Cooperation Network Between Ncps

NCP-VET-CO project

SUMMARY OF THE FIRST MEETING

10 – 11 November 2009

January 2010 Leonardo da Vinci partnership project „Cooperation network between NCPs”

CONTENTS

Summary...... 3 1. Introduction of each partner...... 3 1.1. ESTONIA - Estonian Qualifications Authority...... 3 1.2. FINLAND - The Finnish National Board of Education...... 6 1.3. LATVIA - Academic Information Centre...... 9 1.4. CZECH REPUBLIC - National Institute of Technical and Vocational Education...... 11 1.5. ROMANIA - Institute of Educational Sciences...... 14 2. The role and tasks of NCP...... 19 2.1. Current situation in National Coordination Points for EQF in partner countries...... 20 ESTONIA...... 20 FINLAND...... 20 LATVIA...... 20 CZECH REPUBLIC...... 20 ROMANIA...... 21 3. Recognition of VET and professional qualifications in partner countries...... 22 3.1. How qualifications are build up in partner countries...... 22 ESTONIA...... 22 FINLAND...... 22 LATVIA...... 23 CZECH REPUBLIC...... 23 ROMANIA...... 24 3.2. Quality assurance when recognising qualifications...... 24 3.2. The role of NCP-s in recognition of VET–qualifications...... 24

2 Leonardo da Vinci partnership project „Cooperation network between NCPs”

Summary

The summary of the first project meeting will be the first part of the best practice guideline for linking VET and professional qualifications to EQF in partner countries.

This summary is divided into 3 parts: 1. Introduction of each partner: the introduction of the partner’s organisation, VET and recognition of VET-qualifications, approach to NQF and EQF 2. The role and tasks of National coordination point (NCP) for EQF 3. Recognition of VET and professional qualifications: - How qualifications are build up - Quality assurance when recognising qualifications - The role of NCP-s in recognition of VET-qualifications

1. Introduction of each partner

1.1. ESTONIA - Estonian Qualifications Authority

Estonian Qualifications Authority is a support structure for the professional qualifications system in order to increase the competitiveness of Estonian employees and promote the development, assessment, recognition and comparison of their professional competence. The professional qualifications system is part of the qualifications system for recognition of learning outcomes. The professional qualifications system connects the educational system with the labour market.

Estonian Qualifications Authority’s functions:  Developing professional qualifications system  Organising work of Professional Councils and working groups (developing professional standards)  Providing counselling and assistance for Awarding Bodies (awarding professions)  Co-operation with education and training institutions  Maintaining state register of professions  Organising the work of National Europass Centre

Main processes in Estonian professional qualifications system are:  Development of professional standards  Awarding of professional qualifications

VET in Estonia The vocational education standard (VES) serves as a framework standard for vocational education qualifications. This standard describes the principles of APEL (Accreditation of Prior and Experiential Learning), formulates generalised learning outcomes and assigns the Estonian Qualifications Framework (EstQF) levels to the vocational education qualifications. Generalised learning outcomes descriptions

3 Leonardo da Vinci partnership project „Cooperation network between NCPs” have been developed based on the Recommendation and the EstQF level descriptions. Generalised learning outcomes are described on the basic level, whereas the attainment above that level is graded on the appropriate scale. No assessment standard exists yet.

The VES references the VET qualifications types to the EKR (and also EQF) levels as follows:  VET qualifications without lower secondary education requirement correspond to the EKR level two,  VET qualifications based on lower or upper secondary education requirement correspond to the EKR level three,  VET qualifications based on upper secondary education and additionally requiring previous vocational training correspond to the EKR level four.

National curricula for the VET serve as the framework qualification standards and are based on the corresponding professional standards. VET institutions use national curricula for developing their study programmes in VET and adult education. The number of national curricula is 45 and they cover most of the VET study fields. VET study programmes will be entirely learning outcomes based by the year 2014. The VET qualifications are awarded by VET institutions. Based on the VET Institutions Act all licensed institutions are entitled to award state recognised qualifications in the corresponding study programme group (in the sense of the ISCED).

Professional qualifications comprise the world significantly different from educational qualifications. The professional qualifications register contains more than 700 qualifications. These are based on the corresponding professional standards, a part of which are learning outcomes (competence) based. All the new professional standards will be learning outcomes based. Awarding institutions, mostly professional associations, are nominated by the professional councils.

Recognition of VET-qualifications After completion of VET institutions the graduate is given the national diploma, which certifies that the person has completed the curriculum, but is not an official professional certificate.

The Professions Act envisages a possibility to combine graduation from an educational (especially VET) institution and awarding of the primary professional qualification starting from the year 2011 provided that the study programme corresponds to the professional standard and is accredited. This means that in certain occasions educational institution can be the awarding institution for professional qualifications.

Legislation The Vocational Educational Institutions Act (1998) defines the types of vocational education; provides the bases for the operation, management and financing of vocational educational institutions and defines the issues related to the internal evaluation and supervision thereof.

The awarding and assessment of professional qualification is regulated by the Professions Act (2008) and the Recognition of Foreign Professional Qualifications Act (2008).

