1. 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

2. 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

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

4. 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

5. 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

6. 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 became law April 2008

7. 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
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Advisory Group responsible for coherence and transparency
EQF should be linked to a credit transfer system

8. 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

9. 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

10. 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

11. National challenges

12. 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

13. 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

14. 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

15. 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?

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

17. 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

18. European support

19. 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

20. 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

21. 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