› anexe › final report phare 2006 › annex… · web vieweuropean union project financed under...

MoERI/ NCVETD-PIU

Activity 11 Revision of the TVET and HE qualifications

Training and Advice for Further Development of the TVET Sector-Romania,

EUROPEAN UNION

Project financed under Phare

11.1 Revision and/or development of TVET qualifications

PHARE TVET RO 2006/018-147.04.01.02.01.03.01

2009

The content of this material does not necessarily represent the official position of the European Union

Material produced under Phare 2006 financial supportPhare TVET RO 2006/018-147.04.01.02.01.03.01. 2

INTRODUCTION............................................................................................................................... 4

1. EUROPEAN POLICY DIMENTION............................................................................................ 5

1.1. MAIN CHALLENGES................................................................................................................................. 5

1.2. Global context........................................................................................................................................ 8

1.3. Methodological basis.............................................................................................................................. 8

1.4. High-Priority Tasks and Possible Measures in the Dimensions of the Lisbon Strategy.............................10

1.5. Core skills and competences concept.....................................................................................................11

1.6. Occupational profiles and occupational standards.................................................................................12

1.7. Qualifications........................................................................................................................................ 13

1.8. Social partnership in VET....................................................................................................................... 14

1.9. Institutional setting – National Authorities for Qualification..................................................................14

2. ROMANIAN SCENARIO............................................................................................................ 15

2.1. Background........................................................................................................................................... 15

2.2. Context of Main Features...................................................................................................................... 162.2.1. National Qualification Framework..........................................................................................................162.2.2. Occupations classification, national registers of qualifications...............................................................172.2.3. Occupational standards, training (educational) standards.....................................................................182.2.4. Institutional partnership model..............................................................................................................20

ANNEXES.......................................................................................................................................... 23

Policy on institutional model for organization and management of system of development of occupational standards, acquiring qualifications, development of training standards........................................................23

Policy on the Objectives and Administration of process of standartization...................................................26

Policy on Sectoral Committee representation and composition of experts’ working groups..........................28

Glossary of the most important terms.......................................................................................................... 30

BIBLIOGRAPHY.................................................................................................................................................. 31


INTRODUCTION

This document is aimed to assist the beneficiaries in the implementation of the European policy for qualifications delivered trough, qualification description, facilitate the institutional network at national and sectoral level.

Document presents of European dimensions and recommendation to Romanian TVET development and improvement.

The Structure of the following document divides the text into three main sections for ease of reference. These are:

European policy dimensions on qualification and training standards development, role and responsibilities of key players

Main findings in order to present recommendation to Romania TVET Annexes including models for policy.

This proposal is not intended to be substitute of existing and generally used model for Romanian TVET. It is only referred to possible alternatives, but final decision of key players should be seen as authoritative.


1. EUROPEAN POLICY DIMENTION

1.1. MAIN CHALLENGES

1.1.1. At the present moment, the system of Technical Vocational Education and Training (TVET) is facing extreme challenges, resulting from the following factors that make the reform indispensable.

1.1.2. The economy and society modernization: will the employment system, organized after strict professional rules, be able to handle the pressure of the growing demands for flexibility of tasks?

Thesis: The labour activity system, which is vocationally organized, offers both the employers and the workers the advantages of a clear labour market structure and transparency of qualifications. Through vocational identity formation, this structure creates the public and social course of modernization, which, for its part, can foster the increase of work satisfaction and contribute to innovations development in firms and companies. Nevertheless, in order to manage the problems dealing with coordination between the education system and the labour market, and due to the slightly unclear future development of vocational structures and managements, it is necessary to develop “open and dynamic” vocational profiles. Education that aims at producing professionals could become a very positive experience and an example that could be transferred to other fields, too.

1.1.3. Possible unexpected, unforeseen, outfield problems of global economical crisis development: how can TVET contribute to the economic sustainability and therefore influence the employment sustainability?

Thesis: In the future, the development of economic innovations will be defined and implemented according to the regional cooperation between the large-, medium- and small-sized enterprises and firms. It also has the potential for creating new work places and new associations on the basis of the companies. Constructing a new regional organization of TVET would be of major significance and would help the development process. “The regional dialogue” of TVET could ensure progressive development – also in terms of ecological and social criteria – through the formation of human resources, perceptively directed to future needs. A special attention have to be paid to the provision for socially risk target groups , such as minorities and etc.

1.1.4. Labour market internationalization and production distribution: how could TVET cooperate and stimulate the development of strategies that increase the competitive power of county location, while at the same time contributing to the sustainability and growth of each person’s individual development opportunities?

Thesis: “The European variation” of companies’ organization and development has already been repeatedly utilized. The main aim in its application is the growth of work groups or teams flexibility, with a view to creating possibilities to implement a larger number of tasks. Reforming the TVET system has to be more closely related to human resources development that points in that direction. In reality, this creates the opportunity to implement


a large sphere of tasks and, respectively, extends the opportunities to find a work place, and to increase the employment rate. The reformed TVET system is an important factor for personal development which stays closer to the new concepts of organization and systems functioning, and therefore is an important factor for better personal recognition.

1.1.5. Accelerated modernization of the economy through making it more customer-oriented; introducing and applying new technologies and computerization: how should the TVET is reformed in order to make the most of new technologies, cope with emerging problems and challenges; in other words, guide this process to a socially accessible direction.

Thesis: In theory, the above-mentioned factors could make the qualified workers’ tasks more attractive and more interesting and extend the study opportunities during work. The TVET innovations, mainly directed towards professional profiles perfection, could assist the workers in their attempts and efforts to exercise influence and establish connections between the technologies and the activities they perform. Moreover, the development of the “key competences” dealing with portability should be encouraged, and the generalization of (work process oriented) skills should be sought.

1.1.6. Incompatibility of the TVET system and the labour market: is the existing structure of professional profiles capable of meeting the requirements of the future society of information and services, and is it necessary to build new vocational managements and profiles for a new economic sector?

Thesis: The change in the employment structure does not seem as dramatic, as it is often supposed. The development of open and dynamic professions at the same time is a precondition for change, reduction of the number of professional profiles and increase of the range of activities in terms of specializations. The existing professional profiles should combine the “similar” professions, oriented towards joining the tasks. Such a model could be build only by means of interconnection between the starting and the follow-up TVET and life-long learning and connection to HE strengthened.

1.1.7. The orientation of young people towards the TVET field is their own choice, of course, using with the help and experience in their parents’ professional career: how could the TVET system become more attractive and how could young people be directed to TVET and take advantage of its benefits in order to cope with the growing requirements they are facing?

Thesis: Choosing professional career and choosing vocational education is an individual act determined by the opportunities it offers for professional positions and prosperity. In this connection, the TVET should offer similar professional opportunities through the education and training system. To facilitate offering more open and more flexible professional career opportunities, the “permeability” between the general and the vocational education and training should be improved. It is of vital importance for enhancing the possibilities to integrate the vocational and general education. The more attractive VET becomes, the stronger it will influence the possibilities to combine studying and working and increase the personal skills challenges. TVET’s importance for acquiring qualifications, skills and competences, encouraging the innovation activity, the competitive power and the flexibility of the firms and companies, as well as the well-being of society, is widely recognized. In this relation the school cancelling should be strengthened to make TVET more attractive.

Despite that, TVET cannot solve society’s problems by itself, regardless of that, it plays a supportive role in the desire to correct the gaps in the labour market development through improving the working force condition, and hence the structural balance of the labour market.


In the long run – without developing the system of vocational education and training, there can be no alternative to building a highly qualified human potential that will be able to cope with the structural changes and to establish and keep a steady growth rate of employment.

1.1.8. Therefore, the tendencies in the development of the vocational education and training policy should be observed as a complex of connections and interactions with the other social and economic fields.

Acquiring and maintaining an advanced quality of technical vocational education and training is fundamental for the state’s prosperity and its successful functioning within the European structures. The perfection of technical vocational training requires the joint efforts of all institutions concerned and of the society as a whole.


