements within VET programmes (Mean) .................................. 126Table 47: Required duration of a VET programme before the final exam.......................................... 126Table 48: Actual time allocation for different learning activities ....................................................... 126Table 49: Time allocation for different learning activities (free answer)............................................ 127Table 50: Expected time allocation for different learning activities (in percentage) (Mean) ............. 127Table 51: Supplementary expected learning activity (free answer) .................................................... 128Table 52: Estimate of the learning density of different learning activities (Mean)............................. 128



Table 53: Estimate of the learning density of different learning activities (free answer) ................... 128Table 54: Frequency of different learning activities at VET schools or training centres (Mean) ....... 128Table 55: Frequency of different learning activities at VET schools or training centres (free answer)

.................................................................................................................................................... 129Table 56: Frequency of different learning activities in firms (Mean) ................................................. 129Table 57: Frequency of different learning activities in firms (free answer)........................................ 130Table 58: Frequency of different learning activities at home (Mean)................................................. 130Table 59: Frequency of different learning activities at home (free answer) ....................................... 130Table 60: Expected changes in the structure of the most frequent VET study programme and in the

related learning activities within the next five years .................................................................. 130Table 61: Name of the smallest element of the assessment within a VET programme (Percent)....... 132Table 62: Description of the smallest element of the assessment within a VET programme ............. 132Table 63: Basis for assessment within school-type teaching settings (multiple reply) ....................... 134Table 64: Supplementary basis for assessment within school-type teaching settings......................... 134Table 65: Basis for assessment within workplace settings (multiple replies) ..................................... 135Table 66: Supplementary basis for assessment within workplace settings ......................................... 135Table 67: Dissemination of assessment procedures for units or modules within VET programmes

(Mean) ........................................................................................................................................ 135Table 68: Further assessment procedures for units or modules .......................................................... 136Table 69: Existence of an intermediate examination (Percent)........................................................... 136Table 70: Dissemination of selected assessment procedures for intermediate examination within VET

programmes (Mean) ................................................................................................................... 136Table 71: Further assessment procedures for intermediate examination within VET programmes.... 137Table 72: Existence of a final examination (Percent) ......................................................................... 137Table 73: Dissemination of selected assessment procedures for final examination within VET

programmes (Mean) ................................................................................................................... 137Table 74: Further assessment procedures for final examination ......................................................... 137Table 75: Basis for the final grading ................................................................................................... 138Table 76: Further basis for final grading............................................................................................. 138Table 77: Description of the grading scale (Percent) .......................................................................... 138Table 78: Grading scale and verbal rating in use ................................................................................ 138Table 79: Selection of elements for the calculation of credits ............................................................ 139Table 80: Further elements for the calculation of credits.................................................................... 140Table 81: Required qualitative information about individual vocational study profiles ..................... 140Table 82: Further qualitative information required ............................................................................. 140Table 83: Context of use of the term 'credit' ....................................................................................... 141Table 84: Further context of use of the term 'credit'............................................................................ 141Table 85: Number of credits per subdivision ...................................................................................... 141



Table 86: Frequency of specific vertical mobility schemes (Mean) ................................................... 142Table 87: Further vertical mobility schemes ....................................................................................... 142Table 88: Frequency of specific horizontal mobility schemes (Mean) ............................................... 142Table 89: Further horizontal mobility schemes................................................................................... 142Table 90: Frequency of international VET mobility (Mean) .............................................................. 143Table 91: Vocational sectors with high mobility ................................................................................ 143Table 92: Required elements for application in case of international mobility................................... 143Table 93: Further elements for application on case of international mobility..................................... 144Table 94: Required elements to assess a candidate in case of international mobility ......................... 144Table 95: Further elements to assess a candidate in case of international mobility ............................ 145Table 96: Impact of differences for the access of mobile learners to the national VET system (in the

case of short-term international mobility) (Mean)...................................................................... 145Table 97: Further elements influencing the access of mobile VET learners to your national VET

system (short-term international mobility) ................................................................................. 146Table 98: Impact of differences for the access of mobile learners to the national VET system (in the

case of long-term international mobility) (Mean) ...................................................................... 146Table 99: Further elements influencing the access of mobile VET learners to your national VET

system (long-term international mobility) .................................................................................. 147Table 100: Elements influencing the recognition of international mobile VET learners’ achievements

through VET providers (Mean) .................................................................................................. 147Table 101: Further elements influencing the recognition of international mobile VET learners’

achievements through VET providers ........................................................................................ 147Table 102: Existence of national scheme for accreditation of prior learning experiences or prior

learning (Percent) ....................................................................................................................... 147Table 103: Description of the national scheme for accreditation of prior learning experiences or prior

learning ....................................................................................................................................... 148Table 104: Description of the documentation of prior learning activities........................................... 149Table 105: Key national initiatives or reforms relevant to the definition of a credit system in VET . 150Table 106: Importance of ECVET to fulfil the selected tasks (Mean)................................................ 152Table 107: Further tasks related to ECVET ........................................................................................ 152Table 108: Compatibility between ECVET and ECTS (Percent) ....................................................... 152Table 109: Reasons for a separation between ECVET and ECTS...................................................... 153Table 110: Relevance of the selected elements to support the compatibility between ECVET and

ECTS (Mean).............................................................................................................................. 153Table 111: Further elements supporting the compatibility between ECVET and ECTS.................... 153Table 112: Free comment on ECVET................................................................................................. 153Table 113: Expected changes in the national VET systems (Mean) ................................................... 154Table 114: Further expectations to ECVET implementation .............................................................. 155



Table 115: Country of professional activities (N = 66)....................................................................... 155Table 116: Type of organisation employing the expert....................................................................... 155Table 117: Other type of organisation employing the expert.............................................................. 156



Executive summary

Purpose and scope of the research projectThe initiative of the survey originates in the activities of the technical working group onCredit transfer that has been set up in the context of the Copenhagen process. It is linked to aseries of studies supported by CEDEFOP on issues such as mutual trust, qualification levelsframeworks, typology of knowledge, skills and competences. The purpose of the study is toprovide an assessment of the applicability of existing credit systems to the national VETsystems, thus contributing to the conception of a European credit (transfer) system forVocational Education and Training (ECVET).From a scientific viewpoint, little has been written on the development and implementation ofcredit systems for education. The survey identifies the main constituents of credit systems inthe foreground of the description of national VET systems. Those constituents contribute tothe definition of relevant characteristics and possible principles for the ECVET system. Thescope of this project is directly linked to a broad definition of the term of mobility which isconsidered as having three dimensions: a geographical one (between or within nationalborders), a vocational/occupational one (vertical and horizontal perspective) and a lateral one(bridging formal and non-formal learning activities).

MethodThis study is based on two main methodological approaches: an analysis of literature coveringcurrent publications in English, French, German and Spanish which concerns national VETsystems, European education programmes and initiatives and recent VET research projects.Due to the existing credit system in higher education, the study also envisages thecharacteristics of the European Credit Transfer System for higher education (ECTS) andpublished reports and documents on this issue. The empirical survey has been addressed to360 VET experts in different European countries (plus Australia and USA) belonging nationaleducation and labour ministries, social partners, qualification authorities, VET providers,private firms and research/consultancy organisations. The VET experts have been selected onrecommendations of the members of the technical working group and on the basis of theirmembership to the virtual community on credit transfer operated by CEDEFOP. Theempirical survey follows an explorative strategy (based on open questions) not claiming to berepresentative. The validity of the results has been secured through feedback to experts.The report starts with the analysis of the characteristics and changes in national VET systemsbefore concentrating on the definition of the functions of credit systems in education in abroad sense. Both elements allow for the analysis of the constituents of credit systems ineducation and specifically for ECVET. The conclusions are drawn in terms of proposals forprinciples and experiments.



Results

Diversity and diversification of national VET systems

! Diversity and diversification apply to both institutional and individual levels. Atinstitutional level, the governance structure is much the result of embedness in a giveneconomic, social and political context. It very much influences the mission statementand the scope of the involvement of the stakeholders as the VET systems vary along thedimensions of centralisation, multipartism, standardisation and credentialism.

! National VET systems can be considered as learning systems which adapt to therequirements of the knowledge society at large and to the objectives set up within theLisbon strategy. This becomes obvious by considering the recent legislative initiativesand the schemes developed.

! The individual or learner level is the core of credit system in education. The firstevidences are that "the" learner does not exist and that at moment the mobility with theEuropean VET is rather limited. From a learner viewpoint, three main types of VETsystems can be identified: apprenticeship or dual, school-based and competence-basedsystems. This confronts the learner with a broad variety of learning activities andsettings which concerns the time allocated to single learning activities as well as theschedule of the VET programmes.

! Both VET institutions and learners are engaged in a competence based approach toresp . the management and the realisation of the learning activities. This approach islinked in most national VET systems to the definition of vocational profiles establishedon the basis of exhaustive task analysis in real work situations.

! Knowledge, skills and competences (KSC's) are categorised in many national systemsalong the dimensions: professional, social and self KSC's. This has an influence on theconcept of qualification, the definition of certification and validation procedures.

Patterns for credit (transfer) system

! The concept of credit system has been introduced in the 19th century in the UnitedStates and in the 1980s in Europe for higher education (European Credit TransferSystem - ECTS).

! The best way to approach this system is to define its functions. A credit system ineducation aims at facilitating mobility in a large sense through offering mechanisms forthe transfer and accumulation of learning units. Those correspond in VET to KSC's. Amore detailed list of functions would include the support to recognition, transparency,and certification of individual acquired KSC's.

! The ambitious spectrum of functions of credit systems has grown along the concept oflifelong learning. Demanding issues for ECVET as well as for ECTS are especially theindividualisation of the learning pathways and the recognition of non-formal acquiredKSC's.



! Originally conceived as a quantitative measurement of parts of higher educationprogrammes, credit systems have now to meet requirements in terms of qualitativestatements. The quantitative approach is rather linked to the consideration of theinstitutional and organisational setting and management of study programmes, thequalitative approach being oriented towards the learning outcomes of thelearning/teaching processes for the learners.

! The range of variables for the measurement of credit encompasses workload andnotional learning time in the field of higher and adult education. Their definition islinked to conventional agreements. The reality of the time organisation in VET calls fornew conventional basis.

! A precise explanation and identification of credits (nature and type) should be part of aVET credit system especially if ECVET intends to be applicable to lifelong learning.The lifelong learning perspective introduces the new issues of validity and sequence ofcredits.

! The issue of learning outcomes in relation to credit systems has been lately emergingfor higher education and has always been essential to the development of ECVET.Learning outcomes represent the interface between the educational/pedagogical logicand the labour market.

! Learning outcomes are linked to the definition of qualification standards andoccupational profiles which have been developed in most member states, although usingdifferent templates.

! The accumulation and transfer functions of credit systems accompany the enlargementand enrichment of the learners' knowledge, skills and competences acrossprofessional/vocational specialisation and across levels of education and trainingsystems.

! In HE credit points are attributed to small, manageable and transparent units withinstudy programmes. Although the understanding of modules is much varying betweenthe countries, and that this aspect still requires much attention, the concept ofmodularisation is essential to ECVET as it allows to define blocs of KSC's characterisedin terms of logical sequence within vocational profiles.

! ECVET develops alongside the increasing attention given to formal and non - formallearning activities. It requires thus mechanisms for the recognition of mobile learners'prior learning or experiential achievements and flexible quality - assured certificationprocesses. Allocation of credits might be part of the recognition process towards thedelivery of a certificate but it is no assessment or certification procedure.

! For its implementation, ECVET requires a compilation of different templates into atoolkit. Those templates should integrate the guiding and describing principles forECVET so as to support cooperation and trust between the stakeholders (i.e. a template



for agreement) and should be conceived as completion for the documents and templatesincluded in EUROPASS.

ConclusionThe results presented above lead to a specific concept of ECVET as specified in the last partof this report. It includes requirements linked to the structure and contents of VETprogrammes, the allocation mechanism for credit points to blocs of KSC's and mechanismsfor the transfer and accumulation of credit points for mobility. Further research is needed onthe single constituents of a credit system and on the issue of convergence of national VETsystems in the perspective of developing an infrastructure for lifelong learning.



Introduction

1. Scope of the research study

1.1. Context

In 2002 the European Commission set up in the course of the so-called Copenhagen processtechnical working groups to tackle the issues identified in the Copenhagen Declaration. Thethird priority is the further promotion of recognition of competences and qualifications. Themandate given to the technical working group on Credit Transfer was to “Investigating howtransparency, comparability, transferability and recognition of competences and/orqualifications, between different countries and at different levels, could be promoted bydeveloping reference levels, common principles for certification, and common measures,including a credit transfer system for vocational education and training”. The work of theTechnical Working Group (TWG) is steered by the European Commission and supported byCEDEFOP both of which contracted a number of external consultants on behalf of the TWG.This research project can be considered as complementing the expertise on zones of mutualtrust and qualification levels frameworks presented by Coles and Oates (QCA, 2004) which iscurrently in print by Cedefop. This is proposing a possible European reference levels structurewhich may underpin the development of an overarching European Qualifications Framework.A further contract was awarded to the Toulouse based School for Higher Commercial Studieson a typology for knowledge, skills and competences. Finally a study on principles forcertification to underpin ECVET was launched later in 2004 by the services of the EuropeanCommission.

I would like to express my thanks to Ulrich Teichler and Burkart Sellin for their support andto the members of the Technical Working Group for their co - operation. Thanks to PatrickWerquin (OECD) and Mike Coles (OECD/QCA). I am also grateful to the national VETexperts for their patience and transmission of their knowledge via the electronic survey. Theresponses and comments are so valuable to this study project and for the development ofECVET that they are all quoted in the annex to this report. References to the answers will bemade in the text by quoting the table concerned.

1.2. Aim of the research

The purpose of the study is to provide an assessment of the applicability of existing (credit)systems to a European credit (transfer) system for VET. It draws from experience made at all



levels and on mapping exercises (see below) that explore how far and under which conditionsexisting approaches to credit transfer may be underpinning the development of a EuropeanCredit System for VET (ECVET) by enabling and increasing the use of credits and creditsystems for international and European mobility and co - operation. Even if in the firstinstance it concentrates on initial and formal VET provision the outcomes of this study shoulddeliver guiding principles for lifelong learning and the accreditation of non-formal andexperiential learning.The main outcomes are:

! a comprehensive overview of different applicable schemes and models for creditsystems and transfer;

! a proposal for a set of common principles for a European credit (transfer) system(ECVET); and,

! proposals for an experimental programme and pilot experiments to be launched at bi- ormultilateral level.

For these purposes the study analyses current developments in VET in selected countries:Finland, France, Germany, Hungary, Ireland and Spain. These countries present diversestages of development within the respective VET system in relation to an implementation of acredit system and to a European credit transfer and qualification framework. For instance anational framework of qualifications has been introduced in Ireland, France has beenexperimenting with validation procedures allowing for the accreditation of prior learning;there is a strong tradition of competence - orientation in Finland whereas in Spain andHungary new regulations are emerging with new qualification laws including nationalregisters for occupations and qualifications and Germany is on the edge of renewing its legalbasis for VET.The intention of this report is, however, not so much to provide an exhaustive description ofthe national VET systems and of the emerging “European VET system” as a consequence ofthis, but rather to focus on describing and analysing a number of features relevant for thefurther development of a European credit (transfer) system in VET, which is open to all kindsof lifelong learning and compatible with the current European Credit Transfer System forHigher Education (ECTS). This latter is also in a stage of reform or extension in order tobetter reconcile initial, further and higher education and to enable linkages with lifelonglearning provision.

1.3. Methodology

This research design is based on two main methodological approaches: an analysis ofliterature covering current publications in English, French, German and Spanish and anempirical electronic survey addressed at 360 VET experts in different European countries. 66on-line validated questionnaires were received between 27. April 2004 and 20. Mai 2004, this



corresponds to a return rate of 18.3 %. It does not correspond exactly to the number of expertsengaged in this empirical study as many experts joined on behalf of their respectiveorganisations specifically to respond to the questionnaire.The research design has been chosen on the basis of the definition of the survey objectives interms of development of hypotheses which require an exploration and quality orientedmethodology (vs. quantitative approach). The empirical qualitative approaches use qualitativedatas to build hypotheses and models. This survey is designed as an expert survey with a nonrepresentative sample. Part of the results have been validated in the context of feedback to thetechnical working group members, especially on the topics of principles for ECVET,measurement and role of a credit (transfer) system in education and training (see also therespective elements in the Virtual Community made available by Cedefop on ECVET:http://communities.trainingvillage.gr/credittransfer).

Chapter 2 of the report deals with the characteristics of vocational education and training.Their characteristics are crucial for the definition of a credit system and of its functions,which are presented in chapter 3. Chapter 4 presents an analysis of the main constituents of acredit system. Chapter 5 presents a tentative summary in terms of proposals for a set ofcommon principles and for pilot experiments. Open questions and challenges will besummarised in chapter 6.

2. Characteristics of the national VET systems

In this chapter the main characteristics and innovations within the national VET systems willbe presented that are relevant to the development of a credit system in education: theregulatory and legislative framework of the national governance structure, the heterogeneityof the stakeholders and the learning and training pathways. A special focus will be put on theselected countries and outcomes of the online survey will be summarised. It will also beverified whether the concepts existing in the HE system can be transposed in another context.

2.1. Regulatory and legislative framework

One fundamental aspect of national VET systems is its governance and regulation structure.As ECVET is bound to be integrated in this structure, it is worth from the start looking at theexisting and evolving national governance and regulation structure. I understand governanceas defined by Mayntz (1993, p.11) “the social coordination of collective action by systems ofnorms and order”. The governance ability of public and private bodies is influenced by theavailable competences for policy-making. This is determined by the legislations andregulations at work above all in the national context as far as VET is concerned. Thecomments of the experts on their national VET system (Table 23) bring evidence of the

http://communities.trainingvillage.gr/credittransfer



diversity of the national systems and of the diversification within national VET systems. Theresponses can be systematised as follows:The governance structure is highly complex. Thus, in most of the countries it is based ontradition and consensus between the different stakeholders. The survey underscores more orless centralised VET systems: Cyprus, France, Portugal, Luxemburg or Turkey beingconsidered as highly centralised whereas UK, Germany, Austria, Finland, Spain areconsidered as decentralised systems and countries as Hungary are engaged in adecentralisation process since the 1990s. The responsibilities for VET are divided in mostcountries in two parts: the one falling within the competence of the Ministry of Education andthe other being under responsibility of the Ministry for Labour or Economy (or both). Incertain sectors like health or agriculture, a third Ministry might be strongly involved. Thestructure might be even more complex if one considers that in countries like Germany theFederal legislation applies for the company part and the State (Länder-) legislation will be inforce for the part time school within the dual system; or as in the case of Belgium parts of thesystem are organised by the public sector and others are left to the private sector. In Irelandrecent legislation has established three new statutory organisations (a National QualificationsAuthority and two Awards Councils) which got the task of developing and implementing anational framework of qualifications based on standards of knowledge, skill and competence(OECD/NQAI 2003). The VET systems appear as highly regulated and contrary to Highereducation their degree of autonomy is rather low for instance in the case of Austria (cf. Table23).One further essential aspect is the tripartite governance structure existing in manycountries, as for instance in Austria, Australia, Denmark or Germany where the socialpartners, the authorities (Ministries, Education boards at national and regional levels) andVET providers are negotiating on the major patterns of the implementation of the regulatoryand legislative VET framework. In France, the diplomas are created after consultation of thesocial partners and of sectoral commissions (cf. Table 23). As underlined by the Danish VETexpert, the recent development of a framework governed system, however, “has given greaterautonomy and co-responsibility to the actors (schools, trade committees, local committees) interms of defining details of content and execution of programmes and in terms of financialand quality management. These changes are part of strategy to ensure that the system cancontinuously respond proactively to changes in the labour market and the wider societywithout necessarily amending the legislative basis and to ensure better responsiveness to localconditions and the different needs of sectors and trades (Table 23)”.

Insights in recent changes in governance and regulation at national levelAccording to the study of Colardyn and Bjornavold (2003, p. 30) the Finnish VET system ischaracterised by its large degree of decentralisation. The training provided in vocationalschools covers practically all branches of trade and industry (EVTA 2001). A comprehensive



reform of legislation governing basic education, secondary education (general uppersecondary education and basic vocational education) and adult education came into force onJanuary 1999. The new acts focus primarily on the regulation of educational objectives andcontents, levels and forms of education, and students’ rights and responsibilities. The newlegislation increases the powers of the providers of education and applies equally tomunicipal, state and private education (EVTA 2001:15-27). In Finland, according to the long-term (1999-2004) Development Plan for Education and Research, the conception of VETrelies strongly on the consideration of acquired competences (Kärki 2002). Further detailswill be presented later in this report (2.3 below).In France, the last three decades have witnessed major changes in the legislation of thenational VET system, which addresses both collective and individual levels and as well asimportance of diplomas and degrees. VET is shared between many different ministries(Agriculture, Health, Sports etc.), the Ministry in charge of national education having themain responsibilities. As indicated in the OECD French national report (2003b), whatever thesector or the activity concerned, the indicator of the individual qualification at the end of aVET programme is the diploma and the diploma is consequently used for classification andaccess to the labour market (own translation). It is possible to identify a bringing together ofthe qualification and the adult education comp. lifelong learning systems. This mirrors in theregulatory framework with the modernisation law from 17. January 2002 that introduced anational repertory of professional certificates (répertoire national des certificationsprofessionnelles), an inter-ministerial national commission for certification (Commissionnationale interministérielle de la certification) and further developments of arrangements forthe APEL (cf. OECD 2003b).The German VET has been regulated since 1969 by the Vocational Training Act(Berufsbildungsgesetz, BBiG) that was slightly modified in 2002. Handicrafts RegulationAct) regulates vocational training in the crafts sector, with close orientation to the VocationalTraining Act. The dual system operates on this basis while the Länder are responsible for thevocational schools. The Vocational Training Act from 1969 (BBiG I S. 4621) introducedrules for general standards for occupational titles, training content and duration, andexamination or assessment standards which stipulate the requirements to be met forcertification and prescribe mechanisms, modalities and procedures for examination. TheGerman dual vocational training system and the VET system in general are geared by thevocational principle (Berufsprinzip). As mentioned by online-experts1, the term profession isequated to the vocation, historically rooted in guilds (cf. Table 23). The German concept ofvocation not only lies at the heart of training delivered by the dual system but also underpinsthe multitude of leitmotivs and acts of legislation regulating the differentiated system of initialand further qualification in Germany; Although as mentioned by Kutscha (2003), the dual

1 “Online-experts” means experts who have been participating to the online-survey.



system of vocational training has long been since transformed into a plural system with arange of different functions which are steered by a complex mechanism of a mixed regulatingsystem. The attractiveness of the German VET is linked to the high level of portability of itsqualifications: “a qualification from this system is the starting qualification for the Germanemployment market (…) this portability is also achieved by involving employers and unionsas central partners in the process of designing, implementing and monitoring training(Reuling et al. 2004, p.19). New regulations have introduced a modular concept in the thirdyear of apprenticeship (CEDEFOP Info 2000).In Hungary, the restructuring of the vocational education and training system has been anintrinsic part of the transition process to a market economy. As a result of the completeoverhaul of the 1990s, a system has been set up characterized by shared responsibility andlocal autonomy, one of Europe’s most decentralized systems according to Halász et al. (2001)while human resources development got more importance (cf. Kopeczi 2000). The PublicEducation Act (1993) defines the level of educational support, the programmes to be initiated,the core organizational and operational framework of education, as well as the participants’rights within the sphere of education. This law called for the restructuring of the system ofcurricular regulation, the introduction of so-called two-tiered regulation, under which theschool level organization of teaching and learning is handled within the framework ofnationally defined documents but on the basis of programmes prepared by the schools andadopted on the local level (cf. Halász 2001). After the introduction of the National Register ofVocational Qualifications, national curricula have been developed between 1996 and 1999. Alaw on adult education was adopted in 2001 and laid down the framework for the introductionof lifelong education in accordance with the European Community proposals. In the field ofvocational training a continuous process of standardisation and modernisation of the list ofnational vocational qualifications has been initiated (Education, Training, Youth 2002). Thereis, however, little consideration for credits in VET but for modularisation in the ongoingreform process of VET and for the time being a growing attention to quality matters.Granville (2003:262) describes Ireland as a highly credentialised society. According to himthis is due to the high social status and significance of educational achievement and thecentralised, essentially unitary system of educational qualifications in the state. In the Irishcontext the notion of awards is essential. The Qualifications Education and Training Act,1999, fully enacted in June 2001, followed the objectives to establish and develop standardsof knowledge, skills and competences, to develop a framework of qualification standards, topromote the quality of further and higher education and training, to provide a system for co-ordinating and comparing awards and promote access, transfer and progression for learners.This act also established the National Qualifications Authority (NQAI), as well as created twonew Awards Councils (HETAC and FETAC) (cf. Qualifications (Education and Training) Act1999). It focuses on learning outcomes described in terms of knowledge, skills and



competences. It also aims to promote lifelong learning (NQAI 2003a). According to theOECD Ireland national report, the reform of the qualifications system embodies a significantrationalisation of the range of bodies that make awards in Ireland. The structural arrangementsestablished under the 1999 legislation can be interpreted as a compromise between the need tocreate a system that would meet future needs in the lifelong learning context, and the need tomaintain the confidence of users, both learners and employers, in the value of the awards andtheir underpinning structures within the existing system (OECD/NQAI 2003, p.66).The 2003 OECD report on Spain stresses the implementation of a decentralisation àl’espagnole which specially has a strong impact on education matters. Decentralisation meansin the Spanish context “on the one hand, a wider space for independent decisions on the partof the autonomic governments2 and, on the other, to keep the idea of a common nation andconsequently a joint set of goals in terms of policy” (OECD 2003a, p.11). As stated by anonline-expert, “in organisational terms, the national qualification and training system takes asits starting point the spheres of power attributed to the General State Administration andAutonomous Communities and likewise the area for the participation of the social partners, asreflected in the makeup of the General Council on Vocational Training" (Table 23). Themajor step in the development of VET system in Spain is the law from June 2002 whichaimed at modernising the VET system by introducing “a set of instruments and schemesneeded to promote and implement the integration of vocational training offers made through theNational Catalogue of Occupational Qualifications” (Ley Orgánica 5/2002 Art. 2). Theinstitutional backbone being “the National Catalogue of Occupational Qualifications, thestated purpose of which, is to facilitate the integration of the different forms of certificationand accreditation of occupational skills and qualifications" (cf. Table 23). A decree fromSeptember 2003 defines the national catalogue of occupational qualifications, detailsconcerning the major aspects of modularisation, competences, professional families andqualification levels will be presented later in this report.

2.2. Heterogeneity of the learners and multiplicity of the stakeholders

The stakeholdersThe development and implementation of a credit system in VET requires the cooperation ofthe stakeholders from the national VET systems. According to the Lindeperg survey on theFrench VET system (2000), initial and further VET are at the heart of the economicaldevelopment, labour market and social cohesion policies and require the definition of clearresponsibilities and of co – operation rules for the corresponding stakeholders. Thiscomplexity is to some extent a guaranty for quality but an indicator for the complexity of the

2 “All Autonomous Communities have educational responsibilities but some are more developed than others, especiallythose called “historical” communities such as the Basque Country or Catalonia” (OECD 2003a, p.12).



coordination tasks at national and all the most at European level. The main characteristic isthe positioning of the VET system at the interface of both the labour/employment system andthe education/labour system, with respective tasks as presented in the following table.

Table 1: Overview of the stakeholders

Education/Training system Employment system

NationalMACRO

student/Parents’organisations

administration ofeducation and

trainingorganisations

employees’organisations

employers’organisations

Regional/Local association bureaucracy networks association

OrganisationalMESO

student/Parents’representatives

education andtraining

organisations

employees’representatives enterprises, firms

IndividualMICRO

individualshouseholds

teacherstrainers

individualemployees individual employers

demand foreducation and

training

supply of educationand training

supply ofcompetences

demand forqualifications

Education and training market Labour market

Quantitativecoordination tasks

choice of studies,application

supply of studiesSelection

supply of graduatesof competences

labour demandselection ofemployees

Qualitativecoordination tasks

influence onprovision, selection

structure of studiespathways

structure ofcredentials divisions of labour

Source: adapted from Descy, P./Tessaring, M. (2001)

The online survey brings evidence of different levels of influence among the stakeholders. Asfor Germany for instance, “the influential stakeholders are chambers of trade, chambers ofindustry and commerce, trade unions”, the activities of these stakeholders are considered as“organising principles” of the German VET system (Table 23).

Table 2: Level of involvement of different stakeholders in selected activities

Level ofinvolvement of…

National/regionalauthorities/bodies

VETproviders

Employers'organisations

Employees'organisations

VET R&Dinstitutes,experts

Learnersandtheirfamilies

the qualificationstandards 1.7 3.1 2.4 2.5 3.1 4.3

the studyprogrammes (e.g. 1.9 2.8 3.0 2.9 3.0 4.3



division into units)the teaching-learning processes(learningenvironment)

2.6 2.0 3.6 3.3 3.0 3.9

the assessment andexaminationprocedures

2.1 2.5 3.0 2.9 3.2 4.2

the recognition andcertificationprocedures

2.0 2.9 2.7 2.9 3.3 4.5

Count 30 28 28 27 27 27NB: Question 1.2 to 1.7 Within your national VET system, to what extent are national, regional authorities orbodies; VET providers; employers' organisation; employees' organisations; learners and their families involvedin determining…? Scale: 1=to a very high extent to 5=Not at all

Results of the online survey show that the authorities and bodies, at national and/or regionallevels, are the group of stakeholders with the highest level of involvement. They are stronglyinvolved in the definition of qualification standards and in the structure of the studyprogrammes. According to the national tradition the schemes of involvement of authoritiesand bodies oscillate between centralisation (F, L, cf. Table 23) anddecentralisation/regionalism (ES, cf. Table 23). The most quoted ministerial bodies involvedare the Ministry of Economy and the Ministry of Education depending whether one considersthe apprenticeship or the school-based part of the VET system. As for Germany, the Federallevel is in charge of the company-based VET system and the state level is in charge of theschool-based system (cf. Table 23). The bodies and authorities are less involved inpedagogical matters linked to the teaching-learning processes.The employers' and the employees' organisations are strongly involved in determining thequalification standards (respectively notes of 2.4 and 2.5 on a scale from 1 to 5) and to someextent in determining recognition and certification procedures. One differentiation betweenthe national VET systems might be linked to the widespread of the apprenticeship as inAustria (Table 29). In some countries, such as Finland and the Netherlands, the involvementof the employers' organisation reaches the level of co-responsibility (Table 29). Both"employers and employees are by law responsible for providing job competences profiles asbase for qualification standards" (NL, Table 31) or "they are dealing within the process ofpreparing and deciding qualifications, national qualification specific core curricula andeducation provider's curricula. They organise and assess on-the-job learning and skills'demonstrations at workplaces" (FIN, Table 29). Most of the comments made by therespondents underline the common practice of tripartite and the mix of bottom-up and top-down co-operation on the matters selected (see on this matter the comments in Table 29 andTable 31).VET providers are strongly engaged in the definition of the teaching and learning processesand of the learning environment (mean of 2 on a scale from 1 to 5). According to the



comments of the online experts, the VET providers seem to have a rather larger autonomy indetermining teaching-learning processes within the framework set by national legislation orministerial decrees (depending on the state governance system) as for FIN where "theNational Board of Education outlines the national curriculum and the VET providers modifyit to the local curricula" (Table 27).The group of stakeholders not so highly formally engaged in the selected activities are thelearners. This might explained by their low level of regulatory responsibilities in the nationalVET systems. The examples of Austria (school committees), of Spain (learners' parentsassociation), or Finland (learner as members of national and local board) show that thelearners are embedded in the consultancy activities at the level of the VET providers (cf.Table 35). In Denmark students have a close involvement with decision making.The development of a European Credit System for VET (ECVET) largely depends on the softfactor of mutual trust. Within the higher education, trust has proven an essential key for thedevelopment of the ECTS. It means the mutual acceptance and the equal assessment oflearning achievements despite continuing structural differences. Historically it is possible toidentify the process of trust building from individual agreement in the context of bilateralstudent exchange (in the framework of ERASMUS/SOCRATES for instance) to Europeanlevel which ensures an accumulation and transfer of credits. The development of trust occursbetween the stakeholders and widely relies on the credibility and validity of the credit systemin use. Horizontal zones are generally defined in the context of an individual higher educationstudy programme. Accumulation within horizontal zones depends on the decision of thereceiving institution. These zones may therefore be characterised as ‘zones of mutual trust’which, in higher education, operate according to networks of institutions determining mutualacceptance. Creating such zones of trust within ‘grand’ vertical levels therefore reducesbarriers to efficiently implement credit accumulation and transfer (Le Mouillour et al. 2003).The Coles/Oates study brings further evidence on the concept of mutual trust and defined it as“A Zone of Mutual Trust is an agreement between individuals, enterprises and otherorganisations concerning the delivery, recognition and evaluation of vocational learningoutcomes (knowledge, skills and competences). They offer practical help with decisions aboutthe value of qualification and certification, further learning and recruitment into employment.They may be dynamic in nature and may become more or less formal in scope and formaccording to the mutual confidence and needs of the stakeholders involved” (Coles et al.2004, p.6).

Learners and learners’ mobilityIn all VET systems and in course of the development of the lifelong learning, the link withlearners’ individual needs and motivation is central to the development of credit transferwithin the VET system.



The heterogeneity of the learners is the results of many factors such as the professionalexperience acquired, the employment situation (unemployed, long-term unemployed, atypicalwork experience or full - time employment), the nature of the work (routine, conceptual,managerial), gender, the motivation for starting or renewing a learning activity (updateknowledge and competences, re-access VET), the legal situation (migrants), the healthsituation (disabled persons), the age and status (students, pupils, trainees, apprentices, adultlearners) etc. For instance, in Ireland, the individual student is central to the thrust andpurpose of the Qualifications (Education and Training) Act 1999, consequently: A learner canbe someone in an educational or training institution or involved in what might be described asformal learning situations. Furthermore a learner is any person who is acquiring or hasacquired knowledge, skill or competences regardless of how, when or where that takes or tookplace. Learners therefore may be students in educational institutions, workers in theworkplace, participators in community activity or independent learners (cf. IrishQualifications (Education and Training) Act 1999). Statistical surveys account for at least 50million persons engaged in formal VET and HE (see Table 3).

Table 3: Overview of European VET and HE studentsGeneral & Vocational

EducationVocational

ISCED 2 18 mio.ISCED 3 19 mio. 55.3 %ISCED 4 Only vocational orientation = 0.8 mio. incl. adult

education and preparation to ISCED 5BISCED 5 (Tertiary level) 12 mio. 13 % (ISCED 5B)ISCED 6 0.36 mio

Adapted from EUROSTAT, year 2000-2001

On average more students are enrolled in vocational education than in general education atupper secondary level (pre-vocational level is included with general). This pattern isparticularly pronounced in Belgium, the Netherlands, Austria, the United Kingdom,Liechtenstein, the Czech Republic, Slovenia and Slovakia, where more than two thirds ofstudents are enrolled in vocational education. In Greece, Spain, Italy, Portugal, Iceland,Estonia, Cyprus, Hungary and Malta, conversely, two thirds or more are found in generaleducation (cf. CEC 2002b).

To take full account of the individual learners’ situation and background is linked to thequestion of individual learners’ mobility. The mobility of labour is still rather limited in



Europe (Dinjens et al. 2002). Statistical data sets on mobility of graduated employees do notgive much information on the mobility schemes, it is only possible to assess that 4 % of thegraduated employees in Europe are working in a country other than the country of which theyhave the nationality (Jahr et al. 2002). The online experts assess the frequency of internationalVET mobility with a mean of 4.02 on a scale from 1 for very frequent to 5 for very seldom(cf. Table 90). The VET sectors with a high mobility are according to the experts: tourism,catering/restaurant, health care (hospitals), metal work, chemistry, agriculture, transportation,construction, ICT. The experts stress the importance of the Leonardo da Vinci programmes tosupport international mobility of trainees and employees (Table 91).

Mobility can be considered as1. Geographical mobility, between or within national borders;2. Vocational/occupational mobility, in a vertical and horizontal perspective, between

and within one vocational specialisation, within or between one/more skill levels;3. Interzone mobility: between the informal/non-formal sector and the formal education

and training sector.The successful implementation of such mobility schemes calls for two kind of functionalitiesfor a credit system: transfer and accumulation. Mobility requires from the VET system on theone hand, the insurance of transferability, which is attained in many cases throughmodularisation of VET programme, and, on the other hand, the employability perspective,which is considering the learning results in terms of competences and adaptability of theindividual to the requirements of the labour market. The questions related to the identificationof the volume of vertical and horizontal mobility in VET did not bring further evidence.Interesting in the context of ECVET development are elements which do influence theacceptance of internationally mobile VET students from the viewpoint of the institutions (i.e.VET providers). Factors influencing this kind of mobility are presented in the followingfigure.

Figure 4: Factors influencing mobility between formal VET systems



1

1,5

2

2,5

3

3,5

4

4,5

5

Institutionalstructures

Nationalqualif icationframew orks

Curricularstructures

Referencelevels

structures

Learningmethods

Balancebetw eenlearningactivities

Assessmentand grading

methods

Vocationalprofiles

Short-term international mobility

Long-term international mobility

Source: Question 4.6a To what extent do differences related to the following elements have an impact on theaccess of mobile foreign VET learners to your national VET system in case of short term / long term mobility?Multiple reply possible. Scale: 1=To a very large extent, to 5=Not at all. See also Table 96, Table 98.

Elements which are influencing the acceptance of mobile international students are: inthe context of long-term mobility the reference level structures, national qualificationframeworks and vocational profiles (mean of 2.3 on a scale from 1=To a very large extent, to5=Not at all), followed by institutional and curricular structures (resp. mean of 2.4 and 2.6). Incase of short-term mobility defined as less than a year, the factors which are mostlyinfluencing the access of mobile foreign VET learners to national VET systems are thecurricular structures (mean of 2.46), the national qualification frameworks (mean of 2.63) andthe institutional structures (mean of 2.66). The data does not give evidence on those elementshaving positive or negative influences on the mobility.

An interesting concept which is not often used is that of professional mobility areasdeveloped within the Répertoire Opérationel des Métiers (ROME). This concept allowsdefining neighbouring professional areas between professional specialisation describingwhich upgrading/actualising of KSC’s might be required. This does not consider the issue ofqualification levels but of professional specialisation in terms of horizontal and verticalmobility, i.e. an enrichment and enlargement of the KSC’s acquired (cf. ANPE 1993). InEngland a comparable concept of proxy qualifications allows defining equivalences and issupporting eventual KSC's transfer: "Proxy qualifications are those qualifications that havebeen agreed to assess the same knowledge and skills as aspects of the key skills. Because of



this overlap, candidates can claim exemption from parts of the key skills when they are ableto provide proof of achievement of the proxy qualification" (QCA 2003).

2.3. Learning and training pathways

Three main typesThree main types within the national VET schemes can be identified: Apprenticeship or dualsystem, school-based system, competences-based system with combination of the three orexclusivity of one of them. In some member states, one type might dominate (within theGerman VET system, the apprenticeship represents 60 % of an age cohort, Table 23), ordifferent types might cohabitate (the Austrian system has both an apprenticeship and a school-based VET part which leads to combination where 70-80 % of time is spent in enterprise-based training and 20-30 % is spent at school, for more details, see Table 23 and Table 36).The understanding of one single type might also drastically differ for instance the dual systemin Cyprus can identified as far as "at the final third year one day is being spend at industry”(Table 36) or within the German dual system “some companies have a "trial system" withschool, company and additional training in the company for theoretical training and practicaltraining (Table 23). Kutscha (2003) underlines that the German dual system has long beenmoving from a dual to a plural system of learning venues. While the large-scale enterprisestend to decentralise training while developing new combinations of learning venue, thevocational schools try to replace the traditionally theory-oriented teaching by new form ofpractice oriented teaching or combination of theory and practice. The complexity becomesobvious by considering further national VET systems and their main features. In Finland, allpupils who have completed the comprehensive school syllabus are eligible to study invocational schools for 3 years. The pupils, normally aged 16 to 19, are selected according tocriteria determined by the Ministry of Education, that is previous study record (average gradeof all subjects and grades emphasised in the relevant field), work experience and otherentrance tests. The education includes both theoretical studies and practical instruction ininstitutions and work places (cf. EVTA 2001). Both young people and adult (in theframework of adult VET) can also acquire a vocational qualification through apprenticeshiptraining. In apprenticeship training vocational skills are learned while working, supplementedby theoretical studies. Apprenticeship training comprises both initial and further vocationaltraining for young people and adults. The French notion of apprentissage refers to a dualtraining system which aims at giving to young learners (apprentices, above 16 years old) atheoretical and practical training so as to obtain a professional qualification which will berecognised in form of a secondary or higher education level diploma or a title from theMinistry of Labour (cf. OECD 2003b).



