Annexes to COM(2020)275 - Vocational education and training (VET) for sustainable competitiveness, social fairness and resilience - Main contents
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| dossier | COM(2020)275 - Vocational education and training (VET) for sustainable competitiveness, social fairness and resilience. |
|---|---|
| document | COM(2020)275  |
| date | November 24, 2020 |
(35) A peer review is a type of voluntary mutual learning activity with the objective to support the improvement and transparency of quality assurance arrangements at system level not leading to accreditation procedures, based on a specific methodology to be developed by the European Network for quality assurance in vocational education and training.
(36) In line with the Council Recommendation of 26 November 2018 on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad.
(37) Directors-General for Vocational Education and Training are designated by the Member States.
(38) Such as the Digital Competence Framework for Citizens (DigComp), Digital Competence Framework for Educators (DigCompEdu) and the Digital Competence Framework for Organisations (DigCompO).
(39) Such as SELFIE.
ANNEX I
Relevant Union acts in the field of skills, education and training
1.
Council Recommendation of 28 June 2011 on policies to reduce early school leaving (1).
2.
Council Recommendation of 20 December 2012 on the validation of non-formal and informal learning (2).
3.
2015 Joint Report of the Council and the Commission on the implementation of the strategic framework for European cooperation in education and training (ET 2020) – New priorities for European cooperation in education and training (3).
4.
Council Recommendation of 19 December 2016 on Upskilling Pathways: New Opportunities for Adults (4).
5.
Council Recommendation of 22 May 2017 on the European Qualifications Framework for lifelong learning, and repealing the recommendation of the European Parliament and of the Council of 23 April 2008 on the establishment of the European Qualifications Framework for lifelong learning (5).
6.
Council Recommendation of 20 November 2017 on tracking graduates (6).
7.
Decision (EU) 2018/646 of the European Parliament and of the Council of 18 April 2018 on a common framework for the provision of better services for skills and qualifications (Europass) and repealing Decision No 2241/2004/EC (7).
8.
Council Recommendation of 22 May 2018 on key competences for lifelong learning (8).
9.
Council conclusions on moving towards a vision of a European Education Area (9).
10.
Council Recommendation of 26 November 2018 on promoting automatic mutual recognition of higher education and upper secondary education and training qualifications and the outcomes of learning periods abroad (10).
11.
Council conclusions on the implementation of the Council Recommendation on Upskilling Pathways: New Opportunities for Adults (11).
12.
Council Resolution on further developing the European Education Area to support future-oriented education and training systems (12).
13.
Council conclusions on the Economy of Wellbeing (13).
14.
Commission Communication on ‘Annual Sustainable Growth Strategy 2020’ (14).
(1) OJ C 191, 1.7.2011, p. 1.
(2) OJ C 398, 22.12.2012, p. 1.
(3) OJ C 417, 15.12.2015, p. 25.
(4) OJ C 484, 24.12.2016, p. 1.
(5) OJ C 189, 15.6.2017, p. 15.
(6) OJ C 423, 9.12.2017, p. 1.
(7) OJ L 112, 2.5.2018, p. 42.
(8) OJ C 189, 4.6.2018, p. 1.
(9) OJ C 195, 7.6.2018, p. 7.
(10) OJ C 444, 10.12.2018, p. 1.
(11) OJ C 189, 5.6.2019, p. 23.
(12) OJ C 389, 18.11.2019, p. 1.
(13) 13432/19.
(14) COM(2019) 650 final.