The area is also regulated by implementing provisions in the form of regulations issued by the Government of the Republic or the Minister of Education and Research.

The Vocational Education Standard is one of the central implementing provisions in the field of

4 Leonardo da Vinci partnership project „Cooperation network between NCPs” vocational education, providing the common requirements for vocational education and professional training carried out at the level of basic and secondary education and thus serving as the basis for conducting vocational education.

Institutions that award qualifications  The Ministry of Education and Research  The National Examination and Qualification Centre  Professional Committees that work under the Estonian Qualifications Authority  ENIC-NARIC

Through the process of awarding of professional qualifications graduates as well as by people who are already active in labour market can apply professional certificate. To obtain a Professional Certificate it is required, depending on profession, to take an exam or to present documents verifying the skills, knowledge, experience and personal qualities required for working in a specific profession are assessed. All professional certificates are registered in the state register of professions.

The system of professions is also part of the qualification system for the accreditation of learning outcomes. Validation of informal and non-formal learning is based on competence based professional standards.

ECVET system is under development in Estonia.

The recognition of Foreign Professional Qualifications Act (2000, amended 2007) is employed in regulated professions and takes European Union Directives into account. The Act establishes the bases and procedure for recognition of foreign professional qualifications in order for persons to work in regulated professions. More work is needed to bring the above mentioned legal acts and qualification systems into complete harmony.

Europass documents such as CV, Language Passport, Mobility, Certificate Supplement, Diploma Supplement are part of recognition of VET and professional qualifications nationally and internationally.

Estonian approach to NQF and EQF According to the Professions Act the Estonian qualifications framework (EstQF) has 8 levels, whereas level one is the lowest and level eight is the highest. Descriptions of the qualifications levels in the EKR are identical to the EQF level descriptions. The aim of establishing the EstQF is to develop a framework encompassing all qualifications in formal education (general, vocational, higher and adult education) as well as professional qualifications.

The quality criteria and procedures for referencing the NQF to the EQF foresee two cases of referencing qualifications to the NQF: „including into the NQF" and „describing the position in the NQF" or assigning the NQF level. Only state recognised qualifications are included into the EstQF. The EstQF level can be assigned to the qualifications, which have not received state recognition yet or the qualifications with undefined conditions of recognition, e.g. partial qualifications or individual competences. The state recognised qualifications have to:  Be defined in a learning outcomes based qualification standard (curriculum or professional standard), meeting the requirements of the national framework standard(s) (if applicable),  Have state recognised awarding institution (educational institution, professional association etc.).

As far as the EstQF level descriptions are identical to the EQF level descriptions, the centre of gravity of the referencing process is shifting to referencing qualifications to the EstQF levels. Therefore the quality criteria and procedures for referencing to the EQF have to be reformulated in terms of including the qualifications into the EstQF or assigning the EKR levels to the types of qualifications.

The referencing of qualifications to the EKR proceeds in two steps. First, the EstQF levels are assigned to the types of qualifications in general education, initial VET, higher education, adult education, and professional qualifications. Second, a qualification is included into the appropriate EstQF level or assigned an appropriate EstQF level.

As a result, the academic recognition and professional recognition of competences will be integrated into a single qualifications system.

1.2. FINLAND - The Finnish National Board of Education

The Finnish National Board of Education (FNBE) is the national agency subordinate to the Ministry of Education. The FNBE has a wide range of tasks related to the development of education all through pre- primary and basic education, general upper secondary education, vocational education and training, formal adult education and training, liberal adult education (incl. folk high schools, study centres, summer universities) and basic education in the arts.

FNBE is responsible for drawing up the national core curricula for basic and general upper secondary education and vocational qualifications as well as the requirements for competence-based qualifications.

VET in Finland Main approaches in vocational education and training system:  Education/training providers make their own curricula based on national curricula/requirements  National core curricula decided by the FNBE  National core curricula are revised in 2006-2010  All vocational qualifications are modularised.  Vocational qualifications consist of study units (parts of qualification).  The scope of studies is expressed in terms of credits (total 120 credits)

Objectives of study units are described as learning outcomes and based on knowledge, skills and competences required in the functional modules of working life. Study units are nationally decided and defined; include theory and practice and units can be demonstrated /assessed independently.

Recognition of VET-qualifications Authoritative tasks: Administrative decisions on the competences conferred by foreign qualifications in Finland  Act on the Recognition of Professional Qualifications (1093/2007)  Act on Eligibility Provided by Foreign Higher Education Degrees for Public Posts in Finland (531/1986)  Eligibility for a public post or right to practice a profession  Teachers, social workers, social instructors, qualifications in the field of law 6 Leonardo da Vinci partnership project „Cooperation network between NCPs”

Decree on the Qualifications of Educational Staff (986/1998): National Board of Education (NBE) decides on sufficient studies for eligibility to:  Provide education in a foreign language  Provide education based on Steiner pedagogy  Provide pre-primary education based on Montessori pedagogy

