Towards an EQF, European Qualification Framework for LLL By Magda Kirsch & Yves Beernaert Using elements of DG EaC PwP EuropeAid/120164/D/SV/BG

References Official EU consultation text of EQF (05) Synthesis of the responses drafted for DG EaC by Pôle Universitaire Européen de Nancy (April 06) National Qualification frameworks of Ireland and Scotland European Higher Education Qualification Framework

Principle elements of qualification frameworks Learning outcomes Competences Levels Qualifications Credits Workload Profile

Learning outcomes = the set of knowledge or skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process. = statements of what the learner is expected to know, understand and/or be able to do at the end of the learning period. = to facilitate transparency, comparibility, credit transfer and recognition.

Competences Cognitive competence involving the use of theory and concepts as well as informal tacit knowledge gained experientially; (KNOWLEDGE) Functional competence (skills or know-how); what a person must be able to do in a given area of work, learning or social activity;(SKILLS) Personal competence involving knowing how to conduct oneself in a specific situation; Ethical competence involving the possession of certain personal and professional values.(WIDER COMPETENCES

Levels can be understood as: representing a series of sequential steps (a developmental continuum), expressed in terms of a range of generic outcomes, against which typical qualifications can be positioned

Qualifications A qualification is achieved when a competent body determines that an individual’s learning has reached a specified standard (ST) of knowledge, skills and wider competences. The ST of learning outcomes is confirmed by means of an assessment process or the succesful completion of a course of study (and/or work placement). A qualification confers official recognition.

Part I National Qualfification frameworks

National Qualifications Frameworks: definition The single description at national level….of an education system, which is internationally understood and through which all qualifications and other learning achievements in HE may be described and related to each other in a coherent way and which defines the relationship between HE qualifications.

Exisiting National Qualifications Frameworks UK: Scotland, England, Wales, Northern-Ireland Ireland Denmark France Spain Malta

National Qualifications Frameworks Characteristics all qualifications are included systematic description coherent relationship internationally understood

Why National Qualifications Frameworks? Make explicit the purpose and aim of qualifications Delineate point of integration and overlap Provide a context for review and development of existing qualifications Provide a context for the design of new qualifications

The Scottish SCQF (Scottish Credit and Qualifications Framework) 12 SCQF levels Higher Education Scottsh Vocational qualifications 12 11 Doctorates Masters SVQ 5 10 9 Honours Degree (Graduate Diploma / Certificate) Ordinary Degree (Graduate Diploma / Certificate) 8 7 Advanced Higher Higher National Diploma (Diploma in H.Ed.) Higher National Certificate (Certificate H.Ed.) SVQ 4 6 Higher 5 Intermediate 2 Credit Standard Grade SVQ 3 SVQ 2 4 Intermediate 1 Credit Standard Grade 3 Access 3 Foundation Standard Grade SVQ 1 2 Access 2 1 Access 1

The Irish NFQ

English, Welsh and Northern Ireland Frameworks National Qualifications Framework (NQF) Framework for Higher Education Qualification Levels (FHEQ) 8 Specialist awards D (doctoral) Doctorates 7 Level 7 Diploma M (Masters) Masters degrees, postgraduate certificates and diplomas 6 Level 6 diploma H (Honours) Bachelors degrees, graduate certificates and diplomas 5 Level 5 BTEC Higher National Diploma I (Intermediate) Diplomas of H.Ed. & F.Ed., Foundation degrees, H.Nat. Diploma 4 Level 4 Certificate C (Certificate) Certificates of H.Ed. 3 Level 3 Certificate Level 3 NVQ A levels 2 Level 2 Diploma Level 32 NVQ GCSEs Grades A-C 1 Level 1 Certificate Level 1 NVQ GCSEs Grades D-G Entry Entry Level Certificate in Adult Literacy

Advice in drafting NQF The development and review process for producing good NQFs are most effective when they involve all relevant stakeholders A NQF should identify a clear nationally agreed set of purposes NQF should explicitly link to academic standards and to quality assurance systems (institutional/national)

Part II The European Qualification Framework EQF

What is the EQF? Translation device for comparing qualifications Neutral reference point based on learning outcomes

Country A Country B EQF Level 8 EQF Level 7 EQF Level 6 EQF Level 5 Qualification Qualification

Each EQF Reference Level Wider personal and professional competences The Eight EQF Levels Knowledge Each EQF Reference Level Skills Wider personal and professional competences

Focus on Learning Outcomes EQF Learning Outcomes Non-Formal Learning Informal Learning Formal Learning

The EQF beneficiaries: Individuals Sectors, employers and social partners Education/Training systems, providers

8 COMMON REFERENCE LEVELS The main elements of the EQF 8 COMMON REFERENCE LEVELS

A basis for co-operation EQF implementation is voluntary Entails no legal obligations on Member States or sectors Fosters change by supporting and informing reform

What EQF is NOT! EQF not about replacing national/sectoral frameworks EQF not about harmonisation EQF CANNOT define new qualifications

…they rapidly become very complex… The alternative to EQF: bilateral agreements? Country C Country B Country A Circles are individuals, instutiions, sectors, countries, companies seeking links to other bodies Title No common reference point – bilateral agreements develop …they rapidly become very complex…

The alternative to EQF: bilateral agreements? Circles are individuals, instutiions, sectors, countries, companies seeking links to other bodies Title No common reference point – bilateral agreements develop

Using the EQF ESSENTIAL INFORMATION Table 1: Learning Outcomes Aimed at qualifications authorities, experts: makes translations between systems and frameworks possible SUPPORTING INFORMATION Table 2: Supporting Information Needs to be compiled and completed at national or sectoral level

Credit transfer and accumulation system: ECTS and ECVET ! Goal: to create an integrated credit transfer system at European level, meeting the needs of vocational and academic institutions Good image…can you find more like these for the other slides…?

Linking qualifications to the EQF: the role of national authorities Commitments to link national qualifications to EQF Long term reform process Learning outcome-based qualifications National Framework of Qualifications?

Linking qualifications to the EQF: the role of sectoral stakeholders Invite sectors to link sectoral qualifications to EQF Facilitate sectoral developments Fine..perhaps a way to give it nicer look…?? Facilitate link between national and sectoral qualifications Decentralisation and self-certification

Consultation Europe-wide consultation process from July to December 2005: 32 countries in ‘Education and Training 2010’ Bologna follow-up group European Social Partner organisations Fine..perhaps a way to give it nicer look…?? Industry & sector organisations Education and training NGOs

Consultation — Results Input to drafting of Council and EP Recommendation in Spring 2006 Support from the new Integrated Lifelong Learning Programme Fine..perhaps a way to give it nicer look…??

Draft proposal for a Bulgarian NQF !