Transcript EQF and RPL M Coles 16 May

Some introductory remarks about the
European Qualifications Framework and the
Recognition of Prior Learning
Mike Coles
Glasgow, 16 May 2012
Lifelong learning
• Concerned with permeability of different
education and training systems, vertical or
horizontal progression.
• Enhanced participation, stimulating demand and
ensuring provision is adapted to the needs of
individuals and other users of qualifications.
• Lifelong learning will impact on how learning is
delivered and raise the demand for recognition
of learning throughout life, and for more flexible
validation and certification systems.
Main functions of the EQF
Translation device
for comparing qualifications
Neutral reference point
and a system for
classifying qualifications levels
MAIN FEATURES OF THE EQF
EQF Level 8
• 8 levels defined through learning
outcomes – knowledge, skills and
competence
EQF Level 7
EQF Level 6
• EQF has two main aims; to
facilitate trans-national mobility and
lifelong learning
EQF Level 5
EQF Level 4
EQF Level 3
EQF Level 2
EQF Level 1
Associated functions
• Encourages the use of learning outcomes
• All levels are accessible from any kind of
learning therefore facilitates the validation of
non formal and informal learning
• Requires quality assurance procedures to be
explicit
• Involves all stakeholders in referencing
process
The EQF Portal
• The EQF portal provides the results of
national NQF/EQF referencing. In
“Compare Qualifications Frameworks” it is
possible to compare how national
qualifications levels of countries that have
already finalised their referencing process
are linked to the EQF.
• http://ec.europa.eu/eqf/home_en.htm
The validation process
Qualifications systems are frequently criticised for excluding
important learning achievements; notably the learning
acquired by individuals who fail to complete a learning
programme and the learning taking place outside formal
education and training - at work and in leisure time. This
failure is linked to the rigidity of qualifications systems and the
belief that formal learning programmes are the only
legitimate context for acquiring qualifications.
Source: 2010 Inventory of non formal and informal learning,
http://www.cedefop.europa.eu/EN/about-cedefop/projects/validation-ofnon-formal-and-informal-learning/european-inventory.aspx
There is logic for a relationship
The validation of non-formal and informal
learning and NQFs have a common objective:
To enable individuals to make progress on the
basis of their learning outcomes and
competences.
The 2010 Inventory confirms the expectation
The design of national qualifications frameworks and learning
outcomes based qualifications is an opportunity to
mainstream validation and make it become an accepted route
to qualifications. It is expected in most countries covered by
the Inventory that by linking up the validation system to the
development of the national qualifications framework,
validation of non-formal and informal learning will be brought
‘on a par’ with formal learning outcomes.
Source: 2010 Inventory of non formal and informal learning, http://www.cedefop.europa.eu/EN/aboutcedefop/projects/validation-of-non-formal-and-informal-learning/european-inventory.aspx
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It’s about standards
It’s about quality assurance and trust
It’s about endorsement
It’s about access
It’s about permeability
It’s about portability
It’s about visibility and communication
It’s about units and partial qualification
It’s about sustainability
It’s about coherence of policies
Are there other expectations?
Country Examples (1)
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Australia, the previous governing Board produced National Principles on
Operational Guidelines for RPL for the recognition of non-formal and informal
learning outcomes, which point to the organic link between the two concepts.
Croatia: A systemic approach: one of the specific aims of the NQF is to set up a
system for validation of nonformal and informal learning
Denmark: Information: how degrees and certificates can be acquired on the basis
of validation of non formal and informal learning is available on the Danish
qualifications framework on the website of the Ministry of Education.
Ireland: NQF is central: The development of the practice has been significantly
enhanced through the work on the NQF. “The implementation of the Framework
and associated policies on access, transfer and progression support RPL by
providing a common reference point for the assessment of prior informal and nonformal learning and by introducing a broader, integrated range of qualifications
against which prior learning can be assessed.”
France: Entitlement: recognition and validation of non-formal and informal
learning outcomes is directly linked to formal qualifications and the National
Qualifications Directory, is the basis for the French National Qualification
Framework. A VAE procedure must be available for all qualifications registered in
the RNCP (except those from the‘regulated professions)
Country examples (2)
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In EWNI: The regulatory arrangements state that awarding organisations in the
QCF are required to ‘have in place the necessary systems and procedures to
ensure… achievement is recognised through the recognition of prior learning
Malta: the NQF as a standard: the NQF encompasses formal, non formal and informal
learning. In autumn 2010 the principle was established that the validation of non formal
and informal learning in Malta will be assessed against the eight level system of the
NQF.
Mauritius: a spur to developments, some small scale pilot schemes resulted from NQF
implementation
Scotland: the NQF is central - the methodology for recognition of prior learning is based
on the NQF which to be all-inclusive and to take account of all types of learning. The
NQF is also intended to be used to support learners to identify their level of
competences and skills against the framework and plan their learning and career
development accordingly.
Portugal : coherence: National System for the Recognition, Validation and Certification
of Competences (RVCC) is integrated in the National Qualification System
Slovenia: a stronger system: developing an NQF will help to integrate validation of nonformal and informal learning