21 avril 2013

The role of VET in reducing early leaving from education and training

http://www.cedefop.europa.eu/EN/Images-UserInterface/bg_cedefopLogo.gifThe role of VET in reducing early leaving from education and training AO/ECVL/IPS-ARANI/EarlyLeaving/005/13
The aim of the framework contract is to understand the phenomenon of drop-out and early leaving from VET in Europe and to analyse the role of VET in reducing early leaving from education and training. To this end, the contract includes 3 work assignments, namely: 1) Understanding the phenomenon of dropping out and early leaving from VET and investigating the relationship between VET and early leaving from education and training; 2) Analysing policies and measures to tackle early leaving from education and training through VET; 3) Identifying good practices and tools to support policy making at national and EU levels. The findings of this project aim to support the European Commission, Member States, social partners and other stakeholders in their effort to implement EU policies to reduce early school leaving and to achieve the EU target by 2020.
This call has been published in the Supplement to the Official Journal of the European Union 2013/S 076-126420 of 18/04/2013.
Deadline of submitting tenders: 04/06/2013 (17h00 for hand-delivered tenders).
Requests for additional information/clarification should be received by 27/05/2013.
The answers to such requests, if any, will be published under this banner, therefore please visit Cedefop's website frequently for updates.

If you are downloading these documents from our website, kindly send us an e-mail (c4t-services@cedefop.europa.eu) notifying us.
Attachments: Tender Dossier - Early Leaving.

Posté par pcassuto à 11:41 - - Permalien [#]

The application of learning outcomes approaches across Europe

http://www.cedefop.europa.eu/EN/Images-UserInterface/bg_cedefopLogo.gifThe application of learning outcomes approaches across Europe - a comparative overview AO/ECVL/JB–SPEV/LearningOutcomes/004/13
The study will map and analyse how learning outcomes approaches are influencing European education and training policies and practises. The study will cover the 33 countries taking part in the E&T 2020 process and aims in particular to gather evidence on developments in the last five years and the impact of these on lifelong and life-wide learning. The study seeks to better understand how the application of learning outcomes differs between countries and subsystems of education and training (i.e. higher education, VET, general education, adult education). While an important objective of the study is to provide overview over policy developments, 10 case studies in five selected countries will allow for more detailed in-depth analysis and empirical research on how learning outcomes approaches are interpreted and applied by institutions providing initial education of teachers and (a selection of) students enrolled in these programmes. This call has been published in the Supplement to the Official Journal of the European Union 2013/S 074-122730 of 16/04/2013.
Deadline of submitting tenders: 28/05/2013 (17h00 for hand-delivered tenders).

Requests for additional information/clarification should be received by 20/05/2013.

The answers to such requests, if any, will be published under this banner, therefore please visit Cedefop's website frequently for updates.

If you are downloading these documents from our website, kindly send us an e-mail (c4t-services@cedefop.europa.eu) notifying us.
Attachment: Tender Dossier - Learning Outcomes.

Posté par pcassuto à 11:38 - - Permalien [#]

Trainers in continuing VET: emerging competence profile

http://www.cedefop.europa.eu/EN/Images-ContentManagement/cover_4126_en_rdax_278x400.jpgCedefop has long tracked the changing roles and professional development of teachers and trainers in vocational education and training. In this publication, it analyses nineteen Member State initiatives which aim to set out competence requirements for trainers in adult learning and continuing training. The analysis, which also covers validation of non-formal and informal learning, forms the basis of a proposed emerging competence profile for trainers.
The publication contributes to the work of the thematic working group on the professional development of trainers in vocational education and training, which the European Commission set up in 2012 and jointly coordinates with Cedefop. Download Trainers in continuing VET: emerging competence profile.

