THE ALBANIAN QUALIFICATIONS FRAMEWORK:AN INTRODUCTION

2

AQF Albanian Qualifications Framework

CPD Continuous Professional Development

ECTS European Credit Transfer and Accumulation System

ECVETEuropean Credit System for Vocational Education and Training

EHEA European Higher Education Area

EQAVET European Quality Assurance for VET

EQF European Qualifications Framework

ESGEuropean Standards and Guidelines for Quality Assurance in the EHEA

ET2020 EU Education and training 2020 strategic framework

EU European Union

GE General Education

HE Higher Education

ISCED International Standard Classification of Education

NESS National Employment and Skills Strategy

NQF National Qualifications Framework

QA Quality Assurance

QF-EHEAQualification Framework of the European Higher Education Area

VET Vocational Education and Training

VNFIL Validation of Non-Formal and Informal Learning

ACRONYMS

WHY THE ALBANIAN QUALIFICATIONS FRAMEWORK IS NEEDEDCountries develop National Qualifications Frameworks for a variety of reasons. Many EU Member States use frameworks to coordinate their qualifications systems better. Other countries use them to support national education and training reforms; to develop relevant qualifications and bring them closer to the labour market; to create progression routes linking vocational education and training (VET) with higher education; and to work towards comparison and greater recognition of qualifications within the country and internationally. Some 142 countries around the world have developed or are developing National Qualifications Frameworks, including 24 of the ETF’s 29 partner countries.

Albania is modernising its education and training systems and the Albanian Qualification Framework (AQF) is central to the reform of qualifications. The Albanian Parliament adopted the AQF in 2010. It is a tool for classifying qualifications from the different education subsectors - higher education, vocational education and training, pre-tertiary general education and adult learning – by level. The AQF is also a means of screening the quality of qualifications.

This brochure describes the basic arrangements that need to be in place to make the AQF work as part of a modern qualification system.

The development and implementation of a National Qualifications Framework is an ongoing process. As such, the AQF will evolve over time. Initially, the AQF will mainly comprise qualifications from formal education. But in future, also qualifications for lifelong learning can be included. This will make the AQF a real framework for lifelong learning, in line with developments in the European Union (EU).

WHAT IS A QUALIFICATION?Until recently, a qualification was linked to the successful completion of a given course of study. ISCED, the International Standard Classification of Education, developed by UNESCO, was widely used to classify education and training by level. Success meant that a student had completed a course and understood the learning content required for the qualification. This is changing.

In many parts of the world, it is now more important that students show they master a given set of knowledge, skills and competences than how they have acquired them, and over what duration. The focus of qualifications has shifted from the learning process to the assessment of what has been learnt (the learning outcomes).

This change is reflected in the European Qualification Framework (EQF), which defines a qualification as “the formal outcome of an assessment and validation process which is obtained when a competent body determines that an individual has achieved learning outcomes to given standards”.

The Albanian Qualifications Framework follows the EQF definition of qualification. (Law No. 10 247, dated of 4.03.2010)

3

THE DEVELOPMENTS

� Providers are increasingly expected to align their programmemes with nationally approved qualifications. This may be linked to public funding. The advantage for individuals is that they have a better overview of what they will learn where.

� Qualifications outlining the knowledge and skills acquired are more transparent.

� People can have their skills assessed and certified without attending courses (not for higher education).

� Employers have a better idea of what they can expect of their employees.

� The world of work may move towards recognising higher professional standards, including health and safety, and hiring fewer unqualified workers.

� Qualifications may be linked to entitlements, such as salaries and pensions.

� Gaining a higher-level qualification is a strong incentive for young people and adults to go on learning, which is vital in a lifelong learning society and knowledge economy.

� And last, but not the least, job markets are increasingly international. Albanian qualifications can be recognised in other countries, improving job prospects for Albanians abroad.

4

5 EUROPEAN TOOLS FOR LIFELONG LEARNING

European countries have been working together for the last 15 years to modernise their education and training systems, making them more attractive, inclusive, relevant, accessible, career-oriented, flexible and innovative. The EU’s Education and Training 2020 (ET2020) strategic framework sets specific targets for countries to reach by that date. Albania participates in most of the ET2020 working groups.

In the area of vocational education and training (VET), the Copenhagen Process has become a platform for voluntary cooperation and coordination between EU Member States. Albania has participated in the Copenhagen Process since it became a candidate country for the European Union. In higher education, 48 countries participate in the Bologna Process that has built the European Higher Education Area (EHEA). Albania has been a full member of the Bologna Process and the EHEA since 2003.

