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By Loukas Zahilas- Senior Expert Area Enhanced Cooperation in VET and LLL. The issue of modularisation and/or unitisation in VET has been the subject of debate at European level for more than 20 years. It has been taken forward in most European countries as an answer to the needs for greater fl exibility and responsiveness of VET to changes in the labour market and in individual learning paths.
The unitisation of qualifications has gained momentum with the development of credit arrangements based on learning outcomes and progress in the fi eld of recognition and validation of non-formal and informal learning. A focus on the transfer and accumulation of learning outcomes and the European Credit system for VET (ECVET) has renewed the interest for unitisation of qualifi cations in policy and practice. Alongside this increase in interest, possible drivers for modularisation of VET programmes and the unitisation of qualifi cations are the development of validation mechanisms, the need for increased access, progression and quality of mobility in education and training and the modernisation of training systems and offer that is made to learners.
To look at these challenges, Cedefop completed a study on “Unitisation and modularisation for flexibility and mobility in VET”. The study analysed the existing patterns of modularisation and unitisation in 15 EU countries(2), considered how unitised and modularised programmes and qualifi cations have an impact on the wider VET systems, and analysed how programmes are validated in each country with a specifi c focus on the links to ECVET.
The analysis included characterising national processes of unitisation and modularisation along different dimensions (for instance stakeholders’ perspectives, the role of legislation and regulation, input and outcomes based approaches to education and training) and the mapping of the different solutions adopted in response to the challenges. The analysis also focused on the interrelation between unitisation and modularisation processes and the implementation of credit arrangements at Member State and European level.
On the basis of the initial fi ndings of the study, three of the 15 countries (Germany, the Netherlands and Scotland) were selected for an in depth analysis of the structures of programmes and qualifi cations in six occupational areas representing a range of crafts, industries and trades (automotive, butchery, financial services, hairdressing, retail warehousing and logistics).
One of the difficulties in understanding unitisation and modularisation developments relates to terminology. For the purpose of the study, Cedefop definitions of modularisation and unitisation were used. Modules are components of education and training programmes and units are a set of learning outcomes which constitute a coherent part of a qualifi cation. In relation to ECVET, these units can be assessed and validated. However, evidence from the study showed that in some cases modularisation and unitisation are used as synonymous.
The research methodology included both secondary and primary data collection. The fi ndings indicate that there is currently widespread use of modularisation and unitisation within VET qualifi cations in Europe - and we can describe this trend as a ‘quiet revolution’. This gradual introduction of modular and unitised structures is, by and large, responsive to the perceived needs or demands of employers and stakeholders. The rationale for introducing modularisation and/or unitisation is that it allows easier updating of qualifi cations to incorporate, for instance, new technologies or ways of working by replacing or updating individual modules when they are needed.
Student choice and individualisation are also factors in the move to modularisation and unitisation; however, none of the countries offer students an entirely free choice. Flexibility with respect to learners can be seen in terms of programme duration and multiple entry points. In some countries, devolved structures of governance and ‘bottomup’ approaches to decision-making allow enormous scope for providers to plan and implement modular structures of learning. However, ‘top-down’ approaches to decision making are more prevalent in the 15 countries. The overwhelming majority of countries in the study have a legal framework that underpins the use of modular and unitbased qualifications. In a small number of cases there exist ‘enabling’ frameworks that support the development of unitised structures, but leave individual institutions to decide how this will be implemented.
The modularisation structures adopted in the 15 countries vary and typically respond to local needs. The four main types of modular forms are:
• mandatory structures (components of qualifications that are required to be completed by learners);
• core and elective structures (programmes structured to combine general compulsory core modules and free choice modules);
• specialisation structures (modular programmes which include additional specialised elements);
• introductory modules (designed to give learners an experience of a range of linked occupational training areas, providing a progression route to college or to higher vocational schools).
There are different forms of modularisation and unitisation that can be seen as representing a range of dimensions across a spectrum. There are ‘radical’ forms of modularisation at one end of the spectrum and the Berufskonzept or traditional ‘holistic’ training, such as apprenticeships and some school based approaches at the other end. In the ‘radical’ form the system takes a studentcentred approach and offers fl exibility in terms of time and content. The units are delivered potentially by different providers, can be assessed independently within qualifi cations and often form clusters to give awards at Certifi cate and Diploma level. At the opposite end of the spectrum in the holistic approach individual units are validated only as part of the full award and form an integral part of it. The majority of the approaches used by the 15 countries are towards the middle of the spectrum and can be said to represent a combination of both models.
Few examples of the use of ECVET were found in the cases studies. In the occupations examined ECVET is just one of a number of ‘tools’ to encourage mobility and it is relatively new. However, there is some evidence that the infrastructure to support the implementation of ECVET is beginning to emerge. From the case studies, we found little widespread use of credit transfer arrangements between modular and unitised qualifi cations, despite the extensive use of modular structures across the 15 countries. In some countries this can be explained by a lack of systems which attach credit value to individual modules and units. However, in those countries with a credit-based modular and unit system in place, funding acted as a barrier to transfer.
The study also shows that modularisation provides flexibility for employers to train their workforce in skills which suit their needs, but training is still embedded in an overall framework or programme. Modularisation also allows qualifi cation designers to respond more quickly to changes in the world of work (for example in terms of technological developments). At the same time, in some cases, modularisation also allows learners the fl exibility to select courses and competences which most suit their needs. There is the possibility to organise courses to meet the needs of different learning groups (for example by duration), and more options for collaboration between training providers in terms of delivering combined programs. The step-by-step certifi cation provided by some forms of modularisation also has the potential to reduce the number of ‘drop outs’ due to regular assessment which can be formal or informal.
However, despite the fact that these potential benefi ts were outlined by research participants and the literature, little empirical evidence was found which evaluates or measures the actual impact of modularisation and unitisation. This weakness associated with modularisation is linked to the fear that learners will leave the system with only partial qualifi cations (which are not necessarily needed or recognised by the labour market). There are also concerns that fl exible structures lack transparency and can be diffi cult to understand by all those who are involved. See ECVET MAGAZINE - Issue 15 (2013).

