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Implementation of the Dutch national Qualifiation Framework, the NLQF

June 17, 2010 Karin van der Sanden

Projectleader NLQFDutch Ministry of Education Culture and Science

Qualification Frameworks

mechanisms for describing and relating qualifications to each other

originated in the United Kingdom and other English speaking countries in the 1980s

• How to relate national qualifications systems to each other?

Meta-frameworks of qualifications

Bologna framework

• The Bologna Process inaugurated in 1999

to create the European Higher Education Area to be more efficient and dynamic internally and more attractive internationally

• The Bologna frameworkQualifications Framework for the European Higher Education Area

adopted in May 2005 at the Bergen meeting of the ministers for higher education under the Bologna Process

EQF LLL• Copenhagen Process

2002lifelong learning encourage individuals to make use of the wide range of vocational learning opportunities available about learning in schoolsettings, higher education, workplace, private courseslll tools developed to enable users to link and build on learning acquired at various times, and in both formal and non-formal contexts

• European Qualifications Framework LLLadopted April 2008 by joint decision of the European Parliament and Council outcome of the European Union’s education and training policy co-operation framework

EQF LLL • 8 reference levels describing what a learner knows,

understands and is able to do (knowledge,skills,competences)

• applies to all types of education, training and qualifications, from school education to academic, professional and vocational

• shifts the focus from the traditional system which emphasizes 'learning inputs', such as the length of a learning experience, or type of institution to ‘learning outcomes’

• encourages lifelong learning by promoting the validation of non-formal and informal learning

• Levels 5 – 8 are compatible with Bologna framework( 5 = short cycle, 6 = bachelor, 7 = master, 8 = phd)

Shared objectives

Bologna Framework EQF LLL

international transparency

improve transparency

international recognition

improve comparability and portability of

citizens’ qualifications

international mobility. enhance international and national mobility

Shared objectives

Enhancing the transparency of qualifications and qualifications systems in order to facilitate the recognition of those

qualifications and the mobility of their holders

Learning outcomes & Quality Assurance

• for frameworks to work in this way they must be underpinned by

robust and transparent quality assurance systems» trust can be established and maintained

between partner countries.

learning outcomes » to enhance comparability

National Qualifications Frameworks

•Meta Frameworks are created to connect National Qualifications Systems

•Most countries create (or improve) a National Qualification Framework

• NQFs introduced under these initiatives are invariably linked to quality assurance and are based on learning outcomes

EQF LLL Recommendation

2010

recommended target date for countries to relatetheir qualifications systems to the EQF

2012

recommended target date for countries to ensure that individual qualification certificates bear a reference to the appropriate EQF level

Unitary versus Embedded frameworkUnitary framework:

uses the same basic elements to describe all education and training qualificationslevels across lifelong learning to facilitate access and progression between all levels

(Maltese and Irish frameworks)

Unitary versus Embedded framework

Embedded framework

• common set of levels and methods for describing qualifications levels

• identifies/keeps separate sub-frameworks, for example for different provider segments

• Scottish Credit and Qualifications Framework sub-framework SQA qualifications (EQF 1-8) including general and vocational qualifications,

sub-framework Scottish Vocational Qualifications (EQF 2-7) sub-framework higher education qualifications (EQF 5-8)

Dutch national qualification framework NLQF

• Objectives

Transparency to enhance national and international mobilityStimulate life long learningCommunicationTranslation devise between subsystems and EQF

Characteristics & Scope• Comprehensive framework• Based on learning outcomes• Underpinned by quality assurance• Amount of levels will reflect national situation• Fully compatible with Bologna frameworkthe formulation of the NLQF level descriptors differ because the NLQF also encompasses vocational education and training (VET), general education and work contexts, including at the highest levels. (Self certification completed)

• Open (under conditions) to sectoral qualifications•also on the higher levels, no rights to titles of not fully compatible with bologna cycles

Development & implementation• Dutch system is composed of several subsystems

initial VET secondary VET (recent reforms to competence based qualifications), general education higher education (self certifying process completed)well developed system of ‘private’ and sectoral qualifications

• Construction NLQF based on existing levels of qualifications recognised by ministry of education

• Existing levels described in one coherent way, using same expressions across the subsystems

• Integration of overlapping levels NLQF

Development & implementation• Steering group

VET, GE, HE, Agriculture, LLL

• Expert groupGE, IVET, VET, HE (Bologna secretariat and accreditation organisation), private/sectoralpreparing descriptors & NLQF

• Working groupsStakeholders (including social partners)Testing descriptors

• Committeebroad stakeholder referencing ( including social partners)advise to minister

Planning

• development and testingup to October 2010

• committee LeijnseOctober – December 2010

• Formal referencing to the EQF 1st quarter of 2011

Thank you for your attention