1.2. Global context

1.2.1. The changes in social and economic relations, in social structures and values have a radical impact on education and training and its system, since this system is a determining element of social organisation as a whole.

1.2.2. Social pluralism gives rise to new social groups with different and diverse interests. The government and the social structures that play a major role in shaping and implementing the policy show a deep interest towards the issues related to education and training. They have the ambition to change the aims, tasks, content, legal framework, technical equipment and logistics, organisation and structure of education and training system at all levels, taking into account at the same time the achievements so far, national traditions and culture, labour market needs.

1.3. Methodological basis

1.3.1. Lifelong Learning Concept - lifelong learning acquires increasingly important economic and social impact. It creates opportunities to realize and maintain a high quality of human resource, adequate to the always changing necessities. It is an indispensable prerequisite for increasing the human capital in the times of intense development of information and communication technologies, and construction of an economy based on knowledge, European integration and globalization.

In the problems of “lifelong learning”, TVET – initial and continuing is one of the major factors for development and enhancement of the professional activity of people and for increasing their employment capability. In the Lisbon strategy and in other essential European documents dealing with education, training and employment policies, TVET is of paramount importance as an opportunity to improve the working force employment suitability and provide a high quality of human resource and progression rotes for learning.

1.3.2. Concept of Adapting TVET to the Structural and Organizational Characteristics of Working Environment - the constant changes of working environment affect the requirements for the working force professional competences. As a result, the traditional system of vocational education faces the challenge to assess its own “value” in terms of newly arisen necessities and the ability to rapidly adapt to the system of economy and working environment requirements.

In this sense, the focus of competence development shifts from training to learning, laying particular stress on expanding the learning opportunities scope. One of the most important among them is on the job training.


1.3.3. Concept of Training and Time Saving in the Course of Human Resource Development - the new approach to TVET is necessitated by the development of the training and time saving concept in the course of human resource development. It is based upon the principle of “capitalization” of the resource received through training that offers the workers it concerns to receive training within the training network, on the ground of the human resource development and training plan of the firm or company they work at. Single vocational sectors should develop and apply this approach in a distinguishing and specific way. In this sense, TVET’s efficiency is directly influenced by the realization of the resource capitalization principle.

1.3.4. Concept for Interrelated Development of ICT, TVET and Labour Market - most European countries have policies for encouraging small-sized companies to build innovations distribution networks. The changes in the traditional training market it focus rather on training without discontinuing one’s work, than training at various training organizations and institutions. A characteristic tendency is that an increasingly smaller number of people are trained to satisfy their additional personal needs and more and more people are oriented to and by the firms’ and corporations’ necessities. In such cases, the training can be executed by colleague-workers, as well as team leaders or middle-level managers; above all it should be executed in an actual working environment. The boundaries between ICT, TVET and on the job training are eliminated. The groups of professionals have their reasons and ideas to use information and communication technologies as an extremely important learning tool.

1.3.5. On the Job Training Concept - On the job training under modern conditions is expanding its scope in the direction of assisting independent choice and informal learning by connecting the training with the company’s organizational and structural strategy. TVET’s specific features are probably most clear to be observed in this kind of training. The role of those who are strategically responsible for the human resource development is transformed from teaching to consulting. Their strategic task is to accomplish a closer interrelation between human resources development and business development. Their practical role is to create conditions for on the job learning, it being the most simple way of joining the necessities and the production process requirements with the quality characteristics of the necessary vocational training. Implementing the actions on human resources development is a shared responsibility of the professionals in the human resources development field, the managers and the workers.

1.3.6. Achievement of employment capabilities and personal development - it is obviously that the education serves economic and human ends, and working capabilities and personal development should be achieved through education. The balance between employment capabilities and aspects of personal development is expressed in the integration of key competencies to profession-related competencies and correspondingly, objectives and subjects in TVET are defined based on specific, profession-related skills and competencies and general objectives of vocational education which is addressed as a set of key competencies.

The technical vocational education and training (TVET) includes all activities undertaken by people, so that they gain knowledge and skills and build relations that are necessary and significant in terms of each person’s chance to join the implementation of one or more work activities that lead to acquiring a certain qualification.

Abilities in language, mathematics, and science become increasingly important prerequisites for the preparation of skilled workers. With advancing technology, workers are increasingly required to read and understand blueprints and operational manuals for complex and expensive machines and instruments. Workers must have the literacy and numeracy skills


needed to master the complex and sophisticated expertise required of modern trade and technical occupations. Consequently, universal secondary education becomes important.

Skills development would be broadened to include such capabilities as teamwork, communications, and problem solving.

1.4. High-Priority Tasks and Possible Measures in the Dimensions of the Lisbon Strategy

The following should be viewed as PRIORITY:

1.4.1. Application of common tools, directions and principles for assisting the reforms in the development of VET systems and practices, e.g., regarding the transparency of professions and qualifications (Europass), life-long orientation, providing for the quality, identification and valorization of informal and unofficial learning. It should include strengthening the mutually beneficial relations between those tools and extending the consumers’ responsibilities at national, regional and local level in the member-countries, in order to strengthen the general understanding;

1.4.2. Improvement of the public and/or private investments in VET, by means of public-private partnership inclusive, and, if appropriate, through the education encouraging systems of taxes and profits, as recommended by the European Council;

1.4.3. Use of the European Social Fund and the European Regional Development Fund for encouraging the development of VET. Strengthening the policy’s orientation for the period between 2007-2013 in the direction of supporting the key role of education and training and encouraging the economic development and social unity and cohesion, as well as the objectives of “Education and Training 2010”, especially dealing with the necessities of small and medium enterprises, innovation reforms in the VET systems and the challenges they bring. On one hand, giving young people the opportunity to master key competences needed for a lifetime, on the other hand, refreshing and improving the skills of adults;

1.4.4. Further development of the VET systems in view of meeting the needs of risk groups in terms of labour market and/or socially isolated individuals or groups of people, or those liable to isolation, especially early drop-outs, unskilled workers, emigrants, disabled people and unemployed. It should be based upon combining target investments, assessment of acquired experience and creation of new possibilities for teaching and learning.

1.4.5. Development and application of independent learning methods (extramural and distance learning etc.) that give people the choice to select individual paths, while in the meantime assisting the learners through appropriate orientation and consultation activities. The process should be accompanied by the construction of flexible and open VET networks that serve as a way to decrease barriers and limitations between VET and general education and strengthen the possibilities for transfer from primary to continuing and higher education. In addition, the opportunities for ensuring mobility at primary and continuing education should be made use of;

1.4.6. Increase of the social significance and the quality of VET through permanent, systematic participation of all key partners in the process of development at national, regional and local level, and in connection with ensuring the quality of VET. Because of that, it is necessary for the VET institutions to be encouraged and authorized to take part in appropriate partnerships. A serious attention is needed, for the early identification of the needs for skills and planning of activities, dealing with implementing VET. The main partners, including the social ones, will have a major role to play afterwards;

1.4.7. Future improvement of the environment that helps the process of learning in education institutions and at work. It necessitates the support and the application of pedagogical approaches that


help self-learning and make use of the information and communication technologies’ (ICT) and electronic training potential, which, for its part, improve the quality of training;

1.4.8. Further development of the teachers’ and professors’ competences in the field of VET, by answering their specific needs and their changing role as a consequence of VET’s development;

1.4.9. Application of market regulators, management, qualifications etc.;

1.4.10. Strengthening and development of social partnership in the system;

Source: Summary & Conclusions “the continuum towards a modern TVET system, Ron Perkinson, 2006

1.4.11. Providing vocational training adequate to social-economic needs through framework of progression pathways, introducing a new, contemporary academic educational content and new qualifications, update of the schools schedules according to the social and technological development;

1.4.12. Application of the module approach in creating school schedules, so that better flexibility of workforce and possibilities for qualifications development are achieved;

1.4.13. Development of entirely new content, objectives and social orientation of school schedules made more practical, while bearing in mind the new skills featured in changes forecasted in the field of economics, employment and qualifications;

1.4.14. Optimization of the vocational training network, constructed in conformity with market economy demands;

1.4.15. Development of a new system for assessment and certification corresponding to the necessary skills that are rapidly changing following technology development and the following changes in organization of labour. Such system can be created only by means of active cooperation between the


institutions responsible for conducting VET, and their social partners. The employers should be encouraged to participate in the assessment, planning and qualifications realization process;

1.5. Core skills and competences concept

1.5.1. The new strategic goal for the European Union was set out at the Lisbon European Council on 23 and 24 March 2000. Europe was ‘to become the most competitive and dynamic knowledge-based economy in the world, capable of sustained economic growth with more and better jobs and greater social cohesion’.

