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European Credit System for Vocational Education and Training (ECVET) Policy Recommendation
European Credit System for Vocational Education and Training (ECVET) Policy Recommendation
European Credit System for Vocational Education and Training (ECVET) Policy Recommendation
Prof. Dr. Füsun AKKÖKNovember 2016 - Ankara
Translation: Turgay TAŞKIN
This publication has been produced with the financial contributions of European Union and the Republic of Turkey. The contents of this publication are the sole responsibility of the author.
1. Introduction and Background 1.1 An overview of the VET modernisation and ECVET system 1.1.1 The role of the related stakeholders 1.1.2 ECVET ve EQF 1.1.3 The Role of Career Guidance
2. Present Context in Turkey 2.1 Educational and legislative background 2.2 Validation of non-formal and informal learning
3. Recommendation and Conclusions for the future developments 3.1 Suggestions
a. Setting up broad range testing initiatives at national level b. Updating VET legislations and regulations
c. Adapting qualifications systems d. ‘A wait and see’ strategy e. Combining ECVET with NQF development
f. Learning by working in ECVET European projects
g. Marketing ECVET to the stakeholders 3.2 Conclusion
CONTENTS
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This report aims to provide an overview of ECVET (European Credit System for Vocational Education and Training), the present context and the future prospects for Turkey. The work of the national ECVET group, two-day workshop organised by Technical Assistance and In-formation Exchange Instrument (TAIEX) and Ministry of National Education (MoNE) dated Octo-ber 27-28th, 2016, face-to-face meetings, the European and Turkish documents on ECVET and related developments cre-ated a valuable background and supported the preparation of this report.
The workshop has provided a detailed picture of the present state of art in relation to ECVET, the VET system and how ECVET could be embedded in to the present context in the country. Moreover, it has facilitated very promising and helpful discus-sions on how to proceed for a good and sound implemen-tation of ECVET in Turkey. It seems that ECVET has technical features but also societal, insti-tutional and volitional aspects which mean that its implemen-tation requires a specific envi-ronment and demands a men-tality change.
1. Introduction and Background
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For excellence and inclusion, a VET modernisation agenda was first launched in 2002 as the Copenhagen process. Very significant results have been achieved since then. Main ones are the Recommendations on the European Qualifications Framework (EQF), the Europe-an Credit system for Vocational Education and Training (ECVET), the European Quality Assuran-ce reference framework for VET (EQAVET), the single frame-work for transparency of quali-fications and competences (Eu-ropass), the Council Resolution on Guidance and the Council Conclusions on the validation of non-formal and informal le-arning.
After the adoption of the Europe 2020 Strategy for smart, sustai-nable and inclusive growth, the Copenhagen process was revie-wed in 2010 with the adoption of the Bruges Communiqué. It set out a vision of excellence and social inclusion, including long term objectives and some short-term deliverables for the time span of 2011-14. In June 2015, as Riga conclusions, in-ter-linked, complementary and mutually supportive “medium term deliverables” are adop-ted to modernise VET by 2020. These deliverables address work-based learning, quality assurance, access to qualifica-tions and trainings for all, key competences and the continu-ing development of VET profes-sionals.1
ECVET was developed in the years 2003-2006 in the context of the Copenhagen process for enhanced co-operation in VET. Open and flexible pathways are crucial in VET policy and ECVET calls for flexible pathways to skills and qualifications to en-able learners to obtain quali-fications by cumulating credit earned in different locations, settings and timeframes. It is an instrument to improve the qual-ity of VET mobility and as a tool to organise labour market rele-vant requalification measures.2
ECVET has continuously devel-oped since the decision, stated in the Copenhagen Declaration (European Commission, 2002), on a system of credit transfer for vocational education and training to promote transpar-ency, comparability, transfer-ability and recognition of com-petence and/or qualifications, between different countries and at different levels.3 ECVET aims at promoting learner mo-bility, lifelong learning, and de-velopment of mutual trust and cooperation between VET pro-viders in Europe.
1.1 An Overview of The VET Modernisation and ECVET System
1 Renewed Impulse: Vocational education and training modernisation is crucial for European jobs and growth. Social Agenda (2015), June issue, no: 41.2 ECVET UG16 Network Discussion Note to the ECVET users’ group members and the coordinators of national teams of ECVET experts (2016): Brussels.3 CEDEFOP (2010). The development of ECVET in Europe, working paper: Luxemburg
For excellence and inclusion, a VET modernisation agenda was first launched in 2002 as the Copenhagen process.
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The Recommendation on ECVET defines the role of ECVET. The purpose of the Rec-ommendation is to create a European Credit System for Vo-cational Education and Training intended to facilitate the trans-fer, recognition and accumula-tion of assessed learning out-comes of individuals who are aiming to achieve a qualifica-tion. This will improve the gen-eral understanding of citizens′ learning outcomes and their transparency, transnational mobility and portability across and, where appropriate, within Member States in a borderless lifelong learning area, and will also improve the mobility and portability of qualifications at national level between various sectors of the economy and within the labour market fur-thermore, it will contribute to the development and expan-sion of European cooperation in education and training (Eu-ropean Parliament and Council of the European Union, 2009, p. 11).
