A learning outcomes approach in validating all forms of learning NQF Inclusive A learning outcomes approach in validating all forms of learning Final Conference 8/09/2011

The Catalogue of Standards Guidance to all those who are interested in trying out and/or implementing sectoral qualifications within the EQF (Levels 1 & 2) general information about the learning outcomes approach and specific information about the definition of learning outcomes on EQF levels 1 and 2. different methods for the validation of learning

The European Qualifications Framework A Translation Device for comparing qualifications A Reference Point based on learning outcomes Incorporates qualifications acquired through all forms of learning Facilitates access and progression

The EQF - A MECHANISM FOR PROGRESSION   Progression Level of difficulty; Level descriptors; Towards LLL knowledge skills Competences

Learning Outcomes Learning Outcomes are statements that describe what a whole qualification represents in terms of the application of its components, namely knowledge, skills and competences. According to the definition of a NQF a learning outcome is what a learner understands and is capable of doing at the end of a learning process.

NQF Inclusive Knowledge involves the understanding of basic,factual and theoretical information and is normally associated with formal learning and therefore with text books, with contact learning hours and as one progresses along the learning pathway one can engage in research, and participate in seminars and conferences. However, knowledge can also be obtained from informal and non-formal settings.

NQF Inclusive Skills involve the application of the acquired knowledge and understanding in different contexts. A skill may not necessarily be the result of formal learning and knowledge as described above. It may be the result of repetitive work in an informal setup.

NQF Inclusive Competences involve concepts such as whether one is competent to exercise the skills with or without supervision, with or without autonomy and with or without responsibility. At the end of 100 months of compulsory education one is expected to achieve the basic key competences which are fundamental for pursuing studies at a post-secondary level and for employability in low-skilled basic jobs.

Writing Learning Outcomes for the NQF Inclusive Project Level Descriptors Language (Action Verbs reflecting knowledge, skills and competences) Consulting Industry as to achieve industry driven training courses Consultation with interested stakeholders

Assessment Methods Presentation Debate Declarative Methods Interviews Observation Portfolio Method Simulation and evidence extracted from real work environments Tests and Examinations

NQF Inclusive THANK YOU Mr Richard Curmi - MQC