Working Group on "Quality in Adult Learning" Work programme

Transcription

1 Working Group on "Quality in Adult Learning" Work programme Draft, 3 rd February 2012 Page 1

2 1 MISSION STATEMENT 3 2 BACKGROUND 3 3 MANDATE OF THEMATIC WORKING GROUPS IN THE FRAMEWORK OF ET OVERALL OBJECTIVES OF THE THEMATIC WORKING GROUP 6 5 PRIORITY AREAS AND SUBGROUPS Accreditation / Governance Assessment of adult learning in the context of validation Staff Competences 10 6 WORKING PHASES AND MILESTONES 12 7 STRUCTURE OF THE THEMATIC WORKING GROUP 13 8 OPEN METHOD OF COORDINATION: RULES AND WORK SHARING The Thematic Working Group a 8.2 Roles of all participants Roles of Core Group Members The Role of the European Commission The role of consultants Peer Learning Activities Organizing PLAs The role of participants in PLAs The role of the host country The role of participating countries 19 9 LINK TO RELEVANT THEMATIC WORKING GROUPS, NETWORKS AND OTHER GROUPS OUTCOME AND DISSEMINATION TIMETABLE 22 ANNEX: REFERENCES 23 Page 2

3 1. MISSION STATEMENT Based on the EU 2020 objectives and on the results of previous initiatives such as in VET and Higher Education, the Thematic Working Group on Quality in Adult Learning will provide tangible results and policy recommendations aimed at assisting the Member States in improving the quality and efficiency of their national systems for adult education and training as agreed in the following Work Programme. 2. BACKGROUND EU2020 is the successor to the Lisbon Strategy and has the challenge of shaping the EU s response to the fall-out from the global economic and financial crisis. The Communication of the Commission (2010) sets three strategic policy directions/priority areas to re-invigorate economic growth: Smart growth developing an economy based on knowledge and innovation. Sustainable growth promoting a more resource-efficient, greener and more competitive economy. Inclusive growth fostering a high-employment economy delivering economic, social and territorial cohesion. These three priorities constitute the policy framework for European co-operation in the fields of the economy, employment, education and training, research and social inclusion. In the period to 2020 the issue of quality in education and training will continue to be a major theme at European level. The second strategic objective of the Strategic framework for European cooperation in education and training ( ET 2020 ) 1 is improving the quality and efficiency of education and training in the interests of ensuring the acquisition of key competences by everyone. The final conference on implementing the Action Plan on Adult Learning held in Budapest in March 2011 identified the main challenges faced by adult learning to 2020 and pointed out that priority should be given among others, to improving professional devel- 1http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:119:0002:0010:EN:PDF Page 3

4 opment in order to ensure and maintain the high quality of teaching staff in the adult learning sector. 2 Developments in relation to quality in adult learning are at an early stage. The Action Plan on adult learning (2007) urged Member States to address the challenge of ensuring and improving quality in adult learning through a focus on staff as the key determinant of quality in the sector. In this regard the study "Adult Learning Professions in Europe (ALPINE)" 3 was launched by the Commission in 2007 with a subsequent study on "Key Competences for Adult Learning Professionals (ALPs)" 4 in The goal of the latter was to develop an overarching profile of competences with layers of contexts that would embrace adult learning in all its forms and all its settings, including the acquisition of adult basic skills. 5 However, since the Bologna Declaration on Higher Education in and the Copenhagen Declaration in the main developments in relation to the quality of adult education and training have been in higher education (HE) and vocational education and training (VET). 8 In these sectors stakeholders have worked for more than a decade to build quality structures and systems and, most importantly, widespread transparency, mutual trust and agreement on common objectives. In terms of political endorsement, the EQF Recommendation (2008) 9 and the European Quality Assurance Reference Framework for VET, was approved by the European Parliament and the Council in , while Standards and Guidelines for Quality Assurance for the Higher Education Area were adopted by in Bergen in May See also the Workshop reports on "Improving quality in the Adult Learning Sector": and and the Budapest Background Report: 3http://ec.europa.eu/education/more-information/doc/adultprofreport_en.pdf 4http://ec.europa.eu/education/more-information/doc/2010/keycomp.pdf 5http://ec.europa.eu/education/pdf/doc256_en.pdf 6http:// 7http://ec.europa/education/copenhagen/copenhagen_declaration_en.pdf, OJ C 13, , p.2. 8 The described background focused on VET and higher education because of the closely links to Adult Education and the necessity to bring the three sectors more closely together. Nevertheless several measures have been taken in order improve quality assessment of school education as well. The recent proposal for a Council recommendation "on policies to reduce early school leaving" stressed also the importance of quality at different levels http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2009:155:0001:0010:EN:PDF 11http:// Page 4

