Phase 2

1
Phase 2

• 5 country studies Estonia, France, Italy,
  Norway, UK
• 2 aspects
• State of play in the country
• Feasibility of a European framework

2
A European framework - key questions

• Attitudes to a European framework
• Legal, cultural, political, other obstacles
• Potential benefits
• Existing European tools eg ECTS
• Time frame
• What kind of decisions would be required

3
Results

• 1. Generally very positive
• Willingness and interest in experimentation
• Support from Ministries
• Willingness and interest in collaboration and
  co-operation

4
Results

• 2. Lots of obstacles foreseen
• Wide variation in policy and practice
• Clash of educational cultures
• Fear of heavy technicist systems
• Suspicion and lack of trust
• Competition between institutions
• Widespread ignorance about the idea of
  recognition
• Some legal constraints

5
Results

• 3. Some benefits
• Support rights of citizens
• Promote mobility
• Provide confidence
• Facilitate national developments
• Increase flexibility

6
Results

• 4. Important features and principles identified
• Guidance and counselling essential
• A massive information campaign
• Built on transparency and trust not heavy
  structures
• Need for a common language
• Flexible and voluntary

7
Results

• 5. Comments on existing European tools
• ECTS
• Interesting but not suited to non-formal and
  informal learning
• An interesting experience that should be tried in
  other places
• Utopian idea
• Not well understood

8
Results

• European CV
• A good basic tool that could be developed
• Would encourage young people to extend their
  experience
• Should be voluntary and for the individual to
  update

9
Results

• Bilan des competences
• A practical and simple tool
• Could be part of a framework

10
Results

• Starting points suggested
• Work on dovetailing and compatibility rather than
  a common credit framework
• Work on institutions ast the same level first
• Transparency the ability to look into each
  others systems

11
Results

• Principles
• Simple and understandable
• Transparent, available and open
• Applicable to all levels of learning
• No large rigid structures
• Formative not summative arrangements