ANNEX II
The EQAVET Framework
Part A. EQAVET indicative descriptors
This annex proposes indicative descriptors aiming to support Member States and VET providers, as they deem appropriate, when implementing the EQAVET Framework. They are structured by phases of the quality cycle: Planning – Implementation – Evaluation – Review. They can be applied to both initial and continuing VET and are applicable to all learning environments: school based provision and work based learning including apprenticeships schemes.
| Quality Criteria | Indicative descriptors at VET-system level | Indicative descriptors at VET-provider level |
| Planning reflects a strategic vision shared by the relevant stake holders and includes explicit goals/objectives, actions and indicators | Goals/objectives of VET are described for the medium and long terms, and linked to European and Sustainable Development Goals taking into account environmental sustainability considerations Social partners and all other relevant stakeholders participate in setting VET goals and objectives at the different levels Targets are established and monitored through specific indicators (success criteria) Mechanisms and procedures have been established to identify the training needs of the labour market and society | European, national and regional VET policy goals/objectives are reflected in the local targets set by the VET providers Explicit goals/objectives and targets are set and monitored, and programmes are designed to meet them Ongoing consultation with social partners and all other relevant stakeholders takes place to identify specific local/ individual needs Responsibilities in quality management and development have been explicitly allocated There is an early involvement of staff in planning, including with regard to quality development |
| An information policy has been devised to ensure optimum disclosure of quality results/outcomes subject to national/ regional data protection requirements Standards and guidelines for recognition, validation and certification of competences of individuals have been defined VET qualifications are described using learning outcomes Mechanisms are established for the quality assurance of the design, assessment and review of qualifications VET programmes are designed to allow flexible learning pathways and to respond quickly to changing labour market needs | Providers plan cooperative initiatives with relevant stakeholders The relevant stakeholders participate in the process of analysing local needs VET providers have an explicit and transparent quality assurance system in place Measures are designed to ensure compliance with data protection rules | |
| Implementation plans are devised in consultation with stakeholders and include explicit principles | Implementation plans are established in cooperation with social partners, VET providers and other relevant stakeholders at the different levels Implementation plans include consideration of the resources required, the capacity of the users and the tools and guidelines needed for support Guidelines and standards have been devised for implementation at different levels. These guidelines and standards include assessment, validation and certification of qualifications Implementation plans include specific support towards the training of teachers and trainers, including for digital skills and environmental sustainability | Resources are appropriately internally aligned/assigned with a view to achieving the targets set in the implementation plans Relevant and inclusive partnerships, including those between teachers and trainers, are explicitly supported to implement the actions planned The strategic plan for staff competence development specifies the need for training for teachers and trainers Staff undertake regular training and develop cooperation with relevant external stakeholders to support capacity building and quality improvement, and to enhance performance |
| VET providers’ responsibilities in the implementation process are explicitly described and made transparent A national and/or regional quality assurance framework has been devised and includes guidelines and quality standards at VET- provider level to promote continuous improvement and self-regulation | VET providers’ programmes enable learners to meet the expected learning outcomes and become involved in the learning process VET providers respond to the learning needs of individuals by using a learner – centred approach which enable learners to achieve the expected learning outcomes VET providers promote innovation in teaching and learning methods, in school and in the workplace, supported by the use of digital technologies and online-learning tools VET providers use valid, accurate and reliable methods to assess individuals’ learning outcomes | |
| Evaluation of outcomes and processes is regularly carried out and supported by measurement | A methodology for evaluation has been devised, covering internal and external evaluation Stakeholder involvement in the monitoring and evaluation process is agreed and clearly described The national/regional standards and processes for improving and assuring quality are relevant and proportionate to the needs of the sector Systems are subject to self-evaluation, internal and external review, as appropriate | Self-assessment/self-evaluation is periodically carried out under national and regional regulations/frameworks or at the initiative of VET providers, covering also the digital readiness and environmental sustainability of VET institutions Evaluation and review covers processes and results/outcomes of education and training including the assessment of learner satisfaction as well as staff performance and satisfaction |
| Early warning systems are implemented Performance indicators are applied Relevant, regular and coherent data collection takes place, in order to measure success and identify areas for improvement. Appropriate data collection methodologies have been devised, e.g. questionnaires and indicators/metrics | Evaluation and review includes the collection and use of data, and adequate and effective mechanisms to involve internal and external stakeholders Early warning systems are implemented | |
| Review | Procedures, mechanisms and instruments for undertaking reviews are defined and used to improve the quality of provision at all levels Processes are regularly reviewed and action plans for change devised. Systems are adjusted accordingly Information on the outcomes of evaluation is made publicly available | Learners’ feedback is gathered on their individual learning experience and on the learning and teaching environment. Together with teachers’, trainers' and all other relevant stakeholders’ feedback this is used to inform further actions Information on the outcomes of the review is widely and publicly available Procedures on feedback and review are part of a strategic learning process in the organisation, support the development of high quality provision, and improve opportunities for learners. Results/outcomes of the evaluation process are discussed with relevant stakeholders and appropriate action plans are put in place |
Part B. The reference set of EQAVET Indicators
This section proposes a set of reference indicators which can be used to support the evaluation and quality improvement of national/regional VET systems and/or VET providers when implementing the EQAVET framework.