Both the Copenhagen and Bologna Processes have established common European tools for lifelong learning. These fall under five headings relevant not only for EU co-operation but also for national education and training reforms:

1. Qualifications Frameworks � European Qualifications Framework for lifelong learning (EQF)

� Framework for Qualifications of the European Higher Education Area (QF EHEA)

5

2. Credit systems � European Credit System for Vocational Education and Training (ECVET)

� European Credit Transfer and Accumulation System (ECTS)

3. Quality Assurance � European Guidelines for Quality Assurance, in Vocational Education and Training (EQAVET)

� Standards and Guidelines for Quality Assurance in the European Higher Education Area (ESG)

6

4. Validation of non-formal learning and informal learning � European Recommendation for Validation of Non-Formal and Informal Learning (VNFIL);

VNFIL allows individuals to have their knowledge, skills and competences validated regardless of how they acquired them.

5. Tools for mobility of students and workers � Europass: five documents for students and workers to communicate their skills and competences

when moving to work or study elsewhere in Europe:

1. Europass Curriculum Vitae,

2. Europass Certificate Supplement,

3. Europass Diploma Supplement,

4. Europass language passport and

5. Europass mobility.

http://europass.cedefop.europa.eu/

EUROPEAN QUALIFICATIONS FRAMEWORK The European Qualifications Framework (EQF) is a common European reference framework that serves as a translation tool. It helps compare qualifications and qualification systems between countries, making qualifications more readable and understandable for learners, providers and employers across countries and across systems. It aims to:

� To promote mobility of people between countries; and

� To facilitate lifelong learning.

The EQF has eight levels, level 1 being the most basic (e.g. primary school leaving certificates) and level 8 the most advanced (e.g. Doctorates).

1

9

8

6

7

5

4

3

2

1

8

6

7

5

4

3

2

1

6

5

4

3

2

NQF COUNTRY A EQF META FRAMEWORK

NQF COUNTRY B

qualifications in country A

qualifications in country B

Figure 1: The EQF relationship with NQFs and national qualifications

7

LINKING TO THE EQF: WHAT DOES IT MEAN FOR ALBANIA? The Albanian Qualification Framework needs to be referenced to the EQF. This is more than just a paper exercise. It is an intensive process monitored by the EQF Advisory Group, a body led by the EU with members from all the EU member states and candidate countries. Albania has been a member of the EQF Advisory Group since 2015.

Successful referencing is achieved when the EQF Advisory Group expresses trust in the Albanian qualification systems and its qualifications, and accepts the AQF-EQF referencing report.

After this, all new qualifications and Europass supplements may bear a reference to the corresponding EQF level, valid and understood in all EU Member States.

More information about EQF referencing can be found here: https://ec.europa.eu/ploteus/nl/documentation

The overall purpose of the AQF is to regulate and improve qualifications in Albania in accordance with economic, social and cultural needs of the country.

The main objectives are to:

� Improve the quality of qualifications; all qualifications included in the AQF will be quality approved.

� Improve the access to qualifications and the progress and mobility within and between the different education subsectors.

� Improve the transparency of qualifications; qualifications must be understandable and trusted by their users.

The AQF is structured in eight levels. The lowest level is 1 and the highest level is 8. Each level is defined by level descriptors in three domains: knowledge, skills and broader competences. These are expressed as learning outcomes; they describe an increasing complexity of knowledge, skills and broader competences.

Qualifications can be allocated to one of the eight AQF levels based on a match between the learning outcomes of a qualification and the level descriptors of the AQF, as shown in Figure 2.

ORGANISATION OF THE AQF

8

1

8

6

7

5

4

3

2

LEVEL DESCRIPTORS

Figure 2: Allocation of qualifications to AQF levels

1

8

6

7

5

4

3

2

AQF LEVEL

LEARNING OUTCOME OF QUALIFCATION W

LEARNING OUTCOME OF QUALIFCATION X

LEARNING OUTCOME OF QUALIFCATION Z

QUALIFCATION W

QUALIFCATION X

QUALIFCATION Y

QUALIFCATION Z

9

LEARNING OUTCOME OF QUALIFCATION Y

1

8

6

7

5

4

3

2

AQF LEVEL

Table 1: AQF levels, level descriptors and qualification types

KNOWLEDGE SKILLSBROADER

COMPETENCES

Knowledge in the most advanced level of an area of work or study, as well as in the interaction between areas

Very advanced / specialized skills and techniques including / synthesis and evaluations for critical problem solving in research and/or innovation with extension and redefinition of existing knowledge or professional practices

To demonstrate full authority, innovation, independence, research and professional integrity, continuous dedication to develop new ideas and processes in the most advanced context of work or study including research.

