MBO Internationalisation Agenda

MBO
Internationalisation
Agenda
MBO Internationalisation Agenda
(abbreviated text)
Ministry of Education, Culture and Science
This Internationalisation Agenda for Secondary
Vocational Education and Training was sent to Parliament
in January 2009 by Dutch State Secretary Mrs. Marja
van Bijsterveldt-Vliegenthart of Education, Culture and
Science.
Colophon
Title: MBO Internationalisation Agenda
Authors: Peter van IJsselmuiden
Design: Evert van de Biezen (CINOP, ’s-Hertogenbosch)
Order number: A00502
Publisher: Ministry of Education, Culture and Science
April 2009
© Ministry of Education, Culture and Science 2009
No part of this publication may be duplicated or published by printed means,
photocopying or any other method whatsoever, without the prior written permission of
the publisher.
NL-2500 BJ The Hague
The Netherlands
T: +31(0) 70-412 34 56
F: +31(0) 70-412 34 50
E: ocwinfo@postbus51.nl
www.minocw.nl
EvdB-A00502_v1/090420
P.O. Box 16375
Content
1
1.1
1.2
1.3
Introduction
Background
Where we are now
Where we want to be
1
1
3
5
2 International orientation
7
3
3.1
3.2
3.3
Mobility
National
European
Global
4 Cooperation in Europe
5
5.1
5.2
5.3
Improving the international competitive position of MBO
National
In Europe
Global
9
9
10
12
15
17
17
18
18
6 Finances
23
7 Summary and main actions
25
1
1.1
1.2
1.3
2
Appendices
Instruments and Monitoring
Mobility programmes
Initiatives which are taken in the EU context
Monitoring
Institutions involved in the implementation of/consultation
on internationalisation in MBO
29
29
30
31
33
1
Introduction
1.1 Background
The Strategic Agenda for Vocational Training and Adult Education 2008-2011
Working on Skills has been set out in consultation with the MBO Council and
Colo1. A further elaboration has been agreed in two sections of the Strategic
Agenda, viz. the regional and the international agenda. The latter is given
shape in this Internationalisation Agenda for Secondary Vocational Education
and Training (MBO).
The reason for this agenda is that employers and employees with an MBO
background are increasingly having to deal with globalisation. For instance,
the expansion of the European Union (EU) to 27 member states, the
increased outsourcing primarily in commercial services and the ever more
universal use of the world wide web. A clear trend is visible in secondary
vocational education and training: the catering and tourism, trade, economic
and financial services courses are becoming increasingly international in
scope due to increasing globalisation, while the health care/welfare, sport
and exercise, technology and safety courses have ever more international
components as well.
That is why the Dutch Trade Board 2 developed a number of lines of action in
concert with the Ministry of Economic Affairs and the Ministry of Education,
Culture and Science (OCW) for proper alignment between education and
the business world. The central goal of the Dutch Trade Board is increasing
the international competitive force of the Dutch business community. This
is possible by (future) employees gaining international skills, the export of
good education by Dutch institutions and the development of international
(cultural) competencies of students and teachers, in close cooperation with
the business community.
The competency-oriented qualification structure for the MBO sector is geared
to a triple qualification of the future professional: for his/her profession, career
(transferring to HBO [higher professional education]) and social functioning.
1
Colo is the association of cooperating knowledge centres for vocational education and the business world. Colo
is responsible for development and maintenance of the qualification structure. For portable grants, Colo will evaluate
whether foreign programmes meet the Dutch standards.
2
The Dutch Trade Board (DTB) was established on 16 November 2004 to improve the position and competitive
power of Dutch businesses abroad, in particular by means of optimal public-private cooperation. The DTB has
chosen three ‘focus countries’ and ‘focus themes’. The DTB is paying specific attention to India, Russia and Turkey.
With regard to themes, attention is primarily paid to cluster-forming, education and financing of small- and mediumsized enterprises. Education is a key theme and an area in which many initiatives are being developed.
1
Acquiring international skills is primarily important for MBO students at the
highest levels: 3 and 4. That is why international competencies, more than
previously, will be incorporated into the curriculum of MBO courses. This
takes place on the basis of the document Learning, career and citizenship,
which is integrally linked to all qualification files.
This internationalisation agenda will discuss the existing and desired situation
in the short (2008 – 2011) and the long term. This will take place on the
basis of four general basic principles / themes which in short are referred
to as ‘International orientation of MBO’, ‘Mobility’, ‘Cooperation in Europe’,
‘Improving the international competitive position of MBO’. Where useful, an
analysis has been made of each of these themes at the national, European
and global levels.
In addition to ‘talent development’, it is primarily the international
acknowledgment of professional qualifications which is relevant in MBO.
There must be an ‘open space’ for professionals, in which qualifications are
transparent and intercomparable. Adequate valuation of the level of the Dutch
MBO diploma in comparison with other EU countries must be possible.
In some instances in this agenda, separate attention is paid to the
surrounding countries. It is, however, incorrect to think that instruments
which are only geared to our immediate neighbours will suffice. The
conditions at the national level (national policy, anchoring of international
policy in the institutions) are just as relevant as the European context and
global developments. The border regions do form a first starting point for
internationalisation activities when it comes to MBO. In many cases, these
activities are undertaken quite naturally: at first instance, it appears to make
little difference to an acknowledged teaching institution whether it looks to
the other side of the German or Belgian border instead of inland. Regional
training centres (ROCs) in the border regions are often active in a Euregion
context. Toward this end they can make use of their innovation resources
(which they perhaps still not do sufficiently) or make use of EU regional
development programmes (in particular Interreg, of which ROC Nijmegen is
making use).
In Europe it is important to make good use of the existing EU instruments. For
MBO the Leonardo da Vinci programme is an important basis for stimulating
mobility. In addition, the European Qualifications Framework for Life Long
Learning (EQF 3) offers a valuable reference framework for comparing
qualifications in Europe. It is important to strive for integration of the whole
set of, primarily European, instruments which is relevant for education
and related areas. This can also be achieved by greater cooperation. This
has been happening to an increasing degree since 2007. Examples are
3
2
For a more detailed description of the EQF see Appendix 1B.
the Interdepartmental Project Unit for Learning and Working set up by the
Ministry of Education, Culture and Science (OCW) and the Ministry of Social
Affairs and Employment (SZW) jointly, the education work group of the Dutch
Trade Board and the joint missions abroad in which the business community,
large municipalities and education institutions work together.
Globally an indication is given of countries on which MBO institutions should
preferably focus. Economic determinants – decisive for the ranking indicated
by the Ministry of Economic Affairs in its letter ‘International enterprise’ – are
equally relevant as the number of (work placement) visits by MBO students.
In the focus countries within and outside of Europe the government will in
the long term have to mediate in the making of contacts. Furthermore it is
important, certainly in these countries, that there is a National Reference
Point (NRP) for MBO, with which Colo and the MBO institutions can maintain
contact on the validation of courses and other quality aspects of a foreign
stay of MBO students.
Following is a brief outline of where secondary vocational education and
training is now (1.2) and where it should be heading (1.3).
1.2 Where we are now
International orientation
Although there are large differences per sector, internationalisation in
secondary vocational education and training is still insufficiently incorporated
in the curriculum and the supporting basis for international activities differs
widely per institution.
