Happy Farm is a two year project subsidized by the Leonardo da Vinci programme of the European Commission..This project has been funded with support from the European Commission. This publication [communication] reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

The Qualifications of »Happy Farm«

Results of the research and analysis of certification systems in

partner countries of the »Happy Farm« project(Slovenia, Austria, Belgium, Ireland and Hungary)

Joint analysis

Editor: Danica Hrovatič, M.Sc.Translated by: Andra LujićProofread by: Donegal Cheese

MARCH 2008

Table of contents

O. Introduction to joint analysis 41. Presentation of Happy Farm partners2. Methodology

2.1. Structure of the questionnaire and the answers

I. Platform of the qualification systems and the REVANIL process 81. Conceptual frame2. Characteristics of vocational education and training per country3. National strategies and (formal) frames of the recognition and validation of non-

formal and informal learning (REVANIL)13

3.1. Slovenia3.2. Austria3.3. Belgium3.4. Ireland3.5. Hungary

4. Regulation of the certification system and integration of the procedures of validation of non-formal and informal learning – case presentations (Slovenia and Ireland)

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4.1. Recognition and assessment procedure in Slovenia 4.1.1. Recognition process 4.1.2. Procedure of assessment and validation4.2. Procedure of recognition and assessment - Developing FETAC Awards (Ireland) 4.2.1. Developing certificates and modules as per the NCVA processes

5. Role of the stakeholders, conditions for participation and financing of the REVANIL process

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5.1. Stakeholders and partners in the process5.2. Target groups5.3. Age limitation and other conditions5.4. Financing5.5. Aims of the process5.6. Link between the REVANIL process and the acquisition of VQs

6. European Qualification Framework (EQF) 30

II. Education and training of persons with disabilities and of persons disadvantaged in the labour market

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1. Target groups in the project2. National policy on education and training of people with disabilities

2.1. Slovenia2.2. Austria2.3. Belgium2.4. Ireland2.5. Hungary

3. Key partners in the implementation of activities for persons with disabilities 364. Financing the training system5. Is there a special legislation of REVANIL procedure for persons with

disabilities?5.1. Financing of the REVANIL process for persons with disabilities5.2. The REVANIL process and needs of persons with disabilities

6. Centres for education and training7. Satisfying persons’ needs in the frames of education programmes

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8. Innovative employment programmes

III. Comparable vocational qualifications 43

Conclusions of Joint Analysis 49

National data bases and legislations 53

References 54

Appendix 55

Tables and schemes

Table 1 Characteristics of partner organisations 5Table 2 Topic sets of answers and added topics 8Table 3 Terminology in different languages 10Table 4 Link between the education system and the system of the acquisition

of vocational qualifications 13

Scheme 1 Procedure of assessment and validation 22

Table 5 Stakeholders and partners in the process of REVANIL 26Table 6 Target groups of REVANIL process 28Table 7 Financing the process 30Table 8 Main goals of the REVANIL process 31Table 9 Formal role of the REVANIL process in the acquisition of VQs 31

Scheme 2 10 levels of Irish NQF 32

Table 10 Stakeholders and partners in the process of REVANIL for persons with disabilities

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Table 11 List of comparable vocational qualifications in Slovenia 44Table 12 Content of the selected vocational qualifications 44Table 13 Training programmes – Austria 46Table 14 Content description of the selected vocational qualifications 46Table 15 Training programmes – Ireland 47Table 16 Structure of organic farmer training programme - Hungary 49

Scheme 3 Basic characteristics of REVANIL 50Scheme 4 EQF levels as support for NQF and installation of qualification 51Scheme 5 National strategies and legislation for project target group are divided

between 3 systems51

Table 17 A selection of existing vocational qualifications for farm work and the work in social enterprises in partner countries, and needs for new qualifications

52

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O. Introduction to joint analysis

The project »Education for the start and work in a social firm/enterprise on a farm and in the countryside«, with a shorter name »Happy Farm«, aims to achieve the following general guidelines of the Leonardo da Vinci programme:

- improving knowledge, skills, and competences of individuals and- promoting and enhancing the contribution of vocational and professional education in

the process of innovation.

The first task of the Happy Farm project is stimulating the transparency of qualifications. Its role is to contribute to the development of practices which will ease the access to training for the most deprived individuals in the labour market, including persons with disabilities, and to stimulate social dialogue and vocational education.

Five European countries cooperate in the partnership: Belgium, Ireland, Hungary, Austria and Slovenia. Two partners are from Austria and two from Slovenia, so seven organizations are included in the project. The project was carried over a period of two years. It started in October 2006, and concluded in December 2008.

Project aims are placed within more general goals, designed for:- development of a social enterprise in rural settings with socially beneficial services

having recreational and educational elements, together with organic food production and processing

- enhancement of possibilities for employment and creation of values in social enterprises

- support of programmes in the operation of social enterprises or the possibility of establishing cooperatives in rural settings (on the basis of exchanging mutual experiences between the partners) and

- preparation of vocational programmes for working on a farm, intended for the most disadvantaged groups in the labour market.

The purpose of the analysis is to support the project while it achieves its concrete goals:- training the members of the project groups and potential providers of social enterprise

in the rural settings, especially in tourism, recreational, and educational development, and other possibilities of organic food production and food processing, and other socially beneficial services on a farm, in order to raise the quality of life and life long learning of the wider community.

- preparing training programmes (vocational standards) for the most disadvantaged persons up to the 3rd or 4th level of complexity (e.g. animator on the farm)

- preparing 3 practical strategic plans of social enterprises on a farm (one in Slovenia).

For vocational programmes prepared on the basis of the different partner countries in the field of rural employment of the most disadvantaged persons, and in accordance with European strategies and the legislative possibilities in individual countries, we have created an analysis of the certification programmes (acquisition of vocational qualifications) in the partner countries: Belgium, Ireland, Hungary, Austria and Slovenia and taking into account European strategies and legislation and how it is enacted in the individual countries. We have also analysed the certification procedures and programmes on how to assess and achieve vocational qualifications in the different partner countries i.e., Belgium, Ireland, Hungary, Austria and Slovenia.

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1. Presentation of Happy Farm partners

Partner organizations in the Happy Farm project have different characteristics and play various roles in their states. Below you will find presentations of the key roles in their national environment.

VDC Polž Maribor is a public institution in the field of social care. The centre performs social services, care services, employment and work under special conditions, ensured by the state for persons with reduced abilities.

National Institute for Vocational Education and Training (CPI) is national coordinator in the field of vocational education. The centre is responsible for the cooperation of social partners in the process of decision making and implementation of national qualification structure.

Chance B is an NGO, established by parents of children with disabilities and teachers in special education whose aim is to prevent the institutionalization of the children and their marginalization in the education process. Their goal is »a life, like everybody else«, which forms their methodological concept »you only can learn to live like everybody else if you live like everybody else«.

Büro für Integrationprojekte (BIP) is an enterprise dealing with the integration of persons with disabilities. Their approach is based on the concept that the apprenticeship (part of the educational system) should be adapted to the abilities of an individual.

The European Association of Service Providers for Persons with Disabilities (EASPD) is European organization with 8000 member organizations Europe wide. Its role is to promote equal opportunities for persons with disabilities and they thus support a quality system of services in Europe.

Donegal Cheese is an organization dealing with persons marginalized in the society and groups disadvantaged in the labour market. Innovative employment programmes in a rural enterprise are prepared for persons with mental health problems.

Szimbiozis Alapitvany is a foundation dealing with training and social programmes for persons with disabilities, especially those with autism. The foundation developed training programmes in the field of organic farming and basket making. Currently, a programme for goat breeding and goat cheese making is being developed.

Table 1: Characteristics of partner organisations

Partner Characteristics CountryP1 VDC Polž public social care institution for the employment of persons

with disabilities SloveniaP2 CPI national organization in the field of vocational educationP3 Chance B NGO in the field of care, training and (re-)integration in the

(open) labour market for persons with disabilities AustriaP4 BIP consultant company in the field of integration of persons

with disabilitiesP5 EASPD European organisation, connecting service providers for

persons with disabilitiesBelgium

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P6 Donegal Cheese

government organisation dealing with training persons disadvantaged in the labour market, mostly persons with mental health problems

Ireland

P7 Szimbiozis Alapitvany

private foundation, implementing trainings and social programmes for persons with disabilities, mostly for autistic persons

Hungary

2. Methodology

The basis for the joint analysis is a questionnaire with the title National strategy that defines the system of recognition and validation of non-formal and informal learning, its draft was formulated by CPI (Slovene National Institute of Vocational Education and Training). For project purposes, another questionnaire was developed, entitled: Occupations and training programmes. The results of the 2nd questionnaire served as a basis for the preparation of new training programmes for new vocational qualifications and these results are not included in the joint analysis so far.

Both questionnaires were prepared in February 2007, after a joint international coordination with all project partners; its structure and content was defined and accepted by the end of the month. Later on, partners started by gathering the relevant data.

The data collection took more time then envisaged (March); most of the partners provided the completed questionnaire on time, however due to various difficulties, the time for handing in the questionnaires was left open until the middle of the summer. That is why data gathering finished at the end of July 2007, when the last questionnaire was delivered. Partners were preparing the answers for five months.

In order to ensure a better coherence of the content of joint analysis on recognition and validation of non-formal and informal learning in each country, we also used desk research of EU and national documents.

2.1. Structure of the questionnaire and the answers

Questionnaire 1, treated in the present analysis, comprised of 25 questions, which are structured in 3 chapters:

I / National strategies and legislative frame in the field of recognition and validation of knowledge, acquired by non-formal and informal learning (questions 1-13);II / National strategies in the field of education and training of persons with disabilities; frame of 11 questions (14-24) was oriented towards education systems and trainings for persons disadvantaged in the labour market due to disability or qualification barriers;III / Comparable vocational qualifications in practice (last question 25).

Questions in the 1st chapter were explicitly linked to the process of recognition of informal and non-formal learning. Regarding the fact that all partner countries do not have a formal certification system or their recognition process is established in another way, it was essential to review the platform of the countries in the field of their qualification system. In addition, it was important to include a conceptual frame, even though the frame can be read in many European documents1.

1 In the final work Qualification Systems, Bridges to Lifelong Learning, in 2007, OECD combined the terminology, developed in working groups from 2002 on during the preparation of studies on the roles of national qualification systems in the promotion of life-long learning.

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Considering that partners could not provide concrete answers to all detailed questions due to differences in their state’s systems, we linked answers into content topics, as presented in table 2. Topics are treated in a similar sequence throughout the analysis structure.

Table 2: Topic sets of the answers and added topics

question no.

question summary content topic added topics chapter

1. national strategies 3.national strategies and formal frame of the REVANIL process

1. Conceptual frame

2. legislation 3.1. Slovenia 3.2. Austria3.3. Belgium

2. Characteristics of vocational education per country

I. Platform of the qualification systems and the REVANIL process

3. aims and principles in the legislation 3.4. Ireland3.5. Hungary

4. stakeholders in the process 4.1. stakeholders in the process (table)

4. Role and characteristics of the process in acquiring VQs

5. process description K3. presentation of the REVANIL process

6. target group of the process 4.2. target groups7. age and other limitations 4.3. conditions for the

acceptance and age limitations

8. acceptance/entrance conditions9. who is the main financer10. who else is the financer 4.4. financing the process11. who ensures the funds12. what is the cost13. what is the main aim (to circle) 4.5. aims of the process 4.6. interaction of the

REVANIL process in the qualification system

14. national strategies in education and training for persons with disabilities

2. national strategies and legislation frame 2.1. Slovenia2.2. Austria2.3. Belgium

1. project target groups

II. Education and training of persons with disabilities and of persons disadvantaged in the labour market

15. legislation 2.4. Ireland2.5. Hungary

16. stakeholders in the process 3. stakeholders (table)17. who is the main financer 4. financing

the system18. legislation, regulating the recognition

of knowledge and skills for these persons

5. REVANIL process for persons with disabilities

19. who ensures the funds 5.1. financing the process

20. what is the cost for the participant21. how is the recognition system adapted

to the persons with disabilities 22. how many training centres exist, where

are they located, for which target groups

6. training centres

23. how do training programmes satisfy the needs of these persons

7. satisfying the needs in training programmes

24. roles of institutions; innovative policies/employment programmes/employability

8. innovative employment policies

25. comparable vocational qualifications vocational qualifications Slovenia: content of 7 qualifications, appendixAustria: content of 3 programmesIreland: programme or module transferHungary: organic farmerBelgium: transfer of approaches

III. Comparable vocational qualifications

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I. Platform of the qualification systems and the REVANIL process

When comparing the qualification systems in partner countries (Slovenia, Austria, Belgium, Ireland and Hungary), we joined information on acquiring VQs on lower levels (according to ISCED classification until maximum level 52) through different ways. Where the process of recognition and validation of prior knowledge (REVANIL) is not established, the author summarized starting points in the relevant educational system3; however, the educational system was not presented in details.

In the analysis, we thus concentrated on the acquisition of VQs through different ways with the emphasis on the REVANIL process and not on the educational system as such. Slovenia has dual system, educational and certification system4, which will be linked more closely with the development of national qualification framework, and we will be able to talk about a greater transparency and transitivity of qualifications. These were also the guidelines of the EU in the proposed European Qualification Framework, EQF. Likewise, the same applies to other countries which have accessed to the preparation of national qualification framework.

In other countries, we cannot talk about the same parallel system as in Slovenia, the countries implement more or less interconnected structures in the field of education. However, characteristics of the qualification systems show a great variety of possibilities in the European area.

1. Conceptual frame

On the basis of national review (Svetlik 2000), European documents (OECD 2007) and related European programmes (EGEIS 2003, VOW 20065, INFORM 20066), a glossary with key notions was prepared. The aim of the glossary is to provide support in comprehending the context of the analysis and further project work.

