ECVET implementation: current situation and needs analysis

ECVET implementation: current situation and needs analysis O1 1 2 Table of contents Current situation: Teacher education and ECVET implementation...
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ECVET implementation: current situation and needs analysis O1

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Table of contents Current situation: Teacher education and ECVET implementation (O1-A1) ....... 5 Current situation: Belgium (Francophone Community)................................... 6 Current situation: Bulgaria .............................................................................. 9 Current situation: Navarre, Spain.................................................................. 12 Current situation: France .............................................................................. 15 Current situation: Ireland.............................................................................. 17

Training Needs Analysis (O1-A2) ...................................................................... 20 Training Needs Analysis : Belgium (Francophone Community) ..................... 21 Training Needs Analysis: Bulgaria ................................................................. 22 Training Needs Analysis: Navarre .................................................................. 26 Training Needs Analysis: France .................................................................... 27 Training needs Analysis: Ireland .................................................................... 34

Synthesis (O1-A3) ............................................................................................. 40 Synthesis of the current situation of teacher education and ECVET implementation ............................................................................................ 41 Synthesis of the training needs analysis ........................................................ 46

Framework paper (O1-A4)................................................................................ 49

Bibliography .................................................................................................. 54

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Current situation: Teacher education and ECVET implementation (O1-A1)

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Current situation: Belgium (Francophone Community) Prepared by P2

Teacher training Initial training for teachers differs depending on the age of the students, the level of education, the specific studies and the nature of the training objectives. It thus includes several training pathways that lead to degree status: 

Bachelor - Preschool teacher



Bachelor - Primary school teacher



Bachelor - Associate of lower secondary education



Fellow of upper secondary education



Teacher in higher education, short and long type

A teacher of technical courses and professional practice in secondary education obtains that title after successful studies in the following areas: 

upper level short type: o Average technical normal section - family and social economy o Average technical normal section - clothing o Average technical normal section - wood - construction o Average technical normal section - electromechanical



higher level within the teaching of social advancement or via the francophone community education panel: Certificate of Pedagogical Aptitude (CAP)

In certain situations, a person not having the required degree may be brought in to teach if he/she holds a qualification deemed adequate. Four types of institutions organise initial teacher education: 

The High Schools Bachelor in preschool or elementary teaching Aggregation of lower secondary education (Teacher Training Course) Aggregation of upper secondary education (AESS) Certificate of pedagogical skills appropriate to higher education (CAPAES)



University Master's degree in Educational Sciences Master of teaching aims / Aggregation of upper secondary education (AESS) Certificate of pedagogical skills appropriate to higher education (CAPAES) 6



The Higher Schools of Arts (ESA) Aggregation of upper secondary education (AESS)



The Social Welfare Institutions Certificate of pedagogical skills (CAP) Certificate of pedagogical skills appropriate to higher education (CAPAES)

In technical and vocational training, teachers are usually: •

AESI qualified (in economics or science, for example) and can sometimes teach up to level 4;



AESS qualified (same disciplines, for example);



people with professional experience who have obtained a CAP;



or possibly people from the profession without a teaching qualification who hold a qualification deemed adequate.

Current implementation of ECVET Following the participation of francophone Belgian institutions in several European projects focused on the development of ECVET (RECOMFOR, RISO, VaLOGReg, CPU-Europe, MENECVET), the Francophone Community has launched a reform movement of its vocational training system. The principle at the heart of this reform, called CPU (certification by units) is to translate the training courses into units of learning outcomes. This process is being lead, in particular, by SFMQ, the Francophone Department for Trades and Qualifications. Its primary mission is to develop a common professional framework for all of French-speaking Belgium, called business profile, to be carried out in conjunction with social partners and the public employment services, and in line with European employment classifications. This initiative for all of francophone Belgium, which is to be completed in partnership with all of the education and training stakeholders, will entail the development of a common training scheme to support defined job profiles. The training scheme comprises the definition of learning outcomes and their organisation in units, in addition to assessment guidelines with minimum threshold requirements.

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The learning outcomes are statements of what a learner knows, understands and is able to do on completion of a learning process, the unit of learning outcomes is a consistent set of acquired learning that can be assessed in connection with key activities. This process will be carried out in line with European recommendations on EQF, ECVET and EQAVET.

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Current situation: Bulgaria Prepared by P3

Teacher training In Bulgaria, according to the authority for vocational education (VETA), the main institutions that are involved in vocational training are vocational schools, art schools, sport schools, vocational colleges, vocational training centres, centres of information and professional orientation, and others. The number of training schools for the entire country during the school year 2013/2014 numbered 488, of which 82% vocational schools; 4% of art schools; 5% sports schools; 8% post-secondary vocational colleges; and 12% private schools. The distribution of funding for vocational schools during the school year 2013/2014 was as follows: 55% is funded by the Ministry of Education and Science; 17% by the Ministry of Agriculture and Food; and 27% by the municipalities with private funding from the Ministry of Culture and the Ministry of Youth and Sports. The total number of students of vocational education in the school year 2013/2014 was 140 882. Of these, 73, 02% are trained by professionals who have obtained a third level professional qualification. Vocational training centres (VTC) provide vocational training to people over 16 years. The training aims to enable learners to acquire, update and improve their skills or to retrain in a profession or a specific area of the profession and gain a professional qualification at the first, second or third level. The number of active CPT at the end of 2013 is 908, with 2, 40% more than in 2012. In 2013, VTC trained a total of 100 459 people. The number of teachers in vocational schools and vocational colleges during the academic year 2013/2014 was 12, 598. To take a teaching position, it is necessary to obtain a Master's or Bachelor's degree in pedagogy, or in a professional specialism, in line with national classification, which is taught at training centres. The Ministry of Agriculture and Food has a network which includes 76 vocational schools with 12 main professional fields. These include agriculture and livestock, forestry, veterinary medicine, food technology. 

Vocational schools of agriculture and mechanization of agriculture - 52 in total



Professional schools of food technology - 11 in total



Professional Forestry Schools, interior design and woodworking - 8 in total



Professional Schools of veterinary medicine - 4 in total



Professional Schools viticulture and oenology - 2 in total 9

For the year 2013/2014 there were 21,883 students: 

in specialisms and occupations relating to agriculture and forestry - 7772 students;



in specialisms and occupations relating to veterinary medicine - 855 students;



in specialisms and occupations relating to the management of production and processing - 2936 students;



in specialisms and occupations relating to management and administration - 1709 students;



in specialisms and occupations relating to design and crafts (wood carving) - 409 students;



in other areas – 1687 students

The types of learning in Bulgaria are: 

Full-time studies;



Evening classes, distance learning;



Individual training;



Special educational needs.

There are 6349 students enrolled in full-time studies, evening classes, distance learning and individual training. There are 91 students with special needs enrolled in the first level of training. In the six planning regions, schools are distributed as follows: 

North - 20 schools (districts of Vidin, Montana, Vratsa, Pleven, Lovech);



North - 10 schools (Veliko Tarnovo, Ruse, Razgrad, Silistra);



North - 11 schools (districts of Varna, Dobrich, Shumen and Targovishte);



South - 9 schools (District Bourgas, Sliven, Yambol and Stara Zagora);



South - 8 schools (the city of Sofia, Sofia region, Blagoevgrad);



South Centre - 18 schools (Plovdiv, Haskovo, Pazardzhik, Smolyan, Kardzhali);

In October 2014, the Strategy for the Development of Vocational Training in the Republic of Bulgaria was adopted for the period 2015 - 2020. The strategy defines activities related to participation in the European space for education and training, with transparent qualifications systems. The qualification systems are the CNC (the national framework for certification), the CEC (the European framework for certification). Qualifications and skills are recognised by ECVET (the European credit transfer system for vocational training) by Europass which supports transnational mobility.

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Current implementation of ECVET ECVET - NATIONAL INITIATIVES 

There were proposals for an amendment to the law relating to vocational training in order to create the necessary conditions for the adoption of ECVET, based on the results of the project;



A working group for the national agency was established to prepare a proposal to update the framework for the development of standards;



A national coordination agency for vocational education and training has been established; the introduction of ECVET was approved;

ECVET PROJECTS 

CREDCHEM project - Development and testing of a credit transfer system for increased mobility in the chemical sector coordinated by BIBB, Germany. The other partners are Bulgaria, Italy, the Czech Republic and Slovakia



CarEasyVET - Development of a unified European system of evaluation and transfer of competencies in the automotive sector, coordinator Leonardo da Vinci Institute for Technology and Education at the University of Bremen, Germany and its partners in Austria, France, Germany, Bulgaria, Slovenia and Italy.