5 The European Lifelong Guidance Policy Network (ELGPN) 12 addresses the development of quality assurance systems for guidance services from a user perspective and the need for an evidence base for developing policies for guidance provision. The objective is to develop a proposal for a common EU framework for quality assurance from a lifelong guidance perspective. In addition to these developments at policy level, as part of the Lifelong Learning Programme (LLP) a specific call for Leonardo da Vinci projects on Quality 13 was launched in mid Also a number of Grundtvig projects have specifically addressed the issue of quality in adult education. In addition, the current European thematic network, Quality Assurance in Lifelong Learning (QALL) 14 aims to highlight good practice in quality assurance in lifelong learning by facilitating the networking and mainstreaming of the results and outcomes of previous and existing LLP-funded centralised and decentralised projects in VET (Leonardo da Vinci) and adult education (Grundtvig). 3. MANDATE OF THEMATIC WORKING GROUPS IN THE FRAMEWORK OF ET 2020 The establishment of the ET2020 work programme gave mandate for the Commission to establish, together with Member States, new Thematic Working Groups to work on priority areas. It emphasises that while the cooperation is about exchanging good practise and peer learning, work should be based on clear work plans, time schedules and produce "clear and visible outputs" that can be easily disseminated and that provide Member States with practical and useful tools for their policy work. The term Thematic Working Group is used to mean the grouping of interested countries around a specific theme, on which they have expressed a desire to learn from other interested countries, and the overall European development, and to share with others their successful (or unsuccessful experiences). These themes correspond to their national policy priorities and key priority areas of the ET2020 work programme. The groups use various working methods, 12http://ktl.jyu.fi/ktl/elgpn 13http://eacea.ec.europa.eu/llp/leonardo/leonardo_da_vinci_multilateral_projects_en.php. In total projects have been selected (8 for ECVET and 5 for EQAVET) Page 5

6 such as Peer Learning Activities, seminars, study visits or other relevant activities. 4. OVERALL OBJECTIVES OF THE THEMATIC WORKING GROUP This group is tasked with developing a quality framework which will inform and guide both member states and individual providers on the provision of high quality adult learning. It will also enable learners to make informed choices relating to quality provision. The group will produce tools that are practical and useful for participating countries and stakeholders. The Thematic Working Group on "Quality in Adult Learning" aims to share of ideas on how to improve the quality in Adult Learning at system level, showcase good practice, deepen and complement the work of the four priorities: "Indicators", "accreditation / governance", "validation" and "staff competences" (see below) through peer learning, particularly for improving national and EU policies in these areas, explore synergies and strengthen the policy links/interface between EU policy development on quality in VET, higher education with adult learning, employment and social inclusion, come up with policy advise to assist national policy-makers, developers and stakeholders in their national and EU level policy development, and disseminate the outcomes of the Thematic Working Group both by using the EU-level and Member States-level tools, connect the subgroups that will work on the priority areas (see below) to other sectors of education and training and to the work of the Thematic Working Group on Financing Adult Learning. Page 6