ECVET is not a stand-alone el-ement in European education and training. It belongs to a se-ries of tools for developing in-tra-European mobility, support-ing individualised career and learning paths, for better recog-nition of informal and non-for-mal learning, better transpar-ency and mutual trust between education systems, increasing VET participation rates and mo-tivation for lifelong learning. All contain features sustaining transparency and portability of qualifications across insti-tutional, sectoral and national borders.4 Research indicate that increased uptake of ECVET to support learner mobility and recognition of learning out-comes in different fields of Eu-rope education and training, at different qualifications levels of the EQF, and for various tar-get groups from youngsters to adults.5
The purpose of the Recommendation is to create a European Credit System for Vocational Education and Training intended to facilitate the transfer, recognition and accumulation of assessed learning outcomes of individuals who are aiming to achieve a qualification.
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European tools initiated within the Copenhagen process include:6
Europass, the single Community framework for transparency of qualifications and competences, a portfolio of five documents for documenting formal and non-formal learning outcomes (Europe-an Parliament and Council of the European Union, 2004);
European principles for the identification and validation of non-formal and informal learning, aimed at strengthening the compa-rability and transparency of validation approaches and methods across national boundaries (European Parliament and Council of the European Union, 2004);
the European quality charter for mobility (EQCM), which ‘offers guidance for mobility undertaken by individual young people or adults, for the purposes of formal and non-formal learning and for their personal and professional development’ (European Parlia-ment and Council of the European Union, 2006, p. 8);
the European qualifications framework for lifelong learning (EQF), as a translation device between different qualifications systems and their levels (general education, higher education, vocational education and training) (European Parliament and Council of the European Union, 2008);
the European quality assurance reference framework for vocati-onal education and training (EQAVET), ‘a reference instrument to help Member States to promote and monitor continuous impro-vement of their VET systems based on common European refe-rences’ (European Parliament and Council of the European Union, 2009, p. 2).
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ECVET principle that has been supported by practical tools to facilitate its application is stated as “VET qualifications should be made up of components, called `units of learning outcomes` that can be assessed and vali-dated independently. Assessed and validated learning out-comes are the learner`s credit”. It should be well-remembered that ECVET aims to make VET learning pathways more flexible as it enables learners to obtain qualifications by cumulating credit earned in different loca-tions, settings and timeframes. VET qualifications that are used in ECVET should be made up of ‘learning outcomes’.
Qualifications frameworks and credit systems are highly inter-woven, with reciprocal condi-tions for success in increased transparency and better ac-cess to education and train-ing. Qualification frameworks
have a pivotal role to play in the ECVET system. The nation-al qualifications framework or system and its qualifications are based on the principle and objective of learning outcomes and linked to arrangements for validation of non-formal and informal learning and, where these exist, to credit sys-tems’ (European Commission, Cedefop, 2008).7 Furthermore, credit systems have the poten-tial to impact on the structure of qualifications (via the design of units and the setting up of credit points) and to impact on progression and transition in education and training (by set-ting up rules for accumulation and transfer). Credit systems have to be fine-tuned to qualifi-cations systems and, in broader terms, to the understandings and values linked to education and training in societies.
Credit systems have to be fine-tuned to qualifications systems and, in broader terms, to the understandings and values linked to education and training in societies.
7 CEDEFOP (2011). The development of ECVET in Europe. Luxembourg: Publications Office. CEDEFOP working paper; No 14.
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Even though ECVET was formal-ly established as a credit sys-tem, there seems to be some critical points discussed in the discussion note.8 These could be summarised as the follow-ing:
So far, ECVET has not been used as a ‘credit system’ that regu-lates the allocation and transfer of credit points which keep the same value across programmes and countries which was also part of its initial objectives. Surprisingly, ECVET points are not used much since countries either use their national point systems for accumulation of credit, or no point system at all. ECVET has rather been used as a framework to make their VET systems more open and flexible. Moreover, the diver-gence between the declared nature as a credit system and its real nature as a framework has caused a widespread mis-understanding about the role of ECVET in the European VET policy. As a very critical point, ECVET has often been mistaken as the VET equivalent of ECTS,
so that its credit point alloca-tion rules have been misunder-stood as a necessary element of ECVET implementation. This has limited the understanding and exploitation of the poten-tial added value of ECVET.
Based on these critical points, there seems to be process of revision foreseen for the ECVET instrument. At present, there is an ECVET recommendation9 and one of the suggestions for the revision process is to re-vise the current Recommenda-tion. Another option could be a proposal on VET modernisa-tion, covering all instruments and actions meant to improve the quality, effectiveness, flex-ibility and attractiveness of VET to support VET as a recognised pathway to excellence in rel-evant skills development.
ECVET has rather been used as a framework to make their VET systems more open and flexible.
8 ECVET UG16 Network Discussion Note to the ECVET users’ group members and the coordinators of national teams of ECVET experts (2016): Brussels.9 ECVET Network meeting 2016, Synthesis report: Brussels.
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Different stakeholders fulfil different roles and assume dif-ferent functions in the ECVET process: designing the quali-fications in units of learning outcomes, allocating ECVET points, carrying out assessment of learning outcomes, awarding credits, validating the learning outcomes, and organising mo-bility and transfer of credit. It might be, for instance, that a VET school provider from one country will enter a partner-ship with a ministry from an-other country as both might be in charge of awarding quali-fications in their respective countries. It might also be that the assessment processes are shared by the sending and the hosting providers. It is critical to engage employers, unions and other stakeholders to strengthen links between vo-cational programmes and la-bour market needs. It is crucial to get employers engaged with the VET system to represent the diverse perspectives and opin-ions found within employers’ groups. ECVET requires com-munication to VET providers and learners, and to the wider public to support involvement and ownership by the stake-holders.
