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EQF: the progress of the implementation

European Conference, Tiptoe project

Brussels 17 June 2010

Loukas Zahilas, Senior Expert, qualifications and learning outcomes

loukas.zahilas@cedefop.europa.eu

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Structural Challenges

• Shift to a society in which the older segment of the workforce and the already elderly will form a new majority

• Towards knowledge and skills intensive occupations

• Better educated European citizens amongst youth and women but still high share of low skilled

• Mismatches due wrong/unbalanced skills and competences

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Thinking beyond recovery

Working age population will start decline from 2013

The only expected growth is amongst those aged over 50.

The number of those aged over 65 in relation to those aged 15-64 will increase from 26% in 2008 to 38% by 2030 Changes in population and workforce 2010-2020

by age category (EU 27 + NO + CH)

Impact on jobs and skills:More elderly and an older workforce

Source: Cedefop, 2010

-8,000

-6,000

-4,000

-2,000

0

2,000

4,000

6,000

8,000

15-19 20-29 30-39 40-49 50-59 60-64

Population

Labour Force

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Demand for qualifications rising

0

50

100

150

200

25020

00

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

2014

2015

2016

2017

2018

2019

2020

Mill

ion

job

s

Low qualifications Medium qualifications High qualifications

22% 29%

50%50%49%

15%21%29%

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Source: Cedefop, 2010

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Our view on qualifications has developed considerably over the past few years. Qualifications are at the centre of the policy agenda and our understanding and use has changed significantly.We are gradually moving to a more developed view of the elements that make up a qualification

Qualifications; an old concept, a new role

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Qualifications as currenciesQualifications are carriers of information for:•Individuals: qualifications signal personal, social and professional status •Employers: recruitment purposes •Education and training institutions: use qualifications as statements of quality

Qualifications can signal the level and value of specific learning experiences and learning outcomes

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Inflated qualifications?

Not only may the value of formal qualifications be inflated (higher qualifications are required for jobs at a lower level of knowledge, skills and competence), the value of alternative forms of learning may be systematically overlooked.

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The relativity of value

It is important to distinguish between the level and the quality of qualifications. The quality of qualifications should be assessed in relation to their purpose.

The value of qualifications can also depend strongly on the frame of reference in an evolving labour market

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• After just 6 years we can say it is already a success; a lot have been achieved

• Provides an opportunity for European cooperation and national reform

• Meeting future challenges. The necessity to address a number of issues

EQF

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More & more countries use learning outcomes for qualifications frameworks, standards, curricula and assessment.

Broad agreement about how LO can• increase transparency and strengthen accountability ;• Introduce a common language enabling comparison of

qualifications

Current challenges• Some sectors (general education) are lagging behind;• Some countries lack commitment or apply LO in a non-

coherent way;

Shift to Learning Outcomes

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EQF has acted as a catalyst for NQF developments in Europe.

The importance and priority attributed to NQFs across Europe is confirmed; All 31 countries are developing/introducing an NQF;A clear trend towards comprehensive NQFs covering all levels and types of qualifications;The ambitions and degree of integration/coherence vary between countries;The degree of involvement of stakeholders varies between countries – an important indicator for the future impact of the frameworks.

Cedefop overviews NQF developments in: 27 EU member states, 2 EEA countries (IS, NO), 2 candidate countries (HR, TR) and covers a total of 34 frameworks (2 in Belgium, 3 in the UK)

EQF and NQFs

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UNITED STATES of AMERICA

CANADA

ALASKA (USA)

MEXICO

COLOMBIA

VENEZUELA

BRAZIL

PERU

BOLIVIA

HONDURAS

NICARAGUA

ECUADOR

GUYANA

SURINAME

FRENCHGUIANA

COSTA RICA

PANAMA

GUATEMALA

CUBA

PARAGUAY

ARGENTINA

URUGUAY

CHILE

GREENLAND

ICELAND

UNITEDKINGDOM

REPULIC OFIRELAND

NORWAY

SWEDEN

FINLAND

DENMARK

ESTONIA

LATVIA

LITHUANIA

POLAND

BELARUS

GERMANY

CZECHREPUBLIC

NETHERLANDS

BELGIUM

FRANCE

SPAIN

PO

RT

UG

AL

SWITZ.