The learning activitiesThe main types of VET systems and the corresponding learning and training features have adirect incidence on the learning activities. The Hungarian national qualification register statesfor each qualification (level) the proportion in terms of time spent of theoretical and practicaltraining to be done (Decree-HU 1993). European studies such as the harmonised list oflearning activities give a useful reference to consider the variety of the learning activities. Ifone considers the individual perspective and the mobility schemes mentioned above inrelation to the criteria of contextuality and intentionality of learning processes, it is necessaryto include formal, non-formal and informal learning as leading to the acquisition ofknowledge, skills and competences to the consideration on establishing a credit system.The learning activities are, as quoted by Colardyn and Bjornavold (2003, p.16) on the basis ofthe communication on lifelong learning (CEC 2001) as follows:

! Formal learning is typically provided by an education or training institution, structured(in terms of learning objectives, learning time or learning support) and leading tocertification. Formal learning is intentional from the learner’s perspective;

! Non-formal learning is not provided by an education or training institution and typicallyit does not lead to certification. However, it is structured (in terms of learningobjectives, learning time or learning support). Non-formal learning is intentional fromthe learner’s point of view;

! Informal learning results from daily life activities related to work, family or leisure. Itis not structured in terms of learning objectives, learning time and/or learning support).Typically, it does not lead to certification. Informal learning may be intentional but inmost cases, it is non-intentional (or ‘incidental’/random). It is also called experientiallearning.

One further step in the elaboration is to link the learning activities „intentionality andcontextuality“ with the existing reference levels (here ISCED levels) to get as elaborated inthe harmonised list of learning activities (2002).



Figure 5: Harmonised list of learning activities

10

LearningActivitiesLearningActivities

Formal educationFormal education Non-formal educationNon-formal education Informal educationInformal education

taughttaught TaughtTaught Non-taughtNon-taught TaughtTaught Non-taughtNon-taught

ISCED 0ISCED 0Job-relatedJob-related

AA

BB

Job-relatedJob-relatedJob-relatedJob-related Job-relatedJob-related

ISCED 1ISCED 1

ISCED 2 to 4General

education

ISCED 2 to 4General

education

ISCED 2 to 4Vocationaleducation

ISCED 2 to 4Vocationaleducation

Not job-related

Not job-related

CC

DD

EE

Not job-related

Not job-related

AA

BB

Not job-related

Not job-related

CC

DD

EE

AA

BB

Not job-related

Not job-related

CC

DD

EE

5A, 5B, 65A, 5B, 6

10

11

9

12

13

15

16

17

18

19

20

23

1421

22

24

25

A = Updating skills - B = Upgrading skills and retrainingC = Performing one‘s duties - D = Developing competencesE = Participating

Source: Descy, 2002, p.23.

The variety of learning activities seems to be endless. For instance within the formal learningactivities one can come across: customised and active learning and pedagogy, traditionalteaching , frontal learning, simple copying of behaviour at the workplace, self-directedlearning/self-organised learning/self-regulated learning, work process learning; the learninglocations might be in-company training, schools/training organisations, apprenticeship, inter-company training workshops, on-the-job training, workplace training, in-house training, E-Learning/distance learning, etc.On the basis of this previous research results, the online survey focused on identifyingsimilarities in the learning activities and learning pathways across European (resp. across thecountries represented in the survey).



Figure 6: Frequency of diverse learning activities according to the learning locations(Mean)

1

2

3

4

Classroominstruction

E-Learning Blendedlearning (E-

Learning withinstructors)

Project work Workplace/on-the-job learning

Self directedlearning

Non-formal/semi-structuredlearning

At VET schoolsIn firmsAt home

Source: Online questionnaire, Table 54, Table 56 and Table 58.Sample size: "at VET schools": 43<N<46; "in firms": 39<N<41; "at home": 39<N<42.

According to the respondents, within VET schools/providers, the most frequent learningactivities are still classroom instruction followed by project work and on-the-job learning(resp. a mean of 1.57, 2.46 and 2.59 on a scale from 1 “very frequent” to 5 “not at all”). Forlearning in firms, the most widespread learning context is on-the-job (1.94) followed by non-formal/semi-structured learning (learning which is embedded in planned activities notexplicitly designated as learning) and project work (resp. 2.77 and 2.84 on a scale from 1“very frequent” to 5 “not at all”). The free comments on this question stress the existingdifferences according to the types of VET systems and the occupational sector (cf. Table 55,Table 57). Further more among the trends identified by the online experts in relation to theVET study programmes and learning activities (cf. Table 60), it is worth mentioning theexpected increase in self-directed learning activities (in Finland for instance), of distancelearning also mentioned as e-learning or blended learning (in most countries) and of projectbased working/learning.It is relevant to come to an appraisal of the time spent on different learning activities as timeis much mentioned in relation to the VET study programmes, in some countries to the



qualification register and as mentioned hereafter to credit systems. The online experts havebeen asked to assess the time actually spent and the time they expect the learners to spend onaverage on different learning activities. An overview of the answers is presented in thefollowing figure.

Figure 7: Actual and expected time allocation

Source: Online questionnaire, Table 49, Table 50

According to the online experts, the VET students spend a third of their time inseminars or courses, followed by a little less than a third in on-the-job training and equally inworkplace simulations or training centres. The experts expect that the learning activities on-the-job or workplace, and at home will take a more important part in the time of the VETstudents and that the proportion of learning activities in vocational schools and trainingcentres will reduce. These questions brought evidence on another aspect of the timeconsideration. As mentioned by an online-expert, “the time can vary enormously from onequalification to another”. This assertion can be further specified: it depends on the type of theprogramme or course considered (3-years programme, 5-years programme, etc.), it dependson the sector considered (health care or commerce for instance), on the size of the VETprovider, on the learning locations, etc. Details can be consulted in Table 48 and Table 50.

Actual situation

34%

Actualsituation

17%

Actualsituation:

11%

Actual situation18%

Actualsituation:

20%

Workplace simulations in VET schools or training centresexpected: 19%

Seminars/courses in (vocational) schools or

training centresexpected: 29%

In firms learning/training on the

job or workplace training

expected 25%

In firms’ schools or training centresExpected: 13%

Learning activities at home

expected: 14%



The competence based approachThe whole process of learning contributes to competence development at individual levelstarting by the key competences which should be considered as part of the VET system. Keycompetences are defined by the European Commission (2002, p.15) as "a package ofknowledge, skills and attitudes which all individuals need for employment, subsequentlearning as well as personal fulfilment and development. They are a prerequisite forparticipation in lifelong learning (numeracy, literacy, learning to learn skills, etc.)”.Among the changes expected and the actual characteristics of the national VET systems, mostonline-experts mention the competences approach. This will be elaborated briefly here and inthe perspective of the outcome orientation of credit systems below in this report. There arebasically two ways of considering VET systems: either one concentrates on the pedagogicaland organisational characteristics, or one concentrates on the content of the VET programmesin terms of knowledge, skills and competences for instance as mentioned in the ECVETprogress report (Le Mouillour et al. 2003). The competences are used in most VET nationalsystems to describe the expected professional profile of the learners. The description of eachcompetence varies; nevertheless Table 42 shows a high level of commonalities between thedesignations of the competences. In all systems the experts agree that it is possible to find atleast the three main categories: Professional competences, social competences and self-competences. The professional competences are linked to the tasks that the learner will haveto fulfil once he will be holding a position in an enterprise and are directly linked to his job;those competences are also mentioned as "occupational competences, professional-technicalcompetences". The social competences are the competences linked to the labour, to theworkplace environment and the ability to work in a team for instance and are closely linked tothe notion of self-competences.It is possible to identify two main approaches in the categorisation of KSC's corresponding todiverging views on the context and arrangement of the KSC's:

! One approach promoting basic, generic and core KSC's in English-speaking countries,and to a less significant extent in Germany, Finland, etc. This includes the generalelementary and/or cognitive competences require for all jobs (mathematics, reading,writing, problem-solving, social, communication and interpersonal competences) andthe skills necessary for social participation (citizenship).

! The second approach promoting transferable (key) competences and broad professionalcompetences (Germany) is based on a collection of competences transcending divisionsof labour and traditional occupational profiles. It is a matter of social andcommunication competences, and problem-solving competences, organisationalcompetences and leadership. There is no fundamental difference between thesecompetences and those listed by supporters of the development of generic skills. It isbecause they are regarded as dependent on a context or a range of situations that the



didactics for their acquisition will be different (cf. Eurydice/Cedefop 2001, p. 31 etseq.).The concept of qualification has changed, it can be broadly defined as “the requirements

for an individual to enter, or progress within an occupation” (Tissot, 2003, p. 97). Changes inthe need for qualifications mean that competences have to be permanently and flexibly up-dated according to the workplace/labour requirements. Across the contributions to the onlinesurvey and a virtual discussion within the VC, it became obvious that competences are themajor outcome and orientation axis of VET. In VET the focus is now more on competences(rather than specific skills); action-orientated skills seem to gain importance in contrast withthe hitherto dominating knowledge-orientated skills. One important new aspect of thecompetences portfolio within VET is “learning to learn”.

The online experts stress that the VET programmes are more and more competencesbased (cf. Table 36): the competences are becoming the basis for assessment (in Greece forinstance), for the organisation of the VET in units (Spain). According to the study ofColardyn and Bjornavold (2003) the Finnish VET system is characterised by its orientation oncompetences especially since the Development Plan for Education and Research (1999-2004).The vocational qualifications of adults are competence - based qualifications and can thus beobtained in a competence - based examination irrespective of how the competences assessedwere acquired (EVTA, 2001, pp. 15-27). In France, the concept of competences tends toreplace that of knowledge for certification procedures especially since the ACAP 2000agreement on competences in the metal industry. This idea to validate the learning assets forobtaining a professional diploma is in itself a kind of cultural revolution (cf. Jacot et al. 2001).The 2002 law on social modernisation introduced the term of competences for the first timeregarding VET, it addressed two main topics: the validation of learning based on experience(APEL) and the offer of continuing and further training. The validation includes allprofessional competences wherever they have been acquired by the individuals and evaluatesthose competences with view of acquiring a full qualification in form of a diploma (cf. LeMouillour 2002). In Spain, the newly established National Catalogue of VocationalQualifications (Organic Law 5/2002) is based on competences linked to broader vocationalfamilies (further elements will be presented below in this report). The vision, values andprinciples that underpin the Irish qualification framework development process are based on acomprehensive definition of lifelong learning that includes “all learning activity undertakenthroughout life, with the aim of improving knowledge, skills and competences within apersonal, civic, social and/or employment-related perspective” (Behringer et al. 2003, p.7). Atthis phase of modernisation of the Hungarian VET system, knowledge, skills andcompetences are considered at the level of entering the formal VET system (cf. NationalInstitute of Vocational Education, 2001).



3. Definition of a credit (transfer) system

3.1. Background

Historically, the oldest credit system is the one introduced in the United States in the middleof the 19th century which started with a reform discussion about the Higher Education (HE).In a European context credit systems are mostly linked to higher education, the EuropeanCredit Transfer System (ECTS) was introduced in 1989, within the framework of Erasmus(CEC 2003b). This development may serve to conceptualise the work on ECVET. 53 % of theonline experts also do associate the term of "credit" with HE, as compared to 40 % with VET(Table 83). There are only a few studies which encompass all existing credit systems foreducation in terms of system evaluation. Dalichow (1997) identified in his typology of creditsystems two main categories: Transfer-oriented credit system and accumulation-orientedcredit system. Whereas the former model was developed in Europe with the ECTS, the latteris mainly represented by the US - system. A third category called Credit Accumulation andTransfer Systems (CATS) exists which mixes transfer and accumulation functions and is to befound in the UK. Nowadays, credit systems are developed in many countries, in many caseswithin a broader framework of qualifications. Examples are the Scottish Credit andQualifications Framework (SCQF), the Credit and Qualifications Framework for Wales, theAustralian Qualifications Framework or the New Zealand Register of Quality AssuredQualifications which introduced 2001 a common credit currency for all qualifications (NewZealand Qualification Authority 2002).Whereas the credit systems originally only concerned HE, most of those most recentframeworks are encompassing the learning activities carried out in VET and HE and tend tocover all kinds of lifelong learning. In Scotland, the Scottish Credit and QualificationsFramework has been in place since 2001. It encompasses further and higher education andincludes all vocational qualifications (SCQF, 2003). The Northern Ireland CreditAccumulation and Transfer Scheme (NICATS) initiated in 1995 has developed a creditqualifications framework that encompasses further and higher education and work-basedtraining (cf. NICATS 2002). In Finland and Sweden, credits are attributed to learningactivities and outcomes in VET and HE. The authors of the Irish OECD report (OECD/NQAI2003) mentioned that “there has until now been no legislative basis for credit arrangementsfor learning in Ireland, and no general or overall public policy in this regard (…) the nationalframework of qualifications will not be intrinsically credit-based (it will be based on levelsand award-types); nevertheless, appropriate credit arrangements are considered to be anessential operating feature of the framework, particularly if the Authority is to fulfil itsobjectives in relation to Access, Transfer and Progression” (OECD/NQAI 2003, p.21).



Roscher (2003) recommends differentiating between a credit system and a credit framework,thus defining what a credit system is: A credit system sets the rules for the calculation of thecredit value of learning outcomes. Constituents of a credit system are the credits, levels,learning outcomes, modules, etc. A credit framework allows for accumulation and for transferof credits and a large degree of international compatibility. This can be explicated with thefollowing remark: Each credit system is embedded in principles and rules determining thefields of application and of validity and the contents/processes of studying (particularcontents, teaching, learning or examination styles, etc.) (cf. Schwarz et al. 2003).One further trend is to consider credit systems as learning and evolving instruments.Concerning ECTS, the extension feasibility project comes to the conclusion that a number ofadaptations and developments to the existing ECTS tools and procedures would be necessaryfor its application to lifelong learning (ECTS Extension feasibility project 2003). Adam andGehmlich (2000) suggest that the evolution of the ECTS system should lead to a set ofarrangements for lifelong learning based on a system of credits, as simple and transparent aspossible, taking into account, among other things, diplomas, professional knowledge andskills and the accreditation of prior experiential learning. This requires a redefinition of thenotion of credit, taking into account competences and outcomes. It also involves a rethinkingof assessment procedures, introducing more qualitative approaches.

What is a credit system?! According to the definition of the European Commission for ECTS (2003b), a credit

system is a systematic way of describing an educational programme by attachingcredits to its components. The definition of credits in higher education systems may bebased on different parameters, such as student workload, learning outcomes and contacthours;

! Teichler (quoted in Schwarz et al. 2000) considers a credit system as a formalmechanism which allows transferring study activities in quantitative units and theexchange or the accumulation of those individual units. Under this perspective creditsystems can be compared with a bureau de change (US: exchange booth);

! Credit Accumulation and Transfer System (CATS): a system based on a set of agreedspecifications and procedures, which facilitates learners to accumulate and transfer thecredit they have gained within and beyond the providing institution, awarding body orqualification scheme (ELWA 2002, p. 7);

! A credit framework is a set of specifications for valuing, measuring, describing andcomparing learning achievement (…) a credit framework simply provides astandardised means of representing learning achieved, enabling comparison of learning



required in different programmes and qualifications and thus facilitating the building upof credit by learners and/or the transfer of achieved learning between programmesand/or between institutions (cf. CQFW et al. 2001).

3.2. Functions

The various actors involved at political or research level in the development or application ofcredit systems have different opinions about the functioning and the core logic of creditsystems as well as on the consequences of a credit system for the teaching, study programme,examination and the structure for the HE institutions (cf. Schwarz/Teichler 2000). A reviewof the different existing credit systems (in HE and VET) allows drawing the following list offunctions that are to be fulfilled by a credit system:

! Transfer of learning outputs/outcomes within and between various national VETsystems and between formal, non-formal and informal VET, thus providing bridgingmechanisms between various learning pathways;

! Accumulation and mutual recognition of training/education/learning activities(modules), or qualification units/programmes towards a partial or a completequalification, by contributing to the definition, assessment and certification of parts orfull qualifications; this independent of when and where this learning has taken place;

! Cooperation between training providers, teachers and learners beyond national frontiers;! Transparency of learning processes and outcomes in terms of knowledge, skills and

competences acquired by the individual learners, of the structure of VET studyprogrammes;

! Mobility within training/education/learning processes and professional mobility byimproving the description of complete qualifications;

! Flexibilisation of learning periods, of content and of study programmes;! Simplification of certification and recognition procedures: Possibility for partial/full

certification, recognition of study performance in case of mobility.(Source: Le Mouillour/Jones/Sellin 2003:8; Hannken-Illjes/Lischka 2003; Schwarz/Teichler2000, report on NICATs 11)

In relation to the previous list, the online experts were asked to evaluate the importance of theemerging credit system regarding a set of tasks. 91 % and 95 % respectively of therespondents (N=47/46) assess “promoting rules for transfer and accumulation ofcompetences” and “facilitating mobility between formal national VET systems” as essentialtasks of a credit system. Between 80 % and 90 % of the respondents support the further tasksfor a credit system as stated in the following Table 8 and Table 106.



Table 8: Expected tasks for credit systems

Tasks for credit systems RatingIncreasing recognition of prior learning experiences for access to a higher VETlevel

1.5

Facilitating mobility between formal national VET systems 1.5Promoting rules for transfer and accumulation of competences 1.5Facilitating credit transfer for temporarily mobile students 1.6Supporting the accumulation of assessment results in a lifelong learningperspective

1.6

Supporting the accumulation of competences within a VET programme 1.7An incentive for adult VET learners to resume with their VET studies 1.7Supporting the recognition of prior learning experiences that date back 2Source: Question 5.2: How important is the emerging credit system in VET to fulfil the following tasks? Scale: 1= very important to 5 = not at all (cf. Table 106).

The definition of tasks for ECVET is much influenced by the tasks fulfilled by ECTS.According to 64 % online experts (N=66, Table 108) and in accordance with the mandate ofthe Technical Working Group, ECTS and ECVET should be made compatible in the mediumterm. The online experts rate as important to very important the definition of qualificationframework and reference levels which include VET and HE, the documentation ofknowledge, skills and competences with the help of the new EUROPASS, the considerationof workload as criteria to define VET credits and the formulation of principles similar to theones available for ECTS. Further elements are available in the following table.

Table 9: Elements for compatibility between ECVET and ECTS

Elements for compatibility Rating(mean)

Total(N)

The qualification frameworks have to include vocational educationand training as well as higher education 1.63 43

The skills and competences obtained have to be documented viaEUROPASS 1.64 45

The reference levels have to include VET and HE 1.65 44The ECVET has to include the notion of workload in the definitionof credits 1.73 45

The principles for ECVET have to be similar to the principles forECTS 1.89 46

The recognition rules for individuals have to be similar for VETand HE 2.02 45

Both credit systems have to be documented the same way 2.06 45



The learning activities within VET should be divided intotheoretical and practical learning activities 2.81 44

Question: 5.4 According to you, how important are the following elements to support the compatibility betweenECVET and ECTS ? Scale: 1=Very important, to 5=Not at all (cf. Table 110).

According to the analysis of existing credit systems (for VET and HE) it is possible toidentify a certain number of constituents of credit systems. At this stage, it is worth noticingthat some authors see a difference between a credit system and a credit framework thusreducing the number of constituents of a credit system. Central elements for the developmentof ECVET are mutual trust, flexibility in accepting different methods and pathways oflearning, and a clear definition of (outcome-based) knowledge, skills and competences. Forthe definition of principles and experimentation on ECVET, it is worth considering theconstituents presented in the following figure.

Figure 10: Constituents of ECVET and related issues

Source: The author

All the constituents are interdependent and have a direct influence on the final shape ofECVET. The definition of credits concerns on the one side the definition of a measurement

Credits

Assessment

Recognition

Vocationalprofiles

VET programme

Qualificationframework

CertificationNon-formal learningInformal learningFormal learning

School-based learningWorkplace based learning

Time/duration

Learningoutcomes

Proficiencylevels

Learningsettings

Learningactivities

Principles

Documentationfor stakeholders



basis for credits (notional time, learning density, workload, outcomes, etc.), a decision aboutthe validity, the nature and the sequence of credits. Credits are allocated to units representingknowledge, skills and competences, etc. therefore, it is necessary to bring evidence on theVET programme design existing in Europe. On the one hand, the VET programme designcontains elements of description of the learning content, on the existence of units, of theteaching-learning modi. For each learner the end of a study programme is linked to theassessment and certification patterns and procedures, which are a signal for the quality of thelearning activities and the acquisition of knowledge, skills and competences by the learner.On the other hand, the recognition of prior learning experiences in the view of lifelonglearning is carried out thanks to recognition and validation procedures and measured in termsof credits when it comes for the learner to gain access to the formal VET system. This devicehas been implemented in the Scottish Credit and Qualifications Framework (cf SCQF 2003).Study programmes are linked to a certain level of proficiency for which criteria are stated inqualification frameworks or occupational standards. The credits are linked to these levels asthey are allocated to the knowledge, skills and competences described in occupationalskills/qualifications frameworks. Furthermore, to achieve the best possible recognition oflearning outcomes and link them to (broad) professional or occupational profiles there is aneed to reflect on national qualifications framework. Such a framework allows to overviewthe whole qualification process and to “grade” the individual learning pathway in terms oflearner’s KSC's and professional profile. The documentation and information elements aresupporting the transparency of ECVET and serving as an important basis for guidance andorientation of the learners, VET providers and other stakeholders. Major constituents will beanalysed in the following section: characteristics of credit points, levels and standards,modularisation and unitisation, recognition and validation, as well as the implementationtoolkit.

4. Constituents of a credit (transfer) system

The constituents of a credit (transfer) system have to be defined so as to be compatible withthe national VET system regulations (incl. the newly introduced qualification frameworks)and with the existing ECTS in HE. The terms “accreditation, validation and certification” areoften used in a rather inconsistent way. This leads to much misunderstanding already at expertlevel. Therefore every element which I selected as belonging to a credit system will first bespecified and then described in the view of its functions and use for ECVET.

4.1. Definition of credits

Credits are foremost meant to serve as quantitative measurement of parts within a whole (LeMouillour et al. 2003). Within ECTS, the whole is defined as the study course or programme.



A course programme is characterised by a certain number of resources invested in andcalculated on the basis of the student workload. In the ECVET basic approach, the focus is seton the VET programme allowing the learner to have a good command of a given combinationof knowledge, skills and competences (KSC's) which correspond to a professional profile.Both might be considered as a quantitative approach although fundamentally different: ECTSfocusing on the input perspective (resources) and ECVET focussing on the outcomeperspective (KSC's). As a basis for the envisaged survey on the introduction of credits in VETwe will use the definition of credits as smallest units of measurement of learning progressmade. So as to design a credit system that encompasses all learning activities there is a needto develop a credit system that takes into account the outcomes/outputs of the learning process(widely used in vocational education/training) that is compatible with a credit system basedon workload (currently used in higher education) and a rethinking of the assessmentprocedures, introducing a more qualitative approach. So far, only a few European educationsystems do apply credits to vocational or professional training. Within traditional academiceducation there is a trend in many countries towards a more output-focussed, outcome-basedapproach such as in the UK. Hannken-Illjes and Lischka (2003) argument that as APELprocedures and lifelong learning are mainly relying on a competence-based approach, creditshave to be determined in more qualitative terms. Thus, the description of learning outcomeswill gain over the precise assessment of the workload. Nevertheless, the authors warn of therisks of scattering and curricula splitting-up.

4.1.1. Characteristics of credit points

The learning activities within the different national VET systems are characterised by greatvariations regarding the volume, the duration and the assessment methods as described by theonline experts (cf. Table 46). This section provides an overview of variables usually appliedin credit systems within HE to define the value of credits that is to say the amount of creditsallocated to modules or units within study programmes. It will be considered within section4.1.2 on learning outcomes.In credit systems the calculation rules are mainly guiding ones, relying on agreements(Schwarz et al. 2000). Those agreements are primarily linked to variables such as workload,notional time and duration as well as further aspects such as their validity, sequence andmapping, which will be discussed below.

Workload, notional time and durationWithin ECTS, 60 credits measure the workload of a full-time student during one academicyear. The student workload for a full-time study programme in Europe amounts in most casesto 36/40 weeks per year and in those cases one credit stands for 24 to 30 working hours. Asemester counts for 30 credits. This is clearly a quantitative approach. As mentioned byDalichow (1997) this norm is the result of negotiation. The workload embraces all learning



activities related to the study programme: it includes the time spent in attending lectures,seminars, independent study, preparation for, and taking of, examinations, etc. Credits areallocated to all educational components of a study programme (such as modules, courses,placements, dissertation work, etc.) and reflect the quantity of work each component requiresin relation to the total quantity of work necessary to complete a full year of study in theprogramme considered (CEC 2003b). The workload concept is linked to the Americandefinition of a “Carnegie Unit“ which corresponds to five week-hours in a year, a minimumof 14 carnegy units being pre-requisite for the college access. The American system actuallyembraces information on the kind and quantity of knowledge.An interesting aspect about the use of the workload concept in HE is the link to the issue oflearning outcomes. As stated by Reichert et al. (2003) ECTS is a student-centred systembased on the student workload required to achieve the objectives of a programme. On the oneside the report brings evidence on variation in the attribution of ECTS credits for first HEcycles (variation between 180 and 240 credits), on the other side, it stresses that the basic[ECTS] principle is to complement the workload definition by the specification of level,contents and, finally, also learning outcomes of a given unit in relation to a degreeprogramme. ECTS requires not just the calculation of the workload of each unit and of anaccording number of credits but also, and this aspect has often been neglected, a detaileddescription of the course offer of the institution with information on contents, teachingmethodologies, assessment methods of the courses, as well as of support services forinternational students" (Reichert et al., 2003, 69). The different ways to allocate credits withinnational credit systems gives rise to problems as stated within the ECTS feasibility study (cf.CEC 2003a). One pragmatic result of this research could be as mentioned by Reichert (2003)a call for support and advice in relation to the consideration of learning outcomes, workloaddefinition, and the use of ECTS for credit accumulation.

"In the UK adult education sector, credits use the concept of ‘notional time’, which is basedon the amount of time the average learner would take to achieve learning outcomes at aparticular level given specified starting points. This is similar to student workload but isdetached in principle from any curriculum – it attaches only to learning outcomes - and whichoperates as a currency or unit of measurement across any domain of knowledge orcompetence" (Davies 2003:56). This can be thus specified as follows: "Notional learning timeis not the actual time that any particular learner needs to spend in order to achieve the learningoutcomes. The actual time will vary according to the individual capability, degree of priorexperiential or other learning and the mode of learning" (NICATS SEEDS 2001:5). Itincludes all learning relevant to achievement of the learning outcomes, such as directed study,essential practical work, project work, non self-directed private study and assessment. Withinthe Scottish Credit and Qualifications Framework (2003) one credit equals the outcomes of



notional 10 hours of learning time. González and Wagenaar (2003) comment on this notionwithin the Tuning project as follows: "The notional learning time depends on tradition,curriculum design and context, coherence of curriculum, teaching and learning methods,methods of assessment and performance, organisation of teaching, ability and diligence of thestudent and financial support by private or public funds” (González et al., 2003, p. 48).“Taught or contact time will vary according to the mode of delivery, but notional learningtime will not. All learning relevant to the learning outcomes should be considered whennotional learning time is being estimated. Consideration should also be given to the level atwhich the learning is being offered when reaching this judgement. This measure of LearningTime is termed notional because it does not measure, or determine the time actually taken byany individual learner. This Notional Learning Time should include all the learning activitieswhich it is expected that the learner will undertake in order to achieve the learning outcomesincluding, as appropriate” (ELWA 2002 p. 10 et seq.).

One aspect related to the definition of notional time is to consider the learning density ofvarious activities. The online experts have been asked to assess the learning density ofselected learning activities. Although as noticed by some experts the notion of learningdensity is not usual in national contexts, the responses make evident that the evaluation of thelearning density is rather difficult, the mean of the responses are between 2.20 and 2.88 on ascale from 1 = very high density to 5 = very low density (cf. Table 52). It is possible toidentify a fixed global duration of the different VET study programmes according to theexperts questioned (Table 36). However, the duration is varying between two and four yearsin most cases and sometimes the volume of learning is varying according to the professionalfield studied (as in Australia, Table 36). In Hungary, the concept of individual duration of theVET programme is stated in the national qualifications register as follows “in the spirit oftransparency, the Register includes the number of years, thus indicating the length of thetraining, while for training courses outside the regular school system, the maximised numberof hours means that the duration of the training can be determined for individuals – on thebasis of their prior knowledge, skills and experience” (NIVE 2001, p.7).

The responses to the question on the time organisation of the VET programmes (total=82)show that for most programmes the year is the time-scale used as reference (45 %), followedby term and week (cf. Table 45). The responses do also show that a VET programme coversas a mean 3.53 years, 10.46 terms, 15.30 months and 52 weeks (cf. Table 46). These numbersunderline the complexity of the time issue in VET and the difficulties to easily agree acommon denominator. The online experts have been asked to rate the use of different time-based variables as a calculation basis for ECVET. Among the 97 responses, 38 % would likethe notional learning time to be taken into account for the calculation of credits, 20 % the



hours at workplace, 17 % the marks or grades and 15 % the classroom hours (cf. Table 79).All these elements (except the grades or marks) are related to the evaluation of the abovementioned notional learning time. The online experts further recommend considering the levelof proficiencies of the learners (mostly in terms of reference levels within a qualificationframework), information on the learning contents (competences or outcomes) of the VETprogrammes, and information on the duration of the programmes (cf. Table 80). Asked to ratethe different elements carrying qualitative information on the vocational study profiles,approximately a third of the responses (total 144 multiple reply) stresses information on theoutcomes (expected skills and competences), on the individual proficiency (assessmentresults, grades) and 20% of the responses do refer to the allocation within the nationalqualification framework (cf. Table 81).

Numbers, sequences and types of creditsThe experience in HE shows that the total number of credits allocated to a full qualification(BA or MA within the Bologna process) is varying between the Member States (Reichert et al2003) and as mentioned by Dalichow (1997) a common number is no guarantee for afunctioning system in terms of supporting transfer and accumulation of units, thus mobility oflearners, as it happens in the United States. The online question on the number of creditsallocated in the existing credit framework and/or qualification framework brought noevidence on this issue. In most of existing credit systems, a number of units is set based ontime (40 credits per year and one credit equals 40 hours of a student workload in Finland, 1credit per 10 notional learning hours in Scotland), on lessons (1 credit per 30 lessons inHungary) (cf. Table 85).

The precise explanation and identification of credits and their nature, type and level should bepart of a credit system especially if it intends to encompass all aspects of lifelong learning.Related to the credits obtained for VET learning activities it is worth examining the issues oftheir validity and sequence. Many experts underline that VET programmes rely on the idea ofprogression in one vocational field as "each year has to be passed successfully" (cf. Table 36)and is consequently linked to the delivery of certificates, reference levels and enlargement andenrichment in terms of knowledge, skills and competences for the individual learner.González et al. (2003) presents an indicator of the status of course units in HE programme interms of core units (major course unit), related unit (unit providing instrument/support) andminor unit (optional course unit). Different schemes for credits typology are existing aspresented hereafter:

! Within the Finnish VET system, credits are allocated to study modules. The modulesand thus the credits are titled as vocational credits, as they correspond to the vocationalspecialisation, core credits (as they correspond to core KSC's such as languages or



mathematics) and free-choice credits for those chosen by the learner in a field which isnot related to the vocational specialisation and credits for the project elaborated at theend of the study programme. Depending on the vocational specialisation, the learner isable to choose between compulsory units and elective units so as to build an individualprofessional or study profile. A further aspect is the existence of specific rules whichprescribe those 20 credits will be acquired during on-the-job learning activities incompanies (cf. Kärki 2003). Credits already allow for transfer and accumulation as thelength of the apprenticeship is reduced by giving adults credits for their prior learningand work experience (cf. EVTA 2001, p.15 et seq.).

! Within the Italian experience, two separate types of credit, one workload-based and onecompetence – based do co-exist.

! Whereas there is no general credit system in the German VET, ordinances on creditingof learning at full-time vocational schools establish criteria for shortening of trainingperiods following successful completion of full-time vocational school (BMBF 2003a).

4.1.2. Learning outcomes

As a conclusion of his study on learning outcomes in the Bologna process (from a HEperspective), Adam (2004) observes a considerable positive Europe-wide movement towardthe definition and adoption of the learning outcomes approach and underlines at the same timethe possible confusion existing between learning outcomes, objectives and aims. The growingfocus on the learner draws the attention to qualitative aspects within credit system andespecially to the accumulation function of a credit system. The main aspect is then theanticipated or actually achieved outcome.According to Cedefop (Tissot 2003, p. 79), the learning outcomes are a “set of knowledge,skills and/or competences an individual acquired and/or is able to demonstrate aftercompletion of a learning process”. This definition is focussing at the dimension of achievedlearning outcomes in view of employability and labour market. It can be differentiated fromthe expected or anticipated learning outcomes based on a given VET study programme or aneducation and training process. In the meaning of Tissot the learning outcomes are a precisestatement of what a learner can do once credits have been successfully gained.

1. Outcomes can be considered (and are considered in an Anglo-Saxon tradition) asanchored in a qualification framework that defines levels. It could then be appropriateto anchor the credits or minimum numbers of credits to certain levels within a givenqualification framework. It would mean that the credits are anchored within the levelsand have direct consequences on the rules for accumulation of credits whileintroducing a new qualitative (level) dimension in the credit definition.



2. Outcomes can be considered from the viewpoint of the acquired proficiencies atindividual level. This is traditionally expressed with the grades and is used for instance(and under the specific conditions of the system genesis) in the US with the concept ofGrade-Point-Average (cf. Dalichow 1997).

The online experts underline the importance of considering the learning outcomes and presentsome possibilities for a categorisation of learning outcomes and thus of the KSC's concerned.The learning outcomes are considered from the viewpoint of the vocational area, the (future)professional profile of the learner and the occupational standards fixed by external authoritieswho may, however, complicate the identification of clear categories of learning outcomes. InIreland, the national framework of qualifications (2003) considers three categories oflearning outcomes: knowledge, know-how and skill, and competence. These are defined asfollows:

! Knowledge: cognitive representation of ideas or events;! Know-how and skill: performance of a task, know-how being the procedural knowledge

required to carry out a task;! Competence: effective and creative demonstration and deployment of knowledge and

skill in human situation (National Qualifications Authority of Ireland 2003/3, p. 21 etseq.)

In Spain the definition of occupational qualification is as follows: “The set of occupationalskills with meaning for the occupation that can be acquired through training in modules or othertypes of training and through on-the-job experience” and consequently occupational skill is “theset of knowledge and abilities that enable one to exercise the occupation pursuant to thedemands of production and labour” (Art. 7, Ley Orgánica 5/2002). In Germany the BMBFmentioned in its 2003 report the contribution of the VET to the acquisition of knowledgecorresponding to the skills needs of the employment system and the need to support theholistic personal development of young people (personal skills such as independent work,communication skills, teamwork and citizenship) (cf. BMBF 2003c). The VET studyprogrammes contribute to the development of self-competences such as the “willingness tolearn”. “Under a framework agreement on vocational schools (Resolution of the StandingConference of the Ministers of Education and Cultural Affairs of the Länder in the FederalRepublic of Germany (KMK) of 14/15 March 1991), about two-thirds of instruction should bevocationally oriented, and one-third should provide general education or be applicable to abroad range of occupations” (BMBF 2003b, p. 35). This allows for an extrapolationconcerning the KSC's profile presumably acquired by the learner.

Nonetheless, the online experts mentioned in their responses on the description of VETprogrammes’ outcomes the components: knowledge, skills and competences. The spectra of



KSC's for a vocational or occupation profile are set in different ways corresponding to therespective tradition: in Austria within the apprenticeship training it is possible to associate anoccupational or job profile (Berufsprofil) with a combination of skills and knowledge orientedtowards the expected vocational profile. In Finland “The objectives of the study moduleshave been determined as a high level of competences that is required for functioning inworking life and for its development. The core contents have been defined in terms of corefunctions and tasks, which will have to be mastered in each area of operation. Additionally, asatisfactory level has been determined, which means such competences that all those whohave completed a qualification must at least achieve, in order to find employment” (cf. Table41).In most of these cases the outcomes are formulated in the curricula in terms of goals orlearning targets and are defined according to the tasks and responsibilities expected to beundertaken by the learner in his future professional activity or career. Within the context ofthe VET programmes the outcomes are complementary described in most of the countrieswith a performance descriptor such in Italy. According to the online experts, in somecountries such as The Netherlands or Hungary, the outcomes are going to be described interms of competences as one result of ongoing reforms (in the Netherlands from 2005onwards, cf. Table 41).

The learning outcomes are at the core of an emerging European credit system as theyrepresent the interface between the educational/pedagogical logic and the labour market logicand can be described without necessarily relating to existing structures. They will be definedin rather abstract terms and necessarily be de-contextualised. Depending on the perspectivechosen in each country or context, the more detailed definition of KSC’s and levels arevarying. The responses of the online experts can be summarised as follows:

! Professional/occupational competences are defined on the basis of tasks inventory ofexperienced workers. They are defined in terms of (occupational) standards;

! Learning outcomes are described in terms of knowledge, skills and competences(KSC's), which are attached to programmes, modules or units of learning and may beattached to reference or qualification levels (frameworks);

! The learning outcomes are specified in terms of levels of proficiency corresponding toan increasing complexity of tasks to be mastered;

! The learning outcomes (KSC's) are subject to certification and quality assurance, aminimum of KSC’s has to be acquired to obtain credit points and/or a certificate.

! Further details, see Table 41 and Table 42

One interesting aspect in view of facilitating the transfer of KSC's between differentvocational profiles (on the basis of credit points) would be to assess the commonalities



between different vocational profiles in terms of KSC's. This approach has been followed bythe project on the accreditation system and suggests a classification in a larger subject-arearelated to specific competences (to a field of study/work) and generic competences (commonfor degree course for instance) (cf. EVTA 2001). This aspect has been surveyed in the onlinestudy under the aspect of the elements required and the content combination for the definitionof VET programmes. The experts evaluate all the selected elements as highly important forthe definition of VET programmes, especially the legislative regulations on qualifications asshown in the following chart.

Figure 11: Importance of selected elements for VET programmes content specifications(Mean)

2,072,20

2,20

2,361,95

2,11

2,31

1

2

3

4

5A labour market analysis

A job requirement analysis inenterprises

The requirements of theenterprises as stated by

employers

Negotiations between relevant stakeholders

Legislative regulations onqualifications

Qualification frameworks

Vocational profiles’ register orcatalogue

Source: Question: 2.2: How important are the following element for the contents of VET programmes in yourcountry? Scale: 1=to a very high extent, to 5= Not at all, details are presented in Table 37.

The online experts underline the relevance of the labour market especially in relation to thedefinition of competence profiles (Finland, the Netherlands) and the role or wish for more co-operation between the stakeholders in the definition of VET programmes and objectives(Table 40). The study programmes seem to be traditionally a combination of generaleducation, occupation-related theory and practice in diverse proportions depending on theoverarching scheme of the VET system as mentioned in Table 40.



Figure 12: Mix of the VET programmes specifications

2,00 1,71

1,80

2,36

2,70

1

2

3

4

5General studies

Specialised studies(towards the future professional

field of the learner)

Practical orientationTheoretical orientation

General education(e.g.citizenship)

Source: Question: 2.3: According to you, how significant are the following elements in the specifications of theVet programmes? Scale: 1=to a very high extent, to 5= Not at all, details are presented in Table 39.

For most of the experts the practical orientation (87 % of the experts) and specialised studiesoriented towards the future professional field of the learners (85 % of the experts) are veryimportant (mean of respectively 1.7 and 1.8 on a scale from 1 very significant to 5 not at allsignificant). Less significant according to the experts is the general education part which isonly mentioned in the free answers by representatives of the Nordic countries. Furthercomments on the national VET systems are available in Table 36.

4.2. Levels and standards

Their relevance to the development of ECVETWithin each national VET system it could be possible to determine credits corresponding tolevels and to the existing qualifications defined as “the requirements for an individual toenter, or progress within an occupation” (Cedefop, Tissot, 2003, p.96). The continuum oflearning throughout life as formulated in the lifelong learning memorandum (EC 2000) goesalong with an enlargement and enrichment of the proficiency in terms of KSC's of the



individual learners. In the field of higher education "the Ministers encourage the memberStates to elaborate a framework of comparable and compatible qualifications […], whichshould seek to describe qualifications in terms of workload, level, learning outcomes,competences and profile. They also undertake to elaborate an overarching framework ofqualifications for the European Higher Education Area" (Berlin Communiqué).

