Supporting the implementation of the European Quality Assurance Reference Framework

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1 Supporting the implementation of the European Quality Assurance Reference Framework Results of EQAVET Secretariat Survey

2 Supporting the implementation of the European Quality Assurance Reference Framework Results of EQAVET Secretariat Survey For fcontact the EQAVET EQAVET Secretariat FETAC, Quality and Qualifications Ireland (QQI), 10 Lower Mount St IE-Dublin 2 Tel: info@eqavet.eu Website: European Quality Assurance for VET, All rights reserved. You are welcome to use this material but please remember to quote EQAVET in all references. This publication includes only the views of EQAVET and the European Commission cannot be held responsible for any use which may be made of the information contained therein. European Quality Assurance in Vocational Education and Training 2

3 FOREWORD and ACKNOWLEDGEMENTS 4 CONTEXT and OVERVIEW 5 INTRODUCTION 13 Chapter 1 - NATIONAL VET POLICY and the NATIONAL APPROACHES to QUALITY ASSURANCE in-line with the EQAVET Framework 18 INTRODUCTION 19 Section 1.1: National VET policy, the quality assurance approach at system level & the EQAVET Framework 21 Section 1.2: The common quality assurance approach for VET providers & the EQAVET Framework 46 Chapter 2 - QUALITY STANDARDS for VET and LEARNING OUTCOMES 57 INTRODUCTION 58 Section 2.1: Registration systems & external review for VET institutions in national VET systems 59 Section 2.2: Quality Standards 63 Charter 3 - QUALITY ASSURANCE NATIONAL REFERENCE POINTS 73 INTRODUCTION 74 Section 3.1: Profile of National Reference Points 75 Section 3.2: Responsibilities & functions undertaken by national reference points 80 Charter 4 - The use of EQAVET indicative descriptors 89 INTRODUCTION 90 Section 4.1: Indicative descriptors at system level for IVET 91 SUMMARY Section 4.2: Indicative descriptors at system level for CVET 102 SUMMARY Section 4.3 Indicative descriptors at VET provider level for IVET 112 SUMMARY Section 4.4: Indicative descriptors at VET provider level for CVET 122 SUMMARY Section Overview 132 CHAPTER 5 The use of the EQAVET INDICATORS 135 INTRODUCTION 136 Section 5.1: The use of information: the feedback loop and communication 137 Section 5.2: Indicators used by Member States for the IVET and CVET sectors 141 Section Overview 160 Section 5.4: European cooperation and the EQAVET indicators 164 CONCLUSION: Key trends and Reflections 168 ANNEX 172 Annex: Country Codes 173 TABLE of CONTENTS European Quality Assurance in Vocational Education and Training 3

4 Foreword This report provides an image of the state of play, as of December 2013, in relation to the steps taken by EU-28 to develop their national approaches to the implementation of the Recommendation on the European quality assurance reference framework for vocational education and training (EQAVET Recommendation). i also includes information on Norway and Switzerland. The report is first and foremost a working tool designed to capture the results of the survey undertaken by the EQAVET Secretariat during the winter , building on the work initiated in 2011 on reporting on progress. It will enable the EQAVET network and other important stakeholders (e.g. the European Commission, VET policymakers, researchers and those whose responsibilities lie in the area of quality assurance of VET) to reflect on progress, identify areas for improvement and ensure an on-going process of planning, implementing, evaluation and reviewing based on evidence and update information. The report should not in any sense be considered a static document which provides a definitive view of what is happening in the EU-28. The intention is that the exercise of reporting on progress will develop as a basis for self-evaluation and provide an opportunity for countries to provide regular information on their progression in developing and implementing a culture of quality assurance in their VET systems in dialogue with relevant bodies/actors. Acknowledgements On behalf of the EQAVET Secretariat and the European Commission DG EAC, we would like to express our gratitude to all EQAVET members who took time to complete the survey. This progress report is based on those answers and we are well aware that the work involved in completing this survey was yet another burden on very busy colleagues. We hope that the results of the report will benefit us all in both the medium and long term. We are also grateful to the members of the EQAVET working groups ( ), and the experts who support their work, for their feedback and comments during the drafting of the survey in 2011 which has been the basis of subsequently surveys. We also thank National Reference Points for their feedback on the pre-analysis of the results of the survey of 2011, 2012 and Finally, we would like to thank the EQAVET Steering Committee which has shown its commitment to the process of preparing the reporting exercise and to the promotion of a culture of quality assurance in European vocational education and training. European Quality Assurance in Vocational Education and Training 4

5 Context and Overview The Recommendation on the establishment of the European Quality Assurance Reference Framework for VET (EQAVET Framework) invites Member States to "devise, not later than 18 June 2011, an approach aimed at improving quality assurance systems at national level, where appropriate, and making best use of the [EQAVET] framework, involving the social partners, regional and local authorities, and all other relevant stakeholders in accordance with national legislation and practice". This Report provides information at a given moment in time (a snapshot) relating to the development of the national approaches to quality assurance and the implementation of the EQAVET Recommendation, which builds on the process initiated in 2011 by the EQAVET network on reporting on progress. The EQAVET secretariat has conducted three surveys: in 2011, 2012 and Each exercise has been modified in order to reflect the evolving EU policy context and it has been improved based on feedback from key stakeholders in order to provide relevant and up-dated information 1. This makes very difficult to track changes and compare data from year to year, in particular when questions have been altered. However, where possible, the report providessome comparative analysis. An important element of the survey in 2013 is the provision of a definition of quality assurance approach or quality assurance framework 2 and the need to reflect on whether a quality assurance approach for VET has been devised/established in the national context. This enables a consensus in what is understood by quality assurance approach/framework among EQAVET members (i.e. experts and authorities responsible of quality assurance in VET in EU-28, including the national reference points), stakeholder involved in the completion of the survey and the European Commission. This consensus is instrumental in enhancing and advancing the process of developing a common understanding in the area of quality assurance in VET and contributing to the overall EU goal of increasing trust and transparency between EU VET approaches 3. Considering this, the Report should be seen as a tool to support the on-going work of quality assurance national reference points (hereafter national reference points or NRPs) 4, policymakers and key stakeholders at both national and European levels. In a longer term context, post 2015 the information presented in the Report could be regularly updated by countries in order to reflect progress in relation to the development of national approaches and the implementation of the EQAVET Recommendation. This on-going process of updating the Report would provide the EQAVET network and the European Commission with a solid base for pursuing their objective of strengthening a culture of quality assurance in VET across the EU. 1 E.g. the secretariat survey is addressing the information needs of the mid-term review of progress towards the 22 short-term deliverables of The Bruges communiqué conducted by Cedefop for the European Commission. It has also addressed issues pointed out by the External Evaluation of EQAVET commissioned by the EU Commission in The term quality assurance approach is used in the EQAVET Recommendation; while in the term quality assurance framework is used in the Bruges Communiqué. Both terms refer to the same concept. 3 This Addresses the issue highlighted in the Report from the Commission to the European Parliament and the Council on the implementation of the Recommendation of the European Parliament and of the Council of 18 June 2009 on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training. January 2014: The flexible approach of the EQAVET Recommendation allows countries and VET providers to select tools and elements from a wider array and to adjust them. This has on the one hand proven effective in spreading the use of such tools, but on the other hand it has not resulted in the crosscountry adoption of a common approach to describe quality assurance measures and VET developments ; 4 As part of the Recommendation, each Member State has been invited to establish a Quality Assurance National Reference Point which could keep stakeholders informed of developments in quality assurance and promote the use of the EQAVET model in a national and/or regional context. European Quality Assurance in Vocational Education and Training 5

6 INFORMATION GATHERING EXERCISE The Report reflects the state of play relating to the development of quality assurance national approaches to the implementation of the EQAVET Recommendation by December 2013 and is an important source of information to support EU-28 in their on-going work on implementing the Recommendation. It is based on the information gathered by the EQAVET Survey 5 which was launched on the 18 June 2011, marking the deadline mentioned in the Recommendation which asks Member States to have agreed their national approaches to the implementation of the Recommendation 2 years after the its adoption (i.e. by June 18, 2011). The exercise was repeated in summer 2012 and winter 2013, in order to update information, introduce new questions and include all EU-28 in this process. The Survey format and questions put to Member States were developed by the working groups on guidelines and indicators in and were discussed by the EQAVET steering committee and national reference points on a number of occasions and the EQAVET Annual Forums in Spring of 2011, 2012 and The Progress Report recognises the long tradition and diversity of approaches to quality assurance for VET among EU-28 by reporting through additional notes to the questions of the Survey. The Report has been of particular interest in preparing the EQAVET network work programmes and in helping to design a programme of activities which will be responsive to Member State needs, particularly in relation to the national reference points. The Report collates and analyses responses from all EU-28 6 ; and two EFTA countries, Norway and Switzerland. The survey was completed by national reference points and the Member State representative in EQAVET. The preparation of the national responses involved close collaboration with all relevant partners in the various national contexts. KEY FINDINGS and TRENDS The Report enables us to identify a number of important trends relating to the development of the national approaches to the implementation of the EQAVET Recommendation. These trends were observed in the survey conducted in 2011 and 2012, when a process of reporting was initiated by the EQAVET network. However, the information gathered and analysed in 2011 and 2012 was reviewed and new questions were introduced in order to address the information needs of the evolving strategic EU policy context for the work of EQAVET in the exercise undertook in The changes introduced make difficult to establish trends. However, the present report provides, when possible - i.e. if questions have not been altered- an account of some changes/progress observed between the information provided by countries in 2011, 2012 and Notwithstanding, these changes should not be considered as progress made per se but rather as a consequence of other factors influencing the answers provided by those surveyed, such as: - greater understanding of the implementation process in the national context as a result of the process initiated by the survey and report on progress since 2011; - increased awareness and consideration of the survey by the EQAVET network and other important actors -i.e. the European Commission, Cedefop, ETF 7, etc.- as a valuable source of information, which may stress the need for greater accuracy; 5 The survey can be found at 6 BE, BG, CZ, DK, DE, EE, EL, IE, ES, FR,HR, IT, CY, LT, LV, LU, HU, MT, NL, AT, PL, PT, RO, SI, SK, FI, SE, UK. Country codes are specified in the Annex (page 172). European Quality Assurance in Vocational Education and Training 6

7 - completion by and/or involvement of other national actors in the submission of the survey, who may have a broader picture of the national situation. For these reasons, reported changes/progress between 2011, 2012 and 2013 should be treated with care. Of particular importance in the exercise of 2013 is the consolidation of a definition of quality assurance approach/framework 8 among EQAVET members and key stakeholders; and to what extent the approach is aligned to EQAVET, which provides information on the EQAVET related strategic objectives of the Bruges Communiqué 2a (participating countries should establish quality assurance frameworks in accordance with the EQAVET Recommendation by 2014, and make progress towards national quality assurance frameworks for VET) and 2b (participating countries should establish at national level a common quality assurance framework for VET providers, which also applies to associated workplace learning and which is compatible with the EQAVET framework by the end of 2015). The definition refers to quality assurance approach as the strategy or plan which defines what measures need to be taken to further develop quality assurance in VET in a system. This is described in an explicit document which has a strategic nature and which describes the steps for the improvement of national quality assurance systems or at a minimum clearly states the intention to strengthen quality assurance in VET. This strategic document can cover other issues of VET policies besides quality assurance. The survey asks for information on the formulation and consolidation of the quality assurance approach at system and provider levels. In addition, and for the 1 st time, the survey of 2013 provides information in relation to: - the characteristics of the national quality assurance approach at system and VET provider levels; - the feedback mechanisms established by VET systems in order to institutionalise the participation of relevant stakeholders. This analysis is possible because the survey asked countries whether the involvement of stakeholder in the formulation of the approach was consultative or deliberative ; - involvement of stakeholders in the formulation/consolidation of the national approach for the CVET sector at system and provider levels ; - quality assurance and the certification processes, and - quality standards and learning outcomes. Progress in consolidating the national approaches at system and provider levels in the EU-28 Chapter 1 shows that significant progress has been made in quality assurance for VET since the adoption of the EQAVET Recommendation in 2009; and countries have developed or are currently developing policies, structures and processes in order to devise and establish their national approaches aimed at improving quality assurance at system and provider levels and making best use of the EQAVET Framework. The majority of VET systems in the EU-28 have devised/established a national quality assurance approach at system and provider levels which are compatible with the EQAVET Framework (the quality cycle, the indicative descriptors and the indicators are evenly present in the approaches). This indicates that EQAVET provides a reference for comparing and assessing the measures taken in relation to quality assurance and it can be seem as an encouragement and an opportunity to question critically existing national practices; and/or a basis for building consensus at national level of the importance of developing a compressive framework to quality assurance in VET. This provides evidence that there is a common understanding at EU level of quality l assurance as a systematic use of quality assurance processes which can be described and measured through a consistent set of quality descriptors and indicators. This makes progress towards the overall EU objective of increasing trust, transparency and mobility among EU VET systems. 7 For instance, the information analysed in this report has been used by the European Commission in preparing its progress report to the European Parliament and Council in 2013; by Cedefop in Trends in VET policy in Europe Progress towards the Bruges Communiqué, 2012, available at: 8 Term quality assurance approach is used in the EQAVET Recommendation and quality assurance framework in the Bruges Communiqué; both terms refer to the same process. European Quality Assurance in Vocational Education and Training 7

8 The approaches apply equally to initial VET (IVET) 9, continuing VET (CVET) 10 and work-based learning 11. This implies that national VET systems seem to perceive the importance of CVET (as a key to up-skilling an ageing EU labour force) and work-based learning (as prevention for youth unemployment). However, the CVET sector shares lower figures. In addition, it is shown that: more VET countries have established comprehensive quality assurance approaches compatible with EQAVET at provider level (91 per cent of VET systems) than at system level (88 per cent); the EQAVET Framework has directly inspired the quality assurance approach (the approach has been formulated utilising the EQAVET Framework) in more countries at system level (in 10 VET systems or 31 per cent) than at provider level (in 6 VET systems or 19 per cent); The EU approaches to quality assurance includes the EQAVET indicative descriptors more often at VET provide level (23 VET systems or 79 per cent) than at system level (21 VET systems or 69 per cent). No EU-28 Country denies the need to formulate and consolidate a compressive approach to quality assurance in VET compatible with EQAVET at system and provider levels. It is expected that in those VET systems where the approach in currently being developed, the sharing of good practices and/or the model offers by EQAVET will inspire or influence the measure taken as it is proven that VET structures that are in transition periods are more exposed to EU influence 12. Despite the large variety of organisational arrangements and structures, when it comes to supporting the implementation of quality assurance processes in the national context, most VET systems have consolidated the national approach at ministerial/central level. This suggests a high level political commitment to quality assurance in VET across the EU-28. It also suggests that the relevant ministries are playing a leadership role. This is of crucial importance in the development of a culture of quality assurance in the national contexts. Furthermore, the national approaches at system level are supporting the use and implementation of important areas of education and training policy, such as the NQF/EQF, validation of non-formal and informal learning, the certification processes and to a lesser extent credits systems/ecvet and qualification design. This support is particularly evident in relation to NQF/EQF which reflects the importance of synergising efforts when considering the Common principles for quality assurance of Annex III of the EQF Recommendation According to Cedefop s Terminology of European education and training policy, Initial VET is: Learning resulting from daily activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is in most cases unintentional from the learner s perspective ; Terminology of European education and training policy, CEDEFOP, Luxembourg, Continuing VET is the education or training after initial education and training or after entry into working life aimed at helping individuals to: improve or update their knowledge and/or skills; acquire new skills for a career move or retraining; continue their personal or professional development. Terminology of European education and training policy, CEDEFOP, Luxembourg, For the purpose of this exercise, work based learning is used to refer to combined school- and work-based as described in the UOE data collection manual, i.e. Programmes are classified as combined school- and work-based if less than 75 per cent of the curriculum is presented in the school environment or through distance education. The 75 per cent cut-off point should be regarded as a general guideline that may need to be operationalised differently across countries. These programmes include: 1) apprenticeship programmes organised in conjunction with educational authorities or educational institutions that involve concurrent school-based and workbased training; and 2) programmes organised in conjunction with educational authorities or educational institutions that involve alternating intervals of attendance at educational institutions and participation in work-based training (programmes of training in alternation, sometimes referred to as sandwich programmes). Note that programmes of dual-system apprenticeship usually are considered part of upper secondary (ISCED 3) education, but other programmes under this heading may be classifiable not only as ISCED 3 but also as ISCED 4 or ISCED 5. It is important to note that Programmes where the work based component accounts for 90 or more of the curriculum are excluded from the UOE data collection, section 3.5 and Cedefop: Renewing VET provision, Research Paper, Luxemburg The EQAVET Recommendation notes that it takes into account the Common Principles for Quality Assurance in Education and Training that are included in Annex III to the recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning (EQF). The Framework should therefore support the implementation of the EQF, in particular the quality of the certification of learning outcomes. EQAVET Recommendation; paragraph 14, page 2. European Quality Assurance in Vocational Education and Training 8

9 There is a significant involvement of the relevant stakeholders in the consolidation of the quality assurance approach at system and provider levels; and EU seem to be institutionalising the participation of stakeholders that ensures the dialogue and correct flow of information between VET and the labour market and society as a whole (the so called feedback mechanisms ). This indicates that VET systems in the EU-28 are putting in place not only the structures and management arrangements which define their quality assurance processes to enhance quality, but also that they are strengthening the culture of quality assurance in the national context by ensuring the development of shared values, beliefs, expectations and commitments towards quality among stakeholders. However, there is a need to ensure improved, sustained involvement and active participation of stakeholders in the following areas: - whereas the participation of students/learners is one of the key principles in developing a quality culture approach, not all national VET systems systematically involve them in the development of the national approach. - This is also the case for the involvement of the higher education (HE). This may undermine the importance of creating a holistic strategy to accommodate transversal mobility and permeability. There is also evidence that some national VET systems consider that there is a need to put in place mechanisms in order to establish cooperation between VET and HE to support progression/transition between VET and HE. This has a role to play in increasing the attractiveness of a learner-centred VET. - The level of engagement with employers and the labour market requires more attention as not all VET systems in the EU-28 systematically and in a deliberative manner 14 involve them. This weakens the responsiveness of VET systems to meeting the challenges of ensuring that VET is responsive to labour market needs. This is particularly important because of their role in delivering work-based training (apprenticeship), ensuring greater cross-fertilisation between VET and industry, and facilitating the transition from school to work. The contribution of employers is important at all levels of VET provision as it considerably enhances the recognition of VET qualifications, thereby increasing employability. - The involvement of regional and local authorities in the national approach to quality assurance is very low among VET systems in the EU-28. The involvement of local authorities is important because regionally/locally-based decision-making is more effective and tailored to regional/local needs. Quality Standards for VET and Learning Outcomes (LO) Chapter 2 focuses on the need to ensure transparency and national integrity/consistency (without undermining the autonomy of VET institutions in their decision-making processes which ensure that these decisions are fit for purpose, reflect the need of the region, demands of industry, and the significant diversity of VET provision and training/learning settings -i.e. occupational requirements, work based learning, etc.-). It shows that in most national VET systems in the EU-28 there are registration systems for VET institutions at national level for IVET and CVET; which are based on external review processes. Also, the majority of VET systems have quality standards for VET providers, which are mainly used as a condition for funding, accreditation and/or or they are required as part of legislation. These features are shared by both the initial VET (IVET) and continuing VET (CVET) sectors. However, the CVET sector figures are lower, which may in 14 By deliberative involvement we understand that stakeholders actively participate in the decision making process; in contrast to consultative involvement where the stakeholders are asked, at different stages, to state their opinions. The basic difference between these two forms of exchange is that in a consultative involvement the stakeholders influence is restricted to commenting on proposals; and there is little direct exchange between VET and stakeholders (aside from the practices such as work placement, internships etc., which in many cases are based on informal arrangements). Also, this type of involvement implies that the feedback between VET and stakeholders is mediated through the state or the relevant administration bodies (such as information/cooperation departments). On the other hand, in the deliberative involvement, the implementation of change is a collective proposal strongly dependent on the input of stakeholders. When relevant actors are not involved deliberatively, they might not have a formal role to play that can enable them to articulate their interests and perspectives. In the case that a deliberative involvement occurs, one can assume that purposefully implemented institutional procedures (formalised/legalised procedures) are established in order to encourage and allow this form of feedback mechanism. European Quality Assurance in Vocational Education and Training 9

10 part be explained by the fact that the CVET sector requires greater levels of flexibility as it interacts with and responds to changes in market conditions and the industry sector requirements. In a large number of VET systems the quality standards are based on learning outcomes (LO), in particular the education and assessment standards for IVET; and the assessment and occupational standards for CVET. This corroborates the trend in the EU to shift the focus of standards, qualifications and external review process towards an outcome based model 15. Establishment of quality assurance national reference points (NRPs) Chapter 3 shows that most VET systems in the EU-28 have established a NRP and that they fulfil the tasks and responsibilities described in the EQAVET Recommendation. This indicates that NRPs are playing an important role within the national VET contexts. However some areas need to be strengthened, for instance in relation to: 1) supporting training providers to identify areas for improvement to quality assurance and implementing quality assurance systems in-line with the EQAVET Recommendation, and introducing or developing self-evaluation systems ; 2) the area of informal and non-formal learning, which are important elements of EU policy for widening access to qualifications, and supporting lifelong learning; and 3) concerning the scope of the NRPs in supporting other EU initiatives, as the European Common Principles for the Recognition of Prior Learning 16 and EU Quality Chapter for Mobility 17. These EU initiatives identify quality assurance as the underpinning principle in the development of arrangements which can facilitate their implementation in national contexts. The support that NRPs can provide in this area is of significant importance. On the other hand, many NRPs are supporting the quality assurance aspects and feeding into the development and implementation of EQF and ECVET in the national contexts. Of particular interest is the high number of NRPs supporting the implementation of EQF/NQF and the increase of NRPs reporting that they play a role in relation to ECVET over 2012 and Use of the EQAVET indicative descriptors Chapter 4 shows a lower usage of the EQAVET indicative descriptors by VET providers than at system level for both the IVET and CVET sectors. It also shows that on average, national VET systems in the EU-28 are more often always (i.e. in a consistent and systematic manner) using and implementing the EQAVET indicative descriptors in the planning and implementing phases than in the evaluation and review phases within their IVET and CVET systems. This may suggest that, on average, national systems have established more developed quality assurance management systems in the planning and implementation stages than in the evaluation and review stages for both the IVET and CVET sectors (of particular interest is the IVET sector, where the review phase is much lower than the other three stages). On the other hand, on average, VET providers in the IVET sector are more often always using and implementing the EQAVET indicative descriptors in the planning than in the other phases of the quality cycle. Also, it is observed that for both the IVET and the CVET sectors, VET providers on average are more often always using the EQAVET descriptors in the evaluation phase than in the implementation and review phases (this is more noticeable in the IVET sector). This appears to suggest that providers are responding or complying with external evaluation or meeting the inspection requirements put in place by the relevant authorities. While this may assure the quality of their provision, high quality education and training is not only a result of formal quality assurance processes; rather it is a consequence of the emergence of a culture of quality assurance and continuous improvement shared by all members of a training institution, which enhance providers internal quality. 15 Cedefop: The shift to learning outcomes. Policies and practices in Europe, Luxemburg Conclusions of the Council and of the representatives of the Governments of the Member States meeting within the Council on Common European Principles for the identification and validation of non-formal and informal learning (May 2004); and Cedefop: European guidelines on the validation of non-formal and informal learning, Recommendation (EC) No 2006/961 of the European Parliament and of the Council of 18 December 2006 on transnational mobility within the Community for education and training purposes: European Quality Charter for Mobility [Official Journal L 394 of ]. European Quality Assurance in Vocational Education and Training 10

11 Use of the EQAVET Indicators Chapter 5 shows more than half of VET systems in the EU-28 have developed and established centralised review procedures for monitoring their quality assurance activities and systems to collect data on VET performance, which are made publicly available. However, it is not clear whether the review process involves a follow-up exercise and whether relevant stakeholders are involved in these processes. Some information in relation to this issue can be found in Chapter 1. Also, it shows that the indicators with the lowest values of always used are: a) the pure outcome indicators (i.e. indicator 5A, 5B, 6A and 6B); and b) the indicators which provide qualitative data (i.e. indicators 6, 9 and 10). The difficulty of measuring, collecting and administering outcome and qualitative data may in part explain the low figures of these indicators. It also shows that national VET systems have established centralised review procedures for monitoring their quality assurance activities and systems to collect data on VET performance, which are made publicly available. The Chapter also provides information in relation to how EU-28 use the EQAVET indicators to inform VET provision. In addition, the Chapter gathers information in relation to EQAVET members opinion on increasing EU cooperation regarding the use of the EQAVET indicators: showing that a majority of EQAVET members would find useful to increase EU cooperation with the view to working towards benchmarking conditions at national and/or at EU level in relation to the EQAVET indicator. These results seems to indicate that the EQAVET network can play an important role in supporting EQAVET members to facilitate the conditions in which the EQAVET indicators can be useful for further cooperation at the level (EU or national) they believe to be appropriate. POLICY IMPLICATIONS The report shows that national approaches to quality assurance at system and provider levels have been established and are well developed. The key stakeholders have been involved; and by in large the national approaches respond to the provisions of the EQAVET Recommendation. The NRPs, supported by the EQAVET network, have played an important role in this process. Need to embed quality assurance culture and establish feedback mechanisms Of key importance is the establishment of policy procedures which ensure the institutionalisation of the stakeholders involvement in the quality assurance processes (feedback mechanisms). However, the establishment of formal and structural quality assurance procedures does not always imply the development of a quality assurance culture. The report highlights the importance of establishing frameworks in order to ensure the correct interaction and flow of information between stakeholders and VET; and the full participation of stakeholders in the implementation of quality assurance approaches as an essential requirement in the development of a sustainable culture of quality assurance. A culture of quality assurance is closely related to values, beliefs, expectations and commitments and generally requires more time and effort to become embedded in systems. The (deliberative and not just consultative) participation of stakeholders in the implementation of quality assurance processes is shown to be an essential requirement in the development of a sustainable culture of quality. While VET systems in the EU-28 appear to have involved all relevant stakeholders to some extent in their national approaches to quality assurance, further and continued attention is necessary in this area. Greater focus on the learner Quality assurance processes need to be learner-centred. This requires increasing the participation of the students/learners in the quality assurance processes and the promotion and consolidation of EU initiatives which aim to widen the access to qualifications, support lifelong learning and foster transnational mobility. Cooperation with the higher education sector is important in this context, and e quality assurance approaches should facilitate permeability between VET and higher education. European Quality Assurance in Vocational Education and Training 11

12 Using the Quality Cycle to support a holistic approach to quality assurance Quality assurance processes at national level within VET systems appear be more developed in the input phases (planning and implementation stages) than in the output and feedback phases. On the other hand, VET providers appear to offer more developed quality assurance procedures in the planning and evaluation phases than in the implementation and review phases. This may suggest that they are responding to comply with external regulation/evaluation, which does not imply that internal quality assurance processes or self-assessment are embedded, and/or a culture of quality assurance have been developed within training institutions. The monitoring process and reporting on quality need to be seen as instruments which strengthen accountability and enable appropriate adapting and change as a way of improving performance. Greater focus on continuous improvement and the learning outcome approach More effort is required to promote the importance of internal and self-evaluation processes -in combination with external evaluation among VET providers at national level. The challenge is to strike a balance between the autonomy and empowerment of VET providers and the needs of the VET system in terms of ensuring sufficient levels of consistency across all VET related policies. The EQAVET Framework can play an important role in this respect and/or in relation to the development of national standards while responding to the current shift towards learning outcomes. Respecting diversity It is important to bear in mind the significant diversity and complexity of quality assurance internal processes and frameworks put in place and developed by national VET systems and providers across the EU. This diversity together with the financial constraints faced by institutions should not be undermined when considering the adaptation/development of the national approach to quality assurance in-line with the EQAVET Recommendation. European Quality Assurance in Vocational Education and Training 12

13 Introduction BACKGROUND INFORMATION European Quality Assurance in Vocational Education and Training 13

14 Background European initiatives in the field of education and training are designed to support Member States in reforming and adapting their systems to address challenges outlined in the Europe 2020 strategy 18, the new lifelong learning (LLL) programme proposed by the European Commission ( Erasmus for All 19, which streamlines the current EU programmes for education, training, youth and sport), the Communication from the Commission: Rethinking education 20 of 2012, and the development of a European Area of Skills and Qualifications (hereafter EASQ) in Within this broader strategy, VET is seen as playing a crucial role in contributing to the achievement of EU goals of developing a European knowledge society which is responsive to increasing global and societal challenges. The Copenhagen Process 22 in particular has provided a basis for addressing specific issues concerning the reform of VET to ensure its capacity to meet the challenges faced by European societies. In this context the Bruges Communiqué (adopted in 2010) 23, and the most recent review of the Copenhagen Process, has provided an agenda for improving the quality of VET over the coming years. Two of its short term deliverables relate directly to the work of EQAVET network namely: 1. The generalisation of quality assurance frameworks at system level within countries in accordance with the EQAVET Recommendation in order to guarantee improved quality,increased transparency, mutual trust, the mobility of workers and learners and lifelong learning; 2. The establishment at national level by the end of a common quality assurance framework for VET providers which will also apply to workplace learning and is compatible with the EQAVET reference framework. The EQAVET Recommendation, one of a number of important mobility and recognition instruments to emerge from the Copenhagen Process is designed to support Member States in developing and implementing a quality assurance approach in VET premised on the EQAVET quality cycle. This progress report, prepared by the EQAVET Secretariat provides an image of the progress countries have made in developing their national approaches to the implementation of the Recommendation. Purpose The information provided by this report will support the future work of the EQAVET network and will be used by the European Commission in on-going review of the progress towards the Bruges Communiqué 24. It provides valuable information on the state of play and progress made by EU-28 in relation to quality assurance in VET within the context of the implementation of the EQAVET Recommendation. 18 Council conclusions on the role of education and training in the implementation of the Europe 2020 strategy (2011/C 70/01) Education and Training 2020 Strategy, Erasmus for All is the new EU programme for education, training, youth and sport proposed by the European Commission on 23 November The proposal is now under discussion by the Council (27 Member States) and the European Parliament who will take the final decision. More information available at: 20 Communication from the Commission to the European Parliament, the council, the European Economic and Social Committee and the Committee of the Regions: Rethinking education: investing in skills for better socio-economic outcomes available at: 21 The European Commission launched a public consultation process in order to collect the views of stakeholders on the problems faced by Europeans with regard to the transparency and recognition of their skills and qualifications when moving within and between EU Member States, on the adequacy of the related European policies and instruments and on the potential benefits of developing a European area of skills and Qualifications. The public consultation on the European Area of Skills and Qualifications was open between 17 December 2013 and 15 April More information at: 22 Since 2002, National authorities and social partners from 33 European countries are taking part in the Copenhagen Process to help develop vocational education and training systems. For further information visit: ec.europa.eu/education/vocational-education. 23 Communiqué of the European Ministers for Vocational Education and Training, the European Social Partners and the European Commission, meeting in Bruges on 7 December 2010 to review the strategic approach and priorities of the Copenhagen process for The information gathered in 2012 via the Secretariat survey was used in preparing the European Commission progress report to the European Parliament and Council in 2013 on EQAVET and the on-going review in Trends in VET policy in Europe Progress towards the Bruges Communiqué conducted by Cedefop. European Quality Assurance in Vocational Education and Training 14

15 This report updates and extends the information provided by the survey conducted in 2011 and in 2012 by the EQAVET Secretariat, when a process of reporting was initiated by the EQAVET network. The information gathered and analysed in 2011 was incomplete, as only 22 EU-28 submitted completed questionnaires 25. The survey conducted in 2012 collated information provided by all EU and was considered as providing a useful basis or starting point for understanding what is happing at country and European levels regarding quality assurance in VET and the implementation of the EQAVET Recommendation. The survey of 2012 was further developed in order to include questions which could address the issues of the evolving strategic EU policy context for the work of EQAVET and quality assurance in VET 27, resulting in the survey The objectives of the progress report conducted by the EQAVET Secretariat are to: A. identify the quality assurance processes in place for VET in the EU-28, paying particular interest to how national systems have used and/or adapted the EQAVET Framework within their national context; B. provide relevant information in relation to progress made in 2013 by EU-28 in achieving the strategic objectives and short-term deliverables of the Bruges Communiqué. This information supports the work of Cedefop in preparing its reporting on the state of play in relation to this progress. By addressing these objectives, the report provides an image of how the long process of EU cooperation has supported a common understanding of what quality in VET should be, culminating in the adoption of the EQAVET Recommendation by the European Parliament and Council, which has been a crucial element in the development of the quality assurance culture across EU VET systems. Process and Methodology The EQAVET Secretariat survey 28 was designed with the objective of capturing the developments in quality assurance processes within European VET in a quantitative manner. The data is presented in actual numbers which provide a factual representation of where EU are positioned- and percentages, which are useful for two reasons: 1. Percentages facilitate the conceptualisation of trends and comparisons; 2. Percentages express values relative to other values of interest. In the context of this report, working with percentages allows for drawing conclusions about developments in the EU-28 in spite of reporting on 32 surveys (as Belgium and the UK submitted two and four surveys respectively) instead of 28, one for each EU-28 Country. In addition, in order to facilitate understanding, each country is identified using country codes. European Free Trade Association (EFTA) are analysed separately. The survey comprises five parts: 1. National VET policy and the national approaches to quality assurance in-line with the EQAVET Framework 2. Quality standards for VET and learning outcomes 3. Quality assurance national reference points 4. The use of EQAVET indicative descriptors at system and provider levels for IVET and CVET sectors 5. The use of EQAVET indicators for IVET and CVET sectors. Survey in 2010, 2011 and 2013 The survey process commenced in 2010 and it was divided into three phases: firstly, the EQAVET Secretariat in conjunction with the EQAVET working groups 29, steering committee and the European Commission designed and developed the questions contained in the survey questionnaire which was distributed among EQAVET members in June 2011 with a response deadline of 20 September The second phase involved a preliminary statistical 25 BE(fr), BG, DE, EE, EL, ES, HR, FR, IE, IT, CY, LT, LU, HU, NL, AT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct). 26 Croatia was included in the 2012 exercise as it became the 28 th Member State of the European Union on 1 July In particular regarding to the transparency and recognition of skills and qualifications highlighted in EU initiative European Area of Skills and Qualifications 28 Available at 29 For more information about the work developed by the EQAVET working groups visit the EQAVET website at: European Quality Assurance in Vocational Education and Training 15

16 analysis of the responses, which were discussed with national reference points (NRPs) in November 2011 and, who agreed to initiate a process of regular updates of the information provided in the survey. The third phase involved the completion of the analysis on the basis of the discussions with the national reference points and the production of a draft report which was discussed with the EQAVET steering committee in January The final draft, integrating the comments of the steering committee was presented to EQAVET members at the annual forum in March Following on the discussions with the national reference points in November 2011 and the members of the EQAVET network at the annual forum in 2012 the decision was made to repeat the survey in 2012 in order to provide countries with an opportunity to update their information and to provide some new information related to progress in the implementation of the national approaches and the development of quality assurance measures for VET in particular those addressing the related EQAVET-related strategic objectives and short-term deliverables of the Bruges Communiqué. New questions addressing the Bruges strategic objectives and short term deliverables were added for the 2012 exercise following discussion with the European Commission and the EQAVET steering committee. The EQAVET member countries received the survey (for those responding to the survey 2011 the exercise involved the revision and updating of their answers provided in 2011 plus the completion of five new questions) in June 2012 with a response deadline of 3 September The survey was conducted again in 2013 requested by the European Commission, which was reviewed by the EQAVET steering committee resulting in the substantive modification of numerous questions; in particular those related to the national approach to quality assurance in-line with EQAVET and to quality standard and learning outcomes (this issue was introduced for the first time in the survey). EQAVET members received the 2013 survey in November 2013 with a deadline for responding of January The objectives of the different modifications are threefold: 1) to inform the EQAVET network and its on-going work; as well as to inform other important stakeholders in relation to policy developments on quality assurance of VET across EU countries 2) to contribute to existing EU cooperation on quality assurance for VET issues on the foot of evidence based information. 3) to support EQAVET members in their self-evaluation actions, gaining further knowledge and advancing communication with relevant stakeholders within the national context. Response to the survey This report collates and analyses responses from all 28 EU Member States 30, the European Free Trade Association (EFTA) countries: Norway and Switzerland. Belgium submitted two different surveys: from the French and the Flemish Community; and the UK submitted four different surveys: one from England, Wales, Northern Ireland and Scotland: as the responsibilities in the education and training in these countries lie at individual country level. Therefore, the report is based on 34 completed surveys which describe 34 VET national systems (BE(nl, fr), BG, CZ, DK, DE, EE, EL, ES, FR, HR, IE, IT, CY, LV, LT, LU, HU, MT, NL, AT, PL, PT, RO, SI, SK,FI, SE, UK(Eng, Wls, Nir, Sct), NO and CH) 31. This represents an improvement of 40 per cent in submissions when compared to the survey that was undertaken in 2011, when 26 completed surveys were received BE(fr, nl), BG, CZ, DK, DE, EE, IE, EL, ES, FR, HR, IT, CY, LV, LT, LU, HU, MT, NL, AT, PL, PT, RO, SI, SK, FI, SE, UK. Country codes are specified in the Annex (page 172). 31 Country codes are specified in the Annex (page 172). 32 From BE(fr), BG, CZ, DE, EE, EL, IE, ES, FR, IT, CY, LT, LU, HU, NL, AT, RO, SI, SK, FI, SE, UK, HR. Country codes are specified in the Annex (page 172). European Quality Assurance in Vocational Education and Training 16

17 This increase posed difficulties when comparing the results and/or establishing progress or trends between data gathered in 2011 with those gathered in This is also the case if we wish to draw comparison between responses in 2012 and 2013 as substantive changes have been introduced between the two surveys. For this reason, the report does not focus or make comparisons however, when possible these are made. Rather it is conceived as an exercise which provides a basis for assessing the degree of development of national approaches to the implementation of the EQAVET Recommendation and the development of quality assurance approaches in VET. As such it may also provide a baseline from which a process of regular reporting could be developed in order to support policy development at national and EU levels in relation to quality assurance in VET in the EU-28 and the other countries eligible of participate in the LLL programme. The report provides a snapshot of the current state of play relating to the quality assurance processes and policies European VET systems have in place and the implementation of the EQAVET Framework in the national contexts. It takes, as starting point, the description of quality assurance policy developments in EU-28 and two EFTA (Norway and Switzerland), with the objective of increasing understanding of these processes and their contexts in order to provide a base from which future reports will be drafted and further action might be considered. This report is a working document designed to support EU-28 (other countries eligible of participate in the LLL programme) in implementing the EQAVET Recommendation. It is envisaged that the report will be updated on a regular basis (linked to the implementation of the EQAVET network work programme, i.e. every three years) with the support of the national reference points and the EQAVET network. The survey was designed to balance open and closed questions providing respondents with the opportunity to report on initiatives which are difficult to capture in closed questions. European Quality Assurance in Vocational Education and Training 17

18 Chapter 1 NATIONAL VET POLICY and the NATIONAL APPROACHES to QUALITY ASSURANCE in-line with the EQAVET Framework European Quality Assurance in Vocational Education and Training 18

19 INTRODUCTION General information about the 32 national VET systems in the EU-28 participating in the Survey is presented in Table 1.I. It provides the name/s of the national authority institution/s of those involved in the completion of the survey. The name of the institutions in the table are reproduced as they were written by those who responded to the Survey. Therefore, some of these are named by their national names while others have been translated into English. Table 1.I General information about national authorities/institutions in the EU-28 Country NAME of INSTITUTION INVOLVED in the COMPLETION of SURVEY BE(fr) BE(nl) BG CZ DK DE EE EL ES FR HR IE IT CY LV LT LU HU MT NL AT PL PT RO SI SK FI SE UK(Eng) UK(Wls) UK(Nir) UK(Sct) LE FOREM and SFMQ (service francophone des métiers et des qualifications) Ministry of Education and Training, Dept. of Education and Training, The Agency for QA in Education and Training Ministry of Education and Science, Ministry of Labour and Social Policy, National Agency for VET National Institute for Education, Czech School Inspectorate, National Institute for Education The Ministry of Education, National Agency for Quality and Supervision German Reference Point for Quality Assurance in VET (DEQA-VET), Federal Ministry of Education and Research (BMBF), Standing Conferences of the Ministers of Education and Cultural Affaires of the "Länder" in the Federal Republic of Germany (KMK), Federal Institute for VET Ministry of Education and Research, The Estonian Higher Education Quality Agency National Organisation for the Certification of Qualifications and Vocational Guidance (EOPPEP), the Ministry of Education and Religious Affairs Ministry of Education, Culture and Sport (Sub-directorate General of Guidance, Vocational Education and Training) Ministère de l'éducation nationale, de l'enseignement supérieur et de la recherche, Ministère du travail, de l emploi et du dialogue social Agency for VET and Adult Education Department of Education and Skills, Quality and Qualifications Ireland (QQI) Ministry of Education, Ministry of Labour, Italian QA Reference Point (Isfol) Ministry of Education and Culture, Inspectorate, Secondary Technical and Vocational Education Directorate), Human Resource Development Authority of Cyprus State Service of Education Quality (Director of the Licencing and Registration Department) Qualifications and VET Development Centre Ministry of Education, Children and Youth National Labour Office (Directorate for Vocational and Adult Education, NRP) Ministry of Education and Employment CINOP International Agency (NRP EQAVET), Ministry of Education, Culture and Science, Landstede (VET provider) Federal Ministry of Education, Arts and Culture, ARQA-VET (Austrian Reference for Quality Assurance VET) Ministry of National Education Employment and Vocational Training Institute (IEFP) National Centre for TVET Development, Romanian Agency for Quality in Pre-university education, National Authority for Qualifications Institute of Republic of Slovenia for VET (CPI) State Vocational Education Institute, University of Zilina -Faculty of Management Science and Informatics Ministry of Education and Culture, National Board of Education Ministry of Education and Research, Swedish National Agency of Education Department for Business Innovation and Skills Department for Education and Skills Welsh Government, ColegauCymru/Colleges Wales Department for Employment and Learning Scottish Government, Scottish Credit and Qualifications Framework Partnership, Scottish Qualifications Authority European Quality Assurance in Vocational Education and Training 19

20 EFTA - Switzerland (CH) and Norway (NO) Country CH NO NAME of INSTITUTION INVOLVED in the COMPLETION of SURVEY State Secretariat for Education, Research and Innovation Ministry of Education and research; Norwegian Directorate for Education and Research European Quality Assurance in Vocational Education and Training 20

21 SECTION 1.1: National VET policy, the quality assurance approach at system level and the EQAVET Framework Significant progress has been made in quality assurance for VET in recent years. In this regard, most of the EU-28 have policies, structures and processes in place which provide a solid basis to ensure a structured and sustainable implementation, adaptation and/or utilisation of the EQAVET Framework in the national context VET governance in participating countries The responses revealed that most quality assurance policies for VET in the EU-28 are conducted at national level. It also shows that there is no pure decentralised model among respondents as VET policy tends not to be conducted only at regional level. Table provides an overview of the level at which VET policy is conducted in the EU-28. Q1: In general, at what level is VET policy conducted in your country? Table Institutions primary domain PRIMARY DOMAIN Response count Response Percentages Regional 1 3 BE(fr) BG, DK, EE, HR, IE, CY, LV, LT, LU, HU, MT, NL, PT, RO, SI, FI, National SE, UK(Eng, Nir, Sct) Both BE(nl), CZ, DE, EL, ES, FR, IT, AT, PL, SK, UK(Wls) Table above shows that some VET systems (BE(nl), CZ, DE, EL, ES, FR, IT, AT, PL, SK, UK(Wls) have delegated responsibilities to regional/local level. In some countries, this move may be motivated by: a) the federal structure of a country, which requires liaison with autonomous regional/states within the national territory; b) the principle that states that regionally/locally-based decision-making is more effective and tailored to regional/local needs. In some cases this means that the State defines the overall education/vet strategy and provides broad guidelines through legislation, funding, curricula and qualification frameworks while regional institutions are given discretion on the practical arrangements for VET provision, such as training offer/content, selection of target groups, staff recruitment or independent budgetary decisions 33. In these circumstances, regional institutions are granted more flexibility in generating their own funding and in allocating funds according to their specific needs. However, the Survey does not go far enough to allow a deeper analysis which would enable us to determine how national policy-making and control and local implementation and decision-making are articulated regarding quality assurance for VET within the country. It is worthwhile remarking that in decentralised governance systems quality assurance is crucially important in order to ensure transparency and accountability. 33 CEDEFOP: Continuity, consolidation and change. Towards a European era of VET; Luxemburg European Quality Assurance in Vocational Education and Training 21

22 1.1.2 The quality assurance national approaches at system level and the EQAVET Framework This section aims to identify the institutional processes and structures that support the development of quality assurance policies; and shed some light on the measures taken by EU-28 when developing and improving their quality assurance approaches. It provides information in relation to the strategic objective of the Bruges Communiqué 2a which states that: participating countries should establish quality assurance frameworks in accordance with the EQAVET Recommendation by 2014, and make progress towards national quality assurance frameworks for VET. The quality assurance approach (or quality assurance framework) 34 refers to the strategy or plan which defines what measures need to be taken to further develop quality assurance in VET in a system. This is described in an explicit document which has a strategic nature and which describes the steps for the improvement of national quality assurance systems or at a minimum clearly states the intention to strengthen quality assurance in VET. This strategic document can cover other issues of VET policies beside quality assurance. The section provides information in relation to whether or not the national approach is in accordance, compatible, inspired and/or aligned to the structure of EQAVET (the quality cycle, indicative descriptors and indicators). It shows that EQAVET is supporting countries in the development of their national quality assurance systems or measures; and that there is a positive indication that EQAVET is making a worthwhile contribution to the quality assurance approaches in the EU-28 in a variety of ways. In this regard, Table and Figure below show that: the majority of countries (88 per cent) have devised 35 an approach to quality assurance in VET at national level; and the rest of countries are currently preparing this approach and/or are planning to introduce the national approach by 2014/2015. Furthermore, when countries are asked if their quality approach has been developed utilising the EQAVET Framework, the analysis shows that: 10 national VET systems in the EU-28 (31 per cent) have devised the approach utilising the EQAVET Framework, indicating that the EQAVET has inspired the measures and reforms undertaken in BE(nl), BG, EL, FR, IT, MT, AT, PL, RO, FI. This shows the added value contribution of EQAVET in the development of national quality assurance approaches in the EU, which otherwise would not have taken the same shape. In 17 VET systems (53 per cent: DE, DK, EE, HR, IE, ES, CY, LV, LT, LU, NL, SI, SE, UK(Eng, Wls, Nir, Sct)), the development of the national approach to quality assurance is in line or aligned with the EQAVET Framework. In some instances, this might indicate that the EQAVET Framework has been used but adapted according to the national legislation, practices and/or circumstances. Whether or not this is the 34 Term quality assurance approach is used in the EQAVET Recommendation and quality assurance framework in the Bruges Communiqué; both terms refer to the same process. 35 The question refers to the concept devise as mentioned in the text of the EQAVET Recommendation which asks Member States to devise, not later than 18 June 2011, an approach aimed at improving quality assurance systems at national level, where appropriate, and making best use of the EQAVET Framework, involving the social partners, regional and local authorities, and all other relevant stakeholders in accordance with national legislation and practice. The question relates to the short-term deliverable of the Bruges Communiqué number 3 concerning strategic objective number 2a (i.e. [ ] participating countries should establish quality assurance frameworks in accordance with the EQAVET Recommendation ), which specifies the actions at national level in relation to taking adequate measures to implement the EQAVET Recommendation and make progress towards national quality assurance frameworks for VET by European Quality Assurance in Vocational Education and Training 22