1.5.2. The specific objective of the Lisbon European Council was to determine the future objectives of education systems for the next ten years. The Lisbon European Council also identified five areas of ‘new basic skills’ for the knowledge-based economy:

• ICT• technological culture• foreign languages• entrepreneurship; and• social skills.1

1.5.3. The Reference Framework sets out eight key competences:

1) Communication in the mother tongue;2) Communication in foreign languages;3) Mathematical competence and basiccompetences in science and technology;4) Digital competence;5) Learning to learn;6) Social and civic competences;7) Sense of initiative and entrepreneurship;8) Cultural awareness and expression.

1.5.4. The key competences are all considered equally important, because each of them can contribute to a successful life in a knowledge society.

1.5.5. Competences are defined here as a combination of knowledge, skills and attitudes appropriate to the context. Key competences are those which all individuals need for personal fulfilment and development, active citizenship, social inclusion and employment. By the end of initial education and training young people should have developed the key competences to a level that equips them for adult life, and they should be further developed, maintained and updated as part of lifelong learning.2

1.6. Occupational profiles and occupational standards

1.6.1. The professional and territorial mobility of labour is a characteristic of the market economy reflected in frequent changes of occupations. Responsiveness to labour market demands requires a definition of occupation as a cluster of related jobs and tasks performed by any individual.

1 Implementation of “EDUCATION & TRAINING 2010” work programme, WORKING GROUP “BASIC SKILLS, ENTREPRENEURSHIP AND FOREIGN LANGUAGES”, Progress report, NOVEMBER 20032The Key Competences for Lifelong Learning – A European Framework, Luxembourg: Office for Official Publications of the European Communities, 2007


1.6.2. Occupation is a set of jobs (job is a set of work tasks performed by an individual) and work tasks which are by content and type organisationally and technologically so similar or mutually connected that can be carried out by one individual with appropriate knowledge, skills and competences. Job is a set of work tasks performed by an individual.

1.6.3. The occupational profile is developed based on the profile of the working process and describes skills, knowledge and attitudes (work competencies) that the performer of the job must have in order to perform that job. The occupational profile is the basis for development of occupational standards and it is its constituent part.

1.6.4. Occupational standards answer two critical questions: What do workers need to know and be able to do to succeed in today’s workplace? And how do we know when workers are performing well? Without this fundamental information, employers do not know whom to hire or where to focus their limited training dollars; employees and new entrants to the workforce do not know what they need to do to improve their performance; and educators do not know how to prepare students for the challenges of the workplace.

1.6.5. The basic reform intention for TVET is its linking to train people to give a successful response to the demands of a job, working place and to work well and efficiently demands the identification of indicators by which their achievement can be assessed and evaluated. That means that each profession or occupation, as a generalized description of and linked groups of jobs, must have clear and public clarification of what qualified experts of that occupation know and can perform. This kind of clarification/description is called the occupational standard.

1.6.6. Development of occupation standards is based on the classification of occupations and is developed by social partners, the state, employers and employees and by their representatives.

1.7. Qualifications

1.7.1. “Qualification” means a formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards.3

1.7.2. The organization of qualifications according to qualifications levels is meant to illustrate: the complexity of work, degree of difficulty and assumed responsibility. The main rule is not to mix two issues: education associated with the acquisition of professional qualifications in the school system, confirmed with diplomas and certificates, and the skills required to perform work at typical and real positions found at workplaces. It is important the understanding that the requirements posed to employees at workstations in enterprises are superior to the requirements defined in the program core of vocational education, and to the resulting requirements of education programs, as well as to the external exams which confirm the professional qualifications acquired at school.

1.7.3. The TVET qualification system, which based on occupational standards, can be presented within different levels of qualifications. The next five levels of qualifications can be defined:

1.7.4. The first level contains skills associated with works which are simple, routine, performed under the guidance and control of supervisor. Most often, this work is performed individually. On-the-job training is sufficient to perform work on the first level, and the person who performs the work is not held personally responsible for it.

3 EQF for LLL, Luxembourg: Office for Official Publications of the European Communities, 2008


1.7.5. Second level requires self-reliance and self-control to perform typical vocational tasks. The employee is personally responsible for the outcomes of his/her actions. He/she must also be able to work in a team supervised by a manager.

1.7.6. Third level of professional qualifications involves the performance of complex professional tasks. Complexity of these tasks causes the need to possess the ability to solve non-typical problems, associated with work. An employee with the third level of qualifications must be able to lead a small team of employees, consisting of a few persons. He or she is responsible both for the outcomes of own actions, and for the actions of the supervised team.

1.7.7. Level four requires the employee to be able to perform numerous varied, often complex and usually problem-based professional tasks. Those tasks are of technical, organizational and specialist nature; they require the employee to be self-reliant and to accept high personal responsibility. The employee must also be able to lead medium-sized and large teams – from several to several dozens persons, broken down into sub-teams.

1.7.8. Level five is designated for employees who are fully self-reliant and independent, who bear full personal responsibility for undertaken actions and who act solely in problem-based situations. Employees from level five lead organizations and make decisions which are of strategic importance for the whole organization. They are responsible for the safety and professional development of their subordinates. They are able to diagnose, analyze and forecast the complex economic situation, and implement their ideas into the organizational and economic practice.

1.8. Social partnership in VET

1.8.1. The social dialogue on TVET between the social partners is effective at various levels: national inter-sectors level, branch, enterprise.

1.8.2. The principle form of social dialogue, tripartite cooperation, involves the following parties:

Government - representatives of the Council of Ministers: individual ministers, heads of departments and, for certain levels of tripartite cooperation, local government authorities;

Employers - representatives of employers' associations; Workers - representatives from trades union federations

1.8.3. Social dialogue trough tripartite cooperation is based on the existing legislation framework.

1.9. Institutional setting – National Authorities for Qualification

1.9.1. The governance of the process is usually provided under the agreement between ministries of education and ministries of labour. In most of the European countries were established a special institutions acting in the field of implementation of NQF, establishment and maintenance of a framework of qualifications for the development, recognition and award of qualifications based on standards of knowledge, skill or competence to be acquired by learners, called National Authority of Qualifications. Their role is less or more complex depends of the national institutional setting.


2. ROMANIAN SCENARIO

2.1. Background

2.1.1. Technical and vocational training and higher education have a key role in the process of social and economic development in Romania through the way they react to the challenges of a knowledge-based society as well as to the globalization process. In order for the Romanian TVET system and HE to be able to play this major role, the system itself is undergoing fundamental changes.4

2.1.2. Romania recognised the importance of TVET and put a lot of efforts to make up-to-date TVET System in order to follow main priorities consider at European level.

2.1.3. The modernisation and development of secondary VET is based on the application of the principles of partnership, decentralisation, equity, openness and flexibility, programme variety, institutional variety higher level of teachers/trainers staff, focus on outcomes and sustainable development.

2.1.4. In Romania the TVET system is provided initial and continuing vocational training. In European context of lifelong learning philosophy, the initial and continuing VET pathways within the Romanian TVET system are referred to EQF levels. There are still no clearly defined progression rotes from TVET to HE system.

