Analysis of certification systems in partner countries

mag.Danica Hrovatič, Slovenia

Happy Farm, 2nd International MeetingIreland, 12th-16th September 2007

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Analysis structure

• 0/ Introduction (project goals, purpose of analysis, partners presentation, methodology)

• I/ Starting points of the qualification systems (terminology framework, some aspects of educational and vocational systems, REVANIL process)

• II/ Education and training for people with special needs and employment difficulties

• III/ Cases of comparable vocational qualifications

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Project aims

• to develop social enterprises on countryside (with social services, sports and ecological aspects);

• opening new possibilities for employment;

• preparation of the supporting programmes of social enterprises;

• preparing vocational programme for working on farm.

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Purpose of analysis

- training of project group/providers of SE

- training programme/standard on 3rd level

- 3 programmes of social enterprise (farm)

supporting the project HF at achievement its goals

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Methodology

desk research

questionnaire 1

OECD, EC, LLL, national reports

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Structure of the questionnaire 1

National strategy that defines the system of recognition and validation of non-formal and

informal learning

25 questions in three chapters:I. national strategies and legislative framework

in the field of recognition II. national strategies and legislation about

training programmes of people with difficulties or less opportunities on the LM

III. comparable vocational qualifications

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I / Qualification systems and REVANIL

• Terminology framework (glossary)

• Characteristics of educational and training systems between the partner countries

• National strategies and legislation framework of REVANIL process

• Certification system (Slovenia, Ireland)

• Actors, conditions, financing

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Terminology framework

• recognition and validation of non-formal and informal learning : REVANIL

• 15 other terms connected with project (education, learning, certification system, recognition, standard, competences, ...)

Source: OECD (2007): Qualification Systems. Bridges to Lifelong Learning. OECD, Paris.

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REVANIL

Recognition (legislation is not necessary)

Validation (legislation is or not necessary)

Accreditation (legislation is necessary)

certificate / award / qualification

Non-formal and Informal Learning

learning outcomes

knowledge, skills and competences

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Characteristicsof Educational and training systems between

involved countries:

How to get education or qualification?

we have to compare

learning environment and qualification structure

(school, working place)

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Typology of QS (8)• Dual System: responsibility between schools and firms;• Qualification Framework: explicit framework from

educational and occupational sectors;• VET Schools: studies to specific occupational area;• Centralization: unified QS controlled by

agency/government;• Labour Market: entry to LM is regulated through

qualification;• RPL: clear national system or programme;• Credit System: different qualifications can be combined;• Credentialist: education and other credentials are

essential for entry to LM, to higher education, progress.

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Comparison of QS

* This is definitely true for my country (1);** This is only partially true for my country (2); There is only limited

experience of this in my country (3); This is not present in my country (4)

(Source: OECD 2005) 1* RPL**

Belgium Flanders DS, VET, C, LM 4

Belgium Wallonia Cr 3

Hungary C, LM, Cr 3

Ireland QF, C, 4

Slovenia C, LM, 2.5

Austria (quest. 1) DS 4

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Strategies and legislation (REVANIL)

National strategies legislation

Slovenia YES YES

Austria YES NO

Ireland YES NO

Belgium YES YES

Hungary NO NO

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REVANIL and VQ

REVANIL VQ

Slovenia YES VE and CS

Austria NO dual system

Belgium NO ?

Ireland YES/NO qualification system / 10 levels

Hungary YES ?

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Two cases: SLO and IR

• SLO: process of recognition (group and individual counselling, creating portfolio, validation of competences) and procedure of assessment and accreditation (portfolio assessment and accreditation)

• IR: developing awards and standards by FETAC

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Source: CPI/Gleisdorf

OCCUPATIONAL STANDARD

OCCUPATIONAL STANDARD

VOCATIONAL EDUCATION PROGRAMME

EDUCATIONAL INSTITUTION

CERTIFICATE –EDUCATION +

NVQ

CATALOGUE OF STANDARDS OF PROFESSIONAL

KNOWLEDGE AND SKILLS

ACCREDITED ASSESSING AGENCIES

ADULTS

NATIONAL VOCATIONAL

QUALIFICATION

NVQ CERTIFICATE

YOUTH/ADULTS

NVQ – Slovenia

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Source: MŠŠ/2006

Vocational education - SL

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Fan of NFQ – Ireland

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Qualification Systems

Sources:

• OECD 2007: Qualification Systems. Bridges to Lifelong Learning. OECD, Paris.

