Development of Vocational Qualification Standards in a Selection of European Member States

Executive Summary

The following report is submitted in accordance with the Service Contract for Upgrading of Vocational Qualification Standards (Stage 1 Report), taking into account Best Practices in EU Member States under Phare 2003 BG 2003/004-937.05.03 “Vocational Qualification” Project.

In this Report, a comparative analysis of European systems has been conducted, with the aim of drawing out key elements of similarity and important differences across Europe. The findings of the report are intended to inform the development of Vocational Qualification Standards in Bulgaria, ensuring that these nationally specific standards are created with reference to most appropriate practices from across Europe.

The Objectives of the Stage 1 Report for the Development of Vocational Qualification Standards in Bulgaria are as follows:

· • Study of EU good practices in development and applying of Vocational Qualification Standards and a comparative analysis elaborated.

· • Study of EU instruments for assessment and certification of vocational qualifications and training and proposed model of methodology which would improve vocational competences assessment in Bulgaria. Report on the existing European practices in development of methodology for ex-ante and ex-post evaluation of vocational standards and give recommendations.

· • Propose upgrading the framework requirements for development of vocational qualification standards in Bulgaria, recommended on the basis of the elaborated comparative analysis.

The Structure of the following report divides the text into two main sections for ease of reference. These are:

Country Profiles: 10 national reports outlining domestic arrangements, specifically: the administration of qualification system; key organisations and their role; key areas of policy development; process and procedures – safeguarding standards; types of vocational education and training; qualification structures and learning outcomes; qualification frameworks or occupational structures; and categorisation of sectoral qualifications.

The 10 national systems identified by the Project Team, approved by the PIU are Belgium (Flanders), Belgium (French Speaking Community), Denmark, England, France, Germany, Republic of Ireland, Italy, Scotland and Slovakia.

Comparative Analysis: Drawing on the studied national systems, a comparative analysis is offered, focusing upon three key elements. These are:

· • Similarities: The section on similarities draws together the findings of the national profiles, highlighting shared practices between sample countries in the development of vocational qualification standards.

· • Fundamental Differences: Differences between the national systems are considered and examples provided.

· • Key Features Relevant to Bulgaria: This section will outline the most appropriate practices for the Bulgarian project, based upon the findings of the previous sections.

The comparative element of this report differs in structure from the country profiles. Rather than a narrative-driven description of the system in place, the analysis is provided as a series of specific points, to better emphasise the issues to be addressed and raised.

The members of the Project Team for this Report are: Dr Cloud Bai-Yun (Team Leader) Mrs Magda Kirsch (IE) Mr Yves Beernaert (IE) Mr Peter Davitt (IE)Mr Philip Land (IE) Mrs Dagma Winzier (IE)

The Project Team draws on the support from the UK NARIC with contributions from the following members of staff: Mrs Caroline Macready, Mr Paul Norris, Mr Nick Brennan.

1. Country Profiles

The study concentrates on the development of Vocational Qualification Standards within 10 national systems identified by the Project Team, approved by the PIU.

The profiles of national systems are designed to provide an overview of the following aspects:

· • General Overview

· • Structure of Key Organisations and Respective Roles

· • Policy Development

· • Safeguarding Standards

· • Types of Vocational Education and Training

· • Qualification Structures and Learning Outcomes

· • Qualification Frameworks or Occupational Structures

· • Categorisation of Sectoral Qualifications

Each Profile is therefore structured so that these key issues are emphasised. The Comparative Analysis in Section 2 then highlights areas of similarity and difference between the ten Profiles, based upon the categories of information presented here.

1.1. Belgium (Flanders)

1.1.1. General Overview of Vocational Education and Training System

The Flemish community of Belgium comprises the inhabitants of the Dutch-

language area and the Dutch speakers of Brussels. The Flemish Community is responsible for so-called personal related issues. These are policy areas in

which the provision of services to the people is linked to the language spoken in the area where they are to be carried out. Specifically included are education, welfare, public health and culture.

The Government of Flanders has autonomy in all the policy areas for which Flanders is competent. The Government of Flanders and the Federal Government are on an equal footing with no overlapping powers. Therefore only one of the two will legislate on any one policy area and in theory, the other authority cannot interfere. As this system significantly reduces the chance of conflict between the different levels of authority, it is also an important factor in maintaining political stability.

Responsibility for education lies within the Flemish Community and each of the different communities has its own educational system. In the Government of Flanders, the Flemish Minister of Education is responsible for almost all aspects of education policy, from nursery to university education.

Compulsory Education

Compulsory education in Flanders begins aged six and in principle lasts for twelve full school years after which only part-time compulsory education is required: a combination of part-time learning and working. However, the majority of students continue to attend full-time secondary education.

Compulsory education ends either on a student’s eighteenth birthday or on 30 June 30 of the student’s eighteenth year. If compulsory education ends before this date, the right to a certificate or diploma is lost.

Students who obtain a diploma of secondary education before reaching the age of 18 will no longer be required to participate in compulsory education.1

Educational networks

In many cases the educational networks, as the representative associations of the governing bodies, assume the responsibilities of the governing bodies. The governing bodies therefore relinquish some of their autonomy and the networks draw up their own curriculum and timetables. Traditionally a distinction is made between three educational networks.

1 EDUCATION IN FLANDERS, A broad view of the Flemish educational landscape, 2005

Funding education

According to available figures in policy documents, the education budget for Flanders for 2000 amounted to 6.51 billion EUR. This accounted for 42% of the total Flemish budget.

Moving towards autonomy

Flemish policy makers have tried to stimulate education by giving education providers greater responsibility and making users more accountable. This process of local accountability has been introduced at every level of education. Colleges of higher education and universities are further along the way to autonomy than primary and secondary schools.

1.1.2. Organisational Structure in Vocational Education and Training System

System of Administration: Key Organisations

Within the Flemish central government it is the Minister of Education who is responsible for nearly all aspects of educational administration going from nursery to university education. The Constitution stipulates that Communities (and by extension their government and relevant minister) have all responsibilities in relation to the education system with the exception of fixing the beginning and end of the compulsory school attendance period of establishing the minimum conditions for granting diplomas and of maintaining the pension system.

The policy of the Minister of Education is prepared, executed and evaluated by the administration (the Education Department of the Flemish Ministry). The Education Department (Departement Onderwijs) of the Ministry of the Flemish Community (Vlaamse Gemeenschap) itself works under the authority of a Secretary General. The Education Department itself is organised into five

directorates:

the

Logistics

and

Support

Administration

(Administratie

Ondersteuning),

Elementary

Education

Administration

(Administratie

basisonderwijs),

Secondary

Education

Administration

(Administratie

Secundair Onderwijs), Higher Education and Scientific Research Administration (Administratie Hoger onderwijs & Wetenschappelijk Onderzoek), and the Continuing Education Administration (Administratie Permanente Vorming). At present, nearly all of these services are located in Brussels. Some continuing training is also under the responsibility of the Education Minister: Social Advancement Education (Onderwijs voor Sociale Promotie OSP), Part-time Art Education (Deeltijds Kunstonderwijs DKO), distance learning (Afstandsonderwijs), part-time vocational education (Deeltijds Beroepsonderwijs DBSO) and industrial apprenticeship contract (Industrieel leercontract).

Key Areas of Policy Development

The structure of Flemish educational policy provides for a consultation procedure for those matters that are laid down by the Education and Training Minister in Parliament of Flanders Acts or Government of Flanders Decrees. This applies both to compulsory education and adult education. This procedure involves both the Flemish Education Council and the Socio-Economic Council of Flanders (SERV) in the consultation and ensures that social debates are held at this stage on top of the social debate in the Parliament of Flanders. Amongst others in these consultation platforms, involving the education, socio-cultural and socio-economic sectors, items such as attainment targets, developmental objectives, job profiles and training profiles are discussed and selected key competencies are given tangible shape.

