Irish Reference Group for Eu Initiatives in Education and Skills 3 July by EuropassIE

Welcome Dr Bryan Maguire Head of Qualifications Services Quality and Qualifications Ireland

Policy Context Koen Nomden EACEA, Head of Sector, Directorate General for Education and Culture, European Commission

Policy Context

Irish EU Reference Group for Education and Skills Dublin, 3 July 2014

EASQ

Date: in 12 pts

Policy context European Semester

Bologna

Copenhagen

Date: in 12 pts

When moving to a new job or to further learning, whether within or across borders, learners and workers need to see their skills and qualifications quickly and easily recognised.

This is essential to raise skill levels, help combat unemployment and complete the project of the single market.

EASQ

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Progress of a decade Some examples

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Still a long way to go… •

High unemployment rate (10.9%), especially among young people (23%) 2 million vacancies across Europe

•

In 2025: 44.1% high-skilled, 44.7% medium-skilled and only 11.2% lowskilled jobs

•

But, PIAAC Survey:

• 1

adults has low literacy and numeracy skills

• 1 in 4 adults lacks the digital skills needed to effectively use ICT

EASQ

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Towards a European Area of Skills and Qualifications EU policies and instruments:  centred on the learner, promoting flexible learning pathways,  supporting new phenomena such as the growing use of digital learning and internationalisation of education,  providing better services to learners, workers and employers  simpler, better understandable and more coherent, and  supporting national structural reforms that aim to achieve these objectives. EASQ

Date: in 12 pts

uropean Area of kills and Qualifications Eurobarometer survey Public Consultation  standard methodology  289 replies  representative sample  85 position papers

 28 MS  28,000 people  face-to-face interviews

 17 MS bodies  10 national and EU social partners  ….

9Date: in 12 pts

uropean Area of kills and Qualifications

1. Relevance of the outcomes of education in terms of skills and preparation for the labour market 2. Adequacy of EU instruments for transparency and recognition to meet needs of learners, workers and employers 3. Availability and outreach of European information and services to individuals, employers and relevant stakeholders 10 Date: in 12 pts

Relevance of ducation outcomes Eurobarometer: Most important skills provided by education for EU citizens

11 Date: in 12 pts

Relevance of ducation outcomes Eurobarometer: Education or training provided the necessary skills to find a job in line with qualifications Higher overall agreement: Sweden: 87%, Denmark: 86% and Germany: 85% Lower: Italy: 59%, Spain: 58% and Greece: 55%

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. Adequacy of U instruments

Eurobarometer: Which difficulties related to your qualifications did you experience for studying or working abroad?

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. Adequacy of U instruments Stakeholders' view: Are current instruments clear and understandable?

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. Adequacy of U instruments Stakeholders' view: Should qualifications and study programmes be systematically described in terms of learning outcomes?

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. Adequacy of U instruments Eurobarometer: Do EU citizens know to which level of the European Qualifications Framework their qualifications correspond?

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. Adequacy of U instruments Stakeholders' view: Would a common definition of "unit of learning outcomes" and "credit" between HE and VET be desirable?

17 Date: in 12 pts

. Adequacy of U instruments Stakeholders' view: Would it be useful to develop common criteria and procedures for recognition that apply to all education and training sectors?

18 Date: in 12 pts

ccessibility and outreach citizens Eurobarometer: Have EU citizens ever used career guidance?

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ccessibility and outreach citizens Stakeholders' view: Effectiveness of current web tools 100% 90% 80% 70% 60%

2 8

5 13

20%

20 24 11

EQF Portal

ESCO

Highly effective

5 13

Europass Portal

3 14

30%

10%

46 55

50% 40%

Somewhat effective

20 5

European Skills Your Europe Panorama Somewhat ineffective

6 10

Ploteus

We Mean Business

Totally ineffective

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No opinion

ccessibility and outreach itizens

Eurobarometer: Which of the following European information points and services are EU citizens aware of?

