Bu proje Avrupa Birliği ve Türkiye Cumhuriyeti tarafından finanse edilmektedir. Quality assurance : supporting high quality VET- an EU perspective Sean Feerick Director, EQAVET Secretariat

Bu proje Avrupa Birliği ve Türkiye Cumhuriyeti tarafından finanse edilmektedir. Young people, particularly from vulnerable or disadvantaged groups, dropping out of education or work; rising long-term unemployment and inactivity Difficult school-to-work transitions High unemployment rates, growing skills and geographical mismatches Context

Between 2008 to 2012:  The youth unemployment rate in the EU is more than twice as high as the rate for adults (22.7% in 2012).  Long-term unemployment is much higher for young people (the rate went up by 3.7% points (to 7.3 % of the young labour force) compared with a 1.8 point increase for adults (to 4.3 %).  The chances for a young unemployed person of finding a job are low (only 29.7 % of those aged and unemployed in 2010 found a job in 2011, a fall of almost 10 % in these years). Youth unemployment in the EU

 1-quarter of Europeans lack the digital skills needed to effectively use ICT  25% of those surveyed were found to lack basic ICT skills, while one in five of those in ES,IT, CY, PL, SK have no computer experience  Notes a generation gap in terms of skills, which indicates that LLL policies should be adopted to sustain skills over time  University degree in the same subject is no guarantee of the same level of skills in different countries  Literacy scores from recent upper secondary-school graduates in the NL and FL were found to be close to or better than those of higher education graduates in IE, ES, IT, CY, UK Adult Skills in the EU - PIAAC report

 The Guarantee seeks to ensure that MS offer all young people up to age 25 a quality job, continued education, an apprenticeship or a traineeship within 4 months of leaving formal education or becoming unemployed.  One of the most crucial and urgent structural reforms for MS to address youth unemployment and to improve school to work transitions.  European Alliance for Apprenticeships and Quality Framework for Traineeships to facilitate transition from education-to-work: in countries where a higher proportion of students undertake quality traineeships or work placements as part of IVET or with well-established apprenticeship systems have low youth unemployment Policy responses at EU level- EU 2020 Investing in youth: the Youth Guarantee & EU Alliance for Apprenticeships

- Contains 101 actions, in 7 pillars - To help to reboot the EU economy - To enable Europe's citizens and businesses to get the most out of digital technologies Digital agenda

 Attractive and inclusive VET  High quality initial VET  Work based learning in all initial VET  Accessible and career oriented continuing VET  Improved permeability  European education and training area  Increased mobility  Better guidance and counselling service Rethinking Education

Challenges: Teachers digital skills; Training institutions infrastructures – poor IT development; Digital content elaborated mostly outside Europe Opportunities: Broadening access to education; Lower costs for students and institutions; Fuel innovation Erasmus+ and Horizon 2020: Financial support for elaboration of tools, partnerships, teachers Opening up Education and Erasmus+

The Copenhagen process, 2002 EU transparency tools EQFEuropass EQAVETECVET

Objectives To increase transparency and mobility To promote permeability in a LLL perspective To make VET more attractive Support developing of high quality VET which is responsive to social and economic needs

The Bruges Communiqué, follow up Copenhagen process Ensure the sustainability and excellence of VET (high quality IVET and accessible and career oriented CVET) Focus on LO, supporting the validation of non-formal /informal learning Focus on quality of teachers and trainers and other categories of VET personnel EU area for VET

 Recommendation of the European Parliament and of the Council on the establishment of a European Quality Assurance Reference Framework for Vocational Education and Training- June 2009 EQAVET

 Inclusion and limited dropout  Focus groups at risk  Quality work based learning  Well-prepared teachers  Effective transitions to work and to higher education  Qualifications reflecting national and local needs  Flexible delivery for adults  Recognition of prior learning  Adequate core academic skills  Data on labour market outcomes  Engaged social partners and companies – ensure relevance of VET The role of QA in VET & the EQAVET Recommendation

 Designed to promote better VET  A reference instrument to help authorities of MS promote and monitor the improvement of their VET systems  Uses QA as a systematic approach to modernising education systems, especially by improving the effectiveness of training.  MS are invited to develop /use this instrument on a voluntary basis.  The main users are national/regional authorities, VET providers, public /private bodies responsible for ensuring and improving the quality of VET  It complements the work of EQF and ECVET EQAVET Framework

The Reference Framework Deepening a culture of QA building and improving QA approaches Key elements PLANNING: set up clear, appropriate and measurable goals and objectives IMPLEMENTATION: establish procedures to ensure the achievement of goals and objectives ASSESMENT and EVALUATION: design mechanisms for the evaluation of achievements by collecting and processing data to assess FEEDBACK and PROCEDURES for CHANGE: develop operations in order to achieve the targeted after discussion with key stakeholders Quality indicators 1.Relevance of quality assurance systems for VET providers 2.Investment in training of teachers and trainers 3.Participation rate in VET programmes 4.Completion rate in VET programmes 5.Placement rate in VET programmes 6.Utilisation of acquired skills at the workplace 7.Unemployment rate 8.Prevalence of vulnerable groups 9.Mechanisms to identify training needs in the labour market 10.Schemes used to promote better access to VET

Indicative descriptors at system and provider level, for each phase of the quality cycle Information on the indicative descriptors can be found at the EQAVET online tool (e.g. EQAVET indicative descriptors, deepening a culture of QA

The 4 phases of the Quality Cycle; building & monitoring your QA approach

Building your QA approach – the EQAVET indicative descriptors & the building blocks

Monitoring your QA approach – EQAVET indicators; evaluation & review