23 case, the fact that VET systems has put in place a quality assurance approach/framework compatible with EQAVET, indicates that the work at EU in relation to quality assurance and the implementation of EQAVET remains a priority; and that the guidelines, supporting material and activities undertaken and developed by the EQAVET Network are relevant and useful for the national authorities involved. No system differs from the main characteristic of EQAVET. 12 per cent of VET systems are currently in the process of devising/consolidating their approach (BE(fr), CZ, PT, SK). As these systems are evolving, one can assume that the sharing of good practices and/or the model offers by EQAVET is inspiring or influencing the measure taken (as some studies suggest that VET structures in transition periods are more exposed to external/eu influence 36 ). No system seems to deny the need to devise a quality assurance approach aimed at improving quality assurance at national level and making the best use of the EQAVET Framework. Q2: Has a national approach been devised aimed at improving quality assurance systems at national level and making best use of the EQAVET Framework in accordance with national legislation and practice? Table Devising the national approaches to quality assurance in line with the EQAVET Framework to 2014 in the EU-28 A NATIONAL APPROACH has been DEVISED in line with THE EQAVET FRAMEWORK Response count Response percentages NO It is still in preparation (year it will be devised) 2 6 CZ(2015), SK( ) We need more time to devise (year it is planned be devised) 2 6 BE(fr), PT( ) We do not need it (explain why) _ Totals 4 12 BE(fr), CZ, PT, SK YES But the national approach has been devised independently to EQAVET; however it is compatible with the EQAVET Framework DE, DK, EE, HR, IE, ES, CY, LV, LT, LU, NL, SI, SE, UK(Eng, Wls, Nir, Sct) But the national approach has been devised independently to EQAVET; and does not share _ features with the EQAVET Framework The national approach has been devised utilising the EQAVET Framework BE(nl), BG, EL, FR, IT, MT, AT, PL, RO, FI Other approaches (explain) 1 3 HU* Totals BE(nl), BG, DE, DK, EE, EL, HR, IE, ES, FR, IT, CY, LV, LT, LU, HU, MT, NL, AT, PL, RO, FI, SI, SE, UK(Eng, Wls, Nir, Sct) *HU - Since 2000 Hungary on the initiative of the Education / VET Government in power has introduced a series of pilot projects resulting in a number of innovative tools to support and promote institutional-level QA in VET; and continuous and sustainable improvement of the VET providers. By using European and Hungarian funds, VET providers have been introducing QA systems in line with the four stages and the core quality criteria / indicative descriptors of the EQAVET QA cycle. These initiatives contributed to the institutionalisation of QA in VET and developed a national (framework) system based on EQAVET which was made available to every IVET and CVET provider in All the developments were based on thoroughly elaborated concept papers, i.e. strategies. 36 Cedefop: Renewing VET provision, Research Paper, Luxemburg European Quality Assurance in Vocational Education and Training 23

24 Figure Has a national approach to quality assurance in-line with the EQAVET Framework been devised? It is devised utilising the EQAVET Framework It does not share features with the EQAVET Framework It is compatible with the EQAVET Framework Other approaches We do not need it We need more time to devise it It is still in preparation These results indicate that in EU-28 : EQAVET is the framework/inspiration for actions taken by national bodies in charge of quality assurance. In this sense, EQAVET has triggered the reform/development of a national approach on quality assurance towards a common framework; and/or EQAVET provides a reference for comparing and assessing the measures taken in relation to quality assurance as the approaches are compatible with EQAVET. In this respect, the EQAVET Framework can be seen as an encouragement and an opportunity to question critically existing national practices; and/or a basis for building consensus at national level of the importance of developing a framework to quality assurance in VET 37. One could say that the overall objective is not the adoption of EQAVET per se, but to support Member States to develop the systematic use of quality assurance processes which can be described and measured through a consistent set of quality descriptors and indicators; and enabling the emergence of a quality assurance culture among the relevant parties. This is shown in Table and Figure below, which indicate that the main features of the EQAVET Framework (the quality cycle, the indicate descriptors and the indicators) are present in the national approaches for quality assurance in VET. The Table shows that in many national VET systems more than one element is present in the approach and that the quality cycle, descriptors and indicators are equality relevant and present in the national approaches to quality assurance in VET in EU-28. This might suggest that the development of a shared view and/or a common language or terminology in relation to quality assurance in VET can be or has been achieved at national level and between EU VET systems, which can increase transparency (thereby increasing trust, recognition of VET qualifications and programmes and mobility within and across EU countries); as one of the main objectives of the EQAVET Recommendation. Q3: (If yes) Specify if the quality assurance national approach is aligned to? 37 In 2013 the EQAVET network established a working group in order to offer guidelines and support to those systems and providers who are seeking to align their quality approach to EQAVET. The group produced material for the development of an on-line resource available at: European Quality Assurance in Vocational Education and Training 24

25 Table The national approaches to quality assurance in line with the EQAVET Framework in the EU-28, 2014 THE NATIONAL APPROACH is aligned Response Response to the following features of THE EQAVET FRAMEWORK count percentages The EQAVET quality cycle BE(nl), BG, DE, DK, EE, EL, ES, FR, HR, IE, IT, CY, LV, LT, MT, NL, AT, PL, RO, SI, FI, SE, UK(Nir, Sct) The EQAVET indicative descriptors BE(nl), BG, DE, DK, EE, ES, FR, HR, IE, IT, CY, LV, LT, LU, MT, NL, AT, PL, RO, FI, SE The EQAVET indicators BG, DE, DK, EE, EL, ES, FR, HR, IT, CY, LV, LT, LU, MT, NL, AT, PL, SI, FI, SE, UK(Eng, Wls) Figure The national approaches to quality assurance in line with the EQAVET Framework in the EU-28, The EQAVET quality cycle The EQAVET indicative descriptors The EQAVET indicators Among the 28 national VET systems in the EU-28 which have developed the national approach by 2014 (BE(nl), BG, DE, DK, EE, EL, ES, FR, HR, IE, IT, CY, LV, LT, LU, MT, NL, AT, PL, RO, SI, FI, SE, UK(Eng, Wls, Nir, Sct); HU devised the approach by 2013, but it does not provide information in relation to the further questions asked in the survey in relation to the formulation of the quality assurance approach at system level), Table below show the mechanisms these systems have used in order to constitute and establish the approach in the national context. The Table indicates that: In most VET systems the approach has been formally agreed by law or other types of regulation (in 14 VET systems or 52 per cent) and/or is fully implemented (in 16 countries or 37 per cent). In ES and FR, the approach has been formally agreed but it has been only partially implemented; as in other tow countries (EL, CY). Six systems (BE(nl), EE, FR, IE, LU, AT) reported that the national approach is currently in the process of being developed and that by 2015 they will have in place the national approach to quality assurance for VET. Q4: (If yes) is the quality assurance national approach? European Quality Assurance in Vocational Education and Training 25

26 Table Progress towards full implementation of the national approach to quality assurance in the EU-28, 2014 THE NATIONAL APPROACH is CURRENTLY Response count Response percentages In development stage (year it is expected to be implemented) 6 22 Formally agreed (e.g. law or regulation, or other from of agreement - year it is expected to be fully implemented) BE(nl)(2015), EE(2015), FR(2014), IE(2015), LU(2015), AT(2014) BG(2014), DE, DK, EE(2013), ES(2011 & 2013),FR(2014), IT(2012), LU(2008), MT, PL, SI, FI(2009), SE(2011), UK(Sct)(2014) Partially implemented (in piloting stage, implemented in some regions of VET programmes year it is expected to be fully implemented) 4 15 EL(2015), ES, FR(2014), CY(2018) Fully implemented (year it was fully implemented) DE, DK(2008), HR(2014), LV(2013), LT(2008), NL(1996), RO(2006), SE (2009 for CVET, 2011 for IVET), UK(Eng)(2009), UK(Nir)(2007) Others 1 3 UK(Wls) ADDITIONAL NOTE: Progress towards full implementation of the national approach Others UK(Wls) Qualifications frameworks have been in use in the UK for many years and there is a deep and widespread understanding among the wider community of users of the frameworks that quality assurance is a vital factor in the reliability of the system. Comprehensive and sophisticated arrangements for quality assurance have been developed and are constantly reviewed and improved. Each of the UK qualifications frameworks sets out clear requirements for quality assurance as part of their infrastructures. As shown in Table and Figure below, in those national VET systems where the national approach to quality assurance has been devised, the approach covers: In all national VET systems, initial VET (IVET); while only six systems out of the 26 countries which have devised the national approach, the approach does not apply to IVET associated work-based learning 38. In addition, the national approach in 20 national VET systems also covers continuing VET (CVET); and out of those 20, 14 approaches cover also CVET associated work-based learning. These figures suggest that countries are taking measures in relation to assuring the quality not only of IVET but also in relation to CVET and work-based learning and in relation to consolidating an approach towards a 38 For the purpose of this exercise, work based learning is used to refer to combined school- and work-based as described in the UOE data collection manual, i.e. Programmes are classified as combined school- and work-based if less than 75 per cent of the curriculum is presented in the school environment or through distance education. The 75 per cent cut-off point should be regarded as a general guideline that may need to be operationalised differently across countries. These programmes include: 1) apprenticeship programmes organised in conjunction with educational authorities or educational institutions that involve concurrent school-based and workbased training; and 2) programmes organised in conjunction with educational authorities or educational institutions that involve alternating intervals of attendance at educational institutions and participation in work-based training (programmes of training in alternation, sometimes referred to as sandwich programmes). Note that programmes of dual-system apprenticeship usually are considered part of upper secondary (ISCED 3) education, but other programmes under this heading may be classifiable not only as ISCED 3 but also as ISCED 4 or ISCED 5. It is important to note that Programmes where the work based component accounts for 90 or more of the curriculum are excluded from the UOE data collection, section 3.5 and 5.7. European Quality Assurance in Vocational Education and Training 26

27 comprehensive framework. This implies that national VET systems seem to perceive the importance of CVET (as a key to up-skilling an ageing EU labour force 39 ) and work-based learning (as prevention for unemployment -in particular youth unemployment- as it facilitates the transition from the class-room to the work place). However, there is still room for improvement in this area and the EU initiatives Youth Guarantee Recommendation and the European Alliance for Apprenticeship should support countries in this respect as their aim is to increase the quality and supply of work-based learning across the EU 40. Q5: (If yes) Does the quality assurance national approach apply to? Table The national approaches to quality assurance applying to initial, continuing VET and/or associated workbased learning (WBL) in the EU-28, 2014 THE NATIONAL APPROACH APPLIES TO Response count Response percentages Initial VET only 6 23 BG, LV, LT, PL, RO, SI Initial VET & associated work-based learning BE(nl), DE, DK, EE, EL, ES, FR, HR, IE, IT, CY, LU, NL, AT, FI, SE, UK(Eng, Wls, Nir, Sct) Continuing VET only 6 23 BG, EL, HR, LV, LT, RO Continuing VET & associated workbased learning MT did not respond BE(nl), DE, DK, FR, IE, IT, CY, NL, FI, SE, UK(Eng, Wls, Nir, Sct) Figure The national approaches to quality assurance applying to initial, continuing VET and/or associated work-based learning (WBL) in the EU-28, 2013 IVET It does not cover WBL CVET It covers WBL Based on the analysis of figures, one can conclude that significant progress has been made towards the development of national quality assurance approaches for VET in the EU-28 ; and that VET systems, in a 39 Europe is striving for a high productivity region which is only possible if the work force have the sufficient command over skills and competences in a way to tackle the future challenges of modern societies. This does not seem to be the case, according to recently published results of the result of the Survey of Adult Skills. OECD-PIAAC survey (OECD 2013a, b). 40 The EQAVET network established in 2013 a working group to developed guidelines in relation to quality assurance in work-based learning in line with EQAVET. The group produced material for the development of an on-line resource which is available at: European Quality Assurance in Vocational Education and Training 27

28 variety of ways, seem to view the EQAVET model as a reference/framework for actions undertaken in this respect. This contribution might suggest that the EQAVET Framework seems to offer the meeting point for those in charge of quality assurance in the national context/agencies and the framework for the identification, support and exchange of good practices. In this sense, EQAVET enhances the visibility of the topic of quality assurance in the national context. Furthermore, national VET systems seem to be utilising and maximising the approach offered by the EQAVET Framework in their national actions and reforms. This is occurring, regardless of the large variety of national organisational structures in place to support the implementation of quality assurance for VET in EU-28. In this regards, figures indicate that actions and measures towards the Bruges Communiqué s 41 strategic objective number 2a and its short-term deliverable number 3 42 for 2014 have been taken by EU-28, which according to the Communiqué, will improve the quality and efficiency of VET and enhance its attractiveness and relevance. Therefore, the Communiqué encourages countries to take adequate measures to implement the EQAVET Recommendation and making progress towards national quality assurance frameworks for VET by Tables below provides further information about the national approaches to quality assurance in VET in those systems where the national approach was devised by 2013 (i.e. BE(nl), BG, DE, DK, EE, EL, ES, FR, HR, IE, IT, CY, LV, LT, LU, MT, NL, AT, PL, RO, SI, FI, SE, UK(Eng, Wls, Nir, Sct)). Q6: Does the quality assurance national approach support? Table The national approach to quality assurance supporting the implementation/use of other important areas of education and training policy, 2014 THE NATIONAL APPROACH SUPPORTS Response count Response percentages NQF/EQF IMPLEMENTATION Only Initial VET 2 7 LU, AT Only Continuing VET Both BE(nl), BG, DE,DK, EE, EL, HR, IE, IT, CY, LV, LT, NL,PL, RO, SK, FI, SE, UK(Enl, Wls, Nir, Sct) Totals BE(nl), BG, DE, DK, EE, EL, HR, IE, IT, CY, LV, LT, LU, NL, AT, PL, RO, SK, FL, SE, UK(Enl, Wls, Nir, Sct) CREDIT SYSTEMS/ECVET IMPLEMENTATION 41 On 7 December 2010, European Ministers for vocational education and training (VET), the European Social Partners and the European Commission adopted the Bruges Communiqué 41 on enhanced European cooperation in VET for The Communiqué defines common objectives for 2020 and an action plan for the coming years, combining national measures with European support. The Communiqué is the most recent review of the Copenhagen Process which has played a crucial role in raising awareness of the importance of VET at both national and European level. Progress is most evident in the common European tools (Europass, the European Qualifications Framework (EQF), the European Credit System for VET (ECVET) and the European Quality Assurance Reference Framework for VET (EQAVET)), principles and guidelines which have been developed to make qualifications more transparent, comparable and transferable, as well as to improve flexibility and quality of learning. They establish a basis to move towards a real European education and training area. The impact of the Copenhagen process on countries VET policies has been both quick and strong: it has triggered profound reforms. The focus of the EQAVET network is to support the use and implementation of the EQAVET Recommendation in the national contexts. The Bruges Communiqué (together with the new lifelong learning (LLL) programme proposed by the European Commission - Erasmus for All ) provides a new impetus for the on-going and future work of the EQAVET network, in particular in relation to the quality assurance related strategic objectives 2a and 2b on fostering the excellence, quality and relevance of both IVET and CVET. 42 Bruges Communiqué s strategic objective 2a: participating countries should establish at national level quality assurance frameworks in accordance with the EQAVET Recommendation; and its short-term deliverable number 3: taking adequate measures to implement the EQAVET Recommendation and making progress towards national quality assurance frameworks for VET by European Quality Assurance in Vocational Education and Training 28

29 Only Initial VET 6 22 HR, IT, CY, LU, AT, RO Only Continuing VET Both BG, DK, EE, FR, IE, NL, PL, FI, SE, UK(Wls, Nir, Sct) Totals BG, DK, EE, FR, HR, IE, IT, CY, LU, NL, AT, PL, RO, FL, SE, UK(Wls, Nir, Sct) VALIDATION of NON-FORMAL and INFORMAL LEARNING Only Initial VET 2 7 LU, AT Only Continuing VET 2 7 CY, RO Both BE(nl), BG, DK, EE, EL, FR, IE, IT, LV, MT, NL, PL, SK, FI, UK(Wls, Nir, Sct) Totals BE(nl), BG, DK, EE, EL,FR, IE, IT, CY, LV, LU, MT, NL, AT, PL, RO, SK, FL, UK(Wls, Nir, Sct) QUALIFICATION DESIGN Only Initial VET 2 7 ES, LU Only Continuing VET Both BG, DE, EE, HR, IT, CY, LT, MT,NL,PL, RO, SK, UK(Wls) Totals BG, DE, EE, HR, ES, IT, CY, LT, LU, MT, NL, PL, RO, SK, UK(Wls) CERTIFICATION Only Initial VET 2 7 ES, LU Only Continuing VET Both BE(nl), BG, DE, DK, EE, EL, HR, IT, CY, LV, LT, MT,NL, AT, PL, RO, SK, SE, UK(Wls) Totals BE(nl), BG, DE, DK, EE, EL, HR, ES, IT, CY, LV, LT, LU, MT, NL, AT, PL, RO, SK, SE, UK(Wls) Figures show that quality assurance national approaches for VET are supporting the implementation of: The developments of national qualifications frameworks (NQFs) and/or the European Qualification Framework (EQF) in almost all EU-28 where the approach is in place (89 per cent); and that this support is relevant for both sectors IVET and CVET. Credits systems and/or the European Credit System for VET (ECVET) in 66 per cent of the countries. However this support seems to be focused only on the IVET sector (22 per cent of system are not supporting the used/implementation of credit systems/ecvet in the CVET sector). Validation of non-formal and informal learning and certification processes in 77 per cent of national VET systems for the IVET and the CVET sectors. And to a lesser extent, the national approach to quality assurance supports the qualification designing process in the IVET and CVET sectors (in more than haft of the national VET systems or 55 per cent). This indicates that the national approaches to quality assurance in VET systems, which are aligned to EQAVET, are supporting the implementation of national qualifications frameworks; and when these are being established according to EQF, the national approaches to quality assurance need to take into account the Common Principles for Quality Assurance in Education and Training that are included in Annex III to the Recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the EQF, which is a cornerstone for the implementation of EQF The EQAVET Recommendation notes that it takes into account the Common Principles for Quality Assurance in Education and Training that are included in Annex III to the recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning (EQF). The Framework should therefore support the implementation of the EQF, in particular the quality of the certification of learning outcomes. EQAVET Recommendation; paragraph 14, page 2. European Quality Assurance in Vocational Education and Training 29

30 Moreover, the national approaches to quality assurance in VET seem to contribute to the quality of the certification process and in relation to learning outcomes, as national approaches to quality assurance in VET are supporting the implementation of EQF, ECVET, and the identification and validation of non-formal and informal learning, all of which are built on the learning outcomes approach (more information on learning outcomes and quality assurance in national VET systems in Chapter 2). In this context and within the observed trend in the EU of shifting from an input to an outcome based model, EQAVET can provide for a framework for the identification, support and exchange of best practices at all relevant levels; providing a systematic approach to quality, covering and interrelating the relevant levels, actors and initiatives. Figure The national approach to quality assurance supporting the implementation/use of other important areas of education and training policy, 2014 NQF/EQF Implementation ECVET Implementation Non-formal/Informal Learning Only IVET Only CVET Qualification Design IVET and CVET Certification : Involvement of stakeholders in devising the quality assurance national approach at system level This section focuses on the importance of VET governance and the interaction of relevant parties in ensuring the effectiveness, the quality and the renewal of initial and continuing VET; which is the objective of establishing a quality assurance approach. In this regard, the type of interaction established by VET systems is of paramount importance, in particular with labour market actors which are particularly relevant in the current discussion on work-based learning, apprenticeship and up-skilling the EU labour force. Table and Figure below indicate that key national institutions (the relevant ministries) have shown leadership in the design and establishment of quality assurance approaches for national VET systems, aligned with the EQAVET Framework (as it has been shown in the section 1.1.1). This demonstrates that there is a strong commitment to quality assurance of VET across EU-28. The support of these key institutions within the national contexts will facilitate a widespread and all-encompassing approach to quality assurance across the whole spectrum of VET. Among the 27 national VET systems in the EU-28 which state yes they have devised the national approach (i.e. BE(nl), BG, DE, DK, EE, EL, ES, FR, HR, IE, IT, CY, LV, LT, LU, MT, NL, AT, PL, RO, SI, FI, SE, UK(Eng, Wls, Nir, Sct), Table and Figure below show that: European Quality Assurance in Vocational Education and Training 30

31 In all national VET systems (100 per cent) the national approach has been devised at central/ministerial level. In other words, the relevant ministry/s was involved in all national approaches to quality assurance. Only six VET systems have liaised with local authorities ((DE, DK, MT, NL, RO, FI). Seventeen systems or 63 per cent of all countries within this category have involved other national bodies/institutions, in addition to the relevant ministry/ies. These results indicate that national VET institutions follow national frameworks and guidelines designed at central level. Q7: Which national bodies have taken part in devising the national approach? Table National bodies involved in devising the national approach in the EU-28, 2014 NATIONAL BODIES INVOLVED Response Response count percentages Ministry BE(nl), BG, DE, DK, EE, EL, ES, FR, HR, IE, IT, CY, LV, LT, LU, MT, NL, AT, PL, RO, SI, FI, SE, UK(Eng, Wls, Nir, Sct) Local authorities 6 22 DE, DK, MT, NL, RO, FI DE, EE, EL, ES, HR, IE, LT, NL, MT, AT, RO, FI, SE, UK(Wls, Others Nir, Sct) In relation to the category others : Seven national VET systems in the EU-28 (EE, HR, NL, PL, RO and UK(Wls, Nir)) have involved external evaluation agencies or the inspectorate in the development of the national approach. This may suggest that the internal quality assurance processes and the external evaluation aspects are articulated in a strategic planning manner. Five VET systems (EE, EL, IE, RO, UK(Sct) have engaged with national institutions responsible for the development of VET qualifications. LT, PL, FI have involved experts. UK(Wls) involved a body representing the voluntary sector at national level. All of this suggests that the role of these important external stakeholders goes beyond that of information providers and that they have a strategic involvement in the decision-making process. The participation of these external stakeholders in the design stages of the quality assurance system for VET is an essential element for the development of a strong quality culture. This area therefore requires further work. Figure National bodies involved in devising the national approach Ministry Local authorities Others European Quality Assurance in Vocational Education and Training 31

32 The analysis provided in the following pages aims to increase our understanding of the functioning of the socalled feedback mechanisms 44 which VET systems establish in order to ensure dialogue and the correct flow of information between VET and the labour market and society as a whole. It is an important aspect of quality assurance that VET systems institutionalise the participation of key stakeholder (such as social partners, teachers and trainers, students) when developing and renewing standards, qualifications, curricula, etc. in order to respond to the needs of citizens and the labour market. Table and Figure and Table 1.1.8a below present information in relation to the type of participation of key stakeholders in those VET systems where the national approach has been developed. The analysis distinguishes between: A consultative involvement where the stakeholders are asked, at different stages, to state their opinions. A deliberative involvement where the stakeholders actively participate in the decision making process. The basic difference between these two forms of exchange is that in a consultative involvement the stakeholders influence is restricted to commenting on proposals; and there is little direct exchange between VET and stakeholders (aside from the practices such as work placement, internships etc., which in many cases are based on informal arrangements). Also, this type of involvement implies that the feedback between VET and stakeholders is mediated through the state or the relevant administration bodies (such as information/cooperation departments). On the other hand, in the deliberative involvement, the implementation of change is a collective proposal strongly dependent on the input of stakeholders. When relevant actors are not involved deliberatively, they might not have a formal role to play that can enable them to articulate their interests and perspectives. In the case that a deliberative involvement occurs, one can assume that purposefully implemented institutional procedures (formalised/legalised procedures) are established in order to encourage and allow this form of feedback mechanism. Table and Figure and Table 1.1.8a provide information for the IVET and CVET sectors 45. This distinction is important because one can expect greater involvement of social partners and firms in CVET and greater centralise present in IVET (this assumption is indicated by the figures analysed below). In this regard, the tables indicate that in the development of the national quality assurance approach for VET in the EU-28 : Half of VET systems on average involve the relevant stakeholders in a consultative manner; and only on average relevant stakeholder deliberatively are involved is less than one quarter of the systems. These results are replicated for both sectors IVET and CVET. However, it seems that in CVET the level of involvement of stakeholders is lower than for the IVET sector (being in a consultative or deliberative manner). Only two VET systems (NL, PL) involve Industry/companies in a deliberative manner for IVET; and four (DK, LV, NL, UK(Wls) in the CVET sector. This result suggests that active and structured feedback between VET and key actors of the labour market in the process of devising the quality assurance approach has been limited among EU-28. It seems that the feedback between them has been mediated through particular actors ( Employer and Employees Associations, which share greater values). 44 For more information in the subject, visit Cedefop Research paper: Renewing VET provision Understanding between initial VET and the Labour Market ; Research paper number 37, Some countries did not fill in all the options given, this is interpreted as the stakeholder in question was not involved (as it is indicated in Table 1.1.8a), so percentages shown do not add 100 per cent. European Quality Assurance in Vocational Education and Training 32

33 Only three VET systems have involved deliberatively Regional authorities for both the IVET and CVET sectors; this could support the trend observed in the EU of an increased regional inequality of VET (e.g. partners, including industries, might pay less attention to worse-off regions within the same country). Students/learners are in a very low degree actively involved in the quality assurance approach of national VET systems, in particular in a deliberative manner and/or in the IVET sector. This can hinder the need to deliver learning that gravitates around the needs of the learners and that is flexible in order to realise the lifelong learning dimension of VET (this is particularly important in CVET). Teacher/trainers in the CVET sector had a more active role in the devising of the national approach than in the IVET sector. However, it is worthwhile noticing that feedback mechanisms put in place by VET systems depend on a variety of factors (regulation, culture, socio-economic) and that in many cases, systems need to balance if the value of information and feedback is hampered by time consuming consultations that could be undertaken by other VET institutions/centralise agencies. Taking this into consideration, in general terms these results indicate that national VET systems in the EU are promoting a culture of quality assurance in VET in the broader sense: by not only putting in place the structural/management arrangements that enhance quality but also by investing significant effort in developing the broader cultural aspects of shared values, beliefs, expectations and commitments towards quality, by engaging in different ways with the wider community involved in VET. Q8: Indicate if the involvement of the following stakeholders in devising the national approach has been consultative or deliberative for the Initial VET and Continuing VET sectors? Table Stakeholders involved in devising the national approach type of involvement for initial and continuing VET STAKEHOLDERS INVOLVED and TYPE of INITIAL VET CONTINUING VET INVOLVEMENT VET providers Industry/companies Employer associations Employees associations Public authorities CONSULTATIVE BE(nl), BG, DE, DK, EE, EL, ES, FR, HR, IT, LU, AT, RO, SE, UK(Eng, Wls, Nir, Sct) BG, DE, DK, EE, ES, IE, IT, CY, LT, LU, MT, AT, RO, SI, FI, SE, UK(Wls), UK(Nir), UK(Sct) BG, DK, EE, EL, ES, HR, IE, IT, CY, LV, MT, SI, SE, UK(Eng, Wls, Nir, Sct) BG, DK, EE, EL, ES, HR, IT, CY, LV, MT, AT, SE, UK(Wls, Nir, Sct) CY, AT, PL, UK(Eng, Wls, Sct) DELIBERATIVE IE, LV, LT, MT, NL, PL, FI, SI 70 NL, PL 17 BE(nl),DE, LV, 63 LT, LU, NL, AT, FI 15 BE(nl), DE, IE, 56 LU, NL, FI 6 BE(nl), BG, DE, DK, EE, EL, ES, FR, HR, IE, IT, CONSULTATIVE BE(nl), BG, DE, EL, IT, CY, LU, RO, SE, UK(Eng, Wls, Nir, Sct) BG, DE, FR, IE, IT, CY, LT, LU, MT, RO, FI, SE, UK(Nir, Sct) BG,EL, IE, FR, IT, CY, LV, MT,RO, SE, UK(Eng, Wls, Nir, Sct) BG, EL, FR, IT, CY, LV, MT, RO, SE, UK(Wls, Nir, Sct) CY, RO, UK(Eng, Wls, Sct) DELIBERATIVE DK, IE, LV, LT, MT, NL, FI DK, LV, NL, UK(Wls) 14 BE(nl), DE, DK, LT, 52 LU, NL, FI 12 BE(nl), DE, DK, IE, 44 LU, NL, FI 5 BE(nl), BG, DE, DK, EL, IE, FR, IT, LV, LT, LU, MT, European Quality Assurance in Vocational Education and Training 33

34 Regional or local authorities Students/Learners Teachers/ instructors/ trainers Higher education sector AVERAGE number BG, DE, DK, EE, HR, LV, NL, AT, RO, SE, UK(Wls, Sct) BE(nl), BG, DK, EE, ES, HR, IE, CY, LV, LU, MT, RO, SE, UK(Wls, Nir) BE(nl), BG, DE, DK, EE, ES, FR, HR, IE, CY, LV, LU, AT, RO, SE, UK(Wls, Nir) BE(nl), BG, DK, EE, IE, CY, LV, LU, NL, FI, SE, UK(Wls, Nir) LV, LT, LU, MT, NL, RO, SI, FI, SE, UK(Nir) 44 ES, IT, MT NL, FI LT, NL, MT, PL, SI, FI IT, LT, MT, SI, UK(Sct) BG, DE, FR, LV, NL, RO, SE, UK(Wls, Sct) BE(nl), BG,DK, IE, CY, LV, MT, SE, UK(Wls) BE(nl), BG, DE, IE, CY, LV, SE, UK(Wls) BE(nl), BG, DK, IE, LV, NL, FL, SE, UK(Wls) 9 NL, FI, SE, UK(Nir) 33 DK, IT, MT 9 33 LU, NL, FI, UK(Nir) DK, LT, LU, MT, NL, RO, FI, UK(Nir) LT, LU, MT, UK(Nir, Sct) AVERAGE percentages EE, ES, HR, AT, SI: the national approach applies only for IVET or/and they have available information from IVET only; so they do not completed questions in relation to CVET Figure Stakeholders involved in devising the national approach type of involvement for initial and continuing VET Initial VET Continuing VET Consultative Deliberative Consultative Deliberative VET providers VET providers Industry/companies 70 7 Industry/companies Employer associations Employer associations Employees associations Employees associations Public authorities Public authorities Regional or local authorities Regional or local authorities Students/learners 56 7 Students/learners Teachers/trainers Teachers/trainers Higher education sector Higher education sector Table 1.1.8a below shows that: Some national VET systems failed to consult the industry/companies representatives in the process of developing the national approach. However, the involvement of industry/companies is an important contribution to a better responsiveness of the VET systems. In particular because: - they deliver work-based training (apprenticeship); which is a way to ensure VET responsiveness to the conditions prevailing in the workplace, but also to improve the efficiency of training (through a better integration of theory and practice) and to facilitate the transition from school to work; - if they make a contribution at all levels of VET provision, they will be more inclined to recognise the skills among those holding a VET qualification, thereby increasing employability. European Quality Assurance in Vocational Education and Training 34

35 - this is particularly relevant for the CVET sector. Regional or local authorities were not involved in almost a quarter of VET systems for the IVET and CVET sectors; which might hinder the importance of integrating VET in regional and sectoral development strategies. Student/learners were not involved in the process of devising the national approach in nine VET systems in the IVET and the CVET sectors. Three quarters of VET systems did not engage with the higher education sector in the process of formulating the national approach to quality assurance in VET for both sectors. Table 1.1.8a - Stakeholders were not involved in devising the national approach STAKEHOLDERS Were not INVOLVED INITIAL VET CONTINUING VET VET providers 1 4 CY 2 7 CY, FR Industry/companies 5 19 BE(nl), EL, FR, HR, UK(Eng) 5 19 BE(nl), EL, HR, PL, UK(Eng) Employer associations 3 11 FR, RO, PL 2 7 PL, SI Employees associations 6 22 FR, LT, RO, PL, SI, UK(Eng) 3 11 LT, PL, UK(Eng) Public authorities 1 4 UK(Eng) 2 7 PL, UK(Eng) Regional or local authorities BE(nl), EL, FR, IE, CY, LT, LU, PL, SI, FI, UK(Eng, Nir) BE(nl), EL, IE, CY, LT, LU, PL, FI, UK(Eng, Nir) Students/Learners 9 33 DE, EL, FR, IT, LT, AT, PL,UK(Eng, Sct) 9 33 DE, EL, FR, IT, LT, PL, RO, UK(Eng, Sct) Teachers/trainers 5 19 EL, IT, PL, UK(Eng, Sct) 6 22 EL, FR, IT, PL, UK(Eng, Sct) Higher education sector 9 33 DE, EL, ES, FR, HR, AT,PL,RO, UK(Eng) 8 30 DE, EL, FR, HR, CY, PL, RO, UK(Eng) As shown in Figure 1.1.8a above, more work is necessary in order to involve regional/local authorities, students/learners, teachers/instructors/trainers and the higher education sector in the process of developing national approaches in EU-28. In this respect, there is a need to encourage the establishment of solid channels of communication with: a) The regional/authorities in order to promote a VET tailored to regional/local needs. b) Students/learners and teachers/instructors/trainers in order to improve the quality assurance in teaching and learning based on outcomes rather than inputs. c) The higher education sector. The process of developing closer complementarity between VET and higher education is important and extra emphasis should be placed on the transition from VET to higher education (Section provides more information on how national VET systems in the EU-28 are addressing this issue on VET policy and the role of quality assurance). Tables and Figure and Table provide further insights in relation to the involvement of stakeholder for the IVET and the CVET sectors. The tables provide a new perspective in relation to stakeholders involvement in the national approach as the analysis follows the structure of the quality cycle and its four phases (i.e. planning, implementation, evaluation and review). The aim of involving the relevant actors within the four phases of the quality cycle is to coordinate individual and institutional efforts towards a common goal. By creating a link between the quality assurance processes and the national strategic plan for quality assurance, its implementation, evaluation and review, involving relevant stakeholders, national authorities establish a solid basis for embedding a quality culture within the national context. The figures revel that: European Quality Assurance in Vocational Education and Training 35

36 On average half of the national VET systems when devising the national approach for IVET have communicated and engaged with most of relevant stakeholders in all four phases of the quality assurance cycle. However, this is not the case for the CVET sector. VET systems for both the IVET and the CVET sectors on average have involved more relevant actors in the planning phase (when setting up appropriate and measurable goals and objectives in terms of policies, procedures, tasks and human resources) than in the implementation (when establishing procedures to ensure the achievement of goals and objectives), the evaluation (when designing mechanisms for the evaluation of achievements and outcomes by collecting and processing data in order to make informed assessment) and review phases (when developing procedures in order to achieve the targeted outcomes and/or new objectives; after processing feedback, key stakeholders conduct discussion and analysis in order to devise procedures for change). This is especially noticeable in the CVET sector, particularly for the evaluation and review phases. The evaluation phase shares low figures for both sectors; in particular this comparison is visible for the IVET sector. Q9: Indicate the involvement in the devising the national approach of the following stakeholders for four phases of the quality assurance cycle in Initial VET and Continuing VET sectors? Table Stakeholders involved in devising the national approach for the four phases of the quality assurance cycle initial VET STAKEHOLDERS INVOLVED for the INITIAL VET four PHASES of THE QA CYCLE VET providers Industry/companies Employer associations Employees associations Public authorities Regional or local authorities Planning BE(nl), BG, DE, DK, EE, ES, FR, HR, IE, LV, LT, LU, MT, NL, PL, RO, SI, FI, SE, UK(Eng, Wls) DK, EE, ES, IE, CY, LV, LT, LU, MT, NL, PL, RO, FI, SE, BE(nl), DE, DK, EE, EL, ES, HR, IE, CY, LV, LT, LU, MT, NL, FI, SE BE(nl), DE, DK, EE, EL, ES, HR, IE, CY, LV, LU, NL, FI, SE BE(nl), BG, DE, DK, EE, EL, ES, FR, HR, IE, IT, CY, LV, LT, LU, MT, NL, RO, SI, FI, SE, UK(Eng, Sct) BG, DE, DK, EE, ES, IT, LV, RO, SE Implementation DE, DK, EE, FR, HR, IE, IT, LV, LT, MT, NL, PL, RO, SI, FI, SE, UK(Eng, Wls, Sct) BG, DE, DK, EE, LV, NL, PL, FI, Uk(Sct) BE(nl), DE, DK, EE, LT, LU, NL, FI, Uk(Sct), BE(nl), DE, DK, EE, IE, LU, NL, FI, UK(Wls, Sct) BE(nl), BG, DE, DK, EE, EL, FR, HR, IE, IT, CY, LV, LT, LU, MT, NL, RO, SI, FI, SE, UK(Eng, Sct) DE, DK, EE, IT, SE, UK(Sct) Evaluation DE, DK, EE, FR, IE, LV, MT, NL, PL, RO, SI, FI, SE, UK(Eng) DE, DK, EE, LV, NL, RO, PL, SI BE(nl), BG, DE, DK, EE, LV, NL, SI, FI BE(nl), BG, DE, DK, EE, LV, NL, FI BE(nl), BG, DE, DK, EE, EL, FR, HR, IE, CY, LV, MT, NL, RO, SI, FI, SE, UK(Eng, Sct) 23 DE, DK, EE, RO Review DE, DE, BG, DK, EE, FR, LV, MT, NL, PL, RO, SI, FI, SE, UK(Eng) DE, DK, EE, LV, MT, NL, PL, SE BE(nl), DE, DK, EE, MT, NL, FI, SE BE(nl), DE, DK, EE, MT, NL, FI, SE BE(nl), BG, DE, DK, EE, FR, HR, CY, LV, MT, NL, RO, SI, FI, SE, UK(Eng, Sct) DE, DK, EE, LV, SE No respond /Not involved EL, CY, UK(Nir), BE(nl), EL, FR, HR, IT, UK(Eng, Wls, Nir) FR, IT, PL, RO, UK(Eng, Wls, Nir ) FR, IT, LT, RO, PL, SI, UK(Eng, Nir) PL, UK(Wls, Nir) BE(nl), EL, FR, HR, IE, CY, LT, LU, MT, NL, PL, SI, FI, UK(Eng, Wls, Nir) European Quality Assurance in Vocational Education and Training 36

37 Students/Learners Teachers/ instructors/ trainers Higher education sector AVERAGE number DK, EE, ES, HR, CY, LV, LU, MT, NL, RO, FI, SE DE, DK, EE, ES, HR, CY, LV, LT, LU, MT, NL, PL, RO, SI, FI, SE EE, IE, CY, LV, LT, LU, MT, FI, SE, UK(Sct) BE(nl), DK, EE, IE, MT, NL, FI BE(nl), BG, DE, DK, EE, IE, IT, CY, LV, LT, MT, NL, PL, RO, SI, FI, UK(Wls) BE(nl), EE, MT, LV, UK(Sct) DK, EE, CY, NL, RO, FI DE, DK, EE, CY, LV, MT, NL, PL, RO, SI, FI BG, EE, LV, MT, SI, UK(Sct) BG, DK, EE, CY, LV, MT, NL, FI, SE BG, DE, DK, EE, CY, LV, MT, NL, PL, RO, SI, FI, SE EE, MT, SE, UK(Sct) DE, EL, FR, IT, LT, NL, PL, SI, UK(Eng, Wls, Nir, Sct) EL, UK(Eng, Nir, Sct) DE, DK, EL, ES, FR, HR, IT, NL, PL, RO, UK(Eng, Wls, Nir) AVERAGE percentages AT did not answer this question Table Stakeholders involved in devising the national approach for the four phases of the quality assurance cycle continuing VET STAKEHOLDERS INVOLVED for the CONTINUING VET four PHASES of THE QA CYCLE VET providers Industry/companies Employer associations Employees associations Public authorities Regional or local authorities Planning BE(nl), BG, DE, DK, IE, CY, LV, LT, LU, MT, NL, FI, SE, UK(Eng, Wls) DE, DK, FR, IE, LV, LT, LU, MT, NL, FI, SE, UK(Wls) BE(nl), DE, DK, EL, FR, IE, CY, LV, LT, LU, MT, NL, FI, SE BE(nl), DE, DK, EL, FR, IE, CY, LV, LU, MT, NL, FI, SE BE(nl), BG, DE, DK, EL, FR, IE, IT, CY, LV, LT, LU, MT, NL, FI, SE, UK(Eng, Sct) BG, DE, DK, FE, IT, LV, SE Implementation DE, DK, IE, CY, LV, LT, MT, NL, FI, SE, UK(Eng, Wls, Sct) BG, DE, DK, FR, LV, NL, FI, UK(Wls, Sct) BE(nl), DE, DK, FR, LT, NL, FI, Uk(Sct) BE(nl), DE, DK, FR, NL, FI, UK(Wls, Sct) BE(nl), BG, DE, DK, EL, FR, IT, LV, LT, MT, NL, FI, SE, UK(Eng, Wls, Sct) DE, DK, FR, IT, SE, Uk(Sct) Evaluation DE, DK, IE, LV, MT, NL, FI, SE 35 DE, DK, LV, NL BE(nl), DE, BG, DK, NL, FI BE(nl), BG, DE, DK, NL, FI BE(nl), BG, DE, DK, EL, LV, MT, NL, FI, SE, UK(Eng, Sct) DE, DK Review BG, DE, DK, LV, MT, NL, FI, SE DE, DK, LV, MT, NL, SE BE(nl), DE, DK, LV, MT, NL, FI, SE BE(nl), DE, DK, LV, MT, NL, FI, SE BE(nl), BG, DE, DK, LV, MT, NL, FI, SE, UK(Eng, Sct) 8 DE, DK, LV, SE No respond / Not involved EE, EL, ES, FR, HR, IT, PL, RO, SI, UK(Eng, Nir) BE(nl), EE, EL, ES, HR, IT, CY, PL, RO, SI, UK(Eng, Nir), EE, ES, HR, IT, PL, RO, SI, UK(Eng, Wls, Nir) EE, ES, HR, IT, LT, PL, RO, SI, UK(Eng, Nir) EE, ES, PL, RO, SI, UK(Nir) BE(nl), EE, EL, ES, HR, IE, CY, LT, LU, MT, NL, PL, RO, SI, FI, UK(Eng, Wls, Nir) European Quality Assurance in Vocational Education and Training 37

38 Students/Learners Teachers/ instructors/ trainers Higher education sector AVERAGE number CY, LV, LU, MT, NL, FI, SE DE, DK, CY, LV, LT, LU, MT, NL, FI, SE IE, LT, LU, MT, FI, SE, Uk(Sct) BE(nl), IE, MT, NL, FI BE(nl), BG, DE, DK, IE, CY, LV, LT, MT, NL, FI, UK(Wls) BE(nl), MT, UK(Wls, Sct) 6 23 NL, FI DE, DK, LV, MT, NL, FI BG, MT, UK(Sct) BG, LV, MT, NL, FI, SE BG, DE, DK, LV, MT, NL, FI, SE SE, MT, Uk(Sct) DE, DK, EE, EL, ES, FR, HR, IT, LT, PL, RO, SI, UK(Eng, Wls, Nir, Sct) EE, EL, ES, FR, HR, IT, PL, RO, SI, UK(Eng, Nir, Sct) DE, DK, EE, EL, ES, FR, HR, IT, CY, LV, NL, PL, RO, SI, UK(Eng, Nir) AVERAGE percentages AT did not answer this question Figure 1.1.9/ Stakeholders involved in devising the national approach for the four phases of the quality assurance cycle initial VET (IVET) and continuing VET (CVET) IVET CVET Planning Implementation Evaluation Review The analysis carried out in relation to the devising of the national approach in VET and stakeholders involvement shows that national VET systems in EU-28 have established clearly defined missions and strategic goals for VET at national level by establishing the national approach to quality assurance in VET, taking into account relevant EU initiatives and by involving relevant parties in the process. The EQAVET Framework appears to have instigated these processes by contributing towards the sharing and knowing what quality means in the light of these goals among relevant stakeholders. This collaborative process has enabled stakeholders to contribute to the development of a well-functioning quality assurance system for VET in the national contexts. By engaging with all relevant stakeholders, the national quality assurance systems for VET are not only establishing quality assurance management processes, but also they are strengthening the culture of quality assurance around shared values, beliefs, expectations and commitment. This latter aspect of quality assurance is less tangible and takes time to change. European Quality Assurance in Vocational Education and Training 38

39 However, some areas (such as the involvement of firms/companies, the learner and the CVET sector, when evaluating and reviewing the quality assurance measures taken) require further attention : Cooperation between VET and Higher Education (HE) to support progression/transition from VET to HE and vice versa. It was shown in Section that national VET systems in the EU-28 have not or are not always involving the higher education sector in the development of the national approach for quality assurance for IVET and CVET although this is an important issue worth considering. The Bruges Communiqué, the latest policy review of the Copenhagen Process for European cooperation on VET emphasises the need to promote flexible pathways between VET, general education and higher education, and enhance permeability by strengthening the links between them. To achieve this aim participating countries should accelerate the establishment and implementation of comprehensive qualifications frameworks based on learning outcomes (page 21). In this sense, the development of qualifications seems to be the underpinning factor which facilitates progression into higher education (HE) for VET learners or those holding a VET qualification. However, the Bruges Communiqué also acknowledges that quality assurance frameworks promote high quality and excellence of VET provision, which facilitates mobility and recognition of skills and competences between the education sub-sectors. As such quality assurance is an indirect condition for ensuring progression and permeability, including the process of helping learners to gain access to HE, in a lifelong learning perspective (quality of the learning and teaching processes ensures the quality of the learning provided and the learning that the learners received which might encourage and allow learners to fulfil their potential and achieve their goals, including going on to HE. In this context, VET systems and institutions should offer robust counselling services on career prospects. It is also important that the quality of learning and teaching in VET is regarded as of good quality from the perspective of the HE sector). The key factors in relation to quality assurance in VET and supporting the access to HE are flexibility and quality of learning. Moreover, the development of sound quality assurance processes should include strong partnerships between VET institutions and HE providers (e.g. at local level), which helps to develop a relationship of trust, thereby facilitating VET students to gain access to HE and/or vice versa. The benefits of supporting access to HE are various, including making VET more attractive and promoting a VET which is fit for learners purpose. Against this background, the Survey asks participating countries if VET and HE authorities/institutions cooperate to support progress/transition from VET and HE and vice versa. Q10: Do VET and higher education (HE) authorities/institutions cooperate to support progression/transition from VET and HE vice versa? Table and Figure below show which national VET systems in EU-28 cooperate with HE institutions/authorities in order to support and foster easy pathways between VET and vice versa, indicating that: 16 national VET systems (BE(nl), DE, DK, EE, ES, FR, HR, IE, CY, MT, NL, PT, SI, SK, UK(Nir, Sct)) or 50 per cent acknowledge that VET and HE institutions cooperate in order to facilitates transition pathways for learners. European Quality Assurance in Vocational Education and Training 39