The European Union will not resume growth driven by higher productivity and innovation without highly skilled workers who can contribute to innovation and entrepreneurship (European Commission; Danish Technological Institute, 2012). Companies do not only need new skills, the right competences and innovative thinking; where appropriate, the existing workforce must constantly update their knowledge, skills and competences to meet new demands and future changes. Training at the workplace plays an important role and is increasingly recognised as an efficient way to equip people with transversal and job-specific skills. It also contributes to the European 2020 headline target stipulating that, by 2020, 15% of the population aged 25 to 64 should participate in lifelong learning.
The quality and competences of trainers in continuing vocational training (CVET) and adult learning, as a condition for ensuring high quality workplace training, have been among the strategic objectives of European cooperation in vocational education and training (VET) (Council of the EU; European Commission, 2010). Enterprises in Europe believe that the EU can potentially play an important role in promoting competence development in enterprises and in ensuring better quality trainers (European Commission; Danish Technological Institute, 2012).
In this publication, Cedefop looks at examples of initiatives set up in the Member States on developing competence requirements for trainers in continuing vocational training and adult learning. Based on this analysis, an emerging competence profile of a trainer is proposed. We believe that this work can be a starting point towards establishing a competence profile of trainers, which has just been called for by the European Commission (European Commission, 2012).
This publication will also provide an input to the work of the thematic working group on the professional development of trainers in VET, launched by the European Commission in 2012. Cedefop jointly coordinates the group and provides its expertise towards developing guiding principles for the continuing professional development of trainers, one of the objectives of the Bruges communiqué. Christian F. Lettmayr, Acting Director. Download Trainers in continuing VET: emerging competence profile.
2.1.6. Qualification of a professional trainer of adults, France

The Association for the vocational training of adults (Association pour la formation professionnelle des adultes, AFPA) is one of the main providers of continuous professional training in France. AFPA training courses lead to a recognised vocational qualification, titre professionnel (TP). The qualification of a professional trainer of adults (Formateur/trice professionnel(le) d’adultes, TP FPA) has existed since 1997. It has to be revised every five years as part of quality assurance and was last revised in 2008. It is a broad occupational category essentially defined by trainers who ‘contribute, through their pedagogical and technical expertise, to the social and professional development of individuals and help them to access/maintain professional activity and/or employment’.
As with other AFPA qualifications, that for professional trainers of adults:
(a) includes a list of competences grouped into main domains of activity which correspond to independent certificates of professional skills and competences (certificat de compétences professionnelles, CCP). Two types of activities have been identified for the profession of a trainer of adults, corresponding to two CCPs that together form the TP FPA: CCP preparation and facilitation of training (préparer et animer des actions de formation) and CCP contributing to the elaboration of training and supporting learners on their learning paths (contribuer à l’élaboration de dispositifs et accompagner des parcours de formation);
(b) is registered in the national repertory of qualifications;
(c) is awarded by competent authorities at regional level (DIRECCTE) under the authority of the Ministry of Employment;
(d) can be either obtained through participation in a training course in AFPA campuses or through the nationally recognised procedure of validation of non-formal and informal learning (validation des acquis de l’expérience, VAE).
The competence framework is based on two documents regularly produced by the AFPA:
(a) the occupation, activities and competence framework (référentiel emploi, activités compétences, REAC), a report produced every five years by a specialised service within the AFPA in cooperation with a network of professional trainers of adults and experts in training course design (including representatives of in-company trainers) and taking into account sectoral dialogue developments. The report is then validated in working groups with social partners representing the sector, experts, Ministry representatives, etc. The document maps new developments in the profession, classifies the typical/main activities of trainers of adults and establishes the list of required competences for each of these activities. The latest update was in 2008;
(b) the certification framework (référentiel de certification, RC), developed on the basis of the REAC, a detailed description of the competences for each main activity and corresponding evaluation methods and standards/thresholds.
The RC is also validated by a tripartite commission, which includes representatives of the employers, trade unions, the ministries in charge of employment, education and industry and the CEREQ, Centre of Studies on Qualifications. The latest update took place in 2009. Target group The TP FPA and its competence framework are relevant for various categories of trainers including in-company staff. In the context of TP FPA, candidates can be:
(a) individuals, including in-company trainers, who seek to improve their qualification and, potentially, employment prospects;
(b) individuals supported by their employer, in most cases, as part of the company’s training plan, and using their individual right for training and training leave;
(c) groups of in-company trainers from the same company/training centre in the so-called ‘collective’ VAE supported by an employer.
In order to qualify, trainers must have a proven relevant professional experience of at least three years (including unpaid but relevant activities).
Main approach and activities