! On the one hand, the national VET programmes are characterised and stratified in levelseither using the International Standard Classification of Education (ISCED, UNESCO1997) or a national level reference such as in France (nomenclature interministérielledes niveaux de formation). According to ISCED "The notion of levels of education istaken to be broadly related to gradations of learning experiences and the competenceswhich the contents of an educational programme require of participants if they are tohave a reasonable expectation of acquiring the knowledge, skills and capabilities thatthe programme is designed to impart" (UNESCO 1997, p. 10). The first mention ofvocational education in the ISCED classification starts at level 2 ("education designedto lead participants to acquire the practical skills, know-how and understandingnecessary for employment in a particular occupation or trade" (UNESCO 1997, p. 20) tolevel 4 (post-secondary non-tertiary education).

! On the other hand the descriptors of the KSC's to be acquired so as to carry outprofessional activities are presented in so-called registers. The precise denomination ofwhich varies between the countries. In Spain it will be called the national catalogue ofvocational qualifications, in France the national repertory of qualifications, inGermany such information are available in the training regulations, in Hungary thenational Instruction Register and in Ireland the national framework of qualifications.According to Adam a qualification framework is "simply a systematic description of aneducation system’s qualifications where all learning achievements are measured andrelated to each other" (Adam quoted in Bergan 2003, p. 6).

Both the reference levels and the qualification frameworks are relevant to the establishment ofa credit system in training and education. The online experts underline the meaning of bothdevices to secure mobility as for instance in Australia in the case of cross – sectoral mobility:“we see the absence of generic levels and level descriptors as a major impediment toprogression in a context where students increasingly need and choose to study wholequalifications or units from them which are not drawn from the one sector (Table 23). Levelsare for institutions an indicator of the relative demand, complexity, and depth of learning andlearner autonomy (cf. Tait 2003). The accumulation and the transfer functions of creditsystem call for horizontal and vertical movements of the learners (more precisely an



enlargement and enrichment of their knowledge, skills and competences) acrossprofessional/vocational specialisation and across levels of education and training systems.Educational systems normally distinguish between cycles using such terms such as ‘firstcycle, second cycle and third cycle’ studies. Credit systems can further divide these cycles interms of ‘level(s)’ within each cycle. ECTS does not attempt to define European ‘levels’.However, when it is used as an accumulation system, each participating institution will needto indicate the ‘level’ and ‘credit value’ of each of the units in its programmes of study. Forthe purpose of recognition, mobility and transparency, credits do have to be linked to anexplanation of their nature and level (CEC 2003a).The national contexts are quite different as in some countries like Germany there is currentlyneither an overarching qualification framework nor sector specific frameworks with theexception of the ICT whereas in France or Finland it is possible to find frameworks linked tothe development of certification procedures or occupational profiles. One difference betweenECTS and ECVET is that the ECTS credits are directly linked to the university coursestructures and esp. the unified BA/MA structure intended to be established Europe – widewithin the Bologna process. An in-depth elaboration on the topic "reference levels,qualification frameworks and their linkages to a system of ECVET" was undertaken by MikeColes and Tim Oates (2004, op. cit.).

The following part will present aspects of qualification frameworks and reference levelsrelevant to ECVET which try to assess the experiences made in the selected countries.

National experiencesA Irish National Framework of Qualifications is defined as "the single, nationally andinternationally accepted entity, through which all learning achievements may be measuredand related to each other in a coherent way and which defines the relationship between alleducation and training awards" (NQAI 2003/1, p.3). The national framework of qualificationsis a new development and is not just an amalgam of existing awards and systems. It is “aframework for the development, recognition and award of qualifications in the State, based onstandards of knowledge, skill or competence to be acquired by learners” as stated in the 1999Qualifications Act (NQAI 2003/1, p.5). The relation between credit system and qualificationframework is clearly defined as "the national framework of qualification will facilitate thedevelopment of a system of credit accumulation and transfer based on learning units"(National Qualifications Authority of Ireland (2003/3). Both instruments are inter-related butnot necessarily depending on each other in view of their implementation. The frameworkcomprises 10 levels. These levels are a series of sequential steps. Each level sets out a rangeof standards of knowledge, skill and competence to be acquired by learners. Levels are not inthemselves standards but indicators of a range of standards. They can be described in an



ordered sequence. Level indicators are set out in the Grid of level indicators (which wasdetermined by the Authority in October 2002 and is available on its website). These indicatorsform principal elements of the framework in terms of overall standards associated withawards to be made available at each level (cf. NQAI 2003/1).The Finish Adult Vocational Education Act (631/1998) defines three different forms ofqualifications: Vocational qualifications (correspond to upper secondary education at youthlevel); further vocational qualifications (vocational expertise required of a professional in thefield), and specialist vocational qualifications (mastering more demanding tasks) (cf. EVTA2001-FI, pp. 15-27). In Finland the outcome orientation is linked intrinsically to the definitionof credits. On-the-job, core subjects and free choice credits are granted for acquired KSC'swithin the framework of vocational qualifications since 2001. The framework curriculum invocational education conveys the objectives of educational policy and indicates therequirements for national, uniform vocational expertise and core skills, among which are forinstance competences such as learning to learn and making an active contribution to society.There are 52 vocational qualifications with 113 related study programmes. These initialvocational qualifications are modular, flexible, and allow different choices in order to meetthe requirements of local working life and follow particular needs and future plans ofindividual learners. This enables that students select their own specialisation and plan theircareers from a lifelong learning point of view. More common and general educationobjectives are well met, but practical professional skill objectives receive more attention thanbasic and social skills at some institutions (EVTA 2001).In France two instruments are co-existing and are used as complements for the obtaining of acertificate since the social modernisation (2002): the référentiel des activités professionnelles(RAP, catalogue of professional activities) and the répertoire national des certificationsprofessionnelles (national repertory of professional certification). The catalogue ofprofessional activities is directly linked to the main characteristics of the professionalactivities which are certified in a diploma. From our viewpoint of defining standards thestructure of the catalogue offers much information. It contains details on the field of activities(summary of the objectives of the vocational activities and professional situations, tasks andactivities in firms and economic sectors concerned, boundaries and proportions of tasks,functional situation of the activities and importance), on the activities themselves (functionsregarding the organisation and structure of the firm; tasks, foreseen and carried out by theperson in each of the functions; conditions of exercise of the activity: means and resources,expected results, autonomy and responsibility). This description is based on the analysis oftasks fulfilled by experienced workers and a prospective study of the evolution of therespective activities (cf. OECD 2003b, p.18 et seq.). Each vocational profile is located at agiven reference level and gives information about the certificates or diplomas which might beprepared by the learner. One important aspect of this catalogue is the use of the term



"activity" which could be related to the learning outcomes through the way in which they areformulated: Activity is a group of tasks fulfilled by the employee which have a logicalcoherence within an occupation. They are identified in using verbs (i.e. to sell a product, tomanage a budget) (cf. OECD 2003b, p.62). The complementary national repertory ofprofessional certification (répertoire national des certifications professionnelles) aims atkeeping individuals and enterprises informed on the VET diplomas and certificates as well ason the list of qualification certificates established by the paritary joint national sectorcommissions (CNCP 2004). For a certification or diploma to be registered in this repertory,information is required inter alia in form of a description of the competences, skills andknowledge for each candidate associated with a qualification and necessary for carrying out aprofession, a function or an occupation (J.O. 2002). For the time being some 300 specialitiesof professional title do exist which are corresponding with same amount of qualifications(OECD 2003b, p.23).In Germany about two thirds of young people of the same age complete a traineeship(apprenticeship) in one of the 330 existing standard training occupations recognized by theFederal Republic (cf. Kutscha 2003, BBB 2003, p.134). For each of them a special trainingregulation (Ausbildungsordnung) exists. Those regulations are based on the 1969 VocationalTraining Act and have to specify at least: The name of the training occupation, the period oftraining (two to three years), Skills and knowledge to be imparted n the course of training(occupational description), an outline of the syllabus and timetable (training plan) and theexamination standards (cf. BIBB 2003). Training standards describe learning objectives andcontent as well as the duration and organizational structure of the training. Training standardswork as a link: On the one hand they make sure that the principles of initial vocationaltraining and continuing training as anchored in the educational system are put into practice.On the other hand they take into account the labour market with its orientation towards theneeds of the economy and the companies (cf. BIBB, 2004), this being ensured by a regularupdating of their content or profile. Therefore the “Berufsprinzip” is still defended today byboth German employer's associations and trade unions as a model for regulating trainingcontents and qualification levels (Reuling 1997, p. 29). One aspect which should not beunderestimated is the societal meaning of the vocation, the “attainment of a skilled workerqualification within a recognised qualification and subsequent employment in a relatedvocational sector are the basis for the classification in the wage system and for measures ofsocial security” (Ertl 2002, p.57). “Models such as initial training on a modular basisinvolving credit schemes and staggered qualifications are regarded as likely to “dilute” thisprinciple and are therefore strictly rejected” (Kutscha 2003, p.26.). In the German debate onmodernising the VET additional qualifications have been since the mid-1990s touted asinstruments for greater flexibility, differentiation and individuality. Additional qualificationsare generally defined by the fact that a link is established between learning in formal, non-



formal and informal surroundings on the one hand and the officially recognised nationalqualifications of VET system on the other hand (cf. Reuling et al. 2003). An additionalqualification is a kind of extension of a standard qualification, ranging from quite detailedadditional units to hybrid and double qualifications (BMBF 2003c). In the IT field there existssince 2002 a comprehensive qualification framework which is allowing for further educationand training leading to recognised standards on the intermediate and higher level ofachievements based on both formal and non-formal learning and experience at the workplace.

In the area of professional education one of the most significant reforms of the decade wasundertaken in Hungary with the creation and introduction of the National QualificationsRegister in 1993 (Országos Képzési Jegyzék, OKJ), which covers all occupations orprofessions for which any kind of education can be organized for, either inside or outside theschool system. This register also contains stipulations for entry into this education, theallocation within ISCED levels, the time needed for the instruction, and the basicrequirements to pass an examination or test. Within the definition of the latter, the socialpartners representing the labour market have played an important role (cf. Halász 2001, p.14). Around a quarter of the nearly one thousand skills figuring in the OKJ can only beobtained in school based education, while qualifications for most professions can also beobtained outside the school system. (60 % of the latter require prior accomplishment ofgeneral education, and less than 50 qualifications can be obtained without any formalprecondition.) (cf. Eurydice 2001). The OKJ has been amended in 2001 (NIVE 2001)clustering vocational groups or families. The 21 vocational groups comprise four professionalfields – human, technical, business and services, and agriculture – that are capable of offeringa fundamental orientation even at the level of elementary training (elementary school) (NIVE2001, p.4). For instance the professional field: ‘human’ is subdivided into five occupationalclusters: health care, social services, education (teaching, education), art, public education,communication (music, dance, fine arts, applied arts, acting and puppetry, theatre, press,public education) and other services (personal, security, civil guards, policing services,national defence, fire protection, health and safety, small-scale industry, crafts). Eachoccupation is further specified with a number corresponding to an ISCED level and a numbercorresponding with a description of the content of professions issued in the uniformclassification system of professions (the so-called FEOR 93).

Two instruments were introduced recently in Spain which are directly linked to the issue ofdeveloping standards: the organic law (5/2002) aiming at the development of a nationalqualifications and vocational training system and the national catalogue of occupationalqualifications (2002). The national catalogue of occupational qualifications is based on thedefinition of 23 vocational families, on the definition of five qualification levels (whereby the



level 5 corresponds to the BA level) and on the description of the competences andknowledge required by the labour market (Ministerio de Educacion, Cultura y Deporte 2003).It retained on the following definitions:

! An occupational qualification is a set of occupational skills with meaning for theoccupation that can be acquired through training in modules or other types of training andthrough on-the-job experience;

! A occupational skill is a set of knowledge and abilities that enable one to exercise theoccupation pursuant to the demands of production and labour;

! A unit of competence is understood as the minimum of occupational competences,susceptible to be aggregated for recognition and assessment;

! Competences are understood as a set of knowledge and capabilities that allow to carryout a professional activity according to the exigencies of the production system andlabour market requirements (cf. Ley Orgánica 5/2002 and Ministerio de Educacion,Cultura y Deporte 2003, own translation).

4.3. Modularisation and unitisation

Meaning of the study programme designIn his report on ECTS Dalichow (1997) pointed out that the definition of small, manageableand transparent units can be considered as positive for the implementation of credit systems.Of course in the context of ECVET, some attention must be spent on the definition ofmanageable units. The following aspects can be considered: The size of the units, theiranchoring in the VET programmes (for formal VET system) or in the vocational profileconcerned (especially when it comes to the recognition of non-formal and informal learningor working experiences), their sequences along the reference levels (as it has a direct link tothe enrichment or enlargement of the KSC's spectrum of the learner) and the linkage betweenthe modules and the learning settings (workplace - oriented or school – oriented learning).The next part of report deals with the design of VET programme in terms of modules and/orunits. The parallel use of both terms is due to diverging understanding in the national systems.For the online experts the structural patterns of the study programmes are either courses, unitsor modules. The responses do not allow identifying a clear structural pattern (cf. Table 43).Considering the time patterns and the timescale of the VET programmes, it is possible tounderline that the VET programmes are mainly organised in years, 45% of the 82 multipleresponses (cf. Table 45). The issue of the structural pattern in terms of modularisation orunitisation whose complexity the answering suggests should not be left out but rather lookedat from the viewpoint of the selected countries.



At a European level, for ECVET, the key components of a credit transfer system have beenidentified as units and modules. A unit is intended to mean the elementary (or smallest) partof a curriculum, and is outcome-oriented; a module is understood to mean the elementary (orsmallest) part of a learning pathway, and is process-oriented (Le Mouillour et al. 2003).Modularisation is linked to the issues of accumulation and transfer between various nationalVET systems. Within higher education, since university and extra-university institutions havebeen using modular credit-based courses, student transfer between the two sectors has beengreatly facilitated (cf. Eurydice 2000).Three basic variants of modularisation may be distinguished:

! the modules as “self-contained” partial qualifications which are described by learningoutcomes or competences and which are finally examined and certified individually, theacquisition and linking of modules are bound to given combination of standards (aswithin the UK NVQ system);

! the modules can rely from a curricular-didactical point of view on the learning settings.The modules have thus no value as separate modules because they are not partialqualifications (as within the French model) and

! the modules are related to a competency and work context as didactic units and certifiedindividually. However, they always remain a part of a whole as they are designed tolead to an established qualification. Individual modules can be components of severalqualifications and be combined (as within the Finnish model) (cf. Rützel 2000).

A unified definition for ECVET?This approach is a pragmatic one. If modularisation is so important for the implementation ofcredit system, it should be possible to develop a common understanding on the characteristicsof modules/units. This is what is tempted here on the background of the selected countries andonline survey results. Modularisation is discussed in many countries from Austria (Table 36)to Denmark (Table 23), reading through the responses, it is possible to draw a portrait of amodule

Table 13: Characteristics of modulesCharacteristics Explanation ExamplesMultiplerelevance

Modules might be relevant for more than one occupationalarea

ClosedModules are logical in themselves and are presented as a blocof KSC's

ES, FIN

Quantitativeaspect

Modules are linked to the acquisition of a specific amount ofKSC's



AdaptabilityModules can be combined and selected according to theprevious KSC's profile of the learner

FIN

Sequence

Modules might be combined in a logic of increasingrequirements in terms of KSC's (linked for instance to thereference levels).The curriculum might be organised in a progression logic(even if modules are not existing yet as in Austria)

F (nosequence)DK

Mapping Occupation – related or specific modules and generalmodules

FIN

Source: The author

Overview of the role of modules in the national VET systems! Ireland bases its VET on modularised system, a factor which seems to support the rapid

and large scale introduction of methodologies and institutions in the field(Eurydice/CEDEFOP 2001). At the senior secondary education level, the Irish VETsystem offers two kinds of certificates based on modules: the Leaving CertificateVocational Programme (LCVP) and the Leaving Certificate Applied (LCA). The LCVPis based on three general subjects and two chosen from a set of vocational subjects, arecognised course in a modern European language, and three mandatory Link Modules.The LCA is a two-year student-centred programme involving a cross curricularapproach rather than a subject based structure. It consists of a number of modulesgrouped under three general headings: General Education (at least 30% of the time),Vocational Education (at least 30% of the time), and Vocational Preparation (at least25% of the time) (cf. National Centre for Guidance in Education 2002). The awardssystem of the Further Education and Training Awards Council (FETAC) is based on asystem of modules which can be accumulated into awards. In higher education the(Accumulation of Credits and Certification of Subjects) ACCS – process enableslearners to accumulate credit towards awards on a gradual basis (cf. OECD/NQAI 2003)

! In Spain the modularised study catalogue (Catálogo Modular de Formación) is used incombination with the national catalogue of vocational qualifications as it presents themodules which constitute the VET programmes in terms of competences, the basis forthe assessment and evaluation. Education modules are defined as “coherent blocs oftraining associated to units of competences which in turn form the qualifications. Thisrepresents the basic unit of a professional training so as to determine the vocationaltitles and certificates (…). Every module is characterised by the specifications of thetraining which includes: the denomination, the level of qualification concerned, a



alphanumeric code, the unit of competences to which it is associated and the duration ofthe training expressed in hours" (cf. Ministerio de Educacion, Cultura y Deporte 2003,own translation).

! In Finland, the curricula are divided into modules based on a task analysis carried outin the vocational field. However, in this system, the questions of assessment andcertification are not yet solved. The problems are the combination of theoretical (VETinstitution-based) learning and of on-the-job learning as well as the definition ofemployability or actual requirements for the workforce in a sector-based education andtraining system (EVTA 2001, p.15 et seq.). “The adult apprenticeship is then tailor-made to the profile of the individual apprentice who can take the modules and practicaltraining necessary to fill his/her skill gaps and acquire an apprenticeship qualification,which is the same as the vocational qualification provided by vocational institutions toyouth” (Eurydice/Cedefop 2001, p.38). "Vocational study modules have been composedon the basis of the functional modules of working life. The names of the study modulesdescribe activities in working life. The core contents have been defined in terms of corefunctions and tasks, which will have to be mastered in each area of operation. Inaddition, a satisfactory level has been determined, which means such competences thatall those who have completed a qualification must at least achieve, in order to findemployment. Working on the premises set out above, the educational institutionsdetermine the educational contents and specify the assessment criteria in educationprovider's curricula and students' study plans" (cf. Table 41).

! In Hungary, there is at present little consideration for credits in VET but formodularisation in the ongoing reform process of VET and for the time being a growingattention is given to quality matters. “The changes in school structure and the increasingefficiency of training are linked to the introduction of modularity, which - in severalvocational groups - means the same modules for several vocations, thus facilitating thedrafting of textbooks, methodological knowledge, and – later on – the taking intoaccount of previously acquired knowledge and skills. Since the State has a fundamentalinterest in the changes in school structure, the (404) vocations marked “A” makepossible the occupation of several positions, thereby providing individuals with greateremployment opportunities. A further goal is to improve the competitive position and torealise the efficient specialisation that is demanded by the economy” (NIVE 2001, p. 4).

! In France VET diplomas are structured in units and much importance is laid on the factthat the "unitisation" allows for an individualisation of the learning pathways. The unitscan be cumulated over the time up to the amount and combination of KSC’s which are



required for obtaining of the diploma. One striking element in this system is that theunits are not embedded in a logic of pedagogical progressiveness in terms of levels ofrequirements. Further “the unit is defined indeed by its contents which associate in acoherent way typical competences as set in the reference frame of occupationalactivities. The units are built primarily starting from the occupations. They consist ofcompetences described in the reference frame and must account for the realoccupational activities by balancing between aggregation and granulation of theoccupational activities that would make any evaluation difficult. The number of units isvariable from one diploma to another” (OECD 2003a, p. 20 et seq., own translation).

! In Germany, little progress has yet been made in developing modular structures(CEDEFOP 2000, p. 6). The reason for this discrepancy seems at first glance to beunclear. A closer look at the arguments put forward reveals that the major focus of thedebate on modularisation seems to be driven by educational policy rather than byarguments concerning pedagogical aspects or the teaching/learning process (Ertl 2002,p.56). Furthermore one common hypothesis is that modularisation might lead to adecrease in the quality of VET. New approaches based on modularisation have beenintroduced in the formal VET system such as divided training (Stufenausbildung),satellite model or part - qualifications (cf. KWB 2004). In the satellite model thequalification programme is divided into a professional core and individual qualificationunits, this forms the basis for the VET agreement between the learner and the VETprovider (cf. BLK 2003). As mentioned above, the German IT sector follows innovativepathways and defines qualifications based as a relatively stable core of vocationalknowledge and skills, which make up the mandatory units. These are linked to optionalunits, which depending on the occupational field account for between one third and halfof the overall qualification (cf. Reuling et al. 2003), thus introducing the idea of unitsthat can be changed and combined for creating differentiated profiles along three careerlevels (specialists, operative professionals, strategic professionals).

4.4. Recognition and validation for certification at individual level

Critical issue: IndividualisationThis approach on validation and certification focuses on the individual as actor and subject ofthe credit system. As mentioned in the objectives of a credit system, it has to do with therecognition of prior learning/working experience at the edge of formal, non-formal andinformal learning processes and with the certification processes and procedures at nationallevel and within the context of European mobility. This issue is strongly linked to the



regulations in use in the national context, to the issue of the acquis communautaire in terms ofEuropean mobility of the learners and the citizens and to the European instruments such asEUROPASS.Once again one major obstacle is the use of similar terms in different languages, for instancethe validation des acquis de l’expérience in the French context is equivalent to theaccreditation of prior learning in the UK, having thus nothing to do with the accreditationprocedures, term mainly linked to legal and quality management at institutional and/orprogramme level. In this report the term validation is used as in the common Europeanprinciples for the identification and validation of non-formal and informal learning:"validation is based on the assessment of the individual’s learning outcomes and may result ina certificate or diploma" (Council of the European Union 2004, p.2). This can be furtherspecified in this way: "for member States (…) validation is a process concerning skills andcompetences acquired inside as well as outside formal education and training, concerningnon-formally as well informally acquired learning outcomes" (Colardyn et al. 2003, p.20).Following the phases of assessment and validation, the KSC's of individuals might berecognised. In this approach Tissot differentiates a formal and a social recognition: "Theformal recognition is the process of granting official status to KSC's either through the awardof certificates or through the grant of equivalence, credit units, validation of gained skillsand/or competences whereas the social recognition is the acknowledgment of the value ofskills and/or competences by economic and social stakeholders" (cf. Tissot 2004, p.126).Usually, a learner will receive a diploma or certificate valid within a national, regional orsectoral setting, the credibility and transferability of which will vary considerably (cf.Colardyn et al. 2003). To summarise the issues of recognition, validation and certification areinscribed in threefold logic of the education and lifelong learning (incl. career guidance), of alabour market and an economic or commercial environment and within a trust buildingprocess for learners.

According to the study of Dinjens et al. (2002) the major obstacle to mobility is the lack oftransparency and mutual recognition of vocational training because every Member State hasits own educational system and traditions. The conception of a VET credit system rests on thehypothesis that KSC's acquired outside the VET system can be somehow recognised, assessedand combined with the standards of the VET. In some countries, for instance in France or inthe United Kingdom, assessment methods such as competences portfolio or APEL enable tointegrate those competences in the occupational profiles and reintegrate them in thequalification standards. Problematic are the conception of such an assessment schemes andthe definition of equivalence to the “normal” credit units. In Spain the system based onprofessional/occupational profiles might represent a solution.



Recognition, as Andrejs Rauhvargers pointed out, is about assessing a foreign qualificationwith a view to finding a correct place and path in another country’s education or employmentsystem (quoted in Bergan 2003, p.16). Asked to evaluate the elements influencing therecognition of mobile learners' achievements, the online experts rate as very important theassumption of an existing qualitative equivalence between the learning abroad and thelearning in one's own country, as well as the existence of long-term relations between VETproviders at institutional level. Both elements might be considered as constituents of the zoneof mutual trust which facilitates European individual mobility. Further results are available inthe following chart.

Table 14: Elements influencing the recognition of mobile learners' achievement

0% 20% 40% 60% 80% 100%

Long-term relations betweenVET providers at institutional

level

Long-term relations betweenVET providers at individual level

Proofs of regular assessmentsat the home institution

The assumption that learningabroad doesn’t qualitativelymuch differ from learning in

your country

To a large extent Medium extent Not at all

Source: online survey. Question 4.7: To which extent do the following elements influence the recognition ofinternational mobile VET learners’ achievements through VET providers? Scale: 1=To a very large extent, to5=Not at all (cf. Table 100).

The answers to the question on the existence of an recognition instrument for prior learning inthe respective country show that 1/3 of the experts mean to have in their country such adevice, 1/3 mean that such an instrument does not exist and 1/3 did not answer the question(cf. Table 102). Such an instrument exists mainly for the access to Higher Education and tosome extent to the further VET (cf. Table 103).



Critical issue: AssessmentThe allocation of credits depends on the assessment of the KSC's proficiency of the learner incomparison to the requirement set within the VET programme specification. Assessmentmeans “the sum of methods and processes used to evaluate the attainments (knowledge,know-how and/or competences) of an individual, and typically leading to certification”(Tissot 2004). In higher education, credits in ECTS can only be obtained after completion ofthe work required and appropriate assessment of the learning outcomes achieved (CEC2003b). In the Higher Education the performance of the student is documented by alocal/national grade. It is good practice to add an ECTS grade, in particular in case of credittransfer. The ECTS grading scale ranks the students on a statistical basis. Therefore, statisticaldata on student performance is a prerequisite for applying the ECTS grading system. Gradesare assigned among students with a pass grade as follows: A best 10% B next 25% C next30% D next 25% E next 10% (CEC 2003b). In the context of developing ECVET the smallestunit of assessment has to be defined. According to Tait (2003) a “unit of assessment is acoherent and explicit set of learning outcomes with associated assessment criteria, having atitle, credit value and level” and obey certain rules regarding what the learner is expected todemonstrate (Assessment criteria).

For the mobility of VET students and the development of ECVET it is relevant to identify theassessment processes. According to the responses to the questionnaire, the assessmentmethods and processes can be summarised as follows: Final or continuous assessment, finaland continuous assessment, only final assessment with different meaning given to one or theother of the methods, i.e. in Austria, "the most relevant assessment is the final exam in frontof the commission" (Table 36). The online survey concentrated on the organisation and thebasis of assessment so as to identify common practices to the countries involved. Among the52 answers given, almost half identify the units as basis for assessment, 25 % the courses and17 % the modules (cf. Table 61). This might be specified with the answer to the onlinequestion on the characteristics of the smallest element of the assessment within a VETprogramme:

! In Finland for instance the VET programmes are divided into modules and everymodule (equalling between five and 40 credits) is assessed on the basis of the nationalcore curriculum concerned), the grade will be specified in the certificate and depends onthe assessment of the single units, whereby the units vary much in size;

! In Spain, A module is the associated learning scheme corresponding to a unit ofcompetences. It constitutes the minimal unity accreditable in VET. A normalised formexists comprising, among other aspects, identification, capacities and skills to beacquired, contents, methods, basic requirements of the learning setting of training andindications on workplace training;



! Further national systems are described in Table 62.

An overview of the basis of assessment in relation to the teaching settings is presented in thefollowing figure. According to those results it seems to be that within school-type teachingsettings the assessment takes rather place at the level of units than when the teaching isorganised at workplace (30 % vs. 17 % of the responses). For workplace teaching andlearning activities the assessment seems to enclose a larger period of time (at the end of thewhole VET programme or calendar year for instance).

Figure 15: Basis of assessment within school-type and workplace teaching settings

30%

17%

32%

31%

20%

28%

17%23%

within school-type teaching settings

(N = 83)

within workplacesettings(N = 64)

Assessment is only undertakenat the end of the full trainingprogramme

An extended period oftraining/learning is assessed(e.g. half a year)

A group/bloc of units is assessed

Each unit is assessed

Source: Online survey Questions 3.2 and 3.3: On which basis does assessment take place in school-type settings(seminar, classrooms) resp. workplace settings? Please tick the relevant boxes. Multiple reply possible, Table 63,Table 65.

The mode of assessment covers according to the online experts the whole range of proposedschemes: Written exams (mean of 1.54), demonstration at an artificial workplace in avocational school or training centre (mean of 2), workplace observation during a practicalphase of the VET programme (Mean of 2.19), oral exams (mean of 2.27) and demonstrationat a workplace in a firm (mean of 2.59) on a scale from 1 (very usual) to 5 (not at all)(cf.Table 67). In view of testing the possibility to organise credit transfer and accumulationbetween two VET programmes it is useful to know of the organisation of the examination



procedure so as to find out whether partial or full examinations are usual. The examinationtakes place as well as intermediate as final examination (resp. 56 % and 58 % of positiveanswers, cf. Table 69 and Table 72). The most useful form of examination is the written exam(a mean of 1.56 in the case of an intermediate exam and 1.31 in the case of the final exam ona scale from 1 (very usual) to 5 (not at all) followed by the oral exams in both cases (cf. Table70 and Table 73). This issue depends much on the professional field, the VET routes etc. (cf.Table 71, Table 74).

The final grade given to the learner relies according to 38 % of the online experts on theaccumulation of all grades acquired, and according to 27 % of the online experts on the finalexamination resp. exclusively on the final examination (17 % of the answers). For 18 % of theonline experts the final grade relies on a selection of major grades referring to group of unitsor modules (multiple reply possible, cf. Table 75). 73 % of the 45 online respondents indicatethat the grades are expressed with a detailed scale (cf. Table 77) which is in most of the casesa five-step scale (cf. Table 78). The importance of the grading scale in relation to creditsystem has been analysed within the Transfine project and it came to the followingconclusion: "The grading scale of ECTS is however very problematic for the recognition ofprior learning since it is norm referenced: the marks/grades assigned to an individual arereferenced to the group or cohort of students taking the same course. Clearly in theassessment of an individual’s prior learning there is no group that has followed the sameroute, which can be used as a reference point so assessment must be criterion referencedrather than norm referenced. If the criteria for achievement in any course are clearly specifiedthen it is possible to assign a grade based on a matching of the candidate’s prior experientiallearning against the criteria for a particular unit, module or course. In this way the finaldiploma can be accompanied by an overall grade of some kind, usually in broad bands (...)although as yet there has been no attempt to obtain any consensus on what they might be"(Davies, 2003, p. 48)

Besides the technical aspects of assessment and certification Mike Coles and Tim Oatesanalysed the importance of trust. In the online study we had a look at the documents andprocedures which might nurture trust in the context of individual international mobility.Asked which elements are required for the application and for the assessment of learners, theresults show the ranking of these elements in decreasing order of their relevance.

Table 16: Application and assessment elements by international VET mobility



16% 17%

15% 15%

14% 10%

13%14%

9%6%

9%13%

9% 10%

6% 6%

5% 4%4% 4%

Application(N=140)

Assessment(N=154)

Student has to take a workplace oriented assessmentat the receiving institution

Student has to take a theoretical exam at thereceiving institution

Recommendation of the VET institution of origin

Individual interview with an examination committee ofthe receiving institution

A list of the assessment results (marks) of the learnerabroad

A detailed description of proficiency level of theacquired skills, knowledge and competences of thelearnerDescription of prior work experiences

Description of the VET study programme and of theinstitution of origin

Certificates issued by an accredited institution abroad

A foreign certificate approved by a national institution

Source: Online survey Question: 4.5a/b In case of international mobility: If a VET student with prior learningexperiences wants to join a study programme in your national VET system, which of the following elements arerequired to apply/to assess the proficiency of the candidate? Please tick the relevant boxes, Total 100 % (cf.Table 92 and Table 94).

Critical issue: CertificationThe issue of certification has been dealt by the Forum on Transparency of Qualifications andthe Forum on Quality of VET as well as in some European projects such as the Transfineproject. Certification bodies verify the conformity of the competences of individuals in thefront of requirements in terms of KSC's, learning settings or assessment results depending onthe national VET regulations or based on the international norm ISO/IEC 17024. Certificationand examination arrangements can be defined as all systematic approaches regularly practisedby Member States, such as norms or procedures, in order to control the evaluation of learningprocesses and outcomes, the validity and reliability of personal learning efforts according tofixed standards for educational and training goals (De Rozario 2002, p.8). This can becompleted by the Transfine specifications which include non-formal and informal learning:certification will then be used to denote the awarding of credits, a qualification or part of aqualification on the basis of non-formal or informal learning following a form of assessment(cf. Davies 2003). Furthermore it is important to consider the development andimplementation of the EUROPASS framework in Europe. As mentioned by the Council of the



European Union (2004b) EUROPASS is a portfolio of documents which include the commonEuropean format for curricula vitae, the Diploma Supplement (used in the higher educationsector), the Europass Training, the Certificate Supplement and the European LanguagePortfolio. It is meant to be an evolutionary framework to include relevant templates to supportthe aim of mobility and transparency of qualifications and competences. The EUROPASSwill be specially implemented among others in Hungary in 2005 in the context of the revisednational qualification register.

Much of the discussion on certification in relation to credit allocation and validationprocedures is linked to the basis for certification: should certification be carried out at the endof a VET programme (i.e. certification of qualification) or should certification be carried outat the end of each module or set of KSC's? In the German initial VET there are certificates forthe full qualification. Only in the margins of the system, there is some movement towardscertification of units (sub-certification) to lower the threshold (Reuling et al. 2003).Qualifications can be subdivided in modules which could be certified. The best way should beto have a set of competences to be verified in order to assess the amount of credits associatedto the module for formal pathways. According to Tait (2003) certification and credit/s canonly be awarded for achievement of a unit (or module) of assessment. The modulespecification can be applied to all types and levels of achievement. The unit specification is aunit of assessment only which can be "nested" within delivery modules or learningprogrammes. The specification itself is totally free of descriptions of delivery or assessmentmethods. Within the Basicon project (Zukunftsbau 2001) for instance modules are subdividedinto smaller learning units that do not necessarily have to follow a chronological order and areindividually certified.The competences acquired outside the formal VET context should be assessed in terms ofequivalences to modules. A sub-certification under discussion in Greece relates on ICT basicskills (for example the European Computer Driving Licence). At that point, the certificationof competences is made by the organisation which accepts the student in order to find what hehas got in terms of competences. This presupposes the existence of a competence set forprofessional profiles (such as the ones defined in the career space project for instance). Onesuggestion is to establish certification for qualification, modules (which could be called sub-certification) and credits, the so-called certification light. This view is mainly based on theconstruction of a working model linking qualification, competences, modules and creditsassuming that a qualification can be defined in terms of competences which can be distributedin a set of modules which value is represented by a number of credits (Demartini 2003).

Traditionally, certificates are granted after examination in a VET institution. Certificates arenot an alternative to examinations but examination procedures are part of the certification



basis. Some qualifications can be certified without having to pass classical examinations.Maybe certification is similar to those to certificate language knowledge. In the context oftrans-national transfer it is all about trust into value which can be gained by relatingcertification to recognised qualifications and/or common standards for certificationprocedures. To nurture trust we need some standards such as a map of equivalence ofcertificates or a typology of pathways to certification. A basic seems to be a commonunderstanding of qualification, learning activities and competences. The workplace learnerhas to have a document describing the competences acquired. One solution could be to definejob profiles to which the learning refers to and linked to required competences. We havealready two examples at our disposal: the commission nationale d’homologation des titres(France) and the vocational certification standards (Portugal). The Commission nationaled’homologation des titres registers all the existing certifications, designs a common guide foreach one and organises links between systems when possible. The Portuguese vocationalcertification standards form with the occupational profiles the basic elements of reference forcertification.

The national perspectivesIn France the organisation of the study programme in units and modules is rather orientedtowards the mechanisms of certification than answering a pedagogical logic. The OECDnational report (2003) mentions that the references used are rather oriented towards thedescription of recognised “parts”, their meaning and conditions of use in a given employmentsituation or transversal to many occupational fields. The experts underline the idea of an on-going re - structuring of the certification procedures in France since 2002. This process isoriented towards lifelong learning and the opening up of individual choice in terms ofcombination of modules, units and credits, consequently certification might be considered asan indicator of the individual qualification whereby the repertory of professional certificatesand the principles offer the guidance for the recognition of KSC's acquired in differentlearning and working settings. According to Charraud (2003), for validation, a double processis carried out which consists in fixing a "value" compared to reference frameworks and infollowing a whole set of established procedures guaranteeing the reliability of the act. The"validation of the assets" adds to the step of recognition of the assets their positioning within areference framework. The evaluated assets are located and measured according to aframework (diploma requirements, or a whole of assets which an individual must acquireduring a training scheme). It is the stage which consists in determining if the candidate hassufficient assets to obtain the certificate, the title or the diploma that it seeks. In France, thecertification patterns are plural; besides the rules stipulated law on social modernisation asstated above, regulations as stated and three registers of certification exist in France inparallel: the diplomas delivered by the Ministries, the titles delivered by in organisations



which are either public, attached to Ministries or private (cf. OECD 2003b, p.11, owntranslation).One innovative aspect of the French VET system and recognition procedures is theconsideration of non-formal and informal learning as well as the possibility to use ‘bridges’ tofoster horizontal mobility, two aspects central to the development of ECVET. Since 2001,opportunities to move from one kind of courses to another are being introduced to facilitateenrolment for both initial and in-service training and multidisciplinary schemes of avocational nature have been extended to make pupils more aware of the interaction betweengeneral and vocational subjects in developing vocational qualifications (cf. Eurydice/Cedefop2001). Further steps of this development are:

! The ‘opening up’ of the national VET system for competences acquired outside formalinstitutions. Since 1992 vocational certificates (certificat d’aptitude professionnelle) canbe achieved (to various degrees) on the basis of assessments of non-formal and priorlearning. From this standpoint, the 20 July Law 1992 on this kind of validation hasintroduced an all-important innovation in the award of technological and vocationaldiplomas and similar qualifications. All those who have followed a form of professionalactivity corresponding to such a qualification may obtain exemptions from thequalifying examinations on the grounds of experience. The activity concerned may havebeen pursued in more than one capacity such as that of salaried employee, craftsman,self-employed person etc. An individual response to adults involved in active life whowish to obtain formal qualifications, the validation of professional expertise is aninevitable aspect of the entire lifelong education issue (cf. Eurydice/Cedefop 2001, p100-101).

! The system of the skills record (bilan de compétences) was introduced in 1985 so as tosupport the employer/employee in identifying and assessing professional competences;both to support career development and enterprise-internal utilisation of competences(Le Mouillour 2002).

! Accreditation of work experience (Validation des acquis professionnels). Thismechanism was in fact composed of two successive parts which were quite different.The first, adopted in 1985, was aimed at permitting wage-earners and the unemployedto gain access to HE training programmes (DEUG; maitrise, DESS) in the absence ofthe required diplomas by submitting an application package which details their workitinerary and highlights the elements allowing a committee to assess their “successpotential” for the desired training. The second part of VAP, adopted in 1992, isapplicable to all diploma levels. It permits candidates to obtain certification units for adiploma on the basis of their application packages rather than the classic examinations.This application package is thus required to provide precise descriptions of concretework situations encountered by the candidate and corresponding to the guideline for the



targeted certification units. The number of applications went from 900 in 1995 to morethan 4.600 in 2000 in vocational and technical education (Labruyère et al. 2003, p.1).

! The validation of the achievements of experience (VAE) is a further development in thefield of validation and certification of competences acquired through work experienceand outside formal education and training (cf. Le Mouillour 2002).

The Irish Qualifications (Education and Training) Act, 1999 rules “the establishment andpromotion of the maintenance and improvement of the standards of awards of the further andhigher education and training sector, other than in the existing universities as well as thepromotion and facilitation of access, transfer and progression throughout the span ofeducation and training provision”; the National Authority of Ireland being in charge of theimplementation in co – operation with the awards Councils on issues of validation, awardmaking and quality assurance processes. According to Eurydice/CEDEFOP (2001), there is astrong acceptance of an output-oriented, performance-based model of education and trainingas well as non-formal and informal learning as a valid and important pathway to competences.This collidates however with the issue of the quality of the standards is crucial.

The Hungarian VET regulations are envisaging the recognition of prior learning/workingexperiences. “The presentation of vocational qualifications (in the restructured NationalQualification Register) in groups and the construction of a modular system of vocationalqualifications establishes the possibility of taking into account previously acquired skills andthe development of a system of vocational qualifications that serve as building blocks. Withthe modernisation of the vocational structure, it will be possible to establish an integratedsystem of vocational qualifications that are based on short training courses outside the regularschool system. In the next few years, this integrated system can be expanded into a modular-structured system based on modular training programmes” (NIVE 2001, p.7).

