Qualifications and Curriculum Authority, London The EQF – a platform for collaboration, integration and reform Tallinn, 19 November 2009 Mike Coles Qualifications and Curriculum Authority, London

European Tools Framework for transparency of qualifications and competences, EUROPASS Quality Assurance Frameworks for HE and VET (ENQA, EQARF) Credit system for VET (ECVET) Common principles for validation of non-formal and informal learning Strengthening policies, systems and practices for lifelong guidance European Area of Higher Education (FQEAHE) European Qualifications Framework

Main functions of the EQF Translation device for comparing qualifications Neutral reference point and a system for classifying qualifications levels

MAIN FEATURES OF THE EQF EQF Level 8 MAIN FEATURES OF THE EQF 8 levels defined through learning outcomes – knowledge, skills and competence EQF has two main aims; to facilitate trans-national mobility and lifelong learning EQF Level 7 EQF Level 6 EQF Level 5 EQF Level 4 EQF Level 3 EQF Level 2 EQF Level 1

EQF as a catalyst for national developments Very positive response - clear demand and strong support from Member States and Sectors EQF is seen as a relevant tool for cross-border mobility and for pursuing national lifelong learning strategies EQF - a driver and catalyst for national reform and development of overarching National Qualifications Frameworks

State of play: European level Transparency of qualifications (2000) Reference levels (2004) Expert group1 Consultation and Budapest conference Expert group 2 Council; agreement on general approach November 2006 Adoption by Parliament and Council, December 2007 - became law April 2008

Final draft Grid of levels and main objectives – no change Labour market emphasis stronger, focus on business sectors stronger Focus on disadvantaged groups stronger QA has had further emphasis - it was already strong Each level must be attainable through a range of learning routes ******************* Advisory Group responsible for coherence and transparency EQF should be linked to a credit transfer system

Advantages of the EQF at national level Introduces an international reference - important for individuals, education and training providers and employers Supporting LLL by integrating separate education and training systems Paves way for credit transfer Improves employers ability to judge profile and relevance of qualifications Enables peer learning between countries

The effect of the EQF NQF developments Lifelong learning integrating functions Significant number of countries use 8 level structure Learning outcomes are used as a basis for classifying and describing levels Quality assurance Linking NQFs to the validation of non-formal learning A number of countries have established inventories of national qualifications

The first and critical step; Referring national qualifications levels to the EQF Countries asked to refer their national qualifications levels to the EQF by 2010 Countries will have to refer their qualifications levels to the EQF through learning outcomes ‘read across’ and ‘new expectations at each higher level’ The principle of ‘best fit’ - making trusted decisions on the placing of national qualification levels

National challenges

How to achieve real comparability? The shift to learning outcomes EQF requires a (re) interpretation of national qualifications levels in terms of learning outcomes ‘Window dressing’ or a genuine effort to review national qualifications levels? The shift to learning outcomes requires objectivity and transparency to allow for mutual trust

EQF as a comprehensive, meta-framework for lifelong learning Challenge: EQF as a comprehensive, meta-framework for lifelong learning EQF is a comprehensive meta-framework addressing the links between sub-systems (for example HE and VET) How to ensure, at European and national level, an integrated LLL approach breaking down barriers between systems

Types of NQF Multiple frameworks Coordinating frameworks Metaframework Starting point: implicit qualifications levels Levels for one or more sectors (general, VET, HE, Adult), some with descriptors Multiple frameworks (no links between sector frameworks) Hungary today A single set of levels covering all sectors (no descriptors) but each sector has its own range of levels Coordinating frameworks (no intention to integrate sectors) Spain, Denmark A set of levels and descriptors covering all sectors which is the basis for relating to each sectoral framework Metaframework (No intention to integrate pathways) Scotland A set of levels and descriptors covering all sectors, each sector uses this set of levels Integrating framework (Intention to bring pathways together) Austria, Germany Lithuania

Challenges; Credit transfer, validation and Europass How to integrate credit transfer and EQF One integrated European system? Why is there a limited development of national credit transfer schemes? How can validation of non-formal and informal learning be promoted by the EQF? Europass; how can it support the EQF?

Challenges; sectoral frameworks International qualifications International regulatory authorities European professional bodies The jurisdiction of the national authorities?

The EQF Web tool will enable qualifications to be compared Challenges; levels on certificates Target date is 2012 Following the referencing process, 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 EQF Web tool will enable qualifications to be compared

European support

European support to national implementation A European advisory group has been set up Cluster on Recognition of learning outcomes; focus on National Qualifications Frameworks and validation of learning EQF test and pilot projects Guidelines for implementation

Current and future work at EU level Disseminate good practice for referencing Use NCPs as a route to development funding Develop further guidance material, e.g. on ‘best fit’ Promote the use of learning outcomes Start work on quality assurance of EQF procedures Strengthen the relationship between EHEA and EQF Start to work systematically on the sectoral issue Develop common internet based platform for EQF

Some challenges Learning outcomes - the big challenge How to regulate the referencing process to optimise trust If EQF descriptors are used as NQF descriptors… Qualifications on level 6, 7 and 8 that are not certificated by higher education International qualifications The regulated professions and the Directive on the recognition of professional qualifications Developing processes for the validation formal and non-formal/informal learning Dialogue at EU level between Education and Employment