Transcript On the way to an European Qualification Framework EQF & …

On the way to an European
Qualification Framework
EQF
Schools association for improving ICT
vocational training
Leonardo Da Vinci Partnership 2010-1ES1-LEO04-20657
Why an EQF?
Problem

Lack of communication and cooperation between
education and training systems

Barriers to lifelong learning and mobility

Between Member States and between systems, e.g.
between higher education and VET, between
international sectors and national systems
Existing instruments

Europass: description of an individual’s
qualifications, so far without indication of levels

Bologna process: Higher Education framework

Directive 2005/36 for access to regulated
professions
EQF: Purpose
•
•
•
•
The EQF for lifelong learning is a common European
reference framework which enables European countries
to link their qualifications systems to one another
It is a translation device making qualifications more
readable and understandable across different countries
and systems in Europe
This will help learners and workers wishing to move
between countries, change jobs or move educational
institutions
Contribute to creating a European workforce that is
mobile and flexible.
Using EQF
Country A
Q
Q
Q
Q
7
NQ
F/
NQ
S
NQ
F/
NQ
S
NQ
F/
NQ
S
NQ
F/
NQ
S
Country B
EQF Level 8
EQF Level 7
EQF Level 6
EQF Level 5
EQF Level 4
NQ
F/
NQ
S
NQ
F/
NQ
S
Q
Q
EQF Level 3
EQF Level 2
EQF Level 1
NQ
F/
NQ
S
Q
The Eight EQF Levels
Knowledge
Skills
Competences
Each
EQF
Reference
Level
Swedish postsecondary engineering
education
(Påbygnadsutbildning)
= EQF Level 4
= Irish post secondary
education at national
level 6 (Advanced
certificate)
E
Q
F
What EQF is NOT!
• EQF not about
replacing
national/sectoral
frameworks
• EQF not about
harmonisation
• EQF CANNOT define
new qualifications
Some Facts
•
•
•
•
•
It does not replace existing national qualifications
systems or require them to be adjusted in any way.
It does not include qualifications or describe specific
qualifications or an individual’s competence
Implementation of the EQF is a completely voluntary
process
The EQF has no regulatory function
It is not the intention that individual qualifications be
referenced to the EQF; it is intended that the levels of a
qualifications framework will be referenced to the levels
of the EQF.
EQF reference level descriptors



Based on learning outcomes (knowledge, skills
and competence) and not systems
8 levels covering all levels of academic and
vocational qualifications
Integrates Bologna descriptors (within learning
outcomes of levels 5-8)
Who benefits?
Main users will be qualification bodies
Individuals and employers benefit because EQF:
 Facilitates reading across systems
 Facilitates diverse learning pathways and
access to lifelong learning
 Facilitates mobility for working or learning
Recommendations EU
•
•
It sets 2010 as the recommended target date for
countries to relate their national qualifications
systems to the EQF
Adopt measures, as appropriate, so that, by 2012,
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
EQF level
Recommendations EU

•
•
•
•
Member states should:
Use an approach based on learning outcomes when defining and
describing qualifications
Promote the validation of non-formal and informal learning
Promote and apply the principles of quality assurance in education
and training set out in EQF
Designate National Co-ordination Points (NCPs) to support /guide
the relationship between NQS and the EQF with a view to
promoting the quality and transparency of that relationship
Benefits for individuals

For individuals, it is hoped that the EQF will:
•
make it easier to describe their broad level of
competence to recruiters in other countries
•
make it simpler to read across from one qualification
system to another, eg when looking for further
education and training opportunities
Benefits for Employers