According to the German Federal Ministry for Education and Research, the certificatesattesting the successful completion of a vocational training fulfil an important information andorientation function for and on the labour market. They make the labour market transparentfor both young people seeking a traineeship and employers seeking skilled labour (BMBF,2003b). One typical aspect of most qualifications in Germany is that it is not merely thelearning goals and the method of verifying them that are specified. It is also stipulated howthese goals are to be achieved. In particular, the content and duration of teaching/learningprogrammes as well as the learning location are specified. In other words, Germany largelypursues a process-based approach towards the formal recognition of learning, with aconcluding verification of learning success (cf. Reuling et al. 2003). The discussion onrecognition of non-formal learning in Germany is closely linked to the discussion on



flexibility of education and training. Since 2003 the Federal Ministry for Education andResearch has been supporting the modernisation of the national VET system by updating theexamination procedures. Among others the external examination (Externenprüfung) is thepossibility for experienced workers to sit a journeyman’s exam without having attendedregular training. It is a permanent element of the dual system. It is perhaps the most importantsingle element 'bridging' non-formal and formal learning. (cf. Colardyn et al. 2003). Theregistration procedure to the normal final examination (which takes place twice a year) isfixed within the Vocational Training Law, § 40. It includes:

! Work experience in the occupational field concerned for a duration of minimum twicethe length of time as prescribed for the relevant training (This must be proven bycertificates of employment);

! Proof of proficiency and acquisition of the knowledge and skills required by means ofreferences, certificates of employment or demonstration;

! Advisory interview on the results of the documents analysis which ends with a demandfor further work experiences, for attendance to a preparatory courses or the registration.

The examination certificate is the same as that received by trainees and those retraining afterpassing the examination (e.g. the certificate of proficiency).

4.5. Implementation toolkit

4.5.1. Principles

ECVET has to be positioned in relation to the existing national qualificationframeworks/frameworks for credit-based qualifications and the existing ECTS in highereducation and it has to take into account the impact of challenges linked to lifelong learningand overall EU objectives for education and training in view of objectives of the Lisbonagenda. As stated in the progress report on the credit system for VET, "the development of acoherent European credit and qualifications framework must be guided by a set of principles,in order to support the acceptance and trust of such a framework in participating countries"(Le Mouillour et al 2003, p. 20).

The principles are linked to three main specifics to VET that should be especiallyacknowledged while conceiving ECVET: the heterogeneity of the learners (biographies), oftheir learning pathways (formal/informal) and motivation (acquisition of skills andcompetences, employability); the multiplicity of the stakeholders (educational and trainingsphere and a labour market sphere or of political, administrative and private spheres) and thediversity of mobility schemes. One complementary aspect for the development of principles isthat those are as good as they come to implementation and enable the system to evolve as



noticed by the European Commission in the field of HE: “The current state of the ECTS isrelatively healthy and buoyant. It is accepted and used by over 1000 higher educationinstitutions. The tools it uses are tried and tested and have been shown to be effective. Theprinciples on which it is based are sound. However, it does require further embedding withininstitutions. For the current purposes of credit transfer ECTS works well. In this context nochanges to its procedures and processes are necessary. The principles that underpin ECTS (asa credit transfer system) will also serve to underpin a broader European credit (accumulation)system. However, a number of adaptations and developments to the existing ECTS tools andprocedures would be necessary for its application to lifelong learning” (cf. CEC 2003a).Further recommendations for the formulating of the principles are as follows: principlesshould be simple, be clear and transparent, be cost-effective, and involve as little bureaucracyas possible, be comprehensive (cf. NQAI 2002).

The review of existing credit systems and qualification frameworks for HE and VETincluding the Northern Ireland credit and accumulation system, the Irish national frameworkof qualifications (2004), the principles for a credit framework for England (2004), theprinciples stated in the Spanish organic law (2002), the principles for ECTS along with theprinciples for validation of non - formal and informal learning (2004) allows identifying threecategories of principles linked to ECVET in terms of its functioning and implementation:We may have to distinguish:

! Operating or guiding principles (How to do it), i.e. the Irish national framework ofqualifications or the European principles for validation of non-formal and informallearning

! Describing principles (What it means), i.e. NICATS

The existing principles might be read from the viewpoint of the stakeholders concerned aspresented in the following table.

Table 17: Principles in national contextStakeholders The principles should secure that the credit system contribute to …Learners andcitizens

Personal development;Free choice of a profession or trade;Right to work;Equal access to the different modes of vocational training;No discrimination, adequate/equal access;Right to obtain all necessary information

The VET providers Facilitate the design and/or redesign of learning units and awardsMaintain the quality

The authorities Participation and cooperation in VET policies;



The social partners Adjustment of training and qualifications to European Union criteria(single market and free circulation of workers);Provision of guidance and support.

Social andeconomic system

Contribute to the economic development and adjustmentFacilitate the development of the education and training systems

For all stakeholders Understandable at institutional (national, European) level;Confidence and trust, good faith;Impartiality;Credibility and legitimacy;Cost-effectiveness;In line with the rightful responsibilities of the stakeholders;Facilitate the design and/or redesign of VET programmes (units,certificates);Quality assurance;Obligation to provide all necessary information to the learner and toother stakeholders;Recognition procedures to be carried out rapidly and transparently.

Source: the author, based on Ley Orgánica 5/2002), NQAI 2003/4, Council of Europe/Unesco (1997), Council ofthe European Union (2004)

The principles developed for the national qualifications framework or the credit system havebeen communicated in brochures, website etc. This leads to a further aspect in thedevelopment of ECVET which is the documentation.

4.5.2. Documentation

In a broad sense, in higher education, the documentation is related to all information on thecontent, the academic level or the quality of the programme of a specific course. This may belinked to a certification process. Moreover documentation as supplementary measuresreinforced the credit transfer through, for instance, co-operation contracts between allinstitutions of higher education involved in an international mobility programme, theprovision of an information package about the study provisions and conditions or thesettlement of a study contract prior to the study period at students’ level. In the VET system,some instruments have been developed in view of increasing the transparency of and on thelearning process such as the EUROPASS. Yet their diffusion in the VET system has not beensurveyed.

The decentralised character of ECVET calls for the use of standards and regulations in forceat national levels as well as the existing documentation and/or information structures. Theoverview of the national systems allow for quoting the VET programmes specifications, theVET regulation laws, the different existing registers and catalogues (Berufsbilder inGermany, Catálogo Nacional de Cualificaciones Profesionales in Spain, the répertoire



national des certifications professionnelles in France, the OKJ in Hungary, etc.). At Europeanlevel the recommendations for validation, the standards and regulations on certification aswell as the standards for quality assurance are core elements of the VET information system.Those information are available in form of templates, documentation packages, etc. (i.e. theEUROPASS framework). Yet the question is how much information the stakeholders need toimplement and use ECVET pragmatically.

Information is required at least on the three following issues:! Learning outcomes: the common understanding on KSC's linked to professional fields

and qualification profiles, the mapping and tuning activities to define elements ofcomparability, the definition of equivalence between learning units;

! Learning activities and timetable: synchrony and sequences between different VETprogrammes, the modules in ECVET, the regulations on certification, recognitionprocedures;

! Financial arrangement for mobility within or without institutional arrangements.

The evaluation of the online – experts of the use of information tools for the recognition andaccess of foreign learners to their national VET systems underline the need for documentssuch as certificates issued by an accredited institution abroad, a foreign certificate approvedby a national institution, the description of prior work experiences, the description of the VETstudy programme and of the institution of origin and a list of the assessment results (marks) ofthe learner abroad (cf. Table 92, Table 94).

That information is compiled in the following key documents within ECTS:! The regular Information Package/Course Catalogue of the institutions which contains

information for host students from abroad.! The Learning Agreement contains the list of courses to be taken and agreed upon by the

student and the responsible academic body of the institution concerned. In case of credittransfer, the Learning Agreement has to be agreed upon by the student and the twoinstitutions concerned before the student’s departure and to be updated immediatelywhen changes occur.

! The Transcript of Records documents the performance of a student by showing the listof courses taken, the credits gained as well as the local grades and possibly ECTSgrades awarded. In case of credit transfer, the Transcript of Records has to be issued bythe home institution for outgoing students before departure and by the host institutionfor incoming students at the end of their period of study.

! The Diploma Supplement is a document attached to a higher education diplomaproviding a standardised description of the nature, level, context, content and status of



the studies that were pursued and successfully completed by the graduate (cf. CEC2003b)

For VET the new EUROPASS is expected to come into force in the first quarter of 2005. It isa framework of documents and templates to secure transparency of qualifications andcompetences and quality within the European VET context. It contains the followingelements:

! The Europass-CV gives information on personal matters, language proficiency, workexperience and educational and training attainments, additional competences held by theindividual, emphasising technical, organisational, artistic and social skills.

! The Europass-Mobility records periods of learning attended by holders (whatever age,educational level and occupational status) in countries other than their own;

! The Europass-Diploma Supplement relies on the same template as the DiplomaSupplement within ECTS as it provides information on its holder's educationalachievements at higher education level;

! The Europass-Language Portfolio contains information about the language proficiencyof the learner;

! The Europass-Certificate Supplement is attached to the VET certificates and describesthe competences and qualifications acquired by the learners. In details this means thatthe Europass-Certificate Supplement provides information on the skills andcompetences acquired, the range of occupations accessible, the awarding andaccreditation bodies, the level of the certificate, the different ways of acquiring thecertificate, and the entry requirements and access opportunities to next level education(cf. Council of the European Union 2004c).

5. Conclusions and challenges

5.1. The challenges

The development of proposals for the implementation of ECVET relies on the analysis of themain constituents of existing and emerging credit systems, also in relation to nationalqualifications framework. It is in addition linked to the evolution of the national VET systemsin the context of the Lisbon strategy and the development of lifelong learning. So as to assessthose changes in terms of possible scenarios, the online experts have been asked to react on aselection of hypotheses for expected changes of the national systems in relation to thedevelopment of ECVET. This allows for formulating the assumptions and consequentlypossible characteristics and specifics of a credit (transfer) system for VET and lifelong



learning. To keep the line of a pragmatic approach to the development of a credit system forVET, this will be completed with proposals for principles and guidelines.

The online experts agree that the implementation of ECVET will be a major challenge for theEuropean VET, it is expected to support transparency, compatibility and mobility betweenformal national VET systems while increasing the attractiveness of national VET systems.They also rather agree that a greater transparency might bring more competitiveness anddisadvantage less qualified persons on the national labour markets and reduce the variety ofVET programmes in the national VET systems. The reform process at European level israther positively viewed as it respects the national legislations and supports the quality ofnational VET systems. Detailed results are presented in the following table.

Table 18: Evaluation of expected effects of ECVET

Assumptions Mean

1. The development of ECVET is the European challenge for the next 10 years in VET(N=48)

1,45

2. ECVET will allow for a greater transparency of qualifications (N=46) 1,533. ECVET is supporting the needed compatibility between national VET systems(N=48)

1,77

4. ECVET will boost international mobility for VET students between formal nationalVET systems (N=47)

1,93

5. ECVET will allow for a greater transparency of qualifications and as a consequenceincrease the competitiveness between qualified workers, and be disadvantageous to lessqualified people within national labour markets (N=46)

2,47

6. ECVET will reduce the spectrum of the VET study programmes in each VETnational systems as it will be easy to access to study programmes offered abroad(N=47)

3,4

7. ECVET will undermine the national legislative VET regulations (N=46) 3,718. An external process is artificially pushing reforms which are not genuinely needed(N=45)

3,77

9. ECVET will undermine the quality of your national VET system (N=46) 3,8310. The logic of the national VET systems will not be respected within ECVET (N=46) 3,8611. We do not need ECVET as mobility between VET national systems is alreadytaking place successfully (N=47)

4,08

12. The national VET systems will loose their attractiveness if they follow Europeanstandards (incl. credits) (N=46)

4,26



Source: Online survey. Question 5.6: The implementation of a credit system for VET (ECVET) will bring somechanges in the national VET systems. What do you think about the process? Scale: 1=I fully agree, to 5=I fullydisagree. Assumptions 6 to 12 are negatively formulated.

The development of ECVET and its expected influence on the national VET systems and theEuropean education area can only be considered with an overview of the key nationalinitiatives or reforms that are relevant to the definition of a credit system in VET (cf. Table105). Those initiatives can be summarised as follows:

! Development of modularisation/unitisation;! Development of qualifications framework;! Outcomes orientation (knowledge, skills and competences) of VET programmes;! Development of recognition procedures and bridges between VET and HE;! Quality assurance;! Development of transparency instruments for foreign and national VET stakeholders;! Development of schemes for accreditation of prior learning/working;! Adaptation to individual learners’ situation;! Development of national occupational standards;! Intensification of the co – operation between all institutional stakeholders.

5.2. Proposals for pilot experiment

No all - encompassing schemeThe development of a 'fixed' and 'all encompassing' single model of credit system seems to bea questionable aim as:

1. it is non realistic to reach a consensus over the far-reaching scientific and didacticimplications of such a system;

2. such a system is feasible only under restriction of freedom within individualinstitutions and study programmes for a high range standardisation of contents andprocesses;

3. in case of innovative and adaptive necessity such a system would produce unexpectedrigidity (cf. Schwarz et al. 2000).

Furthermore this study presents a selection of constituents which can be considered as coreelements of credit system. An agreement on those elements among the stakeholders wouldallow for transfer and accumulation of individually acquired KSC's.

A flexible, guiding schemeThe diversity of national VET systems and lifelong learning strategies call for a flexibleguiding scheme. The following suggestions are in line with the development of the basicECVET model and are relying on the definition of units and modules stated in the ECVET



paper (2004) which might differ to the understanding in the respective national context asdescribed above in this report and which are as follows:

! Unit means the elementary (or smallest) part of a qualification or of a curriculum, and isoutcome-oriented;

! Module means the elementary (or smallest) part of a learning pathway, and is process-oriented. It corresponds to a specific way of organising resources, workload andlearning time to reach certain objectives (CEC 2004).

A scheme based on KSC'sFrom the beginning the challenge of developing an ECVET system can be seen as being thatof the development of a credit system in a lifelong learning perspective. Decisions have to betaken as to the granulation degree of the knowledge, skills and competences considered i.e.which is the smallest size of KSC's which makes sense in a specific professional context andwithin a transfer and/or accumulation process. This decision should be taken in the context ofsectoral dialogue.

Calculation of credit pointsCredit points are allocated for the individual acquisition of KSC's aggregated in units. Thefurther challenge is to find a common stable and compatible reference for the calculation ofcredit points. This research project came across two major approaches in terms of resourcesinvested (i.e. time) and output achieved (i.e. KSC's).

Time is a "traditional" way of measuring learning efforts (i.e. the ECTS in higher education).It corresponds to a resource management view of the learning processes. One can think forinstance of the facility management of VET providers or time management of the learners. Ifit comes to time as a reference, then there will have to be at least decision about whichunderstanding of time is appropriate (for instance notional learning time) and on how toestablish a parallel between the time to obtain a professional title via the formal VET system,in a continuing VET programme, and the time to obtain it while coming from the non-formalsystem (APEL). It must be noticed at this stage that the methods to assess prior learningexperiences are still to be developed or implemented.

The proposals for pilot experiment rest on some hypotheses as to the organisation of the VETprogrammes that are emerging from this survey report. Those hypotheses are concerning theVET programmes (content description and outcomes), the agreement between thestakeholders (information, goodwill and trust), the active role of the learners (incl. themotivation to renew with learning activities), the agreement of European stakeholders on themeasurement basis for credit points. The extensive presentation on the topic of learning



outcomes is directly linked to the consideration of the learner at the heart of the VET systemand as the actor responsible for the elaboration of his vocational profile in terms ofemployability. Individualisation of VET programmes means an individualised combination ofKSC's to reach a given level of proficiency in a given professional field. Both elements arelinking the issue to the existence of reference levels and of vocational profiles, which aredeveloped in many countries. The role of credit in this context is to ease up mobility (in allmeanings of the word) while supporting transfer and accumulation of KSC's which aregrouped into modules/units.

Structure and content of the VET programmesThe VET programmes are differently organised, but following the same objective ofcontributing/supporting the development of knowledge, skills and competences of theindividual learners. The learning/teaching activities might be organised as initial, further,continuing (etc) VET programmes.

The hypotheses linked to the contents can be formulated in accordance to the results of thesurvey as follows:

! a logic of increasing demand on KSC’s along the years of learning activities. For thesake of understanding internal mechanisms of credit system, this model will besimplified to two levels of proficiency (basic and advanced), the concrete definition ofthe levels being at the time discussed as part of the European qualification frameworkissue and usually extends over at least five to six levels. The relevance of levels and/orsub-levels for the credit system for VET is for the anchoring of the credits;

! a logic of generic KSC’s (numeracy, literacy etc) and specific or vocation-orientedKSC’s;

! a given combination of generic and specific KSC’s belonging to different levelscorresponds to a vocational profile;

! a vocational profile is defined nationally (within repertories or registers of vocationalstandards); some profiles might already be europeanised within for instance theregulated professions.

The contents of the VET programmes can be structured in units, whereby generic and specificKSC's will be gathered into respective units. The units will be weighted in credit points aspresented in the following figure (numbers being fictitious) and have a minimum sizeanswering a logic bloc of KSC’s. As mentioned in the 2003 report "units are conceived tobuild part or the totality of a qualification on the basis of a coherent combination [of KSC's]"(Le Mouillour et al. 2003, p. 11).



Table 19: VET programme structure

Source: The author

As presented in this report, the KSC’s might belong to different vocational profiles andcorrespond with different levels of proficiency depending on occupational standards. It ishowever possible to identify different categories of KSC's:

! general transferable KSC’s (especially generic KSC’s);! occasionally transferable KSC’s in the case of neighbouring vocational field;! not transferable KSC's as some KSC’s might correspond to a national technological,

handicraft or technical tradition; this would lead to the existing of free KSC’s or units.Those would represent a specificity in the professional profile of the learner.

Allocation of credit points to the unitsCredit points allow first and foremost a quantitative measurement of learning achievements atindividual level with the aim of facilitating transfer of part or full qualifications. Credits areallocated to units and the measurement basis in most of the existing credit systems is acombination of workload and time. The time dimension is broken down from years (theduration of a full VET study programme) to weeks. It represents the time spent by learners in

VET programme

Unit 4

50 CP

Unit 3

40 CP

10 CP

Unit 1

50 CP

KSCin units basic

Unit 510 CP

Unit 4

50 CP

Unit 3

15 CP

Unit 2

30 CP

Unit 1

20 CP

advanced

Vocational profileOccupational standards

VET programme

Unit 4

50 CP

Unit 3

40 CP

10 CP

Unit 1

50 CP

KSCin units basic

Unit 510 CP

Unit 4

50 CP

Unit 3

15 CP

Unit 2

30 CP

Unit 1

20 CP

advanced

Unit 4

50 CP

Unit 3

40 CP

10 CP

Unit 1

50 CP

KSCin units basic

Unit 510 CP

Unit 4

50 CP

Unit 3

15 CP

Unit 2

30 CP

Unit 1

20 CP

advanced




VET schools, training centres and firms, as well as the time they spend for preparation for thecourses or seminars.One main assumption is that learning activities are equal whatever the settings (workplacelearning, seminar learning, E-learning) are. However the survey brought evidence of thedifficulties in using notion of learning density or notional learning time for all countries, evenif they are in use in some existing credit and/or qualification frameworks.

The qualitative approach for the calculation of credits is not a intrinsic aspect of creditsystems. Speaking of the qualitative aspects of the credit value widens the discussion to thetopic of a credit framework as a credit framework allows for accumulation of credits, transferof credits and an international compatibility of VET systems. It is linked to the concept ofcredit and qualification framework as developed in some countries and could be linked to anemerging lifelong learning credit and qualification framework at European level. Thequalitative aspect is linked to the quality of the learner's profile at the end of the studyprogramme not in terms of assessment but of the range of KSC's acquired.

There is a need to develop a credit system that takes into account competences (widely usedin vocational education/training) that is compatible with a credit system based on workload(currently used in higher education). The latter approach used by ECTS should not be viewedas contradicting the first, but rather as enriching it, because it would combine the objective ofthe educational/training experience (the competences to be acquired) with the effort requiredto acquire it. The development and testing of a definition of credits capable of being morefocused on outputs and outcomes is not necessarily such a radical proposal, since thisapproach is already being adopted in Italy and the UK. Furthermore, within traditionalacademic education there is a trend in many countries towards a more output-focused,outcomes-based approach.

The tentative to mix both approaches answers two perspectives. On the one hand, asmentioned before, ECVET is meant to encompass non-formal and informal learningactivities, that is to say the results of learning efforts or working experiences which can not betranslated into a metric time system but through the consideration of the KSC's acquired andthe use of methods for the validation of prior learning experiences. On the other hand, theapproach of the VET providers and many stakeholders to the issue of VET programmes isbased on a managerial viewpoint in terms of resources (finance, human resources, facilitiesetc.). The solution could be to consider those two perspectives in parallel as presented in thefollowing figure.



Figure 20: Allocation of credit points

Source: The author

Transfer and accumulation for mobilityThe transfer and accumulation functions rely in the case of VET on the definition of the unitsand the corresponding KSC’s. As assumed above, the KSC’s are grouped into occupationalstandards and can be systematised in: generic and specific KSC’s on the one hand, basic andadvanced on the other hand. One further assumption is that the KSC’s are assembled intounits which correspond to a given number of credit points. Units have a relative value, thetotal value being the total credit points allocated to a VET programme. The total value interms of credit points might vary for similar VET programmes from different countries. Yet,the definition of a convention on the total credit points for VET programme at European leveleases the calculation of the relative value in credit points of units when it comes to transferand/or accumulation of KSC’s.

VET programme

Unit 4

50 CP

Unit 3

40 CP

10 CP

Unit 1

50 CP

KSCin units basic

Unit 510 CP

Unit 4

50 CP

Unit 3

15 CP

Unit 2

30 CP

Unit 1

20 CP

advanced


Non-formal learner VET providers& authorities

Each unit corresponds to a certain amount of time and resources.Statistically it could be possible to establish an average time budget per unit within each VET programme.

! a data specific to each programme, maybe identical within a national VETsystem;! a basis for the organisation of the VET programmes;! linked to the modules.

No resources perspective but the outcomes of the non-formal learning activities might be established via APEL procedures.

! Allocation of credit points on the basis of equivalence with the learning objectives set for the units.! The relative value of the units relies on the calculation made by the stakeholders.



Figure 21: Equivalences between VET programmes

Source: The author

The definition of equivalences is based on the KSC's acquired by the learners in differentsettings, from their non-formal, formal and informal learning activities. The credit points areallocated to units or blocs of units on the basis of the KSC's. The notional learning timedimension is a internal managerial tool to the national stakeholders by the planning of theirteaching offers and the organisation of the VET programmes which is mentioned in theECVET basic scheme as a characteristics of the modules.

Vocational fields for experimentationAccording to the online experts (question 4.4), their experiences or knowledge about on-goingco – operation projects (i.e Leonardo da Vinci), the experimentation of the ECVET shouldtake place in the following vocational fields:

! Social and health care;! Tourism (Hotel);! Chemistry;

VET programme A

Unit 4

50 CP

Unit 3

40 CP

10 CP

Unit 1

50 CP

KSCin units basic

Unit 510 CP

Unit 4

50 CP

Unit 3

15 CP

Unit 2

30 CP

Unit 1

20 CP

advanced

Vocational profile AOccupational standards

VET programme B

Unit 4

30 CP

Unit 3

60 CP

20 CP

Unit 1

50 CP

KSCin units basic

Unit 55 CP

Unit 4

20 CP

Unit 3

10 CP

Unit 2

30 CP

Unit 1 10 CP

advanced

Vocational profile BOccupational standards

Unit 6

10 CP

The European orientation instruments to define equivalences between units:

! KSC‘s typology;! Maximum number of

credit points based on convention of 180 credit points for full VET programmes;

! Occupational standards elaborated within Leonardo da Vinci initiatives or regulated professions, or agreements between stakeholders from the sector concerned.



! Metallurgy;! Agriculture;! Catering;! Transportation;! ICT.

5.3. Proposal for a set of common principles and guidelines for ECVET

Before coming to the proposal for a set of principles and guidelines, it is useful to think of theprinciples and of the credit systems in terms of their functions in the wider context of aEuropean education area. Usually actors, norms, rules and/or conventions have differentfunctions which can be listed as follows (cf. Lindeperg, 2000):

! A regulatory function;! A normative function;! A guidance and expertise function;! A control function;! A promoting function! A function linked to securing social and economical equality.

The principles for ECVET have foremost guidance and promoting functions and a functionlinked to securing social and economical equality within the European Community for VETlearners at large. As mentioned in the progress report, “the development of a coherentEuropean credit and qualifications framework must be guided by a set of principles, in orderto support the acceptance and trust of such a framework in participating countries. Such a setof principles should be based on best practice and could guide the development of creditsystems and qualifications frameworks at national, Sectoral and European levels, byspecifying, for example, basic characteristics, purpose and benefits. This would in turncontribute to a better mutual understanding of different national qualification systems” (LeMouillour et al. 2003, p.20). ECVET has to be positioned in relation to the existing nationalqualification frameworks/frameworks for credit-based qualifications and the existing ECTS inHigher Education and it has to take into account the impact of challenges linked to lifelonglearning and overall EU objectives for education and training in view of meeting the Lissabonobjectives.

Table 22: Overview of principles

Guiding DescribingCategoriesHow to do it? How it should be done? What does it mean?



Fundamental rules, Guidelines Key constituents

Principles No discrimination, adequate/equalaccessProcedures and criteria aretransparent, coherent, reliablePersonal vocational and socialdevelopmentIndividual free choice, Individualrights, free circulation of workersEconomic developmentUnderstandable at institutional(national, European) levelConfidence and trust, good faithImpartialityCredibility and legitimacyRecognition

Definition of creditsRelation between curriculum,units, notional learning time, leveldescriptors, learning outcomes,modules

" cf. CEC 2004

ResponsibilitiesRights

Definition of the rights andresponsibilities between thestakeholders in respect of the nationalregulations

Memorandum of understanding

Source: The author

These principles will be completed in the schedule of the survey on the „common principlesfor certification“, the results are expected at the end of January 2005. The implementation ofECVET also depends on the documents and templates available to secure the readability ofthe agreement on the equivalences and allocation of credits to mobile learners within andbetween the country’s borders. As presented above the Europass-Certificate Supplementsummarises information on the KSC acquired and the learning/teaching processes that areuseful to ECVET and this supplement as well as the other documents within the Europassframework should be considered for ECVET.Further documents needed are linked to the functioning of ECVET such as the calculationbasis for the credit points, the VET programme structure underlying the ECVET model, therole of the stakeholders and the relation between ECVET and the non-formal and informallearning activities. One specifically ECVET instrument will be the template for the agreementbetween the stakeholders. The agreement or memorandum of understanding should concernthe mobility as well as the credit transfer and accumulation issue and should be recognisedand honoured by all parties (providers and learners, stakeholders in the host and homecountries). The agreement concerns the specific objectives in terms of knowledge, skills and



competences, duration, responsibilities, rights and obligations to be followed during a periodof time or within an exchange programme. The amount of knowledge, skills and competenceswill become a guarantee value in terms of credit points and is oriented towards the fulfilmentof the requirements for a given profession or the registration to the examination.

The European credit system for VET stands out in the European lifelong learning strategy asthe instrument of encouraging the development of individual learning pathways across andwithin national VET systems. It offers opportunities that will further need to be developed atnational levels (i.e. the financial aspects which have not yet been considered in/forimplementation of ECVET). This survey also stresses further need for research on nationaland European mobility in VET and on individual learning strategies as contribution to theLisbon goals.



6. BibliographyAdam, Stephen (2004). Using learning outcomes. A consideration of the nature, role,

application and implications for European education of employing 'learning outcomes'at the local, national and international levels. University of Westminster, June 2004.

Adam, Stephen/Gemlich, Volker (2000) Report for the European Commission: ECTSextension feasibility project.

ANPE – Agence nationale pour l’emploi (1993). Répertoire opérationnel des métiers.Documentation Francaise: Paris.

Behringer, Friederike/Coles, Mike (2003). Towards an understanding of the mechanisms thatlink qualifications and lifelong learning, OECD working paper no3. OECD, Paris.

Bergan, Sjur. (2003). Qualification structures in European Higher Education. Report of theDanish Bologna Seminar, Kobenhavn, March 27-28, 2003.

Berlin communiqué (2003). “Realising the European Higher Education Area”. Communiquéof the Conference of Ministers responsible for Higher Education in Berlin on 19September 2003. http://www.bologna-berlin2003.de/pdf/Communique1.pdf.

BIBB (2003) - Bundesinstitut für Berufsbildung (2003). Wie entstehen Ausbildungsberufe?Leitfaden zur Erarbeitung von Ausbildungsordnungen mit Glossar. Bundesinstitut fürBerufsbildung: Bonn.

BIBB (2004) - Bundesinstitut für Berufsbildung (2004). Modernizing Vocational Educaitonand Training, BIBB - International Advisory Services. Bundesinstitut fürBerufsbildung: Bonn.

Bjornavold, Jens (2004). Common European principles for validation of non-formal andinformal learning. Note for meeting of Commission expert group on validation of non-formal and informal learning, 30. January 2004. Brussels.

BLK (2003) – Bundes-Länder-Kommission (2003). Weiterentwicklung berufsbildenderSchulen. Weiterentwicklung berufsbildender Berufsbildungsnetwerken – Berich derBLK – Materialien zur Bildungsplanung und zur Forschungsförderung. Heft 105. Bonn.

BMBF (2003a) - Federal Ministry of Education and Research. Germany’s VocationalEducation at a glance. BMBF Publik: Bonn.

BMBF (2003b) - Federal Ministry of Education and Research. Report on VocationalEducation and Training for the Year 2003. [online]. Available from Internethttp://www.berufsbildungsbericht.info. [cited 14.08.2003].

BMBF (2003c) - Federal Ministry of Education and Research. Berufsbildungsbericht 2003.Berlin.

CEC (2000) - Commission of the European Communities (2000). A Memorandum onLifelong Learning. Commission staff working paper. Brussels.

CEC (2001) - Commission of the European Communities (2001). Communication onLifelong learning.

CEC (2002a) - Commission of the European Communities (2002). European benchmarks ineducation and training: follow-up to the Lisbon European Council. Communicationfrom the Commission. COM(2002) 629 final. Brussels.

CEC (2002b) - Commission of the European Communities (2002). Key data on education inthe European Union. Luxembourg: Office for Official Publications of the EuropeanCommunities.

CEC (2003a) - Commission of the European Communities (2003). ECTS extension.Questions and answers. [online]. Available from Internet

http://www.berufsbildungsbericht.info/



http://europa.eu.int/comm/education/programmes/socrates/ectsfea_en.html#10 [cited05.09.2003].

CEC (2003b) - Commission of the European Communities (2003) - EC [05-11-2003]. ECTS -European Credit Transfer System. [online]. Available from Internet:http://europa.eu.int/comm/education/programmes/socrates/ects_en.html [cited26.01.04].

CEC (2004) - Commission of the European communities (2004). Developing a Europeancredit transfer system for VET (ECVET). Note to the directors general of vocationaltraining and the group coordinators of the ACVT. Directorate-General for Educationand Culture. Vocational training. Development of vocational training policy. Brussels.

CEDEFOP (2001). European Structures of Qualification Levels. Volume 2. Reports on recentdevelopments in Germany, Spain, France, The Netherlands and in the United Kingdom(England & Wales). Thessaloniki, 2001.

CEDEFOP Info (2000). Germany. Moving from the 'dual' to a 'plural' system. Modernisationprocess changes German vocational training No 2/2000.

CEDEFOP Info (2003). Germany. Modules leading to apprenticeship. No 1/2003.Charraud, Anne-Marie (2003). Reconnaissance, validation, certification. Principes et concepts

dans le champ de formation. Actualised and summarised version of an article publishedin : Educations, n°18-19 – 1999/2.

CNCP (2004) – Commission Nationale de la Certification Professionnelle (2004). Répertoirenational des certifications professionnelles. [online]. Available from Internethttp://www.cncp.gouv.fr/index.php?m=2&o=pg [cited 10.02.2004]

Colardyn, Danielle/Bjornavold, Jens (2003). Validation of non-formal and informal learning.A European inventory. Draft version 07.10.03.

Coles, Mike/Oates, Tim (2003). Understanding the operation of zones of mutual trust formingreference levels for vocational education and training. QCA: London.

Copenhagen Declaration (2002). Declaration of the European Ministers of VocationalEducation and Training, and the European Commission, convened in Copenhagen on 29and 30 November 2002, on enhanced European cooperation in vocational education andtraining. “The Copenhagen Declaration”.

Council of Europe/UNESCO (1997). Excerpt of the convention on the recognition ofqualifications concerning Higher Education in the European Region (The EuropeanTreaty Series, n°165, Council of Europe - UNESCO joint Convention) Lisbon, 11 April1997.

Council of the European Union (2004). Draft Conclusions of the Council and of therepresentatives of the Governments of the Member States meeting within the Councilon Common European Principles for the identification and validation of non-formal andinformal learning. Brussels, 18 May 2004. 9600/04. LIMITE. EDUC 118. SOC 253.

Council of the European Union (2004b). Proposal for a Decision of the European Parliamentand of the Council on a single framework for the transparency of qualifications andcompetences (Europass). Interinstitutional File: 2003/0307 (COD) 9598/04 LIMITEEDUC 116 SOC 251 CODEC 734. Brussels, 18 May 2004.

Council of the European Union (2004c). Proposal for a Decision of the European Parliamentand of the Council on a single framework for the transparency of qualifications andcompetences (Europass). Brussels, 18 May 2004. Interinstitutional File:2003/0307(COD), 9598/04, LIMITE, EDUC 116, SOC 251, CODEC 734. Brussels.

CQFW/NICATS/NUCCAT/SEEC (2001). Credits and HE qualifications. Credit guidelines

http://europa.eu.int/comm/education/programmes/socrates/ects_en.html



for HE qualifications in England, Wales and Northern Ireland. London.Dalichow, Fritz (1997). Kredit- und Leistungspunktsysteme im internationalen Vergleich.

Bundesministerium für Bildung, Wissenschaft, Forschung und Technologie (Hrsg.).Bonn.

Davies, Pat (2003). TRANSFINE. TRANSfer between Formal, Informal and Non-formalEducation. Final report on behalf of the partners: EUCEN, EAEA, AEFP, FIEEA andSEFI. July 2003.

De Rosario, Pascale (2002). Types of examination and certification arrangements. EuropeanForum on Quality in VET. Draft Report.

Decree-HU (1993). Decree 7/1993. (XII. 30.) on the National Qualification Register issued bythe Ministry of Education.

Descy, Pascaline/Mossoux, Anne-France/Pilos, Spyridon (ed.) (2002). Harmonised list oflearning activities (Halla). CEDEFOP:

Descy, Pascaline/Tessaring, Manfred (eds.) (2001). Training in Europe. Second report onvocational training research in Europe 2000: background report. Vol. 1. Luxembourg:Office for Official Publ. of the Europ. Communities. CEDEFOP (ed.) [Referenceseries].

DIHK (2003) - Deutsche Industrie- und Handelskammertag (2003). DIHKAusbildungskongress. Forenergebnisse. 26. und 27. Juni 2003. Frankfurt am Main.

Dinjens, Fleur/Neuvel, Jan/Visser, Tom (2002). International mobility in five Europeancountries. First impression. Centrum voor innovatie van opleidigen, NationaalAgentschap Leonardo da Vinci, The Netherlands.

Education, Training, Youth (2002). Cooperation with Third countries: Hungary, Adoption ofthe community acquis, 08.12.2002.

ELWA (2002) – Education and Learning Wales (2002). Consultation on Credit CommonAccord. 9 September 2002. Ref: NC/C/02/12SLD. Cardiff.

Ertl, Hubert (2002). The concept of modularisation in vocational education and training: thedebate in Germany and its implications. In: Oxford Review of Education, Vol. 38, No.1, 2002, p. 53-73.

Eurydice (2000). Two Decades of Reform in Higher Education in Europe: 1980 Onwards.Brussels: Eurydice Studies.

EURYDICE (2001-HU). The education system in Hungary (1999/2000). The informationdatabase on education systems in Europe. (04.11.2003).http://www.eurydice.org/Eurybase/Application/frameset.asp?country=HU&language=EN.

Eurydice/Cedefop (2001). National actions to implement Lifelong Learning in Europe.Brussels.

EVTA (2001-FI). Systems of accreditation in 8 countries.http://www.evta.net/activities/publications.asp. 12.08.03, pp. 15-27. Über Finland:Erkki Salmi 25.6.2001 EVTA 2001.

González, Julia/Wagenaar, Robert (2003). Tuning Educational Structures in Europe. FinalReport. Phase One. University of Deusto/ University of Groningen.

Granville, Gary (2003). ‘Stop Making Sense’: chaos and coherence in the formulation of theIrish qualifications framework. In: Journal of Education and Work, Vol.16, No.3,September 2003. pp. 259-270, 2003.

Halász, Gábor/Garami, Erika/Havas, Péter/Vágó, Irén (2001) The Development of theHungarian Educational System. Budapest: National Institute for Public Education.

http://www.evta.net/activities/publications.asp. 12.08.03



Hannken-Illjes, Kati/Lischka, Irene (2003). Leistungspunktssystem, weitere Öffnung derHochschulen und Lebenslanges lernen – werden jetzt Jahrzehnte alte VisionenWirklichkeit?, In: Gewerkschaftliche Bildungspolitik, 11/12-2003, pp.21-25.

Instituto de emprego e formacao professional (2003). The national vocational certificationsystem. Document on the VC on Credit Transfer System.

Jacot, Henry/Brochier, Damien/Campinos-Dubernet, Myriam (2001). La formationprofessionnelle en mutation. Edition Liaisons: Paris.

Jahr, Volker/Schomburg, Harald/Teichler, Ulrich (2002). Internationale Mobilität vonAbsolventinnen und Absolventen europäischer Hochschulen. Werkstattberichte 61.Kassel: WZ I, pp.19-20.

Journal Officiel (2002). Décret n°2002-616 du 26 avril 2002 pris en application des articles L.335-6 du code de l'éducation et L. 900-1 du code du travail, relatif au répertoire nationaldes certifications professionnelles. J.O. Numéro 100 du 28 Avril 2002 page 7708.

Kärki, Sirkka-Liisa (2002). A description of the Upper Secondary Education System.Vocational educaiton and training in Finland. Discussion paper for the Meeting of theTechnical Working Group on Credit Transfer. Brussels, 06. February 2003.

Kopeczi Bocz, Tamas (2000). Modernisation of vocational education and training in Hungary.Hungarian national Observatory. Budapest, February 2000.

Kutscha, G. (2003). Transferfähigkeit, Flexibilität und Mobilität als Ziele beruflicher Bildung.In: Achtenhagen, F./John, E.G. (Hrsg.) (2003). Institutionelle Perspektiven beruflicherBildung, W. Bertelsmann Verlag, Bielefeld.

KWB - Kuratorium der deutschen Wirtschaft für Berufsbildung (2004). Lebenslanges Lernen.Neue Berufe – Neue Chancen. Neue Strategien für die berufliche Bildung.Ausbildungsleitertagungen 2003. Bonn.

Labruyère, Chantal./Paddeu, Josiane/Savoyant, Alain/Tessier, Josiane/Rivoire, Bernardine(2003). The accreditation of prior learning in France. Review of current practices, issuesfor future measures. In: Céreq, Training and Employment, no. 50, January-march 2003.pp.1-4.

Le Mouillour, Isabelle (2002). Internationales Monitoring. Schwerpunkt: Lernen im Prozessder Arbeit. Statusbericht 2. April 2002 [online], Available from Internet:http://www.abwf.de/main/programm/frame_html?ebene2=befunk&ebene3=Monitoring[cited 07.01.2004].

Le Mouillour, Isabelle/Sellin, Burkart (2004). ECVET case studies based on current mobilityand exchange projects in several Member states. Kassel. Unpublished document.

Le Mouillour, Isabelle/Sellin, Burkart/Jones, Simon (2003). First report of the TechnicalWorking Group on Credit Transfer in VET. October 2003. Brussel.

Le Mouillour, Isabelle/Teichler, Ulrich (2003). Credit Systems in Higher Education:Characteristics and Implications for VET. Presentation at the Technical Working Groupon Credit Transfer in VET. Brussels, 6 February 2003.

Ley Orgánica 5/2002, de 19 de junio, de las Cualificaciones y de la Formación Profesionalestablece el Sistema Nacional de Cualificaciones y Formación Profesional.

