Vocational education and training: new online tool enhances quality
The "EQAVET quality cycle" is a new online tool developed by the European Quality Assurance in Vocational Education and Training (EQAVET) network which helps Member States and vocational education and training (VET) providers to enhance the quality of VET.
The tool is based on the guidelines of the European quality assurance reference framework for VET and helps to adapt these guidelines to the situation in each country.
The tool assists VET systems and providers to:
    evaluate their approach to quality assurance;
    examine how other Member States and VET providers in Europe operate their quality assurance system;
    explore new ideas relating to the design of national, regional or institutional quality assurance systems;
    stimulate further thinking on how to introduce or develop quality assurance mechanisms.
The tool is available at:
    For VET systems: http://www.eqavet.eu/.
    For VET providers: http://www.eqavet.eu/.
More information
Leaflet "EQAVET Quality Cycle".

Employers, trade unionists and public authorities in charge of vocational education and training (VET) from eight southern and eastern Mediterranean met in Istanbul, Turkey on 15 and 16 October. 
The participants took stock of almost two years of activities in an ETF regional project on social partnership in VET.
‘The Arab spring has changed the landscape of social partnership considerably,’ said Petri Lempinen, expert in social partnership at the ETF. ‘Egypt has seen the rise of new independent trade unions with more than 200 affiliated unions and 2 million members.  Mushrooming of new trade unions and employers’ organizations is visible also in other countries.’
Cooperation between labour, employers and government is not easy
In 2012 the ETF mapped the roles of social partners in VET in Jordan, Morocco and Tunisia. Three countries have different traditions and structures of social dialogue. But there is one common element: a real cooperation between labour market and government is not always easy. Many Arab countries have a tradition of centralized decision making which is an obstacle to active and effective participation of employers and especially trade unions.
‘Social partners from the region recognize that they need to develop awareness and capacity to assume the role in the development of VET,’ said Mr Lempinen.  ‘Our project supported this for example by producing a guidance note for use by national and sector organizations when working with their own members.’
The participants of the conference asked the ETF to tailor its support to different target groups as countries have different education and legal structures. They also stressed the need to increase countries’ ownership of the project
‘The new project could be linked to existing structures such as Jordan’s TVET council, ‘proposed Nadera Karim Al Bakheet, director of the E-TVET Council Secretariat at the Ministry of Labour of Jordan.
Host country’s experience most relevant to project members
Among ETF partner countries Turkey has one of the most advanced systems of social partnership, which covers employment and training issues. The country has adequate structures for cooperation and social dialogue e.g., the Economic and Social Council was established in 1995. There are regional councils for employment and training issues. They all have a strong base in legislation.
Enis Bagdadioglu of TURK-IS, a trade union confederation, and Akansel Koç of Leather Industry Employers Association in Turkey, said social partners take concrete actions and they have responsibilities in governance and financing of training. Turkish employers and trade unions have worked together to train their representatives in various social dialogue bodies. For example in metal industry some 120.000 workers have been retrained. Several participants of the meeting in Istanbul pointed out that Turkey provides relevant example to learn from as it is in many ways closer to the Arab countries realities than EU member states.
‘The conference in Istanbul is another example of the ETF encouraging this “South-South” cooperation, said Mr Lempinen. ‘Earlier we organized a study visit for employers and trade unions from Egypt, Jordan and Lebanon to Morocco.
In 2013, more emphasis on the local level
Learning and sharing good practices of social partnership between the Mediterranean countries will continue in 2013 with the new regional project on governance for employability. The new activities will support social partners’ involvement in the governance of VET not only on the national level but also locally because a lot of practical cooperation takes place there.

INFORM - ISSUE 06 - OCTOBER 2011 - Career guidance in ETF partner countries: A missing link in the transition from education to the labour market. Author: Helmut Zelloth. DOWNLOAD.
Others Publications:
INFORM - ISSUE 07 - NOVEMBER 2011 - EQUITABLE HUMAN CAPITAL DEVELOPMENT.
The Torino Process.
TƏHSIL VƏ BIZNES SAHƏLƏRINƏ DAIR TƏDQIQAT AZƏRBAYCAN.
Туринский Процесс.

