ECTS, ECVET, NQF and Massage Professions in Europe
←
→
Page content transcription
If your browser does not render page correctly, please read the page content below
MaecVET
ECVET Portal for Promotion and Mutual Recognition
of Massage Professions in Europe
527330-LLP-1-2012-1-DE-LEONARDO-LMP
ECTS, ECVET, NQF and
Massage Professions in Europe
State of the Art Report
Report realised by the partners of MaecVET project (www.maecvet.eu)
January 2013
Index List of Abbreviations ................................................................................................................................ 3 1 Introduction ..................................................................................................................................... 5 2 Objective.......................................................................................................................................... 5 3 Germany .......................................................................................................................................... 6 4 Austria ........................................................................................................................................... 12 5 Finland ........................................................................................................................................... 15 6 Hungary ......................................................................................................................................... 21 7 Italy ................................................................................................................................................ 27 8 Portugal ......................................................................................................................................... 35 9 Bulgaria .......................................................................................................................................... 42 10 United Kingdom ............................................................................................................................. 48 11 Summary........................................................................................................................................ 56 This project has been funded with support from the European Commission. This publication 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. MaecVET - NQF, ECVET, ECTS and massage professions in Europe 2 of 56
List of Abbreviations
AK DQR German Qualifications Framework Working Group [DE]
ANQEP National Agency for Qualification and Vocational Training and Education [PT]
APRB Association of Physiotherapists and Rehabilitators in Bulgaria [BG]
BMBF Federal Ministry of Education and Research [DE]
BTEC Business and Technology Education Council [UK]
CEEPUS Central European Exchange Program for University Studies
CNQ National Catalogue of Qualifications [PT]
CVET Continuing Vocational Education and Training
DECVET Development of a Credit System for Vocational Education and Training [DE]
DQR German Qualifications Framework [DE]
DS Diploma Supplements
EACEA Education, Audiovisual and Culture Executive Agency
ECVET European Credit System for Vocational Education and Training
ECTS European Credit Transfer and Accumulation System
EHEA European Higher Education Area
ENIC European Network of Information Centres
EQAVET European Quality Assurance Guidelines
EQF European Qualifications Framework
ESOL English for Speakers of Other Languages [UK]
FHEQ Framework for Higher Education Qualifications
FNBE Finnish National Board of Education [FI]
GCE General Certificate of Education [UK]
GCSE General Certificate of Secondary Education [UK]
GHD Global Human Development [PT]
GYEMSZI National Institute for Quality- and Organizational Development in Healthcare and
Medicines [HU]
HABIA Hair and Beauty Industry Authority [UK]
HIQs HABIA International Qualifications [UK]
HNC Higher National Certificate [UK]
HND Higher National Diploma [UK]
HQR Qualifications Framework for German Higher Education Degrees [DE]
HRDC Human Resource Development Centre [BG]
HRG Framework Act for Higher Education [DE]
ICT Information and Communication Technology
IEFP National Institute for Employment and Vocational Training [PT]
IQF Institute for Quality in Training [PT]
ISCED International Standard Classification of Education
ISFOL Institute for the Development of Vocational Training [IT]
IVET Initial Vocational Education and Training
LLP Lifelong Learning Programme
MaPinE Massage Professions in Europe
MB-APrV Vocational Training and Examination Regulations for the Profession of Masseur and
Medical Hydrotherapist [DE]
MaecVET - NQF, ECVET, ECTS and massage professions in Europe 3 of 56
MCTES Ministry of Science, Technology and Higher Education [PT]
MMHmG Medical Masseur and Therapeutic Masseur Act [AT]
MPhG Masseur and Physiotherapist Act [DE]
NARIC National Academic Recognition Information Centres
NAVET National Agency for Vocational Education and Training [BG]
NCP-ECVET National Coordination Point for ECVET [DE]
NEFMI Ministry of National Resources [HU]
NIVE National Institute for Vocational and Adult Education [HU]
NQF National Qualifications Framework
NVQs National Vocational Qualifications [UK]
OCR Oxford, Cambridge and RSA (Royal Society of Arts) Examinations [UK]
OECD Organisation for Economic Co-operation and Development
OFI Institution for Education Research and Development [HU]
PhysTh-APrV Vocational Training and Examination Regulations for the Profession of
Physiotherapists [DE]
PTSA Faculty of Physiotherapy, Tourism and Sport Animation, National Sport Academy
“Vasil Levski” *BG+
QCF Qualifications and Credit Framework [UK]
SES State Education Standards [BG]
UCAS University Central Admissions Service [UK]
Valvira National Supervisory Authority for Welfare and Health [FI]
VET Vocational Education and Training
WCPT World Confederation of Physical Therapists
MaecVET - NQF, ECVET, ECTS and massage professions in Europe 4 of 561 Introduction
This report has been realised in the framework of MaecVET project (527 330-LLP-1-2012 1 DE-
Leonardo-LMP). This project started in October 2012 and has a duration of 24 months. The objectives
of MaecVET are:
to collect relevant data from eight EU countries (DE, AT, FI, HU, IT, PT, BG and the UK)
concerning the content and frameworks of VET/higher education in massage professions,
linking them to EU frameworks and regulations. Thus, making this synergy visible to general
public
to develop the ECVET map for the recognition of massage education and professions in
Europe: an online tool which allows quick access to relevant information and data concerning
the above mentioned issues which also makes VET/higher education in massage professions
as well as job offers from all over Europe visible
to give feedback to relevant stakeholders and political decision makers as to how the
situation looks like on the operative VET/higher education and labour market levels in
Europe and how their demands can be met by future strategic and political decisions
to create general awareness of the project topics
Short introduction of relevant terms:
The European Credit Transfer and Accumulation System (ECTS) is a system for credit accumulation
and transfer based on learning outcomes. It aims to facilitate the recognition and validation of
qualifications and units of learning outcomes. ECTS is widely used in formal higher education and
enhances student mobility.