Outgoing mobility
Precise details on outgoing mobility are lacking, but it is clear that few MBO
students go abroad.4 There are two forms of outgoing mobility:
VË ½‰¬”?˔M‰‰Íß¾^ËÄÍÖaj™ÍÄËW™Í‰™Ö‰™~˝ÁËW”¬j͉™~Ë͆j‰ÁËjaÖW?͉™Ë
abroad without remaining registered in the Netherlands, is slow in getting
off the ground with regard to MBO. Since 2005 students can take their
grants with them abroad for a fully-fledged MBO course. For the time
4
The annual OCW-wide monitor only contains details on the publicly-funded mobility of the European Leonardo
da Vinci programme and BAND (Bilaterales Austauschprogramm Niederlände - Deutschland): 0.34%(2002-2003),
0.33% (2003-2004) and 0.55% (2004-2005). The Internationalisation Monitor 2007 shows a small growth in 20052006, to 0.58%. In 2006-2007 publicly-funded mobility dropped to 0.48%. Institutions also take initiatives outside
of these programmes, because of the time-consuming application and accountability procedures. This makes the
picture of international activities unreliable.
3
being, the scheme is limited to Germany, Flanders and unique courses in
Europe.
VË ½.ÍÖaßËWÁja‰Í˔M‰‰Í߾ˉÄ˔ÖW†Ë”ÁjËW””™±Ë0†‰Äˉ™ÜÜjÄËjÞW†?™~jË
programmes and international work placements, during which students
remain registered in the Netherlands.
Incoming mobility
Few foreign students come to the Netherlands to follow a Dutch MBO course
or work placement. However, for the position of our economy it is import
to wholeheartedly support European MBO students in various areas and
possibly interest them in employment in the Netherlands. At the micro level,
this can form a basis for economic relationships with the countries of origin of
the students in question.
Frequently, foreign exchange projects and work placements for Dutch
MBO students turn out to be partially dependent on the enthusiasm of
individual teachers, team leaders or course coordinators. The international
competencies which are described to an increasing degree in the
qualification files appear to still be insufficiently rooted in education. It is
therefore important for managers of MBO institutions to recognise the value
of an international orientation among their teachers and students.
Cooperation in Europe and beyond
In an EU context instruments have been under development for a number of
years which are intended to increase the mobility of education participants in
Europe.
As of 2010, the European Qualifications Framework for Life Long Learning
(EQF) will make it possible to compare qualification levels. The European
recommendation of the EQF was officially accepted on 23 April 2008. In the
coming years the Netherlands will implement the EQF. The EQF describes
qualification levels on the basis of learning results, divided into knowledge,
skills and competencies.
A system for awarding study credits for MBO is being developed at the
European level: the European Credit Transfer System for Vocational Education
and Training ECVET.5
5
4
See Appendix 1B for a more detailed description of ECVET.
Competitive power of MBO
The distinctive features of Dutch secondary vocational education and training
are still insufficiently highlighted. There are indications, however, that the
reputation of the Dutch system is good. For example, Turkey has opted for
intensive cooperation with the Netherlands. A more pronounced profile of
the Dutch MBO abroad could also benefit the image of the sector in the
Netherlands.
1.3 Where we want to be
The general internationalisation goals – both for the short and the long term –
are:
a. A stronger international orientation in MBO (in the qualification structure
and in the curriculum), both by ‘internationalisation@home’6 and by
contacts abroad.
b. The promotion of incoming and outgoing mobility (by increased use of
European and national incentive programmes).
c. Continuing cooperation in Europe (initially with the emphasis on
implementation of instruments developed in the EU context)
d. Improving the image of Dutch vocational training in Europe and beyond.
Important tools for realising these goals are:
Re a) Improved anchoring of the international orientation of MBO students in
the MBO qualification structure;
Re b) Optimum use of the Leonardo da Vinci programme;
Re c) The promotion of transparency and the comparability of professional
qualifications with Europass, the implementation of the EQF (and
possibly ECVET) and acknowledgement of competencies acquired
elsewhere (these terms are explained in Appendix 1B);
Re d) Better communication on and representation of the MBO sector in an
international context.
6
With internationalisation@home the issue is ‘virtual mobility’: students do not actually cross the border, but do
work in an international context; generally using ICT. This makes it possible to work with foreign MBO students in an
electronic learning environment on the development of a product or simulating the trade in such products.
5
6
2
International orientation
Qualification structure
To improve the international orientation of MBO the qualification structure
needs to pay greater attention to the international dimension. In addition,
more and better foreign MBO work placements must be established. This
requires intensive cooperation between educational institutions, knowledge
centres and companies.
With regard to the internationalisation of Dutch MBO education, account
must be taken of the educational language. In its recommendation Education
and Europe: European citizenship, the Dutch Education Council argued in
favour of the development of a ‘European competency’: the ability to be able
to function and participate in European countries. Elements of the European
competency were ‘command of at least two foreign languages’ and
‘knowledge of the working methods of European institutions’. The knowledge
of modern foreign languages required for professional qualifications is now
laid down in virtually all relevant qualification files and for the level 4 courses,
at least one foreign language is compulsory. However, command of two
foreign languages is a bridge too far for MBO. This option would be at the
expense of the desired extra attention for the command of Dutch and trade
skills and can, particularly at the lower levels, lead to unwanted drop-out.
As has already been pointed out in the Introduction, in addition to at least
one modern foreign language it is primarily the socio-cultural aspect of
international experience which is important.
In order to document the linguistic skills of European citizens, in the
framework of Europass (see Appendix 1B) this requirement has been met
halfway with the development of the Europass Language Passport and
the inclusion of European competencies in the diploma and certificate
supplement.
International Hallmark for MBO institutions
In its Recommendation on Internationalisation Agenda for Education
2006-2011 the Education Council furthermore argued for a hallmark for
institutions, to provide insight into the level of internationalisation. The then
cabinet left this up to the sector. The MBO Council made it clear it saw
nothing in a hallmark. The council views it as a bureaucratic instrument and a
precedent for other hallmarks which the institutions should comply with.
The MBO sector feels less need for a ‘Internationalisation Code of Conduct’
based on the existing code for higher education: in the MBO sector the
7
knowledge centres for vocational training and the business community set
more requirements than in higher education; work placement companies,
including those abroad, must, for example, be recognised to supervise
trainees and existing programme fees for MBO are always applied for by
the educational institution which must satisfy various quality standards to
be eligible. However, when it comes to ‘incoming mobility’ there is a lot to
be said for developing such a code of conduct. This would result in greater
cohesion in the vocational sector. The MBO Council and Colo will therefore
draft a MBO Internationalisation Code of Conduct. Just as in higher education
this will be a document ‘for and by the sector itself’, geared to comparable
effects (for example a more simplified handling of applications to the
Immigration and Naturalisation Department (IND) if institutions comply with
the code of conduct).
