Project Financed Under Phare

EUROPEAN UNION

Project financed under Phare

MoERY/ NCDVET-PIU

Activity11

Revision of the TVET and HE qualifications

Training and Advice for Further Development of the TVET Sector-Romania,

PHARE TVET RO 2006/018-147.04.01.02.01.03.01

2008

The content of this material does not necessarily represent the official position of the European Union

cONTENT

INTRODUCTION

DESK RESEARCH SUMMARY SHEET

ENGLAND

BELGIUM (FLANDERS)

FRANCE

GERMANY

SCOTLAND

SLOVAKIA

BULGARIA

MAIN FINDINGS

QUALIFICATION STANDARDS A KEY ELEMENT IN QUALITY VET

TRENDS IN DRAFTING AND UPGRADING VOCATIONAL QUALIFICATION STANDARDS IN EUROPE

BIBLIOGRAPHY

INTRODUCTION

This is the working document, based on desk research activities. Its main idea is to provide summary of the good European practices on standartisation and certification.

In this document, a comparative analysis of European systems has been conducted, with the aim of drawing out key elements of similarity and important differences across Europe. The findings of the report are intended to inform the development of Qualification Standards in Romania, ensuring that these nationally specific standards are created with reference to most appropriate practices from across Europe.

The Structure of the following document divides the text into two main sections for ease of reference. These are:

• Short country profiles – 7 European countries
• Main findings in order to present conclusions on main features of standards’ development process

DESK RESEARCH SUMMARY SHEET

ENGLAND

Overall policy for vocational education and training lies under the remit of the Department for Children, Schools and Families(DfES). The funding of providers in the learning and skills sector (colleges of further education, adult learning and work-based learning providers); determining national priorities is the responsibility of the National Learning and Skills Council (National LSC).

Local Learning and Skills Councils (local LSCs) determine priorities at regional level and rationalisation of provision via the strategic area review (StARs) process and liaison with regional development agencies.

The National Qualifications Framework (NQF) was introduced in 2000 for England, Wales and Northern Ireland. All vocational education and training (VET) qualifications are subject to quality control for admission. Under this NQF, each qualification is classified in one of nine levels (entry level and levels 1 – 8). Each level denotes a set of outcomes. The NQF and vocational qualifications have been reviewed since 2004 in line with the Government’s skills agenda to create an employer-led qualification system for adults that responds quickly to changing needs.

The UK’s VET System is largely outcome-based. This is being extended to become a credit transfer system, which will be adopted in England under the Framework for Achievement (FfA) by 2006/07.

The Qualifications and Curriculum Authority (QCA), as mentioned previously, is responsible for maintaining the standards of curriculum and qualifications during the accreditation process and reviewing those qualifications periodically.

There are traditionally two different types of vocational education in England, the first are broad-based vocational qualifications such as Vocational A levels /General Certificate of Secondary Education(GCSEs) and Business & Technology Education Council(BTEC) Nationals. These involve the study of broad areas of work. The other main type are occupationally specific awards such as the National Vocational Qualifications and those awarded by Awarding Bodies such as City & Guilds, which are specific to a particular job role.

The predominant type of vocational qualification now awarded in England is the Vocational A level, introduced in September 2000. These were designed to replace the Advanced General National Vocational Qualification(GNVQ). The objective of the reform is to improve the standing of vocational qualifications and to increase flexibility within the system. Furthermore, in September 2002, the Vocational GCSE replaced the Foundation, Intermediate and Part One GNVQs.

National Vocational Qualification reflects the skills, knowledge and understanding a student possesses in relation to a specific area of work. NVQs are available at five levels (see award levels) within a comprehensive national framework covering all areas of occupational performance and all levels of employment. This framework aims to create a coherent classification system and facilitate transfer and progression, between both qualifications and areas of competence. Further refinements to the system are being made as the qualifications are developed, and routes for progression/transfer are identified.

CONCLUSION:

Responsibilitiesfor the VET system are widely shared. The Department for Education and Skills makes policy; secures and allocates funding; and exercises strategic oversight of the system. The national Learning and Skills Council and its local arms are responsible for securing adult and continuing education, along with local authorities who also ensure school education. An independent national agency, the Qualifications and Curriculum Authority (QCA), accredits all qualifications below higher education (HE) level. Many different awarding bodies award VET qualifications, developing new ones where they see a market. Employer-led Sector Skills Councils (SSCs) define needs and standards in 15 occupational sectors. Standards are assured below HE level by the QCA and by inspectorates; in HE by the Quality Assurance Agency(QAA).

A very wide range of vocational qualifications is available, covering almost every industry sector and level in the National Qualifications Framework (NQF), which goes from qualifications below semi-skilled level to Doctorates. VQs are offered to school pupils from age 14, and to young people and adults in colleges, training institutions and workplaces.