Advisory statements on foreign vocational education and Finnish qualifications

Foreign:  compares the foreign qualification to the closest comparable Finnish qualification in terms of the level and content of the qualification  advisory statements may be used as an aid for labour market purposes or further studies (do not confer eligibility)

Finnish:  eligibility for higher education in Finland; the official status of a Finnish qualification and/or education institution in the Finnish education system; whether the qualification falls under Directive (2005/36/EC); detailed advisory statements on the content of the applicant’s qualification and on the academic and professional competences conferred

Information network tasks and tools for promoting the recognition and transparency of qualifications The NBE is the Finnish contact/coordination point for the following international information networks:  NARIC/ENIC (academic recognition, higher education, Bologna process)  NRP (National Reference Point for Vocational Qualifications)  Directive 2005/36/EC on professional recognition  European Qualifications Framework

Information network tasks and tools for promoting the recognition and transparency of qualifications: Europass, Europass Mobility, Europass CV, Europass Language Passport, Certificate Supplement (vocational education), Diploma Supplement (higher education).

Finnish approach to NQF and EQF Development Plan for Education and Research 2007-2012 is that NQF in Finland will be prepared by 2010. The NQF will be based on learning outcomes provided by qualifications/degrees and prior learning. All decisions will be made by the Ministry of Education and stakeholders are always represented in all official bodies.

Preparing the NQF regarded as fairly easy:  predominantly learning outcome approach/modules  clear existing structures

For VET national core curricula and requirements are updated as part of regular ongoing work. For higher education: proposal for higher education qualifications framework in 2005

Main approaches in national qualifications system (relevant to EQF): High permeability/flexibility enabled by legislation 7 Leonardo da Vinci partnership project „Cooperation network between NCPs”

 VET gives eligibility to higher education  possibility to combine general upper secondary education and initial VET  adults can obtain vocational qualifications via competence tests  recognition of prior learning has been an emphasis for approximately last 5 years on all levels of education

Current situation regarding NQF:  National working group August 2008 – August 2009  Chaired by the Ministry of Education  Members, e.g.: social partners, FNBE, rectors’ conferences, student unions on all levels of education, vocational education providers, Finnish Adult Education Association, Association of Vocational Adult Education Centres, other Ministries

Tasks of the national working group:  Make a proposal on the national qualifications framework (NQF) and describe the different levels of the frameworks in terms of learning outcomes  Lay out the principles according to which the qualifications should be placed within the NQF as well as the European Qualifications Framework, and make a proposal on how to place the qualifications within these frameworks.  Describe the quality assurance  Make a proposal on how the NQF will be sustained, updated and further developed.  Make a proposal on whether the NQF can be expanded from a qualifications framework towards a framework for all prior learning, in such a way that it could be used to describe learning outcomes achieved outside the formal qualifications structure  Make a proposal on the required amendments to relevant statutes.

The proposal should take into account that at the first stage…  The NQF includes the qualifications defined in the legislation of educational administration and other branches of administration.  The NQF will not include parts of qualifications, further education or other non-degree education  The NQF will neither include practices nor requirements according to which various authorities grant a right to practise a profession or perform certain work assignments

Current (fall 2009):  Proposal for the NQF was ready in August 2009  Public consultation; comments and feedback from stakeholders  Seminars, information campaigns etc.  Preparation for the referencing process  New legislation was proposed by the working group?

1.3. LATVIA - Academic Information Centre

Academic Information Centre:  Latvian ENIC/NARIC  Contact point for directive 2005/36 EC  National Europass Centre  ReferNET coordinator  NCP for EQF

VET in Latvia

Vocational education is a type of education, after completion of which a person is practically and theoretically prepared for work in a certain profession. It means that a certain professional qualifications have been mastered and there is possibility for further improvement in the relevant professional area. There are three grades of vocational education:  Vocational basic education,  Vocational secondary education,  Vocational higher education. Altogether there are five levels of professional qualification.

Professional qualification of the 1st level - This qualification may be obtained in vocational basic education programs. Such professions are usually learned by graduates of special schools (on the basis of basic education), students, who have graduated from Grade 9 and received the Achievement Sheet only (without Certificate), or young persons, who have not completed a basic education program (aged below 15 years). The title of such professions includes a word “assistant” or “worker”.

Professional qualification of the 2nd level - This qualification may be obtained in vocational education programs and professional further education programs after graduation from Grade 9 (on the basis of basic education) or Grade 12 (on the basis of secondary education). Employees of this level are able to perform qualified executive tasks independently.

Professional qualification of the 3rd level - This qualification may be obtained in vocational secondary education programs and professional further education programs after graduation from Grade 9 or

Grade 12. Employees of this level have obtained a higher level theoretical education and have mastered higher level professional skills, they can independently perform qualified executive tasks, plan and organise performance of the above tasks.

Professional qualification of the 4th and 5th level can be obtained after completing higher education programs

Vocational basic education and vocational education is offered by the following educational establishments: Professional schools, Trade schools, Vocational schools as well as certain vocational secondary schools and professional secondary schools.

Vocational secondary education is offered by the following: Vocational secondary school, professional secondary schools, trade secondary schools, choreography, arts and music secondary schools, technical schools and some colleges.

