1 / 33

Analysis of Certification Systems in Partner Countries

Examining vocational qualification structures and educational systems in partner countries, focusing on social enterprises and employment opportunities in farm settings. The analysis includes training programs, terminology frameworks, and legislative frameworks.

calder
Télécharger la présentation

Analysis of Certification Systems in Partner Countries

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Analysis of certification systems in partner countries mag.Danica Hrovatič, Slovenia Happy Farm, 2nd International Meeting Ireland, 12th-16th September 2007

  2. Analysis structure • 0/ Introduction (project goals, purpose of analysis, partners presentation, methodology) • I/ Starting points of the qualification systems (terminology framework, some aspects of educational and vocational systems, REVANIL process) • II/ Education and training for people with special needs and employment difficulties • III/ Cases of comparable vocational qualifications

  3. Project aims • to develop social enterprises on countryside (with social services, sports and ecological aspects); • opening new possibilities for employment; • preparation of the supporting programmes of social enterprises; • preparing vocational programme for working on farm.

  4. Purpose of analysis • training of project group/providers of SE • training programme/standard on 3rd level • 3 programmes of social enterprise (farm) supporting the project HF at achievement its goals

  5. Methodology OECD, EC, LLL, national reports desk research questionnaire 1

  6. Structure of the questionnaire 1 National strategy that defines the system of recognition and validation of non-formal and informal learning 25 questions in three chapters: • national strategies and legislative framework in the field of recognition • national strategies and legislation about training programmes of people with difficulties or less opportunities on the LM • comparable vocational qualifications

  7. I / Qualification systems and REVANIL • Terminology framework (glossary) • Characteristics of educational and training systems between the partner countries • National strategies and legislation framework of REVANIL process • Certification system (Slovenia, Ireland) • Actors, conditions, financing

  8. Terminology framework • recognition and validation of non-formal and informal learning : REVANIL • 15 other terms connected with project (education, learning, certification system, recognition, standard, competences, ...) Source: OECD (2007): Qualification Systems. Bridges to Lifelong Learning. OECD, Paris.

  9. REVANIL Recognition (legislation is not necessary) Validation (legislation is or not necessary) Accreditation (legislation is necessary) certificate / award / qualification Non-formal and Informal Learning learning outcomes knowledge, skills and competences

  10. Characteristics of Educational and training systems between involved countries: How to get education or qualification? we have to compare learning environmentandqualification structure (school, working place)

  11. Typology of QS (8) • Dual System: responsibility between schools and firms; • Qualification Framework: explicit framework from educational and occupational sectors; • VET Schools: studies to specific occupational area; • Centralization: unified QS controlled by agency/government; • Labour Market: entry to LM is regulated through qualification; • RPL: clear national system or programme; • Credit System: different qualifications can be combined; • Credentialist: education and other credentials are essential for entry to LM, to higher education, progress.

  12. Comparison of QS * This is definitely true for my country (1); ** This is only partially true for my country (2); There is only limited experience of this in my country (3); This is not present in my country (4)

  13. Strategies and legislation (REVANIL)

  14. REVANIL and VQ

  15. Two cases: SLO and IR • SLO: process of recognition (group and individual counselling, creating portfolio, validation of competences) and procedure of assessment and accreditation (portfolio assessment and accreditation) • IR: developing awards and standards by FETAC

  16. OCCUPATIONAL STANDARD OCCUPATIONAL STANDARD CATALOGUE OF STANDARDS OF PROFESSIONAL KNOWLEDGE AND SKILLS VOCATIONAL EDUCATION PROGRAMME ACCREDITED ASSESSING AGENCIES EDUCATIONAL INSTITUTION ADULTS YOUTH/ADULTS NATIONAL VOCATIONAL QUALIFICATION CERTIFICATE – EDUCATION + NVQ NVQ CERTIFICATE NVQ – Slovenia Source: CPI/Gleisdorf

  17. Vocational education - SL Source: MŠŠ/2006

  18. Fan of NFQ – Ireland

  19. Qualification Systems Sources: • OECD 2007: Qualification Systems. Bridges to Lifelong Learning. OECD, Paris. • CEDEFOP: Training village. National VET Systems

  20. Actors (REVANIL)

  21. Conditions / ages / financing • no special conditions • age of 18 (Slovenia,Belgium) • age of 15 (Austria, exceptionally Slovenia) • cost of procedure: from 300 – 1200 EUR • cost per individual: from 0 – 143,98 EUR

  22. EQF Why is it important for project HF? Because EQF stresses importance of thelearning outcome. not learning (way of learning, formal or non-formal, duration) but learning outcome knowledge, skills and competences

  23. 8 levels (EQF NQF)

  24. II/ E. and T. of persons with disabilities • project target group, • national strategies and legislation, • key partners in the implementation of the main activities of TG, • financing / REVANIL / meeting needs of persons, • education and training centres, • innovative employment policies.

  25. Target group (project HF) • people with disabilities and people with decreased working abilities; • the unemployed elderly; • the youth without completed formal education and the unemployed (people with elementary or vocational school diploma or without completed elementary or high school education); • other groups, defined as disadvantaged in the labour market.

  26. NS and L: 3 systems people with less opportunities on labour market employment people with special needs people with difficulties social welfare education

  27. Key partners (TG) Key partners (TG)

  28. Financing (ETs,Es,SWs) Slovenia: MLFSA and MES Austria: Ministry of social welfare and the regional governments Ireland: government departments (education and science, enterprise trade and employment, health&children), Sheltered Occupational Services; Belgium: VDAB Hungary: Employment Fund

  29. Revanil and TG REVANIL and needs of TG • no special procedure (Ex.SL – catalog) • individual approach, individual support, individual assessment, • vocational orientation (what is appropriate for person, which training or field of work), • special needs have to be integrated in practical training, • easy-to-read and easy-to-write concept.

  30. Traininig centres Training Centres

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

  32. III / Comparative VQ

  33. Conclusion

More Related