2.1.5. The sphere of initial education is the domain of the MERY, respectively the National Centre for the Development of Vocational and Technical Education deals with initial vocational training and with the follow-up of initial vocational training reform under the Phare VET Programme for Romania. IVET system is a school-based system with two main pathways - “technological route” providing a level 3 qualification and a “vocational route”, preparing students for the labour market or for further studying in Art and Trade Schools providing a level 1 and level 2 qualification. Planning for IVET system will be based on Regional Education Action Plans (REAP), which will be developed by the Regional Consortia.5

2.1.6. The Ministry of Labour, Social Solidarity and Family (MLSSF) is responsible for policy issues concerning Continuing Vocational Training (CVT).

2.1.7. NATB is coordinating the developments of the VET qualifications system and is the national authority for the development of the VET National Qualifications Framework. It also has responsibility for designing, implementing and maintaining the National Register of Qualifications as a tool for identification, registration, permanent consultation and updating of qualifications.

4 General background document, National Conference, 5th-6th May 2008, Sinaia, Technical and Vocational Training and Higher

Education in Romania – Challenges and Opportunities in the Lifelong Learning Perspective, Phare TVET RO 2005, “Institution Building in the TVET Sector”

5 Country monograph – Romania, final draft, ETF


2.1.8. National Authority for Qualifications was established within the structure of NATB. National Authority for Qualifications has to act as a specialized institution providing quality performance in its area of operation – development and validation of occupational standards for acquiring vocational qualification. The functions of NAQ have to respond and influence the Government’s and European’s directions for TVET development. In the Romanian context means providing transparency and recognition of acquired in Romania occupation/qualification at the European Union level.

2.1.9. Initial VET and continuing VET qualifications either delivered trough formal education and training or by non-formal courses, should be well articulated to help individuals market their skills. A good Qualification Framework would provide that articulation and define clearly the rules for all providers and users. On the other hand, there are still not many alternatives in terms of VET service delivery.

2.1.10. There is a lack of systematic research on present labor market needs, as well as of forecasts about future requirements, which result in inconsistencies between the enrolment of young graduates in various occupations and actual economic needs. The LM statistic is not updated. Since 2003 there was no needs investigation at regional level and in this situation national authorities and institution in charge for collecting such information have to put more affords to collect and introduce such information to the stakeholders from system of TVET.

2.2. Context of Main Features

2.2.1. National Qualification Framework

2.2.1.1. In order to develop a competent and flexible working force by providing a coherent national system for achieving and enhancing vocational knowledge, skills and competences the recommendations to further improvement and development of Romanian TVET can be focused on:

Development and maintaining a structure of national vocational education and training qualifications in accordance with labor market needs.

Ensure that vocational education and training is delivered in accordance with the national standards for vocational qualifications and that national certificates are awarded according to the defined occupational standards.

Development of progression rotes alternatives system form level to level ensuring sustainability of personal possibilities for LLL.

Support the advancement of the vocational education and training system and promote national and international recognition of certificates for vocational education and training.

Development and maintaining the national database required for operational needs.

2.2.1.2. The National Qualifications Framework is a system which encompasses all the qualifications obtained in formal and non-formal education and training. In this way, the national framework covers all the educational levels (from secondary to high education), initial, but also continuing education and training.

2.2.1.3. The National Qualifications Framework is essentially a quality assurance system with the development and registration of standards and qualifications as the first important step in implementing a quality education and training system in Romania.


2.2.1.4. In order to this Romania has to provide continuity of process for adaptation the national qualification system and definition of qualification levels compatible with European Qualification Framework.

2.2.1.5. The process of harmonization has to continue and focused on the strengthening linkage between national framework and national sectoral qualifications. Certified level of qualification by the TVET system has to provide enough flexibility of personal choice within the labour market system.

2.2.1.6. The process of recognition of international systems of qualification at Romanian level needs strengthening the sectoral international social dialog and provides capacity building for national authorities in relation to consideration and formal recognition of international sectoral frameworks.

2.2.2. Occupations classification, national registers of qualifications

2.2.2.1.. An occupations classification is a tool for organising all jobs in an establishment, an industry or a country into a clearly defined set of groups according to the tasks and duties undertaken in the job. It will normally consists of two components: a descriptive component, which may be just a set of titles of occupations and occupational groups, but which usually consists of descriptions of the tasks and duties as well as other aspects of the jobs which belong to each of the defined groups. These descriptions can be said to constitute a dictionary of occupations.6 ILO provides international standard classification of occupations (ISCO) and implementation of ISCO – 88 contribute to improve the quality, reliability and comparability of their labour force.

2.2.2.2. Designing the occupations classification for the purpose of TVET system is one of the main perquisites for relation between labour market demands and TVET system supplies. Romanian National Authority for Qualification with the representative from different sectors of education and national statistical office or institution have to develop such classification, exploring as methodological basis ISCO -88, ISCED (1997), EUROSTAT manual for fields of education and training and the European Parliament Legislative Resolution on the proposal for a regulation concerning the production and development of statistics on education and lifelong learning.

2.2.2.3. The presentation of occupations classification for TVET system is an imminent characteristic of the quality system in TVET as input component. This document is a starting point and the foundation for the launch of the standardisation process, especially in vocational education. This document foresees the methodology and procedure for revision and additions, especially nowadays when occupations are emerging and closing down faster than ever due to technological and scientific progress, developing and established occupational standards should be in relation with one or more occupations from the Standard Nomenclature of occupations

2.2.2.4. National Qualifications Register is a usually understand as commercial product, owned and operated by qualification authority and established in an ongoing effort to optimize the accuracy and speed of qualifications verification in particular.

2.2.2.5. Development and maintenance of such register by NAQ in Romania will guarantee the transparency of qualification requirement. The presentation of national qualification register for TVET system is an imminent characteristic of the quality system in TVET as output component.

6 http://www.ilo.org/public/english/bureau/stat/isco/press1.htm


2.2.2.6. The next step has to be done to relate these two components – occupations classification will provide sufficient support for developing of new programmes and the network of TVET providers and national qualification register will assist both public and private organizations in assuring the integrity of their workforces.

2.2.2.7. These two documents are main basis for establishment of information management system in education and training and especially to introduce integrated information system for the TVET and Labour Market system. The strength of this in technical vocational education and training is the close working relationship between technical vocational education and training (TVET) institutions, employers and trade unions to identify new occupations and related skill requirements through committees of technical specialists

2.2.3. Occupational standards, training (educational) standards

2.2.3.1. The methodology for occupational analysis developed and implemented by NATB (NAQ) is a reliable instrument, but its implementation has to be in order to job description for particular occupation. The approach to carry out this analysis for families of jobs is not quite applicable for school system. Usually the job description for the purposes of school system is wider, but often less complex.

2.2.3.2. For the purposes of school system our recommendations is to apply more DACUM approach then functional analysis or mixed approach described in the methodological guidelines M1. There exist enough adapted versions of guidelines for implementation of DACUM approach. This approach will support school training standards development, which is more related to curriculum content requirements.

2.2.3.3. Capacity building on more applicable and common at the European Union approaches and methods for determination and description of job requirements have to be provided for technical groups which will deal with these issues.

2.2.3.4. NAQ has to develop mechanism for transfer of job requirements to occupational standards in a way to implement one and the same occupational standard for student and adults. Another word, unified standard to be basis for development of different training/educational standards

2.2.3.5. Occupational standard have to provide requirements to key competencies as: Know, observe and apply the rules for healthy and safe working conditions. Use

the personal protective means so as to limit labor accidents; protect the environment from pollution;

Know the labor legal norms and the social insurance, the individual and collective employment contract; observe his rights and obligations as a participant in the labor process;

Be aware of the need of enhancement of his qualification and implement this through continuing vocational training related to the application of new technologies in construction;

Possess main skills to use a computer and specialized software; Be able to use the standardized construction terminology in communication in a

foreign language (from the official languages of the EU). Know the economic management and the market relations, the place and the role

in them of the individual persons, of the companies, of institutions and of the state, related to the construction of new buildings and engineering facilities;

Participate actively in carrying out the tasks, cooperate with the members of the team during the carrying out of the tasks and seek assistance in doing so ; carry out the tasks assigned to him in a responsible manner.