The BeTWIN project is testing the possibility of introducing a uniform system ECVET - ECTS



2011-2013 г. (PILE UP) - the introduction of a unit of learning outcomes in the preparation of operators and service technicians for the manufacturing sector, Leonardo da Vinci activity of transfer of innovation ROC West Brabant, Netherlands, with the participation of 14 organizations, including the national agency; The project PILE UP applied the training methodology of units of learning outcomes used in the CREDCHEM PILE UP project (which focuses on the recognition of learning outcomes of skilled workers with experience in the chemical industry).



Project REA - transfer of French family assistance qualifications - the Leonardo da Vinci programme, transfer of innovation; the project partners are institutions of Bulgaria - Sofia University and the national agency, France, Hungary and Romania, 2009 - 2011.



The FooDrinks project - educational programmes relating to food and drinks - for quality education in the field of food and beverage, Leonardo da Vinci partnership activity. Involves seven partners including Spain, Turkey, Greece, France, Romania, Hungary and Bulgaria – 2011 - 2013.

The main product of the project was the development of two new modules on food and drink, based on units of learning outcomes, for teaching technologists.

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Current situation: Navarre, Spain Prepared P4

Teacher Training Vocational teachers must have a university education. In addition to a university degree, teachers in public schools must hold a Master's degree in secondary education to ensure they have the pedagogical, teaching and organisational skills to fully develop their teaching tasks. In addition, teachers in public schools must compete for jobs and are required to hold a specific degree depending on the teaching role which they want to take up, in this way each teacher has a particular specialism and is allowed to teach a limited number of subjects/modules. Teachers in private schools must also have a university degree, but unlike teachers in public education, there are no specialisms, so there is not such a close correspondence between each person's degree and the subjects that s/he can teach on an ongoing basis. In some cases, when it comes to highly specialised content, rapid technological change or when there is no designated academic training, a specialist teacher is required to teach all or part of the content/subject. This type of teacher is to be found most often in the field of vocational training for careers in health and sports education. They are not required to have a university degree, but they must prove they are recognised professionals in their field, in which they must have worked for at least three of the five years preceding their engagement. In addition to these general requirements, all teachers are engaged in continuous training. The training offered may be in response to requests by teachers, according to specialism or general training offered by the Department of Education, which selects and manages the training on offer. The training focuses on two main issues: the technological aspects that are specific to each specialism and teaching and learning aspects that promote innovation in teaching and learning methods, such as entrepreneurship education which is based on specific methodologies. This year the priority for the Department of Education in Navarra was to promote the availability of and access to training courses based on problem solving, project management and "gamification". Teachers are obliged to complete a minimum of 35 hours of training during each school year or 70 hours every two years. Another important area of action in education stems from the development of the Qualifications and Vocational Training Act, which involves upskilling teachers in areas such as certification systems and accreditation procedures for professional skills, among others. The Qualifications Institute of Navarre (INC), Department of Education, Government of Navarra, has the capacity to establish the required training and to provide counsellors and assessors to carry out the process of recognising professional experience. INC must also undertake teacher training derived from the Spanish qualifications framework and the European qualifications 12

system (common framework, levels of qualifications, transparency, ECTS, ECVET, measures for the mobility of teachers and learners) and support the career guidance system. Another important area is the Institute’s work with the Ministry of Education in the design of training standards and subsequent coordination and regional adaptation. Regarding the teaching areas that could form part of the objectives of QUAKE, we believe that it would be appropriate to include the following qualifications/degree areas from agricultural specialisms and the food industries: 

Gardening and Floriculture



Agro-ecological production



Agricultural products



Management of forests and the natural environment



Forestry



Breeding and care of animals



Manufacture of food products



Process and quality in the food industry

However, taking into account the importance of developing transversal skills such as teamwork, communication and entrepreneurship, which promote employability, it would be of interest to include relevant training modules and career guidance.

Current implementation of ECVET The Ministry of Education, in its capacity as educational authority of the state, is responsible for developing the standards to be applied in the country. Therefore, it is involved in European projects that develop ECVET initiatives. In addition, the Autonomous Communities have worked or are working on various projects that develop ECVET initiatives. As a consequence, and in fulfilment of the provisions of the Memorandum of Understanding, the Ministry of Education is promoting the sharing of regional experiences to give definitive impetus to the implementation of ECVET in Spain. With regard to the development of ECVET in Spain, the autonomous communities are or have been involved with other European partners in various projects related to the implementation of ECVET: 

AEROVET on qualifications in the aviation sector.



CapeSV on the implementation of ECVET in the field of performing arts.



RISO, the ECVET mobility in the fields of hairdressing and automation.



RECOMFOR, to create a platform for training centres to facilitate the mobility of students in order to complete practical internships in other countries. 13



CPU Europe on qualification units in secondary education.



MEN-ECVET on the alignment between regulatory standards and organisation of BACPRO schools in France and the technical specifications of ECVET.



ECVET Trainer project, to facilitate understanding of the ECVET model for trainers and professionals in four key productive sectors: agriculture, industry, construction and services.



INTERPRETING OUR EUROPEAN HERITAGE, aiming to ensure that workers and students in the tourism sector can obtain recognition of the results of learning activities characteristic of heritage interpretation, and for the qualification of interpreter of European heritage, using ECVET and the EQF.



BIF RED, the implementation of ECVET to the training offered in banking, insurance and financial services.



TAM TAM, looking at using the TIPTOE operating platform, the implementation of the EQF and ECVET principles in areas such as trade, ICT, fashion and textiles, mechanics and mechatronics, and energy efficiency in buildings.



ANGIE 2.0, a new generation in education, an innovation transfer project on the recognition of formal, non-formal and informal learning, based on ECVET.



PIRATE, a project to develop a comprehensive ECVET framework for earth architecture.



TRECVET on the implementation of ECVET in the commercial maritime industry.



Ecvet4Practitioners, the implementation of ECVET in the tourism and hospitality industry.



Baco, ECVET in the wine sector.



euVETsupport and EURO TRANS LOG, in the transport and logistics sector



INTENTION, on entrepreneurship in commerce, fashion and textiles



Certes, in the construction sector

And others:

 COPCHAVET, cooperation between European centres of agricultural training to improve teacher training.

 FANCAM, identification of existing roles and new roles required for training in agriculture.

 CHAVET on changes in the field of environment and climate, agriculture, business, education and society, especially young people. As for the credit transfer systems, it should be noted that all the higher vocational training courses carry 120 ECTS credits, which are the basis for the transfer of credit between vocational training and university education in Spain. 14

Current situation: France Prepared by P5, P6

Teacher Training Teacher education is organised nationally by the Ministry of Agriculture for all those who have responsibility for training in an agricultural setting. This training is available either as part of initial training, continuing education and via face to face or distance education modes. ECVET has not yet been addressed in this context but will gradually be introduced to the content of training through trials that have been or are currently being conducted at the Ministry of Education and the Ministry of Agriculture. 1. Initial training The National School of Agricultural Training of Toulouse hosts trainee teachers, newly employed by the Ministry of Agriculture. The initial training for entry into the teaching profession is provided to enable teachers to acquire essential skills for good professional practice. This training allows for the acquisition of technical knowledge in specialised areas of agriculture and knowledge of pedagogy. Training is organised with external work experience in an agricultural vocational school. 2. Continuing education Several ongoing training systems are available depending on the status and availability of teachers. 1. TUTAC This supports all newly recruited contract staff in taking up their positions. The objectives are to develop the concepts and methods specific to agricultural education and to discover the different facets of the profession. Under this scheme, an employee can participate in regional or interregional groups, in subject groups and special interest groups. The input given to these contract teachers is connected to the teaching and administrative aspects of their position.

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2. Le PRF / Le PNF Employees can avail of training schemes offered in the regional training plan by the Regional Directorate of Agriculture and Forestry (DRAAF Centre), for example or in the national training programme. Training schemes apply to all employees of agricultural education. At the national level, these schemes are carried out by institutions, such as AgroSup Dijon, which are part of the national system which supports agricultural education. All vocational training schemes for teachers are in line with the strategic priorities of the Ministry. They can fulfil the objectives and approaches selected for the training of Ministry of Agriculture personnel. Input is pedagogical and thematic in nature. 3. TutoFOP TutoFOP is a national online training system. This system is permanent, open, facilitates distance learning mode, and is available to all trainers and teachers of agricultural education for the development of their teaching skills and training design.

