Synopsis of educational key elements and its various forms · Synopsis of educational key elements...

Synopsis of educational key elements

and its various forms (deliverable 12)

Compiled by: Sigrid Nindl, 3srl (AT) with contributions from the EQF Predict project partners

Date: September 2009

The report consists of the following elements:

(1) Synopsis of the country reports

(2) Country report Austria, provided by 3srl (AT)

(3) Country report France, provided by CREDIJ (FR)

(4) Country report Germany, provided by DEKRA Akademie (DE)

(5) Country report Greece, provided by OEEK (GR)

(6) Country report Italy, provided by CPV (IT)

(7) Country report Romania, provided by ACPART (RO)

(8) Country report Spain, provided by FLM (ES)

(9) Country report UK, provided by e-skills (UK)

EQF predict: 1/1 “Synopsis of educational key elements and its various forms” Deliverable 12 by Sigrid Nindl, 3srl (!T) and project partners September 2009

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

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EQF-adapted educational elementsin a predictable framework of change (EQF Predict)

Sigrid Nindl3s research laboratorywww.3s.co.at

Updated version:18th September, 2009

3s research laboratory, www.3s.co.at


WP 2: Current Framework of Change

Objects of the workpackage:

__Identification of educational key elements(e.g. legal regulations, curricula, assessment procedures)

__Identification of EQF application essentials

Basis for the description of a predictable framework of change

Background information for workpackages 3 – 6

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Deliverables of Workpackage 2: Current framework of change

__Deliverable 12: Synopsis of educational key elements and its various forms (3s, 15th June 2009)

__Deliverable 13: Basic typology of expectable EQF application (ACPART, 15th June 2009)

__Deliverable 14: General EQF application scenario (DEKRA, 30th June 2009)


Deliverable 12:Synopsis of educational key elements and its various forms

This deliverable shall comprise a collection of educational keyelements considered basically as invariants of education (as legal regulations, curricula, assessment procedures, etc.) but with regard to scope, granularity, participation of stakeholders appearing in different forms in the EU member states. The partners participating in thisworkpackage will identify the above mentioned elements for all countries involved in the planned project and describe them in the form of a synopsis, based on common denominators of the educational keyelements.

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Deliverable 13: Basic typology of expectable EQF application

This deliverable will include a description of EQF application essentials which all national/sectoral ways of application have to refer to, and a classification of approaches to link sectoral/nationaleducational systems/frameworks to the EQF. For this purpose, an analysis of debates about EQF application at European and national level shall be carried out.


Deliverable 14:General EQF application scenario

This deliverable encompasses a synthesis of Deliverable 12 „Synopsis of educational key elements and its various forms“ and Deliverable 13 „Typology of expectable EQF application“:

It describes the predictable general framework in which adaptation of educational key elements will take place in terms of probable invariantsand possible variants, thereby delivering starting points for the work of WP 3 – 6.

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Educational key elements

__Legal regulations of professions (professional profiles etc.)

__Educational content (curricula, study programmes etc.)

__Assessment and certification procedures

__Quality management approaches

__Stakeholders & institutions


Template for description of educational key elements

__Status of NQF: already existing / plans for its introduction__Segments of the educational system__Responsibilities for qualifications__Legal regulations of professions__Curricula and study programs__Assessment and certification__Interfaces / permeability / accreditation of qualifications__Quality management / Quality assurance

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Status of NQF in partner countries: differences in comparison to EQF – 1Austria: __NQF development in progress, 8 levels, bottom-up & top-down-strategy__Specifics: pilot projects in selected sectors are being conducted to test the EQF

descriptors and to discuss the preparation of an „explanation table“ for the Austrian NQF

France: __Already has an NQF, including all segments of the French education system

(VET, HE, sectoral qualifications)__Two 5 level grids: a diploma level grid and a hierarchy job grid__Sectoral qualifications frameworks, which can be connected to the NQF because

of this 2-grid-system

Germany:__NQF is developed, the implementation is in process__Different use of terms: professional competence (knowledge & skills) &

personal competence (social competence & self-competence)


Status of NQF in partner countries:

differences in comparison to EQF – 2

Greece: __Development of an NQF is being considered, concrete steps have not been

taken so far__No official system of validation of non-formal and informal learning

Italy:__There is no NQF yet, situation is not that clear (21 different systems, no regional

cooperation): plans to develop an NQF, probably 8 levels, top down strategy__“National table” as basis for development of a National Qualification System

Romania: __Working on development/implementation of NQF__5 level system (worker / qualified worker / technician/foreman …)__NQF for Higher Education (NQFHE): 3 levels referring to EQF levels 6-8__Plan to develop a National Qualifications Register

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Status of NQF in partner countries: differences in comparison to EQF – 3

Spain: __Development status of an NQF__5 level NQF (according to complexity of work activities)__26 professional families of NQF (including 700 occupations within 53 sectors)

UK: __Already has an NQF__Qualifications and Credit Framework (QCF) for England, Wales and Northern

Ireland with 9 levels (entry level with 3 sub-levels and levels 1 to 8)__Scotland/Ireland have their own frameworks__Sectors can contextualize level descriptors for their own use__Credit based framework: every unit and qualification will have a credit value and

a level


Setting up occupational profiles: Legal regulations of professions – 1

In general: consultation process is important, instant solutions are not available

Austria: __Responsibilies are split between federal government and Länder (provinces)__Most important laws: Berufsausbildungsgesetz (Vocational Training Act) and

Gewerbeordnung (Trade, Commerce, and Industry Regulation Act)__Gewerbeordnung differentiates between activities that require certification of

competence & free trades and crafts__Public recognition of occupations based on an official list (Lehrberufsliste)

France:__8 ministries competent for definition of diplomas delivered by the state; sectoral

certificates are defined by social partners in collective agreements__Long development processes (with phases of writing, discussion, consultation,

meeting guidelines, taking into account interests from different stakeholders)

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Germany: __Public recognition of professions in the list of Ausbildungsberufe, set up via

collaboration of stakeholders in the field__For setting up a new occupational profile a training regulation (by federal law)

and a skeleton curriculum (Länder) has to be defined

Greece: __Curricula & study programs are proposed to Ministry of Education by OEEK for

initial vocational education and training__Stakeholders are involved in the process by law__Qualifications are described input oriented & modularised



Italy:__Education: state essential levels and general rules governing the system;

regions coordination & governance at local level__Vocational training: state essential levels of services; regions have solely

competence in defining policies and their implementation strategies__different situation: education state rules almost all aspects, little influence of

regions / VET: regulated via regions, little influence of state__state-regions-dialogue for reform of education and VET systems__efforts to increase recognition of 3 years courses for IVET qualification

Romania:__MERI = institution approving study duration, curriculum and awarded diplomas

for pre-university education__Draft law regarding pre-university education under public debate

changes in education and assessment and progression system

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Setting up occupational profiles: Legal regulations of professions – 4Spain: __IVET: Ministry of Education, CVET: Ministry of Labour__since July 2009: Real Decree 1224/2009 for Competences Acquired via Labour

Experience Recognition__Curricula and study programs: responsibility of Ministry of Education__Qualifications are described outcome oriented, based on competence units with

training modules associated to each competence defined

UK: __Educational content defined by student/industry requirements represented by

multiple stakeholders and built into National Occupational Standards which form the building blocks for each profession

__Awarding Bodies, in partnership with Sector Skills Councils establish qualificationcriteria and administer examinations under control of OfQual

__Qualifications are outcome-oriented across all sectors__Universities also develop curricula and examinations to test learning achievement__Some professions are defined by Royal Charter


Responsibilities for Qualifications – 1

Austria:__Federal government & provinces, federal bodies for implementation__Collective agreements for entire sectors: Federal Economic Chamber, Trade

Unions, e.g. information on VET, IVET: minimum renumeration for apprenticeships, CVET: special arrangements, e.g. number of hours eachemployee can dedicate to further education and training during working hours

__plans to set up a qualifications agency with the implementation of NQF

France: __Tripartite constitution: state and social partners, employers, employees__Diplomas/degrees/branch certificates registered in the RNCP (national directory

of vocational certification) are valid nationwide

Germany: __Länder are responsible for education, federal power plays a role in several fields__Qualifications agency does not exist / hasn‘t been planned so far

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Greece: __Secondary Initial VET: Pedagogical Institute as advisory body under Ministry of

Education__Post-Secondary Initial VET: OEEK (under Ministry of Education) and other VET

providers__Development based on suggestions by OEEK or social partners

Italy:__Minister of Education and University, the Minister of Labour and Social Policies,

the Regional Authorities and the Autonomous Provincial Authorities

Romania: __NATB: National authority for qualifications at level of vocational/sectoral

education awarded outside formal education; development of occupational standards

__NCTVETD: National Centre for TVET Development; development of vocational training standards

__ACPART: National authority for qualifications in HE



Spain: __National Institute for Qualifications (INCUAL), Ministry of Labour & Ministry

of Education for definition of VET__National Professional Qualifications Catalogue & Module Catalogue for

Vocational Training (responsibility of INCUAL)

UK: __Overall responsibility for qualifications is divided between the Department for

Children Schools and Families and the Department for Business Innovation and Skills

__Sector skills councils representing industry requirements: output of education system should meet input needs of employers

__Many industry generated qualifications exist outside of public sector influence

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Assessment & certification of learning outcomes – 1

Austria:__Final exams after VET schools (after 3 to 4 years), final certificate__Graduates of VET colleges (5 years) acquire double qualification: Reifeprüfung

& VET Diploma Exam offer access to HE & regulated professional activities__Diplomprüfungszeugnis, issued by a post-secondary course in VET__Mobility between various sectors is regulated in the „Vocational Training Act“

France: __3 formal qualification systems: national diplomas, approved qualifications (at

national level) and vocational qualification certificates (CQP)__2 approaches: LO as training results (as input) or as assessment results

(knowledge, skills, competencies)



Germany: __Exams in institutions of HE, based on regulations__Particular situation: Advanced IT-Training Systems with exams as discussions of

documents describing projects carried out by candidate__Special examination and certification process for skilled workers based on

standards

Greece:__National Council for Education: autonomous advisory body for the Ministry of

Education – plans to creaty a community forum for dialogue between policymakers, academics and community members

__efforts for an education reform so that education system complies with EU standards

__Assessment of VET qualifications: documented by certificates__Growing tendency to integrate learning outcomes in curricula, assessment

procedures etc.

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Italy:__Final exams at the end of IFTS courses; board of examiners is appointed by

regional government__Certification: procedure finalized to the official recognition of a qualification,

or part of it, by an accredited institution; based on a procedure for assessing learning outcomes and a validation procedure

Romania: __Ministry of Education, Research and Innovation & Ministry of Labour, Family

and Social Protection__Scoring type with marks from 10 to 1; progression from one education level to

another bases on assessment of learning outcomes upon completion of a study level



Spain:__2 centralized bodies for assessment/certification of non formal education__2 regional bodies, which are independent and have to integrate on national level –

certification is not accreditated by whole country__Formal assessment and certification defined at national level is on the way__Assessment/certification of formal/non formal education and its periodicity vary

(national & regional regulations and procedures)

UK: __Assessment conducted by: Awarding Bodies (e.g. City and Guilds, Edexcel) and

Universities for higher education__Overal responsibility rests with the QCDA, Qualification and Curriculum

Development Agency (formerly QCA) __Evaluation of Learning outcomes: broad methodology (traditional exams,

online assessment, job assessment, portfolios of achievement for adult learners)

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Interfaces / Permeability / Accreditation of qualifications – 1

Austria:__Mobility and progression (permeability) between vocational and general

education & different types of VET should be increased__Mobility between various sectors Vocational Training Act__Recognition of non-formal and informal learning has subordinate status

France: __Permeability relies on specific arrangements (exception: access rom Baccalaureat to

University and Higher Education)__Evaluation levels of certificates/diplomas from abroad: ENIC (European

Network of Information Centres), NARIC (National Academic RecognitionInformation Centres)



Germany: __Changes from one segment to another are possible in principle, but not many

interfaces available__LLL approach & recognition of learning output is supported by stakeholders in

public declarations, as in many other countries, but there is no consensus how thiscan be managed

__Experimental phase, e.g. Advanced IT-Training System based on credit pointsoriented to ECTS used at university level

Greece:__No transfer of learning outcomes from non formal/informal to formal education__Possibility for practicioners: after defined period of working experience to obtain

a working licence in their field

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Italy:__Validation of credits of different training/education pathways theoretically

possible (needs future codification of education/training on competence-basedstandards to become a real system of validation of credits)

Romania: __Recognition of qualifications from abroad by National Centre for Recognition

and Equivalence of Diplomas__Learning outcomes/qualifications recognised in institutions accredited by

ARACIP (pre-university education) or ARACIS (higher education)__NATB: recognition of non-formal/informal education for adult training__Vertical progression based on Education Law / passing examinations__Horizontal progression based on transfer



Spain: __No central accreditation system for non formal education__Accreditation of professions related to activities which can put at risk human

security and health is controlled national/regional/governmental (varies)__possibility to enter higher level of VET without exam in restricted areas as well

as to enter university (by attending specific courses)

UK: __Sector skills: Framework of Achievement to provide a credit based system__NARIC: government agency provides information/advice about

skills/qualifications from all over the world__Easing access between different educational segments based upon individual

learning institutions and awarding bodies using approved practices

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3s – learn & workContact

Dr. Sigrid [email protected]

3s research laboratoryWiedner Hauptstraße 181040 Vienna, Austria Tel +43-1-5850915-36, Fax -99, Mobile +43-664-4321709

Thank you for your attention!

EQF predict: 1/16 “Synopsis of educational key elements” part of deliverable 12 by 3srl (AT) August 2009

Synopsis of educational key elements and its various forms: country report Austria

(part of deliverable 12)

1 For countries that plan to introduce an NQF Austria has set itself the goal of developing a National Qualifications Framework (NQF) by 2010, the development process began in 2006 and is based on a combination of a top-down and bottom-up approach. The NQF consultation document (bm:ukk & bm:wf 2008) proposed a NQF with eight levels. This should facilitate the allocation of the NQF to the EQF and therefore the international comparison. The EQF descriptors table shall be used as a starting hypothesis for a national descriptors table and thus as the basis for further NQF development. These descriptions should be discussed in joint working groups with experts from a certain field (for example, tourism) but from different segments of the qualifications system (such as VET, higher education, adult education). Such working groups seek to map selected qualifications to the EQF descriptors table and to allocate them to levels. They also discuss whether the EQF descriptors are sufficient to classify qualifications in Austria or whether additional information is necessary. Any additional information could be arranged in two additional tables: An explanation table could include explanations or additional information specific to the Austrian qualifications system, proposals for changes to the EQF level descriptors as well as examples to facilitate a better allocation of national qualifications to the EQF level descriptors. A supplement table could include any further dimensions that are considered as necessary for a better characterisation of the levels of the national qualifications system. It is not decided yet whether one of these tables or both will be added to the EQF table or whether all three tables will be merged to one descriptors table for the Austrian NQF.

2 Segments of the educational system _ Which segments of the educational system are differentiated in your country? (e.g. General

Education, Vocational schools / dual system1, VET, Higher Education, Adult Education) Primary school (Grundschule) (ages 6 to 10) General secondary school (Hauptschule) (ages 10 to 14) ● Within certain limits, each school may develop its own special profile (e.g. languages, music, art and design, sports, science, ecology, computer science, etc.). ● In addition, there are special types with a sports or music and arts bias. Special school (Sonderschule) (ages 6 to 15)

1 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two different

sites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocational

school for apprentices [“Berufsschule”]. Thus, apprenticeship training is also referred to as “dual vocational

training system” or as “dual system”.

Special schools comprise eight grades, or nine if polytechnic schools or a career preparation year are taken into account. They comprise ten different branches. Students receive a basic education from specially trained teachers who use methods tailored to meet the child’s individual requirements; this schooling is designed to prepare the student for career training or further education. Polytechnic school (Polytechnische Schule) (ages 14 to 15) Polytechnic schools can be attended after the eighth school grade and comprise only one grade. In the ninth, or a voluntary tenth school year, students are pre-pared for later life and especially for a career with more in-depth general education classes, career orientation and basic vocational training. An orientation period at the start of the school year and career orientation as the basic goal of all courses create numerous opportunities for students to become familiar with working life. Model test “New Middle School” (Neue Mittelschule) The goal of models tests with the new middle school is to provide a joint school for all 10- to 14-year olds that is open to all students who have completed the fourth grade in primary school. Academic Secondary School (Allgemein bildende höhere Schule) The academic secondary school comprises a four-year lower level and a four-year upper level terminating in the Reifeprüfung (matriculation exam), which is an entrance exam for university, higher technical college, post-secondary college and academies. Special types: ● Allgemeinbildende höhere Schulen (academic secondary schools) with an arts or sports bias and aptitude test ● Aufbaugymnasium (language bias) and Aufbaurealgymnasium (science bias) (in some cases with transition stage; fifth to eighth form): ● Gymnasium, Realgymnasium and Wirtschaftskundliches Realgymnasium für Berufstatige (science, mathematics or homeeconomics bias and schools for working people): evening or longdistance classes, duration eight semesters ● AHS für sprachliche Minderheiten (academic secondary school for language minorities – Slovenian, Croatian, Hungarian) ● Werkschulheim (trades and crafts bias): Academic secondary school offering training in a trade or craft, currently for carpentry, mechatronics and electronics (fi rst to ninth grade); located in Ebenau/Salzburg and the Vienna Evangelical Gymnasium. ● Gymnasium and Realgymnasium with extensive foreign language instruction (in some cases pilot projects), e.g.: Theresianum, Europagymnasium, Realgymnasium with four required foreign languages (details available from provincial school boards) Compulsory Vocational Schools (Berufsbildende Pflichtschulen) In extra-occupational comprehensive courses, compulsory vocational schools teach apprentices basic theory while they train in their trade. They supplement and en-hance incompany training and general education. Instruction at a vocational school may be organized in any of the following ways: throughout the year, i.e. at least one full school day or at least two half school days per week; this may either be based on the appren-ticeship, i.e. at least eight weeks solid, or by time of year, i.e. an instruction block for a specifi c period of the year. The wide variety of organizational forms is the result of an agreement between industry and the school authorities and takes the requirements of individual sectors and regions into account. Close co-operation between all those involved in vocational training at different centres of learning is one of the key factors behind the success of the dual system. A modern vocational training requires close links between theory and practice, between tuition at a vocational school and industrial practice. Integrated vocational training is offered both as an apprenticeship with an extended period of training (extension for one or at most two years) and as career training, which leads to partial


qualifications. With the partial qualifi cation option, the student has the possibility of undergoing a specially-tailored training in which the indi-vidual skills and aptitude and the individual needs of the student can be met. The training location is the company or special independent training institutions as well as vocational colleges (obligation or right to attend a vocational college). Intermediate Technical and Vocational Schools (BMS or Berufsbildende mittlere Schulen) Students attend BMS for one to four years. Students at such colleges with a one- or two-year curriculum receive partial vocational training, whilst those at colleges with a three- or four-year curriculum receive full vocational training. After completing at least a three-year curriculum at a medium-level secondary technical and vocational college, students can take continuation courses (three years) to pass the Reife- and Diplomprüfung (matriculation and diploma exam). There are also special types of technical post matriculation courses for graduates of some four-year schools. The most important types of medium-level secondary technical and vocational colleges ● Technische, gewerbliche and kunstgewerbliche Fachschulen (medium-level industrial, trade and crafts colleges; mostly fouryear courses) ● Handelsschule (medium-level secondary commercial college; three-year courses) ● Other commercial colleges: two- or three-year clerical and electronic data processing colleges, and three-year training courses for schools for computer science specialists ● Fachschule fur wirtschaftliche Berufe (medium-level secondary college for occupations in the food and beverage industry; threeyear courses) ● Wirtschaftsschule (medium-level secondary home-economics college; one- or two-year courses) ● Fashion school (three-year courses) ● Hotelfachschule, Tourismusfachschule, Gastgewerbefachschule (medium-level secondary colleges for hotel management, tourism, catering; three-year courses) ● Fachschule für Sozialberufe (medium-level secondary college for social workers): three-year Fachschule für Sozialberufe (school for social workers), Schule für Sozialdienste (school for social services, two years) ● Land- und forstwirtschaftliche Fachschulen (medium-level secondary ag-ricultural and forestry colleges; length of training between two and four school years) ● Schulen für Gesundheits- und Krankenpfl ege (schools for health and nursing services, age of admission 16 or 17). Secondary Technical and Vocational Colleges (BHS or Berufsbildende höhere Schulen) In addition to providing in-depth general education, over a period of fi ve years berufsbildende höhere Schulen (BHS) give students an advanced vocational train-ing, culminating in a Reife- or Diplomprüfung (matriculation or diploma exam). This entitles them to admission to university, higher technical colleges and post-secondary colleges. Universities and higher technical colleges are required by law to give students credit for specialized knowledge acquired by BHS graduates. Once they have worked in their fi eld for three years, graduates of most höhere technische and höhere Land- and forstwirtschaftliche Lehranstalten (higher-level secondary industrial, agricultural and forestry colleges) may apply to the Federal Ministry of Economics and Labour or the Federal Ministry of Agriculture, Forestry, Environment and Water Management for authorization to use the professional title of "lngenieur". The most important higher-level secondary technical and vocational colleges: ● Höhere technische and gewerbliche Lehranstalten (higher-level secon-dary industrial and trade colleges) ● Höhere Lehranstalt für Mode, für künstlerische Gestaltung, für Produktmanagement und Präsentation, Modedesign und Produktgestaltung (higher-level secondary college for fashion, artistic design, product management and presentation, fashion design and product design) ● Höhere Lehranstalt für Tourismus (higher-level secondary college for tourism) ● Handelsakademie (higher-level secondary commercial college)


● Höhere Lehranstalt fur wirtschaftliche Berufe (higher-level secondary college for occupations in the food and beverage industry) ● Höhere Lehranstalt für Land- und Forstwirtschaft: (higherlevel secondary college for agriculture and forestry) ● Bildungsanstalt für Kindergartenpädagogik (kindergarten teacher-training college) ● Bildungsanstalten for Sozialpädagogik (teacher-training colleges for social education) Educational Courses after Matriculation The qualifi cation for admission is Reifeprüfung (matriculation exam), Berufsreifeprüfung (vocational matriculation examination) or an entrance examination. Kollegs (specialised post matriculation courses): These are two-year full-time (or two to three-year part-time) advanced level voca-tional courses equivalent to higher-level technical and vocational colleges. Post-secondary colleges ● Training 1: Public and private post-secondary colleges train teachers for positions at primary schools (including pre-school), general secondary schools and special schools, as well as polytechnic colleges. ● Training 2: Some public post-secondary colleges train teachers for positions at vocational colleges, for technical/trade areas of specialization, for the specializations of design and nutrition, and to teach information and communication at BMS or BHS colleges. ● Training 3: The college of agricultural and environmental pedagogy offers training for positions at agricultural and forestry vocational colleges and technical colleges as well as for positions in agriculture and environmental studies at higher agricultural and forestry colleges. ● Training 4: Private pedagogic colleges and several private institutions train religious instruction teachers (Catholic, Evangelical, Old Catholic, Orthodox, Eastern Orthodox, Islamic, Jewish) at compulsory schools Universities of Applied Sciences (Fachhochschulen) Scientifi cally grounded vocational training with a strong practical orientation (usually one semester of vocational experience). The following types of courses are currently offered: ● Diplomstudien (diploma courses): generally last 8 semester (4 years) and conclude with the academic title of "Mag. (FH)” or “Dipl.-Ing.(FH)”. Diploma courses are gradually being replaced by Bachelor’s courses or continuation study on Master’s courses. ● Bachelorstudien (bachelor’s degrees): generally last 6 semesters (3 years) and conclude with the academic title of “Bachelor”. In some subjects, particularly in the area of social work and health services, graduating also entitles you to practise the relevant vocation (e.g. social worker, physiotherapist). ● Masterstudien (master’s degrees): are a continuation of bachelor's courses, and are designed primarily for the purpose of obtaining an additional scientifi c grounding; they generally last 4 semesters (2 years) and conclude with the academic title of "Master”. ● Austrian technical universities currently offer training courses in the fi elds of design - art, technology, engineering, social sciences, economics, military/national defence, natural sciences and healthcare science. Technical university courses are also open to students with relevant vocational qualifi cations without matriculation (usually with an admission examination). University courses ● Diplomstudien (diploma courses): ● Bachelor’s and Master’s courses: ● Doctoral courses:


Schools for part-time students and tertiary education Adults who have already embarked upon careers or have concluded their vocational training have the possibility of obtaining relevant educational qualifi cations as part-time students taking evening classes. Part-time students can choose between aca-demic secondary schools and medium- and higher-level secondary technical and vocational colleges, consolidation courses, specialised post matriculation courses and post-secondary colleges. Universities and technical universities also offer fur-ther education courses: the latter also offer technical university courses for parttime students. Adult education Academic and vocational courses and programmes are offered by institutes of adult education sponsored by the Ministry of Education, such as colleges of further education, vocational colleges, institutes for economic development, denominational institutions and a number of other regional non-profi t institutions for adult education. One of the main purposes of adult education is to allow students to gain qualifi cations not obtained earlier by taking adult classes in the form of “second-chance education”. Institutions offering adult education give interested students the oppor-tunity of attending courses in preparation for the matriculation examination, the school-leaving certifi cate, the university entrance examination or the vocational matriculation examination (in some instances examinations may be taken in stages).

3 Responsibilities for Qualifications _ Who is responsible for the definition of qualifications in your country? _ Do you have a qualifications agency or something similar in your country (e.g. like the QCA in

UK or the NQAI in Ireland)? If not, is such an institution planned? Example for IVET: Competent governing bodies/authorities (national/regional/local) – IVET Apprenticeship training: National level: The Federal Ministry of Economy, Family and Youth (Bundesministerium für Wirtschaft, Familie und Jugend, BMWFJ) is responsible for the enterprise-based training of apprenticeship, drafts the Vocational Training Act, draws up the official list of apprenticeships and enacts the training and examination regulations for each apprenticeship. The Federal Ministry of Education, the Arts and Culture (Bundesministerium für Unterricht, Kunst und Kultur, BMUKK) is responsible for the school element of apprenticeship training, including the drafting of legislative bills and the drawing up framework curricula. It also shares the cost of teachers’ pay with the Provinces (Länder). The Federal Advisory Board on Apprenticeship (Bundes-Berufsausbildungsbeirat, BBAB) presents the Mniistry of Economoy proposals in the form of expert reports on matters concerning apprenticeship training (e.g. introduction of new apprenticeships etc.) Regional level: The Apprenticeship offices (Lehrlingsstellen) are responsible for the administration fo apprenticeship training, involving the assessment of the aptitude of training enterprises, the registration of apprenticeship contracts and the organisation fo final apprenticeship examinations. The Regional Advisory Board on Apprenticeship (Landes-Berufsausbildungsbeirat, LBAB) draws up proposals and makes suggestions regarding apprenticeship training. The Regional Education Authority (Landesschulrat, LSR) is responsible for the supervision of the schools within a land. This function is performed by the regional school inspectors, each of whom is responsible for a particular category of school.