The Internationalisation of Vocational Training Programme (PIB)
The Internationalisation of Vocational Training Programme (PIB) was
established in 2007. Up to and including 2009 it is a national addition to the
European Leonardo da Vinci mobility programme. A total of € 5 million has
been made available for the PIB by the Economic Structural Reinforcement
Fund (FES) during these years. In cooperation with the MBO Council, the
Netherlands Association of Universities of Applied Sciences (HBO-Raad)
and the small- and medium-sized enterprises association MKB-Nederland,
the Ministries of Economic Affairs and OCW use this programme to support
secondary vocational education (MBO), higher professional education
(HBO) and the business community with activities aimed at bolstering the
international orientation and competencies of students.
The PIB programme is discussed in more detail in Appendix 1A. A possible
extension of the PIB is dependent on the decisions taken with regard to
the use of FES resources after 2009. In order to underline the importance
which is attached to the extension of the PIB, State Secretary Heemskerk of
Economic Affairs indicated at the end of November 2008, during the mission
to Turkey, to be considering making a substantial amount available from the
Economic Affairs budget for this subject if necessary.
8
3
Mobility
As has been argued in the Introduction, mobility of MBO students and
teachers is of vital importance for future professional practice.
3.1 National
Obstacles
When foreign MBO students come to the Netherlands for a work placement
or course, the institutions perceive time and again that it requires a lot of
effort to complete the necessary formalities (visa, work permits). Conversely,
the recognition of Dutch diplomas abroad can sometimes run into problems
as well (in Germany too, due to a difference in organisation). The MBO
Internationalisation Code of Conduct to be developed by the MBO Council
and Colo jointly is intended to resolve this to a certain extent. In addition, the
Ministry of OCW is endeavouring to eliminate this and similar impediments
as much as possible through interdepartmental consultation, e.g. with the
Ministries of Social Affairs and Employment (Centres for Work and Income) or
Justice (Immigration and Naturalisation Department). The Ministry of Justice
has committed to explore the options of making the visa policy with regard
to MBO students more flexible in certain sectors. This means that foreign
students who want to follow an MBO course in the Netherlands will be able to
obtain a visa more easily and quicker in the future.
Portability of grants
In certain cases, in order to follow or complete an MBO course abroad,
Dutch student grants can be ‘transferred’. In 2007 the interim evaluation on
portable study grants was sent to the Second Chamber of parliament. The
most important recommendation was to introduce portability of grants, which
was still limited to Flanders and Germany, for all MBO sectors. This was
realised as of the school year 2007-2008. As a consequence, the number of
applications for transferable grants in MBO almost doubled.7
The final evaluation will be presented at the beginning of 2009. It will explore
the following issues:
a. What are the needs of participants: what countries do they want to go to?
If there are options for following a course abroad, do they actually go?
7
From 1 June 2005 to 1 June 2007, Colo received 265 applications, from June 2007 through May 2008, 210
applications were submitted.
9
b. What are the needs of the business community: is there demand for MBO
graduates with a foreign diploma?
c. What is the situation with the comparability and the quality of courses
abroad? National Reference Points are a prerequisite in this respect.
Properly functioning NRPs do not exist in all countries.
Since 2007 higher education students may use their study grants for studies
all over the world. From the perspective of equality the question has arisen
whether there is a reason to give the same option to MBO participants. On
24 May 2007 the Interim Evaluation on Portable Study Grants for MBO-BOL
was sent to the Second Chamber of parliament, along with a policy response.
This response sets out that upon the introduction of portable study grants
in MBO it was always the intention to expand the scale in time. The term
within which this is to happen depends on the need of participants and the
international developments in the MBO sector.
Whether there is reason for such at this time will have to appear from the
final evaluation which will be completed in January 2009. When expansion
is opted for, the law will need to be amended for the MBO sector, just as for
higher education at the time. Any expansion is therefore only possible as of
the school year 2010-2011.
In any event, MBO students do not need portable study grants to take up a
work placement abroad. Students who are entitled to financial assistance will
continue to receive it during their work placement abroad.
3.2 European
The developing of talent also has an international dimension and
encouraging mobility fits in well in this respect. Partly for that reason the
use of publicly-funded incentive programmes will be strongly promoted.
The National agency8 which implements the Life Long Learning programme
strives to provide as much information and supervision as possible. It is
expected that the introduction in 2007 of the new European Life Long
Learning Programme will lead to a considerable increase in international
mobility in MBO, because the amount earmarked for vocational training in
the EU has grown strongly vis-à-vis previous programmes. The Leonardo
da Vinci programme, which is part of said Life Long Learning programme,
subsidises international projects in secondary vocational education and
training.
8
The EU Life Long Learning programme is supported in the Netherlands by a national agency. Nuffic, the
implementation organisation for international activities in higher education, is the first contact point of the agency.
The most important programme for the MBO sector, the Leonardo da Vinci mobility programme, is supported in this
context by a unit of CINOP in ’s-Hertogenbosch. Cf. Appendix 2.
10
If we look at the registered (‘programme’) mobility9, in 2007 only 0.48 percent
of the MBO students stayed abroad for study or a work placement for a
minimum of two weeks. This is fewer than 2400 young people. The goal of
the government is that in 2010, 0.65 percent of the MBO students (over 3200
young people) will study or follow a work placement abroad for at least two
weeks. Furthermore, it is the intention that more Dutch MBO teachers stay
abroad for at least a week10, that the number of active partners (companies,
education institutions) abroad11 increases and more MBO institutions have
foreign partners. The EU is currently considering the educational goals after
2010. One goal will possibly be ‘to make mobility a standard component of
education and training’. This could be achieved in the following manner:
‘by (target year), ensure that (x) % of university students and (y) % of VET
students and trainees undertake mobility as a standard part of their learning
pathways’. The European High Level Group on Mobility is aiming to increase
student mobility in vocational training to 3 percent of the population in 2020.
In various European consultation bodies, this ambition will be discussed in
the coming months. The Netherlands supports the focus on mobility and
is willing to bring its own ambition for MBO in alignment with the European
target which is to be determined. In the period 2000 – 2006 the Leonardo da
Vinci subsidies for Dutch MBO education amounted to approx. € 12 million.
For 2007 – 2013 a total of approx. € 35 million is available. This amount
might go up, depending on the decisions taken with regard to the European
budget for the period 2014- 2020. However, in order to enable the institutions
to make optimal use of that money, the administrative costs of the Leonardo
programme need to go down. The Netherlands will continue to push for this
in Brussels.
In order to properly channel the work placements abroad, Colo has now
recognised and registered approx. 3400 foreign work placement companies.
There are also more and more Dutch companies which train their students in
foreign establishments.
Due to the open borders the number of work placement companies directly
across the border with Germany and Belgium is increasing. Young people
in the border regions are finding it easier to find a work placement on the
other side of the border. In a small work group (the Mini-Arbeitsgruppe) the
Ministries of OCW and LNV [Agriculture, Nature and Food Quality] regularly
consult with employees of the German Ministry of Education and the German
support organisation INWENT regarding the policy for and the implementation
of BAND. Support is provided by the Centre for Educational Innovation
(CINOP), which is charged with the implementation in the Netherlands.
9
Overall mobility in the MBO sector is greater than appears from the registration of publicly-funded traineeships
in the framework of ‘Leonardo’ and BAND. Many traineeships are established without the support of Europe or the
national government.
10
3.3% in 2006-2007.
11
Was 520 in 2007.