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Q&A

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Erasmus+ - an overarching concept Fionnuala Broughan Communications Manager LĂ&#x2030;ARGAS

Ten-second Introduction … • Léargas is an agency of the DES • We manage national, European and international programmes in several fields* • Together with the HEA, we manage Erasmus+ in Ireland, 2014-2020 *in Schools Ed., Adult Ed., VET, Youth

What I’ll talk about • Base talk on EU Reference Group TORs • ‘Showcase EU Initiatives’ Overview of Erasmus+ structure and aims • ‘Promote understanding of USP and contribution’ Funding, benefits • ‘Coordinate national response to relevant EU policy developments’ Bring together national and EU priority and policy development and the needs on the ground

Erasmus+ Changing lives. Opening minds.

ABOUT ERASMUS+ Combines 7 EU education, training and youth programmes, and introduces sport for the first time Total budget of â&#x201A;Ź14.7 billion, representing a 40% budget increase

ERASMUS+ BRINGSâ&#x20AC;Ś An integrated, more accessible programme A renewed focus on skills for employment New opportunities for modernising teaching and learning New partnerships between education and world of work

A bit more detail … • Erasmus+ is the EU’s revised programme for education, training, youth and sport for 2014-2020 • Erasmus+ started on 1 January 2014 and replaces previous funding programmes run by the European Commission including: – Lifelong Learning Programme (Erasmus, Comenius, Leonardo, Grundtvig and Transversal) – Youth in Action (including Youth Exchanges, European Voluntary Service …) – other international programmes including Jean Monnet and Erasmus Mundus

• It’s closely tied in with EU policies …

E+ closer policy links Europe 2020 E&T 2020 EU Youth co-op framework 2010-18 EU sport dimension International dimension â&#x20AC;&#x201C; higher education and youth

Three Main ‘Key Actions’ KA 1: Learning mobility of individuals Staff mobility, in

particular for teachers, trainers, school leaders and youth workers Mobility for students in

higher education and in vocational education and training

Youth volunteering and

youth exchanges

Master degree scheme Mobility

for higher education for EU and nonEU beneficiaries

KA2: Cooperation for innovation and exchange of good practices Strategic Partnerships between

education, training and/or youth organisations and other relevant actors  IT-Platforms including EYP,

eTwinning and EPALE

Large-scale partnerships

between education and training establishments and business: Knowledge Alliances and Sector Skills alliances Cooperation with Partner

Countries

KA 3: Support for policy reform Open method of Coordination EU tools: dissemination and exploitation Policy dialogue with stakeholders, non-EU countries and international organisations Large scale prospective initiatives

Some other elements … • eTwinning: the community for schools in Europe, enabling teachers to: connect and meet virtually; exchange ideas and practice examples; team up in Groups; learn together in Learning Events; engage in online-based projects.

• EPALE: Electronic Platform for Adult Learning in Europe, an online space to: exchange, showcase, and promote methods of good practice in adult education

• EYP: European Youth Portal: Information and opportunities for young people across Europe • Eurodesk: provides free information on opportunities-such as travelling, working, studying and volunteering in Europe--for young people aged 13 - 30.

• ECVET: European Credit System for Vocational Education and Training , often

referred to as ECVET, is a technical framework for the transfer, recognition and (where appropriate) accumulation of individuals' learning outcomes with a view to achieving a qualification.

Erasmus+ Funding Allocation

Erasmus+ Funding Allocation by Key Action

KA1: Mobility for Individuals KA2: Strategic Partnerships; Alliances KA3: Policy Reform

Erasmus+ Funding in Ireland • Erasmus+ will provide €14.7b over seven years (increase of 40%) • Erasmus+ will bring €169m+ directly into the Irish system, 2014-2020 • Possible to access further funding indirectly through participation in centrally managed parts of KA 2 and 3

Erasmus+ Benefits for Individuals • Adds value to and enhances qualifications; improves employability • Enables a shift to more autonomous learning • Improves social, intercultural and language skills • Enhances appreciation of diversity • Programme supports transnational experiences for all ages and sectors

Erasmus+ Benefits for Organisations • • • • • • • • • •

Learn from practice on changes and reforms in other countries (applicable to e.g. Junior Cycle reform) Motivate staff and learners Direct access to new ways of teaching and learning New opportunities for CPD, R&D Transversal skills through project management Comparison with international standards (affirmation) Structured opportunities for cross-sectoral work Recognition of the value of non-formal learning Funding support in the wake of national cuts Etc.!

