ETUCE Secretariat

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Developments and actions in the European
Unions policies on Vocational Education and
Training

• ETUCE Secretariat
• VET Round Table
• Budapest
• October 2009

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In this presentation

• Overall EU policy on VET (Copenhagen process)
• Common European Frameworks and tools
• EC Communication New skills for new jobs
• ETUCE actions and positions
• National developments and challenges ahead

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Copenhagen Process

• Part of the Lisbon Strategy (ET 2010)
• Refers to the competence of supporting and
  supplementing national education policies (Art.
  149 of EC Treaty)
• A set of recommendations
• Inspired by the Bologna process
• The implementation takes time

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Copenhagen Process

• The process is reviewed every two years
• Communiqués
• Copenhagen 2002
• Maastricht 2004
• Helsinki 2006
• Bordeaux 2008
• Aim create a political dynamic on VET,
  encourage member states to coordinate the VET
  systems
• The real job is to be done nationally

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The focus on learning outcomes

• Background question how to measure knowledge?
• Learning outcomes can be formal or non-formal
• Non-formal outcomes should be taken into account
  in the knowledge assessment
• EU Council, May 2004 (conclusions) Towards
  Common European Principles for the identification
  and validation of non-formal and informal
  learning

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A wide range of tools

• Europass
• European Framework of key competences
• EQF
• European Credit system for VET (ECVET)
• European Quality Assurance Reference framework
  for VET (EQARF)
• Translating vs. Harmonising

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Europass (2004)

• Established by decision of Council and Parliament
  in December 2004
• A portfolio of documents
• CV and language passport, managed by CEDEFOP
  http//europass.cedefop.europa.eu/
• Delivered by national authorities awarding the
  original VET certificates
• Certificate supplement
• Diploma supplement
• Europass mobility (information on periods spent
  abroad by the learner)

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The European Framework for Key Competences for
LLL (2006)

• 1. Communication in the mother tongue
• 2. Communication in foreign languages
• 3. Mathematical competence and basic competences
  in science and technology
• 4. Digital competence
• 5. Learning to learn
• 6. Social and civic competences
• 7. Sense of initiative and entrepreneurship
• 8. Cultural awareness and expression

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European Qualification Framework (EQF)

• Adopted as recommendation by the European
  Parliament and Council on 23 April 2008.
• Designed for authorities in charge of national
  and sectoral qualifications systems
• 8 reference levels, based on learning outcomes ,
  covering all levels of Education.
• Levels are defined by  Knowledge ,  Skills 
  and  Competence 

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Examples of descriptors
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EQF needs related NQF

• In one given country, one type of education
  programme means one level of EQF
• Determination of the NQF and its relation with
  the EQF is a complex and sensitive process.
  Social partners in education should be consulted.
  
• If the system works somebody from one country
  moves to another and has access to job or further
  education according to his or her EQF level.

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European Credit System for Vocational Education
and Training (ECVET)

• Two rounds of consultation 2007-2008
• Recommendation by Parliament and Council June
  2009
• Credit system comparable to ECTS for VET

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European Credit System for Vocational Education
and Training (ECVET)

• A framework to describe qualifications in terms
  of units of learning outcomes
• 1 year full time VET 60 points
• The qualifications acquired in different contexts
  can be transferred in home context for
  certification

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European Credit System for Vocational Education
and Training (ECVET)
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European Quality Assurance Reference framework
for Vocational Education and Training (EQARF)

• Proposed in 2008
• Adopted as recomendation by Council and
  Parliament in June 2009
• A reference framework to assess the member states
  VET systems
• Indicators regard
• setting of policy goals/objectives and planning,
• implementation phase,
• evaluation phase,
• review.

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Common points and trends of the VET tools

• Overall objective to promote VET, LLL and
  Mobility
• Political aim to push member states in this
  direction
• Process accelerating in 2008/2009 (adoption of
  recommendations on EQF, ECVET and EQARF)
• Focus on the national implementation of NQFs
• Set-up common frameworks, including indicators,
  for different aspects of VET
• The amount of tools present a risk of confusion
  or lasagna effect

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New Skills for New Jobs

• EC Communication, December 2008
• Anticipating and Matching Labour Markets Needs
• Invite the member states to participate in the
  forecasting of LM needs and develop appropriate
  education, VET and LLL strategies
• 1 M supplementary teachers needed by 2015 in EU
  27
• Emphasis the role of social partners for LLL and
  VET systems

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The ETUCE Action Representations

• Member of the ET 2010 Coordination Group
• Participation in Clusters
• Teachers and trainers
• Sub-group on VET and Trainers
• Key competences
• Higher Education
• Member of the NESSE
• ECs Advisory Panel on EQF
• ECs Liaison Forum
• Tripartite SD meetings
• Advises the ETUC for the Advisory Committee on
  VET
• Member of ETUC Task force on VET
• Member of CEDEFOP Board (consultant)
• Invited to education and VET- related events (EC,
  EU Presidencies and CEDEFOP)

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The ETUCE Action Statements

• EQF December 2005, October 2006
• Consultation on ECVET April 2007, November 2008
• ET 2010 December 2005, May 2006, December 2007
• ET Beyond 2010 May 2008, February 2009
• New Skills for New Jobs February 2009

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The ETUCE positions

• Welcome the VET tools but points out
• Risk of confusion between the tools
• Shouldnt lead to administrative burdens
• Require appropriates investments
• Require the participation of social partners for
  national implementation
• Educate for life vs. Match the markets needs
• VET and LLL do not replace welfare
• The link between mobility and socio-economic
  background must be take into consideration
• Ministers have to be coherent between Brussels
  and back home

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National implementation

• All the VET tools can work only with a strong
  national implementation
• This implementation is a sensitive process, in
  which the ETUCE MOs are to be involved in.
• ETUCE MOs are also to be involved in the national
  design of the tools, e.g. the EQF
• If it is not the case yet, ETUCE will support
  demanding members in their contacts with national
  authorities

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National Implementation usefull links

• Annual CEDEFOP/DG EC Report monitoring the
  Development of National Qualifications Frameworks
  in Europe. Country by Country with contacts
  details of relevant authorities. Latest version
  September 2009. http//www.cedefop.europa.eu/etv
  /Information_resources/Bookshop/publication_detail
  s.asp?pub_id562
• National Europass Centres http//europass.cedefop
  .europa.eu/europass/home/vernav/InformationandS
  upport/NationalEuropassCentres.csp
• DG EC, VET Policy http//ec.europa.eu/education
  /lifelong-learning-policy/doc60_en.htm

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Thanks for attention !

• www.csee-etuce.org
• dpoissonneau_at_csee-etuce.org