Very specialized knowledge some at a contemporary advanced level in an area of work or study as basis for original thinking and research

Critical analysis of knowledge in an area or various areas. Specialized skills for problem solving necessary for research and/or innovation to develop new knowledge and procedures as well as to integrate knowledge from various areas

Responsible for contributing to knowledge or professional practice and/or reviewing strategic performance of staff/group. Management and transformation of complex/unpredictable work/ study contexts which are and require new strategic approaches.

Advanced knowledge in an area of work or study including critical analysis of theories and principles

Advanced knowledge that demonstrates proficiency and innovation necessary to solve complex and unpredictable problems in an area of work or study

Taking responsibility for management and professional development of individuals or groups.

Comprehensive specialized factual and theoretical knowledge within an area of work or study to a certain level

Theoretical and factual knowledge in a broader context of work or study

Knowledge on facts, principles, processes and general concepts in an area of work or study

Basic factual knowledge about an area of study or work

General basic knowledge Basic skills necessary to perform simple tasks

Basic cognitive and practical knowledge to use relevant information in order to perform tasks and solve routine problems using simple rules and tools

A number of cognitive and practical skills necessary for task performance and problem solving through selection and for implementation of methods, tools, materials and basic information

A number of inclusive cognitive and practical skills necessary for solution of specific problems in an area of work or study

A number of comprehensive cognitive and practical skills needed for creative problem solving

Management and supervision in the framework of work or study activities in various situations; Analysis and improvement of personal and others’ performance.

Self-management within the guiding framework of work or study, which is usually forecast but might change; Supervision of others’ routine work by taking some responsibilitiy for assessment and improvement of work or study.

Accountability for task performance at work and in studies; Adaptation to certain circumstances for problem solution.

Working or studying under supervision with certain independence/autonomy.

Working or studying under direct supervision within a structured framework

6

10

Table 1: AQF levels, level descriptors and qualification types

11

1

8

3

2

4

5

6

7

GENERAL/TRADITIONAL

QUALIFICATIONS 1

VOCATIONAL QUALIFICATIONS

2

LIFELONG LEARNING

QUALIFICATIONS 3

Minimum entry requirements to work or social life

Final school report after completion of compulsory 9-year education

Professional certificate issued at the conclusion of the two-year programme for semi-skilled workers

1. Professional certificate issued at the end of a one-year programme for skilled workers;

2. Professional certificate issued at end of three-year programme for skilled workers;

3. Professional certificate apprenticeship programme

Bridge courses

Vocational training courses

Specialisation courses based on professional requirements

Bridge courses (Certificate)

Specialisation courses based on professional requirements

Doctorate

Graduate school study in Advanced Studies

Executive Master / Second Level Master / Postmaster

Long-term specialisation

Professional Master / First Level Master

Post-secondary study programme of professional character

Professional non-university study programme after secondary education

Professional certificate

1. State Professional Matura Diploma VET high school prog.

2. Prof. cert. 4 year study prog.

3. Prof. cert. 1 year prog.

4. Prof. cert. 2 year prog. for technicians / middle managers;

5. Prof. cert. apprenticeship programme.

State Graduate Diploma issued at the end of the general secondary school programme

Bachelor

Study Programme First Level

Master of ScienceMaster of Arts / Master of Fine Arts / Programme Level II studyIntegrated study programme of the second cycle4-year study programme (before the enactment of the Bologna system)

Study programmes for continuous education

Study programmes for continuous education

12

THE DIFFERENT TYPES OF QUALIFICATIONS IN THE AQF The AQF is an enabler of lifelong learning. This means that, in principle, all types of qualifications available in the country can be included in the AQF, if they meet certain quality criteria.

However, the framework will initially include only qualifications that are provided by the formal education subsystems that have a strong focus on initial education for young people: general/pre-university education, vocational education and training, and higher education. These qualifications are regulated in the laws of higher education, general education and vocational education and training.

In a later stage provisions will be made for inclusion of qualifications for lifelong learning. These can be short courses for adults, special courses for continuous professional development, study programmes for continuous education provided by universities. We categorise them as qualifications for lifelong learning, encouraging learners to carry on their academic studies, professional training or adult learning activities.

The AQF will in principle be open for all types of qualifications for lifelong learning. But while the formal qualifications can be included in the AQF based on existing accreditation and quality assurance procedures, inclusion of qualifications for lifelong learning requires special criteria and procedures. Table 1 above presents the current AQF structure in eight levels with level descriptors and qualification types for each level.