7 5. PRIORITY AREAS AND SUBGROUPS The Thematic working group will orientate the work on the following priority areas: Indicators, Accreditation / Governance, Validation and Staff Competences. "Guidance" will be a transversal priority that has to be taken into account in all priority areas. Based on the questionnaire that has been sent out after the first meeting the Thematic Working Group Members expressed an interest for one priority area. For each priority area a subgroup will be established that will be supported by a coordinator. The role of the participants in the subgroups and the coordinators role described in Chapters 8.2 and 8.3. The Thematic Working Group Members should not only share experiences. They should reflect on how each of the subgroups which they are participating could enhance the development of their national policies and practices in which they are located. Each member will be asked to identify their expectations and aspirations for these themes. When the work of the Thematic Working Group will be evaluated, attention should be paid not only to what has been done and what has been learned, but also to what extent the activities have met these expressed expectations and aspirations, and their impact at national and European levels. 5.1 Subgroup 1: Indicators The subgroup will examine the existing international and national indicators related to the quality of adult education; make recommendations on the systematic use of them for improving the quality of AE and, also, make suggestions on further developments of indicators at national contexts, in particular the subgroup will extract the relevant indicators from existing reference points, identify relevant indicators, including those from existing good practice, and support participating countries in developing their quality assurance. The outcome should be developed alongside the adult learner s journey, from initial advice and guidance to progression oppor- Page 7

8 tunities. The subgroup will make use of the indicators that have been developed in VET and Higher Education. 5.2 Subgroup 2: Accreditation / Governance Accreditation is the formal recognition that a body or a person is competent to carry out specific tasks. Through accreditation public authorities seek to legitimize and quality assure a range of diverse providers by requiring them to meet a set of minimum standards for recognition and, where applicable, the receipt of public funding. The accreditation of providers of adult learning opportunities according to explicit quality criteria is a key quality measure. 15 The sub-group will look closer at the definitions of accreditation and governance for adult learning and work on the following aspects: Definitions of accreditation systems and good governance, accreditation systems and the governance / management behind, added value for the adult learners, Identify the role of non-accreditated providers. The sub-group will Map of existing accreditation systems and criteria with a particular focus on those countries that have specific accreditation systems for adult learning or are using the same system as VET and/or HE. Exchange of experiences and information concerning the impact of accreditation systems. Identify core criteria for an accreditation system and decide the best way of presenting this for policy makers. Develop proposals for Common European standards or a common reference framework for accreditation and standards. Reference points: Accreditation in other parts of the education system for instance VET, HE and a number of industry-led training course where accreditation is often a large part of the model 15 Background report, Workshop on quality, Brussels 30th June 1st July 2010 Page 8

9 5.3 Subgroup 3: Assessment of adult learning outcomes in the context of Validation The introduction of a European Qualifications Framework, based on the notion of learning outcomes, and development of national qualifications frameworks to be mapped to EQF, is important for the adult learning sector, in which non-formal and informal learning have long been a strong element. Quality assurance of learning outcomes is a question that all sectors are addressing in the context of introducing NQF/EQF. One of the tasks of this group will be to address the assessment of outcomes of adult learning sector. Some progress in regard to assessment of adults' experience has already been made in relation to developing processes for the validation of non-formal and informal learning. The current European Inventory on Validation of Nor-formal and Informal Learning 16, and previous works on TWGs related to adult learning show that European countries are at different stages in the development of policies and practices for validating non-formal and informal learning. Countries are developing their own models of validation, at their own pace, which are very much influenced by their different education systems, traditions and needs. The subgroup will build on existing recommendations/conclusions on EQF and Validation of Non-formal and Informal Learning thus providing tangible results and policy recommendations with regards to validation. The subgroup will take as a starting point existing recommendations/conclusions on Validation of Non-formal and Informal Learning and provide policy recommendations with regards to: examining the European guidelines on validation of nonformal and informal learning from the perspective of the adult learning sector and contributing to their ongoing renewal and development (feeding into the work of the Learning Outcomes Group which takes the lead on this issue). In particular, contributing to the development of the specific guidelines on quality assurance and standards; effective approaches for low-skilled individuals and other target groups; 16 Page 9