40 13 systems (41 per cent) reported that sometimes this is occurring. Three systems (LV, RO, SE) or 9 per cent noticed that this is not the case. Table Cooperation between VET and HE authorities/institutions supporting progression/transition from VET and HE and vice versa in the EU28, 2013 COOPERATION between VET & HE to support PROGRESSION/ TRANSITION Response count Response percentages No 3 9 LV, RO, SE Yes BE(nl), DE, DK, EE, ES, FR, HR, IE, CY, MT, NL, PT, SI, SK, UK(Nir, Sct) Sometimes BE(fr), BG, CZ, EL, IT, LT, LU, HU, AT, PL, FI, UK(Eng, Wls) Figure Cooperation between VET and HE authorities/institutions supporting progression/transition from VET and HE and vice versa in the EU28, No Yes 50 Sometimes Table a below shows how VET and HE institutions cooperate in order to facilitate learners progress/transition choices for those systems which responded yes or sometimes to question 10: Table a Cooperation between VET and HE authorities/institutions supporting progression/transition from VET and HE and vice versa in the EU28, 2014 Methodology BE(nl) BE(fr) BG CZ Level 5 is perceived as a possible way for transition between VET and HE. Therefore in BE(nl) VET providers (adult education) work together with HE The VAE (Validation des Acquis de l'expérience) is a mechanism that supports the validation of skills acquired in VET, in order to facilitate access to HE. It is applicable in some degrees, but not all. Some providers of HE recognise qualification acquired in the VET system 1. Progression from upper secondary to tertiary education: 4 years leaving certificates of general education programmes (gymnazium) and of vocational/technical education programmes (střední odborná škola) are considered equal when applying to study in any HE institution. 2. Progression/transition between tertiary VET programmes and university programmes: Tertiary vocational European Quality Assurance in Vocational Education and Training 40

41 DE DK EE EL ES HR IE FR IT CY LV LT LU MT schools (vyšší odborná škola - VOŠ) and more academically oriented HEIs in the same region sign sometimes bilateral agreements, in which conditions on recognition of previous studies are stated. Therefore graduates of VOŠ who want to continue studying in master programmes do not have to study bachelor programmes in full length, but typically take only one year of supplementary classes which are theoretically oriented and prepare students for more academically demanding study. It is supported by the recognition of the learning outcomes The education system in DK is committed to support opportunities for LLL 1. Vocational Education Standard sets the purpose of vocational training as creating the conditions for lifelong learning. 2. The conditions for recognition of prior learning and experience were added to Vocational Education Standard in In all VET schools and applied higher education institutions prior leaning and experience is being recognized in entrance and in completion of curriculum. 3. For better access to higher education persons who have completed the curriculum of vocational secondary education have the opportunity to enter HE programmes In the recently established Steering Committee on Correspondence of the NQF to the EQF When talking about HE, we can either refer to: Upper-level Specific Vocational Schooling, which is accessed by means of a Bachillerato Diploma or, exceptionally, by complying with one of the following conditions: - By accrediting holding a Technician Certificate and completing successfully a specific training course for access to Upper-level Specific Vocational Schooling. - By passing an entrance exam for Upper-level Specific Vocational Schooling, regulated by the autonomous communities. In this case candidates must be at least 19 years old except for those in possession of a Technician Certificate of the same speciality as the studies they want to do, in which case they must be By having passed an entrance university exam for people over 25. Or we may refer to: University education. Requirements for access to University coming from IVET: - Direct access from Upper-level Specific Vocational Schooling. A Higher Technician Diploma is required. - Entrance exams after having completed successfully Upper-level Specific Vocational Schooling. (Only for students with the same average mark as other students accessing through a different way, for instance through the bachillerato diploma and when they may need a higher mark to do certain university studies. In this way it is guaranteed that they have the same opportunities). - By passing an entrance exam for people over 25. Besides, there is a regulation (Royal Decree 1618/2011, 14 November), that establishes the recognition of studies in the field of higher education. This means that students (either from Upper-level Specific Vocational Schooling or from university) whose studies are expressed in ECTS credits may have them validated by the corresponding institution or educational establishment. In Croatia VET students enrolled in 4 -years VET programs (which make more than 67 of all VET students in Croatia) can progress to HE, following applying and taking "state mature" exam. Process of introduction of state mature was introduced as nation wide initiative and in cooperation of all relevant authorities/institutions in VET and HE. The establishment of a HE Links Scheme providers access to learners with VET qualifications to HE institutions and the awards they offer Diplomas are elaborated aiming at facilitating the access to HE. A accompaniment system has been created to help pupils to reach HE. In addition, the relevant legislative procedures underline the need of the recognition of qualifications. The Ministry of education support the following measures : the 'Lycée des métiers' label and the 'Campus des métiers et qualifications' label (2013) were also taken by the two ministries in charge of Education and HE asking to reinforce the cooperation on the "ground", in the fields of guidance, orientation, training, preparation of students, etc. Moreover, the national objectives for the ministry of Education include the need of learners to reach HE. Also, national diplomas (including VET diplomas) are elaborated in order to permit to pursue in HE. A accompaniment system was created to help pupils to reach HE. In addition, the objectives in the law underline the necessity for all citizen to access training and access to a recognised qualification. Through guidance initiatives Technical and Vocational School graduates are entitled to sit for special examinations in which they are examined in general educational subjects, as well as in the curricula of their chosen specialization. Subsequently, they become eligible to apply for spaces in HE institutions as well as for an additional set of places held exclusively for Technical School graduates. Access to HE is possible only after graduating of accredited 4 years VET programmes The cooperation between VET and HE institutions takes place on case-to-case basis, i.e. there are agreements between institutions to facilitate transition of VET graduates to HE (institutions agree that graduates of VET institution will have possibility to continue their studies at HE level and that a part of their prior learning will be validated). Additionally, on the national level it is agreed, that VET graduates receive additional entrance points to higher education institutions in similar area as their previous VET learning area Consultation with actors of higher VET to improve access to HE The QA system includes the adoption of the ECVET and the comparability to the ECTS assures the possibility European Quality Assurance in Vocational Education and Training 41

42 HU NL AT PL PT SI SK FI UK(Wls) UK(Eng) UK(Nir) UK(Sct) of permeability into HE Vocational training pursued within HE institutions, with the person having an official HE student status provides an advanced level qualification, but not a further level of qualification (i.e. higher education degree). In a HE VET programme, a certificate of HE qualification can be obtained. In the main tier of further education in the field where the HE VET programme belongs, 75 per cent of the credits obtained, specified in the training and outcome requirements of the HE VET programme, have to be recognized. This, in the case of a HE qualification having 120 credits means 90 credits have to be recognized in the main tier of further education in the field where the HE VET programme belongs. Further education can be performed following a successful admission procedure in HE VET programme or by the recognition of studies pursued but not accomplished in the given specialization where the HE VET programme belongs. HE VET programmes actually connect vocational education and training and higher education, and build on the close cooperation of the two sectors. These programs are usually practice-oriented, short courses which enable the person to get a job after 2 years of training and entering the labour market, however it can also act as a springboard for a BA degree by the larger scale recognition of credits than earlier. From September 2013 such a training course can only be pursued in a HE institution. An on-going project (nr. 10/2012) financed by the education and training sub-fund of the National Development Funds includes development of a credit system for vocational qualifications, which are based on secondary level final examination. This credit system will help transferring credits from secondary education to higher education. According to the Governmental Decree nr. 230/2012. (VIII.28) on vocational education and training (VET) provided in higher education (HE) institutions, 50 credit points can be recognised in practical training on BA level after an advanced level qualification gained in a similar vocational field. This credit transfer system is under development There are agreements about the level and learning outcomes of VET students that is required for continuing their education in HE (they are national agreements). It is up to the HE to do an intake test if they have doubts about the entry level of students from VET. The underlying reason for this is to improve the transition of VET to HE and enhance mutual trust. Almost 50 of VET students (level 4) go to HE. Within the Ministry the directorate of HE and VET work together to support transition of VET-students. In general there is attention for continuous learning programs between HE and VET Validation of prior learning in VET for certain study programmes There are individual initiatives of some HE institutions in relation to increase the transition from VET to HE. As HE institutions are independent the decision of giving preferences in admission for VET graduates continuing education in the same field depend on the decision of a university council All the VET paths when completed with success allow the trainees to access to higher education. The students from VET system must comply with the provisions of Rule. º 1650/2008, the National Commission on Access to Higher Education or the Decree-Law n. º 64/2006, of 21 March (access to higher education for those over 23), to access to higher education. On the other hand, a student who has completed HE can enrol in VET paths in order to acquire relevant competences that will facilitate/promote the integration into the labour market All IVET students have access to HE if they pass the vocational mature exam. With vocational mature exam students can enrol directly into the higher vocational education or the first cycle higher professional education. For enrolling to the academic HE students have to pass and additional exam prescribed by the faculty By means of national project "Development of NQF" within which working groups comprising representatives of VET and HE have been established to ensure the dialogue and cooperation. VET and HE institutions decide independently the forms of their cooperation. At national level the cooperation is systematic A report by ColegauCymru/CollegesWales published in March 2012 indicated that enrolments on HE courses in Wales from Further Education Institutions (FEIs) in Wales increased by 35.5 in the three years to 2009/10. The proportion of FEI students from Wales entering HE with vocational qualifications increased from 20 of the total in 2007/8 to 28 of the total in 2009/10. Vocational qualifications are represented best in subjects allied to medicine; agriculture and related studies; computer science; engineering and technology; business studies; creative arts and design; and education. Vocational qualifications are now better represented at the point of entry into HE, suggesting that access to HE has widened over the three years to 2009/10 and, in part, reflects the early impact of Foundation Degrees and the continuing popularity of HNC/HND courses Some colleges and universities conduct joint programmes for access to HE The Quality Assurance Agency provides support for quality assurance of HE courses, including those delivered by further education providers. VET graduates can proceed to take HE courses, subject to universities' entry requirements QAA (Scotland) is the quality assurance agency responsible for quality assurance in the Scottish HE sector and is a member of the steering group for the overarching quality assurance framework. In addition, there is a long tradition of students completing an HNC or HND at a Scottish College and being able to enter degree provision at year 2 (if they gain an HNC) or year 3 (if they gain an HND) European Quality Assurance in Vocational Education and Training 42

43 EFTA - Switzerland (CH) and Norway (NO) Table Institutions primary domain PRIMARY DOMAIN Regional National Both CH, NO Table Devising the national approaches to quality assurance in line with the EQAVET Framework to 2014 A NATIONAL APPROACH has been DEVISED in line with THE EQAVET FRAMEWORK NO It is still in preparation (year it will be devised) _ We need more time to devise (year it is planned be devised) _ We do not need it (explain why) _ YES But the national approach has been developed independently to EQAVET; however it is compatible with the EQAVET Framework _ But the national approach has been developed independently to EQAVET; and does not share features CH with the EQAVET Framework The national approach has been devised utilising the EQAVET Framework NO Other approaches (explain) _ Table The national approaches to quality assurance in line with the EQAVET Framework, 2014 THE NATIONAL APPROACH is aligned to the following features of THE EQAVET FRAMEWORK The EQAVET quality cycle NO The EQAVET indicative descriptors NO The EQAVET indicators CH, NO Table Progress towards full implementation of the national approach to quality assurance, 2014 THE NATIONAL APPROACH is CURRENTLY In development stage (year it is expected to be implemented) NO(2015) Formally agreed (e.g. law or regulation, or other from of agreement - year it is expected to be fully implemented) Partially implemented (in piloting stage, implemented in some regions of VET programmes year it is expected to be fully implemented) Fully implemented (year it was fully implemented) CH(2011) Others CH: Continuously in progress Table The national approaches to quality assurance applies to initial, continuing VET and/or associated workbased learning, 2014 THE NATIONAL APPROACH APPLIES TO Initial VET only NO Initial VET & associated work-based learning CH Continuing VET only Continuing VET & associated work-based learning CH European Quality Assurance in Vocational Education and Training 43

44 Table The national approach to quality assurance supporting the implementation/use of other important areas of education and training policy, 2014 THE NATIONAL APPROACH SUPPORTS NQF/NQF implementation Only Initial VET _ Only Continuing VET _ Both _ Credit systems/ecvet implementation Only Initial VET _ Only Continuing VET _ Both _ Validation of non-formal and informal learning Only Initial VET _ Only Continuing VET _ Both _ Qualification design Only Initial VET _ Only Continuing VET _ Both _ Certification Only Initial VET _ Only Continuing VET _ Both CH NO did not respond Table National bodies involved in devising the national approach, 2014 NATIONAL BODIES INVOLVED CH(Federal Department of Economic Affairs, Education and Research) Ministry Local authorities Others NO(Ministry of Education and Research) CH (Cantonal IVET/CVET offices) _ Table Stakeholders involved in devising the national approach type of involvement for initial and continuing VET STAKEHOLDERS INVOLVED and TYPE of INITIAL VET CONTINUING VET INVOLVEMENT CONSULTATIVE DELIBERATIVE CONSULTATIVE DELIBERATIVE VET providers NO Industry/companies NO Employer associations NO CH CH Employees associations NO CH CH Public authorities NO CH CH Regional or local authorities NO CH CH Students/Learners NO Teachers/instructors/trainers NO Higher education sector NO European Quality Assurance in Vocational Education and Training 44

45 Table Stakeholders involved in devising the national approach for the four phases of the quality assurance cycle initial and continuing VET STAKEHOLDERS INVOLVED for the four PHASES INITIAL VET of THE QA CYCLE Planning Implementation Evaluation Review VET providers NO NO Industry/companies NO NO Employer associations CH, NO CH, NO Employees associations CH, NO CH, NO Public authorities CH, NO CH, NO CH CH Regional or local authorities CH, NO CH, NO Students/Learners NO NO Teachers/instructors/trainers NO NO Higher education sector NO NO STAKEHOLDERS INVOLVED for the four PHASES of THE QA CYCLE CONTINUING VET No respond /Not involved Planning Implementation Evaluation Review No respond /Not involved VET providers Industry/companies Employer associations CH CH Employees associations CH CH Public authorities CH CH CH CH Regional or local authorities CH CH Students/Learners Teachers/instructors/trainers Higher education sector Table Cooperation between VET and HE authorities/institutions supporting progression/transition from VET and HE and vice versa, 2014 COOPERATION between VET & HE to support PROGRESSION/ TRANSITION No _ CH; Cooperation between VET and HE authorities/institutions related to the transition VET HE takes place between the State Secretariat and the Conference of Rectors of the Swiss Universities of Applied Sciences, between the State Secretariat and the Conference of Rectors of the Swiss Universities and between the directorates within the State Secretariat. Quality assurance helps to ensure that the qualifications of a VET-graduate suffice to enter higher education Yes; explain Sometimes NO; The Ministry for Education and Research is responsible for all education, including VET and HE. The Ministry has suggested in several white papers to increase the use of a VET pathway to HE, which means that some VET programmes has a direct admission to certain especially designed bachelor's courses, particularly in engineering _ European Quality Assurance in Vocational Education and Training 45

46 SECTION 1.2: The common quality assurance approach for VET providers and the EQAVET Framework This section focuses on the Bruges Communiqué s strategic objective 2b which invites participating countries to establish at national level a common quality assurance framework for VET providers compatible with the EQAVET framework which also applies to workplace learning by Quality assurance in VET provision is a prerequisite for its attractiveness. In order to guarantee improved quality, increased transparency, mutual trust, the mobility of workers and learners and lifelong learning, it is important that VET providers in the national contexts implement and establish common and robust quality assurance management systems. The EQAVET Framework can serve and offer a common quality assurance framework based on EU best practices that can be adapted in accordance to national legislative practices, traditions and cultures. In this regard, the Bruges Communiqué encourages participating countries to establish a national framework for quality assurance for VET institutions which also can be applied to workplace learningcompatible with the EQAVET model. Among other measurements, it is important that systematic and sustained interaction between VET systems and VET providers in the national context is ensured, in order to elicit the right balance between on one hand autonomy and accountability and on the other flexibility and transparency The common quality assurance approaches at provider level and the EQAVET Framework The quality assurance approach (or quality assurance framework) 46 refers to the strategy or plan which defines what measures need to be taken to further develop quality assurance in VET. This is described in an explicit document which has a strategic nature and which describes the steps for the improvement of national quality assurance or at a minimum clearly states the intention to strengthen quality assurance in VET. This strategic document can cover other issues of VET policies beside quality assurance. The section provides information in relation to whether or not the common quality assurance national approach for VET institutions has been established and it is compatible with the structure of EQAVET (the quality cycle, indicative descriptors and indicators). In this regard, Table and Figure below show that: The majority of countries (91 per cent) have established a common approach to quality assurance for VET providers by As it was shown in Section 1.1.1, 84 per cent of VET systems devised the national approach to quality assurance at system level. This signal that VET systems have made greater progress in relation to the implementation of the strategic objective of the Bruges Communiqué 2b than they have in relation to strategic objective 2a (29 and 26 VET systems respectively). PT has established the common approach for VET providers, although it has not yet do this in relation to the national approach to quality assurance at system level. Six VET systems in the EU-28 (19 per cent) have established the approach for VET providers utilising the EQAVET Framework, showing that EQAVET is inspiring measures and reforms undertaken in this regard. This shows the added value contribution of EQAVET in the development and establishment of the common quality assurance approach for VET providers. However, figures reveal that the utilisation of the EQAVET Framework is lower in this case than in relation to the development of the national approach at system level (where 10 systems utilised the EQAVET Framework, see section 1.1.1). One of the reasons of this occurring could be explained by the fact that adaptation is more relevant in order to form an approach that is fit for purpose for a heterogeneous set of VET providers/training institutions in the national context. 46 Term quality assurance approach is used in the EQAVET Recommendation and quality assurance framework in the Bruges Communiqué; both terms refer to the same process. European Quality Assurance in Vocational Education and Training 46

47 In most VET systems, the approach for VET providers is compatible with the EQAVET Framework. This indicates that the work at EU in relation to quality assurance and the implementation of EQAVET remains relevant and a priority. Also, that despite the differences between VET providers/institutions in the EU and within countries, EQAVET seems to be able provide a reference for comparing and assessing the measures taken. BE(nl, fr) and CZ are currently in the process of consolidating the common approach for VET providers. As these systems are evolving, one can assume that the sharing of good practices and/or the model offers by EQAVET is inspiring or influencing the measures taken (some studies suggest that VET structures in transition periods are more exposed to external/eu influence 47 ). No approach differs from the main characteristic of the EQAVET model; and All countries seem to accept the need to establish a common approach/framework for VET providers in relation to quality assurance. Q11: Have measures been taken to establish at national level a common quality assurance approach for VET providers compatible with the EQAVET Framework? Table Establishment of a common quality assurance approach for VET providers compatible with the EQAVET Framework to 2014 in the EU-28 A NATIONAL APPROACH for VET PROVIDERS HAS BEEN ESTABLISHED COMPATIBLE with the EQAVET FRAMEWORK Response count Response percentages NO It is still in preparation (year it will be devised) 1 3 CZ(2015) We need more time to devise (year it is planned be devised) 2 6 BE(nl, fr) We do not need it (explain why) _ Totals 3 9 BE(nl, fr), CZ YES But the common approach for VET providers has been developed independently to EQAVET; however it is compatible with the EQAVET Framework But the common approach for VET providers has been developed independently to EQAVET; and does not share features with the EQAVET Framework BG, DE, DK, EE, ES, HR, IE, CY, LV, LT, LU, HU, NL, PT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct) _ The common approach for VET providers has been developed utilising the EQAVET Framework 6 19 EL, FR, IT, MT, AT, PL Totals BG, DE, DK, EE, EL, ES, FR, HR, IE, IT, CY, LV, LT, LU, HU, NL, MT, AT, PL, PT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct) These results show that countries have taken measures toward establishing a compressive approach to quality assurance for VET institutions and that EQAVET, under the principle of subsidiarity, is making a positive contribution in this progress by: - providing a model or inspiration for national bodies in charge of quality assurance on which to build the approach for VET providers; 47 Cedefop: Renewing VET provision, Research Paper, Luxemburg European Quality Assurance in Vocational Education and Training 47

48 - triggering change as EQAVET can be used as the basis for building consensus among providers of the importance of establishing a common framework to quality assurance in VET with EU characteristics; and/or - providing a reference for comparing and assessing the measures taken in relation to quality assurance 48. These assumptions are based on countries having reported that the common approach is compatible with EQAVET. Figure Establishment of a common quality assurance approach for VET providers compatible with the EQAVET Framework to 2014 in the EU-28 It has been developed utilising the EQAVET Framework It does not share features with the EQAVET Framework 0 19 It is compatible with the EQAVET Framework 72 We do not need it We need more time to devise it It is still in preparation Table and Figure below indicate that the main features of the EQAVET Framework (the quality cycle, the indicate descriptors and the indicators) are present in the common quality assurance approaches for VET providers in EU-28. The Table shows that more than one element is present in the approach and that the quality cycle, descriptors and indicators are equality relevant and present. This might indicate that the development of a shared view and/or common language/terminology in relation to quality assurance in VET can be or has been achieved at national level among providers, which can increase transparency; without undermining their autonomy in management decision processes. When figures are compared between the presence of the EQAVET elements in the approach for systems and providers in countries, figures indicate that the EQAVET indicative descriptors are more present in the approach for VET providers than in the approach developed for the system. The opposite is the case in relation to EQAVET indicators (which are not so extensively used in the common approach for VET providers as they are in the national approach at system level). Q12: (If yes) Specify if the quality assurance national approach for VET providers is aligned to? 48 The EQAVET network established in 2013 a working group in order to offer guidelines and support to those systems and providers who are seeking to align their quality approach to EQAVET. The group produced material for the development of an on-line resource available at: European Quality Assurance in Vocational Education and Training 48

49 Table The common approaches to quality assurance for VET providers compatible with the EQAVET Framework in the EU-28, 2014 THE NATIONAL APPROACH IS ALIGNED Response Response TO THE FOLLOWING FEATURES OF THE EQAVET FRAMEWORK count percentages The EQAVET quality cycle BG, DE, DK, EE, EL, ES, FR, HR, IE, IT, CY, LV, LT, LU, HU, MT, NL, AT, RO, SI, SK, FI, SE, UK(Nir, Sct) The EQAVET indicative descriptors DE, DK, EE, ES, ES, FR, HR, IE, IT, CY, LV, LT, LU, HU, NL, AT, PT, PL, RO, SI, FI, SE, UK(Eng) The EQAVET indicators DE, DK, EE, EL, ES, FR, IT, CY, LV, LT, LU, HU, MT, NL, PL, SK, FI, SE, UK(Eng, Wls) Figure The national approaches to quality assurance for VET providers compatible with the EQAVET Framework in the EU-28, The EQAVET quality cycle 79 The EQAVET indicative descriptors 69 The EQAVET indicators Among the 29 national VET systems in the EU-28 which have established the common quality assurance approach for VET providers by 2013 (BG, DE, DK, EE, EL, ES, FR, IE, IT, CY, LV, LT, LU, HU, MT, NL, AT, PL, PT, RO, SI, FI, SE, UK(Eng, Wls, Nir, Sct)), Table below shows the mechanisms these systems have used in order to constitute and establish the common approach for VET providers. The Table indicates that: In most VET systems the approach has been formally agreed by law or other type of regulation and/or is fully implemented (in 14 VET systems or 48 per cent). These figures are higher in relation to the quality assurance approach for VET providers than in relation to systems (where the approach has been fully implemented in 5 countries or 33 per cent). In ES and HU, the common approach for VET providers has been formally agreed but it has been only partially implemented; as in LT. Six systems (BG, EL, LU, FR, FI, UK(Sct)) reported that the common approach for VET providers is currently in the process of being developed and that by 2015 they will have in place the national approach to quality assurance for VET (with the exception of FI who did not specify the year). Q13: (If yes) is the common quality assurance approach for VET providers? European Quality Assurance in Vocational Education and Training 49

50 Table Progress towards full implementation of the common approach to quality assurance for VET providers in the EU-28, 2014 THE QA COMMON APPROACH for VET PROVIDERS is CURRENTLY Response count Response percentages In development stage (year it is expected to be implemented) 6 21 BG(2014), EL(2015), FR, LU(2015), FI, UK(Sct)(2014) Formally agreed (e.g. law or regulation, or other from of agreement - year it is expected to be fully implemented) DE, ES, FR(2014), IT(2001/2008), LU, HU (2010), MT, AT, PL, RO(2006), SI(2006), FI(2008/2009), SE(2009) Partially implemented (in piloting stage, implemented in some regions of VET programmes year it is expected to be fully implemented) 3 10 ES, LT(2020), HU Fully implemented (year it was fully implemented) DE, DK(2008), HR(2012), IT(2001), CY(2013), LV(2015), NL(1996), PT(2007), RO(2006), SK(2008), SE (2009 for CVET, 2011 for IVET), UK(Eng, Wls)(2009), UK(Nir)(2007) Others 3 10 EE, IE, HU ADDITIONAL NOTE: Progress towards full implementation of the common approach for VET providers Others EE Training providers are autonomous in choosing quality assurance models and methods. In Estonia all training providers do use some kind of quality assurance system for their administration, training provision and self-evaluation. Approximately 60 use formal models such as EFQM based the EKKA model, very few use ISO 9000, Balanced Scorecard and CQAF. IE There is a national restructuring of VET provision in train currently. This is impacting on the implementation of all processes at national and public provider level. VET Providers currently offering programmes leading to QQI awards had agreed their QA with FETAC. The establishment of QQI and the development of new policies on QA will require QQI to evaluate the standing of each provider. HU The Methodological Guide supporting the implementation of the Hungarian Common VET Quality Management Framework (ESZMK) is publicly available for all on the website of the National Labour Office hosting also the national reference point. Q14: (If yes) Does the common quality assurance approach for VET providers apply to? Table The common approaches to quality assurance for VET providers applies to initial, continuing VET and/or associated work-based learning in the EU-28, 2014 THE NATIONAL APPROACH APPLIES TO Response count Response percentages Initial VET only 5 17 BG, LV, LT, RO, SI Initial VET & associated work-based learning DE, DK, EE, EL, ES, FR, HR, IE, IT, LU, HU, NL, AT, PT, SK, FI, SE, UK(Eng, Nir, Sct, Wls) Continuing VET only 4 14 BG, EL, LV, LT Continuing VET & associated workbased learning DE, DK, IE, CY, HU, NL, PT, FI, SE, UK(Eng, Nir, Sct, Wls) MT and PL do not reply to this question European Quality Assurance in Vocational Education and Training 50

51 Figure The common approaches to quality assurance for VET providers applies to initial, continuing VET and/or associated work-based learning in the EU-28, 2014 IVET CVET It does not cover WBL It covers WBL As shown in Table and Figure above, in those VET systems where the common national approach to quality assurance for VET providers has been established, the approach covers: In almost all national VET systems -with the exception of CY- initial VET (IVET); while in only five systems the common approach for VET providers does not apply to IVET associated work-based learning. In addition, the common approach in 17 national VET systems also covers continuing VET (CVET); and out of those 17, 13 approaches cover also CVET associated work-based learning. These figures suggest that countries are taking measures in relation to establishing a comprehensive common quality assurance approach for VET providers covering work-based learning and CVET; implying that national VET systems seem to perceive the importance of work-based learning and CVET as prevention for unemployment (in particular among young people). However, there is still room for improvement in this area : Involvement of stakeholders in the establishment of common quality assurance approach for VET providers This section focuses on the importance of the interaction of relevant parties and governance structures allowing this. This is of particular importance in relation to labour market actors who are particularly important in the current discussion on skills gaps, work-based learning, apprenticeship and up-skilling the EU labour force. Tables 1.2.1, and Figure below present information in relation to the involvement of stakeholders in the establishment of the common quality assurance framework for VET institutions providing both IVET and CVET. The information is presented following the structure of the quality cycle and its four phases (i.e. planning, implementation, evaluation and review). This analysis aims to understand the way in which steps towards building a quality culture of continuous improvement has been established in the common approach for VET providers, as involving the relevant actors at all stages creates coordinate efforts and actions towards common goals. This in turn, engages, motivates and keeps inform the relevant actors. The figures reveal that: On average half of the national VET systems have communicated and engaged with most of relevant stakeholders in the planning phase when establishing the common approach for VET providers in the IVET sector. However, this is not the case in relation to the implementation, evaluation and review phases; where on average only 38 per cent of the systems have engaged with relevant parties. The common approach established by VET systems for VET providers in the CVET sector involved on average 41 per cent of the relevant stakeholders in the planning phase; 35 per cent in the European Quality Assurance in Vocational Education and Training 51

52 implementation and review phases; and only 31 per cent in the evaluation phase in those VET systems where the approach was established. So, on average, VET systems have involved more relevant actors in the planning phase (when setting up clear, appropriate and measurable goals and objectives in terms of policies, procedures, tasks and human resources) than in the implementation phase (when establishing procedures to ensure the achievement of goals and objectives), the evaluation phase (when designing mechanisms for the evaluation of achievements and outcomes by collecting and processing data in order to make informed assessment) or review phase (when developing procedures in order to achieve the targeted outcomes and/or new objectives; after processing feedback, key stakeholders conduct discussion and analysis in order to devise procedures for change).this is the case for both the IVET and the CVET sectors. When figures are compared regarding the formulation of the national approach at system level and the approach at provider level in the IVET sector, one can conclude that the level and degree of involvement of stakeholders was higher at system level; with the exception of the evaluation phase, where on average stakeholders seem to have been involved to a higher degree in the establishment of the common approach for VET providers than in the devising the national approach at system level. In the CVET sector, average figures seem to be higher for the establishment of the common approach for VET providers than in the formulation of the national approach, particularly for the evaluation and review phases. In addition, when figures are compared individually by groups, it is observed that in the establishment of the common approach for VET providers: There are some stakeholders that were not always involved and figures require some attention -these figures are evenly distributed in the IVET and CVET sector- : Industry/companies, Employers and Employees associations, Regional Authorities, Students and the Higher Education sector. This was also the case when the data was analysed in relation to the formulation of the national approach at system level in EU-28. However, one needs to acknowledge that systems balance if the level of engagement can be hampered by time consuming consultations with a large variety of stakeholders. Taken this into consideration, in general terms these results indicate that national VET systems in the EU are promoting a culture of quality assurance in VET in the broader sense: by not only putting in place the structural/management arrangements that enhance quality but also by investing significant effort in developing the broader cultural aspects of shared values, beliefs, expectations and commitments towards quality, by engaging in different ways with the wider community involved in VET. Q15: Indicate if the involvement of the following stakeholders in the actual implementation of the common approach for VET providers in the different stages of the quality cycle for the Initial VET and Continuing VET sectors? Table Stakeholders involved in actual implementation of the common approach for VET providers for the four stages of the quality assurance cycle for initial VET STAKEHOLDERS INVOLVED for the INITIAL VET four PHASES of THE QA CYCLE VET providers Planning BG, DE, DK, FR, HR, IE, IT, LT, LV, LU, HU, MT, NL, PL, RO, SK, SI, FI, SE, UK(Eng, Nir, Wls) Implementation BG, DE, DK, FR, HR, IE, IT, LT, LV, LU, HU, MT, NL, PL, PT, RO, SK, SI, FI, SE, UK(Eng, Nir, Sct, Wls) Evaluation BG, DE, DK, FR, HR, IE, LV, HU, MT, NL, PL, RO, SK, SI, FI, SE, UK(Eng, Nir, Wls) Review BG, DE, DK, FR, HR, IE, IT, LV, HU, MT, NL, PL, RO, SK, SI, FI, SE, UK(Eng, Nir, Wls) No respond /Not involved EE, EL, ES, IE, CY, AT 6 21 European Quality Assurance in Vocational Education and Training 52

53 Industry/companies Employer associations Employees associations Public authorities Regional or local authorities Students/Learners Teachers/ instructors/ trainers Higher education sector AVERAGE number DE, DK, CY, LT, LV, LU, MT, NL, PL, RO, FI, SE, UK(Nir, Wls) DE, DK, EL, HR, CY, LT, LV, LU, HU, MT, NL, PL, FI, SE, UK(Wls) DE, DK, EL, HR, CY, LV, LU, HU, MT, NL, FI, SE, UK(Wls) BG, DE, DK, EL, FR, HR, IE, IT, CY, LT, LV, LU, HU, MT, NL, PT, RO, SI, FI, SE, UK(Eng, Nir, Wls) DE, DK, IT, LV, HU, MT, PL, RO, FI, SE, UK(Wls) HR, CY, LV, LU, HU, MT, NL, PL, RO, FI, SE, UK(Nir, Wls) DE, FR, HR, CY, LT, LV, LU, HU, MT, NL, PL, RO, SK, SI, FI, SE, UK(Nir, Wls) CY, LT, LV, LU MT, SE, UK(Sct) DE, DK, LV, HU, NL, PL, FI, UK(Sct) DE, DK, HR, LT, HU, NL, PL, FI, UK(Sct) DE, DK, NL, FI, UK(Sct) BG, DE, FR, HR, IE, IT, CY, LT, LV, LU, MT, NL, PT, RO, SI, FI, SE, UK(Eng, Nir, Sct) DE, FI, SE, UK(Sct) DE, FR, HU, NL, PL, PT, FI, UK(Wls) BG, DE, FR, HR, CY, LT, LV, HU, MT, NL, PL, PT, RO, SK, SI, FI, UK(Nir, Wls) 24 LV, PT, UK(Sct) BG, DE, DK, LV, HU, NL, PL, RO, SI, FI BG, DE, DK, NL, PL, SI, FI BG, DE, DK, NL, FI BG, DE, DK, FR, HR, IE, CY, LV, LU, MT, NL, PT, RO, SK, SI, SE, UK(Eng, Nir) BG, DE, DK, IT, RO, SK DE, IT, CY, HU, NL, PL, RO, FI, UK(Nir, Wls) BG, DE, FR, HR, IT, CY, LV, HU, MT, NL, PL, RO, SK, SI, FI, UK(Nir, Wls) BG, LV, UK(Sct) DE, DK, LV, MT, NL, PL, SK, FI, SE, UK(Nir) DE, DK, LV, MT, NL, PL, SK, SI, SE DE, DK, LV, MT, NL, SK, SE BG, DE, DK, FR, IE, CY, LV, LU, MT, NL, PT, RO, SK, SI, SE, UK(Eng, Nir) DE, DK, IT, MT, LV, PL, SK, SE BG, LV, HU, MT, NL, PL, FI, SE, UK(Nir) BG, DE, FR, HR, CY, LV, HU, MT, NL, PL, RO, SK, SI, FI, SE, UK(Nir, Wls) MT, LV, SE, UK(Sct) EE, EL, ES,FR, HR, IE, IT, AT, PT, UK(Eng) EE, FR, ES, IE, IT, AT, PT, RO, UK(Eng, Nir) EE, FR, ES,IE, IT, AT, PL, PT, RO, SI, UK(Eng, Nir) 59 EE, ES, AT, PL EE, EL, ES, FR, 8 HR, IE, CY, LT, LU, NL, AT, PT, SI, UK(Eng, 28 Nir) DK, EE, EL, ES, 9 IE, LT, AT, SK, SI, UK(Eng, 31 Sct) DK, EE, EL, ES, IE, AT, UK(Eng, Sct) DE, DK, EE, EL, ES, FR, HR, IE, IT, HU, NL, AT, PL, RO, SK, SI, FI, UK(Eng, Nir, Wls) AVERAGE percentages Table Stakeholders involved in actual implementation of the common approach for VET providers for the four stages of the quality assurance cycle for continuing VET STAKEHOLDERS INVOLVED for the CONTINUING VET four PHASES of THE QA CYCLE VET providers Planning BG, DE, DK, IE, IT, CY, LV, LT, HU, MT, NL, PL, FI, SE, UK(Eng, Nir, Wls) Implementation BG, DE, DK, IE, CY, LV, LT, HU, MT, NL, PL, PT, FI, SE, UK(Eng, Nir, Sct, Wls) Evaluation BG, DE, DK, IE, LV, HU, MT, NL, PL, FI, SE, UK(Eng, Nir, Wls) Review BG, DE, DK, IE, LV, HU, MT, NL, PL, FI, SE, UK(Eng, Nir, Wls) No respond / Not involved EE, EL, ES, FR, HR, LU, AT, RO, SK, SI European Quality Assurance in Vocational Education and Training 53

54 Industry/companies Employer associations Employees associations Public authorities Regional or local authorities Students/Learners Teachers/ instructors/ trainers Higher education sector AVERAGE number DE, DK, FR, CY, LV, LT, MT, NL, PL, FI, SE, UK(Nir, Wls) DE, DK, EL, FR, CY, LV, LT, HU, MT, NL, PL, FI, SE, UK(Wls) DE, DK, EL, FR, CY, LV, MT, NL, FI, SE, UK(Wls) BG, DE, DK, EL, FR, IT, CY, LV, LT, HU, MT, NL, PT, FI, SE, UK(Eng, Nir, Wls) DE, DK, FR, IT, LV, HU, MT, FI, SE, UK(Wls) LV, HU, MT, NL, PL, FI, SE, UK(Nir, Wls) DE, CY, LV, LT, HU, MT, NL, PL, SK, FI, SE, UK(Nir, Wls) LV, LT, MT, SK, SE, UK(Sct, Wls) DE, DK, FR, CY, LV, HU, NL, PL, FI, UK(Sct) DE, DK, FR, CY, LT, HU, NL, PL, FI, UK(Sct) DE, DK, FR, CY, NL, FI, UK(Sct) BG, DE, FR, CY, LV, LT, MT, NL, PT, FI, SE, UK(Eng, Nir, Sct) DE, FR, FI, SE, UK(Sct) DE, HU, NL, PT, PL, FI, UK(Wls) BG, DE, IT, CY, LV, LT, HU, MT, NL, PL, PT, SK, FI, UK(Nir, Wls) LV, PT, SK, UK(Sct, Wls) BG, DE, DK, FR, LV, HU, NL, PL, FI BG, DE, DK, FR, HU, NL, PL, FI BG, DE, DK, FR, NL, FI BG, DE, DK, FR, LV, MT, NL, PT, SK, SE, UK(Eng, Nir) BG, DE, DK, FR, SK DE, HU, NL, PL, FI, UK(Nir, Wls) BG, DE, IT, LV, HU, MT, NL, PL, SK, FI, UK(Nir, Wls) BG, LV, SK, UK(Sct, Wls) DE, DK, FR, LV, MT, NL, PL, SK, FI, SE, UK(Nir) DE, DK, FR, LV, HU, MT, NL, PL, SK, SE DE, DK, FR, LV, MT, NL, SK, SE BG, DE, DK, FR, LV, MT, NL, PT, SK, SE, UK(Eng, Nir) DE, DK, MT, FR, LV, SK, SE BG, LV, HU, MT, NL, PL, FI, SE, UK(Nir) BG, DE, IT, LV, HU, MT, NL, PL, SK, FI, SE, UK(Nir, Wls) MT, LV, PL, SK, SE, UK(Sct, Wls) EE, EL, HR, ES, IE, IT, LU, AT, PT, RO, SI, UK(Eng) EE, HR, ES, IE, IT, LU, AT, PT, RO, SI, UK(Eng, Nir) EE, HR, ES, IE, IT, LT, LU, AT, PL, PT, RO, SI, UK(Eng, Nir) EE, HR, ES, IE, LU, AT, PL, RO, SI EE, EL, HR, ES, IE, CY, LT, LU, NL, AT, PL, PT, RO, SI, UK(Eng, Nir) DK, EE, EL, ES, FR, HR, IE, IT, CY, LT, LU, AT, RO, SK, SI, UK(Eng, Sct) DK, EE, EL, ES, FR, HR, IE, LU, AT, RO, SI, UK(Eng, Sct) DE, DK, EE, ES, FR, HR,IE, IT, CY, LU, HU, NL, AT, RO, SI, FI, UK(Eng, Nir) AVERAGE percentages Figure Stakeholders involved in actual implementation of the common approach for VET providers for the four stages of the quality assurance cycle for initial VET (IVET) and continuing VET (CVET) IVET CVET Planning Implementation Evaluation Review European Quality Assurance in Vocational Education and Training 54

55 In summary: information gathered in relation to the establishment of the common quality assurance approach for VET providers and stakeholders involvement reveals that VET systems in EU-28 have established clearly defined missions and strategic goals for VET at national level by establishing this approach, and by involving relevant parties in the process. The EQAVET Framework appears to have contributed to these processes by providing a reference tool towards the sharing and knowing what quality means in the light of these goals among relevant stakeholders. This collaborative process has enabled stakeholders to contribute to a great extent to the development of a quality assurance management culture of continuous improvement. European Quality Assurance in Vocational Education and Training 55

56 EFTA - Switzerland (CH) and Norway (NO) Table Establishment of a common quality assurance approach for VET providers compatible with the EQAVET Framework to 2013 A NATIONAL APPROACH for VET PROVIDERS HAS BEEN ESTABLISHED COMPATIBLE with the EQAVET FRAMEWORK NO It is still in preparation (year it will be devised) _ We need more time to devise (year it is planned be devised) _ CH; IVET: The cantons are responsible for the overall supervision of IVET programmes. Supervising activities also include the monitoring of the quality of the classroom instruction segment of IVET programmes. CVET: The Confederation is responsible for overall supervision of federal CVET examinations and for the recognitions of programmes/courses at CVET colleges. This may trigger quality assurance activities at the level of VET providers. We do not need it (explain why) YES But the common approach for VET providers has been developed independently to EQAVET; however it is compatible with the EQAVET Framework But the common approach for VET providers has been developed independently to EQAVET; and does not share features with the EQAVET Framework The common approach for VET providers has been devised utilising the EQAVET Framework NO; According to the law, the county authorities are responsible for devising a quality assurance system. Therefore, the national authorities have not devised a common quality assurance approach. The national system for quality in VET that is currently being devised, is meant to guide the county authorities in their work with quality issues. _ No further information is provided by CH and NO is relation to the common approach for VET providers. European Quality Assurance in Vocational Education and Training 56

57 Chapter 2 QUALITY STANDARDS for VET and LEARINING OUTCOMES European Quality Assurance in Vocational Education and Training 57

58 INTRODUCTION There is a close relationship between establishing a registration system for VET institutions, accreditation, external review and standards. However, in the EU-28 make useof these processes in different ways and for different purposes. The objective of establishing registration system for VET institutions at national level is to ensure that VET qualifications and statements of attainment are recognised and accepted by industry and other educational institutions within the country and/or internationally. In order to become a registered institution to deliver VET, training institutions need to meet quality assurance procedures, build their programmes and qualifications on the national qualification framework/s; and/or apply legal requirements which set standards at national level. These form the 'ground rules' and details of the quality systems that must be established before any institution can operate as a registered body. These standards are approved by the state, the sector and/or regions. They apply to public and/or private institutions; and can be a pre-requisite for receiving public funding. Registered VET institutions and the qualifications or programmes they are registered to deliver are listed on variety of forms/models of information services. In some countries, in order establish and facilitate these conditions (for registration), an audit or an external review process is put in place, which ensures transparency and national consistency. Audits form an important part of improving the quality and consistency of VET. They are carried out by inspectors/auditors contracted or operating within centralised agencies by the authorities and/or the industry. VET institutions are regularly monitored in different forms in order to ensure that they are continuously meeting standards. In parallel or alternatively, countries can set quality criteria (many based on well-established quality management models, such as EFQM or ISO), and/or voluntary audit/evaluation processes, enabling VET institutions market themselves. There is a trend in the EU to shift the focus of standards, qualifications and audits/external review processes towards an outcomes based model 49. To be approved for registration, and to maintain national registration, VET institutions need documentary evidence of how they are meeting standards and continually improving their training delivery systems. The focus on continual improvement ensures that training institutions can adapt quickly to changing external environments such as economic factors and skills needs. 49 Cedefop: The shift to learning outcomes. Policies and practices in Europe, Luxemburg European Quality Assurance in Vocational Education and Training 58

59 SECTION 2.1: Registration systems and external review for VET institutions in national VET systems Table and Figure provide information in relation to registration systems in EU-28, showing that: Most national VET systems (65 per cent) have in place national registration systems for both, the IVET and the CVET sectors; or they have other arrangement that replicates this. When these two categories are added, 81 per cent of systems have these processes in place. This ensures that VET institutions provide learners with training which results in qualifications and programmes that are recognised and accepted by industry and other educational institutions within a country. There is no system that has not such as process. However, there are three countries where registration systems are only available for IVET (ES, AT, SI) or only for CVET (DK, EE, CY). The category other is specified in Additional Note below. Q15: is there a registration system at national level for VET institutions? Table Registration system for VET institutions at national level REGISTRATION SYSTEM for VET INSTITUTIONS Response count Response percentages Yes, for Initial VET 3 10 ES, AT, SI Yes, for Continuing VET 3 10 DK, EE, CY BE(nl), BG, CZ, DE*, EL, HR, IT, LT, LV, LU, HU, Yes, for both MT, NL, PL, PT, RO, SK, FI, SE, UK(Eng, Nir) No _ Other approaches 5 16 BE(fr), IE, UK(Wls, Nir, Sct) FR did not respond *DE the term "registration system" is not used. Instead state-recognised schools and training companies are required to fulfil certain criteria and verification is the responsibility of the competent bodies (mostly the chambers, who maintain a registration of training contracts -companies are required to report all training contracts to their chamber) ADDITIONAL NOTE: National registration systems - Other approaches BE(fr) VET Institutions (IVET & CVET) have a legal basis as public body. There is no registration but a law. IE There is a law rather than a registration system DE and EE have quality requirements supported by legislation UK(Wls) the delivery of state funded education is subject to inspection in order to ensure quality of provision. WBL providers delivering state funded provision have to go through a tendering process to deliver apprenticeship programmes and training programmes for unemployed young people and adults. Successful WBL contractors are subject to the same state funded institutions UK(Nir) There is a mixture of statutory bodies (further education colleges), which are formally recognised by the Department for Employment and Learning (DEL) and private providers who hold contracts with DEL to deliver its programmes such as apprenticeships. Other providers that deliver VET qualifications are recognised by qualification awarding bodies as meeting standards to deliver those qualifications UK(Sct) - There are two types of VET providers in Scotland; Further Education Colleges and Private Training Providers. FE Colleges are public bodies and are accountable to the Scottish Government. If Private Training Providers wish to attract public funding to deliver Scottish Government approved programmes, and they have to apply to Skills Development Scotland and be approved by it before they can access public funding European Quality Assurance in Vocational Education and Training 59

60 As it was mentioned in the introduction, registration systems are dependent on the establishment of audit or external review processes. The purpose of these processes is to ensure transparency and national integrity/consistency of VET. They are important quality management mechanisms which should focus on continuous improvement and should foster and be accompanied by self-evaluation or internal evaluation processes within institutions. The EQAVET Framework offers a systematic way of conducting all these three processes. These processes should assist, facilitate and be flexible enough so that VET institutions can adapt to changing external environments such as economic factors and skills needs on one hand. On the other, they should effect to provide more guidance on compliance and greater protection for learners (in particular vulnerable groups), ensuring that VET institutions decisions are adequately influenced by the learning and assessment process and not only on economic rationale. Table below indicates that most VET systems in the EU-28 : Make provision for external review of VET providers (91 per cent or in 20 VET systems); Out of these 20 VET systems, in six systems the external review is only in place for the IVET sector and not for the CVET sector. Q16: Does your quality assurance approach make provision for the external review of VET providers? Table The national approach makes provision for external review of VET providers EXTERNAL REVIEW of VET PROVIDERS Response count Response percentages Yes, for Initial VET 6 19 DK, ES, FR, LU, AT, RO Yes, for Continuing VET Yes, for both No 1 3 SI Other approaches 3 6 FR, PT, SK _ BE(fr, nl), BG, CZ, DE, EE, EL, HR, IE, IT, CY, LT, LV, HU, MT, NL, PL, FI, SE, UK(Eng, Wls, Nir, Sct) Figure The national approach makes provision for external review of VET providers 3 6 Yes, for IVET only 19 Yes, for CVET only 0 Yes, for IVET and CVET No Other approaches 72 European Quality Assurance in Vocational Education and Training 60