Le marché du travail n'est pas favorable aux jeunes en début de vie active. S’appuyant sur les nombreuses analyses du Céreq concernant l’insertion professionnelle à l’issue des formations professionnelles, Jean-François Giret pointe cinq défis dans le grand chantier de la Refondation de l'école et des politiques de formation.
1. Sans diplôme, l’accès à l’emploi reste très difficile
Trois ans après leur sortie du système éducatif, le taux de chômage des jeunes sans diplôme atteint 40%. La priorité est donc de lutter contre le décrochage ou de proposer des formes de "raccrochage". Mais lorsque l'on regarde dans le détail les difficultés d'insertion, la non détention du diplôme est moins préjudiciable au niveau IV (bacs généraux et technologiques) qu’au niveau V, sachant que jusqu’à présent, la question ne se posait pas pour les bacs pros puisqu’ils étaient nécessairement titulaires d'un BEP (plus rarement un CAP). Avec la réforme de la voie professionnelle et le bac pro à 3 ans, on peut s'interroger sur la valeur des certifications intermédiaires sur le marché du travail, pour les jeunes qui n'arriveront pas à obtenir leur baccalauréat.
2.  Avec le diplôme, la spécialité de formation est un autre facteur décisif sur le marché du travail
Certaines spécialités de formation, ayant des gros effectifs, combinent très souvent difficultés d'insertion et orientation par défaut. La spécialité de formation peut avoir des effets plus importants que le niveau de diplôme. De plus, les emplois se transforment et les sorties à certains niveaux ne semblent plus forcément correspondre aux exigences des employeurs. C'est de plus en plus le cas pour les formations dans le tertiaire administratif au niveau IV.
3.  De nouveaux besoins de qualification en perspective
Ces prochaines années, les emplois qui seront créés ne seront pas forcément tous très qualifiés. Par exemple, des études prospectives prévoient de fortes créations d’emplois dans les domaines de l’aide à domicile et des emplois d’aide-soignant. Se pose la question de leur professionnalisation, notamment pour de nombreuses professions qui connaissent un renouvellement de génération. L'enjeu n'est pas de créer des diplômes dans une posture adéquationniste, en multipliant des formations initiales au niveau V ou au niveau IV, mais plutôt de construire des parcours d’évolution pour éviter l’enfermement dans des emplois peu qualifiés en s’appuyant sur l’accès à des formations qualifiantes.
4.  L’apprentissage comme solution?
Les sortants de l'apprentissage bénéficient en général de meilleures conditions d'insertion. La portée générale de ce dispositif est cependant à nuancer selon l’origine et le parcours des élèves. De plus, en période de crise, les places en apprentissage sont souvent moins nombreuses. Enfin, le dispositif est coûteux et financé en partie par des fonds publics: il faut se poser les questions en termes d'efficacité, d'efficience et d'équité. Dans ce cadre, n'a-t-on pas intérêt à cibler l'apprentissage sur les plus bas niveaux de qualification?
5.  Une déqualification des emplois mais un travail qui n'est pas forcément déqualifié
Si l’accès à des postes d’employés ou d’ouvriers qualifiés n'est pas aujourd'hui la norme pour les jeunes diplômés de l’enseignement professionnel, le travail et les fonctions exercées ne sont pas pour autant non qualifiés. Dans le domaine des services par exemple, des activités considérées comme peu qualifiées se diversifient et s'adaptent à des contextes d'exercice de plus en variés. Se pose cependant la question de la reconnaissance sociale de cette qualification du travail.
Jean-François Giret est directeur de l'IREDU, et chercheur associé au Céreq. Son texte complet :  La valorisation de l’enseignement professionnel sur le marché du travail: constats et perspectives. Note sur l'insertion professionnelle des diplômés de l'enseignement professionnel a été présenté lors de l'atelier "Valorisation de l'enseignement professionnel" qu'il a coanimé.

Vocational Education and Training: Policy and Practice in the field of Special Education. 12.11.2012 - 13.11.2012. Location: 'FILOXENIA' Conference Centre, Lefkosia (Nicosia).
This is the final conference of a three-year project sponsored by the European Agency for Development in Special Needs Education.
The major aims of the conference are:
(a) the identification of the successful factors and challenges that together form the added-value of the European-wide project
(b) the exploration of current trends in the labor market towards higher qualification needs and the market for low qualified people, and
(c) the presentation of examples of good practice in the field of Vocational Education and Training for students with Special Education Needs.