In the comparison of vocational qualification systems we are interested in definitions of education (education process), qualifications, competences, knowledge, skills, personal characteristics, certificates, certification system etc. We will begin by presenting the definition of the key process in the analysis, recognition of knowledge, skills and competences, acquired through non-formal and informal learning and other terminology.

Recognition and validation of knowledge, skills and competences, attained by non-formal and informal7 learning is the basic process to consider when integrating persons disadvantaged in the labour market in social economy programmes. That is why the acquisition of VQs through this way is of greater importance. Further on in the analysis, the abbreviation REVANIL is used, indicating the terms recognition and validation, as mentioned in the two questionnaires.

2 New classification education system in Slovenia is regulated by the Decree on the introduction and use of classification system of education and training (OG no. 46/2006) with Methodological explanations – Klasius. Klasius does not represent Slovene qualification framework, conceptual relatedness enables comparability of the categories. Klasius with the categories of Slovene qualification framework

and categories of European qualification framework for life-long learning, still at the stage of creation under the auspices of European commission.3 Educational systems of European countries are available on www.trainingvillage.gr/etv/Information_resources/NationalVet/4 We can even talk about triple system, three systems being intertwined and different at the same time: educational system, system of vocational qualifications and certification system. 5 The project Value of Work can be found on : www.vow.siae.si.6 INFORM, A measurement system for Non formal and Informal learning specifically adapted to meet the needs of disadvantaged job seekers, Leonardo da Vinci project 2006 – 2008.7 For informal learning is also used coincidental learning.

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In the abbreviation, RE- means recognition, which does not necessarily lead to accreditation, VA- presents a possible integration in the certification system, nationally recognized and a valid qualification. Some countries do not understand validation as the acquisition of certificates, that is why emphasis was also put on A, accreditation as a formal process in acquiring a qualification with recognition and validation included.

This meaning is similar to the meaning of the abbreviation APL (accreditation of prior learning) or APEL (accreditation of prior experiences and learning). As accreditation represents certification and national recognition, we think the REVANIL abbreviation, used in the present analysis for the first time, is more useful, because it emphasises the whole process from recognition to accreditation. 

Table 3: Terminology in different languages (most used terms in the analysis)

English Slovene German Frencheducation izobrazba (Schul-) Ausbildung éducationeducation process

izobraževanje Ausbildung Processus éducationnel

learning učenje Lernen apprendrecertification system

certifikatni sistem Zertifizierungs-system Système de certification

recognition prepoznavanje Anerkennung reconnaissancevalidation potrjevanje Bewertung validationaccreditation potrjevanje (s

certifikatom)Akkreditierung / Anerkennung

accréditation

assessment preverjanje Bewertung / Prüfung évaluationvocational qualification

poklicna kvalifikacija Berufs-ausbildung Qualifications professionnelles

qualification kvalifikacija Eignung / Ausbildung qualificationvocation poklic Beruf vocationqualification system

sistem pridobivanja kvalifikacij

Bildungssystem Système de qualification

qualification frame

kvalifikacijski okvir Ausbildungs-rahmen cadre qualificatif

standard standard Standard standardcompetences kompetence,

zmožnostiKompetenzen / Fähigkeiten

compétences

life long learning vseživljenjsko učenje Lebenslanges Lernen Apprentissage tout au long de la vie

knowledge znanje Wissen / Kenntnisse connaissanceskills spretnost, veščine Fähigkeiten /

Fertigkeitencompetences

attitudes osebnostne lastnosti, stališča

Haltung / Standpunkt attitudes

learning outcomes

učni dosežki Lernresultate

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Education is a result of formal learning, of formal schooling (Svetlik 2000).

Education process/education means organized and continuous/sustainable communication in the process of learning. Communication demands a relation between two or more persons for the transfer of information (messages, ideas, knowledge, strategies, skills etc.). Organised communication means communication planned according to a model or in a sequence within the defined goals or curriculum. It encompasses educational institutions (person, a body etc.) that organizes the learning environment and learning method (either direct, e.g. with a teacher, or indirectly, e.g. via computer), with which the communication takes place. Sustainable communication means that a learning activity has elements of duration, or of continuity (Methodology 2006).

Learning is a cumulative process whereby individuals gradually assimilate increasingly complex and abstract entities (concept, categories, and patterns of behaviour or models) and / or acquire skills and competences (Tissot 2004).

A learning activity undertaken throughout our lives, improving knowledge, skills and competences within personal, civic, social and/or employment-related perspectives. Thus thewhole spectrum of learning, formal, non-formal and informal is included as are active citizenship, personal fulfilment, social inclusion and professional, vocational and employment related aspects (Behringer and Coles 2003).

Certification system means publicly established set of bodies and procedures which provide for the awarding of certificates. This means that the issued certificates have a similar meaning as the degrees/diplomas issued after one successfully finishes an educational programme. They gave certain status and chances to individuals in the labour market. The employers are expected to view them as indicators of the quality of labour supply and to respect them in their recruitment, remuneration and other human resources management procedures. In this respect certificates should be transparent and shaped as much as possible in line with the other EU countries (Svetlik 2000).

Recognition of learning is the process of recording of achievements of individuals arising from any kind of learning in any environment; the process aims to make visible an individual’s knowledge, skills and wider competences so that they can combine and build on learning achieved and be rewarded for it (OECD 2007).

In some countries the term validation specifically refers to legal processes that permit an individual to obtain a certificate (for instance vocational diploma) linked to their skills, knowledge and know-how. In other countries validation is referred to as a means of making known a person's skills and competences without requiring prior achievement of predetermined knowledge targets (OECD 2007).

Accreditation is a formal assessment process that includes elements of quality of assurance (OECD 2007).

Assessment is a process when learning is assessed against standards or criteria by an expert, or a group of experts, who follow established procedures (OECD 2005).

Vocational qualification working/professional competence needed for the pursuance of a vocation or part of the vocation at a certain level of work complexity. (ZNPK 2000).

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Qualification is a formal outcome of an accreditation or validation process. A qualification confers official recognition of value in the labour market and in further education and training (OECD 2007).

Vocation is statistical-analytical category for the classification of work of related content and related complexity and which is normally performed by one person. The basic unit defining the standard classification of vocations is work, defined as a set of tasks and duties performed by one person. A set of works with very similar key tasks and duties form a vocation. It is necessary to distinguish between two notions: qualification or title in its narrower sense after completed school and vocation as a type of work performed by an individual. After the completed educational programme of a certain level of education, the person acquires a title of vocational or professional education and not vocation. In line with the classification concept, a person is classified into a vocation or a group of vocations in relation to the complexity, type and other characteristics of tasks and duties performed in his/her work. Vocational orientation of the education process is thus something else than the vocation itself, while the latter cannot mean the same as a title of vocational or professional education (SURS8).

Qualifications systems include all aspects of a country's activity that result in the recognition of learning. These systems include the means of developing and operationalising national or regional policy on qualifications, institutional arrangements, quality assurance processes, assessment and awarding processes, skills recognition and other mechanisms that link education and training to the labour market and civil society. Qualifications systems may be more or less integrated and coherent. One feature of a qualification system may be an explicit framework of qualifications (OECD 2005).

A qualifications framework is an instrument for the development and classification of qualifications according to a set of criteria for levels of learning achieved. This set of criteria may be implicit in the qualifications descriptors themselves or made explicit in the form of a set of level descriptors. The scope of frameworks may be comprehensive of all learning achievement and pathways or may be confined to a particular sector for example initial education, adult education and training or an occupational area. Some frameworks may have more design elements and a tighter structure than others; some may have a legal basis whereas others represent a consensus of views of social partners. All qualifications frameworks, however, establish a basis for improving the quality, accessibility, linkages and public or labour market recognition of qualifications within a country and internationally (OECD 2005).

Standards are benchmarks or expectations of learning that have been established with stakeholders and include all factors that influence the consistency and relevance of qualifications (OECD 2007).

Competence (OECD 2005) involves the analysis of evidence related to the labour market and the supply of qualifications. It is quite common for literature in this area to define what is learned during qualification as knowledge, skills and competencies implying competencies are something quite distinct from knowledge and skills. Considerable work has been done to clarify the meaning of competence, especially when the word is used in connection with work. The OECD study DeSeCo reviewed the meaning of the concept of competence and developed categorisation of the range of competences. Using the report of this project and

8 Statistical Office of the Republic of Slovenia, SKP 2000 (Standard classification of occupations)

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examining published literature from France, the United Kingdom and the United States of America, the following composite definition is offered.

Competence is an ability that extends beyond the possession of knowledge and skills. It includes: i) cognitive competence involving the use of theory and concepts, as well as informal tacit knowledge gained experientially; ii) functional competence (skills or know-how), those things that a person should be able to do when they work in a given area; iii) personal competence involving knowing how to conduct oneself in a specific situation; and iv) ethical competence involving the possession of certain personal and professional values.

2. Characteristics of vocational education and training per country

The characteristics and the acquisition of vocational qualifications per country can be summed up by comparing the dominant role of the learning environment (school, working place) and the qualification framework. In its study, OECD (2005) defined 8 types of qualification systems in selected countries (typology of qualification systems in selected countries), as presented in table 4:

- Dual system (DS): Countries where the end of secondary education leads into an apprenticeship with shared responsibility for programmes between an educational institution and a firm;

- Qualification Framework (QF): Countries with an explicit framework linking qualifications from different educational and occupational sectors;

- Vocational Education and Training School (VET): Countries where a large proportion of a cohort engages in studies linked to a specific occupational area;

- Centralisation (C): Countries where the qualifications system is unified throughout its regions and control lies in one main agency or with government;

- Labour Market (LM): Countries where entry to the labour market is regulated through qualification; and most occupational sectors use this type of regulation;

- Recognising of Prior Learning (RPL): Countries where there is a clear national programme or system for recognising non-formal or informal learning;

- Credit System (CS): Unitised qualifications (large uptake) exist and units from different qualifications can be combined;

- Credentialist (Cr): Credentials are essential for entry to the labour market or higher education and for further progress in work or study.

Table 4: Link between the education system and the system of the acquisition of vocational qualifications

DS QF VET-S C LM RPL CS CrBelgium Flanders

1 3 1 1 1 4 3 3

Belgium Wallonia

4 2 3 4 2 3 2 1

Hungary 3 2 2 1 1 3 3 1Ireland 3 1 3 1 3 4 3 2Slovenia 4 3 2 1 1 2.5 3 2Austria* 1 4 2 1 1 4 3 3Legend: 1.This is definitely true for my country; 2.This is only partially true for my country; 3.There is only limited experience of this in my country; and 4.This is not present in my country.

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Source: OECD 2005; *Austrian report in Happy Farm3. National strategies and (formal) frames of the recognition and validation of non- formal and informal learning (REVANIL)

3.1. Slovenia

The basic aim of the government in the field of recognition and validation of non-formal and informal learning, which is directly connected with the field of vocational education and national vocational qualifications, is setting up a transparent national qualification system.

National legislation that forms legal framework in this field takes in to consideration EU guidelines (White book, Lisbon strategy, Memorandum etc.).

Development of the system for recognition of knowledge, skills and competences acquired by non-formal way (certification system) is also supported by other strategic documents, as:- National Programme for the Labour Market development by 2006 (OG 92/2001) with the aim of establishing lifelong learning culture and deliver high employment. Among the measures for realising the objectives, the Programme also plans to develop a system of awarding the non-formally acquired knowledge, skills and competences.- The National Development Programme of the Republic Slovenia 2007 – 2013 has also foreseen increasing accessibility of education on the regional level and on all levels of VET and of NVQs among activities in order to raise levels of education or qualification level of the economically active population.- National strategy of life long learning (SVU 2007)

NVQ assessment and awarding was formally introduced in Slovenia through the National Qualifications Act, OG 81/2000. The Act was upgraded in 2003 and 2006 respectively (ZNPK 2000). The Act governs procedures and bodies and organisations suitably qualified in the field of professional knowledge and skills standards, as well as conditions and procedures for NVQ assessment and awarding. The NVQ Act emphasizes learning achievements and not the methods of acquiring knowledge, skills and competences.

With all its amendments, the new National Qualifications Act has established the legal framework for fulfilling European guidelines; but mostly it urged further development of the system on the basis of the experiences gained in Slovenia:

- improve qualifications structures,- reduce structural imbalance, - transparency of vocational qualifications, - stimulate social partnerships and reduce social exclusion.

The basic aims formulated during the preparation phase of the National Vocational Qualifications Act are also stated in the Act Amending the National Vocational Qualifications Act explanation. They are as follows:

- Creating a possibility for swifter adjustment to the labour market needs in accordance with common European guidelines;

- Providing reliability and quality of knowledge assessment and accreditation- Providing evaluation (assessment) and recognition of competences, supported by tools

assuring the quality of assessment in educational institutions - credits;- Providing external assessment and accreditation;- Unified procedures of NVQ assessment and awarding on national level;

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- Equal access to assessment and accreditation of qualifications as defined in the occupational standard and catalogues of knowledge, skills and competence standards;

- Transparency and simplicity of documents, as well as simplicity, transparency and promptness of the procedure’s documents.

Procedure of assessment and recognition of non-formal and informal learning – the REVANIL process will be presented later on in chapter 4.1., in the light of professional approach and the legislation framework.

3.2. Austria

In Austria there is no system of validation of non-formal learning, therefore there is no legislation which would regulate the system. Austria has no system like APL (accreditation of prior learning), or similar.

The only way for non-formal learning to be recognised in Austria is that for adults who have worked some years in a specific profession to go the Austrian Federal Economic Chamber and take a final exam of an apprenticeship like every other apprentice does. If he / she is successful it is not necessary to do the regular work placement which is normally about 2, 3 or 5 years (depending on the occupation).

The programmes linked with non-formal and informal learning are Life Long Learning “Wissensbasierte Gesellschaft”, Learning for the elderly, Tele-learning, Virtual teaching. They are supported by the government and they are written down in national policy.

