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(with special consideration of quality in vocational education and training)

Though the topic of “Quality in vocational education and training” already gained focus in the Lisbon Process (2000) it has only been systematically implemented since the Copenhagen Process (2002) . (1) The Copenhagen Process defines political priorities for the achievement of the Lisbon goals in vocational education and training, namely in the context of the “10 year work programme”. (2)

On November 30th, 2002 the ministers of education of 31 European countries and the European Commission approved the Copenhagen Declaration (3) for an enhanced European cooperation in vocational education and training. The following priorities and other deliberations about the instruments connected with them have been written down in the Copenhagen Declaration:

• Strengthening of the European dimension in vocational education and training
• Improvement of transparency, information and counselling (European curriculum vitae, diploma supplements, Europass, uniform European framework for foreign language learning)
• Recognition of competences and qualifications, including non-formal and informal learning (recognition systems based on common principles, credit point system for vocational education and training, common principles for the validation of non-formal and informal learning)
• Cooperation in the field of quality assurance (co-operation by means of an exchange of models and methods, development of general criteria and principles for quality in vocational education and training)

For the implementation of the Copenhagen Process three working groups – for “Transparency”, “Quality Assurance” and “Credit Point System” - have been established apart from a steering coordination committee. For the field of quality assurance the Technical Working Group on Quality in VET was established by the Directorate-General Education and Culture of the European Commission at the end of 2002 in order to foster the development and implementation of the common European goals in the field of quality in vocational education and training.

At the beginning of 2003 the working groups for “Transparency”, “Quality Assurance” and “Credit Point System” started fulfilling their mandates. The mandate of the Technical Working Group on Quality Assurance in VET included

• the establishment of an analysis of the current status,
• the identification of criteria for quality development,
• the identification and description of quality indicators for vocational education and training at system level (good practice basis),
• the conception of a comprehensive reference framework for the development and reform, respectively, of quality systems in vocational education and training (Common Quality Assurance Framework)
• as well as the description of methods and instruments for the support of self-evaluation and quality assurance.

In 2003 and 2004 the three working groups developed the following products:

• a single Community Framework for the transparency of qualifications and competences (EUROPASS) (4)
• common European principles for the identification and validation of non-formal and informal learning (5)
• a common European Quality Assurance Frameworks (CQAF) as well as (6)
• principles of a basic model for a European credit point system for vocational education and training (ECVET) (7)

From December 13th to 16th, 2004 the European conference “Strengthening of European Co-operation in the field of Vocational Education and Training” took place in Maastricht. It can be considered the first follow-up conference of the Copenhagen Process in which the so-called Maastricht Communiqué (8) was adopted. The Maastricht Communiqué assesses the progress that has been made in connexion with the Lisbon and Copenhagen strategies. New priorities for an enhancement of European co-operation in vocational education and training are fixed in the Copenhagen Process.

The necessary reforms and investment should be focused particularly on:

• the image and attractiveness of the vocational route for employers and individuals, in order to increase participation in VET.
• achieving high levels of quality and innovation in VET systems in order to benefit all learners and make European VET globally competitive.
• linking VET with the labour market requirements of the knowledge economy for a highlyskilled workforce, and especially, due to the strong impact of demographic change, the upgrading and competence development of older workers.
• the needs of low-skilled and disadvantaged groups for the purpose of achieving social cohesion and increasing labour market participation.

The core content of the Maastricht Communiqué is the agreement to develop a European Qualification Framework (EQF) as well as a European credit point system for vocational education and training (ECVET). Especially as regards the European Qualification Framework there are links between the Copenhagen Process and the Bologna Process the main goal of which is the creation of a common European higher education area by 2010. (9)

In the course of the follow-up process of the European Conference in Maastricht the European Network on Quality Assurance in Vocational Education and Training (ENQA-VET) was founded by the European Commission. The main tasks of the network initially were the development of a Common Quality Assurance Framework (CQAF) as a continuation of the work of the Technical Working Group on Quality in VET as well as the encouragement of co-operation amongst the relevant stakeholders at national and European level.

The second follow-up conference of the Copenhagen Process took place in Helsinki in December 2006. In the Helsinki Communiqué (10) vocational education and training is once again assigned the central task of contributing to the competitiveness and social cohesion (Lisbon Strategy). Moreover it is emphasised that in the future a more focused approach will be necessary which is to be oriented towards the following four priority areas:

• The image, status and attractiveness of VET. In this context, more emphasis should be placed on good governance of VET systems, institutions and/or providers.
• Further development, testing and implementation of common European tools. The aim should be for the agreed tools to be in place by 2012.
• A more systematic approach to strengthen mutual learning. To support this, special attention should be given to improving the scope, comparability and reliability of VET statistics
• Active involvement of all stakeholders in the work as the Copenhagen process moves towards an implementation phase.

In November 2008, the third follow-up conference to the Copenhagen process took place in Bordeaux.

In the Bordeaux Communiqué (11) , a stocktaking of the progress in the Copenhagen process was made and priorities for the period 2008-2010 were laid down. These can be summarised as follows:

• The use of the principles and tools for enhanced cooperation in VET at national and European level are at the centre. In this context, the implementation of the European Credit System for VET (ECVET) and the European Reference Framework for Quality Assurance in VET (EQARF) belong to the most important activities until 2010. The importance to develop national qualification frameworks based on learning outcomes – thereby relying on the EQF – is underlined. Pilot projects, adequate methods, principles (for the recognition of non-formal and informal learning) and supporting tools should be developed.
• Enhancing the quality and attractiveness of VET systems is another focus area. In the future, the support and enhancement of teachers’ and trainers’ competences will be central. Tailor-made training and provision of further education should be developed. Thus, the attractiveness of these jobs should be enhanced too. All quality assurance measures should contribute to the modernisation of VET systems and enhance mutual and transnational trust into the different systems.
• The enhancement of the links between VET and the labour market is defined as the third strategic goal. The provision of initial and continuing VET should be better matched with the demand for employees and qualifications.
• The fourth priority is the enhancement of European cooperation arrangements. The intention is to improve the effectiveness of the European Peer Learning Activities and to make the best possible use out of their results for national strategies. Furthermore, the links between the Bologna and the Copenhagen processes should be developed and the visibility of the Copenhagen process – as one contribution to achieve the Lisbon goals – should be enhanced.

The ECVET and EQARF Recommendation were adopted by the European Parliament and Council in May 2009.

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