1. EUROPEAN UNION DG EDUCATION AND CULTURE
Assessing Marketing South African Qualifications against the Official European Qualifications Framework (EQF) in a global perspective
EUROPEAN UNION DG EDUCATION AND CULTURE
Accrediting Marketing South African Qualifications against European Marketing Qualifications Standards (EMQF) standards
Francis PETEL MC AEG Chairman CNCP member EU Expert
Johannesburg, nov 29 th 2006
Durban, nov 30 th 2006
Capetown, dec 1 st 2006

2. EUROPEAN QUALIFICATIONS FRAMEWORK
EQF
SOUTH AFRICAN MARKETING QUALIFICATIONS
Assessing Marketing South African Qualifications against the Official European Qualifications Framework in a global perspective

3. EUROPEAN MARKETING QUALIFICATIONS FRAMEWORK
EMQF
SOUTH AFRICAN MARKETING QUALIFICATIONS
Accrediting Marketing South African Qualifications against emqf standards

4. A coordinated initiative by EU and a European sectoral organisation
EQF
European Qualifications Framework
EMQF
European Marketing Qualifications Framework

5. One main issue for a global approach to qualifications
A strong demand for comparability
A huge diversity in frameworks, systems, and processes
European Union answer:
Transparency
Mutual trust
EQF (and EMQF) proposal
A translation device
A quality process

6. Considering all relevant stakeholders
Companies & professionals
Need for identified competencies
National frameworks
Subsidiarity
Sectors
Common agreement on occupational standards
Providers
A key role in the development of human capital

7. Developed through the Copenhagen process (dealing with VET)
What is the EQF?
EQF is the European Qualifications Framework, future EU recommendation dedicated to the needs of vocational (and professional) education and training in a lifelong learning perspective
Developed through the Copenhagen process (dealing with VET)
In relations with the Bologna process (dealing with Higher General Education)

8. Fulfilling the lisbon objectives: towards the knowledge society
The bologna process: a framework for the European Higher Education Area (EHEA)
The copenhagen process: a framework for vocational and professional education and training (VET)
professional education
initial and continuing education
learning outcomes
lifelong learning
informal and non formal learning
distance learning
competences as building blocks
national and sectoral approach
European Qualifications framework 8 reference levels
General education
Mainly initial education
Resources
Programs
Staffing
Workload
Years as building blocks
University/academic
Or higher education authorities approach
Bachelor >> Master >> Doctorate
Fulfilling the lisbon objectives: towards the knowledge society

9. How does EQF work? Translation device for comparing qualifications
Neutral reference point based on learning outcomes

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

11. Each EQF Reference Level
The Eight EQF Levels
Knowledge
Each EQF Reference Level
Skills
Competences
“Learning outcomes are statements of what a learner is expected to know, understand and/or be able to do at the end of a period of learning” (CEDEFOP)

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

13. Level descriptors

14. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications.
Knowledge
Skills
Competence
In the EQF, knowledge is described as theoretical and/or factual.
In the EQF, skills are described as cognitive (use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments).
In the EQF, competence is described in terms of responsibility and autonomy.
Level 1
The learning outcomes are
basic general knowledge
basic skills required to carry out simple tasks
work or study under direct supervision in a structured context
Level 2
basic factual knowledge of a field of work or study
basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools
work or study under supervision with some autonomy
Level 3
knowledge of facts, principles, processes and general concepts, in a field of work or study.
a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information
take responsibility for completion of tasks in work or study
adapt own behaviour to circumstances in solving problems

15. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications.
Knowledge
Skills
Competence
Level 4
The learning outcomes are
factual and theoretical knowledge in broad contexts within a field of work or study
a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study
exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change
supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities
Level 5
comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge
a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems
exercise management and supervision in contexts of work or study activities where there is unpredictable change
review and develop performance of self and others

16. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications.
Knowledge
Skills
Competence
Level 6
The learning outcomes are
advanced knowledge of a field of work or study, involving a critical understanding of theories and principles
advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study
manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts
take responsibility for managing professional development of individuals and groups
Level 7
highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or researchcritical awareness of knowledge issues in a field and at the interface between different fields
specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields
manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches
take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams

17. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications.
Knowledge
Skills
Competence
Level 8
The learning outcomes are
knowledge at the most advanced frontier of a field of work or study and at the interface between fields
the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice
demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research

18. Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications.
Knowledge
Skills
Competence
Level 4
The learning outcomes are
factual and theoretical knowledge in broad contexts within a field of work or study
a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study
exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change
supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities
Level 5
comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge
a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems
exercise management and supervision in contexts of work or study activities where there is unpredictable change
review and develop performance of self and others

19. Generic descriptors are included in the EQF, in terms of:
Identification and comparison need both generic and specific descriptors:
Each qualification should use commonly accepted descriptors, involving), as those included in the EQF
Generic descriptors are included in the EQF, in terms of:
knowledge, skills, and competences: Autonomy and responsibility Learning competence, Communication and social competence, Professional and vocational competence

20. Identification and comparison need both generic and specific descriptors:
Each qualification should also refer to a description of technical competencies, related activities, specific to the profession targetted by the qualification
Specific descriptors are identified through occupational mappings related to a family of functions
In most European countries, as well as at European level, this is done by sectoral bodies
these descriptors could appear for instance in the relevant part of the Certificate Supplement

21. From EQF to EMQF EMQF European Marketing Qualifications Framework
A joint initiative by EU and a European sectoral organisation
EMQF
European Marketing Qualifications Framework
EQF
European Qualifications Framework
EMQF
European Marketing Qualifications Framework
EMQF
European Marketing Qualifications Framework

22. What is EMQF?
It is an accreditation scheme for marketing professional organisations, working at national level, directly or through partnership with well known training providers.

23. What is EMQF?
It evaluates and compares local sectoral qualifications belonging to the field of Marketing, Sales and Communications Management with a professional mapping of the profession developed by EMC through a Leonardo pilot project

24. What is EMQF?
It assesses its level against standards and descriptors established through the EU EQF recommandation

25. What is EMQF?
It makes it possible for any local qualification having joined EMQF:
LEONARDO CERCOM & EMQF FUNCTIONAL AND OCCUPATIONAL MAPPING
To identify the professional outcomes of a qualification

26. What is EMQF?
It makes it possible for any local qualification having joined EMQF:
EQF REFERENCE LEVELS DESCRIPTORS
To identify the reference level of  a specific qualification

27. It makes it possible for any local qualification having joined EMQF:
What is EMQF?
It makes it possible for any local qualification having joined EMQF:
To be assessed in terms of quality with the same tool as any qualification belonging to a European National or a sectoral framework

28. EMQF 8 standards
I IDENTIFICATION OF TARGETED FUNCTION Accredited qualification should target an activity, or a function , or a family of functions, related to the EMQF mapping of the marketing profession (based on LEONARDO CERCOM) and assessed against its descriptors (occupational standards)

29. I IDENTIFICATION OF TARGETED FUNCTION
The name of target activity, function or family
The identity of Body or experts assessing and updating professional target name of body, list of key members or name of expert(s)
Any other process or tool used to identify targeted occupational profiles, for instance:
description of targeted occupations used by the local body as a standard for the qualification
Positions occupied by former trainees, survey on former trainees

30. EMQF 8 standards
II IDENTIFICATION OF TARGETED LEVEL Accredited qualification should target a level of occupation, inside the above identified activity, function , family of functions. This level relates to the DG Education EQF reference level descriptors and is assessed against these descriptors.

31. II IDENTIFICATION OF TARGETED LEVEL
Existing reference level or grading for the qualification delivered by any competent authority (for instance national framework)
Name of authority delivering and controlling reference level (if any)
Reference level or grading used by applicant under its own authority (in case of self attribution)
In case of direct reference to EQF level, or to reference level or grading identified by applicant, indicate level (1 to 8)
Following documents can be provided by applicant:
Official document describing reference framework and NQF (if any)
Official document granting reference level to candidate qualification
Arguments for self attributed reference level or grading
Research document showing evidence of EQF level

32. EMQF 8 standards
III LEARNING OUTCOMES BASED APPROACH Accredited qualification should be based on learning outcomes. Students or trainees should be assessed against learning outcomes.

