European policy initiatives supporting individual learning pathways – Focus on EQF and ECVET –

1. European policy initiatives supporting individual learning pathways – Focus on EQF and ECVET– Isabelle Le Mouillour PLA: Guiding at risk youth through learning to work Thessaloniki, 26 November 2009

2. Permeability and progression for individual pathways Main idea: education or training pathway A set of related education or training programmes provided by schools, training centres, higher education institutions or VET providers, that facilitates individuals’ progression within or between activity sectors. State-of-play Educational legal framework: provisions for permeability, barely put into practice Participation to lifelong learning is stagnating European lifelong learning benchmark of 15% (2020) Share of non-traditional students in HE: in most countries below 12%

3. Policy initiatives by acronyms • ECVET • European Credit • system for VET EQFEuropean Qualifications Framework Qualifications frameworks ECVET EQF NQF • NQF • National Qualifications • Framework ECTS SQF Validation Credit systems Qualifications systems • SQF • Sectoral Qualifications Framework • ECTS • European Credit Transfer System (HE)

4. EQF & ECVET – shared definitions • Learning outcomes means statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence • Qualifications means a formal outcome of anassessment and validation process which isobtained when a competent body determines thatan individual has achieved learning outcomes togiven standards

5. Q NQFNQS Could EQF build up the bridge? • “to create a common reference framework which should serve as a translation device between different qualifications systems and their levels” • “international sectoral organisations to relate their qualifications systems to a common European reference point” National Qualifications Frameworks - NQF - EQF Sectoral Qualifications Frameworks - SQF -

6. NQFs are seen as instruments(in Europe) • for referring national qualifications to the EQF; • to make national qualifications systems easier to understand and overview - at national as well as international level (transparency); • for supporting LLL learning by making learning pathways visible and thus facilitate access, progression and participation; • for facilitating the recognition of a broader range of learning (including non-formal and informal learning); • … State-of-the-art: NQF are being developed in most countries Source: Cedefop NQF mapping, Sept 2009

7. If you were to build up your path, QF could: • insights in qualifications via the learning outcomes approach - Learning outcomes are used for classifying and describing levels • link to validation of non-formal learning (in a large majority of countries) • use 8 level structure (in most countries) • show the full range of qualifications awarded in a single scheme (overarching) • The frameworks are mainly conceived as communications and transparency tools – not as regulatory tools Source: Cedefop NQF mapping, Sept 2009

8. 1 Host provider Sending provider Learning agreement The individual acquires KSC Learning outcomes are recognised and accumulated as a part of the aimed qualification; corresponding ECVET points are included. 7 3 2 The learning outcomes are assessed Credit is validated 6 Credit is awarded to the individual for the learning outcomes achieved 4 Learner's credit in an individual transcript of record 5 Which individual path? Case 1: mobility Source: ECVET Recommendation, June 2009

9. Acquisition of knowledge, skills and competence. 1 2 The learning outcomes are assessed Which individual path? Case 2: validation Qualifications system Individual learner Credit is awarded to the individual for the learning outcomes achieved 5 Recognition of learning outcomes acquired towards the intended qualification 3 Credit obtained is validated by competent institutions 4 Source: ECVET Recommendation, June 2009

10. Pathways across education and training sectors Cedefop. Preliminary results, study on credit systems and qualifications framework, to be published • Regulatory statements about the right to access (unrelated to QF or CS) • Development of ‘bridging’ qualifications (not directly related to QF/CS) • Unifying pathways • Unit-based framework where VET and GE units are considered equivalent • Voluntary arrangements based on demand • Levels and units one means to open up the sectors • Other means: exemption expressed in length of programme, design of bridging programmes, articulation of qualifications and curricula The drivers for transfer and progression are external to QS Enablers and impediments are often unrelated to qualification design • Modes of financing • Level of bureaucracy • Lack of motivation to cooperate (no drivers for the actors concerned) • Capacity of the competent institution to enforce requirements of the QF/CS • Implications in terms of power

11. For further discussion Smoothing access for VET and HE: E.g. entry routes via vocational upper secondary schooling: school-based or apprenticeship, second chance schooling; Building bridges between VET & HE opportunities for adults through distance education degree programmes, continuous professional education, lifelong learning centres within universities; Defining overarching qualifications framework Recognition of prior learning, crediting instruments, qualification linkages; Competitive diversity: Support diversification of offer (range of courses, accessibility, closeness of links with employers and wider community) Cedefop. Preliminary results, study on credit systems and qualifications framework, to be published

12. Thanks for your attention Next meeting on the issue of permeability and learning pathways Workshop on 21/22 January 2010 at Cedefop Isabelle Le Mouillour (ECVET, qualifications & learning outcomes)Area Enhanced Cooperation in VET and Lifelong LearningPostal address: PO Box 22427 | GR-551 02 | Thessaloniki (Finikas)Tel. 0030 23 1049 01 30 Mail: Isabelle.Le-Mouillour@cedefop.europa.eu Cedefop – 26 November 2009 11