1. Finnish National Framework for Qualifications and Other Learning
Leonardo da Vinci Partnership Project - Cooperation network between NCPs
Helsinki
Carita Blomqvist, Head of Unit
Recognition and International Comparability of Qualifications

2. Preparation of Finnish National Framework for Qualifications and Other Learning
Development Plan for Education and Research : The functioning and clarity of the Finnish qualification system will be improved by drawing up a national qualifications framework based on the description of learning outcomes by the end of 2010.
The Ministry of Education appointed a Committee to prepare a national framework based on the description of competence produced by qualifications and other competence in August 2008.
The report was submitted on
Public consultation 8 – 10/2009 (comments and feedback from stakeholders)
Seminar on Finnish National Framework for Qualifications and Other Learning

3. The Committee’s Central Proposals (1)
The National Qualifications Framework is based on the European Qualifications Framework and therefore has eight levels.
The National Qualifications Framework describes the learning outcomes produced by Finnish qualifications as knowledge, skills and competence, based on the descriptors of the EQF levels, but does not distinguish between these different dimensions of learning outcomes.
The EQF level descriptors have been clarified and further developed based on a national perspective.
The following dimensions of learning outcomes are evaluated: knowledge, skills, responsibility, management, entrepreneurship, evaluation and the key skills of lifelong learning.

4. The Committee’s Central Proposals (2)
The Finnish NQF includes the qualifications specified in the legislation of the education authorities and other administrative sectors
Qualifications are placed in the NQF based on the learning outcomes provided/required by the qualification in question so that even if a qualification includes elements from various requirement levels of the framework, the qualification is placed at the level which suits it best (best-fit principle).
The qualifications will be placed in the framework primarily so that qualifications of the same type are also at the same level in the national framework.
In special cases, individual vocational qualifications may be placed at one level higher than the basic qualification, if the requirement level of the qualification clearly differs from other qualifications of the same type.

5. The Committee’s Central Proposals (3)
National
Level =
EQF Level
Qualification 1 2
Basic Education Syllabus 3
Some of the older Vocational Upper Secondary and Further Vocational Qualifications 4
Upper Secondary School syllabus and Matriculation Examination, Vocational Upper
Secondary Qualifications, Further Vocational Qualifications, Basic Examination in
Prison Services, Certificate in Police Studies, Fire Fighter Examination, Emergency
Response Centre Operator Examination 5
Specialist Vocational Qualifications, Vocational Qualification in Air Traffic
Control, Further Qualification in the Construction Industry, Finnish Police
Sergeant’s Examination, Sub-Officer Examination (rescue services)

6. The Committee’s Central Proposals (4)
National
Level =
EQF Level
Qualification 6
Bachelor’s Degrees in Polytechnics, Bachelor’s Degrees in Universities, Special
Competences of graduates with Bachelor degree, Some Specialist Vocational
Qualifications 7
Master Degrees in Polytechnics, Master Degrees in Universities, Special Competences
of graduates with Master degree 8
Pre-doctoral Licentiate Degrees, Specialist Degree in Medicine, Specialist Degree in
Dentistry, Specialist Degree in Veterinary Medicine, General Staff Officer’s Degree,
Doctorates

7. The Committee’s Central Proposals (5)
Evaluation of the need for updating and development of the NQF together with other ministries and stakeholders will be linked with existing forms of stakeholder cooperation and the preparation of proposals for the qualifications structure.
The expertise of education and qualifications committees will be utilised in the mapping of the development and updating needs.
Prior learning will primarily be incorporated into the qualifications in the national qualifications system and framework.
The qualifications framework should be extended to cover all knowledge skills and competences.
The primary focus should be on the broad courses of various administrative sectors that are not included in the qualifications system, but are often completed and have learning outcomes defined by a competent authority.

8. Further Measures Ministry of Education: coordination of follow-up work
Coordination of the future work together with other ministries and stakeholders (started in January 2010).
Special emphasis in further work according to the public consultation: level descriptors, placement of qualifications, expansion of the framework towards a competence framework
Legislative preparatory work (changes in various acts and a decree on the national framework for qualifications and other learning (fall 2010)
Finnish National Board of Education (= FNBE) as the National Coordination Point
EU-level referencing based on criteria and procedure
A report on the placement of Finnish qualifications in the European Qualifications Framework will be drawn up for international use (fall 2010).
The Ministry of Education is coordinating the process together with FNBE.

9. Level 4 Descriptions
Possesses knowledge of the facts and theory in extensive contexts and certain cognitive and practical skills in his/her field and is capable of utilising this knowledge and skills when solving special problems in his/her field. Works independently in generally predictable but possibly changing operating environments. Takes responsibility for completing his/her duties and works safely and responsibly within a work community. Possesses the capability for financial, productive and systematic activities and to organise work. Possesses the capability to oversee routine tasks performed by others.