Current implementation of ECVET French teachers at the Department of Agriculture are generally unfamiliar with the challenges of building a European space for training. The level of knowledge and take up of Europe's objectives for Education and Lifelong Learning (LLP), construction of the European Training Space, the European Certification Framework, ECVET and ECTS provisions etc. seem to be uneven, and more often than not, weak. Nevertheless, interest in the issues and European initiatives with a view to developing transEuropean educational mobility and recognition of ECVET attainment is becoming increasingly important for teachers and learning establishments. Thus, there is an increasing use of the tools for validation of mobility and recognition of acquired skills: skills portfolios, supplement to diplomas or certificates, Europass mobility etc. The use of these tools is directly related to the development of European mobility in recent years. This has been achieved through individual internships, collective mobility, groupings of institutions or interest groups. But there are still difficulties in identifying and sustaining stable partnerships to develop and enhance the skills acquired. Developing the teachers concerned and enabling them to acquire knowledge on the issues of the transfer, accumulation and recognition of learning outcomes, is therefore a necessary support in training design. At the Ministry of Education, which is more advanced in its work in this area, the MENECVET project and a new regulation (decree of June 27, 2014) have enabled the modification of the general rules relating to the vocational baccalaureate. This aims to take into account the part played by mobility in the attainment of certification, with the creation of three new opportunities for trans-European mobility and recognition of [learning] outcomes:  A student can complete part of the compulsory period of work-based training or internship;

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 Part of the training and assessment can be delegated to a professional training institution established in a European state;  A student may present a second unit of certification for examination. This (optional) unit of certification validates the skills acquired as part of a trans-European mobility for a specialism within the vocational baccalaureate. The evaluation of this period and knowledge takes place, then, partly in the host country, and partly in the country of origin. To conclude, in agricultural training, teacher mobility is now allowed but is viewed cautiously within the certification requirements. It is visible in the language module, in the local initiative module, in the work readiness module, and in the professional internship and the draft internship report. In the Ministry of Agriculture, an investigation that aims to define the conditions for implementing 17 professional specialisms in the vocational baccalaureate in agriculture is underway. A regulatory framework will be issued in 2016. This investigation will give new perspectives and promote the recognition of ECVET in agricultural and rural vocational training, in trans-European mobility and in the recognition of learning outcomes.

Current situation: Ireland Prepared by P1

Teacher Training The following relates to teachers who teach and train young people/adults pursuing VET qualifications up to level 5 of the European Qualifications Framework. Teacher training programmes combine proven scientific basis, research and field practices and are led by teams of faculties of education in institutions of higher education. The training carries 60 ECTS (whereas training for teachers working in secondary or primary level carries 120 ECTS). The programmes are accredited by the Teaching Council which is the regulating body for teachers in Ireland. Students (future teachers) complete internships in VET institutions. Within the education sector and specifically vocational training, the main authority is the national agency for training and employment (SOLAS). This is a semi-government organisation in the public sector which acts as the national regulating body in the areas of employment and vocational training with a governing board that includes social partners, departments of employment and education and other groups. Committees of education and vocational training (Education and Training Boards) are public agencies responsible, at a county or regional level, for vocational education and continuing education in institutions. Students (young/adults) involved in these areas are preparing for various professional roles in sectors such as agriculture, child care, trade, technology, etc., but also follow studies in general areas. 17

The main relevant ministry is the Ministry of Education. Another of the official training providers is Teagasc (agriculture). VET is provided mainly in the public sector, although some private providers also play a role. VET teachers work at different levels, but mainly at non-tertiary post-secondary level. The students concerned have completed upper secondary education. VET is also provided in the form of second chance education: VTOS programmess (vocational training for the unemployed) and Youthreach (for school leavers aged 15-20), Back to Education Initiative (BTEI) (part-time VET for adults), etc. The courses lead to various certifications, complete or partial, covering levels 1-5 of the European framework. The development of VET is currently a high priority in Ireland and the sector has been the subject of recent reforms, including the launch of a new authority, SOLAS. The goal is a more integrated approach to the provision of VET, hitherto fragmented, and a closer link between the world of education and the world of work.

Current implementation of ECVET The VET system in Ireland is well suited for the implementation of the ECVET system. VET programs are all positioned on the National Qualifications Framework (certification), in existence since 2013. Most programmes are accredited by an independent agency, Quality and Qualifications Ireland (QQI). QQI has put learning outcomes at the centre of vocational education provision (CEDEFOP, 2009). The curriculum for each module (part of a major or minor qualification) prescribes only the skills expected at the completion of training, while all other aspects of the learning process remain outside the recommendations. Learning outcomes are expressed in the form of statements beginning with "The learner can...", and are defined with sufficient precision to serve directly as a basis for evaluation. After that, schools and teachers have the flexibility to define course content and duration. The assessment of student learning is done by teachers themselves in institutions (Colleges of Further Education; Adult Education Centres). As in the ECTS for higher education, funds are allocated to VET programs. In addition, the national agency for the management of the qualifications framework (Quality and Qualifications Ireland) is currently increasing the responsibility of centres to develop their own programmes. Despite the compatibility of the Irish system, progress on the implementation of ECVET in Ireland has been slow with regard to the promotion of (1) the mobility of learners and (2) lifelong learning. The various stakeholders recognise that the practical implementation of ECVET requires the teachers to have knowledge of the ECVET system within their programme provision. Teachers must be able to carry out the necessary training design to develop VET training in situ, in collaboration with other institutions. It is for this reason that the Ministry and other stakeholders (such as SOLAS) have an interest in training teachers in the use of ECVET in the development of their programmes and in the evaluation of learning. Another relevant aspect is the validation of non-formal and informal learning which is also a priority in Ireland. For example, CEDEFOP has recently recommended that the link between ECVET and the validation of acquired experience (VAE) should be more explicit (2014, p. 52). 18

Validated learning outcomes could be recognised as ECVET credits which would allow learners to progress towards obtaining full certification. In addition, another key skill to develop among teachers involves the assessment of competence - evidence that a particular learner has mastered the learning outcomes in question during an internship abroad or in his/her own country. This requires competence among teachers in the assessment of skills by portfolio.

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Training Needs Analysis (O1-A2)

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Training Needs Analysis : Belgium (Francophone Community) Prepared P2

Focus group, 5th March 2015, Centre Technique Horticole, B-5030 Gembloux

Analysis of training needs 

Holding a focus group of five people



Presentation of the questionnaire: individual reflection before discussion



Presentation of the mobility account of Rosa: Reading and collective comments



Summary of discussion

Questions to clarify

 the meaning of terms used in the account; Partnership, quality assurance system, accumulation of credit ... other terms such as the learning agreement, the learning outcomes, the overuse of which tends to obscure the lack of meaning;

 Nevertheless, the concept of learning outcomes is understood by those whose learning establishments are already involved in the CPU process (certification by units);

 the concepts of learning agreement and partnership agreement are not really distinguishable; the notion of the criteria does not need to be explained, but to be detailed;

 the utility of principles; see how useful it is to go into a detailed description of the prerequisites, the relevance of the prerequisites is not evident to teachers;

 confidence regarding evaluation and learning content: teachers note a certain reluctance to contemplate the assessment of learning outcomes without the presence of a teacher from the home institution on site;

 Rosa will acquire certain knowledge and very specific skill related to horse riding and breeding. These are not explicitly specified in the certification she is undertaking in her country. This prospect gives rise to concerns about the consistency of the curriculum, a worry that mobility allows for a deepening of general skills at the expense of specific content;

 the transfer of experience acquired in-company during a training program also poses a problem.

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In conclusion, it seems that the concepts related to ECVET and mobility pose less a problem of understanding, in the literal sense, than a problem relating to the implications and commitment.

Training Needs Analysis: Bulgaria Prepared by P3 The network of the Ministry of Agriculture and Food of the school covers 76 vocational schools in 12 professional fields: - 52 vocational schools of agriculture and agricultural mechanisation - 12 vocational schools of food technology - 8 professional schools of forestry, interior architecture and woodworking - 4 professional schools of veterinary medicine - 2 vocational schools viticulture and enology Surveys were sent to all vocational schools in the system. Of these, 50 were returned. When considering the selection and assessment of learning outcomes, a large percentage of respondents have knowledge, especially regarding such issues as: What is credit? What is a unit? On other issues, the main response is "No", which means that the need to acquire knowledge about ECVET is very compelling. In the future, this will allow theoretical knowledge to be put into practice. To encourage further elaboration on the ECVET system, we asked some additional questions: 1. Do you think that you need training on ECVET and are they helpful to you? 2. Do high school teachers undergo ECVET training? 3. Are there any activities organized by the school on ECVET? 4. Are there any high school teachers who speak French? These questions helped us to find out out where they acquired their knowledge of the system and how many secondary schools are ready to participate in the training through French. It should be noted that many of the vocational schools in the agricultural system are in small towns and villages in Bulgaria. These are the answers to the additional questions: •

Yes 100% - "We believe that our participation in training on ECVET would be helpful to us."