• CEDEFOP: Training village. National VET Systems

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Slovenia MLFSA, CPI, RIC, unions, professional and vocational associations; accredited providers

Austria Austrian Federal Economic Chamber, Chamb.of Commerce, Cham.of Labour

Belgium Piloting instances, Accreditation bodies, Evaluators.

Ireland FETAC; specter of organisations

Hungary National institute for public educaton; Training centres; Accredited institutions.

Actors (REVANIL)

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Conditions / ages / financing

• no special conditions

• age of 18 (Slovenia,Belgium)

• age of 15 (Austria, exceptionally Slovenia)

• cost of procedure: from 300 – 1200 EUR

• cost per individual: from 0 – 143,98 EUR

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EQF

Why is it important for project HF?

Because EQF stresses importance of the learning outcome.

not learning (way of learning, formal or non-formal,

duration) but learning outcome

knowledge, skills and competences

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8 levels (EQF NQF)

1 level

2 level

3 level

4 level

5 level

6 level

7 level

8 level

knowledge

x

skills X

competences

X

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II/ E. and T. of persons with disabilities

• project target group,

• national strategies and legislation,

• key partners in the implementation of the main activities of TG,

• financing / REVANIL / meeting needs of persons,

• education and training centres,

• innovative employment policies.

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Target group (project HF)

• people with disabilities and people with decreased working abilities;

• the unemployed elderly;• the youth without completed formal education

and the unemployed (people with elementary or vocational school diploma or without completed elementary or high school education);

• other groups, defined as disadvantaged in the labour market.

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NS and L: 3 systems

people with special needs

people with less opportunities on labour market

people with difficulties

education

employment

social welfare

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Key partners (TG)

Slovenia MES, Public Employment Service, MLFSA, CPI, SAEI, CSD, JAPTI;

Austria Inclusive Professional Training Asistance, Public Employment Service, Ch.of commerce, Federal Social Office

Belgium 3 ministries for education, one per linguistic community

Ireland Government Department for Health&Children; other actors (specter of them)

Hungary National institute for public educaton; Training centres; Accredited institutions.

Key partners (TG)

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Slovenia: MLFSA and MESAustria: Ministry of social welfare and the

regional governmentsIreland: government departments (education

and science, enterprise trade and employment, health & children), Sheltered Occupational Services;

Belgium: VDABHungary: Employment Fund

Financing (ETs,Es,SWs)

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Revanil and TG

- no special procedure (Ex.SL – catalog)

- individual approach, individual support, individual assessment,

- vocational orientation (what is appropriate for person, which training or field of work),

- special needs have to be integrated in practical training,

- easy-to-read and easy-to-write concept.

REVANIL and needs of TG

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Traininig centresTraining Centres

Slovenia sheltered enterprises for the disabled, NGO programmes, examples of social cooperatives

Austria social enterprises and their training centres

Belgium all over the country

Ireland developed on national, regional and local basis

Hungary in every chief town (38)

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Innovative employment policies

• programmes of School-to-Work transition• working enclaves• supported employment• job stripping, job carving• natural support• job coaching• person centred planning• training and work at farm (day care, living

centre)

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III / Comparative VQ

Slovenia (comparative VQ)

assistant to the farmer; manufacturer of bread, pastry and pasta in the traditional way; gardener/producer; cheese maker; stock farmer; social home care worker;

Austria (VQ could be trained in the farm)

craftsman of rural home economics;

conservation of fruits and vegetables; pastry cooks;

Belgium(VQ for persons with disabilites)

gardening and agriculture; family and industrial techniques; work in sheltered workshops, kitchens, hotels;

Ireland (training programmes)

nationally accredited courses, delivered in modules

(12,5 – 25 hours duration); progression to awards

Hungary(VQ and training programme)

basket maker; purpose of the training programme – organic farmer (9 contents – 300 lessons)

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Conclusion

What are the needs of (new) occupation/ qualification for further work in the project?

Slovenia (Slovene) farm host; (tourism) animator (3th level); assistant to the caretaker on the farm)

Austria (pastry) cooks; waiter

Belgium transfer of practices or programmes ?

Ireland transfer of selected modules ?

Hungary animal breeding; cheese making