Life long learning is also offered by the Chamber of commerce, and the Chamber of labour. They have training institutions and they offer a wide range of different courses, but they are not sponsored by the chamber. The training institution of the chamber is like any other private training institution, but as the courses they offer are closely linked to the economy this training institution is well recognised. All the courses offered by the chambers are sponsored to keep the process for the customers quick.

The chambers offer courses like office management, marketing, upper-grade, the European computer driving Licence and also a variety of language courses. Degree and diploma courses end up with a degree are sometimes financed by the student but are mainly sponsored by the chambers. A few years ago the regional government (Styria) gave a cheque to everyone who was willing to take up life long learning. Labour market service paid up to 80% of the cost of the course for women with low education and for man over 45 years of age with low education. It is a qualification fund by the ESF, and the criteria are stricter nowadays: women also have to be 45 years old, and men 50, but criteria differ between the regions.

For youngsters without a high school degree there is a support from the regional and national government to gain this qualification. This is not a general support; there are offers for young migrants and training institutions can offer a course to get a degree for 3 different vocations. All these courses are free.

There are private companies working in the area of non-formal learning. They provide non-formal training and education, and they offer what they think will be acceptable in the free labour market. There is no legal framework. The offers are always related to the Treaty of Amsterdam.

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To offer a course, you need permission from a state agency. All the companies are offering training under an umbrella organisation. Here they have strict regulations on teaching materials and methods. There are no regulations if a company offers in-service courses.

Procedure of assessment and recognition of non-formal and informal learning - When we are talking about non-formal learning we mean training / courses offered by social companies or training institutions where people get a certification, but it is not officially recognized.

3.3. Belgium

The implementation of a non-formal learning recognition is closely linked in Belgium to the Life Long Learning (LLL) perspective set in place by the European Commission.

For Flanders it follows the definition in 2000 of the action plan for LLL (‘Een leven lang leren in goede banen’). This plan considers that each individual has a right to LLL. Institutions have to offer them information and guidance to help him define his path, to put at his disposal possibilities of access to training and to make possible the validation of its competences.

For the French speaking part of Belgium it follows the signature of the agreement of cooperation (24.07.2003), relating to the validation of competences in the field of continuous vocational training concluded between the French Community, the Walloon Region and the Commission communautaire française (COCOF – French community commission).

In Flanders the certificates of professional competence lie on two texts: - Decree of 30.04.2004 relating to the titles of professional competences (reference

number 2004036712 of the Moniteur Belge (http://www.ejustice.just.fgov.be/cgi/welcome.pl)

- Arrêté (royal decree) of 23.09.2005 defining the measures of implementation of the decree (‘to obtain, according to the acquired competences, a title of professional competence for a profession targeted by the article 3, the applicant makes a request with an authorised evaluation body by means of an application form put at his disposal by the said authorised evaluation body’).

In the French speaking part of Belgium they are based on two types of approach: those that concern the titles of competence and those that concern higher education and the education of social promotion:

- Agreement of cooperation of 24.07.2003 relating to the validation of competences in the field of the continuous vocational training agreed between the French Community, the Walloon Region and the COCOF and validated by 3 decrees (22.10.2003 for the French Community, the 13.11.2003 for the Walloon Region and the 7.11.2003 for the COCOF). It aims on the one hand to create a system of recognition of acquired competences trough an acquired training outside the scholar system or through professional experience and/or experience in life for all citizens over 18 and on the other hand to establish a bridge between continuous vocational training bodies so that acquired competences in one can be recognised in others (ref.nb. 2007202189);

- Decree of 13.11.2003 giving assent to the Agreement (ref.nb. 2004200105);- Arrêté of the government of the French community of 29.06.2004 fixing the

modalities of recognition of the acquired competences for the access to studies,

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courses and sanctions of these in the education of social promotion (ref.nb. 2004202626).

A fourth text was added namely Arrêté on 10.11.2006 settling the modalities of granting paid study leave to workers and the offer to be evaluated in the framework of the validation system of competences (ref.nb. 2006203619).

There are five phases in the assessment and recognition of non-formal and informal learning: - Welcoming and information for the public;- Admissibility of the request with the verification of the advisability of the choice

related to the personal and professional project;- Guidance for the candidate (most crucial phase);- Evaluation based on a portfolio, and/ or an observation in a simulated situation;- Decision of the commission.

3.4. Ireland

Lifelong Learning – the ideal of lifelong learning is central to the further education and training sector. It is based on the idea that people should have real and meaningful opportunities for learning throughout their lives. This learning can be formal or informal, can take place in a range of environments and results in improved knowledge, skills and personal fulfilment. Since the early 1990s it was planned that further education and training would be formally recognised and provided for in Ireland. Later in the decade developing a strategy of lifelong learning throughout the educational system became a national policy objective. There was historic progress towards achieving this goal in 1999 with the enactment of the Qualifications (Education and Training) Act. The Act identifies learners as the driving force in all education and training activities and emphasises the importance of meeting their needs as the Irish system grows.

The 1999 Qualifications (Education and Training) Act – The 1999 Qualifications (Education and Training) Act established three new bodies: The National Qualification Authority of Ireland (NQAI), the Higher Education and Training Awards Council (HETAC), and the Further Education and Training Awards Council (FETAC), are awarding councils in higher and further education and training respectively. Their role includes that of unifying and providing national and international recognition for awards made in each sector. FETAC is now responsible for making awards in further education and training that were previously made by FAS, the National Council for Vocational Awards (NCVA), the National Tourism Certification Board, and Teagasc. FETAC must also promote enhanced access to learning and opportunities for progression and ensure that all modes of learning are valued and recognised. All three bodies are committed to making the ideal of lifelong learning a reality for learners.

The Qualification (Education and Training) Act provides a clear mandate for the Further Education and Training Awards Council. The organisation has a number of functions that it must fulfil, which include making and promoting awards, recognising other awards, determining standards in further education and training, validating programmes and assuring the quality of programmes leading to a FETAC award. FETAC must also assist the National Qualifications Authority in its work, particularly in ensuring that access, transfer and progression are features of any programme leading to a further education and training award.

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A European and International Dimension – Close links have been established over the past twenty years between European and international partners in further education and training. New impetus has been created through the recent Bruges Process and Copenhagen Declaration of November 2002. In consultation with the National Qualifications Authority of Ireland, FETAC intends to maintain and build its European and international relationships and ensure the status and recognition of Irish further education and training awards on the European and international stage.

Further education and training is a vibrant, rapidly growing part of education and training in Ireland. It caters for a diverse range of settings, learners and fields of learning. People who avail of opportunities in this sector include those in the workplace who wish to continue their learning and obtain formal recognition for their achievement, those at the start of their working lives who wish to gain particular knowledge and skills that are not available in traditional education institutions and those who find that the educational experience offered in the further education sector meets their needs in a unique way. Learning takes place in a range of environments, including centres of further education, training centres, community-based centres and the workplace.

Although further education has been part of the Irish system since the foundation of the State, it expanded significantly over the past twenty years. Policy documents such as the 1995 Irish White Paper on Education Charting our Education Future, the 1996 European White Paper Teaching and Learning: Towards the Learning Society, the 1997 Irish White Paper Human Resource Development the 2000 White Paper on Adult Education Learning for Life and the 2002 Report on the Taskforce on Lifelong Learning have highlighted this growth. The Adult Education White Paper refers to the need for “an all-embracing system of second change and further education” in Ireland.

Procedure of assessment and recognition of non-formal and informal learning – Ireland does not have a separate system; the responsibility for recognition of non-formal and informal learning is spread between the schools and institutions; modes for ensuring the official validity of the granted certificates (awards) is described in chapter 4.2.

3.5. Hungary

There are some national policies mentioning the term lifelong learning in the framework of training and re-training. More people are availing of this procedure. The training is always connected to present economical demands. There is no exact national policy as regards informal learning.

The 2001/CI Act on the continuation school is about 800 jobs (within 21 job groups) and can be found in the National Training Specialisation.

The main aim is to provide jobs and skills which cannot be learnt in schools and are connected to present economic demand such as teaching foreign languages and computer skills.

Procedure of assessment and recognition of non-formal and informal learning - there is no information.

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4. Regulation of the certification system and integration of the procedures of validation of non-formal and informal learning – case presentations (Slovenia and Ireland)

It was explained earlier that not all systems of education and systems of vocational qualifications are separated. This is also the case for the certification system. The notion of what the certification system presents is not harmonized in all countries. Certification system thus encompasses various practices, from certificate acquirement on the labour market to the certificates of the education systems.

Two cases will be presented here:- Slovene case: in Slovenia the certification system is enshrined in the Act (ZNPK 2000) and is based on the process of validation of non-formal and informal learning. The Act defines in details the role of each institution in the procedure of assessment and validation (on the implementation level, the procedure provider bears the responsibility for the process of recognition) and the document - certificate. The certificate normally only describes the document of the certification system;- Irish case: in Ireland, the responsibility for the validation of non-formal and informal learning is dispersed between the schools and institutions, ensuring the official validity of the documents. They do not have a separate system of recognition and validation, however, it is expected that the national qualification framework will enhance the flexibility and transparency of the qualification system.

4.1. Recognition and assessment procedure in Slovenia

The procedure of assessment and validation is included in a more general process of recognition and validation (REVANIL), which was presented beforehand and defined in terminology starting points.

For a better understanding of the certification system as defined by the Act (ZNPK 2000) in Slovenia, actually two sets on the implementation level are presented (the process and the procedure), which are intertwined in practical work/reality. The purpose of the separate presentation of the two parts is to emphasize the meaning of the recognition process, which takes place before the procedure of assessment and validation, parallel or integrated.

4.1.1. Recognition process

Internationally, the process of recognising the knowledge gained on prior informal and experiential learning through non-formal education, learning and work is known as »Accreditation of Prior Learning – APL« or »Accreditation of Prior and Experiential Learning – APEL (Klarus in Blokhuis 1997). In Slovenia, we used the abbreviations UPZ or UPZS9.

A Process or a better, APEL method, professionals is important in the implementation, assessment and recognition of existing knowledge of an individual, his/hers skills and experience, acquired in a longer time period and in various circumstances, including non-formal and informal circumstances. The applied methods can discover skills and competences for which individuals maybe did not even know they possess or can offer to the employers.

9 Validation of prior knowledge (UPZ) is a method, which was developed by Slovenian Institute for Adult Education for using in Slovenian practice. In the case of acquiring NVQ for social home care worker, skills, acquired by the candidates through work and life experiences, was very important, that is why the abbreviation UPZS was used in this case.

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The process requires active involvement of the candidate, which by itself raises self-esteem and self-image of the individual (Jelenc 2000).

The practice of the APEL procedure in the area of social welfare is an example of a national qualification for a social home care worker, showed that the content and skill of the counselling training is determined by the trained counsellors and the candidate. The counsellors direct the candidates in proving the vocational qualification and help with the portfolio development. For an individual, this is the key phase in the process. In the assessment procedure, it is important, together with the forms defined in the procedure, to prepare an instrument which complies with the standards proving knowledge and skills of a candidate. In the procedure, the commission’s responsibility is to emphasise knowledge searching and it impacts in different ways (Hrovatič 2006).

As far as APEL procedure is concerned, it is important to stress that it is more of a process than a procedure. That is why the assessment in front of a commission is not an exam, but a conclusion of a process. This process and the time allocated for each part is possible to motivate participants who were not successful in the education system, drop-outs or other individuals or those who withdrew from the labour market.

The APEL process, as placed in the expert practices in social care and partly through the legislation, comprises 4 parts:- the application procedure (different application ways are defined with the aim to get the

procedure of NVQ acquirement closer to the potential candidates, that is why we talk about application process, which, however, has to take into account annually tendered deadlines for the validation and deadlines for application submission);

- group counselling (the implementation holder organises an informative counselling meeting for the interested candidates, where the modalities for the acquisition of vocational qualification, the catalogues of standards of knowledge and skills and the process itself are presented);

- individual counselling (performed by adequately trained counsellors which direct the candidates on the basis of individual work through the catalogue. They also use different methods for knowledge and skill recognition);

- creation of portfolio10 (prepared by the candidate with the help of the counsellor; it is important for the counsellor to know the portfolio method for the preparation of various models of portfolios);

The recognition process is thus concluded with a completed candidate’s portfolio, the counsellor’s opinion and the application for the acquisition of a specific NVQ. The process continues with the procedure of assessment and validation, which will be presented in details in the next chapter. The following are the professional/technical characteristics:- portfolio evaluation (validation procedure on the basis of the documents is applied; the

assessors use the tools for determining the adequacy of the documents and the portfolio as a whole; transparency of the proven knowledge is presented by the form for validation of competences11 or any other tool, developed by the assessors for a quality work;

10 Portfolio is more than a mere file of the documents. It is a method for the recognition of knowledge and skills, a tool for competence forming, for directing the professional path or professional careers. It links formal and non-formal education, learning and formal and non-formal experience. It presents the individual according to the agreed rules and respects the manner, in which the candidate wishes to be presented (Egeis 2003).11 The catalogue of standards of knowledge and skills is arranged into an assessment list (Tool for validation of competences) with all the needed knowledge, skills, social skills, expected personal characteristics for the selected NVQ are described and become transparent (Hrovatič 2000).

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- direct assessment (the procedure of knowledge assessment in front of a commission, where a part or all of the catalogue is assessed, it depends if the application or portfolio is completed; different methods are used in the assessment, such as: final or assessment interviews, practical tasks, structured questions etc.).

In this way, Slovenia reacts to the demands of the knowledge society. National documents considering life-long learning strategy and legislation enabled the assessment and validation of non-formal learning to be adopted. However, there is a long way between the strategies and implementation in real life. It is still essential to justify the meaning of the certification on the basis of APEL process, to persuade the employers and also institutions (especially in the education system) that the certificated knowledge is of a great value and importance in the labour market. To ensure all this, the NVQ experts (counsellors, assessors, policy makers, educators) are responsible for taking into account the needs of each individual and to implement the recognition process professionally.

