Building quality assurance frameworks to s upport high quality ECVET - - PowerPoint PPT Presentation

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Building quality assurance frameworks to s upport high quality ECVET - - PowerPoint PPT Presentation

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Building quality assurance frameworks to s upport high quality ECVET mobility Workshop 1 The workshop will help us to Identify the linkages between ECVET, EQAVET and the IVET Mobility Scoreboard indicators with a view to the further

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Building quality assurance frameworks to support high

quality ECVET mobility

Workshop 1

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#VocationalPathways

The workshop will help us to

  • Identify the linkages between ECVET, EQAVET and the IVET Mobility

Scoreboard indicators with a view to the further development of quality frameworks for mobility;

  • Identify the minimum standards to support high quality ECVET mobility;
  • Identify the actions required by national authorities and other

stakeholders to develop mutual understanding of quality systems;

  • Identify ways in which practitioners can be supported to develop quality

to support recognition and assessment according to ECVET principles.

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#VocationalPathways

Workshop in 2 parts, including a coffee break

  • Part 1

Looking at what we have learned from practice – presentations then questions/other contributions

  • Part 2

What are the implications for policy development? Small group discussions to help us from recommendations from the conference.

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#VocationalPathways

VET Practitioners How can we improve the preparation we give our VET practitioners before they embark on planning mobilities?

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Quality Assurance in the transnational mobility through further education of practitioners

  • Dr. Eszter Csepe-Bannert
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The Background

https://dragonefiles.com http://online.seu.edu www.dreamstime.com http://planningbusinessstrategies.com

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The Needs

  • define standard processess and templates to make our work easier

and unique

  • make our quality requirements on the cooperation and on mobility

systematic and transparent

  • boundle the manifold knowledge, experiences and good practices
  • f our networks and make these transferable
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The Outcomes

Quality standards for the manager

  • f transnational mobility

Learning unit 1: Transnational mobility within the European apprenticeship Learning unit 3: European approaches in transnational mobility Learning unit 2: Cooperation in transnational mobility Learning unit 4: Intercultural communication in transnational mobility Learning unit 5: Transnational mobility at the operational level – Sending Learning unit 6: Transnational mobility at the operational level – Hosting

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L1.1. The European apprenticeship system L1.2. Transnational mobility from a business perspective L1.3. Transnational mobility from the perspective of learners L1.4. Transnational mobility from the perspective of society

Learning unit 1: Transnational mobility within the European apprenticeship Learning unit 2: Cooperation in transnational mobility

L2.1. Acquisition of actors L2.2. Selection of the sending/receiving institution L2.3. Establishing cooperation with the participating institutions L2.4. Sustainability of cooperation in transnational mobility

Learning unit 3: European approaches in transnational mobility

L3.1. ECVET, EQF, DQR L3.2. Learning

  • utcomes in

transnational mobility L3.3. ECVET Mobility toolkit L3.4. Quality assurance and recognition of competences acquired abroad

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L4.1. Preparation of apprentices for the transnational mobility - sending L4.2. Preparation of apprentices for the transnational mobility – hosting L4.3. Foreign language skills L4.4. Conflict management in transnational mobility

Learning unit 4: Intercultural communication in the transnational mobility Learning unit 5: Transnational mobility at the operation level – sending

L5.1. Before the

transnational mobility

L5.2. During the transnational mobility L5.3. After the transnational mobility L5.4 Postprocessing

Learning unit 6: Transnational mobility at the operational level – hosting

L6.1. Before the

transnational mobility L6.2. During the transnational mobility L6.3. After the transnational mobility L6.4. Postprocessing

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Example

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Assessment methods

Case studies Essay Group work and presentation Role play/simulation Multiple choice Presentation

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Benefits for participants

  • Going beyond informing and imparting descriptors and indicators
  • Enable to transfer standards and indicators in own daily work
  • Get need oriented practical support to improve own knowledge, skills,

attitudes but also own existing templates, processes, etc. purposeful and efficient

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Thank you for your attention!