The Provinces (Länder) are responsible for the establishment and maintenance of part-time vocational schools for apprentices (Berufsschulen) and bear half of the expenditure on teaching staff for these schools. Medium/Intermediate Vocational Schools National level: The Federal Ministry of Education, the Arts and Culture (Bundesministerium für Untrricht, Kunst und Kultur, BMUKK) drafts educational legislation and framework curricula and selects and pays teaching staff. Regional level: The Regional Education Authority (Landesschulrat, LSR) is responsible for the supervision of the schools within a Land. This function is performed by the regional school inspectors, each of whom is responsible for a particular category of school.

4 Legal regulations _ Which bodies are responsible for setting up legal regulations for education in your country,

such as duration, contents, degrees of study programs? _ Which legal regulations / laws do exist? The main legal bases concerning the objectives and contents of education, final examinations and entitlements are the School Organisation Act (Schulorganisationsgesetz, SchOG) and the School Education Act (Schulunterrichtsgesetz, SchUG) containing regulations for VET schools and colleges (berufsbildende mittlere und höhere Schulen, BMHS) and for part-time schools for apprentices (Berufsschulen) as well as the Vocational Training Act (Berufsausbildungsgesetz, BAG), which regulates apprenticeship training. The Trade, Commerce and Industry Regulation Act (Gewerbeordnung) plays also a very important role concerning the Austrian qualification system. The principle of mobility and progression (“permeability”) between vocational and general education and also between different types of vocational education and training plays an important role in Austria. The recognition of acquired skills and knowledge is seen as a “central principle of life-long learning” by the Federal Ministry for Education, the Arts and Culture (Bundesministerium für Unterricht, Kunst und Kultur, BMUKK). Mobility and progression between the formally system should be increased. Therefore numerous measures provide mobility within education and training at a horizontal as well as vertical level. Responsibilities for legislation and implementation in school education are split between federal and provincial governments: • The federal government has exclusive responsibility for legislation and implementation: This applies particularly to the entire field of upper secondary general education (secondary stages I and II), but also to intermediate and upper secondary technical and vocational education (secondary stage II), training colleges for non-teaching supervisory staff (Bildungsanstalten für Sozialpädagogik), training colleges for kindergarten teachers (Bildungsanstalten für Kindergartenpädagogik), and to the conditions of service and staff representation of teachers at these schools/colleges. • The federal government is responsible for fundamental legislation, while the provinces (Länder) are responsible for issuing and implementing bylaws. This particularly applies to the organisational structure of federal education authorities or the external organisation of public compulsory schools. The term ‘external organisation’ refers to the development, construction, maintenance and closing of schools, but also to the fixing of pupil numbers per class and teaching periods. All fundamental legislation is in the nature of a framework which has to be filled in by implementing by-laws


promulgated by the respective provincial parliaments (Landtage), the legislative bodies at provincial level. • The provinces (Länder) are responsible for legislation and implementation as, for example, with regard to kindergartens. School authorities at federal level Separate federal bodies have been established wherever the federal government is responsible for implementation. These are: • District School Boards (Bezirksschulräte) at the level of political districts; • Provincial School Boards (Landesschulräte) at the level of the provinces (Länder); and • the Federal Minister for all of Austria. LEGISLATIVE FRAMEWORK FOR VOCATIONAL EDUCATION AND TRAINING IVET in Schools and Colleges • School Organisation Act (Schulorganisationsgesetz, SchOG), BGBl. No 242/1952: defines the responsibilities and structure of Austrian schools under the responsibility of the Federal Ministry of Education, the Arts and Culture (Bundesministerium für Unterricht, Kunst und Kultur, BMUKK) • School Education Act (Schulunterrichtsgesetz, SchUG), BGBl. No 472/1986: regulates matters such as pupil admissions, pupil assessment, repetition of school years and cooperation between teaching staff, pupils and parents/guardians etc. • Federal Act laying down the Principles governing VET Schools of Agriculture and Forestry (Bundesgesetz betreffend die Grundsätze für land- und forstwirtschaftliche Fachschulen) BGBl. No 320/1975: regulates training at VET schools of agriculture and forestry • Federal Agricultural and Forestry Schools Act (Land- und forstwirtschaftliches Bundesschulgesetz), BGBl. No 175/1966: regulates training at colleges of agriculture and forestry and the initial and in-service training of lecturers and instructors in agriculture and forestry IVET within the Apprenticeship Framework • Vocational Training Act (Berufsausbildungsgesetz, BAG) BGBl. No 142/1969: forms the statutory framework for enterprise-based apprenticeship training; some provisions also relate to VET schools and colleges • Vocational Training in Agriculture and Forestry Act (Land- und forstwirtschaftliches Berufsausbildungsgesetz), BGBl. No 298/1990: constitutes the legal basis for the enterprise-based part of apprenticeships in agriculture and forestry IVET in post-secondary and tertiary institutions • Teacher Training College Act (Akademie-Studiengesetz), BGBl. No 94/1994: regulates the initial and in-service training of teachers, except for teachers at upper secondary schools, pending the entry into force of the Tertiary Colleges of Education Act 2005 • Fachhochschule Degree Courses Act (Fachhochschule-Studiengesetz, FHStG), BGBl. No 340/1993: contains provisions on the accreditation and evaluation of degree courses at Fachhochschulen, on the responsibilities of the Fachhochschule Council and on the official designation of institutions as Fachhochschulen CVET • Adult Education Promotion Act (Erwachsenenbildungsförderungsgesetz, EB-FG), BGBl. No 171/1973: specifies the conditions on which adult education can be supported and the permissible support methods Collective agreements play an important role in Austria. They are negotiated between representatives of the Federal Economic Chamber (Wirtschaftskammer Österreich) and the Trade


Unions (Gewerkschaften). The majority of collective agreements refer to entire sectors and are binding for all companies. Some large companies have their own collective agreement. Collective agreements regularly contain information on VET. Regarding IVET, they determine the minimum remuneration payable to apprentices during their education and training period. As for CVET, special arrangements are agreed upon in collective agreements, e.g. the number of hours each employee can dedicate to further education and training during working hours. Regulated occupations play an important role in the Austrian labour market and are associated with entitlements and salary schemes. Access occurs through training in a dual system, in a vocational or academic secondary school or in the tertiary area. Degrees granting permission to perform regulated occupations and trades are nationally recognised.

5 Curricula and study programs _ Who is responsible for setting up curricula and study programs in your country? _ How are qualifications described for the different segments of the educational system in your

country? Please define whether the description within the segments is input or outcome oriented, if it is modularised or other main characteristics.

_ Which boards and committees do exist on different levels of education? _ How are stakeholders involved in this process? _ How are contents for curricula and study programs defined? For details see chapter 4. Certain areas of VET education and training fall into the competence of other ministries, such as of the Federal Ministry for Economic Affairs and Labour (e.g. company-based training of apprentices and the accreditation of professional qualifications), the Federal Ministry for Health and Women’s Issues (e.g. courses for health care and nursing) and the Federal Ministry for Agriculture, Forestry, Environment and Water Management. Social Partners The Austrian system of economic and social partnership is based on voluntary co-operation between statutory and voluntary interest groups with each other and with government representatives. Statutory interest groups: These are the representatives of the employers (Federal Economic Chamber), employees (Federal Chamber of Labour) and of agriculture (Standing Conference of the Presidents of the Agricultural Chambers). Voluntary interest groups include the Federation of Austrian Industry and the Austrian Trade Union Federation. In the field of school-based education, the Social Partners are involved in legislation and the adoption of ordinances (for new curricula, for example). Co-operation with the private sector Co-ordination, consultancy and resolution of conflicts Co-operation with the private sector plays a major role for all those concerned in the field of VET schools and colleges. On the one hand, curricula and special focuses are thus adapted to the requirements of the economy, on the other, enterprises offer subject-specific professional apprenticeship training and/or places for mandatory work-placement. The results of research and development are implemented in practical terms in joint projects between schools and industry, e.g. in the form of diploma projects or projects carried out in training firms. Nearly all teachers of occupation-related and practice-oriented subjects boast practical experience in the private sector.


6 Assessment and certification _ Which bodies are responsible for assessment and certification of education in your country? _ How are learning outcomes (in the different segments of the educational system) evaluated,

assessed and certified? (e.g. What kind of assessment procedures/tools are used? In what intervals are learning outcomes assessed?)

Abschlussprüfung (Final examination) Upon passing the final examination at VET schools (3 to 4 years), graduates boast professional qualifications entitling them to immediately exercise the respective occupations and giving them access to regulated professional activities. The project work, which forms also part of the exam, gives students the possibility to demonstrate the practice-oriented knowledge and skills they have acquired. Reife- und Diplomprüfung (Reifeprüfung and VET Diploma Examination) Graduates of VET colleges (5 years) acquire a double qualification: The Reifeprüfung and VET Diploma Examination opens up access to higher learning and also to regulated professional activities, thus providing immediate entitlement to jobs on the executive level. Diplomprüfung (Diploma examination) The diploma examination is the final exam of training programmes at post-secondary courses in VET and post-secondary colleges of social work as well as part of the final exam at upper secondary VET colleges (Reifeprüfung and VET Diploma Examination EU recognition The high level of education and training at VET colleges is also reflected in their recognition at the European level. VET colleges have been included in the so-called Annex D of Directive 92/51/EEC, thus confirming that graduates of these programmes acquire professional qualifications for which, in the majority of EU Member States, training at the post-secondary level (i.e. after acquisition of university entrance qualifications) would be required. Certificates and diplomas The Abschlussprüfungszeugnis (final certificate at VET school) and the Reife- und Diplomprüfungszeugnis (Reifeprüfung Certificate and VET Diploma at VET college) both show not only the examination areas and related assessment but also the subject areas covered during the programme with the allocation of hours per subject. In addition, certificates provide information on qualifications obtained (see also 'professional qualifications') and any foreign-language instruction in specific or job-related subjects (e.g. English as working language). Certificate supplements Certificate supplements are detailed descriptions of certificates contributing to an improved understanding of the respective VET programme completed. They provide an easy overview of the skills and knowledge acquired by pursuing a VET pathway. About 800 certificate supplements from the different areas, occupations and types of training are available (also in English) at www.zeugnisinfo.at.


http://www.zeugnisinfo.at/

Professional qualifications Berufsausbildungsgesetz - BAG (Vocational Training Act) The BAG provides the statutory framework for the training of apprentices. In addition, the BAG includes some provisions governing the fields of VET schools and colleges as well as their special forms for people under employment and school pilot projects. One provision, for example, stipulates that the successful completion of a VET school or college of at least three years' duration ensures minimum professional skills in terms of professional qualification; labour legislation including collective bargaining agreements. Gewerbeordnung - GewO (Trade, Commerce and Industry Regulation Act) The GewO stipulates under which circumstances persons are entitled to take up a trade. As also graduates of VET schools and colleges have the possibility to exercise self-employed professions and to start up a business at their own account and risk, the GewO regulates the general and particular requirements to exercise self-employment pursuant to the ordinances issued in connection with the individual regulated crafts and trades. Existing regulations ensure that graduates of VET schools and colleges obtain credits for the knowledge and skills relevant to the occupational field concerned. Skills and competences they have acquired through prior learning and already proved is credited to required examinations in the form of waivers (e.g. entrepreneurial examination, professional diploma examination, subject-specific parts of the master craftsperson examination). Act on the Professional Title “Ingenieur/in” The professional title “Ingenieur/in” can be awarded to graduates of colleges of engineering and of agriculture and forestry. The title is conferred by the Federal Ministry for Economic Affairs and Labour or by the Federal Ministry for Agriculture, Forestry, Environment and Water Management. Legal bases are the 1990 Ingenieurgesetz and relevant ordinances. Graduates must fulfil the following requirements: successful completion of a college of engineering (Reife und Diplomprüfungszeugnis); a minimum of three years of professional practice in the field where the training pathway focused on; a written application for the awarding. Unternehmerprüfung (Entrepreneurial exam) For the pursuit of a trade or a regulated craft or trade on a self-employed basis candidates must prove knowledge and skills related to business administration and legal issues. This proof is furnished by successful completion of the entrepreneurial examination or through accreditation of prior learning. The Unternehmerprüfungsordnung (Entrepreneurial Examination Ordinance) regulates the topics and the waiving of the entrepreneurial examination.


7 Interfaces / Permeability / Accreditation of qualifications _ How are interfaces between the different segments of the educational system defined? How is

the permeability between different segments managed? How are learning outcomes from one segment of the education system accredited in another segment? How are qualifications from an education abroad accredited? Who is responsible for those definitions and accreditation?

_ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within the formal education and training system for easing access between the different educational segments e.g. _ between general education and VET and/or vice versa; _ between different types of IVET (horizontal between sectors, vertical between education levels); _ from IVET into higher education; _ from IVET to CVT (if in the formal system); _ from CVT to higher education.

Please describe those briefly. _ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for

transferring learning outcomes from non-formal/informal to formal? e.g.: _ access to education and training programmes; _ admission to exams to acquire formal qualifications/certificates/diplomas; _ access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).

Please describe those briefly. In Austria, the principle of mobility and progression (permeability) between vocational and general education and also between different types of vocational education and training (VET) plays an important role. Numerous measures provide mobility within education and training at a horizontal as well as a vertical level. The decoupling of training and examination is also a central principle within the Austrian educational system. As compared with other countries, the recognition of non-formal and informal learning has a subordinate status; the vocational education system is heavily oriented on initial education and training. What must be emphasized here is that training in the dual system is already largely based on learning by experience and the completion of an apprenticeship within the dual system or a vocational school carries great weight in the labour market. Pathways to VET schools and colleges After completion of primary school (years 1-4), pupils may complete secondary level I (years 5-8) either at lower secondary school or at secondary academic school (lower level). Admission to VET schools and colleges (secondary level II) is possible upon positive completion of year 8. Other entry requirements include – depending on previous qualifications and school type chosen – previous academic performance in certain subjects or an entrance examination. More than 80% of Austrians over the age of 14 opt for an educational pathway in the VET sector: 42% choose an apprenticeship, 25% attend a VET school, and 33% decide for a VET college (number of new entries in 2002/2003; BMBWK statistics 2004). Horizontal Transfer between General education and VET The Vocational Training Act allows graduates of academic secondary schools (allgemein bildende höhere Schulen, AHS), of intermediate technical and vocational school, higher technical and vocational school or an apprenticeship in a dual system to complete a shortened apprenticeship in a


different sector. Responsible institution: Federal Ministry for Economics and Labour (Bundesministerium für Wirtschaft und Arbeit, BMWA) On the basis of the School Organisation Act graduates of one-year pre-vocational schools (Polytechnische Schule) have the opportunity to transfer to the second class of an intermediate technical and vocational school in the same or similar vocational field. Responsible institution: Education Ministry Horizontal Transfer of Qualifications between different types of VET The School Education Act regulates the transfer from an intermediate technical and vocational school to the next level of a higher technical vocational school in the same vocational field. It requires adequate scholastic achievement. Responsible institution: Education Ministry In accordance with the Vocational Training Act graduates of higher technical and vocational school, intermediate technical and vocational school or an apprenticeship can complete a further apprenticeship, which will be shortened by one year. Skilled workers have also the opportunity to take another final apprenticeship examination in an apprenticeship related to their first one. Responsible institution: Economics Ministry Vertical Transfer from IVET to Higher Education The Fachhochschule Studies Act (Fachhochschul-Studiengesetz, FHStG) recognises proven skills and knowledge and shortens the duration of the course of study. These skills can be credited to individual subjects or parts of a course of study. Likewise is it possible to begin the Fachhochschule without a Reifeprüfung, but with a record of a “relevant vocational qualification”, such as a degree from an apprenticeship etc. Responsible institution: Education Ministry The special university entrance examination (Studienberechtigungsprüfung) gives permission to enter a specific field of study. Responsible institution: Education Ministry The Berufsreifeprüfung enables several groups of people to obtain the right to study in all fields of study at universities and Fachhochschulen. Responsible institution: Education Ministry Vertical Transfer from IVET to CVET The School Education Act for the Employed (Schulunterrichtsgesetz für Berufstätige, SchUG-B) grants people in employment who attend a vocational or general school the right to shorten the duration of their education by receiving credit for parts of a previously completed education. Responsible institution: Education Ministry The 2002 amendment to the Trade, Commerce and Industry Regulation Act introduced the modular system which credits skills and knowledge gained in school and in dual system education to the individual modules. Responsible institution: Economics Ministry The entrance to CVET university courses is regulated in the University Studies Act (Universitätsgesetz) 2002. Access is granted to people who do not have a Reifeprüfung but relevant vocational training. Responsible institution: Education Ministry Vertical Transfer from CVET to Higher Education According to the Fachhochschule Studies Act accreditation is possible if a course content of a completed continuing education course is identical with that of an academic course. The distribution of competences among the various ministries presents a possible barrier to the development of initiatives concerning accumulating, accrediting and validating learning. The separation of vocational and general education continues in the competences of the ministries, although there are overlaps here: • General adult education is located in the Federal Ministry for Education, the Arts and Culture (Bundesminsterium für Unterricht, Kunst und Kultur). • Educational schemes for adults are also financially supported by other ministries (Federal Ministry for Economics and Labour [Bundesministerium für Wirschaft und Arbeit], Federal


Ministry of Social Affairs and Consumer Protection [Bundesministerium für Soziales und Konsumentenschutz], Federal Ministry for Agriculture, Forestry, Environment and Water Management [Bundesministerium für Land- undForstwirtschaft, Umwelt und Wasserwirtschaft] and by the Federal Ministry for Health, Family and Youth [Bundesministerium für Gesundheit, Familie und Jugend]). Other possible barriers are the lack of a uniform strategy and of a higher-level coordinating institution. Accumulating, Accrediting and Validating Non-Formal/Informal Learning has a subordinate status; the vocational education system is heavily oriented on initial education and training (IVET). Nonetheless, various ministries and institutions have a number of measures and initiatives for identifying and formally recognising competences that have been acquired through non-formal and informal learning. Greater inclusion of competences acquired in informal learning processes has been discussed across sectors in connection with the modularisation of apprenticeship training in the dual system. In 2004, the health-care and social service sector achieved an agreement between the federal state and the provinces with regard to occupations in the social service field. The recognition of skills and knowledge acquired in the nonformal and informal contexts is a medium- to long-term goal of the health-care and social service sector. Responsible for increasing mobility and progression towards validation of non-formal and informal learning are the Federal Ministry for Education, the Arts and Culture (Bundesministerium für Unterricht, Kunst und Kultur, BMUKK) as well as the Federal Ministry for Economics and Labour Bundesministerium für Wirtschaft und Arbeit, BMWA) in cooperation with the lobbies of the social partners at an informal level. Possibilities for the recognition of vocational experience are provided primarily by access to examinations within the formal educational system and the attainment of certificates of competence. Access to Education and Training Programmes According to the School Edcuation Act for the Employed (Schulunterrichtsgesetz für Berufstätige, SchUG-B) people in employment can enter at a higher level of an academic secondary school or higher technical and vocational school by completing an entry examination. The Fachhochschule Studies Act enables those with relevant vocational qualifications to begin a course of study at a university of applied sciences even without a Reifeprüfung. According to the University Studies Act (Universitätsgesetz) in addition to people with an academic degree also those without are able to participate if they can render a “proof of the requirements present in a CVET university course curriculum”. Exceptional access to the final apprenticeship examination (Lehrabschlussprüfung). The Vocational Training Act (Berufsausbildungsgesetz, BAG) enables access to the final apprenticeship examination for people without formal training (apprenticeship or school), and thus gives the possibility to acquire a formal vocational qualification. People must be over 18 years of age and furnish evidence that they have acquired the knowledge and skills required for the respective apprenticeship, e.g. by exercising a relevant semi-skilled or other practical activity of appropriate length or by attending relevant tuition at school. Berufsreifeprüfung (BRP) The BRP is equivalent to the Matura certificate (school leaver’s certificate) at the upper secondary level. It qualifies for studying at post-secondary and tertiary educational institutions. In principle, the BRP can be taken without prior attendance of upper secondary schools. The BRP Act provides that relevant examinations can be taken also upon completion of specific courses recognised by the Federal Ministry for Education, Arts and Culture, which are offered by adult learning institutions and are therefore not part of the public education system.


Instructor/Trainer Exam (Ausbilderprüfung) According to the Vocational Training Act the only formal requirement for admission is proof of “legal capacity”. Higher education entrance examination (Studienberechtigungsprüfung, SBP) Another possibility of gaining limited-access qualifications for entering post-secondary and tertiary education and training is the SBP (higher education entrance examination). As a preparation for the different exams, bridge courses are offered against payment by adult learning institutions and universities, but are not compulsory. Access to Fachhochschule programmes Professional qualifications may replace the required proof of the general university entrance qualification into Fachhochschule programmes (university-level programmes of at least three years’ duration with technical-vocational orientation). Whenever the educational goal of the degree programme in question requires, entrants with professional qualifications must furnish evidence of additional examinations. Access to other forms of transfer of learning in order to obtain formal qualification According to the Trade, Commerce and Regulation Act (Gewerbeordnung) an individual qualifying examination can be attained through presentation of job references, confirmation of course attendance or similar documents. Counselling and guidance on the validation and transfer of learning is offered by institutions active in the recognition of non-formally and informally acquired competences. Included among these institutions are the Apprenticeship Centres of the Chambers of Commerce for the apprenticeship examination as an external candidate and the organizing institutions of the individual pilot projects.

8 Quality management / Quality assurance _ Which institution is responsible for quality management / quality assurance in the different

segments of the educational system? (e.g. in Austria the “Fachhochschulrat” / the “FH Council” is an authority that is responsible for the external quality assurance in the Austrian FH sector, which means Universities of Applied Sciences)

_ Which forms of quality management / quality assurance do exist? Quality management at primary and secondary level Austria’s education system is characterised by a well developed system of school inspection. Federal school authorities in the provinces are responsible for primary and secondary education (district school boards, provincial school boards). At the level of the provinces, school inspection is carried out by provincial school inspectors, who are responsible for specific school types. At compulsory school level, provincial school inspectors are assisted by district school inspectors, and in intermediate and upper secondary education by subject inspectors. There are a few schools, e.g. the upper secondary colleges in the fields of agriculture and forestry (secondary stage II), as well as a number of higher technical and vocational schools (secondary stage II) in Vienna, that come directly under the Federal Ministry for Education, the Arts and Culture. Expert commission The expert commission, which is comprised of 13 national and international experts, develops strategies and models for school organisation. It is concerned with evaluating existing school models, innovations in education policy, as well as aspects of societal policy.


Parents’ Advisory Board (Elternbeirat) Its task is to advise the Federal Minister on all matters concerning parents’ interests. It comprises representatives of the main associations of parents and related organisations, meeting several times in the course of a school year under the chairmanship of the Federal Minister for Education, the Arts and Culture or an official delegated by the latter. Federal Pupils’ Advisory Board (Bundesschülervertretung ) One of the tasks of the Federal Pupils’ Advisory Board is to represent pupils’ interests vis-a-vis the Federal Minister in all questions concerning more than just one federal province (Land). Its members are the pupils’ representatives of the individual provinces and it meets up to four times in the course of a school year under the chairmanship of the Federal Minister for Education, the Arts and Culture or an official delegated by the latter. In addition, there are up to four internal meetings which are chaired by the Federal Pupils’ Representative. Educational and careers guidance Approximately 2,500 school guidance counsellors and educational consultants provide counselling services at all Austrian schools with the exception of primary schools (Volksschulen) and part-time compulsory vocational schools (Berufsschulen). These counsellors are full-time teachers partly released from their normal teaching duties in order to provide counselling. Guidance counsellors receive on-going training on the basis of a uniform curriculum. Federal Institute for Research on Education, Innovation and Development of the Austrian School System (Bundesinstitut für Bildungsforschung, Innovation und Entwicklung des österreichischen Schulwesens – BIFIE ) This federal institute, which has been in existence since 2006, was made an independent institution as of January 1, 2008, taking over the tasks of a number of smaller bodies such as the Centre for Pilot Projects and Education Development (Zentrum für Schulentwicklung), Working Group on Education Standards (Arbeitsgruppe Bildungsstandards), Centre for Comparative Research on Education (Zentrum für vergleichende Bildungsforschung), etc. It is responsible for the following areas: applied research on education, education monitoring, quality development, regular reports on Austrian education. In addition, the BIFIE is responsible for advising, on the basis of evidence collected, the decision-makers in Austrian education policy and school development (www.bifie.at). At upper secondary level, responsibility lies with the Regional Education Boards at provincial level. Regional school inspectors, each of them in charge of a particular type of school, are entrusted with supervision. The colleges of agriculture and forestry and some schools and colleges of engineering, arts and crafts, however, are under direct supervision of BMUKK. Quality at VET schools and colleges Various quality development processes have been established at all levels of the school system over the past few years. The joint and systematic treatment of quality issues at the school location – which forms an integrated part of school culture – is the prerequisite and starting point for ensuring a future-oriented school system at a high level. The following examples of quality initiatives and programmes characterise VET schools and colleges:

• Q.I.S – Quality In Schools: development of school programme and (self-) evaluation at the location; support is provided by Qualitätsnetzwerk [QN] (Quality Network, an interactive online magazine)



• qbbs – quality in technical and vocational education and training: working and steering groups of teachers and managers in their function as multipliers; the aim consists in setting up a quality development and assurance system for VET

• Development of concepts and objectives at all levels of school organisation • Austrian Reference Point for Quality Assurance in Vocational

Education and Training (Österreichische Referenzstelle für Qualität in der Berufsbildung)

Networking takes place in reform projects and quality initiatives addressing all school types: • White Book 'Quality Development and Quality Assurance in the Austrian School System' • klasse:zukunft: open discussion portal on the proposals of the Committee for the Future

(body of expertise for the development of reform proposals in the education sector) and the Ministry for Education

• 2010 Training Scheme: is oriented towards the areas of action and proposals of the Committee for the Future, the EU, current national initiatives, and suggestions made within the framework of klasse:zukunft.

The Quality Memorandum specifies the main objectives of the planned internal school reform: the quality of teaching; a secured basis of fundamental skills; more autonomy for schools; 'Leadership Academy' for executives in the education sector; and targeted and needs-oriented provision of support classes. Quality at Higher Education

• FH Council (Fachhochschulrat, FHR): The FH Council is the authority responsible for external quality assurance. Quality assurance for education offered by the Fachhochschulen is of utmost importance in the Austrian FH sector. The high priority of quality assurance is a result of the modern regulatory framework conditions. In order to decentralise decision-making processes and deregulate the laws pertaining to the organisation of higher-education institutions and the courses they offer, education providers with a high degree of autonomy for self-organisation were created; they are organised under private law but are primarily publicly financed. Austria was one of the first European countries that introduced an accreditation system for the FH sector.