In the Conference, the participants will be experts in the field, as well as representatives by the European Agency Countries.

21st Annual EfVET International Conference. The drive toward European Credit Transfer within Vocational Education and Training (ECVET) and the new LLP programme ’Erasmus for All’ 2014 - 2020. Palma de Mallorca, 24th–27th October 2012 Wednesday
24th October
18:00 – 19:00 Welcome and information session for new members and first time participants: -“Introduction to EfVET and the conference”. Mr Peter Hodgson, President of EfVET, and the Steering Committee members
19:00 – 20:00 Reception for all delegates and partners: Hotel MELIÁ PALAS ATENEA
20:00 Dinner/cultural evening: Hotel MELIÁ PALAS ATENEA Thursday
25th October
09:15 – 09:25 Welcome to PALMA DE MALLORCA: Day Chair Dr Stylianos Mavromoustakos
Welcome to the conference: Mrs Marian de Villanueva – Spanish National Representative and Conference Host
09:25 – 09:45 Welcome to PALMA DE MALLORCA and opening of Conference – Major of Palma de Mallorca (tbc)
09:45 – 10:15 Setting the theme: Mr Pete Hodgson, President of EfVET
10:15 – 10:45 Keynote speaker:
Mr Jan Truszczynski, Director General Education and Culture, European Commission addressing the new programme and the two initiatives Erasmus for All and ECVET
10:45 – 11:10 Refreshment break
11:10 – 11.40 ECVET – its implementation, timescales and review of 11 Pilot projects – implications for European VET institutions – Ms Daniela Ulicna, GHK Consulting Ltd
11.40 – 13.10 Workshop session 1
- Employability skills development and meeting the needs of the unemployed –both young and mature persons
- Tackling early ‘drop out’ and re-engaging young people in education and training
- Skills development through Entrepreneurship training
- The role of mobility in expanding opportunity – The value added of participation in the Europemobility Network, Mr Stefano Tirati (CSCS)
- Innovation in teaching, curriculum development and learning outcomes, Mr Luis Costa (ANESPO)
- The increasing need for collaboration and partnership across the VET arena Ms Annejet de Goede (NL)
14:30 – 16:00 Workshop session 2
- Employability skills development and meeting the needs of the unemployed –both young and mature persons
- Tackling early ‘drop out’ and re-engaging young people in education and training
- Skills development through Entrepreneurship training
- The role of mobility in expanding opportunity – The value added of participation in the Europemobility Network, Mr Stefano Tirati (CSCS)
- Innovation in teaching, curriculum development and learning outcomes, Mr Luis Costa (ANESPO)
- The increasing need for collaboration and partnership across the VET arena Ms Annejet de Goede (NL)
16:30 – 17.00 Keynote speaker:
European Quality Assurance Framework and tools for improving quality in VET (on-line quality assurance/assessment tool) Mr Sean Feerick or Mr Keith Brumfitt (tbc)
26th October
09:00 – 10:00 Annual General Meeting
10:00 – 10:40 Keynote speaker:
Representative from the Cyprus LLP National Agency Erasmus for All Programme- National perspective, Ms Androula Papanastasiou – Director of Cyprus LLP National Agency
10.40 -11.25 Gallery Walk of poster session: allowing all delegates to explore over 30 or so European projects and development initiatives
12.05 – 13.05 Roundtables – session 1
Conference offers European project partners the opportunity to disseminate progress, results and products of their Transnational Transfer of Innovation; Development of Innovation and other European initiatives – a key to successful valorisation of project outcomes and sustainability
Two sessions of 30 minutes each
(Note: Delegates will have time throughout the conference to explore project outcomes and results and indeed identify further partnerships and project possibilities for future Lifelong Learning Programme initiatives)
14:35 – 15.35 Roundtables - session 2
Two sessions of 30 minutes each.
(Note: Delegates will have time throughout the conference to explore project outcomes and results and indeed identify further partnerships and project possibilities for future Lifelong Learning Programme initiatives)
15.35 – 17:00 Networking and Transnational collaboration: Mobility Marketplace and project presentations (delegates with ideas for projects and partnership can prepare posters presenting briefly the concept.