61 ADDITIONAL NOTE: External review systems - Other approaches FR - For the ministry of Education, the approach should support schools when they prepare an external evaluation For the Ministry of Employment: the law adopted in March 5, 2014 related to 'vocational training, employment and social democracy' includes some elements related to quality assurance, but the Law was adopted too recently to be effectively put in place. This new law is for CVET and addresses the tools for VET, the financing of VET and the way of governing VET in the country. The law was based on an agreement between social partners; and includes several measures about the quality of CVET: (a) "Conseil national de l'emploi, de la formation et de l'orientation " (national Council for employment, training and guidance) is charged of promoting the quality in VT; (b) the structures - managed by social partners - in charge of financing VET will now be obliged to control the quality of the CVET provision that are funding; (c) the Government will have to define the quality criteria that each "VET funders" will be obliged to control. PT - The review that is considered for the VET providers is managed by the public authority responsible for the Certification System of Training Entities. SK Only when annual reports are published (e. g. via internet) European Quality Assurance in Vocational Education and Training 61

62 EFTA - Switzerland (CH) and Norway (NO) Table Registration system for VET institutions at national level REGISTRATION SYSTEM for VET INSTITUTIONS Yes, for Initial VET Yes, for Continuing VET Yes, for both No Other approaches NO CH Table The national approach makes provision for external review of VET providers EXTERNAL REVIEW of VET PROVIDERS Yes, for Initial VET NO Yes, for Continuing VET Yes, for both No CH Other approaches European Quality Assurance in Vocational Education and Training 62

63 SECTION 2.2: Quality standards Setting national standards assures nationally consistent, high-quality training and assessment services for the provision of VET. In some countries setting standards implies that only registered training organisations/institutions can issue qualifications and deliver accredited training and assessment (this is particularly relevant in the CVET sector and/or for private providers). The adherence by state-recognised schools and/or training providers and registering authorities to the national standards will ensure key quality assurance aspects of VET provision. The cornerstones in the process of establishing national standards are: A national quality assurance framework; A national qualification framework; A registration system at national level of registered training institutions; A national recognition system whereby the recognition of VET qualifications at national level is guaranteed among registered training institutions, enhancing mobility in the labour market. In this sense, it has been argued that standards for VET will facilitate the introduction and establishment of the learning outcomes approach in a national context; which in turn facilitates the introduction of national qualification frameworks, the EQF and ECVET 50. According to the Cedefop study The relationship between quality assurance and VET certification in EU Member States 51 : standards for VET in the EU are considered to be the norms and specifications applying to assessment, educational pathways or targeted occupations; and the following types of standard can be distinguished: Assessment standards: may specify the object of assessment and performance criteria. These are typically the standards used for the certification process; Occupational standards: may specify the professional tasks and activities the holder of a qualification is supposed to be able to carry out, and the competences needed for that purpose. Occupational standards are often set through a dialogue with stakeholders in the economic world and reflect the needs of the labour market and of society more generally. They are often the basis for deriving the other two types of standards; Educational standards: may define the expected outcomes of the learning process leading to the award of a qualification. These standards relate to education and training and are the basis for defining appropriate teaching and training methodologies and approaches. Table and Figure below provide information in relation of which VET systems in EU-28 include quality standards for VET at national level. It shows that almost every country has made progress towards establishing national standards for VET providers: as 26 VET systems in the EU-27 (or 81 per cent) include quality standards for VET providers. Q17: Does your VET system include quality standards for VET providers? 50 For more information on the relationship between standards and learning outcomes approach, check the outcome of the EQAVET, EQF, ECVET Joint Seminar Building synergies at: 51 Cedefop: The relationship between quality assurance and VET certification in EU Member States, Luxemburg European Quality Assurance in Vocational Education and Training 63

64 Table National quality standards for VET providers NATIONAL QUALITY STANDARS for VET Response count Response percentages Yes BE(nl), BG, CZ, EL, ES, FR, HR, IE, IT, CY, LT, LV, LU, HU, MT, NL, PL, PT, RO, SI, SK, SE, UK(Eng, Wls, Nir, Sct) No, other approaches 2 6 DK, FI Other approaches 4 13 BE(fr), DE, EE, AT Figure National quality standards for VET providers 13 6 Yes No, other approaches Other approaches ADDITIONAL NOTE: National quality standards - Other approaches BE(fr) Most providers have their own approach to quality management including quality standards but for the moment there is no coordination of these approaches FR For IVET (responsibility of the Ministry of Education) schools are supported in the preparation of the external evaluation. For CVET (responsibility of the Ministry of Employment) a law adopted in March 5, 2014 deals with the tools, the financing of and the way of governing VET in the country. It based on an agreement between social partners, and includes measures in relation to QA in CVE. DE and EE have quality requirements supported by legislation AT For IVET schools and colleges, a management system is implemented with goals, objectives, instruments and tools for the different parts of the quality cycle (following Deming and the EQAVET Recommendation); which is steering and management by settting up goals, practicable both bottom-up and top-down. The overall goal is a "quality mainstream" DK There is an annual self-evaluation report which all VET provdiers must complete with regular and clear follo-ups FI - There is a national approach compatible with the EQAVET Framework including norms like compulsory self-assessment, Quality Strategy for VET, decision by the Parlament that every VET provider have to have quality assurance system in operation in 2015 and criteria for that system Of the 26 national VET systems in the EU-28 which responded yes to the question that their VET systems include quality standards for VET providers (i.e. BE(nl), BG, CZ, EL, ES, FR, HR, IE, IT, CY, LT, LV, LU, HU, MT, NL, PL, PT, RO, SI, SK, SE, UK(Eng, Wls, Nir, Sct)) Table below shows that: The large majority use standards as a condition of accreditation/approval (22 systems or 85 per cent) and they are required as part of legislation (23 systems or 89 per cent) in the IVET sector; European Quality Assurance in Vocational Education and Training 64

65 For the CVET sector, the large majority of VET systems use standards as a condition of accreditation/approval (21 VET systems or 81 per cent); they are required as part of legislation (18 VET systems or 69 per cent); and a condition for funding (17 VET systems or 65 per cent). The category of establishing standards as a condition for funding is the only category which is equally used by national authorities to ensure quality of VET provision in the IVET and CVET sectors. The use of standards for guidance only is rarely used The category other purpose is explored in the Additional Note below. Q18: How are they used in initial and continuing VET? Table How are national quality standards for VET providers used QUALITY STANDARS How are they used? Initial VET Continuing VET For guidance only LT 1 4 BE(fr), LT 2 8 A condition of accreditation/approval BE(nl), BG, CZ, DE, IE, EL, ES, FR, HR, IT, LT, LV, LU, MT, PT, RO, SI, SK, SE, UK(Eng, Wls, Nir) BE(nl), BG, CZ, DE, IE, EL, FR, HR, IT, CY, LT, LV, HU, MT, PT, RO, SK, SE, UK(Eng, Wls, Nir) A condition of funding Required as part of legislation BE(nl), BG, CZ, DE, IE, EL, FR, IT, LV, LU, HU, NL, PT, UK(Eng, Wls, Nir, Sct) BE(nl), BG, CZ, DE, EL, ES, FR, HR, IT, CY, LV, LU, HU, MT, NL, PL, PT, RO, SI, SK, SE, UK(Eng, Wls) BE(nl), BG, CZ, DE, IE, EL, FR, IT, CY, LV, HU, NL, PT, UK(Eng, Wls, Nir, Sct) BE(nl), BG, DE, EL, FR, HR, IT, LV, HU, MT, NL, PL, PT, RO, SK, SE, UK(Eng, Wls) Other purposes BE(nl), BG, FR, IT, LT, HU, RO 7 30 BE(nl), BG, FR, IT, LT 5 19 AVERAGE figures The Table and Figure show that on average national VET systems in the EU-28 set standards for VET providers to the same degree and in a similar way for both the IVET and CVET sectors. The fact that the IVET sector is more likely to be under central control and that the CVET sector interacts and needs to change according to the market and the industry sectors may in part explain the lower figures for the CVET. Figure How are national quality standards for VET providers used IVET CVET For guidance only A condition of accreditation/approval A condition of funding Required as part of legislation Other purposes European Quality Assurance in Vocational Education and Training 65

66 ADDITIONAL NOTE: How quality standards are used Other purpose BE(nl) - uses quality standards for quality development, improvement and self-regulation for IVET and CVET BG - uses quality standards for the realisation of vocational training, implementation of the state examinations for acquiring professional qualifications, control and inspection of the vocational training and career guidance, for both IVET and CVET FR - uses performance indicators tailored to regional needs for both sectors IT - additional quality standards within the national accreditation system can be considered as rewarding mechanism in order to take part in public calls and receive public funds (i.e. Lombardia, Puglia and Umbria). LT - uses quality standards for school development for both IVET and CVET HU - uses quality standards for external evaluation of schools and school development in IVET RO - the national QA framework for IVET includes specific tools for quality assurance such as a Self-Assessment Manual and an Inspection Manual for external monitoring; and a common set of quality criteria at provider level and recommended procedures for conducting the self assessment, internal and external monitoring procedures Table and Figure below explore the topic of the certification. The certification process includes the assessment, validation and recognition that lead to the awarding of a qualification. The analysis provided information in relation of the types of standards used in the certification process for the IVET and the CVET sectors. Commonly, there are three forms of standards which are used in the certification process: 1) Educational standards which define the expected outcomes of the learning process leading to the award of a qualification. 2) Assessment standards which specify the object of assessment and performance criteria. 3) Occupational standards which specify the professional tasks and activities the holder of a qualification is supposed to be able to carry out, and the competences needed for that purpose. In addition, the analysis provides information in relation to whether or not the certification process is based on learning outcomes in EU-28. This issue is explored in Table below. Q19: What types of standards are used in the certification process in initial and continuing VET? Table Type of standards used in the certification process in initial and continuing VET TYPE of QUALITY STANDARS and the CERTIFICATION PROCESS Initial VET Continuing VET Educational standards BE(nl), BG, CZ, DE, EL, ES, FR, HR, IE, IT, CY, LT, LV, LU, HU, MT, NL, PL, SI, SK, UK(Eng Wls) BE(nl), BG, CZ, DE, EL, FR, IE, IT, LT, HU, MT, NL, PL, SK, SE, UK(Eng, Wls) Assessment standards Occupational standards BG, CZ, DE, EL, ES, FR, HR, IE, IT, LT, LV, LU, HU, MT, NL, PL, PT, SI, SK, UK(Eng, Wls, Nir, Sct) BE(nl), CZ, DE, EL, ES, FR, HR, IT, LT, LV, LU, HU, MT, NL, PL, SI, UK(Eng, Wls, Nir, Sct) BG, CZ, DE, EL, FR, IE, IT, CY, LT, HU, MT, NL, PL, PT, SK, UK(Eng, Wls, Nir, Sct) BE(fr, nl), CZ, DE, EL, FR, IE, IT, LT, HU, MT, NL, PL, RO, SE, UK(Eng, Wls, Nir, Sct) Other purposes EL, PL, RO, SE 4 14 BE(fr), PL, RO 3 11 AVERAGE figures DK, EE, AT, FI did not respond. LT only for formal CVET programmes (CVET figures), i.e. those that are included in the national register of training programmes. European Quality Assurance in Vocational Education and Training 66

67 Figure Type of standards used in the certification process in initial and continuing VET Educational Assessment Occupational Others standards standards standards purposes IVET CVET Table and Figure above show that: Educational, Assessment and Occupational standards are frequently used by more VET systems in the IVET sector than in the CVET sector for certification purposes. Most systems use more than one type of standards (in many cases the three types of standards are used) in the certification process. Assessment standards are most commonly used by all systems (82 per cent) for the IVET sector, followed by Educational Standards (79 per cent) and Occupational standards (71 per cent). In the CVET sector, systems seem to be using more often Assessment and Occupational standards (68 per cent) than Educational standards (61 per cent). This could be explained by the fact that CVET is closely linked to the labour market and the industry sectors, where occupational standards are of relevance. On the other hand educational standards are an important criteria in school based settings (IVET) where assuring the quality of the teaching and learning processes of non occupational competences are of importance ADDITIONAL NOTE: Type of quality standards used Other purpose BE(fr) - the Consortium de Validation des Compétences, public body, certifies skills acquired in the workplace, using LOs EL - for IVET the certification process includes theoretical and practical examinations, as students are requested to perform practical tasks related to their profession in their second year PL - for IVET and CVET external examination system provides the necessary objectivity and assures that the requirements for skills and knowledge are consistent at national level. RO - training standards that describe the learning outcomes related to a qualification linked with one or more occupations developed for IVET. These standards are used in IVET and in formal CVET, in relation to assessment of prior learning and apprenticeship SE - staff, budget and facilities standards for IVET Table and Figure and Table below provide information in relation to whether or not the Educational, Assessment and Occupational standards developed by systems in the EU-28 are based on learning outcomes (the tables contain information in relation to those standards which have been reported of being used by VET systems in Table above. The percentages figures shown are based on these values). European Quality Assurance in Vocational Education and Training 67

68 The outcomes based model (and the use of learning outcomes) emphasises setting clear standards for observable, measurable outcomes through which learners performance can be empirically measured. The model does not focus on educational inputs and content and time allocation; it favours educational processes on specified outcomes in terms of individual student learning. In this sense, having decided what are the key things learners should understand and be able to do or the qualities they should develop, both structures and curricula are designed to achieve those capabilities or qualities 52. This approach requires putting in place high standards for all groups, because it measures outputs rather than inputs. The adoption of measurable standards is seen as a means of ensuring that the content and skills covered by the standards will be a high priority in the education process and in the labour market. In this context and by using learning outcomes, standards can be a way of getting beyond percentages and grades, aiming for education for life long learning beyond the classroom. In this regard, figures analysed below signal the trend in the EU whereby VET systems are shifting the focus of standards from the input based model towards an outcome based model: Table Are the quality standards based on learning outcomes (LO)? Are the QUALITY STANDARS based Initial VET Continuing VET on LEARNING OUTCOMES? EDUCATIONAL STANDARDS YES BE(nl), BG, CZ, DE, ES, FR, HR, IE, IT, CY, LT, LU, HU, MT, NL, PL, SI, SK, UK(Wls, BE(nl), CZ, DE, IE, IT, LT, HU, MT, NL, PL, SK, UK(Wls) NO EL, LV, UK(Eng) 3 12 BG, EL, FR, SE, UK(Eng) 5 18 Totals ASSESSMENT STANDARDS YES CZ, DE, ES, FR, HR, IE, IT, LT, LU, HU, MT, NL, PL, SI, SK, UK(Wls, Nir) CZ, DE, IE, IT, LT, HU, MT, NL, PL, UK(Wls, Nir) NO BG, EL, LV, PT, UK(Eng, Sct) 6 21 BG, CY, EL, ES, PT, SK, UK(Eng, Sct) 8 28 Totals OCCUPATIONAL STANDARDS YES CZ, DE, ES, FR, HR, IT, LT, LU, HU, MT, NL, PL, SI, UK(Wls, Nir) CZ, DE, IE, IT, LT, HU, MT, NL, PL, UK(Wls, Nir) NO BE(nl), EL, LV, UK(Eng, Sct) 5 18 BE(nl, fr), EL, ES, RO, SE, UK(Eng, Sct) 8 28 Totals It is shown that: More than half of VET systems which reported that they use Educational, Assessment and Occupational standards are using an outcome model for IVET sector. 52 Learning outcomes are statements of what a learner is expected to know, understand and/or be able to demonstrate at the end of a period of learning. They are explicit assertions about the outcomes of learning - the results of learning. Learning outcomes are concerned with the achievements of the learner rather than the intentions of the teacher (expressed in the aims of a module or course). They can take many forms and can be broad or narrow in nature. They are usually defined in terms of a mixture of knowledge, skills, abilities, attitudes and understanding that an individual will attain as a result of his or her successful education experiences. In reality, they represent much more than this. They exemplify a particular methodological approach for the expression and description of the curriculum (modules, units and qualifications) and level, cycle and qualifications ; Learning outcomes current developments in Europe: update on the issues and applications of learning outcomes, Bologna Seminar, AEF Europa, Edinburgh European Quality Assurance in Vocational Education and Training 68

69 When figures are compared, it is observed that the outcome based model in which standards are set, is more often used in IVET than in CVET. However, as per IVET, VET systems seem to be using an outcomes model also in CVET rather than the input model. This is more noticeable in relation of Educational standards (67 per cent VET systems reported yes to the question of using learning outcomes in the certification process against 12 per cent of not using this methodology); followed by Assessment (61 per cent against 21 per cent) and Occupational standards (53 per cent against 18 per cent) in the IVET sector. It is interesting to observe that the outcomes based model is less frequently used when setting Occupational standards in the certification process in IVET than for Educational and Assessment standards; however one could expect that this form of standards are more easily translatable into learning outcomes than other type of learning process. However, in the CVET sector, Assessment and Occupational standards are used at equal rate (by 40 per cent of VET systems) and to a lower degree than Educational standards (by 43 per cent). And as for the IVET sector, Educational standards based on learning outcomes seem to be the favourable way of setting standards for certification purposes than for Assessment and Occupational standards. Figure Are the quality standards based on learning outcomes (LO)? IVET 67 CVET 43 IVET 61 CVET 40 IVET 53 CVET 40 Based on learning outcomes CVET 18 IVET 21 IVET 12 CVET 28 CVET 28 IVET 18 No based on learning outcomes 0 0 1Educational 2 3 Assessment 4 5Occupational 6 7 standards standards standards Table below provides further information about standards and learning outcomes (not all VET systems provided information in relation to this): Table Are the quality standards based on learning outcomes (LO)? Country Explain HOW LEARNING OUTCOMES are used in the CERTIFICATION PROCESS and QUALITY STANDARDS BE(nl) BE(fr) BG CZ CVET: LOs in Educational standard are used if they are situated within formal education CVET: LOs in Educational standard are defined by a new regional body (Service Francophone des Métiers et des Qualifications) for all IVET and CVET providers IVET: Elements of Occupational standards are included in the State Educational standards IVET: In relation to Educational standards: national (core) curricula for IVET are based on LOs with focus on key competences. In relation to Assessment standards: new comprehensive final exam for apprenticeship certificate and new Maturita exam are standardised now and they verify achievement LO as defined in curricula. In relation to Occupational standards: occupation requirements in terms of LO are defined in the National System of Occupations (a publicly accessible register of occupations and job positions - CVET: In relation to Educational Standards accredited educational CVET programmes must fulfil given requirements including description of the programme in terms of LO. In relation to Assessment standards: for vocational qualifications in the NSK (national register of vocational qualifications) are based on learning outcomes, are publicly available European Quality Assurance in Vocational Education and Training 69

70 DE EL FR HR IE IT LT LU HU MT ( and are used for preparation of CVET programmes and for recognition of non-formal and informal learning. In relation to Occupational standards: occupation requirements in terms of LO are defined in the National System of Occupations (a publicly accessible register of occupations and job positions) IVET and CVET, in relation to Educational, Assessment and Occupational standards aim of VET to equip young people with complete occupational proficiency within a broadly contoured area of work ( 1 of the German Vocational Training Act). Insofar the standards used in the certification process are based on Los. CVET for state regulated offer IVET: other purposes certification process includes theoretical and practical examinations, as for the second students are requested to perform practical tasks related to their profession IVET: in relation to Educational, Assessment and Occupational standards: VET diplomas delivered by ministries are recognised qualifications which are based on occupational standards, certification standards specify the expected LO to achieve, and assessment standards. Those diplomas include professional and general learning outcomes. They can be obtained through IVET, CVET and through a process of validation of informal/non-formal learning IVET: In relation to Educational standards: all IVET programmes have assessment and validation process in place in order to gain qualification. Students should prepare a final assignment that is assessed by designated school commission. In relation to Assessment standards, they are partly in place. About 30 new VET curricula were introduced in the last two years in VET schools and these have clear assessment objectives and criteria. Older VET programmes (around 120 of them) are based solely on the teaching content. In relation to Occupational standards: VET Act from 2009 introduced occupational standards, qualification standards and curricula IVET and CVET: in relation to Educational standards: LOs are specified in each VET award specification leading to awards on NFQ 2. In relation to Assessment standards: they are specified in each VET award specification leading to awards on NFQ IVET and CVET: in relation to Educational, Assessment and Occupational standards, if as they are covered by specific law (See the recent decree 13/2013 concerning certification of competences) and implemented IVET and CVET: in relation to Educational standards: the current VET programmes are based on VET standards (profesinio rengimo standartai). The framework of standards and VET programmes are currently being updated. Sectoral qualifications standards (profesiniai standartai) will gradually replace VET standards. Current VET standards comprise three main interrelated components: (a) parameters characterising occupational activities described by defining areas of activities, competences, and limits of these competences; (b) training objectives that define the knowledge and skills (i.e. LOs) necessary to achieve certain competences; (c) assessment parameters of vocational competences. Sectoral qualifications standards will be used to design VET content and assess whether a person s learning outcomes meet the requirements for a qualification. Unlike the VET standard, a sectoral qualifications standard will be developed for a particular sector of the economy by describing the most important qualifications in specific sectors of the economy at different LTQF levels. For each qualification the standard will describe competences that will be grouped into units. If standards are not developed for specific qualification, the learning outcomes for this qualification are agreed between the provider of qualification and Qualifications and VET Development Centre. In relation Assessment standards: see above information about VET standards and sectoral qualifications standards. In relation to Occupational standards: there are no separate and specific occupational standards in Lithuania. See above information about VET standards and sectoral qualifications standards that incorporate both, educational and assessment standards IVET: in relation to Educational, Assessment and Occupational standards are fixed at national level by the Ministry of Education, Children and Youth IVET: in relation to Educational standards, they are centrally regulated by the Module Decree (Governmental Decree (nr. 217/2012 (VIII.9)) on the vocational module requirements of state recognised qualifications.). Descriptions are competence based and outcome oriented. The Curriculum Framework regulates the tasks and objectives based on Professional and Examination Requirements. In relation to Assessment standards, they are centrally regulated by the Vocational and Examination Requirements (SZVK) if the training is state recognised. In relation to Occupational standards: Vocational and Examination Requirements contain occupational standards described by LOs. Standard Classification of Occupations (FEOR) describe occupational tasks CVET: in relation to Educational standards, they are centrally regulated by the Module Decree if the training is state recognised. All types of CVET training must have a training programme. This contains the competences that can be acquired during the training. All non-state recognised adult trainings have their own vocational programme requirements, prepared by the training provider. In relation to Assessment standards, they are centrally regulated by the Vocational and Examination Requirements if the training is state recognised. The content of module closing examinations is compulsory element of the training programmes, prepared by the training provider. In relation to Occupational standards, Vocational and Examination Requirements contain occupational standards described by LOs. Standard Classification of Occupations (FEOR) describes occupational tasks. IVET: in relation to Educational standards, all IVET courses are based on learning outcomes that match particular levels in the National Qualifications Framework. In relation to Assessment standards, assessment is always an integral part of the learning process and thus critical for accreditation purposes. In relation to Occupational standards, these are gradually being developed. Where available they are adopted as a first direct input for relevant curricular development. CVET: in relation to Educational standards, CVET courses are gradually being converted to adopt standards similar to IVET. In relation to Assessment standards, again organizations delivering CVET courses are gradually adopting the necessary European Quality Assurance in Vocational Education and Training 70

71 NL PL SI SK UK(Wls) UK(Nir) assessment criteria and standards. In relation to Occupational standards, these are gradually being developed. Where available they are adopted as a first direct input for relevant curricular development IVET and CVET: in relation to Educational standards, NL has a national qualification framework. They are stated as learning outcomes. The educations need to make a curriculum based on the qualification in the national system. In relation to Assessment standards, NL has a national supervision framework (defined by Inspectorate and Ministry in consultation with the VET-sector) with standards on quality and quality assurance. VET providers need to make assessments based on the qualification in the national system. VET providers use also QA systems as ISO and EFQM with assessment standards. In relation to Occupational standards, qualifications in the national qualifications framework are made in close cooperation with the social partners. So the professional tasks and activities are according to the way they are carried out in practice and according international occupational requirements IVET and CVET: Education standards are defined in the form of Los, defined in the core-curriculum for general education and for VET. They are the same for IVET and CVET and issued as a Regulation of the Minister of Education. Assessment standards are clearly defined in the Regulation of the Minister of National Education and are the basis for conducting students' assessment. In relation to Occupational standards, Vocational Education standards for all occupations are defined in the guidebook "The quality standards of Vocational Education IVET: in relation to Education standards, all programmes of VET were revised between 2002 and 2008, including the twoand three-year VET programmes and the four-year technical programmes. The professional parts of VET programmes are outcome oriented; general subjects are more input oriented. Modules are linked to credits, and have credit points attached. In relation to Assessment standards in vocational education programmes standards and procedures are prepared on school level based on state regulations. There are special national standards for finale exams and vocational mature exam. IVET educational programmes and system of national qualifications are prepared on bases of occupational standards IVET: Educational and Assessment standards are part of "state education programmes" which (beside others) define "graduate profile" and "performance standards" described in terms of LOs IVET and CVET: in relation to Educational and Assessment standards, all qualifications are expressed in LOs and have explicit assessment criteria. In relation to Occupational Standards, National Occupational Standards (NOS) describe the Knowledge, Skills and Competencies required to carry out a particular job role or function. Although NOS to do not equate directly to qualifications they are used to derive relevant competency-based qualifications for various sectors IVET and CVET: in relation to Assessment standards all regulated VET qualifications are based on learning outcomes. In relation to Occupational standards, national occupational standards underpin all VET qualifications European Quality Assurance in Vocational Education and Training 71

72 EFTA - Switzerland (CH) and Norway (NO) Table National quality standards for VET providers NATIONAL QUALITY STANDARS for VET Yes No Other approaches CH, NO Table How are national quality standards for VET providers used QUALITY STANDARS How are they used? Initial VET Continuing VET For guidance only A condition of accreditation/approval CH CH A condition of funding CH CH Required as part of legislation CH, NO CH Other purposes Table Type of standards used in the certification process in initial and continuing VET TYPE of QUALITY STANDARS and the CERTIFICATION PROCESS Initial VET Continuing VET Educational standards CH (based on LO), NO CH (based on LO) Assessment standards CH (based on LO), NO CH (based on LO) Occupational standards CH (based on LO), NO CH (based on LO) Other purposes _ No further information is provided. European Quality Assurance in Vocational Education and Training 72

73 Chapter 3 QUALITY ASSURANCE NATIONAL REFERENCE POINTS European Quality Assurance in Vocational Education and Training 73

74 INTRODUCTION The EQAVET Recommendation invites Member States to designate a quality assurance national reference point (hereafter, national reference point or NRP) for VET that brings together national/regional key players -with a role to play in the development of quality assurance in VET- in order to ensure the follow up of initiatives and efficient dissemination of information. With the adoption of the EQAVET Recommendation, the national reference points have a legal basis which ensures that they are linked to the particular structures and requirements of each Member State and that, in accordance with national practice, brings together existing relevant bodies and involves the social partners and all stakeholders concerned at national and regional levels, in order to ensure the follow-up of initiative 53. The rationale for the establishment of the national reference points is to: Establish connections between the European general goals and national quality assurance frameworks, facilitating the implementation and adaptation of the EQAVET Framework. Be a catalyst for developing a culture of quality assurance in Member States. Ensure European cooperation in the field of quality management. Facilitate the exchange of experiences, mutual learning and consensus-building on common quality assurance principles. Develop guidelines and tools for supporting quality in VET based on European principles. Chapter 3 provides information and data regarding the status, functions, responsibilities and actions undertaken by national reference points in their respective national contexts. 53 Recommendation of the European Parliament and of the Council on the establishment of a European Quality Assurance Reference Framework for vocational education and training; Brussels, 2008/0069 (COD) LEX 1033, April European Quality Assurance in Vocational Education and Training 74

75 SECTION 3.1: Profile of National Reference Points Table and Figure below shows that: 30 VET systems within the EU-28 have established national reference points out of their 32 national VET systems -i.e. almost all countries (94 per cent) have a national reference point in the national context. Q20: Has a national reference point for VET been established in your country? Table Establishment of national reference points in the EU-28, 2014 ESTABLISHMENT of NRPs Response count Response percentages Yes BE(nl), BG, CZ, DK, DE, EL, ES, HR, IE, IT, FR, CY, LV, LT, LU, HU, MT, NL, AT, PL, PT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct) No 2 6 BE(fr), EE Those four that reported VET systems that they have not established a national reference point, acknowledged that this issue is being addressed by the competent authority and/or that progress is being made in this respect: Table 3.1.1a - National reference points in the EU-28 not yet established In progress BE(fr) EE There is not formal NRP, butt EQAVET feeds into the work of the authorities responsible for IVET and CVET The NRP has not been officially established but it functions as such within the Ministry of Education and Research Figure Establishment of national reference points in the EU-28 6 Yes No 94 Table below indicates the year in which the national reference points across the EU-28 were established. European Quality Assurance in Vocational Education and Training 75

76 Number of countries Table Year of national reference points establishment among the EU-28 YEAR of ESTABLISHMENT Response count Response percentages ES, IT, HU, RO LT, AT DE, IE, CY, SI, FI BE(nl), PT, UK(Eng, Wls, Nir) BG, CZ, LU, MT, NL, SK, SE, UK(Sct) DK, EL PL LV HR, FR Figure below represents the rate at which national VET systems were establishing national reference points. It clearly shows that the peak year was 2010, a year after the EQAVET Recommendation was considered as a legislative text and adopted by the European Parliament and the European Council. Figure Year of national reference point establishment in the EU Year of establishment Out of the 30 national VET systems which have established the national reference point (BE(nl), BG, CZ, DK, DE, HR, IE, FR, EL, ES, IT, CY, LT, LV, LU, HU, MT, NL, AT, PL, PT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct)) Table below indicates that: Eleven systems or 39 per cent of countries have established it within their relevant ministry (the ministries involved are specified in Table below); European Quality Assurance in Vocational Education and Training 76

77 Half of all systems (50 per cent) have set up an agency funded by the relevant ministry in which the national reference point operates (the ministries involved are specified in Table page 21); Only 7 per cent of all systems or 2 countries (NL, HR) have organised an agency independent of their relevant ministries; Only one national VET system (NL) has reported that its national reference point combines both public and private organisational inputs. See Additional Note below the organisation arrangements set up by those national VET systems reporting on the category Others. Q21: Under which bodies does the national reference point operate? Table Organisational arrangements used by national VET systems in the EU-28 to establish the national reference point DESIGNATION of NATIONAL Response count Response REFERENCE POINTS percentages It is part of the Ministry/ies BG, CZ, DK, EL, ES, FR, CY, LU, PT, UK(Eng, Wls, Nir) It is an agency funded by the Ministry/ies BE(nl), DE, IE, IT, LT, LV, HU, MT, NL, AT, PL, SI, SK, FI, SE It is an agency independent of the Ministry/ies 2 7 NL, HR It is a private organisation 1 3 NL Others 2 7 RO, UK(Sct) Figure Organisational arrangements used by national VET systems in the EU-28 to establish the national reference point NRP is part of the Ministry/ies NRP is an agency funded by the Ministry/ies 7 NRP is an agency independent of the Ministry/ies 3 NRP is a private organisation 7 Others European Quality Assurance in Vocational Education and Training 77

78 Figure Relevant ministry/ies involved in the establishment of the national reference point Ministry/ies BE(nl) BG CZ DK DE EL ES FR HR IE IT CY LT LV LU HU MT NL AT PL PT RO SI SK FI SE UK(Eng) UK(Wls) UK(Nir) UK(Sct) Ministry of Education and Training Ministry of Education, Youth and Science Ministry of Education, Youth and Sport Ministry of Children and Education Federal Ministry of Education and Research Ministry of Education and Religious Affairs; and the Ministry of Culture and Sport Ministry of Education, Culture ad Sport CNEFOP, Ministry of Labour and Employment Agency for VET and Adult Education Ministry of Education and Skills Ministry of Labour Ministry of Education and Culture Ministry of Education and Science Direct administration institution, funded by the Ministry of Education and Science Ministry of Education and Vocational Training Ministry of National Economy Ministry of Education and Employment Ministry of Education, Culture and Science Ministry of Education and Science Secretary of State responsible for VET Ministry of Economy and Employment See additional note below Ministry of Education, Science, Culture and Sport State Vocational Education Institute SIOV National Board of Education Ministry of Education, in Jan 2014 the NRP was moved from the Swedish Schools Inspectorate to the National Agency for Education Ministry for Business Innovation and Skills Welsh Government, Department for Education and Skills Department for Employment and Learning See additional note below ADDITIONAL NOTE - Organisational arrangements for the establishment of the NRP Others RO - constituted The National Group for quality assurance, acting as NRP at national level, in 2006, in compliance with the recommendations of the European Network for Quality Assurance in VET (ENQA-VET). The National Group for Quality Assurance (GNAC) is an inter-institutional coordination structure with the role of applying in a coherent way the European and national measures for quality assurance in VET. The GNAC includes experts of national institutions who have certain attributions regarding quality assurance for initial and continuing VET: the Ministry of Education, Research and Youth, the Ministry of Labour, Family and Equal Opportunities, the Romanian Agency for quality assurance in Pre-university Education, the National Adult Training Board, the National Centre for Vocational Education and Training Development, the National Centre for Staff Training in Pre university Education UK(Sct) - The NRP for Scotland is the Scottish vocational qualifications Board. This Board was created by the Scottish Government and its membership is drawn from the key stakeholders in Scotland involved in VET. The organisations which have membership of this Board are: the Scottish Qualifications Authority, Skills Development Scotland, the Scottish Funding Council, Scotland's Colleges, the Scottish Training Federation, Universities Scotland, the Scottish Credit and Qualifications Framework Partnership, Scottish Trades Union Congress, the Alliance of Sector Skills Councils in Scotland, the Federation of Awarding Bodies, the UK Commission for Employment and Skills, and the Scottish Government European Quality Assurance in Vocational Education and Training 78

79 EFTA - Switzerland (CH) and Norway (NO) Table Establishment of national reference points ESTABLISHMENT of NRPs Yes No CH(2012), NO(2010) _ Table Organisational arrangements used by national VET systems to establish the national reference point DESIGNATION of NATIONAL REFERENCE POINTS It is part of the Ministry/ies CH (Federal Department of Economic Affairs, Education & Research) It is an agency funded by the Ministry/ies NO (Ministry of Education & Research) It is an agency independent of the Ministry/ies _ It is a private organisation _ Others _ European Quality Assurance in Vocational Education and Training 79

80 SECTION 3.2: Responsibilities and functions undertaken by national reference points in the EU-28 The number and percentages of countries which have established the national reference point (i.e. BE(nl), BG, CZ, DK, DE, EL, ES, FR, IE, IT, CY, LV, LT, LU, HU, MT, NL, AT, PL, PT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct), HR did not provided an answer to the questions analysed below as the national reference point was appointed in 2014) with regard to the responsibilities and functions specified by the EQAVET Recommendation is shown in Table below: Table Responsibilities of national reference points as set out by the EQAVET Recommendation RESPONSIBILITIES of NRPs and the EQAVET RECOMMENDATION Response count Response percentages Keeping stakeholders informed about the activities of the EQAVET network Providing active support for the implementation of the work programme of the EQAVET network BE(nl), BG, CZ, DK, DE, IE, EL, ES, IT, CY, LT, LV, LU, HU, MT, NL, AT, PT, RO, SI, FI, SE, UK(Eng, Wls, Nir, Sct) BE(nl), BG, CZ, DK, DE, FR, IE, EL, IT, CY, LT, LV, HU, MT, NL, AT, PT, RO, SI, FI, SE, UK(Eng, Wls, Nir, Sct) Taking concrete initiatives to promote further development of the EQAVET Framework in the national context Ensuring that information is disseminated to stakeholders effectively Supporting training providers to identify areas for improvement to QA and implement QA systems in line with the EQAVET Recommendation Supporting training providers to introduce or develop self-evaluation systems AVERAGE number and percentage of activities undertaken by NRPs as set up by the EQAVET Recommendation BE(nl), BG, CZ, DE, IE, EL, ES, FR, IT, CY, LT, LV, MT, NL, AT, PL, RO, SI, FI, SE, UK(Eng, Wls, Nir) BE(nl), BG, CZ, DK, DE, IE, EL, ES, IT, CY, LT, LV, LU, MT, NL, AT, PT, RO, SK, FI, SE, UK(Eng, Wls, Nir, Sct) BE(nl), BG, DE, FR, IE, ES, IT, LT, LV, MT, NL, AT, PL, PT, RO, SI, FI, SE, UK(Eng, Wls, Nir) BG, CZ, DK, DE, ES, FR, IE, IT, LV, LT, LU, MT, AT, SI, FI, SE, UK(Eng, Wls, Nir, Sct) _ Undertaking other activities 9 31 BG, ES, IT, LU, NL, AT, SI, FI, UK(Wls) Table above shows that the percentage of national reference points undertaking the functions and activities specified in the EQAVET Recommendation are as follows: 26 (90 per cent) national reference points in the EU-28 are Keeping stakeholders informed about the activities of the EQAVET network 25 (86 per cent) national reference points are Providing active support for the implementation of the work programme of the EQAVET network ; 23 (79 per cent) national reference points are taking concrete initiatives to promote further development of the EQAVET Framework in the national context; 25 (86 per cent) national reference points are Ensuring that information is disseminated to stakeholders effectively ; 21 and 20 (72 and 67 per cent) national reference points are Supporting training providers to identify areas for improvement to quality assurance and implement quality assurance systems in line with the EQAVET Recommendation; and Supporting training providers to introduce or develop self-evaluation systems. European Quality Assurance in Vocational Education and Training 80

81 This analysis suggests that on average 79 per cent (or 23 national VET systems in the EU-28) of all national reference points in the EU-28 are undertaking the tasks, duties and/or responsibilities set out in the EQAVET Recommendation. These results were also observed in Nevertheless, comparing the figures provided by Table above, there seems to be room for improvement: national reference points need to stress their functions in supporting VET providers at national level according to the actions set out in the EQAVET Recommendation). National reference points need to carry out further work in order to support their own VET providers in the following fields: identify areas for improvement to quality assurance and implement quality assurance systems in line with the EQAVET Recommendation; and introduce or develop self-evaluation systems ADDITIONAL NOTE Responsibilities and functions of the NRP Others BG- The NRP has integrated information on EQAVET (including the EQAVET logo and link) in the official page of the Ministry of Education, Youth and Science (MES), raising awareness of QA in VET and promotion of communication activities / Quality Assurance Culture: to the section "Professional Education", available on the MES website was created a subheading "Quality" with uploaded materials related to quality assurance in VET at national and European level. The ongoing project "Governance for effective vocational education" constructed 20 sectoral networks that cover all all vocational schools in the country. Manual for building a system for quality management in VET school was developed in the framework of the project. The ongoing project "Improving quality of service in adult vocational training provided by vocational training centres" focuses on analyses of the training needs of the administration and trainers in vocational training centres, development of training manuals and training of staff and trainers in the centres. ES- The NRP has responsibilities for regulations related to academic organisation, designing of the diplomas curriculum, which must be adapted and implemented by the Autonomous Communities IT- The NRP contributes to the integration of the main European tool, i.e. EQF, ECVET, Europass, Euroguidance LU - Stakeholders and social partners have been involved in EQAVET conferences and seminars NL The NRP supports and works on quality assurance at team level and organises study visit to Finland to learn about other quality systems AT- The NRP is seen by the Ministry as think tank or expertise pool, the reference point is also supporting the Ministry in all kinds of acitivities or projects to develop, disseminate, promote and quality assure the Austrian Quality Initiative in VET, QIBB UK(Wls) - Working with different stakeholders to improve the use of destination data in their quality assurance systems e.g.. QEF Table below presents the number of the activities or actions undertaken by each national reference point in , 2012 and 2013 showing that no national reference point is taking no action and that the majority of national reference points are undertaking all of the actions specified by the EQAVET Recommendation. 54 The EQAVET working group on Developing a culture of using indicators to self-monitor the quality assurance processes in VET provision established in 2010, developed a self-evaluation guideline for VET providers. This will support national reference points to fulfil their responsibilities in this area. You can find all the information on the EQAVET Quality Cycle on-line tool for VET providers. 55 These changes are only relevant in relation to those EU-28 which responded to the survey 2011, ie.: BE(fr), BG, DE, EE, EL, ES, HR, IE, FR, IT, CY, LT, LU, HU, NL, AT, RO, SI, SK, FI, SE, UK(Enl, Wls, Nir, Sct) and HR. European Quality Assurance in Vocational Education and Training 81

82 Table Observed changes between 2011, 2012 and 2013 by EU-28 Actions undertaken by national reference points as set out the EQAVET Recommendation Observed changes in ACTIONS UNDERTAKEN by NRPs as set out by the EQAVET RECOMMENDATION Nu 2011 Nu 2012 Nu 2013 No action was undertaken One action was undertaken 1 SK 2 LV, SK 1 SK Two actions were undertaken 2 HU, UK(Sct) 1 HU 2 HU, PL Three actions were undertaken 2 FR, UK(Sct) 1 LU Four actions were undertaken 4 EL, CY, LU, SI 5 DK, EL, CY, PT, SI 6 DK, EL, FR, CY, PT, UK(Sct) Five action were undertaken 3 CZ, DE, NL 3 BE(nl), LU, NL 6 BE(nl), CZ, ES, NL, RO, SI All six actions were undertaken 13 BG, HR IE, ES, IT, LT, AT, RO, FI, SE, UK(Eng, Wls, Nir) 16 BG, CZ, DE, IE, ES, HR, IT, LT, MT, AT, RO, FI, SE, UK(Eng, Wls, Nir) 13 BG, DE, IE, IT, LV, LT, MT, AT, FI, SE, UK(Eng, Wls, Nir) This table shows that not all national reference points are undertaking all the responsibilities identified by the EQAVET Recommendation. When figures are compared with the previous years see Table above- some progress is observed: e.g. FR, SI and UK(Sct) reported to have undertaken extra actions in 2013 in comparison to Similarly LV undertook two actions in 2012, and all six in However, it is worthwhile noticing that LU, CZ, ES and RO reported to have undertaken more tasks in 2012 than in Figure below illustrates the range of actions/activities undertaken by each national reference point in 2013 (systems in the middle of the rectangle undertook all activities in 2013): Figure The range of EQAVET Recommendation actions* undertaken by national reference points in 2013 ACTION 1 ACTION 2 ACTION 3 BE(nl), CZ, DK, ES, EL, FR, CY, LU, HU, NL, PT, RO, SI, UK(Sct) BE(nl), CZ, DK, EL, CY, LU, HU, NL, PT, RO, SI, UK(Sct) BE(nl), CZ, EL, ES, FR, CY, LU, NL, PL, RO, SI BG, DE, IE, IT, LT, LV, MT, AT, FI, SE, UK(Eng, Wls, Nir) BE(nl), CZ, DK, EL, ES, CY, LU, NL, PL, PT, RO, SK, UK(Sct) BE(nl), CZ, ES, IE, NL, LU, PT, RO, SI DK, ES, FR, LV, SI, UK(Sct) ACTION 4 ACTION 5 ACTION 6 * The actions are as described in the EQAVET Recommendation are as followed: Action 1. Keeping stakeholders informed about the activities of the EQAVET network Action 2. Providing active support for the implementation of the work programme of the EQAVET network Action 3. Taking concrete initiatives to promote further development of the EQAVET Framework in the national context Action 4. Ensuring that information is disseminated to stakeholders effectively Action 5. Supporting training providers to identify areas for improvement to QA and implement QA systems in line with the EQAVET Recommendation Action 6. Supporting training providers to introduce or develop self-evaluation systems European Quality Assurance in Vocational Education and Training 82

83 Table below shows the areas in which national reference points act or operate within their national education and training systems in relation to the development and implementation of the EQAVET Reference Framework. Q22: In which areas does the national reference point support the development of the EQAVET Framework for VET in the national context? Table Areas of VET supported by national reference points regarding the implementation of the EQAVET Framework NRPs SUPPORT regarding AREAS of VET Response count Response percentages BE(nl), BG, CZ, DK, DE, IE, EL, ES, FR, IT, CY, LV, LT, LU, HU, MT, NL, AT, PL, PT, RO, SI, SK, FI, SE, Initial VET (IVET) UK(Eng, Wls, Nir, Sct) Continuing VET (CVET) BE(nl), BG, CZ, DE, IE, EL, ES, FR, IT, CY, LV, LT, LU, HU, MT, NL, PL, PT, RO, SK, FI, SE, UK(Eng, Wls, Nir, Sct) Adult education (AE) BE(nl), BG, CZ, DE, IE, EL, ES, IT, LU, MT, NL, AT, PL, PT, SK, FI, SE, UK(Eng, Wls, Nir, Sct) Informal education Non-formal learning Institutions funded by the public sector Institutions funded by private or voluntary sector BE(nl), BG, DE, IE, ES, MT, PT, RO, SK, UK(Eng, Wls, Nir, Sct) BE(nl), BG, CZ, DE, IE, EL, ES, CY, MT, NL, PT, RO, SK, UK(Eng, Wls, Nir, Sct) BG, CZ, DK, DE, IE, EL, IT, CY, LV, LT, LU, HU, MT, NL, AT, PT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct) BG, CZ, DE, IE, IT, CY, LV, LU, HU, MT, NL, PT, RO, SK, FI, UK(Eng, Wls, Nir, Sct) The Table shows that: all national reference points are operating in initial VET (IVET); 26 national reference points in the EU-28 or 90 per cent are operating in the continuing VET sector (CVET); and 21 national reference points or 74 per cent in adult education. The fact that big percentages of national reference points are reaching CVET and adult education seems to indicate that these are important areas of scope for the actions of national reference points. In this regard, national reference points need to be supported in order to enhance the contribution of VET towards reaching the benchmark 56 of 15 per cent of adults participating in education and training by In fact, the EQAVET network has set up a working group in order to address this issue. 13 or less than half of national reference points (45 per cent) and 17 countries (59 per cent) are respectively feeding into the informal and non-formal learning sectors of education and training within the national context. This requires attention, particularly in light of the strategic objectives set by the Bruges Communiqué -last review of the Copenhagen Process-, which advises countries to start to develop, no later than 2015, national procedures for the recognition and validation of non-formal and informal learning, supported as appropriate by national qualifications framework. Quality assurance is the underpinning principle that can build solid, accountable and transparent bridges between formal, non-formal and informal learning and expand the awarding of qualifications on the basis of experience acquired. 56 Council conclusions 25/3/2007 on a coherence framework of indicators and benchmarks for monitoring progress towards the Lisbon objectives in education and training. European Quality Assurance in Vocational Education and Training 83