VET provision reflects the Government’s policy intention that vocational qualifications should have parity of esteem with academic qualifications, and that lifelong learning opportunities should be open to all who want and can benefit from them. Qualifications tend to be output-based: many are built up from units or modules, allowing portability and credit transfer. There is a comprehensive NQF and rigorous quality assurance arrangements. Employers have a strong voice in occupational standards through SSCs. The qualifications accreditation process allows the system to adapt quickly and flexibly to economic changes and new requirements.

BELGIUM (FLANDERS)

Flanders has only recently begun developing vocational/professional standards. These are developed by SERV (Social and Economic Council for Flanders). SERV drafts the standards and gives recommendations for assessment of the competences needed to access a certain profession and to be granted the title of professional competence. The standard is always drafted in collaboration with the sectoral partners. After approval by the competent minister the final version of the standards will appear in the Official Journal of the Flemish Community. The standards are based on the professional profiles that are also drafted by SERV. The standards for the title of professional competence giving access to the profession are always drafted according to the same template: Title of the profession; description of the profession; key competences required; general information such as the number of the standard, the level, the legal requirements, the documents used for drafting the standard and the date; success criteria for each of the key competences and in respect of certain key competences the circumstances in which the competence has to be assessed (e.g. coping with stress) will be mentioned.

The distinction is made between three kinds of profiles:

• Professional profiles describing the knowledge, skills and attitudes of an experienced professional (higher education level)
• Educational profiles describing the contents of study courses and options training students for a specific profession at higher education level (Professional Bachelor’s level);
• Professional training profiles describing the knowledge, skills and attitudes of a beginning professional (secondary education level).

The Professional/vocational profiles for Secondary Technical education are developed by the SERV in collaboration with the social partners. This Council gives advice on all draft decrees (Ontwerpdecreten) of the Flemish Government, including all decrees concerning education. It consists of representatives of employers and employees. The SERV plays an important role in designing specific final objectives and professional profiles that are the basis of the professional education profiles and the curricula in secondary education.

Professional training profiles are a detailed description of the knowledge, skills and attitudes a starting professional need (level secondary education) in order to be able to carry out a specific job. They are used in vocational and technical secondary education and in adult education.

The professional training profiles are developed by the VLOR (Vlaamse Onderwijsraad – Flemish Education Council) representing all stakeholders in education. The VLOR gives advice on policy and decrees concerning education. Furthermore it is a discussion platform where all stakeholders in education meet and, lastly, it has studies carried out by experts in education. Among these studies are the professional education/training profiles. VLOR has also published all existing professional education/training profiles in Flanders.

CONCLUSION:

Responsibility for VET is largely held by the Flanders Ministry of Education, with much of the vocational training organized within the framework of secondary education. The Sociaal Economische Raad voor Vlaanderen has recently begun to develop vocational (professional) standards, with recommendations of key competences linked to each job role. These newly developed standards are to be used to redevelop vocational and technical secondary training programmes. Inspectorates conduct institution audits, but there is no formal quality assurance process.

Vocational Qualifications can be broadly categorised into two main areas: secondary and higher education. Within the secondary education sector, there are various different technical and vocational secondary routes, each with a specific orientation. Full- or part-time education is compulsory until age 18.

The Flemish system is notable for the strong linkages between qualifications, occupational profiles and professional titles protected by law. It is also noticeable that vocational education is heavily intertwined with the secondary education cycles.

FRANCE

The Ministry for National Education, Higher Education and Research is responsible for making educational policy governing vocational training in schools and through apprenticeship.

The Ministry of Agriculture, Food, Fisheries and Rural Affairs is similarly responsible for professional agricultural training.

The Ministry of Employment, Labour and Social Cohesion oversees vocational training for young people employed through alternating work-study contracts as part of workforce re-entry programs as well as for private-sector employees.

These ministries are organised into various departments, offices, and directorates whose mission is to ensure that vocational training-related policies are implemented. But actually, there is no centralised national authority in the area of vocational training.

In 2004 the Interministerial Committee on Vocational Training and the National Vocational Training, Social Advancement and Employment Advisory Board whose previous responsibilities involved the regulation of vocational training was replaced by the National Vocational Lifelong Learning Board. Its responsibilities are:

• to evaluate the regional vocational life-long learning and apprenticeship policies,
• to give its opinion on future vocational life-long learning and apprenticeship legislation,
• to write annual reports on vocational life-long learning and apprenticeship uses of funding,
• to control the good use of all funding

With regard to the standards of qualifications the Commission Nationale des Certifications Professionnelles (CNCP) is responsible for investigating and ensuring standards are maintained in the provision of all national and sectoral qualifications at initial and higer education and vocational training.