10 guidance and support services; training and competence profile of validation practitioners; assessment procedures. reaching consensus on validation principles, objectives, resources, target groups, status, standards and quality assurance; exploring and establishing partnerships of stakeholders and social partners at all levels which are a key requirement for the development of an effective validation system; establishing effective and active approaches to engage potential participants, especially low-skilled individuals, in the validation process; guidance and support services which must be integral to any validation system, especially one seeking to engage lowskilled individuals; establishing competence profiles for validation practitioners and the role of structured continuing professional development in this regard; acquiring better quantitative and qualitative information on the entire validation process in the majority of participating countries; exploring how the learning outcomes of adults are currently assessed and quality assured, including in validation processes; contributing good practices as part of the revision and updating of the European Inventory on Validation of Non-formal and Informal Learning 5.4 Subgroup 4: Staff Competences Building on the existing evidence and on the results of completed studies (see terms of reference) the objective of the subgroup is to produce advice/recommendations that will contribute to the creation, development and implementation of policy measures to enhance their professionalization of staff in all sectors of Adult Education and in all Member States. The following tasks are foreseen: Exploitation of the studies that have been undertaken in the field, of the ongoing study on "Quality in Adult Learning" and Page 10

11 recent developments for quality in HE, VET and Career Guidance what can we learn, what can we adapt and transfer? Exploitation of relevant good practice presented in recent European conferences and projects Overview over existing national systems for staff accreditation in different sectors of AE Analysis of existing opportunities through Grundtvig mobility (what type of courses? How do we accredit their quality?) Cross-fertilisation with the work of the thematic group on professional development of VET trainers which starts in February 2012 Compilation of a set of guidelines for policy development in participating countries regarding this specific issue The Subgroup will build on The ALPINE study (Adult Learning Professions in Europe) ALPs Key Competences for Adult Learning Professionals European Quality Assurance Reference Framework for VET Relevant CEDEFOP studies and briefs Results from QUALL project Recommendations from relevant Grundtvig and Leonardo projects Defining common Key Competences for Adult Learning Professionals by taking into account previous studies and developments in Member States and LLP Projects Linking the Key Competences with developments in Lifelong Guidance (Cooperation with ELGPN) For each priority areas one or two conceptual papers to enhance the targeted discussions should be foreseen. Before the PLAs, the Core Group may hold a joint meeting or a teleconference to agree the consistency of the Thematic Activities and how transversal themes will be elaborated in each Thematic Activity. Page 11

12 6. WORKING PHASES AND MILESTONES Phase 1: Preparation phase (until around April 2012) Discussion on the work Programme in the Core Group Meeting Agreement on the general lines of the work Programme: themes, outcomes Four small working groups will prepare Specific Work programmes focusing on: o o o o Indicators Accreditation Assessment of adult learning outcomes in the context of Validation Staff Competences Phase 2: 2012) Developmental phase (from May 2012 to December Developing of recommendations / tools alongside the priority areas. Exchanging experiences through PLAs. Phase 3: Deepening phase (January 2013 April 2013) Deepening / Improving "reference tools" alongside the described objective and workload: exchange with stakeholders / providers PLAs Exchange with other sectors Phase 4: Conclusion and dissemination phase (May 2013 October 2013) Finalisation of the work Conclusions and Final recommendations: a Policy Handbook Dissemination of the results ( Conference, tbc) Page 12

