Using ECVET and EQAVET principles: some early experiences at national level

AF2015 AF2015 DOC3 DOC3 Some experiences of working together Using ECVET and EQAVET principles: some early experiences at national level June 2015 Page0

TABLE OF CONTENT Background. I II The work of the Joint working group II III Analysis of current practices in Member States III XI Main messages.. XII - XIV ANNEXES 1-45 Annex A Technical analysis. 1 2 Annex B Matrix which matches the current practices and the technical issues... 3 5 Annex C A summary of the current practices in Member States... 6-10 Annex D Full details of the current practices in Member States 11-45 - Austria (AT).. 11-12 - The Czech Republic (CZ).. 12-14 - Germany (DE).. 14-16 - Estonia (EE). 16 19 - Greece (EL).. 19 21 - Spain (ES). 22 23 - Finland (FI) 23 25 - France (FR)... 26 27 - Hungary (HU) 27 29 - Kosovo (KO). 30 32 - Lithuania (LT)... 32 33 - Latvia (LV). 34 35 - The Netherlands (NL). 35 37 - Norway (NO). 37 38 - Romania (RO).. 39 40 - Slovenia (SI). 41 42 - Slovakia (SK) 43 43 - UK Wales (UK Wls). 44-45 Page1

BACKGROUND The two European instruments were published as Recommendations from the European Parliament and the Council in 2009. Decisions on how, and whether, to use the ideas and principles in each Recommendation are made by Member States. The 2014 evaluations of ECVET and EQAVET included comments and statistics on Member States decisions and progress in implementing the Recommendations and the principles contained in each of them. In many contexts the Recommendations have been seen as separate and decisions on their implementation and use have been made independently. However there is an increasing recognition that many of the European instruments have close connections as each contributes to the reform of vocational education and training (VET). This emerging perspective was summarised in the independent evaluation 1 of ECVET s implementation (July 2014) as follows: The generic objective of the initiative is the promotion of lifelong learning and employability, openness to mobility, and social inclusion. ECVET should contribute to this overarching objective by facilitating transfer, recognition and accumulation of assessed learning outcomes, which would support citizens mobility and flexible learning pathways. This links ECVET to other European transparency and recognition tools, including Europass, the European Qualifications Framework (EQF), EQAVET, the European credit transfer and accumulation system for higher education (ECTS) as well as validation of non-formal and informal learning. The 2014 evaluation of EQAVET s implementation 2 also commented on the connections between the European instruments. The report noted that in principle these European tools are complementary meaning that the existence of quality assurance procedures should reinforce the implementation of EQF and ECVET. However, a more indepth analysis shows that the EQAVET framework (in particular the descriptors and the indicators) do not provide sufficiently clear guidance on some aspects key to EQF and ECVET, namely: the design and award of qualifications, including assessment, validation and recognition; lifelong learning and progression within education and training systems. This evaluation report also went on to comment that there is currently no EUlevel document explaining how the different tools fit together. Within the context of the independent evaluations of ECVET and EQAVET s implementation, there was an increasing recognition of the value of identifying what is already happening at national or system level to promote joint approaches to the issues facing VET. This report has been produced to support the work of the ECVET and EQAVET networks and their members. 1 The independent evaluation is available on the EU website at http://ec.europa.eu/dgs/education_culture/more_inf o/evaluations/index_en.htm [Accessed on 31-3-15] 2 Evaluation of implementation of the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET) The final report is available at http://ec.europa.eu/dgs/education_culture/more_inf o/evaluations/index_en.htm [Accessed on 31-3-15] PageI Page2

Cedefop has also commented 3 that the EU tools and principles have until now predominantly been taken forward as separate and free-standing initiatives and only to a limited extent been linked together. While this approach has been necessary during the initial developmental stage, this tool-by-tool approach has now reached its limit. The idea that there are clear connections and that synergies can be achieved through a more coordinated approach to using the principles in the European instruments was recognised in the Bruges Communiqué 4. In this context the ECVET and EQAVET secretariats proposed to their governing bodies (the Users Group for ECVET and the Annual Forum for EQAVET) to establish a joint working group. This group was given a mandate to strengthen the cooperation, systematise the exchange of information and provide guidelines for Member States and advice to the European Commission. The work of this group and envisaged outputs were expected to relate to the following areas: order to find clear ways to collaborate; producing guidance on quality assurance which supports the design and recognition of learning outcomes and qualifications based on the ECVET principles; producing a background paper to support the peer learning activity on how VET providers address the issue of quality assurance in assessment procedures for transnational mobility and learning progress. THE WORK OF THE JOINT WORKING GROUP The working group met on four occasions and quickly agreed to focus on current and emerging practice in initial VET. This approach sought to learn from experience rather than using a theoretical approach to identify possibilities. identifying how ECVET and EQAVET teams have collaborated at the national/system level (what activities they have undertaken, the barriers they have faced, the solutions they have found and the lessons that have been learnt) and share these experiences; identifying technical questions based on national experiences which need to be answered in 3 Stepping up the pace, Conceptual and technical reflections on how to take forward European tools for education, training and employment. Area ECVL/RB(2014)02611 Thessaloniki, 13 November 2014 4 The Bruges Communiqué on enhanced European Cooperation in Vocational Education and Training for the period 2011-2020 http://ec.europa.eu/education/policy/vocationalpolicy/doc/brugescom_en.pdf [Accessed on 1-5-15] Cedefop s work to monitor the implementation of ECVET 5 and the EQAVET secretariat survey 6 has shown what is happening in relation to the individual European instruments. Cedefop s report looks at how the principles that underpin the EQAVET Recommendation have been used to support the implementation of ECVET or the ECVET principles. It is important to note that the EQAVET Recommendation (paragraph 15) does not prescribe a particular quality assurance system or approach, but provides common principles, quality criteria, indicative 5 Cedefop report on monitoring ECVET, 2013. http://www.cedefop.europa.eu/en/publications-andresources/publications/6122 [Accessed on 31-3-15] 6 The EQAVET Secretariat s survey, 2013-2014. http://www.eqavet.eu/gns/what-wedo/statistics.aspx PageII Page1

descriptors and indicators that may help in assessing and improving existing systems and provision of VET. In this paper the word principles is used as a short way of To support the working group s analysis, 18 examples were produced. These provide a snapshot of practice and contain examples of projects, legislative change, changes to working methods, and new ideas which are being tested. These examples often cover aspects (or parts) of the VET system they rarely illustrate system-wide reform. From these examples, and the detailed reflections during the peer learning meeting in March 2015, a number of main messages have been developed for this report. It is important to note that this analysis is based on practice in January 2015; and over time it is not unreasonable to expect more examples to be developed which could influence the analysis and main messages. Using the principles which underpin ECVET and EQAVET to address specific VET questions was recognised as crucial by the working group and early in their discussions they developed an analytical framework (see Annex A page 1 for more information) which identified the range of technical issues where there were significant advantages in making use of principles from both European instruments. ANALYSIS OF CURRENT PRACTICES IN MEMBER STATES referring to the common principles, quality criteria, indicative descriptors and indicators. considered in the examples. This led to the identification of eight key issues: 1. how the ECVET principles can help to create more effective work based learning which can be quality assured through the EQAVET principles; 2. how the EQAVET indicators can measure VET schools progress on provision which is based on the ECVET principles; 3. how to use a quality assurance cycle based on the EQAVET principles to design learning outcomes for VET which uses the ECVET principles; 4. using an EQAVET aligned quality assurance process to design and monitor individualised learning programmes based on an ECVET compatible credit system; 5. using a quality assurance cycle based on the EQAVET principles to design VET standards or curricula which are compatible with the ECVET principles; 6. using a quality assurance cycle based on the EQAVET principles to design non-formal and informal certification processes which use the ECVET principles; 7. using a quality assurance process based on the EQAVET principles to create ECVET compatible mobility; 8. using an EQAVET aligned quality assurance cycle to establish rules of combination for units which lead to qualifications based on the ECVET principles. There are many ways to use and analyse the examples developed by the group. The first approach used by the working group was to look at the issues being In each situation, learning outcomes form the basis for VET reform. And while there are different interpretations and ways of designing learning outcomes, they provide the foundations for creating synergy and Page2 PageIII

developing joint approaches which maximise the benefits of coordinating the use of the two European instruments. The second approach used by the working group was to identify the technical issues that were being addressed in each of the examples. A full analysis of the technical issues and their connections to each example is included in Annex B, page 3. Situation (1) How the ECVET principles can help to create more effective work based learning which can be quality assured through the EQAVET principles All initial VET provision involves employers and most provision is organised through a partnership between initial VET providers and employers. In many situations, there is a system-level need to strengthen the quality of the relationships between employers and VET providers. This challenge is being addressed through the use of a quality assurance process which supports workbased learning which is based on the ECVET principles. It is interesting to note that the application of the principles from the two European instruments is in response to a specific VET problem. In each situation the work-based element of the initial VET programme are designed in partnership with stakeholders as they are organised in units based on learning outcomes. This assessment of the work-based learning can be self-contained and this makes it easier to manage for the VET provider and employer. This is further strengthened by using a quality assurance system which includes the monitoring and review of the processes and outcomes of these periods of work based learning. In both examples there are links between work-based learning and the national quality assurance arrangements which are compatible with the EQAVET Recommendation. These pilot projects are illustrations of how initial VET providers have monitored their provision, identified issues that need to be addressed, and made changes in the light of evidence. The providers involved in this reformulation of work-based learning are using all four phases of the quality cycle to improve their practice. Situation (2) How the EQAVET indicators can measure VET schools progress on provision which is based on the ECVET principles A key component of the EQAVET Recommendation is a reference set of selected quality indicators for assessing quality in VET. These support the evaluation and quality improvement of VET systems and/or providers in accordance with national legislation and practice, and serve as a toolbox from which the various users may choose the indicators they consider most relevant to the requirements of their particular quality assurance system. There are no indicators in the ECVET Recommendation but some Member States are looking to see how one or more of the EQAVET Page1 PageIII PageIV

indicators can be used in an ECVET context. All quality assurance systems use indicators at least at the provider and system level (and sometimes at a local or regional level.) Some Member States are exploring the EQAVET indicators in an ECVET context. In each situation there is a greater focus on learning outcomes and a reduced emphasis on monitoring the context or processes used to achieve these outcomes e.g. these examples are creating more self-directed learning by students; the promotion of autonomous learning and responsibility for achievement; the use of standardised processes for recognising non-formal and informal learning. In each situation the new approaches, designed to emphasise the importance of outcomes rather than learning processes, require comparable indicators to ensure standards are being maintained or improved. If learners fail to meet the learning outcomes, the quality assurance cycle is being used to make improvements. It is particularly helpful to use indicators that enable VET providers and the system (through pilot projects) to collect reliable and valid quantitative data on which to base reviews. Again it is interesting to note that the European instruments are being used to respond to a VET challenge in this case the challenge is to support a move away from teacher-directed learning to one that recognises and values many contexts and approaches to the acquisition of knowledge, skills and competences. Situation (3) How to use a quality assurance cycle based on the EQAVET principles to design learning outcomes for VET which uses the ECVET principles At the centre of VET reform is the widespread use of learning outcomes. There are many ways to develop learning outcomes whatever approach is taken there is a need to quality assure the process. There is considerable evidence 7 of the difficulties is ensuring a consistent understanding of learning outcomes and consequently a great deal of time is being invested in their development. There are many examples of the use of an EQAVET aligned quality assurance process being used to support this development. At the centre of this design process is the engagement of stakeholders and subject experts the process is time consuming and iterative as developing precise and unambiguous learning outcomes takes 7 See, for example, Cedefop s Research Paper - Learning outcomes approaches in VET curricula. A comparative analysis of nine European countries. http://www.cedefop.europa.eu/en/publications-andresources/publications/5506 [Accessed on 31-3-15] practice and there is a need to learn from others. In each of the examples (see the full text of the examples in Annex D) where learning outcomes are being developed using a quality assurance cycle, there is strong system leadership (which may be subsequently contextualised within a regional, local or provider perspective) as this helps to creates uniform processes which allow the results of the development to be monitored and reviewed. Moving a VET system towards a learning outcomes approach can involve the rewriting of the existing curricula or it can also involve preparing new content expressed in outcomes. In those countries, regions or sectors where this development is recent there can be a pressure to move quickly. Learning from mistakes; taking a second opinion; and reviewing and revising the criteria and PageV Page1

On-the-job learning and free choice units were placed at the end of Matti s third year. This enabled Matti to be one month ahead of time with his studies. When Matti began AF2015 DOC3 structure are all part of a quality assurance process to get a clear and concise set of learning outcomes. Situation (4) Using an EQAVET aligned quality assurance process to design and monitor individualised learning programmes based on an ECVET compatible credit system One of the advantages of a unit and learning outcomes based VET system is the opportunity to provide more flexible and individualised learning. The ability for learners to have their prior learning recognised in order that it can contribute to subsequent qualifications is a significant incentive. In many VET systems learners are able to benefit from their previous learning in a formal, non-formal or informal context. The processes that allow and enable this to happen need to be quality assured in order to create confidence in qualifications that are achieved in this way. In some situations countries use processes which are aligned with the EQAVET Recommendation to introduce and quality assure more individualised learning pathways. In many situations there is individualisation through the selection of the most appropriate work-based learning context; or through a choice of options offered by a VET provider. However VET systems that use the ECVET principles are able to go much further in offering individualised programmes. This can be illustrated by an example of a learner s experience of a programme that offers individualisation by using credit: When Matti started his vocational qualification in Information and Telecommunications, his individual study plan was drawn up by Matti and his teacher. They discussed which of the vocational skills requirements of the vocational qualification Matti had already acquired. His prior learning was validated and recognised and documented in his individual study plan. They agreed and recorded the missing vocational skills which he would be asked to demonstrate when he was assessed. Matti s second study year began by updating the individual study plan. He was offered an opportunity to participate in a private company s project which enabled him to acquire the learning outcomes related to those vocational skills which were still missing. Matti, the representative of the company and the teacher draw up an individual plan and Matti demonstrated the acquired skills by producing a portfolio of work which was assessed in cooperation with the company project leader. Matti was not satisfied with his grade and wanted to be re-assessed during his next work placement. Matti accumulated his learning outcomes by the end of semester 4. He had four credits more than his fellow students. His individual study plans was updated; a plan was made on how to acquire the still missing learning outcomes; and arrangements were made for him to complete the studies ahead of time. This arrangement led to him working in a student cooperative. Another option would have been to move ahead with the on-the-job learning that had been planned for his third year of study. PageVI Page1