Lindeperg, Gérard (2000). Les acteurs de la formation professionnelle: pour une nouvelledonne. Rapport au Premier Ministre. Collection des rapports officiels. Ladocumentation francaise : Paris.

Mayntz, Renate (1993). Governing failures and the problems of governability: Somecomments on a theoretical paradigm. In: Kooiman, J. (Ed.): Modern Governance.London: Sage.



Ministerio de Educacion, Cultura y Deporte (2003). Bases para la elaboración del catálogonacional de cualificaciones profesionales. Madrid.

New Zealand Qualification Authority (2002). Supporting Learning Pathways. CreditRecognition and Transfer Policy. NZQA: Wellington.

NICATS (2002). NICATS implementation report 1999-2002.http://www.nicats.ac.uk/help/definitions.htm#princ Site last updated on 8 October 2002,read on 26.01.04

NIVE (2001) - National Institute of Vocational Education. The national qualification register.A register of vocational qualifications recognised by the Hungarian State. Sixth revisededition. Budapest. ISBN 963 9382 18 3

NQAI (2002) - National Qualifications Authority of Ireland. Towards a national frameworkof qualifications: establishment of policies and criteria Dublin: NQAI.

NQAI (2003/1). Report on the Workshop on the inclusion of international awards in thenational framework of qualifications. Dublin, 2 May 2003.

NQAI (2003/2) - National Qualifications Authority of Ireland. The national framework ofqualifications - an overview. NQAI. Dublin.

NQAI (2003/3) - National Qualifications Authority of Ireland. Policies and Criteria for theEstablishment of the National Framework of Qualifications. NQAI. Dublin. DocumentNumber 2003/3. October 2003.

NQAI (2003/4) - National Qualifications Authority of Ireland. Policies, Actions andProcedures for Access, Transfer and Progression for Learners. NQAI. Dublin.Document Number 2003/4. October 2003.

NQAI (2003/5) - National Qualifications Authority of Ireland. Determinations for the outlinenational framework of qualifications. NQAI. Dublin. Document Number 2003/5.October 2003

NZ (2002). Supporting Learning Pathways. Credit Recognition and Transfer Policy.Wellington: New Zealand Qualification Authority.

OECD (2003a). Thematic review on adult learning. Spain Country note. Paris.OECD (2003b). Organisation de coopération économique et de développement (2003). Le

système francais de qualification: son impact sur la formation tout au long de la vie.Version de juillet 2003.

OECD/NQAI (2003) - OECD/The National Qualifications Authority of Ireland (2002). Therole of national qualification systems in promoting lifelong learning. CountryBackground Report. Ireland.

ORGANIC ACT 5/2002 of 19 June on Qualifications and Vocational Training. (BOE No. 147of 20 June 2002).

QCA (2003) - Qualification and Curriculum Authority (2003). Details of proxy qualificationsto act as exemptions. http://www.qca.org.uk/qualifications/types/6446_1051.html

Qualifications (Education and Training) Act (1999). Number 26 of 1999.http://www.education.ie/servlet/blobservlet/act_26_1999.pdf

Real Decreto 1128/2003, de 5 de septiembre, por el que se regula el Catálogo Nacional deCualificaciones Profesionales. Boletín Oficial del Estado núm. 223 Miércoles 17septiembre 2003, p.34293-34296.

Reichert, Sybille/Tauch, Christian (2003). Trends 2003. Progress towards the EuropeanHigher Education Area Bologna four years after: Steps toward sustainable reform ofhigher education in Europe. A report prepared for the European University Association.July 2003. http://www.bologna-berlin2003.de/pdf/Trends_III_neu.pdf (09.12.03).

http://www.nicats.ac.uk/help/definitions.htm#princ



Reuling, Jochen/Hanf, Georg (2003). OECD-Projekt "The role of qualifications systems inpromoting lifelong learning". Länderportrait Deutschland. Bielefeld: Bertelsmann.

Roscher, Falk (2000). Das operative Regelwerk von Credit-Systemen, in: Schwarz,S./Teichler, U. (2000). Credits an deutschen Hochschulen. Kleine Einheiten – GroßeWirkung. Luchterhand: Neuwied, pp. 45-53.

Rützel, Josef (2000). Vocational training cooperation in times of internationalisation andindividualisation. In: Compatibility of Vocational Qualification Systems. Berlin:Overall Verlag.

Schwarz, Stefanie/ Teichler, Ulrich (2000). Credits an deutschen Hochschulen. KleineEinheiten - Große Wirkung. Neuwied: Luchterhand.

Schwarz, Stefanie/Teichler, Ulrich (2000). Credit-Systeme an deutschen Hochschulen: Wieviel Vielfalt ist kreativ – wie viel Einheitlichkeit ist nötig?, in: Schwarz, S./Teichler, U.(2000). Credits an deutschen Hochschulen. Kleine Einheiten – Große Wirkung.Luchterhand: Neuwied, pp. 3-13.

SCQF (2003)- The Scottish Credit and Qualifications Framework (2003). An Introduction tothe Scottish Credit and Qualifications Framework. Second edition. October 2003. TheScottish Credit and Qualifications Framework: AE1243/2

Tait, Tony (2003). Credit systems for learning and skills. Current developments. Learning andSkills Development Agency reports. London: Learning and Skills Development Agency2003.

Tissot, Philippe (2003). Terminology of vocational training policy. A multilingual glossaryfor an enlarged Europe. CEDEFOP. Thessaloniki. European Communities.

UNESCO (1997). International standard Classification of Education ISCED 1997. November1997.

Zukunftsbau (2001). BASICON. European qualification passport for auxiliary workers in theconstruction industry. Zukunfsbau GmbH. Berlin.



7. List of abbreviations

Abbreviations Full words

AQF Australian Qualification Framework

CVT Continuous Vocational (Education and) Training

ECVET European Credit System for Vocational Education and Training

FETAC Further Education and Training Awards Council (Ireland)

HE Higher Education

HETAC Higher Education and Training Awards Council (Ireland)

ISCED International Standard Classification of Education

ISCO International Standard Classification of Occupations

I-VET Initial Vocational Education and Training

KSC's Knowledge, Skills and Competences

NQAI National Qualification Authority Ireland (Ireland)

OKJ Országos Képzési Jegyzék (Hungary)

National Qualification Register

PLAR Prior Learning Assessment and Recognition

FEOR Foglalkozások Egységes Osztályozási Rendszere (Hungary)

Uniform Classification System of Professions

R&D Research and Development

VET Vocational Education and TrainingCQFW Credits and Qualifications Framework for Wales ProjectNICATS Northern Ireland Credit Accumulation and Transfer SystemNUCCAT Northern Universities Consortium for Credit Accumulation and TransferSEEC Southern England Consortium for Credit Accumulation and TransferF FranceUK United KingdomHU HungaryFIN FinlandIRL IrelandI ItalyES Spain



Annexe 1: The online questionnaireEuropean approaches to credit (transfer) systems in VET:

an assessment of the applicability of existing credit systemsto the development of

a European credit (transfer) system for vocational education and training (ECVET)

Dear Madam, dear Sir,

I would ask you to give us an appraisal and analysis of your national vocational education and training system and context inview of the development of a European Credit Transfer System in Vocational Education and Training (ECVET). As you will note,the questionnaire puts special emphasis on different elements which are considered as constituents for an ECVET.Our survey is directed at selected stakeholders and experts for VET in the European Member States. You have beenrecommended by a member of the Copenhagen Technical Working Group on Credit Transfer or you are a member of theexperts’ virtual community on Credit Transfer.The information you provide will be used as part of the study on Credit System for VET which was commissioned by CEDEFOPand is directed by Isabelle Le Mouillour of the Centre for Research on Higher Education and Work (University of Kassel,Germany). The findings will serve as basis for the conception of a credit system for VET at European level.I assure you that any information you provide will be handled strictly in accordance with data protection regulations and onlymade available in an aggregated and anonymous form.

Should you wish to contact me, do not hesitate to send a mail to: [email protected] or phone to:00 49 561 804 2047.

Please fill in this questionnaire on-line until the 29. April 2004.You have received a personal PIN code per mail which gives you access to the on-line questionnaire.Now, open the questionnaire using the following address: and your PIN.

Thank you very much for your kind co-operation.

Isabelle Le Mouillour

The vocational education and training system in your countryThe first part of this questionnaire focuses on the general features of the vocational education and training (VET) system in yourcountry and on its stakeholders.

1.1 Which are the main characteristics of the VET system in your country? (e.g. dual system,regulations)

1.2 Within your national VET system,to what extent are national, regional authorities or bodies involved in determining … ?

To a veryhigh extent

Not atall

1 2 3 4 5@ @ @ @ @ the qualification standards

@ @ @ @ @ the study programmes (e.g. division into units, possible pathways)

@ @ @ @ @ the teaching-learning processes (learning environment)@ @ @ @ @ the assessment and examination procedures

@ @ @ @ @ the recognition and certification procedures

1.3 Within your national VET system,to what extent are VET providers involved in determining … ?


Not atall



@ @ @ @ @ the teaching-learning processes (learning environment)

@ @ @ @ @ the assessment and examination procedures

mailto:[email protected]




1.4 Within your national VET system,to what extent are employers’ organisations involved in determining … ?


Not atall






1.5 Within your national VET system,to what extent are employees’ organisations and/or social partners involved in determining … ?


Not atall


@ @ @ @ @ the study programmes (e.g. division into units, possible pathways)@ @ @ @ @ the teaching-learning processes (learning environment)



1.6 Within your national VET system,to what extent are VET research and development institutes, experts involved determining …?


Not atall



@ @ @ @ @ the teaching-learning processes (learning environment)@ @ @ @ @ the assessment and examination procedures


1.7 Within your national VET system,to what extent are the learners and their families involved in determining ?


Not atall






VET programmes and learning/teaching settingsThis part of the questionnaire deals with the organisational patterns of VET programmes (structure, time-scale) and thecharacteristics of the learning and teaching activities.

2.1 Which are the main characteristics of VET programmes in your country? (e.g. time-scale,assessment methods, learning settings)

2.2 How important are the following elements for the contents of VET programmes in your country?

Veryimportant

Notimportant at



all1 2 3 4 5@ @ @ @ @ A labour market analysis

@ @ @ @ @ A job requirement analysis in enterprises

@ @ @ @ @ The requirements of the enterprises as stated by employers

@ @ @ @ @ Negotiations between relevant stakeholders

@ @ @ @ @ Legislative regulations on qualifications@ @ @ @ @ Qualification frameworks

@ @ @ @ @ Vocational profiles’ register or catalogue

@ @ @ @ @ Other element(s): ……………………………………………………………………………….……………….(please specify)

2.3 According to you, how significant are the following elements in the specifications of the VETprogrammes?

Verysignificant

Not at all

1 2 3 4 5@ @ @ @ @ General studies

@ @ @ @ @ Specialist (towards the future professional field of the learner)

@ @ @ @ @ Practical orientation

@ @ @ @ @ Theoretical orientation

@ @ @ @ @ General education (e.g. citizenship)@ @ @ @ @ Other:

(please specify)

2.4 How the expected outcomes are described in the VET programmes specifications in general?

2.5 If the expected outcomes are specified in terms of competences,which categories are in use (e.g. social competence, professional competence, self competence)?

2.6 What is the most important structural pattern of VET programmes in your country?Please specify the quantity of the relevant elements within a VET programme.Only one answer

1 @ Units, how many: _______ (on average)2 @ Modules, how many: _______ (on average)3 @ Courses, how many: _______ (on average)

6 @ Other:(please specify)

2.7 How is the time-scale organised in most of the VET programmes in your country?Please specify the quantity of the relevant elements within a VET programme.Only one answer

1 @ Years, how many (on average): _______2 @ Terms, how many (on average): _______3 @ Months, how many (on average): _______4 @ Weeks, how many (on average): _______

6 @ Other:(please specify)

2.8 What is the required duration of a VET programme before the final exam can be taken?

@ @ @ Months

2.9 According to you, how much of their time do VET students spend on average on thefollowing learning activities (in percentage)? And how much time should they spend on



those activities (in percentage)?Actual situation Your recommendation

1 @ @ @ % Learning activities at home 1 @ @ @ %

2 @ @ @ % Seminars/courses in (vocational) schools or training centres 2 @ @ @ %

3 @ @ @ % Workplace simulations in VET schools or training centres 3 @ @ @ %

4 @ @ @ % In firms: learning/training on the job or workplace training 4 @ @ @ %

5 @ @ @ % In firms’ schools or training centres 5 @ @ @ %

6 @ @ @ % Other schemes:……………………………………………… 6 @ @ @ %(please specify)

100% of the time 100% of the time

2.10 Please rate also the learning density according the different learning activities? (Required effort andconcentration to achieve the expected results)

Very highdensity

Very lowdensity

1 2 3 4 5@ @ @ @ @ Learning activities at home (homework for instance)

@ @ @ @ @ Seminars/courses in (vocational) schools or training centres

@ @ @ @ @ Workplace simulations in (vocational) schools or training centres

@ @ @ @ @ In firms: learning/training on the job or workplace training

@ @ @ @ @ In firms’ schools or training centres

@ @ @ @ @ Other activities: (please specify)

2.11 How frequent are the following learning activities at VET schools or training centres in your country?

Veryfrequent

Not at all Notapplicable

1 2 3 4 5 6@ @ @ @ @ @ Classroom instruction

@ @ @ @ @ @ E-Learning

@ @ @ @ @ @ Blended learning (E-Learning with instructors)

@ @ @ @ @ @ Project work

@ @ @ @ @ @ Workplace/on-the-job learning

@ @ @ @ @ @ Self directed learning

@ @ @ @ @ @ Non-formal/semi-structured learning (learning which is embedded in planned activities notexplicitly designated as learning)

@ @ @ @ @ @ Other: (please specify)

2.12 How frequent are the following learning activities in firms in your country?

Veryfrequent









@ @ @ @ @ @ Other:



(please specify)

2.13 How frequent are the following learning activities at home in your country?

Veryfrequent









@ @ @ @ @ @ Other: (please specify)

2.14 Which changes do you expect in the structure of the most frequent VET study programme and inthe related learning activities within the next five years?

Measurement of skills, knowledge and competences- Assessment/ExaminationThe third part of the questionnaire concentrates on the outcomes of the learning processes in VET and the assessment orexamination procedures.

3.1 How is the smallest element of assessment within a VET programme called in your country (e.g. unit,module, and course)? Please describe shortly the characteristics of this element.Only one answer

1 @ Units, please describe shortly:……………………………………………………………………………….……………………………….

2 @ Modules, please describe shortly:……………………………………………………………………………….…………………………..

3 @ Courses, please describe shortly:……………………………………………………………………………….……………………………

6 @ Other:……………………………………………………………………………….……………………………………………………………(please specify)

3.2 On which basis does assessment take place in school-type settings (seminar, classrooms)?Please tick the relevant boxes.Multiple reply possible

@ Each unit is assessed

@ A group/bloc of units is assessed @ An extended period of training/learning is assessed (e.g. half a year) @ Assessment is only undertaken at the end of the full training programme

@ Other:……………………………………………………………………………….……………………………………………………………(please specify)

3.3 On which basis does assessment take place in workplace settings?Please tick the relevant boxes.Multiple reply possible

@ Each unit is assessed

@ A group/bloc of units is assessed @ An extended period of training/learning is assessed (e.g. half a year) @ Assessment is only undertaken at the end of the full training programme

@ Other:……………………………………………………………………………….……………………………………………………………(please specify)



3.4 How usual are the following assessment procedures for units or modules within VET programmes?

Veryusual

Not atall

1 2 3 4 5@ @ @ @ @ Demonstration at an artificial workplace in a vocational school or training centre

@ @ @ @ @ Demonstration at a workplace in a firm

@ @ @ @ @ Written exams

@ @ @ @ @ Oral exams

@ @ @ @ @ Workplace observation during a practical phase of the VET programme

@ @ @ @ @ Other assessment form: ………………………..….……………………………………………………………(please specify)

3.5 Is there an intermediate examination (corresponding to a group of units/modules)?Only one answer

1 @ Yes

2 @ No. Please go to the question 3.7

3.6 How usual are the following assessment procedures for intermediate examination within VETprogrammes?

Veryusual

Not atall

1 2 3 4 5@ @ @ @ @ Demonstration at an artificial workplace in a vocational school or training centre

@ @ @ @ @ Demonstration at a workplace in a firm





3.7 Is there a final examination?Only one answer

1 @ Yes

2 @ No. Please go to the question 3.

3.8 How usual are the following assessment procedures for final examination within VET programmes?Veryusual

Not atall

1 2 3 4 5@ @ @ @ @ Demonstration at an artificial workplace in a vocational school or training centre@ @ @ @ @ Demonstration at a workplace in a firm





3.9 On what is the final grading based?Please tick the relevant boxes.Multiple reply possible

@ On the accumulation of all grades

@ On a selection of major grades referring to group of units or modules@ On final examination@ Exclusively on final examination



@ Other:

3.10 Please describe the grading scale in use in your countryOnly one answer

1 @ Pass/Fail. Please go to the question 3.12

2 @ Detailed scale (e.g. 1 to 6, 1 = very good to 6 = failed).

3.11 If a detailed scale is in use in your country,please indicate the scale points in use and their verbal ratings:

3.12 According to you, which elements should be taken into account for the calculation of credits?Please tick the relevant boxes.Multiple reply possible

@ Notional learning time (time necessary to complete a given teaching/learning unit whatever the learning settings concerned) @ Class hours

@ Hours at a workplace

@ Marks or grades

@ Mark coefficients

@ Other:(please specify)

3.13 Which elements would you select to give qualitative information about the individual vocational studyprofiles? Please tick the relevant boxes.Multiple reply possible

@ Individual assessment results (e.g. individual proficiency level, grades)

@ Content of the VET study programme (e.g. expected skills and competences)

@ Allocation within your national qualification framework (reference levels) @ Learning settings (e.g. in VET schools/training centres, in firms, at home) @ Learning activities (e.g. seminars, E-Learning, workplace learning)

@ Other:(please specify)

3.14 In which context is the term “credit” already in use in your country?Please tick the relevant boxes.Multiple reply possible

@ Higher Education

@ Further vocational education and training

@ Initial vocational education and training @ Not at all @ Other context: …………………………………………………………………………………………..

(please specify)

3.15 If the VET study programmes in your country are subdivided, how many credits are granted for eachsubdivision (i.e. units, modules)?

Mobility and recognitionThis fourth part of the questionnaire deals with the mobility schemes in the national and international contexts as well as withthe recognition issue.

4.1 In your country, how frequent are the following vertical mobility schemes for individuals within andfrom/to the VET system?

Veryusual

Veryseldom

Notapplicable

1 2 3 4 5



@ @ @ @ @ @ During the VET study, access to the next higher VET level

@ @ @ @ @ @ During the VET study, change of the vocational orientation and access to the next VETlevel

@ @ @ @ @ @ After a work experience period, to resume studying within the VET system at a higherlevel than before the interruption of former learning activities

@ @ @ @ @ @ Other mobility scheme: ……………………………………………………….(please specify)

4.2 In your country, how frequent are the following horizontal mobility schemes for individuals within andfrom/to the VET system?

VeryUsual

Veryseldom

Notapplicable

1 2 3 4 5@ @ @ @ @ @ During the VET study, change of the vocational orientation at the same level

@ @ @ @ @ @ During the VET study, change of the vocational orientation and access to the next VETlevel

@ @ @ @ @ @ After a work experience period, to resume studying within the VET system in anothervocational specialisation than before the interruption of former learning activities

@ @ @ @ @ @ Other mobility scheme: ……………………………………………………….(please specify)

4.3 In your country, how frequent is international mobility between VET systems?

Veryusual

Veryseldom

Notapplicable

1 2 3 4 5

@ @ @ @ @ @ International mobility:During the VET study, period of VET study abroad

4.4 Please quote vocational sectors for which you know of mobility schemes and which are according toyou very successful.

4.5 In case of international mobility:If a VET student with prior learning experiences wants to join a study programme in your nationalVET system, which of the following elements are required to apply and to assess the proficiency ofthe candidate?

Application Assessment

Required Notrequired Required

Notrequired

1 2 1 2

@ @ Certificates issued by an accredited institution abroad @ @@ @ A foreign certificate approved by a national institution @ @@ @ Description of prior work experiences @ @@ @ Recommendation of the VET institution of origin @ @@ @ Description of the VET study programme and of the institution of origin @ @@ @ A detailed description of proficiency level of the acquired skills, knowledge and competences

of the learner @ @@ @ A list of the assessment results (marks) of the learner abroad @ @@ @ Individual interview with an examination committee of the receiving institution @ @@ @ Student has to take a theoretical exam at the receiving institution @ @@ @ Student has to take a workplace oriented assessment at the receiving institution @ @@ @ Other: ………………………………………………………………………………………………………. @ @

(please specify)

4.6 To what extent do differences related to the following elements have an impact on the access ofmobile foreign VET learners to your national VET system in case of short term resp. long termmobility?Multiple reply possible



Short term mobility (less than a year)

Long term mobility(over a year)

To a verylargeextent

Not atall

To a veryhighextent

Not atall

1 2 3 4 5 1 2 3 4 5@ @ @ @ @ Differences in the institutional structures @ @ @ @ @@ @ @ @ @ Differences in the national qualification frameworks @ @ @ @ @@ @ @ @ @ Differences in the curricular structures @ @ @ @ @@ @ @ @ @ Differences in the reference levels structures @ @ @ @ @@ @ @ @ @ Differences in the learning methods @ @ @ @ @@ @ @ @ @ Differences in the balance between the various learning activities @ @ @ @ @@ @ @ @ @ Differences in the assessment and grading methods @ @ @ @ @@ @ @ @ @ Differences in the vocational profiles @ @ @ @ @@ @ @ @ @ Other: ………………………………………………… @ @ @ @ @

(please specify)

4.7 To which extent do the following elements influence the recognition of international mobile VETlearners’ achievements through VET providers?

To a verylargeextent

Not at all

1 2 3 4 5@ @ @ @ @ Long-term relations between VET providers at institutional level

@ @ @ @ @ Long-term relations between VET providers at individual level

@ @ @ @ @ Proofs of regular assessments at the home institution

@ @ @ @ @ The assumption that learning abroad doesn’t qualitatively much differ from learning in your country

@ @ @ @ @ Other element, please specify:………………………………………………………………………………….

(please specify)

4.8 Do you have a national scheme for accreditation of prior learning experiences or prior learning?Only one answer

1 @ Yes2 @ No. Please go to

4.9 Please describe in a few sentences your national scheme for accreditation of prior learningexperiences or prior learning, and how prior learning activities are documented?

Future trendsThis last part focuses on your expectations towards a credit transfer system for VET in the context of lifelong learning as well asthe expected developments in the VET system in your country.

5.1 Please state the key national initiatives or reforms that you consider as relevant to the definition of acredit system in VET?

5.2 How important is the emerging credit system in VET to fulfil the following tasks?

Veryimportant

Not at all

1 2 3 4 5@ @ @ @ @ Facilitating credit transfer for temporally mobile students

@ @ @ @ @ Supporting the accumulation of assessment results in a lifelong learning perspective

@ @ @ @ @ Supporting the accumulation of competences within a VET programme

@ @ @ @ @ Increasing recognition of prior learning experiences for access to a higher VET level@ @ @ @ @ Supporting the recognition of prior learning experiences that date back

@ @ @ @ @ Facilitating mobility between formal national VET systems



@ @ @ @ @ An incentive for adult VET learners to resume with their VET studies

@ @ @ @ @ Promoting rules for transfer and accumulation of competences

@ @ @ @ @ Other: …………………………………………………………(please specify)

5.3 Should there be compatibility between the credit transfer system for VET (ECVET) and the creditsystem in Higher Education (ECTS)?Only one answer

1 @ Yes

2 @ No. Please specify:………………………………………………………………………….…………………………………………………(please specify)

5.5 According to you, how important are the following elements to support the compatibility betweenECVET and ECTS?

Veryimportant

Not at all

1 2 3 4 5@ @ @ @ @ The ECVET has to include the notion of workload in the definition of credits

@ @ @ @ @ The skills and competences obtained have to be documented via EUROPASS

@ @ @ @ @ The qualification frameworks have to include vocational education and training as well as highereducation

@ @ @ @ @ The learning activities within VET should be divided into theoretical and practical learning activities

@ @ @ @ @ Both credit systems have to be documented the same way

@ @ @ @ @ The recognition rules for individuals have to be similar for VET and HE

@ @ @ @ @ The principles for ECVET have to be similar to the principles for ECTS

@ @ @ @ @ The reference levels have to include vocational education and training as well as higher education


(please specify)

5.6 Any further remarks you want to make:

5.7 The implementation of a credit system for VET (ECVET) will bring some changes in the national VETsystems. What do you think about the process?

I agree I fullydisagree

1 2 3 4 5@ @ @ @ @ The development of ECVET is the European challenge for the next 10 years in VET

@ @ @ @ @ ECVET is supporting the needed compatibility between national VET systems

@ @ @ @ @ ECVET will boost international mobility for VET students between formal national VET systems

@ @ @ @ @ ECVET will undermine the quality of your national VET system

@ @ @ @ @ We do not need ECVET as mobility between VET national systems is already taking placesuccessfully

@ @ @ @ @ The national VET systems will loose their attractiveness if they follow European standards (incl.credits)

@ @ @ @ @ The logic of the national VET systems will not be respected within ECVET

@ @ @ @ @ An external process is artificially pushing reforms which are not genuinely needed@ @ @ @ @ ECVET will undermine the national legislative VET regulations

@ @ @ @ @ ECVET will allow for a greater transparency of qualifications

@ @ @ @ @ECVET will allow for a greater transparency of qualifications and as a consequence increase thecompetitiveness between qualified workers, and be disadvantageous to less qualified people withinnational labour markets

@ @ @ @ @ ECVET will reduce the spectrum of the VET study programmes in each VET national systems as itwill be easy to access to study programmes offered abroad


(please specify)

Personal and professional background



In order to interpret as accurately as possible the information you provide, it would be helpful to have some information aboutyou and your background.

6.1 Please state the country where you live and workOnly one answer

1 @ Finland2 @ France

3 @ Germany

4 @ Hungary

5 @ Ireland

6 @ Other Country:

6.2 In which kind of organisations are you employed?Only one answer

1 @ European Institution2 @ National Ministry of Education

3 @ National Ministry of Labour

4 @ Research Institute

5 @ Trade Union

6 @ Employers’ association7 @ University8 @ VET provider

9 @ Qualification Authority

10 @ Training Authority

11 @ Other: ………………………………………………………………………………………………..(please specify)

THANK FOR YOUR CONTRIBUTION TO THIS EXPERT SURVEY!



Annexe 2: Results of the empirical study

Table 23: Main characteristics of the national VET systemAustria. The Austrian VET System is described by three quite different VET-routes: the (dual) apprenticeship system (ISCED 3B), full time vocational schools (3 to 4 years, ISCED3B) and full time vocational schools (5 years, ISCED 4A).Austria has a highly diversified initial VET system at upper secondary level: all programmes include generic skills/general education elements (incl. min 1 foreign language),occupation-related theory and practice (in school-workshops, labs, training firms etc); upon completion all programmes allow immediate exercise of respective occupations; highereducation access is ensured through all routes, either directly or via additional exams, add-on courses etc.; - approx. 80% of young people move into VET at the end of lowersecondary/compulsory education (9 years of schooling are compulsory, the last year overlaps with the first year of upper sec; 15 is min age for apprenticeship)Austria has both: 1) an apprenticeship system = enterprise-based training + mandatory complementary education and training at Berufsschulen (specific VET schools) on a part-timebasis; duration 2 – 4 years; leads to skilled workers’ level (see Cedefop glossary); the exam at the end provides access to further qualifications (e.g. master craftsman exam;Berufsreifeprüfung to acquire higher education entrance qualifications); 2) school-based VET programmes (full-time; at berufsbildende mittlere und höhere Schulen = specific VETschools/colleges): mandatory or voluntary work-experience elements are included in the programmes; duration 3 – 5 years; a) final exams of 3- and 4-year programmes also allowaccess to further qualifications, e.g. Berufsreifeprüfung (see above) b) 5-year programmes provide double qualifications: access to higher education (any type and study area at postsecondary/tertiary level) + immediate exercise of the respective occupations (in positions at middle management level); according to the Commission directive 95/43/EC of 20 July1995 they constitute diploma-level education and are descriptor as equivalent to post-secondary VET in other EU member States. In addition: there are programmes and add-oncourses for adults to acquire the qualifications offered to young people in school-based VET programmes.At post-secondary and tertiary level there are a) post-secondary VET programmes for graduates of upper secondary general education or VET programmes in a different sector b)Fachhochschul courses (non-university programmes) which provide high-quality professional and academic training for specific occupations (duration: 6-8 semesters). ContinuingVET can take place in the programmes for adult mentioned above, at universities and in those offered by semi-private and private providers (two major providers affiliated to thesocial partner descriptors) or at the work place.Federal regulations apply to all VET programmes; this includes the recognition of qualifications; VET programmes are also included in Austria’s main school laws that can only beamended with a 2/3 majority in Parliament; draft laws, decrees (i.e. also curricula) etc are circulated to a large number of stakeholders, including the social partners, for comments –consultation with social partners has a long tradition in Austria, this also applies to the education sector.Several players are responsible for and/or contribute to VET: (most) school-based VET – Ministry for education, science and culture and the respective regional authorities; socialpartners opportunity to contribute/comment at various stages (e.g. draft laws) to ensure recognition of the qualifications offered in school-based VET; the programmes need to meetthe requirements outlined in the Berufsausbildungsgesetz (Vocational Training Act) and the Gewerbeordnung (Trade Act); coordination and cooperation with the Ministry foreconomic affairs and labour and the social partners is a prerequisite enterprise-based training – Ministry for economic affairs and labour, in cooperation with theBundesausbildungsbeirat (vocational training council at national level) established at the economic chamber i.e. social partner involvement (employers and employees) educationand training in the health sector – Ministry for health and women’s issues.Assessment and examinations: In Austria we use continuous assessment as well as test and exams (oral, practical or in writing or in combined forms). Curricula and specificassessment regulations provide the backbone within school-based VET. Exams are chaired by a representative of a regional education authority, a ministry representative or head ofanother VET school/college. Final orals are public exams, i.e. representatives of external partners, employers etc can attend. In the final exams the students’ teachers propose thetasks, the regional authorities/the chairs having the final decision. It is important to point out that teachers in the occupational subject areas have work-experience in the respectivefield. The employer assesses the apprentice’s performance in the enterprise-based part of the training ship. The VET teachers assess the school-based learning outcomes. Within theapprenticeship system the Ministry of economic affairs is in charge of the assessment and examination procedures of the Lehrabschlussprüfung (at the end of apprenticeship). The



chair is an employer’s representative and at least one other person in the committee has to have training and experience in the respective field. In the replies to the questionnaire, wewill focus on the upper secondary VET programmes under the responsibility of the Ministry of education and the apprenticeship system. As the questionnaire does not fit a highlydifferentiated system like ours we will submit two responses. This response focuses on the apprenticeship system (Ministry of education in charge of school-based part – see 1above)Australia. The Australian Qualifications Framework (AQF) is anchored in descriptors that are tied to distinct qualifications and the sector in which they are accredited – school,VET and Higher Education. The descriptors for the qualifications in each sector are distinct – thus if you look at the descriptors for the VET qualifications there is a distinct andclear hierarchy of progression and the same is true of higher ed. There is no linkage across sectors however – we see the absence of generic levels and level descriptors as a majorimpediment to progression in a context where students increasingly need and choose to study whole qualifications or units from them which are not drawn from the one sector.Hence our credit matrix which seeks to develop coherent levels and level descriptors which encompass learning across all qualifications. Having said that, the VET levels work wellfor VET qualifications which are designed around packages which draw on nationally agreed competences. While there are issues around consistency and expense, recognition ofcompetences already achieved is inbuiltBelgium. We do have a professional training system since the high schools (inf, sup) and in the higher education system (short term during the day "hautes ecoles de type court")which is ruled by law. Evening courses are also available in the "social promotion system". Controlled en partial organised by public service - Regional organised part fromeducation - Dual system - Linked to the labour services - Tuned to the labour marketCyprus. All the answers refer to the VET offered by the Ministry of Education and Culture only. I have to also state that the answers depict my personal opinion. Another basic actorin the field is the Human Resource Development Authority of Cyprus. So our VET system is highly centralised and strictly ruled by relevant legislation. There are only smallelements of dual character.Denmark: Dual system. The following provides a short overview of the main characteristics of the Danish I-VET system.Tri-partite governance of a dual system. The backbones of the Danish I-VET system are the dual programme arrangements and the tripartite governance structure at all levels of thesystem including certification and examination arrangements.National definition and recognition of certifications. The tri-partite governance structure is central in terms of a national recognition of certificates both within the labour marketsystem and the general educational system.Framework governance. With the reforms of the I-VET system during the past decade the system has evolved from a rather prescriptive system based on detailed regulations to aframework governed system. This has given greater autonomy and co-responsibility to the actors (schools, trade committees, local committees) in terms of defining details ofcontent and execution of programmes and in terms of financial management and quality management. These changes are part of strategy to ensure that the system can continuouslyrespond proactively to changes in the labour market and the wider society without necessarily amending the overall legislation and to ensure better responsiveness to localconditions and the different needs of sectors and trades.Nationally recognised quality development arrangements.Credit and Recognition of prior learning as an element in an efficient and inclusive lifelong learning strategy. With the most recent reforms the system provides substantial optionsfor offering pathways and linkages horizontally and vertically. These options comprise the general educational system as well as the pathways between the general educationalsystem and the adult vocational system. Apprentice in I-VET do thus have options to obtain partial or full double qualifications, which provide them with different and flexiblepathways either within the initial educational system, or at a later stage as adults.Modularisation, partial qualifications, and flexible options for re-entering the educational system through PLAR. The I-VET system and the parallel adult education system are bothstructured in a modular manner. The latest amendments to the I-VET reform (2004) and the adult labour market reforms (2003) will increase options for obtaining a certificate basedon a partial qualification recognised in the labour market, and increase options and for re-entering into the educational system at a later stage as an adult either in CVT or in thefurther education system for adults to obtain a higher level of qualification. The personal educational plan, assessment of prior learning, and singular subjects are key elements inthese efforts. · Individualisation and comprehensiveness with focus on competences and outcomes. With the reform in 2000 a new didactical framework and terminology wasdeveloped that stressed comprehensiveness in the I-VET programme. This framework and terminology comprises the professional, general and personal development of thestudents’ competences. This is to be understood as pedagogical arrangements that co-engage the student in his or her realistic learning activities and real-life situations. Objectives



are stated as outcomes relating to contexts on different proficiency levels- beginner, routine, advanced.



Finland. The main feature in VET is the vocational training schools also for young people, like in other Nordic countries.On-the-job-learning (reform 1999) Specification: In our point of view the o-t-j-l is very characteristic to the Finnish IVT- qualification. It corresponds to 20 credits and is obligatoryto all qualifications, which has been reformed to last 3 years regardless the field of study, also a part of the reform 1999. Some people might claim that the Finnish VET system (Irefer now to IVT, because it is my speciality) has been modularised but I don’t see it that way. The real modularisation of Qualifications has been carried out as a developmentproject in Flanders (Cedefop study visit 2003) In our LdV mobility projects we can see it clearly that o-t-j-l has an impact on the quality of training periods abroad, although there isstill a lot to do for to make it work properly and give the added value that would give full impact.VET regulated by Act and Decree on Vocational Education. Vocational qualifications (VQ) decided by the Ministry of Education and the structure of studies decided byGovernment. National core curricula for each VQ decided by the National Board of Education. For young people, full time education and practical training at vocational institutionsincluding on-the-job learning at companies. For adults, competences tests independent of formal studies.In Finland we have national vocational qualifications at the upper secondary level and then we have further vocational qualifications and specialist vocational qualifications in theadult education. In our higher education there are polytechnics and university qualifications. The status of the national vocational qualifications is protected by law. NBE preparestogether with social partners and based on forecasting of future needs of working life a proposal of qualification structure and qualifications for the Ministry Education and then TheMinistry of Education decides the names of qualifications and study programmes. All upper secondary vocational qualifications (52) / study programmes (113) have been reformedin 1999 –2001.The scope of all vocational qualifications at upper secondary level is three years (120 study weeks/credits). Those who have completed a vocational qualification with a scope ofthree years fall within the general eligibility for further study, which means that they are eligible to apply to polytechnics and universities.The acquisition of vocational qualifications may be divided into three alternative systems: The school-based education system, which means full-time studies for three years at avocational institution, which has full responsibility for education, training and certification. The studies include at least 20 weeks of on-the-job learning within companies and a lotof practical training at workshops run by the vocational institutions. The competences-based qualification system: the person has to demonstrate the vocational skills required for thevocational qualification in a test of competences to be awarded the certificate of qualification. The system is independent of the way that vocational skills are acquired. Preparatorytraining is organised by vocational institutions, vocational adult education centres or other organisations according to individual learning programmes, which take account ofprevious studies and work experience. Apprenticeship training system: Students may receive their education and training through work at a company. Theoretical studies areprovided by vocational institutions or vocational adult education centres. Students in vocational upper secondary education are also entitled to take the matriculation examination.only 3-8 % of student are in apprenticeship-training , others study in vocational colleges for 3 years after their compulsory education( 9 years)curriculum based vocational education for young peoples and competences-test based system for adult learners produce same qualificationCountry wide school system supervised by the National Board of Education in the schools of communities as well as in private schools. The financing of the VET schools dependson the number of the students and the schools have freedom to use the fund as they see to be most effective. The NBE gives the schools only the frames of curriculum and everyschool makes after that its own curriculum. In the curriculum the learning is organised to modules according the competences in the working life and the 3-year qualificationsinclude on-the-job -learning a half year. Our "dual" system is usually an apprenticeship education for the stuff of big companies. For these adult students the education is organisedso, that they have exams in every study module and they are implemented on the workplace. The same is partly now coming also to the school based education.Initial vocational education is provided in vocational institutions and in the form of apprenticeship training in virtually all fields. The completion of an initial vocational qualificationtakes normally 3 years, and instruction is given in multi-field or specialised vocational institutions. A three-year vocational qualification yields eligibility for all forms of highereducation. The objective of initial vocational education is to provide students with the knowledge and skills necessary for acquiring vocational expertise and with capabilities forself-employment. The further objectives of the education are to promote the students' development into good and balanced individuals and members of society, to provide studentswith the knowledge and skills necessary in further studies, personal interests and the versatile development of personality, and to promote lifelong learning.Vocational Education Act 630/1998 Initial vocational education builds on the basic education syllabus and provides 3-year instruction in almost all fields of working life. Initialvocational education is also open to upper secondary school leavers. The duration of studies is 0.5-1 year shorter for them, due to the credits transferred from upper secondaryschool studies.There are 52 initial vocational study programmes. These yield extensive basic vocational skills for various assignments in their field and, in addition, more specialised expertise inone sector of the study programme. A three-year vocational qualification provides general eligibility for higher education. The scope of the study programme is 120 credits (onecredit being equivalent to a student's average study effort of 40 hours), including 90 credits for vocational studies and relevant on-the-job training, 20 for common studies and 10 forfree-choice studies. Studying takes place primarily at vocational institutions, but supervised on-the-job training at a workplace accounts for at least 20 credits. Common studies in allinitial vocational programmes are mother tongue, the other national language, foreign language, mathematics, physics and chemistry, social, business and working life studies,physical and health education, and arts and culture.An initial vocational qualification can be completed in the form of either institutional education or apprenticeship training. Apprenticeship training is based on a contract ofemployment (apprenticeship contract) between the student and the employer confirmed by the education provider In addition to these a vocational qualification can also be taken



France. Widespread VET training covering all sectors of economic activity, going from qualifications at age 16 to 20. -all programmes are centralised within the French Ministry ofeducation -The Ministry creates diplomas in concertation with social partners (companies, unions, professional organisations and experts) within 20 commissions according toactivity sectors -the diplomas are validated by a superior body (Council) including the large professional and union organisations, parent representatives and local authorities -thedescription of each diploma includes a professional profile, a summary of the main skills and associated knowledge -certification is based on evaluating skills grouped in units (unitsare based on professional situations which bring together several skills) -vocational training is carried out in private or state schools or in apprentice training centres (sandwichcourses) - all courses include placements in companies and companies are associated in evaluating the professional subjects -all our courses have some general subjects (languages,French, Maths...) -certification can be by exams or by assessment during the training or by validation of prior learning -initial or continuous training is available -Germany. The dual system (apprenticeship) is the main stream system (for 60% of the age cohort, 10% of which continue at tertiary level; 15% are visiting full time vocationalschools). It is based on Federal legislation for the company part (Berufsbildungsgesetz - Vocational Training Act) and State legislation (for the part time school). Full timevocational schools are also based on State legislation. The following remarks are on the company based practical training exclusivelymain characteristic: profession is equated with vocation (historically rooted in the guilds etc.) --> influential stakeholders: chambers of trade, chambers of industry and commerce,trade unions organising principles: 1) dual system: traditionally company-based; in East Germany 30% non-company-based and to 70% subsidised by federal funds 2) school-based:health and care sector 3) compensatory measures for disadvantaged young people serious reform attempts (e.g. modularisation) fruitlessdual system school and professional education in the company some companies have a "trial system" with school, company and additional training in the company (theoreticaltraining and practical training)Dual System, beginnings of common further education systems (IT) trying to combine VET with University level"dual", but primarily company controlled system of apprenticeship with medium level of regulation lot of activities in further vocational training, but no coherent systemGreece. VET system is based on regulations set/provided by the state or relevant public organisations. In Greece we have two separate systems operating independently in the fieldof VET. One of them is related to the initial vocational education and is controlled to a high degree by the Ministry of education, and the continuing training system which coversthe non formal education and is controlled by the Ministry of Labour. This is the reason that we found great difficult to outline general features of the Greek VET.!!!Regulations: Law 2009/92 National System of Vocational Education and Training Law 2525/97 and Law 2640/98 Upper secondary Vocational EducationHungary. Our VET system is complicated a little bit. We have basically three types of secondary schools. The first is Secondary grammar School where children can take 8, 6 of 4years of classes, and take maturita exam. Secondary Vocational School equals to ISCED 5 level, where children take vocational and or maturita exam. After that children can enteraccredited post-secondary vocational training, or 1; 11/2; 2 or 3 years secondary vocational school education for max. ISCED 5 qualification. And the vocational school equals toISCED 2, 3 level, where children take vocational and or maturita exam. Also there is specific curriculum based training for those who have not completed 8th grade primary. Also Ihave to write about the new development on a field of VET.We had to realise that we have to put more effort in practical education and training. In the framework of HRD OP sixteen regional integrated vocational training centres andworkshops will be established, based on the already existing institutions – two centres in the seven regions and two in the capital. By this, the conditions of high-level, modernpractical training will be created. The training centres will be established by the integration of 6-8 institutions. In component 2 of measure 3.2 (component 1 is in connection withcomponent 2, which concerns the modularisation of National Qualification Register) the following activities can be supported: organisation development; HR and legal consultancy;preparing the management and teachers of the training centres for the tasks, trainings; arranging conferences and study visits; elaborating professional pedagogical programmes suchas career-orientation and guidance, information service, VET, examinations, workshop practices, practical training of certain qualification groups; digitalising and making e-learningmaterials, equipment procurement. In the framework of measure 4.1 infrastructural development of these training centres can be applied for and will be financed if winning.Both school system (formal) and out-of-school system (partly non formal) are under state responsibility. Laws (public education, higher education, vocational training and adulttraining law) are existing together with ministerial orders. Exam- and professional requirements are unified. Dual system partly remains voc. tr. contribution functions, many newfeatures in the last 2 years.