The TP FPA is accessible through AFPA representations in all regions of France, with several AFPA campuses. The AFPA provides information to potential candidates at local, regional and national levels and offers support to in-company trainers who wish to apply. Specialised VAE counsellors help candidates choose an appropriate qualification, reflect on and present their professional experience and prepare for the assessment. Guidance is provided in the form of collective workshops of 10 hours.
A candidate prepares a portfolio describing his/her professional experience, activities and acquired competences (dossier de synthèse de pratique professionnelle) and a written report on the specific training scheme that led him/her to develop the competences in question. A jury of professionals in the field then analyses the two and also interviews the candidate.
Candidates usually apply for the full qualification but the two CCP’s that comprise it can be awarded independently depending on the candidates’ competences. If only one CCP is awarded (the partial validation), it remains valid for five years, during which the candidate can undertake further training needed for the other CCP or can continue to acquire necessary professional experience and get it reassessed later.
The procedure requires a high level of candidate commitment and involvement, as it is based on reflection and self-assessment and is timeconsuming. The experience points to the need for more guidance and preparatory meetings with the candidates.
The AFPA regularly monitors developments in the sector through qualitative surveys, interviews and consultation to assess and maintain the relevance of the competence frameworks.
Competences required

The competence framework of the TP FPA serves as a reference point for developing the course curriculum leading to the qualification and for evaluating candidate aptitudes at the final exam or in the VAE process. The framework is not sector specific; it focuses on general competences and pedagogical expertise rather than on technical competence.
Each of the two certificates of professional competences in the TP FPA has requirements specific to one of the main activities. There are also transversal competence requirements common to both.
(a) CCP preparation and facilitation of training:

• devising a training programme based on the demand and context;
• elaborating a pedagogical scenario and preparing necessary materials, equipment and venue for the training;
• evaluating learning outcomes: measuring learner achievements against the objectives; analysing results and developing new actions if needed;
• identifying and dealing with individual obstacles to learning; identifying the preferred learning modes of groups and learners and adapting the pedagogy accordingly;
• assessing and following up on the training;
• using ICT tools to support learning;
• teamwork, conflict management, communication.
(b) CCP contributing to the elaboration of training and supporting learners on their learning paths:
• identifying and mobilising stakeholders in developing a training path (for example, guidance professionals, companies/employers, members of the evaluation jury, experts);
• contributing to detailing training activities within existing or new training programmes; adapting to the specific requirements, context, resources and/or developing necessary pedagogical materials and tools;
• guiding learners in their professional integration and projects by identifying skill and competence gaps and devising the means to fill them;
• following up learner progress by contributing to their assessment and elaboration of learning paths; defining steps in the learning pathways; helping identify difficulties and acting as a mediator if problems are beyond the trainers’ responsibilities;
• identifying the objective of the training; gathering quantitative and qualitative information; evaluating the training against the objectives; preparing reports on the results of the training;
• awareness of job search techniques.
(c) Transversal competences common for both CCPs:
• managing logistical aspects of training (material, administrative and pedagogical resources);
• collecting updated information on pedagogic, technical, commercial, socio-economic and legal aspects related to training and applying it to training strategies and practice;
• using opportunities to contact companies to clarify training needs;
• self-assessment of professional practice, continuous development of personal competences;
• social and professional responsibility: respecting health and safety regulations, encouraging non-discriminatory attitudes, raising awareness of learners about sustainable development, citizenship, consumption.
Link to the validation of non-formal and informal learning
The qualification can be obtained through the validation of non-formal and informal learning and has the same value as those obtained through a training course: about a quarter of candidates qualify this way.
In 2010, 760 candidates obtained the adult trainer qualification, among them 563 through a training programme and 197 through the validation of prior experience. There are no data on the breakdown of participants by categories. However, it is assumed that this opportunity is of interest to incompany trainers who often do not have a qualification in training but have developed relevant skills and competences in their work.
According to the AFPA, and based on the qualitative feedback they receive from participants, in-company trainers undergoing validation benefit by acquiring a recognised qualification, which helps them secure, improve or expand their employment and career prospects, and by reflecting on their professional practice as a trainer and increasing awareness of their skills and competences.
As the AFPA employs trainers of adults, the organisation developed internal plans to ensure that the AFPA ‘in-house’ trainers had their professional experience recognised, thus, raising the quality of the services provided.
More information
https://www.banque.di.afpa.fr/Commun/GetFile.aspx?i=%7B20DFD937-A1BA-4818-AC8A- 8342370853A8%7D
https://www.banque.di.afpa.fr/Commun/GetFile.aspx?i={50966EC4-758B-4D42-A499- 9FEF579384F3}

