Across the EU, the sport and active leisure sector is growing fast and employers are seeking well-trained employees able to match the requirements of a more demanding clientele. There is also an increased demand on mobility of workers in the sector.

However, there are several barriers that still need to be overcome if the sector is to achieve its potential for the benefit of individuals and communities.

Employers do not regard whatever is offered in the academic field of the sector as relevant enough. Talent is wasted as there is no clear career structure and graduates cannot find employment in sport.

The economic and employment potential of the sector is not recognised or understood, and is underestimated most of the time. The sector is fragmented by sports activity and by sub-sectors within each activity, such as commercial, volunteer and public.

Sport training is aimed at the needs of amateurs and is not covered by the national qualification structure of most countries.

All this points to the need for vocational education and training (VET) in the EU. The Malta Sport Council is taking part in a project entitled Lifelong Learning (LLL) Sport launched by the European Observatoire of Sport and Employment (EOSE), of which the council is a member.

The aim is for sports standards to be endorsed and implemented by the relevant national authorities in the education and training systems to ensure a strong link with the labour market and meet the needs of employers.

The project is based on seven steps. The first involves defining the sport and active leisure sector and having an up-to-date overview at European and national level, including the main characteristics, statistics, data, changes and realities in terms of labour market and education in this sector.

The aim is to use the classifications developed through the 2008 European Qualifications Framework (EQF) Sport project for activities and occupations in each member state to collect comparable data and generate a precise map of employment in the sector.

Secondly, an occupational map providing a frame of reference for the sector is to be developed alongside the functional map. In this way one will see how the sector is organised to deliver its objectives, the links between the sport sector and other sectors, and the role played by key organisations within the sector.

Thirdly, a simple document will be developed to identify the key tasks and attributes which relate to a specific occupation. It will also identify those tasks that are beyond the competence of the occupation described.

This will identify career paths and competence requirements of a particular occupation, including the EQF level attributed across Europe. It is common practice to use this sort of tool to identify whether emerging occupations are actually different in character or merely a way of re-packaging an old occupation.

There are a number of ways of developing these descriptions but the current preferred method is to use surveys and focus groups of practising professionals to identify overall tasks and activities undertaken.

These can then be compared with the emerging competence frameworks drawn from the sector’s functional maps and to ensure the framework being developed is in line with current professional practice, especially in the technical areas of the occupation.

The fourth step is functional analysis and mapping. This is the graphic representation of results of functional analysis related to a particular sector of the industry. The map provides a representation of necessary productive functions to fulfil the key purpose in the workforce environment. Functions are represented in a strict disaggregated hierarchical structure, with each disaggregation adding more detail to the original function.

The map starts with a key purpose and provides details on key areas, roles and functions. From the level of key functions the performance criteria are developed within the competence framework, again breaking down each function into detailed statements of competence which can be measured and evidenced.

The fifth and sixth stages involve developing the work-based competence framework and learning outcomes framework to provide a detailed picture of what an individual will do at work – the job responsibility.

From the work-based competence framework, a learning framework will be developed to highlight the skills and knowledge needed through units of learning outcomes required including teaching, learning and assessment strategies.

The frameworks will outline the minimum core competencies, skills and knowledge required, to carry out specific roles and should be flexible enough to allow individual European countries and training organisations to interpret and apply the model to their own national systems.

The seventh and final step is accreditation and verification of an education training programme. This is a process of quality assurance through which accredited status is granted to a programme of education or training, showing it has been approved by the relevant legislative or professional authorities by having met pre-determined standards.

Quality assurance process is an efficient implementation of European standards. This is done by verification and accreditation. The monitoring of quality assurance is concerned with promoting confidence among employers, professionals, providers and the public that the programme of learning has met an agreed standard.

The seven-step LLL strategy project has been designed and developed with the following aims and objectives:

• To organise the sport and active leisure sector in Europe in support of the elements of the European White Paper on Sport published by the European Commission in July 2007, especially in relation to vocational qualifications EQF, EQARF and ECVET;

• To take advantage of the major opportunity created by the EQF to coordinate qualifications and training for Vocational Education and Training (VET) and higher education in the sector;

• To promote social inclusion, personal development and active citizenship as well as employability.

• To promote a transparent and flexible education and training system with clear learning and career pathways and respond to VET ­challenges;

• To ensure development of a competent workforce with the right skills and competencies in line with the expectation of employers in the sport and active leisure sector in Europe;

• To ease the transition between education and employment and support the LLL process;

• To develop mobility, transparency and mutual trust of qualifications, raise standards and facilitate the growth of business opportunities;

• To ensure there are qualifications and training opportunities that equip people to work in the sport and active leisure sector because many jobs require specific technical knowledge and skills, such as health and safety.

EOSE and the Malta Sport Council, along with the Malta Qualifications Council and other stakeholders, will ensure a common methodology for VET in the sport and active leisure to ensure a qualified and competent staff.

To achieve this goal, nine European sport ambassadors have been appointed to work with national qualification authorities, education and sport ministries, social partners, training providers, sport movements and learners.

The role of the EOSE national ambassadors through the LLL Sport project will be not only to raise further awareness on the sector approach developed, which is regarded as crucial on a national level, but also to contribute in the implementation of comprehensive national LLL strategies within the sector of sport and active leisure.

If the project succeeds it will help national local stakeholders to better align with the EQF and to contribute and introduce changes in national VET systems and practices by transferring and implementing the innovative methodology for LLL in the sport active leisure sector.

For further information on the EOSE and the project visit www.eose.org.

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