The European Credit System for Vocational Education and Training (ECVET) is a technical framework
for the transfer, recognition and accumulation of learning outcomes with view to achieving a
vocational qualification. The learning outcomes are described in terms of knowledge, skills and
competence. ECVET aims for better compatibility between the different vocational education and
training (VET) systems and their qualifications across Europe.
The European Qualifications Framework (EQF) is a reference framework that acts as a translation
device comparing qualifications and education levels across Europe. In 2008 the European Parliament
and the Council recommended that all member states relate their national qualifications system to
the EQF by referencing national qualification levels to EQF levels and by developing a national
qualifications framework (NQF).
2 Objective
The objective of this report is to describe the current situation of ECTS, ECVET, EQF, NQF and
massage professions in each partner country. Each partner provides a short overview of the
development and implementation process of ECTS, ECVET, EQF and NQF, including the current
situation with regard to massage professions.
MaecVET - NQF, ECVET, ECTS and massage professions in Europe 5 of 563 Germany This report has been realised by Ingo Matthäus and Linnéa Koop (BBW Beckmann & Scheller GmbH & Co. KG). 3.1 Methodology and Sources By means of internet research a large number of relevant (legal) documents and websites could be found (see below). In addition, an expert from the National Coordination Point for ECVET was contacted. Sources: Documents AK DQR (2009): Discussion proposal for a German Qualifications Framework for Lifelong Learning AK DQR (2011): The German Qualifications Framework for Lifelong Learning BMBF (2010): The DECVET pilot initiative BMBF (2011): Concept Paper of the Federal Ministry of Education and Research (BMBF) on testing ECVET in the context of transnational mobility in Germany BMBF/KMK (2012): Status of development of the German Qualifications Framework (DQR) DQR-Büro (2010): Expertenvotum zur zweiten Erarbeitungsphase des Deutschen Qualifikationsrahmens, Anhang I AG Gesundheit HRK/KMK/BMBF (2005): Qualifications Framework for German Higher Education Qualifications MaPinE Project (2011): Massage professions and competencies in Italy, Germany and Hungary Legal documents Akkreditierungs- und Zulassungsverordnung Arbeitsförderung (AZAV, 2012) Framework Act for Higher Education (1998) Masseur and Physiotherapist Act (1994, last amendment: 2011) Vocational Training and Examination Regulations for the Profession of Masseur and Medical Hydrotherapist (1994, last amendment: 2011) Vocational Training and Examination Regulations for the Profession of Physiotherapists (1994, last amendment: 2011) Websites Bologna Centre of the German Rectors' Conference (HRK) – http://www.hrk-bologna.de DECVET – http://www.decvet.net DQR Portal – http://www.deutscherqualifikationsrahmen.de NKS-ECVET – http://www.ecvet-info.de 3.2 Results 3.2.1 ECTS in Germany In line with the preparation of the Bologna Process the German Hochschulrahmengesetz (HRG; Framework Act for Higher Education) was revised in 1998. The revised HRG explicitly requested the development and implementation of a credit transfer system for all German universities (§15 (3)). It did, however, not only aim at enhancing mobility across Europe, but initiated a comprehensive reform of the higher education system in Germany including the replacement of former German MaecVET - NQF, ECVET, ECTS and massage professions in Germany 6 of 56
degrees Diplom and Magister by the introduction of bachelor and master programmes. It was
intended to complete the change to the bachelor/master system by 2010. This goal was almost
achieved. In 2010 a share of 81% of the degree programmes offered in Germany were bachelor or
master programmes. It can be concluded that there exists no national credit system in Germany.
Instead the ECT-System has been implemented to a considerable extent and the respective
conventions (60 credit points or 1500-1800 hours of study/year for a full-time programme; i.e. 1
credit point equals 25-30 hours of study) have been adopted.
In 2005, the Qualifications Framework for German Higher Education Degrees (HQR) has been
established as the basis for the development of bachelor and master programmes. Its application
ensures greater comparability between the different degree programmes. The Framework contains
three levels, the bachelor’s (1), master’s (2) and doctoral level (3), that are each described with
regard to knowledge and understanding, ability and formal aspects.
3.2.2 ECVET in Germany
Up to now no standardised system for the description and accreditation of learning outcomes in VET
has been implemented in Germany. In 2007 the Federal Ministry of Education and Research (BMBF)
initialised a national initiative called Development of a Credit System for Vocational Education and
Training (DECVET). The initiative aims at systematically developing a credit transfer system for VET
within a German context in order to improve mobility and permeability within the German
educational system. Figure 1 shows the different dimensions of permeability that the initiative aims
for: horizontal permeability between areas of education on the same level, facilitating for example
the transition from one VET programme to another VET programme, and vertical permeability
between different educational levels, facilitating for example the transition from initial VET to
advanced VET.