11
More and more international companies with establishments in the
Netherlands are opening up their establishments in other countries to MBO
students looking for a work placement. This is facilitated by the Colo website
www.stagemarkt.nl and the website www.workplacement.nl operated by
Colo and the MBO Council. Workplacement intends to expand to become
the ultimate website for international mobility. The site helps MBO students
to properly prepare for a foreign work placement and furnishes information
to education institutions and companies. In addition, Colo will develop a
‘Work Placement and Traineeship Market Barometer’ aimed at enabling MBO
students to make more conscious choices from the options available within
their sector.
3.3 Global
MBO institutions are managing to an increasing extent to find their way
outside of Europe. The STC Group, the umbrella organisation of the
Rotterdamse Scheepvaart- en Transport College, has establishments in
Oman, South Africa, Vietnam and the Philippines. Catering and tourism
courses have structural contacts in Turkey. Since May 2008 Turkey has had a
National Reference Point, which has been placed under the Turkish Ministry
of Education. This is the contact point for questions regarding Turkish MBO
qualifications.
The Ministry of OCW intends to facilitate the relations of institutions in
countries outside of Europe by making contacts and liaising at the political,
official and administrative levels. This can remove any impediments in
following foreign work placements, exchange projects or incoming mobility.
By giving priority to a limited number of countries, a framework arises
for weighing up options when entering into new foreign relations by the
institutions. The economic interest and the labour market perspective
obviously play an important role for MBO students. With regard to the
economic interest, we reviewed the ranking applied by the Ministry of
Economic Affairs. For the labour market perspective Colo determined what
countries outside of Europe had the highest numbers of work placement
companies. Naturally the cooperation relationship was reviewed at the policy
and institution levels. Finally, we reviewed whether a Netherlands Educational
Support Office (NESO) or another support institution was present.12
12
NESOs only work for higher education at present. Their number will be expanded in the coming years from 8 to
approx. 15. It is an obvious choice to seek alignment for MBO with existing infrastructure funded by OCW, but also
looking at options for cooperation with other institutions in the region: institutes for higher education, universities,
Netherlands Business Support Offices (of Economic Affairs) or embassies.
12
Different perspectives
Fundamental changes are occurring in the economic power relationships.
The paper drawn up by the Ministry of Economic Affairs therefore states
that ‘increased internationalisation of the Dutch economy is crucial for the
retention of a prosperous, sustainable and enterprising nation.’ It states that
‘the Dutch trade pattern (…) appears to lack alignment with markets situated
farther away, such as the United States and emerging markets, which are the
ones with the greatest growth potential’. Of the priority countries which the
Ministry of Economic Affairs has designated, the relevant countries outside
of Europe are the US and Canada, China, Russia, India, Ukraine, the Gulf
States, Turkey, Brazil, Vietnam and Japan.
There is another perspective in addition to the economic perspective.
Many MBO students want to go to certain work placement countries
for humanitarian reasons. They feel drawn by themes such as socially
responsible enterprise, sustainability and globalisation. They have so much
interest in developing countries that supply exceeds demand tenfold.
Schools and knowledge centres have therefore developed initiatives with
developing countries. On instruction of the Ministries of Foreign Affairs/
Development Cooperation, since 2000 the Ex-change agency has offered
some 400 MBO and HBO students a work placement for projects in Africa,
particularly in construction, technology, care, agriculture, trade and ICT. Longterm cooperation with local partners results in long-term projects, in which
the students contribute to both local knowledge in a specific sector and their
own skills and personal development.
In addition the Ex-change projects are increasingly focusing on structural
improvement of vocational training in developing countries, inter alia through
contributions to projects which are set up in the framework of the Schokland
Akkoord Beroepsonderwijs [Schokland Vocational Training Agreement].
Within this agreement, which was signed by the MBO Council and Colo in
2007, work placements in developing countries will have specific attention.
13
14
4
Cooperation in Europe
Cooperation in EU context
The influence of Europe on education is becoming ever more clearly
noticeable. For example, in the framework of the Lisbon process which
started in 2000, ambitions are formulated on the number of young people
leaving school with a basic qualification.
In addition, the Copenhagen process was launched in 2002. In this context
member states exchange information to make their national policy more
effective. Participation is voluntary and the outcomes in the form of notices or
recommendations of the European Commission are not legally binding. An
agreement on a European notice or recommendation is, however, a political
fact. This is why it is important to carefully evaluate the proposals of the
commission with regard to the principles of subsidiarity and proportionality.
The preliminary final goal, including for measures in the framework of
Copenhagen, of the Lisbon process is: in 2010 there must be a competitive
and socially cohesive European knowledge society.13 The coming years
will primarily be characterised by the completion of a number of initiatives
which have been taken in EU context in the framework of the Copenhagen
process and the national implementation thereof. These initiatives involve
EU instruments aimed at promoting the mobility of (MBO) students, viz.
Europass, EQF, EQARF and ECVET (see Appendix 1 for a description of these
instruments).
Europass
In the coming years it will become possible for institutions to fill in the
Europass CV themselves or to have the NEC NL pick up certain information
from existing registrations. In the latter case this information is immediately
validated. In addition to personal details (Municipal Basic Administration) this
can include such thinks as diploma details (Information Management Group)
and driving license details (Transport Department). At the same time attention
will be paid to the further integration of various national and European
mobility programmes.
13
The member states jointly prepared further goals, for each country to realise in its own way. The goals include
reducing drop-out rates, increasing the number of science graduates and increasing the number of higher education
graduates. But it was also stipulated that by 2010, 12.5 percent of the 25-64 year olds in Europe have to participate in
educational and training activities. The Dutch goal in this respect has even been fixed at 20 percent.
15
Euroguidance
As the shortages in the labour market are increasing, the recognition of
acquired competencies (EVC) is one of the spearheads within Europass.
The EVC Knowledge Centre will not only look for far-reaching cooperation,
but also for options to have the Netherlands play a pioneering role.
Career orientation
CINOP (see Appendix II) is the driving force behind Euroguidance Nederland.
At the European level it is engaged in aspects of career orientation and
supervision by making contributions to the European internet portal Ploteus
and performing a type of broker’s role in good practices in this area.
Peer Learning Activities
Peer Learning Activities or PLAs are thematically structured exchange
meetings with which the Copenhagen process (bottom-up cooperation in
the MBO domain) is given substance in Europe. These meetings provide
input to EU decision making. See further in Appendix 2 under the heading
Consultation Structures.
BAND and GENT agreements
At present BAND is undergoing a number of changes (the BAND goals are
outlined in Appendix 1A). Better alignment with the specific features of the
Dutch and German education system is being studied. In this manner the
BAND programme provides an impulse for further bilateral exchange in the
future.
In the framework of the Gent 6 agreement (the acronym GENT stands for
Gehele Europese Nederlandse Taalgebied, the Entire European Dutch
Language Area) a cooperation relationship has been established with
Flanders, geared to thematic explorations.
16
5
Improving the international competitive
position of MBO
5.1 National
The memorandum on ‘International Enterprise’ of the Ministry of Economic
Affairs points out that the Netherlands is becoming increasingly known for
its creativity (sustainable building, architecture and design) and its ability to
link logistics services to various business sectors. It is said that in addition to
low costs, the Netherlands also has a combination of innovative leadership,
creativity and the ability to quickly and flexibly realise opportunities in
international areas. By improving this Holland Branding, these competencies
could also be deployed on the foreign market in the coming years.