For employers, it is hoped that the EQF will:
•
make it easier to interpret the qualifications of applicants from
other countries
•
support labour market mobility in Europe by simplifying
comparisons between qualifications and enabling a better
match between supply and demand for knowledge, skills and
competences
How the EQF is beging implemented
•
Each NCP will report on how it has met
the criteria and processes for
referencing to the EQF as set out by
the European Commission
The Main
elements
of the
EQF
LEVEL ONE EQF
Level 1:
Knowledge
Basic general
knowledge
Skills
basic skills
required to carry
out simple tasks
Competence
work or study
under direct
supervision in a
structured context
LEVEL TWO EQF
Level 2:
Knowledge
Basic factual
knowledge of a
field of work or
study
Skills
Competence
basic cognitive
and practical
skills required to
use relevant
information in
order to carry out
tasks and to solve
routine problems
using simple rules
and tools
work or study
under supervision
with some
autonomy
LEVEL THREE EQF
Level 3:
Knowledge
Skills
Competence
Knowledge of
facts, principles,
processes and
general concepts,
in a field of work
or study
a range of
cognitive and
practical skills
required to
accomplish tasks
and solve
problems by
selecting and
applying basic
methods, tools,
materials and
information
take responsibility
for completion of
tasks in work or
study; adapt own
behaviour to
circumstances in
solving problems
LEVEL FOUR EQF
Level 4:
Knowledge
Factual and theoretical
knowledge in broad
contexts within a field of
work or study
Skills
Competence
a range of cognitive and
practical skills required
to generate solutions to
specific problems in a
field of work or study
exercise selfmanagement within the
guidelines of work or
study contexts that are
usually predictable, but
are subject to change;
supervise the routine
work of others, taking
some responsibility for
the evaluation and
improvement of work or
study activities
LEVEL FIVE EQF
Level 5:
Knowledge
Comprehensive,
specialised, factual and
theoretical knowledge
within a field of work or
study and an awareness
of the boundaries of that
knowledge
Skills
Competence
a comprehensive range
of cognitive and
practical skills required
to develop creative
solutions to abstract
problems
exercise management
and supervision in
contexts of work or
study activities where
there is unpredictable
change; review and
develop performance of
self and others
LEVEL SIX EQF
Level 6:
Knowledge
Advanced knowledge of
a field of work or study,
involving a critical
understanding of
theories and principles
Skills
Competence
advanced skills,
demonstrating mastery
and innovation, required
to solve complex and
unpredictable problems
in a specialised field of
work or study
manage complex
technical or professional
activities or projects,
taking responsibility for
decision-making in
unpredictable work or
study contexts; take
responsibility for
managing professional
development of
individuals and groups
LEVEL SEVEN EQF
Level 7:
Knowledge
•Highly specialised
knowledge, some of
which is at the forefront
of knowledge in a field
of work or study, as the
basis for original
thinking and/or research
•Critical awareness of
knowledge issues in a
field and at the interface
between different fields
Skills
Competence
specialised problemsolving skills required in
research and/or
innovation in order to
develop new knowledge
and procedures and to
integrate knowledge
from different fields
manage and transform
work or study contexts
that are complex,
unpredictable and
require new strategic
approaches; take
responsibility for
contributing to
professional knowledge
and practice and/or for
reviewing the strategic
performance of teams
LEVEL EIGHT EQF
Level 8:
Knowledge
Knowledge at the most
advanced frontier of a
field of work or study
and at the interface
between fields
Skills
Competence
the most advanced and
specialised skills and
techniques, including
synthesis and
evaluation, required to
solve critical problems in
research and/or
innovation and to extend
and redefine existing
knowledge or
professional practice
demonstrate substantial
authority, innovation,
autonomy, scholarly and
professional integrity
and sustained
commitment to the
development of new
ideas or processes at
the forefront of work or
study contexts including
research
REFERENCING
NATIONAL QUALIFICATIONS
LEVELS TO THE EQF
- Referencing is a process that results in the establishment of a
relationship between the levels of the European meta-framework
(EQF) and the national qualifications framework (NQF) or system.
Through this process, national authorities responsible for
qualifications systems, in cooperation with stakeholders
responsible for developing and using qualifications, define the
correspondence between the national qualifications system and
the eight levels of EQF.
- The referencing process is made easier with an NQF as the NQF
levels embrace many qualifications and several sub-systems. With
an NQF in place, national referencing can be achieved by
referencing each NQF level to an EQF level.
SPANISH NATIONAL QUALIFICATIONS
FRAMEWORK




Spain has started on the road towards an overarching NQF. However,
current work is concentrated on separate frameworks for higher
education (related to EHEA) and for VET is currently being developed
and once it is finished, the remaining educational levels will be added.
Spain has a 5-level structure in VET and higher education.
Descriptors/ Use of learning outcomes: The standards that
characterise the 5 VET-levels have been written in terms of learning
outcomes and are defined taking into account professional
competences demanded by employment sectors using criteria such as
knowledge, initiative, autonomy, responsibility and complexity.
The legal basis for the work with NQF has been established through
the 2002 Law on "Qualifications and Vocational Training" and the 2006
Law on "Education".
SPANISH NATIONAL QUALIFICATIONS
FRAMEWORK

