1. Introduction of the Czech partner NCP-VET-CO Project
First meeting, Tallinn,10-11 November 2009
Milada Stalker

2. Contents of the presentation
1. Introduction (NUOV, education system in the CR)
2. About the Czech NQF and NQS (NSK) (context, structure, current state of the development)
3. Challenges and strengths of the NSK
4. The Czech NCP
5. Conclusion (project expectations)
Tohle by mohla být stručná shrnující „klasika“ – většiny lidí v sále se reforma v nějaké podobě dotkla.

3. National Institute of Technical and Vocational Education (NUOV)
An Institution run directly by the Ministry of Education, Youth and Sports of the Czech Republic
Established in 1959
Main areas of activity:
Concept of VET in CR
Analyses, collecting and providing information
Development of national VET curricula
Methodological help to VET schools
Implementation of national projects (development of NQF/NQS (NSK), RNFIL (UNIV), carrier guidance (VIP), new standardised final exam (Kvalita) and international projects (National Europass Centre, LLP LdV projects)
(1 min) The main task of National Institute of Technical and Vocational Education si to help all-round to develop vocational education in teh Czech republic. The institute is an organization run directly by the Ministry of Education, Youth and Sports of the Czech republic. National Institute of Technical and Vocational Education has been working in the VET field for more than fifty years.
It originated from the Study and Information Centre for Economic Teachings of Technical Schools (Studijní a informační středisko pro hospodářské nauky odborných škol), which was founded in In 1958, the Institute was reorganized into the Institute of Vocational and Technical Education (ÚOŠ) and four years later into the Research Institute of Technical and Vocational Education. In 2001, the Research Institute became the National Institute of Technical and Vocational Education (NÚOV). The change in the title reflects the principal change - the shift from a research institution to an institution that primarily deals with the formulation of VET development, concept and strategy and care of its content (i.e. educational programmes) in all its fundamental associations including the international ones.

4. Education System of the Czech Republic

5. Thank you for your attention
Education System of the Czech Republic (source Eurydice)
Thank you for your attention

6. Characteristics of VET in the CR Main types of schools/programmes
Focus on general education and gaining key skills (competences)
Well established tradition of VET
Curricular reform – national/core curricula (FEP)-> school cur. (SEP)
Main types of schools:
Secondary Vocational Schools (SOU)
Prepare learners for direct entry in to the labour market
Mostly 3 year courses
Concluded by the standardised final exam (=>apprenticeship certificate)
Secondary Technical Schools (SOS)
Prepare learners for middle management positions
4 year courses
Concluded by Maturita exam enabling study at universities/tertiary technical schools

7. The student population of the Secondary Schools - proportions

8. The context of the development of the NQF and NQS in the CR
The Act on Verification and Recognition of Further Education Results (the act on recognition of all forms of learning including non-formal and informal) came into force in August 2007
The Strategy of LLL in the CR approved in 2007
Curricular reform of initial VET (national core curriculum, school curriculum – “framework educational programmes, school EP”)
In coordination with other activities and projects financially supported by ESF, e.g. NSP (National System of Occupations), UNIV (recognition of non-formal and informal learning, KVALITA (reform of the final exam etc.)
Social partners participates in the definition of qualifications and occupations (Field Groups, Sector Councils) – link to the labour market
Tohle by mohla být stručná shrnující „klasika“ – většiny lidí v sále se reforma v nějaké podobě dotkla.

9. Main Features of the NQF and the current state of the development
Based on learning outcomes, expressed in competences
8 qualifications levels proposed in 2005 (comparable with the EQF levels)
Descriptors for levels approved by the Governing Board of the Ministry of Education, Youth and Sports in August 2009
Descriptors for levels are being drafted newly by the promoters of the project Q-RAM (development of the qualifications framework for tertiary education)
The deadline for presenting the new proposal of descriptors for levels is at the end of 2009

10. Main Features of the NQS (NSK)
Legally supported by and embedded in the Act on the Recognition and Verification of Further Education Results (179/2006)
Based on learning outcomes, expressed in competences (the NQS and the National System of Occupations - NSO have a common database of competences, each with a code)
The act defines the terms:
Partial and complete qualifications (PQ, CQ)
Qualification and assessment standards (QS, AS)
Comprehensive register of qualifications as acknowledged by the labour market