13 7. STRUCTURE OF THE THEMATIC WORKING GROUP 17 Participants AT, BE, CY, CZ, EE, FI, DE, EL, HR, HU, IE, IT, LV, LU, MT, NO, PL, RO, SI, SK, ES, UK EBSN, QALLL, ETUCE, ELGPN Indicators Coordinator: UK Members: AT, EE, LV, SI Organisation/ Accreditation Coordinator: NO Members: BE-nl, HR, HU, LU, QALLL Validation Coordinator: MT Members: BE-nl, DE, LV Staff Quality: Coordinators: EL, EBSN Members: AT, BE-fr, CY, ES, QALLL, ELGPN European Commission: Contractor: overall management & steering, facilitation of meetings, provision of background documents, linking with work undertaken elsewhere in the EC assisting the organisation of meetings, preparation of background documents, facilitation of meetings, support for the steering process, producing summary reports 8. OPEN METHOD OF COORDINATION: RULES AND PROCEDURES, PROCESS AND WORK SHARING The open method of coordination (OMC) provides a framework for cooperation between the Member States, in areas which fall within the competence of the Member States, such as employment, social protection, social inclusion, education, youth and training but where joint objectives and work is beneficial with the view of improving polices. It is based principally on: jointly identifying and defining objectives to be achieved (adopted by the Council); 17 The structure reflects the responses to the questionnaire that Member States filled in after the first meeting of the Thematic Working Group in October CZ, FI, IE, IT, PL, RO, SK and ETUCE should decide until the next meeting in which sub group they would like to work. Page 13

14 jointly established instruments (statistics, indicators, guidelines) to measure progress; benchmarking, i.e. setting targets to be achieved mainly at the European level. 8.1 The Thematic Working Group The Education and Training 2020 (ET2020) work programme sets the objectives for the joint work of the Commission and Member States in this area. Within the ET2020 the Commission can establish Thematic Working Groups. They should: develop a set of concrete objectives in relation to specific themes that are described in chapters 4 and 5, develop a work plan with Peer Learning Activities or other activities that support the achievement of its objectives in collaboration with Member States experts, based on mutual learning and exchange of good practice between countries sharing similar concerns in order to develop a common understanding of success factors for the improvement of policies and come up with relevant policy advice and recommendations support the use of existing EU instruments 18 in the development of national education and training policies and systems. 8.2 Roles of all participants Participate actively in TWG Meetings and subgroups Provide country-specific materials relevant to the case-studies / reports. Before the meetings, seminars and PLAs: identify the own expectations and aspirations by reflecting on meeting theme(s) from their own country perspective. Participate in the events, such as PLAs and planned online discussions after the events. 18 For example the indicators and benchmarks, the common references (e.g. common quality assurance framework, key competences framework, policy framework on making best use of resources, teachers/trainers framework, etc.) and policy recommendations resulting from the first stage of the E&T 2010 work programme, which should be used as a basis for structuring the PLAs. Page 14

15 Evaluating to what extent their expectations and aspirations were met. 8.3 Roles of Core Group Members Coordinate the work in the priority areas in co-operation with the European Commission, Support the consultants in providing reflections for the activities of the Thematic Working Group. Promote the use of Sinapse through the work. Report to the Core Group meetings and Thematic Working Groups Plenary Meetings about the subgroups. 8.4 The role of the European Commission The European Commission is responsible for: The overall management and steering of the activities, in accordance with the overall ET2020 framework for the TWG and the objectives of the Thematic Working Group Chairing the Thematic Working Group meetings and PLAs ensuring the availability of the necessary background and meeting documents to support participants discussions with the support of the consultants and in close cooperation with the Thematic Working Group Ensuring links to other relevant aspects / work of the Education and Training work programme and to all relevant research, statistics, policy recommendations, references and principles agreed at the European-level Approving reports, minutes and other documents to be produced by the Consultant and Thematic Working Group Members. Ensuring feedback and links between the different levels: the PLAs, other Thematic Working Groups and the coordination of the ET2020 work programme. Page 15

16 8.5 The role of the consultants The consultants should, under the Commission s guidance: help organise and plan the meetings in agreement with the Commission coordinators; in close cooperation with the Commission coordinators and the host countries, prepare the necessary background and meeting documents for participants discussions; facilitate meetings and structure discussions; support the steering of the process and ensure the equal involvement of all participants and the efficient use of time and available resources; reporting; draw up reports and background papers. 8.6 Peer Learning Activities Peer learning is a process of cooperation at European level whereby policy makers, stakeholders and practitioners from one country learn, through direct contact and practical cooperation, from the experiences of their counterparts elsewhere in Europe in implementing reforms in areas of shared interest and concern. PLAs should take place at two broad levels: at a policy level, addressing the critical factors for policy change; and at a more practical level, addressing the challenges and success factors for policy implementation Organising PLAs PLAs go beyond information gathering and encourage constructive dialogue and reflection between policy-makers, practitioners and other key actors. A certain degree of flexibility in the organisation and planning of the PLAs is appropriate. However, experience shows that sufficient time needs to be devoted to any PLA; 3-4 days are required depending on the specific topic of which no less than two half days should be devoted to discussion and evaluation of results. Thematic Working Group meetings preceding a PLA should agree on the purpose, scope and structure of the PLA, and Page 16