Posté par pcassuto à 11:26 - - Permalien [#]

Analysis and overview of NQF developments in European countries

http://www.cedefop.europa.eu/EN/Images-ContentManagement/cover_6117_en_rdax_283x400.jpgAnalysis and overview of NQF developments in European countries. Annual report 2012
Cedefop’s fourth annual report on developments in national qualification frameworks (NQFs) in Europe confirms that these frameworks are considered a key way of making qualifications easier to understand and compare within and between countries. It has also found that such frameworks are increasingly used to encourage changes in education and training. For instance, during 2012 some National Qualifications Frameworks opened up to include qualifications awarded outside the formal public system.
Most of the 36 countries working together on the European Qualifications Framework – the 27 EU Member States, Croatia, the former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Montenegro, Norway, Serbia, Switzerland and Turkey have now agreed on the overall structure of their national frameworks. In addition to the fully operational frameworks in France, Ireland, Malta and the UK, ten more countries are now entering an early operational phase.
The 2012 overview shows that NQFs increasingly interact with and link to arrangements for validating non-formal and informal learning. The recent (December) Council recommendation on the validation of non-formal and informal learning invites Member States to put in place validation arrangements which are linked to NQFs and in line with the EQF, by 2018.
The progress made on NQFs has made it possible for more countries to complete their link to the EQF; 16 countries had linked their national qualifications levels to EQF levels by December 2012. Download Analysis and overview of NQF developments in European countries.

This report, the fourth since Cedefop started its regular analysis of national qualifications frameworks (NQFs) development, covers 36 countries. Given that only Ireland, France and the UK (England, Northern Ireland, Scotland and Wales) had established frameworks prior to the adoption of the European qualifications framework (2008), the speed of developments has been remarkable...
This report supports EQF implementation at European and national levels and feeds directly into the referencing process, in which countries relate their national qualifications levels to the EQF. It also contributes directly to the strategic objectives and short-term deliverables 2011-14 set out in the Bruges communiqué. Christian F. Lettmayr, Acting Director