4.1.2. Procedure of assessment and validation

The Act (ZNPK 2000) defines that individuals acquire vocational qualification:- with completed vocational education programme for all profiles in accordance to

occupational standards included in educational programmes,- by parts of vocational educational programmes, - by parts of study programmes for higher education level,- if he/she provides a proof of having knowledge and competences as defined in the

Catalogue of standards of knowledge and skills in accordance with the law.

National vocational qualification is proved:- directly with the assessment of professional knowledge, skills and competences (direct

demonstration of knowledge, skills and competencies),- by awarding the certificates, acquired from educational programmes or in another way

(documents and other proofs gathered in the applicant’s portfolio).

Assessors perform assessment and awarding of vocational qualifications by recognition providers. Form and duration of assessment and awarding of vocational qualifications and structure of assessors is adapted to persons with disabilities. Exact instructions are defined by assessors for each case separately, suitably with the Catalogue. The procedure of assessment and awarding is demonstrated in the following scheme, where the links between the roles of stakeholders are shown.

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Scheme 1: Procedure of assessment and awarding

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Candidate hands in the application for acquisition of the

certificate.

Documents and evidences about skills and knowledge of individuals can be added

to the application.

Organisation assesses if application is complete.

If it is not, candidate must complete the application

In 15 days from receiving applications, commission is appointed

Send all documentation for each candidate

Commission checks documents and evidences (portfolio) and finds out if candidate is fulfilling all terms determined by

the catalogue

Commission writes minutes

If the candidate does not fulfil all terms from the catalogue, he/she

must go on to the assessment.

If the candidate fulfils all terms from the catalogue, commission

certifies vocational qualification and he/she obtains certificate.

In 30 days from receiving the application commission must inform candidate about

knowledge and skills which have to be proved in the assessment procedure.

Determine time limit in which candidate can answer if he/she will go to assessment.

Candidate confirms his/hers participation at the assessment.

Answers to the commission.

The candidate proves the knowledge and skills, which

can not be proved by evidence

Source: CPI (Questionnaire 1, Happy Farm)

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v postopku preverjanja kandidat dokaže znanja in spretnosti, ki jih ni mogoče ugotoviti na podlagi listin in

dokazil

kandidat potrdi svojo udeležbo na preverjanju

odgovori komisiji

Commission meets on the day announced publicly by NEC

Commission firstly identifies the candidatesInforms the candidates about the procedure of assessment, assessment measures, start

and duration of assessment

Writes minutes about the procedure of assessment commission (member of commission determined by chairman of commission)

Assessment procedure

Commission assesses the candidate's knowledge and skills with successfull or

not successfull

If the candidate is assessed as successful,

Commission issues certificate in eight days after assessment

If the candidate is assessed as unsuccessful or he/she did not came to

assessment,

Commission issues a decree in eight days and refuses the issuing of

certificate.

During the assessment, an employee of NEC can be present

4.2. Procedure of recognition and assessment - Developing FETAC Awards (Ireland)

Further Education and Training Awards Council (FETAC) is currently in a transition phase. By 2008 it is planned that FETAC will have new processes and procedures in place for the development of awards and standards.

This will include the establishment of a Standards Advisory Board and a range of Standard Development Groups. The latter will develop and review awards and standards as scheduled in a published FETAC Awards Plan.

For 2007, the current process of registered quality assured providers proposing and developing awards (i.e. certificates and modules) in appropriate areas will continue.

In certain areas e.g. where there is a legislative, regulatory and /or Health and Safety requirement, the involvement of the appropriate competent body and extensive national consultation with industry and the appropriate statutory/regulatory authorities is required before FETAC can process the proposal.

A module (minor award) is a statement of the standards to be achieved to gain a FETAC award. A certificate (major award) is a collection of related minor awards that provide learners with the appropriate standards to achieve a full qualification in a particular field at a stated level.

From January 2007 there is a 2 stage process for submitting a module or certificate to FETAC for approval:

- Making a proposal to develop a major or minor award,- Making an award submission.

Once approved and following a 12 month pilot delivery period the module or certificate will be reviewed and, if approved, included in the directory of FETAC awards. Interested quality assured providers may then develop programmes related to their particular sector/area/local need. All programmes must be registered with FETAC prior to being delivered.

Making a proposal - To ensure that a number of providers are not developing the same or similar standards, providers are required to seek permission from FETAC to develop an award in a particular field. That is, the provider must make and submit a proposal to FETAC to develop an award. When completed the Proposal Form should be sent to FETAC. As only one award is required in a given field, permission will not be granted for the development of more than one certificate or module in the same field and at the same level. All proposals must be submitted via the template. FETAC will on average process proposals within 3 weeks from date of receipt.

Making a submission - If the proposal is agreed by FETAC the provider can commence development. When the submission is complete it must be forwarded to FETAC for approval prior to delivery. The submission must include evidence of consultation. All submissions must be submitted via the attached templates. When completed submissions should be sent to FETAC. FETAC will on average process module/certificate submissions within 12 weeks from date of receipt.

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4.2.1. Developing certificates and modules as per the NCVA processes

For 2007, the current process of registered centres proposing and developing awards (i.e. certificates and modules) in appropriate areas will continue.

It must be noted that all certificates and modules approved from the basis on which national awards are made to learners and therefore the standards i.e. the learning outcomes must be set and agreed at a national level.

An award (module or certificate) may be proposed and subsequently developed by a provider or competent body but the award is made by FETAC. All certificates and modules approved by FETAC from January 2007 will after a pilot period of a maximum of 12 months and subject to evaluation and review be included in the FETAC Directory of Awards and become nationally available to all providers who are quality assured to deliver the award.

Consultation is a central part of the development process. Evidence of the consultation process must be included with the submission. In certain areas e.g. where there is a legislative, regulatory and /or Health and Safety requirement, the involvement of the appropriate competent body and extensive national consultation with industry and the appropriate statutory/regulatory authorities is required before FETAC can process the proposal.

For 2007 a number of new arrangements will be put in place to improve the development, evaluation and approval process.

Existing Locally Developed Modules (LDMs) - From 2008 FETAC will have in place a new common system for developing awards. This will include the establishment of Standard Development Groups. In preparation for this all active LDMs will over time be reviewed, evaluated and harmonised into new common (national) awards. There will be one named award in any particular field, at a given level. When the award is included in the Directory of FETAC Awards, providers will be in a position to develop unique programmes around these awards. That is, the award meets national needs and the programme meets local/provider needs. In effect this will involve one award, where currently there may be a number of LDMs. The provider’s specific needs will be met in the design of their own programmes.

Over the next few years FETAC will put in place a process which will ensure that the existing LDMs are harmonised to the new common award system. Once reviewed and evaluated this will involve them all being included in the Directory of FETAC Awards from 2008. This will be completed in phases with a number of LDMs being reviewed and harmonised every year.

Programmes - Providers are responsible for developing programmes. FETAC is responsible for validating all programmes leading to a FETAC award.

In spring 2006 following the publication of the directory of FETAC awards, FETAC commenced a process of registering all providers' programmes. This is an ongoing process whereby providers forward information electronically to FETAC regarding their programmes. This registration will reopen in May 2007. FETAC evaluates the information and requests providers to make adjustments when appropriate e.g. with regard to misleading titles, excess duration.

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5. Role of the stakeholders, conditions for the participation and financing of the REVANIL process

In this chapter, we will check which stakeholders are included in the REVANIL process and who are the partners, for which target groups (mainly) the process is intended and if there are any age limitations for participating in the process and if there are any other modalities, how the system is financed and what are the costs per candidate, which aims does the process follow and an overview of the link between the process and the NVQ acquisition.

5.1. Stakeholders and partners in the process

Table 5 below provides a summary of the role of the stakeholders and partners in the process, its main activities, as project partners recognise them in their national area.

Table 5: Stakeholders and partners in the REVANIL process Country Partners Main activities

key partners in the procedure: representatives of employers (chambers), competent ministries, trade unions, professional associations

launching initiatives for the development of new vocational qualifications;cooperating in expert groups for development of occupational profile, occupational standard, catalogues of professional knowledge and skills standards;nominating members of external committees responsible for assessment and awarding of knowledge, skills and competences;cooperation in national commissions and committee for vocational education and training;

trade unions harmonisation of the complexity levels with the collective agreement;

National Institute for Vocational Education and Training (CPI)

development of methodologies;methodological management of expert groups for development of occupational profile, occupational standards, catalogues of professional knowledge and skills standards;

Slovenia Ministry of Labour, Family and Social Affairs (MDDSZ)

adopting and publishing occupational standards;

National Examination Centre (RIC) naming members of the commission for assessment and validation, keeping the register of the providers;

procedure providers (registered organisations for the implementation of assessment and validation of knowledge and skills)

counselling, organisation of assessment and validation, certificate issuing, reporting to RIC;

educational and expert/technical organisations

cooperation in the creation of professional documents (vocational profile, vocational standard, catalogue of standards of professional knowledge and skills);training of the candidates for the acquisition of the NVQ,evaluation of prior gained knowledge (also for integration into programmes for the acquisition of vocational or professional education).

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Austria Private Companies Offering non-formal learning

Belgium Piloting instances

Either on ministerial level for the regulatory aspect with the simultaneous mobilisation of the ministries of labour and education, or on the level of creation and organisation with the SERV (Economic and Social Council of Flanders) in Flanders, the Consortium of validation of competences in Wallonia (this consortium includes the FOREM Formation (Employment & Training agency Wallonia) Bruxelles-Formation, the Education of Social Promotion, the IFAPME (Training Institute) and the service of training for SME)

The accreditation bodies of those that evaluate The European Social Fund (in Flanders), the Consultative and Consent Commission. These organisations create the standards. The accreditation is done by the Ministry of Labour.

The ‘evaluators’ In Flanders the VDAB (employment agency) for a great variety of job or the specialised bodies of a professional sector, or a school or a private company. Every organisation which is recognised as test centre by an interdepartmental steering committee (agency of the European Social Fund, economic and social council of Flanders, the ministry of Work and the ministry of Education. In Wallonia: the members of the consortium are the evaluators.

Government Department of Education & Science EducationGovernment Department of Enterprise, Trade & Employment

Training & Employment

Department of Agriculture Training, Employment in Agri SectorDepartment of Arts, Tourism & Sports Tourist & Hospitality Sector also Sport

Ireland

AONTASAssociation of Principals of Vocational SchoolsAssociation of Secondary Teachers of IrelandBallyfermot College of Further EducationBallymun Partnership learners (10)BeckinridgeBord Iascaigh MharaCavan College of Further StudiesCERT/Failte IrelandCity of Dublin Youth Service BoardCo Wexford VECColaiste Dhulaigh learners (12)ComhairleConference of Heads of Irish UniversitiesCork College of CommerceCouncil of Directors if Institutes of TechnologyDanish Evaluation InstituteDepartment of Education and ScienceDepartment of Enterprise, trade and EmploymentDirectorate General, Education and Culture,European CommissionDublin Institute of TechnologyEquality Authority

How best to meet the needs of learners

How to build national and international status and recognition for awards in further education and training

How to respond effectively to changes in the social, economic, political and cultural environment in which FETAC operates

How to work effectively and communicate with stakeholders

How to make lifelong learning a driving force in FETAC’s work

How to build a strong identity for FETAC awards

How to build and sustain effective policies and processes to underpin FETAC’s service

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FASGalway Technical InstituteHigher Education and Training Awards CouncilIrish Business and Employers ConfederationIrish Congress of Trade UnionsIrish Institute of Training & DevelopmentIrish Management InstituteIrish Vocational Education AssociationKillester College of Further EducationLeargasMeithealNational Adult Literacy AgencyNational Association of Principals andDeputy PrincipalsNational College or IrelandNational Disability AuthorityNational Parents CouncilNational Qualifications Authority of IrelandNational Training and Development InstituteNational University of IrelandNational Youth FederationNETg (e-learning company)School of Practical Child CareSkillnetsSupport Agencies NetworkTeachers Union of IrelandTeagascThe WheelTosach Community Development Support AgencyUnion of Students in IrelandVocational Training Opportunities SchemeWaterford CrystalYouthreach

How to move smoothly from a transition phase to established structures.

National Institute for Public Education Giving legal frameHungary Training Centres Organising and carrying out trainings

Accredited Institutions Organising and carrying out trainings

5.2. Target groups

Table 6 presents the partners responses on question for which target groups is REVANIL process intended. Answers also refer to the role of life-long learning: in its framework the context of recognising the learning outcomes, gained in non-formal learning ways.  Table 6: Target groups of REVANIL process

marginal groups

drop outs hard to employ people

elderly young regular population

Slovenia x x x x x xAustria No system of REVANIL

Belgium All, not specified

Ireland From the cradle to the grave.

Hungary For everybody.

It is evident that organisations did not choose specific target groups, they represent equal access to education and learning for everybody.

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5.3. Age limitation and other conditions

Slovenia: 18 years; NVQ assessment and accreditation (certification) is designed for adults only. A person must be at least 18 years of age. In exceptional cases a younger person can get vocational qualification too, if he/she is not in the formal school system and can prove suitable work experience. There are no other limits according to the law. Each Catalogue defines suitable professional knowledge and skills and other conditions, which a candidate needs to fulfil.

Austria: compulsory education goes up to the age of 15 (9 years of school)), afterwards people can go to courses offered by private training institutions, which might sometimes be offered for people who are older (e.g. if vocational experiences are presumed).

Belgium: Minimum 18 years of age. A person can at maximum be evaluated twice a year.

Ireland and Hungary: no age limitation.