Saturday 27th October
10:00 – 11:00 Results of workshops: key recommendations from each workshop will be presented and discuss
11:00 – 11:30 Conference conclusions - Mr Kim von Bülow, CPH West
11:30 – 12:00 Announcement of 22nd EfVET Annual International Conference in 2013
Closing of the conference - Mr Peter Hodgson, President, EfVET.

Past Conferences
EFVET 2011
EFVET 2010
EFVET 2009
EFVET 2008
EFVET 2007
EFVET 2006
EFVET 2005
EFVET 2004
EFVET 2003
EFVET 2002
EFVET 2001

22.10.2012 - 23.10.2012 Location: 'FILOXENIA' Conference Centre, Lefkosia (Nicosia).
The Directors General of Vocational Education and Training of the Member States, representatives of candidate countries and other VET stakeholders and social partners are expected to participate.
The objective of the Meeting is to discuss and promote the Bruges Communiquand more specifically vocational excellence and equity, which will be achieved through the modernisation of VET systems in Europe. During the second day, the Meeting will focus on the pathways between Vocational Education and Training and Higher Education, and vice versa.

There is a high demand for methods and instruments that enable VET experts to analyse and evaluate education and training systems, recognise strengths and weaknesses as well as to identify possible areas for development and to monitor improvement.
The aim of the new ETF Yearbook is to take collect such approaches, methods and instruments and to provide an opportunity for mutual exchange of experience and an in-depth discussion with the partner countries.
More and more interest in what education can deliver
Policymakers are increasingly interested in what education delivers and hence, in what education research can tell us about it.
‘The need for such information is even more acute in countries in transition, where donor-financed VET reforms have radically changed systems,’ writes Madlen Serban, ETF director in the preface to the publication.
‘Given the scarce resources for education reform, the importance it holds for national policymakers and the diversity of opinions and approaches within the technical assistance community, the ability to assess what works in VET is critical. As a result, policy analysis and policy research are increasingly prioritised.’
The yearbook places the focus on the ETF’s Torino Process and assess the overall approach, the methodology and main findings of the exercise carried out in 2010. It collects articles of ETF experts and of guest writers from the EU and the ETF partner countries.
Find out more in the ETF Yearbook.

Compare and learn more about the European national vocational education and training systems. VET in Europe - Country reports are a product of the VET in Europe project and review vocational education and training systems in Member States, Iceland and Norway. They are prepared and updated by ReferNet, according to a common structure provided by Cedefop.
France – Country Report 2011. Author: ReferNet France
Abstract: This is an overview of the VET system in France. Information is presented according to the following
themes:
1. General context – framework for the knowledge society
2. Policy development – objectives, frameworks, mechanisms, priorities
3. VET in times of crisis
4. Legislative and Institutional framework – provision of learning opportunities
5. Initial vocational education and training
6. Continuing vocational education and training for adults
7. Training VET teachers and trainers
8. Matching VET provision with labour market needs
9. Guidance and counselling for learning, career and employment
10. Financing - investment in human resources
11. National VET statistics – allocation of programmes
This overview has been prepared in 2010 and its reference year is 2009. Similar overviews of previous years can be viewed at: http://www.cedefop.europa.eu/. More detailed thematic information on the VET systems of the EU can also be found at: http://www.cedefop.europa.eu/.
5.7 Vocational Education And Training At Tertiary Level
Higher education is possible in universities, public or private higher colleges, some of which are called grandes écoles.
- Universities accept students without any selection process - except for medical, dental and pharmaceutical disciplines and technological university institutes. The entry requirements are the baccalauréat, or the diplôme d'accès aux études universitaires - DAEU (Diplôme d'Accès aux Etudes Universitaires - diploma to access to university's education) - see § 1.5 or an equivalent qualification. It’s not possible tio acces to high education with a CAP (Certificat d'Aptitudes professionnelles - Professional Skills Certificate), BP (Brevet de technicien - Technician's Certificate) or a “mention complémentaire”.
Studies are split into semesters and course units for which the student is awarded credits. A degree is awarded to students who obtain 180 credits, normally over a period of three years. 300 credits are needed to obtain a masters degree - or 120, more than needed for a first degree, over two additional years study.
There is a professional master degree leading to employment, and research masters which permit following a doctorate over a three-year period.