The National Qualifications Catalogue identifies
the most significant qualifications in the various
production sectors and should be included in the
professional training programes in the educational
and/or labour area. To date a total of 644
qualifications has been published. They are grouped
in 26 professional sectors .
SPANISH NATIONAL QUALIFICATIONS
FRAMEWORK
SPANISH NATIONAL QUALIFICATIONS
FRAMEWORK
Development work builds on reforms in all subsystems of education and
training. The NQF development is broadly based on various acts and
decrees, defining and regulating different education and training
subsystems, including:
 a. Non-university formal education qualifications.
 b. Higher education qualifications (Universities).
 c. Professional competences: (recognition of professional
competences acquired through professional experience).
SPANISH NATIONAL QUALIFICATIONS
FRAMEWORK
DUTCH NATIONAL QUALIFICATIONS
FRAMEWORK


The Ministry of Education, Culture and Science commissioned the
development of the Dutch Qualifications Framework (NLQF) which
was constructed in close cooperation with experts and stakeholders in
the field of education and training. The National Coordination Point
NLQF (NCP) is an independent body which is responsible for the
development and implementation of the NLQF.
The Dutch Qualifications Framework (NLQF) is a new way of
describing Dutch qualification levels. It is a systematic organisation of
all existing qualification levels in the Netherlands, from Level 1 basic
education to the Master’s degree at level 8. Qualifications are
classified in NLQF levels and are given a level indication. The
framework consists of an Entry Level followed by 8 levels, Level 1
being the least complex and Level 8 the most complex.
DUTCH NATIONAL QUALIFICATIONS
FRAMEWORK


The NLQF aims to facilitate students and labour market mobility by
providing an insight into the levels of all qualifications recorded by the
National Coordination Point NLQF in the NCP register. The NLQF
provides transparency in that it facilitates a comparison of qualification
levels nationally and, thus, national mobility.
The NCP records Government-regulated qualifications (The
qualifications of the Ministries of Education Culture and Sciences;
Healthcare, Welfare and Sports and Economics Affairs; Food and
Natural and Living Environment) in the National Coordination Point
(NCP) Register of qualifications. All other qualifications are first
assessed and level-determined by the NCP and then recorded in the
Register.
DUTCH NATIONAL QUALIFICATIONS
FRAMEWORK

The Dutch Qualifications Framework offers providers of qualifications
which are not regulated by the Government the possibility of having
such training programmes and qualifications classified at a level of the
NLQF. Procedures and criteria for this process are in place. The
NLQF is referenced to the European Qualifications Framework (EQF).
EQF aims to enable qualifications from different countries within
Europe to be compared by means of a single reference framework to
which they are all referenced. Thus, EQF will contribute to greater
transparency in the education systems of EU countries, thereby
increasing the international mobility of individuals. Currently 31
European countries are contributing to the implementation of the EQF
by linking their own national qualifications frameworks to it.
DUTCH NATIONAL QUALIFICATIONS
FRAMEWORK

However, there are many things the NLQF does NOT do. NLQF is not
a revision of the Dutch education system. An NLQF level indicator
does not give an entitlement to a title or a degree. The right to enter
and transfer to education sectors is not regulated by NLQF.
DUTCH NATIONAL QUALIFICATIONS
FRAMEWORK
DUTCH NATIONAL QUALIFICATIONS
FRAMEWORK

Existing Dutch vocational ICT training has been referenced to the
NLQF – EQF framework.

The Albeda College (MBO school) offers middle level vocational ICT
training.
This middle level training has three levels.




The lower level Dutch vocational ICT training (MBO 2) is EQF level 2
The intermediate level Dutch vocational ICT training (MBO 3) is EQF
level 3
The higher level Dutch vocational ICT training (MBO 4) is EQF level 4
LINKS

http://ec.europa.eu/education/lifelong-learningpolicy/eqf_en.htm

http://eacea.ec.europa.eu/education/eurydice/eurybase_en.php

http://ec.europa.eu/social/home.jsp?langId=en

http://www.cedefop.europa.eu/EN/