In relation to mobility, the ECVET Recommendation sug-gests that stakeholders con-clude a memorandum of under-standing to provide a general framework of cooperation and networking (European Parlia-ment and Council of the Euro-pean Union, 2009). The mobile
learner and the involved two VET partners should conclude a learning agreement which describes the training provision and the content of the mobility in terms of learning outcomes. The learner will receive a per-sonal transcript detailing the assessed learning outcomes, units and ECVET points award-ed.10
The key requirement of the ECVET system and credit trans-fer is mutual trust and a part-nership between institutions. The purpose of the Memoran-dum of Understanding con-cluded by partners is to provide a general framework for coop-eration and networking that can be used to create an atmo-sphere of mutual trust and help partners plan special arrange-ments for the credit transfer of learners.
In relation to lifelong learning perspective, fighting against skills mismatches requires clos-er and more systematic com-munication, co-ordination and collaboration between labour market actors, education and training providers and public authorities-national, regional and local level. These actors need to be involved in a con-stant dialogue, both on short term issues (ad hoc requalifica-tion and skill upgrading cours-es, vocational training modules, and validation of non-formal and informal learning) and long term ones (revising and rede-signing education and training curricula).
1.1.1 The Role of The Related
It is crucial to get employers engaged with the VET system to represent the diverse perspectives and opinions found within employers’ groups.
10 CEDEFOP (2010). The development of ECVET in Europe, working paper: Luxemburg
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1.1.2 ECVET and EQF
The core of ECVET is the de-scription of qualifications in terms of learning outcomes (based on the categories set within the EQF: knowledge, skills and competence). Build-ing on a learning outcomes ap-proach, ECVET gives a central role to qualifications. It is well accepted that ECVET and EQF are interconnected.
Not only ECVET, but also EQF, are seen as valuable tools to support the implementation of the validation of non-formal and informal learning (NFIL) and quality assurance (EQVET).11
One major condition is the need for ECVET to be embedded within qualification systems and, more specifically, within national qualification frame-
works. This will significantly af-fect the extent to which ECVET becomes fully operational.12
In a case study using the prin-ciples of ECVET and EQF for the labour market, it was men-tioned as “We can call it an ECVET experience but in reality it is all covered under the um-brella of the EQF. Actually we are convinced that you cannot implement ECVET, without the EQF” (ECVET Mag Magazine, p.13).13
One of the challenges ahead of NQF developments is their ‘ability to aid support functions such as validation of non-for-mal and informal learning and credit transfer arrangements’ (Cedefop, 201.)
Not only ECVET, but also EQF, are seen as valuable tools to support the implementation of the validation of non-formal and informal learning (NFIL) and quality assurance (EQVET).
1.1.3 The Role of Career Guidance
OECD (2010)14, has highlighted the emerging role of lifelong guidance concerning good-quality vocational education and training: “One way of en-suring that vocational pro-grammes meet labour market needs is to give VET students good guidance. As careers di-versify, career choices and therefore career guidance are becoming both European policy context for work-based learning and lifelong guidance more important and more de-manding.
To meet this challenge, there needs to be a coherent career
guidance profession, with per-sonnel experienced in labour market issues and separated from psychological counsel-ling. Guidance needs to be ad-equately resourced, with some assurance of pro-active one-to-one delivery of guidance at key career decision points.
Guidance personnel need to have an independent base to underpin their objectivity, and be able to call on a wide range of information and web-based material. Strong links between schools and local employers are very important means of introducing young students to
the world of work. Providing ef-fective career guidance that in-cludes good information about labour market prospects has a pivotal role in the development of open and flexible pathways in VET.
11 ECVET Mac Magazine, (2016). Using the principles of ECVET and EQF for the labour market: the success story of the YEBİSU e.e. partnership. No.26, pp.13-15.12 CEDEFOP (2012). Necessary Conditions for ECVET implementation.13 a.g.e.14 Organisation for Economic Co-operation and Development (2010). Learning for Jobs. Paris OECD.
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2. Present Context in Turkey
Turkey has currently an enabling and environment in terms of supporting the improvement of quality of Vocational Education and Training and built up a con-siderable momentum in VET sector within the framework of three major initiatives. In fact, the country has already shown its willingness to realize this aim and supported this objective via the national legislative system and strategies (National Edu-cation Basic Act Law no.6528 and Vocational Education Law No. 4702) and the strategic plans (MoNE Strategic Plan 2015 – 2019, The Vocational and Technical Education Strat-egy of MoNE for 2014 -2018, The National Lifelong Learning Strategy Paper for 2014-2018, National Employment Strategy of Turkey, 2014 - 2023).
Specifically, three initiatives are critical in this respect. These are The Action Plan for Strengthening the Relationship between Employment and VET
(a participatory policy platform where all the national policy makers, social partners and rel-evant stakeholders attend and discuss the problems of VET sector), Turkey Qualifications Framework (TQF-an important part modernization process of VET) and The Improving the Quality of VET in Turkey Project (financed under IPA).
Moreover, Turkey’s first VET Sector Strategy Document and Action Plan has been prepared providing an integrated policy framework for the improve-ment of VET across the coun-try. This document addresses the needs and priorities of the country in three policy axis; namely accessibility, capacity and employability, which can be seen as “input-process-out-put” in Vocational and Techni-cal education. Accordingly, the major needs of the country in vocational and technical educa-tion could be summarised be-low:
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Accessibility defines the need for improving the attractiveness of VET and raising awareness about the importance of VET, the need for a flexible and permeable system facilitating the permeability between school and programme types and the need for increas-ing the accessibility to VET for people with special needs.