Permeability between educational levels1
1
BMBF 2010: The DECVET pilot initiative, p. 5
MaecVET - NQF, ECVET, ECTS and massage professions in Germany 7 of 56Within the framework of DECVET ten pilot projects (including companies, education providers and vocational schools) were implemented. These projects developed and tested credit transfer procedures for the accreditation of competences and learning outcomes. DECVET thereby developed new educational pathways and encouraged cooperation between different educational institutions in Germany. Throughout this process, the pilot projects took into consideration the current European developments with regard to EQF and ECVET and used core elements of ECVET such as outcome oriented learning units and credit points. However, DECVET is not a direct implementation of ECVET in terms of a national credit transfer system. The pilot projects ended in 2012 and based on the findings it was recommended to develop a system for the description and recognition of learning outcomes for VET in Germany. However, this process will take a while. Further testing phases and the development of credit transfer systems for single sectors are more likely in the near future than the implementation of a nationwide system. The direct use of ECVET is currently being tested in individual transnational mobility projects by companies and schools. A national coordination point (NCP-ECVET) has been established in order to support the implementation of these projects. Convergence of ECVET and ECTS is said to be of no importance during the testing phase. However, with regard to the intended improvement of permeability within the whole German education system the need to link the two systems will arise in the long term. The focus on learning outcomes is in this context considered to be the linking element. 3.2.3 NQF in Germany In Germany, the process of development of a NQF started already in 2006. Following the EU recommendation from 2008, a German Qualifications Framework Working Group (AK DQR) was established for the process of drawing up a proposal. The AK DQR presented a first discussion proposal for a German Qualifications Framework for Lifelong Learning (DQR) in February 2009. During the second stage of development, from May 2009 to May 2010, experts from four different sectors (metal/electrical, IT, trade/commerce, health) tested the application of this first proposal by sample alignment of qualifications. Based on the experiences from this pilot phase the matrix formulations were revised and a final version of the DQR was agreed on in March 2011. A manual that explains the alignment of the different qualifications of the Germany education system to the DQR will be developed. Furthermore, the legal implementation of the DQR as well as the establishment of a national coordination point is currently being discussed. The referencing of the DQR to the EQF is planned to be done by the end of 2012, including the transmission of the referencing report to the EU. Like the EQF, the DQR matrix contains eight reference levels. However, the DQR differs from the EQF with regard to the structure describing the reference levels. Unlike the EQF the DQR has a four- column structure and differentiates between two categories of competence, “Professional competence” and “Personal competence”. “Professional competence is subdivided into “Knowledge” and “Skills” and “Personal competence” is subdivided into “Social competence” and “Autonomy”. MaecVET - NQF, ECVET, ECTS and massage professions in Germany 8 of 56
The following standardised structure is used for the description of the eight reference levels within
the DQR matrix.2
Level indicator
Structure of requirements
Professional competence Personal competence
Knowledge Skills Social competence Autonomy
Depth and breadth Instrumental and Team / leadership skills, Autonomous
systemic skills, involvement and responsibility /
judgement communication responsibility,
reflectiveness and
learning competence
The following table shows level 4 of the DQR matrix.3
Level 4
Be in possession of competences for the autonomous planning and processing of technical tasks assigned
within a comprehensive field of study or field of occupational activity subject to change.
Professional competence Personal competence
Knowledge Skills Social competence Autonomy
Be in possession of Be in possession of a Help shape the work Set own learning and
deeper general broad spectrum of within a group and the work objectives, reflect
knowledge or theoretical cognitive and practical learning or working on and assess such
professional knowledge skills which facilitate environment of such a objectives and take
within a field of study or autonomous preparation group and offer on-going responsibility for them.
field of occupational of tasks and problem support. Justify processes
activity. solving and the and results. Provide
evaluation of work comprehensive
results and processes communication on facts
according consideration and circumstances.
to alternative courses of
action and reciprocal
effects with neighbouring
areas. Provide transfers
of methods and
solutions.
The alignment of the qualifications to the reference levels of the DQR does, however, not replace the
existing system of access qualifications. The achievement of a qualification on a certain reference
level of the DQR does not automatically entitle the learner to access the next level. Each
qualifications level is accessible via various educational and training pathways. The DQR is compatible
with the Qualifications Framework for German Higher Education Qualifications (HQR), levels 6 to 8 of
the DQR correspond to levels 1 to 3 of the HQR.
3.2.4 Massage Professions in Germany
In Germany the following massage professions exist: masseur and medical hydrotherapist, and
physiotherapist. Neither of these qualifications has been classified within the EQF yet. During the
2
AK DQR (2011): The German Qualifications Framework for Lifelong Learning, p. 5
3
AK DQR (2011): The German Qualifications Framework for Lifelong Learning, p. 10
