Workshop A ECVET : transparency of qualifications

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• Workshop A ECVET transparency of
  qualifications
• Richard MANIAK
• General Inspector of National Education
• FRANCE

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Vocational educationThe French context

• Competent Institution qualifications registered
  in the National Repertory (13 000)
• Ministries have their qualifications registered
  in the repertory by right. They are the main
  awarding bodies together with sectors, chambers
  of commerce and chambers of industry.
• The ministry of national education is the biggest
  awarding body diplomas (650)
• Initial education and training, continuing
  education and training, validation of non-formal
  or informal learning
• Initial education and training school based
  apprenticeships

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French national qualifications framework
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14 sectoral committees

• Metallurgy
• Construction, civil works, construction materials
• Chemics, bio-industry, environment
• Food
• Fashion related crafts and sub-sequent industries
• Forestry and related
• Transport, logistics, security and other services
• Graphic and audio-visual communications
• Applied arts
• Marketing and distribution
• Administratif and financial services
• Tourism, hospitality and catering
• Hairdressing, cosmetics and related services
• Helath, social and sanitary services

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Members of each sectoral committee

• Employers representatives
• Employees representatives
• Public administration representatives
• Experts (research organisations, teachers
  organisations, qualified persons)

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Profiles, types of professional activities
...referring to ...
Design a qualification
....from which we elaborate...
...to which corresponds...
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The professional profile

• Definition of the trade
• Professional context
• Technical environment
• Professional activities, tasks and expected
  performance

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The certification standards

• Field of Professional competences- knowledge
  technical, technological, scientific,- skills
  (savoir faire)  gestures, techniques, methods,
  - attitudes and behaviours.
• Field of general competences
• Knowledge and skills that concern all
  literature, law, sciences , arts, etc.
• Balance between these two fields of competence is
  required for a quality VET qualification.

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Certification units (1)

• General units are academic
• E.g. French, foreign language, science
• Professional units have to be related to
  on-the-job situations
• E.g. Selling in a shop, preparing orders
• They have to enable valid assessment and specify
  the assessment situations knowledge, skills,
  attitudes and behaviours to assess.

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Certification units (2)

• The number of units is limited as they have to be
  meaningful. Examples
• CAP three general units and 4 professional ones
• Bac professionnel 7 units in total
• BTS 6 units in total
• But it is possible to have sub-units
• Their relative weight regarding the whole
  qualification is specified through weighting
  (pondération)
• These reflect the importance of a unit for the
  trade
• But these coefficients are not credit points.

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Accumulation and transfert

• In initial VET units can compensate each other
  during 2 years and this compensation is related
  to the weighting of units (pondération)
• Outside initial VET (and after more than 2 years
  of IVET) all units have to be achieved
• Accumulation is limited to 5 years.
• Transfer is possible from qualification to
  qualification within qualifications of national
  education
• There is no transfer from one system to another
  outside explicitly foreseen agreements among
  awarding bodies

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Stakeholders involvement (1)

• The State assures 
• Development of qualification standards together
  with stakeholders.
• Definition of assessment regulations.
• Delivery of qualifications.
• The state designs
• Variety of training offers in schools.
• Recruitment, training and remuneration of
  teaching staff and establishments.
• The state evaluates 
• Controls the quality of training delivered
• Gives account of results obtained and resources
  used

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Stakeholders involvement(2)

• Role of regions
• Regional plans for development of VET.
• Construction, maintenance and equipment of
  schools.
• Creation of apprentices centres and their
  financing.
• Role of economic stakeholders
• Development of qualifications.
• Reception of young people for traineeships.
• Financing though a training tax.
• Participation in delivery of qualifications.
• Training centres
• Train
• Assess

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Conclusion

• Qualifications from national education are
  compatible with ECVET
• But the devil is in the detail.
• Thank you for your attention