Flanders also has a tradition of co-operating with its neighbour, the Netherlands. Within the framework of this co-operation the GENT IV agreement was signed in 1999 by the Dutch and Flemish Ministers of Education. Education officials from both countries reached an agreement on a non-exhaustive alphabetical list of 36 “key skills” deemed to be important for vocational training. The list has no “official” status but it is used by the Socio-Economic Council of Flanders (SERV) to establish job profiles. The relevant committees consult about which of these key skills are essential for the job profile in question and/or which ones need to be added.

Process and Procedures for Developing Standards

Vocational / Professional Standards

Flanders has only recently begun developing vocational/professional standards. These are developed by SERV (Social and Economic Council for Flanders). SERV drafts the standards and gives recommendations for assessment of the competences needed to access a certain profession and to be granted the title of professional competence. The standard is always drafted in collaboration with the sectoral partners. After approval by the competent minister the final version of the standards will appear in the Official Journal of the Flemish Community. The standards are based on the professional profiles that are also drafted by SERV. The standards for the title of professional competence giving access to the profession are always drafted according to the same template: Title of the profession; description of the profession; key competences required; general information such as the number of the standard, the level, the legal requirements, the documents used for drafting the standard and the date; success criteria for each of the key competences and in respect of certain key competences the circumstances in which the competence has to be assessed (e.g. coping with stress) will be mentioned.

Directives for assessment include: time given for certain actions to be carried out; preparation time; maximum number of people that can be assessed simultaneously; what can be done during preparation time; circumstances under which the assessment takes place (e.g. weather conditions, number of people present); professional activities to be carried out; infrastructure of the assessment centre; tools that can be used; breaks allowed in between different tests etc. The candidate must be successfully assessed as far as all key competences are concerned.

Members of the steering committee and of the development committee are provided with an explanatory list to enhance the understanding and reading of the standard.

The standards can be used for formal education but also for competences acquired elsewhere. One part of the document indicates how the standards have to be assessed.

Until now curricula in vocational and technical secondary education and in Professional Higher Education were based on professional training profile (for secondary education) and educational profiles (professional higher education). These are in turn based on professional profiles. In a publication of HIVA (Higher Institution for labour studies), the organisation that has drafted the directives to write professional and educational profiles, the link between vocational standards and professional profiles in formal learning is explained as follows:

“For the assessment and the recognition of competences, standards must be available that can be used as benchmarks for the recognised competences. A standard is in fact reference frameworks in which competences are described that are required in order to be able to carry out certain activities successfully. Standards can have different functions. They can make an inventory of a profession and describe the competences needed to carry out that profession either as a starting or an experienced professional. The professional structures and professional profiles that have been developed by the SERV (Social Economic Council for Flanders) in collaboration with the sectors and the social partners and that are legitimised by them are such standards. They describe in tables the tasks a professional must be able to carry out and that can be regarded as profession or domain specific skills. The other competences viz. the general and specific knowledge, the key competences (including attitudes) are also described. Such standards can be used to identify competences, to draft educational and final objectives, learning pathways but also to determine criteria to assess the competences individuals have acquired as well in education and training as in the labour market. Standards can also make an inventory of the education and training programmes and describe educational/final objectives. An educational/training standard has this function. Such educational/training standards can be used to certify the competences acquired. They describe the final objectives in coherent learning pathways – the general and specific competences required to function on the labour market in terms of skills, knowledge and key competences at the level of a starting professional. This is done in collaboration between the educational authorities (Flemish Ministry of Education and Labour, the SERV and the Governing bodies. The education providers draft the educational programmes and curricula, based on the final objectives.”2

The distinction is made between three kinds of profiles:

· • Professional profiles describing the knowledge, skills and attitudes of an experienced professional (higher education level)

· • Educational profiles describing the contents of study courses and options training students for a specific profession at higher education level (Professional Bachelor’s level);

· • Professional training profiles describing the knowledge, skills and attitudes of a beginning professional (secondary education level).

2Ingrid Vanhoren, Van herkennen naar erkennen Praktijken en ontwikkelingen rond ‘de (h)erkenning van verworven competenties’ in Vlaanderen, HIVA, Leuven, 2002.

Professional / Vocational Profiles

The Professional/vocational profiles for Secondary Technical education are developed by the SERV in collaboration with the social partners. This Council gives advice on all draft decrees (Ontwerpdecreten) of the Flemish Government, including all decrees concerning education. It consists of representatives of employers and employees. The SERV plays an important role in designing specific final objectives and professional profiles that are the basis of the professional education profiles and the curricula in secondary education.

Since 1997, SERV has developed professional training profiles, and since 2000 professional structures as well. This happens according to a scientifically developed method and according to a cooperation agreement with the sectoral social partners and the training foundations, sometimes also with the professional associations and the sector commissions of the SERV. A professional structure is a whole cluster of professions within a sector.

They are also used as a basis:

· • for making final attainment levels / final objectives / standards for education, syllabuses and curricula, professional training by VDAB (Manpower Services) in order to optimise the links between education and the labour market

· • to counsel young people in study and professional choices, as a tool for human resource policy and for career counselling or assessment

· • for the recognition of acquired competences and acquired prior experiential learning (EVC- APEL).

Professional profiles are developed either for a cluster of professions or for one specific profession. Professional profiles are also drafted according to a well-defined methodology. They should contain:

Sector, profession and sectoral partners that have collaborated; serial number of the PP

1. Demarcation and definition of the profession

1. 1.1. Domain

2. 1.2. Job demarcation

3. 1.3. Job content

4. 1.4. Career possibilities

5. 2. Tasks and competences linked to them (in tables describing the tasks and the competences required)

1. 2.1. Preparatory tasks

2. 2.2. Performing tasks

3. 2.3. Support tasks (Safety, QA, etc.)

4. 2.4. Distinction between experienced and starting professional;

5. 3. Competences

1. 3.1. General professional knowledge

2. 3.2. Key competences : translated into (knowledge, skills and attitudes)

3. 4. Special labour conditions (if required)

4. 5. Organisation of the sector

5. 6. Possible difficulties or obstacles

6. 7. Future evolutions

7. 8. Glossary

- List of organisations and companies that have contributed to the drafting of the professional profile References

Professional Training Profiles

Professional training profiles are a detailed description of the knowledge, skills and attitudes a starting professional needs (level secondary education) in order to be able to carry out a specific job. They are used in vocational and technical secondary education and in adult education.

The professional training profiles are developed by the VLOR (Vlaamse Onderwijsraad – Flemish Education Council) representing all stakeholders in education. The VLOR gives advice on policy and decrees concerning education. Furthermore it is a discussion platform where all stakeholders in education meet and, lastly, it has studies carried out by experts in education. Among these studies are the professional education/training profiles. VLOR has also published all existing professional education/training profiles in Flanders.

The VLOR makes the translation of the professional/vocational profiles into professional training profiles (the knowledge and skills a starting employee should have) and does this in collaboration with the education providers. The education authorities are responsible for the educational standards, viz. the structure of training programmes and educational profiles. Finally, the education providers are responsible for the provision of education and the curricula. It should be noted that curricula might differ according to the education provider.

Procedure for Developing Professional and Educational Profiles

The procedure has been developed as a set of guidelines as follows:

1. Introduction (Description of the process)

1.1. Identification of professional profiles (different levels, different responsibilities) these have been drawn up by the SERV

1.1.1. Data concerning the professional profile(s)

· • Sector

· • Subsector

· • Professions

· • Regulated profession or not, If yes, Legal framework

· • 1.1.2. Data concerning professional educational profiles

· • Sectoral commission

· • Field in education

1.2. Commission

1. 1.2.1. Commissioned by:

2. 1.2.2. Objectives

The commission to write the professional education profiles is given by an overarching organisation. The translation from professional profile to professional education profile is done according to a well defined pattern in order to make all professional education profiles uniform.