84 Figure Areas of VET supported by national reference points regarding the implementation of the EQAVET Framework The table below shows some changes in relation to relevant areas of education and training that national reference points in EU-28 are supporting between 2011, 2012 and Considering that in 2011 not all EU-28 countries responded to the survey (BE(nl), DK, LV, MT, PL, PT did not complete the survey in this year), the table indicates that more national reference points seem to be supporting CVET and adult education in 2013 than in 2011 and However, this is not the case in the area of informal and non-formal learning. Table Observed changes between 2011, 2012 and 2013 by EU-28 countries - Areas of VET supported by of national reference points Observed changes in NRPs SUPPORT regarding AREAS of VET Nu 2011 Nu 2012 Nu 2013 Initial VET (IVET) 22 Continuing VET (CVET) 19 Adult education (AE) 16 Informal education 12 Non-formal learning 14 Institutions funded by the public sector 20 Institutions funded by private or voluntary sector 15 BG, CZ, DE, IE, EL, ES, IT, CY, LT, LU, HU, NL, AT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct) 28 BG, CZ, DE, IE, EL, ES, IT, CY, LT, LU, HU, NL, RO, FI, SE, UK(Eng, Wls, Nir, Sct) 24 BG, DE, IE, EL, ES, IT, LT, LU, NL, AT, FI, SE, UK(Eng, Wls, Nir, Sct) 20 BG, CZ, DE, IE, EL, ES, LT, RO, UK(Eng, Wls, Nir, Sct) 14 BG, CZ, DE, IE, ES, CY, LT,LU, NL, RO, UK(Eng, Wls, Nir, Sct) 18 BG, CZ, DE, IE, EL, IT, CY, LT, HU, NL, AT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct) 25 BG, DE, IE, IT, CY, LT, HU, NL, RO, SK, FI, UK(Eng, Wls, Nir, Sct) 19 BE(nl), BG, CZ, DK, DE, IE, EL, ES, FR, IT, CY, LV, LT, LU, MT, HU, NL, AT, PT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct) 29 BE(nl), BG, CZ, DE, IE, EL, ES, IT, CY, LV, LT, LU, MT, HU, NL, PT, RO, SK, FI, SE, UK(Eng, Wls, Nir, Sct) 26 BE(nl), BG, DK, DE, IE, EL, ES, IT, LT, LU, MT, NL, AT, PT, FI, SE, UK(Eng, Wls, Nir, Sct) 21 BE(nl), BG, CZ, DE, IE, ES, LT, MT, PT, RO, UK(Eng, Wls, Nir, Sct) 13 BE(nl), BG, CZ, DE, IE, EL, ES, CY, LT, LU, MT, NL, PT, RO, UK(Eng, Wls, Nir, Sct) 17 BG, CZ, DK, DE, IE, EL, IT, CY, LV, LT, LU, HU, MT, NL, AT, PT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct) 25 BG, DE, IE, IT, CY, LV, LT, LU, HU, MT, NL, PT, RO, SK, FI, UK(Eng, Wls, Nir, Sct) 19 BE(nl), BG, CZ, DK, DE, IE, EL, ES, FR, IT, CY, LV, LT, LU, HU, MT, NL, AT, PL, PT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct) BE(nl), BG, CZ, DE, IE, EL, ES, FR, IT, CY, LV, LT, LU, HU, MT, NL, PL, PT, RO, SK, FI, SE, UK(Eng, Wls, Nir, Sct) BE(nl), BG, CZ, DE, IE, EL, ES, IT, LU, MT, NL, AT, PL, PT, SK, FI, SE, UK(Eng, Wls, Nir, Sct) BE(nl), BG, DE, IE, ES, MT, PT, RO, SK, UK(Eng, Wls, Nir, Sct) BE(nl), BG, CZ, DE, IE, EL, ES, CY, MT, NL, PT, RO, SK, UK(Eng, Wls, Nir, Sct) BG, CZ, DK, DE, IE, EL, IT, CY, LV, LT, LU, HU, MT, NL, AT, PT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct) BG, CZ, DE, IE, IT, CY, LV, LU, HU, MT, NL, PT, RO, SK, FI, UK(Eng, Wls, Nir, Sct) European Quality Assurance in Vocational Education and Training 84

85 Table below shows the role of national reference points in relation to broader European policy initiatives to support the lifelong learning strategy. It shows that: 20 national reference points in EU-28 countries (72 per cent) have a contribution to make in the development and implementation of the quality assurance aspects of the European Qualification Framework (EQF) Almost all national reference points (22 or 76 per cent) provide support in relation to quality assurance issues relating to the European Credit system for VET (ECVET); This shows the complementarity and consistency of the arrangements put in place by national VET systems in EU-28 concerning to the policy initiatives taken at EU level. A low percentage occurs in relation to The Common EU Principles for Identification and Validation of nonformal/informal learning 57. Only 11 national reference points (38 per cent) include this area; despite its importance within the EU broader strategy of growth and jobs for all. Only 8 national reference points (28 per cent) provide support in relation to the implementation of the European Charter for Mobility 58. This is significant, particularly since it is mentioned by the EQAVET Recommendation as an initiative in which quality assurance will play a crucial role. Q 23: Does the national reference point provide support in relation to quality assurance issues relating to? Table Scope of national reference points SCOPE of NRPs regarding EU initiatives in VET Response count Response percentages European Qualification Framework (EQF) European Credit System for VET (ECVET) The common EU principles for identification and validation of nonformal/informal learning BE(nl), BG, CZ, DE, EL, ES, IE, IT, CY, LT, LV, HU, MT, NL, PT, RO, SI, SK, FI, SE BE(nl), BG, CZ, DE, EL, ES, FR, IT, CY, LT, LV, HU, MT, NL, AT, PT, SI, SK, FI, SE, UK(Wls, Sct) BE(nl), BG, CZ, DE, EL, ES, IE, MT, PL, SK, FI The EU Quality Charter for Mobility 8 28 BG, CZ, DE, IE, ES, MT, SK, FI DK, LU, UK(Eng, Nir) did not respond Figure Scope of national reference points EQF ECVET EU common principles RPL EU Quality Charter for Mobility 57 Recommendation (EC) No 2006/961 of the European Parliament and of the Council of 18 December 2006 on transnational mobility within the Community for education and training purposes: European Quality Charter for Mobility [Official Journal L 394 of ]. 58 Conclusions of the Council and of the representatives of the Governments of the Member States meeting within the Council on Common European Principles for the identification and validation of non-formal and informal learning (May 2004); and Cedefop: European guidelines on the validation of non-formal and informal learning, European Quality Assurance in Vocational Education and Training 85

86 Table below shows observed changes between 2011, 2012 and 2013 in relation to the scope of national reference points concerning relevant EU initiatives; suggesting that some increased can be observed in the number of national reference points supporting ECVET and the Quality Charter for Mobility in EU-28 (Be(nl), DK, LV, MO, PL, PT did not respond to the survey in 2011). Table Observed changes between 2011, 2012 and 2013 by EU-28 countries Scope of national reference points Observed changes in SCOPE of NRPs regarding EU initiatives in VET Nu 2011 Nu 2012 Nu 2013 European Qualification Framework (EQF) 16 European Credit System for VET (ECVET) 13 The common EU principles for identification and validation of non-formal/informal learning 8 BG, CZ, DE, IE, EL, ES, IT, CY, LT, NL, RO, SI, SK, FI, SE, HR 20 BG, CZ, DE, IE. EL, ES, IT, CY, LT, NL, SI, FI, UK (Sct) 21 BG, CZ, DE, IE, EL, ES, SK, FI 11 BE(nl), BG, CZ, DE, IE, EL, ES, IT, CY, LV, LT, LU, MT, NL, PT, RO, SI, SK, FI, SE 20 BE(nl), BG, CZ, DE, IE, EL, ES, FR, IT, CY, LV, LT, LU, MT, NL, AT, PT, SI, FI, SE, UK(Sct) 22 BE(nl), BG, CZ, DE, IE, EL, ES, LU, MT, SK, FI 11 BE(nl), BG, CZ, DE, EL, ES, IE, IT, CY, LT, LV, HU, MT, NL, PT, RO, SI, SK, FI, SE BE(nl), BG, CZ, DE, EL, ES, FR, IT, CY, LT, LV, HU, MT, NL, AT, PT, SI, SK, FI, SE, UK(Wls, Sct) BE(nl), BG, CZ, DE, EL, ES, IE, MT, PL, SK, FI The EU Quality Charter for Mobility 7 BG, DE, IE, ES, LT, SK, FI 5 BG, DE, IE, ES, SK 8 BG, CZ, DE, IE, ES, MT, SK, FI Table below provides further information in relation to the measures taken by countries in order to address the quality assurance aspects of the EU transparency tools and related policies/initiatives (the table gathers the information provided by countries, i.e. not all provided information) Table Scope of national reference points description of measures taken Scope of NRPs BG CZ DE FR IE IT CY LT HU The NRP supports mobility of its labour force establishing the International Standards Classification of Occupations, and national representatives are involved in the development of the EU classification of skills/competence and Occupations (ESCO) The EU transparency and mobility tools (EQF, ECVET, EQAVET, Europpass) are implanted by the national agency National Institute for Education (NUV); which ensures coordination and synergies. NUV is the NCP for EQF. Also, NUV has implemented the validation of non-formal and Provision of information on the deqa-vet-website, support of networking/exchange on the topic, cooperation with relevant bodies The ministry of Education representative/participant in the network is also involved in the ECVET issues In relation to EQF: The development and implementation of NFQ related policies. National conference held in 2013 on Quality Assurance and Qualifications Frameworks In relation to EQF: In supporting the EQF Coordination Point in defining quality assurance procedures, specifically the National Reference Point has supported the EQF coordination point in the compliance of the Italian Referencing Process to the Criterion 5 defined in the EQF Recommendation. In relation to ECVET: In participating to the National expert Team and proposing tools to develop mutual trust In relation to EQF: Link the evaluated Qualifications to EQF levels. In relation to ECVET: Link the Learning Outcomes to Qualifications (Framework) In relation to EQF: Host of NRP - QVETDC - is responsible for referencing of national qualifications framework to the EQF thus synergy between 2 tools increases through exchange of information. In relation to ECVET: Host of NRP - QVETDC - is responsible for development of credits system thus synergy between 2 tools increases through exchange of information. In addition, QVETDC cooperates with national LLP programme agency - Education Exchanges Support Foundation. The Foundation from 2014 will coordinate national network of ECVET experts. It is planned to organise training about EQAVET for these experts In relation to EQF: Under the Nation al Labour Office (NLO) the SROP project 221 (2nd phase) develops the national qualification framework for VET and adult training. This work is a joint effort among stakeholders European Quality Assurance in Vocational Education and Training 86

87 MT NL PL RO SI SK SE Uk(Wls) UK(Sct) inside and outside the NLO. The National Reference and Coordination Centre distribute information to stakeholders on EUROPASS, ECVET and EQAVET. In relation to ECVET: Under the Directorate for VET and Adult Education within the National Labour Office operates the National Reference and Coordination Centre, which consists of the National Europass Centre, the EQAVET QA National Reference Point and the ECVET Reference and Coordination Point. This structure allows to utilize the information and experience gained in operating the other reference points and to harmonise their operation In relation to the Common European principles for the identification and validation of non- formal and informal learning: Working within the management team of a major VET provider contributing to the formulation of policies and procedures and systems in order to validate non-formal and informal learning. In relation to the European Quality Charter for Mobility: Working within the management team of a major VET provider the structures of courses and governing policies and regulations are reviewed in order to encourage and facilitate mobility In relation to EQF and ECVET: There is cooperation between the different national reference points. The activities are aligned In relation to the Common European principles for the identification and validation of non- formal and informal learning: The information on the exam confirming vocational qualifications is presented on KOWEZiU website. It also includes the information on the possibility to take external examination (egzamin eksternistyczny) which has been introduced in 2012 for persons who which to confirm their skills and knowledge acquired via work experience. This exam is designed for both general education and vocational education In relation to EQF: NRP members are involved in the development of the Romanian national Qualifications Framework In relation to EQF: By preparing input for description of quality assurance system in IVET. In relation to ECVET: By colalboration in preparing manual for VET providers In relation to ECVET: National Coordination Point has been established at State Vocational Education Institute, employees have become members of National Team of Experts In relation to EQF and ECVET: There are regular meetings between EQF, ECVET and QA where the implementation of the tools is discussed. It's important that the tools are complementary and for that reason a cooperation has been established. A concrete outcome of this cooperation is a joint conference which was held in December 2013, gathering some 250 policymakers, principals and other actors in VET. In relation to ECVET: Contributed to guidance from Awarding Organisations on using ECVET for mobility. In relation to ECVET: The SCQF Partnership has lead responsibility in Scotland for ECVET and is a member of the Scottish vq Forum i.e. it is part of the NRP European Quality Assurance in Vocational Education and Training 87

88 EFTA - Switzerland (CH) and Norway (NO) Table Responsibilities of national reference points as set out by the EQAVET Recommendation RESPONSIBILITIES of NRPs and the EQAVET RECOMMENDATION Keeping stakeholders informed about the activities of the EQAVET network Providing active support for the implementation of the work programme of the EQAVET network Taking concrete initiatives to promote further development of the EQAVET Framework in the national context Ensuring that information is disseminated to stakeholders effectively Supporting training providers to identify areas for improvement to QA and implement QA systems in line with the EQAVET Recommendation Supporting training providers to introduce or develop self-evaluation systems CH, NO NO _ CH CH, NO CH, NO Table Areas of VET supported by national reference points regarding the implementation of the EQAVET Framework NRPs SUPPORT regarding AREAS of VET Initial VET (IVET) NO Continuing VET (CVET) _ Adult education (AE) NO Informal education _ Non-formal learning _ Institutions funded by the public sector _ Institutions funded by private or voluntary sector _ CH did not respond Table Scope of national reference points SCOPE of NRPs regarding EU initiatives in VET European Qualification Framework (EQF) European Credit System for VET (ECVET) The common EU principles for identification & validation of non-formal/informal learning The EU Quality Charter for Mobility CH did not respond NO _ European Quality Assurance in Vocational Education and Training 88

89 Chapter 4 The USE of the EQAVET INDICATIVE DESCRIPTORS European Quality Assurance in Vocational Education and Training 89

90 This chapter offers an overview of the use and implementation of the indicative descriptors specified in the EQAVET Recommendation in the national quality assurance processes for national VET provision and institutions. INTRODUCTION The Recommendation of the European Parliament and of the Council on the establishment of a European Quality Assurance Reference Framework for VET (EQAVET Recommendation) establishes a European quality assurance reference framework (EQAVET Reference Framework). The EQAVET Framework comprises a quality assurance and improvement cycle (planning, implementation, evaluation/ assessment and review/revision) based on a selection of quality criteria, descriptors and indicators applicable to quality management at both VET-system and VET-provider levels. The aim is not to introduce new standards, but to support Member States efforts, whilst preserving the diversity of their approaches. The EQAVET Framework should be regarded as a toolbox, from which the various users may choose those descriptors and indicators that they consider most relevant to the requirements of their particular quality assurance system. The proposed descriptors and indicators are provided as guidance only and may be selected and applied by users of the Reference Framework in accordance with all or part of their requirements and existing settings. They may be applied to initial vocational training (IVET) and/or continuous vocational training (CVET), depending on the relevant individual characteristics of each Member State's VET system and the type of VET providers. They are to be used on a voluntary basis, taking account of their potential added value and in accordance with national legislation and practice. They should be considered neither as benchmarks, nor as a means of reporting on, or drawing comparisons between, the quality and efficiency of different national systems. The responsibility for monitoring the quality of these systems remains entirely with the Member States EXPLANATORY NOTE: The use of EQAVET indicative descriptors NL and RO provided information only for accredited CVET provision in relation to the use of the indicative descriptors for the CVET sector European Quality Assurance in Vocational Education and Training 90

91 SECTION 4.1: Indicative descriptors at system level for IVET The EQAVET Reference Framework provides a general quality assurance instrument for IVET and CVET and workbased learning. EQAVET includes a set of quality descriptors for the four stages of its quality cycle (planning, implementation, evaluation and review) to support documentation, development, monitoring and evaluation in order to improve the effectiveness of VET provision and quality management practices. Irrespective of the state of development or tradition of the national VET system, the EQAVET model provides a reference framework for establishing a quality assurance system which has operationally defined criteria that serve as performance descriptors or criteria indicative descriptors. Each indicative descriptor described a quality criteria area. The EQAVET Reference Framework recognises that approaches to VET need to be compatible with the national/regional system, the needs of the industry and the community, which vary from region to region and country to country. The Framework acknowledges that diversity among VET systems and providers is desirable. The EQAVET Reference Framework defines the prerequisites for basic quality assurance in VET in broad terms and is a quality management framework based on best practices from Member States On this basis, the EQAVET Reference Framework can contribute to the development of a European lifelong learning area and promote a culture of quality improvement at all levels. Tables (planning phase) (implementation phase), (evaluation phase) and (review phase); and their corresponding Figures 4.1.1, 4.1.2, and 4.1.4, below present which EQAVET indicative descriptors at system level for Initial VET (IVET) are used by the EU-28. Table presents the quality assurance indicative descriptors used by EU-28 at system level corresponding to the planning phase of the quality cycle. It shows that: On average 21 VET systems in the EU-28 (or 66 per cent) are always using the EQAVET indicative descriptors in the planning phase in their IVET systems at national level. On average only 1 national VET systems in the EU-28 (or 3 per cent) reported that they have not used /never implemented/used an EQAVET indicative descriptor at system level when articulating their quality assurance processes in the planning stage of their IVET systems. Almost every IVET system (25 VET systems in the EU-28 or 78 per cent) is using the indicative descriptor: Goals/objectives of VET are described for the medium and long terms in IVET. On the other hand, only 16 VET systems in the IVET sector (BE(nl), CZ, DK, DE, IE, ES, FR, LV, LU, NL, AT, SK, FI, UK(Eng, Sct)) have implemented the indicative descriptor: An information policy has been devised to ensure optimum disclosure of quality results/outcomes subject to national/regional data protection requirements. 12 systems (almost half of all countries or 38 per cent) stated that only sometimes have implemented this indicative descriptor in their national systems when formulating their planning processes for IVET, which signals the need for a more systematic approach in this area. The always used higher figures suggest that national VET systems in EU-28 have identified strategic planning and clearly defined the mission and strategic goal for VET within their national contexts. These results were replicated in 2011 and 2012 (more information on changes observed between 2011, 2012 and 2013 in section: Summary 4.1). European Quality Assurance in Vocational Education and Training 91

92 Table EQAVET Indicative descriptors at system level for IVET - PLANNING PHASE PLANNING PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT VET SYSTEM INITIAL VET Goals/objective of VET are: described for the medium and long terms Goals/objective of VET are: linked to EU goals The relevant stakeholders participate in setting VET goals and objectives at the different levels BE(nl), BG, CZ, DK, DE, EE, HR, IE, ES, FR, IT, CY, LT, LV, LU, HU, MT, NL, AT, RO, SI, FI, SE, UK(Wls, Nir) BE(nl), BG, CZ, EE, HR, IE, ES, IT, CY, LT, LV, LU, HU, MT, AT, PL, RO, SI, SK, FI BG, DE, DK, CZ, EE, IE, ES, FR, IT, CY, LT, LU, HU, MT, NL, AT, FI, SE, UK(Eng, Wls, Nir, Sct) PL, PT, SK, UK(Eng, Sct) DE, DK, FR, NL, PT, SE, UK(Eng, Sct) BE(nl), HR, LV, PL, PT, RO, SI, SK 5 16 _ 8 25 UK(Wls, Nir) 8 25 _ Nu 0 _ BE(fr), EL 2 6 BE(fr), EL 0 _ BE(fr), EL Nu Targets: are established Targets are: monitored through specific indicators (success criteria) Mechanisms and procedures have been established to identify training needs An information policy has been devised to ensure optimum disclosure of quality results/outcomes subject to national/regional data protection requirements Standards and guidelines for recognition, validation and certification of competences of individuals have been defined AVERAGE number BE(nl), BG, CZ, DK, DE, EE, IE, ES, FR, CY, LT, LV, HU, MT, NL, AT, PL, PT, SI, FI, SE, UK(Eng, Nir, Sct) BE(nl), DK, DE, EE, IE, ES, FR, CY, LT, LV, MT, NL, SI, SK, FI, SE, UK(Eng, Nir, Sct) BE(nl), DK, DE, EE, IE, ES, FR, IT, CY, LT, LV, HU, MT, NL, AT, RO, SI, SK, FI, SE UK(Eng, Wls, Nir, Sct) BE(nl), CZ, DK, DE, IE, ES, FR, LV, LU, NL, AT, SK, FI, SE, UK(Eng, Sct) BE(nl), BG, CZ, DK, EE, IE, ES, FR, CY, LV, LT, LU, MT, NL, AT, PT, RO, SI, SK, UK(Eng, Nir, Sct) HR, IT, LU, RO, SK, UK(Wls) BG, CZ, HR, IT, LU, HU, AT, PL, PT, RO, UK(Wls) BG, CZ, HR, LU, PT BG, EE, HR, IT, LT, HU, MT, PL, RO, SI, UK(Wls, Nir) DE, HR, IT, HU, PL, FI, SE, UK(Wls) 6 19 _ _ 5 16 PL CY, PT 8 25 _ 8 0 _ BE(fr), EL 0 _ BE(fr), EL 1 3 BE(fr), EL 2 6 BE(fr), EL 0 _ BE(fr), EL AVERAGE percentages European Quality Assurance in Vocational Education and Training 92

93 Figure below illustrates the high percentages of countries implementing and using the EQAVET indicative descriptors in their IVET systems at the planning stages. Figure EQAVET Indicative descriptors at system level for IVET - PLANNING PHASE Goals/objective of VET are described for MT and LT Goals/objective of VET are linked to EU goals The relevant stakeholders participate in setting goals & objectives Targets are established Targets are monitored through specific indicators Mechanisms & procedures have been established to identify training needs An info policy has been devised to ensure optimum disclosure of quality results/outcomes subject to national/regional data protection requirements Standards & guidelines for recognition, validation & certification of competences of individuals have been defined Always Sometimes No used No reponse Table and Figure show the indicative descriptors of the implementation phase used by IVET system across the EU-28. They indicate that: On average 21 VET systems in the EU-28 (66 per cent) are always using the EQAVET indicative descriptors when implementing quality management systems in their IVET systems. Both, Table and Figure 4.1.2, signal that in relation to the implementation phase: The indicative descriptor almost always used by all national VET systems in the EU-28 (by 25 countries) is: VET providers responsibilities in the implementation process are explicitly described. Indicative descriptors which are used always by a well below average (56 per cent): 1. Implementation plans include specific support towards the training of trainers and 2. A national and/or regional quality assurance framework to promote continuous improvements and self-regulation has been devised and includes quality standards at VET-providers level These results were replicated in 2011 and 2012 (more information on changed observed between 2011, 2012 and 2013 in section 4.2). 10 national VET systems in the EU-28 (or 31 and 34 per cent respectively) stated that they sometimes (i.e. not on a regular or systematic basis) use these two indicative descriptors when developing their quality assurance processes of their IVET l systems at national level. These figures suggest the need to develop actions that can support countries in these two important quality assurance areas at the implementation stage because a) Significantly important for VET is the further development of teachers and trainers, which has been identified as an essential ingredient for ensuring: a more attractive VET which keeps pace with rapidly changing labour market and working environments. 59 The figures gathered in relation to this indicative descriptor provide further insights in relation to how countries are implementing the national approach to quality assurance in the IVET sector see Chapter 1-; and that a more systematic measure is needed in this area. European Quality Assurance in Vocational Education and Training 93

94 b) To delegate responsibilities to regional/local level and foster institutional autonomy of VET providers (empowering VET providers) while guaranteeing quality and standards provide a basis for a flexible and administration-effective VET, tailored to local/regional needs. Delegating decision-making power to lower levels requires more robust quality assurance arrangements. In this regard the implementation of the indicative descriptor A national and/or regional quality assurance framework to promote continuous improvements and self-regulation has been devised and includes quality standards at VET-providers level, is of significant importance. Table EQAVET Indicative descriptors at system level for IVET - IMPLEMENTATION PHASE IMPLEMENTATION PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT VET SYSTEM INITIAL VET Implementation plans are established in cooperation with social partners, VET providers and other relevant stakeholders at the different levels Implementation plans include: consideration of the resources required Implementation plans include: the capacity of the users and the tools Implementation plans include: guidelines needed for support Guidelines and standards have been devised for implementation at different levels Implementation plans include specific support towards the training of teachers and trainers VET providers responsibilities in the implementation process are explicitly described VET providers responsibilities in the implementation process are made transparent BE(nl), CZ, DK, DE, EE, IE, ES, FR, CY, LT, LU, HU, MT, NL, AT, SI, FI, SE, UK(Eng, Wls, Nir, Sct) BE(nl), BG, CZ, DK, EE, IE, ES, FR, IT, CY, LT, LV, LU, HU, MT, NL, AT, PT, SI, FI, SE, UK(Wls, Nir, Sct) CZ, DK, EE, IE, ES, FR, IT, CY, LT, LU, MT, NL, PL, PT, AT, SI, SE, UK(Wls, Nir, Sct) BE(nl), CZ, DE, EE, IE, ES, FR, CY, LT, MT, NL, AT, PL, PT, SI, SE, UK(Wls, Nir, Sct), BE(nl), DK, DE, EE, IE, ES, LT, LU, HU, MT, NL, PT, RO, SI, FI, UK(Eng, Wls, Nir, Sct) DK, EE, ES, LT, LU, HU, MT, NL, AT, PL, PT, RO, SI, SK, FI, UK(Eng, Wls, Nir) BE(nl), CZ, DK, DE, EE, IE, ES, FR, CY, LT, LV, LU, HU, MT, NL, AT, PL, PT, RO, SI, FI, UK(Eng, Wls, Nir, Sct) BE(nl), CZ, DK, DE, EE, IE, ES, FR, CY, LT, LU, HU, MT, NL, AT, PL, PT, RO, FI, UK(Eng, Wls, Nir, Sct) BG, HR, IT, LV, PL, PT, SK, RO DE, HR, PL, RO, SK, UK(Eng) BE(nl), BG, DE, HR, LV, RO, SK, FI, UK(Eng) BG, DK, HR, IT, LV, LU, RO, SK, FI, UK(Eng) CZ, FR, HR IT, AT, PL, SK, SE BE(nl), BG, CZ, DE, HR, FR, IE, IT, CY, LV, SE, UK(Sct) BG, HR, IT, SK, SE BG, HR, IT, LV, SI, SK, SE 8 25 _ 6 19 _ 9 28 _ _ 8 25 BG, CY, LV _ _ 0 _ 0 _ 0 _ 3 BE(fr), EL BE(fr), EL BE(fr), EL, HU BE(fr), EL, HU 9 BE(fr), EL 0 _ 0 _ 0 _ BE(fr), EL BE(fr), EL, BE(fr), EL European Quality Assurance in Vocational Education and Training 94

95 A national and/or regional quality assurance framework to promote continuous improvement and selfregulation has been devised and includes guidelines at VET-provider level A national and/or regional quality assurance framework to promote continuous improvement and selfregulation has been devised and includes quality standards at VETprovider level AVERAGE number AVERAGE percentages BE(nl), DK, DE, EE, ES, HR, IE, LT, LV, LU, HU, MT, NL, AT, PT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct), BE(nl), DK, DE, IE, ES, LU, HU, MT, NL, AT, PT, RO, SK, SE, UK(Eng, Nir, Sct) BG, CZ, FR, IT, CY, PL CZ, FR, HR, IT, CY, LT, LV, PL, SI, FI, UK(Wls) 6 19 _ BG, EE _ 2 BE(fr), EL 6 BE(fr), EL Figure below illustrates that only in the case of two indicative descriptors have countries never used that particular EQAVET indicative descriptor in the formation of their quality management of IVET systems at the implementation phase. Figure EQAVET Indicative descriptors at system level for IVET - IMPLEMENTATION PHASE Implementation plans are established in cooperation with social partners, VET Implementation plans include: consideration of the resources required Implementation plans include: the capacity of the users & the tools Implementation plans include: guidelines needed for support Guidelines & standards have been devised for implementation at different levels Implementation plans include specific support towards the training of teachers & Implementation plans include: guidelines needed for support VET providers responsibilities in the implementation process are explicitly A national/regional QA framework to promote continuous improvement & self- A national/regional QA framework to promote continuous improvement & self Always Sometimes No used No reponse Table and Figure below present the EQAVET indicative descriptors corresponding to the evaluation phase. They show which countries are using these quality assurance descriptors in their IVET systems. Both indicate that: Just above half of national VET systems within the EU-28 (18 countries or 56 per cent) on average are always applying all of the indicative descriptors of the evaluation phase when assessing their IVET systems. In comparison to the figures so far provided in relation to the usage of the EQAVET indicative descriptors at IVET system level across the EU, the number of national VET systems using (only 8 countries or 25 per cent) the indicative descriptor: Early warning systems are implemented is well below average. This low figure was also found in the survey 2011 and In relation to this indicative descriptor: 11 systems or 34 per cent stated that they have implemented this indicative descriptor sometimes or have failed to implement it -i.e. they have never used/implemented early warning systems in their quality assurance processes. However, early warning systems are in most European Quality Assurance in Vocational Education and Training 95

96 instances, timely surveillance initiatives that collect information and data to improve VET performance. In many cases, such initiatives may be useful in averting dropout. In this regard, national VET systems in the EU-28 need further support to put in place, implement and utilise early warning systems as they are a valuable and timely sources of relevant information. Figure below points out that on average the evaluation phase -together with the review phase as shown by Table and Figure below- have the highest number of national VET systems in EU-28 acknowledging that only sometimes do they use the EQAVET indicative descriptors for their quality assurance evaluation/review processes in their IVET systems at national level: on average 25 per cent are using them for the planning and the implementation phases in comparison with 28 per cent and 31 per cent for the evaluation and review phases respectively. This suggests that there is a need for greater comprehensive and systematic action in relation to the quality assurance evaluation and review arrangements put in place by EU-28 within their IVET systems at national level. Figure EQAVET Indicative descriptors at system level for IVET - EVALUATION PHASE EVALUATION PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT VET SYSTEM INITIAL VET A methodology for evaluation has been devised, covering internal evaluation A methodology for evaluation has been devised, covering external evaluation Stakeholder involvement in the monitoring and evaluation process is agreed and clearly described The national/regional standards and processes for improving and assuring quality are relevant and proportionate to the needs of the sector Systems are subject to selfevaluation, internal and external review, as appropriate Early warning systems are implemented DK, EE, IE, ES, FR, CY, LT, LV, LU, HU, MT, NL, AT, PL, RO, SK, FI, UK(Eng, Nir, Sct), BE(nl), CZ, DK, EE, IE, ES, FR, CY, LT, LV, MT, NL, AT, PL, PT, RO, SK, FI, SE, UK(Nir, Sct) CZ, DK, DE, EE, IE, ES, FR, LT, LV, LU, MT, NL, AT, PT, SK, UK(Eng, Nir, Sct) BE(nl), DK, DE, EE, IE, ES, LT, HU, MT, NL, AT, PL, PT, RO, SK, SE, UK(Eng, Nir, Sct) BE(nl), DE, EE, ES, HR, IE, FR, LT, LV, MT, NL, AT, SK, UK(Eng, Wls, Nir, Sct), BE(nl), IE, ES, FR, MT, NL, UK(Eng, Sct) BG, CZ, DE, HR, IT, PT, SI, SE, UK(Wls) BG, DE, HR, LU, HU, UK(Eng, Wls) BE(nl), BG, HU, PL, RO, FI, SE, UK(Wls) CZ, FR, HR, IT, LV, LU, FI, UK(Wls) BG, CZ, DK, CY, LU, PL, PT, SI, FI, SE CZ, DE, EE, LT, LV, LU, AT, SK, FI, UK(Wls, Nir) IT, SI 8 25 HR, IT, CY, SI 8 25 BG, CY, SI IT, HU, RO 11 BG, DK, HR, IT, CY, HU, PL, 34 PT, RO, SI, SE 0 _ BE(nl, fr), EL 2 6 BE(fr), EL 4 13 BE(fr), EL 3 9 BE(fr), EL 3 9 BE(fr), EL BE(fr), EL European Quality Assurance in Vocational Education and Training 96

97 Performance indicators are applied Relevant, regular and coherent data collection takes place, in order to measure success and identify areas for improvement Appropriate data collection methodologies have been devised, e.g. questionnaires and indicators/metrics AVERAGE number CZ, DK, DE, EE, IE, FR, LT, LV, MT, NL, PL, RO, SK, FI, SE, UK(Eng, Wls, Nir, Sct) DK, EE, HR, ES, FR, IE, LT, LV, LU, MT, NL, AT, PL, FI, SE, UK(Wls, Nir, Sct), DK, DE, EE, HR, ES, FR, IE, LT, LU, HU, MT, NL, AT, PL, SK, SE, UK(Eng, Wls, Nir, Sct), BE(nl), BG, HR, IT, LU, HU, AT, PT, SI BE(nl), BG, CZ, DE, IT, HU, PT, RO, UK(Eng) BE(nl), BG, CZ, IT, CY, LV, PT, RO, FI 9 28 CY 9 28 CY, SI, SK 9 28 SI BE(fr), EL, ES 9 BE(fr), EL 1 3 BE(fr), EL AVERAGE percentages Figure EQAVET Indicative descriptors at system level for IVET - EVALUATION PHASE A methodology for evaluation has been devised, covering internal evaluation A methodology for evaluation has been devised, covering external evaluation Stakeholder involvement in the monitoring & evaluation process is agreed & clearly described The national/regional standards and processes for improving/qa are relevant & proportionate Systems are subject to self-evaluation, internal & external review Early warning systems are implemented Performance indicators are applied Relevant, regular & coherent data collection takes place Appropriate data collection methodologies have been devised Always Sometimes No used No reponse Table and Figure below present the EQAVET indicative descriptors regarding the review phase. They illustrate that: The average of national VET systems in the EU-28 always using the EQAVET indicative descriptors in their quality management review processes of IVET is 16 countries or 50 per cent. The indicative descriptor: Information of the outcomes of evaluation is made publicly available is above average, as it is always used by 21 VET systems or 66 per cent. There are high values of sometimes used. This suggests that a critical step in the review process -which allows the alteration and regulation of subsequent actions in an informed manner-, requires more attention in order to ensure that the philosophy of the EQAVET quality assurance cycle as a dynamic process of continuous improvements is supported. European Quality Assurance in Vocational Education and Training 97

98 These results were replicated in 2011 and 2012 (more information on changes observed between 2011, 2012 and 2013 in section: Summary 4.1). Figure EQAVET Indicative descriptors at system level for IVET - REVIEW PHASE REVIEW PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT SYSTEM LEVEL INITIAL VET Procedures, mechanisms and instruments for undertaking reviews are defined at all levels Processes are regularly reviewed and action plans for change devised. Systems are adjusted accordingly Information on the outcomes of evaluation is made publicly available AVERAGE number DE, DK, IE, ES, LT, LV, MT, NL, AT, PL, SK, SE, UK(Eng, Sct) DK, EE, IE, ES, LT, MT, NL, AT, PL, PT, UK(Eng, Wls, Nir, Sct) BE(nl), BG, CZ, DK, DE, EE, IE, ES, LT, LV, NL, AT, PL, RO, SK, FI, SE, UK(Eng, Wls, Nir, Sct) BG, CZ, EE, FR, HR, IT, LU, PT, RO, SI, FI, UK(Wls, Nir) BE(nl), CZ, DE, FR, HR, IT, CY, LV, LU, RO, SI, FI, SE FR, IT, LU, MT, SI CY, HU BG, HU, SK 5 16 CY, HR, HU, PT BE(nl, fr), EL 3 9 BE(fr), EL 4 13 BE(fr), EL AVERAGE percentages Figure below presents an image of IVET systems at national level with less than optimum review processes: Only half of all IVET national systems in the EU-28 (16 countries on average) are always setting up procedures and tools to undertake review processes. As a result of this, IVET systems at national level may not always use regular and systematic review in order to support change. All of this suggests that there is a need to foster IVET systems that have the capacity to adapt according to regular and systematic review processes. Figure EQAVET Indicative descriptors at system level for IVET - REVIEW PHASE Procedures, mechanisms and instruments for undertaking reviews are defined at all levels Processes are regularly reviewed and action plans for change devised. Systems are adjusted accordingly Information on the outcomes of evaluation is made publicly available Always Sometimes No used No reponse European Quality Assurance in Vocational Education and Training 98

99 SUMMARY 4.1 Figure below shows that on average national VET systems in EU-28 are more often always using and implementing the EQAVET indicative descriptors in the planning and implementing phases than in the evaluation and review phases within their IVET national systems. This may suggest that on average national VET systems in the EU-28 have established more developed quality management systems in the planning and implementation stages than in the evaluation and review stages. It indicates that national VET systems may need further support in these two phases of the quality assurance cycle, in particular in relation to the review processes. Figure Always used percentage values for all EQAVET indicative descriptors at system level for IVET in Planning Implementation Evaluation Review Figure 4.1.5a below plots the figures reported by participating countries in the survey 2012 and in relation to the always average figures for the EQAVET indicative descriptors at system level for the IVET sector. It shows that the pattern unveiled in both years is similar to the one in 2013 (as shown in Figure above). The changes observed in 2013 when compared to 2012 can be attributed by changes reported by CZ, DE, HR, LT, LV, LU, NL, PL, SK and UK(Wls). Changes should be viewed with care, see page 6 for more information. More information in changes is available in the report of the survey of 2012 at Figure 4.1.5a - Always used percentage values for all EQAVET indicative descriptors at system level for IVET in 2012 and Planning Implementation Evaluation Review Planning Implementation Evaluation Review These changes are only relevant in relation to those EU-27 which responded to the survey 2011, ie.: BE(fr), BG, DE, EE, EL, IE, ES, HR, FR, IT, CY, LT, LU, HU, NL, AT, RO, SI, SK, FI, SE, UK(Enl, Wls, Nir, Sct). European Quality Assurance in Vocational Education and Training 99

100 EFTA - Switzerland (CH) and Norway (NO) Table EQAVET Indicative descriptors at system level for IVET the four phases of the Quality Cycle INDICATIVE DESCRIPTORS AT VET SYSTEM Always used Sometimes Not used No response INITIAL VET used PLANNING PHASE Goals/objective of VET are: described for the medium and long terms CH, NO Goals/objective of VET are: linked to EU goals NO CH The relevant stakeholders participate in setting VET goals and objectives at the different levels CH NO Targets: are established CH NO Targets are: monitored through specific indicators (success criteria) CH, NO Mechanisms and procedures have been established to identify training needs CH, NO An information policy has been devised to ensure optimum disclosure of quality results/outcomes subject to national/regional data protection requirements NO CH Standards and guidelines for recognition, validation and certification of competences of individuals have been defined CH, NO IMPLEMENTATION PHASE Implementation plans are established in cooperation with social partners, VET providers and other relevant stakeholders at the different levels Implementation plans include: consideration of the resources required Implementation plans include: the capacity of the users and the tools Implementation plans include: guidelines needed for support Guidelines and standards have been devised for implementation at different levels Implementation plans include specific support towards the training of teachers and trainers CH, NO CH, NO CH NO CH, NO CH, NO CH, NO VET providers responsibilities in the implementation process are explicitly described NO CH VET providers responsibilities in the implementation process are explicitly described and made transparent NO CH A national and/or regional quality assurance framework to promote continuous improvement and self-regulation has been devised and includes guidelines at VET-provider level CH NO A national and/or regional quality assurance framework to promote continuous improvement and self-regulation has been devised and includes quality standards at VET-provider level CH NO EVALUATION PHASE A methodology for evaluation has been devised, covering internal evaluation CH NO A methodology for evaluation has been devised, covering external evaluation CH NO Stakeholder involvement in the monitoring and evaluation process is agreed and clearly described CH, NO The national/regional standards and processes for improving and assuring quality are relevant and proportionate to the needs of the sector CH NO Systems are subject to self-evaluation, internal and external review, as appropriate CH NO Early warning systems are implemented CH, NO European Quality Assurance in Vocational Education and Training 100

101 Performance indicators are applied Relevant, regular and coherent data collection takes place, in order to measure success and identify areas for improvement Appropriate data collection methodologies have been devised, e.g. questionnaires and indicators/metrics REVIEW PHASE CH, NO CH, NO CH, NO Procedures, mechanisms and instruments for undertaking reviews are defined at all levels CH, NO Processes are regularly reviewed and action plans for change devised. Systems are adjusted accordingly CH NO Information on the outcomes of evaluation is made publicly available NO CH European Quality Assurance in Vocational Education and Training 101

102 SECTION 4.2: Indicative descriptors at system level for CVET This section presents how the EQAVET indicative descriptors at system level are used by continuing VET (CVET) across the EU-28. Table and Figure below present the indicative descriptors for the planning phase used by CVET systems at national level. Table EQAVET Indicative descriptors at system level for CVET - PLANNING PHASE PLANNING PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT SYSTEM LEVEL CONTINUING VET Goals/objective of VET are described for the medium and long terms Goals/objective of VET are linked to EU goals The relevant stakeholders participate in setting VET goals and objectives at the different levels Targets are established Targets are monitored through specific indicators (success criteria) Mechanisms and procedures have been established to identify training needs An information policy has been devised to ensure optimum disclosure of quality results/outcomes subject to national/regional data protection requirements Standards and guidelines for recognition, validation and certification of competences of individuals have been defined AVERAGE number BE(nl), BG, CZ, DE DK,, EE, IE, FR, IT, CY, LT, LV, HU, MT, NL, PL, FI, SE, UK(Wls, Nir) BE(nl), BG, CZ, EE, IE, IT, CY, LT, LV, HU, MT, PL, RO, SK, FI BG, DE, DK, EE, FR, IE, IT, CY, LT, LU, HU, MT, NL, FI, SE, UK(Eng, Wls, Nir, Sct) BE(nl), BG, CZ, DE, DK, EE, IE, FR, CY, LT, LV, MT, NL, PL, PT, FI, SE, UK(Eng, Nir, Sct) BE(nl), DE, EE, IE, LT, LV, MT, NL, FI, SE, UK(Eng, Nir, Sct) BE(nl), DE, DK, IE, FR, IT, CY, LT, LV, MT, NL, PT, FI, SE, UK(Eng, Wls, Nir, Sct) BE(nl), CZ, DE, EE, IE, FR, LV, LU, NL, FI, SE, UK(Eng, Sct) BE(nl), BG, CZ, DK, EE, IE, FR, LV, LT, MT, NL, PT, RO, SE, UK(Eng, Nir, Sct) BE(fr), HR, LU, PT, RO, UK(Eng, Sct) BE(fr), DE, HR, FR, LU, NL, PT, SE, UK(Eng, Sct) BE(nl, fr), CZ, HR, LV, PL, PT, SK BE(fr), IT, HR, LU, HU, RO, SK, UK(Wls) BE(fr), BG, CZ, FR, HR, IT, LU, HU, PL, PT, UK(Wls), BE(fr), BG, CZ, EE, HR, LU, HU, SK BG, IT, LT, HU, MT, PL, SK, UK(Wls, Nir) BE(fr), DE, HR, IT, CY, LU, HU, PL, FI, UK(Wls) 7 22 SK DK, UK(Wls, Nir), 25 _ 8 25 _ DK, RO, SK 8 25 PL, RO BE(fr), DK, CY, HR, PT, RO 38 SK EL, AT, ES, SI 3 9 EL, ES, AT, SI 0 _ 0 _ EL, ES, AT, RO, SI EL, ES, AT, SI EL, ES, CY, AT, SI 6 EL, ES, AT, SI 6 19 EL, ES, AT, SI 1 3 EL, ES, AT, SI AVERAGE percentages European Quality Assurance in Vocational Education and Training 102

103 Table above and Figure below present the EQAVET indicative descriptors in the planning phase, showing that: The majority of CVET systems in the EU-28 (20 or 63 per cent) are always utilising the indicative descriptors: 1. Goals/objective of VET are described for the medium and long terms ; 2. Targets are established ; and The lower number of CVET systems in the EU-28 (13 or 41 per cent) using an indicative descriptor occurs for: 1. Targets are monitored through specific indicators (success indicators) ; and 2. An information policy has been devised to ensure optimum disclosure of quality results/outcomes subject to national/regional data protection requirements. Figure EQAVET Indicative descriptors at system level for CVET - PLANNING PHASE Goals/objective of VET are described for the medium and long terms Goals/objective of VET are linked to EU goals The relevant stakeholders participate in setting VET goals and objectives at the different levels Targets are established Targets are monitored through specific indicators (success criteria) Mechanisms and procedures have been established to identify training needs An information policy has been devised to ensure optimum disclosure of quality results/outcomes subject to national/regional data protection Standards and guidelines for recognition, validation and certification of competences of individuals have been defined Always Sometimes No used No reponse The indicative descriptors at system level for CVET at the implementation phase are presented by Table and Figure 4.2.2, showing that: VET providers responsibilities in the planning process are: explicitly described is used always by the highest number of national VET systems in the EU-28 (21 or 66 per cent) in the process of implementing their quality assurance system for CVET (also there is a high average percentage of systems applying this indicative descriptor in their IVET systems 26 systems in EU-27 or 81 per cent- as it was shown in Section 3.1). Implementation plans include specific support towards the training of trainers is only systematically (i.e. always ) used by 12 national CVET systems in the EU-27 (EE, LT, NL, UK(Eng, Wls, Nir)). The consequences of neglecting this indicative descriptor in the implementation process for VET are very substantial as it could be negatively affecting the attractiveness of VET and its market relevance (as it was argued in section 3.1 indicative descriptor for IVET, page 58). A national and/or regional quality assurance framework to promote continuous improvements and selfregulation has been devised and includes quality standards at VET-provider level similarly as for IVET, this descriptor also shares a low number of national VET systems always (only DE, EE, IE, HU, NL, UK(Eng, Nir, Sct) are implementing systematically implementing this descriptor in their CVET system). European Quality Assurance in Vocational Education and Training 103