Capacity indicates the need for coordination, cooperation among actors and thereby improving governance in VET, the need for im-proving cooperation between VET schools and industry and the need for developing a robust quality assurance system in line with EQAVET principles, the need for improving VET programmes in line with Turkish Qualifications Framework and EQF principles, the need for improving work-based learning, the need for adopting a modular system and credit system in line with ECVET principles, the need for improving foreign language teaching and learning and the need for improving the capacity of VET teachers and train-ers.
Employability refers to the need for designing and delivering Vo-cational and Technical education in line with the labor market needs, the need for a monitoring system for graduates, the need for improving the key competencies and transversal skills of VET students including digital skills, entrepreneurship and creativity and the need for improving national and international mobility of VET student.
1Accessibility
2Capacity
3Employability
Moreover, by being an acces-sion country to EU, Turkey has also developed the Human Re-source Development Sectoral Operational Program while one of the key virtues is to im-prove the quality of education and training. In fact, during the accession period, Turkey has implemented several projects targeting to improve the quality of VET both in formal education
and non-formal education. Re-cently a new amendment in the Active Labour Market Services Regulation issued on 12 Febru-ary 2016 in Official Gazette of Turkish Republic also supports this enabling environment.15
All these developments are ex-pected to increase the quality, attractiveness and labour mar-ket relevancy of VET in Turkey.
All these developments are expected to increase the quality, attractiveness and labour market relevancy of VET in Turkey.
15 ETF (2016) Report on Riga ex-ante workshop (draft)
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2.1 Educational and Legislative In recent years, Turkey has in-creased the public resources for education, improved human and physical infrastructure; im-plemented several measures to ensure equal opportunity and improve service provision in ed-ucation; increased the school-ing rate across the all levels of education especially those of female students; raised the em-ployment of teachers and in-service trainings; initiated FATİH Project (integration of technol-ogy into the education system); the number of students per classroom decreased substan-tially, introduced 12-years com-pulsory education and updated the curriculum accordingly. In spite of these positive devel-opments, pre-school and sec-ondary schools PISA scores fall behind international averages. Although the education level of the country rises gradually it still remains behind EU and OECD averages. Moreover, edu-cation system has been unable to meet the needs of labour market to a large extent, there-fore the decrease in youth un-employment remained limited. Consequently, despite the re-cent improvements particularly in terms of access to educa-tion, the improvement of qual-ity remains a serious challenge for the country. In this context, sustaining the quality-oriented transformation that improves personality, skills and com-petencies of individuals and strengthens their compliance with labour market within the framework of lifelong learning approach is of paramount im-portance for Turkish education
sector. Decreasing school drop-outs and ensuring equal op-portunity in education are also other major concerns.16
The Vision 2023 of the Turkish government, Tenth Develop-ment Plan (2014–18), Lifelong Learning Strategy and Voca-tional Education and Training (VET) Strategy and Action Plan (2014–18) set out clear targets and roadmaps and are linked to the EU’s strategy. The report on Torino process17, indicates clearly that Turkey shares the priorities and goals of the EU’s policy in the fields of education and training: making lifelong learning and mobility a reality; improving the quality and effi-ciency of education and train-ing; promoting equity; enhanc-ing creativity and innovation, including entrepreneurship, at all levels of education and train-ing; social cohesion; and active citizenship. The targets set out in Education and Training 2020 are also the targets set by Tur-key with respect to harmonisa-tion with the EU. They are all laid out in the strategic plans for VET and lifelong learning devel-oped by the Ministry of Nation-al Education for the years 2014 to 2018. Moreover, in Skills 2020 Turkey report, “promoting the importance of vocational education” is mentioned as one of the “Vision 2023 targets for Education, Training and Learn-ing”18 A number of strategies /measures promote social in-clusion through VET. However, existing legal framework needs to be further strengthened to promote social inclusion.
Sustaining the quality-oriented transformation that improves personality, skills and competencies of individuals and strengthens their compliance with labour market within the framework of lifelong learning approach is of paramount importance for Turkish education sector.
16 Celil Yaman, Özel Mülâkat17 ETF. Torino Process, 2014 Turkey. European Training Foundation,2015.18 Skills 2020 TURKEY, Working Document, Version 28.08.2014
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The VET strategy for 2014 to 2018 focuses on broadening access to VET, with improved VET system capacity and bet-ter employment outcomes for graduates. The latter is also the goal for the Higher Education Strategy of Turkey (2007–25). The Action Plan for Strengthen-ing the Link between Education and Employment (İMEİGEP) fo-cuses on the quality of the VET system. Its aims include deliver-ing qualifications as part of the Turkish Qualifications Frame-work (TQF); implementing curricula in compliance with occupational standards; devel-oping information, guidance and counselling; and accredit-ing VET institutions.
Turkey’s new Lifelong Learn-ing Strategy pays particular at-tention to improving access to lifelong learning beyond the formal education system. In particular, learning in enter-prises is seen as important to promote the transition from school to work. Comprehen-sive career information is also a priority. The analysis empha-sises the need for better educa-tion outcomes resulting in bet-ter employment outcomes for young people and women and the addressing of regional dis-parities. Lifelong Learning Strat-egy emphasises that the expe-riences are shared, focusing on what has been done and what can be done at central and re-gional level in particular to in-volve companies more in VET (e.g. apprenticeships and prac-tical placements) and to extend career guidance and counsel-ling and work-based learning to ensure that women, young people and inactive vulnerable groups can maximise their op-portunities. A number of good practices exist in employer en-gagement and entrepreneurial learning across the system.
The latter is also the goal for the Higher Education Strategy of Turkey (2007–25).