DEVELOPING QUALIFICATIONS AND ASSURING TRUST AND QUALITYThe AQF will only include quality assured qualifications. A quality assured qualification means that:

� the qualification is relevant and has value

� the people who are certificated meet the conditions of the qualification

The National Employment and Skills Strategy (NESS) 2014-2020 foresees the establishment of sector skills committees with the participation of social partners to define qualifications for priority sectors.

Experience from other countries shows that sector skills committees can develop into platforms for more effective and sustainable cooperation, and coordination between education and labour authorities, social partners and private labour market actors.

Sector skills committees can:

� contribute to the identification of skills needs for their sector,

� set priorities for development of qualifications and validate occupational standards that will produce higher quality VET

13

14

HOW THE AQF RELATES TO OTHER ELEMENTS OF THE ALBANIAN QUALIFICATION SYSTEM A National Qualification Framework classifies and regulates qualifications. National Qualification Frameworks have no value without qualifications inside them. The AQF can have an added value for the Albanian citizens if its qualifications are quality assured and included in an AQF register that is accessible to the public.

The end-users of the AQF should be able to trust that the qualifications inside the AQF are relevant for them. Figure 4 shows the main elements of the Albanian Qualification System, from identifying needs, development of standards, curricula and programmes to provision, assessment and certification. To achieve the desired effect of good qualifications - better qualified people - schools must be better equipped, continuous professional development programmes must be made available for all practical trainers, teachers and assessors and career guidance must be available to all learners.

Figure 4. The AQF and other elements of the Albanian qualifications system

THE ALBANIAN QUALIFICATIONS

FRAMEWORK

NATIONAL REGISTER OF QUALIFCATIONS MADE AVAILABLE

TO THE PUBLIC

SCHOOL/ PROVIDERS DEVELOPMENT

CONTINUOUS PROFESSIONAL DEVELOPMENT

WORK-BASED LEARNING MODELS

FROM QUALIFICATION STANDARDS TO

CURRICULA AND VET PROGRAMMES

VALIDATION OF NON-FORMAL

AND INFORMAL LEARNING (VNFIL)

CAREER GUIDANCEIDENTIFYING NEEDS FOR QUALIFCATIONS

FROM IDENTIFIED NEEDS TO

QUALIFICATIONS

ASSESSMENT AND CERTIFICAITON LINKED

TO QUALIFICATIONS

15

The Albanian Qualifications Framework taskforce was established by the Ministry of Education and Sports and the Ministry of Social Welfare and Youth (Order No. 4906, dated of 29.09.2015) to further develop the AQF and prepare the legal package of the revised AQF Law and by-laws.

The taskforce is working on a Handbook that will clarify the Albanian Qualification Framework and its operational arrangements to users. The taskforce will facilitate the process of Referencing the AQF to the European Qualification Framework (EQF) and will complete its mandate with an AQF Implementation plan.

The mandate of the AQF taskforce lasts until the end of September 2017.

The ETF is an EU agency that helps transition and developing

countries to harness the potential of their human capital through

the reform of education, training and labour market systems in

the context of the EU’s external relations policy.

February 2017

THE ALBANIAN QUALIFICATIONS FRAMEWORKCountries develop national qualifications frameworks for many reasons. Many EU Member States use these frameworks to coordinate their qualifications systems more efficiently. Developing and implementing a national qualifications framework is a process.

Albania is modernising its education and training systems and the Albanian Qualifications Framework (AQF) is part of the country’s qualifications reform. The AQF will evolve over time.

It is a classification tool that brings together qualifications from the different education sub-systems: higher education, vocational education and training, pre-university education and lifelong learning.

WHAT IS A QUALIFICATION?The concept of a qualification is changing. Until recently, a qualification was linked to the successful completion of a programme. In many parts of the world, it is now considered more important that a student can prove that he or she can master a set of knowledge, skills and competences than how he or she has acquired them, and for how long.

The Albanian Qualifications Framework follows the European Qualifications Framework (EQF) definition of a qualification. (Law on AQF, No. 10 247, dated of 4.03.2010)

HOW THE FRAMEWORK IS ORGANISEDThe overall purpose of the AQF is to regulate and improve the system of qualifications in Albania in accordance with economic, social and cultural needs of the country.

The AQF is structured in eight levels. Ranging from the lowest level 1, each level is defined by level descriptors in three domains: knowledge, skills and broader competences. These descriptors are expressed as learning outcomes; they describe an increasing complexity of knowledge, skills and broader competences.

The AQF is an enabler of lifelong learning. This means that, in principle, all types of qualifications available in the country can be included in it if they meet certain quality criteria. National qualifications frameworks have no value without qualifications inside them. It can only have an added value for Albanian citizens if the qualifications referenced to the different levels and included in the national register are quality assured.