104 These results were replicated in 2011 and 2012 (more information on changes observed between 2011, 2012 and 2013 in section: Summary 4.2). Table EQAVET Indicative descriptors at system level for CVET - IMPLEMENTATION PHASE IMPLEMENTATION PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT SYSTEM LEVEL CONTINUING VET Implementation plans are established in cooperation with social partners, VET providers and other relevant stakeholders at the different levels Implementation plans include: consideration of the resources required Implementation plans include: the capacity of the users and the tools Implementation plans include: guidelines needed for support Guidelines and standards have been devised for implementation at different levels Implementation plans include specific support towards the training of teachers and trainers VET providers responsibilities in the implementation process are explicitly described VET providers responsibilities in the implementation process are made transparent A national and/or regional quality assurance framework to promote continuous improvement and selfregulation has been devised and includes guidelines at VET-provider level BE(nl), DE, EE, IE, FR, CY, LT, HU, MT, NL, FI, SE, UK(Eng, Wls, Nir, Sct) BE(nl), BG, CZ, EE, IE, FR, HR, IT, CY, LT, LV, LU, MT, NL, PT, FI, UK(Wls, Nir, Sct) EE, FR, HR, IE, IT, CY, LT, LU, MT, NL, PL, PT, UK(Wls, Nir, Sct) BE(nl), DE, EE, HR, FR, IE, CY, LT, MT, NL, PL, PT, RO, UK(Wls, Nir, Sct) BE(nl), DE, EE, HR, IE, LT, LU, HU, MT, NL, PT, FI, UK(Eng, Wls, Nir, Sct) BE(fr), DE, EE, LT, MT, NL, PL, PT, FI, UK(Eng, Wls, Nir) BE(nl), DE,, CZ EE, IE, FR, CY, LT, LV, HU, MT, NL, PL, PT, RO, FI, SE, UK(Eng, Wls, Nir, Sct) BE(nl), CZ, DE, EE, IE, CY, LT, HU, MT, NL, PL, PT, RO, FI, SE, UK(Eng, Wls, Nir, Sct) BE(nl), DE, DK, EE, IE, LT, LV, HU, MT, NL, PT, FI, SE, UK(Eng, Wls, Nir, Sct) BE(fr), BG, CZ, HR, IT, LV, LU, PL, PT, SK, RO BE(fr), DE, HU, PL, RO, SK, SE, UK(Eng) BE(nl), BG, CZ, DE, LV, SK, FI, SE, UK(Eng), BG, CZ, IT, LV, FI, SK, SE, UK(Eng) BE(fr), CZ, CY, IT, PL, SE, BE(nl), BG, CZ, HR, IE, IT, FR, CY, LV, SK, SE, UK(Sct) BE(fr), BG, HR, IT, SK BG, FR, HR, IT, LV, LU, SK CZ, FR, IT, CY, LU, PL _ 8 25 _ 9 28 BE(fr) 8 25 BE(fr) 6 19 BG, LV, RO, SK LU, HU, RO 5 16 LU 7 22 _ 6 19 BE(fr), BG, HR, RO, SK 0 _ 0 _ _ 5 DK, EL, ES, AT, SI DK, EL, ES, AT, SI DK, EL, ES, HU, AT, RO, SI DK, EL, ES, LU, HU, AT, SI DK, EL, ES, FR, AT, SI DK, EL, ES, AT, SI DK, EL, ES, AT, SI BE(fr),DK, EL, ES, AT, SI 16 EL, ES, AT, SI European Quality Assurance in Vocational Education and Training 104

105 A national and/or regional quality assurance framework to promote continuous improvement and selfregulation has been devised and includes quality standards at VETprovider level AVERAGE number BE(nl), DE, DK, EE, IE, HU, MT, NL, PT, UK(Eng, Nir, Sct) BE(fr), CZ, FR, IT, CY, LT, LV, LU, PL, FI, SE, UK(Wls) BG, HR, RO, SK 4 13 EL, ES, AT, SI AVERAGE percentages Figure below illustrates that the EQAVET indicative descriptor with the highest percentage of countries stating that they have never used it in the implementation phase for CVET is: A national and/or regional quality assurance framework to promote continuous improvement and self-regulation has been devised and includes guidelines at VET-provider level 61. Figure EQAVET Indicative descriptors at system level for CVET - IMPLEMENTATION PHASE Implementation plans are established in cooperation with social partners, VET providers & other relevant stakeholders at the different levels Implementation plans include: consideration of the resources required Implementation plans include: the capacity of the users & the tools Implementation plans include: guidelines needed for support Guidelines & standards have been devised for implementation at different levels Implementation plans include specific support towards the training of teachers & trainers VET providers responsibilities in the implementation process are explicitly described VET providers responsibilities in the implementation process are explicitly described & made transparent A national/regional QA framework to promote continuous improvement & self-regulation has been devised & includes guidelines at VET-provider level A national/regional QA framework to promote continuous improvement & self-regulation has been devised and includes quality standards at VET-provider level Always Sometimes No used No reponse The indicative descriptors for the evaluation phase at system level for CVET are presented by Table and corresponding Figure below. It shows that: EU-28 national CVET systems are doing particularly well in relation to the EQAVET indicative descriptor: Appropriate data collection methodologies have been devised, e.g. questionnaires and indicators/metrics, which on average is used always by half of system in the EU-28 (16 national CVET systems or 50 per cent). This indicative descriptor was also always used by a high majority of systems (20 national systems or 63 per cent) at IVET system level. 61 The figures gathered in relation to this indicative descriptor provide further insights in relation to how countries are implementing the national approach to quality assurance in the IVET sector see Chapter 1-; and that a more systematic measure is needed in this area. European Quality Assurance in Vocational Education and Training 105

106 A cause for concern is the high percentage of CVET systems sometimes using the indicative descriptors in the evaluation phase at CVET system level (on average 12 or 38 per cent of countries). This indicates the need to implement evaluation procedures in a regular and systemic manner. Only 6 national systems in EU-28 (BE(nl), IE, MT, NL, UK(Eng, Sct)) always put in practice the indicative descriptor: Early warning systems are applied as it has been shown, IVET systems share this low percentage-. Ten EU-28 (31 per cent) acknowledge that they have never used this indicative descriptor in the evaluation processes of their national CVET systems. However early warning systems are a valuable and timely source of information and data to improve teaching and learning methods and/or identify students at risk of dropout (higher dropout rates are a common feature in many EU-28 ). These results were replicated in 2011 and 2012(more information on changes observed between 2011, 2012 and 2013 in section: Summary 4.2). Table EQAVET Indicative descriptors at system level for CVET - EVALUATION PHASE EVALUATION PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT SYSTEM LEVEL CONTINUING VET A methodology for evaluation has been devised, covering internal evaluation A methodology for evaluation has been devised, covering external evaluation Stakeholder involvement in the monitoring and evaluation process is agreed and clearly described The national/regional standards and processes for improving and assuring quality are relevant and proportionate to the needs of the sector Systems are subject to selfevaluation, internal and external review, as appropriate Early warning systems are implemented Performance indicators are applied Relevant, regular and coherent data collection takes place, in order to measure success and identify areas for improvement BE(fr), DK, EE, IE, LT, LV, HU, MT, NL, PL, RO, FI, UK(Eng, Nir, Sct) BE(nl), EE, IE, LT, LV, LU, MT, NL, PL, PT, RO, FI, UK(Nir, Sct) BE(fr), DE, DK, EE, IE, CY, LV, LT, NL, PT, UK(Eng, Nir, Sct) BE(nl), DE, DK, EE, IE, LT, HU, NL, PL, PT, SK, SE, UK(Eng, Nir, Sct) BE(nl), DE, IE, FR, LT, LV, MT, NL, UK(Eng, Wls, Nir, Sct) BE(nl), IE, MT, NL, UK(Eng, Sct) BE(fr), DE, EE, IE, LT, LV, MT, NL, PL, FI, SE, UK(Eng, Wls, Nir, Sct) BE(fr), DK, EE, IE, FR, LT, LV, NL, PL, FI, UK(Eng, Wls, Nir, Sct) BG, CZ, DE, FR, IT, CY, LU, PT, SK, SE, UK(Wls) BE(fr), BG, CZ, DE, DK, FR, CY, HU, SK, SE, UK(Eng, Wls) BE(nl), BG, CZ, FR, LU, HU, MT, PL, RO, SK, FI, SE, UK(Wls) CZ, FR, IT, CY, LV, LU, RO, FI BE(fr), BG, CZ, DK, EE, HR, CY, LU, PL, PT, RO, SK, FI, SE BE(fr), CZ, DE, EE, LT, LV, LU, SK, FI, SE, UK(Wls, Nir) BE(nl), BG, CZ, DK, FR, IT, CY, LU, HU, PT BE(nl), BG, CZ, DE, HR, IT, CY, LU, HU, MT, PT, SE HR HR, IT HR, IT BE(fr), BG, HR IT, HU BG, DK, FR, HR, IT, CY, HU, PL, PT, RO 31 HR, RO, SK RO, SK BE(nl), EL, ES, AT, SI 6 EL, ES, AT, SI 2 6 EL, ES, AT, SI EL, ES, MT, AT, SI, UK(Wls) 6 EL, ES, AT, SI EL, ES, AT, SI 3 9 EL, ES, AT, SI 2 6 EL, ES, AT, SI European Quality Assurance in Vocational Education and Training 106

107 Appropriate data collection methodologies have been devised, e.g. questionnaires and indicators/metrics AVERAGE number BE(fr), DE, DK, EE, IE, LT, LU, HU, MT, NL, PL, SE, UK(Eng, Wls, Nir, Sct) BE(nl), BG, CZ, FR, HR, IT, CY, LV, PT, SK, FI RO EL, ES, AT, SI AVERAGE percentages Figure show the percentage average of the EQAVET indicative descriptors for the evaluation phase at system level for CVET used/implemented by EU-28. Figure EQAVET Indicative descriptors at system level for CVET - EVALUATION PHASE A methodology for evaluation has been devised, covering internal evaluation A methodology for evaluation has been devised, covering external evaluation Stakeholder involvement in the monitoring & evaluation process is agreed & clearly described The national/regional standards & processes for improving & assuring quality are relevant & proportionate to the needs of the sector Systems are subject to self-evaluation, internal & external review, as appropriate Early warning systems are implemented Performance indicators are applied Relevant, regular & coherent data collection takes place, in order to measure success & identify areas for improvement Appropriate data collection methodologies have been devised Always Sometimes No used No reponse Table and Figure below present the indicative descriptors of the review phase at system level for the CVET sector. Among the three EQAVET indicative descriptors to be used in the review phase: Procedures, mechanisms and instruments for undertaking reviews are defined at all levels is used always by the lowest number of national VET systems in the EU-28 as against 12 countries stating that they only sometimes use this descriptor. This same outcome was replicated in the data gathered in the survey 2011 and 2012 (more information on changes observed between 2011, 2012 and 2013 in section: Summary 4.2).. Table EQAVET Indicative descriptors at system level for CVET - REVIEW PHASE REVIEW PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT SYSTEM LEVEL CONTINUING VET Procedures, mechanisms and instruments for undertaking reviews are defined at all levels BE(fr), DE, DK, IE, LT, LV, MT, NL, PL, SE, UK(Eng, Sct) BG, CZ, EE, FR, IT, CY, LU, PT, RO, FI, UK(Wls, Nir) HR, HU, SK 3 9 BE(nl), EL, ES, AT, SI 5 16 European Quality Assurance in Vocational Education and Training 107

108 Processes are regularly reviewed and action plans for change devised. Systems are adjusted accordingly Information on the outcomes of evaluation is made publicly available BE(fr), DK, EE, IE, LT, MT, NL, PL, PT, SE, UK(Eng, Wls, Nir, Sct) BE(nl), BG, DE, EE, IE, FR, LT, LV, NL, PL, FI, SE, UK(Eng, Wls, Nir, Sct) BE(nl), CZ, DE, FR, IT, CY, LV, LU, FI CZ, DK, IT, CY, LU, MT, SK BG, HR, HU, RO, SK BE(fr), HR, HU, PT, RO 5 16 EL, ES, AT, SI 5 16 EL, ES, AT, SI AVERAGE number AVERAGE percentages Figure EQAVET Indicative descriptors at system level for CVET - REVIEW PHASE Procedures, mechanisms and instruments for undertaking reviews are defined at all levels Processes are regularly reviewed and action plans for change devised. Systems are adjusted accordingly Information on the outcomes of evaluation is made publicly available Always Sometimes No used No reponse On average, national VET systems always use the EQAVET indicative descriptors in the review phase in almost the same proportion as in the evaluation phase (44 and 41 per cent respectively). However, the proportion of sometimes used (38 per cent) is higher in the evaluation phase than in the review phase (28 per cent). This suggests that more EU-28 seem to require support in the evaluation phase than in the other phases. These results were replicated in 2011 and 2012 (more information on changed observes between 2011, 2012 and 2013 in Summary 4.2 below). European Quality Assurance in Vocational Education and Training 108

109 SUMMARY 4.2 Table indicates that the average of CVET systems with a quality assurance systematic approach in place regarding the EQAVET descriptors (i.e. always using the EQAVET indicative descriptors) is higher in the planning and the implementation phases than in the evaluation and review phases. The same situation was evident for the IVET sector at system level. This suggests that further actions are needed focusing on the evaluation and review phases for both sectors, IVET and CVET; in particular the review phase. Figure Always used percentage values for all EQAVET indicative descriptors at system level for CVET in Planning Implementation Evaluation Review Figure 4.2.5a below plots the figures reported by participating countries in the survey 2012 and in relation to the always average figures for the EQAVET indicative descriptors at system level for the IVET sector. It shows that the pattern unveiled in both years is similar to the one in 2013 (as shown in Figure above). The changes observed in 2013 when compared to 2012 can be attributed by changes reported by CZ, DE, HR, LT, LV, LU, NL, PL, SK and UK(Wls). Changes should be viewed with care, see page 6 for more information. More information in changes is available in the report of the survey of 2012 at Figure 4.2.5a - Always used percentage values for all EQAVET indicative descriptors at system level for CVET in 2012 and Planning Implementation Evaluation Review 80 Planning Implementation Evaluation Review These changes are only relevant in relation to those EU-27 which responded to the survey 2011, ie.: BE(fr), BG, DE, EE, EL, IE, ES,HR, FR, IT, CY, LT, LU, HU, NL, AT, RO, SI, SK, FI, SE, UK(Enl, Wls, Nir, Sct). European Quality Assurance in Vocational Education and Training 109

110 EFTA - Switzerland (CH) and Norway (NO) Table EQAVET Indicative descriptors at system level for CVET the four phases of the Quality Cycle INDICATIVE DESCRIPTORS AT VET SYSTEM Always used Sometimes Not used No response CONTINUING VET used PLANNING PHASE Goals/objective of VET are: described for the medium and long terms CH NO Goals/objective of VET are: linked to EU goals CH NO The relevant stakeholders participate in setting VET goals and objectives at the different levels CH NO Targets: are established CH NO Targets are: monitored through specific indicators (success criteria) CH NO Mechanisms and procedures have been established to identify training needs CH NO An information policy has been devised to ensure optimum disclosure of quality results/outcomes subject to national/regional data protection requirements CH NO Standards and guidelines for recognition, validation and certification of competences of individuals have been defined CH NO IMPLEMENTATION PHASEN Implementation plans are established in cooperation with social partners, VET providers and other relevant stakeholders at the different levels CH NO Implementation plans include: consideration of the resources required Implementation plans include: the capacity of the users and the tools Implementation plans include: guidelines needed for support CH NO Guidelines and standards have been devised for implementation at different levels CH NO Implementation plans include specific support towards the training of teachers and trainers CH NO VET providers responsibilities in the implementation process are explicitly described CH NO VET providers responsibilities in the implementation process are explicitly described and made transparent CH NO A national and/or regional quality assurance framework to promote continuous improvement and self-regulation has been devised and includes guidelines at VET-provider level CH NO A national and/or regional quality assurance framework to promote continuous improvement and self-regulation has been devised and includes quality standards at VET-provider level CH NO EVALUATION PHASE A methodology for evaluation has been devised, covering internal evaluation CH NO A methodology for evaluation has been devised, covering external evaluation CH NO Stakeholder involvement in the monitoring and evaluation process is agreed and clearly described CH NO The national/regional standards and processes for improving and assuring quality are relevant and proportionate to the needs of the sector CH NO Systems are subject to self-evaluation, internal and external review, as appropriate CH NO Early warning systems are implemented CH NO CH CH NO NO European Quality Assurance in Vocational Education and Training 110

111 Performance indicators are applied CH NO Relevant, regular and coherent data collection takes place, in order to measure success and identify areas for improvement CH NO Appropriate data collection methodologies have been devised, e.g. questionnaires and indicators/metrics CH NO REVIEW PHASE Procedures, mechanisms and instruments for undertaking reviews are defined at all levels CH NO Processes are regularly reviewed and action plans for change devised. Systems are adjusted accordingly CH NO Information on the outcomes of evaluation is made publicly available CH NO European Quality Assurance in Vocational Education and Training 111

112 SECTION 4.3: Indicative descriptors at VET provider level for IVET This section deals with the EQAVET indicative descriptors and how they are used and applied by VET providers in the national contexts within the IVET sector. The descriptors will be analysed in relation to each of the four stages of the quality assurance cycle, i.e. planning, implementation, evaluation and review. In the following pages, the EQAVET indicative descriptors will be explored for the four phases of the quality cycle and how they are used by VET providers in their quality assurance management actions for the IVET sector. Table and Figure below present the EQAVET descriptors for the planning phase. They show that VET providers operating in the IVET sector in the EU-28 need to improve their performance in relation to the following key indicative descriptors: Providers plan cooperative initiatives with other VET providers ; which is only used always in 6 systems in the EU-28 (DK, ES, IT, HU, MT, SI, SK, UK(Eng, Wls) by VET providers at national level. This lack of systematic cooperation between providers may have a negative impact on the attempt to build a culture of quality assurance among VET providers at national level. This could suggest that the development of initiatives to foster mutual learning, exchange of experience and good practices among providers within the national context is an important priority. The local targets set by the VET providers reflect: European VET policy goals/objectives. As for CVET at system level, the EU dimension is not systematically reflected in the formulation of the VET providers planning processes (only in 8 VET systems do VET providers at national level apply on a regular basis -i.e. always - this descriptor, in contrast with the 59 per cent of VET providers at national level who use it sometimes ). Other descriptors with low always percentages values are; - The relevant stakeholders participate in the process of analysing local needs - There is an early involvement of staff in planning, including with regard to quality development ; - VET providers have an explicit and transparent quality assurance system in place; which is always used in 13 systems by VET providers at national level. These results were replicated in 2011 and 2012 (more information on changes observed between 2011, 2012 and 2013 in section Summary: 4.3). Table EQAVET Indicative descriptors at VET provider level for IVET - PLANNING PHASE PLANNING PHASE INDICATIVE DESCRIPTORS AT VET PROVIDER LEVEL INITIAL VET The local targets set by the VET providers reflect: European VET policy goals/objectives Always used Sometimes used Not used No response DK, HR, ES, IE, HU, MT, AT, SK, UK(Eng), 8 25 BG, CZ, DE, FR, IT, CY, LT, LV, LU, NL, PL, PT, RO, SI, SE, FI, UK(Wls, Nir, Sct) _ 0 _ BE(nl, fr), EE, EL 4 13 European Quality Assurance in Vocational Education and Training 112

113 The local targets set by the VET providers reflect: National level VET policy goals/objectives The local targets set by the VET providers reflect: Regional level VET policy goals/objectives CZ, DK, DE, EE, HR, IE, ES, FR, IT, LT, LU, HU, MT, NL, AT, PL, PT, SI, SK, FI, UK(Eng, Wls, Nir, Sct), BG, CZ, DE, HR, ES, IE, FR, IT, LT, AT, RO, SK, UK(Eng, Wls, Nir, Sct) BG, CY, LV, RO, SE 50 LV, NL, FI, SE, DK, PT, SI 0 _ 3 9 BE(nl, fr), EL BE(nl, fr), EE, EL, CY, LU, HU, MT, PL Explicit goals/objectives and targets are: set Explicit goals/objectives and targets are: monitored On-going consultation with relevant stakeholders takes place to identify specific local/ individual needs Responsibilities in quality management and development have been explicitly allocated There is an early involvement of staff in planning, including with regard to quality development Providers plan cooperative initiatives with other VET providers The relevant stakeholders participate in the process of analysing local needs VET providers have an explicit and transparent quality assurance system in place AVERAGE number CZ, DK, DE, EE, ES, FR, HR, IT, LT, HU, MT, NL, PL, PT, AT, RO, SK, FI, UK(Eng, Nir, Sct) CZ, DK, DE, EE, ES, FR, LT, LV, HU, MT, NL, AT, PT, RO, SK, UK(Eng, Nir, Sct) BG, DK, DE, EE, IE, ES, FR, LT, HU, MT, NL, AT, RO, SI, SK, FI, SE, UK(Nir, Sct) DK, DE, IE, ES, LT, LV, LU, HU, MT, NL, AT, PT, RO, SK, SE, UK(Eng, Nir, Sct) DE, IE, ES, FR, HU, MT, NL, AT, PL, RO, SK, FI, UK(Eng, Sct) ES, LT, HU, MT, SI, UK(Eng, Wls) DK, DE, ES, FR, LT, HU, MT, NL, AT, FI, UK(Eng, Wls, Sct), DK, EE, IE, ES, LT, HU, MT, NL, AT, PT, SE, UK(Eng, Nir, Sct) BG, IE, CY, LV, LU, SI, SE, UK(Wls) BG, HR, IE, IT, LU, PL, SI, FI, SE, UK(Wls) CZ, HR, IT, CY, LV, LU, PL, PT, UK(Eng, Wls) BG, CZ, EE, FR, HR, IT, PL, SI, FI, UK(Wls) BG, CZ, DK, EE, HR, FR, IT, CY, LT, LV, LU, PT, SI,SE UK(Wls, Nir) BG, CZ, DE, DK, EE, HR, FR, IE, IT, CY, LV, LU, NL, AT, PL, PT, RO, FI, SE, UK(Nir, Sct), BG, CZ, EE, HR, IE, IT, CY, LV, LU, PL, PT, RO, SI, SK, SE, UK(Nir) BG, CZ, DE, FR, HR, IT, LV, LU, PL, RO, SI, SK, FI, UK(Wls) CY _ CY _ SK _ CY 1 0 _ BE(nl, fr), EL 1 3 BE(nl, fr), EL 0 _ BE(nl, fr), EL 1 3 BE(nl, fr), EL 0 _ BE(nl, fr), EL 1 3 BE(nl, fr), EL 0 _ BE(nl, fr), EL 1 3 BE(nl, fr), EL AVERAGE percentages European Quality Assurance in Vocational Education and Training 113

114 Figure EQAVET Indicative descriptors at VET provider level for IVET - PLANNING PHASE The local targets set by the VET providers reflect: European VET policy goals/objectives The local targets set by the VET providers reflect: National level VET policy goals/objectives The local targets set by the VET providers reflect: Regional level VET policy goals/objectives Explicit goals/objectives and targets are: set Explicit goals/objectives and targets are: monitored On-going consultation with relevant stakeholders takes place to identify specific local/ individual needs Responsibilities in quality management and development have been explicitly allocated There is an early involvement of staff in planning, including with regard to quality development Providers plan cooperative initiatives with other VET providers The relevant stakeholders participate in the process of analysing local needs VET providers have an explicit and transparen QA system in place Always Sometimes No used No reponse Table and corresponding Figure present below the indicative descriptors for the implementation phase at VET provider level for IVET. They show that: Sometimes used values are higher than always used for all indicative descriptors in this phase of the quality assurance cycle; In contrast to what national systems are doing in relation to the training of teachers/trainers, VET providers proportionally seem to be doing more in relation to the indicative descriptor: The strategic plan for staff competence development specifies the need for training for teachers and trainers (16 systems in the EU-28 reported that providers operating in the IVET sector in the national context are always using this indicator). However, there is still room for improvement as 13 systems in EU- (41 per cent) reported that sometimes IVET providers use this descriptor. These results were replicated in 2011 and 2012 (more information on changes observed between 2011, 2012 and 2013 in section: Summary 4.3). Table EQAVET Indicative descriptors at VET provider level for IVET - IMPLEMENTATION PHASE IMPLEMENTATION PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT VET PROVIDER LEVEL INITIAL VET Resources are appropriately internally aligned/ assigned with a DK, IE, ES, LT, HU, MT, NL, PT, 13 BG, CZ, DE, EE, FR, HR, IT, LV, view to achieving the targets set in the implementation plans SI, SK, UK(Eng, Nir, Sct) 41 LU, AT, RO, FI, SE, UK(Wls) 44 CY 3 BE(nl, fr), EL, PL 13 Relevant and inclusive partnerships are explicitly supported to implement the actions planned BG, DE, IE, ES, FR, LT, HU, MT, NL, AT, FI, SE, UK(Eng, Sct) CZ, DK, EE, HR, IT, LV, LU, PL, PT, RO, SI, SK, UK(Wls, Nir) CY 1 3 BE(nl, fr), EL 3 9 European Quality Assurance in Vocational Education and Training 114

115 The strategic plan for staff competence development specifies the need for training for teachers and trainers Staff undertake regular training and develop cooperation with relevant external stakeholders: to support capacity building and quality improvement Staff undertake regular training and develop cooperation with relevant external stakeholders: to enhance performance AVERAGE numbers DK, ES, HR IE, LT, LU, HU, MT, NL, PL, PT, SK, FI, UK(Eng, Nir, Sct) DK, EE, IE, ES, LU, HU, MT, NL, AT, PL, SI, UK(Eng) BG, DK, EE, IE, ES, LU, HU, MT NL, AT, PL, SI BG, CZ, DE, EE, FR, IT, CY, LV, AT, RO, SI, SE, UK(Wls) BG, CZ, DE, FR, HR, IT, CY, LV, LT, PT, RO, SK, FI, SE, UK(Wls, Nir, Sct) CZ, DE, FR, HR, IT, CY, LV, LT, PT, RO, SK, FI, SE, UK(Wls, Nir, Sct) _ _ _ 15 0 _ 0 _ 0 _ 1 BE(nl, fr), EL BE(nl, fr), EL BE(nl, fr), EL, UK(Eng) AVERAGE percentages Figure below shows the higher percentages of VET providers at national level using sometimes the EQAVET indicative descriptors in the implementation phase. Figure EQAVET Indicative descriptors at VET provider level for IVET - IMPLEMENTATION PHASE Resources are appropriately internally aligned/ assigned with a view to achieving the targets set in the implementation plans Relevant & inclusive partnerships are explicitly supported to implement the actions planned The strategic plan for staff competence development specifies the need for training for teachers & trainers Staff undertake regular training & develop cooperation with relevant external stakeholders: to support capacity building and quality improvement Staff undertake regular training & develop cooperation with relevant external stakeholders: to enhance performance Always Sometimes No used No reponse The evaluation phase is explored in Table and Figure below. They show that: The average value of always and sometimes responses at system level for the indicative descriptors in the evaluation phase in the IVET sector are 66 and 25 per cent while the values of both type of responses among providers is: 44 and 34 per cent for each types of answers. This indicates that VET providers need to be more systematic and regular in evaluating their processes. A significant number of VET providers use the indicative descriptor: Self-assessment/self-evaluation is periodically carried out: under national regulations/frameworks. On the other hand, the indicative descriptor Self-assessment/self-evaluation is periodically carried out: under regional regulation/framework is only always used in 4 VET systems in EU-28 by the IVET providers in the national context. This could indicate that the local/regional circumstances and needs are not always reflected in VET provision. The descriptor Early warning systems are implemented is always applied by a small percentage of IVET providers at national level (122per cent) as it was the case at system level. However, the percentage European Quality Assurance in Vocational Education and Training 115

116 value of sometimes is larger proportionally than at system level: 47 per cent of VET providers in the national context sometimes use/implement early warning system. These results were replicated in 2011 and 2012 (more information on changes observed between 2011, 2012 and 2013 in section: Summary 4.3). Table EQAVET Indicative descriptors at VET provider level for IVET - EVALUATION PHASE EVALUATION PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT VET PROVIDER INITIAL VET BG, CZ, DK, DE, EE, ES, IE, HR, LT, LV, HU, MT, NL, AT, PL, PT, Self-assessment/self-evaluation is periodically carried out: under national regulations/frameworks RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct), 78 FR, LU 6 IT, CY 6 BE(nl, fr), EL 9 Self-assessment/self-evaluation is periodically carried out: under regional regulations/framework Self-assessment/self-evaluation is periodically carried out: at the initiative of VET providers Evaluation and review covers processes and results/outcomes of education including: the assessment of learner satisfaction Evaluation and review covers processes and results/outcomes of education including: staff performance and satisfaction Evaluation and review includes adequate and effective mechanisms to involve: internal stakeholders Evaluation and review includes adequate and effective mechanisms to involve: external stakeholders Early warning systems are implemented AVERAGE numbers DK, ES, AT, SK BG, DK, ES, LT, HU, AT, PL, SK, FI, UK(Eng, Nir), DK, EE, IE, ES, LT, HU, MT, NL, PL, PT, AT, SK, FI, UK(Eng, Wls, Nir, Sct) DK, EE, ES, LT, HU, MT, NL, AT, PL, SK, FI,UK(Eng, Nir) DK, EE, IE, ES, LT, LV, HU, MT, NL, AT, PL, PT, RO, SK, FI, UK(Eng, Wls, Nir, Sct), DK, EE, IE, ES, LT, LV, HU, MT, NL, AT, PL, SK, UK(Eng, Wls, Nir, Sct), DK, IE, ES, MT, SK, UK(Eng, Wls) BG, CZ, DE, FR, IT, UK(Eng, Sct) CZ, DE, EE, HR, FR, IT, LV, LU, NL, PT, SI, SE, UK(Wls, Sct) BG, CZ, DE, HR FR, IT, LV, LU, RO, SI, SE BG, CZ, DE, HR FR, IT, CY, LV, LU, PT, RO, SI, SE, UK(Wls, Sct) BG, CZ, DE, HR, FR, IT, CY, LU, SI BG, CZ, DE, FR, HR, IT, CY, LU, PT, RO, SI, FI BG, CZ, DE, EE, FR, IT, LT, LU, NL, AT, SI, FI, SE, UK(Nir, Sct) HR, LT, LV, NL, PT, SI, FI, SE, UK(Wls, Nir) 44 CY CY _ 7 22 SE SE HR, CY, LV, HU, PL, PT, RO BE(nl, fr), EE, EL, CY, LU, HU, MT, PL, RO BE(nl, fr), EL, IE, MT, RO 3 BE(nl, fr), EL 0 _ 1 BE(nl, fr), EL, IE 3 BE(nl, fr), EL 1 3 BE(nl, fr), EL 7 22 BE(nl, fr), EL AVERAGE percentages European Quality Assurance in Vocational Education and Training 116

117 Figure EQAVET Indicative descriptors at VET provider level for IVET - EVALUATION PHASE Self-assessment/self-evaluation is periodically carried out: under national Self-assessment/self-evaluation is periodically carried out: regional regulations/framework Self-assessment/self-evaluation is periodically carried out: at the initiative of VET providers Evaluation & review covers processes & results/outcomes of education including: the Evaluation & review covers processes and results/outcomes of education including: staff Evaluation & review includes adequate & effective mechanisms to involve: internal Evaluation & review includes adequate & effective mechanisms to involve: external Early warning systems are implemented Always Sometimes No used No reponse Table and Figure below present the indicative descriptors used by VET providers at national level in the review processes of their educational and training IVET provision. They show that the lowest percentage values of always used occurs in the indicative descriptors: Information on the outcomes of the review is widely and publicly available and Results/outcomes of the evaluation process are discussed with relevant stakeholders and appropriate action plans are put in place. These results were shared in 2012 and 2011 (more information in section: Summary 4.3). Table EQAVET Indicative descriptors at VET provider level for IVET - REVIEW PHASE REVIEW PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT VET PROVIDER INITIAL VET Learners feedback is gathered: on DK, EE, IE, ES, LT, LV, HU, MT, their individual learning experience and on the learning and teaching environment NL, AT, PL, PT, SK, FI, UK(Eng, Wls, Nir, Sct) 56 BG, CZ, DE, FR, HR, IT, CY, LU, RO, SI, SE 34 _ BE(nl, fr), EL 9 Learners feedback is gathered: Together with teachers feedback this is used to inform further actions Information on the outcomes of the review is widely and publicly available Procedures on feedback and review are part of a strategic learning process in the organisation Results/outcomes of the evaluation process are discussed with relevant stakeholders and appropriate action plans are put in place AVERAGE number DK, EE, IE, ES, LT, HU, MT, NL, AT, PL, FI, UK(Eng, Nir, Sct) DK, IE, ES, HU, MT, NL, RO, UK(Eng, Nir), CZ, DK, IE, ES, HU, MT, NL, AT, PL, RO, SK, UK(Eng, Nir, Sct), DK, IE, ES, LT, LU, HU, MT, NL, AT, PL, UK(Eng, Nir, Sct) BG, CZ, DE, FR, HR, IT, CY, LU, PT, RO, SI, SK, SE, UK(Wls) BG, CZ, DE, EE, FR, IT, LV, LT, LU, AT, PL, SI, SK, FI, SE, UK(Wls, Sct) BG, DE, EE, HR, IT, LT, LV, LU, PT, SI, SE, FI, UK(Wls) BG, CZ, DE, EE, HR,FR, IT, LV, PT, RO, SI, SK, FI, SE, UK(Wls) LV HR, CY, PT CY CY BE(nl, fr), EL 3 9 BE(nl, fr), EL BE(nl, fr), EL, FR 3 BE(nl, fr), EL AVERAGE percentages European Quality Assurance in Vocational Education and Training 117

118 Table EQAVET Indicative descriptors at VET provider level for IVET - REVIEW PHASE Learners feedback is gathered: on their individual learning experience & on the learning & teaching environment Learners feedback is gathered: Together with teachers feedback this is used to inform further actions Information on the outcomes of the review is widely & publicly available Procedures on feedback & review are part of a strategic learning process in the organisation Results/outcomes of the evaluation process are discussed with relevant stakeholders & appropriate action plans are put in place Always Sometimes No used No reponse European Quality Assurance in Vocational Education and Training 118

119 SUMMARY 4.3 Figure below shows that on average VET providers in the EU-28 are more often always using and implementing the EQAVET indicative descriptors in the planning phase than in the implementation, evaluation or review phases in the IVET sector. This is more noticeable in the implementation phase. This may suggest that on average VET providers at national level have established more developed quality management systems in the planning than in the other stages. It indicates that VET providers at national level need further support in these phases of the quality assurance cycle. The always value in the evaluation and review phases are higher than the implementation phase. This contrasts to the results at system level, where the evaluation and review phase were lower than the implementation phase. These results may suggest that IVET providers in the national contexts are complying or responding to external evaluations proposed by the relevant authorities. Figure Always used percentage values for all EQAVET indicative descriptors at provider level for IVET Planning Implementation Evaluation Review Figure 3.2.7a below plots the figures reported by participating countries in the survey 2012 and 2011 in relation to the always average figures for the EQAVET indicative descriptors at VET provider level for the IVET sector. It shows that the pattern in 2013 differs from the one observed in 2012 and 2011 as the value of always used for the review phase is not the same as for the evaluation phase. However, in the three year the trend seems to suggest that the implementation phase is lower than in the other phases. The changes observed in 2013 when compared to 2012 can be attributed by changes reported by CZ, DE, HR, LT, LV, LU, NL, PL, SK and UK(Wls). Changes should be viewed with care, see page 6 for more information. More information in changes is available in the report of the survey of 2012 at Figure 4.3.5a - Always used percentage values for all EQAVET indicative descriptors at provider level for IVET 2012 and Planning Implementation Evaluation Review Planning Implementation Evaluation Review European Quality Assurance in Vocational Education and Training 119

120 EFTA Switzerland (CH) and Norway (NO) Table EQAVET Indicative descriptors at provider level for IVET the four phases of the Quality Cycle INDICATIVE DESCRIPTORS AT PROVIDER LEVEL Always used Sometimes Not used No response INITIAL VET used PLANNING PHASE The local targets set by the VET providers reflect: European VET policy goals/objectives NO CH The local targets set by the VET providers reflect: National level VET policy goals/objectives CH NO The local targets set by the VET providers reflect: Regional level VET policy goals/objectives CH NO Explicit goals/objectives and targets are: set CH NO Explicit goals/objectives and targets are: monitored CH NO On-going consultation with relevant stakeholders takes place to identify specific local/ individual needs CH, NO Responsibilities in quality management and development have been explicitly allocated NO CH There is an early involvement of staff in planning, including with regard to quality development NO CH Providers plan cooperative initiatives with other VET providers NO CH The relevant stakeholders participate in the process of analysing local needs VET providers have an explicit and transparent quality assurance system in place IMPLEMENTATION PHASE CH, NO CH, NO Resources are appropriately internally aligned/ assigned with a view to achieving the targets set in the implementation plans CH NO Relevant and inclusive partnerships are explicitly supported to implement the actions planned CH NO The strategic plan for staff competence development specifies the need for training for teachers and trainers CH, NO Staff undertake regular training and develop cooperation with relevant external stakeholders: to support capacity building and quality improvement CH NO Staff undertake regular training and develop cooperation with relevant external stakeholders: to enhance performance CH NO EVALUATION PHASE Self-assessment/self-evaluation is periodically carried out: under national regulations/frameworks NO CH Self-assessment/self-evaluation is periodically carried out: under regional regulations/framework NO CH Self-assessment/self-evaluation is periodically carried out: at the initiative of VET providers NO CH Evaluation and review covers processes and results/outcomes of education including: the assessment of learner satisfaction NO CH Evaluation and review covers processes and results/outcomes of education including: staff performance and satisfaction NO CH Evaluation and review includes adequate and effective mechanisms to involve: internal stakeholders NO CH Evaluation and review includes adequate and effective mechanisms to involve: external stakeholders NO CH Early warning systems are implemented CH NO European Quality Assurance in Vocational Education and Training 120

121 REVIEW PHASE Learners feedback is gathered: on their individual learning experience and on the learning and teaching environment NO CH Learners feedback is gathered: Together with teachers feedback this is used to inform further actions NO CH Information on the outcomes of the review is widely and publicly available NO CH Procedures on feedback and review are part of a strategic learning process in the organisation CH, NO Results/outcomes of the evaluation process are discussed with relevant stakeholders and appropriate action plans are put in place CH, NO European Quality Assurance in Vocational Education and Training 121

122 SECTION 4.4: Indicative descriptors at VET provider level for CVET This section shows how the EQAVET indicative descriptors at VET provider level are used by the continuing VET (CVET) sector across the EU-27 plus Croatia. Tables 4.4.1, 4.4.2, and (and associated figures) explore how individually the EQAVET indicative descriptors for the planning, implementation, evaluation and review phases are used and applied in the CVET sector by VET providers at national level. Table and Figure below show that training institutions at national level in the CVET sector for the planning phase are: On average 38 per cent of the time always using the EQAVET indicative descriptors when devising their strategic planning in their internal quality assurance management processes. The sometimes used value is 34 per cent; which is very closed figure to the always used value. This indicates that CVET providers at national level need to be encouraged to establish solid and systematic strategic plans for their CVET provision. Strategic planning is the underpinning step in the process of embedding the internal quality assurance processes in a training institution. Well above this always used average percentage is the indicative descriptor: The local targets set by the VET providers reflect: National level VET policy goals/objectives ; which is always applied by 53 per cent of the training institutions in the CVET sector. This contrasts with the low percentage of CVET institutions which use the indicative descriptor: The local targets set by the VET providers reflect: European VET policy goals/objectives when establishing their strategic plans (this descriptor has the lower always used average value -11 per cent- within the planning phase). The lack of the European dimension in the strategic plans of quality assurance systems in the CVET sector is a common feature (as it was shown in previous sections) shared by and CVET at system level; suggesting an important role to be played by national reference points in order to advance this aspect of VET. There is also a below average recording for the descriptor: Providers plan cooperative initiative with other VET providers ; with negative consequences for the effective management of resources, crossfertilisation, mobility and mutual learning among CVET institutions. These results were replicated in 2011 and 2012 (more information on changes observed between 2011, 2012 and 2013 in section Summary 4.4). Table EQAVET Indicative descriptors at provider level for CVET - PLANNING PHASE PLANNING PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT VET PROVIDER LEVEL CONTINUING VET BE(fr), BG, CZ, 5 DE, HR, FR, IT, LT, LV, NL, PT, RO, SK, FI, SE, BE(nl), EE, UK(Wls, Nir, EL, ES, CY, 16 Sct) 56 PL 3 LU, AT, SI 25 The local targets set by the VET providers reflect: European VET policy goals/objectives The local targets set by the VET providers reflect: National level VET DK, IE, HU, MT, UK(Eng) DE, DK, EE, IE, FR, IT, LT, HU, 17 BE(fr), BG, CZ, HR, LV, PL, SK, 8 _ 0 BE(nl), EL, ES, CY, LU, 7 European Quality Assurance in Vocational Education and Training 122

123 policy goals/objectives The local targets set by the VET providers reflect: Regional level VET policy goals/objectives Explicit goals/objectives and targets are: set Explicit goals/objectives and targets are: monitored On-going consultation with relevant stakeholders takes place to identify specific local/ individual needs Responsibilities in quality management and development have been explicitly allocated There is an early involvement of staff in planning, including with regard to quality development Providers plan cooperative initiatives with other VET providers The relevant stakeholders participate in the process of analysing local needs VET providers have an explicit and transparent quality assurance system in place AVERAGE numbers MT, NL, PT, RO, FI, UK(Eng, Wls, Nir, Sct), BE(fr), BG, DE, IE, FR, IT, LT, UK(Eng, Wls, Nir, Sct) BE(fr), DE, DK,EE, IT, LT, HU, MT, NL, PL, PT, FI, UK(Eng, Wls, Nir, Sct), BE(fr), DK, DE, EE, LT, LV, HU, MT, NL, PT, UK(Eng, Wls, Nir, Sct) BG, DE, DK, EE, IE, FR, LT, MT, NL, HU, FI, SE, UK(Wls, Nir, Sct) BE(fr), DE, DK, IE, LV, HU, MT, NL, PT, SK, SE, UK(Eng, Wls, Nir, Sct) DE, IE, HU, MT, NL, PL, FI, UK(Eng, Sct) DK, LT, HU, MT, UK(Eng, Wls) DK, DE, FR, LT, HU, MT, NL, FI, SE, UK(Eng, Wls, Sct) BE(fr), DK, EE, IE, HU, MT, NL, PT, UK(Eng, Nir, Sct) SE CZ, HR, LV, NL, RO, SK, FI, SE BG, CZ, IE, FR, LV, SK, SE BG, CZ, IE, FR, IT, PL, SK, FI, SE, BE(fr), CZ, HR, IT, LV, PL, PT, RO, SK, UK(Eng) BG, CZ, EE, FR, IT, LT, PL, RO, FI, BE(fr), BG, DK, CZ, FR, IT, LT, LV, PT, RO, SK, SE, UK(Wls, Nir), BE(fr), BG, CZ, DE, EE, HR, FR, IE, IT, LV, NL, PL, PT, FI, SE, UK(Nir, Sct), BE(fr), BG, CZ, EE, HR, IE, IT, LV, PL, PT, SK, UK(Nir) BG, CZ, DE, FR, IT, LT, LV, PL, RO, FI, SE, UK(Wls) 25 _ DK, PT HR, RO HR, RO HR HR RO, SK RO HR, SK AT, SI BE(nl), EE, EL, ES, CY, HU, MT, LU, AT, PL, SI BE(nl), EL, ES, CY, LU, AT, SI BE(nl), EL, ES, CY, LU, AT, SI BE(nl), EL, ES, CY, LU, AT, SI BE(nl), EL, ES, CY, LU, AT, SI BE(nl), EE, EL, ES, CY, LU, AT, SI BE(nl), EL, ES, CY, LU, AT, SI BE(nl), EL, ES, CY, LU, AT, SI BE(nl), EL, ES, CY, LU, AT, SI AVERAGE percentages European Quality Assurance in Vocational Education and Training 123

124 Figure EQAVET Indicative descriptors at provider level for CVET - PLANNING PHASE The local targets set by the VET providers reflect: European VET policy goals/objectives The local targets set by the VET providers reflect: National level VET policy goals/objectives The local targets set by the VET providers reflect: Regional level VET policy goals/objectives Explicit goals/objectives & targets are: set Explicit goals/objectives and targets are: monitored On-going consultation with relevant stakeholders takes place to identify specific local/ individual Responsibilities in quality management & development have been explicitly allocated There is an early involvement of staff in planning, including with regard to quality development Providers plan cooperative initiatives with other VET providers The relevant stakeholders participate in the process of analysing local needs VET providers have an explicit and transparent QA system in place Always Sometimes No used No reponse The indicative descriptors at provider level of the implementation phase for the CVET sector are explored in Table and Figure below. Table indicates that CVET providers are sometimes applying the EQAVET descriptors in the implementation stages of their quality assurance processes at a higher rate than always : Almost half of CVET providers at national level across EU-28 (on average eleven or 44 per cent) are sometimes using the descriptors in contrast to ten or 31 per cent that on average are always using the EQAVET descriptors of the implementation phase. The table shows that CVET providers are doing better in relation to training of teachers/trainers than at system level (12 or 38 per cent of CVET providers are always using the descriptor: The strategic plan for staff competence development specifies the need for training for teachers and trainers ). Only 6 systems (or 19 per cent) stated that their CVET providers at national level always used the descriptor: Staff undertake regular training and develop cooperation with relevant external stakeholders: to support capacity building and quality improvement (the previous section shows that the IVET sector tends to always implement this descriptor in similar proportion to the other descriptors of the implementation phase). The participation of staff in these quality assurance processes is a key principle in developing a culture of quality assurance within the institution and with the relevant stakeholders. CVET providers should be encouraged to establish systematic and regular quality assurance implementation processes. These results were replicated in 2011 and 2012 (more information on changes observed between 2011, 2012 and 2013 in section Summary 4.4). European Quality Assurance in Vocational Education and Training 124

125 Table EQAVET Indicative descriptors at provider level for CVET - IMPLEMENTATION PHASE IMPLEMENTATION PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT VET PROVIDER LEVEL CONTINUING VET Resources are appropriately internally aligned/ assigned with a view to achieving the targets set in the implementation plans BE(fr), DK, IE, LT, HU, NL, PT, UK(Eng, Nir, Sct) BG, CZ, DE, EE, FR, IT, LV, RO, SK, FI, SE, UK(Wls), HR 1 3 BE(nl), EL, ES, CY, LU, MT, AT, PL, SI 9 28 Relevant and inclusive partnerships are explicitly supported to implement the actions planned The strategic plan for staff competence development specifies the need for training for teachers and trainers Staff undertake regular training and develop cooperation with relevant external stakeholders: to support capacity building and quality improvement Staff undertake regular training and develop cooperation with relevant external stakeholders: to enhance performance AVERAGE numbers BG, IE, LT, HU, MT, NL, FI, UK(Eng, Sct) DK, IE, LT, HU, MT, NL, PL, PT, SK, FI, SE, UK(Eng, Nir, Sct), DK, EE, IE, MT, NL, PL, UK(Eng), DK, BG, EE, IE, MT, NL, HU, PL, BE(fr), CZ, DE, DK, EE, FR, HR, IT, LV, PL, PT, RO, SK, SE, UK(Wls, Nir) BE(fr), BG, CZ, DE, EE, FR, HR IT, LV, RO, UK(Wls) BE(fr), BG, CZ, DE, FR, HR, IT, LT, LV, HU, PT, SK, FI, SE, UK(Wls, Nir, Sct) BE(fr), CZ, DE, FR, IT, HR, LT, LV, PT, SK, FI, SE, UK(Wls, Nir, Sct) _ _ RO RO 14 0 _ 0 _ BE(nl), EL, ES, CY, LU, AT, SI BE(nl), EL, ES, CY, LU, AT, SI BE(nl), EL, ES, CY, LU, AT, SI BE(nl), EL, ES, CY, LU, AT, SI, UK(Eng) AVERAGE percentages Figure EQAVET Indicative descriptors at provider level for CVET - IMPLEMENTATION PHASE Resources are appropriately internally aligned/ assigned with a view to achieving the targets set in the implementation plans Relevant and inclusive partnerships are explicitly supported to implement the actions planned The strategic plan for staff competence development specifies the need for training for teachers & trainers Staff undertake regular training and develop cooperation with relevant external stakeholders: to support capacity building & quality improvement Staff undertake regular training & develop cooperation with relevant external stakeholders: to enhance performance Always Sometimes No used No reponse In relation to the evaluation phase: CVET providers in the EU-28 are sometimes using the EQAVET indicative descriptors at a higher rate than always. This is shown by Table and Figure which hint at the need to foster more systematic approaches to evaluation than those existing or already put in place by national institutions providing CVET. European Quality Assurance in Vocational Education and Training 125