Recognition of VET-qualifications The Law Vocational Educational (1999) Vocational Education Law sets out the principles for organising, implementing and awarding qualifications both for initial and continuous vocational education. It also states the different pathways for pursuing vocational education, the structure of programmes and the funding principles. The 2001 amendments introduced vocational continuing education for adults and provided for a training system which allows people, regardless of age and previous experience or qualifications, to acquire the knowledge and skills relevant to the demands of the labour market.

 Validation processes are regulated by an order from the Cabinet of Ministers Nr. 339 from 2001 “Procedure for the issue documents certifying to professional education and professional qualifications and certifying to the acquisition of part of a accredited programme of professional education” . This stipulates that state-recognized documents certifying vocational qualifications are awarded for the completion of an accredited programme. Qualifications are issued by the training provider.  To gain a qualification, students must fulfil all the requirements of the educational standard, i.e. to receive a grade in all the subjects, practical studies and practical placement and pass a qualification examination with a grade no lower than 5 “satisfactory.”  The Regulations of the Cabinet of Ministers from 2000 “Regulations on professional qualifications that are acquired by passing centralized professional qualification examinations” (Regulations of the Cabinet of Ministers of 7th November 2000 No. 383 “Terms for Professional Qualifications, which are Subject to Centralized Professional Qualification Examinations” - stipulate that in the majority of cases, to obtain a third level professional qualification the student has to take centralized professional qualification examinations. The content of exams is developed by the Vocational Education Centre under the Ministry of Education and Science with the assistance of the social partners who are usually heads of the examination commission. Students usually take them at learning and examination centres, and they ensure that everyone who obtains a qualification are tested and evaluated using the same methods.  Graduates receiving a state-recognized document certifying a vocational qualification may work in the profession. If the profession is regulated (e.g. as with building workers and people working in medicine), the qualification holder may work only under the supervision of a certified specialist. To obtain independent practice rights, it is necessary to work under supervision of a certified specialist for 2-5 years and then to receive a certificate issued by the relevant competent institution (usually a professional association). The certification exam developed by 10 Leonardo da Vinci partnership project „Cooperation network between NCPs”

professional associations usually tests the applicant’s capabilities to apply his abilities and skills in practice.

The recognition of academic and professional diplomas acquired abroad is the responsibility of Academic Information Centre. Final decision on recognition is made by:  Ministry of Education and Science – to continue studies at primary or secondary education level;  Higher education institution – to continue studies at higher education level;  Employer – to work in the non-regulated professions. To implement EU directives regarding recognition on professional qualifications, the Law on Regulated Professions and Recognition of Professional Qualifications was adopted in June, 2001.

There is no credit points introduced in VET in Latvia. The new Law on VET is under preparation and it is planned to introduce credit pints in VET within new law.

Latvian approach to NQF/EQF Development of an overarching NQF based on existing five-level structure in vocational education and training and the three-level structure for higher education is envisaged. On higher education level the system has been set already, descriptors are approved by Higher Education Council, legally it will be introduced with the new Higher Education Law. The Latvian NQF will have 8 levels (4 on VET and secondary education and 4 on higher education level). The Concept of attractiveness of VET is prepared and approved by Cabinet of ministers September 2009). The concept includes the chapter on linkage of 5 existing Latvian qualification levels to EQF 8 levels. Ministry of Education and Science established working group for referencing NQF to EQF in September 2009.

1.4. CZECH REPUBLIC - National Institute of Technical and Vocational Education

The National Institute of Technical and Vocational Education is run directly by the Ministry of Education, Youth and Sports of the Czech Republic. The Institute was established in 1959.

Main areas of activity:  Concept of VET in CR  Analyses, collection and provision of information  Development of national VET curricula  Methodological help to VET schools  Implementation of national projects (development of NQF/NQS (NSK), RNFIL (UNIV), carrier guidance (VIP), new standardised final exam (Kvalita)  Implementation of international projects and initiatives (National Europass Centre, LLP LdV projects)

IVET in the Czech Republic Characteristics  Focus also on general education and gaining key skills (competences)  Well established tradition of VET  Curricular reform is currently underway – national core curricula (called framework educational programmes) are developed/elaborated by schools into school curricula (school educational programmes)

Main types of IVET programmes at secondary education level:  Three year vocational programmes - Prepare learners for direct entry into the labour market - Ratio general v. vocational subjects v. practical training – 30:30:40 % (avg.) - Concluded by the standardised final exam (=>apprenticeship certificate) - After completion there is a possibility to prepare for Maturita exam in two year supplemental courses.  Four year programmes in secondary schools with vocational component - Prepare learners for middle management positions - Ratio general v. vocational subjects – 50:50 % (avg.) - Concluded by Maturita exam enabling study at universities/tertiary professional schools

Recognition of VET-qualifications Absolute majority of VET qualifications are awarded by IVET institutions upon completion of relevant courses of study and upon passing relevant exams (Final apprenticeship exam, Maturita exam). A relatively new act, the Act on Verification and Recognition of Continuous Learning enables recognition of non-formal and informal learning. “Authorised bodies” (schools, persons, associations) that are authorised by “Authorising Organs” (i.e. the Ministry of Education, Youth and Sports and the relevant ministries) can award learners with nationally recognised certificate upon fulfilling all requirements set up in the assessment standard of the corresponding partial qualification.