1. 1.3. Process The professional education profiles are written after a conference and group consultation model. A group of experts meets a number of times (± 6)

�. 1.4. The professional education profiles are legitimised by some of or all the following education councils:

· • The Council of Professional Higher Education

· • The Council of Secondary Technical Education

· • The Council of Vocational Education

· • The Council of Special Needs Education

Situation of the training courses

2.1. Data from the world of work

2.1.1. Structure of the sector/profession

· • In order to clearly define the profession(s) several criteria can be used a.o.

· • Kind of work

· • Function

· • These lead to a chart where we find the professional cluster, the profession and the function

2.1.2. Professional profiles that were consulted

Professional training profile

1. 3.1. Name of the professional training profile

�. 3.2. General description of the professional training profile

· • Translation /transcription of the Professional Profile into a professional training profile

· • Reference to professional profile(s)

· • Evaluation of the tasks of the professional profile;

· • Selection of tasks and clusters of tasks

· • Skills

· • Attitudes

· • Context

· • level of the professional training profile

2. 4. Bibliography Members of the sector commission

Educational Profiles and Sector Specific Qualification Frameworks

The educational profiles are used in Professional Higher Education. They are also drafted along the lines of the Professional training profiles.

However, recently there has been a move towards working with sector specific qualification frameworks. These frameworks are drafted by commissions of educationalists and representatives (experts) of the sector or profession concerned. They list the integrated key competences (knowledge, understanding, skills and attitudes) a starting employee should have in order to be given the qualification of professional Bachelor in the specific field. Next to these competences the graduate should also have acquired the competences laid down by law (Higher education decree) to define the level descriptors and referring to the Dublin descriptors.

Institutions of Higher Education have to prove that their graduates have the competences laid down by law as far as the level is concerned and the key competences described in the sector specific reference framework as far as the specific course is concerned. However, they have the academic freedom to choose the methodology they want to use to determine whether their students acquire the competences required.

Safeguarding Standards

Governing bodies of vocational schools choose evaluation methods, with a few exceptions, and the education authorities do not impose any standards with regard to pupils’ assessment. The inspectorate controls the quality of the evaluation in the school audits.

1.1.3. Qualifications

Types of Vocational Education and Training

Secondary Education

Since 1989, full-time secondary education has been organised in a uniform structure, comprising stages, types of education and study disciplines.

The definitive choice of subjects is postponed until the second stage so that pupils are first introduced a general education. The core curriculum in the first stage comprise:Dutch; French and possibly English; Mathematics; History;

Geography; Art; Science; Technology; Physical Education; Religion or Ethics.

From the second stage, there are four different education types: general, technical, vocational secondary education and secondary education in the arts. Within one of these education forms, the pupil opts for a particular course of study. A number of these courses only start in the third or fourth stage.

General secondary education (ASO), places an emphasis on broad general education, which provides a very firm foundation for passing on to tertiary education. 39.1% of pupils participate in ASO (2003 - 2004 school year).

Technical secondary education (TSO), places a special emphasis on general and technical theoretical subjects. After TSO, young people can exercise a profession or move on to tertiary education. This education also includes practical classes. 31.71% of pupils participate in TSO (2003 - 2004 school year).

Secondary education in the arts (KSO) combines a broad general education with practical art education. After KSO, young people can exercise a profession or move on to tertiary education. 1.94 % of pupils participate in KSO (2003 - 2004 school year)

Vocational secondary education (BSO) is a practical type of education in which young people learn a specific profession in addition to receiving general education. 27.25% of pupils participate in BSO (including pupils in the fourth stage of BSO and modular education) (2003 - 2004 school year).

In the second and third stages of education there is a common and an optional part. In the optional part, the core curriculum is supplemented with a broad range of possible subjects. In the third stage, the specific education can be further narrowed down with a view to the ultimate choice of profession or possible educational careers in tertiary education.

In the fourth stage of education, consisting mainly of nursing education, no core curriculum is imposed because of the specific nature of the training.

A pupil gains the certificate of secondary education after successfully completing six years of ASO, TSO, or KSO or seven years of BSO..

With a certificate of secondary education from any school, type of education or course of study, a young person has unrestricted access to tertiary education.

The class committee, comprising the head-teacher and all teachers involved with the pupil, decides whether or not a pupil has passed, thereby achieving the objectives of the curriculum.

As highlighted, vocational education at secondary level is provided in Flanders as well as technical secondary education (more theoretical) and vocational secondary education (purely vocational). Technical secondary education gives access to higher education after 6 years, whereas vocational secondary education gives access after seven.

The courses of study within technical secondary education TSO and vocational secondary education BSO are divided into twenty six study areas, which partly overlap each other. TSO includes twenty four study areas: auto mechanics; construction; chemistry; decoration; photography; glazing techniques; printing techniques; commerce; woodworking; clothing; heating and cooling; agriculture and horticulture; naval training; mechanics/electricity; optics; orthopaedics; caring; personal hygiene; dentistry; textile crafts; tourism and nutrition. The study area “sports” overlaps ASO (general secondary education). The study area performing arts overlaps KSO (art education). BSO includes eighteen study areas: auto mechanics; construction; decoration; glazing techniques; jewellery; printing technology; commerce; woodworking; fashion; heating and cooling; agriculture and horticulture; naval training; mechanics/electricity; building musical instruments; caring; personal hygiene; nutrition and textile crafts3.

Qualification Structures and Learning Outcomes

3 http://www.eurydice.org/Eurybase/Application/frameset.asp?country=BN&language=EN

What are Final objectives?

"Minimum objectives the educational authorities consider necessary and feasible for a particular part of the pupil population. Final objectives apply to a minimum set of knowledge, skills and attitudes for this part of the pupil population."

Final objectives with regard to knowledge and skills must be attained. Final objectives with regard to attitudes must be aimed for. Final objectives are in place for subjects within compulsory basic schooling. These subjects are compulsory for all pupils of the same education type and stage. Final objectives can be subject-bound or cross-curricular and have been established for:

· • Regular primary education

· • The first stage of regular secondary education A-stream

· • The second stage of regular secondary education

• The third stage of regular secondary education4

Cross-curricular final objectives

Cross-curricular final objectives act as a ‘safety net’ for core objectives that are not at all or only briefly raised in the subjects. In secondary education, there is no one single subject completely covering all aspects of such themes and a cross-curricular approach is therefore required.

‘Cross-curricular’ can have two meanings: firstly, cross-curricular final objectives refer to competencies that do not belong to the content of one or more subjects, but that can be taught, practised and applied within it, such as learning to learn and social skills; secondly, certain cross-curricular final objectives must also be regarded as a complement to the subject final objectives. They render it possible to make the subjects more coherent and interconnected.

Schools are obliged to make efforts with regard to these final objectives, which means that they must try to realise them to the highest possible extent in their pupils. For some aspects this is possible in co-operation with external partners, such as the pupil guidance centres.

Cross-curricular final objectives are above all intended to develop the feeling of responsibility. It often involves goals for which the whole school is responsible and for which the school has an exemplary role towards the pupils.

Based on the criteria mentioned above, cross-curricular final objectives have been formulated for the following areas:

• learning to learn

4

http://www.ond.vlaanderen.be/dvo/english/corecurriculum/corecurriculum.htm

· • social skills

· • citizenship education

· • health education

· • environmental education

· • expressive-creative education (only for second and third stage)

· • technical-technological education (only for general secondary education/ASO in second and third stage)5

Specific final objectives

Next to the cross-curricular and subject related final objectives there are also so-called specific final objectives. Recently the Department for Educational The Flemish Community of Belgium has started developing specific final objectives for technical secondary education, starting with the sectors ‘trade’ and ‘tourism’.