By Tatiana Soler - VET trainer and mobility project manager at the Joan Brossa VET School in Barcelona, Segundo González - Technical advisor at the Unit for Projects and Programmes for the promotion of VET – Ministry of Education – Government of Catalonia. andAmong the myriad of European projects, some stand out as being especially successful in attaining the much looked for sustainability. This is the case of COMINTER and RECOMFOR which were at the heart of the NETINVET network of VET providers in the fi elds of international trade and transport and logistics. Both the regional Ministry of Education of the Government of Catalonia and the French Ministry of Education had been partners in the RECOMFOR project that, among other things, compared the curricula in both countries in the international trade sector. The Institut Joan Brossa, a public VET school from Barcelona, and the Lycée Ozenne from Toulouse were involved in the technical parts of the project.
Perhaps it was not too surprisingly that in this fi eld of study both systems were highly compatible and shared almost identical units related to some of the professional competences. This realisation, as part of the project, led to the development of exchange opportunities for learners as part of a recognised classroom-based mobility initiative. Several of the essential building blocks for mobility were already in place such as the necessary mutual trust between the competent institutions, the deep knowledge of the other partner organisation as a result of their close collaboration on the project, and agreement on the methodology to be used for the exchange - ECVET - which had been at the centre of the project.
Alongside establishing the learner exchange, the partnership had been trying to fi nd ways to ensure the sustainability of the activities – their solution was the creation of a network which would lead to several benefi ts for its members. Each partner would benefi t from an easier way to fi nd reliable organisation willing to be involved in mobility, a quality approach, common units which could be used for mobility, a the common use of the ECVET tools.
NETINVET began in 2010 and two of its members (the Institut Joan Brossa and the Lycée Ozenne) were determined to capitalise on the existing progress and take the relationship to the next level i.e. the exchange of international trade students for extended periods of time (three months) through a classroombased recognised mobility project. This would also signifi cantly improve the students’ language skills. Even though each partner had the advantage of involvement in the previous work and was very experienced in organising mobility project, a lot remained to be done. Two trainers from the partner organisations, Tatiana Soler and Nathalie Brahimi, became very involved in all aspects of the work such as comparing training methods, planning schedules, working on the assessment procedures, getting all the logistics ready and securing funds for the activity. But when they were asked about their experiences, they highlight different things such as the need for an ECVET-friendly framework.
NETINVET avoided the need of a Memorandum of Understanding by each member of the network signing the membership agreement. This agreement was also validated by the competent bodies involved in the RECOMFOR project. And although it is the training providers who are members of the network, the competent bodies are kept informed of the activities and of the quality standards that are being applied. The network was also able to use an existing learning agreement and transcript of record - each of these was fundamental to the validation and recognition of the learners’ experiences. However documentation is of little use by itself. Our trainers identifi ed five secrets which lead to a successful mobility experience - the fi rst and most important of which would be the need to develop a strong mutual trust between the partners.
The work of Ms Brahimi and Ms Soler was remarkable, but as they themselves stress no battle is won by a one-man army. Their second secret of success is the need to develop teamwork in their respective schools – there is a need to gain support from other colleagues at all levels in each organisation.
Their third secret is the commitment of colleagues and the management team in each school. This is needed at many levels as many changes could be needed e.g. rearranging the timetable, or follow-up activities so that students who are abroad can keep up with the development of their course at home, or the creation of additional exercises which relate to the units that are not offered at the host school. One example of this commitment can be seen by the change to the teaching language: Spanish was used in Barcelona while the French trainees were there (usually Catalan is the teaching language) and French was used in Toulouse.
The fourth secret is all about constant communication at all levels – between project coordinators and between coordinators and students. In addition establishing a student-to-student tutoring system helps young learners to adapt and feel integrated into their new environment. And last but not least, the fi fth secret is the importance of selecting the right participants. Unmotivated students will not be able to take advantage of the opportunity compared with those who have a good predisposition from the start. See ECVET MAGAZINE - Issue 15 (2013).

