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Bologna ProcessBologna ProcessDevelopment of Qualifications Development of Qualifications

FrameworksFrameworksMeeting of National correspondentsMeeting of National correspondents

Strasbourg, 9-10 November 2009Strasbourg, 9-10 November 2009

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Developments in the Developments in the European qualifications framework European qualifications framework

for lifelong learningfor lifelong learning

Carlo ScatoliDG Education and Culture

is a regional meta-frameworklinking national qualifications frameworks or systemsthrough levels descriptors of learning outcomesnot related to a specific structure of the education and training systems.

The European Qualifications Framework for lifelong learning

* a meta-framework* to connect, but not to merge nor reform…

…the national education and training

systems

…the national qualifications

systems and frameworks

National competences

EU initiative

The European Qualifications

Framework for lifelong learning is

EQF : a meta-framework for mobilityEQF will make qualifications easier

to understand, appreciate and compare, and possibly to recognise,helping people move across countries and across sectors, in the European labour market and lifelong learning area.

Strong demand from social partners

EQF : a meta-framework for

lifelong learningEQF covers all levels of qualifications, facilitates gateways between subsystems of education and training, promotes validation of non formal learning.

EQF adopts and promotes the use of learning outcomes,a radical change of attitude in many education and training systems.

What a learner knows, understands or is able to do at the end of a learning process

The adoption of learning outcomes, as opposed to formal features to define qualifications, is essential for qualifications frameworks and meta-frameworks

EQF – Learning outcomes

EQF - Structure

• A grid of descriptorsdefining 8 levels of qualification in terms of learning outcomesrelated to knowledge, skills, competence

EQF - StructureIn the context of the EQF,Knowledge is described as theoretical and/or factual

Skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments).

Competence is described in terms of responsibility and autonomy.

Knowledge Skills Competence

LEVEL

5

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

Example: EQF level 5

Knowledge Skills Competence

LEVEL

6

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

Example: EQF level 6

The EQF process

Member States are recommended to:•Relate their national qualifications systems to the EQF by 2010 by referencing, in a transparent manner, their qualifications levels to the EQF levels

The EQF process

Member States are recommended to:•Ensure that all new qualification certificates, by 2012, contain a clear reference – by way of national qualification systems – to the appropriate EQF level

The EQF process

•It is not expressly recommended that Member States set up national qualifications frameworks

All Member States are now developing NQFs

The EQF process

Member States are recommended to:• Use an approach based on learning outcomes when defining and describing qualifications

• Promote the validation of non formal and informal learning

• Promote and apply principles of quality assurance in education and training

EQF – Implementation

•The EQF Advisory Group – set up by the Commission, provides coherence and transparency

•The national coordination points – implementation bodies at national level

EQF – Implementation

The EQF Advisory Group:Representatives of EUR-32 countries, Council of Europe (EHEA), social partners, stakeholders (Eurochambres, EUCIS-LLL, EUA)

Many parties concerned

The EQF implementation

• Referencing – through a transparent methodology – is the first task of the national coordination points

• In particular, the AG has agreed on a set of criteria and procedures for referencing national qualifications to the EQF

The EQF implementation

• Referencing means to decide which EQF level is the closest to a given national level

• The target is the best fit, rather than the full fit

Criteria and procedures in 10 points to ensure that the information made public - is validated by the competent authorities - is relevant and transparent - can be compared - generates trust

The EQF implementation

Close to the EHA criteria and procedures

Peer to peer review

Common

criteria

Common

criteria

The referencing process

Mutual trust

EQF is a

meta-

framewor

k

The EQF implementation

22

The process of referencing national qualifications levels

to the EQF

A national referencing report for each country

Criteria & Procedures 9

The EQF implementation

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The process of referencing national qualifications levels

to the EQFIrish report finalised and launched on 17 September 2009Maltese report finalised and launched on 4 November

The EQF implementation

(Preparatory) work started in all other countries

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Irish EQF referencing report

EQF levels

EHEA Framework (Bologna)

NFQ Levels

NFQ Major Award-types

1 1 Level 1 Certificate

2 Level 2 Certificate

2 3 Level 3 Certificate, Junior Certificate

3 4 Level 4 Certificate, Leaving Certificate

4 5 Level 5 Certificate, Leaving Certificate

5 Short Cycle within First Cycle

6 Advanced Certificate (FET award); Higher Certificate (HET award)

6 First Cycle 7 Ordinary Bachelors Degree

8 Honours Bachelor Degree, Higher Diploma

7 Second Cycle

9 Masters Degree, Post-Graduate Diploma

8 Third cycle 10 Doctoral Degree, Higher Doctorate

MQF

EQF

QF EHEA

Referenced

to the

Maltese EQF and EHEA referencing report

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Maltese EQF and EHEA referencing report- 8 level system which captures the

level descriptors of the EQF and the QF-EHEA

- 1 credit system across the framework

- One area of Higher Education representing academic and research degrees as well as Vocational and Professional Degrees.