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The gap between required and acquired skills is one of the main obstacles in labour mar-ket matching and mobility. Thus the quality and relevance of education and training systems is important both in meeting lo-cal labour market needs and in gaining international recogni-tion and credibility. In Turkey, work in this area is enabling all VET schools and workplaces to become learning organisations for the development of effec-tive local learning centres and to bring learning and learners together in response to the local needs of the labour mar-ket. Schools are supported to enhance their quality based on self-assessment and action planning in line with the Euro-pean Quality Assurance in Vo-cational Education and Training (EQAVET) principles. Another important area where support is planned is the establishment of integrated systems for vali-dating non-formal and informal learning. The European Credit System for VET (ECVET) for for-mal and non-formal VET needs to be implemented as well. This system is crucially important for the recognition of achieved learning outcomes. It facilitates horizontal and vertical tran-sitions between formal and non-formal VET training institu-tions.19
Turkey’s labour force is still characterised by a low level of schooling. If Turkey’s Vision 2023 is to achieve its target on employment and cut unem-ployment to 5%, more people need to be activated and insert-ed into the labour market. This needs a significant increase in youth and female employment. Developing skills by providing good access to quality initial and continuing education and training is crucial to activate young people, women and vul-nerable groups. Access to qual-ity education and training and employment is definitely a way out of poverty and social exclu-sion. However, certain condi-tions need to be met: upgrad-ing the relevant skills for the sustainable activation of the in-active population will enhance Turkey’s economic competitive-ness in the future. The evalua-tions of the students by teach-ing staff indicated that students lack skills like creative thinking, decision making, problem solv-ing, reasoning, thinking skills and responsibility, self-manag-ing, sociability, self-esteem and communication skills. Seminars and programs are recommend-ed to support the students in this respect.20
Another important area where support is planned is the establishment of integrated systems for validating non-formal and informal learning.
19 ETF. Torino Process, 2014 Turkey. European Training Foundation, 2015.20 Uzmanoğlu,S, Çevik, Çınar,A Tektaş,N,Oral,B,Büyükpehlivan,G,Ulusman, L, Öznaz,D, Polat,Z. (2010). Evaluation of educational and technical structure at vocational Schools. Procedia Social and Behavioral Sciences 2 (2010) 3447–3451.
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2.2 Validation of Non-formal and Informal Learning
As indicated in 1.1.2, EQF, the validation of non-formal and in-formal learning (NFIL) and qual-ity assurance (EQVET) are seen as valuable tools to support the implementation of ECVET. The update country report21 on the validation of non-formal and informal learning indicates that there seems to be a sys-tematic and coordinated ap-proach to validation in Turkey and the relationship between validation and qualifications is well-defined. However, the pro-grammes and modules in edu-cation need to be aligned with the occupational standards and the qualifications. This work in the Ministry of National Educa-tion (MoNE) has been initiated and is in progress in 2016.
There are different applications in different sectors for the rec-ognition and certification of prior learning. In the vocation-al sector, the Basic Education Law on National Education No 1739 arranges non-formal and formal education (Basic and secondary education) in a way to complement each other and the Vocational Training Law No 3308 arranges vocational and technical training. According to this Law, within the context of validation in relation to quali-fications which have been de-veloped based on occupational standards, the assessment of
prior informal and non-formal competences, as well as of competences gained during vo-cational training, are defined by the relevant rules and regula-tions. Law No 5544 determines the principles for national qualifications in the technical and vocational fields in regard to auditing, assessment and evaluation, and certification for non-formal learning and infor-mal learning. The Laws also sets up the Vocational Qualification Authority (VQA). The VQA reg-ulates and coordinates evalua-tion and certification activities for the validation of formal and non-formal qualifications.
The MoNE is undertaking legis-lative preparations for the insti-tutions for non-formal learning which have been submitted to the government and amend-ments in the Law No 3308, including items in relation to validation. In the 64th Govern-ment Programme, Action Plan, there are activities to improve quality in VET. These include, providing educational support to the private VET institutions, preparing an amendment in the legislation and in the law numbered 3308 to strengthen the infrastructure for appren-ticeship, and to promote VET and university students’ train-eeships.
21 Akkök, F (2016). European Inventory on the validation of non-formal and informal learning, Turkey country report, The European Inventory on validation of non-formal and informal learning.
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Validation is seen as a goal of the work proceeding from the Turkish Qualifications Frame-work (TQF). The alignment of VET curricula and qualifications with the national occupational standards and to support the link between education and employment is a goal. Moreo-ver, to identify and certify the individuals’ qualifications with a quality assured process and to support lifelong learning through the validation of non-formal and informal learning are in the policy agenda of the VQA, which manages the TQF. It is obligatory to design all for-mal and non-formal VET trai-ning programmes according to the national occupational stan-dards and designed as learning outcomes.
The validation processes in the scope of LLL aim for the defini-tion and the recognition of all knowledge, skills and compe-tences achieved in informal and non-formal learning contexts in
all TQF levels. Thus, the TQF was designed to allow for cer-tifying the qualifications achie-ved as a result of the learning in a non-formal and informal learning environment. The qu-alifications and related VNFIL infrastructure depicts the most common practice regarding the validation of informal and non-formal learning in Turkey.
Through validation, the lear-ners will be provided with;
• Access to the programmes,• Access to the exams,• Exemptions,• Certification of units,• Credit accumulation and
transfer,• Award of qualifications.
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All education/training pro-grammes in formal and non-formal learning need to be de-signed/ redesigned based on learning outcomes so that also informal learning can be vali-dated. These programmes and curricula need to be based on learning outcomes so that they can be related to national stan-dards and qualifications and can be integrated into the TQF.