33. III LEARNING OUTCOMES BASED APPROACH
Following documents can be provided by applicant:
Layout and formatting of qualification providing evidence of learning outcomes based format.
List of components enforcing a learning outcomes orientation of the qualification
Elements of qualification rationale showing professional and learning outcomes orientation
All relevant documents listing expected learning outcomes
Exam papers
Exam regulations; passing regulations

34. EMQF 8 standards
IV REFERENCE TO COMMON MAPPING DESCRIPTORS Learning outcomes used by the accredited qualification should normally match LEONARDO CERCOM descriptors.

35. IV REFERENCE TO COMMON MAPPING DESCRIPTORS
Comparative list of applicant’s qualification learning outcomes and EMQF matching standards
All relevant documents listing expected learning
Exam papers

39. V DELIVERY PROCESS TRANSPARENCY
EMQF 8 standards
V DELIVERY PROCESS TRANSPARENCY
Process and organisation of local body in charge of delivering qualification should be described in a transparent way.

40. V DELIVERY PROCESS TRANSPARENCY
All official documents concerning applicant
Key members of the Board and their CVs
Key members and CVs of scientific panel (or other regulatory body inside the institution)
Official documents indicating Board members, Boards statutes and by laws
Official documents indicating scientific panel members, statutes and by laws
Institutional (EMC national body or co-contractor accreditation or recognition by competent authorities or any official authorisation to run activity, concerning the institution itself (independently from the elements of recognition or quality control concerning only the targeted qualification activity which also have to be forwarded), including National authorities, Regional authorities, Chamber of commerce, of industry, Economic sector, European, International, National or regional professional Organisation
And mentioning:
Official statute of the organisation delivering the qualification or backing the school
Name and full address of the certifying body
Specificities of recognition (duration, restrictions, field of implementation
Nature, mode and range of controls being enforced by
Competent authority

41. Positioning of the certifications (priority, difference of scope, ...)
can a candidate have direct access to qualification through validation of non formal or informal prior learning? Indicate main rules
should he follow a specific training program or one of the certification body's licenced programs ? Are there exemptions to the previous rules ? If yes, provide with precise details
Does the certification body check equal opportunities between all kinds of candidates: men and women, citizens of any European country?
Is the certification a post experience one (normally? in all cases? for what percentage?); What is the nature of required experience? on how long?
the applicant:
is the designer and owner of the certification : has identified learning outcomes related to targeted professional qualification , has created name and marketing brand, and has specifically designed the final exam or any other assessment and keeps it updated
has specified admission requirements to the qualification if any (age, professional experience, prior diplomas or certifications, professional experience, for instance as they appear in the Europass, necessary training period leading to certification)
delivers or controls delivery of individual diplomas, certificates, or whatever form of recognition of the level of competencies possessed
In case of dual certification (if several diplomas-certificates are delivered jointly to the same candidate:
name of other diplomas / certificates likely to be delivered to the same candidate
Positioning of the certifications (priority, difference of scope, ...)
Are they delivered according to different criterias If yes, which ones?
Is qualification modularised ?
Is it possible to have modules validated by a formal document (module, unit, competency certificate, …)?
If yes, is it possible to build qualification by piling units? According to what rules?
What are the criteria for modularisation ? (group of professional activities, bundle of competencies, interim level of mastering of targeted job, learning progress, modules corresponding to a term, a semester, a year, a number of units, Institutional
the applicant:
Organises final assessment, even though training has been performed by another institution
Controls by chairing, participating or any other mean final assessments when organised by another certification institution, or the training institution itself
Is the designer of the training programs leading to the certification
Sets entry regulation rules and controls students's enrolment at the entry of training programs
enrols students himself
delivers training programs leading to certification

42. EMQF 8 standards VI EQUAL ACCESS FOR ALL
Candidates to qualification should be equally assessed towards learning outcomes.