126 It is worth noting the at only one country (DK) reported that CVET providers are always using the descriptor: Self-assessment/self-evaluation is periodically carried out: under regional regulations/framework. This might suggest a lack of tailor-made internal evaluation processes within the CVET providers. Once more the indicative descriptor Early warning systems are implemented is not being implemented systematically by a higher number of VET institutions in the national context (only 3 national VET systems in the EU-27 acknowledge that their CVET institutions are always implementing this descriptor within their quality assurance evaluation processes IE, MT and UK(Eng)). These results show no change from the outcomes gathered in 2012 and 2011 (more information on changes observed between 2011, 2012 and 2013 in section Summary 4.4). Table EQAVET Indicative descriptors at provider level for CVET - EVALUATION PHASE EVALUATION PHASE INDICATIVE DESCRIPTORS AT VET PROVIDER CONTINUING VET Self-assessment/self-evaluation is periodically carried out: under national regulations/frameworks Self-assessment/self-evaluation is periodically carried out: under regional regulations/framework Self-assessment/self-evaluation is periodically carried out: at the initiative of VET providers Evaluation and review covers processes and results/outcomes of education including: the assessment of learner satisfaction Evaluation and review covers processes and results/outcomes of education including: staff performance and satisfaction Evaluation and review includes adequate and effective mechanisms to involve: internal stakeholders Evaluation and review includes adequate and effective mechanisms to involve: external stakeholders Early warning systems are implemented AVERAGE numbers Always used Sometimes used Not used No response Nu Nu BG, DK, EE, IE, LT, LV, HU, MT, NL, PL, PT, RO, FI, UK(Eng, Wls, Nir, Sct) DK BG, DK, HU, PL, FI, UK(Eng, Wls, Nir), BG, DK, EE, IE, LT, HU, MT, NL, PL, PT, RO, SK, FI, UK(Eng, Wls, Nir, Sct) DK, EE, LT, HU, MT, NL, PL, FI, UK(Eng, Nir) BG, DK, EE, IE, LT, LV, HU, MT, NL, PL, PT, SK, FI, UK(Eng, Nir, Sct) DK, EE, IE, LT, LV, HU, MT, NL, PL, UK(Eng, Nir, Sct) IE, MT, UK(Eng) CZ, DE, SK, SE BG, CZ, DE, FR, IT, SE, UK(Eng, Sct) BE(fr), CZ, DE, EE, FR, HR, IT, LT, LV, NL, PT, RO, SK, SE, UK(Sct) BE(fr), CZ, DE, FR, HR, IT, LV, SE BE(fr), BG, CZ, DE, FR, HR, IT, LV, PT, RO, SK, SE, UK(Wls, Sct) BE(fr), CZ, DE, FR, HR, IT, SE BE(fr), BG, CZ, DE, FR, HR, IT, PT, SK, FI, SE BE(fr), BG, CZ, DE, DK, EE, IT, LT, NL, FI, SE, UK(Nir, Sct) BE(fr), FR, HR, IT BE(fr), HR, LT, LV, NL, PT, RO, SK, FI, UK(Wls, Nir) 41 _ 8 25 _ _ 7 22 _ _ FR, LV, HR, HU, PL, PT, RO, SK _ 0 _ 0 _ 0 _ 0 _ BE(nl), EL, ES, CY, LU, AT, SI BE(nl), EE, EL, IE, ES, CY, LU, HU, MT, AT, PL, SI BE(nl), EL, IE, ES, CY, LU, MT, AT, SI BE(nl), EL, ES, CY, LU, AT, SI BE(nl), EL, IE, ES, CY, LU, AT, SI BE(nl), EL, ES, CY, LU, AT, RO, SI, UK(Wls) BE(nl), EL, ES, CY, LU, AT, RO, SI, UK(Wls) BE(nl), EL, ES, CY, LU, AT, SI, UK(Wls) AVERAGE percentages European Quality Assurance in Vocational Education and Training 126

127 Figure EQAVET Indicative descriptors at provider level for CVET - EVALUATION PHASE Self-assessment/self-evaluation is periodically carried out: under national regulations/frameworks Self-assessment/self-evaluation is periodically carried out: under regional regulations/framework Self-assessment/self-evaluation is periodically carried out: at the initiative of VET providers Evaluation & review covers processes & results/outcomes of education including: the assessment of learner satisfaction Evaluation & review covers processes & results/outcomes of education including: staff performance and satisfaction Evaluation & review includes adequate & effective mechanisms to involve: internal stakeholders Evaluation & review includes adequate & effective mechanisms to involve: external stakeholders Early warning systems are implemented Always Sometimes No used No reponse CVET providers are sometimes using the EQAVET indicative descriptors for the review phase at a higher rate than always. This is shown by Table and Figure This outcome was also observed in It should be noted that the review process (the feedback loop and the follow-up activities) is of crucial importance for the development and enhancing of the quality of VET provision. Institutions should be encouraged to establish systematic, regular and internally described review processes. Table EQAVET Indicative descriptors at provider level for CVET - REVIEW PHASE REVIEW PHASE Always used Sometimes used Not used No response INDICATIVE DESCRIPTORS AT VET PROVIDER CONTINUING VET Learners feedback is gathered: on DK, EE, IE, LT, BE(nl), EL, 8 their individual learning experience and on the learning and teaching environment LV, HU, NL, PL, PT, RO, FI, UK(Eng, Nir, Sct) 44 BE(fr), BG, CZ, DE, FR, HR, IT, MT, SK, SE 31 ES, CY, LU, AT, SI, UK(Wls) 25 Learners feedback is gathered: together with teachers feedback this is used to inform further actions Information on the outcomes of the review is widely and publicly available Procedures on feedback and review are part of a strategic learning process in the organisation Results/outcomes of the evaluation process are discussed with relevant stakeholders and appropriate action plans are put in place AVERAGE numbers DK, EE, IE, LT, HU, NL, PL, RO, FI, UK(Eng, Nir, Sct) DK, IE, HU, NL, UK(Eng, Nir) DK, IE, HU, MT, NL, PL, UK(Eng, Nir, Sct) DK, IE, LT, HU, MT, NL, PL, SE, UK(Eng, Nir, Sct) BE(fr), BG, CZ, DE, FR, HR, IT, MT, PT, SK, SE BG, CZ, DE, EE, FR, IT, LT, LV, PL, SK, FI, SE, UK(Sct) BE(fr), BG, CZ, DE, EE, FR, HR, IT, LT, LV, PT, RO, SK, FI, SE BE(fr), BG, CZ, DE, EE, FR, HR, IT, LV, PT, RO, SK, FI LV BE(fr), HR, MT, PT, RO 47 _ _ _ 0 _ 1 BE(nl), EL, ES, CY, LU, AT, SI, UK(Wls) BE(nl), EL, ES, CY, LU, AT, SI, UK(Wls) BE(nl), EL, ES, CY, LU, AT, SI, UK(Wls) BE(nl), EL, ES, CY, LU, AT, SI, UK(Wls) AVERAGE percentages European Quality Assurance in Vocational Education and Training 127

128 Figure EQAVET Indicative descriptors at provider level for CVET - REVIEW PHASE Learners feedback is gathered: on their individual learning experience & on the learning & teaching environment Learners feedback is gathered: together with teachers feedback this is used to inform further actions Information on the outcomes of the review is widely & publicly available Procedures on feedback & review are part of a strategic learning process in the organisation Results/outcomes of the evaluation process are discussed with relevant stakeholders & appropriate action plans are put in place Always Sometimes No used No reponse European Quality Assurance in Vocational Education and Training 128

129 SUMMARY 4.4 Figure below suggests that on average CVET providers are more often always using the EQAVET indicative descriptors in the planning phases than in the other phases of the quality cycle (as it was the case with the IVET sector). This may suggest that on average CVET providers at national level have established more developed quality management systems in the planning stages than in the implementation, evaluation and/or review stages. The Figure also shows that the lowest always values occur in the implementation and review phase, which may indicate that CVET providers at national level need further support in these phases. The always average value of the evaluation phase is higher than for the implementation and review phases, this may suggest that CVET providers in the national contexts are responding or complying with external regulation/evaluation. Figure Always used percentage values for all EQAVET indicative descriptors at provider level for CVET in Planning Implementation Evaluation Review Figure 4.4.5a below plots the figures reported by participating countries in the survey 2012 and 2011 in relation to the always average figures for the EQAVET indicative descriptors at provider level for the CVET sector. It shows that the pattern observed in 2012 and 2011 is similar than the one observed in 2012 The changes observed in 2013 when compared to 2012 can be attributed by changes reported by CZ, DE, HR, LT, LV, LU, NL, PL, SK and UK(Wls). Changes should be viewed with care, see page 6 for more information. More information in changes is available in the report of the survey of 2012 at Figure 4.4.5a - Always used percentage values for all EQAVET indicative descriptors at provider level for CVET in 2012 and Planning Implementation Evaluation Review Planning Implementation Evaluation Review European Quality Assurance in Vocational Education and Training 129

130 EFTA - Switzerland (CH) and Norway (NO) Table EQAVET Indicative descriptors at provider level for CVET the four phases of the Quality Cycle INDICATIVE DESCRIPTORS AT PROVIDER LEVEL Always used Sometimes Not used No response CONTINUING VET used PLANNING PHASE The local targets set by the VET providers reflect: European VET policy goals/objectives CH NO The local targets set by the VET providers reflect: National level VET policy goals/objectives CH NO The local targets set by the VET providers reflect: Regional level VET policy goals/objectives CH, NO Explicit goals/objectives and targets are: set CH NO Explicit goals/objectives and targets are: monitored CH NO On-going consultation with relevant stakeholders takes place to identify specific local/ individual needs CH NO Responsibilities in quality management and development have been explicitly allocated CH NO There is an early involvement of staff in planning, including with regard to quality development CH NO Providers plan cooperative initiatives with other VET providers CH NO The relevant stakeholders participate in the process of analysing local needs CH NO VET providers have an explicit and transparent quality assurance system in place CH NO IMPLEMENTATION PHASE Resources are appropriately internally aligned/ assigned with a view to achieving the targets set in the implementation plans CH NO Relevant and inclusive partnerships are explicitly supported to implement the actions planned CH NO The strategic plan for staff competence development specifies the need for training for teachers and trainers CH NO Staff undertake regular training and develop cooperation with relevant external stakeholders: to support capacity building and quality improvement CH NO Staff undertake regular training and develop cooperation with relevant external stakeholders: to enhance performance CH NO EVALUATION PHASE Self-assessment/self-evaluation is periodically carried out: under national regulations/frameworks CH NO Self-assessment/self-evaluation is periodically carried out: under regional regulations/framework CH NO Self-assessment/self-evaluation is periodically carried out: at the initiative of VET providers CH NO Evaluation and review covers processes and results/outcomes of education including: the assessment of learner satisfaction CH NO Evaluation and review covers processes and results/outcomes of education including: staff performance and satisfaction CH NO Evaluation and review includes adequate and effective mechanisms to involve: internal stakeholders CH NO Evaluation and review includes adequate and effective mechanisms to involve: external stakeholders CH NO Early warning systems are implemented CH NO European Quality Assurance in Vocational Education and Training 130

131 REVIEW PHASE Learners feedback is gathered: on their individual learning experience and on the learning and teaching environment CH NO Learners feedback is gathered: Together with teachers feedback this is used to inform further actions CH NO Information on the outcomes of the review is widely and publicly available CH NO Procedures on feedback and review are part of a strategic learning process in the organisation CH NO Results/outcomes of the evaluation process are discussed with relevant stakeholders and appropriate action plans are put in place CH NO European Quality Assurance in Vocational Education and Training 131

132 SECTION 4.5: Overview Tables and provide an overview of the average values of the EQAVET indicative descriptors used by systems and VET providers for both the IVET and CVET sectors. They present average values of the variables always used, sometimes used, not used and no response. In addition the Tables show average percentage figures observed in 2012; which replicate the figures of The Tables show that: At system level percentage values of always used are higher than at VET provider level, for both IVET and CVET. However, the sometimes used values are for all cases are higher at provider level for both the IVET and CVET sectors. This might indicate that providers are applying their quality management processes in a less systematic way as the sometime used average variable is almost always higher than the always used variable. This is particularly noticeable in the CVET sector. The IVET sector presents higher percentage values of always used than in the CVET sector at both system and provider levels. Moreover, it shows that the sometimes used values are in most of quality cycle phases higher for CVET than for IVET; signalling that the CVET sector in the EU-28 needs a more systematic approach in relation to the quality assurance procedures put in place. In this regard, it is crucial to keep in mind the importance of CVET in the EU-28. In this context, the European Commission has placed CVET as a central component within its education and training strategy; and it has developed policies to support national schemes to encourage in-company training and training for people in employment, recognising the importance of increasing investment in the field. CVET is part of lifelong learning. As such, CVET enhances employability and competitiveness in European societies, which face increasing globalisation, technological change and ageing of populations. All of these factors emphasise the need to ensure that the skills of the workforce are kept up-to-date, relevant and are continually upgraded. Moreover, CVET - as an element that preserves and develops human resources- fosters innovation, personal development, active citizenship and protection against unemployment as the workforce becomes more adaptable. CVET is a crucial element for achieving the requirement of a knowledge society. Also the Tables show that these results were observed in the analysis of the data gathered in 2012 (the changes observed in 2013 when compared to 2012 can be attributed by changes reported by CZ, DE, HR, LT, LV, LU, NL, PL, SK and UK(Wls) and 2011 (these changes are only relevant in relation to those EU-28 which responded to the survey 2011, ie.: BE(fr), BG, DE, EE, EL, IE, ES, HR, FR, IT, CY, LT, LU, HU, NL, AT, RO, SI, SK, FI, SE, UK(Enl, Wls, Nir, Sct). Changes should be viewed with care, see page 6 for more information. More information in changes is available in the report of the survey of 2012 at Table Overview of EQAVET indicative descriptors used at SYSTEM LEVEL for IVET and CVET INDICATIVE DESCRIPTORS at SYSTEM LEVEL Always used Sometimes used No used No response Planning phase Implementation phase Initial VET at system level Evaluation phase Review phase European Quality Assurance in Vocational Education and Training 132

133 Planning phase Implementation phase Continuing VET at system level Evaluation phase Review phase AVERAGE percentages AVERAGE percentages in AVERAGE percentages in Figure Overview of EQAVET indicative descriptors used at PROVIDER LEVEL for IVET and CVET INDICATIVE DESCRIPTORS at PROVIDER LEVEL Always used Sometimes used No used No response Planning phase Implementation phase Initial VET at provider level Evaluation phase Review phase Planning phase Implementation phase Continuing VET at provider level Evaluation phase Review phase AVERAGE percentages AVERAGE percentages in AVERAGE percentages in Figures and below provide an overview of the always used values for the four phases of the quality cycle comparing systems and providers in Both tables show that: the quality management approaches put in place by systems and providers follow different patterns of action in relation to the four phases of the quality cycle: VET providers in the EU-28 appear to use lower levels of systematic quality assurance processes than is evident at system level. The larger difference between systems and providers occurs in the implementation phase, for both the IVET and CVET sectors. European Quality Assurance in Vocational Education and Training 133

134 Figure Overview of EQAVET indicative descriptors used at SYSTEM & PROVIDER LEVEL for IVET, System level Provider level Planning Implementation Evaluation Review Figure Overview of EQAVET indicative descriptors used at SYSTEM & PROVIDER LEVEL for CVET, System level Provider level Planning Implementation Evaluation Review European Quality Assurance in Vocational Education and Training 134

135 Chapter 5 The USE of the EQAVET INDICATORS European Quality Assurance in Vocational Education and Training 135

136 INTRODUCTION The EQAVET Framework -as established in Chapter 4- offers concise qualitative criteria or indicative descriptors applicable at both IVET and CVET level for systems and providers. This is complemented by key indicators which provide statistical data on how VET systems and providers are able to produce the learning outcomes that are needed to improve employability, competitiveness and equity. The purpose of this chapter is to examine: What type of information national VET systems in the EU-28 collect in-line with the EQAVET Recommendation; How this information is stored and used by these VET systems. How the system communicates this information among the community involved. How the information feeds into the internal discussions and decision making processes. Also the chapter presents an overview of the use and implementation of the EQAVET indicators for the IVET and CVET sectors across EU-28 and the EFTA Norway and Switzerland. In addition, the chapter includes a question which asks EQAVET members about their wishes to increase cooperation in relation to the EQAVET indicators. This question gathered personal (i.e. it does not reflect a national/official position) suggestions and opinions on EQAVET indicators and EU cooperation from both EQAVET members representing the EU-28 and quality assurance national references points. This question was first included in the survey of 2012 because the EQAVET network believes that the work on the EQAVET indicators should be continued To see the work of the EQAVET Network in relation to the indicators since please visit the EQAVET quality cycle on-line tool at: European Quality Assurance in Vocational Education and Training 136

137 SECTION 5.1: The use of information: the feedback loop and communication 19 national VET systems in EU-28 (or 59 per cent) reported that they have put in place arrangements to review the national approach to quality assurance. This implies that more than half of all systems have: developed and established centralised review procedures for monitoring their quality assurance activities; and centralised systems to collect data on VET performance. However, the link between having a centralised system to collect data and communicating and informing the community involved in this data collection is not always straight forward. Q19 - Are arrangements in place to review the national approach to quality assurance? Table Arrangements in place to review the national approach ARRANGEMENTS to Response count Response review the NATIONAL APPROACH percentages Yes BE(nl), DK, EE, ES*, IE, IT(2014), LV(2013), MT(2014), NL(2012&2014), AT(2014), SK( ), UK(Eng(annually), Nir, Sct( )) No BE(fr), BG, CZ, EL, HR, CY, LT, LU, HU, PT, RO, SI, UK(Wls) Other approaches 5 15 DE (annually), FR, PL, FI, SE *ES: There is not a specific year. Revisions are made as frequently as necessary, depending on weaknesses detected Figure Arrangements in place to review the national approach Yes No Other approaches Table 5.1.1a below shows the changes observed between the data collected in 2011, 2012 and It suggests that more VET systems in the EU-28 put in place arrangements in order to review the national approach in 2012 than in This cannot per se be interpreted as a lack of progress between the two years. The changes observed is likely to indicate that EU- has a better understanding of what a national quality assurance approach means as the survey 2013 provide a common definition/understanding of what is understood by 64 Changes in 2011 are only relevant in relation to those VET systems in the EU-28 that responded to the survey in 2011, BE(fr), BG, DE, EE, EL, IE, ES, FR, HR, IT, CY, LT, HU, NL, AT, RO, SI, SK, FI, SE, UK(Enl, Wls, Nir, Sct), i.e. 24 VET systems out of 32. European Quality Assurance in Vocational Education and Training 137

138 national approach among EQAVET members and relevant stakeholders for more information about the national approach in Chapter 1. Table 5.1.1a - Observed changes between 2011, 2012 and 2013 in EU-28 - Arrangements in place to review the national approach 2012 vs 2013 Observed changes in ACTIONS UNDERTAKEN by NRPs as set out by the EQAVET RECOMMENDATION Nu 2011* Nu 2012 Nu 2013 Yes 13 CZ, EE, IE, ES, FR*, IT, RO, SK, FI, UK(Eng, Wls, Nir, Sct) 17 No 7 BG, EL, HR CY, LT, LU, HU 8 BE(nl, fr), CZ, DK, EE, IE, ES, IT, LV, MT, RO, SK, FI, UK(Eng, Wls, Nir, Sct) 14 BG, HR, CY, LT, LU, HU, PT, SI 13 BE(nl), DK, EE, ES, IE, IT, LV, MT, NL, AT, SK, UK(Eng, Nir, Sct) BE(fr), BG, CZ, EL, HR, CY, LT, LU, HU, PT, RO, SI, UK(Wls) Other approaches 4 DE, NL, AT, SE 7 DE, EL, FR, NL, AT, PL, SE 5 DE, FR, PL, FI, SE *Only BE(fr), BG, DE, EE, EL, IE, ES, FR, HR, IT, CY, LT, HU, NL, AT, RO, SI, SK, FI, SE, UK(Enl, Wls, Nir, Sct), responded to the survey in ADDITIONAL NOTE Review the national approach Others approaches DE: Surveys carried out by the BIBB. Annual VET Report: discussed by the Main Board of the BIBB, published by the Ministry of Education and Research and the BIBB. In addition, there are different QA arrangements both at state and regional levels carried out by relevant bodies, to evaluate. These evaluations are published in different ways EL: the national approach, in its pilot stage, is currently been reviewed FR: the LdV project aims to develop a self-evaluation approach for IVET schools, using the existing national framework and the EQAVET Framework. A methodological tool for self-evaluation will be produced based on experimentation in different VET schools to which the lycée des métiers label was given NL uses advisory committees and councils which review (parts of) the quality assurance procedures. In 2012 revision of the Supervision frame work (also in 2014 planned) took place; and In 2013/2014 revision of the National Qualifications Framework. Yearly the Inspectorate reviews the quality and quality arrangements in the VET-system and VET-providers and the results are public. This leads to new measurements also on the national approach tot quality assurance and these measurements are discussed in the Parliament. AT see Additional note (page 30) PL Reviewing and updating the approach will be done in the future, due to changing education law FI Survey based approach (every 3 years), performance indicators (yearly) and National Evaluation according to the Evaluation Plan. SE: Mechanisms for QA and development are subject to revision. The vast reforms of school regulations (new Education Act, reformed upper secondary school etc.) will be evaluated in due course. The relevant national agencies will report on needs for review Table below was completed by those EU-28 responding yes or other approaches to the previous question (i.e. BE(nl), DK, EE, ES, IE, IT, LV, MT, NL, AT, SK, UK(Eng, Nir, Sct) and DE, FR, PL, FI, SE). It shows that: European Quality Assurance in Vocational Education and Training 138

139 the majority of these national VET systems (14 or 74 per cent) -among those which have a system in place to review the national approach- communicate and make publicly available the outcomes of their review processes. This indicates that the feedback loop is functioning well among those countries that have in place a review system for the national approach. Q20 - (If yes) are the outcomes of these reviews publicly available? Table Review outcomes are publicly available OUTCOMES are PUBLICLY AVAILABLE Response count Response percentages Yes DK, EE, ES, FR, IE, IT, LV, MT, NL, SK, FI, UK(Eng, Wls, Nir) No 2 11 BE(nl), UK(Sct) No response 3 15 AT, Pl, SE Table Review outcomes are publicly available Yes No No response 74 However, what is not clear and cannot be assumed from the results shown so far is whether the review process involves the community of relevant stakeholders in the follow-up activities. The information analysed on Chapter 1 on the issue reveals that not always key stakeholders have been engaged in the review process of the national approach. European Quality Assurance in Vocational Education and Training 139

140 EFTA - Switzerland (CH) and Norway (NO) Table Arrangements in place to review the national approach, publicly ARRANGEMENTS to review the NATIONAL APPROACH If yes are OUTCOMES PUBLICLY AVAILABLE? Yes CH, NO Yes CH, NO No No European Quality Assurance in Vocational Education and Training 140

141 SECTION 5.2: Indicators used by EU-28 for the IVET and CVET sectors The EQAVET Recommendation offers a set of reference quality indicators for assessing quality in VET, which can be used as a toolbox to support the evaluation and quality improvement of VET systems and/or VET providers. In terms of their nature and purpose, they should be distinguished from the indicators and benchmarks referred to in the Council Conclusions of 25 May 2007 on a coherent framework of indicators and benchmarks for monitoring progress towards the Lisbon objectives in education and training. The EQAVET indicators are linked to the three policy priorities in Vocational Education and Training at European level i.e.: increasing employability; improving the match between labour demand and supply; and better access to lifelong learning/ training, in particular for vulnerable people. List of EQAVET indicators: Code INDICATOR Type of indicator 1A 1B 2A 2B 3 4 5A 8B 9A 1. Relevance of quality assurance systems for VET providers share of providers applying internal quality assurance systems defined by law/at own initiative share of accredited VET providers 2. Investment in training of teachers and trainers share of teachers and trainers participating in further training amount of funds invested 3. Participation rate in VET programmes: Number of participants in VET programmes (1), according to the type of programme and the individual criteria (2) 4. Completion rate in VET programmes: Number of persons having successfully completed/abandoned VET programmes, according to the type of programme and the individual criteria 5. Placement rate in VET programmes: a) destination of VET learners at a designated point in time after completion of training, according to the type of programme and the individual criteria(3 ) b) share of employed learners at a designated point in time after completion of training, Context/Input Input/Process Input/Process/ Output Process/Output/ Outcome 5B according to the type of programme and the individual criteria Outcome 6A 6. Utilisation of acquired skills at the workplace: Outcome a) information on occupation obtained by individuals after completion of training, (mix of qualitative according to type of training and individual criteria and quantitative 6B b) satisfaction rate of individuals and employers with acquired skills/competences data) 7 7. Unemployment rate (4) according to individual criteria Context 8A 8. Prevalence of vulnerable groups: a) percentage of participants in VET classified as disadvantaged groups (in a defined region or catchment area) according to age and gender b) success rate of disadvantaged groups according to age and gender Context 9B 10A 10B 9. Mechanisms to identify training needs in the labour market: a) information on mechanisms set up to identify changing demands at different levels b) evidence of their effectiveness 10. Schemes used to promote better access to VET: a) information on existing schemes at different levels b) evidence of their effectiveness Context/Input (qualitative information) Process (qualitative information) (1) For IVET: a period of 6 weeks of training is needed before a learner is counted as a participant. For lifelong learning: percentage of population admitted to formal VET programmes. (2) Besides basic information on gender and age, other social criteria might be applied, e.g. early school leavers, highest educational achievement, migrants, persons with disabilities, length of unemployment. (3) For IVT: including information on the destination of learners who have dropped out. (4) Definition according to ILO and OECD: individuals aged without work, actively seeking employment and ready to start work. Table below presents the EQAVET indicators used at system level for the IVET sector by the national VET systems in the EU-28. European Quality Assurance in Vocational Education and Training 141

142 Table EQAVET Reference Framework Indicators in the IVET sector INDICATORS Always used Sometimes used Not used No response INITIAL VET BG, CZ, DK, DE, IE, EL, ES, LT, MT, NL, AT, PL, RO, SI, SK, SE, UK(Eng, Wls, Nir, INDICATOR 1A Sct) 63 BE(fr), FR, HR, IT, LU, CY, PT, FI 25 EE, HU 6 BE(nl), LV BG, CZ, DE, EE, IE, EL, ES, IT, LV, MT, NL, INDICATOR 1B AT, RO, SI, SK, FI, UK(Eng, Wls, Nir) 59 BE(fr), FR, HR, CY, PL, PT, UK(Sct) 22 DK, LT, LU, HU, SE 16 BE(nl) BE(fr), BG, CZ, DK, DE, ES, CY, LV, LU, HU, MT, NL, AT, PL, SI, SK, FI, UK(Eng, INDICATOR 2A Wls, Nir) 63 HR, IE, EL,IT, PT, RO, SE, UK(Sct) 25 EE, LT 6 BE(nl), FR BE(fr), BG, CZ, ES, IT, CY, HU, MT, NL, INDICATOR 2B PL, SI, SK, FI, UK(Eng, Wls, Nir) 50 DE, HR, IE, EL, LU, AT, PT, RO, SE, UK(Sct) 31 DK, EE, LT 9 BE(nl), FR, LV BE(fr), BG, CZ, DK, DE, IE, EL, ES, FR, IT, LV, LT, LU, HU, MT, NL, AT, PL, RO, SI, INDICATOR 3 SK, FI, SE, UK(Eng, Wls, Nir) 81 EE, HR, CY, PT, UK(Sct) 16 BE(nl) BE(fr), BG, CZ, DK,DE, EE, IE, EL, ES, FR, IT, LV, LT, LU, HU, MT, NL, AT, PL, RO, INDICATOR 4 SI, SK, FI,SE, UK(Eng, Wls, Nir) 84 HR, CY, PT, UK(Sct) 13 BE(nl) DK, DE, EE, EL, ES, FR, IT, LT, MT, NL, SI, BE(fr), BG, CZ, HR, IE, CY, LU, AT, PL, PT, INDICATOR 5A FI 38 RO, SE, UK(Eng, Wls, Nir, Sct) 50 LV, HU, SK 9 BE(nl) INDICATOR 5B INDICATOR 6A INDICATOR 6B INDICATOR 7 DK, DE, EE, ES, FR, IT, LT, NL, SI, FI DK, DE, EL, ES, FR, NL, SI DE, EL, ES, NL, SI, SK BG, CZ, DK, DE, IE, ES, FR, IT, LT, LU, HU, NL, AT, PT, RO, SI, FI, SE, UK(Eng, Wls, Nir, Sct) BG, CZ, HR, IE, EL, CY, LU, AT, PL, PT, RO, SE, UK(Eng, Nir, Sct, Wls) BG, CZ, EE, HR, IE, IT, CY, LU, AT, PL, PT, RO, SE, UK(Eng, Nir, Sct, Wls) BG, CZ, EE, HR, IE, IT, CY, LU, AT, PL, PT, RO, SE, UK(Eng, Nir, Sct, Wls) 69 BE(fr), HR, EL, PL, SK European Quality Assurance in Vocational Education and Training BE(fr), LV, MT, HU, SK 17 BE(fr), LV, LT, HU, MT, SK, 53 FI 17 BE(fr), DK, LV, LT, HU, MT, 53 FI 5 16 EE, CY, LV, MT 5 16 BE(nl) 7 22 BE(nl) 7 22 BE(nl), FR 4 13 BE(nl)

143 INDICATORS INITIAL VET INDICATOR 8A INDICATOR 8B INDICATOR 9A INDICATOR 9B INDICATOR 10A INDICATOR 10B Always used Sometimes used Not used No response CZ, DK, DE, EL, ES, FR, LT, LU, HU, NL, AT, PT, SK, FI, UK(Eng, Wls, Nir), 53 BE(fr), BG, HR, IE, IT, PL, RO, SE, UK(Sct) 28 EE, CY, LV, MT, SI 16 BE(nl) DE, DK, ES, FR, LU, HU, NL, SK, FI, BE(fr), BG, CZ, HR, IE, EL, IT, PL, PT, RO, UK(Eng, Wls, Nir) 38 SE, UK(Sct) 38 EE, CY, LT, LV, MT, AT, SI 22 BE(nl) DK, DE, IE, EL, ES, FR, IT, LV, LT, LU, HU, MT, NL, AT, PL, RO, FI, SE, UK(Eng, Sct) DE, DK, IE, ES, MT, NL CZ, DK, DE, EL, IE, ES, FR, LV, LT, LU, MT, NL, PL, PT, FI, SE, UK(Sct), CZ, DK, IE, ES, MT, NL, FI, UK(Eng) BE(fr), BG, CZ, HR, CY, PT, SK, UK(Wls, Nir) BG, CZ, EL, HR, IT, LT, LU, HU, AT, PL, PT, RO, SK, FI, UK(Eng, Wls, Nir, Sct) BE(fr), BG, IT, HR, CY, HU, AT, RO, SK, UK(Eng, Wls, Nir) BE(fr), BG, DE, EL, HR, FR, IT, CY, LT, LU, HU, PL, PT, RO, SK, UK(Wls, Nir, Sct) 9 28 EE, SI BEfr), CY, LV, SI, SE EE, SI EE, LV, AT, SI, SE 2 6 BE(nl) 5 16 BE(nl), EE, FR 2 6 BE(nl) 5 16 BE(nl) AVERAGE number AVERAGE percentages European Quality Assurance in Vocational Education and Training 143

144 Figure EQAVET Reference Framework Indicators in the IVET sector Always used Sometimes used No used No response Table and Figure above show that: Indicators 3 and 4 have the highest value of always used and they are used by almost all national IVET systems in the EU-28 (81 and 84 per cent). Practically all countries are using indicator number 3 and 4; followed by indicator number 7 (used always by 22 IVET systems or 69 per cent). the pure outcome indicators (i.e. indicator 5A, 5B, 6A and 6B) seem to be implemented always by less IVET systems in the EU-28 than the input, context, process and output indicators in the IVET sector. In particular Indicator 6B which is used by five systems or 16 per cent; followed by indicator 6A which is always used by just six systems (19 per cent). The difficulty of measuring outcome-data may in part explain the low usage of these indicators. Indicator 9B -a context/input indicator- and indicator 10B process indicator- also shared a low number of always used value (six and eight IVET systems in the EU-28 reported that always used these indicators respectively). One possible reason which could explain the low percentage of these always used values is that indicators 6, 9 and 10 provide qualitative data which is difficult to collect and administer. It is worth noticing that indicator 6A, 6B and 8B are not used by the highest number of IVET systems (seven IVET systems or 22 per cent reported that this indicator was not used in the national context). These results were replicated in 2011 and CZ, DK, HR, IE, LT, LU, NL and SK reported some changes in 2013 in relation to implementation and use of EQAVET indicators for the IVET sector in comparison to However, these changes do not affect the trends analysed above and observed in 2011 and Changes should however be treated with care, see page 6 for more information. More information on changes is available in the report of the survey of 2012 at The following pages explore how national VET systems in EU-28 countries are using the EQAVET indicators in the CVET sector European Quality Assurance in Vocational Education and Training 144

145 Table EQAVET Reference Framework Indicators in the CVET sector INDICATORS Always used Sometimes used Not used No response CONTINUING VET BG, DE, DK, IE, EL, HU, MT, NL, SK, SE, INDICATOR 1A UK(Eng, Wls, Nir, Sct) 44 BE(fr), CZ, HR, FR, IT, CY, LT, AT, PL, PT, FI 34 LU, RO 6 BE(nl), EE, ES, LV, SI BG, DE, DK, IE, EL, FR, IT, LV, LU, HU, INDICATOR 1B MT, NL, PL, SK, FI, UK(Eng, Wls, Nir) 56 BE(fr), CZ, HR, AT, PT, UK(Sct) 19 LT, RO, SE 9 BE(nl), EE, ES, CY, SI BE(fr), BG, DK, CZ, LV, MT, NL, PL, SK, INDICATOR 2A FI, UK(Eng, Wls, Nir) 41 DE, IE, EL, IT, CY, HU, PT, SE, UK(Sct), 28 FR, HR, LT, LU, AT, RO 19 BE(nl), EE, ES, SI BE(fr), CZ, DE, IT, MT, NL, SK, UK(Eng, FR, HR, LT, LU, HU, AT, INDICATOR 2B Wls, Nir) 31 BG, DK, IE, EL, CY, PL, PT, FI, SE, UK(Sct), 31 RO 22 BE(nl), EE, ES, LV, SI BE(fr), BG, DK, CZ, IE, EL, FR, IT, CY, LV, LU, HU, MT, NL, SK, FI, SE, UK(Eng, Wls, INDICATOR 3 Nir) 63 DE, LT, AT, PL, PT, RO, UK(Sct) 22 HR 3 BE(nl), EE, ES, SI BG, DK, IE, EL, FR, IT, CY, LV, HU, MT, INDICATOR 4 NL, PL, SK, FI, SE, UK(Eng, Wls, Nir) 56 BE(fr), CZ, DE, HR, LT, PT, RO, UK(Sct) 25 LU, AT 6 BE(nl), EE, ES, SI BG, CZ, DE, IE, CY, LT, HU, AT, PL, PT, RO, INDICATOR 5A BE(fr), DK, EL, FR, IT, MT, NL, FI, SE 28 UK(Eng, Wls, Nir, Sct) 47 HR, LV, LU, SK 13 BE(nl), EE, ES, SI BE(fr), BG, CZ, DE, IE, EL, CY, LV, LT, AT, INDICATOR 5B DK, FR, IT, HU, NL, FI, SE 22 PL, PT, RO, UK(Eng, Nir, Sct, Wls) 53 HR, LU, MT, SK 13 BE(nl), EE, ES, SI BE(fr), BG, CZ, DE, FR, HR, IE, IT, LV, LU, CY, LT, HU, MT, AT, RO, INDICATOR 6A DK, EL, NL, SE PL, PT, UK(Eng, Nir, Sct, Wls) 50 SK, FI 25 BE(nl), EE, ES, SI INDICATOR 6B INDICATOR 7 BE(fr), EL, NL, SK, SE BG, CZ, DE, DK, IE, FR, IT, LT, LU, HU, NL, AT, PT, RO, FI, SE, UK(Eng, Wls, Nir, Sct) BG, CZ, DE, DK, FR, HR, IE, IT, CY, LV, LT, AT, PL, PT, UK(Eng, Nir, Sct, Wls) 63 BE(fr), EL, HR, CY, LV, PL, SK European Quality Assurance in Vocational Education and Training LU, HU, MT, RO, FI 7 22 MT 5 16 BE(nl), EE, ES, SI 1 3 BE(nl), EE, ES, SI

146 INDICATORS CONTINUING VET INDICATOR 8A INDICATOR 8B INDICATOR 9A INDICATOR 9B INDICATOR 10A INDICATOR 10B Always used Sometimes used Not used No response DK, EL, FR, LU, HU, NL, AT, PT, BE(fr), BG, CZ, DE, IE, IT, LT, PL, RO, SE, SK, FI, UK(Eng, Wls, Nir) 41 UK(Sct) 34 HR, CY, LV, MT 13 BE(nl), EE, ES, SI DK, FR, HU, NL, SK, FI, UK(Eng, Wls, Nir) DE, DK, IE, EL, FR, IT, LV, LT, HU, MT, NL, AT, FI, SE, UK(Eng, Sct) DK, IE, MT, NL, AT, SE CZ, DK, IE, EL, FR, LV, LT, LU, MT, NL, PL, PT, FI, SE, UK(Sct), CZ, DK, IE, MT, NL, FI, UK(Eng) BE(fr), BG, CZ, DE, IE, EL, IT, PL, PT, RO, SE, UK(Sct) 50 BE(fr), BG, CZ, CY, PL, PT, SK, UK(Wls, Nir) 6 BG, CZ, DE, EL, IT, CY, LT, HU, PL, PT, FI, 19 UK(Eng, Wls, Nir, Sct) 15 BE(fr), BG, DE, IT, CY, HU, AT, RO, UK(Eng, 47 Wls, Nir) 7 BE(fr), BG, DE, EL, FR, IT, CY, LT, HU, AT, 22 PL, PT, UK(Wls, Nir, Sct) HR, CY, LT, LV, LU, MT, AT 9 28 HR, LU, RO BE(fr), HR, LV, RO, SK HR, SK HR, LV, RO, SK, SE 7 22 BE(nl), EE, ES, SI 3 9 BE(nl), EE, ES, SI 5 BE(nl), EE, ES, FR, 16 LU, SI 2 6 BE(nl), EE, ES, SI 5 16 BE(nl), EE, ES, LU, SI AVERAGE number AVERAGE percentages European Quality Assurance in Vocational Education and Training 146

147 Table and Figure below show that: As is the case for the IVET sector, the indicators providing qualitative data, i.e. indicator 6A, 6B, 9B (but not 9A) and 10B (but not 10A) seem to be always used less frequently than for the other indicators by national VET systems in the EU-28 for the CVET sector. In particular, indicators 6A and 6B which are always used by only four and five CVET systems respectively. Indicators 5B, 9B and 10B share a low value of always used also. It is worth noticing that indicator 6A is not used by the highest number of CVET systems (8 CVET systems or 25 per cent reported that this indicator was not used in the national context); followed by indicators 8B and 2A (7 countries or 22 per cent), 6B, 9B and 10B (5 countries and 16 per cent). Indicators 3 and 7 (used always by 20 national CVET systems or 63 per cent) possess the highest always used values. For the CVET sector, VET systems in the EU-28 seem to used and implemented the EQAVET indicators with a low degree of systematic arrangements as the always average value is the same as the sometimes used value. These results were replicated in 2011 and CZ, DK, HR, IE, LT, LU, NL and SK reported some changes in 2013 in relation to implementation and use of EQAVET indicators for the IVET sector in comparison to However, these changes do not affect the trends analysed above and observed in 2011 and Changes should be treat with care, see page 6 for more information. More information in changes is available in the report of the survey of 2012 at Table EQAVET Reference Framework Indicators in the CVET sector Always used Sometimes used No used No response European Quality Assurance in Vocational Education and Training 147

148 Table provides information in relation to how EU-28 use the EQAVET quality indicators to inform VET provision (the Table presents the information provided by and not all countries completed this question). Q31 For those indicators that are used in your quality assurance system ( always or sometimes ), please indicate how they are used to inform VET provision Table EQAVET indicators used to inform VET provision in EU-28, 2013 Country INDICATOR 1 - Relevance of quality assurance systems for VET providers BE(fr) BG CZ DE DK EE ES HR IE IT CY LV LT LU HU MT NL PL RO At the system level, we have formal meeting of the general managers of VET Providers VET providers develop and apply internal quality assurance; in order to form quality culture and promote self assessment in VET. Public registers of accredited VET providers are maintained The indicator 1a is used by regional governments, which are in charge of upper secondary education, for long term policy development plans. The indicator 1b is used for statistics purposes as a basis for rationalisation of schools' network in regions The indicators are used in different ways on different levels of the system. There is no single set of information; one can find relevant figures concerning the indicators at different places. The Federal Report on Vocational Education and Training issued by the Federal Ministry of Education and Research provides comprehensive and detailed information on the VET System. It is adopted by the Federal government. The Data Report worked out by the Federal institute for Vocational Education and Training accompanies the Report on Vocational Education and Training. It includes comprehensive information on and analyses of initial and continuing vocational education and training, provides a summary of Federal Government and federal state VET funding programmes and also covers international indicators and benchmarks. There are further reports as the reports of the national employment agency. Content and relevance of the data are discussed in competent bodies, such as the main board of the Federal institute for Vocational Education and Training Results are publicly available on the providers and the ministry's website and are used for dialog with providers on how to enhance the quality and for self-assessment at the providers 1b In line with the Development Plan for the Estonian Vocational Education and Training System in , a state recognition system (accreditation by curriculum groups) has been developed to ensure quality of vocational education in Estonia a) Share of key process, related to VET (occupational standards, diplomas, labour experience recognition, guidance and others), which are implementing quality standards. b) Percentage of VET providers applying (or just in a certain phase) quality systems or international quality standards The indicator is taken into account when analysing and approving new enrolments (number of students, programmes, new staff employing etc.) All providers who seek accreditation from QQI for their programmes are required to demonstrate capacity in the internal quality assurance of their provision Country analysis and to fund VET providers, only those accredited can apply for public funds (Criterion C of the National Accreditation System) The Ministry of Education and Culture is responsible for the accreditation of IVET providers. Inspectors are visiting the premises of VET providers and make sure are aligned with the provision of the law At the moment in the process to fully implement the 10 indicators All formal IVET providers in 2013 finalised introduction of internal quality management systems, therefore the share is 100 for IVET In IVET, a national agency (Ministry of Education, Children and Youth) is supporting the development of school quality. A law is in preparation which will oblige all secondary schools including VET schools to elaborate a school quality development plan This is a system-level indicator to support and to give an impulse to the implementation of quality management (QM) systems among VET providers. The indicator will be especially useful when it is linked to other indicators that reflect the European policy objectives. A crucial question is whether the QM systems which are applied include the core criteria of the common quality assurance framework. The quality management system applied in the Hungarian VET sector is in line with the criteria of the common European tools for quality assurance in VET, i.e. EQAVET A measure of number of hours of training per capita is being monitored As a standard of the inspectorate framework and published by annual report It is standard No 10 is Quality Standards for VET, regards developing an internal system of quality assurance in IVET, the indicator is not necessary relevant in the Romanian context because in IVET system all the providers are obliged to use internal quality assurance European Quality Assurance in Vocational Education and Training 148

149 SI SK FI UK(Wls) UK(Sct) Country (a) It's a national indicator reported in annual quality report. Data are collected by a survey. (b) All (100) of IVET providers are accredited by the Ministry of Education They are part of annual statistics in VET - based on which it is possible e. g. to decide whether an institution/study branch will continue or will be terminated etc We use surveys to collect information and inform the providers in seminars and training. Information used by the Ministry in preparing the VET policy Within the Common Inspection Framework and other quality assurance systems -external e.g. Awarding Organisations and internal VET Colleges and Private Training Providers are required to ensure that they have effective quality assurance systems in place to be eligible to attract public funding INDICATOR 2 - Investment in training of teachers and trainers There is a new training centre, for trainers established by all the Public VET providers. By the coordination activities, BE(fr) this indicator is expected to be centralised at this level Motivation and encouragement of teachers and trainers to participate in further training. Managers of VET providers BG stress on efficiency and effectiveness of the investments in training of teachers and trainers The indicator 2ab are used for statistical purposes in statistical yearbooks for the ministry budgeting (salaries and teaching devices), for school budgeting (operating costs and investments) and for setting financial norms (per capita) CZ for relevant study programmes DE The indicators are used in different ways on different levels of the system (see more information in box indicator 1) DK There is firmly set a national requirement for competency in teaching staff. Indicator 2 is used in supervision a) Share of teachers trained in VET courses by the central administration. b) Evolution of teachers training investment per trainer or teacher. ES c) Total investment in teachers training is used when planning VET programme provision, especially new qualifications and curricula development and HR implementation One of the areas of provision which VET providers of accredited programmes must quality assure is Staff Development. The provider's commitment to staff development will be reviewed through QQI monitoring and IE institutional review processes Included in the National accreditation system to apply for public funds (Criterion C of the National Accreditation IT System), Country analysis Trainers of vocational training are assessed mainly on the basis of their academic and professional qualifications, their professional experience and their training experience. In addition consideration is given to individuals CY participation in the HRDA s training the trainer activities and the demonstration of a sample training programme LV At the moment in the process to fully implement the 10 indicators The qualification of teachers and trainers is a legal requirement in IVET. The Ministry of Education, Children and Youth and the Chambers of Employers and Employees do provide training courses for IVET teachers and trainers and the participation rate as well as the funds invested are being monitored. Participation rate in teaching of trainers is LU monitored by the ministry and used for the development of the training offer It is also a system-level indicator, which shows the ratio / proportion of the resources used in line with the (attainment of) sector-level aims. Nowadays, when very significant contextual, structural and methodological changes are taking place in the Hungarian VET system, this indicator has a special importance as the learning needs of teachers and trainers within VET is one of the most crucial factors for improving the quality of VET. The role of this indicator is also important on regional and on institutional level, and it has a clear connection with the aims of the HU sector, the regions and the institutions MT Feedback from appraisals and student feedback is used in evaluating QA processes VET providers receive an extra amount of money from the ministry. The VET providers need to account how they NL invest the money in the training of teachers It is standard No 2 in Quality Standards for VET, regards diagnosis of teachers needs and providing comprehensive PL support in teachers, trainers, instructors' professional development In IVET, at system level, data are collected by a special HR department of the ministry of education and it is used to evaluate and review the ministry s offer of Teachers training programmes. However, the indicator needs to be defined more clearly in the Romanian context (what types of training? what type of providers?, what type of certification?) also because currently the offer for teachers' training has broadened a lot, mainly due to specific RO projects financed by the European Social Fund SI (a) and (b) It's a national indicator reported in annual quality report. Data are collected by a survey They are part of annual statistics in VET - based on which it is possible e. g. to decide whether an institution/study SK branch will continue or will be terminated etc European Quality Assurance in Vocational Education and Training 149

