Ulaganje u budućnost Europska unija

1. Partneri: Agencija za znanost i visoko obrazovanje Sveučilište u Splitu Algebra – Visoka škola za primijenjeno računarstvo Ulaganje u budućnost Europska unija Guidelines and EU best practices on NQF and RPL/VPL- Example Austria with an excurse to Germany Konkurentno hrvatsko visoko obrazovanje za bolju zapošljivost Competitive Croatian HigherEducation for BetterEmployment Projekt sufinancira Europska unija (IPA4.1.3.1.06.01.c10)

2. CONTENTS • BACKGROUND • EUROPEAN INSTRUMENTS – EQF • NQF - Austria • NQF (DQR) - Germany • Focus: RPL/VPL – Strategy in Austria • „European Vision“

3. Selected political OBJECTIVES (Bologna – Copenhagen) • Europeandimensionandcooperation • Improvingtransparencyof national educationsystems, • Common instrumentsforqualityassurance • Developingproceduresforvalidationof non-formal and informal learning • Attractiveness • Quality Excellence • RelevanceSocialCohesion • AccessibilityEntrepreneurship • InternationalityMobility ActiveCitizenship • InnovationCreativity Equity Flexibility

4. ACHIEVEMENTS • Key roleof „qualifications“ for Europe • StrengthenedEuropean cooperation in VET – still behind HE • Copenhagenand Bologna – thewayahead • Common European instruments/priorities ->EQR, NQR, ECVET, EQARF • Directimpact on national educationpolicies • E.g. National Qualifications Frameworks, Validation strategies, Creditsystems

5. EUROPEAN INSTRUMENTS – AN OVERVIEW

6. THE „TOOLKIT“ Quelle: Cedefop 2011 EQF NQF ESCO ECVET VALIDATION

7. EUROPEAN QUALIFICATIONS FRAMEWORK

8. 8-LEVEL STRUCTURE AND LEVEL-DESCRIPTORS

9. 8-LEVEL STRUCTURE AND LEVEL-DESCRIPTORS

10. EQF PORTAL – THE EQF AS A TRANSLATION DEVICE

11. EQF AND QF-EHEA • Closelycoordinated at European level – but still different understanding (systemicthinking!) • EQF leveldescriptors 5-8 arecompatiblewith Dublin descriptorsof QF-EHEA (shortcycle – PhD) • ECTS andlearningoutcomes • „Openingof HE“

12. THE NATIONAL QUALIFICATIONS FRAMEWORK IN AUSTRIA

13. DEVELOPMENT AND STATUS QUO 2006Initial consultation on EQF2007Information forandinvolvementofstakeholders2008 National consultationandevaluationofresults2009Analysis ofconsultation (NQF positionpaper)2010Development ofcriteriaandproceduresforallocationandreferencingofqualifications; Establishment of NCP2011 Pilot phasesimulatingallocationof formal qualifications; publicoutreachby NCP2012Austrian EQF Referencing Report presentedat 15th meetingof EQF Advisory Group in June 2012 2013 Pilot phasesimulatingallocationof non-formal qualifications

14. DEVELOPMENT AND STRUCTURE • EQF descriptorsservedasthebasisfor national descriptors • 8-levels, 3 dimensions • Knowledge • Skills • Competences • Y-Structure !! • 3 „corridors“ • Formal qualificationsystem • Non-formal qualifications • Informal learning Source: National Coordination Point forthe Austrian NQF (2011) http://www.lebenslanges-lernen.at/home/nationalagentur_lebenslanges_lernen/nqr_koordinierungsstelle/nqr_deskriptoren/

15. (Selected) NATIONAL OBJECTIVES • Anchoringa learningoutcomesorientedthinking in national curricula • Realisticpositioningof Austrian qualifications on national andeuropeanlabourmarkets • Recognition of non-formal qualifications • Validation of informal learning

16. NEXT STEPS • National qualificationsdatabase • Further developmentofallocationprocedures • Development of a possible legal basis • Development ofproceduresforthevalidationof informal learning (out of NQF!) • Intensifiedexchangeanddiscoursewithneighbouring countries