• Austrian Accrediation Council (Österreichischer Akkreditierungsrat, ÖAR): Who wants to run a private university in Austria with the right to offer educational programmes leading to an academic degree must be awarded state recognition. This recognition can be obtained through accreditation. The Accreditation Council is a state authority which assesses the quality of private universities through accreditation. Furthermore, the Austrian Accreditation Council supports the quality development of these institutions.

• Austrian Agency for Quality Assurance (Österreichische Qualitätssicherungsagentur für den Hochschulbereich, AQA): The Austrian Agency for Quality Assurance (AQA) is an independent institution for quality assurance, evaluation and certification for the entire higher education sector. AQA develops and conducts quality assurance procedures in accordance with national and European standards. AQA contributes with international expertise and know–how to the quality development of higher education institutions.

Quality management in education systems often bases on: DIN EN ISO 9000:2000, EFQM, TQM models, Balanced Scorecard, Benchmarking, self evaluation and peer reviewing.

Synopsis of educational key elements and its various forms: country report France


1a For countries that already have an NQF or plan to introduce an NQF _ How many levels does/will the NQF have? Define the NQF typology. Nomenclature des niveaux de formation (1969)

(approuvée par décision du groupe permanent de la formation professionnelle et de la promotion sociale, le 21 mars 1969) NIVEAU DEFINITION INDICATIONS

V Staff occupying jobs normally requiring a level of training equivalent to that of brevet d'études professionnelles (BEP) or that of certificate d’aptitude professionnelle (CAP), and that of certificat de formation professionnelle des adultes (CFPA) (CFPA) of first degree .

This level corresponds to a full qualification for the exercise of a well-defined occupation with the ability to use instruments and related technology. This activity is mainly a work of performance which can be autonomous within the limits of the techniques which are linked to it.

IV Staff occupying jobs of control or highly skilled worker who can attest to a level equivalent to that of the Brevet Professional (BP), the brevet de technicien (BT), the bachelor's degree (general or technologic)

Qualification level IV requires more knowledge than the previous level. This activity involves mainly technical work which can be executed independently and / or the worker can have supervisory responsibilities (control) and coordination reponsabilities

III Staff occupying jobs that normally require the level of training of diploma of University Institutes of Technology (DUT) or brevet de technicien supérieur (BTS) or end of first cycle higher education.

Qualification Level III corresponds to the knowledge and ability of a higher level, without including the knowledge linked to the foundations of the scientific fields. The required skills and knowledge allow to ensure the responsibilities of design and / or supervision and / or management, with autonomy and independence

II Staff occupying jobs normally requiring a level comparable to that of a “licence” or “maitrise”

This level of qualification involves the scientific foundations of the profession, generally leading to autonomy in the exercise of this occupation

I Staff occupying jobs normally requiring a better level than the one concerning the “maitrise”.

In addition to a stated knowledge of the scientific basis of an occupation, qualification level I requires the mastery of design or research processes.

Source CNCP

_ What kind of descriptors are/will be used (learning outcomes, dimensions)? The descriptors used in the NQF are:

- the levels, which rely on autonomy and responsibility as key indicators - NSF (Nomenclature des Spécialités de Formation) : a classification linked to learning domains

EQF predict: 1/10 “Synopsis of educational key elements” part of deliverable 12 by CREDIJ (FR) June 2009


_ Are the same descriptors used for all qualifications/sectors? Yes _ 2 Segments of the educational system _ Which segments of the educational system are differentiated in your country? (e.g. General Education,

Vocational schools / dual system1, VET, Higher Education, Adult Education) All the segments of the educational French system (VET for young people and adults, Higher Education, sectoral qualification…) are integrated in the NQF. 3 Responsibilities for Qualifications _ Who is responsible for the definition of qualifications in your country? “The definition of “qualification” concerns two approaches: a collective approach (qualification is the social recognition of competencies, necessary to occupy a specific job); and an individual approach (qualification concerns the skills necessary to occupy a range of jobs). “Qualification” is generally expressed in terms of “certification” which, depending on the competent bodies delivering it, can be called: diploma, degree, vocational title, sectoral certificate. The French definition (certification) is coherent with the European one. It can be observed that the access to a “certification” imply an assessment and a validation of competences process. The French certification system is based on a tripartite consultation: State and social partners employers / employees. Diplomas, degrees and branch certificates registered in the RNCP (National directory of vocational certification, under the responsibility of the CNCP) are valid nationwide. This situation facilitates holders geographical mobility and recognition of their qualifications by professional groups, and notably in collective bargaining agreements. Qualification levels constitute one of the basic indicators for recruitment.

Certifications are created and/or updated to take account of labour-market needs after a desirability study based on long-range, quantitative and qualitative analyses conducted by research bodies such as CEREQ (Centre de Recherche sur l'Emploi et les Qualifications [Research centre on employment and skills]. Content is generally reviewed at least every five years. Concerning diplomas under the responsibility of the Ministry of Education, 10% of the diplomas linked to vocational high school level are renewed each year.





_ Do you have a qualifications agency or something similar in your country (e.g. like the QCA in UK or the

NQAI in Ireland)? If not, is such an institution planned? Yes, the CNCP (Commission Nationale de la Certification Professionnelle) whose members include 10 representatives from government, 10 representatives of social partners, 3 representatives of the regions, according to a specific procedure and decision of the Minister responsible for vocational training. 4 Legal regulations _ Which bodies are responsible for setting up legal regulations for education in your country, such as

duration, contents and degrees of study programs (curricula)?

- 8 ministries are competent to define diplomas delivered by the State.

- Sectoral certificates are defined by social partners in the collective agreements (conventions collectives)

Example : Ministry of Education procedure for GENERAL EDUCATION AND TECHNOLOGICAL - GENERAL FIELD OF THE VOCATIONAL EDUCATION The programs are the result of a long development process, with phases of writing, of discussion and of consultation. A program is adopted only if it meets all the guidelines laid down; it takes into account the expectations and demands of the different stakeholders in the education system in the field. Starting point : la « lettre de cadrage » (a letter of framing)

The drafting of a new program is under the Minister's decision, according to the reforms in progress and the need to renew/update the existing texts.

The General Directorate of School Education (ministry of Education) develops educational policy , as well as the curricula to be implemented in primary, secondary (colleges) and high schools (general and vocational).

(article 3 de l'arrêté du 17 mai 2006 /ministère de l'Éducation nationale)

The letter, signed by the General Director of School Education, outlines the policies and main lines of the new program, with a view to ensuring the scientific validity of content as well as improved contents of the programs [vertical (different levels education) and horizontal (various disciplines)].

Steps: writing, discussion, dialogue

Writing programs is entrusted to a group of experts under the chairmanship of a university professor or of a General Inspector of Education appointed by the Ministry. Expert Groups The panel members are appointed in their personal capacity for their recognized professional competence. They are chosen by the president of the group, in agreement with the General Directorate of School Education, to have a


diversity and complementarity in expertise within the group: university professors who can guarantee the scientific validity of the content, teachers in the field, teachers involved in teachers’ training, inspectors who know the diversity of practices and needs according to levels and disciplines.

Piloting The office of education programs of the Directorate General of School Education is responsible for monitoring groups of experts throughout the exercise. It takes organization, ensures compliance with the specifications, and ensures the permanent link between the group and all stakeholders in the education system during the various steps of work.

Consultations During the development, regular consultations are held between expert groups and stakeholders representatives of the teachers, of parents, unions, professional associations, publishers ... A systematic consultation of all teachers of the discipline on each new draft program has been placed under the responsibility entrusted to the rectors and inspectors. This consultation allows to collect the opinions of teachers on future programs, assess their needs in terms of materials or accompanying actions and, more generally, to organize a debate on the impact of new programs on arrangements for student assessment Institutional consultation After all these stages of development and consultation, the draft program is entering a phase of institutional consultation, which requires, before publication, gathering the opinion of the Conseil supérieur de l'éducation (CSE). The Minister may decide to seek the advice of the High Education Council (HCE). Minister’s visa All text and opinions are subject to approval by the Minister which, if validated, the publication of the decree establishing the new program in the Official Journal of the French Republic (JO) and its annex (the program itself) Bulletin officiel de l'Education Nationale (BO).

Publishing programs in the form of “arrêté” gives them regulatory value

Source : Direction générale de l'Enseignement scolaire – Publication 24 novembre 2008 Ministère de l'Éducation nationale

_ l Which legal regulations / laws do exist?


5 Curricula and study programs _ Who is responsible for setting up curricula and study programs in your country? _ _ How are qualifications described for the different segments of the educational system in your country? _ _ Please define whether the description within the segments is input or outcome oriented, if it is modularised

or other main characteristics. _ _ Which boards and committees do exist on different levels of education? _ How are stakeholders involved in this process? _ How are contents for curricula and study programs defined? Public and private stakeholders can set up qualifications. When qualification is not designed by the State, it must be approved by the CNCP (Commission Nationale de la Certification Professionnelle) to be integrated to the RNCP (National Directory of Professional Certifications -Repertoire National des Certifications Professionnelles) Example : Ministry of Education Curricula and programs are defined or designed in the diplomas (they’re part of them) Technological and vocational diplomas are designed, modified or cancelled with the contribution of the social partners, which are represented on advisory vocational commissions (CPC). These are mandatory consultation bodies which take part in establishing all technological and vocational education diplomas (from the BTS to the CAP). The main role of the CPCs is to give its opinion regarding :

the relevants of the creation of a new diploma does such a diploma need to be created or modified

the content/substance of the diploma itself. Specialised CPCs, by area of activity, have been incorporated into the Ministries for National Education, Employment, Agriculture, Social Work and Sports. Each CPC is composed of 4 collegiate bodies: employers, employees, public authorities and qualified figures. Each request for a new diploma must come from the trade communities or educational systems themselves. They are backed by an application explaining the opportuneness of the proposal, drafted by a team of experts. When considering the opportuneness of a given proposal, the teams are actually looking into the relationship between training and employment in the sector or trade at hand. They give particular attention to the recruitment procedures and prospects for employment in the short and medium term. This examination process, followed by consultation of each of the partners, leads to the final decision as to whether the new diploma should be created. The end of this first stage witnesses the drafting of:

guidelines on professional activities, certification guidelines, validation procedures (overall or by unit), as well as the conditions on which students will be

admitted to the degree programmes, the training timetables and the curriculum. As pointed out by the High Committee on Education and the Economy, in a 1993 report, the system nonetheless continues to stand out for the preponderant role of the State. The social partners have an advisory role in the various bodies and the trades are free to recognise or not recognise the newly-created diplomas. Since 1986, the social partners have also been offered the opportunity to create, within each trade branch, specific qualifications, often referred to as vocational qualification certificates. With this form of certification, which remains


in the minority with respect to the others, the social partners define, alone, the objectives to the qualifications guidelines set out. The social partners are present on the examination panels of all vocational education diplomas, as the said diplomas are the same, whether the young people have come out of secondary school vocational training or the apprenticeship system.

HIGHER EDUCATION DIPLOMAS The national diplomas in the higher education system are set out by Ministerial Order, establishing a framework that can be more or less detailed, depending on the type of diploma involved:

The speciality areas offered by the Diplôme Universitaire de Technologies - DUT (University Technological Diploma) and IUP (Vocational University Institutes) programmes are set out by Ministerial order, following consultation with the relevant advisory committees, which include representatives of the professional sectors involved . Regarding the Institut Universitaire de Technologie - IUTs, the titles and specialisation programmes for each option are stated in detail. Regarding the IUPs, while the list of specialities is set by regulatory means, the curricula that go along with them are left up to the establishments, which determine them in connection with their counterparts from the professional world (enterprises, trade groupings, etc.).

The other university diplomas for professional purpose Diplôme d'Etudes Supérieures Spécialisées DESS (Higher Specialised Study Diploma), Maîtrise de Sciences et Techniques - MST (Masters in Sciences and Technologies), Diplôme d'Etudes Universitaires en Sciences et Techniques - DEUST (Scientific and Technological Higher Studies Diploma) all have their general framework set out by a flexible regulatory mechanism, which states the objectives and characteristics of each diploma. The specialities, titles and curricula are left up to the establishments, working in connection with the professional world.

Engineering diplomas, which are specific to each school, are created with the special approval of the Commission on Engineering Degrees (where private schools are concerned) or the Ministry under which the establishment operates.

The social partners are represented on the examination panels for all of the above diplomas. Source : CEDEFOP

6 Assessment and certification _ Which bodies are responsible for assessment and certification of education in your country? _ How are learning outcomes (in the different segments of the educational system) evaluated, assessed and

certified? (e.g. What kind of assessment procedures/tools are used? In what intervals are learning outcomes assessed?)

There are many certification systems in France if one considers that a certification refers to the act of assessing the achievements of an individual in relation to a reference setting:

- The nature of what has to be assessed - the criteria relative to the assessment - the modalities of the assessment, - The stakeholders who are able to assess

The legitimacy allowing the act of certification is very widely shared by numerous authorities such as the State, the social partners, the institutions in charge of devices for quality assurance, etc. However the recognition of the value of the delivered certification varies according to the rights which are associated with it and the context of their application. In France, this value was generally fixed to the highest State level. Currently this value requires a tripartite step (government - social partners: employers, employees) where only certifications in connection with the concept of "qualification" are recognized.


Certifications are regarded as "indicators of qualification” when they attest that a person masters a set of knowledge, know-how, attitudes and certifying his ability to combine them in skills to realize activities in a wide professional context with a level of responsibility and autonomy beforehand defined. In 2002, the Law of January 17 has created a National Directory of Professional Certifications (RNCP) which was designed to identify all national value certifications issued in France in connection with the definition above. Moreover, the registration of a professional certification involves an additional requirement: to be accessible by validation of experiential learning, whether formal non formal or informal (Validation des Acquis d'Expérience - VAE) . 3 formal qualification systems exist in France : National diplomas delivered under State responsibility (diplomas delivered by the Ministry of Education,

the ministry of employment, the Ministry of Agriculture etc…) Approved qualifications (at a national level) consist in setting a qualification or certification issued by a

public or private entity in a scale of levels (awarded by CNCP –NCVQ - for a period of five years) Vocational qualification certificates (CQP) : awarded by a social partners at sector levels, the CQP provide

authentication of the skills and expertise related to the sector for which it was established. Source : article by George ASSERAF, IGAENR, Président de la CNCP

Learning outcomes : The terms are translated in French by “résultats d’apprentissage, résultats de formation, acquis” according to the text concerned. In the French policies, LO concern non formal, informal and formal learning and the descriptions of the LO are made in the same manner whatever the type of learning is. In practice, stakeholders in charge of LO description use two different approaches: A – LO can be seen as training results (résultat de formation). In this case, especially when trainers or teachers are involved, the LO can be considered as input. They are expressed in terms of training programmes, training content... B - LO can be considered as assessment results. In this case, LO are expressed in terms of type of element assessed: knowledge, skills, competencies... Generally when the French stakeholders are involved in LO approach they refer to “competencies”. This concept of competencies is used to explain what is the framework of the qualification used in the labour market (what kind of activities, functions, skills can be made by the qualification owner). Those competencies are the supports of the assessment (evaluation) and the objectives of the training. VALIDATION - CERTIFICATION LOs are the bases of training supply and the objectives or contents of validation/certification processes


By validation, we speak about specific act giving value to LO according to a referentiel. This validation can be done after a formal training process as well as after an informal or non-formal learning process. Object of validation: learning (in particular “competences”). The process of validation of competences incorporates the process of assessment

Source : EQF Network Testing Project

7 Interfaces / Permeability / Accreditation of qualifications _ How are interfaces between the different segments of the educational system defined? How is the

permeability between different segments managed? How are learning outcomes from one segment of the education system accredited in another segment? How are qualifications from an education abroad accredited? Who is responsible for those definitions and accreditation?


Please describe those briefly. _ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for transferring

learning outcomes from non-formal/informal to formal? e.g.: _ access to education and training programmes; _ admission to exams to acquire formal qualifications/certificates/diplomas; _ access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).

Please describe those briefly. The only automatic permeability defined by law is from Baccalauréat (general or vocational) to access to University and Higher Education. In any other case, permeability rely on specific agreements. Qualifications from an education abroad accredited: There is an agency in charge of evaluating the level of the certificate or diploma held by a foreign person. It is ENIC(European Network of Information Centres ) NARIC (National Academic Recognition Information Centres), at the CIEP(Centre International d’Etudes Pédagogiques). Depending on the level defined by the agency and with the approval of the competent body, the student may register for a training / curruculum of his choice.

The ENIC-NARIC* France is the French information centre for the academic and professional recognition of qualifications.

• It draws up certificates of recognition of study levels for foreign qualifications


• It provides information on the procedure for obtaining recognition of French qualifications abroad • It provides information on the procedures to follow in order to work in a regulated profession

the NARIC network The NARIC (National Academic Recognition Information Centres) network was created in 1984 by the European Commission. The first mention of the network was made in action 3 of the Council decision of 15 June 1987 by which the Erasmus Community education programme was set up. This course of action was confirmed in the decision to introduce the Socrates programme, taken on 14 March 1995, in chapter 3, action 3 on promotion of the transfer of information and experiences. the ENIC network Launched by UNESCO and the Council of Europe in 1997, the ENIC (European Network of Information Centres) network is founded on the same principles as the NARIC network. The aim is to build, in the countries of Europe as defined by UNESCO, a network of points of contact able to provide statistics and information on legislation relating to higher education (recognition, quality assurance, LMD [Licence-Master-Doctorat, or degree-master's-doctorate] system, European credit transfer and accumulation system [ECTS], diploma supplement [DS] and accreditation of prior experiential learning [APEL]) and on the system of national diplomas. 8 Quality management / Quality assurance _ Which institution is responsible for quality management / quality assurance in the different segments of the

educational system? (e.g. in Austria the “Fachhochschulrat” / the “FH Council” is an authority that is responsible for the external quality assurance in the Austrian FH sector, which means Universities of Applied Sciences)

_ Which forms of quality management / quality assurance do exist? There’s no quality assurance system in the different segments of the NQF Quality management : The French education system is highly centralised. The Ministries of Education and Agriculture recruits, appoints and allocates all staff (teaching, administrative and supervisory), decides on curricula, timetables, diplomas and examination procedures and all matters related to ensuring a suitable level of education. Private schools recruit directly their own staff but the curricula and examination procedures are supervised by the government. The school system is assessed by the regional director of education, recteurs Administrative marks are given, which have an influence on the careers of those concerned. The school system itself is evaluated by general inspectorates, reporting directly to their Ministry, when the diplomas involved are governed by the Ministries of National Education and Agriculture. The general inspectors take part in evaluating the school system as a whole, in particular the secondary schools. The quality of the working conditions in entreprises in ensured by Labor inspectors, reporting to the ministry in charge of labor. Surveys, are carried out each year by schools, regional authorities by the ministry in charge of Education, or by the Cereq, a centre of expertise in training and employment, to provide information on the employment and unemployment rate of students , 6 months, one year or more after the end of their studies. These informations are used to create or to delete specific programs.



Apprenticeship Apprenticeship is evaluated by specific "apprenticeship inspectorates", inspecteurs de l'apprentissage,reporting directly to their regional authority. These inspectors have vocation to evaluation of management, educational methods, fundings. The quality of the working conditions in entreprises is ensured by Labor inspectors, reporting to the Ministry in charge of Labor. Surveys, are carried out each year by schools, regional authorities by the ministry in charge of Education, or by the Cereq, a centre of expertise in training and employment, to provide information on the employment and unemployment rate of students , 6 months, one year or more after the end of their studies. These informations are used to create or to delete specific programs. Higher education In the higher education system, a National Evaluation Committee on Public Scientific, Cultural and Vocational Establishments, an independent authority, is responsible for examining and assessing all undertakings carried out by the universities, schools and teaching establishments governed by the Ministry in charge of Higher Education. It assess the quality of research and education, training for instructors, continuing training, personnel management, student admission and integration, integration into the local community, and national and international prestige.

Source CEDEFOP

Synopsis of educational key elements and its various forms: country report Germany


Current Status of Educational Key Elements in Germany

Preliminary Remark Only a systematic description of the whole educational system in all its facets would guarantee that all facts are considered which could play a role for the work of WP 3 – 5, thereby delivering a framework for setting up basic typologies foreseen as starting points of work within these WPs: The template provided for delivering input into Deliverable 12 therefore covers all aspects which could play a role when educational key elements in national environments. This implies that in some countries some aspects are more important than in another one. The document at hand mirrors this fact by weighting the elements of description: If a part is described in a more detailed way, this means that it is considered more elaborated in the national system, possibly characterised by unique features, therefore delivering ideas for work in the above mentioned workpackages, but possibly also information on obstacles which might arise when implementation of a common model into national environments is undertaken. On the other hand, if some issues of the template are only dealt with rather shortly or seem even to be ignored, this means that it is felt that their national embodiment is not particularly important for project work. 1 It should therefore be emphasized that this report on the current status of educational key elements does not deliver a comprehensive overview of the German system of education. It only highlights those parts of it which seem interesting for project work.

1. The Upcoming National Qualification Framework in Germany : Deutscher Qualifikationsrahmen (DQR) The impetus of activities aiming at the creation of a national qualification framework came from outside: Backed by the contract between CDU, CSU, and SPD delivering a programme for the common governmental activities provided for the legislation period 2005 – 2009 (Koalitionsvertrag)2, and a decision of the Bundesrat (legal representation of the Länder at federal level) where the establishment of the EQF is welcomed3, the two main public stakeholders agreed with the objective to create a German Qualification Framework: 1 A judgement which could be corrected later within work of WP3-5. 2 See Gemeinsam für Deutschland, Mit Mut und Menschlichkeit, Koalitionsvertrag von CDU, CSU und SPD,

p.43, http://www.bundesregierung.de/Content/DE/__Anlagen/koalitionsvertrag,property=publicationFile.pdf,

EQF predict: 1/16

3 See Bundesrat, Drucksache 655/06 (Beschluss), 13.10.06. Although this decision signals a support in principle,

it is visible that the representatives of the Länder consider the expectations linked to the introduction of the EQF

with a lot of skepticism: The goal to create an EQF for lifelong learning is judged to be “too ambitious” (§5). It

is also conspicuous that the decision emphasizes the responsibility of member countries for decisions in the area

of education (§2, §3).

“Synopsis of educational key elements” part of deliverable 12 by DEKRA Akademie GmbH (DE) August 2009

http://www.bundesregierung.de/Content/DE/__Anlagen/koalitionsvertrag,property=publicationFile.pdf

EQF predict: 2/16 “Synopsis of educational key elements” part of deliverable 12 by DEKRA Akademie GmbH (DE) August 2009

In October 2006, the Federal Ministry of Education and Research (BMBF) and the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany (KMK) agreed to work together on the development of a German Qualifications Framework for Lifelong Learning (known by its German abbreviation of DQR). The DQR represents the first comprehensive matrix for the alignment of qualifications. It extends across educational areas and acts as a considerable aid to navigation within the German educational system. For this purpose the DQR describes on eight reference levels professional and personal competences which direct the alignment of qualifications obtained in general education, higher education and vocational education and training. The starting point for the present decision is the Recommendation of the European Parliament and of the Council on the Establishment of the European Qualifications Framework (EQF), which entered into force on 23 April 2008. This Recommendation encourages the member states:

• to use the EQF as a reference tool to compare the qualifications systems; • to relate their national qualifications systems to the European Qualifications Framework

by 2010; • to develop national qualifications frameworks in accordance with national legislation and

practice where appropriate and • to adopt measures, as appropriate, so that, by 2012, all new qualification certificates

contain a clear reference to the EQF. In embracing this recommendation, the primary objective of the BMBF and the KMK is to achieve appropriate alignment of qualifications acquired in Germany and to use this as a vehicle for enhancing the opportunities for our citizens on the European labour market. The BMBF and the KMK have established a joint “Federal Government/Federal States Coordination Group for the German Qualifications Framework” (known by its German abbreviation of B-L-KG DQR), which has been commissioned with the task of managing the process of drawing up a DQR. This process involves a large number of stakeholders from general education, higher education and vocational education and training, the social partners and other experts from research and practice. Together with the B-L-KG DQR, these stakeholders make up the “German Qualifications Framework Working Group” (known by its German abbreviation of AK DQR). Feedback on results has been sent to delegates’ home institutions and committees on an ongoing basis.4

This introduction to the draft DQR matrix, the first result of the above mentioned collaboration, comprises the following important information:

• Creation of the DQR is EQF driven. There is no specific impetus to set up such a system from the side of national public bodies; the focus is on describing the existing system and to make it more transparent for a look from outside.

• It shall cover all educational areas and enable EQF-alignment of all qualifications available in the German educational system.

• It is foreseen to establish eight reference levels which should ease relationships to the EQF.

4 See Discussion proposal for a German Qualifications Framework for Lifelong Learning, Prepared by the

“German Qualifications Framework Working Group”, February 2009, Introduction, http://www.deutscherqualifikationsrahmen.de

http://www.deutscherqualifikationsrahmen.de/


• Relevant stakeholders are involved in the process of setting up the DQR.5 Some other important issues have not yet been finally discussed in the work groups, and, of course, no political decisions have yet been made with regard to them (It will be difficult to achieve consensus even if this is possible at work group level). This concerns mainly informal learning, wage agreements, and all kinds of legal aspects:

All formal qualifications within the German educational system, including general, and higher education and vocational education and training, are included in the alignment of qualifications to the DQR. A further objective is to accord due consideration to the results of informal learning. The Federal Government-Federal State Coordination Group and the DQR Working Group are in agreement that the alignment of the qualifications within the German educational system to the reference levels of the DQR should not replace the existing system of access qualifications. Alignment takes place in accordance with the principle that each qualifications level may be accessible via various educational and training pathways. Achieving a certain reference level of the DQR does not provide automatic entitlement to access the next level. The achievement of a reference level has also not been considered in conjunction with the implications for collective wage agreements and laws relating to remuneration. Legal aspects will be investigated within the scope of the next phase of development.6

The basic element used to set up the structure of the planned DQR is the following7:

Level indicator

Structure of requirementsProfessional competence Personal competence

Knowledge Skills Social competence Self-competence

Depth and breadth Instrumental and systemic skills, judgement

Team/leadership skills, involvement and communication

Autonomy/responsibility, reflectiveness and learning

competence

The eight levels of the DQR have been all described using this general matrix:8

5 Members’ lists of the above mentioned groups can be found under

http://www.deutscherqualifikationsrahmen.de 6 Discussion proposal for a German Qualifications Framework for Lifelong Learning, p.5 7 l.c., p.4 8 l.c., p.6ff. In order to provide for a synoptic view as far as possible, a way of presenting the levels was chosen

which differs from the way these levels are shown in the DQR document referred above: The level indicator and

the structure of requirements were transformed from lines into columns, thereby better enabling comparison of

levels.

http://www.deutscherqualifikationsrahmen.de/


Professional competence Personal competence Level Structure of requirements

Knowledge Skills Social competence Self-competence

1 Be in possession of competences

for the fulfilment of simple

requirements within a clear and

stably structured field of study or

work. Fulfilment of tasks takes

place under supervision.

