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LIFE LONG LEARNING IN TURKEY
FROM STRATEGY TO IMPLEMENTATION
EU SUPPORTCHALLENGES
ACHIEVEMENTS
LIFE LONG LEARNING IN TURKEY
FROM STRATEGY TO IMPLEMENTATION
EU SUPPORTCHALLENGES
ACHIEVEMENTS
�Mustafa BALCI
�Delegation of the European Union to Turkey
�SU HOTEL – 12.13 March 2014
�Mustafa BALCI
�Delegation of the European Union to Turkey
�SU HOTEL – 12.13 March 201411
EQF and LLL?EQF and LLL?
� European Qualifications Framework (EQF)for Life Long Learning (LLL) constitutes ageneral reference framework. Thisframework helps the National QualificationsSystems, Frameworks and Levels to becompared and to be understood better
� Individuals can work and study in EUmember states thanks to EQF, which, as atranslation tool, ease the process of readingand understanding the qualifications indifferent countries and support LLL and life-wide learning applications.
� European Qualifications Framework (EQF)for Life Long Learning (LLL) constitutes ageneral reference framework. Thisframework helps the National QualificationsSystems, Frameworks and Levels to becompared and to be understood better
� Individuals can work and study in EUmember states thanks to EQF, which, as atranslation tool, ease the process of readingand understanding the qualifications indifferent countries and support LLL and life-wide learning applications.
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LLL and EQF?LLL and EQF?
� Strengthens communication and cooperation between education and training systems,
� Helps LLL and mobility to be transparent, clear cut and applicable,
� Supports ECVET&ECTS credit transfer and quality assurance systems,
� Provide basis for developing sectoral qualifications.
� Strengthens communication and cooperation between education and training systems,
� Helps LLL and mobility to be transparent, clear cut and applicable,
� Supports ECVET&ECTS credit transfer and quality assurance systems,
� Provide basis for developing sectoral qualifications.
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�Implementing EQF
�Implementing EQF
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55EQF Level 1
EQF Level 2
EQF Level 3
EQF Level 4
EQF Level 5
EQF Level 6
EQF Level 7
EQF Level 8
Y
Y
Y
Y
NQF/
NQS
NQF/
NQS
NQF/
NQS
NQF/
NQS
Y
Y
Y
NQF/
NQS
NQF/
NQS
NQF/
NQS
Country A Country B
Engineering education after high school in
Sweden (Påbygnadsutbildning)
= EQF Level 4= Irish post-secondary education national 6.
level (Advanced certificate)
E Q F
�Why�ECVET?�Why�ECVET?
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ECVET; is a political priority for EQF and LLL applications…
ECVET; is a political priority for EQF and LLL applications…
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ECVET is necessary for increasing mobility and coherence and recognition of vocational education systems…
ECVET is necessary for increasing mobility and coherence and recognition of vocational education systems…
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ECVETis a priority for LLLECVETis a priority for LLL
1010
ECVETwill increase transparency of qualifications
ECVETwill increase transparency of qualifications
1111
ECVET will increase mutual trust and cooperation
ECVET will increase mutual trust and cooperation
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How do ECVET, EQF and LLL complement each other
How do ECVET, EQF and LLL complement each other
8 COMMON REFERANCE
LEVELS
ECVET
1313
Why is ECVET important for individuals?Why is ECVET important for individuals?