  • Dr. Eszter Csepe-Bannert, eszter.csepe-bannert@coredu.de www.coredu.de
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#VocationalPathways

Vocational Assessor Requirements in Europe

VARE project findings: Emerging themes and their implications for ECVET

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Requirements of assessment systems

  • Continuing, modular and end-point assessment
  • Internal and external assessment
  • Theory and practical assessment
  • Occupational competence of assessors
  • Competence in assessment
  • Quality assurance arrangements
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#VocationalPathways

Lessons for ECVET

  • Choice of partner
  • Discuss and agree assessment arrangements beforehand
  • Learning outcomes to be assessed
  • Who is assessing
  • How they are assessing
  • Validation arrangements
  • Document in the MOU and Learning agreement
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Vocational Assessor Requirements in Europe

Online comparison tool. How useful?

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Selecting partner countries and institutions

How useful are country comparison tools in the selection of partner countries?

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Using the IVET Mobility Scoreboard

Torjus Abusland ReferNet Coordinator

PEARL conference, Birmingham, 4-5th July 2017

recognising international expertise

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Youth on the move

“The IVET mobility scoreboard is a tool for

monitoring developments in IVET mobility policies and the implementation of the 2011 Council recommendation 'Youth on the move' in European countries (EU28+ Norway and Iceland).”

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Target audience

  • identifying issues that learners

participating in mobility activities are faced with

  • suggest pertaining reforms

For unions, associations, and organisations of IVET students

  • identifying issues when developing

and running mobility projects

  • designing and formulating suggestions

for improvement of mobility policies

For organisers of mobility projects

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Target audience

the Scoreboard is intended to be of use while preparing reforms to improve national mobility policies

For policy-makers at country level

the Scoreboard is intended to be of use while monitoring the implementation of EU mobility policy

For EU level policy-makers

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The Scoreboard’s five tools

  • thematic maps depicting countries’

situations in key action areas

  • indicators measuring how far countries

are from full implementation of the ‘Youth on the move’ recommendation

  • verview tables synthesising EU average

performance by key action area

  • scorecards showing country performance

in key action areas

  • fiches presenting detailed country data

and policy suggestions

Qualitative country-specific content

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Monitoring conditions for mobility

1. information and guidance on

  • pportunities

2. motivating learners for mobility 3. preparing learners for mobility 4. removing obstacles to mobility 5. portability of grants and loans 6. ensuring mobility quality 7. recognition of learning outcomes 8. support to disadvantaged learners 9. partnerships and funding

  • 10. involving multipliers

The scoreboard addresses 10 key action areas

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Recognition of learning outcomes

1. Target setting 2. Scope 3. Coordination 4. Evaluation 5. Time frame 6. Visibility policy 7. Use of EU tools Criteria for monitoring progress in this area

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Recognition of learning outcomes

Description of benchmarks:

  • The recognition mechanism can take into

account courses, credit points, units, modules, programmes, and qualifications / diplomas / degrees. Criterion 3.2: scope of recognition

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Indicator 3

Recognition of learning

  • utcomes
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Country scorecards

SE UK EU .

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Early feedback

Are more functions needed?

Puts VET mobility on the political agenda in a fresh way Highlights the need to also put political speeches into action ”Less is more” – there is a huge amount of material, is it all really needed? How comparable is the data - will the comparability increase over time? Lack of links to mobility statistics, user experiences, learning

  • utcomes, etc
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Try it out!

Thank you! Torjus Abusland torjus.abusland@naric.org.uk

http://www.cedefop.europa.eu/en/events-and-projects/projects/mobility-scoreboard

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What additional information is needed to identify the right partner institutions?