MaecVET - NQF, ECVET, ECTS and massage professions in Germany 9 of 56testing phase of the German Qualifications Framework (DQR) the qualification of physiotherapists has been classified to level 5 of the DQR draft. The legal basis for the profession masseur and medical hydrotherapist are the Masseur and Physiotherapist Act from 1994 (MPhG; last amendment in 2011) and the Vocational Training and Examination Regulations for the Profession of Masseur and Medical Hydrotherapist from 1994 (MB- APrV; last amendment in 2011). The duration for the VET programme for the profession masseur and medical hydrotherapist is two and a half years and consists of two parts. The first part lasts two years and includes theoretical and practical training in a state-recognised school. This part is completed by taking a state examination consisting of a written, an oral and a practical examination. All parts of the state examination have to be passed. Within one year after the examination has been passed the second part, a six months practical training period, has to be started in a hospital or another recognised medical facility. After the successful completion of this training period the qualification is awarded. According to the MB-APrV the relation of theory to practice within part 1 of the programme is a minimum of 2,230 hours of theoretical training to a minimum of 800 hours of practical training, that have to be completed before the examination can be taken. The entry requirement for the VET programme for masseur and medical hydrotherapist is either the German Hauptschulabschluss, which is a general education school leaving certificate obtained on completion of grade 9 at any lower secondary level school, or the successful completion of another VET programme with a duration of a minimum of one year. The competent examination authority in Germany usually is a state authority within the portfolio of the State Ministry of the respective Federal State. In Mecklenburg-Western Pomerania, the examination authority is the State Examination Office for Healthcare Professions affiliated to the State Office for Health and Social Affairs (in the portfolio of the Ministry of Labour, Gender Equality and Social Affairs). The same authority is responsible for the recognition of qualifications for masseur professions. With the achievement of the qualification masseur and medical hydrotherapist a direct progression to a higher education level is not possible. However, it is possible to enter the shortened VET programme for physiotherapists. The qualification physiotherapist then entitles a person to enter higher education programmes for physiotherapy. An example for a description of learning outcomes from the VET programme for masseur and medical hydrotherapist cannot be given since no detailed curriculum has been developed yet for nationwide use. Based on the outline curriculum provided in the MB-APrV, each training institution develops its own detailed curriculum. In line with the EU-wide development towards a learning outcome-orientation the project MaPinE has identified the core competences related to different massage professions and developed an overview for each partner country. This overview provides a first impression of the core competences of a masseur and medical hydrotherapist in Germany. The MaecVET project can therefore be considered a pilot project with regard to the detailed description of learning outcomes for masseur and medical hydrotherapist. For initial training, the application of a quality management (QM) system is optional in Germany. Private schools that offer re-training, however, need to be certified (AZAV certification) and to implement a QM system. A European partnership for mobility for massage professions has so far been established between the partners of MaPinE project (BBW/Germany, AOR/Italy and GYEMSZI/Hungary). MaecVET - NQF, ECVET, ECTS and massage professions in Germany 10 of 56
The duration of the VET programme for the profession physiotherapist is three years and the legal basis are the Masseur and Physiotherapist Act from 1994 (MPhG; last amendment in 2011) and the Vocational Training and Examination Regulations for the Profession of Physiotherapists from 1994 (PhysTh-APrV; last amendment in 2011). The duration of the higher education programme for the profession physiotherapist varies between six to eight semesters for achieving a bachelor’s degree and additional four to five semesters for achieving a master’s degree. The legal basis for the higher education programmes are the same as for the VET programme. The development of higher education programmes for physiotherapists is at the moment in a testing phase (until 2015). During this testing phase individual guidelines for the development of higher education programmes are defined by the respective federal state. MaecVET - NQF, ECVET, ECTS and massage professions in Germany 11 of 56
4 Austria
This report has been realised by Dr. Josef Bergler and Mag. Robert Kircher (Ausbildungszentrum
Bergler).
4.1 Methodology and Sources
Since 1998 Ausbildungszentrum Bergler has an authorisation for officially recognised training for
‘massage therapist’ and ‘hydrotherapist’. Thus, we can look back on a long time experience. We have
also been working together for many years with the Ministry of Health of Austria on the evaluation of
the medical massage therapist and massage therapist law.
The following list shows the sources used and persons contacted for this report.
Medical Masseur and Therapeutic Masseur Act - MMHmG (Bundesgesetzblatt BGBl.
Nr.169/2002)
Medizinischer Masseur- und Heilmasseur-Ausbildungsverordnung (Bundesgesetzblatt BGBl.
Nr.250/2003)
Bundesgesetzblatt zur Massageverordnung für das Gewerbe der Massage und das Gewerbe
für Shiatsu (Bundesgesetzblatt BGBl. Nr.68/2003)
Änderungen der Massage-Verordnung 6. Mai 2009
National steering committee NQR (Theodor Siegl (BMUKK), Friedrich Faulhammer (BMWF))
http://www.oead.at/projekte_kooperationen/qualitaet_transparenz/nqr_koordinierungsstel
le/oesterreichischer_eqr_zuordnungsbericht/
4.2 Results
4.2.1 ECTS in Austria
First of all it is to be noted, that there is no ECTS especially for training as ‘medical masseur’ or
‘therapeutic masseur’ in Austria. But after an implementation phase of 15 years ECTS is finally used
in all universities of Austria. ECTS is legally binding within the memorandum of understanding and
the recognition of education abroad is already largely possible. School attendance between five
months and one year abroad allows to grade up to the higher class - without testing. Also internships
are available in Austria and abroad.
The calculation of ECTS points works as follows:
The allocation of ECTS points is based on the workload of students. The workload includes all
activities that are part of a study. The contact time is only a portion of the total workload (1 contact
hour = 45 minutes). The student workload of a year is 1500 full hours (1 hour real = 60 minutes). To
this workload 60 ECTS points are allocated. 1 year with 1500 full hours = 60 ECTS points and so the
students are able to gain in 1 semester = 30 ECTS points. 1 ECTS point = 25 full hours.
4.2.2 ECVET in Austria
In 2006, Austria started the consultation process with all stakeholders of the VET. A year later, in
2007, the results of the consultation process were defined in the following main objective: the
MaecVET - NQF, ECVET, ECTS and massage professions in Austria 12 of 56facilitation of mobility through recognition of education abroad. Furthermore, it was concluded that
it is important not to raise expectations too high, because this could lead to disappointments.
Currently, ECVET in Austria is in a "pilot phase". The aim is to have a European concept, more than
only an Austrian one.4
4.2.3 NQF in Austria
The learning outcomes are explicitly supported by all relevant stakeholders. However, the goal is that
the NQF should have an orientational function. The Austrian Chamber of Commerce states, "There is
absolutely no need for a radical realignment based on a regulatory NQF.”