17. DQR – The „succesful“ germanapproach

18. OBJECTIVES - DQR THE DQR… • Qualificationsshouldfocus on competencesandthelearningoutcomesprocess on qualifications-processes!!!!! • Supports reliability, permiabilityand QA in theeducationsystem • Supports Recognition of informal learning • Supports LLL and • not a toolfordesigningnewentitlements (i.e. certificates) – NO AUTOMATIC entry in nextlevel • hasnoeffect on payscaleorcollectiveagreement

19. The referencing GRID

20. The referencinggrid

21. NATIONAL OBJECTIVES II - RPL • Resultof NFL shouldbeallocated. Goal: Proceduresandcriteriaforinclusion • Shouldstart 2014 • INFL – Proceduresfor VALIDATION – out ofthe DQR processandproject • Competence basedcurricula/programmesshouldbedeveloped also in theareaof NFL

22. EUROPEAN CREDIT SYSTEM FOR VET

23. ECVET RECOMMENDATION Recommendationofthe European Parliamentandofthe Council of18 June 2009 on theestablishmentof a European Credit System forVocational Education and Training (ECVET) • Creatinga ‚commonlanguage‘ (credit (point) system) as a basisforassessment/recognition/acknowledgementofcompetences • Technical frameworkforrecognitionandaccumulationofassessedlearningoutcomes

24. ECVET IN AUSTRIA (a „different“ view)

25. NATIONAL OBJECTIVES Learning Outcomes Orientation Mobility • Facilitatesorganisationandesp. recognition Permeability • Optimizeslearningpathwaysthrough ECTS compatibility Recognition • Supports therecognitionofpriorlearning (toolforvalidation) Employability • Facilitatesthedocumentationofacquiredcompetences

26. ECVET SHOULD • considerlearningoutcomesandworkloadifapplying ECVET points -> Might not bedesirablefor all qualifications • becompatiblewith ECTS • Increasedpermeabilitybetween VET and HE • createsynergieswithother European instruments(specifically EQF) • be a instrumentforrecognition

27. ECVET & ECTS • Bothareinstrumentstofostermobilityand transparent curricula • 1 yearfull-time educationandtraining = 60 points • Documentationoflearningoutcomes in all transcripts • Quality assuredvalidationprocedures • shiftfrominputtooutput • Closerlinkagebetween Bologna andCopenhagen

28. VALIDATION OF NON-FORMAL AND INFORMAL LEARNING

29. FORMAL LEARNING INFORMAL LEARNING

30. Recommendations to Member States By 2018: National arrangements for validation for NFIL: • Opportunities for individuals to validate their knowledge, skills and competences acquired through NFIL • Opportunities to obtain a qualification on the basis of validated learning outcomes Validation systems should include: • Support for identification of learning outcomes • Documentation of learning outcomes • Assessment of learning outcomes • Certification of learning outcomes (e.g. credits or a full qualification)

31. Steps in the validation process

32. Steps in the validation process

33. Recommendations to Member States – “Guidelines” National arrangements should apply the following principles, as appropriate: • Be linked to the NQF and be in line with the EQF • Information to be widely available • Specific targeting of disadvantaged groups • Audit of skills and competences ideally within 6 months of an identified need • Guidance and counselling system concerned • Transparent quality assurance measures

34. Recommendations to Member States National arrangements should apply the following principles, as appropriate: • Professional development of staff involved in validation • For qualifications obtained on the basis of NFIL: to comply with agreed standards • Use of Union transparency tools (e.g. EUROPASS) and framework tools • Synergies with credit systems (e.g. ECTS, ECVET)

35. Recommendations to Member States • Promote the involvement of all relevant stakeholders • Foster the participation of employers, youth organisations and civil society organisations • Foster the participation of E&T providers to facilitate access to further learning and to award exemptions/credits for NFIL • Promote coordination between education, training, employment and youth implementation services and relevant policies

36. FINALLY: 4 Strategic Assumptions – 2 Questions • VPL/RPL “into” levels 5 and 8 are of high relevance for LM • Needs-Analysis is necessary at sectoral level and in cooperation with LM actors and possible “responsible bodies” • EQF is at the moment a tool of comparison of formal qualifications systems – NQFs need to be further developed into NFIFL (s. Germany) • CREDIT systems are a key to recognition (units, workload etc.) – so a common system is needed (ECTC as basis!)

37. 4 Strategic Assumptions – 2 Questions • WHO is the main first target group for piloting VPL/RPL? • WHO is the main “political” driver of VPL/RPL?

38. Thankyouverymuchforyourattention!