Czech approach to the NQF/EQF The context of the development of the NQF and NQS in the CR:  The Act on Verification and Recognition of Continuous Learning (the act on recognition of all forms of learning including non-formal and informal) came into force in August 2007  The Strategy of LLL in the CR approved in 2007  The School Act 561/2004 sets up the principles of the curricular reform of initial VET (national core curriculum, school curriculum)  Developments of the NQF and NQS are in coordination with other activities and projects financially supported by ESF, e.g. NSP (National System of Occupations), UNIV (recognition of non-formal and informal learning, KVALITA (reform of the final exam etc.)  Social partners participates in the definition of qualifications and occupations (Field Groups, Sector Councils), they provide the link to the labour market.

Main Features of the NQF and the current state of the development  Based on learning outcomes, expressed in competences  8 qualifications levels proposed in 2005 (comparable with the EQF levels)

 Descriptors for levels 1 - 4 approved by the Governing Board of the Ministry of Education, Youth and Sports in August 2009  Descriptors for levels 5 - 8 were approved in January 2010

Main Features of the NQS and the current state of the development  Legally supported by and embedded in the Act on the Recognition and Verification of Further Education Results (179/2006)  Based on learning outcomes, expressed in competences (the NQS and the National System of Occupations - NSO have a common database of competences, each with a code)  The act defines the terms: - Partial and complete qualifications (PQ, CQ) - Qualification and assessment standards (QS, AS)  Developed in the course of the projects NSK (Národní soustava kvalifikací) (2005-2008) and NSK2 (2009-2013)  Comprehensive register of qualifications accepted by the labour market

Implementation of the NQS  “The objective of the project NSK is to create a system environment, which will support comparability of learning outcomes achieved by different forms of learning, enabling the recognition of actual knowledge, skills and competence regardless how they were achieved.”  In the course of the project NSK (2005-2008), 115 QS and AS of CQ 339 of PQ (all qualifications up to the level NQF/EQF 3) were prepared and discussed with social partners, then approved by authorising bodies (relevant ministries) and by the Ministry of Education, Youth and Sports.  Approved standards are published in the official NSK information system www.narodni- kvalifikace.cz  91 bodies authorised (persons, schools or associations providing accreditation of prior learning)  The project NSK2 started in May 2009 – its goal is to create qualification standards and assessment standards for qualifications up to the level NQF/EQF 4

Challenges and Strengths of the NQS (NSK)  Challenges: - Costs of exams, motivation of the public - Higher level qualifications - Quality assurance - Implementation of VET credit system - CONSERVATIVE WAY OF THINKING  Strengths: - Involvement of stakeholders, especially employers - Broad consultation process during the creation/approval of QS & AS - Transparency of the system - competences coded and logically organised - Accessible to all interested learners

1.5. ROMANIA - Institute of Educational Sciences

Institute of Educational Sciences, Bucharest (ISE)  National research body on education  Current structure: - Dept. of Counselling and lifelong learning - Dept. of Curriculum - Dept. of Theory of education - Dept. of Educational management - Dept. of Educational policies  As of the 1st of January 2010 the structure will undergo considerable changes

Partner institutions in NCP-VET-CO:  National Adult Training Board (NATB) – National Agency for Qualifications - Autonomous authority - 1 president nominated by prime minister at the proposal of the ministry of labor and the ministry of education - Tripartite structure: public administration, trade unions, employers associations - Departments: a) Methodology and QA; b) Standards and Assessment; c) Programmes and Innovation

 National Centre for the Development of Vocational Education and Training (NCDVET) - The Centre was established with the aim of coordinating the reform within the VET sector - Main attributions: - Policies and strategies on VET - VET qualifications - VET curriculum - Coordination of the personnel involved in VET - Involvement in specific projects - In the 2007-2013 timeframe, it will be an intermediary body in the management ESF, on matters related to its field of expertise

VET in Romania The formal system of education and training is based on the actual Law of education including a compulsory education of 10 years.

The educational system in Romania is presented if Fig. 1.

Fig. 1

TVET is developed at secondary education level in two pathways, as follows:  The direct route for professionalization, named also the technological route, includes: - the lower cycle, namely grades IX-X, that are leading to acquiring general (non- certificated) competences in three profiles: resources, techniques, and services; - the upper cycle, grades XI – XII, that are leading to level ISCED 3 and vocational qualification level III1  The progressive route of professionalization, named also vocational route, includes:

1 Romanian vocational qualifications are based on the European five level framework as defined in Council Decision of 85/368/EEC.

- the lower cycle – grades IX-X, school of arts and trade (SAT), leading to acquiring certificated competences for level I vocational qualifications; - grade XI (completion year) leading to acquiring certificated competences at level II vocational qualification and represents at the same time the “bridge grade” towards next level - the upper cycle, grades XII-XIII, organised by technical high schools leading to acquiring certificated competences at qualification level III and ISCED 3.