Be in possession of elementary general

knowledge. Have an initial insight into

a field of study or work.

Be in possession of cognitive and

practical skills required to carry out

simple tasks in accordance with pre-

stipulated rules and to evaluate the

results of such tasks. Establish

elementary correlations.

Learn or work together with others,

obtain and exchange information

verbally and in writing.

Learn or work under supervision.

Appraise own actions and the actions of

others and accept learning guidance.


for the professional fulfilment of

basic requirements within a clear

and stably structured field of study

or work. Fulfilment of tasks takes

place largely under supervision.

Be in possession of basic general

knowledge and basic professional

knowledge with a field of study or

work.

Be in possession of basic cognitive and

practical skills required to carry out

tasks within a field of study or work,

evaluate the results of such tasks in

accordance with pre-stipulated criteria

and establish correlations.

Work within a group. Accept and

express general feedback and

criticism. Act and react in

accordance with the given situation

with regard to verbal and written

communication.

Learn or work in a responsible manner

and largely under supervision within

familiar and stable contexts. Appraise

own actions and the actions of others.

Use pre-stipulated learning guides and

request learning guidance.


for the autonomous fulfilment of

technical requirements within a

field of study or field of

occupational activity which

remains clear whilst being openly

structured in some areas.

Be in possession of extended general

knowledge or extended professional

knowledge within a field of study or

field of occupational activity.

Be in possession of a spectrum of

cognitive and practical skills for the

planning and processing of technical

tasks within a field of study or field of

occupational activity. Evaluate results

in accordance with criteria which are

largely pre-stipulated, provide simple

transfers of methods and results.

Work within a group and

occasionally offer support. Help

shape the learning or working

environment, present processes and

results to the appropriate recipients

of such information.

Learn or work autonomously and

responsibly including within contexts

which are less familiar. Appraise own

actions and the actions of others. Request

learning guidance and select various

learning aids.


for the autonomous planning and

processing of technical tasks

assigned within a comprehensive

field of study or field of

occupational activity subject to

change.

Be in possession of deeper general

knowledge or theoretical professional

knowledge within a field of study or

field of occupational activity.

Be in possession of a broad spectrum

of cognitive and practical skills which

facilitate autonomous preparation of

tasks and problem solving and the

evaluation of work results and

processes according consideration to

alternative courses of action and

reciprocal effects with neighbouring

areas. Provide transfers of methods

and solutions.

Help shape the work within a group

and the learning or working

environment of such a group and

offer ongoing support. Justify

processes and results. Provide

comprehensive communication on

facts and circumstances.

Set own learning and work objectives,

reflect on and assess such objectives and

take responsibility for them.



for the autonomous planning and

processing of comprehensive

technical tasks assigned within a

complex and specialised field of

study or field of occupational

activity subject to change.

Be in possession of integrated

professional knowledge within a

learning area or integrated

occupational knowledge within a field

of activity. This also includes deeper,

theoretical professional knowledge. Be

familiar with the scope and limitations

of the field of study or field of

occupational activity.

Be in possession of an extremely broad

spectrum of specialised, cognitive and

practical skills. Plan work processes

across work areas and evaluate such

processes according comprehensive

consideration to alternative courses of

action and reciprocal effects with

neighbouring areas. Provide

comprehensive transfers of methods

and solutions.

Plan and structure work processes in

a cooperative manner, including

within heterogeneous groups,

instruct others and provide well-

founded learning guidance. Present

complex facts and circumstances

extending across professional areas

in a targeted manner to the

appropriate recipients of such

information.

Reflect on and assess own learning

objectives and learning objectives set

externally, undertake self-directed pursuit

of and assume responsibility for such

objectives, draw consequences for work

processes within the team.


for the processing of

comprehensive technical tasks and

problems set and be in possession

of competences for autonomous

management of processes within

subareas of a scientific subject9 or

within a field of occupational

activity. The structure of

requirements is characterised by

complexity and frequent changes.

Be in possession of broad and

integrated knowledge including

knowledge of basic scientific

principles and up-to-date professional

knowledge in subareas of a scientific

subject or be in possession of broad

and integrated occupational

knowledge including current technical

developments. Be in possession of

relevant knowledge at interfaces to

other areas.

Be in possession of an extremely broad

spectrum of methods for the

processing of complex problems

within a field of study or field of

occupational activity. Draw up new

solutions and evaluate such solutions

including according consideration to

various criteria even in circumstances

where requirements are subject to

frequent change.

Assume responsibility in working

within expert teams or show

responsibility in leading10 groups or

organisations. Instruct the technical

development of others and act in an

anticipatory manner in dealing with

problems within the team. Present

experts with arguments for and

solutions to complex professionally

related problems and work in

conjunction with such experts on

further development.

Define, reflect on and assess objectives for

learning and work processes and structure

learning and work processes autonomously

and sustainably.


for the processing of new and

complex professional tasks and

problems set and be in possession

of competences for autonomous

management of processes within a

scientific subject or within a

strategically oriented field of

occupational activity. The structure

of requirements is characterised by

Be in possession of comprehensive,

detailed, specialist and state-of-the art

knowledge in a scientific subject or be

in possession of comprehensive

occupational knowledge in a

strategically oriented field of

occupational activity. Be in possession

of extended knowledge in adjoining

areas.

Be in possession of specialised

technical or design concept skills

relating to the solution of strategic

problems in a scientific subject or in a

field of occupational activity. Consider

alternatives even in circumstances

where information is incomplete.

Develop and use new ideas or

procedures and assess such ideas and

procedures according consideration to

Assume responsibility for leading

groups or organisations within the

scope of complex tasks set and

present the results of the work of

such groups or organisations.

Promote the technical development

of others in a targeted manner. Lead

divisionally specific and cross-

divisional debates.

Define objectives for new applications or

research oriented tasks reflecting on

possible societal, economic and cultural

implications, deploy appropriate means and

tap autonomously into own knowledge for

the purpose.

9 “The designation ‘scientific subject’ also encompasses creative and artistic subjects.” (Footnote 1 in the original document) 10 “This encompasses companies, government authorities or non-profit making organisations.” (Footnote 2 in the original document)


frequent and unpredictable

changes.

various evaluation criteria.


for the obtaining of research

findings in a scientific subject or

for the development of innovative

solutions and procedures within a

field of occupational activity. The

structure of requirements is

characterised by novel and unclear

problem situations.

Be in possession of comprehensive,

specialised, systematic state-of-the art

knowledge in one or more areas within

a scientific subject or be in possession

of comprehensive occupational

knowledge in a strategically and

innovation oriented field of

occupational activity. Be in possession

of appropriate knowledge at the

interfaces to adjoining areas.

Be in possession of comprehensively

developed skills relating to the

identification and solution of novel

problems set in the areas of research,

development or innovation within a

specialised scientific subject or in a

field of occupational activity. Also

design, implement, manage, reflect on

and evaluate innovative processes

including in cross-activity areas.

Evaluate new ideas and procedures.

Lead groups or organisations from a

position of particular responsibility

whilst activating the areas of

potential within such groups or

organisations. Promote the

professional development of others

in a targeted and sustained manner.

Lead cross-specialist debates and

introduce innovative contributions

to specialist professional

discussions.

Define objectives for new complex

applications or research oriented tasks

reflecting on possible societal, economic

and cultural implications, select

appropriate means and develop new

ideas and processes.


As easily can be discovered, this draft framework differs from the EQF with regard to the following features:

• The term competence is not used the same way as within the EQF terminology where it is used as the name for the third main category besides knowledge and skills. In the context of the DQR, the meaning of competence encompasses is generic: It encompasses all kinds of abilities being results of learning whereas the EQF category competence could be considered an equivalent of personal competence.11

• Knowledge and skills, used in the same sense in the EQF terminology, are dealt with as subcategories of professional competence in the context of the DQR. It is not explained why knowledge and skills have been subsumed under the common umbrella professional competence. Possibly this delivers better conditions for contrasting them to personal competence.

• Personal competence is subdivided into social competence and self-competence. Also this subdivision has not been explained.

• An overall description of competences related to each level can be found under structure of requirements.

11 See l.c., p.14 (Glossary) where the distinction between EQF and DQR terminology is explicitly made:

“Competence within the DQR describes the ability and readiness to use knowledge, skills and personal, social and

methodological competences in work or study situations and for professional and personal development.

Competence is understood in this sense as action skills. The DQR presents competence within the dimensions of

professional competence and personal competence. Methodological competence constitutes an integral part of

these dimensions. (By way of contrast, the EQF describes competence only in terms of the assumption of

responsibility and autonomy.)”


2 Segments of the educational system An overall view on the German educational system should be delivered by the picture below:

Fig.112

12 See Annex 1, Basic Structure of the Education System in the Federal Republic of Germany- Diagram, p.2. Annotations referring to the numbers to be found in the picture are listed there, explaining the exact meaning of the terms used in this picture. The document was therefore attached to the paper at hand as an annex. A detailed description of the institutions presented in the picture would have exceeded the limitations of Deliverable 12.


´ Significations visible at the left column of the picture above show the main segments of the educational system:

• Pre-school education • Primary education • Secondary education (Level I and II) • Tertiary education • Further education

It should be noted that institutions available at these five levels differ considerably from Bundesland to Bundesland.13. As always mentioned,14 a description of the German educational system within the deliverable at hand cannot include all these varieties. Nevertheless some general features should be mentioned:

• Educational institutions are mostly run and controlled by the sixteen German Länder; this concerns also setting up institutions, accepting and designing curricula , assessment procedures and certifications (see below).

• Responsibility of federal bodies is focussed on research institutions outside universities and learning places not related to school-based training.

• VET in all variants is a part of Secondary education II, partially also of Tertiary education 15

• In terms of institutions, Further education is to a considerable extent built on the activities of private organisations.

In the framework of this deliverable, it is not possible to give a detailed description of Pre-school education, Primary education, and Secondary education, Level 1 since these segments only play a minor role within this project. Description of the educational system has to be focussed on Secondary education, Level II (which covers the major part of VET), Tertiary education, and Further education. In terms of organisational issues, Further Education cannot be described by typical features since the ways to achieve relevant certificates are manifold, including a high extent of offers coming from private organisations. Nevertheless, this kind of training may lead to certificates based on publicly recognised occupational profiles described within legal regulations . This is described in Chapter 5.

13 A detailed description of all types of German educational institutions, including responsibilities, ways of setting up educational structures, responsibilities in this area, etc. is delivered by The Education System in the Federal Republic of Germany 2006, A description of the responsibilities, structures and developments in education policy for the exchange of information in Europe, Published by: Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany, Lennéstr. 6, 53113 Bonn, Edited by Brigitte Lohmar and Thomas Eckhardt, Documentation and Education Information Service/German EURYDICE Unit of the Länder in the Secretariat of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany in cooperation with the German EURYDICE Unit of the Federal Government in the Federal Ministry of Education and Research, Editorial deadline of the original version: July 2007, www.kmk.org/fileadmin/doc/Dokumentation/Bildungswesen_en_pdfs/background.pdf 14 See footnote 15 There are Berufsakademien in some Länder which are based on the dual principle of study within an academy/study within work processes taking place in real professional life.


Tertiary education plays a role in EQF Predict with regard to curricula to be defined within WP 4. It will therefore only shortly be considered at this stage: 16 The main types of institutions of Higher Education are:

• Universities and equivalent institutions of higher education (Technische Hochschulen/Technische Universitäten, Pädagogische Hochschulen, theological colleges, etc.)

• Colleges of art and music • Fachhochschulen (Universities of applied science) • Berufsakademien (Institutions working on the basis of the dual system: “academy-based”

study/study within enterprises) All institutions of higher education are currently going to change their system of graduation in accordance with the aims of the Bologna process; thereby establishing study programmes which lead to Bachelor/Master degrees and which provide for transnational comparability via the application of the ECTS. Publicly recognised VET is based on the dual system of learning places and legal responsibilities. The overall structure of initial VET within a legal framework should shortly be depicted as in this area there is traditionally a very developed interplay among stakeholders of various origin. The first aspect concerns the legal basis which is provided from two sides: from the federal government as well as from governments of the Länder (resp. their common institution in the educational area: The Standing Conference of the Ministers of Education and Cultural Affairs)17 The picture below shows how Federal Government and Länder collaborate in this field:

In-Company Training School Training

Traineeship contract

Compulsory vocational education

Legal basis of the training relationship

Vocational

Training Act

Training Regulations

Legal basis of recognised

occupations

Recognised Curricula

Educational acts of the federal

states

Legal basis of the training

Traineeship contract

16 Specific aspects as responsibility, quality management, curricula, etc. will be discussed in other chapters. 17 Ständige Konferenz der Kultusminister – KMK. This abbreviation will be used in this document.

It will be shown in Chapter 5 (“Legal regulations of professions”) how the legal basis is created within a process of collaboration of all stakeholders in the field. Collaboration of stakeholders after the occupational profile has been set up is shown in the following picture:

In-Company Training School Training

TrainersVocational school

teachers

Training personnel

Firms providing

training

Chambers or other responsible

agencies

Regional administrations or

boards of education

Federal states, Districts and municipalities

Financing

Advice and monitoring

Trainers working within firms (mostly as chiefs of departments, masters [Meister]) carry out in-company training on the job, vocational school teachers (having finished an academic study) teach apprentices within school-based training. Chambers of commerce and industry, craft, agriculture give advice to enterprises, monitor training and carry out examinations, regional institutions and Länder ministries control vocational schools. Training is financed partially by enterprises, partially by the Länder (vocational schools).


UK or the NQAI in Ireland)? If not, is such an institution planned? According to the German constitution (Grundgesetz), the Länder are responsible for education, culture, and research if this fundamental law does not foresee other regulations. Therefore it can be said that the majority of decisions to be made with regard to qualifications are based on the right of the Länder to determine educational policy in their area; there are only some fields of education and research where the federal power plays a role:

• In-company vocational training and vocational further education • Admission to higher education institutions and higher education degrees • Financial assistance for pupils and students • Promotion of scientific and academic research and technological development, including

the promotion of up-and-coming academics • Youth welfare



• Legal protection of participants of correspondence courses • Regulations on entry to the legal profession • Regulations on entry to medical and paramedical professions • Employment promotion measures; occupational and labour market research18

A qualifications agency or a comparable institution does not exist and has not been planned up to now.

18 See The Education System in the Federal Republic of Germany 2006, p.33


4 Legal regulations of professions The “core piece” of legal regulations related to the public recognition of professions is the list of “Ausbildungsberufe” which are set up via a collaboration of all stakeholders in the field, i.e. social partners, organisations of the federal government, and institutions of the Länder. The picture below shows in a schematic way which main steps have to be done in order to set up a new occupational profile, and – in this framework – regulations which rule in-company and school-based training:

Application discussion (initiated by sectoral organisations) : Laying down

educational policy benchmarks

Decision to start a set-up project in Federal/States Coordinating committee

Development of a draft skeleton curriculum by federal

states experts

Development of a draft training regulation by federal

government/BIBB experts

Coordination of drafts: Joint session of BMBF, KMK, BIBB, central organisations, experts

Hea

ring

cent

ral o

rgan

isat

ions

‘of

ente

pren

eurs

and

trad

e un

ions

Decision in Federal/States Coordinating Committee

Decision in BIBB Central Committee

Decree and promulgationTraining Regulation(Federal Government)

Skeleton Curriculum (KMK)

As a matter of fact, the process depicted above leads to two results in terms of legal regulations: a training regulation (Ausbildungsordnung) (ruled by federal law) and a skeleton curriculum (Rahmenlehrplan) (delivering the basis for legal regulations at Länder level). But both results are the pillars on which one educational process is based on: Initial vocational training has to take place within enterprises on the one hand (for which the Ausbildungsordnung delivers the guideline), and, to a minor extent, within vocational schools (Berufsschulen) which are run by the Länder and for which they define the curricula referring to a skeleton curriculum based on a decision of the KMK. For this reason, setting up an occupational profile steering qualification and certification processes has to be organised as a common activity of federal government and Länder governments (represented by their organisation KMK.) Social partners, normally the initiators of these procedures, are involved in this process via the contribution of their experts and by delivering statements to draft regulations and curricula. The Federal Institute of Vocational Training (Bundesinstitut für Berufsbildung – BIBB), an institution working on behalf of the Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung - BMBF), steered by the central commission (with members representing entrepreneurs, trade unions, the Länder, and the Federal Government) plays a crucial role in this process; to participate in preparing legal regulations is one if its legal obligations19

19 See Berufsbildungsgesetz (Vocational Act) from the 23rd of March 2005, § 90 (3) 1a


Collaboration in this field is based on consensus which means that no legal regulations will be adopted without agreement of all involved stakeholders (including social partners). Currently 349 publicly recognised occupational profiles are available20. Based on the above described professions, professional profiles at a higher level can be set up (leading to a Meister degree or comparable qualifications) This is ruled only by federal law , not involving Länder authorities (since their vocational schools play no role with regard to training in this field). Decrees are mainly adopted by the BMBF, but also other bodies are allowed to do this. This is ruled in the Berufsbildungsgesetz (Vocational Act).

5 Curricula and study programs Curricula ruling compulsory educational education are designed by responsible ministries at Land level. VET curricula determining initial training in vocational schools are based on skeleton curricula (Rahmenlehrpläne) elaborated on behalf of the KMK for every publicly recognised profession at the level of initial vocational training (Ausbildungsberuf), specified by some legal regulations specific for every Land. For more details see Chapter 4. Initiatives for setting up curricula and study programs at university level normally are launched by universities themselves (resp. their responsible bodies), possibly supported by interested parties outside the university, but they have to be formally recognised by the responsible ministries of the Land where the university is situated. In order for provide for better comparability and to enable the application of the European Credit Transfer System (ECTS), a series of study programmes have been modularised within the last years. This should also help to provide for outcome orientation, but the university system as a whole is far away from this stage. This has to do, of course, with the character of study programmes which cannot be linked without difficulties to application in practice since their content does not allow for this easily.

20 See http://www.bibb.de .

http://www.bibb.de/


6 Assessment and certification As a rule, institutions of higher education carry out their exams themselves, based on regulations adopted by the responsible ministries of the Länder. This is also the case for all examinations provided within primary and secondary education (level 1). Examinations of publicly recognised VET courses (at initial level as well as at “master” level) are carried out by chambers21, supported by selected experts from social partners. These exams encompass a practical part where the candidate has to demonstrate that she/he is able to carry out work typical for the profession. A particular case is the approach used in the framework of the Advanced IT-Training System where exams are carried out as discussions of documents describing real-work projects carried out by the candidate within two years22

7 Interfaces / Permeability / Accreditation of qualifications Although changes from one segment to another segment of the educational system are possible in principle, there are still not so many interfaces available which would encourage these changes. Accreditation of prior learning, in particular, is not anchored strongly within the German educational system: All educational stakeholders, including public bodies, support the lifelong learning approach as well as recognition of learning output in terms of public declarations (and this should imply recognition of non-formal/informal learning as well as permeability), but there is no consensus of stakeholders how this can be managed properly. As a consequence, attempts to for acknowledgement of prior learning/more permeability have not exceeded a conceptual/experimental phase. Two approaches shall be mentioned at this stage:

• The conception of the Advanced IT-Training System provides for acknowledgement of prior learning via the use of credit points oriented to the ECTS used at university level 23

• The ANKOM initiative24 tried out collaboration between VET and Higher Education in order to enable smooth progress from VET to university.

21 These organisations are entitled to carry out these activities by the Berufsbildungsgesetz

22 See Annex and http://kibnet.org/english/en.aitts/index.html

23 See above 24 See http://ankom.his.de/modellprojekte/

http://kibnet.org/english/en.aitts/index.html


8 Quality management / Quality assurance Quality assurance of education has become an issue for public bodies within the last years, leading to a series of activities and regulations in various segments of the educational system. Here are the most important ones:

• In 2006, the Standing Conference of Education Ministers (Ständige Konferenz der Kultusminister - KMK) presented a comprehensive strategy for educational monitoring which can to a certain extent considered an umbrella of quality assurance activities provided by public bodies. The Institute for Educational Progress (Institut zur Qualitätsentwicklung im Bildungswesen) at the Humboldt University of Berlin is committed to develop educational standards (Bildungsstandards) on behalf of the KMK against which education shall be measured..25 An important feature of these standards is their outcome orientation.26

• Joint education reporting of the Federal Government and the Länder has becomeof the new joint task Determining the Performance of the German Education System in Comparison with Other Countries. It is also part of the KMK strategy for educational monitoring.

• In order to provide for quality assurance of teaching in Secondary education, Level 1, Standards for Teacher Training: Educational Sciences have been introduced in 2005.

• Quality assurance of Higher Education is mainly guaranteed by observing minimum standards for academic curricula (including the vocational relevance of the degrees) via accreditation of study courses. .For more information, see above under

• “In 2004, the support of continuing education was reformed with the aim of improving competition and transparency in the area of vocational continuing education as promoted by the Federal Employment Agency (Bundesagentur für Arbeit). The employment agencies 245 entrusted external certification bodies with the task of inspecting maintaining bodies for continuing education. Certification of the maintaining body of a continuing education measure or of the continuing education course by an expert body is a prerequisite before participants can obtain support in accordance with the Social Security Code III (Sozialgesetzbuch III …). Amongst other things, organisers of continuing education must prove that they apply a recognised quality assurance system.”27

An overall body responsible for quality assurance in the German educational system does not exist.

25. “The core objective of the IQB is to establish national performance scales based on the national educational standards, to develop the standards further, and to advance their implementation in schools. To achieve these objectives, large collections of tasks for classroom practice and standardized testing are developed through the institute and empirical research projects that build on these tasks are conducted. “ (Perspectives and visions, The standardization and illustration of national educational standards in the federal states of Germany, Introducing the IQB, Flyer of IQB, available under http://www.iqb.hu-berlin.de/institut ) 26 Currently only standards for some subjects of Secondary education, Level 1, are available. 27 The Education System in the Federal Republic of Germany 2006, p.245

http://www.iqb.hu-berlin.de/institut

Synopsis of educational key elements and its various forms:

country report Greece (part of deliverable 12)

QUESTION 1st The situation concerning the NQF in Greece is as follows: A High level Committee for the development of the Greek NQF under the umbrella of the Ministry of National Education and Religious Affairs has been established. Although the development of an NQF is being considered, concrete steps have not yet been taken. Also, in Greece there is not an official system of validation of non-formal and informal learning apart from specific cases; there are scarce initiatives where validation is introduced like the ICT competences (e.g. ECDL certificate which certifies the use of IT technologies in the workplace and the ‘State Certificate of Competence in Languages’ set up by the Ministry of National Education).

QUESTION 2nd The basic structure of the Greek educational system is:

Primary Education Secondary Education Higher Education

Primary Education consists of Nursery Education, that is, kindergarten, which children attend up to the age of 6, and the Primary School of six grades. Secondary Education consists of: a) Junior High School (Gymnasium) of three grades (ages 12-15). Attendance of pupils at the Gymnasium is compulsory. b) Three-graded Lyceums and Vocational Lyceums (EPAL) or Vocational Schools (EPAS) of two grades (ages 16-18). The difference between EPAL and EPAS is that students who attend EPAS follow trades that do not need strong theoretical studies, but they focus mainly on practice and they are absorbed in the labour market as skilled technicians. They are eligible to attend them if/when they have completed the first grade of a Lyceum or an EPAL. Concerning Post-Secondary Non-tertiary Vocational Education and Training:

a) It is provided mainly by OEEK (the Organisation for Vocational Education & Training). Within the framework of the National VET System, OEEK acts as an independent body under the supervision of the Ministry of Education and provides formal IVET, has the overall responsibility of the Public Vocational

EQF predict: 1/10 “Synopsis of educational key elements” part of deliverable 12 by OEEK (GR) August 2009

Training Institutes (IEK) and the supervision and control of the private ones. Students can have access to such Institutes after three years of Lower Secondary Education (holders of Gymnasium Certificate) or after attendance in a Lyceum, Vocational Lyceums (EPAL), or Vocational School (EPAS) (holders of Upper Secondary Education Certificate). Students who complete an IEK course receive a certificate, and those who pass the examination receive a diploma.It should be pointed out, though, that Vocational Training Institutes (IEKs) are not classified within the national education system and do not allow vertical mobility towards Tertiary Education.

b) There are also Vocational Training Centres (KEK), administered by the Ministry of Employment and Social Protection through the National Accreditation Centre for Continuing Vocational Training (EKEPIS), the authority and policy maker for the development and implementation of an Accreditation system for continuing vocational training. The admission criteria vary according to the particular programme for which the person is applying. Upon successful completion of a program, participants are provided with a certificate of attendance by the KEK. Such programs, though, are not integrated in the formal VET system.

Public Higher Education is divided into: a) Universities b) Technological Education Institutes (ATEI). Students are admitted to these Institutes according to their performance at national level examinations taking place at the third grade of Lyceum and Vocational Lyceum. Additionally, students are admitted to the Hellenic Open University upon the completion of the 22 year of age by drawing lots. Apart from the above grades, there are programs for Post-graduate studies in many AEI and ATEI, and Doctorate studies in many Universities (AEI).

QUESTION 3rd a) In what regards the Secondary Initial VET, the Pedagogical Institute is an advisory body under the Ministry of Education generally responsible for the design of the curricula, the educational material, research and teacher training. In what regards Post-Secondary Initial VET, the body responsible is OEEK (the Organization for VET, under the Ministry of Education), as well as other VET providers. Each qualification is developed upon suggestion submitted either by the Organization for VET (OEEK) or by social partners. Social partners play a significant role in VET, given that they survey the market and its needs and report back to OEEK, suggest the development of new qualifications needed and participate in the structuring of the training guides that govern vocational education.



b) OEEK has been operating as the National reference point for vocational qualifications aiming at the promotion of European priorities concerning transparency and mutual trust. But there is no qualifications agency in Greece.

QUESTION 4th Segment of educational systems addressed

Body resposinble

Kind of legal regulation

Aspects regulated by the legal regulation Geographical scope of legal regulation

All levels and systems of education

Greek Parliament

Constitution 2001 (Art.16).

