Formation Continue du Supérieur

The European Commission has published a new report called “E-Skills for Jobs in Europe: Measuring progress and moving ahead.”
The report showed that Europe is expected to have about 700 000 unfilled new ICT-related jobs by 2015.
Links

• E-skills report. More...

Keeping you informed about European Credit System for Vocational Education & Training. The latest issue of the ECVET magazine is available for download: ECVET Magazine - Issue 19 (May 2014).
The contribution of ECVET to individuals, businesses, VET providers and VET systems in general
An article by Daniela Ulicná and Anette Curth, ICF GHK. After several years of testing and development in pilot projects, it is now time to have a look at the benefits of ECVET from a broader perspective. How can ECVET support learners, businesses, VET providers and VET systems in general? This article lines out some of the benefits of ECVET and gives some concrete example gathered from the context of the pilot projects. Although the examples are not always based on real cases2, the projects have proven through testing that they are realistic - within the existing conditions of current VET systems. However, in practice, this depends on whether or not ECVET is implemented beyond the context of a particular project. In short: although the examples are realistic and the solutions are possible, in most cases this is not yet mainstream practice.
Recognition of non-formal and informal learning to help acquire a formal qualification
Maria works as a care assistant for families, nursing elderly relatives. She has several years of experience, but does not have a formal qualification in this area. Maria wishes to change her work environment; instead of working for families in private homes, she would now prefer to work with elderly people in a nursing home. She realises that potential employers require a formal qualification. Therefore, she undergoes a procedure for the recognition of non-formal and informal learning and – thanks to her practical experience - achieves credit for several units that form this qualification. However, since she never attended formal training, Maria does not perform as well on the units related to theoretical knowledge. Due a recognition model based on ECVET principles, she can accumulate the units already acquired with additional formal training, thus significantly shortening her training programme; and eventually achieve the full qualification.
Certification by units to support early school leavers’ return to formal education
Mathieu, a Belgian student, has left school early to work in a garage. After a while, he realises he is not very well paid and his chances to move up in his job are small. This situation would improve with a formal qualification. During his formal training in a vocational school, Mathieu has already acquired four out of the six units of learning outcomes that are necessary to acquire a formal qualification. After a VET-reform that took place in the French speaking community of Belgium, training for car mechanics was organised around those units, and Mathieu was given a validated ‘passport’ recording the units he acquired. Upon his re-entry to formal education, these four units were recognised. He returns to school to acquire the missing two units. No training content is required to be repeated. After he successfully passed the assessment of the final two units, Matthieu is granted a full formal qualification as a car mechanic.
Compensating the shortage of skilled workers by finding someone with an exact skills match
A small family owned-enterprise seeks to hire an experienced plumber. They have put out a job advert, but no suitable candidates have applied. They then get in touch with the Public Employment Services (PES), without success – as qualified plumbers are scarce. However, in a personal consultation the PES asks about the exact job profile of the candidate and it turns out the company is looking for someone to take over small, but time-consuming repair jobs with private customers, so that the specialists can concentrate on bigger jobs, which require more planning skills. Read more in ECVET Magazine - Issue 19 (May 2014).

Keeping you informed about European Credit System for Vocational Education & Training. The latest issue of the ECVET magazine is available for download: ECVET Magazine - Issue 19 (May 2014).
Results from the ECVET pilot projects and impulses for national implementation
An article by Anette Curth, ICF GHK. One of the main objectives of the eight ECVET pilot projects 2011-2014 was to contribute to the national implementation of ECVET. However, they all came from very different starting positions: the projects VET-CCS and CPU-Europe in Malta and the French Community of Belgium were implemented by governmental institutions and connected to comprehensive VET-reforms; the French project MENECVET was implemented by the Ministry of Education, with the aim of testing the compatibility of the existing regulatory framework for the design and description of French qualifications with the ECVET technical specifications; the Italian project CO.L.O.R was implemented by ISFOL, a national centre of VET-expertise, and was designed to support greater coherence in the Italian VET system; and the German projects EASYMetal, 2get1care, and ESyCQ and the Italian project ICARE were instead driven by practitioners who developed solutions and recommended them to the competent institutions for implementation at the systemic level. This article briefly summarises the suggestions, models, impulses and contributions of the projects to the national implementation of ECVET. Read more in ECVET Magazine - Issue 19 (May 2014).