5.4. Financing

Slovenia: The main financial body for recognition of non-formal and informal learning is the Ministry of Labour, Family and Social affairs. The Ministry primarily funds the work carried out by professionals and material costs for development of new qualifications, monitoring of certification procedures and setting up databases to provide for fulfilment of the tasks laid down in the Nation Vocational Qualification Act (ZNPK 2000). The Methodology on the NVQ Acquisition stipulates the financing for NVQ recognition process.

Having filed the application for acquisition of vocational qualification, the applicants are obliged to pay the costs of the procedure for obtaining the certificate in line with the aforementioned methodology. Cost for the unemployed are borne by the Employment Service of Slovenia, while the employed have to pay the cost themselves, or the employer provides for part-financing or whole financing.

The price of the assessment is different according to the way of acquiring an NVQ certificate. Direct demonstration of knowledge, skills and competencies costs 143,98 EUR12. Accrediting on the basis of documents and other proof collected in the applicant’s portfolio cost 106,41 EUR.

Austria: No system of validation of non-formal learning. Concerning healthy people you have to cover either the whole cost or part of it. As regards people living with any kind of disabilities it is supported so they do not have to pay anything for trainings because those are financed by applications.

Belgium: The validation of non- formal and informal learning is financed by the European Social fund. The test centres receive at maximum 800, 1000 or 1200 euros for the assessment of a candidate. The amount is fixed for each occupational standard. The real cost of the assessment has to be proven for the European Social Fund. If the real cost is above the maximum amount, the test centre itself has to pay the surplus. The candidate pays at maximum 100 euros for the assessment. Until now, it’s for free, this is a decision of the test centres themselves.

12 Corrigendum in OG 57/2007 is 131,45 EUR.

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Ireland: Government Department with responsibility to deliver: The Government Departments of Education & Science and the Government Department of Enterprise Trade & Employment. Some courses may be co-financed or fully financed by private businesses, E.U. Funding or Voluntary or Personal contributions. Generally there is no cost for the participant. Some courses may have to be self financed and are based on means testing. This usually only applies to people who have already completed a third level degree course and want to do another degree.

Hungary: Main financial body for financing the system REVANIL are: Ministry of Social Affairs, Ministry of Labour and Ministry of Education. Other financers of the system are training and retraining centres and there are other sources by applications. The organisation should bear the costs who would like to have a program or institute accredited.

In the following table the information on process and procedure costs per individual are summed up.

Table 7: Financing the REVANIL process

process cost cost per individual otherSlovenia 300 - 650 106,41-143,98 *Austria No REVANIL system

Belgium 800 - 1200 100 *Ireland *Hungary *

*individuals usually do not pay for the process, the process providers receives funds from various sources (e.g. ESF, private sources etc.) 5.5. Aims of the process

Among the REVANIL process aims (according to table 8):

Slovenia stressed enables employment,

Hungary chose all the 3 aims: enables employment, continuing education on a higher/same level and career promotion, rise in salary;

Ireland added to the stated aims: to promote self esteem, to develop inclusion, personal development, encourage self-employment, develop entrepreneurs and encourage learning & further education.

Belgium put emphasis on: it’s a right for each individual; a necessity in a time where mobility plays a big role; make competences visible; stimulate further development of talents; strengthen the position of disadvantaged people; optimise skills on the labour market and enhance transparency on the labour market; value jobs and professions and competence based training and education.

Table 8: Main goals of the REVANIL process

enables employment continuing education career promotion otherSlovenia x

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Austria No system of REVANIL

Belgium xIreland x x x xHungary x x x

5.6. Link between the REVANIL process and the acquisition of VQs

Table 9 demonstrates the role of the REVANIL process in the acquisition of nationally valid VQs which are within the qualification framework. In addition, the table sums up the basic characteristic of vocational education in each country.

Table 9: Formal role of the REVANIL process in the acquisition of VQs

Country REVANIL System of vocational education P contact organisationSlovenia yes vocational education and

certification systemP1 P2

VDC PolžCPI

Austria no dual system P3 P4

Chance B BIP

Belgium yes/no no data P5 EASPDIreland no qualification system P6 Donegal CheeseHungary yes no data P7 Szimbiozis Alapitvany

6. European Qualifications Framework (EQF)

The idea for the European Qualifications Framework is based on Kopenhagen declaration (2002), which stressed the need to promote transparency, comparability, transfer and recognition of competences and qualifications. In order to access to it, countries need to develop a common reference framework, which would mostly be used for determining the education levels, mutual recognition of qualifications and for the transfer of credit points.

The core element of the European Qualifications Framework (EQF) is a set of eight reference levels13 describing what a learner knows, understands and is able to do. Learning outcomes are important, regardless of the system where a particular qualification was acquired reference levels therefore shift the focus away from the traditional approach, which emphasises learning inputs (length of a learning experience, type of institution). They are shifting focus to learning outcomes. Additional important points:

- supports a better match between the needs of the labour market (for knowledge, skills and competences) and education and training provisions;

- facilitates the validation of non-formal and informal learning; - facilitates the transfer and use of qualifications across different countries and

education and training systems.

More and more European countries are currently developing and implementing National Qualifications Frameworks (NQF). This process, which has gained speed in 2005 and 2006, seems to be closely though not exclusively related to the launching of the European 13 EOK (2005): European Qualification Framework. Working material for the national discussion. Access on http://www.cpi/novica.aspx?id=59 (20.12.2005). Other source: EC (2006)

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Qualifications Framework (EQF). The fact that so many national frameworks were linked to the EQF in anticipation of the latter's formal adoption (expected November 2007) shows that the national frameworks largely support the principles governing the EQF. Many countries choose to adopt an 8-level structure for their NQFs, between them are Belgium Flanders and Wallonia and Slovenia. This may be seen as an effort to make national frameworks as similar to the EQF structure as possible. The Irish NQFs with 10 levels show that this structure is not the only option (see picture below). Early Irish experiments in linking their qualifications levels to the EQF indicate no major problems, as long as learning outcomes underpin both the national and the European framework14.

Scheme 2: 10 levels of Irish NQF

18

Fan of NFQ – Ireland

14 CEDEFOP INFO 2/2007

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II. Education and training of persons with disabilities and of persons disadvantaged in the labour market

Happy Farm project focuses on finding new employment possibilities for persons with disabilities, mostly on groups disadvantaged in the labour market. Therefore, we will have a look at what are the characteristics of national policies in the field of education and training of people with disabilities in partner countries.

Key strategies and legislation co-creating national systems will be presented, as well as key partners in the implementation of activities, how the system is financed and if persons with disabilities can be included in the REVANIL process.

As we will see later on, countries have different starting points/platforms of how to meet the needs of persons with disabilities with employment barriers. It is therefore necessary to review the number of education centres together with what needs of persons with disabilities can be satisfied with training programmes. To conclude, innovative employment policies will be presented, policies selected among the proposals of partner organisations in Slovenia, Austria, Belgium, Ireland and Hungary.

Structure of the chapter’s content:

- Project’s target group- National strategies and legislation in the field of training persons with disabilities- Key partners in the implementation of activities- Financing of the system- Possibility of the REVANIL process for the group- Frequency of educational centres- Satisfying the needs of the persons in the framework of educational programmes- Innovative employment policies

1. Target groups in the project

Happy Farm project has defined the following target groups, for which employment possibilities will be offered with the project’s results. This will be achieved with the help of new qualifications and the means to acquire them:- people with disabilities and people with decreased working abilities ; - unemployed elderly persons;- youth who have not completed formal education and the unemployed (people with

elementary or vocational school diploma or without completed elementary or high school education);

- other groups, defined as disadvantaged in the labour market.

Further on in the analysis, possibilities already validated in the existing national systems for the abovementioned target groups will be presented and, in addition, new possibilities with the help of innovative employment programmes will be demonstrated.

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2. National policy on education and training of people with disabilities

2.1. Slovenia

Education and training for persons with disabilities is divided into 3 systems: - education system (Placement of Children with Special Needs Act)- social security system (Rehabilitation and Employment of Disabled Persons Act)- employment system (Employment and Insurance Against Unemployment Act , Active

Employment Policy ).

Education programmes and training programmes are not enough to make the disabled persons employable on the labour market, therefore, social security services are still welcome, which allow employment under special conditions, in day care and work centre. Persons with larger abilities than day care and work centres norms and other groups with employment difficulties are treated in the annually prepared active employment policy, offering a variety of education programmes, trainings and employment.

Employment system includes training of persons with employment difficulties. This group is in the group of persons disadvantaged in the labour market and is actually not in the group of disabled persons, whose education and training is taken care of within the social security system and education. The first group encompasses people who have already encountered the labour market, however, they are in long-term unemployment due to high demands of the employers, due to the decrease in their working abilities, skills and competences.

It is also hard to employ persons are first time job seekers who have completed elementary education or even have a profession, but cannot find employment due to large competition. Their abilities are too high for the employment under special conditions (day care and work centres) or other forms of care.

In National employment strategies (Active Employment Policy) a considerable attention is put on long-term unemployed persons. AEP sets its measures among the priorities of European and national development documents and is based on the labour market situation in Slovenia.

The basic employment act is Employment and Insurance Against Unemployment Act (ZZZPB/ (OF, 107/2006), defining the cooperation between the employment system (Employment agencies) and the social security system (centres of social work) within the activities of active employment policy and within the increase of employability.

APZ – Active employment policy is prepared for the 2007 – 2013 period and focuses on 6 basic goals:

- increasing employment and reducing unemployment,- preventing the transfer into long-term unemployment,- reducing structural unemployment: increasing employability with the raise of

education level and skills- increasing flexibility and competitiveness of the employees,- promoting new employment,- enhancing social integration.

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For accomplishing those goals, the following four fundamental steps are being carried out:-           counselling and help while searching for employment-           training and education-           stimulating employment and self-employment-           programmes for increasing social inclusion

  Each of the measures encompasses elements of support for special groups of unemployed persons (the recipients of financial social welfare, the disabled, persons with lower level of qualification structure or without education).

Ministry of Labour, Family and social Affairs is responsible for the functioning of the employment system and for the adoption of the programmes prepared by Employment Agency of Slovenia. Programmes of Active Employment Policy are at general level financed from the state’s budget and European Social Funds sources via the Employment Agency of Slovenia. At the level of providers, the funds are taken care of by the provider organisations themselves, as well as local communities.

2.2. Austria

Education and training is offered by social enterprises without a legal validation. But in the national and / or regional laws there are infrastructural criteria defined which must be fulfilled, e.g. m² per person, number of toilets, educational level of trainers etc. In the education of an apprenticeship for disadvantaged (young) people – Inclusive vocational training (Integrative Berufsausbildung) – the national government together with the Austrian Federal Economic Chamber or the Chamber of agriculture (for apprenticeships in the fields of gardening and agriculture) and the chamber of labour are responsible.

Legislation, which regulates the system of education and training for persons with disabilities are defined in Berufsausbildungsgesetz § 8B1 und § 8B2 (Inclusive Vocational Training):- § 8B1 To improve the integration into the labour-market of disadvantaged persons with personnel barriers for placement it is possible to agree in the indenture upon a longer duration of the apprenticeship as regularly defined for the apprenticeship (§ 7 Abs. 1 lit. B). This agreement can take place at the beginning of the apprenticeship or in the course of it. The apprenticeship can be extended for one year maximum, in exceptional cases up to two years as far as it is necessary to reach the final exam. - § 8B2 To improve the integration into the labour-market of disadvantaged persons with personnel barriers for placement it is possible to define within an indenture a Partial Qualification Apprenticeship by reduction to particular parts of the occupational image of an apprenticeship. In this indenture the skills which must be imparted and the duration of this qualification have to be defined. This qualification can last between one and three years. The skills written down in this indenture have to be utilisable in economic life.

Explanation: In Austria we have a dual system of vocational qualification: kids are learning the practical part within a company, for theoretical lessons they go to a vocational school; most apprenticeships last 3 years.

For disadvantaged persons we have two official possibilities for vocational training: If it can be seen that they can manage the regular apprenticeship but need more time the regular duration can be extended for 1 or max. 2 years. The kids join regular vocational school, and at the end of the extended training they make the final exam at the chamber of commerce as all

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other pupils do. They get a certificate without any note that they needed more time or special support. So afterwards they are like all the others “regular” skilled workers. The whole duration they are accompanied by an Integrative Professional Training Assistance.

If it is obvious that somebody will not manage the regular vocational training but is a good worker and could learn at least parts of the regular apprenticeship a special indenture is agreed upon: Together with the kid and his / her parents, partners from the chamber of commerce and the Integrative Professional Training Assistance (who is obligatory for the whole qualification period) the occupational image is checked, and those skills which can be learned by the kid are written down in the indenture. The kid does not have to join the vocational school but in most cases they go there. Teachers are informed by the Integrative Professional Training Assistance, and the assistance organises external additional training units to give them as much learning support as possible. This Partial Qualification Apprenticeship lasts up to max. 3 years, and at the end pupils have an exam at the chamber of commerce about these contents which were defined in the indenture. They get an official certificate with the note about the Partial Qualification Apprenticeship.It is possible to switch between these two models.

To learn the practical parts of an occupation within an inclusive vocational training there are 2 possibilities: Normally young people learn these things within a regular company, they are supported by the Inclusive Professional Training Assistance. In some cases (e.g. if it is not possible to find companies) social institutions can get a license for doing the training, too. They have to fulfil and prove different criteria (e.g. to have the necessary infrastructure like special machines, skilled staff etc), than they can get the allowance to train in these particular fields from the Ministry of Commerce.

2.3. Belgium

First of all there is no national policy on Education in Belgium but there are 3 community systems (Flemish community, Francophone community, German speaking community).

The Flemish system is under reconstruction based on the so called ‘Leerzorg Nota” which means special educational needs. The new leerzorg policy aims at mainstreaming on the one hand and at providing the most appropriate learning opportunities according to the needs on the other hand. So mainstreaming is an objective but not the only one. Development of individual skills is a second objective. In some cases it is not the best solution to mainstream.