According to the Bologna process, France began to adapt the diplomas on 3 levels (licence, master and doctorate). There is also a vocational licence leading to employment, and research masters which permit following a doctorate over a three-year period.
- Technology university institutes attached to universities have a student selection process and prepare them in two years for a DUT (Diplôme Universitaire de technologie - Technological University Diploma) designed to provide entry into working life. DUT (Diplôme Universitaire de technologie - Technological University Diploma) designed to provide entry into working life.
Students who graduated DUT can study for a further one-year period to obtain a new qualification created in 1999 under the Bologna process to build a European higher education area.
University enrolment rights are limited and some students can obtain a financial assistance in the form of grants based on social criteria, university criteria or of interest-free loans on trust.
- There are also establishments supervised by the various ministries which have selective process and provide higher education.
These establishments offer short forms of education: in technology, business and paramedical disciplines or a high level long-term education: political institutes, engineering schools, business and management schools, veterinary schools etc.
- Private establishments must be issued with a legal declaration of opening. These establishments are highly diversified and have in common a rigorous selective process.
Entry to the most prestigious higher education colleges, known as "grandes écoles" is by competition prepared in two years in Classes préparatoires aux grandes écoles.
5.4 Apprenticeship Training
"The apprenticeship contract is a particular type of employment contract made between an apprentice and an employer. The employer undertakes, apart from the payment of a salary, to provide the apprentice with complete vocational training, given in part within the company and in part in an apprentice training centre or apprenticeship department of an education establishment. In return, the apprentice undertakes for his training, to work for this employer for the duration of the contract and to do this training course" (article L. 6221-1of the labour Code)
Apprenticeship contracts are mainly aimed at young people under 26 in initial training. They enable diplomas or certificates listed in the national directory of vocational certificates to be obtained which range from the CAP (Certificat d'Aptitudes professionnelles - Professional Skills Certificate) (level 5 in the 1969 French nomenclature, equivalent to level 3 of the European certification framework) to diplomas awarded by universities or 'grandes écoles' (selective universities) (level 7 or 8 of the EQF).
This contract, that may be entered into with an employer from the private or public sector (local authorities, hospitals, the armed services etc), is for a period of between one (apart from exemptions) to three years depending on the duration of the training stage being studied for and the apprentice's initial qualification. In 2006, 72.7% of apprenticeship contracts signed, are for a period of between one and two years, 15.2 are shorter than a year (Source: DARES).
It may be modulated according to the initial skill level of the youngsters.
Apprentices are aged between 16 (end of compulsory education) and 25. These age limits may however be brought forward (in particular where the first stage of secondary education has been completed) or put back in certain cases (disabled workers and creators of companies for example).
The theoretical training period in an apprentices' training centre (CFA) (managed by a local chamber of commerce, a professional sector etc), apprenticeship department (in vocational high-school) or in an apprentices' training unit (in higher education) cover around 25% of the duration of the contract (a minimum of 400 hours per year). 51.5 % of CFA are private, 32.8 of CFA are controlled by chamber of commerce and industry or of Agriculture, 12.5 by public school or university. CFAs CFAs (Centre de formation d'apprentis - apprentice's training center) are subject to the educational supervision of the State (Ministère de l'éducation nationale) and the technical and financial supervision of the State or the regional authorities. Training is mainly funded through an apprentice tax paid by all businesses. An employer may, moreover, benefit from exemptions from payroll contributions, consideration paid by the département council and other financial incentives according to the case and the economic situation in the apprenticeship market.
The period of practical training in the company is carried out under the responsibility of an apprentice supervisor who fulfils the role of tutor and has the teaching and vocational competencies required by the law. In the event of the employer or apprentice supervisor not complying with their obligations, the apprenticeship contract may be suspended or even terminated by the labour inspectorate.
Apprentices are paid from between 25% to 78% of the minimum salary according to their age and progress in the training stage.
On February 2010, 8 months after leaving a CFA (Centre de formation d'apprentis - apprentice's training center), 70% of the apprentices (with all types of qualifications) were in employment.
In 1st February 2010, 60,5 % of the leavers who achieved their apprentiship at the start of new school year 2008 are employed, against 64,2% the previous year. 54.8% were in unassisted employment, 5.7% were in assisted employment, 2.9% were involved in training periods, 36.7 % were jobseekers.