The setting up, in 2002, of the National Committee for Professional Certification (CNCP) and the national register of vocational qualifications (RNCP) signals the establishment of the French national qualifications framework. Supported by the system for validation of non-formal and informal learning (validation des acquis de l'experience), the French framework can be seen as belonging to the first generation of European qualifications frameworks. While more limited in scope than the new comprehensive NQFs now developing throughout Europe, in its focus on vocationally or professionally oriented qualifications, its regulatory role is strong and well established.
A number of stakeholders consider the existing five-level structure dating back to 1969 to be in need of replacement, possibly by an eight-level structure more closely aligned with the EQF. This discussion has now been going on for a number of years, notably since 2009 when a note on the issue was submitted to the office of the Prime Minister. Partly due to the change of government in 2012, this reform has been further delayed and it is, for the moment, unclear when a new structure could be put in place.
The framework was referenced to the EQF in October 2010, using the original five-level structure as reference point. A new referencing report will be submitted as soon as a revised structure is in place, possibly in the next one to two years.
Main policy objectives
The French NQF, as defined by the RNCP, covers all vocationally or professionally oriented qualifications, including all higher education qualifications with a vocational and professional orientation and purpose. The framework covers three main types of qualification:
- those awarded by French ministries (in cooperation with the social partners through a CPC);
- those awarded by training providers, chambers and ministries but where no CPC is in place;
- those set up and awarded by social partners under their own responsibility.
To be registered in the RNCP, a qualification should meet a number of requirements; aiming at national coherence and strengthening the overall quality and transparency of qualifications. All qualifications registered in the RNCP must be possible to acquire through validation of non-formal and informal learning. Registration signals that all stakeholders, as represented in the CNCP, underwrite the validity of a particular qualification. Registration is necessary for:
- receiving funding;
- financing validation of non-formal and informal learning;
- exercising certain professions and occupations;
- entering apprenticeship schemes.
The French NQF has more limited scope than the comprehensive NQFs now being developed throughout Europe. Its focus is strictly on vocationally or professionally oriented qualifications and it does not include certain qualifications from general education, notably primary and lower secondary education (>16) and general upper secondary qualifications (the General Baccalaureate).
The French NQF is defined by its labour market focus. The framework responds to a situation where students increasingly find themselves without jobs after finishing education and training. Recent policy initiatives and reforms have emphasised the need to give higher priority to employability and having candidates better suited to the labour market. Universities have therefore been obliged to reformulate and clarify their qualifications also in terms of labour market relevance, in effect obliging them to use the same qualifications descriptors (skills, knowledge, competence) as other areas of education and training. This movement towards employability, and the obligations of universities to adapt, has been present in French policies since 2006.
This also means that, while the learning outcomes approach is now increasingly being implemented for the qualifications forming part of the responsibility of the CNCP, this principle is only to a very limited extent applied for general education at primary, lower and upper secondary level.
Stakeholder involvement and framework implementation

Belonging to the first generation of European frameworks, the French NQF is fully implemented and operational. It is a regulatory framework playing a key role in the overall governance of education and training systems, in particular as regards vocationally or professionally oriented qualifications. While emphasising the importance of transparency (for example by integrating the Europass tools), the framework directly influences access and progression in the system as well as funding and quality assurance issues. The number of qualifications covered by the CNCP has been steadily increasing in recent years.. A significant part of this growth was caused by vocationally and professionally oriented higher education qualifications, notably at EQF levels 5 and 6.
The CNCP (which is aslo an EQF NCP) is a platform for cooperation between all ministries involved in design and award of qualifications (Ministries of Education, Higher Education, Labour, Social Affairs, Agriculture, Culture, Youth and Sports, Defence, Finance) and for the social partners and other relevant stakeholders (chambers, etc.) in coordinating the French qualifications system and framework. This broad involvement is seen as necessary (both for technical and administrative reasons) to capture the diversity of qualifications in France, but also for reasons of credibility and ownership. CNCP is also entitled to be informed about any vocational qualification created by social partners, even in cases where there is no intention to register them in the national register.
The role of the CNCP as the ‘gatekeeper’ of the French framework is important. No qualification can be included in the official register without the approval of the CNCP. The strength of the CNCP lies in its openness to public and private providers and awarding institutions. The procedures and criteria developed and applied by the CNCP for this purpose are of particular interest to those countries currently in the process of implementing new (and open) NQFs. Any institution (public or private) wanting to register a qualification must respond to the following main issues:
- legal basis of the body (or network of bodies) awarding the qualification;
- indication of procedures if the awarding institution discontinues its activity;
- description of tasks addressed by the qualification;
- link to ROME;
- the competences (learning outcomes) related to these tasks;
- competences (learning outcomes) to be assessed;
- mode of assessment;
- relationship to existing qualifications in France and abroad;
- composition of the assessment jury;
- link to validation.
The French experiences since 2002 illustrate the need for NQFs to evolve continuously to stay relevant. One of the issues currently being addressed is the question of opening up to the development of qualifications at what would correspond to EQF level 2. Until now there has been agreement between public authorities and social partners that vocationally and professionally oriented qualifications (falling within the mandate of the CNCP) should only be developed and awarded from level 3 and upwards. This position has been defended by the trade unions in particular, fearing that an opening up to vocational qualifications at lower levels could threaten existing labour market agreements. The current crisis in the economy, with increasing youth unemployment, may lead to reconsideration of this approach. Technical work continues, looking at possible competence requirements for level 2 qualifications, using the experience of neighbouring countries like Luxembourg and Germany as reference point. It is expected that progress will be made in 2013, reflecting the current urgency attributed to this question.
Level descriptors and learning outcomes

