LIFELONG LEARNING SKILLS AND QUALIFICATIONS Arjen DEIJ HERE SEMINAR WARSAW 19 SEPTEMBER

EQF – How it works Focus on employability and quality, cooperation and mobility Not pegged to specific qualifications – 8 Levels of complexity – focus on Lifelong Learning More attention to Validation of Non-Formal and Informal Learning Beyond EQF levels=> National Frameworks of Qualifications– linkages Use of best fit Referencing process – Putting EQF levels on Certificates- Issue diploma/certificate supplements Implementing structures: EQF AG and NCPs Links to other tools Credit/QA/Recognition/Skills Matching 

A FOCUS ON LEARNING OUTCOMES

Learning outcomes To make learning visible … in terms of what people can do   Applying Knowledge, Skills, Wider Competences Qualification formal confirmation by a competent body that the learner has achieved the learning outcomes in the standard through an assessment and validation process Use of Learning Outcomes Define/Compare Levels, Qualification types, Qualifications, Units, Curricula, Assessment, Career Guidance, Recognition, Credit Transfer….etc

progress

EQF is voluntary process, very successful All MS are developing QFs and most neighbouring countries  39 Countries are now involved in EQF process Worldwide 154 countries plan, develop or implement a QF 75 % EQF countries have now referenced including some neighbouring countries   Close cooperation between QFEHEA- EQF EQF AG – referencing and self-certification Reference to EQF in Bologna Ministers meetings

All ETF partner countries, except Algeria, Turkmenistan, Libya, Syria develop NQFs; Progress is diverse, international literature distinguishes different stages : policy discussions, debate about change policy, the direction is set; implementation, infrastructure to make change happen is in place change in practice, implementation means that providers or other stakeholders are taking policy through to the final stage effect, the new system brings benefit to learners, stakeholders, organisations or society, and reform or policy change can be evaluated. Implementation far more difficult than developing NQF

THE REAL WORLD THE WORLD OF IDEA(L)S Professional? Higher? Education Academic? & Training Applied? Vocational?

More people go to HE than ever before, fewer to VET High increase in the enrolment in tertiary education in all regions and in practically all countries

Employment prospects have declined structurally over the past 20 years Decrease trend: youth seem to be less involved in the world of work than before, they might remain longer in education (see trends in participation in HE).

Most students choose profiles favouring public employment

Participation in Engineering and Sciences does not really increase (and remains very low for agriculture and for services)

New Skills Agenda for Europe Improving the quality and relevance of skills formation Making skills and qualifications more visible and comparable Improving skills intelligence and information for better career choices EQF revision under way Reach citizens, improve use for recognition, mobility and migration Ensure wider/deeper use of Learning Outcomes Beyond referencing, more emphasis on QA & electronic access Possible extension of countries able to join or link to EQF

EQF and partner countries

Most countries aspire to establish links to EQF – but EQF is only gradually opened for third countries All IPA countries are in the EQF AG (some referenced already) EQF is mentioned in Association Agreements (Moldova, Ukraine, Georgia) and statut avancée Morocco) EQF and comparability of qualifications reference in Mobility Partnerships (Georgia, Moldova, Armenia, Belarus, Azerbaijan, Jordan, Tunisia, Morocco etc) EQF mentioned in EU funded projects in Education and Employment Lisbon Recognition Convention has subsidiary text mentioning EQF Global Approach to Migration and Mobility??

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