Like the EQF the Austrian NQF comprises eight levels. This number of levels has been considered
appropriate in studies on the implicit levels of the Austrian education system as well as in NQF pilot
projects. The overwhelming majority of statements made in the course of NQF consultation also
advocated this eight-level structure. At levels one to five, qualifications of all education sectors are
assigned based on the NQF descriptors. At levels six to eight, two sets of descriptors apply. Whereas
qualifications of the Bologna architecture acquired at higher education institutions (these are
bachelor, master and PhD) and qualifications acquired through diploma studies are classified
according to the Dublin descriptors, assignment of all the other qualifications builds on the NQF
descriptors. The objective in principle is that, in this way, Levels 6 to 8 will remain open both for
qualifications from the higher education sector and for Initial VET (IVET) and Continuing VET (CVET)
qualifications.
The process of the development of the NQF is divided into three "corridors":
Corridor 1: Alignment of qualifications of the formal education system
Corridor 2: Representation and classification of non-formal achieved qualifications (for
example: in adult education)
Corridor 3: Development of the first approaches to the integration of qualifications which are
awarded on the basis of informal learning
Non-formal and informal learning are relatively new concepts for learning, outside the formal
educational system (school, tertiary, etc.) or even taking place outside of organised learning.
Although the distinctions of these learning processes still need some clarifications, the EU has set
definitions that should be applied in the education debate:
Formal learning: Learning typically provided by an education or training institution, it is
structured (in terms of learning objectives, learning time or learning support) and is leading
to certification. Formal learning is intentional from the learner’s perspective.
Non-formal learning: Learning that takes place outside education or training institution and
typically does not lead to certification. Nevertheless, it is systematic in terms of learning
objectives, learning time or learning medium. From the perspective of the learner it is
intentional.
Informal learning: Learning resulting from daily life takes place in the workplace. It is (in
terms of learning objectives, learning time or learning support) non-structured and typically
does not lead to certification. Informal learning may or may not be intentional.
4
Reinhard Nöbauer, Bundesministerium für Unterricht, Kunst und Kultur
MaecVET - NQF, ECVET, ECTS and massage professions in Austria 13 of 56In summary it can be said that Austria has to catch up in the preparation, development and distribution of methods for the representation of learning outcomes acquired outside of the statutory education system. It should be noted that in the long term the NQF can provide an opportunity to make informal learning visible through existing or new qualifications. 4.2.4 Massage Professions in Austria The massage professions and their official job titles in Austria are called ‘professional masseur’, ‘medical masseur’ and ‘therapeutic masseur’. The massage professions have not been classified within NQF and EQF yet. Related to the description of learning outcomes within EQF the authors would classify the massage professions as follows: The ‘medical masseur’ is rated to the educational objectives Knowledge with level 4, Skills with level 2 and Competence also with level 2. The ‘Therapeutic masseur’ is rated to the educational objectives Knowledge with level 6, Skills with level 4 and Competence with level 5. The legal basis for both massage professions is regulated by the Austrian ‘MMHm-Gesetz’ (Medical Masseur and Therapeutic Masseur Act). Facts about duration of VET/higher education programme in Austria are: The training time for the profession of “Medizinischer Masseur” (medical masseur) takes 12 months or approximately about 1900 hours. For “Heilmasseur” (therapeutic masseur) it takes 6 months or 800 hours. In Austria there is no possibility of any higher education for massage till now. The type of training for ‘medical masseur’ is a dual education and for the ‘therapeutic masseur’ is schooling. The proportion of theory and practice is 50:50. Entry requirements are the following: students have to be 17 years old, have to provide an impeccable reputation and they have to be in physical and mental state of fitness. Students complete the education with a state examination. The examination authority for the state examination is the provincial government. There is no entitlement to a higher education level. The provincial government is also the responsible institution for recognition of qualifications. At present, there is no quality management required by law but nevertheless there is a constant evaluation in order to check and to ensure the quality of education. Facts about existing partnerships with other European countries: In Germany there exists a further education for the “therapeutic masseur” in movement therapy (duration 185 hours), then you become a German “masseur and medical hydrotherapist” under German law. In Italy the “therapeutic masseur” is approved as "massaggiatore e capo bagnino degli stabilimenti idroterapici”. There is no existing approval in other states. MaecVET - NQF, ECVET, ECTS and massage professions in Austria 14 of 56
5 Finland
This report has been realised by Kari Löytökorpi (Karier OY).
5.1 Methodology and Sources
The methodology is literature survey and sources are official pages taken from internet.
www.oph.fi (The Finnish National Board of Education (FNBE))
www.valvira.fi (National Supervisory Authority for Health and Safety)
www.finlex.fi (website of Finnish legislation)
5.2 Results
5.2.1 ECTS in Finland
Some countries use set criteria (Hungary, Kosovo, Lithuania, Estonia, Finland, Sweden, Denmark,
Iceland, Norway, Flanders, Czech Republic and Cyprus). Mostly, North-European countries are using
their own credit system for the accumulation. Lithuania, Estonia, Finland and Sweden all use the
same credit system (1 credit point = 1 week of study = 40 hours of work), thus the same measures for
the accumulation. In Finland the ‘study weeks’ are not fully comparable in between institutions or
faculties. In some faculties more work may be required for the same amount of study weeks than in
another faculty. It is also not uncommon that when developing the curricula nothing is taken out of
the course requirements but new things are simply added making the study weeks exceed the 40
hours of work they should contain. The biggest problem is the workload connection with a credit
point. Measuring the amount of work and studies done through any credit accumulation system can
never be completely fair, some students simply learn from a book faster, while others require more
time.5
5.2.2 ECVET in Finland
European countries are in the process of creating a European Credit Transfer System for Vocational
Education and Training (ECVET), which can be used to support recognition of learning outcomes
achieved or competences acquired in another country. The Finnish National Board of Education has
been meeting the challenge by piloting the ECVET system since 2004 in the national FINECVET
project, which aimed to prepare the implementation of the ECVET system in Finland. The two-stage
project developed and tested the ECVET system within a total of nine different upper secondary level
vocational qualifications.