Communicate with colleagues on job issues, clients and his direct manager;

Such key competencies are unified for all vocational areas. These key competencies later reflect to general/basic knowledge and skills within the training/educational standards.

2.2.3.6. A clear statement have to be made to clarify that the performance criteria form the structure of occupational standards cannot be use within the training standards, because these criteria are related to performance of functions, tasks and duties. The performance criteria for assessing students’ achievements have another specific and they have to be presented within assessment standards.

2.2.3.7. TA team recommendation is to implement in the future the term “qualification standard” instead of occupational standard and educational standard instead of training standard in order to European common terminology.

2.2.3.8. In to provide transparency and support recognition of Romanian qualifications at EU level and in order to facilitate credit transfers, the criteria of recognition of qualification level and education level have to be indicating in the content of qualification standard.

2.2.3.9. In the process of formalization of NQF within European dimension, the NATB/NAQ have to give clear statement what we can understand in Romanian context using term “complete” and “partial” qualification.

2.2.3.10. TA team recommended further improvement of training standards in relation to development of framework programmes. Implementation of such programmes which will serve as educational standards and will be developed by the NCVET within the MERY will provide flexibility and will respond more closely to the demands of regional and local labour markets.

2.2.3.11. We propose the next types of framework programmes to be presented: for initial vocational training with acquisition of first, second and third degree of

qualification for initial vocational training with acquisition of partial qualification for continuing vocational training for upgrading the qualification level and for

acquisition of first, second and third degree of qualification

2.2.3.12. These framework programmes can be recognized as training/educational standards for the Romanian TVET system. We recommended avoiding the confusion with the European terms to use term “education standard”.

2.2.3.13. On the basis of the framework programmes every training provider can present curriculum responding to the regional local needs and organized training-learning process responding to the available facilities.

2.2.3.14. MERY have to provide requirements to organization and management of the training-learning process and have to approve the curriculum documents by the organizational side of issues.

2.2.3.15. In order to ignore all overlapping between occupational standards and training standards some descriptors for discipline/module can be take in consideration. Later this indication can provide relation with the ECVET credit system:

The title describing the contents of the module. Modules should be described in terms of reference level and should be a clear difference between titles.


The purpose, which is a general statement highlighting the rationale for the modules/subject. It should also give an indication of the target group for the modules / subject and the certificates / diplomas / qualifications for which the discipline or subject has been developed.

Special requirements may be described such as the prerequisite to have completed the study of another module before starting with the new one.

The general aims or learning objectives outlining key elements of competence to be developed by the learner.

The description of the learning outcomes to be achieved through the discipline studied. It will describe what the learner will be able to demonstrate upon completion of the study.

The teacher guidelines as to how to organise the pedagogical, didactical process (the methods to be used) to enhance the acquisition of learning outcomes.

The description of cross-curricular links so that the teachers of a course know how they can or have to co-operate with colleagues to facilitate the learning process. The cross-curricular information should strengthen the coherence of the whole course.

The resources will describe any material that may be of use to the teachers involved in teaching the discipline or the module. Brief descriptions of resources are necessary.

The description of the assessment of the learning outcomes. This will take into account the overall guidelines when assessment is laid down in legislation. The assessment strategy should include techniques appropriate to the learning outcomes. The assessment techniques should match the type of competences listed in the learning outcomes. They should assess a broad range of learning outcomes. They should have a weighting that reflects the relative importance of the range of skills in the specific learning outcomes. Assessment techniques should have a good balance between work done during the course and the final assessment.

2.2.3.16.. The possibilities for combination of different modules for adult training on the basis of one occupational standard and demands coming by the side of different stakeholders is available at the moment based on the methodological grid.

2.2.3.17. There is a need to engage the social partners as active participants in all future sector-based development of competences and qualifications, to ensure an enhanced level of cross-sectoral transversality, sustainability and credibility of the results.

2.2.3.18. The differing agendas of various stakeholders need to be recognised, but no single agenda should be allowed to dominate at the expense of the ultimate strategic goals.

2.2.4. Institutional partnership model

2.2.4.1. It is very important for key players to understand the necessity of further improvement of the institutional partnership model – expansion and improvement of activities in the determination of joint policies in the field of vocational education, training and orientation and especially in relation to ensure the development and implementation of a National Qualifications Framework which contributes to the full development of each learner and to the social and economic development of the nation at large.

2.2.4.2. Initial and continuing VET provisions are based on the occupational standards which used to be provided by National Authority for Qualifications and its Sectoral Committees.

2.2.4.3. The functions of NAQ have to respond and influence the Government’s and European’s directions for TVET development. In the Romanian context means providing


transparency and recognition of occupation and respective qualification levels within the European dimensions.

2.2.4.4. Discussion with the beneficiaries shown that the establishment of such body is of most importance at the moment and of usefulness for providing coherence within the system.

2.2.4.5. For the Romanian context it will be better if this institution operated at the national level. It is better to be independent and even at the beginning is functioning within the structure of NATB, later to be separated from it.

2.2.4.6. The national institution as NAQ can providing and managing the quality of TVET, refining the process of development and introduction of the main documents, regulating the TVET system, as well as introducing the system of external control of quality on the ground of comparable quality criteria and quantity indicators, unanimously adopted by the social partners.

2.2.4.7. National Authority for Qualifications has to act as a specialized institution providing quality performance in its area of operation – development and validation of occupational standards for acquiring vocational qualification.

2.2.4.8. At the moment the Romanian context of establishment and functioning of NAQ have to be related to the promotion the objectives of the NQF and communication between the social partners.

2.2.4.9. The prerequisite for successful functioning of NAQ is establishment and functioning of the Sectoral Committees. The proposed format of tripartite agreement on the National Qualification Framework listed the main attributions of the sectoral committees.

2.2.4.10. In Romanian context the important decision have to be made about the clarification of functions of these bodies. Such Sectoral Committees have to cover all occupational areas or economical sectors.

2.2.4.11. It is very important when the main functions and activities of these committees are specified to be aware of the recommendation, that if these bodies are dealing with the development activities they cannot perform responsibilities related to approval or recognition of occupational standards.

2.2.4.12. We propose two models: Establishment of technical committees/working groups for every occupational area,

dealing with occupational analysis and occupational standards development. Sectoral committees will revise and approved final version of occupational standard.

Second model suggested within the NAQ to be establish Standards Managing Board on the tripartite approach and this board to approve final version of occupational standards, after such standards will be developed by sectoral committees.

2.2.4.13. Neverthelessn Standards Managing Board is very important instrument for overall management of the quality of the system and European practices show that it is imminent part of the authority for qualifications. It is up to Romanian decision makers to appointed technical committees/working groups on part –time and open membership principle – recruitment of the members to be provided only for the fulfillment of specific task in an appropriate time. This approach give a possibility to improve the expert level of working groups at all time by time and bring into member ship the persons more familiar with the last developments and innovation in the occupational areas.


2.2.4.14. We can recommend the role of sectoral committees to be focused on the identification of the labour market requirements; define and recommend to NAQ the boundaries of the occupational areas and define and recommend a framework of sub-areas to be used as a guide for development of national register of occupations/qualifications and occupational profiles and occupational standards, identification of training needs, definition of national register of occupations/qualifications, definition of occupational profiles, setting occupational standards and recommend the registration of it, oversee the update and review of qualifications and standards, define requirements and mechanisms for the moderation of qualifications and standards.

2.2.4.15. Following the discussion with representatives from sectoral committees at the moment they are still not involve actively in the process of identification of actual labour market demands. They are faced to situation to recognize standards developed, but not related to identified by them as stakeholders, training needs.

2.2.4.16. To support the sustainability within the system and if we are accept that the TVET system provides useful alternatives for progression in career development, of crucial importance is development of integrated informational system for exchange of information at national level between demand of national labour market and supply of national TVET system.