The original five-level structure introduced in 1969 was used as the basis for referencing the French framework to the EQF in 2010.
The French qualification system has developed considerably since these levels were agreed in 1969 so the development and introduction of a more detailed structure of level descriptors is seen as necessary. In 2011, the national council on statistics (CNIS) commented on the need for a new level structure (CNCP, 2010) by stressing that it ‘...would like to see these reflections lead to a new classification of certifications that take into account changes in the structure of qualifications and the links set up within European higher education.’
Although it is likely that a seven or eight-level structure will be chosen (based on technical work carried out so far), it is now unclear when a new draft structure could be presented. A particular issue is how the new structure will link to occupational standards, notably the national ROME and the international ISCO. The discussion is also closely related to the question of whether qualifications corresponding to EQF levels 1 and 2 will play any role in the future. This latter question is linked to labour agreements and negotiations on minimum wages and is particularly complicated.
Table 10 Levels in the French national qualifications framework

In contrast to the use (to now) of the 1969 level structure as a basis for the French framework, there is a common policy on learning outcomes (expressed as ‘competence’) covering the entire (vocationally and professionally oriented) education and training system. This approach is broadly accepted within initial vocational education and training and gradually so by institutions operating at higher levels of education and training. The approach was strengthened by the 2002 Law on Validation of Non-formal and Informal Learning (VAE) and its emphasis on learning outcomes as the basis for awarding any kind of certified qualification.
The learning outcomes approach has only been partially introduced in higher education. Traditionally, university qualifications have been input-based and very much focused on the knowledge and research aspect. The new law of August 2009 (Loi sur les responsabilités et libertés des universités) creates the obligation for universities to set new services dedicated to employability. This law requires universities to improve their learning outcomes descriptions, both for employers and students.
The learning outcomes descriptions form the basis on which higher education qualifications are approved by the CNCP, a process which has to be renewed every four years. The Ministry of Higher Education has now (September 2012) issued detailed criteria for writing learning outcomes for bachelor level (licences) divided into the following main areas:
- common generic competence;
- pre-professional competences;
- transferable competences;
- specific competences related to broad, disciplinary subject areas.
There are also many interuniversity teams working on learning outcomes with the triple purpose of helping the implementation of the VAE, the registration of degrees in the RNCP, and employability of students. A systematic effort is now being made to support the introduction and use of a learning outcomes-based perspective, in particular addressing higher education. A nationwide process was initiated in 2009-10 and regional meetings have been/are being held explaining the rationale behind the learning outcomes approach.
Initial vocational qualifications are defined according to the same logic as for higher education qualifications, in terms of skills, knowledge and competences. There are different forms of VET provision though, influencing the way learning outcomes are assessed, following four main approaches:
- qualifications based on training modules, the learning outcomes of each module being assessed separately;
- qualifications based on a two-block approach, theory and practical experience, the learning outcomes of the two blocks being assessed separately;
- qualifications linked to a single, coherent block of learning outcomes/ competences requiring a holistic approach to assessment of learning outcomes;
- qualifications based on units of learning outcomes, which can be assessed separately, and capitalised independently of any kind of learning process.
All four operate using a learning outcomes/competence-based approach, though in different ways.
The emphasis given to transparency is demonstrated by the way the French NQF actively uses the Europass certificate supplement. This format is seen as important for transparency reasons and as relevant at all levels, including higher education. The supplement has been strengthened as regards competence/learning outcomes. The main focus is on the three descriptor elements – knowledge, skills and competences – but the link to quality assurance and to validation of non-formal and informal learning is also addressed by the framework.
Links to other instruments and policies