The objectives of both the FINECVET 1 and FINECVET 2 projects were to:
1. Define the concepts of the ECVET system and how they apply to the Finnish education system;
2. Test the effectiveness of the ECVET in different upper secondary vocational qualifications;
3. Prepare a national information and guidance plan for education providers and representatives of
the working life for the purpose of implementing the ECVET model.
5
http://www.eua.be/eua/jsp/en/upload/ESIB%20survey%20on%20ECTS.1068808901057.pdf
MaecVET - NQF, ECVET, ECTS and massage professions in Finland 15 of 56The project produced concrete models and tools for implementation of the ECVET system. The most important results are as follows: 1. The project developed models to describe entire qualifications or their studies of different scopes in terms of knowledge, skills and competence. Descriptions of entire qualifications were used to compare equivalent qualifications in three countries, whereas other descriptions were used to outline studies to be completed in another country. 2. The project put forward a proposal to determine credit points and the level of studies within the EQF. The proposal suggests that one year of study and a three-year qualification would equate to 60 and 180 credit points respectively. This is also the solution which the European level is favouring. The project suggested that credit points for specific studies would be determined according to the relative proportion of the three years of study that their completion requires. At EU level, it is likely to be decided that credit points would be determined according to the relative weight of the learning outcomes concerned within an entire qualification and in terms of the vocational competence that it provides. In order to determine the EQF level of studies, the project suggested that the EQF level of qualifications and their compulsory modules would be decided nationally, whereas the level of optional qualification modules would be determined by education providers. 3. In terms of assessment of learning outcomes, the project tested the assessment criteria and documentation forms developed for Finnish vocational skills demonstrations. This system works when a Finnish teacher is involved in assessment of skills demonstrations and where the receiving country has an assessment procedure in place equivalent to vocational skills demonstrations. In addition, the project co-operated with an international partner to produce a documentation form for assessment of a skills demonstration/practical test, which differed from the Finnish assessment procedure and was also used. The project developed a template for an assessment documentation form applied to the ECVET system, where learning outcomes are assessed in terms of knowledge, skills and competences. This form was not tested in practice during the project. One of the education providers held a final test at the end of an on-the-job training period that conformed to the host country’s practices. 4. The project prepared a Learning Agreement document template, which is student-specific and filled in before the start of a student exchange. The effectiveness of the document template was tested in a real-life situation. The template is suitable for use as an agreement between other educational institutions and with enterprises, for purposes such as on-the-job learning periods. 5. The project prepared a Memorandum of Understanding document template, which is a mutual general agreement between an education provider and its international partner. The appendix section of the document template was completed by three education providers using their own details. The template was tested with international partners and it turned out to be useful and to increase mutual trust. The template should be supplemented with a possible field-specific appendix. 6. The Europass Mobility document was used for student exchanges. Europass Mobility is very suitable for use within the ECVET system. Participants would like to see some additions to the document, specifically that it should be completely electronic and that it should always be in English. MaecVET - NQF, ECVET, ECTS and massage professions in Finland 16 of 56
7. A credit transfer process model was produced for one qualification. The tool applied in the model
is a description of learning outcomes in terms of knowledge, skills and competences and comparison
of these between three countries. In addition, it highlights an education provider’s decision-making
process: as part of their curricula, education providers should decide on the procedure of validating
and recognising studies completed in another country as credits for students.
8. Other results included proposals for EQF levels of qualifications and their units, comparisons
between countries in implementation of the ECVET system, added value to competence brought
about by studies completed in another country and partial harmonisation of the learning outcomes
of qualifications completed in different countries.6
5.2.3 NQF in Finland
It is intended that the National Framework for Qualifications and Other Learning be adopted from
the start of 2013. A framework covering the whole system of education will improve the clarity and
effectiveness of the Finnish qualifications system, increase the national and international
transparency and comparability of qualifications, and promote national and international mobility.
The Government submitted a legislative proposal on a Framework for Qualifications and Other
Learning to the Parliament on 3 May 2012.
In this framework, the qualifications, syllabi and other extensive competence entities of the Finnish
national education system are classified into eight levels on the basis of the requirements. It is
proposed that statutory regulations on the level descriptors and the positioning of qualifications,
syllabi and extensive competence entities on the various levels on the basis of required learning
outcomes be enacted at a later date by a Government Decree.
The framework facilitates overall scrutiny of the Finnish education and qualifications system and
other learning. It describes the learning outcomes of qualifications, syllabi and other extensive
competence entities as knowledge, skills and competences, and by defining their interrelations. The
competence-based description of qualifications is designed to support lifelong learning, improve
employment prospects, increase mobility, and bridge the gap between education and the world of
work.
The Framework for Qualifications and Other Learning is based on the European Qualifications
Framework (EQF).
Finnish qualifications are placed at the following levels of competence of the National Qualifications
Framework:
learning outcomes produced by completion of the basic education syllabus at level 3
the Matriculation Examination and completion of the upper secondary school syllabus at
level 4
vocational upper secondary qualifications and further vocational qualifications at level 4
specialist vocational qualifications at level 5
University and polytechnic Bachelor’s degrees at level 6
University and polytechnic Master’s degrees at level 7
scientific, artistic and professional postgraduate degrees from universities, for example:.
Licentiate and Doctoral degrees at level 8
6
http://www.oph.fi/download/31165_FINECVET2_Final_Report_Summary_2008.pdf
MaecVET - NQF, ECVET, ECTS and massage professions in Finland 17 of 56National Contact Point for the Professional Qualifications Directive
Directive 2005/36/EC on the recognition of professional qualifications (‘Professional Qualifications
Directive’) lays down the rules according to which a Member State must recognise education or
professional qualifications acquired by an EU citizen in another Member State.