According to article 16 of the Greek Constitution, education is a basic mission of the State, aiming at the moral, intellectual, professional and physical education of the Greek citizens, the development of a national and religious awareness and the formation of free and responsible citizens.

Private schools Ministry of Education

Law 682/1977

Regarding private schools and boarding houses

Tertiary education Law 1268/1982 Structure and operation of higher educational institutions.

Tertiary education Law 1404/1983 Structure and operation of the Technological Educational Institutes.

Primary & Secondary Education

Law 1566/1985 Structure and Operation of Primary and Secondary Education and other stipulations.

Secondary and post-secondary education

Law 2009/1992 National system of vocational education and training and other stipulations.

Secondary Educaton

Law 2640/1998 Secondary Technical-Vocational training and other stipulations.

All levels of education

Law 2327/95 Establishment of the National Education Council (ESYP), regulation of research

Greece and Greek schools abroad


issues, education and training of teachers.

All levels of education

Law 2413/1996 Greek education abroad, intercultural education and other stipulations.

Primary education Presidential Decree 201/1998

Organization and operation of primary schools.

Primary & Secondary Education

Law 2817/2000 Regional Directorates of Education

Secondary Education

Law 2916/2001 Structure of higher education and regulation of issues of its technological aspect.

Primary and Secondary Education

Law 2986/2002 Organisation of Regional Services of Primary and Secondary Education, assessment of teaching task and staff, teachers’ in service training and other stipulations.

Secondary Education

Law 3027/2002 Regulations concerning the Organisation of School Housing for Higher Education and other clauses.


Ministerial Decisions 21072α/Γ2/ Official Journal 303 v.B’/13-3-2003 and 21072β/Γ2/ Official Journal 304v.B’/13-3-2003

Cross-Curricular Thematic Framework and Curricula of Primary and Secondary Education

all Educational Levels

Law 3255/2004 Regulations for Issues of all Educational Levels



Post-Secondary (Adult Education)

Law 3369/2005 Systematisation of Lifelong Learning and other stipulations.


Law 3467/2005 Selection of primary and secondary education teachers, regulations for Administration and Education issues and other stipulations

Secondary vocational education

Law 3475/2006 Organization of secondary vocational education and other provisions.

Tertiary Education Law 3549/2007 Reform of the institutional framework for the structure and operation of the Higher Educational Institutions.

Secondary Education

Law 2817/2000 Education of persons with special educational needs and other clauses

Secondary Education

Law 2986/2002 Assigning educational work and school units evaluation to the Centre of Educational Research and the Pedagogical Institute whilst teachers’ evaluation is assigned to the Headmaster and the School Councillor.

All educational levels

Law 3255/2004 Regulation of issues of all the educational levels

Primary and secondary education

Law 3467/2006 Selection of primary and secondary education teachers, regulations for Administration and Education issues and other stipulations.

QUESTION 5th In Greece, curricula and study programs are being proposed to the Ministry of Education by the Pedagogical Institute (PI) (for primary and secondary education), OEEK (for initial vocational education and training), and the Universities (for tertiary education). The Ministry of Education is the sole responsible for accepting or not the proposals of the above-mentioned bodies. Qualifications are not described for the different segments of the educational system. The description within the segments is input oriented and modularised. The Pedagogical Institute, OEEK, the National Education Council, the Council for Primary and Secondary Education, and a committee of University Rectors form a think-tank. They submit suggestions and review others' suggestions on educational issues. The Ministry of Education takes under consideration the consultation outcomes and issues the curricula and study programs. QUESTION 6th a) The following bodies are responsible for assessment in Greece: The Evaluation Department of the Pedagogical Institute (PI) has undertaken the evaluation of the educational work and teachers in primary and secondary education. Pedagogical Institute is a decentralized Public Body operating under the supervision of the Ministry of Education. It is an important agency for exploiting education data, the service responsible for scientific research and study of Primary and Secondary Education. The PI draws up proposals on educational policy making. With its “Evaluation Section”, it drafts proposals for the evaluation of educational work and students and prepares criteria-indices intended for the evaluation of educational work and teachers. The Centre for Educational Research (KEE) has been assigned the assessment of the educational work of schools (primary and secondary education). It is a self-run Legal Entity of Private Law, responsible for research pertaining to some parameters of educational work including evaluation. Currently, it undertakes the development and implementation of indices and criteria standards on the dynamic depiction and monitoring of education work both at school unit level and at regional level as well as at national level. In conjunction with the Pedagogical Institute, it provides national assessors with the performance indices that have to be applied on to school unit evaluation. Both the Pedagogical Institute and the KEE make the most of the results provided by the analysis of the reports submitted by Regions to Ministry of Education.

The National Council for Education (Ethniko Symvoulio Paideias - ESYP) is an autonomous advisory body for the Ministry of Education that guarantees the widest consensus possible on issues relating to educational policy and practices. The hope is to create a community forum where dialogue can occur between a diverse group of policy makers, academics and community members resulting in an amelioration of educational



opportunities in Greece. ESYP will spearhead the effort to reform education in Greece so that it complies with EU standards -more specifically the Bologna Agenda which was voluntarily signed by Greece in 2005. Also, recently, a dialogue for the reformation of school and the new system of choice of candidates in tertiary education has started, in which the Council of Primary and Secondary Education (S. P. D. E.) is the leading body. The Organizational for Vocational Education and Training (ΟΕΕΚ) and specifically its Training Department and the IEK’s Directors handle exams and recruitment of trainers. Also its Qualification Unit designs and carries out all the stages of Vocational Training Certification exams, in cooperation with the Central Examination Committee of Certification for Vocational Training (KEEPEK) and the Regional Examination Committees of Certification (PEEP). Concerning certification of education in Greece, VET certificates and diplomas are state responsibility in Greece. The body responsible for the issuing of VET certificates and diplomas is the Ministry of National Education regarding Initial Upper Secondary Vocational Education and the Organization for Vocational Education & Training (OEEK) regarding Initial Post-Secondary Vocational Education & Training. b) Assessment of VET qualifications regards each qualification as a whole (and not parts of it). Certificates document acquired knowledge, skills and competences, and participation to the course (attendance is compulsory). So far, a “learning outcomes” approach has not been adopted officially but there is a growing tendency to integrate learning outcomes in curricula, assessment procedures etc.

QUESTION 7th

LEVEL OF EDUCATION AGES TYPE OF INSTITUTION

POST-TERTIARY Master-Doctoral Degree

TERTIARY 18-22/24 Universities

Τ.Ε.Ι. (Technological

Education Institutes)

EAP (Hellenic

Open University)

POST-SECONDARY (non-tertiary education) 18+ Ι.Ε.Κ. (Vocational Training Institutes)

non-compulsory education

UPPER SECONDARY 15-18 General Lyceum EPAL

(Vocational Lyceum)

EPAS (Vocational Schools) SECONDARY

LOWER SECONDARY GENERAL 12-15 Gymnasio

6-12 Dimotiko (general primary school, all-day school, special needs education schools, minority schools,

experimental schools)

Compulsory education

5-6 Nipiagogeio (2nd year)

non-compulsory education

PRIMARY

4-5 Nipiagogeio (Kindergarten, 1st year)


In Greece, education is compulsory for the ages 5-15 (from the second year of Kindergarten to the end of Gymnasio). Pupils who graduate from Gymnasio are given a school-leaving certificate, which allows them to enrol either to General Lyceum, or to EPAL. Pupils who finish the 1st year of General Lyceum or EPAL have the possibility to enrol to the 1st class of EPAS. Only graduates of General Lyceum or EPAL have access to Universities, after taking State exams (the only point where learning outcomes from secondary education are somehow accredited in tertiary education). The graduates of EPAS have no right to do so. All graduates from secondary education (General Lyceum, EPAL, EPAS) have the right to enrol to post-secondary vocational education and training (IEK). Post-secondary graduates have no access to tertiary education. Qualifications acquired abroad are being examined and defined by the following Councils: -SEATEK (OEEK): Council responsible for examining the professional qualifications acquired abroad, regarding vocational secondary and post-secondary education. -SAEI (Ministry of Education): Council responsible for examining the professional qualifications acquired abroad, regarding tertiary education -Equivalence Committee (OEEK): Council responsible for the equivalence of educational titles acquired abroad, regarding vocational secondary and post-secondary education and training. -DOATAP (Ministry of Education): Council responsible for the equivalence of educational titles acquired abroad, regarding tertiary education. Although in Greece there is no way of transferring learning outcomes from non formal/informal to formal education, practitioners have the possibility, after working experience defined (in each case separately) by law, to obtain a working licence in their field. QUESTION 8th Concerning School Units of Primary and Secondary Education, there is the institution of School Advisers (under the Ministry of Education). School Advisers are chiefly responsible for monitoring educational quality. The process of evaluation of institutions of Higher Education at national level is coordinated and supported by the independent administrative authority with the name “Authority for the Quality Assurance in Higher Education” (A.DI.P.). In each institution of Higher Education a body is formed named “Unit of Quality Assurance” (MO.DI.P) for the co-ordination and the support of the processes evaluation of each institution. The internal evaluation is realised with responsibility of each academic unit that is under evaluation, in collaboration with the (MO.DI.P) of each institution of Higher Education in which it belongs.


Synopsis of educational key elements and its various forms: country report Italy (part of deliverable 12)

The Italian education and training system is divided into three levels:

- primary and first cycle - second cycle - post secondary education and training. (higher non academic education)

Primary and first cycle school Primary (elementary) school, lasting 5 years, and first-grade secondary education (middle school), lasting 3 years. Elementary and middle school form the first cycle, whereas secondary school (or high school) constitutes the second cycle. In the first cycle the student has to pass a final exam in order to acquire the degree functional to enter to the second cycle. Information can be found on the website www.istruzione.it Second cycle The second cycle has changed according to reforms that meet the aims settled by the European Union for 2010. The Act 53/03 has established the right/duty of the citizen until 18 years old to have an education. The second cycle, according to this law, comprises the secondary school divided into

• high schools system identifies eight different courses typologies; courses last 5 years, they end with an exam in order to have access to the University; they depend on government institutions

• professional education and training (IFP); courses last three/four or five years and they end with an exam which enables to obtain both a qualification or a diploma; only in the second case it’s possible to enter University; training bodies depend on Regions, schools on the Government.

High schools system This system has changed a lot, as you can see in the figure; the Act 228/06 has established times to adjust the Decrees 76/05 and 77/05. The Act 296/06 – paragraphs 622, 624 – introduces the duty to have an education until 16 years old starting from the year 2007-2008; so a person can enter a job only at 16 years old. The Act 40/07, art. 13 changes and re-defines the division of the second cycle, described above, into:

- high schools - technical schools - tertiary colleges - schools of art and arts colleges

This Act also defines rules to create the technical – professional Poli and annuls the Decree 226/95 which establishes two types of high schools (the economic school and the technological school); it establishes the starting of the courses related to the Second cycle reform in 2009-2010.

EQF predict: 1/23 “Synopsis of educational key elements” part of deliverable 12 by CPV (IT) August 2009

http://www.istruzione.it/

The high secondary education depends on the Ministry of Public Education (MPI) and the information can be find in the website www.istruzione.it where it’s possible to enter the websites of the regional and local bodies. Further information and databases can be found in the websites of other bodies such as the Agency for the Education Development (ex INDIRE and IRRE) and the Assessment National Body (INVALSI). Professional education and training (IFP) Qualification Pathways: The Reforms Article 68 of Law No. 144 of 17 May 1999: “Obbligo di frequenza di attività formative” (Compulsory Attendance of Training Activities) establishes the compulsory requirement for attending training activities up to the age of 18 so as to strengthen the cultural and professional growth of young people. The N.O.F. “Nuovo Obbligo Formativo” (New Compulsory Training) requirement may be accomplished within three different pathways: ♦ The school system; ♦ The vocational training system managed by the Regional Authorities; ♦ The practice of apprenticeship. The integrated system, in which compulsory training is situated, considers the three pathways on the same level, enhancing their complementarity and subsidiarity in respect of the specificity and equal dignity of each participating system. The beneficiaries are young people nationwide who have completed their compulsory schooling. In 2003 the framework law (Law No. 53/2003) was released for the reform of the whole VET system (involving all the education and training levels) according to the basic principles mentioned above. In 2004, the agreement signed on 15 January between the Minister of Education and University, the Minister of Labour and Social Policies, the Regional Authorities and the Autonomous Provincial Authorities of Trento and Bolzano held great importance. This agreement identifies some features providing national standardisation for the three-year experimental pathways for attaining vocational qualifications within the compulsory education and training system. As far as the methodology is concerned, the first standards to be implemented subsequently have been clustered into four areas:

- Linguistic; - Scientific; - Technological; - Historical, social and economic.

These standards, regarding the delicate segment of the compulsory education and training, are conceived not only with reference to the employability of individuals but also in order to guarantee the full rights of citizenship, starting from a cultural background of basic training. A key aspect of the agreement is the definition of a pathway for the governance of the national and local system, involving a chain of ‘cascade’ functions. The following is planned for the national level:

• The definition of the general system for the classification of vocational competences; • The definition of standard general criteria for the certification of competences (“Citizen’s

training portfolio”);


http://www.istruzione.it/

• The definition of standard general criteria for the recognition of credits (training/training, training/education, education/training);

• The definition of the minimum competence training standards; • The identification of the minimum standards for accrediting the providers of VET courses.

The following is planned for the regional level: • The governance of the competence and credit system and the corresponding support

services; • The local contextualisation of competences; • The methods and procedures for assessment, evaluation and certification of competences

and credits at the beginning, during and at the completion of pathways; • The design standards; • The detailed definition of the indispensable needs expressed by the providers of VET

courses. It should be pointed out that together with and subsequent to this important Agreement, an Interregional Project entitled Progetto Interregionale “Descrizione e certificazione per competenze e famiglie professionali - Standard minimi in una prospettiva di integrazione tra istruzione, formazione professionale e lavoro (Description and Certification by Vocational Competences and Professional Families ) aimed at proposing “a reference model for a national competence standard system with a view to integration between education, vocational training and work” was successfully launched. The Regional Authorities are thus performing considerable work to provide a contribution coordinated with the process of a gradual definition of the national system of standards and certification. The Italian situation is not uniform; apprenticeship activities for young people under the age of 18 are managed at national level by the Act 24 June 1997, n. 196. To order the new courses specific regulations have been adopted at regional level. In the second cycle all information about three-year educational courses and apprenticeship can be find in the Regions websites or in the following one www.tecnostruttura.it Concerning the regional VET system (the second main pathway envisaged by the Law 53/2003), the reform of Title V of the Constitution (2001) has favoured and promoted the programmatic and institutional connection between the State and Regional Authorities, that, with various functions and modalities, contributes to the creation and management of the integrated training system. Based on this reform, the State mostly carries out functions of strategic governance of the system. The Regional Authorities define political guidelines, technical and methodological elements to render operating systems and models of social and training development. The Initial Qualification VET Courses managed by the Regions has been ruled in the last 3 years by several Government/Regions Agreements:

1) 19 June 2003 (Institution of the 3 year initial qualification pathways for 14/17 yeas old trainees)

2) 15 January 2004 (Key competence training standards); 3) 28 October 2004 (Certification and validation devices); 4) 24 November 2005 (Mutual recognition of certification and competences between Regions); 5) 5 October 2006 (Technical and vocational qualifications and competence training

standards.). It is to underline the relevance of the Agreements of 15 January 2004 and 5 October 2005 which actually identifies national qualification standard in VET both for key and vocational competences.


http://www.tecnostruttura.it/


Also the Agreement signed on 28 October 2004 on “Certificazione e validazione dei crediti formativi” (Certification and Validation of Training Credits) is very important as it allows individuals to access education and training pathways and affirms that people have the right to ‘spend’ the certification acquired and the right to validation of learning credits in the VET system. It should be pointed out that together with and subsequent to this important Agreements, an Interregional Project entitled “Descrizione e certificazione per competenze e famiglie professionali - Standard minimi in una prospettiva di integrazione tra istruzione, formazione professionale e lavoro” (Description and Certification by Vocational Competences and Professional Families – Minimum Standards with a view to Integration between Education, Vocational Training and Work) aimed at proposing “an initial reference model for a national competence standard system with a view to integration between education, vocational training and work” was successfully launched. The Regional Authorities are thus performing considerable work to provide a contribution coordinated with the process of a gradual definition of the national standard and certification system. Moreover, some Regional Authorities (Basilicata, Emilia-Romagna, Piedmont, Veneto, Valle d’Aosta and the Autonomous Province of Trento) are taking part directly in the political definition and strategic operating times to promote the Regional Qualification Framework based on learning outcome standards. Some Regional Authorities also worked on the validation of non-formal and informal learning for the recognition of credits in order to access specific activities of formal learning or for the acquisition of qualifications and certificates. In some cases the validation process has occurred within specific training systems (IFTS, EDA), in other cases the Regional Authorities have planned and implemented validation systems for the recognition of credits or official qualifications reported to specific contexts of learning (national civil service, specific productive fields). post secondary education and training. (higher non academic education) The I.F.T.S. system – Post-secondary non academic education - represents a new system within the Italian educational scenario. In Italy the first Post-secondary non-academic system has been created in 1999.1 The non academic Higher Education (IFTS) system, set up under the Act n.144 on 17 May 1999, provides post-secondary school education in technical areas and is aimed at professional training and re-training. The objective is to remain close to the job market and to respond to the needs of business in a rapid and reactive manner. The Act 296/06 – par. 631 – redefines IFTS in order to enhance the vocational training. IFTS is jointly planned by the Ministry of University and Research Education, the Ministry of Employment and Social Policies, Regional governments and the autonomous Provinces of Bolzano and Trento; the National Planning Committee, which lays down procedures, guidelines and minimum national standards. Regional governments plan the courses, mould the guidelines to the different local requirements and call for bids to finance the projects. The courses are planned and managed in an integrative manner by second level secondary education institutes, research public bodies, vocational training organizations, universities, enterprises or their associations. Training organizations should be recognized according to the Act 196/97 – art. 17 - . This Act establishes that the guidelines should be adopted by a Decree of the President of the Council of Ministers according to a proposal done by the Ministry of the Public Education together with other Ministries after consultation with the Unified Conference. The Act 40/07 designs the re-organization of IFTS into high non academic schools which, together with the new technical schools and the recognized training organizations, can join together into Poli (Partnerships) at provincial level.

1 Law 144/99 art. 69

IFTS courses match national standards decided by the Unified Conference and they depend on Regions; the information can be found in the websites of

- Regions - MPI - INDIRE www.indire.it/IFTS - www.tecnostruttura.it

1a For countries that already have an NQF or plan to introduce an NQF _ How many levels does/will the NQF have? _ What kind of descriptors are/will be used (learning outcomes, dimensions)? _ Are the same descriptors used for all qualifications/sectors? _ Define the NQF’s typology: Does it have a focus on coordinating the existing system

(transparency, coherence), a focus on regulating the existing system (quality, accountability) or a focus on transforming system (new standards and new provision)?

_ For countries with an NQF: Are there already revisions of the NQF planned? The aim of establishing a common national qualifications and certification framework in Italy has for some years now been the focus of a wide-ranging reform initiative designed to achieve a substantive reorganisation of training provision and the visibility and enhancement of learning outcomes, regardless of the contexts and modalities in which they were attained. In this perspective the certifiability of competences, on the one hand, and the establishment of certifiable competence-based training provision, on the other, have for some years now been a constant feature of the strategy for the implementation of these objectives in our country. They are present, therefore, in many national and regional provisions, as well as in agreements between regions and with the social partners, and in many interesting experiments conducted in recent years by the Regions. In this respect the rules and experiments have developed along two complementary directions in recent years (2004-06):

- increasing the transparency of training pathways and the spendability of the competences certified as outcomes, with a view also to encouraging their mutual recognition by the institutions and social actors who in one way or another are potentially interested in using them;

- extending and increasing the transparency of the different learning experiences, regardless of the formal, non-formal and informal pathways in which they took place.

The progress followed by of this process over the last year is illustrated below: 1) In implementation of Law 53/2003 (the Moratti Law), the completion in 2006 of the legislative procedure for agreements between the competent ministries and the Regions is worthy of note. These agreements provide a new impetus to the role of vocational training in enabling the population segment subject to compulsory training (young people aged 14-17) to obtain a three-year qualification that is recognisable at the national level. More specifically, the Agreements signed by state and regions between 2003 and 2006 to define the common and national characteristics of these pathways, including the basic competences and technical-vocational competence standards, are of great importance. 2) In 2006, a number of Italian Regions also took forward the task of implementing Regional Competence Systems. In this process it is interesting to note that many of these systems are based on common technical features and on European principles in line with the EQF strategy (repertories of occupational profiles broken down by progressive levels of learning outcomes; capitalisable units described in terms of knowledge, skills and competences, complete with evaluation indicators; procedures and arrangements for the certification of competences, regardless of how they have been


http://www.indire.it/IFTS

http://www.tecnostruttura.it/

acquired). Also worthy of note is the role played by the Regions with the “Inter-Regional Competences Project”, as a result of which the Regions have agreed on common instruments and pathways to define a national framework, understood as a set of minimum vocational, competence recognition and certification standards and training standards, starting with agreement on and the standardisation and simplification of the many languages used, and a clear exposition of their shared conceptual references. 3) A particularly important factor and condition on the road to a national qualifications system is the recent (April 2006) establishment of the Technical Table promoted by the Ministry of Labour and Social Security, which also involves the Ministry of Education, the Ministry of Universities and Research, the Regions Coordination body and the social partners. The aim of the Table is to begin the process of defining a national system of minimum vocational, competence recognition and certification standards and training standards. The vocational standards currently being established envisage a correlation with: specific working situations and contexts; occupational areas/sectors; employment/economic processes; the breakdown/disaggregation of services/activities and connotative occupational content; and reference to inventory schemes provided by the principal sources currently in place at the European, national and regional levels. The standards currently being established for the recognition and certification of competences envisage: setting out principles and criteria for the recognition of competences, regardless of how they were acquired; and correlation with professional standards to make it possible to evaluate and valorise the competences held and acquired in formal, non-formal and informal learning contexts. The new phase of the reforms: “THE NATIONAL TABLE” aimed at defining and implementing a “National Qualification System” On September 2006 the Ministry of Labour promoted a “National Table” aimed at defining and implementing a “National Qualification System” composed by Ministry of Education, University and Research, Regions and Social Partner. This political issue will allow to integrate, in a common and national framework, the different titles, qualifications and diploma delivered by Ministry of Education, Ministry of Labour, Regions and Universities and the classification adopted by the employment services. The results of the interregional cooperation (Interregional Project) and the analysis of the Social Partners realised in the last years would be a starting point to implement the NQF. The National Framework would be also an important point for the evolution of Italian system toward the definition of national criteria and methodologies able to give transparency and visibility of skills and competencies lifelong achieved by trainees and workers in any context (formal, non formal and informal). - The definition of a National Qualification system has stated a national priority by the recent directive (2006) of the Minister of Labour regarding the national reform of the labour market and of the Vocational training system.

A reading of learning outcomes in the education system has led to quantitative and qualitative analyses of the marks obtained by students and the learning levels attained with respect to linguistic, literacy, technical-scientific and numeracy competences. The degree of learning achieved is noted each year in the framework of a more general national-level survey of the education system and is specifically intended to evaluate the efficiency and effectiveness of the system by monitoring the competences developed by students. These assessments are used as tools by policy makers in the field of school education.



As regards vocational training, a learning evaluation project involving pupils following experimental education and training pathways is worthy of note. Three types of test were devised2 to evaluate competences on the basis of minimum educational and training standards established in 2004 to measure basic competences in three-year pathways: numeracy competence test; literacy competence test; and self-evaluation test (pupils’ own perception of their strategic competences). This project is part of a series of activities designed to improve the quality of the training system and increase the use of evaluation practices to improve the performance of the system itself. Finally, at the regional level, a number of Regions and Provinces have begun to apply reward models for education and training bodies producing a certain percentage of “graduates” who find work within six months of completing their vocational training course.

1b For countries that don’t plan to introduce an NQF _ Are there plans to implement the EQF? If so, please describe.

2 The tests have been piloted in a number of Regions (Puglia, Lazio, Friuli Venezia Giulia and Sicily) on 250 pupils enrolled in the third year of the three-year courses.



Education, Vocational schools / dual system3, VET, Higher Education, Adult Education)


UK or the NQAI in Ireland)? If not, is such an institution planned?

The Basic Qualification and Certification Framework

At the completion of compulsory schooling (until several months ago, compulsory until the age of 14), students were all awarded the same educational qualification called Diploma di Licenza Media (lower secondary school-leaving certificate), allowing access to the following upper secondary schools: Vocational Education and Training Pathways

Upper Secondary School-Leaving Certificate

State Classical or Technical Secondary Schools

- after 5 years: School-Leaving Certificate

State Vocational Training Schools - after 3 years: Vocational Qualification - after 5 years: Vocational School-Leaving

Certificate Regional Vocational Training Courses - after 1/2 years (“Level I” PQ): Qualification

Certificate - after short training courses (500-600 hours):

Qualification/Attendance Certificate After 15 years of age (even without having completed compulsory schooling), young people could choose between two different work-training pathways (mixed-cause contracts) leading to a qualification: apprenticeship and training-employment contracts. In both cases, the employer concerned independently ‘grafted’ training modules of variable duration onto the practical work. The modules were usually implemented by the employer and could be organised with contributions by the Regional Authorities. The recent innovations have modified this training supply structure by raising the compulsory school-leaving age, reorganising certain training pathways, creating new training pathways, re-allocating the responsibilities and roles of the various actors involved and, lastly, by ensuring a flexible and integrated supply. What has remained the same, although significant innovations are in the pipeline, is the system of certificates and vocational qualifications, which is as follows:





• All the Diplomi di Maturità (Upper Secondary School-Leaving Certificates) awarded at the completion of the five-year secondary cycle have the same legal value and allow entry to all university faculties;

• The Diplomi di Maturità Tecnica-Professionale (Technical and Vocational School-Leaving Certificates) allow their holders to either continue their formal education or to practise a profession/occupation, prior to the sitting of an esame di abilitazione (qualification examination);

• The Diploma di Qualifica, (Qualification Certificate) awarded by the State Vocational Schools may be used either to enter the labour market or to continue education;

• The Attestato di Qualifica Professionale di I Livello (“Level I” Vocational Qualification Certificate) issued by the Regional Authorities, not to be confused with the above-mentioned Diploma di Qualifica) is not an educational qualification and, therefore, cannot be used within the educational system, but it is valid in the labour market or for access to the higher levels of the vocational training system.