No widespread or systematic use of credit accumulation and transfer has been identified in any of the sectors of the edu-cation system in Turkey except higher education. Neverthe-less, the TQF design does allow for the inclusion of qualifica-tions that have been achieved through credit accumulation: for example, in the categorisa-tion of ‘unit’ qualifications in the range of qualification types. Also, qualification type specifi-cations in the TQF include cred-
it rating of each type and this would facilitate the develop-ment of credit systems by bod-ies responsible for the award of qualifications.
There is work going on in the MoNE in relation to ECVET for capacity building. Moreover, in National Agency for European Affairs, there are efforts going on ECVET. That Agency arrang-es events for better awareness and policy development and implementation on ECVET.
That Agency arranges events for better awareness and policy development and implementation on ECVET.
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3. Recommendation and Conclusions for the Future developments
Turkey has been putting signifi-cant efforts for effective imple-mentation of the ECVET system. Building on the background and the present state of art, re-commendations and conclusi-ons will be drawn for the future prospects.Preparing for ECVET and developing the implemen-tation encompass activities ran-ging from legal and regulatory updates to broad range test ini-tiatives. The country cases from several countries are illustrati-ve of the eight main strategies for ECVET implementation, as identified in the Cedefop analy-sis: (a) setting up broad range testing initiatives at national level; (b) measuring impact (theoretical and methodologi-cal approaches); (c) updating VET legislations and regulati-ons; (d) adapting qualifications
systems; (e) a ‘wait and see’ strategy; (f) combining ECVET with NQF development; (g) le-arning by working in ECVET Eu-ropean projects; (h) marketing ECVET to the stakeholders.
Of these eight strategies, ‘le-arning by working in projects’, which denotes the involvement of stakeholders, is most widesp-read, followed by updating and adapting legislation, regulati-ons and qualifications systems. The ECVET pilot projects fea-tures are learning outcomes approach, design of units of learning outcomes, memoran-dum of understanding and le-arning agreements, elaborating solutions, and communicating on their difficulties and soluti-ons.22
22 CEDEFOP (2010). The development of ECVET in Europe, working paper: Luxemburg
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3.1 RecommendationsECVET has technical features but also societal, institutional and volitional aspects which mean that its implementati-on requires a specific environ-ment. This environment has been conceptualised as ECVET readiness: Developing ECVET in a national context is seldom a stand-alone initiative. ECVET has been mainly discussed at national level in the context of validating non-formal and in-formal learning and supporting learner mobility across natio-nal borders. More concretely, it is embedded in the develop-ments of validation procedures (as in the Czech Republic or Germany), in broader reform of VET as in Iceland, Luxembo-urg, Slovenia), or in the deve-lopment or reform of national qualifications frameworks (as in the Czech Republic or UK-EWNI). Credit systems have to be fine-tuned to qualifications systems and, in broader terms,
to the understandings and va-lues linked to education and training in societies. In Turkey, at present, it also seems to be closely relevant and related to the developments of validati-on procedures and also in the development of national qua-lifications framework. Moreo-ver, the success of ECVET imp-lementation depends on the institutional and political con-text in which the instrument is promoted and on the technical issues linked to the design of qualifications.23
The main strategies for ECVET implementation, as identified in the Cedefop analysis24 will set the stage for the pointers for further policy developments for Turkey.
This requires the system mostly fulfilling the require-ments related to the transfer, accumulation and recognition of learning outcomes. It requi-res the qualifications to be divi-ded into units that are based on learning outcomes. Competent authorities with regards to the assessment, validation and re-cognition of competence are
required for the decisions on the recognition of competen-ce. Above all, this implies that ECVET training and communi-cation should be invested in so that the credit transfer system is also introduced to the teac-hers who make most decisions concerning recognitions.
3.1.1 Setting Up Broad Range Testing Initiatives at National Level
23 CEDEFOP (2012). Necessary Conditions for ECVET implementation.24 a.g.e.
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Turkey has been in significant process in the establishment of a national qualifications system (NQS), an important action in the medium-long term actions of the VQA is to conduct the crediting the national qualifica-tions and qualification units in alignment with ECVET.25 This is a critical step for the effective implementation of the ECVET system. Moreover, it is pro-posed that the ECVET points column of the qualifications on the NQF could be to be com-pleted as a joint effort of the related stakeholders.
To establish competent au-thorities with regards to the assessment, validation and recognition of competence are required for the decisions on the recognition of competence, preferably, at the local level, to facilitate geographical mobil-ity. This could also promote a bottom-up approach to ECVET implementation.
3.1.2 Updating VET Legislations and RegulationsThis is a pivotal dimension for the effective implementation and requires the update of the legislation and regulations on some (or all) technical features of ECVET. Effective use of ECVET is based on national legislation and the principles and techni-cal specifications provided in the Recommendation and this requires the necessary altera-tions to be made to the legisla-tion and regulations.
In Turkey, this important action has also been voiced up at the thematic follow-up meeting of
the National Agency in Decem-ber 2015 and on the workshop in the TAIEX workshop in Octo-ber. For Turkey, a review and update of the VET legislation for more flexible pathways leading to labour market integration and the complete establish-ment of the NQS with the legal infrastructure is recommended under this strategy. In fact, the VET strategy and Action Plan for 2014 to 2018 has a perspec-tive in relation to this.
An important action in the medium-long term actions of the VQA is to conduct the crediting the national qualifications and qualification units in alignment with ECVET.