11. Projects NSK1, NSK2 (Implementation of NQF and NQS),
The objective of the NSK is to create a system environment, which will support comparability of LO achieved by different forms of learning, enabling the recognition of actual KSC regardless how they were achieved
In the course of the project NSK1 ( ), QS and AS of CQ 339 of PQ (all qualifications up to the level NQF/EQF 3) were prepared and discussed with social partners, and approved by authorising bodies (relevant ministries) and the Ministry of Education, Youth and Sports.
Approved standards published in the official NSK information system
91 entities authorised (persons or schools providing accreditation of prior learning)
The project NSK2 started in May 2009 – its goal is to create QS an AS for qualifications up to the level NQF/EQF 4

12. COMPLETE QUALIFI-CATIONS
REQUIREMENTS
OF LABOUR MARKET
QUALIFI-CATIONS
INITIAL EDUCATION
The new
standardised
final exam
National
curricula (FEPs)
School
educational
programmes (SEPs)
COMPLETE QUALIFI-CATIONS
Standard
position
Occupation
Standard
position
FURTHER EDUCATION
PARTIAL
QUALIFI-
CATIONS
DÍLČÍ
KVALIFIKACE
Exams
Standard
position
DÍLČÍ
KVALIFIKACE
Courses
Work experience
National Qualifications System – a bridge between the worlds of work and education

13. QUALIFICATION
STANDARD
a structured description of qualification requirements for a certain qualification
- WHAT a candidate should know
ASSESSMENT
a set of criteria and procedures for the verification of qualification requirements
- HOW K,S,C should be assessed

14. Challenges & Strengths of the NSK
Costs of exams, motivation of the public
Higher level qualifications
Quality assurance
Implementation of VET credit system
CONSERVATIVE WAY OF THINKING
Strengths:
Involvement of stakeholders, especially employers
Broad consultation process during the creation/approval of QS & AS
Transparency of the system - competences coded and logically organised
Accessible to all interested learners

15. The National Coordination Point (Koordinační centrum EQF)
The proposal of the Czech NCP was approved by the Ministry of Education, Youth and Sports in August 2008.
The NCP is fully functional since January 2009.
Main tasks: 1. Providing activities described in materials approved by European Parliament and Council. 2. Providing information and consulting activities concerned with the NQF and its relation to the EQF. 3. Cooperating with the National Europass Centre on the implementation of documents regarding qualifications. 4. Providing activities connected with the introduction and practical implementation of the ECVET.

16. The NCP (Organisational structure)
1. The NUOV Workgroup
Provides operational agenda of the point
Creates basic/constitutional proposals
Supports operation of other parts of the centre
2.The Advisory Group
Provides consultations
Co-designs and evaluates methodology
Reviews important work outputs of the centre
Representatives of employers, employees, ministries, universities, associations and regional governments
3.The EQF Workgroup of NCQ
Main task of this group will be referencing national qualification levels to the EQF
This group is a workgroup of the National Council for Qualification.

17. Expectations from the project NCP-VET-CO
Open discussion on various themes, especially on the referencing process, NQFs, NQSs, quality assurance etc.
Sharing and collecting “good practices” and discussing them.
Discussion on the methodology for referencing.
Stressing practical recommendations, suggestions, steps etc. rather than theoretical outputs.

18. Thank you for your attention

19. Národní soustava kvalifikací – most mezi světem práce a vzděláváním
Co je to Národní soustava kvalifikací?
SVĚT PRÁCE
NSK
VZDĚLÁVÁNÍ
Úplná kvalifikace
Obory počátečního vzdělávání, RVP
Povolání
Pracovní činnosti vedoucí k definovanému výsledku
Dílčí kvalifikace
Kurzy, praxe, sebevzdělávání
Typová pozice
Pracovní činnosti vedoucí k definovanému výsledku
Dílčí kvalifikace
Kurzy, praxe, sebevzdělávání
Typová pozice
Pracovní činnosti vedoucí k definovanému výsledku
Dílčí kvalifikace
Kurzy, praxe, sebevzdělávání
Národní soustava kvalifikací – most mezi světem práce a vzděláváním