At present, there are no major innovations concerning post-secondary educational qualifications (after 19 years of age), except for the introduction of the new IFTS (Higher Technical Training and Education) pathways, which will be dealt with in greater detail further on. Among these, the following distinctions must be made: • Lauree (Degrees) awarded by universities at the end of 4-to-6 year curricula, after which

selected post-graduates may apply for a Dottorato (doctorate); • Diplomi Universitari di Primo Livello (“Level I” University Diplomas) awarded by

Universities after 2-to-3 year curricula; these courses were introduced in Italy's education by the University Reform Law of 19 November 1990.

• Attestati di Qualifica Professionale di II - III Livello (“Level II” and “Level III” Vocational Training Certificates) issued by the Regional Authorities.

Qualification Pathways: The Reforms Article 68 of Law No. 144 of 17 May 1999: “Obbligo di frequenza di attività formative” (Compulsory Attendance of Training Activities) establishes the compulsory requirement for attending training activities up to the age of 18 so as to strengthen the cultural and professional growth of young people. The N.O.F. “Nuovo Obbligo Formativo” (New Compulsory Training) requirement may be accomplished within three different pathways: ♦ The school system; ♦ The vocational training system managed by the Regional Authorities; ♦ The practice of apprenticeship. The integrated system, in which compulsory training is situated, considers the three pathways on the same level, enhancing their complementarity and subsidiarity in respect of the specificity and equal dignity of each participating system. The beneficiaries are young people nationwide who have completed their compulsory schooling. In 2003 the framework law (Law No. 53/2003) was released for the reform of the whole VET system (involving all the education and training levels) according to the basic principles mentioned above.


In 2004, the agreement signed on 15 January between the Minister of Education and University, the Minister of Labour and Social Policies, the Regional Authorities and the Autonomous Provincial Authorities of Trento and Bolzano held great importance. This agreement identifies some features providing national standardisation for the three-year experimental pathways for attaining vocational qualifications within the compulsory education and training system. As far as the methodology is concerned, the first standards to be implemented subsequently have been clustered into four areas:

- Linguistic; - Scientific; - Technological; - Historical, social and economic.

These standards, regarding the delicate segment of the compulsory education and training, are conceived not only with reference to the employability of individuals but also in order to guarantee the full rights of citizenship, starting from a cultural background of basic training. A key aspect of the agreement is the definition of a pathway for the governance of the national and local system, involving a chain of ‘cascade’ functions. The following is planned for the national level:

• The definition of the general system for the classification of vocational competences; • The definition of standard general criteria for the certification of competences (“Citizen’s

training portfolio”); • The definition of standard general criteria for the recognition of credits (training/training,

training/education, education/training); • The definition of the minimum competence training standards; • The identification of the minimum standards for accrediting the providers of VET courses.

The following is planned for the regional level: • The governance of the competence and credit system and the corresponding support

services; • The local contextualisation of competences; • The methods and procedures for assessment, evaluation and certification of competences

and credits at the beginning, during and at the completion of pathways; • The design standards; • The detailed definition of the indispensable needs expressed by the providers of VET

courses. It should be pointed out that together with and subsequent to this important Agreement, an Interregional Project entitled Progetto Interregionale “Descrizione e certificazione per competenze e famiglie professionali - Standard minimi in una prospettiva di integrazione tra istruzione, formazione professionale e lavoro (Description and Certification by Vocational Competences and Professional Families ) aimed at proposing “a reference model for a national competence standard system with a view to integration between education, vocational training and work” was successfully launched. The Regional Authorities are thus performing considerable work to provide a contribution coordinated with the process of a gradual definition of the national system of standards and certification. FROM THIS POINT I CHOSE ONE OF THE SEVERAL ITALIAN SYSTEMS AND DESCRIBED ITS CHARACTERISTICS


A cooperative model is adopted for course planning: it is performed by Regional governments, but must guarantee the integration of the different formative systems. Planning follows guidelines and standards established at the national level through regulations concerning VET (specifically the Regulations concerning the implementation of the institutive law of IFTS courses, law no. 144/1999), adopted by the Ministries of Education, of Labour and social policies, and of University and Scientific Research, (Act 144/1999, art. 1) after consultation with the Unified Conference The Agreement adopted within the Unified Conference of 14th September 2000, which concerns the guidelines and system policies for the planning of IFTS courses for the years 2000-2001, stresses the importance of consultation with the Regional Governments and Municipalities, as well as with Social Partners. Regional Governments are responsible for the identification of professional figures and the implementation of professional profiles, the definition of minimal standards of competences and their implementation (Agreements 2nd August 2000; 11th November 2000; 29th April 2004; 25th November 2004; April 2005) IFTS courses are jointly planned by at least four different players

- second level secondary schools, - universities - public research bodies - vocational training organizations and enterprises and their associations.

For each project, a Technical Committee must be constituted, with representatives of all the actors involved. The Technical Committee is responsible for

- the coordination and supervision of the course planning - course management and monitoring, - internal and external assessment.

One of its main focus is the harmonization of the contributions of the various players and their effective cooperation. It is formally responsible for the project activities; both internal and external subjects directly refer to the Technical Committee for all issues regarding the course. The TC relates itself to the Regional Committee, which performs consultation, orientation and assessment functions with respect to the TC. A member of the TC also acts as course Director, who subscribes the course proposal and is in charge of supervising all planning and management activities. The TC can set up support committees and staff when necessary, such as: - Design Committee, comprising experts in the design of formative paths and representatives of

the various players involved in the project. It can aid the TC in designing the formative path - Management staff (e.g. coordinators, tutors coordinator, administrative office), with

assignments related to course management, following the strategies identified by the TC. IFTS courses are selected and funded following a public call for proposals, through which new projects are submitted. Regional Committees are responsible for the ex ante assessment of proposals for new IFTS courses, which aims at evaluating the coherency of each project with the regional objectives and priorities, and is the basis for the selection of projects to be funded. Regional Committees are also in charge of monitoring in itinere the management of local IFTS courses, and of assessing ex post the results achieved, in view of redefining the IFTS regional plans. Even if guidelines are established by regulations concerning IFTS, which for instance suggest which aspects should be given priority in project selections, each Regional Committee can independently specify the criteria for admitting and selecting IFTS courses (on top of the constraints specified by laws and regulations regarding the structure of IFTS courses).



such as duration, contents, degrees of study programs? _ Which legal regulations / laws do exist? You may describe this based on the following template:

Segment of educational systems addressed

Body responsible Kind of legal regulation

Aspects regulated by the legal regulation

Geographical scope of legal regulation

… … … … …

The reform of Title V of the Italian Constitution, approved in 2001, redefined the role of the state and regions in matters concerning education and vocational training. In general terms, the distinction can be illustrated as follows:

- in matters of education, the state defines the essential levels of services and general rules governing the system; the Regions are responsible for coordination of provision at the local level, and the organisation and governance of the system;

- in matters of vocational training, the distinction is more marked: the state defines the essential levels of services while the regions have sole competence in defining policies and their implementation strategies.

Central government still has different, wider roles in a number of specific strands of the system, especially as regards on-the-job training in apprenticeship schemes, and lifelong learning. On these issues, recent rulings by the Constitutional Court (2005) determined that the principle of concurrent competence applies, which entails the need for state and regions to operate under principles of fair collaboration. Linkages exist between the central and regional institutions. More specifically, in the case of vocational training, the strategic framework of actions developed in recent years is based on Law 30/2003 (the Biagi Law) reforming the labour market, and Law 53/2003 (the Moratti Law) reforming the education and initial training system. The process of translating general rules into operating strategies and implementing the provisions in the different parts of the country has been “governed” through dialogue and on-going discussion between the two institutional areas. On specific aspects of the provisions, this has led to the definition of formal agreements in the State-Regions Conference and the Unified Conference. Over the last two years the State-Regions dialogue has focused on a number of key issues. First of these is the reform of the education and vocational training system and, in this context, the effort to standardise and increase the recognisability of the three-year courses to obtain an initial vocational qualification for young people who have completed compulsory schooling (2005 Agreement for the mutual recognition of qualifications obtained on completion of 3-year courses; 2006 Agreement on minimum training standards for technical-vocational competences in initial training pathways). Attention has also been devoted to the need to regulate the provisions introduced by the labour market reform (2005 Agreement to approve the format of the Training Booklet). With respect to lifelong learning, in the Italian system the Region’s initiatives co-exist with those carried out by the Inter-Occupational Funds, set up (with authorisation from the Ministry of Labour)



and managed by the social partners since 2001. The need to draw the various initiatives together into a unified strategic framework underlies the 2006 trilateral agreement (Ministry of Labour, Regions, social partners), in which the various actors undertake to act in a coherent manner and to encourage the exchange of information in order to build up an integrated system. The opening of the new Parliament is still too recent to evaluate its scope for innovation in the vocational training system. Law 296/2006 introduced the first initiatives focusing on the education system – but with repercussions also on training. These include the raising of the compulsory school age to 16 and confirmation of the obligation to remain in the education-training system until the age of 18; and a redefinition of the adult education system hinging on provincial centres with administrative, organisational and didactic autonomy. More recently, Law 40/2007 envisaged the possibility of setting up “technical-vocational hubs”, consortium-based structures whose aim is to promote, in a stable and systematic manner, the dissemination of scientific and technical knowledge and to support measures to foster the country’s social, economic and productive growth.

5 Curricula and study programs _ Who is responsible for setting up curricula and study programs in your country? _ How are qualifications described for the different segments of the educational system in your


_ Which boards and committees do exist on different levels of education? _ How are stakeholders involved in this process? _ How are contents for curricula and study programs defined?

Chart 1 - A landscape view on lifelong learning policies in Italy (1999-2006)

Main regulatory provisions Aims Roles and stakeholders Degree of implementation

Results

1) Overall

Framework policies

Decree of Ministry of Labour n.174/2001 “Certification of competences in vocational training system”

Decree of Ministry of Labour with Ministry of Education 10 october 2005 “Approving of format of the Citizen Training Portfolio”

Providing the opportunity of transparency, recognition and validation of the individual competencies however and wherever acquired.

Ministry of Labour Ministry of Education Ministry of University Regions Social Partners

The Citizen Training Portfolio is by now under experimentation within 4 Regions (Toscana, Molise, Liguria, Trento).

Not yet valuable.

2) Education

and University

policies

Decree No. 509 dated 3/11/1999 “Regulation Containing Provisions concerning the Teaching Autonomy of Universities”

Law No. 53/2003 “Delegation to the National Government to Draw up General Standards for Education and Minimum Service Levels in Education and Training”

Reforming the school and university system increasing quality and permeability of pathways.

Ministry of Education Ministry of University

The University Reform is fully implemented. The Education and Training reform is going to be partially modified by the present Government

Good political results according to Bologna and Copenhagen European Cooperation processes. Concretely the results can be evaluated in a medium/long term period.

3) Initial and Higher VET

policies

Article 68 of Law No. 144 of 17 May 1999 Compulsory Attendance of Training Activities

Article 69 of Law No. 144 of 17 May 1999, "Higher

Achieving the national transparency, quality and recognition of initial and higher VET

Regions Government

The degree of implementation of these complex set of provision is difficult to evaluate because the monitoring actions in the different

Very good political results for the Regions that succeeded in giving to their system a National framework. From the technical point


Technical Training and Education"

Law No. 53/2003 “Delegation to the National Government to Draw up General Standards for Education and Minimum Service Levels in Education and Training”

Governament/Regions Agreements for the national framework of initial qualification VET system: 1) 19 June 2003 (Institution

of the 3 year initial qualification pathways for 14/17 yeas old trainees)

2) 15 January 2004 (Key competence standards);

3) 28 October 2004 (Certification and validation devices);

4) 24 November 2005 (Mutual recognition of certification and competences between Regions);

5) 5 October 2006 (Technical and vocational competence standards.).

regional pathway. Regions is still underway.

of view IFTS represent an advanced and more “European” experiences since it seems closer to the EQF “learning outcomes” concepts.



In Italy also, as already happens in other European countries, the social partners, acting bilaterally, are directly responsible for organising and funding the demand for lifelong learning expressed by enterprises, through Joint Inter-Occupational Funds for Lifelong Learning. These funds are set up and promoted by the social partners themselves. Over the last year, however, the process of reinforcing the lifelong learning system, based on the creation of joint funds and on the quest for flexible specialisation drawing on the public instruments available to central and regional government (regional programmes financed by the ESF, Law 236/1993 initiatives, actions to promote training leave as envisaged by Law 52/2000) seems, in part, to have slowed down. Fewer businesses are investing in training (the percentage of businesses providing training fell to 18.8% in 2005, the lowest level since 2001); they are however signing up to the Inter-Occupational Funds, which were set up as a result of agreements signed by the main employers’ and workers’ organisations4. It should however be pointed out that in 2005 an important agreement was reached between the Ministry of Labour, the Regions and the social partners on the establishment of a “progressive, non-competitive, integrated national system of lifelong learning”. The agreement commits the signatories to:

- coherently plan lifelong learning initiatives with a view to providing a countrywide response to the training needs of workers and enterprises;

- reinforce the technical and operational dimension of the National Lifelong Learning Observatory;

- share information to build a national lifelong learning system. The National Observatory on Continuous Training acts as a single centre for strategic and programming discussion and has the task of:

a) establishing guidance proposals by drawing up guidelines. These draw on the input and contributions of members of the new body and the institutional actors who, in recent years, have built up significant expertise in the field of lifelong learning;

b) express opinions and assessments with respect to the activities carried out by the Funds, including in relation to the application of the above-mentioned guidelines.

4 Overall, more than 420,00 enterprises, employing more than 6 million workers, have

joined the Funds to date.

_ 6 Assessment and certification _ Which bodies are responsible for assessment and certification of education in your country? _ How are learning outcomes (in the different segments of the educational system) evaluated,


In IFTS courses students' evaluation is performed both in itinere, in order to assess learning outcome for a given FUC, and at the end of the path. Guidelines and criteria for assessment and certification were established within the Agreement of the Unified Conference of March 2nd, 2000 which sets also the format to be used for the certification of courses. Assessment exams of IFTS courses are divided into:

- an individual colloquium regarding the discussion of the student Personal Record, prepared by the teachers and documenting the

various phases of the formative path, the assessment of the stage activities as well as of the knowledge and professional competences acquired by the student

a student’s report, prepared by the student, in which he/she presents the work done during the path. For this purpose, the student supplies the materials produced during the course and the documentation concerning the acquired competences and skills. The personal record and the student’s survey must be handed to the Board of Examiners at least 5 days before the preliminary meeting

- a simulation test, by means of which the output competences that constitute the objective of the IFTS course can be verified on an individual basis.

Admission to the final exam is given by the availability of the personal record and the student’s survey. The final tests are prepared by the board of examiners, coherently with the path designed by the Technical Committee. Grades are given by the board of examiners: 70% is given by the colloquium, 30% by the simulation test. The exam is successfully passed with a minimum grade of 60 out of 100 (at least 42 for the colloquium and 18 for the test). Upon successfully completion of the final exam, the student is issued a certificate. If the student fails the exam, he/she is issued an “Intermediate Declaration”, stating which competences were acquired, in order to support the recognition of formative credits in subsequent courses. A specific report should certify all exams identifying the acquired evaluation and the relating score. The declaration of the acquired score is issued at the instance of the student. The Board of examiners is appointed with a formal act by each Region. It is constituted by representatives of the four actors involved in the IFTS system, with professional profiles and experiences coherent with the subject matter of the course; the Board is made by: the President, appointed by the Region after consulting the IFTS Regional Committee 2 members selected from the course teaching staff and proposed by the course Director 2 experts, representatives of the reference professional field, appointed by the Region after

consulting the IFTS Regional Committee. Regarding the President and the other 2 members, appointed by the Technical Committee of each course, the Region is in charge of establishing each Board of examiners ensuring the involvement of school, University and vocational training representatives and the experts. Certification is a procedure finalized to the official recognition of a qualification, or part of it, by an accredited institution.


Certification is thus based on a procedure for assessing learning outcomes (e.g. based on colloquia, tests, practical examinations) and a validation procedure. A certificate or diploma is an official document that registers the qualification achieved and the results of learning outcome assessment. Certification can refer to the entire course, or part of it, or could be also based on a set of certifications. Each certification, either complete or partial, can provide the recognition of formative credits and the exemption from formative units and/or units of capitalization. A qualification is achieved when a national or international agency or legally entitled body ascertains that an individual has gained knowledge and skills up to a certain, predefined, level. The achievement of competences and skills at a given level is confirmed by the successful completion of an examination procedure and/or a given formative path. Learning and assessment of learning outcome can be achieved not only through a formative path, but also through professional experience. A qualification is officially recognized on the labour market and in subsequent formative/educational experiences. Finally, a qualification can constitute a legal entitlement to a certain profession (OECD definition). At the of an IFTS course, final exams are held; the board of examiner is appointed by the Regional government, and its composition ensures the participation of representatives of secondary schools, university, VET providers and experts from the labour market. Upon successful completion of the examination procedure, the participant is issued a Certification by the Regional government, following the format and procedures established by the Agreement signed by the Unified Conference of State, Regions, and Autonomous Provinces on March 2nd, 2000. The national certificate model is determined by the National Committee and corresponds to the 4th European level. An intermediate declaration is issued when the course is not completed, to enable recognition of formative credits in subsequent formative paths. Credits acquired in an IFTS course can be recognized by the University that participates in the Technical Committee itself. Credit transfer is still based on mutual agreements, and is not enforced or regulated by the law. When the course proposal is submitted, the University states how many credits would be recognized in exit from the course. It is therefore of the utmost importance that institutions responsible for the subsequent recognition of formative credits (Universities, institutions at the regional level) are involved in the design of the formative path. The transfer of credits is usually done according to specific agreements with the University and other training centres.

7 Interfaces / Permeability / Accreditation of qualifications _ How are interfaces between the different segments of the educational system defined? How is

the permeability between different segments managed? How are learning outcomes from one segment of the education system accredited in another segment? How are qualifications from an education abroad accredited? Who is responsible for those definitions and accreditation?


Please describe those briefly.



_ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for transferring learning outcomes from non-formal/informal to formal? e.g.: _ access to education and training programmes; _ admission to exams to acquire formal qualifications/certificates/diplomas; _ access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).

Please describe those briefly. A reading of learning outcomes in the education system has led to quantitative and qualitative analyses of the marks obtained by students and the learning levels attained with respect to linguistic, literacy, technical-scientific and numeracy competences. The degree of learning achieved is noted each year in the framework of a more general national-level survey of the education system and is specifically intended to evaluate the efficiency and effectiveness of the system by monitoring the competences developed by students. These assessments are used as tools by policy makers in the field of school education. As regards vocational training, a learning evaluation project involving pupils following experimental education and training pathways is worthy of note. Three types of test were devised5 to evaluate competences on the basis of minimum educational and training standards established in 2004 to measure basic competences in three-year pathways: numeracy competence test; literacy competence test; and self-evaluation test (pupils’ own perception of their strategic competences). This project is part of a series of activities designed to improve the quality of the training system and increase the use of evaluation practices to improve the performance of the system itself. Finally, at the regional level, a number of Regions and Provinces have begun to apply reward models for education and training bodies producing a certain percentage of “graduates” who find work within six months of completing their vocational training course. The validation of credits between different education and training pathways is something theoretically possible in Italy and it has sometimes also been practiced with different approaches in various contexts. All the stakeholders agree that, in order to allow it to become a real system of validation of credits, there should be a codification of education and training programmes according competence-based standards. As previously mentioned, the lack of national standards regarding qualifications and competences is felt by various stakeholders as the main obstacle and may represent the main hindrance to the development of a national validation system. The two main and widespread experiences of structured systems for the recognition of credits are the IFTS and univerity systems. The “Libretto formativo del cittadino” (“Citizen’s training portfolio”) should also be mentioned; not yet a real credit recognition device, it has been conceived to promote and facilitate the credit transfer of competences however and wherever they were acquired. Credits in IFTS As mentioned, the IFTS relies on a system of recognition of credits both for students entering IFTS courses and those heading to university upon their completion. In particular, the access validation process is designed in three sequential steps as follows:

5 The tests have been piloted in a number of Regions (Puglia, Lazio, Friuli Venezia Giulia and Sicily) on 250 pupils enrolled in the third year of the three-year courses.

1. Guidance/counselling aimed to let the individual actively participate in self-analysis and the identification of specific training needs. This step is carried out by a counsellor and produces a basic individual project;

2. Assessment aimed to collect the evidences in a systematic way and to ensure the possession of

specific competences. This step is carried out by one (or more) assessor who contributes the individual to compose a dossier that includes all the evidences (certifications, self-declarations, documented information about training, work or other experiences). Within the dossier, all the experiences are supposed to be translated in competences. The dossier is useful for the next step in the validation process but also for the creation of a further document, the Individual Portfolio, that will accompany the individual also after leaving the present training experiences with the progressive inclusion of any further certification;

3. Certification/recognition aimed to give concrete effects to the process producing a

certification or allowing the access or a bonus towards a training pathway. This step is usually managed by a Commission in which all the education and training institutions involved are represented. After the evaluation of the dossier, the Commission formulates the decision in order to recognise the ‘credit’ for access.

Moreover, in the design phase, the IFTS project partnership agrees on the number and types of ECTS credits recognised for university courses, providing all students the opportunity to ask for the recognition as soon as the course is successfully completed. Credits in the University System It is thus a radical renewal, which takes into account several fundamental principles, such as the autonomy of the universities, the need for flexible training pathways and the application of a credit system. In particular, with regard to the admission to the various pathways (three-year degree, specialist degree), basic and intermediate credits, connected with the certification of acquired competences and/or training pathways completed, will be recognised.

The regulation issued with Decree No. 509 of 3 November 1999 defines the credit as follows (Art. 1, para. 1): University training credit means “the measurement of the ‘amount’ of learning work, including individual study, required of a student who possesses an adequate initial preparation for the acquisition of knowledge and skills in the training activities envisaged by the teaching systems of the curricula”.

Art. 5 regulates the training credits as follows:

1. The university training credit, hereinafter referred to as ‘credit’, corresponds to 25 hours of work per student; by Ministerial Decree, it is possible to justifiably determine changes raising or lowering said hours for single classes, within a limit of 20 percent.

2. The average ‘amount’ of learning work carried out in one year by a student devoted full-time to university studies is conventionally set at 60 credits.

3. The Ministerial Decrees also determine, for each curriculum class, the fraction of the total hours of commitment that must be reserved to personal study or other types of individual training activities. This fraction cannot in any case be lower than half, except in the case where training activities with a high experimental or practical content are envisaged.


4. The credits corresponding to each training activity are acquired by the student by passing the exam or other form of achievement test, without prejudice to the fact that the evaluation of the achievement is made as specified in Article 11, para. 7, letter d).

5. The responsibility for the total or partial recognition of the credits acquired by a student for the purpose of continuation of studies in another course of the same university, or else in the same or another course of a different university, lies with the teaching structure that receives the student, according to fixed procedures and criteria established in the university teaching regulations.

6. The university teaching regulations may envisage forms of periodic assessment of the credits acquired, in order to evaluate the non-obsolescence of the cognitive content, and the minimum number of credits to be acquired by the student within certain time limits, diversified for full-time and working university students.

7. The universities may recognise as university training credits, according to fixed criteria, vocational skills and knowledge certified in conformity with the standards and regulations in force, as well as other knowledge and skills gained in post-secondary training activities when the university participated in the design and implementation of such activities.

The following table summarises the new training pathways envisaged by the university reform

LEVEL I LEVEL II LEVEL III Degree Course 1st year: 60 credits - 1,500 hours 2nd year: 60 credits - 1,500 hours 3rd year: 60 credits - 1,500 hours 180 FINAL CREDITS for 4,500 hours of work After obtaining the degree, it is possible to take a “Level I” Master's degree course

Specialist Degree (Master of Science Degree) 1st year: 60 credits - 1,500 hours 2nd year: 60 credits - 1,500 hours 300 (180+120) FINAL CREDITS for 7,500 hours of work

Specialisation School 1st year: 60 credits - 1,500 hours 2nd year: 60 credits - 1,500 hours The final credits in the “Level III” qualifications are determined by the credits acquired in the previous levels. In any case, the final value cannot exceed 360 credits. Among the “Level III” qualifications, a “Level II” Master's degree and Research Doctorates are also envisaged.





_ Which forms of quality management / quality assurance do exist? The quality assurance systems applied by Italy in the education and training system all revolve around the accreditation of structures and therefore act primarily on the quality of provision. With respect to education and vocational training (VET): 1) The accreditation of training structures is the method adopted by the Ministry of Labour and the Regions to assure the quality of training provision financed by public resources. The accreditation system was introduced in 2001, by identifying common criteria at the national level with which the regional accreditation systems must comply. The system has subsequently been regulated by individual regions, which have applied specific rules to their own territory. The accreditation criteria include structural, organisational and economic aspects, the quality of human resources, and the results achieved. At present the accreditation process is at an advanced stage of implementation, with two-thirds of the structures (64.3%) accredited, a figure that is in line with the regional laws. On the basis of the early years of implementation, a process to redefine the accreditation arrangements has also been opened, with a view to ensuring constantly improving quality standards and therefore a more attractive VET system (see annex for more detailed information). 2) Quality certification based on international UNI EN ISO 9000:2000 standards plays a significant role in Italy’s vocational training system. The dissemination of the ISO family of standards has been encouraged not just by a general need to ensure the reliability of the training service, but also by the 2001 accreditation provisions, which envisage fast-track accreditation procedures for training structures holding ISO certification. Although a considerable effort is required to interpret the standards and adapt them to the peculiarities of the training system, a substantial proportion of structures (81.9%) are involved, while other quality assurance models and provisions, such as the EFQM, only involve 1.7% of structures. 3) The ever-growing dissemination of self-assessment methodologies by educational and training structures (5.3%) as a complementary and/or preliminary tool in the accreditation and certification process is an important indicator in terms of awareness of the quality achieved by organisations in the integrated training system (see also section 3.4.1). 4) A growing focus not just on the overall quality of training projects and organisations, but also on the results achieved by pupils, should also be noted6. 5) The creation of national and European networks (Italy’s Quality Reference Point, part of the European Network for Quality Assurance (ENQAVET) system, and the network for the dissemination of the Peer Review methodology, under the Leonardo da Vinci “Peer Review as an Instrument for Quality Assurance and Quality Improvement in Europe” project) are examples of progress in the dissemination of good practice and on-going benchmarking activities, as well as of systems integration (for this point two, see section 3.4.1).

6 Surveys of pupils’ occupational outcomes are now found in most of the Regions and their training activities. The learning evaluation activities conducted by the Ministry of Labour and Social Security and by ISFOL in agreement with the Regions and Province are also moving in this direction. Objective learning evaluation tools have been piloted in Puglia, Lazio, Friuli Venezia Giulia and Sicily.