On-the-job learning and free choice units were placed at the end of Matti s third year. This enabled Matti to be one month ahead of time with his studies. When Matti began the third and final year of his studies, he presented a work certificate from his summer job. He had worked in a computer and home electronics department store. This earned him six credits they were validated and recognised for his free choice units and he was now two months ahead of time in his studies. During his third year of study Matti chose his free choice units. He received his vocational qualification certificate six months earlier than originally planned. This type of individualised system is based on confidence and is supported by good quality assurance arrangements. In this project the VET provider is using all four phases of a quality assurance cycle and the EQAVET indicators enable comparisons to be made between learners who followed traditional programmes and those who undertook a more flexible pathway. The challenges of how to organise the timetable; how to recognise learning in different contexts; how to respond to learners who finish early; and how to prepare teachers and trainers for more individualised learning can only be addressed adequately within a quality assurance framework in this programme, the EQAVET approach is being used. Situation (5) Using a quality assurance cycle based on the EQAVET principles to design VET standards or curricula which are compatible with the ECVET principles One of the main ways in which the principles from ECVET and EQAVET are being used together is in the design of standards or curricula which make reference to the level descriptors in the National Qualification Framework (NQF). The creation of new standards which inform the development of learning outcomes involves many stakeholders this involvement has to be planned; and once the process has begun, it needs to be monitored in order for change to be made to improve practice. Sometimes this VET reform involves the development of occupational standards to inform the curriculum, learning content or learning outcomes. The approach that is used is based on the quality assurance cycle starting with an evaluation of existing practice. These evaluations have led to reviews; a decision to change practice; plans for new arrangements; and subsequent implementation there were few examples of a second evaluation and review of the new arrangements. Situation (6) PageVII Page1

Using a quality assurance cycle based on the EQAVET principles to design non-formal and informal certification processes which use the ECVET principles As part of VET reform there are examples where the principles from the EQAVET Recommendation were being used to support the recognition of learning outcomes from non-formal and informal learning (NFIL). Central to these examples is the need to recognise that the context for learning (formal, non-formal or informal) is not a factor in determining whether the expected learning outcomes have been met. The approaches used can differ significantly e.g. in the examples in Annexe C one scheme is organised nationally and the other is organised at the VET provider level. What they have in common are unit-based qualifications which are supported by a quality assurance process that gives confidence to the users of the system. Despite their differences, the examples show that the review of existing arrangements highlight the need for experienced professionals and those seeking to supplement existing qualifications to be offered a way for their expertise to be recognised through the award of the same qualification as those who complete formal training. This can be controversial not least because it can reduce the demand for formal training which can have an impact on the income of VET providers. To succeed in developing and implementing a new approach, there was a requirement to produce a quality assurance system which addressed these concerns and gave everyone confidence in the new arrangements. In both situations this is about ensuring equivalence i.e. the learning outcomes have been met and the context for learning or training is not material to the decision. The use of the EQAVET indicators allows countries to monitor and evaluate their approach this helps to provide the assurances that are sometimes needed to operate in a national or regional system. Situation (7) Using a quality assurance process based on the EQAVET principles to create ECVET compatible mobility There were a few examples of how the ECVET and EQAVET principles were being used to support geographical mobility. However the discussions in the working group made clear that this was a widespread activity and the two sets of principles were often used to strengthen the quality and reliability of mobility programmes. The use of the ECVET guidance on mobility 8 was being widely used and as this shows how an ECVET-based mobility programme can use a quality assurance cycle based on EQAVET principles this area of collaboration was not considered in more detail by the working group. 8 ECVET mobility Guide, 2012. http://www.ecvetprojects.eu/news/default.aspx?id=42 [Accessed on 31-3-15] PageVIII Page1

Situation (8) Using an EQAVET aligned quality assurance cycle to establish rules of combination for units which lead to qualifications based on the ECVET principles There are a number of examples of Member States using an EQAVET quality assurance process to design and review qualifications and/or partial qualifications. Getting the content of qualifications agreed requires agreements on the number of units, how the units are combined, assessment methodology, what learning outcomes to include etc. It is interested to look at how these plans, following their implementation, are evaluated in order to make improvements. The following example offers a typical arrangement for an internal and external evaluation process: As part of the quality assurance, there is an internal evaluation and an identification of what improvements can be made on the outputs from each phase of the design and development process. This ensures: the occupational analysis and the competence descriptions are: consistent with up-to-date job requirements; aligned with the national and international requirements/standards (ISCO, ESCO, etc.); that the development of the learning outcomes are: aligned to the national qualification framework s (NQF) level descriptors based on the quality criteria (relevant, simple, clear, measurable, and assessable) as set out in the manual for writing learning outcome based training standards; consistent e.g. there should be clear comparison between learning outcomes developed for different qualifications at the same level and in the same sector, and differences between learning outcomes developed for qualifications at different NQF levels; that for each unit based on learning outcomes: there is coherence inside the unit; there is autonomy in order for there to be an independent assessment and validation of the learning outcomes; that assessment is based on the agreed criteria i.e. validity, reliability, practicability, and fairness. ANALYSIS These processes are being further strengthened through the use of the EQAVET indicators e.g. one of the ways of evaluating a qualification or partial qualification is to look at recruitment and subsequent employment rates. Those qualifications that are not attractive to learners or employers can be removed from the approved register; or the learning PageIX

outcomes that underpin the qualification can be modified to reflect the real Across the examples, and arising from the reflections during the peer learning meeting, it seems that there are a number of challenges to finding ways to simultaneously use the principles from the two European instruments. These can be summarised as: the need for stakeholders to develop a shared understanding of what it means to move to a learning outcomes approach. When a system moves from focusing on curriculum to a focus on outcomes, there are many consequences and implications which need to be thought through. Questions arise quickly in relation to timetables; teachers workload; pedagogic approaches; designing assessment activities; responding to individualisation and student-centred learning; greater learner autonomy for meeting learning outcomes etc. These questions (and more) need to answered through a partnership approach and this takes time and patience; a key aspect of the move to a learning outcomes approach is the need to reconsider and review the existing quality assurance arrangements. With new ways of working, the existing indicators (if they focus mainly on input, structure or process) may not be sufficient in an outcome oriented approach. It takes time to gain agreement on what will now be measured, how the data will be collected, how it will be evaluated and how it will be used to review and reform practice; in an environment where there is a focus on VET reform, it helps to recognise that some stakeholders want to change things quickly and others want to move much more slowly. To maintain impetus the examples reviewed by the working requirements of the labour market. group highlighted the value of finding quick wins which meet the needs of those stakeholders who have a greater appetite for change. In some situations pilot projects and innovation are a way of demonstrating things are changing but for longer term reform these higher profile activities are best undertaken within a clear vision that makes use of both the ECVET and EQAVET principles. These challenges are being overcome or addressed in Member States through a series of measures which respond to national circumstances and conditions. Some of the ways forward have included: an explicit recognition of the need for VET reform. A central feature of most VET reform is the desire to increase flexibility while maintaining quality this creates a tension and a need to maintain a balanced approach. Member States have found that the European instruments provide options which support VET reform and their existence has the advantage of speeding up the process of change; understanding that the communication strategy to support VET reform has to be differentiated it needs to focus on training, explaining and awareness. The messages need to be supported by a clear vision of why reform is happening and how things will be better for learners, employers and the country. However this is not enough as it can leave other stakeholder and the training providers in an uncomfortable position. Member States are finding that their communication strategies need to be more flexible and Page1 PageX

genuinely respond to the concerns and priorities of different stakeholders; as mentioned earlier, the need for a balanced approach has led Member States to combine tactical change (often through innovation and pilot projects) with a clear statement of the strategic direction. For many stakeholders things are changing quickly but, from the system perspective, the speed of change has to managed through a quality assurance process in order to avoid unnecessary risk; recognising that a move to quality assuring a learning outcomes approach requires many concurrent or subsequent changes in VET e.g. how to measure teacher performance; how to finance VET provision; how to organise teachers time; how to train teachers etc. These need to be addressed at the planning phase (as well as during implementation) of the quality assurance cycle in order to avoid surprises or unexpected challenge later in the reform process. This first look at how countries represented in the working group have simultaneously used the two European instruments (or the principles from the instruments) highlights that lessons have already been learnt. It is too early to say whether these are universal but they have been experienced in a number of situations and consequently the working group is confident that the observations are likely to be useful in other contexts: it helps to prepare for the unexpected as Member States have found that resistance to change arises in unexpected places; plan for the long term as everything takes longer than expected and patience is essential; when you create a new way to quality assure a learning outcomes approach there are expected and unexpected implications for many aspects of VET provision and organisation these need to be thought about and planned for. If the knock-on effects are not considered carefully the implementation of a quality assured learning outcomes based approach is likely to be compromised; VET is part of the overall education and training system. When changes are made to VET (as a result of a quality assured approach to learning outcomes) there is an impact on general education. This type of VET reform can be supported by complementary action in the general education sector e.g. preparing young people to be more autonomous; to be more entrepreneurial; to work collaboratively; to reflect on their performance etc. are all aspects of VET that can be enhanced and promoted through changes to general education; Member States have found that the European instruments and the principles from ECVET and EQAVET offer choices they provide ways of working. It is not about introducing a European instrument it is about using the instrument to address problems or issues in VET. PageXI Page1

MAIN MESSAGES There are many examples of national systems finding ways to use simultaneously the principles from the two European instruments. It appears that the connections and complementarities enhance VET reform. In the examples selected by the members of the working group, it seems that not all aspects of the ECVET and EQAVET Recommendations are being applied e.g. there are not many examples where there are explicit references to the EQAVET indicators and indicative descriptors being used to support an ECVET-aligned VET system. This may be because the whole system uses the EQAVET indicators and indicative descriptors and therefore there is no need to continually refer to them. However their relative scarcity may be for other reasons. In addition few examples were selected to show of how the quality assurance cycle is applied to the transfer or accumulation processes as set out in the ECVET Recommendation (see the technical analysis in Annex A, page 1). While this is an initial analysis of practice, it is not too early to identify some main messages from the 2015 examples: a) the starting point for benefitting from combining or aligning the two sets of principles is to establish a shared and consistent vision for VET reform; a strategic approach to change (both in the long-term and short-term) and an action plan. This vision can involve applying the European instruments at the system, provider and learner level in order to achieve a fit for purpose VET. It is worth noting that the engagement of stakeholders requires a clear statement of this vision technical discussions on how things operate is a second-order topic for these discussions; b) there is a need to develop a multilevel approach to reform which involves all the key actors. This approach needs to focus on building the capacity of the system through applying all phases of the quality assurance cycle to the learning outcomes approach it is important to recognise that it is not just about planning for reform; c) a quality assured learning outcome approach to VET and qualifications reform has to be considered there is a need to plan, define learning outcomes, deliver reform, assess learning, and improve practice. The focus is on ensuring all four stages in the quality assurance cycle are developed and used; d) there is a need to develop further the competences of teachers, trainers, tutors and principals by providing adequate initial and continuous training. This often requires a communication plan to engage the academic world and explain learning outcomes and the VET instruments; e) it is important to emphasise the role of output oriented evaluation and monitoring (using indicators) of the system as well as evaluating the input and processes; f) as change and reform is timeconsuming and expensive, it helps to focus attention on those areas where change leads to the largest impact. In this context, the application of a risk analysis enables reformers to focus their quality assurance efforts on those areas of VET where the largest benefits can be realised. Throughout the examples and the analysis there is a recognition that partner PageXII

organisations are essential to the reform process. There is a need for the partners to feel they are joint owners of reform this means much more than being a member of a working group or people to consult. Ownership is a central aspect of introducing a quality assured reform process which support the move to learning outcomes based on the ECVET principles. CONCLUSIONS The analysis of examples has suggested that there are clear signs that Member States are drawing on principles from both European instruments to support the reform of VET. In this context the working group proposes that further work is undertaken on the synergies and opportunities for co-operation. At a strategic level this should be within the context of: identifying the mid-term deliverables within the Bruges Communiqué; strengthening apprenticeship schemes in Europe; increasing the relevance, quality and transparency of VET programmes which support lifelong learning. The working group would also support the comments that have been made on a number of other occasions, namely that there is a need to: strengthen the references to learning outcomes and certification in the EQAVET Recommendation; include more specific and explicit references to the ECVET and EQAVET Recommendations in the expectations associated with the use of the European Social Funds and the use of funds associated with the European Semester. In addition the working group recognises the value of actions which can support Member States who are looking at ways to strengthen their own approach to PageXIII Page1

collaboration. In this context, the working group recognises the: 1. Move to a learning outcomes approach has gained significant momentum, and in this context there is an accompanying focus on strengthening quality assurance as a way of giving more power and responsibility to VET providers. In this context: self-assessment within a coherent quality assurance framework is becoming the preferred approach. The development and implementation of a coherent, system-wide quality assurance framework helps to support further moves towards the learning outcomes approach and gives additional support and guidance to VET providers that are developing their own approach; There is a need for regulators and qualification designers to clearly communicate their intentions as this supports the quality assured approach to using learning outcomes; It is important to control the burdens placed on VET providers. Risk-based approaches to inspection, quality assurance and regulatory control can create the framework of support alongside mutual trust; A need to be clear about how best to work with social partners and other stakeholders. The best results are achieved when the role and expectations of social partners capitalise on their expertise and interests this is particularly important when the stakeholders are not part of the formal VET system. Efficient and effective use of stakeholders time and interest will help to pay dividends. 2. The need to continue to provide training to staff working in VET providers. Keeping staff and equipment up-to-date is important for VET reform but it is also important for developing a learning outcomes approach which is quality assured. This first initiative to combine the strengths of two European networks has worked extremely well. The working group has found new solutions and approaches that would not have been available easily within the context of one network. The discussions and reflections have led to a more widespread recognition that both European instruments are seeking, at the national or system level, to use the principles from the two Recommendations to address problems and challenges in VET. PageXIV Page2

