Study on the implementation and development of an ECVET system for apprenticeship. VQnet Conference Prague, 18 September 2006

Transcription

1 Study on the implementation and development of an ECVET system for apprenticeship VQnet Conference Prague, 18 September 2006 Thomas Reglin Forschungsinstitut Betriebliche Bildung (f-bb) ggmbh, Nuremberg Isabelle Le Mouillour BIBB, Bonn

2 The ECVET reflector project is an analysis of the relationship between the ECVET and the national systems of VET Finland Austria with respect to the appraisal, validation and certification for skills gained through apprenticeship and Greece United Kingdom the accumulation, capitalisation and transfer for skills gained through apprenticeship. France Germany The Netherlands

3 Diversity in European VET VET providers Competent bodies Learning places General VET approach Design and extent of programs Examination procedures and responsibilities Certificates

4 The meaning of transparency Surveyed countries Study perspective Regulations instruments documenting 1 Workplace / school-based Learning/teaching Objectives of the Competent bodies Certification 2 Learning outcomes KSC? 3 Units 4 Assessment Qualification standards Fields of variation

5 Diversity of Actors in VET (Examples Austria and Spain) ction / Stakeholder Designing examination procedures Implementing examination procedures Designing certification procedures Entitled to grant / deliver certificates / degrees Establishing equivalence istries / national orities / national istries / regional orities / regional reditation bodies artite councils / national artite councils / regional e VET providers -state VET providers rprises mbers loyers associations

6 First Results: Interviews 9.2 What is your general attitude towards ECVET? I strongly support it I somewhat support it I do not support nor oppose it I somewhat oppose it I strongly oppose it 9.3 Let us differentiate three important aspects of ECVET. What is your attitude regarding I strongly support it I somewhat support it I do not support nor oppose it I somewhat oppose it I strongly oppose it 1. the step-by-step validation of learning outcomes 2. the transfer of learning outcomes from one country to another 3. the transfer of learning outcomes from one education/training provider to another

7 First Results: Prevalent Positive Attitude I strongly support it I somewhat support it I do not support nor oppose it I somewhat oppose it I strongly oppose it No answer n = 112 AT BG CH CZ DE DK ES FI GR HR HU LI LU MT NO RO SE SI SK TR UK

8 First Results: Possible Reasons for Concerns Country General attitude step-by-step validation of learning outcomes transfer from one country to another transfer from one education / training provider to another A Somewhat opp. B C Nor nor Nor nor D E No answer Somewhat opp. Somewhat opp. No answer Somewhat opp. F Subtotal 11 3 (reclusively decisive) [ I somewhat support it and more negative answers answers to question 9.3 allow conclusions about possible concerns.]

9 First Results: Possible Reasons for Concerns Country General attitude step-by-step validation of learning outcomes transfer from one country to another transfer from one education / training provider to another G H I Somewhat opp. Somewhat opp. Nor nor J K Somewhat opp. Nor nor L Nor nor Total (reclusively decisive) [ I somewhat support it and more negative answers answers to question 9.3 allow conclusions about possible concerns.]

10 Requirement of a Universal Reference in VET Neutral description Comprehensible in all countries Description of units (parts of qualifications), based on a learning outcome approach

11 First insights on credits and units Qualification means a formal outcome of an assessment and validation process, which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards (EQF ). Links to qualifications Patterns of certification Meaning of credits and units in the surveyed countries

12 Units and Different VET Systems column structure programs consist of subjects, steps etc. relevance of elements below program level under certain conditions (transfer, recognition ) modularised system

13 Units and Different VET Systems column structure programs consist of subjects, steps etc. relevance of elements below program level under certain conditions (transfer, recognition ) modularised system

14 Units and Different VET Systems column structure programs consist of subjects, steps etc. relevance of elements below program level under certain conditions (transfer, recognition ) modularised system focus on whole qualifications

15 Units and Different VET Systems column structure programs consist of subjects, steps etc. relevance of elements below program level under certain conditions (transfer, recognition ) modularised system awareness of units

16 Units and Different VET Systems column structure programs consist of subjects, steps etc. relevance of elements below program level under certain conditions (transfer, recognition ) modularised system identification of units in the context of cross-border transfer

17 Thank you for your attention! Thomas Reglin Forschungsinstitut Betriebliche Bildung (f-bb) ggmbh Obere Turnstraße 8 D Nuremberg Germany reglin.thomas@f-bb.de Isabelle Le Mouillour Bundesinstitut für Berufsbildung (BIBB) Robert-Schuman-Platz 3 D-317 Bonn Germany lemouillour@bibb.de

18 Annex

19 Some Consequences for the Design of an ECVET Credit System and Accompanying Instruments Requirement of Manageability Institutional Framework at National Level ECVET as a Transparency Instrument ECVET doesn t enforce changes at national level. ECVET can support development at national level.

20 Some Consequences for the Design of an ECVET Credit System and Accompanying Instruments Requirement of Manageability ECVET as a Transparency Instrument Institutional Framework at National Level Explaining the concept of units (differentiation from modules ) Identification of analogies to units and credit transfer at national level ECVET doesn t enforce changes at national level. ECVET can support development at national level.

21 Some Consequences for the Design of an ECVET Credit System and Accompanying Instruments Requirement of Manageability ECVET as a Transparency Instrument Institutional Framework at National Level Emphasising the potentials of ECVET instruments to foster permeability Linking ECVET and ECTS ECVET doesn t enforce changes at national level. ECVET can support development at national level.

22 Some Consequences for the Design of an ECVET Credit System and Accompanying Instruments Requirement of Manageability Institutional Framework at National Level Keep it simple! Supporting the implementation of ECVET by stress tests at sectoral level ECVET as a Transparency Instrument ECVET doesn t enforce changes at national level. ECVET can support development at national level.

23 Some Consequences for the Design of an ECVET Credit System and Accompanying Instruments Requirement of Manageability ECVET as a Transparency Instrument Institutional Framework at National Level No parallel structures! Developing and providing train-thetrainer schemes facilitating the use of ECVET instruments ECVET doesn t enforce changes at national level. ECVET can support development at national level.