25 The report on the referencing of the NQF with the EQF. (draft). 2016, Vocational Qualifications Authority
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3.1.3 Adapting Qualifications Systems
ECVET or elements of ECVET are being introduced within activi-ties for adapting qualifications systems, such as renewing cur-ricula, conceiving partial quali-fications, developing validation mechanisms and reviewing ed-ucational standards. The char-acteristics and traditions of VET systems have a crucial role.
Implementation requires an agreement on the identifica-tion principles of credits and placing the qualifications within the national framework and the European Qualifications Frame-work. Revisions are also made in legislation, the regulations with regards to the qualification and education requirements, in addition to the regulations or recommendations concerning qualification certificates, certif-icate templates and Certificate and Diploma Supplements.
In Turkey, there seems to be a need for the VET community and the related stakeholders to elaborate further, discuss and decide on what students want to study, what employers need and what can be provid-ed, given capacity constraints
to determine the demand-responsive VET programmes. It is crucial to ensure that VET students develop wider com-petencies alongside immedi-ate job skills so they can more easily move from one job to another over their working life or shift to another career path. VET programmes need to blend school and workplace learning together, which is a powerful and effective method for de-veloping many soft skills, pre-paring young people for jobs and smoothing initial transi-tions into the labour market. Within the programmes suf-ficient attention need to be given to general academic skills as well as practical skills, since upper secondary vocational programmes often need to pre-pare students for further study as well as for jobs. It is crucial to strengthen numeracy and liter-acy skills, which are often weak for students in vocational pro-grammes and are increasingly important in the labour market.
It is crucial to ensure that VET students develop wider competencies alongside immediate job skills so they can more easily move from one job to another over their working life or shift to another career path.
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Moreover, renewing curricula is a pivotal process to be con-tinued in VET as part of the process of aligning the formal and non-formal curricula in re-lation to the standards. Within the SVET project ‘competence based modular education pro-grammes’ have been developed and begun to be implemented in the technical and vocational schools, enabling flexible hori-zontal and vertical transitions and leading to a wide range of certificates and diplomas. Mod-ular programmes have been developed based on the areas in demand by the labour mar-ket, in close collaboration with the different sectors. Within this scope, activities to prepare modular programmes for new areas (corresponding to levels 2-3-3-4 of EQF) are carried out by MoNE. Modules are being developed for different com-petences including the key and transversal competences within the scope of non-formal educa-tion. However, the modules de-veloped need to be geared to learning outcomes. In addition to this, the present assessment system based on the cumula-tive evaluation could be an ob-stacle for the implementation of ECVET since ECVET requires assessment measures based on learning outcomes.
Aligning the vocational educa-tion and training programmes with these standards and na-tional qualifications has been a significant process. This is still ongoing. Once the system of standards is established, the qualifications in the formal sys-tem will be aligned with those used in the non-formal /infor-mal learning. Thus in the future, once the quality assurance of training institutions is com-pleted, formal training institu-tions will also be able to award these qualifications. At present, formal education standards are defined by MoNE and are dif-ferent to those used for the sys-tem of validation. The present standards used in formal edu-cation will be modified accord-ingly with the establishment of the new validation system, so that they can be aligned with those standards used in the non-formal and informal sys-tem of qualifications.26 As the process of alignment is carried out, it will be possible to earn these qualifications through validation. This process is sig-nificant and pivotal to be pro-ceeded with for the effective implementation of the ECVET system in Turkey.
The present standards used in formal education will be modified accordingly with the establishment of the new validation system, so that they can be aligned with those standards used in the non-formal and informal system of qualifications.
26 Akkök, F (2016). European Inventory on the validation of non-formal and informal learning, Turkey country report, The European Inventory on validation of non-formal and informal learning.
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Furthermore, the following could be some specific pointers for further policy development to revise the VET curricula for a more ECVET-friendly system:
Provide a mix of VET training places that reflects both student preferences and employer needs. Achieve this through provision of workplace training and through planning and incentive mecha-nisms.
Engage employers and unions in curriculum development and ensure that the skills taught correspond to those needed in the modern workplace.
Provide young people with generic, transferable skills to support occupational mobility and lifelong learning, and with occupation-ally-specific skills that meet employers’ immediate needs.
Ensure all students in VET programmes have adequate numeracy and literacy skills to support lifelong learning and career develop-ment. Identify and tackle weaknesses in this area.
Ensure that all VET programmes are revised and based on learning outcomes and aligned with national standards and qualifications.
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3.1.4 A ‘Wait and See’ Strategy
ECVET developments at na-tional and European levels are observed and discussed in sev-eral countries and for the time being no concrete action plan is defined.
Turkey has a national expert group on ECVET and has been working effectively to set the stage together with the related stakeholders. However, a con-crete and specific action plan, on short-medium and long term goals could support the development of a more struc-tured and coordinated EVET implementation in the country. This could also help to decide how to use the system better. The regular ECVET national ex-pert group, with members of all the related stakeholders, provide a very supportive and promising context for further developments. The Action Plan could be addressing the follow-ing actions:
The starting point is a system based on learning outcomes, which are defined as knowl-edge, skills and competence.
Each qualification and each unit of learning outcomes in a quali-fication can be assigned a cer-tain number of ECVET points. The credit transfer system aims for more understandable and mutually comparable curricula between different education providers. Both the Europe-an Qualifications Framework and the credit transfer system serve as tools when qualifica-tions and units are examined in relation to each other in in-ternational studies. This could be a long-term and top-down approach for an ECVET system. Another approach to ECVET development could be to en-courage the transnational mo-bility which has already been initiated at the local level by the schools and organisations. This could also be considered as a bottom-up and short and medium term. To empower the teachers, administrators and related stakeholders on ECVET and to revise the fundamental legislation would be the pre-requisites in this respect.