The quality of our MBO sector is praised in most EU countries. By
internationally charting the professionalism of the regional training centres
and the new competency-oriented qualification structure, we are making
our education system even more attractive. Furthermore, we want to at least
retain and preferably improve the current quality.
The teachers are of great importance in this respect. Without their input
activities in an international context will never truly be integrated in the range
of courses. In addition to the existing options for enthusing staff (teacher work
placements in the framework of PIB, BAND or the European LLL / Leonardo
da Vinci programme), institutions will have to look for options to remunerate
foreign work placement visits of their teachers. After all, specific supervision
of MBO students during their foreign work placement is of great importance.
A telephone conversation or email contact is not enough. Proper organisation
and supervision of MBO work placements abroad will contribute to a good
reputation and interesting contacts throughout the world.
It is important that the industry organisations for MBO (MBO Council
and AOC Council) in Europe communicate properly with the European
institutions.
Neth-ER
Together with other education sectors and their industry organisations, Dutch
MBO puts itself on the map in Europe by participating in the Netherlands
house for Education and Research (Neth-ER). Neth-ER was founded in 2006
by eight Dutch field organisations for research, education and innovation.
From a mediating and supporting role Neth-ER performs tasks with an
17
informative, representative and exploratory nature. The MBO Council and
Colo have been members of Neth-ER since the beginning. The goal of
Neth-ER is to increase the Dutch participation in European programmes. In
addition, Neth-ER wants to influence European policy making. To that end,
it has an office in the European quarter in Brussels. Neth-ER is temporarily
supported by the Ministry of Education, Culture and Science and the Ministry
of Economic Affairs.
A good, particularly also timely alignment between Dutch actors and the
European Commission is of paramount importance. This also applies to
European regulations in areas which are not directly related to education,
but which do affect the performance of the education system. An example is
the European tender of schoolbooks to be purchased by schools. The active
utilisation of existing consultation structures and the position of Neth-ER in
Brussels, and the establishing of the European association of ‘Vet-providers’
EUPROVET, can help in this respect.14
5.2 In Europe
The Dutch institutions are improving their competitive position through
strategic cooperation with institutions in other member states, in a bilateral
context through cooperation between institutions in the border regions, in
some cases in the framework of national programmes such as BAND with
Germany. In addition, there is of course the Leonardo da Vinci mobility
programme.
The skills competitions at the European and global level, the Euroskills and
the World Skills, are good publicity for the MBO sector. The first Euroskills
edition, held in September 2008 in Rotterdam, garnered a lot of publicity for
Dutch MBO. The Euroskills Village policy makers and representatives of MBO
institutions throughout Europe met up during various manifestations and
conferences. The Netherlands will participate in the next edition of Euroskills
and the coming World Skills in Calgary.
5.3 Global
Worldwide interest in MBO and the competency-oriented qualification
structure has been increasing in the last few years. This can be seen in
the increased number of work visits from outside of Europe, the research
14
After deciding to cancel the collective EfVET membership in 2007, the ‘Internationalisation Advisory Group’ of
the MBO Council, composed of several Executive Board representatives, kicked off a new European network in June
2008. Representatives from Ireland, the United Kingdom, Finland, Denmark, France, Greece and the Netherlands
gathered in Amsterdam on invitation of the MBO Council. The new network presented itself during the Euroskills days
on 18 and 19 September 2008.
18
programming of the Organisation for Economic Cooperation and
Development (OECD) and in conferences which are no longer limited to
higher education. That the Dutch education system, in addition to university
education and research, comprises a relatively large and well-developed
vocational training sector, is being noted in more and more countries. Other
countries do not make such a sharp distinction as we do in the Netherlands
between HBO (higher professional education) and MBO (vocational education
and training, also known as the VET sector). Dutch MBO 4 courses (for
positions in middle management or vocational specialisms) can sometimes
be compared to higher professional education abroad.
It is expected that an improvement of the perception of MBO abroad will have
a positive effect on the perception of MBO in the Netherlands.
Starting situation
In order to gain more insight into the actual situation in MBO, Colo inventoried
the top 10 when we look at the number of recognised foreign work placement
companies. This provides the following picture:
500
400
300
200
100
m
rin
a
Su
ub
a
Ar
til
An
ds
Tu
rke
y
les
ly
Ita
an
erl
Ne
th
Sp
ain
ain
tB
rit
ce
Gr
ea
Fra
n
Ge
rm
an
y
0
Be
lgi
um
Number of work placement companies
600
Source: Stagemarkt.nl (Colo)
The European Top 3 for work placement companies consists of Belgium,
Germany and France. The average work placement company has five work
placements. Catering is the forerunner, followed by trade companies, then by
the economy and administration sector.
19
In what sectors are the 3400 foreign work placement companies?
Economic, administrative, ICT & safety; 16.1%
Care, welfare and sport; 14.2%
Trade; 21.8%
Personal hygiene; 3.1%
Technology; 2,0%
Other; 4.0%
Transport & logistics; 1.5%
Graphic media; 1.4%
Process industry, labs and photonica; 0.7%
Constru; 0.4%
Catering, bakery and tourism; 38.8%
Source: Stagemarkt.nl (Colo)
MBO can gain a lot outside of Europe. In addition to Turkey it is primarily the
large economies which are of importance, like the US and Canada, India,
China and Brazil. Memoranda of Understanding have been signed with these
countries or will be signed soon.
Both in view of economic interests and in view of current MBO practice, in
which Turkey is rather popular, the Netherlands Institute for Higher Education
in Ankara (NIHA) has been instructed to play a mediating role in the area of
MBO as of 2009. If MBO institutions in other countries make a similar claim
on the facilities structure for higher education, we will have to consider
making comparable choices in the near future. Obviously the experience
with the NIHA, which will have to be carefully assessed, will be useful in this
respect.
Existing OCW funds earmarked for projects geared to improving the
educational infrastructure in the new EU member states which are coming
to an end will be used as of 2009 to improve the educational infrastructure in
Turkey, Morocco and the Western Balkans, with a focus on MBO. These funds
encompass a total amount of € 2,000,000 for the period 2009- 2012.
Focus countries
It is important that MBO institutions properly weigh up their options outside
of Europe. In the preceding chapter a number of countries outside of Europe
are mentioned which could be reviewed first. However, there is no point in
only looking at countries with a lot opportunities. It is also necessary to look
20
at MBO sectors offering a lot of opportunities and within that context, specific
courses at MBO levels 3 and 4. Only in such case can there be added value
for the MBO studies.
In view of the above it has therefore been decided in consultation with the
MBO Council and Colo to carry out a number of trial projects. In these
projects institutions will be supported in the (further) development of their
foreign contacts, with the intention that they disseminate the experiences
gained.
Colo and the MBO Council have been asked to present a proposal. It has
been considered that a certain balance is important between countries
where something can either be ‘gained’ or be ‘brought in’ with respect to
MBO. There must be some balance between the importance of international
experience for the future professional practice and motives related to
intercultural exchange and capacity building. Another point of consideration
was that a few focus countries should be located in Europe, in view of
current practice in MBO (this appears from the number of work placement
companies; see under Starting situation). Further consultation has led to the
following conclusions.