2.2.4.17. The lack of such information is a reason at the moment the regions to operated still as separate units and even exchange of information within the different regions is not quite possible.

2.2.4.18. The Ministry of Education, Research and Innovation Science shall implement the state policy in the sphere of the vocational education and training by adopting the educational/training standards for school system, approving the classification of occupations for TVET, providing conditions for the fulfilment of the state educational requirements for the system of the TVET, approving training programmes for qualification in the system of vocational education and training, organising the vocational orientation, appointing its representatives in the expert commissions of the National Authority for Qualifications.

2.2.4.19. The Ministry of Labour Social Solidarity and Family shall participate in implementing the state policy in the sphere of vocational education and training by determining the needs of vocational education and training by analysing the tendencies in the development of the labour market, participating in the development, coordination and updating of the qualifications, appointing its representatives in the expert commissions of the National Authority for Qualifications.

2.2.4.20. The branch ministries shall participate in the development, coordination and updating of the qualifications, participate in the development, coordination and updating the classification of occupations, allocate the financial resources for vocational education and vocational training approved by their budget and control their spending, appoint their representatives in the expert commissions in the professional divisions of the National Authority for Qualifications


Annexes

Policy on institutional model for organization and management of system of development of occupational standards, acquiring qualifications, development of training standards

1. BACKGROUNDThe intention of this policy is to illuminate how the Romanian TVET system from network perspectives can contribute to creation a positive relationship between demand and supply of technical and vocational education and training.

The policy providing institutional model for organization and management of system of development of occupational standards, acquiring qualifications, development of training standards and certification of acquired qualification level.

2. MAIN OBJECTIVES AND ROLE OF KEY PLAYERSSustainable functioning of TVET system is based on partnership model, but such model should provide strictly requirements to partnership contribution at different organizational levels.

Development of a flexible VET system in accordance with the needs of labour market and employers:

Setting up an open communication network by NAQ among all key actors/stakeholders and social partners within TVET at the national, regional and local level so as to develop and improve TVET towards labour market needs

Development of occupational standards by the NAQ and further improvement of methodologies for occupational analysis and standards development.

Reestablishment of Sectoral Committeesby NAQ in order to ensure sustainability and implementation of the achieved measures and results of TVET reform

Development of requirements by NAQ to the implemented system of evaluation, accreditation and certification

Adjusting system of TVET with the contribution of all key players with comparable systems and enrich career paths development possibilities form secondary TVET to HE.

Development of occupational standards required: NAQ to development and adjusting the classification of occupations as basis for

occupational standards development NAQ to reestablishment of Sectoral Committees in relation to proposed model for

policy on organization and administration of standards managing board. Adjusting by the all key players the policy model for establishment and functioning of

such committees. NAQ to provide rules for implementation of flexible approaches for training standards

development on the basis of frameworks programs for different level of qualification and for ITVET and CVT.

Sectoral Committees present final version of occupational standards for acquiring of respect qualifications and possibilities for career paths development and progression within TVET system.

Development of training standards and curriculum


For the acquiring of one and the same qualification two different training standards can be developed and implemented, in order to school system and adults training system trough alternatives paths of training and assessment.

The MERY - NCVET have to develop and present framework programmes for vocational qualifications:

For initial vocational training, acquiring first degree of vocational qualification;

For initial vocational training, acquiring second and third degree of vocational qualification;

For or initial vocational training, acquiring fourth degree of vocational qualification;

For initial vocational training, acquiring qualification for part of profession;

For continuing vocational training

Duration of the programmes depend of the prior learning achievements and completed grade by students.

MERI – NCVET take on responsibilities for training standards development for school system, following the occupational standards presented by NAQ

MERI – NCVET take on responsibilities for development of the framework for curriculum content or for the development and presenting the curriculum for school TVET system in order to fulfill qualification requirements prescribed by occupational standards.

TVET providers at school level/ TVET School can have possibilities to develop by themselves curriculum documents following the trends and demands of the regional/local labour market development and regional developments plans.

TVET providers at school level presenting developed by them curriculum have to take in consideration requirements set up by MERI – NCVET training standards.

MERI – NCVET give final approval of curriculum documents for students’ training NATB take responsibilities on training standards development for adults training. NATB take responsibilities on responsibilities for development of the framework for

curriculum content or for the development and presenting the curriculum for adults training and have to design and proposed procedures for assessment of performed learning outcomes at the end of training process in order to reach one and the same output in relation to qualification requirements.

MERI – NCVET give final approval of curriculum documents for adults’ training NCVET and NATB are responsible for the achievements of one and the same

learning outcomes at the end of the training process in order to acquired one and the same qualifications through alternative paths of training depends of the specific target group.

3. Alternatives of framework programs7

The next example for framework programs for acquiring of vocational qualification can be proposed:

Framework programme A

The programme is used for IVET for acquisition of first level of vocational qualification Minimum entry level Length of training Exit qualification level

A1 – for students Completed 6th grade 3 years Basic education and first level of vocational qualification

A2 – for students Completed 7th grade 2 years Basic education and first level of vocational qualification

A3 – for students Completed 8th grade Up to 1 year Basic education or completed 9 grade and first level of vocational qualification

7 Framework programmes presented possible models for organisation of training process.


Framework programme B

IVET for acquisition of second level of vocational qualification

Minimum entry level Length of training Exit qualification level B 1 – for students Completed basic

education or completed class from upper secondary level

Up to 4 years Second level of vocational qualification and completed secondary education

Framework programme C

Vocational education for acquisition of second or third level of vocational qualification Minimum entry level Length of training Exit qualification level

C1 – for students Completed 7th grade 6 years Third level of vocational qualification and completed secondary education

C2 - for students Completed basic education

4 years Second level of vocational qualification and completed secondary education

C 3 – for students Completed basic education

5 years Third level of vocational qualification and completed secondary education

Framework programme D

Vocational training for acquisition of fourth level of vocational qualification

Minimum entry level Length of training Exit qualification level D 1 Completed secondary

education Up to 2 years Fourth level of vocational qualification

Framework programme E

Initial vocational training for acquisition of qualification for part of vocation

Minimum entry level Length of training Exit qualification level E 1 – for students Completed basic

education or completed class from upper secondary level

Up to 1 year Acquisition of qualification for part of vocation

Framework programme F

For continuing vocational training for update or enhancement of vocational qualification already acquired or acquisition of first, second and third level of vocational qualification

The proposed framework programs can be referred to the next explanation of level of vocational qualification:

Qualification Level

Requirements for acquisition Entry minimum educational level

Level 1 Acquired vocational competences to practice vocations involving routine activities preformed under routine conditions Completed 6th grade

Level 2 Acquired vocational competences to practice vocations involving range of complex activities performed in changing conditions Completed 7th grade

Level 3 Acquired vocational competences to practice vocations involving range of complex activities performed in changing conditions, as well as responsibilities for the performance of others

Completed 7th grade

Level 3+ Acquired vocational competences to practice vocations involving range of complex activities performed in changing conditions, as well as responsibilities for the performance of others and for allocation of resources

Completed secondary education


Policy on the Objectives and Administration of process of standartization

1. BACKGROUNDThe set up tripartite agreement on the NQF address the scope of “main attributions” of the Sectoral Committees8.

The policy expands on this subject and addresses the relation between the Standards Managing Board and the governance of NAQ.

2. RELATIONSHIP BETWEEN THE NAQ, STANDARDS MANAGING BOARD AND SECTORAL COMMITTESNATB was nominated as NAQ by the signed memorandum between MLFEO and MERY and approved by prime minister on 08.06.20049

The managing bodies of the National Authority for Qualifications shell be Standards Managing Board and its Chairperson. Standards Managing Board shall set up sectoral committees to perform its functions.