10. Level 4 Descriptions (cont.)
Possesses the capability to work in an entrepreneurial manner in someone else’s service or as an independent entrepreneur. Evaluates his/her competence and improves actions relating work or studies. Develops him/herself and his/her work. Possesses the capability for continuous learning. Knows how to communicate diversely and interactively in various situations and to produce varied and also field-specific texts. Can communicate at an international level and interact in one official language and at least one foreign language.

11. Level 5 Descriptions
Possesses comprehensive and/or specialised knowledge of the facts and theory and cognitive and practical skills in his/her field and is capable of utilising this knowledge and skills in a creative manner when solving special problems in his/her field. Understands the boundaries of knowledge in different fields. Possesses the capability to manage and oversee operating environments that change unpredictably. Possesses the capability to oversee tasks performed by others. Possesses good capability to work as an independent entrepreneur in the field.

12. Level 5 Descriptions (cont.)
Evaluates and develops his/her as well as others’ performance and work. Possesses the capability for continuous learning. Knows how to communicate verbally and in writing both to audiences in the field and outside it. Possesses the capability to communicate at an international level and interact in his/her field in one official language and at least one foreign language.

13. Level 6 Descriptions
Possesses comprehensive and advanced knowledge of his/her field, including the critical understanding of theories, key concepts, methods and principles. Understands the extent and borders of professional duties and/or disciplines. Possesses advanced skills, demonstrating mastery of the issues, the capability to apply knowledge and creative solutions, which are required in a specialised professional, scientific or artistic field to solve complex or unpredictable problems. Possesses the capability to manage complex professional activities or projects and the capability to work independently in expert duties in the field.

14. Level 6 Descriptions (cont.)
Possesses the capability to make decisions in unpredictable operating environment. Possesses the basic prerequisites for working as an independent entrepreneur in the field. Possesses the capability to take responsibility for the evaluation and development of not only his/her competence but also that other individuals and groups. Possesses the capability for continuous learning. Knows how to communicate adequately verbally and in writing both to audiences in the field and outside it. Possesses the capability to communicate at an international level and to interact in one official language and at least one foreign language.

15. Level 4 Descriptions Knowledge
Possesses knowledge of the facts and theory in extensive contexts and is capable of utilising this knowledge and skills when solving special problems in his/her field.
Work Method and Application (skills)
Possesses certain cognitive and practical skills which are needed when solving special problems in his/her field Works independently in usually predictable but possibly changing operating environments.
Responsibility, management and entrepreneurship
Takes responsibility for completing his/her duties and works safely and responsibly within a work community. Possesses the
capability for financial, productive and systematic activities and organising work. Possesses the capability to oversee routine tasks performed by others. Possesses the capability to work in an entrepreneurial manner in someone else’s service or as an independent entrepreneur.
Evaluation
Evaluates his/her own competence and improves actions relating to work or studies. Develops him/herself and his/her work.
Key skills for lifelong learning
Possesses the capability for continuous learning. Knows how to communicate diversely and interactively in various situations and to produce varied, also field-specific texts.

16. Level 5 Descriptions Knowledge
Possesses comprehensive and/or specialised knowledge of the facts and theory and is capable of utilising this knowledge and skills in a creative manner when solving abstract problems. Understands the boundaries of knowledge in different fields.
Work Method and Application (skills)
Possesses comprehensive cognitive and practical skills which are needed when solving abstract problems creatively. Works independently in changing operating environments.
Responsibility, management and entrepreneurship
Possesses the capability to manage and oversee operating environments that change unpredictably. Possesses the capability to oversee tasks performed by others. Possesses the capability to work as an independent entrepreneur in the field.
Evaluation
Evaluates and develops his/her own as well as others’ performance and work.
Key skills for lifelong learning
Possesses the capability for continuous learning. Knows how to communicate verbally and in writing both to audiences in the field and outside it.

17. Level 6 Descriptions Knowledge
Possesses comprehensive and advanced knowledge of his/her field, including the critical understanding of theories, key concepts, methods and principles. Understands the extent and boundaries of professional duties and/or disciplines.
Work Method and Application (skills)
Possesses advanced skills, which demonstrate mastery of issues, the capability to apply knowledge and come up with creative solutions, which are required in a specialised professional, scientific or artistic field to solve complex or unpredictable problems.
Responsibility, management and entrepreneurship
Possesses the capability to manage complex professional work or projects and the capability to work independently in expert duties in the field. Possesses the capability to make decisions in unpredictable operating environments. Basic capability to work as an independent entrepreneur in the field.
Evaluation
In addition to the evaluation and development of his/her own competence, is able to take responsibility for the development of individuals and groups.
Key skills for lifelong learning
Possesses the capability for continuous learning. Knows how to communicate adequately verbally and in writing both to audiences in the field and outside it.

18. Further information