The implementation phase starts in September 2007 for a 3 years period before it is fully implemented15.

2.4. Ireland

The National Policy on education and training for people with disabilities in Ireland is the same as for people with no disabilities. Everyone has equal access to education and where special supports or needs are required these are agreed and an individual learning / training plan is developed. All learning / training in so far as it is possible should be delivered by mainstream service delivery. An example of this is the major decline in special needs schools. Children can now access a mainstream school, the same as any other child and special support

15 Leerzorg Nota: http://www.ond.vlaanderen.be/beleid/nota/leerzorg.htm

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will be provided. E.g. an individual child may have a one to one classroom assistant and access to specially trained teachers.

It is enshrined in the constitution of Ireland that we “cherish all our children equally”. There may sometimes be financial constraints in this respect and this was very much the case in the past but now in a vibrant economy Government are more obliged to deliver in all aspects of the constitution of Ireland which can only be changed by the people through a referendum.

2.5. Hungary

There has to be special schools, institutions where the education of the people living with disabilities takes place under the best circumstances.

3. Key partners in the implementation of activities for persons with disabilities

Key partners and main activities in the process of education and training for persons with disabilities are articled in followed table 10.

Table 10: Stakeholders and partners in the process of REVANIL for persons with disabilitiesCountry Partners Main activities

Employment Agency of Slovenia counselling and help in job seekingEmployment Agency of Slovenia; work funds, Ministry of Education and sports,National Institute for Vocational Education and Training, Slovenian Institute for Adult Education;

training and education

Slovenia Employment Agency of Slovenia,Public Agency of the Republic of Slovenia for Entrepreneurship and Foreign Investments;Ministry of economy;Ministry of Labour, Family and Social AffairsSocial work centres;

promoting employment and self employment

Employment Agency of Slovenia,Public Agency of the Republic of Slovenia for Entrepreneurship and Foreign Investments Ministry of Labour, Family and Social AffairsSocial work centres;

programmes of the enhancement of social integration

Inclusive Professional Training Assistance accompanies the person with a handicap for the period of training

Austria Public employment serviceChamber of commerce (partners are involved into the inclusive apprenticeship; it is no REVANIL)

is responsible for the programme and for the financing

Ministry of social welfare is responsible for the programme and for the financing

Belgium The main actor are 3 ministries for Education, one per linguistic community

* no data

Ireland Government Department for Health & Children

The other actors / partners are the same as in table 5.

Government Department have to play a greater role in the provision of special supports and training opportunities The emphasis is still on mainstream delivery.

Hungary Training centres they help to organise training programsOrganic institutions they can give the professional

background and help our work

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4. Financing the training system

Financial body for financing the system of education and training for persons with disabilities are:

- Ministry of labour, family and social affairs and Ministry of Education and Sport; (Slovenia);

- Ministry of social welfare and the regional governments (Austria);- Government department of Education and Science, from the age of 5 years to 18 years;

Government department of Enterprise Trade and Employment, after the age of 18; Government Department of Health & Children, in special circumstances and based on a needs assessment; Sheltered Occupational Services provide Career Guidance, Rehabilitative Training, Supported Work and Sheltered Work opportunities (Ireland);

- The VDAB: www.vdab.be (Belgium);- Employment Fund (Hungary).

5. Is there a special legislation of REVANIL procedure for persons with disabilities?

In most of the partner countries a special legislation, adapting the REVANIL process to persons will special needs, does not exist. The legislation mostly refers to adaptations of methods in school education, stressing integration. The following are the characteristics of each country: 

Slovenia: There is no special legislation for persons with special needs concerning the assessment of non-formally or informally gained knowledge. The National Vocational Qualification Act applies also in this case. If persons with special needs can acquire the vocational qualification, the methodology by which the standard of professional knowledge and skills is prepared defines special features for the acquisition of the vocational qualification.

Austria: As they have no REVANIL process there is no legislation which would regulate the system. Private Companies are working in the field of trainings for people with disabilities and they offer what they think will be accepted in the free labour market. Also those offers are always related to the treaty of Amsterdam.

Belgium: Compulsory education until the age of 18, disabled or not:

- Independent assessment Centres (CLB in Flanders: Centra voor Leerlingbegleiding);- Gives advice to students and families on personal future planning. All children are

evaluated by this centre. Special units exist for persons with disabilities and their families;

- Providers of education: most of them are private, not-for-profit (80%). 20% are public;- Education is 100% financed by the authorities. The infrastructure is funded depending

on the type of school: primary up to 80%, secondary up to 60%.For persons with disabilities there are 3 options:

- GON – Geintegreerd Onderwijs: mainstream education. A pupil gets additional support in the mainstream school (mainly persons with physical disabilities);

- strongly developed special schools, provide Kindergarten, primary and secondary (persons with intellectual and behavioural disabilities);

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- temporary system. Mix of 1 and 2: possibility to move from the one to the other. Normally the move goes from 1 to 2 and not the other way round.

Adults over 18:- Independent assessment agencies: individual assessments and personal future

planning. Give vouchers to go to the CBO’s and the VDAB to receive the needed training;

- Training provided by the VDAB: employment agency of the Flemish authorities. According to the assessment they provide the needed training.

- CBO – Centra voor beroepsopleiding: provide assessment, vocational training, interim/stage opportunity, job coaching, job finding.

The whole system is based on an individual assessment of the independent assessment agency.

Ireland: Again the legislation states that all people are treated equally and where required special supports will be provided. The Law does not change because the person is disabled. In so far as it is possible all training and education should be mainstream but equally so people have to meet the criteria of entry or meet the criteria with supports. For example if a young person confined to a wheelchair meets the entry criteria to study medicine then the medical school have to ensure that the university is wheelchair accessible. When a person does not meet the criteria special supports are provided to ensure that the individual is included in society at the highest possible level, with respect and dignity.

Hungary: There is no exact regulation to this.

5.1. Financing of the REVANIL process for persons with disabilities

Slovenia: The target group of persons with special needs frequently applies for various European funding possibilities, of course, when the National Vocational Qualification is suitable for them. The price methodology remains the same, no differences occur. Concerning the fact that the methodology defines lower costs than the real costs actually are, the performing organisations acquire additional financial means from other sources (own contribution, the organisation’s contribution, various tenders).

Austria: There is no REVANIL. Inclusive vocational trainings are financed by Ministry of social welfare and the regional governments (Styria, Vorarlberg etc.). Costs for the participants (persons with disabilities) are for free, they get some financial support (e.g. subsistence money) from the employment service or when making an inclusive vocational training they get from their company the same salary every regular apprentice gets, companies are funded by the ministry of social welfare .

Belgium: The costs for participants are almost zero. The costs are individually decided according to the needs. If there are more needs, more subsidies are given to the person. There is no maximum level. 100% for training plus some money for the public transport and an incentive: bonus on unemployment benefits.

Ireland: The Government Departments of Education & Science, Enterprise Trade & Employment, Health & Children finance the procedure. It is free for participants.

Hungary: Training programs for people living with disabilities are free of charge as they are financed by applications.

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5.2. The REVANIL process and needs of persons with disabilities

Slovenia: It is not adjusted, unless otherwise provided by the catalogue.

Austria: There is no APL; training programmes for this target group offer a very individual approach regarding the needs of the persons. When people became participants of a educational programme financed by Ministry of social affaires, employment service etc. the first step is “vocational orientation” to make clear which fields of work and training are appropriate for the particular person. Then it is checked which training possibilities fit for this person. Young people who e.g. are making an inclusive vocational training get individual support e.g. for learning the theoretical contents at the vocational school.

Belgium: The whole system is based on an individual assessment of the independent assessment agency.

Ireland: It is not adjusted. It may be spread over a longer period and additional resources may be provided to enhance the individual progress.

Hungary: It is considered that they have special needs: special education, special teachers, helping persons, special place and special subject (the theory must be integrated in the practical training).

6. Centres for education and training

In this chapter, find a short summary of the organisation and dispersal of education centres and other training possibilities, intended for persons with special needs and other groups disadvantaged in the labour market. 

Slovenia: there is a network of schools implementing adapted programmes or programmes for lower educational levels for children with special needs. Adults have the possibility to join other forms of trainings in training centres within sheltered enterprises for the disabled and other organizations. Non-governmental sector also developed new programmes and introduced examples of Italian social cooperatives. 

Austria: Social Enterprises are across the country. They all have training centres for their special clients.

Belgium: The centres are spread all over the country. Training in companies has no given setting as they travel from company to company.

Ireland: Services, be they in education, training or university level are developed to meet the needs of the local community and population. These are developed on a National, Regional and Local basis. There are thousands of schools, universities and training centres all over Ireland.

Hungary: Every chief town of the country has a training centre and an educational centre, so it is at least 38 in Hungary.

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7. Satisfying persons’ needs in the frames of education programmes

Needs of persons with difficulties and barriers in employment are taken care of mainly with integration concept in educational programmes, a concept which is present generally in all countries. 

Slovenia: Integration of persons with disabilities is regulated by the legislation.

Austria: Very individual programmes are developed.

Belgium: In the children system (0-18) the system is very rigid although CLB do individual assessments. There are also some contacts with industries to fine-tune training programs and internships in enterprises. Adults: based on individual needs assessments: individual programs and traditional vocational training systems.

Ireland: It is not adjusted. It may be spread over a longer period and additional resources may be provided to enhance the individual progress.

Hungary: Special training programs are worked out for people living with disabilities considering their special needs: they need a helping person, they need a job which they are trained for, they need a lot of practising, the theory should follow the easy-to-read and easy-to write concept.

8. Innovative employment programmes

The role of institutions is to arrange smoother transition from education to work. New innovative employment policy has proved to be successful in improving employment possibilities of persons with disabilities.

Slovenia: Programmes of School-to-Work transition are mainly developed by private organisations. The majority of the youngsters facing the problem of first job-finding do not benefit from a relevant institutional problem, unless it is provided in the framework of projects where public institutions cooperate with private operators.

Programmes of the employment of persons with special needs on farms are considered as innovative employment programmes suitable for the target group. Happy Farm project fully supports them, although they are still not well-rooted in the employment policy.

Austria: (definitions by Dr. Stephen Beyer)Working enclaves: A fix team of employees with disabilities is working in a company in the free labour market as a special unit, they are supported by some assistants;Supported employment: Training on the job, Free labour market, Individual support by a working assistant, Support by a mentor who is a colleague from the company (= natural support), Regular salary, terms of employment law, Incorporation of exiting resources from the milieu of the person with disability;Job stripping: the whole working process is divided into single steps, some of them can be done by an employee with disability;Job carving: This is a technique used most commonly with people who have more severe or particular disabilities. An agency will work collaboratively with an employer to review the

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tasks that are performed by ordinary workers. Thinking about a specific disabled worker, they would agree to take a number of different tasks, possibly from more than one ordinary worker, and put these tasks together to make a new job for the disabled worker. The advantages are that a job can match particular (and sometimes quite complex) requirements of the disabled person, and commonly the ordinary workers are released from doing some entry level (low skill, low hourly cost) tasks so they can concentrate on more skilled or complicated work (high skill, high hourly cost);Natural support: it is an elaborated form of supported employment, one colleague from the company is trained to be a mentor of one disadvantaged person. So this person is more integrated in the company and has no extra status by being accompanied by an external person.

Belgium: There is a transition system for a few years now. Children in the last year(s) of special vocational training schools can combine school & work (ex. 2 days school and 3 days work).One year after school the person can stay in the transition system, to gain additional knowledge. So it can go back to take some additional courses while still working. Employers and the person get special support. During the career it is possible to go for a period of up to 6 month (renewable) to a CBO or the VDAB for additional training.Innovative employment policies are: supported employment, job coaching, CBO – internship – open labour market.

Ireland: Most training organisations in Ireland have adopted the following approach for the smoother transition and development of a Person with a disability from education to employment.Person Centred Planning: Disability services in Ireland have embraced the idea of Person Centred Planning that is, designing a service based on the individual’s needs and goals. These Person Centred Planning activities share many similarities, including an explicit commitment to seeking five essential goals or valued accomplishments in the individual’s life (O’Brien 1987):

- Being present and participating in community life,- Gaining and maintaining satisfying relationships,- Expressing preferences and making choices in everyday life,- Having opportunities to fulfil respected roles and to live with dignity,- Continuing to develop personal competencies.

In order to deliver Person Centred Planning an organisation has to adopt a strategic approach to meet the individual needs of the person, and put a planning and review process in place. The Service/Plan has to be coordinated and for this purpose a key worker should be appointed. In developing the service the following should be taken into consideration:

- Are individual care/programme plans meeting the needs of each person?- Can the service meet the individual needs?- Are sufficient resources available to the organisation to deliver person centred

programmes?- What planning and information is required to seek new and additional resources?- How will the service measure and/or evaluate achievement? Is there a review process?- Will the staff join in with the process? Are resources available to train and develop the

people required to deliver the programme?- Have ‘Key-workers’ been identified?

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- Is the organisation on board? For Person Centred Planning the organisation, too, has to be committed from the top down.

When we wish to implement Person Centred Planning, we have to:- Identify the Person Centred Planning-framework to be used,- Identify what outcomes are anticipated for the person,- Identify the quality of life dimensions to be used as a basis for programme planning

development and delivery,- Identify the anticipated occupational outcomes,- Develop guidelines for implementing Person Centred Planning,- Develop tools (profiling tools, Person Centred plan formats, etc.),- Provide service user and staff training in respect of Person Centred Planning,- Conduct Person Centred Planning meetings,- Identify training programmes and support needs of service users,- Develop individual programme plans,- Identify and train key workers,- Implement Person Centred Plans,- Review plans.