Pernilla Öhberg, Sweden coordinator of EURIAC (LLP TOI), EUCVET (KA.2), EURIAC Mobility (LLP VET Mobility), GoEUVET & GoEUVET 2 (KA.1)

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European Class – the partners

In the EURIAC project 2011-2013:

  • Kungsbacka kommun (S)
  • Elof Lindälvs gymnasium (S)
  • UTEK (S)
  • Optima (FIN)
  • ROC Westbrabant (NL)
  • BIBB (D)
  • Politeknika Ikastegia Txorierri (E)
  • Wear-Management (CH)

In the EUCVET project 2014-2016:

  • Kungsbacka kommun (S)
  • Elof Lindälvs gymnasium (S)
  • Optima (FIN)
  • Radius College (NL)
  • Politeknika Ikastegia Txorierri (E)
  • Ataturk Technical & Vocational High School (TR)
  • Centre des Formations Industrielles (F)

In the ECT project 2007-2009:

  • Kungsbacka kommun (S)
  • Elof Lindälvs gymnasium (S)
  • Transportgruppen (S)
  • ANFA (F)
  • Centre des Formations Industrielles (F)
  • Generalitat de Catalunya (E)
  • IES Mare de Déu de la Mercè (E)
  • SIMI (I)
  • Education Office of Warszawa (P)
  • National Centre for TVET Development (R)
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Our strategy for involving the right partners in trucks maintenance, industrial automation & welding:

  • High performing & renowned VET partners that could contribute to

providing high quality VET with regard to VET teacher competence, relevant equipment, industry contacts/network for internships, accreditation to assess & issue industry certifications…

  • Employer organisations/business communities involved in national

and/or European initiatives to improve VET & decrease the competence mismatch between VET & the world of work

  • Partners in European countries with relevant characteristics such as

industrial development in the forefront, attractive to students for work or further studies

  • Businesses in close cooperation with local VET on skills needs & WBL

interested in international interns

The European Class way to find partners

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KUNGSBACKA KOMMUN

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  • Too much focus on just finding school partners for mobility in the

NA’s information – must decrease the gap between VET-world of work! At the NA’s website about E+ Mobility:

  • Share good tips & tricks on how to involve social

parnters/businesses

  • List existing & useful European & national established

networks/plattforms for finding social partners & businesses in different sectors

  • Refer to existing ECVET platforms, networks & tools – so easy to

find experienced partners INTERESTED in high quality mobility

  • Identify & list established industry/business

standards/certificates/licenses, e.g the International welder certificate, that may be useful for describing LOs for mobility

Improved support in finding partners

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European Quality Assurance in VET,

  • r EQAVET, brings together Member

States, the European Commission and Social Partners to develop and improve quality assurance in VET. EQAVET relies on the European Quality Assurance Reference Framework which centres on a four- step quality circle and which actively promotes the use of quality management tools in VET.

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#VocationalPathways

What is EQAVET?

  • Is comprised of common quality criteria and indicative

descriptors which describe what quality assurance systems for VET should be based on.

  • A set of 10 indicators to support the evaluation,

monitoring and quality assurance of VET systems and providers.

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EQAVET + approach-Complementing EQAVET

Since the introduction of the EQAVET Recommendation there has been an increasing emphasis on the importance of work-based learning; learning

  • utcomes; pedagogy which focuses on meeting the needs of individual

learners; and the opportunity for learners to demonstrate their achievement through a wider range of learning contexts including the recognition of achievement through non-formal and informal learning. The Network's work on EQAVET+ adds information on the Annex I of the EQAVET Recommendation, i.e. related to the indicative descriptors. In some cases, the addition simply add further information to the existing EQAVET indicative descriptors; in others, new indicative descriptors are

  • ffered.

http://www.eqavet.eu/gns/home.aspx

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What are the implications for policy development? Group discussions

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How have we done? Final thoughts

  • Identify the linkages between ECVET, EQAVET and the IVET Mobility

Scoreboard indicators with a view to the further development of quality frameworks for mobility

  • Identify the minimum standards to support high quality ECVET mobility
  • Identify the actions required by national authorities and other

stakeholders to develop mutual understanding of quality systems

  • Identify ways in which practitioners can be supported to develop quality

to support recognition and assessment according to ECVET principles

  • Thinking of doing a slide to show main linkages