Annexe A - Technical analysis Technical issues Implementation questions 1. How to link the quality assurance cycle and the implementation of the ECVET principles Develop a common understanding of the quality assurance issues related to the ECVET principles 1.1 Understanding the importance of quality assurance in implementing the ECVET principles Develop a common approach (awareness) to the role of quality assurance in implementing the ECVET principles 1.2 Using quality assurance principles to support ECVET s development Apply the quality assurance cycle in an ECVET context 1.3 Accumulation process Develop criteria and procedures for quality assuring the relevance and reliability of learners accumulation of units based on learning outcomes 1.4 Transfer process Develop criteria and procedures for quality assuring the accuracy and reliability of the processes used to transfer learners achievement 1.5 Validation of all types of learning outcomes whatever the learning context (non-formal, informal, formal) 2. How to quality assure the development of learning outcomes and units based on learning outcomes 9 2.1 Design qualifications based on learning outcomes 2.2 Design the processes for assessing learners achievement of learning outcomes 2.3 Design the processes for writing learning outcomes 2.4 Using the learning outcomes approach to develop training and validation processes 2.5 How to quality assure the design of units based on learning outcomes 2.6 How to quality assure the combination of units based on learning outcomes in order to create qualifications Develop criteria and procedures for quality assuring the inclusion of all learning outcomes Develop a quality assurance approach to support the design and use of learning outcomes and units based on learning outcomes (methodology, resources, tools, participants, etc.) Develop criteria and processes for identifying and selecting learning outcomes Develop criteria and processes for the design and implementation of assessment processes and procedures Develop criteria and processes for writing learning outcomes : - for mobility purposes (transferability); - to support lifelong learning; - to support validation and recognition of learners achievements. Develop criteria which help to ensure that the expected learning outcomes match the achieved learning outcomes Develop criteria and processes for quality assuring the relevance of the content of units Develop criteria and processes for quality assuring the coherence of the unit-based structure of qualifications 9 In some Member State systems, qualifications are based on modules of learning outcomes rather than units of learning outcomes. In this context a module is a set of training activities. Page1

3. Developing and using the ECVET tools and instruments Develop a quality assurance approach for the design, adaption and use of the instruments and tools which support the ECVET principles 3.1 ECVET points Develop criteria and processes for quality assuring transparency, relevance and efficiency of the method used for allocating ECVET points to qualifications and units of learning outcomes. 3.2 Memorandum of understanding Develop criteria and processes for quality assuring the drafting and use of a memorandum of understanding 3.3 Learning agreement Develop criteria and processes for quality assuring the drafting and use of a learning agreement Page2

Annexe B - Matrix which matches the current practices in Member States and the technical issues Technical issues Implementation questions AT CZ DE EE EL ES FI FR HU KO LT LV NL NO RO SI SK UK 1. How to link the quality assurance cycle and the implementation of the ECVET principles 1.1 Understanding the importance of quality assurance in implementing the ECVET principles 1.2 Using quality assurance principles to support ECVET s development 1.3 Accumulation process Develop a common understanding of the quality assurance issues related to the ECVET principles Develop a common approach (awareness) to the role of quality assurance in implementing the ECVET principles Apply the quality assurance cycle in an ECVET context Develop criteria and procedures for quality assuring the relevance and reliability of learners accumulation of units based on learning outcomes 1.4 Transfer process Develop criteria and procedures for quality assuring the accuracy and reliability of the processes used to transfer learners achievement 1.5 Validation of all types of learning outcomes whatever the learning context (non-formal, informal, formal) Develop criteria and procedures for quality assuring the inclusion of all learning outcomes X X X Page3

Technical issues Implementation questions AT CZ DE EE EL ES FI FR HU KO LT LV NL NO RO SI SK UK 2. How to quality Develop a quality assurance assure the approach to support the design and development of use of learning outcomes and units learning outcomes based on learning outcomes and units based on (methodology, resources, tools, learning outcomes participants, etc.) 2.1 Design qualifications based on learning outcomes 2.2 Design the processes for assessing learners achievement of learning outcomes 2.3 Design the processes for writing learning outcomes 2.4 Using the learning outcomes approach to develop training and validation processes 2.5 How to quality assure the design of units based on learning outcomes 2.6 How to quality assure the combination of units based on learning outcomes in order to create qualifications Develop criteria and processes for identifying and selecting learning outcomes Develop criteria and processes for the design and implementation of assessment processes and procedures Develop criteria and processes for writing learning outcomes: for mobility purposes (transferability); to support lifelong learning; to support validation and recognition of learners achievements. Develop criteria which help to ensure that the expected learning outcomes match the achieved learning outcomes Develop criteria and processes for quality assuring the relevance of the content of units Develop criteria and processes for quality assuring the coherence of the unit-based structure of qualifications X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X Page4

Technical issues Implementation questions AT CZ DE EE EL ES FI FR HU KO LT LV NL NO RO SI SK UK 3. Developing and using the ECVET tools and instruments Develop a quality assurance approach for the design, adaption and use of the instruments and tools which support the ECVET principles 3.1 ECVET points Develop criteria and processes for quality assuring transparency, relevance and efficiency of the method used for allocating ECVET points to qualifications and units of learning outcomes 3.2 Memorandum of understanding Develop criteria and processes for quality assuring the drafting and use of a memorandum of understanding 3.3 Learning agreement Develop criteria and processes for quality assuring the drafting and use of a learning agreement X X X X Page5

Annexe C - A summary of the current practices in Member States Austria (AT) Topic: Using ECVET principles to support the quality assurance of compulsory internships in VET schools and colleges at upper secondary level Austria is using the ECVET principles to support the quality assurance of compulsory internships in VET schools and colleges at upper secondary level. A pilot project, under the guidance from the ministry, is looking at the structures offered by the ECVET Recommendation e.g. preparation for the internship, implementing the internship, and follow-up activities. And the project is considering whether greater transparency can be achieved by describing learning outcomes in line with the ECVET principles. A working group is looking at connections with the Austrian VET Quality Initiative (QIBB) which is aligned with the EQAVET Recommendation. The Czech Republic (CZ) Topic: The lack of mutual trust relating to the recognition and validation of nonformal and informal learning (NFIL). The Czech Republic is implementing the ECVET principles in initial VET. One initiative is the Pospolu project which focuses on strengthening mutual trust through practical training and the joint development of units based on learning outcomes. These units are assessed in the enterprise and subsequently validated by staff in the VET school. A quality assurance cycle which is compatible with the EQAVET Recommendation is being used to support the development of mutual trust between employers and the VET providers involved in the Pospolu project. Germany (DE) Topic: Using the EQAVET principles in an ECVET governed educational environment In 2005 the State of Hessen began a pilot project to give VET schools more autonomy. All the VET qualifications in Germany are based on units of learning outcomes, and designed at the national level. This enables learners to continue their studies if they move during their training. With their increased autonomy, the VET schools have designed a new quality-assurance process. The Peter Paul Cahensly School has used this autonomy to develop more learner-centred pedagogies and has adopted some of the EQAVET indicators as a way of measuring the performance of its new approach. Estonia (EE) Topic: Implementing ECVET and quality assurance measures in VET From 2008-2013 VET reform has introduced a learning outcome based approach to new national and school curricula based on occupational standards. Reform has also created the Estonian vocational education credit points system. This is based on learning outcomes and includes the recognition of prior learning. The legislation was updated in 2013 and provides the basis for implementing a quality assurance process for the VET qualification system. Each VET provider is accredited by Foundation Archimedes EKKA using a system which focuses on the quality of teaching and learning; ensures decisions are based on the curriculum and involves experts from industry and education in a three step process. This process includes institutional self-assessment; external evaluation and the granting of the right to provide instruction. Page6

Greece (EL) Topic: How to quality assure the certification of Adult Trainers Teaching Competences based on learning outcomes approach The National Organisation for the Certification of Qualifications and Vocational Guidance- (EOPPEP) 10 which is also responsible for the development of Hellenic Qualifications Framework (HQF) is developing a national system for the validation of learning outcomes of nonformal and informal learning. This integrated system will enhance the introduction of non-formal and informal learning into the HQF by designing qualifications based on learning outcomes. The arrangements for the certification of the qualification for teachers of adult learners are already in place. This certification scheme involves theoretical and practical examinations and is based on the quality assured standards set out in a Ministerial Decision and the respective accredited occupational profile (Epaggelmatiko perigramma) which has been developed in accordance with the ECVET principles. Spain (ES) Topic: quality assuring the use of learning outcomes in VET In Spain the Ministry of Education designs the core curriculum for each VET qualification and the Autonomous Regions take responsibility for the development of each qualification in their specific context. Learning outcomes and units are central to all these qualifications and used at all three levels of VET basic, middle and upper. The quality assurance arrangements for the development of each learning outcome based qualification takes account of the views of all the stakeholders; the evaluation by the 10 http://www.eoppep.gr/index.php/en/eoppep-en National Institute for the Evaluation of the Education Service; the views of the education inspectorate; and the level of resources available at each VET provider. Finland (FI) Topic: Developing individualised flexible learning pathways New legislation in October 2014 has strengthened the learning outcomes approach to vocational qualifications and the modular structure of qualifications. This supports the development of flexible and individual learning pathways and promotes the validation of prior learning. In the legislation a qualification in vocational upper secondary VET is awarded when a learner has 180 credits or competence points in the Finnish context (one year = 60 competence points). The new approach is being used by the Vocational Education Centre in Sedu on its development work has been based on the EQAVET framework and has used the quality assurance cycle of planning, implementation, evaluation/ assessment and review/revision. France (FR) Topic: Qualification design The design of French vocational diplomas is based on a series of principles that closely resemble those outlined in the ECVET Recommendation. A diploma can be achieved through formal, non-formal or informal training and recognition of prior experience. The development and/or updating process is in line with the quality assurance cycle and the EQAVET Recommendation (the process uses the Plan, Do, Check and Act methodology of the quality assurance cycle). The decision to create, update or revoke a vocational qualification can be initiated by the ministry of national education or on the basis of research from the higher education sector or sectoral branches. Page7

Hungary (HU) Topic: Designing the processes for writing/transcribing learning outcomes Hungary is redesigning VET qualifications to take account of learning outcomes and to include them in the Hungarian Qualifications Framework. Each VET qualification in the National Qualification Register is being reviewed with the support of a team of experts. This case study describes the quality assurance processes that were used to write the learning outcomes and ensure there was national consistency. Kosovo (KO) Topic: quality assurance processes for the validation of units and qualifications Kosovo s legislation requires new VET qualifications to be based on learning outcomes The National Qualifications Authority has developed a VET credit system based on the ECVET Recommendation. This supports learners geographical and occupational mobility by enabling them to accumulate and combine learning outcomes from different settings and use them in different educational pathways. This credit system uses learning outcomes, describes qualifications by measuring the volume of learning, and identifies providers that have a role and responsibility for allocating credit. Lithuania (LT) Topic: Quality assuring the development of learning outcomes and units based on learning outcomes. From 2010 to 2015 Lithuania will create new qualifications and develop a modular VET system. Within this project new qualification standards and unit and learning outcome-based VET programmes are being developed. Coordination of the development of these standards and programmes has been assigned to employer organisations and VET schools. So far the feedback of the early work has indicated there is a consensus about the move towards learning outcomes; the need for more guidance on their design, level and quality assurance; and the need for a VET credit system. Latvia Topic: Establishing, at the national level, a common quality assurance framework for VET providers The State Education Quality Service in Latvia (part of the Ministry of Education and Science) is responsible for introducing a national quality assurance system that is compatible with the EQAVET Recommendation. With support from the European Social Fund, the development process which began in 2013 will be completed by the end of 2015. The consultation to support this development has involved the Sector Councils, national stakeholders, social partners and VET providers. The Netherlands (NL) Topic: developing a new approach to lifelong learning A series of pilot projects, initiated by employers, is looking at how the ECVET principles can help employees to update or improve their skills as efficiently and effectively as possible. The pilots includes the division of existing qualifications into units based on learning outcomes; support to employers from the Dutch Partnership for Lifelong Learning in order to understand what is required to demonstrate the learning outcomes for each unit; each unit is validated; and the VET provider s examination board decides whether each learner has met the standards and can be awarded the certificate. The development process uses the EQAVET quality assurance cycle as Page8

the basis for ensuring the units and learning outcomes are appropriate, and training meets the needs of the labour market. Norway (NO) Topic: using learning outcomes and validation processes to support international mobility In Norway the ECVET principles are only used to support international mobility. In 2013 a regionally-based 13 week mobility project for apprentices was organised with Germany. The apprentices experiences and learning were based on learning outcomes and their achievement was recognised as part of their qualification in Norway. Working with the competent bodies in both countries, there was agreement that the learners would be assessed by the host companies (this was on building sites as the learners were completing a qualification for the construction sector) using the industrial standards used in Germany. Slovenia (SI) Topic: Developing a quality assuring approach for designing units based on learning outcomes. Slovenia has two initial VET systems: a traditional school based approach and, since 2000, one based on recognising non-formal and informal learning. In the first system, initial VET is based on units of learning outcomes. The curriculum which supports these units is based on a quality assurance process controlled by state regulations; has a defined methodology; and is the responsibility of the Council of Experts in VET which includes social partners. Each unit is based on occupational standards which are developed to reflect the needs of the labour market. Slovakia (SK) Topic: How to quality assure the development of learning outcomes and units based on learning outcomes Romania Topic: How to quality assuring the development of qualifications based on learning outcomes In 2012, Romania introduced a new EQAVET-compatible approach to the design of initial VET qualifications based on learning outcomes. Each qualification is based on a coherent set of units and is validated by a sectoral committee to ensure it meets the needs of the labour market. This validation is based on an internal process by VET and sector experts and an external process by the sectoral committee. Each process is based on the plan-do-check-act quality assurance system. Once agreed, qualifications are offered by all VET providers who have autonomy in relation to pedagogy and the design of locallyrelevant parts of the curriculum. Since 2013 Slovakia has been running a project to develop the National Qualifications System (including the development of a National Qualifications Framework). The project uses learning outcomes to describe full and partial qualifications acquired by formal and nonformal education. The project reflects the national decision to implement ECVET and includes information on credit points and work-load for each full and partial qualification. The project s methodology refers to ECVET and EQAVET, and the development of qualifications has used the EQAVET indicators. The project has also introduced the quality assurance cycle into the statute of the Sector Councils and the National Board of Education and Qualifications. The UK (Wales) Page9