150 FI SE UK(Wls) UK(Sct) Country Included in Performance based funding Statistics are collected on a national level, mainly for policy making. The National Agency of Education organizes "National Boards" for all I-VET programmes. In those boards the social partners are represented, and the boards are used for consultation by the NAE in various questions such as indicator 2-3, 5-6 and 8-10 Continuous Professional Development and Training takes place at both organisational and central level All VET College Lecturers are required to have qualified lecturing staff (typically staff have to gain the Teaching Qualification for Further Education). All staff in FE Colleges and Private Training Providers who undertake assessment are also required to hold an Assessment Qualification INDICATOR 3 - Participation rate in VET programmes: Number of participants in VET programmes BE(fr) Collected and used by the VET providers at their own level Publications, analysis, public discussions, conferences, seminars, ect. are used to disseminate the gathered BG information Is used in statistical yearbooks for budgeting and for setting financial norms (per capita) for relevant study CZ programmes DE The indicators are used in different ways on different levels of the system (see more information in box indicator 1) DK Is used to follow the students admitted to assess dropout EE Data are collected through Eurostat and are available at the national level and at an annual base a) Rate / trend of students enrolled according to age and VET field. b) Enrolment rate regarding other education programmes. c) Assigned budget to VET programmes. d) Satisfaction rate of VET users regarding the service provided. ES e) Share of education flows along VET programmes Is taken into account when analysing and approving new enrolments (number of students, programmes, new staff HR employing etc.) National funding agencies which support VET programmes e.g. DE&S, Solas etc. will measure and monitor participation rates on these programmes. Privately funded VET programmes will not be monitored in the same way. If the latter programmes are accredited by QQI, participation and completion rates will be an aspect of the IE programme which will be monitored and reviewed by QQI IT Included in the accreditation system to apply for public funds (Criterion D of the National Accreditation System) LV At the moment in the process to fully implement the 10 indicators LT Situation is observed and analysed to manage flows into VET The participation rate is monitored by the statistical department of Ministry of Education, Children and Youth and LU used for planning purposes regarding the VET offer While considered in general as quite useful especially for CVET, this indicator is also quite relevant for IVET. This indicator also gives information on different levels of VET. Think of sector-, regional- or maintainer level, and of course it is an important indicator for the providers, too. It is worthwhile to revise on sector-level the participation rates in different school types, the participation rate in VET and within this the rate of participation in the secondary vocational education and the rate of participation in the vocational training schools. These rates can establish very HU important decisions on sector-, on regional-, and on local-, settlement s levels, too MT Data is regularly monitored and analysed By national registration and several annual reports (inspectorate and 'kerncijfers') and in the annual report of the NL individual VET providers This data is gather and stored nationally in the System of Information on Education (SIO). It is further transferred to PL Central Statistical Office In IVET, data are collected and used to analyse the efficiency of IVET provision and are included in the annual Reports RO developed at regional and national level. Data are also used to improve the IVET provision SI It's reported by the Ministry of Education and by the Statistical Office They are part of annual statistics in VET - based on which it is possible e. g. to decide whether an institution/study branch will continue or will be terminated etc. Furthermore, it is very important indicator as Slovak schools are SK financed "per capita" FI Included in Performance based funding Statistics are collected on a national level, mainly for policy making. The National Agency of Education organizes "National Boards" for all I-VET programmes. In those boards the social partners are represented, and the boards are SE used for consultation by the NAE in various questions such as indicator 2-3, 5-6 and 8-10 UK(Wls) Data on participation rate in VET is gathered via the Lifelong Learning Wales Record (LLWR). The Learning Outcome European Quality Assurance in Vocational Education and Training 150

151 UK(Sct) Report (LOR) provides information on the percentage of provision for each sector subject area and can be benchmarked against other providers All Schools and VET Colleges are required to gather data on school leavers (it is possible for school pupils to undertake elements of their school provision at FE Colleges) and to describe the pupils attainment. FE Colleges are also required to collect data on all entrants and leavers and report this to the Scottish Funding Council. Consideration is being given to requiring Private Training Providers to provide similar data for all funded provision. Country INDICATOR 4 - Completion rate in VET programmes: Number of persons having successfully completed/abandoned VET programmes, according to the type of programme and the individual criteria BE(fr) Collected and used by the VET providers at their own level Support of decision making process in the field of VET at national, regional and local level. Electronic information BG system on persons having successfully completed VET programmes is available on-line It is used in statistical yearbooks, information on numbers of successful graduation is used by labour market, CZ information on early leavers is used for budgeting DE The indicators are used in different ways on different levels of the system (see more information in box indicator 1) DK It is used to assess how effective providers are to retain students in education is used for measuring effectiveness and efficiency. In particular, three indicators are used: share of fulfilled training places, share of graduates and drop-out rate. Data are collected through statistical records and are available at the EE national and provider s level a) Gross rate of people having completed successfully VET programmes. b) Abandon rate of VET programmes. c) Share of people having left the Education System for the first time along the period analysed, according to specific ES groups, age and gender for VET programmes is taken into account when analysing and approving new enrolments (number of students, programmes, new staff HR employing etc.) National funding agencies which support VET programmes e.g. DE&S, Solas etc. will measure and monitor participation rates on these programmes. Privately funded VET programmes will not be monitored in the same way. If the latter programmes are accredited by QQI, participation and completion rates will be an aspect of the IE programme which will be monitored and reviewed by QQI IT Included in the accreditation system to apply for public funds (Criterion D of the National Accreditation System) LV At the moment in the process to fully implement the 10 indicators LT Situation is observed and analysed to manage flows into VET Completion and drop-out rate in IVET are monitored by the Statistical department of the Ministry of Education, Children and Youth. A reform of the VET system has been implemented since 2008 in order to increase the number LU of qualified people and to reduce drop-out rates This indicator is also important both on system and institutional levels. It shows the efficiency of the training supply and the training programs on sector-, regional- and institutional level and delivers the main output data for the employability objective. It is one of the important indicators of renewing and modernizing the training content, as the modular structure vocational training and the differentiated outputs of the new (competence-based) National Qualifications Register (NQR / OKJ) identified the decrease of drop-out rates (as another valuable indicator of HU quality) and the provision for participants differentiated individual learning pathways as priorities MT Tracer study done and analysed It is a standard of the inspectorate framework and published by annual report. Also national registration and annual NL report (kerncijfers) of the government. Also in the annual report of the individual VET providers It is standard No 8, regards monitoring students' assessment, analysing it and evaluating. The results of external PL exams are analysed and findings from such analyses are implemented In IVET, at system level, data are collected by a special HR department of the ministry of education and it is used to evaluate and review the ministry s offer of Teachers training programmes. However, the indicator needs to be defined more clearly in the Romanian context (what types of training? what type of providers?, what type of certification?) also because currently the offer for teachers' training has broadened a lot, mainly due to specific RO projects financed by the European Social Fund SI It's reported by the National Examination Centre They are part of annual statistics in VET - based on which it is possible e. g. to decide whether an institution/study SK branch will continue or will be terminated etc FI Included in Performance based funding On national level there is statistics according to the type of programme. Two different quality assessments has in this SE perspective been undertaken 2009 and , looking at the completion rate in I-VET and what steps schools European Quality Assurance in Vocational Education and Training 151

152 UK(Wls) UK(Sct) Country are taking in order to help their students to complete their studies Data on completion rate in VET is gathered via the LLWR. The LOR allows benchmarking against other providers This is routinely collected and reported upon by VET Colleges (for the Scottish Funding Council) and by Private Training Providers (where they draw down funding from Skills Development Scotland) INDICATOR 5 - Placement rate in VET programmes BE(fr) Collected and used by the VET providers at their own level Institutions financing and/or providing VET training use this information in the enrolment planning process. BG Individual learners may be informed and consulted in the process of career guidance It is used by some VET providers for self-evaluation purposes. Collecting of these data is not mandatory, therefore CZ obtaining such information is rather difficult DE The indicators are used in different ways on different levels of the system (see more information in box indicator 1) In order to gain knowledge about transitions from education to employment. In addition, the indicators is used to DK assess whether specific education is still relevant to the labour market is used for measuring effectiveness and efficiency purpose. Data are collected through statistical records and provider reports. Data are available at the national and provider s (employment) level. In Estonia is used one indicator in this topic employment rate of EE graduates 6 months after graduation a) Share of students moving from the education system to employment according to studies level and gender. b) Share of students whose first labour experience was worksite professional module according to Professional Field and gender. c) Share of individuals accessing to their first job after completing a VET programme. d) Share of individuals, depending on labour activity, six months after finalizing VET studies, according to specific groups and gender. ES e) Share of individuals with significant employment after completing VET programmes is taken into account when analysing and approving new enrolments (number of students, programmes, new staff HR employing etc.) Placement is a major focus for funding agencies reviewing the efficacy of programmes that they have funded. However, data in this area is difficult to collate and track. Solas are working on a major IT project to capture a range of data on VET programmes, including on placement. It is not a focus for QQI review where the focus will be more IE on completion rate and achievement of learning outcomes IT Included in the accreditation system to apply for public funds (Criterion D of the National Accreditation System) LV At the moment in the process to fully implement the 10 indicators LT To support decisions about the relevance of VET In IVET, this indicator is being used by the Statistical department of the Ministry of Education, Children and Youth as LU well as the Ministry of Labour, Employment and the Social and Solidarity Economy MT Studies completed and being evaluated NL National surveys (ROA and CBS) and annual reports It is standard No 9. Measures should be taken in each vet school or centre to obtain information on graduates career and employment. Moreover, in 2014 it is planned to conduct nation-wide monitoring of VET graduates careers and PL employment In IVET, data are not collected in a systematic way, due to the nonexistence of an adequate mechanism that would enable this data collection. Data for this indicator was however collected as part of several ESF projects implemented RO at regional level and information was used to improve the IVET training offer (a) and (b) National institute for VET is developing methodology and implementing pilot for this indicator with a SI group of IVET schools FI Included in Performance based funding Statistics are collected on a national level, mainly for policy making. The National Agency of Education organises "National Boards" for all I-VET programmes. In those boards the social partners are represented, and the boards are SE used for consultation by the NAE in various questions such as indicator 2-3, 5-6 and 8-10 Developments in data matching aim to improve the accuracy of placement and destination data that can be used to UK(Wls) inform quality of VET provision in Wales This is partially collected by VET Colleges. Consideration is being given to how it could be more fully collected and UK(Sct) reported upon Country INDICATOR 6 - Utilisation of acquired skills at the workplace European Quality Assurance in Vocational Education and Training 152

153 BE(fr) Collected and used by the VET providers at their own level Information is received with the involvement of social partners at different levels and by jointly implemented projects. Such information is used in the process of improvement of the learning outcomes in the terms of BG knowledge, skills and competencies It is used by some VET providers for self-evaluation purposes. Collecting of these data is not mandatory, therefore CZ obtaining such information is rather difficult DE The indicators are used in different ways on different levels of the system (see more information in box indicator 1) In order to gain knowledge about transitions from education to employment. In addition, the indicators used 6 to DK assess whether specific education is still relevant to the labour market Indicator 6 is not used directly as indicator, but we collect some data indirectly: There are several surveys in Estonia on satisfaction rate of social partners/employers with acquired competences of graduates and also on reputation of VET and VET graduates satisfaction surveys. Estonian QA approach promotes use of employers feedback (indirect EE data, surveys), but there is still lack of knowledge what data exactly and how to collect a) Share of students hired in companies with the same professional profile as the one specified in the diploma curriculum. b) Employers satisfaction rate with the students competences acquired in VET programmes. c) Individuals satisfaction rate with the competences acquired in VET programmes. d) Students satisfaction rate with the training delivered in worksite professional module. ES e) Individuals looking for a job, or not, for the first time, according to specific groups and gender Placement is a major focus for funding agencies reviewing the efficacy of programmes that they have funded. However, data in this area is difficult to collate and track. Solas are working on a major IT project to capture a range of data on VET programmes, including on placement. It is not a focus for QQI review where the focus will be more IE on completion rate and achievement of learning outcomes IT Included in the accreditation system to apply for public funds (Criterion D of the National Accreditation System) LV At the moment in the process to fully implement the 10 indicators LT To support decisions about the relevance of VET LU is sometimes used in IVET and CVET but there is no systematic monitoring NL Yearly surveys and national reports PL It is standard No 9. It regards also utilisation of skills at the workplace. See point Indicator 5 In IVET, data are not collected in a systematic way, due to the nonexistence of an adequate mechanism that would enable this data collection. Data for this indicator was however collected as part of several ESF projects implemented RO at regional level and information was used to improve the IVET training offer SI (a) and (b) Faculty of Social Sciences is conducting a research in this field Statistics are collected on a national level, mainly for policy making. The National Agency of Education organises "National Boards" for all I-VET programmes. In those boards the social partners are represented, and the boards are SE used for consultation by the NAE in various questions such as indicator 2-3, 5-6 and 8-10 As with Indicator 5 this indicator continues to be the most difficult to quantify. Work is ongoing to develop better data. This involves working with various stakeholders including employers and sector skills councils to ensure that UK(Wls) qualifications are fit for purpose This is partially collected by VET Colleges. Consideration is being given to how it could be more fully collected and UK(Sct) reported upon Country INDICATOR 7 - Unemployment rate BE(fr) Collected and communicated by the employment regional office This information is used in the process of distribution of the state budget for active labour market policy which includes measures for increase of employability of the work force through VET. The information is also used for BG determination of VET school based enrolment in the process of coordination done by local and regional authorities It is used in statistical yearbooks, in thematic reports of the CSI and in annual reports of the ministry on the current CZ state and future development of the education system. Regions use it for local education policy development DE The indicators are used in different ways on different levels of the system (see more information in box indicator 1) In order to gain knowledge about transitions from education to employment. In addition, the indicators used 6 to DK assess whether specific education is still relevant to the labour market a) Unemployment rate according to age and sectors. ES b) Annual growth rate of the number of people demanding a job for a specific occupation is taken into account when analysing and approving new enrolments (number of students, programmes, new staff HR employing etc.) European Quality Assurance in Vocational Education and Training 153

154 IE IT LV LT LU HU MT NL PL RO SK FI SE UK(Wls) UK(Sct) Country Placement is a major focus for funding agencies reviewing the efficacy of programmes that they have funded. However, data in this area is difficult to collate and track. Solas are working on a major IT project to capture a range of data on VET programmes, including on placement. It is not a focus for QQI review where the focus will be more on completion rate and achievement of learning outcomes Included in the accreditation system to apply for public funds (Criterion D of the National Accreditation System) At the moment in the process to fully implement the 10 indicators To support decisions about the relevance of VET The unemployed rate according to individual criteria is being monitored by the national statistical institute (STATEC) and the Ministry of Labour, Employment and the Social and Solidarity Economy This is an important indicator on sector, regional, local and settlement level, which provides contextual information about the VET, including its content- and supply characteristics, which is important for both the objectives of better employability and improvement of access. Of course, this indicator can also be examined on institutional level as it is worthwhile to investigate the status and development of this indicator prior to defining the institutions strategy, to planning the capacities, to starting a development / improvement action, to establishing and operating a teacher s in-service (further) training system Regular formal meetings with major stakeholders such as Chamber of Commerce. Have a dedicated manager that regularly meets industries National survey (data are not available on provider level) The information on unemployment rate is gather by Central Statistical Office and published quarterly. It presents data disaggregated according to types of completed schools In IVET, data on unemployment are used to set up specific measures aiming to reduce early school leaving and youth unemployment Unemployment rate is considered to be the most important indicator in this area. However, in Slovakia it is yet to be fully developed - there is no efficient mechanism to collect data in the area - as it was mentioned before, the responsibilities are transferred from Ministry of Education to Ministry of Labour which has its own system of monitoring in this area Included in Performance based funding Statistics are collected on a national level, mainly for policy making National, regional and local data Produced by Scottish Government INDICATOR 8 - Prevalence of vulnerable groups BE(fr) Collected and communicated by the employment regional office BG This information supports the allocation of public financing of VET by giving priority to the disadvantaged groups It is used in thematic reports of the CSI as a result of inspection visits in schools. Teaching methods for development of literacy, numeracy, ICT and financial skills are observed and reported. Data are used for the development of CZ inclusion in education as well DE The indicators are used in different ways on different levels of the system (see more information in box indicator 1) DK Used to evaluate vulnerable young people succeed in education The indicator is used when planning VET programme provision, especially new qualifications and curricula HR development and implementation This analysis will be done by funding agencies which have contracted programmes designed to meet the needs of marginalised / vulnerable groups. VET providers offered QQI accredited programmes are required to demonstrate IE application of equality policy within their provision a) Specific programmes rate aimed at vulnerable individuals. b) Investment rate in specific programmes for vulnerable individuals. c) Share of individuals profiting from VET programmes oriented to disadvantaged groups or in social exclusion risk. ES d) Disadvantaged groups employment rate, according to studies, occupation and type of vulnerability Most of the Regions in their Accreditation systems have included a specific category referred to VET providers offering training for vulnerable groups and in general further and specific requirements are needed to offer training IT to this target group LV At the moment in the process to fully implement the 10 indicators LT To observe and analyse the inclusiveness of VET system The percentage of participants in VET classified as disadvantaged groups is not being monitored. However, different measures have been put in place in order to support access of disadvantaged groups to VET. A specific IVET offer for LU lower qualified persons exists and is continually being adapted to labour market needs and new programs are European Quality Assurance in Vocational Education and Training 154

155 HU MT NL PL RO SI FI SE UK(Wls) UK(Sct) Country currently being developed. A training centre has been created by the Ministry of Education and Vocational Training in 2011 in order to give young people who abandoned IVET (drop-outs) a second chance to acquire a VET qualification. Success rate of these measures is being monitored by the Ministry of Education and Vocational Training and the Ministry of Labour, Employment and the Social and Solidarity Economy This indicator provides also contextual information, which is particularly relevant for the policy objective of addressing improved access of vulnerable groups to VET. This is a very significant indicator at each level of VET. It can be a measure of flexibility of the changed Hungarian vocational training structure as one of the aims of having a differentiated VET structure in place is to help the individual to achieve a qualification which is useful for both the individual and the society. The system of partial qualifications, the different learning pathways facilitated by the modular VET / NQR promote the involvement of vulnerable groups into vocational training Major ESF projects in progress related to improving accessibility (e-learning, access to labs and workshops, recognition of informal learning in lieu of entry requirements As a standard of the inspectorate framework. National survey Success rate of disadvantaged groups is monitored within the same system as for the rest of students (System of Information on Education-SIO). The information is analysed regionally and nationally In IVET, data on indicator 8 are used to set up specific measures aiming to improve IVET inclusion This indicator suggest the need to "accommodate" or "customise" curricula Included in funding Statistics are collected on a national level, mainly for policy making. The National Agency of Education organises "National Boards" for all I-VET programmes. In those boards the social partners are represented, and the boards are used for consultation by the NAE in various questions such as indicator 2-3, 5-6 and 8-10 The LOR provides background information on learner's age, gender, ethnicity and levels of deprivation which can be used to inform provision for vulnerable groups. The "Youth engagement and progression framework - implementation plan" aims to reduce the number of young people who are not engaged in education, employment or training (NEETS) and to put into place strategies to identify those at most risk from disengagement from the system This is partially collected by VET Colleges, Consideration is being given to how it could be more fully collected and reported upon INDICATOR 9 - Mechanisms to identify training needs in the labour market BE(fr) Collected and used by the VET providers at their own level Information collected on this indicator is used for raising awareness of the key VET actors. Social partners provide BG additional information on the workforce competence assessment within 20 pilot economic sectors Qualification and assessments standards of vocational qualifications included in the national register of vocational qualifications (NSK) are developed by social partners in cooperation with NUV. These standards are taken into CZ account in process of IVET curricula reviews DE The indicators are used in different ways on different levels of the system (see more information in box indicator 1) DK In order to assess the need for and develop new training and adapt existing programs The indicator is used when planning VET programme provision, especially new qualifications and curricula HR development and implementation a) Number of new or modified occupational standards. b) Number of actions of cooperation with all the stakeholders involved. ES c) Satisfaction rate in associations/partnerships and cooperation between providers Providers are required to demonstrate how they identify the need for a programme i.e. what market research they have undertaken and how programme proposals are evaluated by provider management as part of overall governance procedures. The effectiveness of these procedures will be evaluated in programmatic and institutional review processes. Participation and completion rates will be considered when reviewing effectiveness. Funding agencies generally will also undertake market research studies prior to tendering for VET providers to offer IE programmes IT Included in the accreditation system to apply for public funds (Criterion E of the National Accreditation System) The HRDA conducts, on an annual basis, a study to help develop estimates regarding the needs of individuals by specialty, so as to accordingly plan the implementation of training programmes by specialty and province- thus, meeting the needs of the economy in well trained workforce. The assessment of future training needs is based on CY data collected LV At the moment in the process to fully implement the 10 indicators LT To support decisions about the relevance of VET LU n IVET, training needs are identified by the tripartite curricular commissions supervised by the Ministry of Education, European Quality Assurance in Vocational Education and Training 155

156 HU MT NL PL RO SK FI SE UK(Wls) UK(Sct) Country Children and Youth. These commissions are composed on one hand by experts representing the labour market nominated by the Chambers of labour, crafts and trade and on the other hand by teachers representing the educational sector. All training programs are being appraised and validated by the Chambers of labour, crafts and trade. An observatory of qualifications has recently been created in order to provide the government with statistical and qualitative data on the labour market s skills needs There is a broad range of mechanisms in place to adapt VET to the developments in the labour markets. This is a sector- and regional level indicator, which has to be supported by a system defining the training directions and proportions. For the recently started regional level structure-control in the Hungarian VET (regional integrated vocational training centres, TISZK) it is an important indicator, which shows what like and how effective methods are (to be) applied for the definition of the structure of the training both within and outside the school system (i.e. in adult training) in order to adapt VET to the developments in the labour market. Qualitative information is needed to learn more about the different mechanisms that are in use. This is an indicator under development Done informally but will eventually be used as a starting point for formal accreditation audits Survey executed by a national centre of expertise (cooperation between VET provider and labour market) and other organisations (f.e. CBS). Data are available on national, regional and sectoral level. VET provider are obliged to deliver a leaflet with information on the probabilities to find a job after qualification it is standard No I. Schools conduct diagnosis of the regional and local educational needs and skills needs. They can cooperate in this area with Regional and Local Employment Councils, employers, Regional Observatories of labour market, County and Provincial Labour Offices. A school can not open education for a given occupation unless it has a positive opinion to do it from Regional and Local Employment Council In IVET, data on indicator 9 are used to improve the correlation between the IVET offer and the labour market needs is considered to be very important, as well. However, there is no "common" mechanism of monitoring of labour market needs and it is limited to analyses of the needs of the most important employers in the area VET providers have their own forecasting systems (locally). We have a good national forecasting system at national and regional level. At national level actors are The Ministries of Education and Culture and Labour and the Economy. National Board of Education is an important actor as well as the Regional State Authorities Statistics are collected on a national level, mainly for policy making. The National Agency of Education organises "National Boards" for all I-VET programmes. In those boards the social partners are represented, and the boards are used for consultation by the NAE in various questions such as indicator 2-3, 5-6 and 8-10 A number of governmental and non-governmental agencies provide labour market intelligence (LMI). The National Strategic Skills Audit for Wales 2012 (NSSAW) identifies current and likely future trends in demand for skills and employment in Wales over the next five to ten years. The report sets out priority areas for action in the short, medium and longer term. It focuses specifically on the occupations and sectors where most attention is required to ensure that Wales has the essential skills to meet the emerging labour market demands of today and tomorrow, and, ultimately, to maximise economic growth and prosperity Labour Market Intelligence is generated by a number of bodies which is then presented to and shared with Scottish Government and other public sector bodies INDICATOR 10 - Schemes used to promote better access to VET BE(fr) The promotion is done by each provider. There are some general communications at regional level This information is used in the process of development of strategic documents and legislation related to VET, such as the draft LLL Strategy, Actualised Employment Strategy, Draft amendments in VET Act, Strategy for decrease of early school leavers, etc. With the view to widen the access to VET for employed and unemployed persons, training BG schemes financed through vouchers have been introduced In the Czech Republic there are web portals providing very detailed and up-to-date information on IVET provision ( on VNFIL and vocational qualifications ( labour market CZ ( or job description ( DE The indicators are used in different ways on different levels of the system (see more information in box indicator 1) DK Used to guide young people's educational opportunities a) Students share enrolled in flexible VET programmes. b) Number of courses for the fulfilment of entrance exams to Access VET in the education system. c) Users share enrolling in competence accreditation procedures. d) Number of programmes for guidance and dissemination of VET. ES e) Users satisfaction rate with information and guidance The indicator is taken into account when analysing and approving new enrolments (number of students, HR programmes, new staff employing etc.) IE National legislation requires providers and awarding bodies to promote access, transfer and progression for learners European Quality Assurance in Vocational Education and Training 156

157 IT CY LV LT LU HU MT NL PL RO SK FI SE UK(Wls) UK(Sct) availing of accredited VET programmes. Provider effectiveness in this area is monitored and reviewed by QQI Included in the accreditation system to apply for public funds (Criterion E of the National Accreditation System) i) post-secondary programmes (meta-lykeiaka programmata); ii) the Apprenticeship System is changing (New Modern Apprenticeship-NMA) and becomes more flexible. Especially as far as vocational education is concerned, the new apprenticeship system is function as a bridge to formal education, for people that have mainly work experience on their field. Therefore, it could be argued that the NMA will function on the basis of recognition of non-formal and informal learning. The NMA will become fully operational in 2015 (Refernet, 2011). At the moment in the process to fully implement the 10 indicators To support participation in VET Some of the guidance services have recently been regrouped in one single place in order to increase their networking and efficiency Sector level indicator, which is an important element in the establishment of equal opportunities. It contains the work of the supporting mechanisms, the provision of lifelong learning opportunities through the openness of vocational and adult training. Many different schemes to promote better access are in operation at different levels of VET, which makes it difficult to get reliable and comparable data. Therefore this information is proposed as a soft indicator. This is an indicator under development Policies and procedures are available online As a standard of the inspectorate framework. National survey executed by the national student union. This survey is about student satisfaction of VET- students on several areas and very relevant for improvement because it gives student feedback on provider level and programme level It is Standard No 9. It regards providing full information on educational, vocational and employment possibilities. Students are provided with access to comprehensive counselling services. The actions in this area are monitored and evaluated In IVET, data on indicator 8 are used to set up specific measures aiming to improve IVET access These schemes are partially elaborated and not (yet) accessible for non-professional public. However, this is about to change by the means of another national project the aim of which is to promote VET, better access to VET and to test elements of dual education Attractiveness of VET is high. Over 50 of Basic School leavers apply to VET and some 42 start their studies in VET. VET is promoted by the state, all relevant industries and employment offices. Joint national application system makes it easy to apply to all Education Statistics are collected on a national level, mainly for policy making. The National Agency of Education organises "National Boards" for all I-VET programmes. In those boards the social partners are represented, and the boards are used for consultation by the NAE in various questions such as indicator 2-3, 5-6 and 8-10 The Welsh Government continues to fund/part-fund initiatives aimed at getting people of all ages into work through education or training in a work based environment This has been a central part of Scottish Government policy during the current recession European Quality Assurance in Vocational Education and Training 157

158 EFTA - Switzerland (CH) and Norway (NO) Table EQAVET Indicators at system level for IVET and CVET Always Sometimes No Always Sometimes No Not used Not used EQAVET used used response used used response INDICATORS IVET CVET INDICATOR 1A CH, NO CH NO INDICATOR 1B CH, NO CH NO INDICATOR 2A NO CH CH NO INDICATOR 2B CH, NO CH NO INDICATOR 3 CH, NO CH NO INDICATOR 4 CH, NO CH NO INDICATOR 5A CH NO CH NO INDICATOR 5B CH, NO CH NO INDICATOR 6A CH NO CH NO INDICATOR 6B CH, NO CH NO INDICATOR 7 CH, NO CH NO INDICATOR 8A NO CH CH NO INDICATOR 8B NO CH CH NO INDICATOR 9A CH NO CH NO INDICATOR 9B NO CH CH, NO INDICATOR 10A CH NO CH NO INDICATOR 10B CH NO CH NO Table EQAVET indicators used to inform VET provision in EU-28, 2013 Country INDICATOR 1 - Relevance of quality assurance systems for VET providers CH NO Country CH NO Country CH NO Country CH INDICATOR 2 - Investment in training of teachers and trainers 2 b. Investment in training of teachers and trainers is steering information at the cantonal level. The Directorate for Education and Training is devising a quality assessment system for VET. The objective of the system is to provide information on relevant issues in VET, so each level (national, regional, local) can work with assuring the quality of VET. In making this system, some of the EQAVET indicators had been used for inspiration in making our own indicators INDICATOR 3 - Participation rate in VET programmes: Number of participants in VET programmes Information for the Swiss Parliament. Operational steering information The Directorate for Education and Training is devising a quality assessment system for VET. The objective of the system is to provide information on relevant issues in VET, so each level (national, regional, local) can work with assuring the quality of VET. In making this system, some of the EQAVET indicators had been used for inspiration in making our own indicators INDICATOR 4 - Completion rate in VET programmes: Number of persons having successfully completed/abandoned VET programmes, according to the type of programme and the individual criteria Information for the Swiss Parliament. Operational steering information European Quality Assurance in Vocational Education and Training 158

159 NO Country CH NO Country CH NO Country CH NO Country CH NO Country CH NO Country CH NO The Directorate for Education and Training is devising a quality assessment system for VET. The objective of the system is to provide information on relevant issues in VET, so each level (national, regional, local) can work with assuring the quality of VET. In making this system, some of the EQAVET indicators had been used for inspiration in making our own indicators INDICATOR 5 - Placement rate in VET programmes Information for the Swiss Parliament. Operational steering information The Directorate for Education and Training is devising a quality assessment system for VET. The objective of the system is to provide information on relevant issues in VET, so each level (national, regional, local) can work with assuring the quality of VET. In making this system, some of the EQAVET indicators had been used for inspiration in making our own indicators INDICATOR 6 - Utilisation of acquired skills at the workplace Information for the Swiss Parliament. Operational steering information The Directorate for Education and Training is devising a quality assessment system for VET. The objective of the system is to provide information on relevant issues in VET, so each level (national, regional, local) can work with assuring the quality of VET. In making this system, some of the EQAVET indicators had been used for inspiration in making our own indicators INDICATOR 7 - Unemployment rate Information for the Swiss Parliament. Operational steering information The Directorate for Education and Training is devising a quality assessment system for VET. The objective of the system is to provide information on relevant issues in VET, so each level (national, regional, local) can work with assuring the quality of VET. In making this system, some of the EQAVET indicators had been used for inspiration in making our own indicators INDICATOR 8 - Prevalence of vulnerable groups _ The Directorate for Education and Training is devising a quality assessment system for VET. The objective of the system is to provide information on relevant issues in VET, so each level (national, regional, local) can work with assuring the quality of VET. In making this system, some of the EQAVET indicators had been used for inspiration in making our own indicators INDICATOR 9 - Mechanisms to identify training needs in the labour market Information is for example used for the Swiss committees established for the purpose of developing and improving the quality of corresponding VET programmes (e.g. with regard to the modification of VET ordinances). INDICATOR 10 - Schemes used to promote better access to VET Information is used to optimize possibilities of transmission The Directorate for Education and Training is devising a quality assessment system for VET. The objective of the system is to provide information on relevant issues in VET, so each level (national, regional, local) can work with assuring the quality of VET. In making this system, some of the EQAVET indicators had been used for inspiration in making our own indicators European Quality Assurance in Vocational Education and Training 159

160 INDICATOR 1A INDICATOR 1B INDICATOR 2A INDICATOR 2B INDICATOR 3 INDICATOR 4 INDICATOR 5A INDICATOR 5B INDICATOR 6A INDICATOR 6B INDICATOR 7 INDICATOR 8A INDICATOR 8B INDICATOR 9A INDICATOR 9B INDICATOR 10A INDICATOR 10B Overview 5.3 Figure below shows that the implementation and used by national VET systems in the EU-28 of the EQAVET indicators follow similar pattern by the IVET and the CVET when the always used average figures are compared. The CVET sector presents in all instances lower figures, with the exception of indicator 9B at which both sectors (IVET and CVET) the always value is 19 per cent. The greater gap or discrepancy between the IVET and the CVET sectors occurs in indicators 1A, 3 and 4. Figure Overview of EQAVET indicators used at system level for the IVET and CVET sectors IVET CVET Tables and provide an overview of the average always used values in relation to the use and implementation fo EQAVET indicators in the EU-28 Counrties for the IVET and CVET sectors, comparing figures gathered in 2011, 2012 and It shows that the pattern unveiled in these years is similar. The changes in 2011 are only relevant in relation to those EU-28 which responded to the survey 2011, ie.: BE(fr), BG, DE, EE, EL, IE, ES, HR, FR, IT, CY, LT, LU, HU, NL, AT, RO, SI, SK, FI, SE, UK(Enl, Wls, Nir, Sct). The changes observed in 2013 when compared to 2012 can be attributed by changes reported by CZ, DE, HR, LT, LV, LU, NL, PL, SK and UK(Wls). Changes should be viewed with care, see page 6 for more information. More information in changes is available in the report of the survey of 2012 at European Quality Assurance in Vocational Education and Training 160

161 Table Observed changes between 2011, 2012 and 2013 Overview of EQAVET indicators average always used values for the IVET sector EQAVET INDICATORS IVET sector 2011 Nu 2012 Nu 2013 Nu Indicator 1A Indicator 1B Indicator 2A Indicator 2B Indicator 3 Indicator 4 Indicator 5A Indicator 5B Indicator 6A BG, DE, IE, EL, ES, LU, NL, AT, RO, SI, SK, UK(Eng, Wls, Nir, Sct), HR BG, DE, EE, IE, EL, ES, IT, NL, AT, RO, SI, SK, FI, UK(Eng, Wls, Nir), HR BE(fr), BG, CZ, DE, ES, CY, LU, HU, AT, SI, SK, FI, UK(Eng, Wls, Nir), HR BE(fr), BG, ES, IT, CY, LU, HU, RO, SI, FI, UK(Eng, Wls, Nir), HR BE(fr), BG, CZ, DE, IE, EL, ES, FR, IT, LT, LU, HU, NL, AT, RO, SI, SK, SE UK(Eng, Wls, Nir), HR BE(fr), BG, CZ, DE, EE, IE, EL, ES, FR, IT, LT, LU, HU, NL, AT, RO, SI, SK, SE UK(Eng, Wls, Nir), HR DE, EE, EL, ES, FR, IT, LT, NL, SI, SK, FI DE, EE, ES, FR, IT, LT, NL, SI, SK, FI DE, EL, ES, FR, NL, SI, SK BG, CZ, DK, DE, IE, EL, ES, LU, MT, NL, AT, PL, RO, SI, SK, SE, UK(Eng, Wls, Nir, Sct), HR BG, CZ, DE, EE, IE, EL, ES, IT, LV, LU, MT, NL, AT, RO, SI, SK, FI, UK(Eng, Wls, Nir), HR BE(fr), BG, CZ, DK, DE, ES, CY, LV, LU, HU, MT, AT, PL, SI, SK, FI, UK(Eng, Wls, Nir), HR BE(fr), BG, CZ, ES, IT, CY, HU, MT, PL, SI, FI, UK(Eng, Wls, Nir), HR BE(fr), BG, CZ, DK, DE, IE, EL, ES, FR, IT, LV, LT, LU, HU, MT, NL, AT, PL, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir), HR BE(fr), BG, CZ, DK,DE, EE, IE, EL, ES, FR, IT, LV, LT, LU, HU, MT, NL, AT, RO, SI, SK, FI,SE, UK(Eng, Wls, Nir), HR DK, DE, EE, EL, ES, FR, IT, LT, MT, NL, SI, SK, FI DK, DE, EE, ES, FR, IT, LT, NL, SI, SK, FI DK, DE, EL, ES, FR, NL, SI, SK BG, CZ, DK, DE, IE, EL, ES, LT, MT, NL, AT, PL, RO, SI, SK, SE, UK(Eng, Wls, Nir, Sct) BG, CZ, DE, EE, IE, EL, ES, IT, LV, MT, NL, AT, RO, SI, SK, FI, UK(Eng, Wls, Nir) BE(fr), BG, CZ, DK, DE, ES, CY, LV, LU, HU, MT, NL, AT, PL, SI, SK, FI, UK(Eng, Wls, Nir) BE(fr), BG, CZ, ES, IT, CY, HU, MT, NL, PL, SI, SK, FI, UK(Eng, Wls, Nir) BE(fr), BG, CZ, DK, DE, IE, EL, ES, FR, IT, LV, LT, LU, HU, MT, NL, AT, PL, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir) BE(fr), BG, CZ, DK,DE, EE, IE, EL, ES, FR, IT, LV, LT, LU, HU, MT, NL, AT, PL, RO, SI, SK, FI,SE, UK(Eng, Wls, Nir) DK, DE, EE, EL, ES, FR, IT, LT, MT, NL, SI, FI DK, DE, EE, ES, FR, IT, LT, NL, SI, FI 25 DK, DE, EL, ES, FR, NL, SI Indicator 6B Indicator 7 Indicator 8A Indicator 8B Indicator 9A Indicator 9B Indicator 10A DE, EL, ES, SI, SK BG, DE, IE, ES, FR, IT, LT, LU, HU, NL, AT, RO, SI, SK, FI, SE, UK(Eng, Wls, Nir, Sct), HR DE, EL, ES, FR, LT, LU, HU, NL, AT, SK, FI, UK(Eng, Wls, Nir), HR DE, ES, FR, LT, LU, HU, NL, SK, FI, UK(Eng, Wls, Nir), HR CZ, DE, IE, EL, ES, FR, IT, LT, LU, HU, NL, AT, RO, SK, FI, SE, UK(Eng, Sct), HR CZ, DE, IE, ES, NL, SK, HR CZ, DE, EL, ES, FR, LT, LU, SK, FI, SE, UK(Sct), HR 19 DE, EL, ES, SI, SK BG, CZ, DK,DE, IE, ES, FR, IT, 21 LT, LU, HU, NL, AT, PT, RO, SI, SK, FI, SE, UK(Eng, Wls, 81 Nir, Sct), HR 15 CZ, DK, DE, EL, ES, FR, LT, LU, HU, NL, AT, PT, SK, FI, 58 UK(Eng, Wls, Nir), HR 13 CZ, DE, ES, FR, LT, LU, HU, NL, SK, FI, UK(Eng, Wls, 50 Nir), HR CZ, DK, DE, IE, EL, ES, FR, IT, 19 LV, LT, LU, HU, MT, NL, AT, RO, SK, FI, SE, UK(Eng, Sct), 73 HR 7 CZ, DE, IE, ES, MT, NL, SK, 27 HR 12 CZ, DK, DE, EL, IE, ES, FR, LV, LT, LU, MT, NL, PL, PT, 16 DE, EL, ES, NL, SI, SK BG, CZ, DK, DE, IE, ES, FR, IT, LT, LU, HU, NL, AT, PT, RO, SI, FI, SE, UK(Eng, Wls, Nir, Sct) CZ, DK, DE, EL, ES, FR, LT, LU, HU, NL, AT, PT, SK, FI, UK(Eng, Wls, Nir), DE, DK, ES, FR, LU, HU, NL, SK, FI, UK(Eng, Wls, Nir) DK, DE, IE, EL, ES, FR, IT, LV, LT, LU, HU, MT, NL, AT, PL, RO, FI, SE, UK(Eng, Sct) 25 DE, DK, IE, ES, MT, NL 19 CZ, DK, DE, EL, IE, ES, FR, LV, LT, LU, MT, NL, PL, PT, FI, SE, European Quality Assurance in Vocational Education and Training 161

162 Indicator 10B CZ, ES, SK, FI, UK(Eng), HR 46 SK, FI, SE, UK(Sct), HR 59 UK(Sct), CZ, DK, ES, MT, NL, SK, FI, CZ, DK, IE, ES, MT, NL, FI, 23 UK(Eng), HR 31 UK(Eng) 25 AVERAGE percentages Table Observed changes between 2011, 2012 and 2013 Overview of EQAVET indicators average always used values for the CVET sector EQAVET INDICATORS CVET sector 2011 Nu 2012 Nu 2013 Nu Indicator 1A Indicator 1B Indicator 2A Indicator 2B Indicator 3 Indicator 4 Indicator 5A BG, IE, EL, HU, NL, UK(Eng, Wls, Nir, Sct) BG, IE, EL, FR, IT, LU, HU, FI, UK(Eng, Wls, Nir) BE(fr), BG, CZ, FI, UK(Eng, Wls, Nir) BE(fr), CZ, DE, IT, UK(Eng, Wls, Nir) BE(fr), BG, CZ, IE, EL, FR, IT, CY, LU, HU, NL, SE, UK(Eng, Wls, Nir), HR BG, IE, EL, FR, IT, CY, HU, NL, SE, UK(Eng, Wls, Nir), HR BE(fr), EL, FR, IT, NL, FI, SE BG, DE, IE, EL, HU, MT, NL, SE, UK(Eng, Wls, Nir, Sct) BG, DE, IE, EL, FR, IT, LV, LU, HU, MT, NL, PL, FI, UK(Eng, Wls, Nir) BE(fr), BG, CZ, LV, MT, PL, FI, UK(Eng, Wls, Nir) BE(fr), CZ, DE, IT, MT, UK(Eng, Wls, Nir) BE(fr), BG, CZ, IE, EL, FR, IT, CY, LV, LU, HU, MT, NL, FI, SE, UK(Eng, Wls, Nir), HR BG, IE, EL, FR, IT, CY, LV, HU, NL, FI, SE, UK(Eng, Wls, Nir), HR BE(fr), EL, FR, IT, MT, NL, FI, SE BG, DE, DK, IE, EL, HU, MT, NL, SK, SE, UK(Eng, Wls, Nir, Sct) BG, DE, DK, IE, EL, FR, IT, LV, LU, HU, MT, NL, PL, SK, FI, UK(Eng, Wls, Nir) BE(fr), BG, DK, CZ, LV, MT, NL, PL, SK, FI, UK(Eng, Wls, Nir) BE(fr), CZ, DE, IT, MT, NL, SK, UK(Eng, Wls, Nir) BE(fr), BG, DK, CZ, IE, EL, FR, IT, CY, LV, LU, HU, MT, NL, SK, FI, SE, UK(Eng, Wls, Nir) BG, DK, IE, EL, FR, IT, CY, LV, HU, MT, NL, PL, SK, FI, SE, UK(Eng, Wls, Nir) BE(fr), DK, EL, FR, IT, MT, NL, FI, SE Indicator 5B FR, IT, HU, NL, FI, SE 23 FR, IT, HU, NL, FI, SE 4 19 DK, FR, IT, HU, NL, FI, SE Indicator 6A EL, LU, NL, SE 15 EL, NL, SE 3 9 DK, EL, NL, SE Indicator 6B Indicator 7 Indicator 8A Indicator 8B Indicator 9A Indicator 9B BE(fr), EL, SE BG, IE, FR, IT, LT, LU, HU, NL, AT, RO, FI, SE, UK(Eng, Wls, Nir, Sct), HR EL, FR, LU, HU, NL, AT, FI, UK(Eng, Wls, Nir) FR, HU, NL, FI, UK(Eng, Wls, Nir) DE, IE, EL, FR, IT, LT, LU, HU, NL, AT, FI, SE, UK(Eng, Sct) IE, NL, AT, SE 12 BE(fr), EL, SE 17 BG, CZ, DE, IE, FR, IT, LT, LU, HU, NL, AT, PT, RO, FI, SE, 65 UK(Eng, Wls, Nir, Sct), HR 10 CZ, EL, FR, LU, HU, NL, AT, PT, 38 FI, UK(Eng, Wls, Nir) 7 CZ, FR, HU, NL, FI, UK(Eng, 27 Wls, Nir) 14 DE, IE, EL, FR, IT, LV, LT, HU, MT, NL, AT, FI, SE, 54 UK(Eng, Sct) 4 IE, MT, NL, AT, SE 9 BE(fr), EL, NL, SK, SE 20 BG, CZ, DE, DK, IE, FR, IT, LT, LU, HU, NL, AT, PT, RO, FI, SE, 63 UK(Eng, Wls, Nir, Sct) DK, EL, FR, LU, HU, NL, AT, PT, SK, FI, UK(Eng, Wls, Nir) DK, FR, HU, NL, SK, FI, UK(Eng, Wls, Nir) DE, DK, IE, EL, FR, IT, LV, LT, HU, MT, NL, AT, FI, SE, UK(Eng, Sct) DK, IE, MT, NL, AT, SE European Quality Assurance in Vocational Education and Training 162

163 Indicator 10A Indicator 10B CZ, IE, EL, FR, LT, LU, FI, SE, UK(Sct), HR CZ, IE, FI, UK(Eng), HR CZ, IE, EL, FR, LV, LT, LU, MT, NL, PL, PT, FI, SE, CZ, DK, IE, EL, FR, LV, LT, LU, 38 UK(Sct), HR 47 MT, NL, PL, PT, FI, SE, UK(Sct), CZ, IE, MT, NL, FI, UK(Eng), HR 7 22 CZ, DK, IE, MT, NL, FI, UK(Eng) 7 22 AVERAGE percentages European Quality Assurance in Vocational Education and Training 163

164 SECTION 5.4: European cooperation and the EQAVET indicators This section analyses the responses provided by EQAVET members to the question: Q23: Do you think that it would be useful to use some of the EQAVET indicators for benchmarking purposes? This question asks EQAVET members about their opinion on increasing European cooperation in relation to the use of the EQAVET indicators. It gathers professional and personal (i.e. it does not reflect a national/official position) suggestions and opinions on the use of the EQAVET indicators and EU cooperation from both EQAVET members representing the EU-28 and quality assurance national references points. Table Working with EQAVET indicators and benchmarking WORKING with EQAVET INDICATORS and BENCHMARKING Response count Response percentages Yes BE(fr), BG, DK, DE, EE, IE, EL, ES, IT, CY, LV, LT, HU, MT, PL, PT, RO, SK, FI, SE, UK(Wls, Nir, Sct), HR No 6 19 BE(nl), CZ, LU, NL, SI, UK(Eng) No response 2 6 FR, AT Table above shows that the majority of respondents (24 or three quarters -75 per cent) would find it useful to increase EU cooperation with the view to working towards benchmarking conditions in relation to the EQAVET indicators. Figure Level of cooperation and benchmarking 42 At EU and national level At EU level only 58 At national level only 0 The analysis below (Table and Figure 5.3.2) presents at which level EQAVET members are interested in working with the EQAVET indicators for benchmarking purposes. Among the 24 EQAVET members in the EU-28 which responded yes to the previous question: 13 members (54 per cent) acknowledged that they would like to use and cooperate with EQAVET indicators at both EU and national levels. Within this category - 6 members stated that they would find useful to use the all ten indicators for benchmarking purposes; - 7 members with only some. No member stated that it would be useful to use the EQAVET indicators for benchmarking purposes at EU level only. European Quality Assurance in Vocational Education and Training 164

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