VË 0Á‰?Ë¬ÁŽjWÍÄË݉ËÁj?ÍjË͝Ë͆jËwÝ‰™~ËÄjW͝ÁÄ]ËÍÁ?aj^ËW?ÍjÁ‰™~^ː~‰Ä͉WÄ^Ë
technology, safety / security and accessible care.
VË Ö™ÍÁ‰jÄ˝™Ë݆‰W†Ë͆jËÍÁ‰?Ë¬ÁŽjWÍÄË݉ËwWÖÄ]
1. France
2. The United Kingdom
3. Turkey
4. India.
The primary goal in choosing France and the United Kingdom is encouraging
outgoing mobility. According to the Ministry of Economic Affairs, the
Netherlands is missing out on opportunities in France in particular as a
result of the poor knowledge of the French language and culture. Perhaps
a preparatory module can be developed in the trial projects, which in time
could result in a bilateral exchange programme.
Enough has already been said about the options of and the intensive
cooperation with Turkey. The issue is both incoming and outgoing mobility.
This includes such things as programme alignment, followed by Dutch
guest lectureships and through mixed learning routes, whereby Turkish
students follow a part of their education in the Netherlands or vice versa.
During the joint mission to Turkey at the end of November 2008, undertaken
by the Ministry of Economic Affairs and the Ministry of Education, Culture
and Science, I announced that there will be a trade fair for excellent MBO
students. This can include such things as a number of ‘duo work places’,
21
in which MBO students have “exchange work placements” and share
their findings. SkillsNetherlands has been asked to present a proposal in
cooperation with SkillsTurkey.
Although China and Vietnam are interesting growth markets, the deciding
factor when choosing India as Asian country was that various MBO initiatives
have been taken here and also that the population often speaks English. In
view of the technical requirements which can be set for a work placement
company offering recognised foreign practical training, outgoing mobility
(for a longer period) is difficult to realise in India. The emphasis will lie on
knowledge export in close cooperation with the Dutch business community.
In 2009 the trial projects, on the basis of the above, on instruction of the
Ministry of OCW will be fleshed out and launched for a term of three years.
Available budget: € 600,000.
The choice of the educational institutions involved will not take place top
down. The above-mentioned limitation to sectors with a lot of opportunities,
quality requirements still to be developed and existing contacts will simplify
the selection.
Aside from the above focus countries, the government policy, including
with regard to MBO, will pay extra attention to China and Surinam. In this
regard it will link up with priorities set by the Ministry of Education, Culture
and Science. The choice for China is self-evident on the basis of economic
considerations; it ties in with both science policy and cultural policy. The
social-cultural interest in particular legitimises the choice to pay more
policy-based attention to Surinam. The Surinamese education system is
most closely related to the Dutch system. In addition, from the Netherlands
perspective, in terms of number Surinamese students take the fourth place in
the Top 5 of incoming mobility from non-EU/EEA countries.
22
6
Finances
As previously stated, only the mobility in the framework of the Leonardo
da Vinci and BAND programmes is registered. In alignment with German
colleagues an additional survey will be carried out into the unregistered
mobility. This survey will also give an indication of the amounts involved.
These amounts, including the amounts which MBO institutions invest from
their lump sum financing, have not been included in the summary below.
Current expenditure International MBO policy:
Current expenditure international MBO
policy
a. Leonardo da Vinci programma
b. Internationalisation Programme*
c. Funds FA and Dev. cooperation**
d. Bilateral exchange programme
Netherlands-Germany (BAND)
e. Implementation Europass
f. Cooperation Flanders
g. Coordination Euro study visits
Subtotal
New initiatives international MBO Policy
a. Trial project France, UK, Turkey and
India
b. Improve MBO infrastructure in Turkey,
Morocco and West Balkans
c. Project duo wp Skills Netherlands/
Skills Turkey
d. NL Institute for Higher Education in
Ankara (NIHA)
e. Implementation EQF
Subtotal
Total budget funds***
*
**
***
2009
2010
2011
EU
FES
BZ
OCW/LNW
9,282,00
9,653,280
10,039,411
PM
PM
PM
PM
PM
300,00
300,000
300,000
300,000
300,000
OCW
OCW
OCW
100,000
100,000
100,000
100,000
100,000
30,000
30,000
30,000
30,000
30,000
80,000
80,000
80,000
80,000
80,000
10,625,000
10,163,280
10,549,411
Origin funds
2012
10,440,988 10,858,627
833,000
10,950,988 11,368,627
Origin funds
OCW
2009
2010
2011
200,000
200,000
200,000
OCW
500,000
500,000
500,000
500,000
OCW
75,000
OCW
40,000
40,000
40,000
40,000
OCW
2013
2012
2013
40,000
100,000
100,000
100,000
100,000
100,000
915,000
840,000
840,000
640,000
140,000
11,540,000
11,003,280
11.389,411
11,590,988 11,508,627
In total € 5,000,000 is available for this programme for the period 2007-2009. Half of these funds are available for MBO projects.
This concerns project fees. The contribution is determined depending on project application and fee.
MBO institutions also invest in internationalisation from their regular lump sum funds.
23
24
7
Summary and main actions
This internationalisation agenda for secondary vocational training (MBO)
sets out ‘where we are now’ and ‘where we want to be’ by setting out the
perspective in the short and the mid-long term. This has been fleshed out
at three levels (national, European and global) on the basis of four primary
goals. These are:
a. A stronger international orientation of MBO (in the qualification structure
and the curriculum), both through ‘internationalisation@home’ and
through foreign contacts.
b. The promoting of incoming and outgoing mobility (due to better use of
European and national incentive programmes).
c. Continuing cooperation in Europe (with for the coming period the
emphasis on the implementation of instruments developed in an EU
context).
d. Improving the image of Dutch vocational education in Europe and abroad.
MBO students must be prepared for a dynamic labour market which long ago
stopped being limited to the Netherlands. An international orientation must,
more than previously, form a natural part of the (MBO) programme.
The following follow-up actions are planned to realise the above-mentioned
primary goals:
VË 8†j™ËĆ?¬‰™~Ë͆j˶Ö?‰xËW?͉™ËÄÍÁÖWÍÖÁjË͆jË #Ë
Ö™W‰Ë?™aË
Ë݉Ë
pay more attention to the international dimension: sufficient attention for
foreign language education and the importance of international work
placements.
VË 0†jË #Ë
Ö™W‰Ë?™aË
Ë݉Ë¬Áj¬?ÁjË?ËMBO Internationalisation Code
of Conduct. Just as in higher education, it will be a document ‘for and by
the sector itself’, geared to comparable effects (for example simplified
handling of applications to the Immigration and Naturalisation Department
(IND) if institutions comply with the code of conduct).
VË ™Ë?™ßËjÜj™ÍËÖ¬Ë͝Ë?™aˉ™WÖa‰™~ËÔååšË͆jË7W?͉™?ËaÖW?͉™Ë
Internationalisation Programme (PIB) will continue as a national
supplement to the existing – primarily European – options. This
programme, in proper consultation with the Netherlands Association of
Universities of Applied Sciences and the MBO Council steered by the
25
Ministry of Economic Affairs and the Ministry of Education, Culture and
Science, is geared to projects in which institutions work together with
companies. A possible extension of the PIB depends on the decisions
made with regard to the use of resources from the Economic Structural
Reinforcment Fund (FES) after 2009.
