Transcript EQF en ECVET

Implementation of the Dutch national Qualifiation
Framework, the NLQF
June 17, 2010
Karin van der Sanden
Projectleader NLQF
Dutch Ministry of Education Culture and Science
1
Qualification Frameworks
mechanisms for describing and relating qualifications to
each other
originated in the United Kingdom and other English
speaking countries in the 1980s
• How to relate national qualifications systems to
each other?
Meta-frameworks of qualifications
Bologna framework
• The Bologna Process
inaugurated in 1999
to create the European Higher Education Area to be more
efficient and dynamic internally and more attractive
internationally
• The Bologna framework
Qualifications Framework for the European Higher
Education Area
adopted in May 2005 at the Bergen meeting of the
ministers for higher education under the Bologna Process
• Copenhagen Process
EQF LLL
2002
lifelong learning
encourage individuals to make use of the wide range of
vocational learning opportunities available
about learning in schoolsettings, higher education,
workplace, private courses
lll tools developed to enable users to link and build on
learning acquired at various times, and in both formal and
non-formal contexts
• European Qualifications Framework LLL
adopted April 2008 by joint decision of the European
Parliament and Council
outcome of the European Union’s education and training
policy co-operation framework
EQF LLL
• 8 reference levels describing what a learner knows,
understands and is able to do (knowledge,skills,competences)
• applies to all types of education, training and qualifications,
from school education to academic, professional and vocational
• shifts the focus from the traditional system which emphasizes
'learning inputs', such as the length of a learning experience, or
type of institution to ‘learning outcomes’
• encourages lifelong learning by promoting the validation of
non-formal and informal learning
• Levels 5 – 8 are compatible with Bologna framework
( 5 = short cycle, 6 = bachelor, 7 = master, 8 = phd)
Shared objectives
Bologna Framework
EQF LLL
international
transparency
improve
transparency
international
recognition
improve comparability
and portability of
citizens’ qualifications
enhance international
and national mobility
international mobility.
Shared objectives
Enhancing the transparency of
qualifications and qualifications systems in
order to facilitate the recognition of those
qualifications and the mobility of their
holders
Learning outcomes & Quality Assurance
• for frameworks to work in this way they must
be underpinned by
robust and transparent quality assurance systems
» trust can be established and maintained
between partner countries.
learning outcomes
» to enhance comparability
National Qualifications Frameworks
• Meta Frameworks are created to connect
National Qualifications Systems
• Most countries create (or improve) a National
Qualification Framework
• NQFs introduced under these initiatives are
invariably linked to quality assurance and are
based on learning outcomes
EQF LLL Recommendation
2010
recommended target date for countries to relate
their qualifications systems to the EQF
2012
recommended target date for countries to ensure
that individual qualification certificates bear a
reference to the appropriate EQF level
Unitary versus Embedded framework
Unitary framework:
uses the same basic elements to describe all
education and training qualifications
levels across lifelong learning to facilitate access
and progression between all levels
(Maltese and Irish frameworks)
Unitary versus Embedded framework
Embedded framework
• common set of levels and methods for describing qualifications
levels
• identifies/keeps separate sub-frameworks, for example for
different provider segments
• Scottish Credit and Qualifications Framework
sub-framework SQA qualifications (EQF 1-8) including general
and vocational qualifications,
sub-framework Scottish Vocational Qualifications (EQF 2-7)
sub-framework higher education qualifications (EQF 5-8)
Dutch national qualification framework NLQF
• Objectives
Transparency to enhance national and
international mobility
Stimulate life long learning
Communication
Translation devise between subsystems and
EQF
Characteristics & Scope
• Comprehensive framework
• Based on learning outcomes
• Underpinned by quality assurance
• Amount of levels will reflect national situation
• Fully compatible with Bologna framework
the formulation of the NLQF level descriptors differ because the NLQF
also encompasses vocational education and training (VET), general
education and work contexts, including at the highest levels.
(Self certification completed)
• Open (under conditions) to sectoral qualifications
• also on the higher levels, no rights to titles of not
fully compatible with bologna cycles
Development & implementation
• Dutch system is composed of several subsystems
initial VET
secondary VET (recent reforms to competence based
qualifications),
general education
higher education (self certifying process completed)
well developed system of ‘private’ and sectoral qualifications
• Construction NLQF based on existing levels of qualifications
recognised by ministry of education
• Existing levels described in one coherent way, using same
expressions across the subsystems
• Integration of overlapping levels
NLQF
Development & implementation
• Steering group
VET, GE, HE, Agriculture, LLL
• Expert group
GE, IVET, VET, HE (Bologna secretariat and accreditation
organisation), private/sectoral
preparing descriptors & NLQF
• Working groups
Stakeholders (including social partners)
Testing descriptors
• Committee
broad stakeholder referencing ( including social partners)
advise to minister
Planning
• development and testing
up to October 2010
• committee Leijnse
October – December 2010
• Formal referencing to the EQF
1st quarter of 2011
Thank you for your attention