AUSTRIA

SLOVAKIA

HUNGARY

ROMANIA

BULGARIA

ITALY

UKRAINE

TURKEYGREECE

SYRIA

IRAQ

SAUDIARABIA

YEMEN

OMAN

UAE

EGYPTLIBYA

ALGERIA

MOROCCOTUNISIA

WESTERN SAHARA

MAURITANIA

MALINIGER CHAD

SUDAN

ETHIOPIA

SOMALIAUGANDA

SENEGAL

GUINEA

LIBERIA

COTED’IVOIRE

BURKINA

GHANA

NIGERIA

CAMEROON

CENTRALAFRICAN REPUBLIC

GABON CONGO

DEMOCRATICREPUBLIC OF

CONGO

KENYA

TANZANIA

ANGOLA

ZAMBIA

MO

ZAM

BIQUE

NAMIBIA

BOTSWANA

ZIMBABWE

REPUBLICOF SOUTH

AFRICA

MADAGASCAR

RUSSIA

KAZAKHSTAN

GEORGIA

IRAN

UZBEKISTAN

TURKMENISTAN

AFGHANISTAN

KYRGYZSTAN

TAHKISTAN

PAKISTAN

INDIA

CHINA

NEPAL

MYANMAR

THAILAND

SRILANKA

MONGOLIA

NORTHKOREA

SOUTHKOREA JAPAN

TAIWAN

CAMBODIA

LAOS

VIETNAM

PHILIPPINES

MALAYSIA

INDONESIA

PAPUANEW GUINEA

AUSTRALIA

NEWZEALAND

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EQF the external dimension

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Roles and functions of NQFs

Most NQFs in Europe are presented as communication frameworks; Communication frameworks increase the transparency of the existing qualifications systems - they do not suggest to change them;In some countries communication frameworks represent a first step - in some cases opening up towards reforms; The reforming role of NQFs will depend on their ability to influence the way qualifications are designed and awarded;NQFs may operate according to different objectives and ambitions in different E&T sub-systems.

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An opportunity to develop more user oriented qualifications systems

• by facilitating recognition of LLL and opening up towards validation of prior learning

• by clarifying learning pathways & providing internationally recognisable levels for qualifications

A challenge as

1. More countries must reference to the EQF to make it a reality for individuals

2. EQF must be visible in certificates and diplomas3. Issues of progression and transfer must be explicitly

addressed

The Individual Citizen

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EQF can facilitate recognition by•strengthening the transparency of qualifications;• strengthening cooperation and mutual trust• by establishing a common reference point for qualifications

Challenges• Coordination with established recognitions structures at national and European level (ENIC and NARIC)• Problematic relationship to the Directive (2005/36) on Recognition of Professional Qualifications; need to improve cooperation and links between the EQF and the Directive

Recognition

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EQF provides an opportunity, through its reference levels and descriptors, to clarify how to turn the EQF into a (common) reference point also for qualifications awarded by sectors and companies

Challenge: How these qualifications can be referenced to the EQF?

Sectors

(1)

(1)

(2)

(2)and

(3)(3)

(4)

“soft linking“Sector uses the EQF levels, principles and methodology and claims a certain EQF link: no verification through a final formal European referencing process

“hard linking”The sector qualification is included in EQF through a formal European referencing process between the sectoral QF and EQF

“soft linking”Before the NQF is formally referenced to EQF

“hard linking”By formally referencing the NQF to EQF

(5)

(6)

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If an international sectoral organisation unilaterally aligns its qualifications to EQF levels, what action can be taken? And how can this be prevented?

The body may of course act in full good faith to "show the relationship between international sectoral qualifications and national qualifications systems". On the other hand, deliberate attempts to self-declare EQF levels for given qualifications should be expected, not only from sectoral organisations, but indeed from single learning providers.

Sectors … and the ostrich effect

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Cedefop

18Thanks for your attention