Standards Managing Board is responsible for all standards activities called for in the rules and procedures in order to initiate establishment of sectoral committees, convent the work meetings of the members of the sectoral committees, appoint the members of the committees and allocate the assignments, make decisions in order to define competences and qualifications relevant to each domain, draft regulations on the activity of the National Authority for Qualifications in order to standards development

The Standards Managing Board staff support is managed by the Standards Administrator. The Standards Managing Board manages all aspects of standards activities and makes recommendations to the NAQ Directorate on policy matters related to standards. In case that standards being developed by other organizations are implemented (international standards), the SMB reviews such standards to ensure consistency.

The NAQ provides staff personnel who perform several essential services in order to provide secretarial and administrative services, support in terms of identity, administration and organizational leadership.

Standards developed by Sectoral Committees are intended to be issued as Romanian National Standards/Qualifications, which means the development process fulfills the acceptance criteria established by NAQ. The use of any standard developed by the Standards Committee is intended to be voluntary and no organization is obligated to apply any requirements in such a standard even though it may have participated in the development of the standard.

3. MEMBERSHIPThe Sectoral Committees consists of all the individuals who are engaged in standards development activities and the management of those activities. Members are appointed as representatives of organizations willing to participate and having a substantial concern for and competence in the scope of the assigned committee. Although each member represents an organization, each member is expected to contribute as an individual professional. Representation is material only for the purpose of establishing an adequate balance of interests.

Individuals nominated for membership shall complete a form that includes a description of their pertinent experience for review and acceptance by the SMB. These forms shall be retained by the Standards Administrator.

When an organization requests participation on the Sectoral Committees, the Standards Administrator shall refer the organizational contact to the chairman of the committee whose scope offers the best match in terms of interest and technical capabilities. The committee chairman shall inform the Standards Administrator whether the organization’s representative was successfully placed on a 8 9


committee or working group. If the individual has not been placed, the Standards Administrator shall inform the SC chairman. Multiple representation from a single organization on any one committee shall be discouraged except as permitted by policy.

4. RESPONSIBILITIES OF THE NAQ STANDARDS MANAGING BOARD

The SMB shall manage all standards activities and interests for NAQ. The SMB shall establish or disband consensus committees as the need dictates, shall define the scope of each consensus committee, shall evaluate and approve charters (or template) for new and revised standards, shall establish priorities for standards actions, and shall assign.

The SMB shall provide policy and procedural direction for all elements of the Sectoral Committees. These policies shall be consistent with the accredited rules and procedures and shall not unreasonably interfere with the normal management responsibilities assigned.

The SMB shall review the balance of interests of each committee annually and shall ensure that no category constitutes more than one third of the committee’s membership. The SMB shall confirm annually to the NAQ Directorate/Executive Director that the balance of representation on each committee is consistent with the implemented rules and procedures.

The performance of each consensus committee chairman shall be evaluated annually. The SMB chairman shall seek to remedy unsatisfactory performance. If remedial action is unsuccessful, the SMB chairman shall, with SMB concurrence, appoint an interim chairman until a suitable replacement is selected in accordance with the procedures of that consensus committee.

The SMB shall certify that the consensus process is fulfilled and shall ensure that due process procedures are implemented.

5. RESPONSIBILITIES OF THE STANDARDS ADMINISTRATOR

The Administrative Secretary shall be an NAQ staff member appointed to the SMB by the Direcorate/Executive Director to provide administrative services to the Sectoral Committees and to the SMB in particular. The Standards Administrator shall act as the secretary to the SB and shall prepare minutes of all SMB meetings, prepare and distribute agendas prior to each meeting, compile an annual Report of Activities, and maintain records on the Sectoral Committees membership. The Standards Administrator shall keep the official files for all Sectoral Committees projects, including their status, ensure public review is conducted by respective bodies and rules, prepare approved standards for publication, and maintain adequate records for the SMB to certify fulfillment of the consensus process.

The Standards Administrator shall maintain a complete listing of all Sectoral Committees members, including mailing addresses, telephone numbers, email addresses, and sponsoring organizations. The chairman of each organizational element, including consensus committees, subcommittees, and working groups, shall provide current membership information to the Standards Administrator.

The Standards Administrator shall prepare and issue an annual Sectoral Committees Report of Activities. This report shall include listings of the membership of each organizational element, the number and title of all standards under active development or revision, brief summaries of recent activities of the SMB, consensus committees, and subcommittees, and related information on Sectoral Committees activities.

6. PUBLICATION OF OCUPATIONAL STANDARDS

Standards published by NAQ shall adhere to the guidance set in the NATB/NAQ Manual Standards developed by the NAQ Sectoral Committees shall be published by NAQ and shall include a statement regarding credit for references and copyright restriction:


Policy on Sectoral Committee representation and composition of experts’ working groups

1. BACKGROUNDThis policy provides guidance on the composition of sectoral committees and composition of working groups. The tripartite rules and procedures require that no more than one-third of the membership of each committee represent any one type of organization. In addition, the NAQ rules require that the Standards Managing Board certify annually to the Directorates/Executive Director that this requirement is met. This policy provides direction to meet these requirements.

2. POLICY2.1 RepresentationRequests for representation on a specific committee shall be referred to the proper chair. More general requests to join the sectoral committee shall be handled by the standards administrator in conjunction with appropriate committee chairs.

The sectoral committees membership have to be represent by the members from respective ministries of respective domain, representatives of the employers, representatives of the trade unions and by the side of the state representatives from the MERY, respectively the National Centre for the Development of Vocational and Technical Education deals with initial vocational training and representative from NATB, respectively Ministry of Labour, Social Solidarity and Family. To present the government by these two ministries is of importance to create adequate standards basis for qualifications description, appropriate as for the training at school level, as for training of adults.

The representatives of those two ministries will be involve in the final approval of the occupational standard and qualification requirements.

2.2. Expert Working groupsThe development process will be carried out by the working groups within the structure of respective domain and sectoral committee. It is usual practice to set up a group of practitioners to help with the development and review of standards. These groups are known as Expert Groups and are established only for the duration of the development project.

The role and responsibilities of each expert working gropu is to contribute to and support the development of the outputs, be prepared to read documentation and provide feedback as requested, attend a small number of meetings, provide contact details for consultation as appropriate

Members of working groups should be selected for their recognized expertise in the scope of the assigned tasks/standard. The makeup of a working group should include representatives from appropriate types of organizations. However, there is no requirement to achieve balance on a working group among types of organizations; membership should be based on the expertise required to develop the standard.

The size of and diversity of disciplines represented on the working group shall be consistent with the goals of efficiency, user interest, and useful technical content of the proposed standard. Although members may be drawn from a spectrum of involved interests, the total membership should be limited to enhance close working relationships and good communication, and to help ensure an efficient standards development process.

2.2 Multiple Representatives from a Single Organization on Sectoral CommitteesIn establishing the membership of consensus sectoral committees, the requirements of due process and consensus always supersede any other objective. This policy applies to the chair of each sectoral committee.

Criteria for Selecting Multiple Members from a Single Organization stated that two representatives from a single organization may be appointed to a committee if they comply with the criteria listed below:


Each member shall be an employee of the organization under consideration and each member shall represent different interests as determined by their assignments to separate and distinct product lines or service areas.

The different interests between two candidates shall be measured by how much their job responsibilities and their technical perspectives differ from each other. An assessment of the functional responsibilities of the individuals and their organizational separation shall be made to determine whether they have different interests. Geographic location shall not be a factor.

If two members of a sectoral committee represent a single organization, they should decide between them which one will develop comments and submit a ballot. This agreement may be for all ballots or may be done on a subject basis, where one individual casts a ballot on certain defined subject areas, and the other on the remaining areas. This agreement shall be provided to the committee chair in writing. In no case shall members of a single organization be permitted to submit more than two ballots.


Glossary of the most important terms

Qualificationin a wider sense an official document indicating any accomplished study, education or result in an examination in public education, vocational education, higher education or adult education (diploma or certificate)

A national qualifications framework a ‘national qualifications framework’ is an instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved. It aims at the integration and coordination of national qualifications subsystems and the improvement of transparency, access, progression and quality of qualification in relation to the labour market and civil society.