Essential to Person Centred Planning is the concept of ‘Quality of Life’ and services need to ensure that Person Centred Plans not only identify and achieve goals for the individual, but more importantly improve ‘Quality of Life’ indicators for the individual. A definition of Quality of Life by Goode & Hogg 1994 stated, “The timbre of life is experienced subjectively. A person’s feeling about and evaluations of his or her own life’. Quality of Life Issues should consider the following: Physical well-being, Social well-being, Productive well-being, Material well-being, Emotional well-being, Civic well-being.Person Centred Planning can only work if the key worker can manage what are generally regarded as the four sources of authority, clinical, fiscal, legal and administrative. If the key worker does not have the authority then these sources are merely a glorified advocate. Schwartz et al stated in 1982 that service co-ordination ‘can be most successful only if agency administration has established inter-organisation supervisory structures to support it.

The most innovative employment policy in improving employment possibilities is that of Supported Employment. This enables a person with a disability to participate in mainstream employment with a full employee contract and status and at least the national minimum wage. The employee will also receive on-job training, a support trainer and other supports as required.

Hungary: It is a good practice at our organisation that we have different trainings on our farm, in the day-care and living centre. After finishing the trainings they can work at our foundation. We always have a place for our target group as the fields of activity of our organisation is extending.

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III. Comparable vocational qualifications

The aim was to establish which vocational qualifications in partner countries on lower levels of complexity (until the 4th level) could be used for employment on farms or which qualifications could be included in social economy. The overview explains what we already have, which qualifications can be compared between the countries and what we would like to develop together in the Happy Farm project.

Slovenia

Vocational qualifications, which can be compared in the Happy Farm project:4 qualifications on 3rd level of complexity and 18 qualifications on 4th level were selected for the following fields: agriculture (6), social personal care (1), gardening (3) and food technology (12) and one qualification on 5th level. The code of the VQ or the catalogue of standards of knowledge and skills, in addition to the code of standards classification of vocations (SKP) and the number of the Official Gazette of Slovenia, where the document was published are presented in table 11. Documents are also available on the following webpage: www.nrpslo.org.

Table 11: List of comparable vocational qualifications in SloveniaOccupational standard / qualification

Code of the standard

Professional field Level of complexity

SKP code No. of OG

Assistant to the farmer 6210.016.3.0 agriculture III 6130.02.2 50/2006Manufacturer of bread, pastry and pasta in the traditional way

5410.009.3.0 food technology III 7412.03.3 54/2005

Assistant to the butcher 5410.005.3.0 food technology III 8271.01 73/2004Assistant to the baker and the confectioner

5410.006.3.0 food technology III 8274.01 73/2004

Agricultural worker 6210.008.4.0 agriculture IV 6111.04 27/2004Fruit grower 6210.010.4.0 agriculture IV 6111.05 27/2004Winegrower 6210.011.4.0 agriculture IV 6111.06 27/2004Vegetable grower 6210.012.4.0 agriculture IV 6111.07.1 27/2004Stockfarmer 6210.009.4.0 agriculture IV 6121.08 27/2004Treenurser 6220.003.4.0 horticulture IV 6112.02.1 73/2004Park gardener 6220.004.4.0 horticulture IV 6112.04 73/2004Gardener – producer 6220.005.4.0 horticulture IV 6112.06.2 73/2004Chocolate and candy maker/chocolatier

5410.014.4.0 food technology IV 7412.00 21/2006

butter maker 5410.019.4.0 food technology IV 7413.02 21/2006butcher 5410.002.4.0 food technology IV 7411.03 73/2004miller 5410.003.4.0 food technology IV 7418.01 73/2004baker of bread and pastry 5410.004.4.0 food technology IV 7412.03 73/2004cheese maker 5410.020.4.0 food technology IV 7413.04 21/2006ice-cream maker 5410.017.4.0 food technology IV 7413.05 21/2006Confectioner-pastry maker 5410.007.4.0 food technology IV 7412.05 73/2004Pasta maker 5410.008.4.0 food technology IV 7412.04 73/2004Social home care worker 7620.001.4.1 social care IV 5133.01 18/2001Tourist animator 8120.001.5.0 tourism V. 5145.04 77/2003

For comparison, 7 qualifications were selected (in Italic): assistant to the farmer (agriculture on the IIIrd level), manufacturer of bread, pastry and pasta in the traditional way (food technology on IIIrd level), gardener-producer (horticulture on IVth level), cheese-maker (food technology on IVth level, stock-farmer (agriculture on IVth level), social home care worker

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(social care on IVth level) and tourist animator (tourism on Vth level). The vocational standards and catalogues were made in different periods after years 2001, 2004, 2005 in 2006. The key content is presented in the table 12.

Table 12: Content of the selected vocational qualifications (7)Vocational qualification

content / modules common fields

assistant to the farmer

soil preparation, sowing and planting according to the instructions, care of the crop, seedling and long-term plantations according to the instructions, cooperation in raising and care of long-term plantations, harvest and storage of the harvest, stable, stock care, cooperation in animal husbandry on pastures, preparation of animal and plant products for processing and sale

analysis, planning in work organisation

preparation of work and of work place

administrative tasks

commercial tasks

managing

quality assurance

maintenance and reparations

communication

health and environment protection

manufacturer of bread, pastry and pasta in the traditional way

preparation of the stove and oven for baking,preparation of the dough for bread, pastry and pasta (yeast dough, phyllo pastry, puff pastry etc.), preparation of various fillings for the pastry,forming of the pastry for baking, forming of the pasta,baking of bread and pastry,relevant care/handling for the baked pastry,packing and storage of bread, pastry and pasta,marketing of the products

gardener/producer preparation of the open air site or in a closed environmentpreparation of the stock nursery for cloning of ornamental herbaceous plants, cloning and reproduction of plants, seedlings care,open air plant cultivation for cut flowers,harvest and plantation care,plant protection,preparation of ornamental herbaceous plants for sale

cheese maker selection and preparation of milk for cheese making,production of various cheese types, cheese spreadings and processed cheese, cheese assessment, packing and storage of products

stock-farmer preparation of the area for animal husbandry regarding the type of the animal, animal feeding, preparation of pastures and animal husbandry on pastures,fodder preparation and storage,cooperation on animal reproduction,selection and taking of the animals,dairy farming,prevention measures and animal care,cattle breeding, pig breeding, horse breeding, sheep and goat breeding,preparation for slaughtering

tourist animator receives guests, informs guests, organises and performs walks and excursions, organises and performs daily animation, organises and performs evening animation, organises and performs sports–recreation animation, organises and performs special thematic events

social home care worker

module 1: basics of social welfaremodule 2: organisation of workmodule 3: communicationmodule 4: personal caremodule 5: household help

organisation of work, communication, work quality

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Adaptations for the persons with special needs are not mentioned in the selected vocational standards and catalogues.

In the appendix is the detailed content of selected 18 national vocational qualifications (NVQ), selected and analysed by CPI, on the area of craft, agriculture, food-processing industry, catering industry, tourism and housekeeping, adequate for working on farm. In the Happy Farm project a new occupational standard and training programme is being prepared: Assistant to the housekeeper (Appendix 1).

Austria

In Austria there are some apprenticeships connected with farm work (e.g. rural home economics, agricultural specialist, different fields of gardening, conservation of fruits and vegetables). All these vocations can be learned as an inclusive vocational training. This inclusive vocational training is the lowest level in Austria on officially recognized vocational qualification. As every work can be done in social economic company there are no special vocations for this area.

Austria has a dual system of vocational qualification: kids are learning the practical part within a company, for theoretical lessons they go to a vocational school. The following vocational qualifications in the field of farming are offered in Austria. Most of them last for 3 years. They all can be attended as inclusive vocational training. We checked the contents of these training programmes and vocations. Those occupations, which seem suitable for people with learning disabilities, are in the column in the middle (table 13) and in last column are qualifications which could be trained during the programme Happy Farm.

Table 13: Training programmes - AustriaTraining programmes: also for people with

disabilitiescould be trained in the farm

- Agricultural craftsman- Rural storage craftsman- Craftsman of cultivation of field

vegetables- Different fields of gardening - Garden centre merchant- Fishery craftsman- Forest craftsman- Poultry breeding craftsman- Horse keeping craftsman- Stockman- Winegrowing and wine cellars

craftsman- Creamery craftsman

- Beekeeping craftsman- Cemetery and decorative

plant gardening- Fruit-growing craftsman

- Craftsman of rural home economics

- Conservation of fruits and vegetables

- Pastry cooks

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Table 14 below presents short descriptions of the contents of (3) qualifications (apprenticeships):

Table 14: Content descriptions of the selected qualifications (3)

vocational qualification content common content

Beekeeping craftsman

- life of the bees- beekeeping in the course of

the year- bee diseases and bee

vermins- bee products

- economics and marketing- political education- commercial

correspondence- vocationally oriented

calculating

Craftsman of rural home economics

- house keeping- alimentation- linen and clothes- life skills and family care- plant cultivation and

animal husbandry

Fruit-growing craftsman

- pomiculture- soil and fertiliser- pest management- techniques, construction

and job safety

Belgium

So far only very few non-formal learning topics have been recognised in Flanders, as hairdresser, bus driver, call centre operator, house remover16. It is planned to increase it to more areas in the years to come.

Qualifications for persons with disabilities:- “Tuinbouw”: gardening and agriculture on a low levels;- “Gezins & Nijverheidstechnieken”: family and industrial techniques; work in

sheltered workshops, kitchens, hotels.

Ireland

Adult and Continuing Education - Teagasc (Irish Agriculture and Food Development Authority) have the responsibility in Ireland for rural and agricultural training in Ireland. Lifelong learning and continuing education are now a feature of all professions and walks of life and in this regard farmers and rural dwellers are no different to anyone else. To meet this demand Teagasc now provide a comprehensive range of adult training programmes at local offices in each county.

Each year over 10,000 farmers and/or their partners participate in courses ranging from 12.5 hours right up to certificate level. Training courses are provided across a very wide range of subject matter areas from leading edge technology and business training to issues concerning the public good such as the environment, food safety and occupational safety. All the courses 16 http://www.ervaringsbewijs.be/

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however have one thing in common. They bring together a group of like-minded people and provide up to the minute information relevant to the needs of the participants.

The courses are delivered in modules of 12.5 or 25 hours duration. The courses are nationally accredited by FETAC and participants have the option of accumulating modules and progression to FETAC awards.

Table 15: Training programmes - Ireland Field Training programme CommentAgriculture - Certificate in Animal and Crop Production (100

hours) - Certificate in Farm Management (80 hours) - Technology and Business Modules - Rural Viability Modules - Information Technology Modules - Environment/Food Safety - Discussion Groups

Horticulture - Advanced Certificate in Golf Course Management - Level 5 Certificate in Floristry

Part-time Horticultural Courses

- Bachelor of Science in Horticulture (Level 7) - Landscape and Garden Management - Landscape Design

The Salesian College of Horticulture, Warrenstown in association with the Institute of Technology, Blanchardstown provide three part-time horticultural courses, Landscape Garden Management and Landscape Design.

Rural Diversification

- Certificate in Irish Home Hospitality - Alternative Enterprise Modules

Alternative Enterprise Modules

- Introduction to Farm Forestry - Management of Young Plantations - Management of Plantations Older than 4 Years - Amenity Woodlands - Weed Control in Forestry - Introduction to Sustainable Forest Management - Introduction to Hedge Planting, Management &

Regeneration - Formative Shaping - High Pruning - Forest Plants and Planting - Forestry Fencing - Introduction to Rural Tourism - Rural Tourism Enterprise Opportunities - Rural Tourism Resource Audit - Horse Breeding - Introduction to Organic Farming - Organic Drystock Production - Organic Crop Production - Organic Dairying- Horse Training – Lungeing - Horse Training - Loose Schooling - Introduction to Free Range Egg Production - Introduction to Free Range Poultry Meat

Production- Introduction to Organic Egg Production - Management of a Free Range Poultry Meat

Enterprise- Management of a Free Range Egg Production

A wide range of modules have been developed in diversified farm enterprises which have demonstrated the ability to provide additional income for farm families. Forestry is the fastest growing land based enterprise in Ireland and there are also excellent opportunities in areas such as agri-tourism, free range poultry, organic farming and horses. Mentioned are some of the areas in which courses are provided.

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Enterprise - Developing a Horse Enterprise - Showing Horses In Hand - Equine Nutrition - Efficient Mushroom Production - Introduction to Dairy Goat Farming - Management of the Dairy Goat Herd - Proficient Mushroom Growing - Introduction to Deer Farming - Quality Assured Venison - Introduction to Vegetable Production

Hungary

Short description of organic farmer training programme

I. Purpose of the training programme:

The purpose of the subjects of vegetable growing, floriculture and tree-nursery is to provide theoretical and practical information and knowledge to the production of traditional Hungarian vegetables, plants and flowers. The participants should learn the soil, nutrition and ecological needs of the vegetables, plants and flowers and learn the in-time activities connected to these. They should prepare for the preparation and storing activities of the plants, flowers and vegetables.

Table 16: Structure of organic farmer training programme - Hungary:

Content Number of lessons1. Floriculture 100 lessons2. Vegetable growing 50 lessons3. Tree-nursery skills 20 lessons4. Dry-flower production 10 lessons5. Dry-flower use 30 lessons6. Spice plants and medicinal herb production 10 lessons7. Dry-flower arranging 60 lessons8. Flower arranging 10 lessons9. Accessory making 10 lessons

Together 300 lessons

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Conclusions of Joint Analysis

1.Different legislation frameworks and national practices are connected into the REVANIL process (picture below), in order to link the comprehension of the recognition and validation of non-formal and informal learning process and on the basis of various national platforms of gaining vocational qualifications. 

Scheme 3: Basic characteristics of REVANIL

REVANILRecognition (legislation is not necessary)

Validation (legislation is or not necessary)Accreditation (legislation is necessary)

certificate / award / qualification

Non-formal and Informal Learning

learning outcomesknowledge, skills and competences

Included in the REVANIL process are non-formal forms of knowledge recognition. This recognition can be in certain areas or sectors, as well as nationally defined procedures. REVANIL process is based on the concept of recognition and validation of competences. 

