Lifelong Learning Programme 2007 – 2013 Transparency of qualifications and skills including the recognition of informal and non-formal learning Thematic Group 1
Agenda • Introduction (10 min) • Policy briefing presentation (20 min) • Group discussion (1 hour) – Discussing and Identifying key challenges • 1 pm: Lunch (1 hour) • 2 pm: Group discussion (1 hour 15 min) – Projects and solutions through the LLP – Mainstreaming LLP project results • 3. 30 pm: Conclusions
Aims of Thematic Group 1 • Share experiences, learn from each other • Discuss our theme: Transparency of skills and competences and recognition of informal and non-formal learning • Identify opportunities for the LLP to support • Identify the possibilities to mainstream the results of the programmes • Define the framework and future work of the group
LSC, Learning and Skills Councils Quality, volume of skills supply UK Policy overview (2001) Leich review (2004 -Dec. 2006) - for the UK to become a world leader in skills by 2020, i. e. doubling attainments at most levels Reply to Leich Review (DIUS, July 2007) - Demand-led approach: employers and learners - Additional funding for training in basic literacy and numeracy + to achieve their 1 st level 2 qualif. - Boost number of apprenticeships - Pilot skills accounts National Skills Strategy Df. ES (2005) White paper on further education Engaging Youth, adult learners, training providers and employers: Sector Skills Agreements NAS National Employers Service Skills pledge Train to Gain Job centre plus (Df. ES, March 2006) -The FE sector needs a clear mission focused on employability and progression of learners - Develop skills (work-based learning, apprenticeships, more vocational courses, Co. VE, roll out Train to Gain) Post 16 report Education and Skills Committee (July 2007) - Skills, prosperity and adult learners NEW, April 2008 - Role of Local authorities - Creation of the new Skills Funding Agency: - To oversee FE sector - To manage NAS, the new National Apprenticeship Service and NES the National Employers Service -To bring together actions for employers engagement
UK Policy Overview National Qualifications Frameworks: • NQF- The National Qualifications Framework for England, Wales and Northern Ireland (since 2004) • SCQF- The Scottish Credit and Qualifications Framework (for 20 years) Regulatory Accreditation Bodies: • England- QCA : Qualifications and Curriculum Authority • Scotland- SQA: Scottish Qualifications Authority • CQFW- The Credit and Qualifications Framework for Wales, (2003) and • Wales- ACCAC: The Qualifications, Curriculum and Assessment Authority for Wales • FHEQ- The Framework for Higher Education Qualifications in England, Wales and Northern Ireland. • Northern Ireland- CCEA : The Council for the Curriculum, Examinations and Assessment for Northern Ireland
UK Policy Overview National Qualifications Framework (NQF) Framework for Higher Education Qualifications (FHEQ) Previous National Qualifications Framework (as implemented from Spring 2004) Framework for higher education qualifications 5 - Higher levels 8 - Vocational diplomas D (Doctoral) - Doctorates 7 - Vocational certificates and diplomas (NVQ 5) M (Masters) - Masters degrees, postgraduate certificates and diplomas 6 - Vocational certificates and diplomas H (Honours) - Bachelors degrees, graduate certificates and diplomas 5 - Key skills Vocational certificates and diplomas (NVQ 4) I (Intermediate) - Diplomas of Higher Education and Further Education, Foundation Degrees, Higher National Diplomas 4 - Vocational certificates and diplomas C (Certificate) - Certificate of Higher Education 3 - Advanced 3 - Key skills, Vocational certificates and diplomas, A-levels, (NVQ 3) __ 2 - Intermediate 2 - Key skills, Vocational certificates and diplomas, Basic Skills, GCSE (Grades A* to C), (NVQ 2) __ 1 - Foundation 1 - Key skills, Vocational certificates and diplomas, Basic skills, GCSE (Grades D to G), (NVQ 1) __ Entry - Basic skills, Certificates of achievement __ 4 - Higher levels
UK Policy Overview Qualifications and Credit Frameworks The framework is designed to: • based on credit accumulation and transfer • be fully operational by 2010 • recognise a wider range of learner achievements than the NQF • be more responsive to employer and learner needs • be demand-led and market-led • be simple and flexible for learners; and • underpinned by a credit system
EU Policy Overview “ People in Europe too often face obstacles when they try to move from one country to another to learn or work. The EQF will make different qualifications more easily readable between different European countries, and so promote increased mobility for learning or working. Within countries, it has already encouraged the development of National Qualifications Frameworks. This will promote lifelong learning, for example by making it easier to gain credit for the learning people have already achieved” Jan Figel, DG Education and Culture
EU Policy overview Lisbon strategy (2000) Copenhagen Process (2002) Bologna process (1999 -2000) Bergen Declaration (2005) Maastricht Communique (2007) European Higher Education Framework (2007) E. C. V. E. T (2007) National processes (2007) National Qualifications Frameworks (2007) N. Q. F (2007) European Qualification Framework (2006)