6.2 Non-Formal Education
In France there is no specific program related to non-formal education. Prescribers training are the same: state, regions, employment centre, and business. They have the ability to schedule non-formal training, but they will not be identified as such and there is no specific stastistics to separate the skill training from non-qualifying. The status of a probationer does not depend on formal or non formal.
Nevertheless, France created 2 systems for accrediting and validating non-formal/informal learning (Validation des acquis de l’expérience –VAE).
The first one is to obtain an access to high education (validation of prior learning) and the second one to obtain totally or partially a diploma.
The law of 22 July 1992 on validation of professional experience introduced a system of dispensations for credits leading to qualifications where such are awarded by the Education and Agriculture Ministries. These conditions have been extended to cover all certifications recognised at national level and included in the RNCP (répertoire national des certifications professionnelles - National Directory of professional certifications).
The social modernisation law of 17 January 2002, states that any person with a least three years’ paid or voluntary experience may be granted part or all of a professional certification from the national certifications directory (diplomas, degrees or certificates) on the basis of his/her experience.
Under this system, each individual can ask to have his previous experience recognised. Any person taking part in the active world – whether a jobseeker, an employee or a volunteer worker – can have experience acquired over a period of at least three years validated, in order to gain partial or full exemption from coursework required for a diploma, certification or qualification certificate awarded by a professional branch. This qualification method carries the same dignity and weight as do traditional schooling or university studies, apprenticeships or CVET.
This competency-evaluation procedure is organised by the authorities, ministries or other bodies with responsibility for awarding certifications. The evaluation may be conducted based on the contents of the application or on a real or simulated work situation. The validation is decided by a board composed of teachers and professionals.
For secondary-level qualifications, dispensations or examination postponements are authorised by Ministries, which, in the regions, are responsible for organising examinations. Concerning higher education, individual universities examine candidates’ entry applications. In 2009, the number of candidates increased by 7 points (57,000 in 2009 compared to 53,000 in 2008). Since 2002, 168,000 candidates have been certified thanks to the VAE After an increase phase until 2005 (+ 65% of certified candidates between 2003 and 2004 + 28% between 2004 and 2005) it increases slowly with a slight rebound in 2009 (32 000 VAE certification in 2009, 10% more than in 2008). They were 15% more between 2005 and 2006, over 16% between 2006 and 2007 and 3% from 2007 to 2008. Source: Budget Plan for 2011-Ministry of Employment
We notice that participation rate in non-formal education and training is more important in France than in Europe, on average and according ISCED.
The skills audit (BDC – Bilan de compétences) can help employees and job-seekers looking to define their career or training development plan. The skills audit allows the persons to define a professional project and, if necessary, a project of training. To reach this purpose, the implemented actions of skills audit aim to analyze the professional and personal skills of the person as well as his capacities and motivations.
In 2007, 194 000 skills audit were realized among which 32,5 % (63 000) by the network of the CIBC (Centre Interinstitutionnel de Bilan de Compétences - inter-institutional skills audit centres). Sources: Dares, Premières synthèses - October, 09, n°40-4.
Both of these measures (VAE and Bilan de compétences – BDC) can be implementing by the employee (leave) or by the employer (training plan).
The leave represents a discontinuous period of 24 hours during which the employee realizes the audit or prepare the file of his demand of VAE. During this period, the employee receive an allowance from the OPCA.
Beneficiaries of a skills audit are mainly employees (more than 50%). They are between 25 and 44 years old (78%). Women account for 67% of these people. Over 70% of the skills audit are followed outside working time. Financial assistance for a skills audit amounts to 1428 euros (-13%) for a person on a permanent contract and 1569 euros for a person on a fixed-term contract. Source: Budget Plan for 2011-Ministry of Employment

Compare and learn more about the European national vocational education and training systems
VET in Europe - Country reports are a product of the VET in Europe project and review vocational education and training systems in Member States, Iceland and Norway. They are prepared and updated by ReferNet, according to a common structure provided by Cedefop.
Why VET in Europe - Country reports are of value
Understanding national VET systems, their characteristics, developments and priorities is a key element in different levels of the VET coordination and development process. It mayalso bring additional ideas and examples of good practice. Visiting the database and downloading the country reports is highly recommended for policy-makers, researchers and practitioners involved in VET activities, including conferences, seminars or projects.
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