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Mr X has the opportunity to study abroad for a
period
Learning environment B
Learning environment A
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Edinilen ö ğrenim çıktıları
1616
Mr X gains learning outputs
Learning environment B
Learning environment A
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…and now Mr. X would like to transfer his new learning outputs to home and add them to his qualifications
Edinilen ö ğrenim çıktıları
Learning environment B
Learning environment A
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Transfer process
Learning Outputs Gained
Learning environment B
Learning environment A
1919
…but this is difficult
because of obstacles…
Learning environment B
Learning environment A
2020
• No transparency
• No mutual trust
• No validation
• No accumulation of learning outputs
• No recognition
�ECVET will remove this barriers
�ECVET will remove this barriers
2121
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Because, the authority A will recognise and certify
learning outputs gained in learning environment B
Edinilen ö ğrenim çıktıları
ECVET will mediate the process of transferring
learning outputs of Mr. X back to
home
Learning environment B
Learning environment A
Environment AQualification
—Learning outputs achieved will be
accumulable and be an integral part of an
individual’s qualifications
Qualification Framework (A)
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�SVET,
�MVET
�HRD-VET,
�NQS – VQA
�LLL – 1 and 2
�IQVET – 1 and 2
�SVET,
�MVET
�HRD-VET,
�NQS – VQA
�LLL – 1 and 2
�IQVET – 1 and 2
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EU Supported Vocational Education Projects;
�VQA was established and started working effectively,
�Establishment of LLL Directorate and determination and commitment at national level,
�Work regarding TQF have been initiated
�Modular programs and booklets were developed…
�VQA was established and started working effectively,
�Establishment of LLL Directorate and determination and commitment at national level,
�Work regarding TQF have been initiated
�Modular programs and booklets were developed…2525
Successful applications;
�Pilot implementation for Recognition of Prior Learning and Skills has been initiated,
�LLL Coordination Centres were established,
�LLL and Training Opportunities web site has been launched,
�Awareness has been raised about LLL,
�Pilot implementation for Recognition of Prior Learning and Skills has been initiated,
�LLL Coordination Centres were established,
�LLL and Training Opportunities web site has been launched,
�Awareness has been raised about LLL,
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Successful applications;
�Revision of Vocational Education Programs according to VQA vocational standards,
�Development of education qualifications based on Vocational Standards,
�Supporting and increasing the number of Occupational Standards Setting Bodies (OSSB) which help sectors to actively participate in the system
�Revision of Vocational Education Programs according to VQA vocational standards,
�Development of education qualifications based on Vocational Standards,
�Supporting and increasing the number of Occupational Standards Setting Bodies (OSSB) which help sectors to actively participate in the system2727
Missing parts;
�Establishing program coherence and recognition among Formal abd Non-formal Vocational Education Programs,
�Defining the Modules Developed according to Learning Outputs and assigning credits according to ECVET
�Establishing program coherence and recognition among Formal abd Non-formal Vocational Education Programs,
�Defining the Modules Developed according to Learning Outputs and assigning credits according to ECVET
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Missing parts;
�Vocational and Career Guidance services are not sufficient,
�LLL coordination, data collection and assessment services,
�Students cannot choose courses in Formal Vocational Education (they don’t even have the opportunity to take the courses given in a different department at the same school).
�Vocational and Career Guidance services are not sufficient,
�LLL coordination, data collection and assessment services,
�Students cannot choose courses in Formal Vocational Education (they don’t even have the opportunity to take the courses given in a different department at the same school).
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Missing parts;
�The theoretical academic lessons in the 9th grade of Formal Vocational Education may lead the students, who came for vocational training, to quit before even getting introduced to it
�All standard high schools are considered as Anatolian High Schools, vocational high schools are considered as reservoir high schools,
�The theoretical academic lessons in the 9th grade of Formal Vocational Education may lead the students, who came for vocational training, to quit before even getting introduced to it
�All standard high schools are considered as Anatolian High Schools, vocational high schools are considered as reservoir high schools,
3030
Missing parts;
�Restructuring the Vocational Education Institutions (Formal-Nonformal/Secondary and Higher) so that they employ flexible training models instead of one-size-fits-all model; become capable of satisfying individuals’ LLL needs; operate as LLL Centres and resolve LLL funding/budget needs (BELTEK-İSMEK)
�Restructuring the Vocational Education Institutions (Formal-Nonformal/Secondary and Higher) so that they employ flexible training models instead of one-size-fits-all model; become capable of satisfying individuals’ LLL needs; operate as LLL Centres and resolve LLL funding/budget needs (BELTEK-İSMEK) 3131
Missing parts;
�ECVET is the essential part of EU Reforms in Vocational Education; it is not possible to realise other reforms unless ECVET is implemented.
�Turkey has the necessary infrastructure for implementing ECVET.
�EU is always ready to provide required support for this.
�ECVET is the essential part of EU Reforms in Vocational Education; it is not possible to realise other reforms unless ECVET is implemented.
�Turkey has the necessary infrastructure for implementing ECVET.
�EU is always ready to provide required support for this.3232
Conclusion and Recommendations;
� Thank you for your interest
� Thank you for your interest
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