Descriptorswords and expressions which well describe and define the content or substance of a document. Descriptors are suitable to describe or define a qualification level as well. In this sense, the term level description can also be used.

Learning outcomea group of knowledge, skills and/or competences acquired through learning, which can be applied by the individual. Learning outcomes express what a student has to know, understand and/or be able to perform at the end of a learning period.

Learning outcomes based qualificationA qualifications system in which the condition to obtain a qualification is the acquisition and performance of predefined, expected learning results and not the attendance of a number of classes or finishing courses. Such a qualification certifies that the person having the qualification has the knowledge, skills and competences necessary in the given field.

Informal/non formal learningknowledge deriving from everyday work, family life and leisure activities. Non-structured or structured objectives from the point of duration or learning tools. Informal learning from the point of view of the student is generally accidental. It does not usually lead to the issue of a certificate/diploma.

Competencespsychological developments which contain knowledge, dispositions (attitudes) and competences (skills), which, in a certain area allow the individual to successfully perform its activities.

Key competencesskills and competences necessary in the modern society to persist, such as: listening to others, speak, read, write and count.


BIBLIOGRAPHY1. Key Issues in the Development of Entrepreneurship and Small Business Training – the

potential for action, Advisory Forum, 1997, ETF

2. International Standard Classification of Education 1997 (ISCED 97)

3. Development of Standards in VET, Volume 1, 1998, ETF

4. Strategies for Innovation in Vocational Education and Training Reform, Final Report, ETF, 1998

5. Development of vocational education and training standards . the impact of labour market information, Volume 3

6. Development of Standards in Vocational Education and Training - Specification, Experience, Examples, Volume 2, July 1999 (reprinted with updates 2000), ETF

7. Requirements on qualification and qualities of labor force and possibilities of its improvement, Bratislava, April 2000

8. Modernisation of Vocational Education and Training in Slovakia, National Report 2000 , Turin/Bratislava 2000

9. The Role of the Social Partner in the Development of the VET in the Market Economy at the Enterprise Level, Advisory Forum, Synthesis Report, ETF

10. Linking Vocational Education and Training Standards and Employment Requirements European Training Foundation, February 2001

11. Linking Vocational Education and Training Standards and Employment Requirements, An International Manual,ETF, February 2001

12. Fretwell, D; Lewis, M; Deij, A. A framework for defining and assessing occupational and training standards in developing countries. Washington, DC: World Bank, 2001

13. The UK Vocational Education and Training System Sue Tappin Senior International Adviser Vocational Partnerships British , Council , March 2002

14. Recent Development in Education, Training and Employment Policy in Slovakia, Bratislava, State Institute of Vocational Education and Training 2003

15. Technical and Vocational Education in Romania, Current situation and perspectives, R.E.A.P. North-West Region, 2003

16. The role of Awarding Bodies in UK vocational education and training, A presentation by Gail Campbell City & Guilds Regional Marketing and Business Development Manager

17. European Commission. Development of vocational training policy: common European principles for validation of non-formal and informal learning, Brussels: European Commission, 2004

18. OECD. The definition and selection of key competences: executive summary:DeSeCo project. Paris: OECD, 2005

19. Rosie Page*, Jim Hillage*, Vocational Education and Training in the UK, Strategies to overcome skill gaps in the workforce, Institute for Employment Studies, Brighton, UK, 2006

20. Parkes, D.; Nielsen, S. A cross country analysis of ETF peer reviews on

curricular reform in vocational education and training in four South EastEuropean transition countries. Turin: ETF, 2006


21. ED372240 - Vocational education and training in the United Kingdom, Twining John

22. ETF Regional Meeting “Quality Assurance in VET: The way forward to achieve the Copenhagen goals”, Quality assurance in VET: Case of Romania, Belgrade, 15-16 June 2006

23. QCA’s review of standards, Description of the programme, March 2006

24. Coles, M. Qualifications frameworks in Europe: platforms for collaboration, integration and reform. Paper presented at Making the European learning area a reality, 3-5 June 2007, Munich, 2007.

25. Facilitating Progression from Vocational Education and Training to Higher Education:The Irish Experience, Dr Frank McMahon Dublin Institute of Technology, 8 – 10 October 2007, Sinaia, Romania

26. Study on the implementation and development of an ECVET system for initial vocational education and training, Final Report – October 2007

27. European Commission. Draft 2008 joint progress report on the implementation of the Education and training 2010 work programme. Brussels: European Commission, 2007

28. The Employers Role in QAVET. An economic perspective related to LISBON Strategy, Ion Hohan, Sinaia, 9-10,October 2007

29. Tripartite Agreement on the National Qualifications Framework

30. Our statement of priorities, Beeter skills, better jobs, better lives, November 2007, LSC

31. OECD. Qualifications systems: bridges to lifelong learning. Paris: OECD,2007a

32. Young, M.; Gordon, J. Qualifications frameworks: some conceptual issues.European Journal of Education, 2007

33. Guidelines for the application of M3: Methodology for Verification and Validation of Occupational Standards and Qualifications, Phare 2004 EuropeAid 121949 /D/SV/RO

34. Guidelines for the application of M2: Occupational standards and qualifications development and review methodology, Phare 2004 EuropeAid 121949 /D/SV/RO

35. Guidelines for the application of methodology for occupational analysis (M1), Phare 2004 EuropeAid 121949 /D/SV/RO

36. Brockmann, Michaela. Qualifications, learning outcomes and competencies:a review of the literature. Draft working paper, 2008

37. Reflections and statements on learning outcomes: the need for clarification EUNEC conference, Madrid, 16-18 June 2008

38. The shift to learning outcomes Policies and practices in Europe, Cedefop Reference series; 72 Luxembourg: Office for Official Publications of the European Communities, 2009

39. Cedefop; Béduwé, C. et al. New and emerging issues in vocational education and training research beyond 2010. In Cedefop. Modernising vocational education and training: fourth report on vocational training research in Europe: background report, Luxembourg: Publications Office, 2009.

Website resources:

http://www.qca.org.uk/qca_6640.aspx


http://www.qca.org.uk/qca_6640.aspx

http://www.tvetuk.org/en/home

http://ward.education.users.btopenworld.com/

http://www.ofqual.gov.uk/84.aspx

http://www.tsoshop.co.uk/education/bookstore.asp?FO=1269037&DI=606169

http://www.lsc.gov.uk/

http://www.lsc.gov.uk/publications/recommended/Better-skills-Better-jobs-Better-lives---Our-Statement-of-Priorities.htm

http://www.uknrp.org.uk/Pages/UK_Voc_Quals/National_Qualifications.asp

http://www.europeopen.org.uk/

http://www.google.com/search?sourceid=navclient&ie=UTF-8&rls=WZPA,WZPA:2008-16,WZPA:en&q=Flemish+Educational+Council+

http://www.serv.be/webteksten/SERV-folder-ENG.pdf

http://www.trainingvillage.gr/etv/Upload/Information_resources/Bookshop/174/C19M3EN.html

http://comparative.edu.ru:9080/PortalWeb/document/show.action;jsessionid=2CC7BA1D2858670E134873E97DEE349B?document.id=9781

http://www.prao.org/46424565/0/fiche___pagelibre/&RH=VAE_1&RF=1153839941282

http://siov.sk/index_en.html


http://www.prao.org/46424565/0/fiche___pagelibre/&RH=VAE_1&RF=1153839941282





http://www.serv.be/webteksten/SERV-folder-ENG.pdf

http://www.europeopen.org.uk/

http://www.uknrp.org.uk/Pages/UK_Voc_Quals/National_Qualifications.asp



http://www.lsc.gov.uk/

http://www.tsoshop.co.uk/education/bookstore.asp?FO=1269037&DI=606169

http://www.ofqual.gov.uk/84.aspx

http://ward.education.users.btopenworld.com/

http://www.tvetuk.org/en/home

› anexe › final report phare 2006 › annex… · web vieweuropean union project financed under...

Documents