on the way to an european qualification framework eqf

On the way to an European On the way to an European Qualification FrameworkQualification Framework

EQF EQF

Schools association for improving ICT vocational trainingLeonardo Da Vinci Partnership 2010-1-ES1-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

77EQF Level 1EQF Level 1

EQF Level 2EQF Level 2







Q

Q

Q

Q

NQF/

NQS

NQF/

NQS

NQF/

NQS

NQF/

NQS

Q

Q

Q

NQF/

NQS

NQF/

NQS

NQF/

NQS

Country ACountry A Country BCountry B

The Eight EQF LevelsThe Eight EQF Levels

EachEQF

Reference Level

Knowledge

Skills

Competences

Swedish post-secondary engineering

education (Påbygnadsutbildning)

= EQF Level 4 = Irish post secondary education at national

level 6 (Advanced certificate)

EE QQ FF

What EQF is NOT!What EQF is NOT!

• EQFEQF not about not about replacingreplacing national/sectoral national/sectoral frameworksframeworks

• EQFEQF not about not about harmonisationharmonisation

• EQFEQF CANNOT define CANNOT define new qualificationsnew 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 The Main

elements elements

of the of the EQFEQF

LEVEL ONE EQF

Level 1:

Knowledge Skills Competence

Basic general knowledge

basic skills required to carry out simple tasks

work or study under direct supervision in a structured context

LEVEL TWO EQF

Level 2:Knowledge Skills Competence

Basic factual knowledge of a field of work or study

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


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


Factual and theoretical knowledge in broad contexts within a field of work or study

a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study

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

LEVEL FIVE EQF


Comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge

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


Advanced knowledge of a field of work or study, involving a critical understanding of theories and principles

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


•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

specialised problem-solving 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


Knowledge at the most advanced frontier of a field of work or study and at the interface between fields

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

REFERENCINGNATIONAL 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".


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 .


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).

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.


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.


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.


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.


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-learning-policy/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/

on the way to an european qualification framework eqf

Documents

purposethe eqf

qualifications framework

individuals qualifications

specific qualifications

individual qualifications

learning outcomes of

national level

informal learning