Italy I'm dealing with secondary (14-18) and post secondary (from 19 upwards and adults) education. Dual System (Lyceums - five years, and VET - three/four years. Regions arecompetent for VET although standards are defined and certifications are recognised both at a national and regional level.The law 53/03 re-forms vet systems. It is a dual system: national high schools and regional vet systems. The higher education is a dual system as well: academic (dpr.509) and nonacademic. The non academic system is called IFTS (law 144/99-art. 69), it depends on regions but it consists of national qualification standards.Dual System promoted by Public Education on one side (national impact) and Private Organisations on the other (Regional impact) An integrated system based on University,Education, Private Agency and Social Parties has been promoted since 1998, IFTS).Luxembourg. The VET-system is characterised by 3 points: 1. the system is centralised and the Ministry of Education is the only one responsible for VET 2. the curricula andcertifications are developed together with the concerned social partners 3. the system has 3 different forms: a) dual system (like Germany) b) mixed system 1or 2 years fulltime inschool training an 1 or 2 years dual-system c) fulltime school trainingThe Netherlands. Full time VET with practical learning and dual learning. So, the system is 'dualized'. Legislative regulations about setting up qualification standards, assessmentand education procedures.The Adult and Vocational Education Act (WEB) form 1996 provides the legal framework for the Dutch VET system. The sectoral National centres of expertise on VET and thelabour market are by law required to develop a qualification structure for the relevant branch of industry or trade. The WEB distinguishes four qualification levels. Almost allqualifications (VET programmes) are offered through two pathways: block or day release and (institutional) educational pathway.A common way of describing VET-systems is through the specific target groups that the system attempts to service. In doing so, three separate subsystems to the VET-system canbe distinguished in the Netherlands. Initial Vocational Education, Continuous Vocational education (for the employed) and Vocational education for the unemployed. Regulationsand stakeholders differ for each of these systems. In short these are as follows:(1) IVT. Since 1996 a (new) law is in effect. With this law a number of responsibilities in IVT were decentralised. Basic elements of the Act include the following: 1. A system ofNational Qualifications for vocational education and training was established and came into effect from 1st August 1997. Four qualification levels and two different qualificationtrajectories were created for initial vocational training. CVT and general adult education was also brought within a qualification structure. All training at vocational schools (ROCs),within apprenticeship schemes as well as informal training on the job is expected to lead towards recognised vocational qualifications. 2. All publicly financed schools were mergedto form Regional Training Centres (Regionale Opleidingscentra - ROCs) before the 1st of January 1998. Some exceptions were made for certain sectors. Major stakeholders are thegovernment (as primary founder) as well as employer and employee organisation (as major stakeholders in determining the qualifications).(2) Continuous Vocational Education/training A distinguishing feature of continuing training for the employed (CVT) is that the system in the Netherlands is voluntary, i.e. there isno specific law governing the provision of this type of training. Within each sector of the business community, funds are made available specifically for the training of employees.These so-called O+O funds are based within Collective Labour Agreements between employer and employee organisations. The existence of these funds, especially in large firms,are meant to assure that continued attention is given to the training and retraining of employees.(3) Training for the unemployed. The training market for this group has been liberalised, pretty much replacing government sponsored training institutes. Also, the provision of thistype of training has been decentralised with municipal governments being the major stakeholders and founders of training for the unemployed.Portugal. Regulated and Centralised, specially the educational systemIn Portugal, a small part of the system is almost like dual system, under the responsibility of the Ministry of Education and the Ministry of Work. The main (regulated) part, as far asinitial training is concerned, depends upon Education, but there is also VET (always regulated) under the responsibility of the Ministry of Work. Adult education is under theresponsibility of Education and Work too.



Spain. Specific Vocational Training addresses the learning of vocational know-how, strictly speaking. Intended as a final stage of education, it is divided into two tiers: intermediateand advanced. The former is included immediately after “Educación Secundaria Obligatoria”. In order to gain access to such training, pupils must hold their "Graduado enEducación Secundaria” certificate. Pupils successfully completing these studies are awarded a Technician certificate, with which they may enrol in certain types of Baccalaureate,taking into account the connection to the corresponding kind of vocational training received. Pupils successfully completing advanced Specific Vocational Training are awarded theTécnico Superior certificate, allowing them to directly enrol in university studies in fields related to the trade for which they have been trained. LEY ORGÁNICA 5/2002, de 19 deJunio, de las Cualificaciones y de la Formación ProfesionalRegulationsMain characteristics are established in the Organic Law 5/2002 on Qualifications and Vocational Training. Object of the Law is to create on the basis of the developments in the 90sa National Qualifications and Vocational Training System (NQVTS). As institutional backbone, the Act envisages a National Catalogue of Occupational Qualifications. Statedpurpose is to facilitate the integration of the different forms of certification and accreditation of occupational skills and qualifications. As such, it embraces the following threesubsystems: *Formal VET (Ministry of Education, Culture and Sport). *Occupational training for unemployed people and continuous training in enterprises. In organisationalterms, the NQVTS takes as its starting point the spheres of power attributed to the General State Administration and Autonomous Communities and likewise the area for theparticipation of the social partners, as reflected in the makeup of the General Council on Vocational Training. As an antecedent of the Law, we must quote the New NationalVocational Training Programme (1998-2002) drawn up by the General Council on Vocational Training and approved by the Government, which defined the basic guidelinesleading to an integrated system spanning the different vocation training offers: formal, occupational and continuous. In this context, the National Institute of Qualifications isinstrumented to serve the General Council on Vocational Training in the capacity of technical agency. Basic mission of the National Institute of Qualifications is the managementand updating of the National Catalogue of Vocational Qualifications. (Source: Organic Law 5/2002). For this section it is important to keep in mind the document approved inMay,2003, Bases para la elaboración del Catálogo Nacional de las Cualificaciones Profesionales.20% Compulsory Alternance Modular system Based in professional Competences 2/3 European level 55% Decided by Spanish Educational Ministry 35% " Catalan " " 10% " VETProviderIt is a competences based system with small elements of a dual system (a 20% of curricula is implemented in companies)Sistema que combina las caracteristicas de la formación de en centro de VET con practicas en empresa. Estas practicas van de 3 a 6 meses de duración pero no son consideradas concaracter laboral.Sweden. School based to a large extent. 15% workplace learning. Three year at upper secondary initial training. General orientated. All students have the right for further studies atuniversity level after completion of the studies. Organised in programmes 2500 credits (one week of study is 25 credit points). The programmes are divided in courses (modules)Slovenia. Legal framework: - The Vocational Education and Training Act (1996): regulates the acquisition of qualifications through educational programmes, which are adopted byMinister of Education, Science and Sport ; - National Vocational Qualifications Act (2000): all national qualifications, based on national occupational standards of knowledge, skillsand competences at different levels, which can be obtained through formal educational programmes and also through validation of non-formal and informal acquired competences.Main feature of the VET programmes: -based on occupational standards; - open structured (open for regional needs; 80 % of content and objective defined at national level); -prepared in modular way - adapted for people with special needs / ethnically mixed groups - carried out in school and in company (dual organisation, school-based programmes:contract school - company); - integrating theory and practice. open structured (open for regional needs) prepared in modular way adapted for people with special needs / ethnicallymixed groups life-long learning oriented carried out in school and in company (dual organisation, contract school - company) integrating theory and practiceTurkey. dual system, centralised - ministry of national educationUSA. Unfortunately, we have no dual system, although we need one very much. Weak "high school" (secondary) programmes with low esteem can lead to 2 year college("community college") programmes of higher quality and esteem. -- But these latter are not part of free public education. Though relatively low cost (compared to 4 year university),still, they must be paid for. So low income families and the disadvantaged are often unable to study for these 2 year qualifications. About 25 percent of each cohort get a 4 yeardegree; another 10 or 12 percent get a 2 year technical or commercial type college degree (although half of them "transfer" on to university). But half of 2 year college students, andone quarter of 4 year students, "drop out" before finishing and do not complete a degree or formal qualification. So--about 36 percent get a 2 or 4 year degree; and another 15 or 18percent or so get "some college"--courses and "credits" but no final degree. Thus: about two thirds do not get a post-compulsory qualification. There was some effort under Clinton



to have a "social partnership" approach to skills standards for national skills standards by sector. But this has been discontinued under Bush, who also wants to push secondary VETinto post-secondary or college level. Clinton also started a "Beruf"-style concept of "Career Clusters" but under Bush this has been dismantled at national / federal level and given tothe 50 states--which have no money to develop it. For now, we are left with what I call HSTC--the traditional "high school then college" model--until elections can change ourexecutive departments and legislation. But HSTC is not sustainable--left unchanged it will lead to social / political conflict. Only time can tell if we can return to a national (vs. 50state) approach.Scotland. All of the system except for university degrees lies within the remit of the Scottish Qualifications Authority. Academic and vocational qualifications have been broughttogether into one framework. SQA is the statutory awarding and certification body for school qualifications and for some vocational qualifications. In other areas where the VET isvery occupation specific there are a number of certification bodies to choose from but SQA will still normally oversee those. All provision is unit based and unit certificated as wellas certification course or group awards. There is a desire for increasing flexibility in any design rules which govern awards.United Kingdom. Diverse in form and involving a wide range of stakeholder bodies and national agencies, regulated only by funding regimes, increasingly regional, increasinglydemand -led, qualifications aspect is undergoing fairly fundamental development at the moment.VET is divided into vocational and occupational qualifications, although these are being merged in the new NQF (being implemented from September 2004). The VET system has astrong apprenticeship system including vocational qualifications, occupational qualifications and key skills. Vocational and occupational qualifications are offered at a variety oflevels covering all of the NQF levels. Non-university education is regulated by QCA who accredit qualifications and work closely with Sector Skills Councils who develop NationalOccupational Standards. The whole education and training framework in the UK is qualification based.Largely a dual system between academic and vocational apart from recognised professions/ Medicine/Nursing Law which mostly fall to university systemFurther Education (Levels Entry to Three) and Higher Education (Levels Four to Eight) have traditionally been awarded using different regulatory systems. A number of different"brands" for VET have been used at the lower levels in the past 25 years e.g. NVQ, MSDA, Modern Apprenticeships. This has led to confusion amongst employers who may nothave undertaken any of these programmes. There are positive moves to reaffirm vocational learning as being of equal worth to academic learning under a single credit andqualifications framework covering all learning. This has been pioneered in Wales and looks to become a cross-UK system.regulated - high involvement of professional bodiesMixed. Initial VET is partly in further education colleges, and partly through a work based route of modern apprenticeships. CVET is largely at the discretion of employers, withgovernment playing a more strategic role now. Partnership emphasises employers rather than a tripartite social partnership arrangement, though many employers are reluctanttrainersWithin the UK, the majority of qualifications offered within compulsory and post 16 education are listed within the National Qualifications Framework (NQF) and have beenquality assured. This includes academic and vocational qualifications.Question: 1.1 Which are the main characteristics of the VET system in your country (e.g. dual system, regulations)? Please specify

Table 24: Level of involvement of the national, regional authorities or bodies in determining selected elements (Mean)

Mean 1 2 3 4 5 Total

the qualification standards 1,65 62% 20% 10% 5% 3% 64the study programmes (e.g. division into units) 2,15 44% 22% 20% 3% 11% 64the teaching-learning processes (learning environment) 2,86 25% 12% 28% 23% 12% 65the assessment and examination procedures 2,18 38% 25% 20% 14% 3% 65



the recognition and certification procedures 2,03 42% 28% 16% 12% 2% 64

Question:1.2: Within your national VET system, to what extent are national, regional authorities or bodies involve in determining…?Scale: 1=to a very high extent, to 5= not at all

Table 25: Further involvement of the national, regional authorities or bodiesAustriaThe Ministry for economic affairs and labour draws up the apprenticeship training profiles, i.e. the enterprise based part; the Ministry of education is in charge of designing theschool-based curricula in line with the above profilesAdditional information on school-based system Curricula and regulations on examination procedures are ministry decrees; curricula are national framework curricula which alsoallow for some autonomy. There is usually a mix between top-down and bottom-up approaches; the recognition of qualifications is ensured at national level (see above); ad learningenvironment: the curricula also set the parameters for class room teaching, workshop, labs and work experience; they foresee project work and work in training firms; the stateprovides infrastructure and equipment; but in general it is up to the teachers to choose the methods they consider appropriate to meet the learners' needs and to achieve the respectiveobjectives in the specific subject areas; see also 1.1Australia. National development and delivery standards applyBelgium. Certification procedures in developmentDenmark. It is a tripartite arrangement, modularisationThe Netherlands. Quality assurance of assessment and examination by a national body (Quality Centre Assessment - KCE),In Finland the national authorities decide the national vocational qualifications, study programmes, national core curricula or qualification requirements Assessment and examinationprocedures and the recognition and certification procedures have been determined at the national level. There are certain options of studies (designed for local needs) about whicheducation providers can decide. Education providers, schools and teachers at the local level decide about teaching and learning processes, only 20 weeks on-the -job learning hasbeen determined at the national level. Our regional authorities don't determine educational standards. Assessment and certification standards determined nationally, proceduresdetermined locallyFrance. The accreditation of prior experienceGreece. In the area of Initial VET, all the above parameters are mainly determined by the State.For Scottish Vocational Qualifications industry/employers will have the key role. For other VET this will be led by national authoritiesQuestion 1.2o: Within your national VET system, to what extent are national, regional authorities or bodies involved in determining…? Other. Please specify. (12 Comments)

Table 26: Level of involvement of the VET providers in determining selected elements (Mean)


the qualification standards 3,11 8% 26% 22% 34% 10% 61

the study programmes (e.g. division into units) 2,68 20% 23% 28% 20% 9% 63

the teaching-learning processes (learning environment) 1,96 47% 22% 19% 12% - 64



the assessment and examination procedures 2,63 18% 33% 24% 19% 6% 63

the recognition and certification procedures 2,95 20% 17% 23% 25% 14% 63

Question:1.3: Within your national VET system, to ehat extent are VET providers involved in determining…?Scale: 1=to a very high extent, to 5= Not at all

Table 27: Areas of involvement of the VET providers (free answer)Austria. The term VET providers is unclear, within the dual system providers can be: the enterprise(s) or, in some cases, the body providing the training workshop etc, the individualschool, the regional education authority (Landesschulrat) which coordinates the programmes offered and monitors quality at regional level, the Ministries; teaching process andlearning environment in the enter-prise based part is, of course, determined by the enterpriseThe Netherlands. By law VET providers are responsible for the curricula, the assessment and certification of VET programmesFinland. The national bodies (NBE) outlines the national curriculum and the VET providers modify it to the local curricula. But the NBE sets the standards.France. Some VET providers (training organisations) are involved in designing and delivering their own training and certification. They are however not "mainstream". And if theydeliver national training and certification, they the bodies of 1.2. are responsible for all five levels.Greece. Initial: all the above are mainly determined by a public authority that supervise VET providers.In areas other than SVQs (see above) there is a partnership approachQuestion 1.3: Within your national VET system, to what extent are VET providers involved in determining…? Other, please specify. (8 Comments)

Table 28: Level of involvement of employers' organisations in determining selected elements (Mean)


the qualification standards 2,48 20% 34% 28% 11% 7% 64the study programmes (e.g. division into units) 3,07 11% 17% 34% 28% 10% 64the teaching-learning processes (learning environment) 3,74 - 13% 24% 39% 24% 62the assessment and examination procedures 3,09 9% 22% 30% 28% 11% 64the recognition and certification procedures 2,93 17% 25% 19% 25% 14% 64

Question: 1.4: Within your national VET system, to what extent are employers´ organisations involved in determining …? Scale: 1=to a very high extent, to 5= Not at all

Table 29: Areas of involvement of employers' organisations (free answer)Austria. The employers' organisations are very important concerning the apprentice training and is also able to influence study programmes of full time VET concerning labourmarket orientation etc. Apprenticeship: for study programmes and teaching and learning process we have ticked 3, as we also have to take the school-based part into account; seealso info on Berufsausbildungsbeirat in 1.1



The Netherlands. Employers and employees are by law responsible for providing job competences profiles as base for qualification standards. In tripartite consultation, socialpartners are co-responsible for legitimising qualifications.Finland. 3 means: as members of national and local tripartite boards, consulting role. They are dealing within the process of preparing and deciding qualifications, nationalqualification specific core curricula and education provider's curricula. They are organising and assessing of on the job learning and skills demonstrations at work places. It dependson the way of getting the qualification. In competences based qualifications the role of social partners is very importantFrance. As our national VET system is plural, depending on the strand concerned the involvement of employers is varying. The marks given are a mean between the very variedsituations.Greece. Initial: employers have a consultative and not determining role in setting the above parameters.UK. see comment about SVQs where the balance would be higher in favour of employersQuestion 1.4 Within your national VET system, to what extent are employers’ organisations involved in determining…? Other, please specify. (11 Comments)

Table 30: Level of involvement of employees’ organisations and/or social partners in determining selected elements (Mean)


the qualification standards 2,72 20% 26% 22% 26% 6% 65the study programmes (e.g. division into units) 3,26 10% 16% 25% 36% 13% 63the teaching-learning processes (learning environment) 3,65 3% 11% 26% 38% 22% 63the assessment and examination procedures 3,20 9% 17% 28% 35% 11% 64the recognition and certification procedures 3,07 12% 27% 17% 28% 16% 64

Question: 1.5: Within your national VET system, to what extent are employers´ organisation and or social partners involved in determining …? Scale: 1=to a very high extent, to 5=Not at all

Table 31: Areas of involvement of employees’ organisations and/or social partners (free answerAustria. The employers' organisations is very important concerning the apprentice training and is also able to influence study programmes of full time VET concerning labour marketorientation etc. for study programmes and teaching and learning process we have ticked 2, as we also have to take the school-based part into account; see also info onBerufsausbildungsbeirat in 1.1The Netherlands. Employers and employees are by law responsible for providing job competences profiles as base for qualification standards. In tripartite consultation, socialpartners are co-responsible for legitimising qualifications.Finland. They are involved to set the standards yes, like the on-the-job-learning demand

Greece. Initial: employees have a consultative and not determining role in setting the above parameters.1.5 Within your national VET system, to what extent are employees’ organisations and/or social partners involved in determining…? Other, please specify. (11 Comments)



Table 32: Level of involvement of VET research and development institutes, experts in determining selected elements (Mean)


the qualification standards 3,00 9% 29% 23% 29% 10% 62the study programmes (e.g. division into units) 3,07 11% 20% 28% 31% 9% 64the teaching-learning processes (learning environment) 3,09 13% 14% 35% 27% 11% 63the assessment and examination procedures 3,28 11% 14% 30% 27% 18% 64the recognition and certification procedures 3,33 13% 13% 25% 27% 22% 63

Question: 1.6: Within your national VET system, to what extent are VET reserch development institutes, experts involved determining …?Scale: 1=to a very high extent, to 5= Not at all

Table 33: Areas of involvement of VET research and development institutes, experts (free answer)Austria. The term experts is not completely clear here: VET experts or experts from research institutes we assume that you mean VET experts in general results of research projectsare fed into the ministry work; curricula development teams comprise VET experts from the various levels and teachers; proposals that come from the grass-roots level are usuallythe result of school-industry consultation; ad apprenticeship also see replies to previous questionsGreece. Initial: only by governmental institutes.Luxembourg. There is no real researchNo formal influenceQuestion 1.6: Within your national VET system, to what extent are VET research and development institutes, experts involved determining…? Other, please specify. (8 Comments)

Table 34: Level of involvement of the learners and their families in determining selected elements (Mean)


the qualification standards 4,48 2% - 13% 20% 65% 64the study programmes (e.g. division into units) 4,39 - 2% 13% 31% 54% 64the teaching-learning processes (learning environment) 3,96 - 9% 17% 40% 32% 64the assessment and examination procedures 4,24 2% 6% 14% 23% 55% 65the recognition and certification procedures 4,55 2% - 8% 23% 67% 65



Question: 1.7: Within your national VET system, to what extent are zhe learners and their families involved determining …? Scale: 1=to a very high extent, to 5= Not at all

Table 35: Areas of involvement of the learners and their families (free answer)Austria. Austrian schools have a certain degree of autonomy to be able to respond to local needs; the school laws provide for committees at school level with student, parent andteacher representatives – this also applies to Berufsschulen (VET schools for apprentices); they have a say within the framework of school autonomy; students' and apprentices’associations and parents' associations also are among those who have the right to comment on draft laws and ordinances. They are indirectly involved as voters of political parties astheir representativesIn Spanish system there are learners´ parents associations that have punctual influenceFinland. The students' organisation is involved to some extent. Learners as members of national and local boards, families not at all.Question 1.7 Within your national VET system, to what extent are the learners and their families involved in determining…? Other, please specify. (9 Comments)

Table 36: Main characteristics of the VET programmes in the respective countryAustralia. Although it is not mandatory, the greater proportion is delivered with at least some institutional (classroom) delivery. The volume of learning in VET qualifications (evenat the same level) can vary tremendously e.g. Cert. III in Elec. Engineering would be much greater in volume than a Cert. III in Retail. Assessment criteria and outcomes are setnationally but there is wide scope for choice on specific procedures used.Austria.This is different concerning the different routes: a) apprenticeship training: there is a mostly fixed duration of training; the most relevant assessment is the final exam in front of acommission b) the duration is fixed; there is an ongoing assessment; every year has to be passed successfully c) 3 to 4 years full time school are completed with a certificate d) 5years full time schools are completed with a Diploma and a "Matura/Reifeprüfung" (that means access to university)Within the apprenticeship system:• approx. 275 different occupational profiles, in many different sectors (also in ICT)• duration 2 – 4 years, min age at entry-level: 15 years• enterprise-based training 70-80% of the time (contract with company, apprentices receive remuneration)• general education (VET related language learning in 1 foreign language =mandatory) + occupation related theory + complementary practice in workshops etc at Berufsschule (20 –30% of the total at school; day release or block release system) = mandatory• learning by doing – included in production process• at enterprise instruction and monitoring at the workplace; at school combination if continuous assessment, tests and exams (orally, in writing, in practice)• at enterprise-level: specific regulations apply to be entitled to train apprentices – trainer training and exam; at Berufsschule: VET school teachers with work-experience in theoccupation-related subject areas• curricula design: idea of linear progression (structure years, semesters), modularisation being discussed• at then end Lehrabschlussprüfung (final/leaving exam) before a committee (chair = and min 1 other person in the committee has to have training and experience in the respectivefield): theory and practice (e.g. produce a specific object); waiver for theory part, if good results at Berufsschuleafter compulsory, division into voc. and general education 50 % - 50 % strong impact of vocational colleges in that field, schools are responsible for providing the institutional frame



all other contents are mostly defined by law (time-scales, contents) school have their own examination methods (no standards),School-based VET – full time:• general education + occupation related theory + practice• learning by doing + elements from constructivism• combination of classroom + workshops/labs/training firms etc at schools + work-experience in enterprises during the holidays• project work across subject areas, project work also feeds into the final exams• combination if continuous assessment, tests and exams (orally, in writing, in practice)• teachers with work-experience in the occupation-related subject areas• first two years broader basis within occupational field, as of year 3 specialisation (e.g. according to local/regional needs – tree structure of programmes)• cooperation with business and industry• curricula design: idea of linear progression (structure years, semesters)• within an occupational field programmes that lead to different qualification levels (different in length) N.B. Please note that the structure used as of 2.6 does not really fit oursystem: e.g. in the engineering sector you can have 4-year and 5-year programmes in a variety of fields, e.g.: electronics; the course programme can then focus among others on e.g.computer technology or biomedical science technology from the 3 terms offered: units, modules and courses, the latter seems the only suitable one for us “courses” = programmes asthe categories chosen in this questionnaire do not really allow us to differentiate between these two terms; hence, we are also unable to reply to 2.6bBelgium. Time-scale in order to the programme, assessment methods in development (already exists for some programmes)Cyprus. Three year duration (ages 15 to 18). Mainly formal schooling (afternoon classes are offered as well). Mainly classroom setting, but for some students (the so called"Practical Direction") at the final third year one day is being spend at industry. Final examsDenmark. modularised stepwise qualifications, recognition of prior learning, project and problem based learning integration of general and vocational qualification multiple verticaland horizontal cross over options.The VET system was reformed in 2000, implying that instead of initially choosing one of the 90 VET programmes from the start, the trainees now enter a broad basic programme.The programme gives the students the opportunity of "trying out" various trades and occupations before finally deciding to enter an area of specialisation. Today, there are sevenbasic programmes, which serve as entry into the VET programmes: · Teknologi og kommunikation (Technology and communication) · Bygge og anlæg (Building and construction) ·Håndværk og teknik (Crafts and engineering trades) · Fra jord til bord (Food production and catering) · Mekanik, transport og logistik (Mechanical engineering, transports andlogistics) · Service (Service industries) · Handel og kontor (Commerce and clerical trades) The duration of the IVET courses is between 2,5 to 4 years depending on trade andprofessions and the programmes are divided into two parts: basic courses (20 week) and main courses (up to 3,5 years). The basic programme is college-based and completed withthe issue of a certificate documenting the subjects and levels which the student has achieved; this certificate forms the basis for entering the main programme.The main programme of vocational specialisations (85 programmes), which starts with an on-the-job training placement, is alternance-based and comprises education and trainingin colleges and companies in turns. Before being admitted to the main programme, the student must have a signed apprenticeship contract with a training company (or with thecollege, if no training company is available). Apart from entering a VET programme via the school path, the trainees can also enter VET by entering an apprenticeship contract witha company. In this case, they will start the practical training in the company and then alternate between school and in-company training for the remaining training period. Trainees,who start directly in an company, receive a salary for the entire training period, including when at college, whereas trainees who take the school path receive a state grant until theyhave concluded a practical training contract and begin their in-company training. Most students choose to start their education in college before concluding an apprenticeshipcontract.The VET programmes teach the necessary vocational skills for a trade or profession, and are all alternance-based, i.e. instruction is given at the college and in the company in turns.The apprenticeships are based on a contract between the apprentice and the company, and in general, 2/3 of the training takes place in the company. All training companies areapproved by the trade committee (i.e. the social partners) in question, and thereby have to live up to certain requirements, e.g. a certain level of technology, ability to offer a variety



of tasks within the occupation. In 2001, about 1/3 of all Danish companies had apprentices. Colleges and companies work closely together to make sure that training takes placeaccording to the law. An educational plan is made for every student that ensures the coherence between the student’s wishes and the actual training programme. The students alsohave a personal educational portfolio that is intended to increase the student’s awareness of the learning process, he/she is undergoing. While the educational plan contains learningpathways, the portfolio documents actual learning and skills acquired by the student.Finland. The VET programmes are normally for 3 years having a 6 months practical trainingI would say time scale, because even if the system is modularised the practical implementation is possible only in some schools, lets say Commercial, social and health care, but inmultidisciplinary schools it is hard to put into practice. If the learner has received approved to some skills or has done some courses before, he can not be qualified earlier, maybe tosome extent but in general not. The study programmes are designed that way that he can not move on to another level and back because of the system. E.g. general subjects: if he hasthe required linguistic skills, he can only fill in the hours by doing some work practise and not proceed in the studies.1) Full time studies for three school years (equal to 120 credits, one equal to 40 credits, and one credit equals to 40 hours' workload of a student) incl. 20 weeks of on-the-joblearning. 2) Assessment methods may be observation, tests, and portfolios. 3) Learning settings depend on teachers: in classrooms, mostly in workshops and real working situations.Distant and eLearning used as well.The scope of all vocational upper secondary qualifications is three years (120 credits). One credit is equivalent to 40 hours of study, and one year of study covers 40 credits. InFinland we have 52 vocational qualifications with 113 study programmes.According to the Decree (2001) issued by the Government vocational qualifications shall include 90 credits of vocational studies, of which at least 20 credits shall be provided inthe form of on-the-job learning. A maximum of 10 credits of the vocational studies may be assigned to free-choice studies in the national core curriculum. These other electivestudies included in vocational studies may be studies that consolidate or extend vocational studies, or they may be core subjects or upper secondary school studies. The scope of thecore subjects is 20 credits, whereas that of other free-choice studies is 10 credits. These may be vocational studies in one’s own field or in other fields, core subjects, studiespreparing for further study or the upper secondary school matriculation examination, or interest-oriented studies. Studies include 1.5 credits of student counselling. This structure ofstudies provides, at each student’s option, the opportunity to take up to 100 credits of vocational studies, some of which may also be from other fields. On the other hand, studentsmay choose up to 40 credits of core subjects, which improve their capabilities for further study.targets/objectives or goals are the most important issue in our curriculumMethods and learning settings are very important3 years Vocational Qualifications in every vocational branch.Assessment is partly based on the training in companies.France. each diploma lasts 2 years or between 800 and 1500 hours of classes on sandwich courses -planning of hours in schools is based on a weekly organisation and each classlasts for 50 minutes -evaluation is based on final exams, or on evaluation of prior learning and assessment during training -part of evaluation can be within a company -placements incompanies are obligatory for all diplomas - there are 2 types: training in workshops/hands on experience and theoretical content. The balance between the two is relatively simpleGermany. Programmes are usually 3 years programmes (some 2 years, some 3,5 years). Assessment: continuous assessment in schools and in companies, but apprentices have to sitan intermediate and a final external exam (oral written practical), which is relevant for the diploma. More recently there are also pilots with "expanded exams", meaning that certainparts of the qualification are tested and awarded halftime. Learning settings are workplace (main), school (sometimes with work simulation), training centres.Maximum time line, labour market orientation, cost discussionDuation 2 - 3,5 years - final examination - work-process-based learning at enterprises - profession-based learning at vocational schools; plus general education partswhat is meant with VET programmes? "regular" training following the national regulations (e.g. in the dual system), or specific programmes of providers, enterprises, or labourmarket programmes? General answers are not at all possible or meaningful - any answer would lead to severe misunderstandings (the same for next questions)Greece. CVT: programmes are developed more on time-scale context less on learning setting and not at all on assessment methods. VET: time- scale as well but more on assessmentmethods (written/oral examinations)The programmes are time-scaled.Look the answer in question 1. Assessment is at the moment done by teachers and on-the-job-learning also by employers and employees. In the future (2005-2006) we are going toadd competences based assessment also in institutional VET and the assessment is done by the teachers and employers and employees together at the workplaces. Learning methodsand environments are decided by the education providers and teachers.



Hungary. The assessment method is based on grades from 1-5, teachers are making their assessment by essays and verbally. Teachers using more verbal assessment than written.Children get grade in every semester to each subject from 1-5. The assessment based on the curriculum and doesn't pay attention on competences that children may have.In voc. secondary schools 2 years preparation, 2 years orientation years training only after GSLE. In vocational schools 2-3 years training. Under the National Register for adultsgenerally 1 year training. Assessment method is outcome regulated: exams in practical; written and oral forms. Learning settings mainly formal.Italy. Time: at a secondary level:Time scale : IFTS last min. 1200 hours and a max.2400 hours; assessment : validation of the vet organisations( dpr.166/01); ISO procedures of quality; learning setting: vocationaland training units in a classroom and on the job.IFTS: a course lasts 1200 h (even if by law it may be extended up to 2400 h) a module at average requires from 30 to 50 h assessments: laboratory experiences evaluation, writtenand oral testsLuxembourg. 1) Access criteria depending on school criteria 2) in general 3 year training for apprenticeship, 4 years for technicians 3) final examinationsPortugal. Time-scale, because the study programmes are based on formal learning and built in terms of time, both educational and training. The great majority of training, in Portugalare public finance and the maim criteria used is time for quite everything even for the financingOur VET system is a much centralised one! The "paradigm", not always assumed as such, is the formal education system, namely as far as time-scale, assessment methods, learningsettings are concerned. However, since last decade, they are trends to involve more and more social partners and the "real" world, inclusively the world of work and in variousorganisational settings. Of course, it depends of levels and areas of VET as well as of sectors of economic activity.Spain. time-scale: mainly 2 years, assessment methods: continuousThe characteristics differ depending on the training subsystem considered.Time-scale: (Formal VET: academic years (about 1.000 hours per year). (Further training certifiable: between 200-1.150 hours).Assessment methods: (Formal VET: continuous assessment comprising diagnostic, formative and summative evaluation. Documentation: Learner Mark/Grade Book in VET (Librode Calificaciones de Formación Profesional). (Further, occupational training: evaluation committees.Learning settings: training centres and training in workplaces. The answers given in the section refer to formal VET Cycles Training (2.6b.2.7a,2.7.b). Occupational training, whileworking on a similar methodological basis (units and modules) presents other averages.Title of the certificate Level of de certificate Duration Time-scale Professional profile Programme curriculum Professional competences Structure of formation workshops andclassrooms minimum measures Professional diploma Related StudiesVET programmes are organised in units of competences that are integrated in cycles. Cycles has variable duration (1.200-2.000 hours) Further information inhttps://www.camaras.org/publicado/formacion/formafct_832.html and http://www.mec.es/educacion/siseduc.htmlvincula la cualificacion profesional con la determinación de la formación necesaria para su adquisicion. Estructura modular.Duracion variable de cada modulo y del Plan deFormación conforme a las exigencias derivadas de la adquisición de una determinada competencia profesionalThey last for: lower secondary: 2-2,5, Upper secondary :3, 4 years, 3+2, post secondary 2 years); - based on occupational standards - open structured (open for regional needs, 80 5of the content defined at national level); - prepared in modular way - adapted for people with special needs / ethnically mixed groups - carried out in school and in company (dualorganisation, school -based programmes: contract school - company) - integrating theory and practice; - final exam after 3 years: co-operation with social partners, after 4 years oftechnical programmes: partly external maturity exam;The Netherlands. Modular structure. Study load: 1600 study hours per year. A qualification can take 1, 2 or 4 years. Practical training component: educational pathway minimum of25%; block or day release pathway: 70%. Assessment per module. Both theoretical and practical assessment.VET programmes are more and more competences based. More and more we use (digital) portfolios and several instruments of assessment. Till 1996 we have mostly classicallearning settings but nowadays we are changing in more types of individual learning. Since 1996 there is in formal no longer a time-scale. It depends in the specific target group theVET programme is servicing how it is organised.Initial Vocational Training (or Middelbaar Beroeps-Onderwijs/Senior Secondary Education) consists of two different learning routes. The first route comprises mainlyapprenticeship schemes while the second is predominantly school-based learning. Approximately one-third of pupils enrolled in IVT follow the apprenticeship-based scheme, whiletwo-thirds undertake school-based courses. Apprenticeships are usually undertaken within one company with one contract being served, however more companies might share theresponsibility in offering apprenticeships.Both the apprenticeship and school-based learning routes are equivalent; they lead towards the same set of four possible levels of qualifications, as follows:A i t t (A i t t) At thi l l l id d ith kill d d f f i d i l t k T i i l di t thi l l f lifi ti l t t d i



UK.The award of vocational and occupational qualifications is usually based on the completion of units, therefore duration is less important. However as vocational qualifications areusually completed at further education institutions they often have a set duration, whereas occupational qualifications, completed on the job, depend on the completion of certaincompetences. Duration is therefore at the discretion mainly of the provider, assessment methods and learning settings are determined more by the type of course and the regulatorybodies. External examiners are used.high degree of variabilityBased on QUALIFICATIONS which are the core of the funding mechanism to various extents in England, Wales, Scotland and N. Irelandmulti level comparability with different themes (technical managerial etc)and provider streams FE and HEImmensely diverse, not possible to answer this question succinctly. The mainstays are (i) the emphasis on outcomes, (ii) the national occupational standards, (iii) the main nationalvocational qualifications, (iv) Provider's links with their communities including sector bodies.All are unit based and most are internally assesses (within the institution by trained assessors). There may be components which are externally assessed. Timescales vary as someprogrammes will have norms e.g. one year full time study whereas SVQs are normally assesses in the workplace over time. Learning settings encompass colleges of furthereducation, private training providers and employers.National vocational qualifications are derived from national occupational standards for groups of occupations. The whole approach is to build up qualifications from the standpointof competences, rather than the time or place of learning, to met employment needs,In the UK Industry and vocationally related. Full and part-time na d time varies from one day to two years full time.USA. VET is weak in secondary levels, and prepares only for "craft" sectors at most, and in fact only a few of them: auto mechanics; carpentry & construction; hairdressing, etc.More serious VET qualifications are via community college 2 year degrees--using courses, and credits.Work-based learning in-put is fairly rare and weak as an organisational devise for learning. "Internships" are possible, but are not widely available: more "elite" students atuniversities can use them, for "law" or "financial planning", "business management" etc--rather than regular VET categories of learning. Professional associations can set "standards"in some fields--nursing, accounting, physical therapy, etc. But colleges apply standards in courses and degrees on a highly autonomous ("pick and choose") basis. Standards affectdifferent sectors differently, depending on how rigorously they want to force colleges to meet their standards in awarding degrees.Question 2.1: Which are the main characteristics of VET programmes in your country? (e.g. time-scale, assessment methods, learning settings) Please specify. (49 Comments)

Table 37: Importance of selected elements for the definition of VET programmes contents (Mean)


A labour market analysis 2,07 37% 32% 17% 10% 2% 56A job requirement analysis in enterprises 2,19 35% 26% 23% 10% 4% 56The requirements of the enterprises as stated by employers 2,19 32% 32% 21% 12% 2% 56Negotiations between relevant stakeholders 2,35 33% 27% 16% 16% 7% 56Legislative regulations on qualifications 1,94 48% 28% 12% 2% 9% 56Qualification frameworks 2,11 44% 24% 14% 9% 7% 54



Vocational profiles’ register or catalogue 2,31 38% 20% 21% 12% 9% 54

Question: 2.2: How important are the following elemtemt for the contents of VET programmes in your coutry? Scale: 1=to a very high extent, to 5= Not at all

Table 38: Supplementary elements for the definition of VET programmes contentsCountry CommentAustralia Adult education -

Labour market relevance is the most important argument in all respective discussiongeneric competences/general education (see below) the German term Berufsbildung means much more than skills training (cf. Humboldt)

Austria

Generic competences/general education The German term Berufsbildung means much more than skills training (cf. also Humboldt)Denmark TeknologiFinland In Finland we very little legislation about qualifications. They are formulated in the core curricula by the National Board of Education in cooperation with the social

partners.Greece As for Initial VT, contents are based on vocational monographs( something like VP but without the approval of the stakeholders)Spain/88 Implementation of new on-going projects that will give more importance to these elements in the future

Schools are by law responsible for curricula. Curricula have to be based on qualifications and job competences profiles. Labour market and job requirement analysisare part of job competences profiles.