Topic: An awarding organisation s approach to quality assuring the development of units based on learning outcomes In the UK qualifications are designed and awarded by Awarding Organisations. One of these organisations is Agored Cymru which prepares unit and credit based qualifications for 14-19 year olds and lifelong learners in Wales. Each unit is developed in line with an EQAVET compatible quality assurance process which involves planning, implementation, evaluation and review. Each year Agored Cymru awards qualifications to 15,000 learners and puts its new quality-assured qualifications in the national data-base. Page10

Annexe D - Full details of the current practices in Member States Austria Topic: Using ECVET principles to support the quality assurance of compulsory internships in VET schools and colleges at upper secondary level. Within the framework of its broader national ECVET implementation strategy, Austria is currently conducting a pilot which aims to employ the ECVET principles to support the quality assurance of compulsory internships in VET schools and colleges at upper secondary level. The project, under the guidance of the Federal Ministry of Education, is looking at how the structures offered by the ECVET Recommendation e.g. preparation, implementation, follow-up, an adapted set of documents (learning agreement, memorandum of understanding, personal transcript) and a systematic approach to describing learning outcomes in line with the ECVET principles can bring transparency and coherence to the implementation of internships and ensure that students acquire the agreed learning outcomes. It is envisaged that the Austrian VET Quality Initiative (QIBB), which is aligned with the EQAVET Recommendation, can serve as a vehicle for implementation of the proposed model. The primary focus of the project is to evaluate the added value that ECVET can make in this area. It is considering the structures offered by the ECVET Recommendation e.g. preparation for the internship, implementing the internship, and follow-up activities. It is also looking at whether, and how to use, the documents which support learners undertaking ECVET mobility projects. To ensure the quality and relevance of the learning content of compulsory internships, the project is considering whether greater transparency can be achieved by describing learning outcomes in line with the ECVET principles. A working group of experienced practitioners has been established. This group aims, inter alia, to produce the following results: an analysis of the existing ECVET documents Learning Agreement, Memorandum of Understanding, and Personal Transcript with a set of proposed adaptations which makes them appropriate for use in compulsory internships within a national and international context. These adaptations need to be based on practical and efficient solution in order for them to be used in VET schools and VET colleges; a checklist for teachers and schools. This should provide support in the preparation, implementation, and follow-up of internships by defining the key parameters to be considered and the practical steps that can be taken. The ideal outcome would be a process map as this is the approach that is already used in the implementation of quality management systems in VET institutions. In addition to the analysis and adaptation of the ECVET documents, the project is also considering the potential impact on, and connections to, the Austrian VET Quality Initiative (QIBB). In this context the working group will be looking: for good connections from any new standardised process into the existing quality assurance arrangements in the QIBB; to use the quality assurance cycle throughout the pilot project from the planning and implementation Page11

processes to the evaluation and follow-up. At the system level, staff with responsibility for ECVET and QIBB will work together. At the provider level VET schools with a particular interest in quality assurance and improvements in their students internship arrangements can be involved. This enables them to include the pilot project as one of their objective when they develop their work/school programme this enables them to apply the QIBB instruments to this process. The Czech Republic Topic: The lack of mutual trust relating to the recognition and validation of nonformal and informal learning (NFIL). In Initial VET, the Czech Republic is implementing the ECVET principles based on the learning outcomes approach. The Pospolu 11 project is looking at how to enhance cooperation between VET providers and employers through a focus on practical training. This project is based on mutual trust through the joint creation of units of learning outcomes which can be assessed in the enterprise and subsequently validated by the school. Pospolu includes a focus on the two European instruments and the ECVET and EQAVET principles are promoted by further developing support materials and organising educational activities. The Czech Republic also has a National Register of Vocational Qualifications (NSK) 12 which allows anyone to obtain a qualification certificate by validating their prior learning regardless of where they acquired the necessary knowledge, skills and competences. This system uses the EQF levels and is compatible with a learning outcomes approach. The NSK operates outside the formal education system which means that its quality is not controlled through the Framework or School Education Plans. Consequently there is a need to establish mutual trust in a different way. The system of recognising learning outcomes based on prior learning is supervised by the Ministry of Education, Youth and Sports and other governmental and public institutions. This system does not offer much opportunity for mutual trust based on the ECVET principles. The challenge is 11 See http://www.nuv.cz/pospolu/ecvet for more information 12 See http://www.narodnikvalifikace.cz/en-us/ - this website is also available in English Page12

to focus on creating better connection between formal and informal education in order to strengthen permeability between different education levels and to increase the flexibility of qualifications. Success would be measured by learners having enhanced access to vocational qualifications and employers having more flexible views towards qualifications in order to respond to changing demands of the labour market. The quality assurance cycle is used in initial VET and as part of the NSK. The use of a consistent approach to quality assurance helps to develop greater mutual trust. This brings benefits to: VET providers as it broadens the portfolio of programmes they can offer. As well as their work in initial VET, they are able to develop continuing VET and adult education programmes. This will have the following impacts: o greater flexibility for schools which allows them to respond to current decrease in population; o better match to the needs of the labour market and improvements in the employability of graduates; o an increase in the prestige of VET. learners as they will be offered: o greater access to more flexible qualifications; o qualifications which are created on the basis of the needs of the labour market as all the relevant stakeholders and social partners are involved in their design; o qualifications which increase their employability and give more prestige; employers through their closer cooperation with VET providers who work with the NSK system. This helps them to recruit a sufficient number of suitably qualified staff and provides opportunities to explore ways to develop their businesses. Developing a new approach to recognising informal and non-formal learning can benefit every citizen in the Czech Republic. The NSK is open to the public and currently offers 787 vocational qualifications and new qualifications are approved every month. At the end of 2014, more than 106,000 people had obtained a certificate of vocational qualification through this recognition system. The Centre for International Cooperation in Education (a semi-budgetary organisation, established by the Ministry of Education, Youth and Sport) established the National team of ECVET experts 13 project to develop cooperation among the ECVET experts in 2012 and 2013. This led to publications and leaflets to support the use of the ECVET principles and some of the EQAVET principles, such as the quality assurance cycle. The cooperation has continued after the completion of the project. The main tasks of the National team of ECVET experts is to promote the ECVET principles by organising seminars, producing publications and videos, direct consultations with VET providers etc. Among the outcomes of this cooperation are the brochures Report on the relationship of ECVET and NSK and Report on coherence of ECVET with the European Qualification Framework (EQF) which explicitly emphasise the connection between ECVET and the EQAVET quality assurance cycle. 13 See http://www.naep.cz/ecvet for more information Page13

Most of the national systems in the Czech Republic have the support of the Ministry of Education, Youth and Sport. The ECVET principles are also supported through the close cooperation of several institutions and through the Pospolu project. It has taken longer to implement the EQAVET principles but some, especially the quality assurance cycle, are frequently used and the situation is improving. There seems to be no serious barriers to the further development on ECVET or EQAVET though it would help potential users to have more examples of good practice which show the added values of both European instruments. Germany Topic: Using the EQAVET principles in an ECVET governed educational environment The Peter Paul Cahensly School (PPC) in Limburg, Hessen is a regional centre for training students to enter the world of economics and trade. The school offers training for apprentice, full time vocational programmes, upper secondary school programmes and adult learning courses. It has approximately 1, 800 students with 120 teachers. PPC is the largest provider of upper secondary training in the region with more students than the combined total in all the other schools. In 2005 the German state of Hessen began a pilot programme to allow schools more independence in hiring teachers and using their funds. In return the schools, including PPC, were required to produce reports on teaching success and customer satisfaction as part of an advanced quality assurance system. In 2005 about 40 % of the vocational schools were self-governed but this figure is increasing. ECVET principles In Germany all VET qualifications are designed with units based on learning outcomes. The apprenticeship qualifications are designed at the national level by social partners and the federal ministry of education (or other federal ministries). The units for work placed learning are designed nationally and the board of the 16 regional ministries (Länder) design the school curricula in line the practical training. Consequently all the students who take the same qualification in Germany complete the same units based on learning outcomes. Mobility within the same qualification is guaranteed (e.g. when students move from one town to another). Within a group of qualifications Page14

(i.e. industrial merchandise and foreign trade) some units are similar and this makes mobility possible from one qualification to another. The quality of the provision is assured by nationwide final examinations with an examination board made up of employers, employees and teachers. Full time vocational programmes are organised in a similar way with the curricula following regional (Länder) rules within the context of the nationwide agreement about the learning outcomes. The examinations are organised by teachers. Each school is evaluated by inspectors and every three to five years by an evaluation team. These are the usual procedures for every VET school in Germany, so what has changed for the self-governed schools? They had to install a quality assurance framework to improve the educational methodology in the school and evaluate this. EQAVET principles at the Peter Paul Cahensly School The following new approaches were introduced: 1. A new vision to improve the school s quality which was based on: developing a school culture where each part of the system worked together to improve teaching and learning; involving the students in developing the teaching methodology which helps to strengthen their understanding of the content of the units and the learning outcomes; a more individualised approach to learning; improve cooperation with all partner organisations. 2. A new education concept for PPC Tuition was re-organised in line with the students activities and respond to individual learning needs. The teaching methods were changed and became based on the needs of each subject and the approaches changed frequently in line with changing student needs. Before the change was made approximately 15% of the teaching was student activated now it is about 50%. This has improved the quality of provision and increased the competence of the students. Selflearning methods and a self-learning centre have been installed. Teachers and students have more individual freedom about how they meet the aims of their courses, but the outcomes are guaranteed through the creation of learning agreements between all the teachers who work on the same programme. To support these developments the teachers participated in a school-based training programme 3. Evaluation and quality assurance PPC runs its own school based evaluation programme. This includes: at the end of the school year, asking all students who leave the school about the quality of the teaching and their level of satisfaction with their teaching; asking all the teachers to evaluate the outcomes of their provision. Each programme used a balanced score card system, which is evaluated by the management team as well as by teachers who are responsible for others programmes; providing teachers with individualised feedback about their tuition; developing quality circles to identity the further training needs of the teachers and to improve the teaching methodology. Page15

EQAVET principles used As part of the new approach PPC is using indicators in the EQAVET Recommendation. These include the participation rate (indicator 3) and the completion rate (indicator 4). In its adult learning programme PPC expects 50 % more students to complete their training than the average number of completion in similar provision in Hessen. PPC monitors the students average marks in the final examinations and expects to deliver better results than the average in the region. If this does not happen there are further changes and refinement to the school curriculum. Estonia Topic: Implementing ECVET and quality assurance measures in VET In Estonia a series of new initiatives have been developed from 2008-2013. These have been supported by several European Social Fund (ESF) programmes, Leonardo da Vinci funding, and the ECVET and study reform arrangements in Estonia. The focus has been a substantial renew of all aspects of VET including the development and implementation of the Estonian VET credit system (EKAP Eesti kutsehariduse arvestuspunkt), and an accreditation process for the VET curriculum. The VET institutional accreditation scheme for groups of curricula areas in VET was introduced through a pilot arrangement in 2011 with full implementation in 2014. The impetus for implementing these new VET initiatives at the school level was established in 2013-2014 in the curricula development project for schools - Curricula and study arrangements reform in VET. The VET development (including the Estonian VET credit and accreditation process which are used as quality assurance measures) are based on new legislation: New Vocational Institutions Act that came into force in September 2013; The 2008 Occupational Qualifications Act, revised in 2014, provides the basis for the development, operation and quality assurance of the occupational qualifications system. The new arrangements, at the system and provider level, aim to ensure that VET is more practical, better targeted, more contemporary, available and of high Page16

quality. To achieve these aims a number of concrete actions have been taken: the development of a curricula system based on the National Qualifications Framework (with study programmes at EQF Levels 2-5) with a direct relationship to the occupational standards; a learning outcomes based approach for describing the learning content, the methods of validation and the criteria for the study programmes; the integration of key competences into training to acquire professional skills; the introduction of VET credit. This is: part of the competences to be acquired by the learners. Its value in relation to the curricula is basing on the competences in the occupational standards; an estimation of the student s work towards the achievement of the learning outcomes. One unit of credit (an EKAP) is associated with 26 hours of learning for the average student; an average student can expect to achieve 60 EKAPs in one school year. the implementation of an ECVET based credit system. This is accompanied by a threshold based approach which sets out the minimum expectations that a learner has to meet to achieve the required learning outcomes. This credit system: gives more attention to the use and quality of recognition of prior learning and work experience; emphasises the quality of the training process and introduces an accreditation process for formal VET provision; provides more attention to the content of the study programmes; leads to advanced qualifications and the development of entrepreneurship competences. Central to the new approach has been a desire to assure the quality of the processes e.g. how the learning content is described, the validation methods and the criteria which underpin the study programmes Foundation Innove (an organisation that is supported by the Ministry of Education and Research) has: researched and developed the national curricula; produced methodological and other resources to support the implementation of the national and school curricula; evaluated the curricula of the VET institutions; led consultations on curricula issues; organised training for teachers; promoted innovative ideas and methods in VET. The VET accreditation process (which follows the EQAVET principles) focuses on the quality of teaching and learning; the pedagogic process and the results; the curricula and the learners assessment. Institutions that are accredited are given the right to provide instruction. This accreditation process involves experts from industry and education; and consists of: the VET institution s selfassessment; Page17