Validation of non-formal and informal learning is treated as an integrated part of the French NQF and any qualification approved by the CNCP must be possible to acquire also on the basis of validation of experiences. The extensive use of validation, both for access and exemption, can be seen as an effort to build bridges between education and employment and as a key element in promoting lifelong and life-wide learning. The centrality of validation in the French approach explains the relatively low priority given to the use of credit systems in France, illustrated by the moderate implementation of ECTS and ECVET.
Referencing to the EQF

Work on referencing to the EQF has been going on since 2006 and a (preliminary) referencing report was presented to the EQF AG in October 2010. From the start the referencing process involved all ministries, social partners and other stakeholders (represented in the CNCP). The referencing work was also supported by the EQF test and pilot projects, notably the Leonardo da Vinci Net-testing project. The result of the referencing can be seen in the following table: Table 11 Level correspondence established between the French qualifications framework and the EQF.
The referencing table shows the limitations of the five-level structure in terms of specificity and ability to reflect the diversity of qualifications covered by the French framework. This is exemplified by level 1 (highest) which covers both master and doctorate, and by level 5 (lowest) which covers all initial qualifications.
The (lack) of lower level vocational/professional qualifications has posed a particular challenge. Looking at the qualifications covered by the current level 5, it could be argued (from learning outcomes) that this broad category of qualifications covers both levels 2 and 3 of the EQF. A political decision has been made, however, to refer all these qualifications to level 3 of the EQF. Several of the countries represented in the EQF AG expressed some concern regarding this decision. Members of the advisory group argued that the non-existence of lower level qualifications in the French framework (in a worst case scenario) could prevent migrants holding qualifications at EQF level 1 or 2 from entering the French labour market, given that equivalents officially do not exist in the French system. Debate on this issue is now also evident at national level in France.
The timing for the presentation of an updated referencing report to the EQF AG is now uncertain and will depend on the revision of the level-structure and possibly on clarification of how to deal with the lower levels of vocational/professional qualifications.
Important lessons and the way forward

The French NQF operates with less clear distinction between VET and higher education than many other European countries. This signals a wish to promote vocationally and professionally oriented qualifications at all levels. Since the 1970s, vocational courses and programmes have been an important and integrated part of traditional universities and professional bachelor and master degrees are common. Outside universities we find specialist technical and vocational schools offering courses and certificates at a high level. These schools are run by different ministries covering their respective subject areas (agriculture, health, etc.), or by chambers of commerce and industry. Ingénieurs from these institutions or students in business schools hold qualifications at a high level, equivalent to those from universities with a master degree. The Ministry of Higher Education delivers the bachelor and master degrees and recognises the diplomas. This has an integrating effect on the diplomas awarded by other ministries such as culture or industry.
In reality, the situation is less clear-cut. As the French qualifications framework is currently defined by those qualifications registered in the RNCP, important general education qualifications are left outside the framework. Compared to other European countries, addressing both professional and general qualifications, the integrating function and role of the French framework is lessened, in particular as a key-qualification like the general Baccalaureate is kept outside the framework.
The introduction of a new level structure to replace the 1969 structure could help to move the French NQF further forward and strengthen comparability to other European NQFs.
Main sources of information Information is available on the website of the
National Committee for Professional Certification (CNCP).

Posté par pcassuto à 11:11 - - Permalien [#]

Brain drain fears spark scholarship plan

http://media1.bangkokpost.com/common/img/bangkokpost.jpgThe Education Ministry plans to grant full scholarships to produce university lecturers with doctorates, to prepare for a looming shortage.
Education Minister Phongthep Thepkanchana said many lecturers who hold doctorates will approach retirement age in the next 10 to 15 years. The country will be left with a shortage of lecturers with doctorates unless something is done.
Some universities are now encouraging their lecturers to further their studies to a doctoral level, to help ease the shortage. Some lecturers, however, have to finance their own higher study.
"We're probably not doing enough, and new universities will suffer from a lack of doctoral lecturers. Some doctoral programmes require lecturers to study overseas," Mr Phongthep said.
A meeting of higher education staff suggested financial support should be offered to lecturers at all universities to encourage them to pursue doctoral degrees, here and overseas. Read more...