VË 0†jË ‰™‰ÄÍÁß˝wËÖÄ͉Wjˆ?ÄËW””‰ÍÍjaË͝ËjÞ¬ÁjË͆j˝¬Í‰™ÄËwÁË
liberalising the visa policy with regard to MBO students in certain sectors.
This means that foreign students who want to follow an MBO course in
the Netherlands will be able to get a visa more easily and quickly in the
future.
VË 0†jË ‰™‰ÄÍÁß˝wËaÖW?͉™^Ë
֐ÍÖÁjË?™aË.W‰j™WjË݉ËÁj܉jÝ^˝™Ë͆jËM?ĉÄË
of an evaluation, whether it is appropriate to expand the options for MBO
students to follow a course abroad with transferable financial assistance.
This evaluation will be available at the beginning of 2009.
VË 0†j˙֔MjÁ˝wËwÁj‰~™ËݝÁË¬?Wj”j™ÍÄˉ™Ë͆jË #ËÄjW͝ÁË݉ËMjË
gradually increased.15 The European High Level Group on Mobility aims
for an increase of student mobility in vocational education to 3 percent
of the population in 2020. This ambition will be discussed in various
European consultation bodies in the coming months. The Netherlands
supports the focus on mobility and is willing to bring its own ambitions for
MBO in alignment with the European target (still to be set).
VË 0†jË ‰™‰ÄÍÁß˝wËaÖW?͉™^Ë
֐ÍÖÁjË?™aË.W‰j™WjË݉ËÄÖ¬¬ÁÍËM‰?ÍjÁ?Ë
contacts of MBO institutions outside of Europe wherever possible by
making use of official and political contacts and entering into Memoranda
of Understanding where this seems appropriate.
VË 0†jË ‰™‰ÄÍÁß˝wËaÖW?͉™^Ë
֐ÍÖÁjË?™aË.W‰j™WjˉÄË?ÄĉÄ͉™~ˉ™Ë͆jË
establishing of the EU instruments for promoting the mobility of MBO
students in Europe, aimed at limiting the administrative burden (new
implementation organisations in the member states, monitoring on the
basis of new indicators). Accepted instruments (Europass, EQF) will be
(further) implemented.
VË ™Ë܉jÝ˝wË͆jˉ™WÁj?ĉ™~ËƝÁÍ?~jÄ˝™Ë͆jː?MÖÁ˔?ÁjÍ^Ë͆jËÁjW~™‰Í‰™Ë
of acquired competencies (EVC) within Europass is one of the
spearheads. Together with the Knowledge Centre EVC, efforts will be
made to increase cooperation and explore the options for having the
Netherlands play a pioneering role.
15
The condition is that, after increasing the available EU budgets in the years 2007-2013, the Financial
Perspectives for 2014 – 2020 also provide a prospect of the realisation of this ambition.
26
VË 0†jË ‰™‰ÄÍÁß˝wËaÖW?͉™^Ë
֐ÍÖÁjË?™aË.W‰j™WjË݉Ë¬Á”ÍjË͆jË
participation of Dutch educational institutions in international skills
competitions (Wordskills, Euroskills) and encourage that the network
which has arisen around the organisation of these skills competitions
(consisting of national skills organisations, united in Europe in the
European Skills Promotion Organisation ESPO) is utilised when entering
into or intensifying foreign contacts by the institutions.
VË -jĝÖÁWjÄË݆‰W†Ë?ÁjËWÖÁÁj™ÍßËMj‰™~ËÖÄjaË͝ˉ”¬ÁÜjË͆jËjaÖW?͉™Ë
infrastructure in the new EU member states for the years 2009 – 2012, will
primarily be deployed to improve the education infrastructure in Turkey,
Morocco and the Western Balkans for MBO. The total amount involved is
€ 2 million.
VË Í†Ë‰™Ë܉jÝ˝wËjW™”‰Wˉ™ÍjÁjÄÍÄË?™aˉ™Ë܉jÝ˝wËWÖÁÁj™ÍË #ˬÁ?W͉Wj^Ë
the Netherlands Institute for Higher Education in Ankara (NIHA) has the
instruction as of 2009 to play a mediating role in MBO area. When MBO
institutions in other countries turn out to make similar claims on the
facilities structure for higher education, we will have to consider making
comparable choices in the near future.
VË Ä˝wËÔååšË͆jÁjË݉ËMjËwÖÁËÍÁ‰?Ë¬ÁŽjWÍı˙Ë͆jÄjˬÁŽjWÍÄˉ™Ä͉ÍÖ͉™ÄË
will be supported in the (further) development of their contacts inside
and outside of Europe, with the intention that they share the experiences
gained. Sectors: trade, catering, logistics, technology, safety / security
and low-threshold care. Countries: France, the United Kingdom, Turkey
and India. Term: three years. Available funds: € 600,000.
27
28
1
Appendix
Instruments and Monitoring
1.1 Mobility programmes
Vocational Training Internationalisation Programme (PIB)
The PIB aims to give students and teachers of MBO and HBO institutions
more international skills through international experience during the study
and through cooperation with the business community. The PIB therefore
seeks to expand international work placements and recognised international
work placements. Companies which want to participate in the programme
can affiliate with MBO and HBO institutions. The PIB supports strategic
activities which in the longer term can contribute to promoting the quality and
quantity of international work placements. This can include finding partners
abroad, the creation of structural cooperation relationships, utilising each
other’s facilities and adjusting courses or modules.
Project proposals that are submitted will be assessed on the basis of the
nature of the cooperation with the business community (the innovative
character, aspects such as sustainability and structural embedding or
transferability). Extra credits can be awarded for, inter alia, increasing the
linguistic skills of students. Per application € 50,000 to € 75,000 is available
for the education institution, on the condition of 100 percent co-financing.
The EU incentive programme Life Long Learning
The goal of the EU incentive programme Life Long Learning is to develop and
improve exchange, cooperation and mobility between the EU countries. For
the period 2007-2013 there is approx. 7 billion euros available. A large part
of this sum goes to activities aimed at bolstering the cross-border mobility of
students/teachers/ staff between the EU member states. Sub-programmes
include: Comenius (for primary/secondary education), Leonardo da Vinci
(MBO), Erasmus (higher education) and Grundtvig (adult education).
The EU (sub)programme Leonardo da Vinci
Leonardo da Vinci is part of the Life Long Learning programme (see above)
and intended for the MBO sector. For Leonardo approx. € 1.7 billion is
available for the period 2007-2013. The goal is, among other things, to
promote mobility (both qualitative and quantitative) in the area of professional
education, vocational training and further training, in order to realise 80,000
work placements per year; to promote innovative practices and the transfer
thereof between countries; to improve transparency and the recognition of
29
qualifications and competencies, including qualifications and competencies
acquired by non-formal and informal learning.
Bilaterales Austauschprogramm Niederlände – Deutschland (BAND)
The exchange programme BAND supports partnerships between Dutch
and German institutions in secondary vocational training. BAND aims to
encourage institutions to develop bilateral exchange as a fixed component
of vocational training. On the Dutch side this involves approx. € 275,000
annually. Experience with exchange projects shows that a stay abroad helps
participants to recognise prejudices.