The vocational stream (La voie Professionnelle) takes place at the Lycée Professionnel (LP) which is intended to prepare students for the workplace with two and three year vocational courses leading to a number of qualifications

The Baccalauréat Technologique was known as the Baccalauréat de Technicien before 1985. These courses aim to provide students with a general and technical education, and to familiarise them with modern technology (computing, robotics, and electronics) and take up to three years. Students can apply to these courses following three years of lower secondary school or the Certificat d'Aptitude Professionnelle (CAP) or Brevet d'Études Professionnelles (BEP). Training takes place at the Lycée d'Enseignement Général et Technologique (LEGT).

The Baccalauréat Professionnel (BacPro) is more general in vocational content than the more occupational Brevet Professionel but is less suited to further study than the Baccalauréat Technologique. It is of three years duration but can take two years if taken after the CAP or BEP. It generally follows three years of lower secondary school (in particular for students following vocational secondary streams), apprenticeships, vocational training and experience in the workplace. It can also follow the Certificat d'Aptitude Professionnelle (CAP) or Brevet d'Études Professionnelles (BEP).

The Commission Nationale des Certifications Professionnelles has the objectives to create and update the National Repertory of Qualifications, The CNCP investigates, approves and registers all national and sectoral qualifications, initial and higher education, vocational training, It is working but it takes a long time to gain the CNCP agreement.

CONCLUSIONS:

Responsibilities are, for the most part, organised centrally in France, with the Ministry of National Education determining educational policy and taking a prominent role in the setting of curricula. Other Ministries (that of Agriculture, Food, Fisheries and Rural Affairs and that of Employment, Labour and Social Cohesion) are also involved in the co-ordination and award of vocational training programmes. The Ministry of National Education is also responsible for the maintenance of standards in teaching, although a separate body (the Commission Nationale des Certifications Professionnelles – CNCP) has responsibility for ensuring standards of sectoral qualifications. CNCP has developed a catalogue of registered awards and is developing a qualifications framework.

There are a large number of different learning outcomes available within the vocational education and training sector, some national awards offered by the Ministry and others offered by private providers and recognised, for employment purposes, at a specific educational level (niveau homologue).

The French system is notable for the prominent role of the Ministry, which is responsible for the training institutions and the setting of many curricula. Some decentralisation of responsibility has occurred, however, with the establishment of the CNCP.

GERMANY

The German education system has been praised for its ability to provide quality general education combined with excellent specific training for a profession or a skilled occupation. In 1992 about 65 percent of the country's workforce had been trained through vocational education. In the same year, 2.3 million young people were enrolled in vocational or trade schools.

The method of teaching used in vocational schools is called the dual system because it combines classroom study with a work-related apprenticeship system. The length of schooling/training depends on prior vocational experience and may entail one year of full-time instruction or up to three years of part-time training.

On the regional level the autonomous administrative organisations of industry, the Zuständige Stellen (Competent bodies), have considerable powers. The competent bodies include about 83 chambers of industry and commerce for the industrial sector, about 56 chambers of crafts, and the appropriate professional boards for the liberal professions. The tasks of the competent bodies are to ensure the suitability of training centres, monitor training in enterprises, support vocational training with advice to training enterprises, instructors and trainees, to establish and maintain a list of training contracts, and to institute the system of examination and hold final examination.

The competent bodies also have vocational training committees, which are made up of six representatives each from employers, employees and vocational school teachers, who have to be notified of and consulted on important matters of vocational training. These bodies can establish legal requirements for the implementation of vocational training an offer Training programmes in CVT with corresponding Certificates in their fields and their regional jurisdiction. These Certificates are not state-recognized. This is regulated in the Berufsbildungsgesetz (BBiG, Vocational Training Act).

The development of new state-recognized occupations is subject to VET standards based on a number of resolutions by the BIBB Board follows three stages:

• the preliminary stage, during which the occupational characteristics for the respective training standard are investigated and determined;
• the developing and adjusting stage, in which the contents of the standard and the curricula (company and school) are developed;
• the issuing stage, during which the responsible Federal Ministry informs the labour market and issues the training regulations while the cultural ministers of the states (Länder) pass the curriculum for part time school.

Co-operation between government and social partners is a constituting element for all standard setting. Employers and trade unions jointly formulate the employment requirements for the standard. In the practice of vocational training, all co-operations is based on consensus, no regulations concerning initial or further vocational training may be issued against the declared will of either of the two social partners.

CONCLUSIONS:

Responsibility and funding for VET is shared between the federal government and the Länder. However, it is the Länder that collaborate with social partners to ensure the needs of employers are met through the vocational education system. The IHKs – Chambers of Industry and Commerce – also play an important role, in that they set examinations for students and maintain a register of companies that are in the position to offer apprenticeship training. Whilst there is no formal system of external evaluation, the presence of all social partners in the development and maintenance of standards, means that there exists strong confidence in the system.