Qualification Framework

At present there is no National Qualifications Framework, however, in his policy document 2004-2009, ‘Today, champion in mathematics, tomorrow on equal chances’, the Minister of Education, Training and Work announced the establishment of an unequivocal and transparent qualifications framework. Thus a framework will be designed in which all kinds of qualifications, diplomas, certificates and recognitions of competences can be placed. The Minister of Education, Training and Work states that the qualification framework will enable all learners to build on acquired competences as it will include competences needed to enter a profession as well as more formally attained setting and based on the recognition of curricula. It will encompass all learning outcomes that are certified by the Flemish Community. It will be used as a tool to develop learning pathways that can enhance the qualifications of a large number of youngsters. The Framework will also include two functions of qualifications: an internationally recognised structure of professional competences (economic sector) and a definition of levels in education (educational sector). The design of this qualifications framework will be modelled on the EQF.6

Summary

Responsibility for VET is largely held by the Flanders Ministry of Education, with much of the vocational training organised within the framework of secondary education. The Sociaal Economische Raad voor Vlaanderen has recently begun to develop vocational (professional) standards, with recommendations of key competences linked to each job role. These newly developed standards are to be used to redevelop vocational and technical secondary training programmes. Inspectorates conduct institution audits, but there is no formal quality assurance process.

5

http://www.ond.vlaanderen.be/dvo/english/corecurriculum/crosscurricular/index.htm

6

Report of the EUNEC Conference 24-25 October 2005, Brussels on THE CONSULTATION ON THE EUROPEAN QUALIFICATIONS FRAMEWORK,

Qualifications and their delivery. Vocational Qualifications can be broadly categorised into two main areas: secondary and higher education. Within the secondary education sector, there are various different technical and vocational secondary routes, each with a specific orientation. Full- or part-time education is compulsory until age 18.

Notable Features of the Flemish System. The Flemish system is notable for the strong linkages between qualifications, occupational profiles and professional titles protected by law. It is also noticeable that vocational education is heavily intertwined with the secondary education cycles.

1.2. Belgium (French Speaking Community)

1.2.1. General Overview of Vocational Education and Training System

Levels of education

On January 1, 2003, 34.91% of the population belonged to the 2-29 agegroup. In 2003/04, 996,179 pupils and students were enrolled in full-time education. The language of instruction is French.

The formal education system of the French Community of Belgium can be said to be composed of pre-primary education, compulsory education (primary and part of secondary education), upper secondary education and higher education.

Pre-primary education (2.5-6 years) is free of charge and is not compulsory. It is part of the continuous educational pathway along which pupils acquire the command of basic competences necessary to become full members of society and continue their studies.

Compulsory education is composed of primary education (6-12 years of age) and secondary education (12-15/16 or 18 years of age). Education is compulsory between the ages of 6 and 18. Compulsory education applies to every minor for a period of twelve years.

Full-time compulsory education does not extend beyond 16 years, where students choose to leave school, however, there is a period of compulsory part-time education, which can be satisfied by following an education with a reduced timetable.

Secondary education has three phases of two years each. The first phase of two years remaining very general and only from the second phase of two years do more become possible. Following a third secondary stage of two years a further stage lasting two or three years is provided specifically within the vocational branch of secondary education for studies in decorative arts or nursing. This fourth stage is regarded as post-compulsory or sometimes postsecondary education.

Part of upper secondary and post-secondary education (a very small minority of pupils) is composed of block release (sandwich) courses (15/16-18/21 years of age) and apprenticeship/training (15/16-18/21). years of age. Pupils who leave full-time education at the age of 15/16 have to remain in block release training (based on sandwich course arrangements), or undergo apprenticeship training until they reach the age of 18.

Pupils aged 16 (or those aged 15 who have completed two years of secondary school) may embark on technical education or block release training (sandwich courses), or training covered by the period of compulsory schooling. At this level, education is free (subject to the above-mentioned conditions relating to full-time education) and parents may choose the school or other institution their child attends.

One of the key problems of secondary education is the so-called waterfall or cascade effect. Most parents ‘push’ their children in the general secondary school even if they do not have the necessary aptitudes. A significant group then moves (down) to secondary education and another group will move further (down) to vocational school. A second problem linked to this is the problem of repeating a year. Finally, this is also linked to the fact that vocational and technical education does not attract enough pupils, despite the fact that there is need for more pupils in the VET system and that there are good career prospects with the qualification obtained in VET.

Transparency of qualifications (even specific qualifications) is guaranteed by the fact that they are in line with the lists of competences (training profiles) drawn up by the Community Commission for Professions and Qualifications (Commission Communautaire des Professions et des Qualifications), CCPQ.

Both University and Non-university higher education consists of studies known as ‘short-type’ (three or four years) and ‘long-type’ (four or five years). Both types can be found in the institutions known as ‘Hautes Ecoles’ and higher art colleges on the one hand and Universities on the other hand.

1.2.2. Organisational Structure in Vocational Education and Training System

System of Administration: Key Organisations

Le CEF, Conseil d’Education et de Formation or the Council for Education and Training

The mission of the, established in 1990, is to promote education and training.

So as to respect the specific problems of both education and training, the CEF is equipped with three main bodies: The Chamber of Education, the Chamber of Training and the Council uniting members of both.

The missions of the Council have been updated in the Decree of 12 June 20017:

· • Formulate proposals in education and training while respecting the autonomy and pedagogical freedom of schools and while taking into account the work of the other councils;

· • Formulate proposals favouring articulation between education, training and the needs of society. To this effect the CEF liaises regularly with the bodies in charge of promoting exchanges of ideas between education, training and work or labour;

�. • Formulates advice on all fundamental reforms:

a. o In education; including possible modifications of the duration of compulsory schooling;

b. o In training matters of the French Community;

c. o In other types of training foreseen in the cooperation agreements between the Communauté française, the Regions and the Commission communautaire française.

· • Presents a report of activities each year.

The composition of the Council

The Chamber of education

This is composed of representatives of all the stakeholders: organising bodies of the networks of education (public, private and towns or provinces), the Trade Unions representing teachers, the federations of associations of parents, the universities (Bruxelles, Liège, Louvain-la-Neuve) and university bodies (Université de Mons-Hainaut, Faculté Polytechnique de Mons, Faculté des Sciences Agronomiques de Gembloux, Fucam, Facultés Notre-Dame de la Paix à Namur et Facultés Saint-Louis à Bruxelles), the institutions of higher education (Hautes Ecoles), organisational representatives of students and those representing education of social promotion.

The Chamber of training

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The Chamber is composed of representatives of: organisations representing employers, employees and the agricultural world, so as to have parity amongst the social partners, representatives of the Conseil Supérieur de l'Education Permanente et de l'Enseignement de Promotion Sociale of the Office Communautaire et Régional de la Formation et de l'Emploi (FOREM), of the Office Régional Bruxellois de l'Emploi (ORBEM), of the Institut Bruxellois Francophone de la Formation Professionnelle (BRUXELLESFORMATION), of the Training Institute of SME (IFPME), and the organisations of agricultural training.

In each of the chambers there is also a civil servant from the General Affairs Department of the Ministry of the French Community.

The Commission Communautaire des Professions et des Qualifications

(CCPG) or The Community Commission of the Professions and Qualifications

The decree of the French Community from April 27, 1994, creating the General Council for the Dialogue in Secondary Education assigned to the CCPG the task of defining “training profiles”.

To implement the CCPG, it was necessary to create a legal framework within which the world of work and education and training could meet to determine the training profiles.

By training profiles, this means all the competences to be acquired and that lead to the delivery of a certificate of qualification at the end of an education and training pathway.