Erasmus+ Aims • Improve key competences and skills • Foster quality improvements • Enhance policy cooperation in European lifelong learning area • Complement policy reforms to ensure development of evidence-based youth policy • Enhance international dimension • Improve language teaching and learning

Erasmus+ Priorities • • • •

•

VET: education-employment partnerships Schools: reduce risk of early school leaving; improve basic skills (incl. via ECE); strengthen professional profile of teachers Adult Ed.: reduce numbers of low-skilled adults Youth: social inclusion, healthy behaviours, basic skills, EU citizenship, ICT uptake, coherence between EU and national recognition tools (skills and qualifications) Higher Ed.: modernisation of EU’s HE systems

Ireland – National Priorities • •

• •

Learning for Life e.g. literacy and numeracy; linking HE and FET; changes to Junior Cycle

Improving Quality and Accountability: e.g.

developing all teachers as professionals; introducing school self-evaluation; review apprenticeship training Supporting Inclusion and Diversity: e.g. additional supports to tackle educational disadvantage Building the Right Systems e.g. ETBs, QQI, NFQ; new ways of working…

Ireland – Participant Needs • • • • • • •

Recognition of value of international work and dimension (individuals and organisations) Support for international work at higher level (e.g. ETBs, JMB, ACCS etc.) Models of practice (esp. partnerships, cross-sectoral work); dissemination Partnerships with industry and social partners Peer groups (on- and offline) to share experience and learning; dissemination Accessible information on programme(s) Continued support from Léargas

Erasmus+, More information • • • • •

Grant funding focused on institutions not individuals Funding based primarily on unit costs (simplified reporting) eForms must be used Various new IT tools also in use Call for applications normally announced Autumn/Winter

Erasmus+, More information

Deadlines (2014 as example)

Key Action 1 17 March: Mobility (education, training and youth) 30 April, 01 October: Mobility (youth only) Key Action 2 03 April: Knowledge alliances, sector skills alliances; Capacity building (youth) 30 April : Strategic partnerships (education, training and youth) 02 September: Capacity building (youth) 01 October Strategic partnerships (youth) Key Action 3 30 April: Meetings between young people and decision-makers (youth) 01 October: Meeting between young people and decision-makers (youth)

Erasmus+, LĂŠargas goals for 2014 Close to 100% funding allocation across all fields/sectors Good quality outcomes for participants, organisations and the sector(s) they work in

Erasmus+, Contact details www.erasmusplus.ie www.erasmusplus.leargas.ie info@leargas.ie www.eurireland.ie eurireland@hea.ie

Snapshots of Initiatives

The EQF and Bologna process, the National Contact Point, ESCO John Oâ&#x20AC;&#x2122;Connor Qualifications Services Quality and Qualifications Ireland

Qualifications Frameworks and European Skills Competences Occupations and Qualifications (ESCO) John Oâ&#x20AC;&#x2122;Connor Qualifications Services Quality and Qualifications Ireland

European Qualifications Framework • Comparison of qualifications across European Countries • School, VET and Higher Education Qualifications • Learning Outcomes Based • Eight Levels with Descriptors • Common Principles for Quality Assurance

European Qualifications Framework 2008 Recommendation

• Designate a National Coordination Point • Reference National Qualifications System to EQF • Indicate EQF level on Certificates, National Databases of Qualifications and Europass Supplements

European Area for Higher Education (Bologna Process) • 1999 Process of European Cooperation in Higher Education • 2005 Overarching Qualification Framework for the three cycles of higher education – Bachelor, Masters and Doctoral. • 47 Countries • Learning outcomes based • Council of Europe • Quality Assurance (ESG)

European Skills Competences Occupations and Qualifications (ESCO) • Challenge • Heterogeneous IT and Classification systems at national level • Lack of communication between education and labour market • Skills Mismatch

• Solution – Common Language (Multi lingual, linked open data)

European Skills Competences Occupations and Qualifications (ESCO)

• ESCO Version 0 • 24 official languages • Three Pillars - Occupations Skills & Competencies and Qualifications • Business Cases • Competency based job matching • Qualifications Development • Guidance • Labour Market Research • Human Resource Development

Thank You joconnor@qqi.ie

European Lifelong Learning Guidance Policy Network, Ploteus and Euroguidance Jennifer McKenzie Director, National Centre for Guidance in Education (NCGE) Hilary Lynch Guidance Officer, Euroguidance C-ordinator (NCGE)

