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Contents

1. INTRODUCTION

2. LIFELONG LEARNING: DEFINITIONS, PRINCIPLES, FUNCTIONS, AIMS
2.1. CONCEPTS, AIMS, TASKS OF LIFELONG LEARNING
2.2. THE APPRECIATION OF LEARNING IN THE POLICY OF THE EUROPEAN UNION
  2.2.1. The high value of learning in the common education policy
  2.2.2. The high value of learning in the common development/structural policy
  2.2.3. Towards the smart, sustainable and inclusive growth. Europe 2020 Strategy
  2.2.4. Summary

3. MOBILITY TOOLS
3.1. Europass portfolio
  3.1.1. Europass Curriculum Vitae
  3.1.2. Europass Certificate Supplement
  3.1.3. Europass Mobility
  3.1.4. Europass Diploma Supplement
  3.1.5. Europass Language Passport
  3.1.6. European Skills Passport
  3.1.7. Summary
3.2. European Qualifications Framework - Hungarian Qualification Framework
  3.2.1. Background to the EQF's development
  3.2.2. Aims and functions of EQF
  3.2.3. Learning outcomes approach
  3.2.4. Hungarian Qualification Framework
  3.2.5 Development of Hungarian National Qualification Framework
  3.2.6. Summary
3.3. ECVET
  3.3.1. Definitions of ECVET
  3.3.2. Learning outcomes. Common language
  3.3.3. How to design learning outcomes and units?
  3.3.4. ECVET point and credit
  3.3.5. Assessment - validation - recognition - documentation
  3.3.6. Documentation of ECVET
  3.3.7. Added value of ECVET
  3.3.8. ECVET in Hungary
  3.3.9. Summary
3.4. EQAVET
  3.4.1. Aims of establishment of the Quality Assurance National Reference Point
  3.4.2. EQAVET in Hungary - The Quality Assurance National Reference Point

4. SUMMARY

5. BIBLIOGRAPHY

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Introduction

Nowadays it is not necessary to argue in support of the significance of life-long learning anymore. It can be accepted as a basic principle that life-long learning may be a solution to the most important socioeconomic problems such as the enhancement of competitiveness and employment and the improvement of equal opportunities and the quality of life. This principle is also supported by human capital theories, which emphasize that from the perspective of economic growth a determining factor is the human resource potential of the population, that is the quality composition, educational and cultural level, work-related experience, motivation, work performance capacity, creativity, adaptation, development and mobilisation etc. capabilities of the employable population (see JÁNOSSY, 1975; SCHULTZ, 1983). In market economies a higher level of training means significantly higher income potentials; learning is a profitable investment. It is increasingly obvious that in social promotion knowledge and professional skills are determining factors however this basic correlation has not become quite obvious for the population. The adult population does not regard education and training as a long-term investment in their own human capital, but as everyday consumption. For most people participation in adult training is coercion, a means to avoid unemployment. In spite of this it is no question that education and training have a role of creating opportunities, and statistical data clearly justify the fact that education is one of the most important factors for employment.

However, the need for continuous learning is not only labormarket perspective, but individual and socially justified, since the learning at the same time helping the individual prosperity and social and economic development. The professional and social knowledge has become extremely diversify, very different career, learning and personal pathways were/are formed.

Support the development of individual learning pathways and flexible career schemes for promoting social inclusion, economic policy and labor market policy perspective is essential. Over the past decade, several initiatives have been launched by the European Union to support individual learning and career pathways. In harmony with the European principles number of development programs were started also in Hungary to develop and implement lifelong learning mobility tools (see TÓT - BORBÉLY - SZEGEDI, 2012).

Among them, the use of the Europass portfolio has become widespread also in Hungary, but the EQF-NQF or ECVET even less well-known among the professionals.

The textbook presents basic principles of lifelong learning, lifelong learning mobility tools and provides a detailed overview about the implementation and operation of the ECVET (European Credit System for Vocational Education and Training), EQF (European Qualification Framework) and HNQF (Hungarian National Qualification Framework) in Hungary.

The publication provides useful and practical information for professionals, researchers, employers, school leaders, teachers, pupils, students and all interested parties.

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