TheNetherlands

Stakeholders want more dialogue and influence on the (regional) programmesUK National Occupational Standards developed by employer sector skills councils.Question 2.2 How important are the following elements for the contents of VET programmes in your country? Other, please specify. (12 Comments)

Table 39: Importance of selected elements for the specifications of VET programmes (Mean)


General studies 2,35 25% 30% 28% 16% - 56Specialised studies (towards the futureprofessional field of the learner)

1,80 37% 48% 11% 4% - 56

Practical orientation 1,71 48% 39% 5% 7% - 56Theoretical orientation 2,00 34% 39% 19% 7% - 56General education (e.g. citizenship) 2,70 19% 21% 35% 19% 5% 57

Question: 2.3: According to you, how significant are the following elements in the specifications of the Vet programmes? Scale: 1=to a very high extent, to 5= Not at all



Table 40: Supplementary elements for the specification of VET programmesAustralia. These can vary tremendously depending on the purpose of the qualificationAustria.This question could only be answered in relation to the three different VET-routes in the country: the full-time 5 years route has the highest share of general studies and theoreticalorientation; the apprenticeship training (about 80 % on the job) is the most practically oriented one, but nevertheless it contains some general education, too.N.B. the terms "general studies" and "general education" are unclear; at Berufsschule: 1 foreign language (for specific purposes) is German and communication skills, civiceducation, R.E. and business studies; occupational related theory and practice are mandatory in all occupational fields; ); we clicked 2 for theoretical orientation not because wethink occupation-related theory unimportant, but we do not favour theory for its own sake (l'art pour l'art); students need to be able to apply theoretical knowledgeN.B. the terms "general studies" and "general education" are unclear; all Austrian school-based VET programmes include subject areas like "German", foreign language(s),history, geography, civic education etc (intensity and time allocated depends on the orientation of the programmes); we clocked 2 for theoretical orientation not because we thinkoccupation-related theory unimportant, but we do not favour theory for its own sake (l'art pour l'art); students need to be able to apply theoretical knowledgeFinland. Due to the on-the -job -learning the practical orientation is better and going to a better direction. Teachers however are still (in many schools actually) more lecturing-oriented, theoretical orientedGreece. For both systemsThe Netherlands. There is a national discussion on the (un-) balance between practical and theoretical aspect in VET programmesUK. Very dependent on the type of qualification, whether it is vocational or occupational. Vocational training is more theoretical and covers a broad occupational area, it testsknowledge as well as some practical training. Occupational education is based on competency and skills testing, usually on-the-job. Modern Apprenticeships includes bothelements.Question 2.3 According to you, how significant are the following elements in the specifications of the VET programmes? Other, please specify. (10 Comments)

Table 41: General description of VET programmes outcomesThe expected outcomes are described in form of occupational competences, skills, theoretical knowledge and key qualifications acquired.The expected outcomes are described in a qualification structure. This qualification structure is being reformed at this point in time, towards a system that is more competences-based. The current system is viewed as too detailed and rigid with about 650 qualifications currently in this system.Australia. very much performance orientated - Outcomes (derived from Competences), criteria and evidence guidesAustria. In the respect we have to take the different VET-routes into consideration: The contents of the full time VET-Programmes are defined by learning aims per subjects. Thereare expected outcomes defined per year and for the entire programme. Apprenticeship trainings are based on a "Berufsprofil" (list of skills and competences: "qualifizierteTätigkeiten: durch die Berufsausbildung im Lehrbetrieb und in der Berufsschule soll der ausgebildete Lehrling befähigt werden, die im Berufsprofil genannten Tätigkeitenfachgerecht, selbständig und eigenverantwortlich auszuführen." More detailed is the "Berufsbild": Festlegung der Fertigkeiten und Kenntnisse pro Lehrjahr, damit der Lehrling zurAusübung "qualifizierter Tätigkeiten im Sinne des Berufsprofils befähigt wird".Enterprise-based part: the occupational profiles are structured year by year basis and describe the skills and competences to be acquired.School-based part: The general objectives are outlined in the school laws. The VET schools/colleges provide competences that enable students to exercise the relevanttrade/occupation immediately upon completion of the programme a) 5-year-programmes enable graduates to perform tasks fully in their own responsibility (middle managementlevel activities) and to take up university studies in any field b) 3-4 year - programmes enable graduates to perform tasks at skilled workers' level (for definition see Cedefopglossary) curricula include general educational objectives and more specific goals the curricula include expected outcomes ("the student is (expected) to .....")standards and catalogues, "Lehrplan", in apprenticeship through negotiations



Cyprus. They are described in the form of very detailed educational objectivesDenmark. As competences, framework governance in terms of standardsFinland. The evaluation is competences based.The objectives, core contents and assessment criteria out of all the studies are decided in national core curricula.Vocational qualifications shall include vocational studies, core subjects, free choice studies, on the job learning and student counselling. Vocational study modules have beencomposed on the basis of the functional modules of working life. The names of the study modules describe activities in working life. The objectives of the study modules havebeen determined as such excellent level competences that is required for functioning in working life and for its development. The core contents have been defined in terms of corefunctions and tasks, which will have to be mastered in each area of operation. In addition, a satisfactory level has been determined, which means such competences that all thosewho have completed a qualification must at least achieve, in order to find employment. Working on the premises set out above, the educational institutions determine theeducational contents and specify the assessment criteria in education providers' curricula and students' study plans.Outcomes are described in the core curricula.France. Expected outcomes are defined by a) the professional situation b) the list of skills and knowledge to be assessed c) evaluation grids d) weightingGermany. ability to act professionally in an autonomous way. Employability, finding a new job. - minimum standards of skills and competences acquired during training course -specification of examination requirements - duration and scope of tuition of specific skillsGreece. expected outcomes are the raise of employability Initial: professional specialisation. The expected outcomes are mainly described in terms of competences.Hungary. Our Ministry of Education is working on the description of outcomes, competences now. They are detailed in the "exam- and professional requirement" issued by aminister in charge of the given qualification, under a separate chapter like this: the examinee should know 1. 2. 3Italy. with performance descriptors. Skills and competences referenced directly to the specific activities to be carried out within the enterprise. Competences ( IFTS) which cansatisfy vocational needs.Luxembourg. they are expressed in "competencesPortugal. In general terms. I would say that the expected outcomes are described in mix terms, mainly general but also with some specifications, namely in terms of competences.Spain. in regulations (competences). In terms of general and professional competences, and the capacities and skills to be acquired. General Competences ProfessionalCompetences Self Competences Professional environment , Professional field. Curricular design of the cycle.By goal for different courses of different credits (upper secondary credits for IVET)The Netherlands. We are in a process of transition. Currently expected outcomes are described in final attainment aims per modular qualification. New qualification profiles arenow being developed in which the outcomes are described in competences. From 2005 the new system will be implemented. These are regulated in attainment targets. Theseattainment targets will be transformed next year into (vocational) competency targetsUK. Individuals should be trained for direct entry to the work place in a specific occupation, or in a more general field. It is also possible for individuals to train further, either for avocational or occupational award.not sure what this question means/ outcomes are designed to be liable to assessment, largely competences basedQualification frameworks and levels - best example is SCQFin domains both practical and in terms of knowledge with a rather thin and unimpressive attempt at key or underpinning skillsIn many ways as programmes (both input and output orientation) but in terms of national programmes as qualification specifications or in national occupational standardsThey are all competences basedAs competencesThey are described as being competent as described in learning outcomes



Question 2.4: How the expected outcomes are described in the VET programmes specifications in general? (43 Comments)

Table 42: Categories in use to specify the competencesThe qualification structure that is being formed at this point in time takes the professional competences as a basis: It will be determined what are the most important tasks andchoices the professional encounters in executing his or her profession. Subsequently, competences will be defined: it will be determined what competences a student needs toacquire to fulfil these tasks appropriately.Australia. currently, occupational competencesAustriy. Most outcomes are described in terms of skills and competences - beside the core technical competences, soft skills or key qualifications are always mentioned(Fertigkeiten und Kenntnisse; selbständiges Planen, Durchführen, Kontrollieren und Optimieren; Sozialkompetenz, Selbstkompetenz, Methodenkompetenz und Kompetenz fürselbstgesteuertes Lernen)Belgium- technical competences - social competences if relevant to the jobCyprus. Mainly professional competencesFinal. All these in varied compositions. The objectives are described as knowledge and skills (=competences) the person shall know. The objectives of core competences (likelearning, problem-solving or co-operation skills) are included. See 2.4. The targets and criteria of assessment shall be derived from the objectives set out in the national corecurriculum and the requirements of the competences-based qualification. Assessment shall focus on the common emphases and the core skills common to all, as well as thecommand of work processes, working methods, tools, materials, occupational safety and the knowledge that forms the foundation for work.France. always in terms of professional competencesGermany. all three. Social competences, professional competences, self competences, methodical competences (e.g. IT-skills), Social competences in an adequatecombination with professional competences (high importance of so-called extra-functional competences). professional, social, personal and key competences. both vocationand generalGreece. Professional competences are the expected outcomes for both systems, but not assessed by adequate methodological tools. social competencesHungary. The Ministry of Education is developing the competences for primary education. In my opinion these should be in harmony with the competences of VET in thefuture. The competences are: social; logic, career-leading, text comprehension, reading and writing, foreign language, ICT competences. 1. "should now it" 2. "should use it" 3."should use it on a competency level"Italy. key competences, transversal competences, professional competences. Professional competences (on a technical perspective) Relational competences Contextcompetences (in terms of professional context) Basic competences somewhere integrated. transversal competences (know how to be; know to behave); basic skills competences(linguistics, logical-mathematics, legal, economical); technical-professional (specifics for the working area ).Luxembourg. mainly professional competences, but social/self competences arePortugal. Professional competences are dominant in the specialised training corresponding to the qualification or job profile considered within the Vocational Family. Intersectorial competences are also considered (TIC, Languages, Quality). Social and self competences are dominant in the associated training modules (workplace training andspecial modules, such as Training and Labour Orientation). All — social, professional (or vocational?), and self —, and, sometimes, with specification within each category ofcompetences. However, in Portugal, alike another countries, I guess there is not unusual to find a distance between what is said (the rhetoric) and the practice. We use:professional/occupational competences, social competences, key competences (languages, math literacy, scientific literacy, ICT, communication skills), self competences(learn to learn, career development).



The Netherlands. Final attainment aims are defined in the areas of knowledge, skills and attitudes. In the new competences based system uses the categories professionalcompetences, learning competences and citizens competences. Learning competences and social competences versus professional competences (several categories).Together these competences will provide the qualification profile for the aspirant professional.UK. Competences outcomes relate to occupational skills competences, including mainly practical skills, with some social skills. Key skills, including numerical, communication,and literacy are included in modern apprenticeships. self competences. Mainly professional competences. mostly technical competences with some personal competences. afull range, from the highly specific to the general. Mostly occupational competences and professional competences. Self competences would normally be through what arecalled core skill units which are sometimes free standing units of certification and sometimes are embedded within occupational or professional units. All candidates have acertificated core skills profile. A range of vocational units, a technical certificate and key skills for a modern apprenticeship.Question 2.5: If the expected outcomes are specified in terms of competences, which categories are in use? (e.g. social competence, professional competence, self competence(open question).

Table 43: Most important structural pattern in VET programmes (Percent)

Total

Courses 39%Units 32%Modules 29%Count 56

Question: 2.6a: What is the most important structural pattern of VET programmes in your country? Only one answer

Table 44: Quantity of elements within a VET programme

Units (on average) Modules (on average) Courses (on average)

Less than 10 5 7 910 to 50 6 3 1More than 50 2 1 4Count 13 11 14

Question 2.6b: Place specify the quantity of the relevant elemnts within a VET programme

Table 45: Organisation of the time-scale of VET programmes



Total

Years 45%Terms 19%Months 16%Weeks 19%Count 82

Question 2.7a: How is the time scale organised in most of the VET programmes in your country? Multiple replypossible

Table 46: Quantity of the relevant elements within VETprogrammes (Mean)

Table 47: Required duration of a VET programme beforethe final exam

Mean Total Months Total

Years 3,55 28 Less than 10 6Terms 10,46 12 10 to 20 8Months 15,30 10 20 to 30 12Weeks 52,00 14 30 to 50 6

Question 2.7b: Please specify the quantity of the relevant elementswithin a VET programme.

More than 50

Count 33

Question 2.8: What is the required duration of a VET programme before thefinal exam canbe taken? (Mean in months)

Table 48: Actual time allocation for different learning activities

Mean Count

Learning activities at home 12,87 31

Seminars/courses in (vocational) schools or training centres 41,75 40



Workplace simulations in VET schools or training centres 21,13 31

In firms learning/training on the job or workplace training 24,00 40In firms’ schools or training centres 20,25 19

Question 2.9a: According to you, how much of their time do VET students spend on average on the following learningactivities (in percentage, totalling 100%)

Table 49: Time allocation for different learning activities (free answer)This is very different concerning the three VET-routes in Austria. we cannot really specify; this depends on the type and duration of the programme/course and also on the sector; 5-year programmes (ISCED 4 A): 6320 - 7400 hours of tuition in total; student workload on average: 55 - 60 hours/week (incl. homework) allocation of hours to general education,occupation-related theory and practice account for approx. 1/3, 1/3, 1/3 3-4 year programmes (ISCED 3B): in total 3720 - 5800 hours of tuition; student workload on average: 50hours/week (incl. homework) allocation of hours to subject areas: more emphasis on practice-related elements as regards the mandatory work-experience during the holidays, againthis depends on the sector and type of programme (4 - 32 weeks) and, of course, it also depends on the individual student, in particular as regards the learning activities at home;there are also students who acquire more work-experience than required by the curriculaFinland. This is approximately; in different fields the approach is different. In Finland there are many types of vocational schools, one sector or multidisciplinary, and in technicalfields the variation is different than in e.g. health care or commercial.Germany. Simulations in schools and time in firm centres depends on the occupation and the size of the company.Spain. We find different schemes and situations in further vocational training and in continuous vocational trainingUK. depends on the type of programme, some on-the-job, some more college based.2.9ao According to you, how much of their time do VET students spend on average on the following learning activities (in percentage, totalling 100%)? (19 Comments)

Table 50: Expected time allocation for different learning activities (in percentage) (Mean)

Mean (%) Total

Learning activities at home 14,94 35

minars/courses in (vocational) schools or training centres 33 38Workplace simulations in VET schools or training centres 20,48 33In firms learning/training on the job or workplace training 27,47 38In firms’ schools or training centres 13,9 20

Question 2.9b: How much time schould VET student spend on the those activities (in percentage, totalling 100%)



Table 51: Supplementary expected learning activity (free answer)Australia. Some qualifications specify units which must be undertaken in a work based context - but again these vary in six and number from qualification to qualificationAustria. This is very different concerning the three VET-routes in Austria. in general 70-80% at enterprise and 20-30% at school + homework.see aboveFinland. Especially work related language training should be more efficiently integrated into the curriculum/ syllabusThe Netherlands. There is a difference between schoolbased and workplace based learning. In the schoolbased model we have on a maximum of 60% workplace training. In theworkplace based model more than 60% workplace training.UK. depends on the type of programme. No data - research needed; many VET Qualifications are assessment led so that this Question is less relevant. It is not possible to define thisover the wide range of programmes that exist in the UK. Depends on the nature. In Scotland we would differentiate between full competences qualifications designed mainly for theworkplace and capability qualifications designed to provide skills and experience for employment.Question 2.9 How much time should VET students spend on those activities (in percentage, totalling 100%)? (16 Comments)

Table 52: Estimate of the learning density of different learning activities (Mean)


Learning activities at home (i.e. homework) 2,55 18% 29% 37% 10% 5% 38Seminars/courses in (vocational) schools or training centres 2,18 21% 47% 24% 8% - 38Workplace simulations in (vocational) schools or training centres 2,32 22% 40% 22% 16% - 37In firms: learning/training on the job or workplace training 2,43 30% 30% 16% 16% 8% 37In firms’ schools or training centres 2,88 11% 26% 37% 15% 11% 27

Question 2.10 Place rate also the learning density of the different learning activities. Scale: 1=Veryhigh density, to 5=Very low density

Table 53: Estimate of the learning density of different learning activities (free answer)Finland. It's depending student's age and other situations as well on teachers and workplace instructors.Luxembourg. depends on the applied modelUK. depends on the type of programme. It is not possible to define this over the wide range of programmes that exist in the UK. This varies depending on whether the qualification iscollege based or workbasedQuestion 2.10 Please rate also the learning density of the different learning activities. (9 Comments)

Table 54: Frequency of different learning activities at VET schools or training centres (Mean)



Learning activites at VET schools Mean 1 2 3 4 5 N/A TotalClassroom instruction 1,57 65,2 % 10,9 % 15,2 % 4,3 % - 4,3 % 46E-Learning 3,69 4,3 % 13,0 % 8,7 % 47,8 % 19,6 % 6,5 % 46Blended learning (E-Learning with instructors) 3,46 6,5 % 15,2 % 19,6 % 32,6 % 19,6 % 6,5 % 46Project work 2,46 17,4 % 28,3 % 34,8 % 13,0 % - 6,5 % 46Workplace/on-the-job learning 2,59 19,6 % 32,6 % 19,6 % 15,2 % 8,7 % 4,3 % 46Self directed learning 3,32 2,2 % 15,6 % 40,0 % 24,4 % 13,3 % 4,4 % 45Non-formal/semi-structured learning 3,39 2,3 % 23,3 % 18,6 % 18,6 % 20,9 % 16,3 % 43Question: 2.11. How frequent are the following learning activities at VET schools or training centres in your country? Scale: 1=Very frequent, to 5=Not at all.Non-formal/semi-structured learning (learning which is embedded in planned activities not explicitly designated as learning)

Table 55: Frequency of different learning activities at VET schools or training centres (free answer)Austria. This is very different concerning the three VET-routes in AustriaGermany. It depends on the occupation, the Land and the individual school. REMARK: Every learning process is a self-directed processSpain: Study visits, cultural activitiesThe Netherlands. It varies and it depends of the schoolbased or workbased education model/system.2.11 How frequent are the following learning activities at VET schools or training centres in your country? (10 Comments)

Table 56: Frequency of different learning activities in firms (Mean)Learning activites in firms Mean 1 2 3 4 5 N/A TotalClassroom instruction 3,37 5 % 20 % 12,5 % 37,5 % 12,5 % 12,5 % 40E-Learning 3,56 4,9 % 9,8 % 19,5 % 41,5 % 14,6 % 9,8 % 41Blended learning (E-Learning with instructors) 3,61 2,5 % 10 % 22,5 % 40 % 15 % 10 % 40Project work 2,84 4,9 % 29,3 % 34,1 % 19,5 % 2,4 % 9,8 % 41Workplace/on-the-job learning 1,94 39 % 31,7 % 12,2 % 7,3 % 2,4 % 7,3 % 41Self directed learning 3,10 2,5 % 27,5 % 32,5 % 17,5 % 12,5 % 7,5 % 40Non-formal/semi-structured learning 2,77 10,3 % 35,9 % 23,1 % 10,3 % 12,8 % 7,7 % 39Question: 2.12. How frequent are the following learning activities in firms in your country? Scale: 1=Very frequent, to 5=Not at allNon-formal/semi-structured learning (learning which is embedded in planned activities not explicitly designated as learning)



Table 57: Frequency of different learning activities in firms (free answer)This is very different concerning the three VET-routes in Austria. We ticked 2 for semi-structured as it’s likely to be a by-product in addition to the structured learning process at thework-placeGermany. depends on the occupation and the individual firmUK. research neededQuestion 2.12 How frequent are the following learning activities in firms in your country? Other, please specify. (9 Comments)

Table 58: Frequency of different learning activities at home (Mean)Learning activites at home Mean 1 2 3 4 5 N/A TotalClassroom instruction 4,02 4,8 % 9,5 % 11,9 % 9,5 % 47,6 % 16,7 % 42E-Learning 3,59 4,8 % 4,8 % 31 % 35,7 % 16,7 % 7,1 % 42Blended learning (E-Learning with instructors) 3,88 4,9 % 9,8 % 7,3 % 34,1 % 31,7 % 12,2 % 41Project work 3,13 9,8 % 12,2 % 36,6 % 24,4 % 9,8 % 7,3 % 41Workplace/on-the-job learning 4,20 - 2,5 % 17,5 % 27,5 % 40 % 12,5 % 40Self directed learning 2,84 20 % 20 % 15 % 30 % 7,5 % 7,5 % 40Non-formal/semi-structured learning 3,68 2,6 % 10,3 % 23,1 % 30,8 % 23,1 % 10,3 % 39Question: 2.13. How frequent are the following learning activities at home in your country? Scale: 1=Very frequent, to 5=Not at allNon-formal/semi-structured learning (learning which is embedded in planned activities not explicitly designated as learning)

Table 59: Frequency of different learning activities at home (free answer)2.13 How frequent are the following learning activities at home in your country? (10 Comments)

Table 60: Expected changes in the structure of the most frequent VET study programme and in the related learning activities within the nextfive years

Australia. redefinition (broadening of definition) of 'key/core skills', more flexible design rules



Austria. In the near future the apprenticeship training will be restructured on the basis of modules. These modules will define very large parts of the programmes. The first modulewill be the "Basismodul", followed by at least one "Hauptmodul" and - optionally - at least one "Spezialmodul". Another aim is to integration the "Berufsreifeprüfung" (vocationaldiploma granting access to third level education to skilled workers)enhancing quality assurance initiatives - developing standards (learning outcomes) -integrating handicapped people - introducing the concept of modularisationbetter management of transition through "test phasesCyprus. Our new programmes of study are under evaluation. Changes can be expected according to the results of the evaluation.Denmark. Short duration VET programmes will be introduced. step wise approach to qualifications, more use of e-learningFinland. At least the tutored supervised learning will decrease and the e-learning, self directed learning will increase, which will result to the division of survivals and drop- outs. Thedistance learning shouldn’t be an answer to the saving resources and putting money to I don’t know where. We have responsibilities and have to look a bit further than our noseshows and see the demands of competitiveness and full employment ( ?!) In Finland the skills demonstrations will be lanced in 2005 and that is the big step towards cooperation withschools and working life.On the job learning, blended learning and project work are increasing very much.Coming back to the national curriculum.On-the-job learning and e-learning are increasing.France. development of non-formal learning and project workGermany. modest modularisation. more additional units/qualifications. transferability between voc. schools and dual training. transferability between VET and Higher Education,more e-learning, More blended concepts in combination with workplace-oriented learningGreece. more flexible time scale, blended learning.Hungary. We have to move our teaching and learning to more openness to needs of labour market, the actors of economy and HRD. We have to start to build in education thelearning besides formal learning and teaching and also evaluate it.Blended learning has a real chance especially at correspondence learning. Workplace/on-the-job learning will increase, partly because of the financing possibilities supplied by thestate.Italy. VET system is in the process of being reformed. The pilot phase of the reform should start in 2004-2005. Many aspects still need to be defined. The information providedrefers to what the reform should be like.Wide spread use of e-learning as a means to integrate on site activities.Personalised curricula; a further and stronger use of e-learning and blended e-learning.Luxembourg. at this moment a new law is under discussion concerning modular system with focus on life long learning, taking in account non formal and informal learning,depending on the consolation of all relevant stakeholders and political will, the law can be operational in 1-2 yearsPortugal. More flexible, open, market oriented and with the recognition of non-formal learningLess classroom instruction. More E-Learning, blended learning, project work, workplace/on-the-job training, self directed learning, and non-formal/semi-structured learning. Theprogrammes will have credits, the transition between general and vocational/technical programmes will be easy; more focus on learners' needs, use of portfolio.Spain. More e-learning frequency, More project workThe most important changes from a structural point of view will come from the implementation of the National Catalogue of Vocational Qualifications. Increasing importance of theso called transversal competences (Tic, languages, entrepreneurship, citizenship, etc.) reflected now in special modules. Another change will be the restructuration of VocationalInitiation Programmes (former Guarantee Social Programmes) addressed to young people with the object to prevent drop-out and to place them in vocational training pathways.More General Education Blended Learning Integrate Educational SystemWorkplace learning seems to be more and more important, with different forms of project work and E-learning. All based on self-directed learning. The basic change will be the



forming of a competences-based qualification structure. Output-funding is one other innovation that has been introduced recently.UK. More consistency across VET and more relevant to trade and industry with the development of Sector Skills Council; movement away from competency; research needed; morework based learning; More focus on units rather than courses or awards. More flexibility and the need to support lifelong learning. More emphasis on e-learning and assessment.More reliance on eLearning and eAssessment

USA. A crisis: because the standard qualification--a 2 year community or technical college degree--is completed by only 10 to 12 percent of each annual school cohort, though manymore are needed and business and industry need more. The cost and preparation barriers to entry, or successful completion once entered, are too high. Too few can afford to go, orcan be academically prepared to go; and too few complete a degree. This system is not working well enough. The entire system must be rebuilt--to use more work-based learning,which students find helpful to match to theoretical learning. Hence: more dual system structures are needed to get both the "quality" jump and the "quantity" jump in qualifiedpeople.Question: 2.14 Which changes do you expect in the structure of the most frequent VET study programme and in the related learning activities within the next five years?

Table 61: Name of the smallest element of the assessment within a VET programme (Percent)Total

Units 44 %Modules 17 %Courses 25 %Others 13 %Count 52Question: 3.1a How is the smallest element of assessment within a VET programme called in your country (e.g. unit, module, or course)?Only one answer

Table 62: Description of the smallest element of the assessment within a VET programmeAustralia. Unit of competency comprising title. code, outcomes, evidence guide, criteriaAustria. In the apprenticeship training so called "Berufsbildpositionen" are defined. In full time VET schools they are called "Lehrplaneinheiten"In Austria we use continuous assessment (participation and performance in learning activities/tasks) as well as test and exams (oral, practical and/or in writing or in combinedforms). Curricula and specific assessment regulations provide the backbone within school-based VET. They also indicate number and duration of tests/written exams persemester/year. at the enterprise: continuous monitoringOne learning hour in curriculum???Denmark. Modules consist of a number of units- units are described as activities with competences outcomes. Duration of modules units, course programmes flexible. A lot of the



previous questions are therefore irrelevant. duration of programmes from 2-5 yearsFinland. Credits. If we think that in Finland the teaching is periodical, we have 5 periods as well in upper sec. voc. schools as in the upper sec. general schools. There is anopportunity to students to collect some credits in free choice subjects. They can also get so called double qualification jointly the IVT and matriculation. The periods form a studyentity, which include parts of the course or a full course...or a module.We call it a study module. The scope of vocational study modules may vary from 5 to 40 credits (weeks). Study modules are composed on the basis of respective functionalmodules of the working life.All study modules must be assessed so that a student gets a mark in his or her certificate. In the schools the study modules have been divided in units and the mark of study moduleis based on assessment of units. Sizes of modules are about from 5 to 40 weeks and units are about from 0,5 to 20 weeks, sizes of units are varying very much. In the school-basededucation system, students are awarded the certificate for the vocational qualification upon completion of all the compulsory, elective and free-choice study modules (a total of 120credits) included in their personal study plans. The assessment is conducted by the teachers and, for on-the-job learning periods, also by the representatives of the company. At theend of each study module, students’ knowledge and skills are compared with the objectives and assessment criteria of the curriculum of the education provider, which is based on thenational core curriculum. The objectives and assessment criteria of the free-choice studies and those of some elective studies are drawn up locally. Free-choice studies may, with theconsent of the student, be given a pass mark without indication of a grade. The assessment is based on observations, different types of theoretical and work examinations, portfolios,students’ self- and group-assessment, etc.One study week consists of 40 hours of an average student's work.France. Group of competences assessed in a professional situation or in an exam for general subjectsGermany. Standardized feedback system (paperbase) after leaving coursesA learning unit depending on a special content with a defined time-frame, learning objectives, equipment and methodology- learning in working-contexts and business-processes - no isolated teaching of subject knowledge and professional skills - content-oriented on holistic occupationsIn the dual system of apprenticeship there are nor "small", valued or evaluated elements. There is an intermediate examination after one or one and a half yearGreece. CVT: Thematic units as part of the educational curriculum VET: examinations at the end of each semester at the educational material of each lessonHungary. Depending on the character of the subject; in commerce e.g. payment methods, bill of exchange, cheque, CAD, Letter of credit, guarantees & warranties = unitsItaly. Smallest part of the curriculum. It's outcome oriented. Assessment is carried out in terms of modules but at the unit level. A training unit which can be capitalised;description of the competences achieved and of the levels of learning (the individual is able to...).Luxembourg. it is a classical school course with classical assessmentPortugal. basically in terms of Knowledge. It depends upon the level and the area of VET. Until now, only the courses of some subsystems, e.g., apprenticeship (dual system) andvocational schools have a modular structure; other subsystems, like technological courses, in formal educational system, have a subject structure. In fact, a set of modules areequivalent to a subject.Spain. Unit (named credit in our country). Variable duration.A module is the associated learning scheme corresponding to a unit of competences. It constitutes the minimal unity accreditable in VET. A normalised form exists comprising,among other aspects, identification, capacities and skills to be acquired, contents, methods, basic requirements of the learning setting of training and indications on workplacetraining.Credit : evaluable element recognised by the Education Authorities Didactic unit organisation of contents of creditModules. There are about half a dozen in each cycleThe Netherlands. Partial qualifications are assessed. The smallest element is the so-called certificate (certificaat). It is awarded when part of a qualification is attained.



UK. Varies, depending on course. Vocational qualifications increasingly consistent with 6, 12 or 18 units at NQF level 3. Occupational qualification units vary, usually a selectionavailable for each qualification, which can be chosen by the provider and individual.The smallest element is the "credit", which is different at secondary and post-secondary or tertiary levels: At secondary level ("high school": Grades 9,10,11,12 / ages 15-18):the "credit" is the "Carnegie Unit"--usually equal to one year of one subject (e.g. history). At tertiary or "college" level: the "credit" means 2 things: (1) the number of the "contact"hours per week of classroom instruction (e.g. 3 hours min / per week), or the formal contractual "credit hours" per semester designation: as, e.g. : a "3 credit" course (e.g. literature)or: "4 credit" course (more rigorous). A "typical" 2 or 4 year "college" semester "full load" would equal, circa: 4 or 5 "3 credit" courses--i.e. 12 to 15 "credit hours" per semester(more if the student is very ambitious: e.g. 18 cr. hrs.), or 3 to 4 "4 credit" courses, i.e., 16 cr. hrs. per semester. Some courses may be in sport or "laboratory" or "workshop" etc. andmay be 1 credit, 2 credit, or 3 credit etc. This is a kind of "accounting" system for colleges, to organise courses (and payment!), semesters, and degrees.It will have a specification that includes content and assessment criteriaA unit can be different sizes but would normally be around 40 hours of learning time. It is assessed in its own right and is certificated to the candidateConcerns one part of an occupational performance, expressed as a competencesQuestion 3.1 (others). How is the smallest element of assessment within a VET programme called in your country (e.g. unit, module, and course)? Please describe shortly thecharacteristics of this element.

Table 63: Basis for assessment within school-type teaching settings (multiple reply)Total

Each unit is assessed 30 %A group/bloc of units is assessed 32 %An extended period of training/learning is assessed (e.g. half a year) 20 %Assessment is only undertaken at the end of the full training programme 17 %Count 83Question: 3.2 On which basis does assessment take place in school-type settings (seminar, classrooms)? Please tick the relevant boxes. Multiple reply possible

Table 64: Supplementary basis for assessment within school-type teaching settingsAustria. Assessment is ongoing, but at the end of each year positive grades are necessary to get into the next yearIn Finland the ministry of education sets the objectives and the National Board of Education the national curricula. However the training organisations are operating independent,training is decentralised. Unit here means our study module described above. The education providers decide the assessment plan of the study programme and in it they decide areeach unit assessed or are the group of units assessed, but they have to give marks of modules in the certificate of the qualification.France. assessment can be during or at the end of the full training programmeHungary. An extended mainly at voc. tr. adultsSpain. As indicated assessment is continuous in three aspects of diagnostic, formative and summative dimensions. Final examination is only undertaken under specific learnersituation. Extraordinary calls are established for these cases.



The Netherlands. Trend is that larger blocks are assessed, but realisation in institutions differs. At the end of full training partly external assessment is carried out, co-operation ofsocial partners.Question 3.2: On which basis does assessment take place in school-type settings (seminar, classrooms)? Please tick the relevant boxes. (13 Comments)

Table 65: Basis for assessment within workplace settings (multiple replies)Total

Each unit is assessed 17 %A group/bloc of units is assessed 31 %An extended period of training/learning is assessed (e.g. half a year) 28 %Assessment is only undertaken at the end of the full training programme 23 %Count 64Question: 3.3 On which basis does assessment take place in workplace settings? Please tick the relevant boxes. Multiple reply possible

Table 66: Supplementary basis for assessment within workplace settingsAustria. For the apprenticeship training the final exam is the most relevant assessment. apprenticeship: continuous monitoring and exam at the end of the training programme; alsodepends on the enterprise; big enterprises also do tests etc. this depends on the type of programme, form and duration of the workplace training within the specific programmeFrance. Some units can be assessed within a company assessment can be during or at the end of the full training programmeSpain. Four aspects or dimensions are assessed: *Technical knowledge *Performances *Attitudes *Labour insertionUSA. But almost no one in our system gets either instruction or assessment in the workplace: Only those taking a formal "registered Apprenticeship" under US Department ofLabour guidelines--mostly males 20 to 35 years old, and mostly in building trades / construction, or in some manufacturing areas. But--maximum--only 2 percent of all US malescomplete Reg. Apprenticeship, and less than 1 percent of all females. Hence "workplace" settings hardly apply to instruction or assessment except in these very low percentagecases.3.3 On which basis does assessment take place in workplace settings? Please tick the relevant boxes. (9 Comments)

Table 67: Dissemination of assessment procedures for units or modules within VET programmes (Mean)Mean 1 2 3 4 5 Total

Demonstration at an artificial workplace in a vocationalschool or training centre

2 33 % 43 % 14 % 9 % - 42

Demonstration at a workplace in a firm 2,59 21 % 29 % 26 % 17 % 7 % 42Written exams 1,54 65 % 22 % 6 % 6 % - 46Oral exams 2,27 32 % 29 % 20 % 16 % 2 % 44



Workplace observation during a practical phase of the VETprogramme

2,19 39 % 22 % 24 % 11 % 4 % 46

Question: 3.4 How usual are the following assessment procedures for units or modules within VET programmes? Scale: 1=Very usual to 5=Not at all.

Table 68: Further assessment procedures for units or modulesAustria. It differs according to the different VET-routes. Some of these elements can be combined; also e.g.: assessment of products generated/created by the students; assessment ofthe written documentation to go with the project which was carried out; assessment of the presentation (e.g. of a project);Finland. Demonstrations are in piloting phase in Finland now. However we have some experience already in LdV mobility of skills demonstrations abroad. Demonstration at aworkplace will be compulsory from 2006. Under development. The very actual topic in the vocational education in Finland is how to assure the quality of certification in the school-based education system. We are incorporating skills demonstrations into VET of young people. With the aid of skills demonstrations young people can demonstrate their vocationalcompetences. The decision on this issue has already been taken by the Government. In these demonstrations a student proves how well she or he has achieved the objectives ofvocational studies and vocational skills required in working life. This means that certification would include both the teachers’ assessment of the studies at the vocational institutionand assessment of the skills demonstrations to prove the achievement of the vocational objectives set in the curriculum. Skills demonstrations will be scheduled to run throughout theentire period of education and training. The skills and competences demonstrations would take place, where possible, at workplaces, in connection with periods of on-the-joblearning. The teachers and representatives of employers and employees would take part in planning, implementing and assessment.

Question 3.4: How usual are the following assessment procedures for units or modules within VET programmes?(8 Comments)

Table 69: Existence of an intermediate examination (Percent)Total

Yes 56 %No 44 %Count 48Question 3.5 Is there an intermediate examination (corresponding to a group of units/modules)? Only one answer

Table 70: Dissemination of selected assessment procedures for intermediate examination within VET programmes (Mean)Mean 1 2 3 4 5 Total

Demonstration at an artificial workplace in a vocationalschool or training centre 2,37 33 % 22 % 26 % 11 % 7 % 27

Demonstration at a workplace in a firm 2,36 32 % 28 % 16 % 20 % 4 % 25



Written exams 1,52 72 % 16 % - 12 % - 25Oral exams 2,04 52 % 17 % 9 % 17 % 4 % 23Workplace observation during a practical phase of the VETprogramme 2,32 32 % 28 % 10 % 18 % 4 % 25

Question: 3.6 How usual are the following assessment procedures for intermediate examination within VET programmes? Scale: 1=Very usual to 5=Not at all.

Table 71: Further assessment procedures for intermediate examination within VET programmesQuestion 3.6: How usual are the following assessment procedures for intermediate examination within VET programmes? (7 Comments)

Table 72: Existence of a final examination (Percent)Total

Yes 58 %No 42 %Count 48Question 3.7 Is there a final examination? Only one answer.

Table 73: Dissemination of selected assessment procedures for final examination within VET programmes (Mean)Mean 1 2 3 4 5 Total

Demonstration at an artificial workplace in a vocationalschool or training centre 2,37 37 23 13 20 7 30

Demonstration at a workplace in a firm 2,75 21 18 32 21 7 28Written exams 1,31 84 3 9 3 - 32Oral exams 1,78 67 9 3 21 - 33Workplace observation during a practical phase of the VETprogramme 2,90 23 17 23 20 17 30

Question: 3.8 How usual are the following assessment procedures for final examination within VET programmes? Scale: 1=Very usual to 5=Not at all.

Table 74: Further assessment procedures for final examination



Question 3.8 How usual are the following assessment procedures for final examination within VET programmes?(7 Comments)

Table 75: Basis for the final gradingTotal

On the accumulation of all grades 38 %On a selection of major grades referring to roup of units or modules 18 %On final examination 27 %Exclusively on final examination 17 %Count 66Question 3.9 On what is the final grading based? Please tick the relevant boxes. Multiple reply possible.