No 100% - In Bulgaria teachers have not received training on ECVET. 22



There are activities organised by our centres linked to ECVET- 4 vocational centres have participated in projects related to ECVET



There are no teachers in vocational schools who speak French or who have taken courses in French.

Analysis of Results Learning outcomes

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Conclusion Surveys were sent to 76 agricultural vocational schools. 50 vocational schools responded. A large percentage of respondents have a very good knowledge about the learning outcomes and the assessment of learning outcomes, as well as on the questions about credit and credit units. Other responses were negative, which means that it is necessary to gain knowledge about ECVET and in the future this will enable theoretical knowledge to be put into practice. There is a positive attitude among teachers to participating in training on ECVET. The knowledge gained will create the conditions for an effective implementation of ECVET. Erasmus + is an additional opportunity for the testing and implementation of ECVET in Bulgaria.

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Training Needs Analysis: Navarre Prepared by P3 Number of surveyed teachers: 112 teachers from vocational training in the Government of Navarra Methodology: 

Action 1: Focus Group on a targeted group of 12 teachers, with impetus from the Director of the Institute of Qualifications of Navarre, made in January 2014.



Action 2: Survey available online and also sent to selected vocational training teachers who work at levels 1, 2 and 3 of the European Framework of Professional Qualifications. Priority was given occupational specialisms from agriculture and food industries.

Analysis of results Firstly, there was a high rate of responses to surveys, which shows teachers' interest in the European framework of Professional Qualifications, knowledge transfer and student mobility. As for the knowledge expressed by teachers, in the section Learning Outcomes, 79% of teachers claim to know what learning outcomes are, 69% know how to describe them, and 52% know the difference between formal, non-formal and informal learning. But only 9% say they understand the value of learning outcomes in ECVET. Then, in the Units-Modules section, 80% of respondents recognise what the units or modules of training are, 53% know the relationship to a qualification, but only 29% know how to organise the learning outcomes to build units-modules. At just 6%, the percentage of teachers claiming knowledge about how the units can be described using ECVET, is really low. Regarding ECVET points, we see a lack of knowledge in the range of 3% to 7%. On the subject of ECVET Credit, the concept is familiar to 61% of teachers surveyed, but almost all participants responded that they could not account for the relationship between ECVET points and ECVET credits in the transfer and use of the elements (assessment, accreditation, validation, organisation ...) The assessment of learning outcomes was also found to be a vague concept for teachers. Less than a third of them (28%) claim to know who organises learning outcomes and where the requirements are described. When asked if ECVET is applicable to non-formal and informal learning or the accreditation of prior learning, the percentage of teachers claiming knowledge is even lower (6%). Finally, people who claim to know the documents and institutions involved in ECVET are few, fluctuating in range between 4% and 17%. 26

Practical Conclusions The analysis shows that vocational training teachers in Navarra have good knowledge of learning outcomes, training units and modules. In our opinion, this may be due to the fact that, since the coming into force of the Professional Qualifications Act and subsequently of the Organic Law of Education, vocational qualifications have been structured in terms of learning outcomes and vocational modules. However, as the results show, the concept of ECVET is largely unknown among teachers. This may be because, in the Spanish State, so far we have worked on ECVET only in the institutional context and within the administrative structure. Therefore, normative development did not take place and internal policy and information and training on this system have not yet been transferred to the teachers and centres. This normative and informative work was done with ECTS and we understand that the knowledge articulated by teachers about the transfer of credit result from the analogy made with the ECTS system for higher education.

Training Needs Analysis: France Prepared by P5, P6 This note aims to understand and identify the training needs of teachers, to promote their professional training and subsequent trans-European mobility and recognition of the achievements of learners. It is based on a work of reflection and a survey of about 130 people. The working methodology was a focus group made up of 17 people (regional delegates in training design), conducted in December 2014, and an online survey of 116 teachers and managers of agricultural training, within the French Ministry of Agriculture. The 27% response rate to the questionnaire is not very significant, and further work will be done later.

1) Understanding ECVET by teachers 1. Learning outcomes (knowledge, skills and competences) French teachers at the Department of Agriculture are generally unfamiliar with learning outcomes and the issues around them. It is proving to be the case that familiarisation with the objectives of Europe, and their implementation, are happening at an uneven and low level. A necessary support to put in place in training design, is to enable the teachers concerned to acquire knowledge on the issues of the transfer, accumulation and recognition of learning outcomes.

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2. Qualification description: learning outcomes and units The terminology seems unfamiliar or at least abstract, depending on the experiences of schools and teachers. The unit of learning outcomes seems to be the sticking point among the partners, who are unable to break away from their frame of reference, at the expense their students' learning context. The lack of representation on the various opportunities for training and formal, non-formal and informal learning outcomes is obvious and deserves special attention during training.

3. ECVET Points The concept of points is unknown or else, remains abstract. There is some fear regarding the comparison of FTP systems, given the lack of knowledge of vocational training systems of

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other European countries. A specific training module on FTP systems is obviously expected in the upskilling of teachers.

4. Transfer and accumulation of credit Lack of awareness and experience pose disruption to teachers and make it difficult to see what a true representation of ECVET credit transfer and accumulation could be. The questions which arise are around the value of credit points, compatibility of assessments and trust in the assessors coming from other institution. The term ECVET seems to them to correspond to a European scale of certification and they have a certain inability to internalise its usage within a national context. Accounting logic seems to prevail at the expense of educational logic. In the training for French teachers, it is absolutely essential to include information and knowledge on the concept of ECVET and its daily use.

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5. Assessment of learning outcomes The vast majority of teachers are unaware of the learning assessment conditions. Key questions which arise in discussions and which restrict openness to training in Europe, are the reliability of the assessment in a host institution and delegating the assessment to another teacher. During professional development of teachers, time for sharing and exchange of practices must be provided to facilitate mutual understanding and remove misconceptions and restrictions to shared assessment. Working from the basis of shared training and a shared disciplinary field will allow the development of a more consensual discourse.

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6. ECVET and non-formal and informal learning Please note that the results for this section are presented above in the chart from the previous section. The concepts of formal, non-formal and informal learning have not been mastered. This generates a certain level of vagueness about the real opportunities available in training and makes assessment options somewhat abstract. The results suggest that the issues related to training methods and learning assessment should be part of teacher training.

7. Partnership Agreement/Memorandum of Understanding (MoU) Overall, the majority of people are aware of partnership agreements and seem to have already mastered using them. Some experience has apparently been gained through individual courses, collective mobility of businesses or associations of interest groups. However, some point out the difficulties in identifying and sustaining stable partnerships in order to develop mobilities and validate acquired skills. One of the objectives of the F1 and F3 training will be to bring teachers together, to enable them to develop relationships, tools and hopefully stable and functioning partnerships.

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8. Learning agreement Please note that the results for this section are presented above in the chart from the previous section. The notion of a learning agreement is well managed in the French system. However, a question arises about the number and variety of documents to be used. There is a certain level of concern, and the cumbersome nature of the tools to be used (number, complexity) generates resistance to signing learning agreements. Training should address the use of tools and in particular those which will deal with contracts, the validation of mobility and recognition of acquired skills. The tools may need to be codesigned in order to alleviate the fears of teachers.

9. Individual statement of results Despite all the communication in our institution, knowledge of the tools necessary to understand the individual results is not very developed. The portfolio of skills, the supplement to the diploma or certificate, the Europass Mobility and other resources all remain underutilised. If an increased use of the tools of validation of mobility and recognition of acquired skills is desired, then the existing resources must be presented in detail with concrete examples of use internally and with partners.

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10. Competent institutions Please note that the results for this section are presented above in the chart from the previous section. French teachers at the Department of Agriculture are generally unaware of the challenges of building a European space for training. There is an observation that the level of knowledge and take up of Europe's objectives for Education and Lifelong Learning (LLP), construction of the European Training Space, the European Framework of Certification, ECVET and ECTS schemes etc. is proving to be uneven, and more often than not, low. Mobility is often experienced on an individual level, by both the teacher and the learner. Teacher training must show that ECVET must have a collective dimension (institutions, schools, companies) with an institutional set-up that will facilitate its recognition and allow everyone to reinforce its use.

11. To conclude The discussions and the questionnaire allow us to identify other recurring obstacles to the development of partnerships, mobility and the use of ECVET. One example is the level of mastery of a foreign language (especially English) by the teacher and the learner, resources (technical and financial) mobilised by institutions and the need to align mobility with the aims of the institution to legitimise it in the eyes of the educational community. We could also mention the need to alleviate the fears of the families whose children are going away from the home or farm. In training, it will be necessary to provide teachers with elements of a guidance stance and to develop strategies for communicating with families and alleviating these fears as much as possible.