2008 Council Resolution on better integrating lifelong guidance into lifelong learning strategies : Strengthen European cooperation on lifelong guidance provision, in particular through the ELGPN, with the support of the Lifelong Learning Programme, and in liaison with CEDEFOP

•Career Management Skills-CMS •Access to Guidance Services •Quality Assurance in Guidance •Co-ordination & Co-operation of National, regional & local stakeholders

•Work Programme 2013 -2014 - Produce European Guidelines •Ireland / NCGE - Lead country on Quality Assurance & Evidence based practice •Ireland / NCGE – active / leading member of CMS work

www.euroguidance.ie

ENIC NARIC- Qualifications recognition for mobility and transparency Niamh Lenehan Qualifications Services Quality and Qualifications Ireland

What is Recognition?

â&#x20AC;&#x153;A formal acknowledgement by a competent authority of the value of a foreign educational qualification with a view to access to educational and/or employment activitiesâ&#x20AC;? Convention on the Recognition of Qualifications concerning Higher Education in the European Region (The Lisbon Convention, 1997)

Lisbon Recognition Convention (LRC) • Ratified by Ireland in 2004 • Holders of qualifications issued in one country shall have access to an assessment of these qualifications in another country • A qualification from abroad should be recognised as similar to the corresponding qualification in the host country, unless it can be shown that there are substantial differences between the latter qualification and the qualification for which recognition is sought

Who? –

ENIC: European Network of Information Centres in the European Region

–

Set up by the Council of Europe/UNESCO in 1994

–

Made up of centres of Parties to the Lisbon Recognition Convention

–

NARIC: National Academic Recognition Centres in the European Union

–

Set up by the European Commission in 1984

–

ENIC-NARIC Network –

To help promote principles of the LRC, thereby improving recognition of qualifications and periods of learning

The Irish ENIC-NARIC: How? •

Facilitates the recognition of foreign qualifications in Ireland by offering advice on how foreign qualifications compare to Irish qualifications placed on the NFQ – variety of stakeholders: award-holders, recruiters, employers, education institutions, guidance professionals, government departments.

•

Applicants are issued with a statement of comparability which compares their qualification to an Irish award, e.g. “… is comparable to an Honours Bachelor Degree which is placed at Level 8 on the Irish National Framework of Qualifications” •

Provides information on the Irish education and training system, promotes recognition of Irish qualifications abroad

Website • Applicants are issued with a statement of comparability which compares their award to an Irish award, e.g. “… is comparable to an Honours Bachelor Degree which is placed at level 8 on the Irish National Framework of Qualifications”

Publications

Current Work / Future? •Advice / information online – increasing capacity of stakeholders •Active internationally: NARIC projects (reports published online) •Policy development – national and international •Further collaboration in terms of policies and initiatives in education such as Bologna, EQF, Europass and others such as immigration, integration

Erasmus+ and Higher Education (Key Actions 1, 2, 3) Mary May International Programmes Higher Education Authority

Erasmus+ 2014-2020 Next Call September 2014

An Opportunity to align National and European Higher Education Objectives

Key Action 1 Student Mobility • • • • • • • • •

All levels of higher education 20% HE student mobility target by 2020 Recent Graduates Traineeships 3 to 12 months study 2 to 12 months for traineeships 12 months per cycle Joint Masters – 80% non European On-line language assessment/ support/language Limited International Mobility to and from Partner Countries – limits to be decided by EC

Key Action 1 Teaching and Staff Mobility •

2 days to 2 months (excl. Travel) (between Programme countries new terminology)

•

Between Partner and Programme Countries: from 5 days to 2 months (excl. Travel)

•

Minimum 8 teaching hours

•

Staff from enterprises supported to teach at HEIs

Ireland 2007-2013 Institution University of Limerick University College Dublin Dublin Institute of Technology University College Cork Trinity College Dublin National University of Ireland, Maynooth National University of Ireland, Galway Galway-Mayo Institute of Technology St. Patrick's College, Drumcondra Limerick Institute of Technology Letterkenny Institute of Technology Institute of Technology, Tallaght Cork Institute of Technology Institute of Technology, Carlow