EU Policy overview- Instruments European Qualifications Frameworks National Qualifications Frameworks Common principles /frameworks for quality assurance for VET and higher education Common principles on validation of non-formal learning (2004) Europass (2004) ECVET
Europass is a tool which help individuals to make their skills and qualifications clearly and easily understood in Europe and to move anywhere in Europe. Europass consists of 5 documents: Europass curriculum vitae (CV) Europass Language Passport Europass Certificate Supplement, Europass Diploma Supplement and Europass Mobility (last 3 completed and issued by competent organisations) Europass is supported by a network of National Europass Centres NARIC in the UK Targets • Erasmus : 3 million Erasmus students by 2012 • Leonardo: increase placements in enterprises to at least 80, 000 per year by the end of the LLP (initial VET to continuing training)
ECVET (European Credit (Transfer) System for Vocational Education and Training) a European device which facilitates the transfer, validation and recognition of learning outcomes - It allows to transfer learning results from one country to another in the field of VET - It facilitates the transfer and recognition of non-formal and informal learning outcomes. Nov. 2006 – March 07: Consultation June 2007: Conference in Germany Preparation of the final proposal Adoption process Implementation in Member States Complementarities with the EQF: - It is based on ‘learning outcomes’ - Centred on qualifications (described in Units and Credit points) - Emphasis on lifelong Learning - Focused on mobility - transparency- oriented
The European Qualification Framework European wide system to improve the transparency of qualifications and transferability of skills A translation device for comparing qualification 2002: Triggered off by the Copenhagen Declaration Aims to link – by 2010 National Qualifications Frameworks to European Qualifications Framework 2005: Consultation process launched by EC to develop EQF Includes general and adult education, VET and higher education 2006: EC prepared final paper on EQF Focus on ‘learning outcomes’ Knowledge, Skills and competences February 2008: EQF was formally adopted by the European Council EQF consist of 8 reference levels
The Lifelong Learning Programme 2007 -2013 Overall objective: - To “develop and foster interchange, cooperation and mobility so that education and training systems become a world quality reference” -To develop “the Community as an advanced knowledge-based society, with sustainable economic development, more and better jobs and greater social cohesion” (Lisbon objectives) Specific LLP objectives: - To contribute to the development of quality lifelong learning, and to promote high performance, innovation and the European dimension in systems and practices - To support the realisation of a European Area of Lifelong Learning - To promote co-operation in quality assurance in all sectors of education and training. Specific Programme objectives: - Erasmus - Leonardo Grundtvig - Transversal programme
Feedback: identifying the key challenges
Projects and solutions through the LLP
Links with Programme priorities Leonardo Priority 3: Transparency and recognition of competences and qualifications Projects are intended to support the development of national and sectoral qualifications systems and frameworks which incorporate common European tools developed to promote transparency and recognition, such as the Europass portfolio, the ECVET system, and the European Qualifications Framework (EQF). They should support the testing and implementing of elements of such frameworks, such as: • the description of qualifications in terms of learning outcomes; • mapping VET qualifications onto the eight EQF reference levels via national qualifications frameworks and systems; • design of qualifications in transferable units of learning outcomes with allocation of credit points; • design of VET programmes with flexible devices for validation, transfer and recognition of learning outcomes achieved in formal, informal and non formal contexts; • combining and further developing the European tools and frameworks or their application in particular sectors.
Links with Programme priorities Grundtvig Priority 2: Improving the quality, attractiveness of and access to adult education. • Under this priority projects should focus on: (…) improving the transparency and use of qualifications obtained in adult education and facilitating access to vocational, general and higher education. Transversal programme Overall objective • (a) to promote European cooperation in fields covering two or more sectoral subprogrammes; • (b) to promote the quality and transparency of Member States' education and training systems. Erasmus Overall Objective: Increase the degree of transparency and compatibility between HE and advanced vocational education qualifications gained in Europe • Curriculum Development project- Priority 2. 2. 3: projects suporting the modernisation agenda for HE institutions • Priority given to projects which help to develop “lifelong learning strategies (linking HE with VET provision and certification) (…).
Conclusions and next steps