Transcript Document

Building competences for the
European labour market:
Towards a European Qualifications Framework
New Dehli 28 November 2006
Jens Bjornavold
European centre for development of
vocational training (Cedefop)
Europe, the most competitive, knowledgebased society by 2010...!?
The ambition (Lisbon Declaration 2000): Europe to
become the most competitive, knowledge-based society
in the world by 2010…..
The mandate; Lisbon declaration opens up to closer cooperation between European countries in the field of
education and training.
• To renew and strengthen knowledge, skills and
competences
• To make better use of existing knowledge, skills and
competences
Why is European co-operation necessary? Which
obstacles have to be overcome?
Cross-border transfer of qualifications difficult; 25 EU
member states with different and partly incompatible education and
training systems
Barriers within countries; diverse and fragmented education and
training systems create obstacles to combine qualifications from
different systems (vocational and academic, initial and
continuing…)
Informal Learning; weak traditions as regards the recognition
of knowledge, skills and competences acquired outside formal
education and training
Consequences for individuals and
the labour market;
a waste of human resources, money and time
An individual citizen moving from country to another risk
having his/her qualifications under-valued
Individual citizens are forced to unnecessary repeat
learning when they move between education and
training sub-systems (vocational and academic, initial
and continuing education and training)
Individual citizens are being valued according to their
formal qualifications, not according to their overall
competences based on experience from work etc.
Main strands of European cooperation
• Cooperation in higher education (1999…)
Bachelor/Master/Doctor – European credit
transfer system – common quality assurance
system
• Cooperation in vocational education and
training (2002…) European credit transfer
system- common quality assurance system –
principles for recognition of experiences
A European
Qualifications
Framework
(2004…)
Co-operation based on a shift in perspective; from
learning input to learning outcome
OUTCOME
BASED
INPUT BASED
+ duration
+ type
+ location
+ programme
+ institution
Towards
What an individual is
expected to know or be
able to do at the end of
a learning experience
Transparency
Comparability
Accountability
Learning Outcomes; a key to recognition,
transfer and accumulation of knowledge, skills
and competences
Learning
Outcomes
Formal Learning
Two cases…
Recognition of learning taking place outside formal
education and training (non-formal and informal learning)
A European qualifications framework for lifelong learning
(EQF)
Recognition of learning taking
place outside formal
education and training; at
work, in leisure time, in the
family etc.
Recognition of non-formal learning; from
experimentation to implementation
• Most EU members states have now (since mid 90s)
• introduced systems for recognition of non-formal
learning
• France, Portugal, Finland, UK, Ireland,
• Doesn’t matter how or where the learning took place;
what matters is what you have learnt
• Requires new assessment methods which are reliable,
valid and credible
European principles (2004) for recognition and
validation of non-formal learning
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Validation must be voluntary
The privacy of individuals should be respected
Equal access and fair treatment should be guaranteed
Systems should contain mechanism for guidance and
counselling of individuals
Systems should be underpinned by quality assurance.
The process, procedures and criteria for validation must be fair,
transparent and underpinned by quality assurance.
Systems should respect the legitimate interests of stakeholders
and seek a balanced participation.
The process of validation must be impartial and avoid conflicts
of interest.
The professional competences of those who carry out
assessments must be assured
The European Qualifications
Framework (EQF) for lifelong
learning
Main functions of the EQF
Translation device
for comparing qualifications
Neutral reference point
and a system for
placing and positioning
of qualifications
Country A
Q
Q
Q
Q
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
Eight EQF Levels
covering the full span of qualifications from end of compulsory
school to highest academic and professional qualifications
Knowledge
Skills
Competence
Each
EQF
Reference
Level
EQF - a mechanism for co-operation and
coordination
• EQF a mechanism for co-operation between
countries. Formal adoption spring 2007
• National Qualifications Frameworks to be
established at by 2010
• A European EQF coordination body to be
established
• All European certificates and diplomas to be
referenced to the 8 EQF levels by 2011
Do we need an international rather than a
European qualifications framework?
• Do we need an “International Qualifications
Framework”….?
• Is it possible to envisage an international focus on
learning outcomes…?
• Is it possible to envisage international cooperation in
the field of quality assurance...?
• Can the EQF inspire a broader international approach?
For example giving more emphasis to non-formal
learning