2.

The purpose of the Happy Farm project is to prepare different training programmes and prepare a new vocational qualification for work in the Happy Farm. As transitivity and comparability of qualifications in EU is important, levels of European Qualification Framework (EQF) is presented, so that we will be able to compare the new project qualification with national qualification frameworks. The importance of learning outcomes will be taken into account hereby and not ways of learning, formal or non-formal and duration of learning. 

The new qualification will be prepared on level 3 or 4 of EQF, in compliance with national contexts, as seen on the picture below. 

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Scheme 4: EQF levels as support for NQF and installation of qualification

8 levels (EQF NQF)

Xcompetences

Xskills

xknowledge

8 level

7 level

6 level

5 level

4 level

3 level

2 level

1 level

3.

When preparing training programmes and qualifications for persons with special needs and other persons disadvantaged in the labour market due to physical disabilities, mental health problems etc., it is important to consider their needs in the first place, together with the systems, supporting integration programmes, facilitating employment and enabling appropriate training: employment system, educational system and social welfare system, as shown in the picture below. 

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Scheme 5: National strategies and legislation for project target group are divided between 3 systems

4.

The basis for future work is questionnaire 2 (Occupations and training programmes), a review of partners’ experience and wishes and plans. Future work comprises the development of new training programmes or certain segments, transfers of good practices, adaptations of different experience to domestic situation and satisfying the needs of project’s target groups (persons with disabilities and other persons disadvantaged in the labour market), as a general Happy Farm goal (Training and Occupational Programmes).

Table 17 presents a summary of each countries experience in the field of training and vocational qualification and the partners' needs for new qualifications in the social economy field, especially qualifications which could be applied within the partner's own possibilities.

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Table 17: A selection of existing vocational qualifications for farm work and the work in social enterprises in partner countries, and needs for new qualifications

Vocational qualification needs/role in HF project

P Partner

Slovenia assistant to the farmer; manufacturer of bread, pastry and pasta in the traditional way; gardener/producer; cheese maker; stockfarmer; social home care worker;tourist animator

farm host,assistant to the caretaker on the farm,tourism animator (3th level),waiter/waitress in the tea-room

P1 P2

VDC Polž MariborCPI

Austria craftsman of rural home economics;conservation of fruits and vegetables;

waitreesing (training for people with disabilities)

P3 P4

Chance B BIP

Belgija Tuinbouw (gardening and agriculture);Gezins&Nijverheidstechnieken (family and industrial techniques)

transfer of approaches P5 EASPD

Ireland training modules transfer of selected, programmes or modules

P6 Donegal Cheese

Hungary - Basket maker- Organic farmer

animal breeding ,cheese making

P7 Szimbiozis Alapitvany

We can see that the Hungarian partner Szimbiozis Alapitvany provides two training modules for the acquisition of the vocational qualification: basket maker and organic farmer, the latter was also presented. In the framework of the project, they would like to prepare a programme in the field of cheese making or animal husbandry.

Austrian partners BIP and Chance B intend to train in the field of waitressing. As the trainees do not fit in the target groups of the existing programmes of officially recognized (inclusive) apprenticeship Chance B wants to look for new ways of certification within this project.

In Slovenia, the standards for vocational qualification in the field of cheese-making and animal husbandry and pastry making exist on the 4th level of complexity. Regarding the fact, that there are few vocational qualifications on the 3rd level of complexity, VDC Polž Maribor would like to prepare a vocational standard on this level. The new vocational qualification shall encompass activities, linked to hospitality on the farms providing (also) tourist activities.

Belgian and Irish interests comprise mostly the transfer of their good practices.

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National data bases, strategies and legislations

Slovenia

- ZNPK (2000): Zakon o nacionalnih poklicnih kvalifikacijah, Ur.l.RS 1/07 UPB2.

- ZZRZI (2007): Zakon o zaposlitveni rehabilitaciji in zaposlovanju invalidov, Ur.l. RS 16/2007.

- www.nrpslo.org (nacionalna baza poklicnih standardov in katalogov)- SVU (2007): Strategija vseživljenjskosti učenja. Ministrstvo za šolstvo in

šport RS.- Metodologija (2006): Metodološka pojasnila – Klasius, Ur.l.RS št. 89/2006.

Austria

- www.ris.bka.gv.at/lr-steiermark (Beekeeping craftsman, Craftsman of rural home economics, Fruit-growing craftsman);

- www.europass.at (Zeugniserläuterung Detailsuche Berufsschulen / Lehre

- conservation of fruits and vegetables, cemetery and decorative plant gardening)

Belgium

-www.vdab.be (VDAB - Vlaamse Dienst voor Beroepsopleiding en Arbeidsbemiddeling);

-www.ond.vlaanderen.be/beleid/nota/leerzorg.htm (Leerzorg Nota)-www.ervaringsbewijs.be/ (posamezne kvalifikacije)- www.ejustice.just.fgov.be/cgi/welcome.pl (dekret)

Ireland- www.teagasc.ie/training/adultcourses.htm- http://www.nfq.ie/nfq/en/frame_action/levels.html (Determinations for the

Outline National Framework of Qualifications)

Hungary - 2001/CI Act on the continuation school

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References

- Behringer Friederike and Mike Coles (2003): The Role of National Qualifications System in Promoting Lifelong Learning: Towards an Understanding of the Mechanisms that Link Qualifications and Lifelong Learning. OECD, Paris.

- Egeis (2003): European Guidance and the Evaluation of Informal Skills. Developing a Standard Curriculum and a Training Model for the Qualification of European Guidance Practitioner. Program Leonardo da Vinci, Evropska komisija.

- European Commission (2001): Making a European Area of Lifelong Learning a Reality. EC, Brussels.

- European Commission (2006): Recommendation of the European parliament and of the council on the establishment of the European Qualifications Framework for lifelong learning. EC, Brussels.

- HROVATIČ, Danica (2000): Ugotavljanje kompetenc v postopku preverjanja in potrjevanja znanja in spretnosti. Interno gradivo. (Sl).

- HROVATIČ, Danica (2006): Neformalno izobraževanje in vrednotenje znanja. Fakulteta za družbene vede. Magistrska naloga. Ljubljana. (Sl).

- JELENC, E. Nataša (2000): Ugotavljanje in potrjevanje znanja na osnovi dokazil. Program Phare Mocca. Andragoški center Republike Slovenije, Ljubljana. (Sl).

- KLARUS, Ruud; BLOKHUIS, Franck (1997): Accreditation of Prior Learning in the Netherlands. Cinop, Hertogenbosch, Netherlands

- OECD (2001): Education Policy Analysis, Paris.- OECD (2003): Beyond Rhetoric – Adult Learning Policies and Practices, OECD, Paris.- OECD (2004): Co-financing Lifelong Learning – Toward a systemic approach, OECD,

Paris.- OECD (2004a): Education at a Glance, OECD, Paris.- OECD (2004b): Lifelong learning, Policy Brief, February, Paris.- OECD (2005): The Role of National Qualifications Systems in Promoting Lifelong

Learning. First draft of the International Synthesis Report. - OECD (2005b): Recognition of non-formal and informal learning and Credit Transfer –

Discussion Paper, unpublished document prepared for the expert meeting held in Paris, Patrick Werguin.

- OECD (2007): Qualification Systems. Bridges to Lifelong Learning. OECD, Paris. - Rychen, D.S. and Salganik, L.H., Eds. (2003): Key Competencies for a Successful Life and a

Well-Functioning Society. Report of the OECD DeSeCo (Definition and Selection of Competences) project, Hogrefe and Huber, Götingen.

- SVETLIK, Ivan (2000): Status report on the Certification of Professional / Vocational Qualifications in Slovenia. Program Phare Mocca, Poročilo o stanju certifikatnega sistema v Sloveniji. Fakulteta za družbene vede, Ljubljana.

- TISSOT, Philippe (2004): Terminology of Vocational Training Policy. A Multilinqual Glossary for an Enlarged Europe, CEDEFOP, Luxemburg.

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Appendix:

NATIONAL VOCATIONAL QUALIFICATIONS, level of complexity: II, III and IV.

Vocational field

Title of national vocational qualification

level of complexity

Vocational competences

Craftsmen techniques

Potter III. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with the costumers and sells his/her

products- prepares the material with various methods of treatment

and various means- produces pottery products on spindle, on the press and

from the foundry material- decorates pottery products with various methods- works with the oven and maintains it

Bast weaver III. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with the costumers and sells his/her

products- cultivates corn- prepares the material for weaving- constructs / designs the product- weaves various products from bast and upgrades them

with other natural materials (leather, wood, textile, clay)Lace maker IV. The candidate:

- plans, prepares, implements and controls his/her own work

- cooperates with the costumers and clients- maintains the means of work- draws and adjusts the patterns for the lace - produces the lace

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Food technology

Bread, pastry and pasta maker in traditional ways

III. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with the costumers - prepares the oven or the stove- prepares the dough and the filling and bakes the bread

and the traditional Slovene pastry- prepares the dough and the filling and bakes the pastry- prepares the dough and forms the pasta- packages and stores bread, pastry and pasta- sells his/her own products

Food processor

III. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with the costumers and sells his/her own

products- processes fruit into juice- processes fruit into fruit cider- processes fruit into fruit wine and home made vinegar- processes fruit into brandy - processes fruit into fruit storages- processes fruit into dried fruits

Meat processor

IV. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with the costumers and sells his/her own

products- performs humane animal slaughters- cuts the meat and prepares it for selling or for further

processing- processes meat into meat products

Milk processor

IV. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with the costumers and sells his/her own

products- prepares the animal for milking and performs the

milking- cools the milk- heat treats the milk- produces fermented milk products- produces butter- produces cheese- takes care of maturing and storing the cheese

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Agriculture, horticulture

Beekeeper IV. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with the costumers - takes care of the room and prepares the materials and

means for beekeeping - breeds the bee colonies and the bee queen and takes care

of them- protects the health of bee colonies- produces bee products- sells bee products

Farmer IV. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with technical services and costumers - develops entrepreneurial characteristics, skills and

behaviour- prepares the soil- cultivates the seedlings of the field and garden crops,

produced in the fields- sows and plants field crops, forage plants and garden

crops produced in the fields- takes care of the crops and plantations- protects the plants- performs the harvest and its storage

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Animal keeper

IV. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with technical services and costumers - develops entrepreneurial characteristics, skills and

behaviour- prepares the room for the breeding according to the type

of animals- feeds the animals- prepares the pastures and breeds animals on them- prepares and stores the forage - helps by the reproduction of animals- performs the selection of the animals- performs the procedures of dairy farming- takes care of the prevention and the animal care- breeds cattle, pigs, sheep and goats, poultry and horses- prepares animals for slaughtering

Fruit farmer IV. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with technical services and costumers - develops entrepreneurial characteristics, skills and

behaviour- prepares the terrain for the fruit tree plantations and

implements its set-up- cultivates and takes care of the plantation until the

fertility and during the fertility- protects the plantation- picks and sorts the fruit- stores the fruit

Wine producer

IV. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with technical services and costumers - develops entrepreneurial characteristics, skills and

behaviour- prepares the terrain for the vineyard and implements its

set-up- cultivates and takes care of the plantation until the

fertility and during the fertility- protects the vine- performs the grape picking

Vegetable grower

IV. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with technical services and costumers - develops entrepreneurial characteristics, skills and

behaviour- prepares the soil- cultivates the seedlings and takes care of them- directly plants and sows vegetable crops- takes care of the crops and vegetable plantations

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- protects the seedlings, crops and plantations of vegetable crops

- harvests and stores the harvestHotels and catering

Assistant to the cook

III. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with colleagues- cleans the foodstuffs- prepares the food for cold and warm starters - prepares soups, soup pastries, stews, side dishes,

vegetable meals and salads- prepares simple desserts- prepares fast food- prepares pizzas- takes care of the hygiene and the cleanliness of the

kitchenAssistant to the waiter

III. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with guests according to the rules of a

good waiter, is skilful and tactful during the communication

- maintains the rooms for the guests- cleans the catering inventory- serves under the supervision of the waiter - works behind the bar

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Tourism Tourist animator

V. The candidate:- plans, prepares, implements and controls his/her own

work- uses energy, material and time rationally- protects health and environment- communicates with colleagues, technical services,

guests - communicates with the guests in two foreign languages

actively and in one passively - develops entrepreneurial characteristics, skills and

behaviour- welcomes and informs the guests- organises and implements walks and excursions- organises and implements daily animation- organises and implements evening animation- organises and implements sports – recreational

animation- organises and implements special thematic events

Housekeeping and similar services

Housekeeper assistant

III. The candidate: - organises his/her own work and assures the quality of it - pays regards to the measures of rational consumption of energy, material and time - protects own health and works according to the rules for environment protection - develops entrepreneurial characteristics, skills and behaviour - communicates with co-workers and guests - cleans and maintains the rooms in the building and its surroundings - cooperates in the organisation of the guest’s stay and takes care of the guest’s well-being - cooperates in food preparation, in food and drink serving to the guests - maintains the textiles and produces simple textile products for home

Housekeeper IV. The candidate:- organises his/her own work and assures the quality of it- pays regards to the measures of rational consumption of energy, material and time - protects own health and works according to the rules for environment protection- develops entrepreneurial characteristics, skills and behaviour- communicates with co-workers, technical services and guests- uses modern ICT- plans, organises and manages tourist activity on the tourist farm and in the pension- promotes the tourist activity on the tourist farm and in the pension- takes care of and maintains the rooms intended for tourist activities on the tourist farm and in the pension- welcomes the guests and organises their stay on the tourist farm and in the pension- prepares and serves the food and beverage to the guests on the tourist farm and in the pension

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- forms and maintains the textiles- protects cultural heritageSource: Urška Marentič, CPI

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