A decision on recognition of professional qualifications by a competent authority is needed in cases
where the profession in question is regulated in the host Member State, that is, when practising the
profession is subject to a statutory requirement concerning education or professional experience.
The decision on recognition of professional qualifications will be made by the host country’s
competent authority by virtue of national legislation within that country.
The Finnish National Board of Education functions as the National Contact Point for information on
recognition of professional qualifications. The National Contact Point is responsible for providing
information about qualifications, competences and recognition procedures in Finland, other EU and
EEA Member States.7
5.2.4 Massage Professions in Finland
Competence-based qualifications
Finland has been developing competence-based qualifications since 1994. This system is intended to
enable working-age adults to gain qualifications without necessarily attending formal training. It is
possible to take competence-based vocational qualifications, further vocational qualifications and
special vocational qualifications or only parts of them through the competence test system, within
which competence acquired through various ways is recognised and validated. The competence test
is completed by demonstrating competence required in the profession. Although taking part in
competence tests does not require formal preparation, about 95% of candidates attend some
training, in which they are provided with individual learning programmes. Upper secondary
vocational education and training provides preparation for upper secondary vocational qualifications
and additional vocational training prepares for further and specialist vocational qualifications.
The requirements are outlined in the official requirements for competence-based qualification
defined by the Finnish National Board of Education. The main principles regarding competence tests
are as follows:
cooperation between employers, workers, and education sector is sought when the
qualifications framework and requirements of competence-based qualification are defined
and competence tests are organised and assessed;
the independence of a qualification regardless of the way competence has been acquired;
completing a qualification or a module demonstrating competence in a test;
individualisation of learning and the completing of the qualification.8
7
http://oph.fi/english/mobility/recognition/qualifications_frameworks
8
http://www.oph.fi/english/education/adult_education/vocational_adult_education
MaecVET - NQF, ECVET, ECTS and massage professions in Finland 18 of 56Massage Professions
Officially recognised massage professions in Finland are Trained Masseur and Specialised Trained
Masseur.
Preparing education for being a Trained Masseur may vary in different educational centres. The
length may vary from 60-80 ECTS points. The content is based and related to competence-based
qualifications and its modules:
1. Basics of masseur profession
2. Methods of masseur profession
3. Massage as part of treatment in social and healthcare
4. Masseur as entrepreneur
Training for being a Specialised Trained Masseur includes one compulsory and three optional
modules:
COMPULSORY MODULE
1. Customer Care, marketing and development of masseur profession
OPTIONAL MODULES
1. Masseur as an promoter of welfare and health
2. Pain treatment
3. Stabilising and improving joint function
4. Lympha treatment
5. Relaxing treatments in masseurs profession
Possible obstacles or hindrances for student to become Masseur
Some psychic diseases, which may hinder participation to learning possibilities, for example: non-
treated psychosis, or difficult depression which is decreasing abilities to learn or work may be
blocking the student from masseur training. Also some musculoskeletal diseases or chronic skin
diseases may do that if they limit ability to work or learn. Disease which may be infectious by blood
and may limit placement in practise or addiction of drugs or intoxicants is doing that as well.
Professional practice rights
National Supervisory Authority for Welfare and Health (Valvira) grants, upon application, the right to
practice as a licenced or authorised professional and authorises the use of the occupational title of
healthcare professional. Valvira issues decisions on the above matters, also in cases where training
has been undertaken outside of Finland. A person practicing as a healthcare professional in Finland
without a licence may be sentenced to a fine or imprisonment.
Health care professionals - licensed professionals
Under Finnish law, licensing is granted to the following professions: physician, dentist, pharmacist,
psychologist, speech therapist, dietician, dispenser, nurse, midwife, public health nurse,
physiotherapist, medical laboratory technologist, radiographer, dental hygienist, occupational
therapist, optician and dental technician (17 titles in total). The practice of these professions is
MaecVET - NQF, ECVET, ECTS and massage professions in Finland 19 of 56restricted to licensed professionals only. Licensing is granted, upon application, by the National Supervisory Authority for Welfare and Health. Authorised professionals National Supervisory Authority for Welfare and Health may grant an authorisation to practice to nationals of countries outside the EU/EEA and who have obtained their qualifications in a country outside of the EU/EEA. The authorisation is valid for a fixed period of time and may be restricted to a specific place of employment. Protected occupational titles The protected occupational titles as defined in the Decree on Health Care professionals are: orthopaedic technician, podiatrist, trained masseur, chiropractor, naprapath, osteopath, practical nurse for social and health care, psychotherapist, hospital physicist, hospital geneticist, hospital chemist, hospital microbiologist and hospital cell biologist (13 titles). In addition, the titles of assistant nurse, dental assistant, chiropodist, trained chiropractor, trained naprapath, trained osteopath, physiotherapy assistant, children’s nurse, hospital and ambulance attendant, practical mental nurse, practical psychiatric nurse and practical nurse are defined as healthcare professionals under Finnish legislation (www.valvira.fi). The professions with protected occupational titles may also be practised by those who possess the required training, experience and professional skills and knowledge. However, they are not entitled to use the protected occupational title. Professionals entitled to use a protected occupational title will be entered into the central register of health care professionals maintained by the National Supervisory Authority for Welfare and Health (www.valvira.fi). Relevant legislation Act on Health Care Professionals (559/1994) http://www.finlex.fi/en/laki/kaannokset/1994/en19940559 Decree on Health Care Professionals (564/1994) http://www.finlex.fi/en/laki/kaannokset/1994/en19940564 MaecVET - NQF, ECVET, ECTS and massage professions in Finland 20 of 56
6 Hungary
This report has been realised by Dr. Ildikó Szögedi, Gábor Sárai, Tibor Stepán (National Institute for
Quality- and Organizational Development in Healthcare and Medicines – GYEMSZI).