Composition

The CCPQ is formally composed of the following partners (stakeholders) of the world of education and training:

· • The companies (and their employees)

· • Representatives of professional federations (at regional or national level)

· • The Trade Unions that are members of the national Work Council,

· • The representatives of other training providers e.g. in the formal adult education sector, or in the special education sector,

· • The representatives of the FOREM, the French community and Regional office of vocational training and employment,

· • The representatives of the Brussels Institute for vocational training and

· • The representatives of the Institute for the continuous training of SME.

The inspectorate

For the development and the implementation of the training profiles, a permanent support structure has been created. It is composed of eleven experienced teachers (or heads), exempted from teaching. They are placed at the disposal of the General Council for the Dialogue in Secondary education, as seconded teachers and are supported by a secretariat at the Ministry of Education where they have offices. The seconded teachers may have responsibilities in more than one of the nine official vocational qualification areas.

The CCPQ can call upon experts to help in the implementation of its activities who work in close cooperation with the 11 seconded experts- teachers. The final aim of the activities of the CCPQ is to upgrade technical and vocational training, while making them more operational and more humanistic.

Key activities of the CCPQ

Key activities of the CCPQ include checking whether the presently used vocational training qualifications are adequate compared to present and future vocational needs and updating or adapting them if it proves to be necessary. This first function of checking does not take place in a systematic way and it often takes too long before some of the qualifications profiles and training profiles are revisited.

The redefinition of vocational training takes into account that it is more important to stress the competences to be acquired than to stress the volume of the contents to be taught or learned. The focus is thus much more on learning outcomes built on competences.

Key Areas of Policy Development

It is worth noting that since 1997, the French Community has undertaken numerous reforms, which principally relate to the control of education, the initial and ongoing training of teachers, the implementation of positive discriminations, the welcome of ‘primo-arrivants’, the ‘Bologna’ decree defining higher education in the French Community, differentiated financing and the creation of an agency for the evaluation of the quality of higher education.

Beyond these reforms, the French Community Government’s concentration on education is also evidenced by the ‘Strategic contract for education’. This contract, after its adoption, should guide the Government’s action and that of the whole educational community and social partners during the coming eight years. The major challenges for the education system taken up in this contract are: ‘more quality, efficiency and equity’.

Process and Procedures: Safeguarding Standards

In the French community of Belgium there are three networks of schools at primary and secondary level: the public network, the private (mostly catholic) network and the networks of schools of communes, towns and provinces. These networks are fully independent and have full responsibility for seeing to it that the VET schools implement the qualifications profiles and training profiles appropriately.

There is no real external evaluation that takes place but there is a process of self-evaluation where the networks and schools are required to reflect upon their performance and provision of training profiles and suggest ways on improving current training provision.

Review of profiles only occurs upon request of industry and commerce. Particular attention is, however, given to certain professions in the areas of ICT and CAD, which may be subject to rapid changes.

1.2.3. Qualifications

Types of Vocational Education and Training

The training profiles and qualification profiles are built upon consultation with sectoral associations, experts and employers to establish the requirements of employment. As a result, Vocational Education and Training is strongly influenced by the classification of occupations.

An emploi-type (or type of occupation) is a regrouping under the same heading of activities common to various trades or professions.

The concept of type of occupation is used to overcome a basic methodological difficulty: namely the multiplicity of specific employments or jobs. Jobs are sometimes filled in a different way according to the company where one works and the tasks to be carried out within one particular job are not exactly the same in different work places or companies.

In addition, certain jobs or professions are close to one another by the nature of the work contents that characterise them. It is thus relevant and it makes sense to incorporate them within the same generic job category called a type of occupation. The criteria for regrouping are thus linked to the kind of the work carried out and to the competences necessary to implement those jobs. In fact, the competences are common to several concrete jobs.

Function

The function is a large subset of tasks which contribute, within a productive activity, to ensure a certain type of result. A function can be compared to a key competence.

Activity

The activity is the operation by which a worker puts in practice specific skills during their job.

Competence

The term ‘competence’ is usually employed in many fields and is difficult to define.

Among the multiple meanings this word can take, the CCPQ has retained the following possibilities: competence is the aptitude an individual needs to carry out certain acts, which is a functional vision of competence. Competence expresses a "capacity to act", a "power or potential to act", in a given situation in which the worker is involved. Competence thus requires from the point of view of the worker or the employee four key elements:

· • Knowledge: this is information, concepts, procedures acquired, which can be memorised and which can be reproduced by an individual in a given context;

· • Cognitive capacities: these are the mental operations, the mechanisms of thought that the individual implements when using his intelligence;

· • Skills: these are the movements, the gestures acquired and which can be reproduced in a given context and which prove to be efficient and effective to achieve certain goals in the physical and manual domain;

· • Attitudes: these are the social or emotional behaviour acquired by the individual and which can be put at use in his personal and professional life.

Qualification Structures and Learning Outcomes

Diagram of the structure of education in the French community of Belgium

Qualification Framework

Existence of NQF

There is no federal nor regional qualification frameworks currently in Belgium. As a process, the Federal government of Belgium could develop a framework in which the large subdivisions and the minimal duration are presented and where the regions can add adjustments. Alternatively, the regions can develop their own qualification frameworks or structures, which do not contradict the formerly agreed rules at national level.

In both solutions the regions will be responsible for the fine-tuning of the qualifications framework. However, it is not clear what will be the impact of the development of learning outcomes as an output element of a qualification level because the Belgian Constitution defines equivalency in terms of study load.

The Flemish Education Council indicates on the one hand a need for cooperation with the Netherlands concerning higher education for the reason that there is a common accreditation procedure. On the other hand, it is clear that there must be some coherence between the two regional (or one national) qualification systems. The European Qualification Framework, on which work is being conducted based on the 2005 consultation, can realise this coherence.

In both of the communities discussions about a National (or Regional) qualification system is underway and will possibly be furthered by the present discussions on the EQF, proposed by the EU in June 2005. According to the interviews carried out by the experts drafting the present text, the points of view of the French and Flemish communities of Belgium do not differ substantially.

Possible elements of a NQF: Basic competences, qualification profiles and training profiles

At the moment the French Community distinguishes between ‘Socles de competence’ (Basic competences), ‘Compétences finales’ (final competencies) and ‘Profiles de qualification et profils de formation’ (qualification and training profiles). The last ones result in professional competences and include cognitive aspects, vocational or technical (professional) skills and attitudes.

Pupils within the ‘Enseignement Professionnel et Technique’ (vocational or technical education), which is limited to the final four years of secondary education, have to acquire on the one hand the final competences and on the other hand the professional qualifications.

Socles de competence (core competences)

The term Socles de compétences (core competences) refers to a system of reference that presents in a structured manner those key competences that pupils should have acquired after the first eight years of compulsory education (at the end of the second year of secondary education), as well as those to be mastered at the end of each stage during the same period.

Mastery of these competences is considered necessary for social integration and the pursuit of further studies. The term ‘compétences terminales’ or ‘finales’ (final competences) refers to a system of reference that presents in a structured manner those key competences whose mastery at a given level is expected at the end of secondary education.

The “Socles de competence” are a reference framework presenting structured basic competences which have to be acquired during the first eight years of compulsory schooling (6 to 14 years of age) and those that have to be acquired at the end of each degree (two years) of those eight years because they are regarded as necessary to the social integration and the continuation of the studies of the youngsters.

The Socles de compétence (Core competences) concern the following disciplines: French, mathematics, science initiation, modern languages, physical education, technology education, artistic education and history and geography (including/understanding social and economic life).

For all the networks, for all the schools, all the classes, the Socles de compétence or core competences define the basic competences to be acquired. Approved unanimously by all the democratic parties in the Parliament of the French Community, the basic competences are the basis of the contract between school and society.