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Training needs Analysis: Ireland Prepared by P1 et P7 This analysis was prepared based on a focus group that was held in Limerick on January 19, 2015. A total of six teachers participated. The discussion was initiated by contemplating the account of Rosa and her experience abroad1. After reading the document, participants engaged in commenting, exploring and considering it through the eyes of the teachers and school leaders who sent Rosa abroad, as well as through the eyes of those receiving her. To start the discussion, the following questions were considered by the group as a whole. How should a partnership be formed with the institution, the establishment or the employer in the host country? On what basis? Which learning outcomes should be targeted and validated in the host country or the country of origin? What sort of learning agreement should be formulated with the learner concerned? What training should be considered for teachers? In general, what training is necessary, so that as the work of the partnership unfolds, teachers have all the tools necessary, in terms of organisation as well as teaching, for an effective and productive experience, whether prior to, during or after mobility? How should it be integrated into the continuous professional development of teachers? There are many aspects to be explored. The discussion focused on the following training needs. We recognise that the target level is level 4 EQF, the equivalent of QQI level 5 or even level 6 in Ireland.

A common language Above all, it is important to become familiar with the vocabulary used in the report on the mobility of Rosa. However, whilst it is true that mastering the whole range of terminology (ECVET points, for example) is essential for cohesion and a transparent working relationship amongst all parties concerned, still it is tempting to want to adapt it to better reflect the reality of a school, institution or workplace. ‘a common glossary of the host, teacher, the learning agreement, the assessment grade, very useful tools for a student to move forward if they are using the one language; to get your head around the terminology that would be common for everyone to agree on.’ One of the first training needs would be to develop teachers' knowledge on the use of terminology. Creating a glossary would be an excellent solution because it would be a kind of model. 1

ECVET for mobility in practice

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Identifying a host institution A second point of discussion concerns the choice of partner. How can the mobility of a learner in a place other than the home institution be justified and validated? It is essential that each institution and organisation concerned makes available a profile with up-to-date details of the services, materials, skills and achievements they have to offer. ‘There should be a section definitely where you have […] a summary of the particular institution and what their main areas are, et cetera, et cetera.’ From a logistical standpoint, it would seem easier for the learner on mobility to be placed in a school that also offers the possibility of working in the field. ‘At the end of the day, where are they going to? Would they be going through the college that would have a garden on place? Where can you facilitate this? It would be lot easier to deal with that [and] going through them rather than to find work placements.’ Moreover, this environment provides a more comprehensive framework for the targeted learning outcomes. ‘It would cover your assessment for workplace and it probably also will cover some skills from food crops and maybe in plant ID or so and so.’

Advising the student before the mobility A third element concerns the skills of teachers to give the best advice to students in their decision making about their mobility. Ideally, the learner should exercise personal responsibility. In the case of Rosa, she was able to combine her learning needs with her passion for horses. She planned the skills (both acquired and required) in a world that is familiar to her, directly related to her academic curriculum. (This situation was facilitated by the fact that during her placement, she developed in a professional environment, rather than in a school.) It is therefore a question of investing as much in placement students' innate knowledge, as well as in their skills. This investment is a further factor in the motivation of the learner. ‘I will say that it's going to be more skills-based and it would be either going more to employers or even let's say in our college we'd have a lot of practical [activities] […] anyway but I would say that it would be more skills and practical-based rather than going into class.’ Incidentally, should students submit some sort of application to their college, as part of the recruitment for the placement? What will the parameters be? In this respect, teachers must develop their skills to advise and guide students: ‘I'd like to go because I have this and this to offer or to develop … Is that what it means before they go abroad? How do they get selected?’

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In these circumstances, it appears that students selected to develop themselves abroad should be full-time students, studying all the subjects required for obtaining a full diploma or certificate. ‘A point I'd like to bring up there: are we limiting the learners going over that they have to write a full program?’ Should you choose students with a solid foundation in the language of the host country and so exclude non-French speaking students (for example) from any possibility of a placement? What about the language skills of the parties involved? Should selected students be required to take a language test? ‘I think that language acquisition is one of the learning outcomes that they definitely commit.’ In the case of students who speak little or no French, should they count on mainly, or only, a practice-based based experience? ‘Are there specific classes to be provided if the language is not the mother tongue? How are they going to cope? What's their language level going out?’ Teachers must be able to advise students in the choices they make. Knowledge of the opportunities available in terms of mobility is a requirement.

Targeting learning outcomes But how can we guarantee that the learning outcomes (previously identified by the parties) will all be addressed during the placement? Such was not the case for Rosa. Do learners risk being penalised on their return? And did Rosa feel she had been badly treated? Rosa's home institution decided to remain flexible, recognising that Rosa had simply not been exposed to conditions favouring the accreditation of the learning outcomes. Also, the teachers concerned really need to know how to achieve the desired learning outcomes. Similarly, this example also reinforces another idea: learners on placement will develop other knowledge and skills not previously identified. How should these be validated? Rosa's case illustrates the need to leave a good margin for flexibility on the part of the parties concerned, especially regarding professional immersion. After all, what learners want to get after finishing their studies, are skills and employment opportunities: ‘At the end of the day, everyone wants to get a job and skills …’ As for the possible shortcomings, are they a reflection of a lack of transparency between host institutions/organisations involved? Or is it rather a reflection of the importance of legitimising and validating an experience in its entirety, even if it means that learners complete these learning outcomes (or not) on their return to their home institution? Asking learners to keep a journal during their stay abroad, or to prepare for a written test on their return would be two valuable ways to overcome possible shortcomings.

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‘The daily diary where they have to reflect on their work experience for the day, the positives, the negatives, the challenges, the learning that took place, maybe the planning for the following day, that's really, really good reflective practice there.’

Agreement of learning and conduct Finally, in all cases, learners must be made to sign an agreement regarding conduct and studies. ‘We would have specific duties, maybe specific tasks and I think that's quite helpful here and I would even see that maybe it would be useful to have that just a section in the learner agreement.’ Before a learner's departure, it is essential that the institution or the home institution, the host and the selected learner make a clear and precise agreement about the learning outcomes to be addressed and successfully completed during the placement. ‘It's absolutely vital that there is an agreement on the learning outcomes between the employer, the institution that's sending them and the learner before they go, that there are specific learning outcomes identified now.’ Similarly, it is essential that specific tasks are allocated for each of the target learning outcomes. ‘You're talking about learning outcomes. It's quite broad but I think you actually need to break that down.’ Teachers will need training focused on the preparation of these documents.

Assessment of learning During the stay abroad, the trainee acquires certain knowledge and skills in the form of one or more units. At the end of the stay, the host institution assesses attainment; the home institution validates and recognises learning credits that will be added to the points already obtained by the trainee to gain the certification aimed for. An assessment grid devised by the home institution will help increase transparency about expectations in terms of learning outcomes. The two parties will agree on the grading scale: Excellent, Satisfactory, Fair, etc, or in percentages, or otherwise. In order for the stay abroad to be as beneficial as possible, whatever the environment (professional or academic), we must consider the learning outcomes of several modules in their entirety. Thus, the experience of the learner may be validated in a multilateral fashion, if certain aspects of the knowledge and skills acquired fall into other domains and subjects. Again, the host institution has a role to play in clarifying what it has to offer the visiting learner. It could also confirm in writing that the foreign student has successfully completed the learning outcomes.

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Teachers should be able to agree with their colleagues from other countries on the levels of mastery for each target skill: ‘Agree standards for the assessment of any work produced…’

Home and away: Roles and Responsibilities If it falls to institutions/host organisations to validate learning outcomes, is it realistic (and fair) to demand such a responsibility from those authorities, whatever the cost of such responsibilities, in terms of the academic and administrative plan, as well as logistical or professional considerations? Who does final responsibility rest with during the stay abroad? ‘I wonder if they're not even too involved in the sense that how do I allocate the responsibilities, the administrative one, the academic one, the work experience?’

Rosa spent three weeks abroad, for professional experience, this duration of three weeks being more realistic than two. That said, QQI recommends 10 business days (= 2 weeks), but consideration should be given to the time it takes to adapt (culture, language). We must also take into account the availability and the academic calendar of the host institution. From a horticultural point of view, in the Irish case, the spring period would be more conducive to new learning experiences. In any event, it is important to consider the possibility of a teacher from the home institution staying in the host area during the stay of his/her student(s). This visit would not only strengthen bilateral ties, but would, above all, allow the teacher to observe in situ the degree of integration and adaptation of his/her student(s). ‘I will go for a number of reasons. I suppose to strengthen the links of our partner college, strengthen the links of the employers, but also it's I think for the students themselves.’ Of course, teachers, principals and/or employers will also be assigned the role of on site mentor. Above all, we must rely on exploiting shared skills to: learn to build working relatioships with farms/potential employers, oversee the management of human resources as well as administration. Learn about insurance, budgeting, financing, accommodation conditions ... and be familiar with the necessary responsibilities and expectations. There are also aspects related to education, training design and evaluation. As mentioned above, before the trainee leaves to go abroad, teachers must be able to prepare a learning agreement, specifying the learning outcomes to be obtained and the conditions for their evaluation, validation and recognition. There would be samples would there…informative sessions on the templates… samples would be there, but they would need to be customised. We should be able to work with others and agree on roles. There should also be a sharing of knowledge on business assessment procedures in the other institutions involved in the partnership: a sharing of practice.