The latest issue of the ECVET magazine is available for download.
In this issue:

Attachment: ECVET Magazine No 15 - 2013

In the EU27, two thirds (66%) of all enterprises with ten or more employees provided vocational training to their staff in 2010, compared with 60% in 2005. The highest proportions of enterprises providing training were observed in Austria and Sweden (both 87%) the United Kingdom (80%), the Netherlands (79%), Belgium (78%) and France (76%), and the lowest in Poland (23%), Romania (24%), Bulgaria (31%), Latvia (40%) and Hungary (49%).
These data, published by Eurostat, the statistical office of the European Union, come from the Continuing Vocational Training Survey (CVTS), which is carried out every five years. This News Release presents data from the fourth and latest survey, referring to the year 2010, which covered the 27 Member States and Croatia.

Links

• Two thirds of enterprises in the EU27 provided vocational training in 2010

Over the past year, progress in developing and implementing national qualifications frameworks (NQFs) has allowed more countries to link these to the common reference framework for qualifications, the European Qualifications Framework (EQF).
How far each country has progressed along this road can now easily be seen by clicking on country chapters in Cedefop’s working paper, Analysis and overview of NQF developments in European countries, the fourth annual report Cedefop has prepared on this topic.
This linking process makes it easier for countries to understand one another’s qualifications. As a result, it also eases citizens’ lifelong transitions between learning and working, across sectors, and within the entire European labour market. Some countries also see qualifications frameworks as tools for education reform and institutional change. Full text of the press release. Read more...

The European Alliance for Apprenticeships was launched by Commissioners Androulla Vassiliou (Education, Culture, Multilingualism and Youth) and László Andor (Employment, Social Affairs and Inclusion) at the 2013 WorldSkills competition in Leipzig, Germany. The Alliance will help to fight youth unemployment by improving the quality and supply of apprenticeships across the EU through a broad partnership of key employment and education stakeholders. It also seeks to change attitudes to apprenticeships. It will in particular identify the most successful apprenticeship schemes in the EU and apply appropriate solutions in each Member State.
Links

• Launch of European Alliance for Apprenticeships

To mark Croatia’s accession to the European Union (EU) on 1 July 2013, Cedefop has prepared a statistical overview on vocational education and training (VET) and lifelong learning in the country. Selected for their policy relevance and importance to achieving the Europe 2020 strategy’s objectives, the indicators quantify key aspects of VET and lifelong learning and relate Croatia’s performance to the EU average.
Key findings for Croatia
• Initial VET is well represented at upper secondary level, accounting for more than 70% of students enrolled at this level in 2011, well above the EU average of 50%.
• Participation in continuing vocational training (CVT) and adult learning is low compared to other European countries. In 2010, around 23% of employees participated in CVT courses, well below the EU average of 38%. However, a relatively high number of Croatian enterprises, around 57%, provided training in 2010.
• Participation by adults aged 24 to 64 in lifelong learning was at 2.4% in 2012, well below the EU average of 9%. The European target is an average of 15% by 2020.
• In 2012, the percentage of 30 to 34 year-olds with a university-level or equivalent vocational qualification was close to the EU average of 9%.
• In the same year, some 22% of 18 to 24 year-olds were not in employment, education or training, compared to the EU average of 17%.
• Latest data show that in Croatia some 24% of people aged 30 to 34 have at least a tertiary-level qualification, compared to 36% at the EU level. The trend, however, is clearly upward as the 24% rate in 2012 compares to just 16% ten years ago.
• In 2012, 55% of adults aged 20 to 64 were employed in Croatia (the lowest level in Europe together with Greece), compared to the EU average of 68%. However, fewer adults had low levels of education, around 21% of people aged 20 to 64, compared to the EU average of 26%. Read more...

Eurostat publishes two articles on youth unemployment and on youth participation in education and the labour market.
The article on youth unemployment explains how youth unemployment in the European Union (EU) is measured and how youth unemployment rates are affected by the transition of young adults from education to the labour market. The second one focuses on the complex interplay between education and labour market participation in the European Union (EU) and its Member States.
Links

• Participation of young people in education and the labour market
• Youth unemployment

Mobility is considered to be important for the personal development and employability of young people, as well as for intercultural dialogue, participation and active citizenship. Learning mobility in the youth field focuses on non-formal learning as a relevant part of youth work, with links to informal learning as well as to formal education. Different stakeholders at European level, particularly the Council of Europe and the European Commission, but also individual member states, foster programmes and strategies to enhance the mobility of young people, and particularly the learning dimension in mobility schemes.
This book on learning mobility is a joint Council of Europe and European Commission publication and provides texts of an academic, scientific, political and practical nature for all stakeholders in the youth field - youth leaders and youth workers, policy makers and researchers. It should contribute to dialogue and co-operation between relevant players and to discussion on the further development and purpose of youth mobility schemes and their outcomes for young people.
Links

• Learning mobility and non-formal learning in European contexts (online version)
• Learning mobility and non-formal learning in European contexts: Policies, approaches and examples

Bridging the gap between skills supply and demand was a clear focus of the second day of the Informal meeting of the EU Competitiveness Council in Vilnius, as EU research ministers discussed what skills are needed now and in the future to ensure EU competitiveness in the field of science and innovation.
Download Europe needs to bridge gap between education supply and labour market demand.