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

3. 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 

4. A FOCUS ON LEARNING OUTCOMES

5. 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

6. progress

7. 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

8. 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

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

11. 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

12. 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).

13. Most students choose profiles favouring public employment

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

15. 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

16. EQF and partner countries

17. 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??

18. WANT TO KNOW MORE?