an external assessment of the VET institution; feedback from the accreditation process which gives information to the VET provider and the curricula developers in order for them to make improvements; the results of accreditation give data to decision makers to help them to analyse and decide on investments, plan the teacher training, establish their programmes and ensure the VET providers financial arrangements. The development of the reform process has been based on a strong involvement from the following stakeholders: 1. the various institutions responsible for VET (quality) including the Ministry of Education and Research (MoER), other Ministries, social partners, associations of municipalities, cities and VET providers that participate in working groups responsible for devising VET development plans. The participation of the VET social partners is regulated by national legislation; 2. the Ministry of Economic Affairs and Communications is responsible for researching the skills and human resources needed on the labour market. The annual forecasts produced by the Ministry for each sector are one of the components considered by the MoER in determining the number and type of state funded places in VET; 3. through the Sector Skills Councils the social partners are responsible for developing professional standards and giving the awarding bodies the right to award professional qualifications; 4. social partners are consulted during the development of qualification requirements; 5. the standards and qualification requirements are used to develop national curricula, and the social partners are involved as members of working groups. This process is led by the MoER and Foundation Innove; 6. social partners and other stakeholders are involved in developing the legislation on the system of state recognition. They are members of the assessment committees that support the accreditation process and participate in the quality assessment council for vocational education, who makes accreditation decisions on the basis of the curriculum group report and the assessment report of the committee. The MoER and the Estonian Higher Education Quality Agency (EKKA) are responsible for the accreditation of the content of the curriculum areas in VET institutions. Future challenges implementing ECVET (EKAP) it is a paradigm change that requires a lot of work at the system and provider level; in relation to teacher training; and to update the competences of assessment commission members etc. there is a need to develop further the criteria and processes for: writing, identifying and selecting learning outcomes; designing and implementing the assessment processes and procedures; quality assuring the transparency, relevance Page18

and efficiency of the method used for allocating ECVET points to qualifications and units based on learning outcomes. Further information https://www.hm.ee/en/activities/vocationaleducation http://www.kutsekoda.ee/en/index http://ekka.archimedes.ee/en/vetinstitutions/accreditation-curriculumgroups-vocational-education-training/ Greece Topic: How to quality assure the certification of Adult Trainers Teaching Competences based on learning outcomes approach The National Organisation for the Certification of Qualifications and Vocational Guidance- (EOPPEP) 14 which is also responsible for the development of Hellenic Qualifications Framework (HQF) is developing a national system for the validation of learning outcomes of nonformal and informal learning. This integrated system will enhance the introduction of non-formal and informal learning into the HQF by designing qualifications based on learning outcomes. The arrangements for the certification of the qualification for teachers of adult learners are already in place. This certification scheme involves theoretical and practical examinations and is based on the quality assured standards set out in a Ministerial Decision and the respective accredited occupational profile (Epaggelmatiko perigramma) which has been developed in accordance with the ECVET principles. The following example shows how the system works in a specific context for adult trainers. Since 2006 there has been the opportunity for trainers of non-formal learning to certify their teaching competence through non-formal and informal learning. (This process has been evaluated twice and redesigned using a quality assurance cycle in an ECVET context.) This certification scheme is based on the accredited occupational profile of an adult trainer which was developed in consultation with social partners and stakeholders (the profile is renewed every five years and was last revised in 2011). In the last revision the new certification system of adult trainers of non-formal learning was designed by 14 http://www.eoppep.gr/index.php/en/eoppep-en Page19

EOPPEP with contributions from social partners and stakeholders and evidence from research centres/think tanks. The system is based on a learning outcomes approach and uses the EQAVET Framework (specifically indicators 1, 2, 6 and 7) and was finalised in 2012. The occupational profile of adult trainer includes the processes used for assessing learners achievement of learning outcomes; the criteria which help to ensure that the expected learning outcomes match the achieved learning outcomes etc. Under new legislation, these certification procedures are open to all interested parties that meet the prescribed eligibility criteria. The new system will have three pathways for an individual to demonstrate the learning outcomes: certification when the conditions and criteria are met; participation in an evaluation process and then certification; enrolment in a training programme and subsequent certification. The certification examinations for adult trainers of non-formal learning include a theoretical and practical part. This involves oral tests, the analysis of case studies, demonstration of skills and competences, and a teaching simulation ensures the candidate demonstrates the relevant knowledge, skills and competences described in the occupational profile. The practical element of the adult trainer s assessment is based on a presentation of a teaching plan and a 20-minute teaching session to a group of nine co candidates who undertake the role of trainees. The presentation is assessed by two competent assessors. A DVD is produced in the event in case the candidate needs to be reassessed. After the presentation, the examinee is interviewed by two assessors and their supervisor. The focus of the assessment process is based on ensuring the quality of the decisions. Applicants need to have professional or teaching experience as a major part of their assessment is through observation of practical implementation. The skills they have obtained through informal and nonformal learning are assessed through a portfolio and of examination process and certified. The certification of the portfolio by EOPPEP is based on e-portfolios which may include teaching programme plans, the development of teaching material, video-taped teaching by the applicant and electronic files from e-learning teaching experience. When applying for the certification process for adult trainers, individuals need to provide documentation that includes proof that they have demonstrated their competence at teaching. For the examination stage of the process, supervisors are accountable for ensuring that the pre-examination processes are completed. They observe and report to EOPPEP on all stages of an individual s examination. EOPPEP determines the steps the supervisor should take if there are issues and problems. Although EOPPEP leads all these examinations and its employees are involved as supervisors, the process is designed to ensure that all relevant stakeholders have a voice. This involvement of stakeholders ensures that the certification processes have high levels of acceptance in the private and the public sectors. This certification system is in line with the EU recommendation on the validation of non-formal and informal learning. It is accessible by individuals who meet the criteria regarding education attainment or proven professional experience. The new approach has generated interest from thousands of adult trainers. In the register of adult trainers of non-formal learning with certified teaching competence there are 8,312 trainers and a further 16,042 Page20

have enrolled and expect to participate in certification exams. 900 trainers were certified in 2014 and almost 7,000 candidates are currently in the process to being certified or improving their skills. The details of this assessment stage are set out on the EOPPEP website. Additionally, the relevant ministerial decision defines the requirements for training programmes for train the trainers. At the same time as introducing this new informal and non-formal certification process, the decision was made to expand the existing register of adult trainers of non-formal learning to include those trainers that have certified educational proficiency. EOPPEP will manage the Register, which includes the sub-registers of adult trainers and of the trainers of trainers. Each certified trainer on the Register is required to formulate and maintain their own electronic qualifications portfolio (e portfolio) which should include their education, training and professional experience etc. Context The Greek Law 3879/2010 for lifelong (implementation is in September 2015) requires all adult trainers in non-formal learning to have certified educational competence/proficiency to participate in non-formal learning programmes funded by public resources. This includes the Institutes of Vocational Training (IEK). The full implementation of the new certification system of adult trainers aims to meet the following economic, social and educational needs: moving the education system to learning outcomes; linking education content to the needs of the labour market, and reinforcing the social partners role in human resources development; expanding trainers field of activity into initial and continuing vocational training as well as nonformal education, including adult education; updating the knowledge, skills and competences of trainers of adults; increasing the quality of training provided in a non-formal context. All the initial and continuing providers in the non-formal VET system and providers of initial VET benefit from this new approach as they recruit their trainers from the Certified Adult Trainers Registry of EOPPEP. The learners are being trained by certified adult trainers who are also able to improve their skills in teaching, training and assessing adults. It is important to stress that this case study demonstrates both how to match demand and supply in this sector, and how to increase the employability of the adult teachers. The new approach is described in the European inventory on validation of nonformal and informal learning: 2014 country report. Annual report 2014 Cedefop, 2015 available at: http://libserver.cedefop.europa.eu/vetelib/2 014/87059_EL.pdf. More information is also available at: http://libserver.cedefop.europa.eu/vetelib/2 014/87059 http://www.eoppep.gr/index.php/el/structur e-and-program-certification/dmvtrainners/menu_pilotiko_ekpedef Page21

Spain Topic: quality assuring the use of learning outcomes in VET Learning outcomes are addressed at the institutional and the national and regional system level. The Ministry of Education designs the core curriculum for each VET qualification and the Education Departments of the Autonomous Communities complete each qualification s development in line with their specific context and the needs of each sector. The curriculum is constructed from professional modules which describe the learning outcomes that have to be achieved for a learner to successfully complete the module. Each module is based on learning outcomes and has to be large enough to be certified at the national level. The learning outcomes are translated into training activities which ensure learners complete tasks based on the competences of each sector and to the standard that is required to demonstrate the required scientific and technological knowledge. Learning outcomes include subject and sector-specific knowledge; basic competences (these are integrated in the professional modules) such as literacy, numeracy and others (the education system sets a pre-determined level of basic competences for learners to access VET. For basic VET there are specific modules that cover basic skills); and the development of personal, social and professional skills. The whole learning outcomes described in the training cycle should lead to evidence in order to infer that learners/ people have attained the personal, social and professional competences defined in the professional profile. Each learning outcome has assessment criteria that are linked to a series of indicators for measuring the: the success of the learning activities. These are expressed through quantitative and qualitative measures and show concretion between each learning outcome and learners achievement; the content of these learning activities; extent to which the assessment criteria are connected to the contents of each module and have led to the achievement of the objectives of the learning process. These measures can be: procedural, conceptual and attitudinal. In relation to this technical issue, has the approach described in the EQAVET framework been used to support a quality assured solution? Central to ensuring quality has to be the quality assurances processes associated with the design of the learning outcomes. Even before the invitation in the Recommendation to create a framework compatible with EQAVET, Spain has used quality criteria for the design of learning outcomes. These criteria are used in all the VET training levels in Spain (basic, middle and higher) and apply to the design of all VET diplomas. Development has to involve consultation with: main authorities of the Autonomous Communities; other Ministries, agencies and institutions (in the public and private sectors); employers; trade unions; teachers and trainers; the General Council for Vocational Training; the State Board of Education. In addition, other processes help to ensure the quality of the training: evaluation is organised by the National Institute for the Evaluation Page22

of the Education System from the Ministry of Education, Culture and Sport; there is an inspectorate which is comprised on a specific body of civil servants from the education system; teaching staff are required to complete their initial training to masters level and undertake further professional development; the level of education resources must be checked. This includes accreditation of VET providers who have to show they have met the minimum requirements to guarantee quality. The VET providers are required to respect and comply with the academic and professional requirements for teachers and trainers; work within the regulations for education establishments (this includes rules on the facilities and materials which are provided) and teach the official curriculum of each VET qualification. Each qualification includes guidance on each professional module. This helps teachers and trainers to develop their pedagogy in line with the competences that learners must achieve. The outcomes achieved by the learners are published in the Official State Gazette and place on website of the Ministry of Education. Information of each module and qualification facilitates students choice as they know what they will learn, how they will be assessed, and the tasks they will be expected to complete. This information also supports employers as they can find information on their future employees qualifications, and for those taking part in dual learning, what competences students have to attain during their company-based training. More information can be obtained from the Ministry of Education, Culture and Sport at: www.mecd.es or www.todofp.es/. Finland Topic: Developing individualised flexible learning pathways The curricula for the national qualifications include free choice and optional units. Every student following either an initial or continuing VET programme has an individual study plan which is connected to official state-recognised qualifications. The qualification requirements are based on learning outcomes (introduced in the 1993-1994 reforms to qualifications), and the individual s study plan can include different ways to achieve these learning outcomes. In order to complete and achieve the qualification candidates must demonstrate the skills and competence required by the profession. A new Vocational Education and Training Act was introduced in October 2014 with a fundamental aim to strengthen the learning outcomes approach of vocational qualification requirements and the (unitbased) modular structure of qualifications. This legislation supports the development of flexible and individual learning pathways and promotes the validation of prior learning. In the legislation a qualification in vocational upper secondary VET is awarded when a learner has 180 competence points (one year = 60 competence points). The structure of a vocational qualification is based on the following arrangements: vocational units = 135 competence points (including compulsory and optional units); common units = 35 competence points (including compulsory and optional areas); free choice unit = 10 competence points. Vocational qualifications which are achieved by taking competence-based examinations will continue to only include vocational units. Page23

In addition to meeting the needs of the labour market, the vocational qualification system is designing to meet the needs of individual learners by enabling them to choose units and create individual flexible study pathways. Free choice units, the possibility to select the most appropriate optional units and the revised structure of common units enhance the flexibility of qualifications and enable individuals to develop their competences according to their own needs. The system is based on an electronic data-base with all the available qualifications and modules (units); this is used by the VET providers to design their own curricula. The data-base also helps to prepare the individual study plans. In spring 2015 the continuing VET qualifications will start to use this system. This system of developing individualised flexible learning pathways is being used by the Vocational Education Centre in Sedu. This development is in line with the national level qualification reform; supports and further strengthens the Centre s learning outcomes based definition of vocational qualifications and the modular (unit-based) qualification structure; supports the construction of flexible and individual study pathways; and promotes the validation and recognition of prior learning as part of a qualification. The development is on line with the ECVET principles and help to support learner mobility and lifelong learning by offering a tool to validate and recognise prior learning including nonformal/informal learning. The Centre s development work has been based on the EQAVET framework and has used the quality assurance cycle of planning, implementation, evaluation/ assessment and review/revision. This quality assurance cycle, as well as being a useful tool at the system level, is used at the VET provider level to inform the students learning process. In the Vocational Education Centre in Sedu, leaners individual choices and flexible programmes are supported by the provider s rules, decisions and plans. A set of operational rules were developed to support individual choice and flexibility. These focus on the relevance to work and the key skills required for lifelong learning are paid special attention in recognition of prior learning. Sedu uses a continuous assessment and review process to support the implementation of the learning outcomes based approach which is supported by student level questionnaires one and three year after they complete their studies. As part of the national education strategy plan (2011-2015) every VET provider has to have an operational quality assurance and quality development system in place by 2015.In addition the national arrangements which support individual choice and flexible programmes include criteria for quality assurance and quality development systems in every VET provider. These criteria were developed by the Ministry of Education and Culture, a group of representatives from key stakeholders and the educational authorities. In the development of the criteria the EQAVET recommendation was used as the framework and the criteria were checked to ensure they were in line with the EQAVET descriptors and indicators. The criteria were used by VET providers in 2014 and guidance was subsequently produced provided. By 2015 every VET provider has to complete their self-assessment using these criteria. A sample of VET providers (about 15 percent) will be selected for a site visit to validate the results of these selfassessments and deepen the knowledge and understanding of how to quality assure the individualised approach. Page24