6.1 Methodology and Sources
1. Websites
http://ec.europa.eu/education/ecvt/index_en.html
http://ec.europa.eu/eqf/documentation_en.htm
http://eacea.ec.europa.eu/education/eurydice/eurypedia_en.php
https://www.nive.hu/index.php?option=com_content&view=article&layout=edit&id=46
www.tpf.hu
www.ofi.hu
http://www.complex.hu/kzldat/t1200123.htm/t1200123.htm
2. Books
Hungarian Ministry of Education (2007), Statistical Yearbook of Education 2006/2007,
Ministry of Education, Budapest. Hungarian Ministry of Labour and Social Affairs (2008),
personal communication.
6.2 Results
Hungary participates in several international programmes aiming at the comparability of education
systems. For example, by joining the European Qualifications Framework Hungary contributes to
making the content of qualifications more transparent. Similarly, participation in international
statistical data provision and evaluation programmes on education of OECD (Organisation for
Economic Co-operation and Development), Eurostat and other international organisations enable the
external evaluation of the Hungarian educational system. Laws on education create the legal
framework for the recognition of studies abroad as part of the regular studies. The ECVET National
Coordination Point has been operating in the National Employment Service since 2011. A call for
proposals was published in 2011 for establishing the National Team of ECVET Experts in order to
promote the introduction of ECVET in the country. The quality of school-based vocational training is
improved in accordance with European Quality Assurance Guidelines (EQAVET). Participating in this
European cooperation supports the achievement of our goals in the quality assurance of vocational
education and training. In the Vocational School Development Programme a large number of schools
introduced the Vocational Training Quality Assurance Framework, which is an adaptation of the
European framework. The aim of the Quality Assurance Project of the priority project “Content and
Quality Development of Training” (SROP 2.2.1.) was to align existing VET and adult training quality
assurance systems and make them compliant with EQAVET in order to improve the comparability of
schools. The elements of the Integrated VET Quality Assurance Framework developed in the project
are tested at 1070 vocational schools and adult training providers. The results of the Quality
Assurance Project of SROP 2.2.1 and the VET Self-Assessment Model of SROP 2.2.1 ensure the
MaecVET - NQF, ECVET, ECTS and massage professions in Hungary 21 of 56adoption and further development of the European Quality Assurance Reference Framework in Vocational Education and Training. The National Qualifications Framework (NQF), compliant with the European Qualifications Framework (EQF), is currently being developed. The Government regulated the number and descriptions of the levels of the National Qualifications Framework (8 levels) in a government decree in 2012, in accordance with the principles and structure of the European Qualifications Framework, and decided that the Hungarian qualifications are to be classified according to the levels of the National Qualifications Framework (NQF) until 30 October 2013 and that the levels of the NQF are to be aligned with the levels of the EQF until 30 November 2013. 6.2.1 ECTS in Hungary The system of recognition is developed by each higher education institution itself – primarily in the framework of inter-institutional agreements. Relying on their institutional autonomy, educational institutions themselves strive for establishing and improving international contacts using the community tools created by the Lifelong Learning Programme, which enhance their cooperation with different countries. In accordance with the three-cycle Bologna degree structure, there are Bachelor degree programmes lasting 8 semesters (International Standard Classification of Education (ISCED) 6A, 180-240 ECTS credits), which can be followed by Master degree programmes (ISCED 6-7A, 60-120 ECTS credits) for another 2-4 semesters. The third cycle provides Ph.D doctoral studies (ISCED 8, 180 ECTS credits). Nevertheless, there are also undivided long programmes (10-12 semesters, 300-360 ECTS credits, ISCED 6A) in some disciplines, for example: medicine or law. The recently amended HIGHER EDUCATION ACT (ACT CCIV, 2011) that entered into force on 1st January 2012, while maintaining the complete respect for academic freedom and autonomy of higher educational institutions, is aimed at creating favourable legal and policy conditions for the accession of the Hungarian higher education to the European Higher Education Area. In accordance with the principles and objectives of the bologna process, the new act enforces the full scale introduction of the three-cycle structure and the mandatory use of the credit system (ECTS: 1 credit - 25-30 hours). Education and training opportunities falling outside formal education are mostly regulated by the adult education act.9 6.2.2 ECVET in Hungary In Hungary the adaptation of the qualification system for the implementation of ECVET has already started in 2006. Since then the development of modularised VET has taken place and mobility within the Hungarian VET system is based on a modularised learning outcomes based system. This development is strongly connected to the development of the NQF in Hungary. The existing modularised learning outcomes based VET programmes are continuously developed further with view to the implementation of ECVET and the NQF. Additionally, since 2005 different European ECVET projects have been implemented together with Hungarian partners (see Table). The national coordination point for ECVET is the National Institute of Vocational and Adult Education.10 The European Commission published a closed call for tender for the national Socrates coordination offices in March 2005. Tempus Public Foundation, the Hungarian national office, suggested its European partner offices to apply with a new Erasmus dissemination project. 21 countries expressed 9 https://webgate.ec.europa.eu/fpfis/mwikis/eurydice/index.php/Hungary:Making_Lifelong_Learning_and_Mobility_a_ Reality, http://eacea.ec.europa.eu/education/eurydice/eurypedia_en.php 10 Cedefop (2012): The development of ECVET in Hungary, p.14, 26, 31, 47 MaecVET - NQF, ECVET, ECTS and massage professions in Hungary 22 of 56
You can also read