Table 76: Further basis for final gradingDenmark. varies depending upon subjectsFinland. Each study module is given a grade.UK. There is not normally a grading within VET. It is usually a pass/fail situation. Some college based qualifications have grading which is based on a project or piece of workwhich synthesises elements from other units in a holistic manner. Competences based qualifications are either achieved - units passed - or notQuestion 3.9: On what is the final grading based? Please tick the relevant boxes. Multiple reply possible. (7 Comments)

Table 77: Description of the grading scale (Percent)Total

Pass/Fail 27 %Detailed scale (e.g. 1 to 6, 1 = very good to 6 = failed) 73 %Count 45Question 3.10 Please describe the grading scale in use in your country. Only one answer

Table 78: Grading scale and verbal rating in useAustria. 1 = excellent 2 = good 3 = satisfactory 4 = sufficient (means pass in a final exam) 5 = insufficient (means fail in a final exam)



Cyprus. 1 to 10. Lowest passing grade is 10.Denmark. Verbal grades used in the Danish vocational education and training system Verbal grades used in the Danish vocational education and training system A number ofdifferent verbal scales are used. Verbal scales compared with the 13-scale Accepted/ silver medal Accepted/ silver medal Passed, very well done 11-13 Accepted/bronze medalAccepted/bronze medal Passed, well done 10-10.9 Accepted with distinction Accepted with distinction 9-9.9 Accepted Passed 6-8.9 Not accepted Not passed Not passed under 6 *Hairdressing is the only area where a gold medal indicates the highest possible grade. The gold medal grade in the field of hairdressing is equivalent to a silver medal in othereducation and training programmes. Source: Please see the departmental orders for each trade The 13-scale grading system 13 Is given for the exceptionally independent andexcellent performance. 11 Is given for the independent and excellent performance. 10 Is given for the excellent but not particularly independent performance. 9 Is given for the goodperformance, a little above average. 8 Is given for the average performance. 7 Is given for the mediocre performance, slightly below average. 6 Is given for the just acceptableperformance. 05 Is given for the hesitant and not satisfactory performance. 03 Is given for the very hesitant, very insufficient and unsatisfactory performance. 00 Is given for thecompletely unacceptable performanceFinland. The certification and the content of the certificate are regulated by the Vocational Education Act and the National Board of Education. Acceptable performances are gradedon the scale excellent (5), good (4 or 3) and satisfactory (2 or 1). The certificates are awarded by the education provider/vocational institution.Germany. 1 sehr gut 2 gut 3 befriedigend 4 ausreichend 5 mangelhaft 6 ungenügendGreece. 1-20 20 excellent. In some case the scale is 1-10, 10 again excellentHungary. 1=failed 2=enough, rather weak 3=average 4=good 5=excellentItaly. 10 excellent; 9 - 8 very good; 7 fair; 6 pass; 5 fail; 4 - 3 very bad;Portugal. The scale points is from 0 to 20. To pass, one need the minimum of 10; between 10-12/13 it means "sufficient"; between 14-16 it means "good" and between 17-20 itmeans "very good". Some times, but not in the formal system, we use only the qualitative scale ("sufficient", "good", and "very good"). In non-formal VET we use also "pass" /"fail".Spain. Professional modules uses a scale 1 to 10, 10 = very good, 5 = pass, under 5 = failed. Workplace training module and special modules, Pass/Fail.Sweden. Underkänd (UG), godkänd (G), Väl godkänd (VG), Mycket väl godkänd (MVG). 1- 5- 5- very good 1- failedThe Netherlands. Mostly we make use of a very detailed scale from 0 - 10 point. !0 points is the highest score in this scale. More than 5,5 is a sufficient score.1 to 10 1= very bad 2=bad 3=very insufficient 4=insufficient 5=doubtful 6=sufficient 7=quite sufficient 8=good 9=very good 10=excellentUK. Sometimes Merit and Distinction also used - usually for vocational rather than occupational. Without classification – minimum 50%. With Merit – minimum 60%. WithDistinction – minimum 70%.USA. 4.0 = " A " = excellent 3.0 = " B " = good 2.0 = " C " = acceptable 1.0 = " D " = barely passing (or, in some university courses:) failingQuestion 3.11. If a detailed scale is in use in your country, please indicate the scale points in use and their verbal ratings

Table 79: Selection of elements for the calculation of creditsTotal

Notional learning time 38 %Class hours 15 %Hours at workplace 20 %Marks or grades 17 %



Mark coefficients 10 %Count 97Question: 3.12 According to you, which elements should be taken into account for the calculation of credits? Please tick the relevant boxes. Multiple reply possible. (Notionallearning time = time necessary to complete a given teaching/learning unit whatever the learning settings concerned)

Table 80: Further elements for the calculation of creditsAustralia. overall level ( of complexity) underpinning successful demonstration of competency, but not gradesAustria. (ISCED) level and content of the relevant programmeDenmark. should be outcomes based- flexible durationGermany. workload: Combination of duration, content and level (according to the reference framework)Luxembourg. set of competences/skills/knowledge that can be evaluated and "certified"Spain. *student workload *content analysis (theoretical/practical)USA. Projects: project-based learning, project "intensity" and "complexity" and "closeness to concrete practices" etc.Question 3.12: According to you, which elements should be taken into account for the calculation of credits? Please tick the relevant boxes. Multiple reply possible.

Table 81: Required qualitative information about individual vocational study profilesTotal

Individual assessment results (e.g. individual proficiency level, grades) 26 %Content of the VET study programme (e.g. expected skills and competences) 28 %Allocation within your national qualification framework (reference levels) 20 %Learning settings (e.g. in VET schools/training centres, in firms, at home) 15 %Learning activities (e.g. seminars, E-Learning, workplace learning) 12 %Count 144Question 3.13: Which elements would you select to give qualitative information about the individual vocational study profiles? Please tick the relevant boxes. Multiple reply possible

Table 82: Further qualitative information requiredSpain. Pathways, additional routes - Labour market prospectUK. research needed

Question 3.13 Which elements would you select to give qualitative information about the individual vocational study profiles? Please tick the relevant boxes. Multiple reply possible.



Table 83: Context of use of the term 'credit'Total

Higher Education 53 %Further vocational education and training 20 %Initial vocational education and training 20 %Not at all 6 %Count 83Question 3.14: In which context is the term ‘credit’ already in use in your country? Please tick the relevant boxes. Others. Multiple reply possible.

Table 84: Further context of use of the term 'credit'Spain. Only in HE exists an application of a global credit system. Limited experiences in further vocational education (where "occupational credit" is used for successful completionof a unit of competences) and formal VET ("credit", mainly for adults learners), without numerical assignment.Question 3.14 In which context is the term ‘credit’ already in use in your country? Please tick the relevant boxes. Others. Multiple reply possible. (5 Comments)

Table 85: Number of credits per subdivisionAustralia. none. Each unit is standalone. Its contribution to one or more qualifications is stated as an award requirement e.g. to achieve Cert. II in hospitality you must successfullycomplete the following units......Austrian Higher Education institutions participate in ECTSIn Finland credits in VET are now measured so that one year of student’s work gives 40 credits and three years qualification gives 120 credits. One week of student’s work is onecredit and to get one credit a student have to work 40 hours. It varies between programmes. Total number is 120 ( 40/per year)Hungary. 30 credits 1 credit=30 lessonsItaly. not yet specifiedThe VET programmes in Portugal are not yet subdivided (with the exception of apprenticeship system and vocational schools, which a modular structure); anyway, we don't have,until now an even in the modular structure that exists, a credit system (with the exception of Higher Education, which, as in other countries, is not considered as VET).Spain. Variable. Among the experiences, we can quote the interface between Upper level in formal VET training and corresponding HE/University titles. Upper level VET modulesreceive numerical notation in the frame of ECTS.The Netherlands, In most studies there are 6 till 10 part-qualifications in a VET study programme. Each part had to be finished with a sufficient score.The question is too general. The situation differs per sector and target group that is being serviced. It would require some (extensive) study time to determine this.research needed. Depends on the size of the unit. 1 credit equals 10 notional learning hoursQuestion 3.15: If the VET study programmes in your country are subdivided, how many credits are granted for each subdivision (i.e. units, modules)? (21 Comments)



Table 86: Frequency of specific vertical mobility schemes (Mean)Mean 1 2 3 4 5 N/A Total

During the VET study, access to the next higher VET level 3,23 10,6 % 19,1 % 25,5 % 14,9 % 23,4 % 6,4 % 47During the VET study, change of the vocational orientation and access to thenext VET level 3,73 4,2 % 2,1 % 33,3 % 29,2 % 25,0 % 6,3 % 48

After a work experience period, to resume studying within the VET system at ahigher level than before the interruption of former learning activities 3,48 4,3 % 17,4 % 28,3 % 13,0 % 28,3 % 8,7 % 46

Question 4.1: In your country, how frequent are the following vertical mobility schemes for individuals within and from/to the VET system? Scale: 1=Very usual to 5=Very seldom.

Table 87: Further vertical mobility schemesAustria- after upper secondary general education into VET (post secondary courses and Fachhochschul-courses) - VET for people under employment who have completed initialVET (e.g. within apprenticeship or a 3-4 year VET programme) - next higher level VET programme VET upon completion of 3-4 year course - access to 5-year programme - uponcompletion of apprenticeship or 3-4 year VET programme via Berufsreifeprüfung to post-secondary/higher education VETSpain. VET Upper level and HE/University studiesFinland. From upper sec. general studies they can change to voc. educ. but seldom vice versa. Not possible, because we have only one type of VET qualification.Question 4.1 In your country, how frequent are the following vertical mobility schemes for individuals within and from/to the VET system? (6 Comments)

Table 88: Frequency of specific horizontal mobility schemes (Mean)Mean 1 2 3 4 5 N/A Total

During the VET study, access to the next higher VET level 3,55 2,1 14,6 31,3 27,1 22,9 2,1 48During the VET study, change of the vocational orientation and access to thenext VET level

3,69 4,3 8,7 21,7 32,6 23,9 8,7 46

After a work experience period, to resume studying within the VET system at ahigher level than before the interruption of former learning activities

3,27 6,8 18,2 25,0 29,5 13,6 6,8 44

Question 4.2: In your country, how frequent are the following horizontal mobility schemes for individuals within and from/to the VET system? Scale: 1=Very usual to 5=Veryseldom.

Table 89: Further horizontal mobility schemesAustria. It is very common to change from one occupation to another. Whether learning time is accredited depends on the time and successwithin upper secondary VET from 5-year to shorter programmes and from school-based to apprenticeship programmes



Question 4.2 In your country, how frequent are the following horizontal mobility schemes for individuals within and from/to the VET system? (4 Comments)

Table 90: Frequency of international VET mobility (Mean)Mean 1 2 3 4 5 N/A Total

Frequency of international VET mobility 4,02 4,0 2,0 14,0 46,0 32,0 2,0 50Question 4.3: In your country, how frequent is international mobility between national VET systems during the VET study? Scale: 1=Very usual to 5=Very seldom.

Table 91: Vocational sectors with high mobilityAustralia. There are individual institutions that have developed good partnership arrangements with other institutions but these are ad hoc and dependent on individual staffmembers!Austria. Tourism and hospitality sector; metal work / automotive suppliers; chemistry. more frequent within Leonardo mobility measures; in general most frequent in tourism sectorhowever there is a problem in the apprenticeship system; in SMEs an apprentice abroad means, reduced human resources during that period of time - so SMEs find it difficult toparticipate in mobility schemes. more frequent within Leonardo mobility measures; in general most frequent in tourism sectorDenmark. Catering, Hotel + Restaurant Metal sector Agriculture Graphic (photographer)Finland. Service sector, technical sector, social and health care, commercial in this order + then others like cultural, forestry etc, Hospitality industry, administration and business,social and health care etc. Hotel and restaurant services Social and health care sector Some technical sectorsGermany. transportation sector, e.g. different types of railway companies all over Europe; exchange service staffGreece. nursing forestry commercial education catering travellingAfter finishing studies in Hungary: 1. Health 2. Constructive industry 3. Computer techniquesItaly. Leonardo da Vinci programme - mobility projects, ICT.Luxembourg. hotel and catering sectorPortugal: TIC, and tourism.Spain. I don’t have enough empirical evidence, only scattered and selected examples, interesting, but it is difficult to answer to the question in a precise manner. Mobility schemesare more frequent in the practical side (Alternance). Partnerships in the frame of LDV programme/mobility communication programmes are important, some of them veryconsolidated and successful in the two modalities of exchange and placement. Sectors in which communitarian workers mobility is important are: Hotels and Restaurants, Real State,renting and business activities, Construction, Wholesale and retail trade. F C T Formation in Companies (Work Centre) Credit SynthesisSweden. Tourism, Restaurants, Hotels, Health, Retail, Farming, Childcare, tourism, ICT programmesUK. research neededQuestion 4.4: Please quote vocational sectors for which you know of mobility schemes and which are according to you very successful.

Table 92: Required elements for application in case of international mobility



TotalCertificates issued by an accredited institution abroad 15 %A foreign certificate approved by a national institution 16 %Description of prior work experiences 13 %Recommendation of the VET institution of origin 6 %Description of the VET study programme and of the institution of origin 14 %A detailed description of proficiency level of the acquired skills, knowledge andcompetences of the learner 9 %

A list of the assessment results (marks) of the learner abroad 9 %Individual interview with an examination committee of the receiving institution 9 %Student has to take a theoretical exam at the receiving institution 5 %Student has to take a workplace oriented assessment at the receiving institution 4 %Count 140Question: 4.5a In case of international mobility: If a VET student with prior learning experiences wants to join a study programme in your national VETsystem, which of the following elements are required to apply? Please tick the relevant boxes

Table 93: Further elements for application on case of international mobilityAustralia. I am quite familiar with the health care sector. In this sector there are numerous examples of good practices where personnel (mostly nurses), having left the labour-marketto raise a family for instance, is being reintegrated. Most common is the use of APL-procedures to do so.Austria. comparison between the requirements of the relevant national VET programme and the other programme/training comparison done on the basis of specific rules andregulationsIn Finland in up to the education provider to decide what studies they take into account in their teaching.Germany. not all requirements in the individual case. no requirements and restrictions of entering VET-programmes; in case of admission of external students, they have to proveprior learning resultsItaly. Mutual agreement between institutionsSpain. Accreditative or required documents are established by a norm on equivalence and validation, concerning formal training.4.5a In case of international mobility: If a VET student with prior learning experiences wants to join a study programme in your national VET system, which of the followingelements are required to apply? Please tick the relevant boxes. (15 Comments)

Table 94: Required elements to assess a candidate in case of international mobilityTotal 100 %



Certificates issued by an accredited institution abroad 15 %A foreign certificate approved by a national institution 17 %Description of prior work experiences 14 %Recommendation of the VET institution of origin 6 %Description of the VET study programme and of the institution of origin 10 %A detailed description of proficiency level of the acquired skills, knowledge andcompetences of the learner

6 %

A list of the assessment results (marks) of the learner abroad 13 %Individual interview with an examination committee of the receiving institution 10 %Student has to take a theoretical exam at the receiving institution 4 %Student has to take a workplace oriented assessment at the receiving institution 4 %Count 154Question 4.5b: In case of international mobility: If a VET student with prior learning experiences wants to join a study programme in your national VETsystem, which of the following elements are required to assess the proficiency of the candidate? Please tick the relevant boxes

Table 95: Further elements to assess a candidate in case of international mobilityAustria. as a result of the comparison the applicant might be asked to take an exam to prove his/her access qualifications in order to be admitted to a specific programme/courseFinland. Interview but no examination committeeItaly. Agreement between institutionsUK. This really depends on the kind of programmeQuestion 4.5b: In case of international mobility: If a VET student with prior learning experiences wants to join a study programme in your national VET system, which of thefollowing elements are required to assess the proficiency of the candidate? Please tick the relevant boxes.

Table 96: Impact of differences for the access of mobile learners to the national VET system (in the case of short-term international mobility)(Mean)

Mean 1 2 3 4 5 TotalDifferences in the institutional structures 2,66 18 % 33 % 23 % 15 % 10 % 39Differences in the national qualification frameworks 2,63 24 % 24 % 19 % 19 % 10 % 41Differences in the curricular structures 2,46 26 % 26 % 20 % 18 % 5 % 39



Differences in the reference levels structures 2,70 19 % 19 % 24 % 24 % 5 % 37Differences in the learning methods 3,17 13 % 13 % 13 % 36 % 15 % 39Differences in the balance between the various learning activities 3,20 10 % 10 % 31 % 23 % 18 % 39Differences in the assessment and grading methods 3,16 13 % 13 % 16 % 24 % 21 % 37Differences in the vocational profiles 2,42 29 % 29 % 16 % 16 % 8 % 38Question4.6a To what extent do differences related to the following elements have an impact on the access of mobile foreign VET learners to your national VET system in case ofshort term mobility? Multiple reply possible. Scale: 1=To a very large extent, to 5=Not at all

Table 97: Further elements influencing the access of mobile VET learners to your national VET system (short-term international mobility)Austria. For short term mobility none of the above aspects are relevant - everybody is welcome. N.B. the above-mentioned criteria are less important within the framework of EUprogrammes (e.g. LeonardoThe NetherlandsLanguage, training programmes are in DutchQuestion 4.6a To what extent do differences related to the following elements have an impact on the access of mobile foreign VET learners to your national VET system in case ofshort term resp. long term mobility? Multiple reply possible.

Table 98: Impact of differences for the access of mobile learners to the national VET system (in the case of long-term international mobility)(Mean)

Mean 1 2 3 4 5 TotalDifferences in the institutional structures 2,4 23 % 43 % 14 % 11 % 9 % 35Differences in the national qualification frameworks 2,3 35 % 27 % 22 % 8 % 8 % 37Differences in the curricular structures 2,6 17 % 31 % 34 % 8 % 8 % 35Differences in the reference levels structures 2,31 34 % 26 % 23 % 8 % 8 % 35Differences in the learning methods 3,5 6 % 18 % 21 % 32 % 23 % 34Differences in the balance between the various learning activities 3,3 11 % 20 % 20 % 26 % 23 % 35Differences in the assessment and grading methods 3,28 14 % 11 % 31 % 17 % 26 % 35Differences in the vocational profiles 2,36 33 % 19 % 31 % 11 % 6 % 36Question4.6b To what extent do differences related to the following elements have an impact on the access of mobile foreign VET learners to your national VET system in case oflong term mobility? Multiple reply possible. Scale: 1=To a very large extent, to 5=Not at all



Table 99: Further elements influencing the access of mobile VET learners to your national VET system (long-term international mobility)Question 4.6bo: To what extent do differences related to the following elements have an impact on the access of mobile foreign VET learners to your national VET system in case ofshort term resp. long term mobility? Multiple reply possible.

Table 100: Elements influencing the recognition of international mobile VET learners’ achievements through VET providers (Mean)Mean 1 2 3 4 5 Total

Long-term relations between VET providers at institutional level 2,11 35 37 14 9 5 43Long-term relations between VET providers at individual level 2,60 16 37 26 13 8 38Proofs of regular assessments at the home institution 2,55 16 39 21 19 5 43The assumption that learning abroad doesn’t qualitatively muchdiffer from learning in your country 2,56 33 15 26 13 13 39

Question 4.7: To which extent do the following elements influence the recognition of international mobile VET learners’ achievements through VET providers? Scale: 1=To a verylarge extent, to 5=Not at all.

Table 101: Further elements influencing the recognition of international mobile VET learners’ achievements through VET providersQuestion 4.7o: To which extent do the following elements influence the recognition of international mobile VET learners’ achievements through VET providers?

Table 102: Existence of national scheme for accreditation of prior learning experiences or prior learning (Percent)Total

Yes 29 %No 39 %No answer 32 %Count 66Question 4.8: Do you have a national scheme for accreditation of prior learning experiences or prior learning?



Table 103: Description of the national scheme for accreditation of prior learning experiences or prior learningAustralia. It is a requirement that all students have the opportunity to provide evidence of prior achievement and if that achievement can be satisfactorily demonstrated it is arequirement that they are granted credit.Austria. For all routes of upper secondary VET there are special regulations for the access of so called "Exterinisten". This is quantitatively relevant only for the final apprenticeshipexam. There are to kind of accreditation of prior learning: 1) the right to sit the exam without having followed an apprenticeship training period in Austria; 2) the partial recognitionof competences of the job profile, therefore the exam will be reduced in content Persons who want to get a VET-certificate are allowed to sit the final exam of apprenticeship trainingwithout having had any regular training time in Austria. If they can proof certain certificates or work experience they will not have to do this in the exam again (smaller field for theexam)via (comparison and) exams examples: - people who have not undergone/completed apprenticeship training are admitted to the Lehrabschlussprüfung (apprenticeship-leave exam)and thus acquire vocational qualifications and can then seize the respective further training and qualification opportunities - the final exams offered within the regular school-systemcan be taken on an external basis (i.e. without having attended the respective programme) - graduates from min 3 year-VET programmes (incl. those in the health sector) and theapprenticeship system can take the Berufsreifeprüfungs-exam = an additional exam to acquire higher education entrance qualifications (for any type of study; credit is given to work-experience and e.g. international language certificates) - graduates of post secondary VET programmes can be given "credit" when they transfer to university (same/similar studyarea) - graduates of 5-year VET programmes can be given "credit" when they take up studies at a Fachhochschul-course (non-university VET-oriented programmes) in the samefield - adults who attend upper secondary-level VET programmes can be given "credit" for parts of their initial education and training if it is in a similar/same fieldCyprus. Not applicable for the time beingDenmark. – GVU (basic adult education) comprises education and training programmes at upper secondary level (post-16). GVU also includes voksenerhvervsuddannelse – VEUD(adult vocational training). The education is general and not aimed at a specific profession or job, and is offered to adults with a low educational attainment. Prior education andwork experience are accredited for further education, and the duration of a programme may thus be shortened. Before starting a basic adult education programme, the participants’competences are therefore assessed by a guidance counsellor for the purpose of drawing up a personal training plan listing the skills to be achieved by the participant. Theprogrammes are thus tailor-made to the individual. The programme is offered on a part-time basis and the participants may continue their professional activities during theprogramme. The programme is not alternance-based. The training plan serves as an evaluation tool for the teacher/guidance counsellor, as an educational pathway to the individualand as a form of certification although a final certificate is issued. Arbejdsmarkedsuddannelser – AMU (continuing vocational training – CVT) also carry out an individualcompetences assessment in order to draft the personal training to be offered to the participant. The programmes are offered at three advanced levels and are special educationprogrammes for adults. Relevant work experience is part of the entrance requirements but it is not recognised as a part of the training programme. The aim of the three advancedlevels is to further develop adults’ job competences and allow for a progression in professional competences rather than progression in study competences. The programmes may bestudies in depth or in breath, i.e. vocational specialisation either within or outside the participant’s own vocational field. The programmes last between one day and three weeks.Vocational guidance is offered and skills and qualifications may be tested in workshops during the programme.Finland. Accreditation of previous studies, work experience, skills and competences gained through independent study and leisure activities. The accreditation of studies shall avoidoverlaps in studies and shorten the duration of studies. Where students transfer from one qualification to another or from general upper secondary school to vocational uppersecondary education, they shall be accredited for at least the completed core subjects and free-choice studies. Of the entire upper secondary school syllabus, at least core subjects andoptional studies shall be accredited. Summer jobs and previous work experience shall be accredited, provided that the competences acquired through these is determined to conformwith the objectives of the curriculum. The educational institution shall compare with a student conformance of studies with the curriculum in terms of objectives and core contents.Where necessary, the correspondence of competences shall be verified by means of different skills demonstrations. Accreditation shall be promoted by developing various forms ofassessment to facilitate it.France. -You have to have at least 3 years professional experience -you must provide a file detailing professional experience -This file is based on a personal declaration with



supporting documents -All experiences are taken into account, courses, professional experience, voluntary experiences -validation is global and not by unit and according to theprofessional profile of the diploma -if this is not the case validation is unit by unitGermany. access of leavers of dual training education (plus recognised continued upgrading training like "Meister" plus a couple of years of work experience) to university studiesPortugal. It is a national pilot system that began in 2001. It is that want to achieve the compulsory educational level(9 years in Portugal)for adults. This system is voluntary andimplemented at public-private partnership validate outcomes acquired in non-formal or informal setting. The methodologies used for validation began with an interview, than a selfassessments and a training programme or/and practical testNational occupational standards are set, catalogues 0f knowledge and comeptences defined; guidance, portfolio made; national commission decides, what is recognised, what mustbe examined;Spain. The national scheme for accreditation of prior learning is regulated in the formal VET subsystem, in the occupational training subsystem and in specific situations such aspassage from VET subsystem to HE, or access of adult people to the Education System in its different levels and University studies. A yearly call is publicisedThe Netherlands. The validation of non-formal and informal learning (in Dutch: EVC) is considered as useful instrument in the context of lifelong learning and employability. In theNetherlands, the Empowerment Centre EVC (www.kenniscentrumevc.nl) exists three years now and is in the process of implementing APL in companies and in educationalinstitutions.I have conducted a study in which an attempt was made to gauge the extend to which use is being made of APL procedures in the Netherlands (Romijn et. al 2003, APL monitor,KenniscentrumEVC, Houten, The Netherlands). In doing this study, we have made a distinction between APL in which prior learning and experience is recognised using the officialqualification standards in use in the Netherlands as a basis and those in which (unofficial) sectoral standards are used. We indeed pretty much uncovered both forms of APL in usewith a aprox. 6000 to 10000 people having used either one of these forms in 2002.UK. Competences-based. APL has been used for access to higher learning for quite a few years. It's a complex assessment and interview system, usually based on a student'sportfolio of evidenceQuestion 4.9: Please describe in a few sentences your national scheme for accreditation of prior learning experiences or prior learning. (18 Comments)

Table 104: Description of the documentation of prior learning activitiesAustria. Certificates concerning job experiences issued by the employer. Course certificates issued by Further Training institutions - within the formal education and training system:certificates and diplomas - graduates of VET schools/colleges now also receive certificate supplements in DE and EN - diploma supplements being introduced at university/highereducation level - language portfolios are being piloted - EUROPASS (for work-experience abroad) - portfolio being piloted for young people's involved in voluntary workAustralia. Documentation is kept at an institutional level. No distinction is made on formal certificationGermany. certificates of the dual and the upgrading trainings, assessment procedure at universityDenmark. Individual competences (skills) assessment and individual study/training plan Admission requirements are: At least 25 years of age + minimum two years of relevant workexperience as well as theoretical qualifications corresponding to Lower Secondary Leaving Examination. – The minimum two years of relevant work experience are needed not onlyfor entrance requirements but, even more importantly, for recognition as part of the Basic Adult Education programme, which leaves practically no space for practical training as partof the study/training plan. The school makes an individual competences assessment with a view to determine the applicant’s practical and theoretical qualifications/competencesincluding the admission requirements in relation to the desired education programme (commerce, carpenter or whatever). The school will not only recognise prior learning accordingto the "classical" regulations of credit transfer for courses and practical experience according to a credit transfer catalogue e.g. of CVT courses giving right of credit transfer into acertain VET programme. (The CVT courses that give credit transfer into a VET programme are foreseen to make up a major part of the formal activity that can be recognised withinthe framework of the Basic Adult education programme.) The school has to make a more liberal assessment of the individual’s practical as well as theoretical competences, taking as



a point of departure the objectives/targets of the corresponding VET programme. These targets are indicated either in an annexe to the regulation of each VET programme etc. or inattached guidelines. On the basis of the individual competences assessment, the school draws up an individual training/study plan, indicating the recognised elements, and describingthe "residue" – what the individual is lacking in having a full study/training programme. The content of an individual Basic Education plan thus depends entirely on what theindividual’s recognised competences are – it may be a matter of a few months in or-der to complete the study/training; it is even possible that the person only lacks the final exam tobe fully qualified. An individual study/training plan gives the individual a right (lasting 6 years) to take the courses indicated in the education plan, either at the school that made thestudy/training plan, or at any other approved VET college or CVT centre.Spain. In formal VET (access to the Medium and Upper Levels of VET training cycles), among others: *previous educational background *modules successfully completed by thelearner referring to the corresponding units of competences. *a minimum of a year of work experience. *age requirement (18) In occupational training: * accreditation of workexperience, 1/2 years depending of the vocational family/level. *modules successfully completed by the learner referring to the units of competences of the pathway trainingconsidered within the previous five years. * Minimum age: 16Finland. Personal study plans define the objectives of learning, completion of studies, methods and timing of their completion, as well as assessment of studies. When preparing aplan, any skills complying with the objectives of the national core curriculum, such as previous studies and work experience, will be fully taken into account, and these will beaccredited in the studies. Where necessary, the up-to-dateness of competences will be assessed through various appropriate methods. Each personal study plan also includes an on-the-job learning plan, which determines the objectives, learning assignments, duration and timing of each period of on-the-job learning, as well as the procedures of studentassessment.France -it's a file which describes the activities plus supporting documents justifying experienceThe Netherlands. This is dependent on the trajectory in which a person is acting. The tendency is that APL is more and more documented in so called portfolios, digitally or onpaper. Speaking in quite general terms, prior learning is documented in the following steps. 1. an inventory is made of prior learning and work experiences. A so-called port-folio isestablished. This portfolio consists for a large part of the assessment of qualifications for a given profession. In what areas is someone qualified and in what areas not (or not yet) 2.Competences are being assessed and valued. 3. Competences are being formally recognised.Question 4.10: Please describe in a few sentences how prior learning activities are documented in your country. (21 Comments)

Table 105: Key national initiatives or reforms relevant to the definition of a credit system in VET- modularisation and unitisation of VET programmes - Framework curricula at national level - focus on outcomes in terms of knowledge, skills and competences -Acts on University Education with the ECTS model and join degrees taken on boards Acts on higher education with the ECTS model and join degrees taken on boards All (from theBologna process which asr as possible should/could be transfer to the VET system in a simple way).Australia. In developing our 'credit matrix' reference levels, and points for volume, it would be ideal if there was opportunity for alignment across hemispheres!Austria. First of all the intention to organise the job profiles of the apprenticeship training in modules, quality assurance, development of standards (learning outcomes), moduleswithin the dual systemsCyprus. National Vocational Qualification Standards are being preparedDenmark. reform 2000 continuing adult vocational education reform integration of labour market programmes into the governance of the ministry of educationFinland. 6 months practical training and for adults competences based qualification system. modules in the credit system -developing forward modular curricula and formulation ofunits and modules -developing determinations of credits more understandable for foreigners -developing of skills demonstration tests and other assessment procedures -developing ofinformation and guidelines for VET-providers and schools, employers/ employees, teachers and students -increasing understanding of other European VET-systems and curricula



Germany. reform of school system, Create further education systems to find an entry for its participants with professional experiences to university level via credit points systems, -Improvement of the permeability of educational pathways within the VET-system and between the individual education areas; equivalence of and open access to the different sectorsof the education system (VET, HE) - valuation and assessment of informal and non-formal learning outcomesGreece. Expectations: The institutionalisation of the accreditation of prior learning, that will have an impact to the unitization and modularization of learning. Initiatives: Opening theaccess to the ( final examinations)Certification of Initial Vocational education and training,- recognised by the state, and in other EU countries through the Directive 92/51/EEC-toall interested ( MAINLY ADULTS) and not only those , who have successfully attended the total duration of the educational curriculum. UNFORTUNATELLY GREECE IS STILLFAR AWAY FROM INITIATIVES THAT CREATE PATHWAYS BETWEEN VET AND HIGHER EDUCATION.Hungary. The Ministry of Education is working out the basis of modularization in VET of Hungary also organising the institutional framework to develop non-formal learning inVET and to develop its legitimacy in VET. To build in the curriculum the competences that doesn’t belong to formal education. Prerequisites are: 1. Overall modularisation of allqualifications. 2. (At least partial) international recognition of qualificationsItaly. The reform intends to define the credit system in VET, at the moment the only official credit system is the one of Higher Education. Law 509/99 which adopted ECTS as astable means to evaluate University courses: an example for VETLuxembourg. modular systemPortugal. Is to built a competency-based approach for national VET system. On the one hand, the definition of an unity of credit — what it means? how should we evaluate it? is itnecessary to distinguish levels and areas of VET? I guess yes, but how in practical terms and with theoretical grounds. On the other hand, to structure all VET, formal, non-formaland informal (first, formal), in such a way that we can see sets of unites, modules, subjects, and courses, within equivalence to competences and qualificationsSpain. * Implementation of the National Catalogue of Vocational Qualifications. NCVQ will comprise about 580 qualifications distributed in 26 Vocational Families, in three levels.In the current phase, after the approval of the first 97 qualifications, professional work groups are working on 239 qualifications. *Validation of non-formal and informal learning,including work experience. An experimental project, ERA project, is now in the phase of conclusions. * The restructuring of curriculum in VET affecting special modules,transversal to the specific or professional training. * The role of experimentation and innovation in specialised Vocational Training Centres. * The analysis and proposal of a creditsystem in VET and its implementation, taking into account the interface between subsystems, HE and needs of social groups and individual learners.Professional Competences recognition, Develops Spanish Law 5/2002 (Ley de las Cualificaciones y de la FP (VETSweden. We are changing from giving grades for courses to subject and that’s making credit transfer more difficult, but still possibleThe Netherlands. The key national reform that is going on now is the development of a competences based qualification structure (2003-2004) and the implementation ofcompetences based vocational education and training (2005 and later). Qualifications are transformed from input based knowledge, skills, attitude towards an outcome basedstructure build on core tasks, core problems and core competences. The credit system is under construction. I think in Holland we are pretty much on the right track although theprocess is tedious. In principle there is a system that will allow credits to be defined. The basic questions is, can these be transferred. Are they comparable enough to similar systemswithin the EU.UK. The SCQF has a national implementation plan supported by Ministers. We have undergone a number of national reforms which brought in a fully unitised system, broughttogether academic and vocational etc. The SCQF can now build on those reforms by implementing a fully credit based framework.All the national agencies are working towards a national credit system the spans the 4 nations. Currently there are some differences. Qualifications, National occupational standardsand awarding procedures are all under review at the momentStandardising credits to allow further mobility, while recognising the independent merits of different courses and approaches.Agreement by (and existence of !) business and labour union "social partners", together with education--schools and colleges etc.--on the substantive learning goals, subject content,course and degree "scope and sequence" etc., before they apply a credit system upon this substantive content. You can "manage" substantive content with "credits"--but you cannotmake mere "credits" of instructional time into substantive learning. "Credits" are just an "accounting" system for management, payment, scheduling, etc.--a "banking system".Communities of Expert Practice are needed to set actual learning content.intor of NVQs move to single quals frameworkConsideration of credit as a key components of VQs and in 14-19 education reforms underway at the present



Question 5.1: Please state the key national initiatives or reforms that you consider as relevant to the definition of a credit system in VET? (36 Comments)

Table 106: Importance of ECVET to fulfil the selected tasks (Mean)Mean 1 2 3 4 5 Total

Facilitating credit transfer for temporarily mobile students 1,58 60 % 23 % 15 % 2 % - 48Supporting the accumulation of assessment results in a lifelong learningperspective 1,62 56 % 27 % 15 % 2 % - 48

Supporting the accumulation of competences within a VET programme 1,69 46 % 41 % 11 % 2 % - 46Increasing recognition of prior learning experiences for access to a higher VETlevel 1,52 60 % 29 % 8 % 2 % - 48

Supporting the recognition of prior learning experiences that date back 1,95 39 % 41 % 11 % 4 % 4 % 44Facilitating mobility between formal national VET systems 1,46 57 % 38 % 4 % - - 47An incentive for adult VET learners to resume with their VET studies 1,68 53 % 29 % 16 % - 2 % 45Promoting rules for transfer and accumulation of competences 1,45 67 % 24 % 4 % 4 % - 46Question 5.2: How important is the emerging credit system in VET to fulfil the following tasks? Scale: 1 = very important to 5 = not at all.

Table 107: Further tasks related to ECVET5.2 How important is the emerging credit system in VET to fulfil the following tasks?

Table 108: Compatibility between ECVET and ECTS (Percent)Total

There should be compatibility 64 %There should be no compatibility 9 %No answer 27 %Count 66Question 5.3: Should there be compatibility between the credit transfer system for VET (ECVET) and the credit system in Higher Education (ECTS)? Only



one answer

Table 109: Reasons for a separation between ECVET and ECTS5.3 Should there be compatibility between the credit transfer system for VET (ECVET) and the credit system in Higher Education (ECTS)? Only one answer.

Table 110: Relevance of the selected elements to support the compatibility between ECVET and ECTS (Mean)Mean 1 2 3 4 5 Total

The ECVET has to include the notion of workload in the definition of credits 1,73 53 27 16 2 2 45The skills and competences obtained have to be documented via EUROPASS 1,64 56 36 - 7 2 45The qualification frameworks have to include VET as well as higher education 1,63 63 21 9 5 2 43The learning activities within VET should be divided into theoretical and practicallearning activities 2,81 18 25 29 11 15 44

Both credit systems have to be documented the same way 2,06 31 40 24 - 4 45The recognition rules for individuals have to be similar for VET and HE 2,02 38 36 18 4 4 45The principles for ECVET have to be similar to the principles for ECTS 1,89 43 35 - 7 2 46The reference levels have to include VET as well as higher education 1,65 57 29 7 4 2 44Question: 5.4 According to you, how important are the following elements to support the compatibility between ECVET and ECTS ? Scale: 1=Very important, to 5=Not at all.

Table 111: Further elements supporting the compatibility between ECVET and ECTS

5.4 According to you, how relevant are the following elements to support the compatibility between ECVET and ECTS.

Table 112: Free comment on ECVETAustria. We need very much vertical reference levels: basic level - main level (full proficiency) - and advanced or specialist level The public of educational policy in our country isasking for a vision regarding EC-VET - till now we have reached a sound terminology and some important concept - but people want to have concrete ideas about the final outcomes- at the moment there are two visions: a) short time training mobility - b) occupational mobility facilitated by standards concerning sectors or even job profilesin our view it is a MUST to combine theory and practice in VET; VET needs to prepare people for the work of world where they will contribute to generating products and services;this requires that learners need both, knowledge of the underlying theories and skills, but it is important that they acquire the competences to combine them, i.e. to apply the relevanttheory in the specific situation/context; VET is highly diversified and offers opportunities to different types of learners - this is certainly a challenge for a credit transfer system; itneeds to accommodate different competences levels in a wide variety of sectors and different VET systems, traditions and approaches to VET across EU member states and beyond;it needs to ensure compatibility across levels, sectors and countries with the ECTS to enable progression and transfer - calculating the workload of the average VET participant isthus even more challenging - so we suggest to include other criteria (e.g. ISCED levels of VET programmes, see also 3.2)



France. the debate has not been sufficiently widespreadItaly. More emphasis should be given to the skills and competences acquiredPortugal. I recognise the importance of the problem, but I am not sure that we will arrive to solve it (at national as well at community level). A very strict system is hard to composeand even more to apply; a flexible system it's of no use! I will prefer a flexible way, as guide to action, with transparency and trust.Spain. To my mind, three factors are important in the Spanish situation: 1. Needs of specific groups (unemployed, adults). For these groups in general credit system introduce aflexible way to deal with his learning career. For enterprises it is a good and open method to facilitate the formal training of employees. 2. The creation of a National Catalogue ofVocational Qualifications as a means to promote the integration of different training offers in a LLL perspective. 3. The "induction effect" of ECTS and the interface between VETand HE/University studies. The creation and implementation of a VET credit system is now a challenge.Question 5.5: Hereafter you have the opportunity to comment on any subject related to the credit (transfer) system in vocational education and training. (9 Comments)

Table 113: Expected changes in the national VET systems (Mean)Mean 1 2 3 4 5 Total

The development of ECVET is the European challenge for the next 10 years in VET 1,45 65 27 6 2 - 48ECVET is supporting the needed compatibility between national VET systems 1,77 44 40 12 4 - 48ECVET will boost international mobility for VET students between formal national VETsystems 1,93 34 40 23 2 - 47

ECVET will undermine the quality of your national VET system 3,83 11 13 13 9 54 46We do not need ECVET as mobility between VET national systems is already taking placesuccessfully 4,08 2 8 15 28 47 47

The national VET systems will loose their attractiveness if they follow European standards(incl. credits) 4,26 - 4 17 26 52 46

The logic of the national VET systems will not be respected within ECVET 3,86 - 9 24 39 28 46An external process is artificially pushing reforms which are not genuinely needed 3,77 4 7 29 27 33 45ECVET will undermine the national legislative VET regulations 3,71 2 17 20 28 33 46ECVET will allow for a greater transparency of qualifications 1,53 57 32 11 - - 46ECVET will allow for a greater transparency of qualifications and as a consequence increasethe competitiveness between qualified workers, and be disadvantageous to less qualifiedpeople within national labour markets

2,47 30 17 33 13 6 47

ECVET will reduce the spectrum of the VET study programmes in each VET nationalsystems as it will be easy to access to study programmes offered abroad 3,40 2 17 34 32 15 47



Question 5.6: The implementation of a credit system for VET (ECVET) will bring some changes in the national VET systems. What do you think about the process? Scale: 1=I fullyagree, to 5=I fully disagree.

Table 114: Further expectations to ECVET implementation5.6 The implementation of a credit system for VET (ECVET) will bring some changes in the national VET systems. What do you think about the process?

Table 115: Country of professional activities (N = 66)Austria 4 Australia 2 Cyprus 1 Denmark 2England 1 Finland 5 Germany 5 Greece 3Hungary 2 Ireland 1 Italy 2 Latvia 1Luxembourg 1 Portugal 2 Scotland 1 Slovenia 1Spain 6 The Netherlands 3 Turkey 1 United Kingdom 3United States of America 1 Wales 2 France 1 Unspecified 15Question: 6.1 Please state the country where you work.

Table 116: Type of organisation employing the expertTotal

Unspecified 16National Ministries (Education/Labour) 21Social partners 3Researchers / Consultants 13VET providers 5Qualification Authorities 8Count 66Question 6.2: In which type of organisation are you employed?

Table 117: Other type of organisation employing the expert



company in the transport sector, research and consultant body, Centre linked to Ministry on internationalization of Danish Education Systems, European Commission and Cedefop -Consultant, High Council of Chambers of Commerce, National expert agency under the Ministry of Education, Finnish Federation of Vocational Trainees, National AccreditationCentre for CVT structures (infrastructure, staff, training and guidance, adult trainers), Institute of Ministry of Education, Called Fundmanager Directorate of Ministry of Education,earlier long term experience: University, Faculty of Psychology and Educational Sciences at the Oporto University, National Reference Point (NRP), Independent research andpolicy development consultant, Government agency.

Research Report by Isabelle Le Mouillour Commissioned by ... · Table 52: Estimate of the learning...

Documents

Transcript of Research Report by Isabelle Le Mouillour Commissioned by ... · Table 52: Estimate of the learning...