6) In the sphere of continuous and lifelong learning, the catalogues promoted by the Regions and autonomous Provinces are worthy of note. In recent years, these have fostered the visibility of parameters and indicators that make it possible to identify the quality features of training provision and enhance comparability. The catalogues have also made it possible to use the potential inherent in an approach based on competition amongst the different actors operating on behalf of specific targets. See also in the annex an important trial project on structure accreditation. The entire theoretical accreditation model now needs to undergo a repositioning process with respect to the development of the national regulatory context (in relation to employment and to education and training systems). The task of redefining new minimum national standards for regional accreditation systems should be inserted in this scenario, as a basic structure of provisions ensuring the completion of a comprehensive lifelong learning system through:

- the completion of the accreditation system by establishing 2nd generation systems with a set of quality indicators more focused on developing the quality of training/guidance initiatives and their effectiveness in terms of employability; the focus would also be on meeting the Community requirements on freedom of movement and establishment, the provision of services, equal treatment, transparency and proportionality. These indicators would be periodically reviewed and verified to reinforce the accreditation maintenance concept. A necessary condition for accreditation to fully achieve this goal is to restore a central role to the human factor through systems to up-date, requalify and certify the credentials of the operators organising and delivering the initiatives;

- a system of common minimum standards for the 21 accreditation provisions issued by the Regions and Autonomous Provinces, thus promoting a technical and procedural mutual recognition pathway.

As far as the universities are concerned, the Italian Government has approved the establishment of a National University and Research Evaluation Agency (ANVUR). The task of the new structure is to promote quality in our universities and research bodies by means that include evaluation, the collection and analysis of data, consultancy, training and cultural promotion. ANVUR will accredit and evaluate courses and lifelong learning activities.

Synopsis of educational key elements and its various forms:

country report Romania (part of deliverable 12)

1.a A. Current stage of qualifications levels provided by the educational system in Romania Romania is among the EU member states which do not have yet a National Qualifications

Framework, but are currently working on the development and implementation of such framework.

In order to assure the compatibility between different qualifications acquired in the European Union, a general framework was established, defined on five levels. In Romania as a European Union member, defining a national qualifications framework harmonised with the European one has a special importance for assuring transparency and facilitating equate of national qualification with the European ones.

Having as reference regulations of International Labour Office (ILO) – ISCO 88 COM, at EU level (Decision of European Council 85/368/EEC) five qualification levels were defined, adopted also by Romania, described as following:

Level 1 - qualification level – worker- to which professional competences are associated involving application in the professional activity of knowledge from different domains, activity characterised by routine and predictable work tasks;

Level 2 – qualification level- qualified worker – to which professional competences are associated involving application of knowledge in the certain professional activity, with non-routine work tasks, that involves responsibility and team work;

Level 3 – qualification level – technician/foreman – to which professional competences are associated involving application of knowledge in an extensive area of the professional activity, with diverse and complex work tasks that exclude routine. Work tasks involve decision taking, responsibility and, sometimes, team work with co-ordination attributions;

Level 4 – qualification level to which professional competences are associated involving application of knowledge in an extensive area of the professional activity, with diverse and complex work tasks, characterised by a significant degree of personal responsibilities, of co-ordination of staff’s activity and allocation of the resources needed in order to efficiently carry out the respective professional activities;

Level 5 - qualification level to which professional competences are associated involving use of knowledge in especially diverse contexts of the professional activity, complex and unpredictable. This level is characterised by independent decision taking, high personal responsibility, tasks related to co-ordination of the staff activity, allocation of the resources, analysis, diagnosis, foreseeing, planning, execution and control activities.

B. Steps for the development and implementation of a National Qualifications

Framework a. There have been efforts towards creating a NQF in Romania for several years. Thus, based

on the Memorandum on the designation of the National Adult Training Board as National

EQF predict: 1/16 “Synopsis of educational key elements” part of deliverable 12 by ACPART (RO) August 2009


Qualifications Authority, signed by the Romanian Government in June 2004, as well as on Law no 132/1999, republished, on the setting up, organisation and functioning of NATB1, amended by Law no 559/2004, the Romanian Government, the employers’ associations and trade unions’ confederations representative at national level signed a Tripartite Agreement on the National Qualifications Framework. NATB defines the NQF according to the 5 qualifications levels mentioned above.

The parties to this agreement cooperate and contribute to the establishment of a coherent system of vocational qualifications in Romania, applicable both to initial training and to continuing training. NATB has no competence in the pre-university and university formal education.

b. The National Agency for Qualifications in Higher Education and Partnership with the Economic and Social Environment was set up based on Government Decision no 1357 / 2005, as a specialised bogy subordinated to the Ministry of Education, Research and Innovation, acting as national authority for setting up and regularly updating the National Qualifications Framework for Higher Education.

Currently, both the Ministry of Education, Research and Innovation2 and the Ministry of Labour, Family and Social Protection3 are working on a draft qualifications law, to be submitted to the Parliament for approval.

C. National Qualifications Register Besides the implementation of NQF in Romania, another priority is the development of a

National Qualifications Register that will represent a tool aiming at including all the qualifications certified in Romania at all levels of education and training. It will be based on a common set of principles. The two main institutions involved in the construction of NQR are ACPART (for higher education) and National Adult Training Board – NATB (for all the levels except the higher education).

The process of developing the NQF involves wide participation of stakeholders belonging to different categories:

- The Ministry of Education, Research and Innovation and the Ministry of Labour, Family and Social Protection which should be involved in adopting a common perspective on developing national policies in the field of qualifications, taking into account compatibility with the European ones.

- The national authorities (ACPART and NATB) should adopt transparent and compatible approaches in developing the different levels of NQF (compatible in turn with EQF ) thus supporting the policy-making bodies and ensuring a background for debate among all stakeholders.

- The universities should adapt their study programmes (goals, contents, strategies etc.) in order to offer compatible qualifications (described in terms of knowledge, skills and competences according to the EC and Bologna documents on QFs).

- The partners from the social and economic environment should indicate the labour market needs for the specific qualifications and competences and evaluate them.

Although so far the Romanian qualifications framework comprises 5 levels, efforts have been made to reach a consensus on an 8 level structure; specific legislation needs to be developed consequently.

1 NATB website: www.cnfpa.ro 2 MECI website : www.edu.ro 3 MMFPS website: www.mmuncii.ro/ro/


D. National Qualifications Framework for Higher Education Starting from the current situation of the Romanian education, understanding the need of

implementing a National Qualifications Framework to cope with the constant changes in society at European level, Romania started in 2005 the process of designing, developing and implementing a National Qualifications Framework for Higher Education (NQFHE).

The framework for HE in Romania has been elaborated taking account of developments at European level, facilitating transfer to both Framework for Qualifications of the European Higher Education Area (FQ-EHEA) and European Qualification Framework (EQF).

NQFHE is sole instrument to determine the qualifications structure and ensure national recognition as well as international comparability and compatibility of qualifications acquired within the higher education system. Through the NQFHE all learning outcomes acquired within the higher education system (Bachelor, Master’s and Doctorate cycles) can be recognised, measured and related and coherence of certified qualifications and awards is ensured. With regards to the structure of the National Qualifications Framework for Higher Education, there are 3 levels of qualifications obtained upon completion of university studies:

- Bachelor university studies, corresponding to level 6 of the European Qualifications Framework (EQF);

- Master’s university studies, corresponding to EQF level 7; - doctoral university studies, corresponding to EQF level 8. The correlation of qualifications acquired prior to the implementation of the Bologna process

shall be made using distinct procedures which take into account the specificity and relationships of the Romanian higher education. Each qualification shall be defined by means of learning outcomes expressed in terms of

professional and transversal competences developed during the respective cycle of university

studies.

In the qualifications description one important factor shall be taken into account: the professional activity involves several competences with varying complexity: professional competences and transversal competences.

NQFHE capitalize on the descriptors of the overarching framework for qualifications in the European Higher Education Area for the Bachelor, Master’s and Doctorate levels. They are generic descriptors based on which both professional competences (descriptors from 1 to 5) and transversal competences (descriptors from 6 to 8) are analysed and described.

A Methodology on the development and implementation of NQFHE has been developed, to be approved by Ministerial Ordinance.

The generic descriptors are explained through level descriptors for each learning outcome, for each type of competence and for each qualification level. The level descriptors indicate expected activities, outcomes and performances for each qualification level. They allow for the description of qualifications and, at the same time, formulate the necessary landmarks for the assessment of the competences level. The above/mentioned methodology includes a NQFHE matrix which reflects an integrative approach of higher education qualifications and it provides two perspectives for the analysis: vertical and horizontal (Annex 1).

2. Educational system in Romania A. Current structure of the Romanian educational system


Currently, education in Romania is structured according to 5 levels of qualification, to include: Pre-university education - pre-school education (nursery schools and kindergartens): addressing children from 3-6/7

years of age, includes the compulsory pre-primary class (preparatory group, 5-6-year-olds)

- primary education: grades I – IV - secondary education:

lower ~ Gymnasium (grades V – VIII) ~ Lower-secondary education – 1st cycle of high-school or School of Arts and

Trades, grades IX – X, or vocational education upper ~ Upper-secondary education – 2nd cycle of high-school (grades IX – XII / XIII), preceded, as appropriate, by the completion year

- Post-secondary education and training Higher education - University education - Post-university education Education is compulsory until completion of the lower cycle of high-school. The table below reflects the structure of the Romanian education system, as well as the match

between the vocational qualifications levels, the ISCED levels and the EQF levels.

Age Class /Goupe

ISCED Educational level Qualification level

EQF levels

Doctorate university studies

8

Master’s university studies

7

Long term higher education

5

6 5

Short term higher education4

Bachelor university studies 4

6

19

4 Postsecondary pre-university education

Tertiary non-university education

3 5

18 XIII

17

Technological lyceum

3

4

XII

16 XI

3

General lyceum

Art, sport, technological lyceum

Technological lyceum Complet

ion year 2 3

15 X 14 IX

General Education

Art, sport, technology education

School of Arts and Trades

1 2

13 VIII 12 VII

2

11 VI 10 V

1

Gymnasium

1

4 Long term higher education and short term higher education apply only for graduates who studied before the implementation of the bologna process (2005)


9 IV 8 III 7 II 6 I

Primary school

5 Big 4 Average 3 Little

0 Kindergarten

Romania currently maintains this five-level system, although it is in the process of

restructuring it to encompass all levels of educational achievement. B. Pre-university secondary education and postsecondary pre-university education It is subordinated, through the School Inspectorates, to the Ministry of Education, Research

and Innovation. Based on education reforms introduced in 2000, primary and secondary education is

organised in the 4+6+2(3) schema, namely 4 years primary education, 4+2 years lower secondary education (gymnasium + high school), 2(3) years higher secondary education (high school).

High school education (grades IX – XII/ XIII) operates with the following pathways and profiles:

- academic pathway, with humanities and sciences profiles; - technologic pathway, with the following profiles: technical, services, natural resources and

environmental protection; - vocational pathway, with the following profiles: military, public order and security,

theology, sports, arts and pedagogy. The duration of studies depends on the type of secondary school. Academic, industrial,

agricultural, economic and administrative secondary school and pedagogic schools are 9 – 12. Forestry, fine arts, sports, computer science are 9 – 13.

Post high school education is a special training pathway, with 1-3 years duration, leading to a level 3 advanced competence certificate. The foremen school is post high school education that ensures training of foremen/instructors for technical and vocational education and for industry.

C. University and post-university higher education

It is coordinated by the Ministry of Education, Research and Innovation, with compliance with university autonomy. According to Law no 288/ 2004, on the organisation of university studies, Romanian higher education is structured on three cycles:

- Bachelor - usually three years (except Medicine, Pharmacy, Law, Architecture etc.) - Master – two years - Doctorate – three years with the possibility of prolonging the duration by one year.

The first cycle of higher education is provided in universities, institutes, polytechnics and academies, offering three-to- six year programmes which lead to the Bachelor Degree, Engineer Degree, the Architect Degree and the Medical-Doctor Degree.

Holders of a first cycle degree may either continue their studies by taking a one-and-half or two-year post-graduate programme, which leads to either an Advanced Study Diploma or the Master’s Degree. Students may also enrol in specialized programs (length varies according to the field of study, but may not be less than one year), leading to the Graduation Diploma.

The Romanian doctorate, called the Doctorate Degree, requires three years of study beyond the Master’s level, which includes research and the elaboration and presentation of a


thesis. This qualification is comparable to the Ph.D. in the United States. The final qualification in the Romanian education system is the Doctor-Docent în Ştiinţe, which is awarded after extensive periods of research and publication.

3. Institutions responsible for the qualifications field in Romania There are 3 institutions responsible for defining qualifications in Romania: NATB,

national authority for qualifications at the level of vocational/sectoral education awarded outside the formal educational; NCTVETD, the National Centre for TVET Development, in charge with IVET provided through the formal national system; ACPART, national authority for qualifications in higher education, having as main mission the design, implementation and regular updating of the national qualifications framework for higher education.

NATB, a tri-partite structure made of members of the central public administration, trade unions and employers’ associations which are representative at national level, is the institution that authorises the training providers, develops occupational standards and assesses and certifies professional competences acquired by adults through continuing vocational training. NATB also develops and updates the National Register of qualifications within its scope, having, according to Law no 559/ 2004, the role of national authority for qualifications.

National Centre for TVET Development - NCTVETD5, subordinated to MERI, is the body that develops and validates the vocational training standards for pre-university qualifications provided by the technical and vocational education system.

ACPART has the mission to elaborate, implement, and update the national framework for qualifications in higher education concerning the development, recognition and certification of qualifications based on the knowledge, abilities, and competences acquired by beneficiaries of the higher education system. ACPART is also responsible for the design, implementation and maintenance of the National Qualifications Register for Higher Education as a tool for the identification, registration, permanent consultation and revision of qualifications, namely diplomas and awards issued by the higher education institutions.

4. Legal provisions

In Romania, the Ministry of Education, Research and Innovation has the responsibility for developing and implementing the educational policy of the government. The activities of MERI are regulated by GD no 51/ 2009 on the organisation and functioning of MERI.

Education in Romania is regulated by Law no 84 / 1995 – the Education Law, republished and amended in December 2008. Currently a new draft law regarding solely pre-university education is under public debate; it provides for significant changes both in the structure of pre-university education and in the assessment and progression system.

For pre-university education, MERI is the institution approving the study duration, the curriculum and the diplomas awarded to students. Higher education is regulated by Law no 84/ 1995 and Law no 288/ 2004 on the organisation of university studies. The organisation of each study cycle is decided by the higher education institutions, with the approval of the Ministry of Education, Research and Innovation.

5 NCTVETD website: www.tvet.ro


The Ministry of Education, Research and Innovation and the Ministry of Labour, Family and Social Protection determine the match between the university qualifications and the classification of occupations and recognise the diplomas of higher education graduates.

With regards to adult training, there are various laws, government decisions or expeditious ordinances regulating the setting up and functioning of NATB, the certification of adult training or authorisation of adult training providers, covering all those qualifications obtained outside the formal education system.

The table below indicates various aspects regarding legislation and bodies responsible for determining the legal regulations for each study cycle.


Aspects regulated by the legal regulation Segment of educational

systems addressed

Body

responsib

le

Kind of legal regulation

Duration Contents Graduation

diplomas

Geographical

scope of legal

regulation

Kindergarten MERI Law 84/ 19956 not compulsory by

law

3 – 6/7 years

National Curriculum Not applicable National

Primary education MERI Law 84/ 1995 4 years National Curriculum Not applicable

4 years Gymnasium

(ages 10 to 14)

National Curriculum Annex I to OMECT no 5166 din 29.08.20087

Lower Secondary Education

(Compulsory Education)

MERI

Law 84/ 1995

2 years in Lower

secondary cycle High

school (ages 14 to 16)

National Curriculum Graduation diploma

National

Upper Secondary Education

(non compulsory education)

MERI Law 84/ 1995 2 years (ages 16 to 18) National Curriculum (professional

qualification

certificate level 3 +

Baccalaureate

Diploma

National

6 Law no 84 of July 24, 1995 *** republished, Education Law in force starting with December 5, 2008 7 According to Annex I to OMECT no 5166 of 29.08.20087, on the approval of the methodology for the organisation and timetable of admission to public high school and professional education for the academic year 2009-2010, enrolment to public high schools and schools of arts and trades is made without examination, based on the admission average score, where the average score obtained at the national mid-term tests during grades 7 and 8 (respectively the national examination after graduation of gymnasium, for graduates before 2003 or at the national tests for graduates of 2004-2007) has 50% weight, and the average score during grades 5 – 8 has 50% weight. The admission average is calculated as follows: TU + ABS = MA, 2 TU = average score obtained at the national mid-term tests; ABS = average score during grades 5 – 8; MA = admission average


Vocational Secondary

Education

MERI Law 84/ 1995 2 years + 1 National Curriculum 1. professional

qualification

certificate level 1

2. + completion year

professional

qualification

certificate level 2

National

Post-secondary pre-university education/

Tertiary non-university

education

MERI Law 84/ 1995 1- 3 years (depending on the complexity of the respective qualification and on the students’ prior training level)

National Curriculum professional qualification certificate level after passing a graduation examination

National

Bachelor

MERI + University

Law 84/ 1995

Law 288/ 20048

GD no 1175/ 20069

3-4 years and it covers 60 transferable credits for a study year

Curriculum developed

by universities,

endorsed by ARACIS

and approved by MERI

Bachelor degree National

Master

MERI + University

Law 84/ 1995

Law 288/ 2004

GD no 1175/ 200610

1-2 years and it covers

60 transferable credits

for a study year

Curriculum developed

by universities,

endorsed by ARACIS


Master’s degree National

University education

Doctorate MERI + University

Law 84/ 1995

Law 288/ 2004

3 years Curriculum developed

by universities,

endorsed by ARACIS


Doctorate degree National

8 Law 288/2004 on the organisation of university studies 9 Government Decision no 1175/ 2006 on the organisation of Bachelor university studies and the approval of Bachelor fields and specialisations. 10 Government Decision no 404/ 2006 on the organisation of Master’s university studies


5. Curriculum and study programmes For pre-university education, the Ministry of Education, research and Innovation is

responsible for approving the curriculum developed by the National Board for Curriculum and Assessment in Pre-university Education 11.

The content of pre-university education is ensured through the national curriculum which is the coherent set of framework plans for education, of school programmes and manual in pre-university education. It includes a common component for all schools of the same type and a school-based component.

In the higher education institutions the educational plans are developed by faculties or departments, are analysed by their councils and are approved by the university senate and endorsed by the Ministry of Education, Research and Innovation, to be consistent with the national reference standards developed by ARACIS.12

For adult training, the training programmes including theoretical and/or practical training are organised by training providers for the occupations included in the Classification of Occupations in Romania - COR. These training programmes comprise: training programme objectives, training duration, minimum and maximum number of participants, trainers’ qualifications, training curriculum, means and methods to deliver and assimilate knowledge, necessary equipments for the training, assessment procedure. The curriculum may be structured on modules measured in transferable credits.

Professional qualifications in Romania are expressed in terms of learning outcomes. For initial training programmes (IVET), the learning outcomes are described by the vocational training standards (SPP), and for adult training the learning outcomes are described by the occupational standards (SO).

Development and revision of qualifications are made at the initiative of the Sectoral Committees and based on the proposal of employers, training providers (the formal education and training system or private training providers) or of the tri-partite structures in the education and training field (NATB)

6. Assessment and certification The bodies responsible for assessment and certification of education in Romania are the

Ministry of Education, Research and Innovation and the Ministry of Labour, Family and Social Protection.

The national education system uses a scoring type that includes marks from 10 to 1. The table below illustrates the progression from one educational level to another, from

secondary education to higher education. It focuses on the assessment of learning outcomes upon completion of a study level and on progression to the next level.

Lower study level

Type of assessment upon completion of lower study level

Diploma/certificate obtained

Type of assessment for admission to a higher study level

Higher study level

Lower Secondary Education (Gymnasium – grades V - VIII)

Annex I to OMECT no 5166 from 29.08.20088

No examination Lower Secondary Education (Lower secondary cycle High school)

11 CNCEIP website: www.cnceip.ro 12 ARACIS website: www.aracis.ro


No examination Vocational Secondary education

Lower Secondary Education (Lower secondary cycle High school) (grades IX – X) compulsory education

Graduation certificate, personal portfolio for permanent education and, on request, student transcript

On graduate request


Graduation certificate 13

Examination for certification of professional competences14

Professional qualification

certificate, level 3

qualification

Admission examination

Post-secondary pre-university education/ Tertiary non-university education15

Upper Secondary Education Baccalaureate

examination 3. Baccalaureate Diploma Admission

examination 16 University Education (Bachelor)

Graduation certificate

Vocational Secondary education

Examination for certification of professional competences

Professional qualification certificate, level 1 qualification

Based on the admission average score17

Completion year

Graduation certificate

Vocational Secondary education + Completion year Examination for

certification of professional competences

Professional qualification certificate, level 2 qualification

On graduate request


13 The upper high school cycle graduation certificate allows access to post high school education, the right to sit the national baccalaureate examination or the examination for certification/attestation of professional competences. 14 For certain routes, profiles and specialisations, determined by the MERI, graduates of upper high school cycle may sit a certification examination or, as appropriate an attestation examination, distinct from the baccalaureate examination; after passing this examination they obtain a level 3 qualification certificate or professional competence attestation. 15 High school graduates, with or without baccalaureate diploma are entitled to enrol to post high school education 16 Organisation of admission is made by each higher education institution, based on the general criteria determined by the Ministry of Education, Research and Innovation. 17 Within the limit of places approved, based on the admission average score that includes the average scores obtained during grades 9 and 10 and the average scores obtained for the modules in the “Technologies” curricular area.


Post-secondary pre-university education/ Tertiary non-university education

Graduation examination

Professional competence certificate + Baccalaureate Diploma

Admission examination 17

University Education (Bachelor)

University Education (Master)

University Education (Bachelor)

Bachelor degree examination

Bachelor degree Admission examination

University Education (Doctorate)

University Education (Master)

Thesis Master’s degree Admission examination



Doctorate thesis Doctor’s degree

Adult training includes both initial and continuing training, organised differently from

the types of organisation specific to the national education system. Job-seekers may participate to training programmes provided by the National Employment Agency or by other providers (public or private legal entities / natural persons) authorised by NATB. 7. Interfaces/ Permeability/ Accreditation of qualifications

Recognition of qualifications obtained abroad Qualifications obtained abroad are recognised by the National Centre for Recognition

and Equivalence of Diplomas, authority within MERI. Pre-university diplomas and certificates obtained abroad are recognised either or by

applying knowledge tests/equivalence examinations/adaptation periods/study periods, depending on the differences between the Romanian and the respective foreign system.

Higher education diplomas, certificates or scientific degrees obtained abroad are recognised after NCRED has acknowledged that the studies undertaken abroad are compatible with the study programme or qualifications in Romania, in terms of:

status of higher education institution issuing the diploma/certificate/degree diploma level number of study years/credits accumulated study field profile specialisation curriculum/ workload /Diploma Supplement professional qualification (Diploma Supplement)

In case of major differences, compensatory actions may be proposed.

Recognition of qualifications obtained in Romania


Learning outcomes or qualifications acquired upon graduation of a study level are recognised at national level if they had been obtained in institutions accredited by ARACIP, for pre-university education, or ARACIS, for higher education. Accreditation of these institutions entitles them to issue diplomas, certificates and other study documents recognised by MERI.

For initial training undertaken through the formal educational system, the National Centre for TVET Development – NCTVETD –, subordinated to MERI, coordinates the TVET schools accredited to provide qualifications levels 1, 2, 3 and 3 advanced (ISCED levels) recognised at national level. With regards to recognition of competences acquired in non-formal and informal contexts, so far this is possible only for adult training, managed by NATB. NATB is the institution that authorises the adult training providers and certifies their professional competences. The recommended assessment methods are: self-assessment, direct observation, oral test, written test, project, simulation or structured demonstration, reports by others, portfolio of works developed prior the assessment date. Assessment is performed by centres for the assessment and certification of professional competences, authorised by NATB. Professional competence certificates have national recognition and stand for study documents.

Access to various educational levels

The national education system is open. In pre-university education, student progression from one profile to another and from one pathway to another is possible in compliance with the requirements set by the regulations adopted by the Ministry of Education, Research and Innovation. In higher education, the openness is ensured by the University Charter. Access of gymnasium graduates to VET is made in compliance with the provisions of OMECT no 5166 of 26.08.20088. The graduate may chose this based on the average score obtained during the 4 years in gymnasium. Gymnasium graduates who cannot enter the formal education and training system may chose work-based apprenticeship organised by a training provider authorised by NATB, in order to acquire a qualification. With regards to initial vocational education and training (IVET), access from one study level to another (vertical progression) is made based on the provisions of the Education Law no 84 / 1995, by passing examinations for certification of professional competences. Access from one profile to another (horizontal progression) is made by transfer; in this case, the student must sit an theoretical and practical examination for those subject matters he/she had not studied previously. For progression from IVET / CVT to higher education the student must go through all stages leading to the award of baccalaureate diploma (see table at point 6), which ensures access to admission to higher education. IVET is provided both in formal and in non-formal and informal system. CVT is managed by NATB, which also deals with IVET organised in non-formal or informal contexts. Thus, a person who was already initiated in a qualification may continue his/her training by following an improvement, specialisation or retraining course delivered by providers authorised by NATB. With regards to recognition of non-formal /informal learning (RNFIL), there is a practical guide for schools which might participate to this recognition as authorised centres for the assessment and certification of professional competences. This authorisation is granted by NATB, as authority for adult training. When schools start activating as assessment centres, those who want formal recognition of the competences they acquired in non-formal/informal contexts will undertake the assessment process leading to this certificate.


8. Quality Assurance

Romanian Agency for Quality Assurance in Pre-university Education (ARACIP) was set up by Expeditious Ordinance no 75 / 2005; the Agency is responsible for the external evaluation of the quality of education provided by pre-university education institutions and by other education providers, as well as for the authorisation, accreditation and regular evaluation of pre-university education institutions. The same ordinance provided for the setting up of the National Agency for Quality Assurance in Higher Education - ARACIS whose mission is to perform external evaluation of the quality of education provided by higher education institutions and by other providers of initial and continuing education and training programmes specific to higher education. Quality assurance in education is learning outcomes-oriented. Quality in education is assured through the following processes:

o Planning and effective achievement of expected learning outcomes; o Results monitoring; o Internal evaluation of results; o External evaluation of results; o Continuing improvement of results in education.

A National Group for Quality Assurance was created to promote and develop specific instruments for quality assurance in vocational education and training (VET); GNAC intends to support the application at national level of the European Common Quality Assurance Framework in VET - CQAF. GNAC includes representatives of ARACIP, NCTVETD, NATB as well as of the two ministries involved in education and training policies: MERI and MLFPS which intend to adopt a national quality assurance framework.

