1. Realising the European Union Lisbon Goal The Copenhagen process and the Maaastricht Communiqué: Martina Ní Cheallaigh DG Education and Culture

2. The context The Copenhagen process is –an integrated part of the overall Lisbon strategy 2000-2010 –closely linked to the follow up of ‘common objectives’ (Education and training 2010), agreed in 2001. –based on a voluntary approach –inclusive; based on an agreement between 32 countries, the European social partners and the Commission –based on a perspective of lifelong learning –Approach is to provide concrete and practical results

3. Four priority areas for European cooperation Improving transparency, information and guidance Recognition of competences and qualifications Promoting quality assurance in VET Strengthening the European dimension and European mobility (through combination of the above)

4. Europass: Single framework for transparency Europass portfolio: Gives citizens (& employers) simple access to a flexible tool for presentation and promotion of qualifications and competences; Rationalises and co-ordinates efforts at national and European level to increase transparency of qualifications National Europass centres linked together in a European network

5. Europass Portfolio Europass CV Europass Mobility Diploma Supplement Europass Certificate Supplement Europass Language Portfolio

6. Lifelong guidance Aim is to strengthen policies, systems and practices that support information, guidance and counselling Recommendations, adopted by Education Council May 2004, have centred on the following themes: –Access to guidance services, including workplace  Quality assurance for guidance delivery, including ICT products and services  The role of guidance in human resource development Handbook for policymakers - OECD/Commission

7. Credit Transfer System for VET (ECVET) Aim to support mobility: –by enabling the accumulation and transfer of learning results and competences – by promoting transparency of, and comparability between, education and training programmes, curricula and systems

8. Validation of non-formal and informal learning A set of common European principles for identification and validation of non-formal and informal learning were endorsed by the Education Council May 2004 These common principles outline –how best to enable individuals to have their competences validated in a fair and transparent way and –basic guidelines for the development of high quality, comparable validation methodologies and systems at European level

9. Validation of non-formal and informal learning A common approach will provide a basis for comparability between validation approaches in different countries, at different levels and in different contexts. European inventory on non-formal and informal learning being set up.

10. Developing training and competences at sector level A strategy agreed, focus on Mapping of initiatives at sector and branch level A more systematic use of the Leonardo Da Vinci programme to support initiatives at sector level Not sufficient, need to address Relevance of European reference levels for sectors, likewise Inclusion of sector qualifications in the common European Qualifications Framework

11. Quality Assurance in VET Common Quality Assurance Framework in VET endorsed by Council Conclusions: –builds on national experiences to identify areas and criteria crucial for quality assurance –raises questions and suggests answers (quality criteria) at systems and provider levels –consistent with main steps of other relevant instruments, in particular EFQM and ISO

12. Quality Assurance in VET The Common Quality Assurance Framework: A model, including : 1. planning, 2. implementation, 3. evaluation 4. review. Core quality criteria are associated to each step A methodology, where Self-Assessment plays a key role (Sample guidelines) A monitoring system and a measurement tool, based on common set of reference indicators

13. The future of the Copenhagen process Joint Council and Commission report ‘Education and Training 2010’ paves the way for a more integrated approach (lifelong learning strategies, EQF) Contribution of VET to achieving Lisbon goal: Study Ministerial meeting in December 2004 adopted Maastricht Communiqué setting out future priorities and strategies

14. The Maastricht Communiqué: Challenges for VET reforms and investment Improve the image and attractiveness of VET and learning Achieve high levels of quality and innovation in VET systems Link VET with new labour market requirements resulting from the knowledge society and demographic change Improve social cohesion and labour market participation

15. The Maastricht Communiqué National priorities  Implement & use agreed instruments  Raise awareness among all stakeholders at national, regional & local levels  Improve public / private investment, including training incentives of tax & benefit systems  Use EU funds to take forward the priorities

16. The Maastricht Communiqué National priorities Strengthened planning of VET provision, including, partnerships and early identification skills needs, Address the needs of groups at risk Developing open learning approaches & flexible more individualised pathways Developing the learning environment in training organisations and at work, Enhancing competence development for VET teachers & trainers.

17. The Maastricht Communiqué European priorities Consolidate existing Copenhagen priorities  Develop a European Qualifications Framework  Develop and implement ECVET  Examine the specific learning needs of VET teachers and trainers  Improve the scope, precision & reliability of VET statistics

18. European Credit System for VET - LLL Objectives PersonsSystems Create and follow individual learning pathways Encourage cooperation and mutual trust Improve quality and attractiveness of VET Transparency and recognition of all learning outcomes Transparency of qualifications, processes and structures Authorities & providers

19. European Credit System for VET-LLL Aims Facilitate mobility of individual trainees Promote learning mobility geographic and occupational mobility throughout life Lifelong learning pathways Includes in principle all formal, non formal and informal learning

20. 3 Functions of Credit System Accumulate & have valued learning outcomes towards a qualification/award Exchange: To establish the equivalence between learning outcomes and training pathways carried out in different contexts (e.g. with different VET providers) Transfer: To pass from a formal system of VET to another, from a situation of non-formal learning to the formal system of VET

21. Working towards a European qualification Framework (EQF) A meta-framework enabling frameworks and systems to relate and communicate At the core a set of (8) common reference levels, making it possible to compare and link the growing diversity of education, training and learning provisions existing throughout Europe Reference levels to be complemented and supported by the instruments and common guiding principles agreed at European level.