The new approach to individualised study pathways could increase the teacher s workload in relation to guidance. To avoid this risk the work has been divided between different actors e.g. international coordinators support those students who would like to follow an international study pathway, entrepreneurship coordinators support students who are interested in following entrepreneurship pathway etc. The following example shows the reality for a learner who is following a more flexible study pathway. Case study of Matti When Matti started his vocational qualification in Information and Telecommunications, his individual study plan was drawn up by Matti and his teacher. They discussed which of the vocational skills requirements of the vocational qualification Matti had already acquired. His prior learning was validated and recognised and documented in his individual study plan. They agreed and recorded the missing vocational skills which he would be asked to demonstrate when he was assessed. Matti s second study year began by updating the individual study plan. He was offered an opportunity to participate in a private company s project which enabled him to acquire the learning outcomes related to those vocational skills which were still missing. Matti, the representative of the company and the teacher draw up an individual plan and Matti demonstrated the acquired skills by producing a portfolio of work which was assessed in cooperation with the company project leader. Matti was not satisfied with his grade and wanted to be re-assessed during his next work placement. missing learning outcomes; and arrangements were made for him to complete the studies ahead of time. This arrangement led to him working in a student cooperative. Another option would have been to move ahead with the on-thejob learning that had been planned for his third year of study. On-the-job learning and free choice units were placed at the end of Matti s third year. This enabled Matti to be one month ahead of time with his studies. When Matti began the third and final year of his studies, he presented a work certificate from his summer job. He had worked in a computer and home electronics department store. This earned him six credits they were validated and recognised for his free choice units and he was now two months ahead of time in his studies. During his third year of study Matti chose his free choice units. He received his vocational qualification certificate six months earlier than originally planned. For more information on Finland s system please go to www.oph.fi (partly in English) FNBE: Inspiring and strengthening the competence-based approach in all VET in Finland, Support material for implementation Guidelines for education providers, 2015 (in the near future this will be on the website) Matti accumulated his learning outcomes by the end of semester 4. He had four credits more than his fellow students. His individual study plans was updated; a plan was made on how to acquire the still Page25

France Topic: Qualification design The design of French vocational diplomas is based on a series of basic principles that closely resemble those outlined in the ECVET Recommendation. This includes units which correspond to the technical specifications of the Recommendation. These units are designed and organised in a way that is coherent with the overall qualification and this enables them to be assessed and validated. A set of standards are used to specify the title of each unit, the skills and knowledge (learning outcomes) covered and the assessment procedures and criteria. The development procedure that leads to the creation or updating of a diploma is based on a quality assurance process. VET diplomas can be achieved through formal, non-formal or informal training and recognition of prior experience ( validation des acquis de l expérience ). In France, vocational diplomas are delivered by the ministry of national education and are designed in collaboration with the professional bodies (sectoral branches) and the social partners. This helps to develop mutual trust and ensure that training reflects the needs of the labour market. The design of a qualification is created and regularly updated using to a process that is in line with the quality assurance cycle and the EQAVET Recommendation (the process uses the Plan, Do, Check and Act methodology of the quality assurance cycle). The decision to create, update or revoke a vocational qualification can be initiated by the ministry of national education or on the basis of research from the higher education sector or sectoral branches. The four stages of the quality assurance cycle in relation to the design of a vocational qualification are organised as follows: 1) PLAN If the initiative is at the request of the sectoral branches, they have to develop a business case which shows there is solid proof of job opportunities in the labour market. The ministry of national education produces a handbook with a methodology that supports them. This is a preliminary phase and the evidence needs to include figures, job market reports, expertise required, level of certification required, etc. 2) DO Any request to design a new qualification is examined by the ministry of national education and the professional advisory committees. There are 14 committees organised in sectoral branches (construction, social care, catering, tourism, etc.) and these bring together employer and employee representatives, public authorities and qualified individuals. These committees provide a professional opinion on the proposal, and validate or not the creation and updating of a vocational diploma based on the application document. If the professional committee says yes a working group is set up with a mandate to elaborate the diploma. The working group includes employer and employee representatives from a range of professional backgrounds. The members of the group work on the content of the vocational diploma according to the following structure (this structure is framed by the legislation and national guide): the occupational standards: these are based on an analysis of a range of working situations that correspond to the aim of the diploma. They outline the activities and tasks that the learner will be able to perform in their professional life at a certain level. These tasks are based on the national qualification level of the Page26

qualification that is being considered; the certification standard: this document identifies the specific skills that the graduate will be expected to acquire and which will be assessed. The document is composed of units and includes learning outcomes (knowledge, skills and competences). It includes the assessment specifications for each unit of learning outcomes (e.g. written, oral exam, final assessment, ongoing assessment etc.), the qualities of the assessors, the assessment methods and objectives, the assessment criteria And finally, it includes the arrangements for the compulsory training period in companies the aims, assessment and specifications Those standards documents cover general and professional competences. They are the same for initial and continuous training, and the recognition of prior experience ( validation des acquis de l expérience ). 3) CHECK The professional advisory committees have the duty to monitor the work of the working group. They check the reliability and the relevance of the learning outcomes and whether the assessment arrangements are appropriate for the job profiles. 4) REVIEW The monitoring and evaluation of a qualification is made after three years average. This involves the use of education data (statistics, etc.), surveys of what is required at work, specific surveys led by the ministry of national education, reports from inspectorate bodies or informal feedback and updated if necessary. Hungary Topic: Designing the processes for writing/transcribing learning outcomes All state recognised vocational qualifications that are obtainable within or outside the school system are defined in the National Qualification Register (in Hungarian Országos Képzési Jegyzék, OKJ - hereafter referred to as NQR). This register provides a unified qualification system that links initial and continuing VET. The vocational qualifications in the NQR are part of the National Qualifications Framework (in Hungarian Magyar Képesítési Keretrendszer, MKKR hereafter referred to as HuQF) which also includes all national qualifications that can be acquired in general and higher education. The TÁMOP project 15 set out to use learning outcomes to describe VET qualifications in the NQR and reference them to the qualifications in the HuQF. In the project 641 VET qualifications had been described in terms of learning outcomes with the support of 95 experts. The description of learning outcomes can be compiled for various reasons. In the course of the work consideration was given to who will use the descriptions and for what purpose. This helped to define the methods of description as well as the criteria for describing each learning outcome. For this work learning outcomes were defined as suitable for complete qualifications this meant they had to cover each main work process described in the qualification and the most essential competences. This approach is in line with the ECVET principles as the process of elaborating learning outcomes is not regulated. However the descriptions of the learning outcomes have to be transparent and clear, and have to be suitable for the 15 Social Development Operative Programme (TÁMOP) 2.2.1-12/1 titled Improving the quality and content of VET and adult training provision Page27

content of qualifications to be comparable both internationally and nationally. Developing criteria for writing learning outcomes To develop the criteria for writing the learning outcomes, there had to be agreement on: the language structure of learning outcomes; needs to include an active verb expressing action; defines the type of learning (knowledge, skill or attitude); sets out the scope of the learning outcome (e.g.: it is relevant to a professional or general field or a general one); indicates the level or standard to be acquired (an expression of what is expected from the learner to prove they have achieved the learning outcome). This can be a threshold value or optimal target value (the HuQF defines a threshold value); contains the field or context of learning outcome. the requirements for wording/writing learning outcomes. They needed to be: sufficiently specific (if possible, they should contain an unambiguous active verb); assessable (the acquisition or completion can be evaluated); achievable (the student has to be able to meet the requirements); relevant (relevant to the objectives and field of expertise of the qualification). The wording had to be concise (the learning outcome description of a qualification had to be written in 80-360 words), and simple but also as specific as possible. The project team realised that to write a consistent set of learning outcomes, it is important to be clear about the content of the qualifications and set the minimum expectations (threshold level) that are required to achieve the qualification. Developing the process for writing learning outcomes The project needed to gain agreement on all aspects of the process of describing qualifications in the NQR. This included agreement on: 1. The aim of the process This was to regulate the way that learning outcomes were described (level descriptions) in each NQR qualification in relation to the individual competences and in line with the competence structure of the HuQF. 2. Basic principles The approach to describing qualifications in terms of learning outcomes has to be based on principles. These helped to frame the work of the experts and safeguard the consistency of the results. These principles included, for example: when (re-)writing / transcribing the output requirements of the NQR qualifications in the form of learning outcomes, the experts were expected to rely on existing documents, i.e. the work could not result in new outcome requirements that differed from those that have already been accepted for the qualification; in order to check and validate the descriptions of the learning outcomes, the experts were expected to consult with each other and with stakeholders. 3. Steps to be used in the process a set of tasks were given to the expert compiling the learning outcome based description of the qualification; Page28

collect all the relevant documents, evidence (such as practical guidance materials for writing learning outcomes, level descriptions of the HuQF, documents defining the content of the VET qualifications - the vocational and examination requirements, the required modules of the qualifications, the VET framework curricula etc.); complete a data template for the qualification this covers the level and description of the learning outcomes; define learning outcomes for the qualification; study and review existing documents; quality assure the accuracy of the learning outcomes by checking if they reflect the qualification requirements anchored in the relevant regulatory documents of VET. the learning outcome based qualification descriptions had to be validated. The learning outcome transcriptions of qualifications and the proposed levels were verified by experts and social partner representatives on a sectoral basis. During the examination of the content, the verifiers tested them against the relevant documents and legislation of VET; the process had to be evaluated and feedback received from the team writing the learning outcome based qualifications; agreement had to be made on how to close the process. Once there is agreement on the learning outcome based qualification they are integrated into the document setting the requirements for the modules of the qualifications via the appropriate legal procedures and published. Some lessons that have been learnt In the course of the writing the learning outcomes, a typical mistake was mixing up categories e.g. a skill was defined instead of knowledge, or skills instead of attitude, autonomy or responsibility. Decisions on these questions had to be made by the expert after taking account of the characteristics of the qualification. Writing good learning outcomes takes practice a set of guidelines is not enough. It is helpful if experts share the results of their first attempts with other experts, ask for feedback, and support peer learning. Analysing the trials of others also provides good examples and lessons that can be learnt. It can also help not to repeat the mistakes that have already been recognised. Writing learning outcomes has to be based on consensus and this is strengthened through an interactive activity which includes multiple feedback. The quality assurance cycle worked well for the process of writing learning outcomes in this project. There is a need to develop a systematic quality assurance approach for writing learning outcomes. More information about the process can be found at: http://www.oktatas.hu/lll/kepesitesi_kere trendszer/mkkr/mkkr_celja Page29

Kosovo Topic: quality assurance processes for the validation of units and qualifications In line with the European Quality Assurance Reference Framework for Vocational Education and Training (EQAVET), Kosovo has adopted a National Quality Assurance Framework in order to build a functional system of quality assurance to meet the needs of society and the European standards. The NQF has influenced the VET curricula and has led to other educational changes. The legislation covers VET and adult education, and has introduced a compulsory self-evaluation report for all VET providers. This report is part of the National Quality Assurance Framework and is the main document that is used by all providers to apply for accreditation. Within the reforms relating to VET quality assurance, the National Qualifications Authority (NQA) has developed administrative arrangements which define the responsibilities and obligations for all VET providers and these include the appointment of a quality assurance coordinator. The law and secondary legislation including the updated administrative arrangement include criteria for the validation of qualifications. This requires new VET qualifications to be based on learning outcomes. The terms module and unit were widely understood in our VET system prior to the introduction of the NQF, although the modular system has only recently been introduced into vocational education. Traditionally curricula were subject-based, with a distinction between theory and practice in each subject. Modular curricula were introduced and piloted from about 2002 onwards. Until recently only those curricula which were part of the pilot projects (funded by donor organisations) were modular. However the most recent curriculum reform by the Ministry of Education, Science and Technology (MEST) and the NQA has introduced modularisation throughout the system. Occupational standards are the starting point for our outcomes-based curricula and outcomes-based VET qualifications. VET qualification can be placed in the NQF if they are based on occupational standards. Occupational standards are developed in cooperation with MEST; the Ministry of Labour and Social Welfare (MLSW); other relevant ministries and the social partners. They are then verified by the NQA and approved by the Council for Vocational Education and Training (CVET). Formal and non-formal VET qualifications are developed within a framework which includes the aim of the qualification; target group; general and professional competences to be achieved upon completion; content of the qualification in terms of modules; assigned credit points and number of hours per module; exit options to further education levels and employment; diploma and the certificate acquired at the end of the study. Formal VET qualifications are regulated by secondary legislation and require information on the following: the structure of the VET qualification; the target group and the competences that will be acquired in accordance with the NQF levels. VET qualifications are placed on the NQF through a mechanism developed and managed by the NQA. This process includes procedures for validating and approving qualifications at a defined level of the framework; and criteria and processes for accrediting providers that offer each qualification. The validation process is specified in law and consists of four stages: the institution seeking validation of a qualification/module makes an application which clearly states the rationale for the qualification/module; Page30