MASTER’S

BACHELOR

DOCTORATE

Per

son

al a

nd

p

rofe

ssio

nal

d

evel

opm

ent

com

pet

ence

s 8. Personal and professional development

Awareness of the need for continuing training; efficient use of learning techniques and resources for personal and professional development

Self-control of the learning process, diagnosis of training needs, reflective analysis on own professional activity

Development of creat

7. Social interaction

Familiarisation with the teamwork-specific roles and activities and with task allocation for subordinated levels

Assuming management roles/functions for the activities within professional groups or institutions

Assuming respoprofessional grou

Tra

nsv

ersa

l com

pet

ence

s

Rol

e co

mp

eten

ces

6. Autonomy and responsibility

Responsible performance of professional tasks in an autonomous manner, with qualified assistance

Undertaking complex professional tasks under autonomy and professional independence conditions

Innovative projects

5. Creativity and innovation

Development of professional projects by using well-known principles and methods within the field

Development of professional and/or research projects using a wide range of qualitative and quantitative methods in an innovative manner

Designleadinand/or

Pro

fess

ion

al

com

pet

ence

s

Sk

ills

(f

un

ctio

nal

-act

ion

al

dim

ensi

on )

4. Critical and constructive reflection

Adequate use of standard assessment criteria and methods to appraise the quality, merits and limitations of processes, programmes, projects, concepts, methods and theories

Pertinent and appropriate use of assessment criteria and methods to formulate judgements and fundament constructive decisions



3. Application, transfer and problem solving

Use of basic principles and methods for solving well defined problems/situations that are typical to the field, with qualified assistance

Integrated use of the conceptual and methodoloapparatus in incompletely defined situations in to solve new theoretical and practical problems

2. Explanation and interpretation

Use of basic knowledge to explain and interpret various types of concepts, situations, processes, projects etc. that are related to the field

Use of specialised knowledge in order tointerpret new situations, in wider contextsthe respective field

Kn

owle

dge

(c

ogn

itiv

e

dim

ensi

on )

1. Knowledge, understanding and use of specific language

Knowledge and understanding of basic concepts, theories and methods within the field and the specialisation area; their adequate use in professional communication

In-depth knowledge of a specialisatthe programme specific theoreticpractical developments; appropriatein communication with different pro

Learning outcomes

Generic descriptors

Level descriptors

Anexa 1

Synopsis of educational key elements and its various forms: country report Spain


1a For countries that already have an NQF or plan to introduce an NQF _ How many levels does/will the NQF have? 5 Levels _ Level 1: Competence in a reduced group of relatively simple work activites which correspond to

normal processes with only a limited theoretical knowledge and practical capacity necessary. _ Level “: Competence in a group of well determined professional activities with the ability to use their

own instruments and techniques, which mainly concern a work to be carried out on their own without supervision using these techniques. A knowledge is required of the basic techical and scientific techniques of the activity and an ability to understand and apply the process.

_ Level 3: Competence in a group of professional activities which require expertise in diverse tecniques and can be carried out independently. It includes responsibilities such as co-ordinataion and supervision of technical and specialized work. It requires the understanding of technical and scientific basics of activites and the assessment of the process factors and its economic repercussions.

_ Level 4: Competence in a wide range of complex professional activities carried out in a wide variety of contexts and which require connecting variables of a tecnical, scientifc, economic or organizational nature in order to plan courses and to define or develop projects, processes, products or services.

_ _ Level 5:Competence in a wide range of professional activities of great complexity carried out in a

variety of contexts which are often unpredictable and involve plaaning courses or ideas for products, processes or services. Very self sufficient. Frequent responsibility in delegating resources, analysis, diagnostic, design, planning, task completion and assessment.

PROFESSIONAL FAMILIES OF NQF 1.- Farming 2.- Maritime fishing 3.- Food Industries 4.- Chemistry 5.- Personal Image 6.- Health 7.- Security and the Environment 8.- Mechanical Production 9.- Installation and Maintenance 10.-Electricity and Electronics 11.- Energy and Water 12.- Transport and Maintenance of Vehicles 13.- Extractive Industries 14.- Building a Civil Work 15.- Glass and Pottery

EQF predict: 1/10 “Synopsis of educational key elements” part of deliverable 12 by FLM (ES) August 2009

16.- Wood, Furniture and Cork 17.- Textile, Dressmaking and Leather 18.- Graphic Arts 19.- Image and Sound 20.- Computer Studies and Communication 21.- Administration and Management 22.- Commerce and Marketing 23.- Social and Cultural Services in the Community 24.- Hotel Management and Tourism 25.- Physical and Sports Activities 26.- Arts and Handicrafts _ What kind of descriptors are/will be used (learning outcomes, dimensions)? _ Complexity, context and work relationships _ Responsibility and self sufficiency _ Scientific and technical knowledge required to do work activities. Capacity to apply, design and assess. _ Are the same descriptors used for all qualifications/sectors? Yes. _ Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency,

coherence), a focus on regulating the existing system (quality, accountability) or a focus on transforming system (new standards and new provision)?

2 Focus: focus on coordinating the existing system (transparency, coherence), a focus on regulating the existing system (quality, accountability) _ For countries with an NQF: Are there already revisions of the NQF planned? Not so far 1b For countries that don’t plan to introduce an NQF _ Are there plans to implement the EQF? If so, please describe. _ 2 Segments of the educational system _ Which segments of the educational system are differentiated in your country? (e.g. General Education,

Vocational schools / dual system, VET, Higher Education, Adult Education)

The present Spanish Educational Systemistem classifies teaching in a general regime (infant education, primary education , compulsory secondary education (ESO), baccalaureate, vocational training, ordinary level and advanced level) and a special regime (arts and languages). Education is compulsory between the age of 6 and 16.

Infant Education

Structure: two educational cycles, each made up of 3 academic courses which are called:

o Infant school (0–3 years) o Infants class in primary school(3–6 years).


http://es.wikipedia.org/wiki/Sistema_educativo

http://es.wikipedia.org/wiki/Educaci%C3%B3n_infantil

Primary Education

• Structure: three cycles each made up of two courses: o Initial cycle (6–8 years) o Middle cycle (8–10 years) o Advanced cycle (10–12 years)

Secondary Education

Main Article:Compulsory Secondary Education(Spain)

• Structure: Two cycles each made up of two academic courses: o First cycle (12–14 years) o Second cycle (14–16 años)

On finsishing (ESO) (Ordinary Level) the student has different options:

1. Do the ordinary level training cycles 2. Do Baccalaureate. 3. Start work (if they have the minimum age to do so)

Baccalaureate

• Structure: It is made up of one cycle with two academic years (16–18 years) divided into modules: o Old system of modules:

Arts (two ways) Science of nature and health Humanities and Social Science Science and Technology

o New system (introduced in 2008/2009) * BOE. «Royal Decree 1467/2007, 2 November».) Arts (plastic arts, image and design; or scenic arts, music and dance) Science and Technology Humanities and Social Science

Vocational training specific to the middle grade

Access: Have the Secondary School diploma or equivalent or pass an entrance exam.

• Structure: it is made up of a group of training cycles which are organised into vocational training module.

The training cycles are organized into different professional groups.

On finishing you can gain access to the baccalaureate, certain material is recognised or you can join the workforce.

Special regime education

The education in this section in this sector is not integrated into the levels, stages or cycles which make up the general regime. They have their own structure and levels, and can go from elemenary education to studies which are equivalent to diploma or degree standard.

The following sector belong to special regime education:


http://es.wikipedia.org/wiki/Educaci%C3%B3n_secundaria

http://es.wikipedia.org/wiki/Bachillerato

http://www.boe.es/boe/dias/2007/11/06/pdfs/A45381-45477.pdf

http://es.wikipedia.org/wiki/Formaci%C3%B3n_profesional

1. Plastic Arts and Design 2. Conservation and Restoration of cultural items 3. Music 4. Dance 5. Dramatic Art (Theatre) 6. Languages. 7. Military Career

University Education

University studies are structured in cycles, and credits are used as a measure of reading.

• Structure and access: o First cycle studies: Access with preregistration. These are conclusive studies and on finishing

you obtain a Diploma in Primary teaching, Technical Architect, or a Technical engineer. They also allow access to the second cycle studies.

o First and second cycle studies: Access with pre university registration.. On passing exams you get a degree in Architecture or Engineering.. Passing the first cycle of any course does not give any recognised diploma but it is valid to get a place in other second cycle courses.

o Second cycle studies: Admittance is through first university cycle, or by having a diploma in technical architecture, technical engineer or primary teacher, as long as these courses are in keeping with the norms of admittance depending on the cycle. On passing you get a degree in architecture or engineering.

o 3rd cycle studies: These form part of the doctorate programmes Entrance is regulated by the university itself, through the doctorate commission.. You must have a degree in architecture or engineering..

o Private Degrees: These are studies which are not regulated and are therefore not recognised. They are only recognised by the university which offers the course.

These studies have the same structure as the regulated studies: therefore, there are qualifications for the first cycle, first and second cycle and second cycle.

Universities regulate entry to their own courses and establish the academic prices. They can also offer postgraduate qualifications which are only recognised by them..

3 Responsibilities for Qualifications _ Who is responsible for the definition of qualifications in your country? For Fomal Education: Ministry of Education For VET : The National Qualifications Institute ( INCUAL – Instituto Nacional de las Cualificaciones),

Ministry of Labour and Ministry of Education - Do you have a qualifications agency or something similar in your country (e.g. like the QCA in UK or the NQAI in Ireland)? If not, is such an institution planned? The National Institute for Qualifications (INCUAL) was created by the Royal Decree 375/1999, on 5 March. It is a technical instrument, with the capacity and independence of criteria, which supports the Vocational Training advisory board in order to reach objectives of the National Qualifications System and Vocational training.


http://es.wikipedia.org/wiki/M%C3%BAsica

http://es.wikipedia.org/wiki/Danza

http://es.wikipedia.org/wiki/Arte_Dram%C3%A1tico

http://es.wikipedia.org/wiki/Teatro

http://es.wikipedia.org/wiki/Educaci%C3%B3n_universitaria

The Organic Law5/2002, for Qualifications and Vocational Training, attributes to INCUAL the responsibility for defining, developing and keeping the National Professional Qualifications Catalogue up to date together with the Module Catalogue for Vocational Training. The rector of the Institute is the General Advisor of Vocational Training, even though it depends organically on the General Secreatary for Education (Ministry for Education and Science), according to what is established in the Royal Decree 1553/2004, on 20 June 4 Legal regulations _ Which bodies are responsible for setting up legal regulations for education in your country, such as

duration, contents, degrees of study programs? Formal Education: Ministry of Education Vocational & Professional Training: Formal Vocational Training: Ministry of Education and INCUAL Continuous and Occupational Training: Ministry of Labour and INCUAL _ Which legal regulations / laws do exist? You may describe this based on the following template:





All Ministry of Education, Ministry of Labour

Spanish Constitution

Educational Rights to all citizens

National

Formal, formal VET Ministry of Education, Ministry of Labour

Ley Orgánica 8/1985 Reguladora Derecho a la Educación ( LODE)

Public Education, Regulation as far Society participation

National

Formal, formal VET Ministry of Education, Ministry of Labour

Ley Orgánica 1/1990 Ordenación General Sistema Educativo

Restructuring the national educational system, VET Reform

National

Formal Education, formal VET

Ministry of Education

Ley Orgánica 9/1995 participación, evaluación y Gobierno de los Centros Docentes

Participation Concept of LODE reviewed and modified. Changes on structures of educational centres financed by public funding

National

VET Ministry of Education

Real Decreto 375/1999, de 5 de marzo, Creación INCUAL

INCUAL . National Qualifications Institute is created to Support General Council of VET

National


Formal Education Ministry of Education

Ley Orgánica 6/2004 de Universidades

Regulations and Restructuring on Universities

National

VET and CVET, formal education

Ministry of Education, Ministry of Labour

Ley Orgánica 5/2002 de las Cualificaciones y de la FP

Structuring the VET System

National



Ley Orgánica 2/2006, de Educación

Integration among different Educational Subsystems Access Flexibility Fostering Life long learning

National



Real Decreto 1538/2006, por el que se establece la ordenación general de la formación profesional del sistema educativo.

Educational System Reform National Catalog of Professinal Qulifiactions Qualifications and Competences Units as references. Inclusion personal and social competences

National

5 Curricula and study programs _ Who is responsible for setting up curricula and study programs in your country? _ Ministry of Education _ _ How are qualifications described for the different segments of the educational system in your country?

Please define whether the description within the segments is input or outcome oriented, if it is modularised or other main characteristics.

_ Outcome Oriented based on Competencies Units with training modules associated to each competence defined.

_ Which boards and committees do exist on different levels of education? _ How are stakeholders involved in this process? The development of the National Catalogue of Professional Qualifications is in response to methodological bases approved by the General Advisory Board for Professional Training, in which the General Administration participates and the autonomous communities and business and trade union organisations are also involved In order to define work groups, they have created 26 work groups –one for each professional group in the Catalogue – which are made up of training experts and products selected by the organisations of the General Advisory Board for Professional Training. Management of the groups is carried out by the National Institute for Qualifications, which is in charge of defining, developing and keeping CNCP up to date.


_ How are contents for curricula and study programs defined? 1- Data Preparation and structuring the working group for the occupational profile to be strcutured 2- Qualification Design : Designing the competences units associated to each stage of the qualification under construction 3- Training Modules Associated Design: Designing training structure and content associated to each competence defined 4- External Validation: Contrast design against professional groups associated to the Qualification under designing. Linked organizations help in this process through General Council of VET ( to which INCUAL – National Qualifications Institue belongs) 5- Qualification ratification: Final Validation by General Council of VET, Scholar State Council, Ministries Departments ( Education and Labour) and National Central Government conceed legally approval and publish the new qualification and curricula. As from this step all national educational system ( formal and VET) adapt this Occupational profile training pathway to the law which has created. _ 6 Assessment and certification _ Which bodies are responsible for assessment and certification of education in your country? Formal Education: Formal Educational System Structure Non Formal Education ( Continuous and Occupational Training): Not centralized or standard assessment and certification regulation so far. Different assessment and certification process are carried out along the different training centers along the country. Only 2 assessment and certification centralized bodies coordinated by the regional government exist to date at regional level in 2 Spanish Provinces. However the accreditations received are valid they are not officially recognized along the entire country. A formal assessment and certification defined at National Level is on the way.


How are learning outcomes (in the different segments of the educational system) evaluated, assessed and certified? (e.g. What kind of assessment procedures/tools are used? In what intervals are learning outcomes assessed?) Formal Education: Assessment and Certifications as well as periodicity of these procedures varies accordingly with Formal Educational System National Regulations and Procedures, Regional Regulations, The kind of education pathway, Knowledge area, kind of educational centre etc.. Practical and Theoretical exams as well as researches are all instruments used along these procedures. Non Formal Education: Assessment and Certifications as well as periodicity of these procedures varies accordingly with the training centres and are mostly not controlled by a governmental central authority. Training Programs, Curricula and execution are controlled. However some professions related to activities which can put at risk human security and health ( sensitive and dangerous chemical products handling, and/or sensitive and dangerous installations, some health professionals etc..) are regulated and require special Assessment and Certifications procedures controlled by agencies ruled/controlled by the public administration ( whether Health, Industry and or Labour departments). These kind of Assessment and Certifications usually issue specific authorizations for undertake these professional activities and periodically controls such professionals with update procedures and/or exams. 7 Interfaces / Permeability / Accreditation of qualifications _ How are interfaces between the different segments of the educational system defined? The interfaces are defined by Ministry of Education - How is the permeability between different segments managed? There are strict and regulated pathways defined by the Educational and VET Systems who manage the mobility among and between the different educational segments through exams ( formal education) and previous conditions ( non formal education) _ How are learning outcomes from one segment of the education system accredited in another segment? Exams ( formal education) and assessment and certification process ( non formal education) _ How are qualifications from an education abroad accredited? Who is responsible for those definitions and

accreditation? Formal Education: Ministry of Education through Accredited Educational System Centres ( Universities, Colleges, schools ect) via International Educational Agreements and Curricula Evaluation Non formal education: There is no central accreditation system control formally controlled by the central government. Special procedures may occur controlled by determined institutions accordingly with the type of occupations. Accreditation of professions related to activities which can put at risk human security and health varies accordingly to the regulation which controls it: national, regional, government body etc. In some places workers are require to undertake new exams and accreditations procedures in other to receive working permissions, in others diplomas and curricula homologation procedures suffice to receive working permissions. _ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within the formal


education and training system for easing access between the different educational segments e.g. _ between general education and VET and/or vice versa; _ between different types of IVET (horizontal between sectors, vertical between education levels); _ from IVET into higher education; _ from IVET to CVT (if in the formal system); _ from CVT to higher education.

Please describe those briefly. _ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for transferring

learning outcomes from non-formal/informal to formal? e.g.: _ access to education and training programmes; _ admission to exams to acquire formal qualifications/certificates/diplomas; _ access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).

Please describe those briefly. Formal VET is part of the general education system regulated by Ministry of Education. These studies are optional at some stage of secondary studies. Students can either chose: To follow formal education pathway up to university To follow formal VET pathway up to university To follow formal VET pathway and don´t access the University Continuous training is part and regulated of the Labour training system regulated by Ministry of labour. There is no national recognition at the moment of continuous training diplomas by the general education system regulated by the Ministry of Education. EXCEPTION: To obtain formal VET diplomas coming from CVT and non formal education is necessary to pass through a Certification Process which is not nationally regulated so far. 2 regions in Spain ( Basc Country and Galicia) develop this process at the moment regulated by local legal regulations. There is a ongoing process of national regulation of accreditations and certifications of CVT and non formal education but it is not concluded so far. IVET into Higher Education: pathway formalized by the national educational system. The access takes place through Secondary Studies Access VET, followed by pos secondary higher Studies on VET, followed to direct access to Higher Education with no exams ( restrictions in regard to type of careers allowed to be accessed via this pathway). CVT and non formal education into Higher Education: To jump from on pathway to another is necessary to acquire a diploma of VET Superior Technician ( which requires a VET Medium Technician Diploma). To obtain formal VET diplomas coming from CVT and non formal education is necessary to pass through a Certification Process which is not nationally regulated so far. 2 regions in Spain ( Basc Country and Galicia) develop this process at the moment regulated by local legal regulations. 8 Quality management / Quality assurance _ Which institution is responsible for quality management / quality assurance in the different segments of the

educational system? (e.g. in Austria the “Fachhochschulrat” / the “FH Council” is an authority that is responsible for the external quality assurance in the Austrian FH sector, which means Universities of Applied Sciences)



The assessment of the general educational system with regard to non university courses is carried out by the Ministry for Education and Science through the National Institute for Assessment and Quality of the Education System. (INECSE). The competencies in this organism is to evaluate the degree of adquisition of minimum teaching established by the different levels, cycles and levels in the education system; carry out research, studies and assessment of the system; assess the general reform of the system, such as the struchure, standard reached and results of the innovations introduced; develop a state system of pointers which allow for the assessment of the level of efficiency for the different courses and their centres; offer and exchange information with the educational Administrations to facilitate decision making; inform different sectors of society on the working and results of the educational system; publish and distribute the results of the assessments carried out, and inform on the innovations in the assessment process. Also a proposal of initiatives and suggestions which could contribute to the improvement of the quality of teaching and state co-ordination in international studies. In 1995, instigated by the advisory boards of Universities, the National Assessment Plan of the University Standards was set up. Its objectives are to promote the institutional assessment of quality in the educational environment, research and university management organization; develop homogeneous methodologies and common basic criteria for the assessment of compatible quality with the practise in force in the European Union, and give objective information to society, as well as to the educational Administrations and the University advisory boards, which can serve as a base for making decisions. _ Which forms of quality management / quality assurance do exist? Non university education The assessment units in the different autonomous communities collaborate with INECSE in the different assessment activities of the Spanish educational system, these units are in charge of assessing the educational system in their area. The LOCE has established that the Ministry of Educationa and Science, through INECSE, and in collaboration with the Autonomous Communities, and within the general assessment framework of the educational system, will develop general assessments of diagnostics on areas and subjects. These assessments are carried out, in any case, in Primary and Compulsory Secondary Education and the basic material of the curricula will be discussed. For the moment the development of this measure has not been approved yet. Assessment of the educational centres is two-fold: internal assessment, carried out by the teachers themselves, and external evaluation, carried out by specialists in assessment, normally by Education Inspectors. In any case the Autonomous Communities are in charge of determining and getting a plan of action going in the management areas, all of which have the same objectives and basic characteristics. The norms indicate that the educational Administrations should develop plans to assess the educational public function, the function of Management and Education Inspection. The norm indicates that the educational Administration should develop plans to evaluate the function of the public education, management function and education inspection. University Education In 2001 the II Quality Plan of Universities was approved over a six year period with institutional assessment projects. The Plan adopts a mixed model of recognised assessment used in the international univsersity systems, which takes into consideration an internal revision process (self assessment) together with external assessment (assessment in pairs). The University Advisory Board develops an annual report in which the results of the Plan are collected globally. Some Autonomous Communities have created Assessment Agencies in the University which is coordinated with the National Assessment Plan. This is the case of Andalusia, with its own unit for the Quality of Andalusian Universities. (UCUA); Cataluña with the Quality Agency for the University System (AQ); the Quality Agency for the University System in Galicia, and in Castilla and León, the Agency for the Quality of the university system. On the other hand you have the assessment of the university professors, in which you must distinguish between the assessment of teaching and research. As an external mechanism of assessment of the quality of the university system, the Organic Law of Universities created a National Agency for Assessments and Credits(ANECA). The latter assesses both teaching and research, academic and management, as well as the services and university programmes.

Synopsis of educational key elements and its various forms: country report UK (part of deliverable 12)

1a For countries that already have an NQF or plan to introduce an NQF _ How many levels does/will the NQF have? _ It exists and has 8 Levels, plus an additional entry level (aimed at basic Adult literacy) _ _ What kind of descriptors are/will be used (learning outcomes, dimensions)? _ Established qualifications allocated to levels based upon demands placed upon the learners _ _ Are the same descriptors used for all qualifications/sectors? _ Yes _ _ Define the NQF’s typology: Does it have a focus on coordinating the existing system

(transparency, coherence), a focus on regulating the existing system (quality, accountability) or a focus on transforming system (new standards and new provision)?

_ The system focuses upon refining a previous NQF system, creating greater coherence between vocational and higher education qualifications

_ _ For countries with an NQF: Are there already revisions of the NQF planned? _ Revisions planned in 2006 and evolutionary implementation under way

1b For countries that don’t plan to introduce an NQF _ Are there plans to implement the EQF? If so, please describe. NOT APPLICABLE

EQF predict: 1/5 “Synopsis of educational key elements” part of deliverable 12 information provided by Terry Hook, e-skills (UK) August 2009



Education, Vocational schools / dual system1, VET, Higher Education, Adult Education) _ General schools, vocational, higher and adult education have different infrastructure support

mechanisms however all are encompassed within the NQF. It should be noted that the above relates to public sector education and qualifications. Some industry sectors, in particular the ICT industry, is focused upon vendor education and certification.

3 Responsibilities for Qualifications _ Who is responsible for the definition of qualifications in your country? _ A government agency; The Qualification and Curriculum Authority for England, Wales and

Northern Ireland _ _ Do you have a qualifications agency or something similar in your country (e.g. like the QCA in

UK or the NQAI in Ireland)? If not, is such an institution planned? _ See above


such as duration, contents, degrees of study programs? _ Which legal regulations / laws do exist? You may describe this based on the following template:





Higher Education Higher Education Funding Council

Powers delegated by the Department for Universities Industry and Innovation

Duration, content and quality

National

Adult and Vocational Education

Learning and Skills Council

Powers delegated by the Department for Universities Industry and

Duration, content and quality

National





Innovation General Schools Department for

Children Schools and Families

Direct powers form Parliament

Age, content, quality and qualification structure

National

5 Curricula and study programs _ Who is responsible for setting up curricula and study programs in your country? _ Institutions known as ‘Awarding Bodies’ (e.g. City and Guilds, Edexcel and Universities) under

the control of OfQual (Office of the Qualifications and Exams Regulator) _ _ How are qualifications described for the different segments of the educational system in your


_ Qualifications are outcome orientated across all sectors and are accompanied by assessment strategies to support measurement systems

_ _ Which boards and committees do exist on different levels of education? _ Various boards according to the education segment and education level. For instance

Universities comply with the Higher Education Authority guidelines and engage academics, industry and other universities to verify new study programs

_ _ How are stakeholders involved in this process? _ This is an increasing feature of new curriculum and qualification development. As an example a

new diploma; a radical qualification addressed to secondary school students as an entry qualification into University, was strongly influenced by Industry representatives from Sector Skills Councils

_ _ How are contents for curricula and study programs defined? _ Defined by student and industry requirements represented by multiple stakeholders.

6 Assessment and certification _ Which bodies are responsible for assessment and certification of education in your country? _ Assessment and certification is the domain of Awarding Bodies. However quality of education

provision is assessed by Ofsted (Office for Standards in Education, Children’s Services and Skills)

_ _ How are learning outcomes (in the different segments of the educational system) evaluated,


_ This is a wide ranging area with a broad selection of methodologies for assessment, evaluation and assessment. The spectrum extends from traditional examination techniques through online assessment to on the job assessments and portfolios of achievement for adult learners. The


systems are monitored and governed by various government agencies and stakeholder engagements.

7 Interfaces / Permeability / Accreditation of qualifications

How are interfaces between the different segments of the educational system defined?

By segmentation at national government level.

How is the permeability between different segments managed?

Sector skills councils representing industry requirements are charged to ensure that the outputs of the entire education system meet the input needs of employers.

How are learning outcomes from one segment of the education system accredited in another segment?

The NQF is being supported by a Framework for Achievement developed by the Qualification and Curriculum Authority to provide a national a credit based system to support progression.

How are qualifications from an education abroad accredited? Who is responsible for those definitions and accreditation?

NARIC (a government agency reporting to the department for Children Schools and Families) provide information and advice about vocational, academic and professional skills and qualifications from all over the world and they are used by higher education institutions, professional bodies and commercial organisations to help relate overseas qualifications to the UK qualifications framework.


Please describe those briefly. The mechanisms are not necessarily based on a legal system but are voluntary and created through accepted practices.



_ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for transferring learning outcomes from non-formal/informal to formal? e.g.: _ access to education and training programmes; _ admission to exams to acquire formal qualifications/certificates/diplomas; _ access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).

Please describe those briefly. Again not a legal requirement but based upon individual learning institutions and awarding bodies using practices approved by government agencies.



_ Which forms of quality management / quality assurance do exist? OFSTED (the Office for Standards in Education, Children's Services and Skills) provide quality management for schools, vocational and adult education institutions. The Quality Assurance Agency for Higher Education (QAA) provides independent assessment of how higher education institutions in the UK maintain their academic standards and quality.

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