| Indicator | Type of Indicator | Purpose of the Policy | ||||
| Overarching Indicators for Quality Assurance | ||||||
| Number 1 | ||||||
Relevance of quality assurance systems for VET providers:
| Context/Input indicator | Promote a quality improvement culture at VET-provider level Increase the transparency of quality of training Improve mutual trust on training provision | ||||
| Number 2 | ||||||
Investment in training of teachers and trainers:
| Input/Process indicator | Promote ownership of teachers and trainers in the process of quality development in VET Improve the responsiveness of VET to changing demands of labour market Increase individual learning capacity building Improve learners’ achievement | ||||
| Indicators supporting quality objectives for VET policies | ||||||
| Number 3 | ||||||
| Participation rate in VET programmes: Number of participants in VET programmes (1), according to the type of programme and the individual criteria (2) | Input/Process/Output indicator | Obtain basic information at VET- system and VET-provider levels on the attractiveness of VET Target support to increase access to VET, including for disadvantaged groups | ||||
| Number 4 | ||||||
| Completion rate in VET programmes: Number of persons having successfully completed/abandoned VET programmes, according to the type of programme and the individual criteria | Process/Output/Outcome indicator | Obtain basic information on educational achievements and the quality of training processes Calculate drop-out rates compared to participation rate Support successful completion as one of the main objectives for quality in VET Support adapted training provision, including for disadvantaged groups | ||||
| Number 5 | ||||||
Placement rate in VET programmes:
| Outcome indicator | Support employability Improve responsiveness of VET to the changing demands in the labour market Support adapted training provision, including for disadvantaged groups | ||||
| Number 6 | ||||||
Utilisation of acquired skills at the workplace:
| Outcome indicator (mix of qualitative and quantitative data) | Increase employability Improve responsiveness of VET to changing demands in the labour market Support adapted training provision, including for disadvantaged groups | ||||
| Context information | ||||||
| Number 7 | ||||||
| Unemployment rate (4) according to individual criteria | Context indicator | Background information for policy decision-making at VET-system level | ||||
| Number 8 | ||||||
Prevalence of vulnerable groups:
| Context indicator | Background information for policy decision-making at VET-system level Support access to VET for disadvantaged groups Support adapted training provision for disadvantaged groups | ||||
| Number 9 | ||||||
Mechanisms to identify training needs in the labour market:
| Context/Input indicator (qualitative information) | Improve responsiveness of VET to changing demands in the labour market Support employability | ||||
| Number 10 | ||||||
Schemes used to promote better access to VET and provide guidance to (potential) VET learners:
| Process indicator (qualitative information) | Promote access to VET, including for disadvantaged groups Provide guidance to (potential) VET learners Support adapted training provision |
(1) For IVT: a period of 6 weeks of training is needed before a learner is counted as a participant. For lifelong learning: percentage of population admitted to formal VET programmes.
(2) Besides basic information on gender and age, other social criteria might be applied, e.g. early school leavers, highest educational achievement, migrants, persons with disabilities, length of unemployment.
(3) For IVT: including information on the destination of learners who have dropped out.
(4) Definition according to ILO: individuals aged 15-74 without work, actively seeking employment and ready to start work.