a panel of experts (appointed and supported by the NQA) evaluates the application; the experts report and recommendations are presented to the Governing Board of the NQA for the final decision; qualifications/modules that are approved are placed on the NQF and made public. Qualifications or modules which are proposed for validation must include: a rationale/justification. Under this criteria a vocational qualification or module should have a clear rationale which includes aims; objectives; progression routes into employment or further education and training; support from key stakeholders; evidence of meeting the needs of a sector and be supported by the sector; relate either to an occupational profile or to an education, training or development need; the credit value and duration; entry requirements and access; proposed level of the qualification/module on the NQF; the content, outcomes and standards. Within this criterion there are specific sub-criteria for vocational education which include: the vocational content of the qualification or module should be derived from an occupational analysis; the structure of the qualification has to modular and be based on one or more modules; modules have to be expressed in terms of clearly identified and assessable learning outcomes; learning outcomes should normally reflect occupational standards and must include relevant and objective criteria for assessment; an assessment strategy to assess knowledge, skills and competences; the quality assurance arrangements. This includes institutional self-assessment and the monitoring of candidates records to meet the requirements for internal and external quality assurance of the assessment and certification processes, and to provide verifiable evidence on candidates achievements; progression opportunities. Qualifications should enable learners to progress directly into employment or to further learning within an employment context. Decisions on the level at which each qualification is placed in the framework are made using the Level Descriptors from the NQF and the Indications of Level which describe the kind of formal and non-formal provision which lead to qualifications in the NQF. Once qualifications are validated and placed on the NQF the information is made public on the NQA s website. One of the objectives of the NQF is to facilitate the accumulation and transfer of learning outcomes between different learning contexts or systems this includes learning in the formal, non-formal and training sectors. The NQA has developed a VET credit system based on the ECVET Recommendation. This supports learners geographical and occupational mobility by enabling them to accumulate and combine learning outcomes from different settings and use them in different educational pathways. The NQA s credit system uses learning outcomes, describes qualifications by measuring the volume of learning, and identifies providers that have a role and responsibility for allocating credit. In Kosovo 1 credit is awarded for 10 notional learning hours (This convention Page31

was selected because it allows credit to be awarded for learning outcomes gained in short periods of time (for example one or two day training programmers). It also offers relatively easy conversion to ECTS points (2.5 ECVET points = 1 ECTS point). The NQA regulates the credit system by accredit ting providers and setting criteria to determine which providers can submit qualifications for inclusion in the NQF. These criteria include strict procedures for allocating credit to ensure that providers have the required capacity and expertise. The NQF also provides the basis for cooperation and mutual recognition of VET qualifications with other countries. Lithuania Topic: Quality assuring the development of learning outcomes and units based on learning outcomes. Lithuania is revising its national VET curricula to take account of new expectations from employers in relation to the competences they require from VET graduates. The national project called the formation of qualifications and the development of a modular VET system is running from 2010 to 2015. Within the project new qualification standards and unit-based (modular) VET programmes are being developed. Coordination of the development of these standards and programmes has been assigned to employer organisations and VET schools. The Lithuanian Qualifications and VET Development Centre (QVETDC) is responsible for the overall coordination of the activities and provides methodological support and expertise. The standards and VET programmes will be based on learning outcomes. The standards describe what is needed for the most important qualifications (and partial qualifications) in each sector. The modular VET programmes will be unit based and allow VET students (both during initial and continuing VET) to choose to complete a whole programme or a specific module. The project is at early stage: the standards and programmes have been designed; and they have been externally reviewed by stakeholders and amended accordingly. They will be presented for endorsement to the tripartite sectoral committee and they will need official approval (for the VET standards, approval is required from two Ministries). The VET programmes will need the approval of the Director of QVETDC. Once this is achieved the, standards and programmes will be used in pilot projects. Page32

This national reform programme is looking at the following technical issues: how to design qualifications based on learning outcomes; designing the processes for assessing learners achievement of learning outcomes (the modular programmes define criteria for the assessment of learners achievement of learning outcomes); designing the processes for writing learning outcomes (the methodologies have been developed; staff have been trained; and the consultations with experts and VET providers have been completed); how to quality assure the design of units based on learning outcomes (the methodology has included the involvement of social partners and other stakeholders in order to identify possible learning outcomes, write learning outcomes, assess quality and the relevance of learning outcomes); how to quality assure the combination of units based on learning outcomes in order to create qualifications (this has been a challenging task. The authors of standards and training programmes have tried to combine units to create specific qualifications but without a proper pilot project it is too early to say if the approach is succeeding); the development of ECVET points (the designers of standards and programmes have proposed that units are expressed in terms of ECVET points). the ideas of learning outcomes, units, qualifications, partial qualifications, writing learning outcomes. Quality assurance (in terms of principles, guidelines, etc.) was not tackled directly and concretely, but some principles of EQAVET framework and the quality assurance cycle have been followed This new approach to standards and programmes aims to improve the quality and relevance of VET provision. The initiative has highlighted the need for all the stakeholders (including the Vet providers) to receive better guidance on writing learning outcomes and there is a need to strengthen the quality assurance processes. So far the feedback has indicated that there is a consensus about the move towards learning outcomes; the need for more guidance on their design, level and quality assurance; and the need for a VET credit system. More information (in Lithuanian) about standards and VET programmes; methodologies and guidelines are published on the QVETDC website at (http://www.kpmpc.lt/kpmpc/?page_id=136 4) The approach to developing the standards and VET programmes has made some use of the quality assurance processes described in the EQAVET framework. The main focus has been the development of Page33

Latvia Topic: Establishing, at the national level, a common quality assurance framework for VET providers In Latvia, the State Education Quality Service (Quality Service) an agency of the Ministry of Education and Science - is responsible for implementing the EQAVET Framework and introducing the common quality assurance indicators for VET at a national level. In addition, the Quality Service is responsible for establishing a common quality assurance framework for VET providers at the national level by the end of 2015. Since 2013, with the support from the European Social Fund, the Quality Service has organised several round of discussions at national level in order to establish a comprehensive system which is acceptable to the major stakeholders. This process has included two stages: from August 2013 to February 2014 all the stakeholders were invited to discuss the principles in the EQAVET Framework and the possible implementation of common vocational education quality assessment indicators; from March to December 2014 a Quality Assurance System Improvement Project was prepared. Some of the activities that formed part of this process included: in October 2013 - the Sector Expert Councils which represent the major branches of the national economy were briefed on how to align the Latvian approach with the EQAVET criteria. This discussion included a consideration of all the quality assurance principles and indicators in the EQAVET Recommendation; in November 2013 there was a national seminar for representatives from the Sector Expert Councils. This discussion focussed on the how to align the Latvian approach with the EQAVET criteria; in December 2013 there were discussion with representatives from the Employers Confederation of Latvia, the Free Trade Union Confederation of Latvia, the Ministry of Education and Science, the State Employment Agency and the Associations of the State Revenue Service and of the Vocational Education was held; from January-February 2014 there were discussions with the heads of the Accreditation Commissions on Vocational Education and the heads of the vocational educational institutions. Analysis and conclusions from these discussions were shared with the representatives from the Sector Expert Councils and other stakeholders; from 2015 work continues on the implementation of the EQAVET framework and the application of a set of unified VET indicators which are in line with the EQAVET indicators. A key aspect of the VET provider accreditation process is the opportunity to evaluate a wide range of quality assurance issues. During this process the following areas are evaluated: the education content of the programmes; the proposed teaching and learning approaches; the quality of teaching; the quality of learning; how assessment is used as part of the learning process; Page34

students achievement (in their daily work and in the national examinations); support provided to students; the VET school s environment (e.g. the physical environment); the VET school s resources (e.g. equipment and materials, human resources etc.); how the school is organised, its management and quality assurance processes; the VET school s cooperation with other institutions. Progress on alignment is being made e.g. in relation to the first EQAVET indicator 16 e.g. in Latvia it is possible for learners to have their achievement outside the formal education system recognised in order for it to contribute towards a qualification. This evaluation of a learner s competence can only be completed by an accredited VET training institution which implements accredited programs leading to the qualification in question and has experience of organising examinations for the qualification. This ability to evaluate the competences acquired outside the formal education system is only delegated from the Ministry of the Education and Science to those VET providers that comply with the regulations in relation to the quality assurance framework. In addition all qualifications are being designed using a quality assured process which involves all stakeholders. This process includes dialogue with the social partners in all the phases of the quality cycle and seeks to comply with the expectations of the industrial sectors, the VET providers and other stakeholders. 16 Relevance of quality assurance systems for VET providers: (a) share of VET providers applying internal quality assurance systems defined by law/at own initiative (b) share of accredited VET providers. The Netherlands Topic: developing a new approach to lifelong learning A number of pilots are being developed to use the ECVET principles in a lifelong learning context. These pilots are based on the needs of the labour market and have been initiated by employers. Each pilot aims to enable employers to more easily update or improve the skills and knowledge of their employees, or enable them to acquire new skills as efficiently and effectively as possible. The pilots also recognise that for some individuals their access to education or training might be a response to their changing responsibilities, functions or even jobs. For each pilot there is a working group that consists of: an employer; employees; a VET provider covering either formal or non-formal training (plus a representative from the VET provider s examination board); a provider that has been accredited to validate the learning outcomes of the employee in the Netherlands organisations can apply to become accredited providers to accredit prior learning (APL provider); support from consultants who work for the Dutch Partnership for Life Long Learning (Nederlands Partnerschap Leven Lang Leren). This support includes a project manager and someone who is able to formulate learning outcomes and develop ECVET units (this may be a person from the Inspectorate of Education). In addition each pilot project works with a group for feedback on progress and implementation plans but not on contentbased decisions. The main task of these Page35

groups is to create commitment among stakeholders and to put the certification of units on the political agenda. This is within a VET system that has already implemented a national qualification framework based on learning outcomes. Each group includes a representative from the Inspectorate of Education. A three step process is being followed in each pilot project: an expert from the support team divides a qualification (this can be a qualification awarded by the formal education sector or a sector) or a job profile into ECVET units based on meaningful clusters of learning outcomes. During the process the employer is consulted because these units have to be relevant and make sense to them. Once the units have been proposed, the expert develops the detailed arrangements for the units, again in consultation with the employer these continue to be adapted until they are agreed. The descriptors of the EQF/Dutch Qualifications Framework (NLQF) are then used to design the learning outcomes in each unit; the support team works closely with the representative of the examination board and APLprovider to identify what is needed to validate these ECVET units and to prove that the employee has achieved the required learning outcomes. This process includes: developing validation methods (including agreement on the required products) which involve employers; developing tailor made training that assists the employee to acquire those learning outcomes that were not proven in the validation stage; once the learners enrol, the APL provider is able to validate what employees already know and which skills they already have. Once this is completed, all those who are involved in the pilot project decide jointly whether training is necessary and what training is required to complete the qualification; organise and provide customised training to meet the needs of individual learners. This approach is based on the examination board of the VET provider awarding certificates for those ECVET units which have already been achieved by the employee. The pilot projects are being evaluated in order to assess the effectiveness of the process and impact of working with ECVET units. Quality assurance is not explicitly addressed in the pilot projects but it is a natural part of the process. The approach being used is one that: involves the VET providers examination boards as they need to recognise validated blocks and issue certificates. They quality assure the process of validating the ECVET blocks and the issuing of certification to the employees. The criteria for quality assuring the examination process are strict in the Netherlands and, for example, involve: processes which are independent of the VET provider are used to issue certificates in relation to the training of employees; employees and employers/branches are part of the quality Page36

assurance of the examination processes; a requirement to use information from evaluation to make improvements (the quality assurance cycle is more than making plans and knowing where the risks are); the VET provider converting the plans into concrete actions for improving quality; includes a representative from the Inspectorate of Education (he/she is also involved in workshops for APL-providers and examination boards about the certification of units); is based on quality assurance cycles particularly in relation to discussions with employers about the practical relevance of the ECVET units and the processes which will be used to recognise achievement. The experiences of employers and employees are collected through questionnaires - this information is then discussed and translated into concrete actions to improve the quality of the process and the content of the ECVET units; uses evidence based research to improve the efficiency and effectivity of lifelong education and training. The Netherlands is currently working on moving from the pilot phase to working with units in a VET system that already has a national qualification framework in place. Norway Topic: using learning outcomes and validation processes to support international mobility In Norway ECVET is only used to support international mobility; decisions on other uses for the ECVET principles have not yet been made. One example of the Norwegian approach can be seen in a regional project to place apprentices in Germany for thirteen weeks. Learners from the construction sector (with a specialism of working with concrete) trained in Germany and their achievements, based on assessments by employers, were included in their qualification from Norway. The Norwegian organisers used the learning agreement to cover all aspects of the apprentices exchange programme, including the definition of learning outcome and the development of assessment criteria. One of the aims of the project was to develop a way to recognise the competences acquired by the apprentices during their exchange as part of their total schooling in Norway. The project s success was dependent on the quality of the cooperation between the Norwegian and German competent bodies in planning the exchange. As part of the planning, the competent bodies had to clearly specify the expected learning outcomes and the learning activities which would be experienced by the apprentices. These included using a standard template which described the learning outcomes; the language to be used for instruction; the learning activities e.g. the apprentices would be able to produce pre-fabricated and built-in concrete structures for buildings and construction sites. In addition the competent bodies agreed the following process for assessing and validating the apprentices achievements: Page37