Starting with the year 2009 it was decided to renounce at leading to acquiring certificated competences for level I vocational qualifications and to provide vocational qualifications through the system of education and training starting with level II.

Vocational qualifications are described through training standards.

Horizontal transfer between the two school pathways is possible by recognition of formally acquired competences. Credit system and credit transfer are not formally operating, there is an indicative number of credits based on the complexity of the learning/training outcomes, which are provided by the learning units designed within the training standards.

The TVET system also includes:  The Post-high schools that represent a specialised TVET route of 1-3 years leading to acquiring certificated competences for vocational qualifications level III advanced.  The Foremen school is a post-high type of school aiming at preparing foremen for education and training and for industry. As all post-high school, there lead to certificated competences at level III advanced.

Three major profiles relate to the envisaged trades and specialisations, as follows:  Techniques, comprising the fields of mechanics, electromechanical and electrical, electronics and, automation, constructions and civil works, telecommunications, light industry, transports, industrial chemistry, wood processing  Services, comprising the fields of tourism and catering, food & beverage, commerce and related services, post, economics and public administration, health and social assistance, as well as other services deserving industry and population  Resources, comprising the fields of food industry, forestry, agriculture, agro-tourism, animal breeding and veterinary, environment protection

Pre-university education provides education and training for levels I-III, including III advanced (which is a specialised level). Starting with level IV, Higher Education has taken over the respective qualifications, which are acquired in formal way.

The vocational qualifications provided by the formal system of education and training will be integrated in an overarching National Qualifications Framework (NQF), based on a sectoral approach, and correlated with reference levels of the European Qualifications Framework; NQF should integrate qualifications provided for both youngsters and adults by different institutions within and outside the formal education system. In Romania, the NQF legislative framework provides for a common register for qualifications, quality assurance arrangements, and accreditation of training providers (included in a National Quality Assurance Framework- NQAF). A proposal for correlation between the Romanian levels

16 Leonardo da Vinci partnership project „Cooperation network between NCPs” of qualifications and EQF reference levels is included in the structure of Education and training formal system in Romania.

Moreover, current discussions connected to both NQF and NQAF include acceptance and operationalisation at the national level of the reference framework of the ECVET – European Credit Transfer System for Vocational Education and Training. ECVET aims at improving transparency and recognition of learning outcomes irrespective to the form they are acquired through – being formal, non-formal or informal learning, in view of their accumulation and transfer within and between various VET systems. ECVET requires and promotes transparency of qualifications and procedures (i.e. assessment or recognition procedures), of learning processes (i.e. formal, non-formal and informal learning processes and pathways) and structures (i.e. organization of the VET systems, institutional responsibility of the stakeholders/practitioners).

The organisation of the TVET schools in Romania is made by means of school clusters, representing various levels of TVET under the same school management. This form of organisation is typical for urban areas. In rural areas, TVET schools are often single units of Arts and Trades Schools or organised together with grades I to VIII.

Recognition of VET-qualifications Advisory statements on foreign vocational education and Romanian qualifications

Foreign:  compares the foreign qualification to the closest comparable Romanian qualification in terms of the level and content of the qualification  advisory statements may be used as an aid for labour market purposes or further studies (do not confer eligibility)

Romanian approach to NQF/EQF NQF in Romania  The National Qualifications Framework contributes to assuring the quality of vocational training system, being based on national standards, used equally to training and evaluation of competences, regardless the context in which they were acquired.  Standards are elaborated by specialists, then they are subject to analysis, on content and methodology, being then validated by sectoral committees.  Sectoral committees are social dialogue structures. They have, generally, a multipartite structure (social partners, government, professional associations, chambers of commerce, training providers).

Sectoral committees have the following attributions:  Participate in the development of the normative framework on the training, the evaluation and certification of competences  Promote the competence based training and evaluation system  Develop and update, under the coordination of the NATB, the qualifications relevant for each domain;  Validate qualifications and associated standards;  Identify specialists in order to do the occupational analysis, to define competences and qualifications, and for evaluation and certification;

 Encourage participation of organizations and individuals to continuous vocational training and to technical and vocational education.

Problems met:  Identification and organization of the representative stakeholders from each of the 23 sectors of activity (nominated by the National Authority for Qualifications)  Juridical statute of the sectoral committees  Identification of a large number of sectoral experts to be involved  The need of quality assurance in sectoral committees involvement (occupational analyses, occupational standards development and validation, qualifications’ development)  The sectoral committees financing system as a consequence of: - their very important role in NQF development and sustainability - the great volume of occupational analyses and standards waited by sectors to be developed and validated - absence of constant sources of funds for spaces, administrative costs, logistic arrangements and experts’ payment

Solved problems:  Creation of 23 sectoral committees composed by representative organizations at the national and sectoral level: trade unions, employers associations, chambers of commerce, professional associations, regulating authorities, training providers  Reorganization of the Sectoral Committees based on a special law (268/2009) as institutions for social dialogue and for public interest with well defined attributions in the field of qualifications and financed by state for administrative costs and services costs  Training of 114 sectoral committee experts (19 sectoral committees from 23)  Help for the sectoral committees activities by offering equipment and technical assistance

2. The role and tasks of NCP

European Commission has proposed that each Member State sets up a National Coordination Point (NCP) as the means of relating their national qualifications systems to the EQF. NCP will be the Commission’s first point of contact with Member States on issues related to referencing to the EQF. The recommended target date for countries to relate their qualifications systems to the EQF is 2010 and 2012 for them to ensure that individual qualification certificates bear a reference to the appropriate EQF level.

