The project “Value Learning Outcomes in the Grande Région” (VaLOGReg) works in the context of the so-called “Grande Région”. The Grande Région is at the junction of four different countries (Belgium, France, Germany and Luxembourg) and is formed of the following regions: Saar-Lorraine, Luxembourg, Rheinland-Pfalz and Wallonie. The region is marked by significant cross-border working population: around 180.000 people cross the border daily in order to work in another region. Many enterprises settled in this area are active in the whole Grande Région. In addition many people cross the border for learning purposes.Several of the countries concerned (namely Germany and Luxembourg) have put in place legislations stating that parts of training can be undertaken abroad. Nevertheless, despite this political willingness, there is currently no formal framework for recognition, with the exception of certain regulated professions. The existence of four different training systems and two different languages presents an additional challenge to the recognition process.In order to support recognition, it is important to develop mutual trust and understanding between the different actors of vocational training in the five regions involved. VaLOGReg aims at providing solutions to real‐life learning situations in this region, by facilitating the recognition of learning outcomes, without prolonging the training period.VaLOGReg focuses on two professional qualifications in the fields of:
The target group includes underage pupils, students studying part-time, students working part-time and adults in initial training. The group is mixed, and not based on a specific age. The project is focused on the electronics in energy and building sector and car mechanics sector.
Given that the project will not work with Units, partners agreed that it would not make sense to use points. Points only make sense if points are attributed to the units of a qualification. In addition, none of the qualification systems in the partnership have a system of points related to units.
The project is now working on the finalisation of the Memorandum of Understanding which will be signed by the competent authorities in the three countries. The definition of competent institution varies from one country to the next. In Luxembourg this is the Ministry of education for the delivery of certification. In Belgium IFAPME is competent to deliver certification, but occupation standards are the competence of the Ministry of Education. In Germany the situation is specific because of the dual system, it is still to be determined whether the Ministry of Education and the professional Chamber must sign the MoU. The MoU defines the general ‘framework’ within which the mobility between schools will be possible, leaving room for flexibility, as it does not identify specific learning outcomes for transfer and recognition, but only broad ‘learning fields’ (and not units). This means that the MoU must acknowledge that training providers do have sufficient autonomy to decide which LOs acquired abroad they will recognise (as long as they belong the ‘learning fields’ agreed upon). These LOs will be taken into account in the training pathway (no repetition of the learning activity), not necessarily as a part of the qualification. At a later stage the learning agreements between the training centres hosting the learners will be finalised. These learning agreements will be the key documents for the mobility of learners, insofar as the ‘pairs’ will identify the learning outcomes that will be transferred and validated at the end of the mobility period. Learning agreements will be the operational documents, more detailed and constraining than the MoU. This approach is possible because training providers in the 3 regions have a degree of autonomy that enables them to make decisions on issues such as validation, recognition, assessment etc. Learning agreements must be understandable for the learner (or his family).The mobility phase took place at the end of 2010 and in early 2011 and lasted 2-3 weeks; to disrupt the organisation of the learning pathway in the home country as little as possible. Learners went to the host country at that point in time when the learning activities corresponding to the LOs selected for mobility took place. Areas for further explorationFor learning outcomes which do not fit with the qualification in the system where the learner seeks recognition (e.g. client counselling), these could be documented in Europass Mobility of experience and be recognised not in the qualification system but on the labour market – if the employers are interested in such knowledge, skills and competence.However at this stage it is foreseen that partners will only work with the learning fields identified by the experts as being common to all qualification standards.
Project Promoters:Lycée Technique d’Esch-sur-Alzette, LuxembourgMinistère de l’Education nationale et de la formation professionnelle, LuxembourgPartners:Institut wallon de formation en alternance et des indépendantes et petites et moyennes entreprises, Wallonie, BelgiumMinisterium für Bildung, Familie, Frauen und Kultur, Saarland, GermanyMinisterium für Bildung, Wissenschaft, Jugend und Kultur / Abteilung, Berufsbildende Schulen, Rheinland-Pfalz, GermanyFormation tout au long de la vie, Lorraine, France
Mr Jos NOESEN: firstname.lastname@example.org
The project is not planning to create a website. However it regularly publishes a Newsletter (once every semester over the next three years).