Transcript Introduction on Cedefop

Experiences of other countries in building up
national qualifications frameworks
Overview September 2009
Tallinn, 19 November 2009
1
Main characteristics (based on CEDEFOP’s survey)
• NQFs are being developed by all countries;
• Countries aim at comprehensive (overarching) NQFs,
covering the full range of qualifications awarded;
• The EQF (and the Bologna process) has acted as a catalyst for
NQF developments;
• 8-level structures are prevailing;
• NQFs are dynamic tools – complex interaction with
education and training systems, stakeholders, learners and
with socio-economic and political environment.
Main charateristics
• The learning outcomes approach is broadly endorsed as
basis for NQF developments;
• The frameworks are mainly conceived as communications
and transparency tools – not as regulatory tools;
• NQFs are increasingly seen as instruments for national
reforms;
• NQF developments are perceived as long term initiatives in
need of pragmatic, step by step approaches;
Main policy objectives
NQFs are seen as instruments
• for referring national qualifications to the EQF;
• to make national qualifications systems easier to
understand and overview - at national as well as
international level (transparency);
• to improve visibility of equivalences and differences
between qualifications;
• to strengthen coherence of qualifications systems;
• to support LLL learning by making learning pathways visible
and thus facilitate access, progression and participation;
Main policy objectives
NQFs are seen as instruments to
• facilitate the recognition of a broader range of learning
(including non-formal and informal learning);
• reinforce the learning outcome orientation;
• strengthen the link with the labour market;
• create a platform for cooperation and dialogue;
• provide a reference point for quality assurance.
Number of levels
• Most countries have proposed/adopted 8 levels;
• Some countries have proposed/considered sublevels (HR, SI,
HU);
• A 5 level-structure is currently used in France, but 8 levels
are considered;
• 7 levels are proposed in Iceland;
• 9 levels adopted (entry level to 8 levels) for England and
Northern Ireland, Wales;
• 10 levels adopted in Ireland;
• 12 levels adopted in Scotland;
• No final decision has been taken yet (EL, HU, IT, NO, PL, SK,
SE).
Level descriptors
• EQF level descriptors as a starting point for NQFs developments in many
countries, national descriptors more detailed and contextualised;
• Descriptors for levels 5/6- 8 an issue in many countries; in some
countries Dublin descriptors dominate, in others broader descriptors;
• Differences in nature of level descriptors reflecting national contexts:
– Knowledge, skills and responsibility and autonomy (HR, SI)
– Knowledge, skills and attitude (LU, PT)
– Skills, knowledge, competence (France)
– Autonomy and responsibility/context (Be Flanders, HR, DK)
– Key competences emphasised (learning competence, languages,
communication and social skills, entrepreneurship, judgment skills)
(MT, SI, FI).
Development stages
• Conceptualisation stage: e.g EL, HU, LT, NL, NO, PO, SK, SE;
• Design stage: e.g CY, BE (Wa), LU, IS;
• Testing and (early) implementation stage: e.g. AT, DE, FI, IT,
CZ, BE (Fla), DK, RO, SI, EE;
• Implemented (revision stage): IE, MT, UK, FR.
Involvement of stakeholders
• NQFs provide a platform for dialogue and coordination with
a broad range of stakeholders:
– ministries, and regions or Länder,
– social partners (chambers, confederations of trade unions and
employers),
– public institutes and agencies from education and labour,
– non-governmental associations (students, teachers, parents),
– education and training providers.
• ‘Bringing all stakeholders into one room’ implies sometimes
to bring different perspectives, expectations and views.
Who coordinates the process?
• In most countries ministries of education initiated and coordinate
NQF developments
– In close cooperation with ministries for higher education and research (where
these exist as separate ministries);
– In close cooperation (mostly) with ministries for labour;
– other ministries are involved (economy, health, labour, regional development
etc.).
• In a few countries - IT, PT - ministries of labour coordinate the
process
– in close cooperation with ministries of education and higher education.
• National Qualifications Authorities/VET agencies (e.g IE, EE, RO,
PT, TR, SI, CZ, SE) – in charge of implementation
Experiences gained and lessons learned
• The implementation of learning outcomes is a condition for
success but is also a major challenge faced at all levels of
implementation;
• NQFs have to be tailored according to the national context
and needs - benefits for different stakeholders articulated;
• NQFs are dynamic entities – development and introduction is
a lengthy process – a pragmatic step-by step approach
emphasised;
Experiences gained and lessons learned
• NQF developments have technical, social and political
dimension and require broad stakeholders’ involvement and
partnership - lack of involvement may undermine good
technical proposals
• To ensure successful implementation – a need to engage
and include education and training providers, in particular
universities – ownership is crucial;
• Dissemination of information to different groups a very
important task for policy makers and stakeholders involved.
Questions and challenges
• What is the correct balance between existing frameworks
(e.g. QF for HE) in the comprehensive (overarching) NQFs
now developing (bridges, integration)?
• VET qualifications at higher level - at the forefront of
discussion and a challenge in many countries;
• How can NQFs open up to/include qualifications awarded
outside the formal education and training system (for
example by sectors and enterprises)?
• Need for shared understanding of basic concepts,
methodologies and terminology across sectors and
subsystems.
Thank you for your attention
• Survey The development of national qualifications framework in Europe
available on:
• http://cedefop.europa.eu/etv/Information_resour
ces/Bookshop/publications.asp?type=21