1.2 Initiatives which are taken in the EU context
Europass
Europass is an initiative launched by the European Commission and is
deemed the official work and experience passport for all European Union
countries. Europass has produced more clarity with regard to the status of a
course and the value of skills and knowledge.
European Qualifications Framework for Life Long Learning (EQF)
The EQF is intended to increase the transparency and comparability of
qualifications in Europe, so that the education level of a student or trainee
will quickly be clear to educational institutions and employers. It is a metaframework with eight levels. It is the intention that every member state, in
principle across the entire education system (at least from secondary to
higher education), aligns its qualifications with this framework. The basic
principle is that the levels are not based on study load, but on proven
knowledge and skills (learning outcomes). EU countries are not obliged to
participate in the EQF. EU countries which do not yet have a qualification
structure like to use the EQF as a tool for getting their affairs in order at home.
For countries like the Netherlands, which for important parts of the education
already possess a qualification structure16, the implementation will come
down to the creation of a help structure between the existing qualifications
and the EQF. This prevents the arising of counter-productive competency
disputes between the various educational sectors. The Netherlands has
decided to introduce the EQF as of 2010 and to use the EQF levels as of
2012 in all Europass documents. An external party will be asked to compile
the national qualification framework. The de facto introduction will follow later
in this cabinet period.
16
The MBO qualification structure, the Bachelor’s / Master’s structure and descriptors and agreements in the
‘Bologna’ framework for higher education.
30
European Credit Transfer System for Vocational Education and
Training (ECVET)
The European Commission sees the European credit system for the MBO
as final piece in the tripartite formed by Europass, EQF and ECVET. ECVET
is still being developed. It is the intention to award study points to the many
hundreds of (partial) MBO qualifications, which differ considerably per
country. The Netherlands was at the cradle of this idea, which was part of the
Maastricht Communiqué in 2004 just as the EQF. Upon further investigation
it is questionable whether it is worth the effort, in view of the still slight
international mobility of MBO students. ECVET is rather something more for
the long(er) term, once the EQF has been properly implemented.
If the introduction of the ECVET is to be started in 2012, as the European
Commission would prefer, it is conceivable that it would initially focus on
MBO courses which proportionally have a high mobility. The perspective
for the long term must be that the existing study credit system for higher
education (the European Credit Transfer System ECTS) – which is still
completely based on study load (input) – and ECVET will be joined into one
system.
European Quality Assurance Reference Framework (EQARF)
The European Quality Assurance Framework forms the basis of the above
European policy instruments. It contains basic principles and standards for
supervision, about which the member states – including the Netherlands,
represented by the Ministry of OCW and the MBO Council – are in
discussion in the European Network on Quality Assurance in VET (ENQA
VET). With regard to the revision of the framework and agreements which
relate to the application thereof, the European Commission is preparing a
recommendation for the Council of Europe and the European Parliament.
1.3 Monitoring
Mobility
For its Internationalisation Monitor (IMON), CINOP is charting the mobility
of MBO students and MBO teachers who receive financial support
from the Leonardo da Vinci programme and BAND. At the start of the
Internationalisation of Vocational Training Programme in 2007, an attempt
was made to achieve a more comprehensive zero measurement. As the
administrator of this programme the EVD stipulated that applicants submit
information on their starting situation with their project proposals. This
provided (and will provide in the coming years) an improved picture of the
mobility in MBO. A number of new criteria have been added in the IMON
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which will appear in 2008. Nevertheless further improvements are necessary
with regard to the monitoring of international mobility in MBO after 2009,
when the PIB will in principle have ended. Nuffic is working on a new set-up
for higher education. Depending on the experience which is gained, this can
perhaps be applied to the MBO sector.
International comparison of the quality of performance
The OECD17 seems to have discovered secondary vocational education in
recent years. In order to make an international comparison of “the education
of adults” the Programme for the Assessment of International Competences
(PIAAC) is of particular importance. PIAAC is an international comparative
survey of competencies of adults, comparable to PISA (Programme for
International Student Assessment) in secondary education. In PIAAC people
aged sixteen and older are tested as to literacy and numeracy. Particularly
with an eye on a necessary recalibration of the number of people with low
qualifications among the adult (working) population, the Netherlands is
eagerly awaiting the results, which are expected in 2011.
In the framework of PIAAC background variables are also gathered which
relate to the alignment of education to the labour market, Life Long Learning,
health and social involvement. Finally, via a separate module (the job
requirement approach) it will be determined which skills employers demand
of employees, in order to be able to compare supply and demand of skills.
The results of the study are relevant with a view to the Netherlands’ aim of an
innovative, competitive and entrepreneurial economy, for which a properly
trained labour force is an essential prerequisite.
17
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The Organisation for Economic Cooperation and Development of the most important industrial countries.
2
Appendix
Institutions involved in the
implementation of/consultation on
internationalisation in MBO
This chapter will first of all state the institutions which are involved in the
implementation of internationalisation in MBO. Subsequently, it outlines the
various forms of consultation.
National agency for Life Long Learning
The EU Life Long Learning programme is supported in the Netherlands by
a national agency. Nuffic, the implementation organisation for international
activities in higher education, is the first contact point of the agency.
The most important programme for the MBO, the Leonardo da Vinci
mobility programme, is supported in this context by a CINOP division in
’s-Hertogenbosch. MBO institutions can annually apply for international
(work placement) projects via Leonardo da Vinci. The CINOP informs MBO
institutions about the options offered by Leonardo da Vinci and other subprogrammes. CINOP is also the driving force of Euroguidance Nederland. For
these tasks it is financed for half by European funds and for the other half by
the Ministry of OCW.
National Europass Centre (NEC)
For the implementation of Europass (see under ‘Instruments’), following the
Dutch EU chairmanship in 2004, a separate national agency was formed: a
broad consortium in which the MBO sector is represented by, among others,
the MBO Council and Colo. The chairmanship is held by the Information
Management Group (IB Group) in Groningen.
Consultation structures
Various parties are involved in the formulation of European Commission
proposals relating to the MBO domain. First the contribution of the
experts is obtained, through consultation in the member states, studies by
Cedefop (Centre pour le développement de la formation professionelle),
findings of Peer Learning Activities or conferences and consultation in
expert groups. Subsequently every concept document is presented to the
Advisory Committee for Vocational Training18, in which all EU countries
are represented. Frequently, the documents are then discussed again by
18
Also known as Advisory Committee on Vocational Education and Training, ACVT for short.
33
the meeting of the Directors-General for Vocational Education and Training
(DGVT), who meet in the country which holds the EU presidency. After that
the formal decision making process starts, which will be completed at EU
minister level.
The Ministry of OCW is represented in the governing board of the
aforementioned EU agency for secondary vocational training, Cedefop, in
Thessalonica, Greece. Cedefop was particularly known among the Dutch
MBO institutions as the organiser of European study visits. In addition OCW
forms part of the governing board of the European Training Foundation
(ETF). The emphasis in the activities of the ETF has shifted in recent years
to maintaining contacts with countries on the outer limits of the EU (in
connection with possible EU membership or otherwise).
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