Keeping you informed about European Credit System for Vocational Education & Training. The latest issue of the ECVET magazine is available for download: ECVET Magazine - Issue 19 (May 2014).
Results from the ECVET pilot projects and recommendations for further ECVET practice across Europe
An Article by Karin Luomi-Messerer and Monika Auzinger, 3s. In addition to their individual aims and objectives in the national context, the eight pilot projects funded under the call from 2010 were also expected to feed into the general development of ECVET as a tool and an instrument at the EU level. Therefore, their results and experiences should feed into more generic recommendations on how to use ECVET in the context of mobility and lifelong learning. Yet, the systemic conditions which influence ECVET implementation at the national level are very diverse, and the solutions found by the projects are not applicable to every national context, system or sub-system. Still, a set of general recommendations can be distilled –specific recommendations on how to work with each of the ECVET technical specifications, but also recommendations on how to set up projects and further exercises to use ECVET in practice. This article highlights a number of them.
Recommendations related to general questions about how to use ECVET in practice
Beside the questions of how to approach the ECVET technical specifications, some more general questions also need to be clarified before designing and putting in practice further project exercises on how to use ECVET. From the projects’ experiences, the following recommendations can be distilled.
Clearly identify for which problems ECVET can provide a solution and develop evidence
It can be observed that the projects endeavoured to respond to a variety of needs. In order to successfully implement ECVET and to have broad stakeholder commitment and support, it is necessary to clearly present the added value of ECVET. ECVET implementation should neither be an end in itself nor complicate peoples’ lives, but provide added value to them. Thus, it is recommended to clearly identify the problem(s) for which ECVET could provide a solution and to develop relevant evidence (e.g. based on feasibility studies or pilot projects).
Develop a common understanding and cooperation
In order to agree on the added value of ECVET in a specific context it is a prerequisite that a common understanding of ECVET-related issues among competent authorities and other relevant stakeholders is created. This includes capacity building activities as well as the dissemination of good practices and the development or adoption of shared procedures and tools.
Establish commitment for using ECVET at policy level
Commitment from (national) policy level is of particular importance for convincing VET providers to get involved. Otherwise they might be reluctant to invest their resources (time, money) in the implementation of ECVET.
Provide guidelines and support
One of the main challenges of ECVET implementation is the amount of work that often needs to be invested at the beginning. This is in particular true for countries/contexts that are rather far away from being ‘ECVET-ready’. For example, in cases where learning outcomes are not used in the specific system or sub-system, resources are needed to develop such transparent descriptions. Guidelines and examples can help support these processes.
Create synergies and coherence with other tools and principles
On a systemic level, ECVET principles can play a key role in implementing other reforms and tools, such as qualifications frameworks and validation of non-formal and informal learning. When permeability between VET and HE is aimed for, the link between ECVET and ECTS also needs to be addressed. In order to ensure coherence in the development and implementation of different tools and principles, a coordinated approach is necessary. This can also help to bundle resources and create synergies. Read more in ECVET Magazine - Issue 19 (May 2014).

Keeping you informed about European Credit System for Vocational Education & Training. The latest issue of the ECVET magazine is available for download: ECVET Magazine - Issue 19 (May 2014).
Editorial
By Carlo Scatoli, Policy Officer at the European Commission, DG Education and Culture. As you know, ECVET is going through its first evaluation exercise, at a time when a consultation is open on a wide ranging initiative on skills and qualifications. By the time this is published, both the evaluation and the consultation will be closed, but it is worth exploring what the ECVET projects might say about the issues they raise.
Leaving the technical questions to the evaluation team, we might have a look at the main objectives of ECVET, and see whether projects are helping out on that front. ECVET is for instance supposed to facilitate the development of flexible and individualised pathways. That is a very high level aim, and individual projects may have addressed only some of its many dimensions. Read more in ECVET Magazine - Issue 19 (May 2014).

Keeping you informed about European Credit System for Vocational Education & Training
The latest issue of the ECVET magazine is available for download. Attachments: ECVET Magazine - Issue 19 (May 2014).
Main topics:
Results from the ECVET pilot projects and recommendations for further ECVET practice across Europe
Results from the ECVET pitlo projects and impulses for national implementation
The contribution of ECVET to individuals, business, VET providers and VET systems in general. More...

See also: ECVET Magazine - Issue 18, ECVET Magazine - Issue 17, ECVET MAGAZINE - Issue 16, ECVET Magazine - Issue 15, ECVET MAGAZINE - Issues 13 and 14, ECVET Magazine - Issue 12, ECVET Magazine - Issue 11, ECVET Magazine - Issue 10, ECVET Magazine - Issue 9, ECVET Magazine - Issue 8, ECVET Magazine - Issue 7, ECVET Magazine - Issue 6, ECVET Magazine - Issue 5, ECVET Magazine - Issue 4, ECVET Magazine - Issue 3, ECVET Magazine - Issue 2, ECVET Magazine - Issue 1 - June 2010.

Apprenticeships and similar work-based schemes have proven to make it easier for young people to move from education to work. But not all countries have highly-developed apprenticeship schemes, and many wish to benefit from others’ experience. A Cedefop event this week helped to pave the way towards new partnerships for apprenticeship between EU countries.
Apprenticeships have become one of the pillars of youth guarantee schemes which Member States are currently establishing in order to help young people get a foothold in the labour market. Within the European Youth Guarantee, the European Union’s programme for education, training and lifelong learning, Erasmus +, recently earmarked financial support for apprenticeship schemes. This includes the formation of partnerships involving two or more countries or social partner organisations.
As part of its support to the European alliance for apprenticeships (EafA), on 7-8 May Cedefop, along with the European Commission, organised a special event aiming to help establish such partnerships. The European Apprenticeships Conference showcased examples of actions, programmes and approaches related to apprenticeship which can be adapted by Erasmus + countries.
Attachments
EL Δελτίο Τύπου (PDF  79.82 Kb 08/05/2014)
EN Press release (PDF  42.11 Kb 08/05/2014). More...