Posté par pcassuto à 10:41 - - Permalien [#]

Africa’s e-Learning revenues to hit $512.7m

http://imgcdn.nrelate.com/common_wp/default_images/110_110/background-abstract-glass.jpgBy Stanley Opara. Self-paced electronic learning revenues may hit $512.7m by 2016, according to the latest forecast.
The continent is said to be experiencing a sharp upturn, as e-Learning Africa forum says Africa is no more just an end user of new products from the western world and others.
The engines driving the growth were also powering industry and innovation as well as supporting African businesses, it said
The forum added, “With fewer than 1,000 days left to the target date for the Millennium Development Goals, such African-born initiatives are also helping to accelerate the worldwide action against poverty.
“Africa is experiencing a technological surge and it is having a dramatic effect on education throughout the continent. Tech hubs are blossoming; new mobile devices and apps are being designed and produced in Africa, by Africans, and Africa’s e-Learning market is now the fastest-growing in the world.”
Currently, a record number of proposals had been submitted and more attendees are expected, than ever before, at the e-Learning Africa 2013 forum, which the organisers said was an effect of the technology boom. Read more...

Posté par pcassuto à 10:39 - - Permalien [#]

Huge university salaries condemned

http://images.icnetwork.co.uk/design/regional/icscotlandlogo.gifUniversities employ 88 people who earn the same as the First Minister's £140,000 salary or more.
Just two principals across the 18 institutions earn less than the leader of the Scottish Government, according to figures from the National Union of Students (NUS).
University of Edinburgh employs 52 people on or above £140,000 a year, with other top salaries at the universities of Aberdeen, Glasgow and Strathclyde.
Aberdeen principal Sir Ian Diamond earns the most, £303,000, according to the figures.
Robin Parker, president of NUS Scotland, said: "It's unjustifiable for university principals and other senior staff to routinely be paid such large sums. Read more...

Posté par pcassuto à 10:37 - - Permalien [#]

Draft code for universities under attack

http://www.heraldscotland.com/sites/all/themes/heraldscotland/images/hs-logo.pngBy Andrew Denholm, Education Correspondent. A NEW draft code of conduct to improve the governance of Scottish universities has been attacked as weak and vague.
The criticism comes after the code was published by a steering group of experts chaired by Lord Smith of Kelvin.
The draft code makes a number of key recommendations on the appointment and pay of university principals. Read more...

Posté par pcassuto à 10:33 - - Permalien [#]

51 per cent hike in demand for technology courses

http://www.irishtimes.com/polopoly_fs/1.1320251.1362775718!/image/image.jpg_gen/derivatives/box_300_250/image.jpgOne in five students now choosing technology as first preference. There has been a 51 per cent increase in applications to technology courses at third level over the last five years, a new study by the Higher Education Authority (HEA) has found.
Significant increases in first preference applications to science and engineering courses were also recorded.
A detailed analysis of CAO preferences carried out by the HEA revealed that applications to technology courses constituted more than 20 per cent of all first preference applications this year.
Applications to programmes in engineering and science constituted 4.6 per cent and 7.5 per cent of overall first preference applications, both increases from 2012. Read more...

Posté par pcassuto à 10:30 - - Permalien [#]

Sydney University criticised for blocking Dalai Lama visit

http://static.guim.co.uk/static/e23a13e8014d071a6cff44b68a9864131ece3356/common/images/logos/the-guardian/news.gifUniversity accused of bowing to China after scheduled talk by Nobel peace laureate moved off campus. One of Australia's most exclusive universities has been accused of bowing to China after calling off a talk to students by the Dalai Lama. Sydney University, ranked in the world's top 50, cancelled the visit by the Nobel peace laureate, scheduled for June, to avoid damaging its ties with China, including funding for its cultural Confucius Institute, Tibetan activists and Australian politicians said. Read more...

Posté par pcassuto à 10:27 - - Permalien [#]