17 the contributions of participants in the PLA programme. Other preparatory meetings are often necessary to involve particularly interested peer learning countries, the Commission s representatives and consultants. In particular, host countries should discuss their proposed programme with the Commission and with peer learning countries before it is finalised. The basic information on host country's and other contributing countries education systems and specific policy issues at stake can be given at preceding TWG meeting. PLAs should ideally include the following basic elements: - Presentation by the host country of opportunities and constraints for policy development and implementation; - initial reactions of the peer learning countries; short presentations by peer learning countries on alternative policy approaches - discussion on the key issues, as identified from the initial reactions of the peer learning countries; - identification of key messages, conclusions and questions from the PLA, possible follow-up activities and opportunities for dissemination; and evaluation of results and methodology based on a questionnaire - Each country participating in a PLA (apart from the host country) can appoint a maximum of two representatives, ideally one at policy level, who will be able to address the critical factors for policy development, and one at a more operational level, who will be able to address the critical factors for implementation. - The host countries should, where appropriate, invite social partners and other relevant stakeholders at national level to participate in PLAs The role of participants in PLAs The success of PLAs depends on the joint effort of all parties involved. The organisation of PLAs is resource intensive and requires a substantial commitment by all actors to ensure their success. Page 17

18 8.6.3 The role of the host country The host country is responsible for: the overall organisation and planning of the PLA in line with the objectives set by the Thematic Working Group and in agreement with the Commission coordinators and Thematic Working Group members; logistics; preparation, in close cooperation with the Commission coordinators and the consultants, of the necessary background documents to support participants discussions; facilitating and encouraging open mutual learning and setting up presentations of national policies to invite fair and well-argued critique and identification of both successes and failures; and providing comments on the draft summary report The role of the participating countries Representatives from the peer learning countries should: participate, if requested, in planning meetings with host country representatives, Commission coordinators and consultants in order to support the host country and to ensure that the content and organisation of activities are not focused too narrowly on the experience of the host country; disseminate, before the PLA, a paper on national policy development and implementation on the selected topic; give a brief presentation of the paper; participate in the PLA discussions, provide comments on the summary report; and contribute, where appropriate, to facilitating the PLA in order to enhance the opportunity to discuss other countries experiences and policies. Page 18

19 9. LINKS TO RELEVANT THEMATIC WORKING GROUPS, NETWORKS AND EXPERT GROUPS European Network for European Quality Assurance in Vocational Edcuation and Training, EQAVET The European Network for European Quality Assurance in Vocational Education and Training, EQAVET ( was established in 2010 and builds on the work done by the former network ENQAVET that used to be a leonardo da Vinci Project until end The EQAVET network gathers representatives of the Member States, social partners and the Commission. His role is to support Member States in the implementation of the European Quality Assurance Reference Framework for VET. For this purpose it develops common principles, guidelines and tools for implementation of the framework and further quality improvement of VET in general. QALLL Existing since 2010 QALLL is being carried out in the framework of networks of national programme agencies for the LLP. Financed by the European Commission, these NA consortia organise thematic monitoring and networking activities to better exploit the results of the projects, draw lessons and good practices from their experiences as well as to increase the impact of innovative projects in the sectoral lifelong learning programmes. QALLL s aim and objective is to share expertise and knowledge between quality assurance (QA) projects funded through the Leonardo da Vinci and Grundtvig programmes, to improve the quality and efficiency of education and training by highlighting good practice and developing recommendations in relation to QA as well as to exploit complementarities. European Basic Skills Network, ESBN The EBSN, gathers policy makers and policy providers concerned with the field of basic skills training for adults. It aims at promoting excellence in policy design and policy implementation in a field that has considerable impact on education, employment, social inclusion, the fight against poverty, and sustainable economic growth. The professionalization of basic skills teachers is currently one of the main focus' of Page 19