The programmes (curricula) define the most appropriate methods to implement and/or reach the competences defined in the Socles de compétence or core competences. The pedagogical tools and teaching aids will help to attain the basic competences. The evaluation test at the end only have an indicative value.

Compétences finales (terminales) (Final competences)

The final competencies are described in documents that have been developed over an important period of time by groups of teachers of all networks of schools (public, private etc). They have been approved by the Government and adopted by the Parliament of the French Community.

It should be recalled that the decree of 24 July 1997 (defining the priority missions of the primary school and of secondary education and organising the structures suitable to reach them) defines the concept of final competences as follows: "the reference framework presenting in a structured way, which has to be acquired at a clearly defined level at the end of secondary education".

It is in the respect of these final competences that the programme of studies of the second and third stages of secondary education will be elaborated. The first documents were created and published in 1999.

They concern in particular all the secondary schools, the universities and non university institutions of higher education (Hautes Ecoles) and the PMS Centres (Centres Pyscho-Médicaux Sociaux) which are the Psychological, Medical and Social Counselling and Career Orientation Centres.

For technical and vocational secondary schools, the final competences relate to three areas:

· • Final competences and common or basic knowledge;

· • Modern languages;

· • Physical education.

Final competences and the common or basic knowledge have to be understood as mentioned below:

�. • Personal development;

a. o To be able to locate oneself in time and space;

b. o To be able to acquire one’s culture;

c. o To acquire tools of communication and reflection;

d. o To become aware of what it implies to make one’s own choices

· • Environment and technologies

�. • To situate oneself in relation with or to be able to relate to the environment

�. o To relate oneself to technologies and sciences;

�. • Economic and social environment

a. o To learn how to prepare one’s professional / career choices;

b. o To open oneself to socio-cultural diversity;

c. o To be able to act as individually responsible consumers;

d. o Citizenship in a democratic, interdependent, pluralist society that is open to other cultures.

Final competences with regard to the modern languages are at four levels:

· • Aural comprehension

· • Reading comprehension

· • Oral expression

· • Written expression

Final competences in physical education

They are to be understood as the development of physical skills that contribute to:

· • Health education,

· • Security and safety education,

· • Personal expression and communication and

· • Sports education.

Qualification profiles and training profiles

These are competences - called vocational (professional) competences – which have to be acquired at the end of vocational and technical secondary education leading to qualifications. They are specific for the professions that are listed in nine categories, to be found in vocational and technical education and training.

Qualification profiles are related to what is called ‘l’Enseignement de Qualification’, by which is meant all education at secondary school level that leads to a vocational or professional qualification.

Categorisation of Sectoral Qualifications

The CCPQ or the Community Commission of Professions and Qualifications (CCPQ) works with advisory or consultative committees which prepare the training profiles for the different sectors.

These advisory committees are made up according to same rules as the Community Commission of the Professions and Qualifications. They are chaired by representatives of the companies. Each one of them corresponds to one of the nine current sectors of vocational and technical secondary education. The task of each advisory Commission is to define the training profiles corresponding to the needs of those 9 sectors or areas. An advisory or Consultative Committee is created for each of the nine sectors for which training qualifications have to be developed:

· • agronomy

· • industry

· • construction

· • hotel trade and food

· • clothing

· • applied arts

· • economy

· • services to people

· • applied sciences

Each of these nine areas covers a certain number of sub areas. For example, Economy covers tourism, office work, commerce, accountancy, secretaries etc. Agronomy covers: agriculture, horticulture, silviculture, flowershop worker, jobs related to horses etc. Applied sciences cover: pharmacy assistant, agrofood worker, chemistry assistant, dentists assistant etc.

To be able to work more efficiently and effectively, the advisory or consultative committees set up Working Groups, run by the seconded teachers / heads and whose role it is to develop the specific training profiles for a specific profession or trade and which are afterwards presented for validation to the advisory or consultative committee of the CCPQ and to the General Council of the CCPQ. Finally, the qualification profiles and the training profiles have to be approved by the Parliament of the French community of Belgium as education and training are a regional responsiblities.

The whole process of developing the qualification and the training profiles takes on average one year. However, there have been cases where it takes two to three years depending upon the work of the sub groups and the stability of the members within the working groups.

Summary

Responsibilities are similar to the Flemish system: the Ministry of Education and Training for the French Speaking Community (Conseil d’Education et de Formation) is in control of most matters related to VET. The Commission Communautaire des Professions et des Qualifications (CCPQ) is responsible for the development and maintenance of training profiles, in consultation with a range of relevant stakeholders. In terms of external evaluation of training institutions, no is real system in existence at the present time.

Qualifications and their delivery. Vocational Qualifications at the secondary level are offered as broad orientations as an alternative to the academic route. Full- or part-time education is compulsory until age 18.

Notable Features of the Belgian French Speaking Community System. The system is notable for its broad-based vocational programmes at the secondary level, which combine elements of secondary education with key vocational competences, derived from the developed training profiles.

1.3. Denmark

1.3.1. General Overview

The Danish educational system has deep historical roots. Compulsory education has been statutory since 1814. The Danish educational system developed during the 19th century in close connection with a general national and religious revival. Enlightenment and an understanding of society became important goals together with literacy and the spread of useful knowledge. Vocational education was also affected by this movement. In the Middle Ages, learning the different trades was based on an apprenticeship scheme organised by the different guilds. In the 19th century, a college-based supplement to the apprenticeship system was added, and the whole arrangement became embedded in a legislative framework. The educational system of today still emphasises vision, the acquisition of general knowledge and social awareness. This also applies to the education and training programmes being offered by the vocational colleges.

These programmes prepare students for a labour market in which flexibility and the ability to adjust are as necessary qualifications as is competence in specific vocational skills. In addition to being taught concrete vocational skills within various trades, the students also learn to find new information independently, to process and use information, and to translate their knowledge into daily practice in the workplace and in society. They are prepared to be able to take part in the transition from an industrial society to a service and information society. They learn to participate as responsible citizens in a democratic society.

Vocational education and training activities are designed to provide companies with qualified employees who can make use of their own resources in an open society and at the same time adjust to a constantly changing labour market. A prerequisite for competitive trade and industry is a competitive educational system. Offers of useful qualifications and constant options together with opportunities for development make the educational programmes attractive, and ensure companies the possibility of recruiting competent young people.

Education for an open and dynamic society demands an educational system which is itself open to the surrounding world and able to adjust its structure and contents according to demands. But at the same time it is important to secure continuity and uniform quality in the educational programmes. That is why the Danish vocational educational system is also subject to central supervision and guidance, a fact which ensures that the needs of the labour market are complied with, without disregarding strategic educational considerations.

1.3.2. Organisational Structure in Vocational Education and Training System

System of Administration: Key Organisations

The Minister of Education is responsible for the general education policies, and for ensuring that the VET programmes are consistent with these policies. In regard to VET, the Ministry lays down the overall objectives for the VET programmes, and provides the framework within which the stakeholders, i.e. the social partners, the vocational colleges and the enterprises, are able to adapt the curricula and methodologies to the needs of the labour market and of the trainees. The Ministry is responsible for ensuring that the VET programmes have the breadth required for a youth education programme, and for the allocation of resources.

The Ministry is furthermore responsible for approving new VET qualifications on the basis of recommendations from the Advisory Council for Initial Vocational Education and Training (Rådet for de grundlæggende erhvervsrettede uddannelser – REU), and for approving the colleges that are to provide the basic and main courses in VET. It is also the Ministry which lays down the overall rules for VET – in cooperation with the REU, and draws up the regulations on the individual VET programmes – in cooperation with the trade committees (see social partners). The regulations are supplemented with guidelines drawn up by the trade committees and issued by the Ministry.