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Teaching and assessment practices Teachers also mentioned the opportunities to learn new approaches to their own teaching practices: there would be a certain amount of blended learning there as well; wouldn’t you incorporate that there as well... you could use that as part of the assessment…I’m just looking at the actual skills of the tutors, do we have all those skills in place? The teachers mentioned ICT skills for themselves so they can collaborate with colleagues in other countries. In all cases, several formats are possible: intensive courses, online courses, audio-visual courses. But keeping in regular contact and sharing personal resources with other international teachers is equally important. ICT would also be important for assessing and maintaining folders or portfolios. They could share materials on student learning in a portfolio to show to the teacher of the home institution: embedding a video like we don’t have all the skills.. if they were uploading a video of themselves during the task…the students could film themselves carrying out a particular task… Moving to an eportfolio then,

Conclusion The mobility of a student requires an enormous amount of preparation in many areas. Several policy issues and technical issues were raised, hence the importance of the proposed training programmes. The use of ECVET by teachers depends primarily on the level and autonomy of training centres, and on the teaching personnel within these centres. We must develop teachers' knowledge about the work on the units of learning outcomes, assessment by folder, and terminology. There are also skills to be developed in the areas of advising and accompanying students. Teachers must be able to work with colleagues in other countries, hence the importance of communication and relationships based on trust. To encourage the involvement of teachers, participants stressed the importance of having role models and using practical examples. In this regard the case study of Rosa was very effective as a resource. This allows for better observation and understanding of the benefits of ECVET and encourages gradual implementation. The discussion also raised the needs that are a little further removed from the principles and procedures of ECVET, namely ICT skills. It is true that teachers can benefit from QUAKE training programmes, not only for the implementation of the ECVET scheme, but also more globally, to develop their own teaching practices.

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Synthesis (O1-A3)

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Synthesis of the current situation of teacher education and ECVET implementation Prepared by P1

Synthesis of teacher training (1) Preparation and status of the VET teachers

The teachers concerned are those who teach and train young people / adults pursuing VET qualifications up to level 5 of the European Qualifications Framework. (1) In Belgium, the teacher of technical courses and professional practice in secondary education is awarded the Certificate of Educational Aptitude (CAP) after succeeding studies, either of short duration, within higher education, within social promotion, or by a jury. Four types of institutions organize initial teacher training: Pedagogical High Schools; Universities (Master in Educational Sciences); the Graduate Schools of Arts; Institutions for social promotion. In some situations, a person not having the required award may teach if he/she has a qualification deemed adequate. (2) In Bulgaria, a teacher needs to have a higher education Master, Bachelor or specialist award in the specialism in which he/she proposes to teach in the professional school, according to the National Classification of qualifications. The main vocational training institutions are vocational schools, art schools, sport schools, vocational colleges, vocational training centres, information centres, professional orientation and others. (3) In the Navarre region of Spain, VET teachers must have a university education. Teachers in public schools access their jobs by way of competition and they are required to hold a specific degree that depends on the teacher profile. Continuing professional development is also a priority, with teachers obliged to do a minimum of 35 hours of training during each school year or 70 hours every two years. Another area of action is the upgrading of teachers in subjects such as certification systems and procedures for the validation of professional skills, among others. (4) In France, in the field of the teaching of agriculture, teacher training is nationally organized by the Ministry of Agriculture. This training is available either in initial training or continuing education, either face-to-face or by distance. Several further education systems are offered depending on the status and availability of teachers. The TUTAC is geared towards all newly recruited contract staff. In the PRF / PNF, potential teachers can receive training proposed in the regional training plan by the Regional Directorate of Agriculture and Forestry (DRAAF Center, for example) or in the national training program. TutoFOP is a national online training system. 41

(5) In Ireland teacher preparation is delivered in the institutions of higher education. Training lasts at least 1 year (60 ECTS), and is geared towards graduates who already hold degrees in other areas. VET teachers work at different levels, but mainly in the post-secondary non-tertiary sector. The development of VET is currently a high priority in Ireland and the sector has been the subject of recent reforms. The goal is a more integrated approach to the provision of VET, hitherto fragmented and a closer link between the world of education and the world of work. The programs are accredited by the professional body of teachers in Ireland, the Teaching Council.

Conclusion: teacher education The initial training of teachers and trainers is well established in all five countries, and teacher training is also a priority. Learning about the use ECVET is a professional development opportunity for teachers, and may have a considerable impact on the practice of teachers and trainers in other aspects of their practice. For this reason, the QUAKE project aims to increase the opportunities for mobility projects, helping teachers and trainers to share their experiences and their current practices. Partners will organize CPD for teachers after drafting a common ECVET training curriculum.

(2) Synthesis of the current implementation of ECVET The analysis conducted by the QUAKE project highlights the fact that Europe is not ready for the large-scale implementation of ECVET. The level of implementation varies from one country to another and within the same country. A summary of the implementation of ECVET in the five countries is given below. (1) Following the participation of Francophone Belgian institutions in several European projects focused on the development of ECVET (RECOMFOR, OPIR, VaLOGReg, CPUEurope, MEN-ECVET), the French Community has launched a reform movement of its system of professional training. The principle at the heart of this reform, called CPU (Certification by units) is to translate the training courses into units of learning outcomes. This is led in particular by SFMQ, French Service trades and qualifications. Throughout this process the European recommendations on EQF, ECVET and EQAVET are taken into account. (2) In Bulgaria, the Strategy for the Development of Vocational Training in the Republic of Bulgaria for the period 2015-2020 was adopted in October 2014. The strategy defined activities related to participation in the European area of education and training, with transparent qualifications systems - National framework of qualifications (NQF) and the European Qualifications Framework (EQF), enabling the transfer and accumulation of learning outcomes, recognition of qualifications and competences - European Credit Transfer System in Vocational Education and Training (ECVET) and the increase of transnational mobility - Europass. Among the relevant projects in which Bulgaria participated, there CREDCHEM, CarEasyVET, PILE UP, REA and FooDrinks.

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(3) In Spain, the autonomous communities like Navarre worked on various ECVET projects. The Ministry of Education is therefore interested in the experiences of the regions in order to promote ECVET at national level in Spain. For example, the work of the MEN ECVET project is organized in three parts: measure the readability of qualifications in terms of units of learning outcomes; allow the transfer of learning outcomes by determining a method and a collective work under geographical mobility; develop a harmonized method for giving a point value to learning outcomes. As for the credit transfer systems, all vocational studies are 120 ECTS, which are the basis for the transfer of credit between vocational training and university education in Spain. Regarding the development of ECVET in Spain, the autonomous communities are currently or have already been involved with other European partners in various projects related to the implementation of ECVET: Cape-SV, on the application of ECVET in the field of arts; OPIR which deals with ECVET mobility in hairdressing and automation; RECOMFOR, a platform for training centres to facilitate the mobility of students for internships in other countries; CPU - Europe, on qualification units in secondary education; MEN ECVET on the alignment between regulatory standards, the organization of BAC-PRO schools in France and technical specifications of ECVET. (4) In France, ECVET will gradually make its appearance in the content of training through experiments that have been or are being conducted at the Department of Education and the Ministry of Agriculture. The interest in European initiatives, in trans-European educational mobility and in the recognition of ECVET is becoming increasingly important for teachers and institutions. Thus, there is an increasing use of the tools of mobility and recognition of prior learning: portfolios skills; diploma supplement, and Europass mobility. Educational mobility is now possible but is only present to a limited degree in the academic programmes. The ministerial initiative will give new perspectives and promote ECVET integration in agricultural and rural vocational training, trans-European mobility and the recognition of learning outcomes. The Ministry of Education is more advanced in its work with regard to this. For example, the MEN ECVET project and a new regulation (Decree of 27 June 2014) allowed a modification of the general rules of the vocational baccalaureate. (5) The VET system in Ireland is well suited for the implementation of ECVET, with learning outcomes being central to the regulation of the vocational education system. The curriculum for each module (part of a major or minor award) identifies the knowledge, skills and competences expected at the end of the training, while providers can exercise greater discretion with regard to other aspects of the learning process. The assessment of student learning is done by teachers themselves in institutions. For now, ECVET is used only for mobility experiences at the operator level, while the Common Award System (CAS) credits are used for full awards. A global policy for access, transfer and progression and for certifications (including credit) is being prepared. There is currently no link between the credit system for vocational education and training (CAS) and higher education (ECTS). There is currently another ECVET project underway in Ireland, offering Delarose ECVET and ECTS credits to workers pursuing training programs in the health sector 43