2007/2008

2009/2010

2012/13

Plus/Minus

% Difference

311 265 173 189 195 43 186 50 11 10 1 23 32 4

385 302 267 203 205 45 195 52 13 41 7 17 56 9

503 390 297 284 262 107 248 109 62 47 33 54 60 31

192 125 124 95 67 64 62 59 51 37 32 31 28 27

62% 47% 72% 50% 34% 149% 33% 118% 464% 370% 3200% 135% 88% 675%

0 45 34 5 10 14 5 27 132 3

4 53 26 6 26 44 0 34 92 5

19 62 49 17 22 22 12 34 139 7

19 17 15 12 12 8 7 7 7 4

38% 44% 240% 120% 57% 140% 26% 5% 133%

St. Nicholas Montessori

Royal Irish Academy of Music Athlone Institute of Technology Froebel College of Education Griffith College Pontifical University

0 2 1 1 3

3 3 7 1 1

3 4 2 2 3

3 2 1 1 0

St. Angela's College

Tipperary Institute

All Hallows

0 42 1817

0 22 2128

0 40 2927

0 -2 1110

â&#x20AC;˘

DĂşn Laoghaire Institute of Art, Design & Technology National College of Art & Design Shannon College Institute of Technology, Tralee Institute of Technology, Sligo Waterford Institute of Technology Institute of Technology, Blanchardstown Dundalk Institute of Technology Dublin City University Mater Dei

Royal College of Surgeons in Ireland Mary Immaculate College Total

100% 100% 100% 0%

-5% 61%

Key Action 2 - Strategic Partnerships â&#x20AC;˘ addressing policy objectives, challenges and needs of a specific field (i.e. higher education, vocational education and training (VET), school education, adult education, youth) â&#x20AC;˘ promoting cross-sectoral co-operation i.e. relevant to more than one field and/or involving organisations from more than one field of education, training and youth

Key Action 2 - Strategic Partnerships • innovative practices (methods, tools, curricula, study programmes, trainings, use of Information and Communication Technologies, Open Educational Resources) • Co-operation with different actors (public sector, world of work, civil society) • networking, exchanges of experience and good practices • validation of competences using EU frameworks and instruments • active citizenship and new social enterprise creation

Key Action 2 – Knowledge Alliances Knowledge Alliances • Develop innovative ways of teaching, learning and governance • Stimulate entrepreneurship and entrepreneurial competence of students, academics and company staff • Strengthen the flow and exchange of information and knowledge • Stimulate the co-creation of knowledge • Stimulate the co-operation between higher education institutions and companies

Key Action 2 – Capacity Building • Capacity Building for Higher Education • Successor of Tempus, Alfa and Edulink • Centrally managed (EACEA)

Key Action 3 â&#x20AC;&#x201C; Policy Reform 1. Knowledge in the fields of education, training and youth 2. Prospective Initiatives 3. Support to European policy tools 4. Co-operation with international organisations 5. Stakeholder dialogue, policy and programme promotion 6. First Call September 2014 â&#x20AC;&#x201C; more details

Internationalisation of Higher Education in Ireland Reference: Strategic Dialogue; International Education Strategy a) Teaching and Learning Experience – student study and traineeships – 3000-4500 possible beneficiaries = 6% of graduates at current levels b) Internationalisation of curricula – joint masters; enhanced classroom dynamic c) Support for the invitation to external teachers and people from enterprise to contribute to teaching at Irish HEI d) Professional Development of staff – teaching, management, technical e) 4000+ inter-institutional agreements – massive network

Teacher Education Reference: Initial Teacher Education Review a) Language teachers â&#x20AC;&#x201C; opportunity to study in the country of the language - EHEA Working Group Recommendation b) Teachers â&#x20AC;&#x201C; multipliers of mobility c) Changed Irish school environment

Higher Education – Business engagement/Skills Reference: Forfás Expert Skills Report “Key Skills for Enterprise to Trade Internationally” 2012 a) Strategic Partnerships b) Knowledge Alliances c) Traineeships d) Languages

The National Europass Centre Andrina Wafer Qualifications Services Quality and Qualifications Ireland

Putting the U into Europe Europass-mobility, transparency â&#x20AC;˘ 5 documents, common template in your unique â&#x20AC;˘ European Skills Passport Supported by the Erasmus+ programme of the European Union

The Europass Tools Europass CV ● Europass Language Passport ● Europass Mobility Document ● Europass Certificate Supplement ● Europass Diploma Supplement ●