Finally, the Ministry is responsible for inspection and quality assurance; issues which are gaining in importance. The introduction of new steering principles such as framework governance and decentralisation in 1991 (please see 1.4.1 Reform 1989), which granted providers greater autonomy with regards to adapting VET provision to local needs and demands, accentuated the need to implement national quality approaches which, on the one hand, supported decentralisation, and on the other hand, ensured central control with the quality of VET provision.

One of the main characteristics of the system is the active participation of the social partners at all levels of the system. This guarantees that the content of the individual VET programmes meets the demands of the labour market, and that the qualifications are recognised by business and industry. The social partners are represented in a number of councils and committees acting at local, sectorial and national level.

The Advisory Council for Initial Vocational Education and Training (Rådet for de grundlæggende erhvervsrettede uddannelser – REU) comprises twenty members from the social partners, the school leader and teacher associations, and a number of members appointed by the Ministry of Education. The chairperson is appointed by the Minister of Education. The aim of the REU is to advise the Ministry of Education on all matters concerning the VET system. It is responsible for monitoring labour market trends, and on this basis recommending the establishment of new VET qualifications, the adaptation of existing ones or discontinuation. It is also responsible for monitoring existing programmes, and on this basis making recommendations for better coordination between programmes or the merging of programmes. The REU concentrates on general national issues concerning VET provision in Denmark.

The national trade committees (de faglige udvalg) provide advice about specific VET qualifications relevant to their sector, and the content, structure, duration and evaluation of programmes and courses. Employers and employees are equally represented in the trade committees. Each committee is responsible for one or more VET qualifications. In 2005, there were 58 trade committees.

One of the main objectives of involving the social partners is to ensure the relevance and quality of VET programmes in relation to the labour market. The trade committees are responsible for the continuous adaptation and development of the VET programmes. The committees monitor the skills development in the labour market, and recommend changes to existing programmes on the basis thereof. They may also recommend the establishment of new VET programmes, or the discontinuation of out-dated VET programmes. The role of the social partners is to ensure that VET matches the needs and demands of the enterprises and the labour market at both national and local levels.

Another important aspect of the trade committees' scope of work is the approval of training places. The trade committees are responsible for approving and inspecting enterprises that want to take on trainees, on the basis of defined criteria. In order to be approved, an enterprise must have a certain level of technology, and a variety of tasks to be performed that will ensure the trainee a full range of activities and tasks corresponding to the qualification requirements of a skilled worker. Finally, the trade committees are responsible for the journeyman's test, and for issuing certificates to the trainees (technical training).

The trade committees set up their own secretariats, with their own budgets funded by the social partners themselves. The secretariats are responsible for the day-to-day administration, and service the social partners by drawing up analyses, preparing case work, initiating courses for external examiners, etc.

The local training committees (de lokale uddannelsesudvalg) assist the vocational colleges in the local planning of the programmes. They provide advice on all matters concerning training, and are responsible for strengthening the contact between colleges and the local labour market.

The local training committees consist of members representing the organisations represented on the national trade committees. They are appointed by the trade committee upon recommendation from the local branches/affiliates of the organisations. The local training committees also include representatives from the college, the teachers and the trainees. The local training committee acts as advisor to the college in all matters concerning the VET programmes within their jurisdiction, and furthermore, promotes cooperation between the college and the local labour market.

In the VET programmes, there has traditionally been a division of labour between the Ministry of Education and the social partners: The Ministry is responsible for the school-based part of the training, and the social partners for the work-based part.

Policy Development

The Danish government has a vision of a flexible education system that offers education and training at a high proficiency and competence level. 95 per cent of an age cohort should complete upper secondary education, a VET programme or gain similar qualifications through the CVT system. Today, approximately 95 per cent of school leavers from the folkeskole continue in upper secondary education. The aim should be seen in relation to the VET system as such where also adults in CVT are included. It is also a political aim that 50 per cent of an age cohort continues into higher education (either short cycle, medium cycle or long cycle higher education).

The VET courses should meet the needs of the business and public sectors, as well as the individual’s personal needs, and it should be among the best in the world, also in terms of evaluation and benchmarking. Focus is therefore on strengthening the following five areas in both general and vocationallyoriented courses of education:

· • qualifications and competencies,

· • flexibility,

· • innovation,

· • freedom of choice and • output management.

A reform in 2000 of mainly the commercial VET programmes introduced new teaching methods to promote skills to take an initiative and foster enthusiasm. To an increased degree, training at the vocational colleges therefore involve project work and cooperation among students to solve real or realistic cases rather than training in the traditional classroom form.

A new reform was further introduced in 2003 to modernise the technical VET programmes, and the same teaching methods are now also at the core of the activities at the technical colleges. Focus is on the constant acquisition of new skills within one's profession and from related professional areas, and a number of subject-matters are shared between initial VET and continuing VET students.

The VET programmes are simple and flexible, and are based on a modular structure which allows the students to individualise their training programme according to own needs. A specific focus is put on easening the transition from education to work with the option to qualify for admission to higher education. This should be seen as an attempt to make the VET choice more attractive. The Danish VET system is qualification (curriculum)-based but the development of personal competencies as a pedagogically innovative challenge within the structure is given a high priority. Learners increasingly take responsibility for own learning, as implied in the increased use of project work and the changed learning environment.

Efforts are further made to enable the students to obtain double/partial qualifications by making it possible for them to choose subject-matters from related training programmes and incorporating them into the student's original choice of training programme. Tutors are therefore appointed at all colleges to provide guidance on individualised training programmes, and personal educational plans and student portfolio are prepared for all students. The reform should also be seen as an initiative to decrease the number of dropouts in vocational education and training.

In 2003, the Danish Parliament also adopted a reform of the adult vocational training system which aims at ensuring a better cohesion in job-oriented adult and continued training activities. More specifically, the Act means that joint (and fewer) competence descriptions will be drawn up with targets and frameworks for basic labour market relevant competence development and with descriptions of the individual subjects and programmes that will contribute to this development. These joint competence descriptions will create uniform conditions in relation to individual subjects of training programmes. They can be used by the enterprises and employees as a strategic instrument in connection with planning of training and competence development activities – for instance, in co-operation with the institutions which deliver such education/training programmes.

The social partners have been active contributors in connection with the reform of the legislation in the field of both adult vocational training and vocation education and will contribute effectively to the implementation of the amendments in this legislation.

The Government’s action plan “Better Education and Training” from 2002 includes a number of broad themes which are briefly described below:

Higher professional standards:

The aim is to ensure a high quality in professional standards at all levels of the education/training system; in this connection, the focus should be on a clear formulation of objectives and targets.

Flexibility:

Flexibility is important, not only in the set-up of education/training programmes (modular systems), but also in connection with a higher degree of recognition of actual skills. This applies to both non-formal and informal learning. The reform of the vocational education system should also be seen as a reflection of this objective. The same applies to the below-mentioned broad initiative concerning increased recognition of actual skills.

Innovation and entrepreneurship:

The educational/training sector should to a much higher degree than today ensure the efficient transfer of new knowledge to Danish enterprises. The initiatives in the Government’s plan concerning “Better Education and Training” should thus be seen in connection with the Government’s growth strategy on “Plans for Growth”.

Management of results and outputs:

The educational and training institutions should be given more freedom and broader powers and thus possibilities for increasing the quality of their offers. This freedom should be followed up by a management principle which includes quality development on the basis of evaluations and openness in relation to the results obtained.

Strengthening of cross-sector guidance:

In 2003, the Danish Parliament adopted an Act which provides that vocational guidance in relation to young persons who are to make a choice of education and occupation should be more coherent and independent of sector and institutional interests. The Act introduced a radical reform with significant changes in the guidance system which also means that tasks in relation to, respectively, the ordinary basic school system and the youth education and higher education systems will now be merged. The reform will come into operation on 1 August 2004. A similar legislative reform is now being planned with a view to strengthening cross-sector vocational guidance in relation to adults.