Conclusion on the implementation of ECVET The results of this inventory correspond to the results indicated by CEDEFOP in its last monitoring report in 2013 (CEDEFOP 2014). That report indicates that three of the QUAKE countries introduced learning outcomes before 2009 - Spain, France and Ireland (CEDEFOP 2014). Belgium's French Community availed of the implementation of ECVET to introduce learning outcomes - as part of a reform package. In that case, the difficulties related to the transfer of learning outcomes provided a better understanding of the role and added value of ECVET. Bulgaria and France are currently in the testing phase with regard to ECVET. By contrast, in Spain and Ireland, there is no ongoing testing, or initiatives to adapt existing credit transfer systems (which are compatible with the principles and specifications of ECVET) to improve transfer and accumulation. In Ireland, while certifications carry credits and can be linked to ECVET, it is technically difficult to carry out. In Spain, decisions on implementation have not yet been taken, but will be made based on the National Qualifications Framework. Spain has a credit system, not credit points.

ECVET and the role of teachers The different stakeholders recognize that the implementation of ECVET depends on teachers having the required knowledge about ECVET for their own programme provision. Teachers must be able to carry out curriculum planning in collaboration with other institutions in order to develop VET provision. It is for this reason that ministries and other stakeholders advocate the professional development of teachers in the use of ECVET. A key skill to develop among teachers relates to the assessment of competence - evidence that a particular learner has mastered the learning outcomes in question during an internship abroad. ECVET also provides an opportunity for teachers to design flexible learning pathways for individuals, and to even rearrange the learning pathways for learners and the teaching practice. But in reality, the use of ECVET depends on the local context: the level autonomy in the centres of VET provision, and, within these centres, the teachers.

Conclusion The recommendation on ECVET advocates a gradual implementation of ECVET from 2012, by means of testing and experimentation. It also plans in 2014 to conduct an evaluation of measurements, tests and test results, which could lead as necessary to a revision of the recommendation. This assessment is currently underway. But in Europe generally, CEDEFOP notes that ECVET is frozen in 17 countries (including Ireland and Spain in our group), is in the testing phase in 8 countries (including Bulgaria and France in our group), and 13 countries have made a decision to implement it (including the French Community of Belgium in our group). ECVET is therefore not yet operational in Europe. The lack of compatibility between the two European systems of transfer and accumulation (ECTS and ECVET) is problematic too. If it is true that ECVET is not a system, it can be used to create a system when combined with the validation of non-formal and informal learning (NFIL) 44

and the use of standards (occupational standards or national certification standards). For example, CEDEFOP has recently recommended that the link between ECVET and the validation and recognition of prior learning be made more explicit (2014, p. 52). But for now, the results of ECVET remain limited to a small scale, cross-border mobility projects. What are the next steps? Activities to raise awareness of ECVET remain a priority. Since the ECVET principles are already well known, the goal must be to provide examples of best practice and to involve teachers, hence the objectives of the QUAKE project.

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Synthesis of the training needs analysis Prepared by P2 Summary of training needs analysis This synthesis is based on the summaries forwarded by each partner country.

Implementation of the investigation An investigation procedure was designed for all partner countries. It was recorded in a guide, accompanied by the documents necessary to carry out the investigation: 

a questionnaire regarding knowledge of ECVET principles and related concepts,



an account of the mobility experience of a learner,



a reference document on the recommended procedure.

Each partner country has adapted the procedure (but not the documents it is based on) according to available opportunities and institutional goals. The questionnaire was distributed to a relatively large number of teachers by the partners in Bulgaria, France and Navarra; over a hundred people in all cases. Focus groups were formed to refine the survey in relation to the mobility account.

The questionnaire survey The return rate of the questionnaires varies; this was considered preferable by the partner in Navarra because it allows for more precise processing of the 32 questionnaires from France and 50 questionnaires from Bulgaria. From the three summaries, we can see that the yes answers are relatively numerous for the general questions that begin each section. Thus, 30% to 60% of teachers claim to have knowledge of learning outcomes, units and ECVET points or credit. They become a majority when the answers are added together, roughly up to 97% with regard to the learning outcomes. However, with the introduction, in each section, of questions considering more technical aspects, or specifying a particular ECVET context, positive responses remain just perceptibly constant in the more or less category but decrease in the yes category. It is as if teachers give their first responses by referring to the usual national context, where the concepts of learning outcomes, units and training modules carry their own meaning. The questions that give these positive responses address the concept in a very general way (Do you know what...is?). But when the questions begin with how, how much, who and where, they 46

highlight a technical aspect and receive much less positive responses, demonstrating a relative lack of familiarity with the domain. In terms of recommendations, a wish has been expressed for training that would deepen conceptual understanding by focusing on the areas of transfer and accumulation [of credit]. The notion of ECVET is not neutral and, focusing on partnership agreements and learning agreements, may be considered in all its aspects; technical, institutional and relational: 

credit transfer and accumulation, recognition and validation



units of learning outcomes



formal, non-formal and informal learning



assessment and recording of results



trust between teachers/trainers, including the underlying issue of teaching practices, which forms the basis of this trust.

The Focus Groups Focus groups, comprising between five to seventeen people, were organised in four of the five partner countries. Except for the French group, which consisted of regional training development delegates, the groups were made up of teachers. The discussions were informed by the mobility account of Rosa. These exchanges have highlighted a number of recommendations on the usefulness of: 

developing a common language, with appropriate glossary;



defining, in terms not directly related to teacher training, a framework to foster trust between mobility partners; the primary function of this framework is to confer the status of educational institutions which have been identified as capable of ensuring the attainment of learning goals;



preparing young people by taking into account not only their skills and requirements but also their general dispositions; in short, taking into equal account non-formal and informal aspects of their skills, whether in order to help strengthen these skills or to guide the young people in their choice of direction;



targeting in advance the learning to be acquired, which should facilitate mutual trust and therefore guarantee a recognition of these achievements by the original partner, but this should not be limited to formal learning but rather take into account nonformal learning as well as formal, which may be done, in the main, by keeping a learning journal;



focussing teacher training on the preparation of documents that will formalise the learning to be achieved, as well as the assessment methods;



clarifying the roles and responsibilities of the various partners involved in sending and receiving, in terms of the academic plan as well as in relation to administrative, logistic, or work concerns;



availing of training periods and teacher meetings to stimulate professional and ICT skills; 47



consolidating the relationships between sending and host partners in partnership agreements and teaching contracts;



deepening the understanding of quality assurance systems;



considering the issue of transferring the [learning] outcomes attained in-company as part of the training programme.

Conclusion It seems that the training needs summary, which draws on the results of both questionnaires and focus groups, encourages us to consider training in the area of partnership agreements and teaching agreements. Effectively, these are intended to focus all related concerns (listed above and including institutional, educational and technical issues) on mobility and on ECVET. To this end, training periods will be, above all, time for teachers to meet, which will facilitate a collaborative approach to understanding the relevant concepts.

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Framework paper (O1-A4) Prepared by P5 In conclusion, this framework document is one of the first main indicators that a common training focus can be achieved between the partners. Our intention is not to arrive at streamlined systems between each partners training programme. To do so would be contrary to the aim of the European framework. Instead, the aim is to ensure that, as part of exchanges with other partners, each participating country is enabled to transfer learning outcomes in a given vocational sector and at an appropriate level of qualification (referring to CEC). The document, therefore, aims to present the various elements that are common to the different partners in the training programmes they have identified.

