Transcript Dia 1 - EQUFAS

European Qualifications Framework
European Qualifications Framework
EQF ... an outstanding idea!
􀂃27 Member states with 27 education-systems and 493
Milion citizens know at last, what eachone has learned
and we know the‚ know how‘ and the‚know that‘ of all!
􀂃After many, many years of discussions and
negotiations on skills and qualifications transparancy
shall take place!
􀂃Ultimatly we can show Europe what is the real value
and impact of our degrees and certificates!
􀂃It is not important anymore where learning took place,
but what I actually know and can!
Main functions of the EQF
• Translation device
For comparing qualifications
•Neutral reference point and a
system for classifying qualifications
levels
What is the EQF and what are its
benefits?
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All countries have a qualifications system but a
qualifications framework is a more systematic way
of classifying qualifications, usually by a hierarchy
of levels. Among the benefits are greater
readability of qualifications and easier progression
between levels.
The EQF will relate different countries' national
qualifications systems and frameworks together
around a common European reference. In
practice, it will function as a translation device
making qualifications more readable. This will
help learners and workers wishing to move
between countries or change jobs or move
educational institutions at home.
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
Descriptors defining levels in the
European Qualifications Framework
Each of the 8 levels is defined by a set of descriptors indicating
the learning outcomes relevant to qualifications at that level in
any system of qualifications.
Knowledge
Skills
Competence
In the context of EQF,
knowledge is
described as
theoretical and/or
factual.
In the context of EQF,
In the context of EQF,
skills are described
competence is
as cognitive
described in terms of
(involving the use of
responsibility and
logical, intuitive and
autonomy.
creative thinking)
and practical
(involving manual
dexterity and the use
of methods,
materials, tools and
instruments).
Working with level 3 or 4 of the
EQF
Level 3
The learning outcomes relevant to Level 3:
Knowledge: Facts, principles, processes and general
concepts, in a field of work or study.
Skills: A range of cognitive and practical skills required to
accomplish tasks and solve problems by selecting and
applying basic methods, tools, materials and
information
Competence: Take responsibility for completion of tasks
in work or study adapt own behaviour to circumstances
in solving problems
Working with level 3 or 4 of the
EQF
Level 4:
The learning outcomes relevant to Level 4
Knowledge: Factual and theoretical knowledge in broad
contexts within a field of work or study
Skills: A range of cognitive and practical skills required to
generate solutions to specific
Competence: Exercise self-management 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
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
Who is the EQF for?
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The primary users of the EQF will be bodies in
charge of national and/or sectoral qualification
systems and frameworks. Once they have related
their respective systems to the EQF, the EQF
will help individuals, employers and education
and training providers compare individual
qualifications from different countries and
education and training systems.
Testing and implementing the EQF;
EQUFAS project
1-11-2007—1-11-2009
EQUFAS
General information
Experiences of the EQF in the Agricultural sector.
Short title: EQUFAS
Transfer of Innovation project EU Brussels
applicant organisation:
Wellantcollege, The Netherlands
This project is about comparing the differences in
qualification processes between the participants
and to show the differences related to the
competences within the agricultural sector
The outlines of this project
Steering group of this project:
André Huigens projectleader, The Netherlands
Haana Zuba, Anu Vaagen, Estonia.
Karl Friewald, Austria
Pirkko Kivinen, Finland
Paco Fernández, Spain
Angela Tsiousi, Greece
Project goals:
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To prepare and organise the implementation of a pilot project in
six countries in the academic year 2008-2009, with teachers and
students from various institutions;
Developing competences in the ’team thinking’ and ’team
learning’ of students and teachers in the framework of their own
personal development and in international relationships;
To give a boost to a different form of education / a different
way of learning; especially for the Netherlands in Life Long
Learning
To gain insight into the relationship between cultural differences
and the way in which trade relations/export/labour, etc, to relate
and EQF in the various countries.
This project addresses the practical feasibility of what the
framework envisages. Is a comparison of qualifications possible
if students in the various countries are trained in entirely
different ways, taking cultural and language differences into
consideration as well? The focus is at the Agricultural sector.
What are we going to do?
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Develop a common framework in 6 fields of
agriculture
Try out the practical use of EQF in VET on levels 3-4
Evaluate EQF related to the agricultural sector and
disseminate a format
Focus on competence-based learning and make people
aware of new learning processes to achieve the aim
Promote team work (team thinking and team learning)
of students and teachers from 6 different countries
Use outcomes of other projects, implement them and
combine knowledge and experience to transfer as much
innovation as possible
Valorise EQF
Why, When and How?
WHY?
 To involve all stakeholders in a bottom-up approach
 To improve transparency, comparability, transfer and recognition
 To ease and increase mobility within the European labour market
WHEN?
 Nov 2007 –Nov2009
HOW?
 Meetings (teachers, experts) to prepare drafts (3 fields)
 First 3-week Pilots in 3 countries (students, industry, teachers) to try out and evaluate
(weeks 14-16 2008)
 Meetings (teachers, experts) to prepare drafts (3 more fields)
 Second 3-week Pilots in 3 countries (students, industry, teachers) to try out and
evaluate (weeks 37-39 2008)
 Meetings (teachers, experts) to reflect, adapt, improve, complete
 Third 3-10 week Pilots in 6 countries (students, industry, teachers) to try out and
evaluate (spring and summer 2009)
 Meetings (teachers, experts) to finalise EQF
1 day basic information
PILOT
ORGANISATION
1st week
4 days work in
companies
Weekend
Cultural Program
1 day coaching
2nd week
4 day-work in
companies
Weekend
Cultural Program
4 days work in
companies
3rd week
1 day assessment
2 assessors
(one from the
host country)
Pilot data:
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18 students, 3 or more from every partner country
2 teachers of the host country, three weeks.
5 teachers, one of each partner country in the second
week.
The planning is for 12 pilots programs which gives the
following data:
216 students involved, 36 of each partner country
55 teachers are going abroad to visit the pilots in other
countries, 11 per partner.
Minimal 4 teachers are involved within the home
country pilots, minimal two per pilot
See for yourself !