43. Should normally cover the full range of learning outcomes
VI EQUAL ACCESS FOR ALL
Exams, project papers as well as assessment process for the validation of non formal and informal prior learning:
Should normally cover the full range of learning outcomes
Should provide equal opportunities to all candidates
Applicant should describe relationship between the nature and content of exam and targeted occupational profiles, learning outcomes or any definition of targeted profile

44. EMQF 8 standards
VII EXTERNAL AND INTERNAL QUALITY CONTROL Process implemented by accredited qualification should meet quality standards enforced by internal and external quality control.

45. VII EXTERNAL AND INTERNAL QUALITY CONTROL
Description of qualification process and organisation, regarding candidates’ registration, exam organisation, appeal procedures
Description of internal quality control concerning the above mentioned process
Name and address of external quality organisation
Describe the nature of control

46. EMQF 8 standards
VIII EQF QUALITY STANDARDS External quality control should relate to DG education EQF standards and requirements.

47. VIII EQF QUALITY STANDARDS
Requirements concerning external QC should be at highest level.
external quality control organisation should comply with current and future EQF requirements, as well as subsidiarity principles (local regulation put in place by National Qualifications authorities), even they are different from EQSF requirements
Document providing evidence of QCO compliance with EQF requirements
Contract document with external quality control organisation
Latest reports by QCO

48. An independant accreditation procedure

49. Occupational mapping partners
EMC members
EMC Board
Occupational mapping partners
AEG pool (Accreditation Expert Group)
PQC
AC (Accreditation Commitee)
EMC Member countries will propose expert names to the PQC. The PQC will recommend a list of them to the Board that will endorse it
AC is composed of PQC members, plus an additional EMC Board member and an EMC EU funded project participant when they are not represented inside PQC
Applicant

50. Report issues: outcomes in terms of recommendations:
Accreditation is unconditionally granted
. Accreditation is granted with recommendations (comments are not mandatory, but will be considered upon re-accreditation)
Conditional, subject to satisfying the conditions within a certain timeframe – process delegated to the AC
Reject, with reasons
Report to next AEG meeting, in case further information is requested; AEG member can be sent to visit applicant at applicant’s cost.
Case 1 or 2: Accreditation is granted for a period of five years, submitted to yearly mandatory report
Case 3: Accreditation is granted after AC final recommendation for a period of five years, submitted to yearly mandatory report
Case 4: Accreditation is refused (applicant may submit an appeal, without any further fees.)
Case 5: next AEG meeting takes final decision
reports to the Board on the accreditation and related activities (except accreditation, reaccreditation or accreditation withdrawal decisions, taken by PQC on AEG recommendation and approved by the Board).
Forwards accreditation fees information to EMC Board
Maintains & develops contacts with the relevant third parties (EU, academics, professionals, governments)
Identify additional external financial support (EU, corporate, sponsors…) submitted to Board for further action.
EMC members
EMC Board
LEONARDO project partners
a negative answer is sent explaining reasons for refusal 8
Local Bodies express their interest in the qualification process by wri-ting to the PQC (deadline: normally 3 months prior to the annual AEG meeting).
documentation is validated >> AC forwards it to AEG panel for final examination
PQC examines the request (condition: EMC member and general relevance of the application) and sends an application form to the local body. 9 5 7a
AEG panel (Accreditation Expert Group)
AEG pool (Accreditation Expert Group)
PQC
AC (Accreditation Commitee) 6 7b
Local body returns the application documents and files to the Accreditation Committee – with payment of the fee.
Documentation is refused (if not EMQF compatible—eg application concerning only training provision)
AEG makes recommendations to the AC regarding accreditations, accreditation renewals or withdrawals. PQC will then take accreditation decision to be transmitted to EMC Board for approval. 4
AEG meets to decide upon the application. Applicant local body should attend in order to answer any final questions
(3a) 3
Request for further information 1 2
(3b)
Applicant

52. EQF reference levels descriptors
Dharmisha GOVIND
Born March the 5th 1986 in Capetown
EMQF Leonardo CERCOM functional and occupational mapping

53. Thank you for your attention
And for helping us to build a global zone of mutual trust for the marketing profession

54. magic.fr
Visit EMC website
Visit CNCP (French National Qualification authority website