Assessment and documentation Who will assess the learner s performance? The hosting company will designate a skilled worker who will assess performance. How and when will the learning outcomes be assessed and documented? the trainee will be assessed continually on the building site; the progress of the trainee s performance will be documented three weeks after the start of the traineeship and at the end of the traineeship; the basis for assessment will be the German standards in concrete work. This refers to the quality of the work; the leaner s performance at work; and the learner s conformity to the regulations. Who will record the results of the assessment in the learner s transcript of record? The hosting organisation Recognition Who will recognise the learning outcomes achieved abroad? The competent body in Norway How will recognition be conducted? The competent body in Norway will issue a statement certifying that the placement is fully recognised and integrated in the incompany training programme of the apprentice apprentice s assessment during their period of mobility. The outcomes that could be expected from the apprentices were defined by the competence in the Norwegian national curriculum. Effective assessment processes require that the assessment criteria are known and predictable; and consequently everything was shared with the apprentice before the programme began. The ECVET principles support the recognition of learning in a wide range of contexts: at home and abroad. Qualifications can be organised in many ways because the use of learning outcomes allows for many different structures. The learning outcomes provided clear expectations and increased the predictability of what the apprentices would experience during their time abroad. In this project the ECVET principles contributed to the development of more precise documentation for learning outcomes as this was needed to support work-based training in industry and VET schools abroad. As part of the arrangement, the competent body in Norway used the learning agreement to plan the schedule of training which would be received by each apprentice. To succeed the project needed the processes and procedures between the apprentice, the instructor in the recipient company and the sending company in Norway to be strong. A shared set of expectations had to be developed and recorded in the learning agreement. These set out the objective of training and what would be emphasised during the Page38

Romania Topic: How to quality assuring the development of qualifications based on learning outcomes This example describes the approach that was devised and has been implemented at the system level. It was inspired by the EQAVET framework and has been adopted as part of the reform of initial VET qualifications that started in 2012. The development has been based on the following key quality assurance principles: the process is iterative process and based on the quality assurance cycle (plan-do-checkact); there is a strong emphasis on monitoring and improving quality through a combination of internal and external evaluation/review; separate and different roles were taken by experts involved in the design of the qualifications, the internal and external evaluation, and validation; the expertise of the panel of experts involved in the process is complementary as they represent the world of education, training and the labour market ; guidance materials including information on methodologies have been published. These include: a methodology for the revision of qualifications; a methodology for the revision of the curricula; a manual for writing learning outcome based training standards; all the experts involved in the process receive training before they start the work. Each iterative phase of the design and internal review of qualifications development follows a quality cycle that includes plan - design - internal review /internal evaluation - improvement of the output. The main stages in the development are: occupational analysis - breaking occupations in tasks and identifying the main requirements for each task; competence description for each task, the main competences are listed; development of learning outcomes. This involves a description of the knowledge, skills and attitudes (competences) that are expected from the learner when they complete the VET programme; the learning outcomes are organised in clusters in order to create units. Each unit includes a coherent set of knowledge, skills and competence that can be assessed and validated; the development of assessment criteria for each unit. These are derived from the learning outcomes in each unit and explain the essential qualities of performance expected from the learner. As part of the quality assurance, there is an internal evaluation and an identification of what improvements can be made on the outputs from each phase of the design and development process. This ensures: the occupational analysis and the competence descriptions are: consistent with up-to-date job requirements; aligned with the national and international requirements/standards (ISCO, ESCO, etc.); that the development of the learning outcomes are: Page39

aligned to the national qualification framework s (NQF) level descriptors based on the quality criteria (relevant, simple, clear, measurable, and assessable) as set out in the manual for writing learning outcome based training standards; consistent e.g. there should be clear comparison between learning outcomes developed for different qualifications at the same level and in the same sector, and differences between learning outcomes developed for qualifications at different NQF levels; that for each unit based on learning outcomes: there is coherence inside the unit; there is autonomy in order for there to be an independent assessment and validation of the learning outcomes; that assessment is based on the agreed criteria i.e. validity, reliability, practicability, and fairness. Prior to the validation of each qualification by the relevant Sectoral Committee, the development of the overall qualification goes through two quality assurance cycles: the first involves an internal evaluation conducted by the VET and sector experts and one second one involves an external evaluation conducted by representatives from the Sectoral Committees. This quality assured development process will introduce a learning outcomes based approach which will benefit the VET providers; the VET teachers; the learners; and the employers. In particular the VET providers are receiving support for the process of decentralising VET and increasing their autonomy to define the local component of the curricula. This learning outcomes based approach should also significant increase the number of their students participating in EU funded mobility. For the VET teachers they are gaining more autonomy in how to deliver VET programme through the development of more student-centred approach. For the learners they are being offered: more choice and some control over the design of their programme of study; the ability to more easily transfer and progress in the VET system both horizontally and vertically; learning arrangements that are planned according to their needs. For the employers and the sectors they are being offered: improvements in the VET programmes through developing a greater relevance to the needs of the labour market; more involvement in developing VET qualifications; qualifications which are better understood by employers. This reform is affecting the whole initial VET system which comprises more than 1,100 VET providers and more than 450,000 learners. For more information on this reform, please go to: http://www.cripttvet.ro/cripttvet/paginistatice/rezultateanti cipate Page40

Slovenia Topic: Developing a quality assuring approach for designing units based on learning outcomes There are two types of officially recognised VET qualifications in Slovenia: traditional ones that are acquired by following a secondary school programme (the initial VET system); since 2000 onwards through the recognition of non-formal and informal learning (the National Vocational Qualification system). The ECVET Recommendation is only taken into account in the initial VET system. It is only in this part of the VET system that we can talk about units of learning outcomes which are called modules in the curricula. The quality assurance processes for designing the VET curricula are based on state regulations; defined methodologies and processes; and the Council of Experts in VET which includes social partners. These developments are supported by experts, evaluation studies and a coordination role undertaken by the National Institute for VET (Center RS za poklicno izobraževanje CPI). Each VET qualification is based on occupational standards. These are prepared by employers and their associations with support and coordination of the National Institute for VET. The preparation of occupational standards is quality assured by: using a common methodology that is prepared by the National Institute for VET and adopted by the Council of Experts for VET; including experts who represent companies, employers associations and unions in the groups who propose the occupational standards; assigning a coordination role and methodological support to the National Institute for VET; oversight from sector committees which follow the whole process of preparing occupational standards from start to the final proposal to the Council of Experts; a Council of Experts for VET which reviews and accepts proposals; and then makes recommendations to the Ministry of Labour. The requirements of the occupational standards include: the required vocational competences; key work process which can be defined by knowledge and skills. Each proposal for new or revised occupational standards uses estimates of labour market needs and international comparisons prepared by the National Institute for VET. From 2004 to 2010 all the initial VET curricula, including the two and three year vocational programmes and the four year technical programmes were reformed to meet the occupational standards and re-organised into modules. Each VET curriculum is based on several occupational standards. Course or programmes are based on these combinations. The decisions about which occupational standards to combine to create a programme are based on technological similarities between occupations; common theoretical knowledge; similarities in the level of key skills; possibility of labour mobility in the sector; number of employees in the sector and labour market needs; and the interest of learners. Units based on learning outcomes are called modules. However the VET Page41

curriculum includes more than modules courses also contain general subjects and an open curriculum which provides space for additional modules which are designed by each VET provider in partnership with local enterprises. Each module or group of modules uses its learning outcomes to express the occupational standards and the associated competences and work processes. The modular approach is based on occupational standards and learning processes. Students are able to choose optional modules, but they have to meet the requirements of at least one occupational standard. performance test, report, project work etc.); the standard and criteria for assessment (including the minimum criteria for passing the module); the methods of monitoring learners progression in key competences; a timetable for the assessment; the methods of recording the outcomes of the assessment and the documentation which will be used. The national curricula and the modules based on learning outcomes set the standard for planning the school curriculum; work-based learning (WBL) in companies; and the assignments that will be completed by the learners. For each subject and curriculum, decisions on pedagogy and organisational arrangements are made by the VET school. In collaboration with enterprises, the VET school prepares a WBL plan. This includes each learner completing a minimum of 24 weeks of WBL in three year vocational education programme and a minimum of 4-12 weeks of WBL in a four year technical education programme The assessment of learners individual achievements is based on a school plan. These are prepared on the basis of the learning outcomes in each module and in line with the standards for final examinations. In each module the learning outcomes are set at the national level, but the assessment criteria are prepared by schools (teams of teachers in each school) and included in the school s assessment plan. This plan has to include, for each module: the form of assessment (individual or in groups); the assessment methods (written assignments, oral examination, The final examinations have to meet the national regulations. The chapter on shaping qualifications in the Slovenian Refernet Country Report 2013 provides a description of the system in English. http://www.refernet.si/sites/default/files/por ocila/refernet_country_report_final.pdf. The methodology for VET curricula development (in Slovenian) is published as Izhodišča za pripravo izbraževalnih programov nižjega in srednjega poklicnega ter srednjega strokovnega izobraževanja. http://www.cpi.si/files/cpi/userfiles/izhodisc a.pdf More detailed methodology (in Slovenian) is presented in the publication of National and school curriculum (Kurikulum na nacionalni in šolski ravni v poklicnem in strokovnem izobraževanju). http://www.cpi.si/files/cpi/userfiles/publikac ije/kurikul.pdf Page42

Slovakia Topic: How to quality assure the development of learning outcomes and units based on learning outcomes Since 2013 the Slovak Republic has been managing the implementation of a national project to develop the National Qualifications System which includes development the NQF. The project involves describing the qualification and assessment standards using learning outcomes which cover knowledge, skills and competences. These standards will be used: to develop full and partial qualifications acquired through formal and non-formal education; by awarding bodies; as the criteria for validating and recognising qualifications acquired by informal learning. The project supports the implementation of the ECVET principles. The project is not yet completed at the system level and further work is required in relation to credit points and agreements on the work-load associated with each full and partial qualification. Partial qualifications form blocks of full qualifications. The project s methodologies refer to ECVET and EQAVET e.g. the development (i.e. the identification and description) of each qualification uses the EQAVET indicators (e. g. numbers 3, 5, 6, 7, 9 and 10). One example of this is the way that qualifications with low work placement rates are identified as not relevant. These qualifications will either not be included in the new system or the curricula will be modified to reflect the real requirements of the labour market. The quality assurance cycle (plan-docheck-act) has been introduced to the statutes that control the Sector Councils and the National Board of Education and Qualifications. This is helping to ensure there is a quality assurance process associated with each phase of the project s development. Many VET providers are not aware that the ECVET can be used in many contexts as well as for mobility projects. Many of the existing mobility projects use learning outcomes in an uncoordinated way, i.e. they describe learning outcomes on the basis of their best guess of the learner s work-load. They do this without using the quality assurance circle to consider their school s curricula and without the cooperation of employers and other stakeholders. The national project aims to support the work the VET providers have already done and extend the use of the ECVET principles to other areas of VET provision (not just a focus on mobility). This national project will also help learners as they will be able to accumulate learning outcomes and put them towards qualifications. For the employers, their involvement in the project is helping them to increase their awareness of the learning outcomes approach; strengthen their working relationships with VET providers; and understand how to assess the achievement of employees (and potential employees) who have demonstrated learning outcomes as part of their qualification. The project is difficult to manage because there are levels of understanding in relation to the connections between qualifications, and the ECVET and EQAVET principles. Page43

The UK (Wales) Topic: An awarding organisation s approach to quality assuring the development of units based on learning outcomes In the UK (Wales) qualifications are designed and developed by awarding organisations they follow the rules that are set by the national regulator. Agored Cymru (AC) is one of the awarding organisations and they develop qualifications for 14-19 year olds and those who are seeking on-going and lifelong learning. They issue 15,000 certificates each year. Since 2003 all learning, including mainstream qualifications, offered in Wales is part of a national structure the Credit and Qualifications Framework for Wales (CQFW).This framework is based on credit (a measure of the amount of learning that has been achieved) and the demands made by that learning on the learner (level). Agored Cymru works with the Qualifications and Credit Framework (QCF) which operates in UK (England) and the Quality Assured Lifelong Learning (QALL) approaches of the CQFW. Agored Cymru develops opportunities for learners to: gain qualifications from Agored Cymru and other awarding organisations; count units from the QALL framework towards the achievement of a qualification. This example looks at how Agored Cymru quality assures the combination of units based on learning outcomes in order to create qualifications. Agored Cymru s processes ensure that any QALL or QCF unit is developed using the regulatory requirements for their design. These requirements include regulations on how units are combined to create qualifications (Rules of Combination) and the structure of the qualification. The development process, agreed by the national regulators involves: stage 1 an initial Investigation of the demand for the qualification and the preparation of a business case; stage 2 developing an action plan showing how the qualification will be developed; stage 3 the qualification is developed and submitted for approval. This process includes: a check on the data base of existing accredited units to identify whether any of these can be reused in the new qualification; developing new rules of combination to take account of the development of any new unit; gaining approval from the sector skills council or other relevant employers organisation. Once a unit has been developed and approved, it becomes available to be used by all awarding organisations. In addition Agored Cymru can also utilise previously developed units (in line with the Rules of Combination) in the design of its qualifications. The EQAVET framework is not the basis for Agored Cymru s quality assurance approach to the design of qualifications it is required to follow the processes laid down by the CQFW. This has been mapped to the EQAVET Recommendation and follows the principles in the framework. In practice this involves using the four stages of the quality assurance cycle: planning this includes the initial Investigation and business case for new qualifications with proof that they are supported by stakeholders and employers; Page44

implementation vocational and vocational related qualifications are submitted to QCF by Awarding organisations such as Agored Cymru. These proposals have to be supported by research to identify the number of potential learners; any existing units that can be re-used; and proof that there is no duplication of an existing qualification. evaluation - a range of internal and external data is used to measure learners performance and to assure the regulators that there is a need for the qualification review - Agored Cymru s qualifications are reviewed at least every five years to ensure the appropriateness of their content and their relevance to employers and learners. In addition qualifications or units may be reviewed, changed or abandoned at any time in response to new industrial requirements, legal requirements, changes to the national occupational standards etc. achievement through credit and qualifications which support lifelong learning. For more information on Agored Cymru go to: http://www.agored.org.uk/welcome One of Agored Cymru s strategic aims is a commitment to work in partnership in order to develop the educational agenda in Wales in the interest of learners. This involves including a wide range of stakeholders (employers and industry representatives, sector skills councils, VET providers, VET teachers and trainers and learners) on the sector steering groups which design the units and qualifications. The European instruments are not explicitly used in the quality assurance processes associated with the transfer, recognition and accumulation of assessed learning outcomes. However the EQAVET quality assurance cycle is used by Agored Cymru to develop and recognise learner Page45