20 work in the network and will be the theme of the 2012 EBSN conference (Praha, May 30th to June 2nd). ELGPN The European Lifelong Guidance Policy Network, ELGPN ( was established in 2007 as a Member State driven network. The aim is to assist the EU Member States (and the neighbouring countries eligible for the EU Lifelong Learning Programme) and the European Commission in developing European co-operation on lifelong guidance in both the education and the employment sectors and implementing the priorities identified in the EU Resolutions on Lifelong Guidance (2004; 2008). The network has 29 Member countries and the Commission supports its activities under the Lifelong Learning Programme The current ELGPN Work Programme is focusing on practitioner competences and quality in lifelong guidance and has links with the Thematic Working Groups on Indicators and Staff competencies. 10. OUTCOMES AND DISSEMINATION Outcomes The following products are proposed by the Thematic Working Group Members: A framework on Quality in Adult Learning, including the 4 priorities the TWG will work on; Handbook / Guidelines strategic document with recommendations, suggestions Dissemination The TWG / PLAs should lead to the identification and dissemination of key conclusions which can be fed into policy-making and implementation at the national level and European level. The participants have the main responsibility to disseminate the results of the Thematic Working Group amongst their respective ministries, stakeholders and other relevant recipients Page 20

21 The report on the Thematic Working Group should enable the key conclusions of the Groups' work, including the PLAs to be captured and channelled, as appropriate, to national, regional and local actors so that they feed into policy making and implementation, and into policy-making at European level to support the development of the Education and Training 2010 work programme. All relevant documents should be made available for the European Commissions' Website that provides information on Member States systems and a platform for dissemination of the results of the ET TIMETABLE Specific Work Programmes, including timetables, should be developed within the next THWG-Meeting. 01/2012 Day Core Group Meeting TWG-Meeting - Brussels Core Group Meeting Conference in combination with TWG Meeting (Florence) 08/2012 Core Group Meeting 10/2010 Core Group Meeting 11/2012 TWG-Meeting in combination with Expert Meeting or PLA 01/2013 TWG Group Meeting + PLA 02/2013 Core Group Meeting 03/2013 TWG Group Meeting + PLA 04/2013 Core Group Meeting 05/2013 TWG Group Meeting + PLA 06/2013 TWG Group Meeting 08/2013 Core Group Meeting 10/2013 Final Conference (tbc) Page 21

22 ANNEX: References (most references are included in the footnotes) STUDIES: - Adult Learning Professions in Europe: - Executive Summery: - Key competences for adult learning professionals: - Background Report: Workshop on "Improving Quality in the Adult Learning Sector", Brussels, 30 Juni - 1 July 2010 (already sent out). - Final Report: Workshop on "Improving Quality in the Adult Learning Sector", Brussels, 30 Juni - 1 July 2010 (already sent out). - RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL, of 18 June 2009, on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training :EN:PDF - REPORT FROM THE COMMISSION TO THE COUNCIL, THE EUROPEAN PARLIAMENT, THE EUROPEAN ECONOMIC AND SOCIAL COMMITTEE AND THE COMMITTEE OF THE REGIONS: Report on progress in quality assurance in higher education Additional information / documents: - EU policy on vocational education and training - Frequently Asked Questions. See MEMO/10/245: 10/245&format=HTML&aged=0&language=EN&guiLanguage=en Page 22

23 - Full text of the Bruges Communiqué: - Full text of the Declaration of the joint Vocational Education and Training providers on the contribution of Vocational Education and Training to the EU 2020 strategy/ Commission's website on the Copenhagen Process: - Commission's website on the Copenhagen Process: - HIGHER EDUCATION: Recent Developments: Page 23