1) Elements undertaken since the previous meetings History of the national technical committee in France A broad national technical committee was established in France at the beginning of the reflection phase of the ECVET project. Since January 2015, this French national technical committee has been reduced and now comprises members of the General Directorate of Education and Research (graduation office, office of international cooperation), representatives of the Inspectorate of Agricultural Education, a representative of the association, France Européa (which promotes the mobility of learners), and the partners involved in the Quake project. The committee came together in its new configuration for the first time in January 14, 2015 and included, on behalf of the invited European partners, Cathal de Paor (for Ireland) and Farid Gammar (for Belgium). Chosen qualifications To recap, the common qualification level which all partners will work towards is a level 4 (EFQ) and is according to what was proposed in the Quake application. During the preliminary work undertaken, a decision was made to base learner mobility on the professional Bachelor of Landscaping but it may also include the professional Bachelor in Horticultural Production and/or the gardening sector, as these programmes have links with the qualification of horticultural agent (market gardening/vegetable or floriculture) in Belgium. For information purposes, the vocational baccalaureate in Landscaping Amenities is a three year programme of study, of which Year 2 is a professional year focused on ‘nature, garden, landscape and forest.’ The first and final years concentrate on Landscaping as a specialism. These elements were presented at the transnational seminar in Limerick, Ireland, with all partners present. Each partner has confirmed the presence of a level 4 qualification within its education system and in the related professional fields mentioned above. 49

Intended audience First and foremost, it is necessary to identify the learners who will participate from each chosen sector, so that learner mobilities are effectively managed between the European agencies. The partners agree that all learners will be registered for programmes at level 4 (EQF) in gardening, landscaping, and horticulture. It is important that learners have a positive experience during the mobility phase. Consideration must be given to placing learners in environments that match fairly closely with their existing training programme and in regard to their learner profile. To avoid any difficulty, it is anticipated that participating learners will be around 18 years of age.

2) Context for each partner After the transnational meeting in Ireland, a question and answer session was held in order to further compare level 4 (EQF) qualifications in the fields of horticulture, landscaping and gardening and above all, to draw attention to the similarities amongst participating countries. The following questionnaire was sent to each partner in order to: a)collect and analyse information relating to the chosen level 4 qualification, b) gather information on the issue of mobility during the programme, c) the ECVET awards and d) how the assessment procedures would be organised. 

What level 4 diploma in your country / your institution can provide the basis for mobility support in landscaping, horticulture or gardening?



After reading the standards for the French professional Bachelor "Landscaping", which course elements, professional capacities, and professional activities are common to the diploma in your country?



Does the diploma/programme/qualification you have chosen, have specific requirements that other partners should be aware of? (i.e., length of training, organization...?)



Is the diploma/programme/qualification you have selected already compatible with ECVET in your country?



Can the diploma/programme/qualification you have chosen be adapted for use within the European mobility framework?



Can European mobility form part of the organization of this diploma in your country? • If yes, what is the regulatory framework for assessment in your programme? • If not, can a mobility experience be built into the regulatory framework for internships, assessment methods, and work produced by the learners during internships abroad?



What is the profile of the learner who undertakes this qualification in your country? (age, initial or continuing training, ...)



Do the institutions that you have already identified as part of teacher training and mobility of learners, provide training leading to this diploma, and a level 4 qualification in landscaping, horticulture or gardening?

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3) Areas of consensus: adaptations and or specifics of each country Background to qualifications: Each partner has identified a level 4 qualification in which a learner mobility experience can be incorporated. In order to ensure that there is a clear understanding of all elements of the mobility phase, a period of training will be provided to all teachers involved in the Quake project. The names of the relevant diplomas or trades are as follows:     

Belgium: Horticultural Technician and / or horticulturist specializing in the development of parks and gardens. Bulgaria: Landscape Technician specialising in floriculture and / or technician in plant or arbory technician Spain: Technicians Diploma in gardening and floriculture France: Professional Bachelor in Landscaping Ireland: Certificate in Horticulture.

These diplomas /qualifications do not necessarily cover the same curriculum content. However, using the Bachelor of Landscaping programme as a reference point, each partner country has identified similar content areas which can be taught and integrated into modular elements of each programme, thus creating a common ECVET framework. * For example, the Irish Certificate in Horticulture includes elements which are similar to the professional module 5 of the French ‘Professional baccalauréat’ and common to both qualifications are the following three objectives:   

To share, in the practical exchange, knowledge of plants and other living things in their communities; To master the installation of plants and vegetation techniques; To master the technical maintenance of plants and vegetation.

The Spanish diploma in "Gardening and Floriculture Technician" has similar capacities and objectives with the French bac pro:       

To acquire the skills of layout and design of both green spaces and gardens To learn how to upkeep and maintain a park or garden To learn to use and maintain equipment to required level (level 1) Be able to analyze site conditions necessary to carry out a landscaping project Identify plants used in landscaping and their ecological and aesthetic characteristics Achieve high safety standards in carrying out and maintaining landscape projects, particularly from a durability perspective. Practice safety awareness in relation to all materials and equipment from a perspective of sustainability and in compliance with regulations

The Bulgarian Landscape Specialist Technician Diploma in floriculture has many areas in common with the educational content of the French vocational baccalaureate such as soil science, botany, materials used and landscaping techniques. Other overlapping content areas include:

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Know and apply technologies in flower reproduction, know and apply the methods of creating and formatting flower beds, know and apply technologies for interior decoration and landscaping.

In summary, the objectives and expected training modules included in the French modules and common to the Belgian qualifications are:     

identify and recognize plants and other living things encountered in landscaping, implement the required water and mineral levels to all plants and administer all food according to directions, based on management objectives know and apply the vegetation control operations according to management objectives, know and apply methods to promote and protect the vegetation that you want to see flourish in the development identify compliance and quality of the vegetables upon reception identify and analyse the elements of the project that determine and justify the technical landscaping methods used.

In quite a short timeframe, it should be possible to bring together the capacities required to a)master the technical maintenance of plants (green area, garden),b) in landscaping methods, c) capacity around the practical aspects of the mobility and d)knowledge of vegetables. If these common aspects of the training curriculum are prepared beforehand by all Quake partners, a successful mobility experience for all learners will be more easily achieved. Indeed, these commonalities provide a basis for solid and meaningful exchanges between teachers at the training organized for November 2015.

Partners’ varied specifications The length of training required for diplomas or certificates submitted by partners varies greatly amongst partner countries: a course of 2,000 hours for some, a course of one year’s duration for another, or training modules divided into various pieces for delivery: this means we must ensure that the actual mobility phase coincides with whatever stage the learner may have reached in his/her programme of study. Currently, the Irish system is the only one in which learning outcomes and credits are already in place, thereby allowing them to facilitating the mobility concept and ECVET methods.

Mobility and internship All degrees, diplomas or certificates state in their regulations that a period of training must be carried out during the programme. However the fact remains that this element of the course can be carried out in the country of study and a period abroad is not necessarily expected nor required. Most notably in Belgium, it is the responsibility of and only with the agreement of the establishment in which the training takes place, that a mobility is set up. Nonetheless, mobilities may take place in partner countries as part of an Erasmus + framework. Extending the benefits of the practical training experience to beyond the boundaries of the home institution by providing a quality mobility experience is the goal of ECVET. The question remains as to who will be responsible for the management of the mobility stage and is an aspect of the project which merits further exploration.

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France, Spain, Belgium all have learners of the same age and the diploma takes place in the context of initial vocational training. Learners are aged between 15-16 years at the commencement of the course. In Ireland, the certificate is part of lifelong learning and so the learners are aged between 25 and 65 years of age. Each partner country identified institutions in the professional sector concerned.

4) Conclusion The denomination of various professional sectors must not overshadow the common links between the training courses provided by the training institutions, particularly those whose domain of knowledge is based in knowledge of plants, maintenance and layout of green spaces and the handling of materials and equipment. These points will have to be checked with teachers targeted by the training and who will accompany the learners during the mobility phase. These issues will be particularly addressed during the training organized in November 2015 in Orleans. They constitute a basis for interesting exchanges between teachers in partner countries. Learners’ age must be taken into account because it is difficult to envisage positive mobility experiences for Irish learners if the age cohort with whom they exchange is not well matched.

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Bibliography CEDEFOP (2013) Perspectives et défis d’ECVET, le système européen de crédit d’apprentissages pour l’enseignement et la formation professionnelshttp://www.cedefop.europa.eu/EN/Files/9080_fr.pdf CEDEFOP (2014) Monitoring ECVET implementation strategies in Europe in 2013, Working Paper, 22, http://www.cedefop.europa.eu/EN/Files/6122_en.pdf CEDEFOP (no date) Perspectives on ... vocational http://www.cedefop.europa.eu/EN/Files/8044_fr.pdf

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CEDEFOP (2013) Prospects and challenges of ECVET, the European credit system of learning for education and training professionnels http://www.cedefop.europa.eu/EN/Files/9080_fr.pdf CEDEFOP (2014) Monitoring ECVET implementation strategies in Europe in 2013, Working Paper, 22, http://www.cedefop.europa.eu/EN/Files/6122_en.pdf Krichewsky, L.et Frommberger, D. (2013) Convergence or Divergence? Comparative analysis of the role of learning outcomes in the curriculum of basic vocational education from nine European countries, Cahiers of research on education and knowledge, Special issue No. 4, pp. 17-32. http://cres.revues.org/2467?lang=fr

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