The regular ECVET national expert group, with members of all the related stakeholders, provide a very supportive and promising context for further developments.
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3.1.5 Combining ECVET with NQF Development
The development of TQF in-cludes introducing ECVET.
Turkey has a national qualifi-cations framework; therefore, revisions or new modifications are needed to consider credit transfer. VQA has been in the process of developing the NQS. TQF has a section titled “ECVET points” for each qualification. This section wasn’t worked on when the framework was designed. It is recommended that all the stakeholders, spe-cifically, the sector committees could add the ECVET points to the qualifications to facilitate the implementation of ECVET. The reform of the National Vocational Qualifications Sys-tem in Turkey will be one of the most important tools for a system of validation and credit transfer, ECVET. Basing this sys-tem on learning outcomes, and developing the occupational and educational standards ac-cordingly, focusing on the indi-vidual outcomes in the learning programmes and training of teachers for such an approach, is expected to be sufficient re-sponse to the national and in-ternational implementation requirements for increased mobility and a standard qualifi-cations framework in alignment with the EQF. A very close work of the VQA and the national ECVET group is pivotal in this respect.
Europass may also be used within ECVET, as mentioned in the ECVET Recommendation. This concerns more directly
the Europass certificate supple-ment and European mobility: (a) the Europass certificate sup-plement is delivered to people who hold a vocational educa-tion and training certificate; it describes, among others, the knowledge, skills and compe-tence acquired, the jobs acces-sible, and details of the certifi-cation. This explicit reference to learning outcomes makes it easier to understand the cer-tificate, especially for employ-ers or institutions outside the issuing country. The certificate supplement is a standardised document, drawn up by the relevant certifying authorities; (b) Europass mobility offers a template to record the learn-ing outcomes acquired during a transnational mobility period for the purpose of learning (for instance, a work placement in a company or in volunteer work, or an academic term as part of an exchange programme). This template also includes a struc-ture to describe hosting and sending partners, the learning experience abroad: activities and tasks carried out, learning outcomes acquired, learning process (courses or job place-ment). It follows a similar ap-proach in terms of documen-tation and quality criteria for mobility to the ECVET one: the two partner organisations agree on the purpose, content and duration of the experience, and a mentor is identified in the host country.
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3.1.6 Learning by Working in ECVET European Projects
This strategy consists of leading or participating in European, national, regional or sector-re-lated ECVET projects and bund-ling the experiences.
Turkey has very good examp-les in this respect. Two good examples are from Turkish Employers’ Association of Me-tal Industries (MESS) and İz-mit Vocational and Technical School. A very comprehensive nationwide mapping exercise is recommended to find about
and have an inventory of all the ECVET Projects and implemen-tations. Moreover, these good practices and teachers and ad-ministrators who take part in these Projects could be praised and reinforced. For Turkey, it is important to link with other countries to share good practi-ces. All these will contribute to the capacity building for ECVET implementation.
3.1.7 Marketing ECVET to The Stakeholders
Different Member States are working on developing infor-mation materials. In Austria, a working group is writing guide-lines for the implementation of ECVET for the purpose of mo-bility exchange, addressing VET practitioners who are involved in transnational mobility proj-ects (e.g. teachers, people re-sponsible for mobility, project sponsors from VET schools and colleges, part-time vocational schools for apprentices, train-ing enterprises, sectoral organ-isations). In Poland, stakehold-ers are preparing guidelines, typical procedures and model documents. Within the third phase of FINECVET, a handbook will be developed tackling the implementation of ECVET be-fore, during and after mobility. Scotland has also a website, prepared flyers and wrote guid-ance materials.
In Turkey, there is a great need to provide information and hold events to inform the relat-ed stakeholders on ECVET and how to implement it. This could be done through written ma-terials but also workshops and seminars to empower, specifi-cally, teachers, administrators would be helpful. To prepare an ECVET Guidance booklet or a toolkit could also be facilitat-ing further implementation of ECVET.
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3.2 ConclusionsImplementation of ECVET first requires clear statements of objectives and added value of the implementation. Moreover, to communicate and inform ECVET to stakeholders and the wider public and gaining sta-keholder interest and support are important. Development or revision of the legislative and regulatory framework is cruci-al to pave the way for effective implementation. National Qu-alification Framework sets the stage for understanding quali-fications and to further process the ECVET points in relation to the qualifications. The related stakeholders need to further develop their understanding and competences on learning outcomes approach to qualifi-cations and educational stan-dards but also to assessment, recognition and validation. A very crucial point is agreements on the terminology and on the characteristics of the learning mobility. Utilisation of Europe-an templates for mobility and empowering the related stake-holders seems pivotal.
It should be well-remembered that ECVET aims to make VET learning pathways more flexib-le as it enables learners to obta-in qualifications by cumulating credit earned in different loca-tions, settings and timeframes. VET qualifications that are used in ECVET should be made up of ‘learning outcomes’.
Moreover, as in Europe, ‘lear-ning by working in projects’ with a bottom-up approach co-uld facilitate the implementati-on of ECVET. The finalisation of the NQS will also pave the way for the developments in Turkey. It is also suggested that Turkey could give the priority to trans-national mobility and this could also support the awareness de-velopment and a better unders-tanding of ECVET implementa-tion.
Turkey seems committed for an effective implementation of EC-VET. The National Expert Group and the policy makers have a crucial role to play in this res-pect.
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Turkish National Team of ECVET Experts
European Credit System for Vocational
Education and Training (ECVET) Policy
Recommendation
