1 Implementation of the Dutch national Qualifiation Framework, the NLQF June 17, 2010 Karin van der Sanden Projectleader NLQF Dutch Ministry of Education Culture and Science

Qualification Frameworks mechanisms for describing and relating qualifications to each other originated in the United Kingdom and other English speaking countries in the 1980s How to relate national qualifications systems to each other? Meta-frameworks of qualifications

Bologna framework The Bologna Process inaugurated in 1999 to create the European Higher Education Area to be more efficient and dynamic internally and more attractive internationally The Bologna framework Qualifications Framework for the European Higher Education Area adopted in May 2005 at the Bergen meeting of the ministers for higher education under the Bologna Process

EQF LLL Copenhagen Process 2002 lifelong learning encourage individuals to make use of the wide range of vocational learning opportunities available about learning in schoolsettings, higher education, workplace, private courses lll tools developed to enable users to link and build on learning acquired at various times, and in both formal and non-formal contexts European Qualifications Framework LLL adopted April 2008 by joint decision of the European Parliament and Council outcome of the European Union’s education and training policy co-operation framework

EQF LLL 8 reference levels describing what a learner knows, understands and is able to do (knowledge,skills,competences) applies to all types of education, training and qualifications, from school education to academic, professional and vocational shifts the focus from the traditional system which emphasizes 'learning inputs', such as the length of a learning experience, or type of institution to ‘learning outcomes’ encourages lifelong learning by promoting the validation of non-formal and informal learning Levels 5 – 8 are compatible with Bologna framework ( 5 = short cycle, 6 = bachelor, 7 = master, 8 = phd)

Shared objectives Bologna FrameworkEQF LLL international transparency improve transparency international recognition improve comparability and portability of citizens’ qualifications international mobility.enhance international and national mobility

Shared objectives Enhancing the transparency of qualifications and qualifications systems in order to facilitate the recognition of those qualifications and the mobility of their holders

Learning outcomes & Quality Assurance for frameworks to work in this way they must be underpinned by robust and transparent quality assurance systems » trust can be established and maintained between partner countries. learning outcomes » to enhance comparability

National Qualifications Frameworks Meta Frameworks are created to connect National Qualifications Systems Most countries create (or improve) a National Qualification Framework NQFs introduced under these initiatives are invariably linked to quality assurance and are based on learning outcomes

EQF LLL Recommendation 2010 recommended target date for countries to relate their qualifications systems to the EQF 2012 recommended target date for countries to ensure that individual qualification certificates bear a reference to the appropriate EQF level

Unitary versus Embedded framework Unitary framework: uses the same basic elements to describe all education and training qualifications levels across lifelong learning to facilitate access and progression between all levels (Maltese and Irish frameworks)

Unitary versus Embedded framework Embedded framework common set of levels and methods for describing qualifications levels identifies/keeps separate sub-frameworks, for example for different provider segments Scottish Credit and Qualifications Framework sub-framework SQA qualifications (EQF 1-8) including general and vocational qualifications, sub-framework Scottish Vocational Qualifications (EQF 2-7) sub-framework higher education qualifications (EQF 5-8)

Dutch national qualification framework NLQF Objectives Transparency to enhance national and international mobility Stimulate life long learning Communication Translation devise between subsystems and EQF

Characteristics & Scope Comprehensive framework Based on learning outcomes Underpinned by quality assurance Amount of levels will reflect national situation Fully compatible with Bologna framework the formulation of the NLQF level descriptors differ because the NLQF also encompasses vocational education and training (VET), general education and work contexts, including at the highest levels. (Self certification completed) Open (under conditions) to sectoral qualifications also on the higher levels, no rights to titles of not fully compatible with bologna cycles

Development & implementation Dutch system is composed of several subsystems initial VET secondary VET (recent reforms to competence based qualifications), general education higher education (self certifying process completed) well developed system of ‘private’ and sectoral qualifications Construction NLQF based on existing levels of qualifications recognised by ministry of education Existing levels described in one coherent way, using same expressions across the subsystems Integration of overlapping levels NLQF

Development & implementation Steering group VET, GE, HE, Agriculture, LLL Expert group GE, IVET, VET, HE (Bologna secretariat and accreditation organisation), private/sectoral preparing descriptors & NLQF Working groups Stakeholders (including social partners) Testing descriptors Committee broad stakeholder referencing ( including social partners) advise to minister

Planning development and testing up to October 2010 committee Leijnse October – December 2010 Formal referencing to the EQF 1st quarter of 2011

Thank you for your attention