Increased recognition of real competences:

A cross-sector project has been initiated with a view to examining how real qualifications and competences can be assessed and recognised with a view to also shorten the duration of the education/training programmes. The establishment of methods for documentation of real competences will be discussed with the social partners.

Financing of basic adult vocational training programmes:

In 2003, amendments were adopted in the legislation concerning the financing of adult vocational training with a view to increasing user fees in this field. This will ensure a reasonable balance between the levels of user payment between related education/training programmes and job-oriented adult vocational training programmes where the principle of user fees has already been introduced in all single-subject programmes.

Internationalisation of education and training:

In order to ensure a high quality it is important to ensure the international dimension.

Curricula Development

Since the establishment of the employers’ and the employees’ organisations in the late 19th century, the social partners have helped build a welfare society with one of the world's most peaceful labour markets. Cooperation with the social partners is an integral part of the national labour market policy, also in areas which are primarily regulated by statute such as health and safety at work, job placement services, labour market training, vocational education, measures to combat unemployment, and unemployment insurance.

Trade Committees (comprised of management and labour representatives) constitute the backbone of the whole Danish VET system. For each individual VET course a trade committee must be established. They perform a central role in relation to the creation and renewal of VET courses and have a dominant position in the formulation of curricula. The committees normally have 10-14 members and are formed by the labour market organisations (with parity of membership). They are responsible for the following matters relating to the individual VET course:

• objectives

· • duration

· • contents

· • final examination standards

The trade committees decide the regulatory framework for the individual courses - they decide which trade is to provide the core of the training and the ratio between classroom teaching (approx. 1/3) and practical work in an enterprise(approx. 2/3). The committees also approve enterprises as qualified training establishments and rule on conflicts that may develop between apprentices and the enterprise providing practical training. The trade committees and their secretariats are financed by the participating organisations. In July 2003 a new advisory structure was introduced. The Advisory Council for Initial Vocational Education and Training (Rådet for de grundlæggende erhvervsrettede uddannelser – REU) provides advice to the Minister of Education on educational matters. Denmark has a long tradition for involving the social partners in the organisation of CVT programmes. The Ministry of Education is in overall charge, and subject to its approval the social partners decide on the aims, content, duration, and final status of the various CVT programmes.

The social partners play an important role in the management, priority setting, development, organisation, and quality assurance of the programmes. At local and decentralised level, the CVT committees and the local school boards and education committees cooperate to provide the programmes best suited to fulfil the needs of the labour market, the business sector and the individuals.

The CVT programmes provide the participants with qualifications and competencies that are directly applicable on the labour market. The programmes may either deepen the participant’s existing knowledge within a particular field or broaden it to related fields. Each participant has a personal training plan that outlines the goals to be achieved at the end of the programme. The participants may start from scratch and end up by completing a VET programme over a period of time.

In an economy undergoing dramatic change, traditional forecasting instruments may not be sufficient to dimension educational supply. It has therefore been a central aim in recent reforms to create more efficient and faster response mechanisms to ongoing changes and emerging needs in the labour market caused by factors such as outsourcing of functions to other countries, localisation of knowledge intensive international firms in Denmark, technological advances, and sector convergence. Instead of primarily basing the dimensioning of the public educational system on statistics and prognosis, the reforms over the past years give the educational institutions together with social partners greater autonomy and coresponsibility to make decisions on the volume and nature of the educational supply within a national framework governance structure. Early adaptation to changes of qualification requirements takes place through specific mechanisms in the VET structure, including CVT. Needs for new or modified training programmes are systematically identified and fed into the VET system by the trade committees in VET and local training committees in CVT. They have the 28 task of initiating renewal and scanning the respective sectors of the labour market. If they see a need for change, their recommendations must be accompanied by quantitative and qualitative data. The committees must, for example, provide information on opportunities for employment and practical work training, on the annual student uptake for the scheme, and information on any existing analyses and forecasts concerning qualification requirements.

More qualitative methods to address the issue of future skills demands have also been taken up by employer confederations and unions. For example, the Union for Commerce and Trade in Denmark has recently established a research working group that will use scenario methods. The first phase will focus on two employment areas undergoing rapid change, ICT industries and the service sector; in a latter phase this will possibly be supplemented by the building and construction sector. In order to identify a number of new shortduration initial vocational training programmes as a replacement of 1200 current school apprentice places, the Danish Technological Institute has been commissioned to identify new educational opportunities through different types of semi-qualitative methods. Moreover, the Confederation of Danish Engineers has tried out scenario methods and other future- oriented qualitative methods to discuss and focus on drivers and uncertainties concerning future demands for skills.

Processes and Procedures for Developing Standards

A system of national qualification standards has not yet been developed in Denmark.

1.3.3. Qualifications

Types of Vocational Education and Training

The vocational education and training programmes comprise: The vocational education and training programmes (VET)(erhvervsuddannelser)

The basic social and health education programmes (grundlæggende socialog sundhedsuddannelser, "SOSU")

Other programmes, within the fields of agriculture, forestry, home economics and maritime studies etc.

Normally the only requirement for admission to a vocational upper secondary programme is that the applicant has completed compulsory education. Vocational colleges (erhvervsskoler) are basically divided into four groups according to sector:

· • Technical colleges (tekniske skoler): trades and industries and service trades

· • Business colleges (handelsskoler): commerce and administration

· • Agricultural colleges (landbrugsskoler): agriculture

· • Social and health care colleges: (social- og sundhedsskoler): public social and health care

Furthermore, vocational education and training may also take place at one of the 24 labour market training centres (AMU-centre). These provide short-term supplementary courses qualifying for trade and industry, agriculture and the service sector.

The VET programmes make up the major part of the vocational upper secondary programmes. They have three main characteristics: 1) programmes based on the sandwich principle, 2) specialised college-based training, 3) close cooperation at all levels with the organisations of the labour market. VET programmes are of two to five years' duration, the most typical being three and a half to four years. Adults over 25 years of age with occupational experience can complete a programme within a relevant branch of trade in a shorter period of time.

All programmes qualify students for labour market entry as skilled workers. In addition, most programmes qualify students for direct admission to one or more short-cycle professional higher education programmes. Finally, through add-on electives they can grant general access to most programmes.

The VET programmes may be used as a basis for further studies leading to, for instance, a technician's qualification and/or a degree in engineering.

A total of approximately 30-50% of the time is spent at college and 50-70% is spent on work placement. Students normally attend vocational college for a maximum of 80 weeks. In-company training takes place in a company (or, in some cases, more companies) approved by the Trade Committee responsible as a training enterprise (approx. 20% of all companies are approved as training enterprises).

This in-company part of the programme is organised as employment with a salary on a contract basis in an apprenticeship. The apprentice takes part in the daily routines of the company, initially together with skilled colleagues, then gradually more independently. Normally the apprentice completes the entire training in one company, but sometimes several companies in cooperation form an apprenticeship for a student.

The college-based education and training periods are spread out evenly during the entire programme, each lasting typically two, five or ten weeks. The number and duration vary from programme to programme. Instruction during college-based periods comprises general subjects as well as practical disciplines, often organised in interdisciplinary projects and based on a practical everyday job situation. Furthermore, teaching programmes and methods aim at a broad development of personality - i.e. key qualifications such as independence, responsibility, quality consciousness and cooperative abilities.

A VET programme starts either at a vocational college or in the workplace, depending, among other things, on whether the young person has found a work placement or not. There is free access to both the first college period (voluntary since 1996) and to the second college period. If it is not possible to find a work placement, college-based practical training is organised by the vocational college.

Following the 2000 Vocational Education and Training reform, the VET courses consist of two parts: an initial basic programme and a main programme of vocational specialisations. The Basic Programme is a choice of one of seven access routes and lasts approximately 20 weeks. Students uns