EQF is a voluntary framework, so there are no formal legal obligations on the countries.

NCPs are expected to carry out the following tasks:  reference levels of qualifications within the national qualifications system to the EQF levels  promote and apply the European principles for quality assurance (“10 commandments”) in education and training when relating the national qualifications system to the European Qualifications Framework  ensure that the methodology used to refer national qualifications levels to the European Qualifications Framework is transparent and that the resulting decisions are published  provide guidance to stakeholders on how national qualifications relate to the EQF through the national qualifications system  ensure the participation of all relevant national stakeholders including, according to national legislation and practice, higher education and vocational education and training institutions, social partners, sectors and experts on the comparison and use of qualifications at the European level

NCP has to go through a series of processes to ensure transparent and robust cross-referencing of national framework levels to levels of the EQF:  establishment of a steering group of stakeholders and experts to advise on and oversee the tasks  commissioning an independent consultant to undertake the cross-referencing  use of multiple methods in the cross-referencing to ensure reliable findings  involvement of international observers to provide externality to the process  NCP will be consulting stakeholders on the findings of the cross-referencing between national frameworks and EQF  NCP will report on how it has met the criteria and processes for referencing to the EQF as set out by the European Commission

2.1. Current situation in National Coordination Points for EQF in partner countries

ESTONIA In Estonia the Estonian Qualifications Authority (Kutsekoda) has been nominated as the NCP by the Ministry of Education and Research.

The first summary of discussion paper about Estonian Qualifications Framework and referencing to European Qualifications Framework has prepared and presented to the stakeholders and social partners. The first phase of the discussion process is held in December 2009 to January 2010. Kutsekoda also coordinates this discussion process.

To guarantee participation of all important stakeholders in the referencing process member states are advised to establish a steering committee. The establishment of such committee at Kutsekoda is in progress.

Overarching level descriptions of Estonian Qualifications Framework is under discussion and Kutsekoda is coordinating this process.

FINLAND Finnish National Board of Education was nominated by the Ministry of Education to act as the National Coordination Point (in summer 2008). Steering and communications plan will be prepared by the end of 2009. Also a website is being developed.

The leading role in EQF referencing process has the Ministry of Education. Finnish National Board of Education has a coordinating role: giving information about the development of the frameworks and EQF referencing process, dissemination, networking, collecting information about other countries frameworks.

Level descriptors are done by those who are more working with curricula.

LATVIA Academic Information Centre is nominated as NCP for EQF in Latvia. The whole referencing process is at the beginning. At the moment the main task is to promote the EQF and gather experience from different countries how to reference NQF to EQF. Under discussion is the issue which body will be the leading body for the referencing process, whether the ministry or any other body.

CZECH REPUBLIC National Institute of Technical and Vocational Education is the NCP.  The proposal of the Czech NCP was approved by the Ministry of Education, Youth and Sports in August 2008. - The NCP is fully functional since January 2009. - Main tasks: 20 Leonardo da Vinci partnership project „Cooperation network between NCPs”

1. Providing activities described in materials approved by European Parliament and Council. 2. Providing information and consulting activities concerned with the NQF and its relation to the EQF. 3. Cooperating with the National Europass Centre on the implementation of documents regarding qualifications. 4. Providing activities connected with the introduction and practical implementation of the ECVET.

The NCP (Organisational structure) 1. The NUOV  Provides operational agenda of the point Workgroup  Creates basic/constitutional proposals  Supports operation of other parts of the centre 2.The Advisory  Provides consultations Group  Co-designs and evaluates methodology  Reviews important work outputs of the centre  Representatives of employers, employees, ministries, universities, associations and regional governments 3.The EQF  Main task of this group will be referencing national qualification levels to the Workgroup of NCQ EQF.  This group is a workgroup of the National Council for Qualification.

The consultation process for the national referencing report is under development. The first draft of the report is expected to be ready during 2010. The final version of the report should be presented to Advisory Group in 2011.

ROMANIA The NCP foe EQF is National Adult Training Board (NATB) in Romania.

The national framework and EQF referencing process is under development, but there isn’t any formal process for referencing tasks and no clear overarching strategy.

The main activity is to learn from other countries that have been going through the referencing process.

3. Recognition of VET and professional qualifications in partner countries

3.1. How qualifications are build up in partner countries

ESTONIA Qualification in Estonia is officially recognized competence as a result of validation. Competence is ability to perform successfully in a specific field together with relevant performance criteria (learning outcomes)

Professional qualifications A professional qualification is based on the professional standard – a document which is the result of a functional analysis in the given field and describes professional activities and provides the competency requirements for professional qualifications and their levels.