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16 countries referencing by 2009 or 2010

- fully on schedule

5 countries not yet able to estimate

The EQF implementation

10 countries referencing by 2011

- still on schedule for 2012

Very provisional information August 2009,

next round (Dec 2009) more accurate

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Estimate August 20092009 Ireland (EIRE)

2009 Malta (MT)

Final report

2010

France (FR)

Belgie (BE)

Danmark (DK)

Eesti (EE)

Luxembourg (LU)

Italia (IT)

Nederland (NL)

Österreich (AT)

Portugal (PT)

Suomi (FI)

United Kingdom (UK)

Iceland (IS)

Croatia (HR)

Turkey (TR)

Final report

2011

Ceska Republica (CZ)

Deutschland (DE)

Ellas (EL

España (ES)

Latvia (LV)

Polska PL

Slovenija (SI)

Slovensko (SK)

Sverige (SE)

Norway (NO)

Magyarorszag (HU)

Kypros (CY)

Lithuania (LT)

Romania (RO)

Bulgaria (BG)

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The EQF context

All Member States are setting up (or revising) national qualifications frameworkswith a lifelong learning perspectivebased on learning outcomes

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The EQF context

Most are considering 8 levels, one 7 levels (Iceland)some 8 + entry level (UK-England)some 8 with one or two sublevels (Croatia, Slovenia – cf. Ireland)

Mapping by Cedefop August 2009.Next round EHEA national

correspondents to be contacted

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Thank you for your attentionThank you for your attention

carlo.scatoli@ec.europa.eu

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EQF – Referencing criteria

1. The responsibilities and/or legal competence of all relevant national bodies involved in the referencing process, including the National Coordination Point, are clearly determined and published by the competent public authorities.

Clarity about actors and their role. Cf EHEA Crt 7.

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EQF – Referencing criteria

2. There is a clear and demonstrable link between the qualifications levels in the national qualifications framework or system and the level descriptors of the European Qualifications Framework.

Cf. EHEA Crt 2.

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EQF – Referencing criteria

3. The NQF or system and its qualifications are based on the principle and objective of learning outcomes and linked to arrangements for validation of non-formal and informal learning and, where these exist, to credit systems.

The learning outcomes approach is fundamental.

Cf. EHEA Crt 3

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EQF – Referencing criteria

4. The procedures for inclusion of qualifications in the national qualifications framework or for describing the place of qualifications in the national qualification system are transparent.

Transparency is a fundamental requirement.Cf. EHEA Crt 4. (EQF does not require NQF to be established.)

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EQF – Referencing criteria

5. The national quality assurance system(s) for education and training refer (s) to the national qualifications framework or system and are consistent with the relevant European principles and guidelines (as indicated in annex 3 of the Recommendation).

Cruciality of QA recognised through specific annex to the EQF Recommendation. Cf. EHEA Crt 5.

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EQF – Referencing criteria

6. The referencing process shall include the stated agreement of the relevant quality assurance bodies.

Completes and specifies EQF Crt 5.Cf. EHEA Prc 2.

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EQF – Referencing criteria

7. The referencing process shall involve international experts.

Possibly reflecting a variety of stakeholders – it is about generating mutual trust as well as about cooperation. Cf. EHEA Prc 3.

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EQF – Referencing criteria

8. The competent national body or bodies shall certify the referencing of the national qualifications framework or system with the EQF. One comprehensive report, setting out the referencing and the evidence supporting it shall be published by the competent national bodies, including the National Coordination Point, and shall address separately each of the criteria.

One country, one voice. Important to stress for an overarching framework.Cf. EHEA Prc 4.

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EQF – Referencing criteria

9. The official EQF platform shall maintain a public listing of member states that have confirmed that they have completed the referencing process, including links to completed referencing reports.

The EQF platform will be managed centrally.

Cf. EHEA Prc 5.

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EQF – Referencing criteria

10. Following the referencing process, and in line with the timelines set in the Recommendation, 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 European Qualifications Framework level.

The process is achieved when the outcome indicated by the Recommendation is available – each single qualification is related to the EQF. Cf. EHEA Prc 6.