Transcript Document

The EQF – a platform for
collaboration, integration
and reform
Tallinn, 19 November 2009
Mike Coles
Qualifications and Curriculum Authority, London
European Tools
• Framework for transparency of qualifications and
competences, EUROPASS
• Quality Assurance Frameworks for HE and VET
(ENQA, EQARF)
• Credit system for VET (ECVET)
• Common principles for validation of non-formal and
informal learning
• Strengthening policies, systems and practices for
lifelong guidance
• European Area of Higher Education (FQEAHE)
• European Qualifications Framework
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
• 8 levels defined through
learning outcomes –
knowledge, skills and
competence
• EQF has two main
aims; to facilitate transnational mobility and
lifelong learning
EQF Level 8
EQF Level 7
EQF Level 6
EQF Level 5
EQF Level 4
EQF Level 3
EQF Level 2
EQF Level 1
EQF as a catalyst for national
developments
Very positive response - clear demand and strong
support from Member States and Sectors
EQF is seen as a relevant tool for cross-border
mobility and for pursuing national lifelong learning
strategies
EQF - a driver and catalyst for national reform and
development of overarching National Qualifications
Frameworks
State of play: European level
• Transparency of qualifications (2000)
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Reference levels (2004)
Expert group1
Consultation and Budapest conference
Expert group 2
• Council; agreement on general approach
November 2006
• Adoption by Parliament and Council, December
2007 - became law April 2008
Final draft
• Grid of levels and main objectives – no change
• Labour market emphasis stronger, focus on business
sectors stronger
• Focus on disadvantaged groups stronger
• QA has had further emphasis - it was already strong
• Each level must be attainable through a range of learning
routes
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• Advisory Group responsible for coherence and transparency
• EQF should be linked to a credit transfer system
Advantages of the EQF
at national level
Introduces an international reference important for individuals, education
and training providers and employers
Supporting LLL by integrating separate
education and training systems
Paves way for credit transfer
Improves employers ability to judge profile
and relevance of qualifications
Enables peer learning between countries
The effect of the EQF
NQF developments
Lifelong learning integrating functions
Significant number of countries
use 8 level structure
Learning outcomes are used as a basis for
classifying and describing levels
Quality assurance
Linking NQFs to the
validation of non-formal learning
A number of countries have established
inventories of national qualifications
The first and critical step;
Referring national qualifications levels to the EQF
Countries asked to refer their national qualifications
levels to the EQF by 2010
Countries will have to refer their qualifications
levels to the EQF through learning outcomes
‘read across’ and ‘new expectations at each higher
level’
The principle of ‘best fit’ - making trusted decisions
on the placing of national qualification levels
National challenges
How to achieve real comparability?
The shift to learning outcomes
EQF requires a (re) interpretation of
national qualifications levels in terms of
learning outcomes
‘Window dressing’ or a genuine effort to
review national qualifications levels?
The shift to learning outcomes requires
objectivity and transparency
to allow for mutual trust
Challenge:
EQF as a comprehensive, meta-framework for
lifelong learning
EQF is a comprehensive meta-framework
addressing the links between sub-systems
(for example HE and VET)
How to ensure, at European and national level,
an integrated LLL approach
breaking down barriers between systems
Types of NQF
Starting point: implicit qualifications levels
Levels for one or more sectors
(general, VET, HE, Adult), some
with descriptors
Multiple frameworks
(no links between sector
frameworks)
Hungary
today
A single set of levels covering
Coordinating frameworks
all sectors (no descriptors) but
(no intention to integrate
each sector has its own range of sectors)
levels
Spain,
Denmark
A set of levels and descriptors
Metaframework
covering all sectors which is the (No intention to integrate
basis for relating to each
pathways)
sectoral framework
Scotland
A set of levels and descriptors
Integrating framework
covering all sectors, each sector (Intention to bring pathways
uses this set of levels
together)
Austria,
Germany
Lithuania
Challenges; Credit transfer, validation
and Europass
 How to integrate credit transfer and EQF
One integrated European system?
Why is there a limited development of
national credit transfer schemes?
How can validation of non-formal and
informal learning be promoted by the EQF?
Europass; how can it support the EQF?
Challenges; sectoral frameworks
International qualifications
International regulatory authorities
European professional bodies
The jurisdiction of the national authorities?
Challenges; levels on certificates
Target date is 2012
Following the referencing process, all
new qualification certificates,
diplomas and Europass documents
issued by the competent authorities
contain a clear reference, by way of
national qualifications systems, to the
appropriate European Qualifications
Framework level.
The EQF Web tool will enable
qualifications to be compared
European support
European support to national
implementation
A European advisory group has been set up
Cluster on Recognition of learning outcomes; focus
on National Qualifications Frameworks and
validation of learning
EQF test and pilot projects
Guidelines for implementation
Current and future work at EU level
• Disseminate good practice for referencing
• Use NCPs as a route to development funding
• Develop further guidance material, e.g. on ‘best fit’
• Promote the use of learning outcomes
• Start work on quality assurance of EQF procedures
• Strengthen the relationship between EHEA and EQF
• Start to work systematically on the sectoral issue
• Develop common internet based platform for EQF
Some challenges
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Learning outcomes - the big challenge
How to regulate the referencing process to optimise trust
If EQF descriptors are used as NQF descriptors…
Qualifications on level 6, 7 and 8 that are not certificated
by higher education
International qualifications
The regulated professions and the Directive on the
recognition of professional qualifications
Developing processes for the validation formal and nonformal/informal learning
Dialogue at EU level between Education and
Employment