Components of a competence based standard  Description of profession - work areas and professional titles, aim of work, description of level, activities and duties, operating environment and its specialty, means of work, abilities and personal traits, professional education  Competency requirements  General information

Professional qualifications are recognised through the process of awarding of professional qualifications - the assessment of conformity of the professional competence of a person applying for a professional qualification with the requirements specified in the professional standard.

VET qualifications Learning outcome based national curricula for the VET serve as the framework qualification standards and are based on the corresponding professional standards. VET institutions use national curricula for developing their study programmes for VET and adult educational qualifications.

FINLAND Competence-based qualifications Finland has been developing competence-based qualifications since 1994. This system is intended to enable working-age adults to gain qualifications without necessarily attending formal training. It is possible to take competence-based vocational qualifications, further vocational qualifications and specialist vocational qualifications or only parts of them through the competence test system, within which competence acquired through various ways is recognised and validated. The competence test is completed by demonstrating competence required in the profession. Although taking part in competence tests does not require formal preparation, about 95% of candidates attend some training, in which they are provided with individual learning programmes.

There are 53 vocational upper secondary qualifications and some 300 further vocational qualifications and specialist vocational qualifications on offer. The requirements are outlined in the requirements for competence-based qualification defined by the Finnish National Board of Education. The main principles regarding competence tests are as follows:  cooperation between employers, workers, and education sector  the independence of a qualification regardless of the way competence has been acquired;  completing a qualification or a module demonstrating competence in a test;  individualisation of learning and the completing of the qualification.

LATVIA The system of standards determined in the Law on Vocational Education ensures that the content of vocational education meet labour market requirements. There are 2 types of standard:  vocational education standards;  occupational (professional) standards.

The standards of state vocational education stipulate the goals of educational programs, compulsory educational contents, and an evaluation procedure for the education obtained. They are determined by Regulations of the Cabinet of Ministers (2000 Regulations on the Standard for State Vocational Secondary Education and the State Industrial Education Standard and 2001 Regulations on the Standard for State Vocational Higher Education of the First Level).

One of latest documents (2007) is the Procedure for Developing Occupational Standards (Profesiju standartu izstrādes kārtība), prepared by the Ministry of Education and Science along with other institutions. The regulation outlines the procedure for developing standards and lists the duties of the involved institutions. Standard projects are written by a work group consisting of representatives of a particular interest organisation or trade union. The standards include:  duties and tasks of a particular profession;  professional skills, knowledge (mentioning the level), and competences necessary for accomplishing the tasks;  place of the profession within the structure of the employment description. The occupational (professional) standard stipulates the basic and specific requirements for a specific professional qualification and describes the knowledge and skills requirements. In the occupational standards the terms ”skills” and “knowledge” is used. The occupational standard is describing what person should know and what person is able to do.

CZECH REPUBLIC Qualifications are competence based. Each competence is described and coded. The database of competences is being gradually supplemented. The database is common to the National System of Occupations and to the National Qualifications System.

Qualification standard – a structured list of all required competences of given partial or complete qualification; description of qualification requirements for a certain qualification - WHAT a candidate should know. Assessment standard – detailed description of learning outcomes of given partial qualification; a set of criteria and procedures for the verification of qualification requirements - HOW knowledge, skills and competence should be assessed. 23 Leonardo da Vinci partnership project „Cooperation network between NCPs”

ROMANIA Instruments used in building qualifications for VET 1. Occupational analysis for the identification of occupational area 2. Occupational Standard (OS) – a document which describes the competences units related to one occupation; - used for prior learning validation, but also for qualification within formal CVT and apprenticeship 3. Training Standard (TS) – a document which describes the learning outcomes related to a qualification linked with one or more occupations - developed for IVET - applied within IVET, but also within formal CVT

3.2. Quality assurance when recognising qualifications

It is expected that the NCPs promote and apply the European principles for quality assurance (“10 EQF referencing criteria”) in education and training when relating the national qualifications system to the European Qualifications Framework

As the issue of quality assurance will be the main topic for the phase 5 in NCP VET CO project and principles for quality assurance are under development in partner countries then the joint decision was to move this topic to the phase 5.

3.2. The role of NCP-s in recognition of VET–qualifications

The role that NCPs are expected to carry out by European Commission also includes the part of recognition VET and professional qualifications.

According to this NCPs should carry out the following tasks:  reference levels of VET and professional qualifications within the national qualifications system to the EQF levels  ensure that the methodology used to refer national VET and professional qualifications levels to the EQF is transparent

To certain extent, all of the NCP VET CO project partner organisations are already dealing with recognition of qualifications, including VET and professional qualifications.

In partner countries the picture is quite clear about the NCP role when recognising VET and professional qualifications, but there have raised issues how big impact has NCPs when making

24 Leonardo da Vinci partnership project „Cooperation network between NCPs” decisions about situating qualifications at the levels of national qualifications framework, EQF referencing process and quality assurance.