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Jens BjornavoldJens BjornavoldLoucas ZahilasLoucas ZahilasAndré HuigensAndré Huigens

European centre for development of European centre for development of vocational training (Cedefop)vocational training (Cedefop)

European Qualifications Framework

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Main functions of the EQFMain functions of the EQF

Neutral reference point and a system for

classifying qualifications levels

Translation device for comparing qualifications

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EQF Level 1EQF Level 1

EQF Level 2EQF Level 2

EQF Level 3EQF Level 3

EQF Level 4EQF Level 4

EQF Level 5EQF Level 5

EQF Level 6EQF Level 6

EQF Level 7EQF Level 7

EQF Level 8EQF Level 8MAIN 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

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State of play; European levelState of play; European level

• Commission; adopted draft Recommendation 5 September 2006

• Agreement in COREPER (Committee of Member States Permanent representatives) on EQF text 12 September 2007

• Final discussion in Parliament 24 September

• Adoption by Parliament and Council November 2007

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classification of qualificationsto levels of learning achieved.

forintegration and coordination of

qualifications systems

transparency, access, progression and quality of qualifications

A key to implementation of the EQF - National Qualifications

Framework:

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National Qualifications Frameworks and

National Qualifications Systems

A national qualifications framework is an optional part of a National Qualifications System

A national qualifications system embraces all structures and processes leading to the award of a qualification

NQS; frequently complex, non-transparent and fragmented;

NQF aim at making levels explicit and provide transparency for access, transfer and progress

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Overarching National Qualifications Frameworks in Europe (1)

Existing NQFs: Ireland, UK (England, Scotland and Wales), France, Malta

Commitment and preparation: Austria, Belgium, Bulgaria, Croatia, Czech Republic, Germany, Hungary, Italy, Latvia, Portugal, Slovak Republic, Slovenia, Spain and Turkey

Consideration: Denmark, Estonia, Lithuania, Luxembourg, the Netherlands, Norway, Poland, Romania and Sweden

No preparation; Cyprus, Finland, Greece, Iceland

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Overarching National Qualifications Frameworks in Europe (2)

All candidate and pre-accession countries are working on NQFs:

Croatia, former Yugoslav Republic of Macedonia and Turkey, Albania, Bosnia and Herzegovina, Kosovo, Montenegro, Serbia

The influence of EQF on developments is clear

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Clear demand and strong support from Member States

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

2005-2007EQF as a catalyst for national

developments

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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

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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

The principle of ‘best fit’ - how to make trusted decisions on the placing of national qualification levels

The first and critical step; Referring national qualifications levels

to the EQF

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National Qualifications Frameworks developments outside Europe;

situation mid 2007

Existing NQFs: New Zealand, Australia, South Africa

Emerging NQFs in; Russia, Ukraine, Sri Lanka, Malaysia, Thailand, Namibia and Botswana

International organisations like OECD and ILO are increasingly focussing on NQF as an instrument for reform

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Common features in European NQF developments

Learning outcomes are used as a basis for classifying and describing levels

Significant number of countries use 8 level structure

Quality assurance is a major concern

Big majority of countries link NQFs to validation of non-formal learning

A number of countries have established inventories of national qualifications

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EQF requires a (re) interpretation of EQF requires a (re) interpretation of national qualifications levels in terms of national qualifications levels in terms of

learning outcomeslearning outcomes

‘‘Window dressing’ or a genuine effort to Window dressing’ or a genuine effort to review national qualifications levels? review national qualifications levels?

How to achieve real comparability?The shift to learning outcomes

The shift to learning outcomes requires The shift to learning outcomes requires objectivity and transparency objectivity and transparency

to allow for mutual trustto allow for mutual trust

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A realistic use of learning outcomes A realistic use of learning outcomes Is a condition for quality and mutual trust!Is a condition for quality and mutual trust!

Are existing quality assurance approaches Are existing quality assurance approaches able to guarantee transparency able to guarantee transparency

and mutual trust?and mutual trust?

How to quality assureHow to quality assure

the referencing of levels the referencing of levels certification procedures and standards?certification procedures and standards?

How to achieve real comparability? Quality assurance

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EQF is a comprehensive meta-framework EQF is a comprehensive meta-framework addressing the links between sub-systems addressing the links between sub-systems

(for example HE and VET)(for example HE and VET)

How to ensure, at European and national level, How to ensure, at European and national level, an integrated LLL approach an integrated LLL approach

breaking down barriers between systemsbreaking down barriers between systems

Challenge: EQF as a comprehensive, meta-framework

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How to integrate credit transfer and EQF How to integrate credit transfer and EQF One integrated European system? One integrated European system?

Why is there a limited development of Why is there a limited development of national credit transfer schemes?national credit transfer schemes?

How can validation of non-formal and informal learning be promoted by the EQF?

Challenges; Credit transfer, validation and Europass

Europass; how can it support the EQF?

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EQF pre- Implementation group (32 countries) March 2007

Following formal adoption of EQF, a European advisory group will be set up

EQF test and pilot projects; 12 projects launched January 2007

New call for proposals published 25 May 2007

Cluster on Recognition of learning outcomes; focus on National Qualifications Frameworks and validation

Guidelines for implementation being prepared EQF implementation conference February 2008

European support to national implementation

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Conclusions

• The EQF has become a driver for national reform! A momentum has been created

• A national reform pressure – aiming at efficiency and equity- EQF/NQF can facilitate these reforms

• EQF responds to international competition and mobility

• Mutual trust is a condition for successful implementation of the EQF

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What is the EQF and what are its benefits?

• All countries have a qualifications system but a qualifications framework is a more systematic way of classifying qualifications, usually by a hierarchy of levels. Among the benefits are greater readability of qualifications and easier progression between levels.

• The EQF will relate different countries' national qualifications systems and frameworks together around a common European reference. In practice, it will function as a translation device making qualifications more readable. This will help learners and workers wishing to move between countries or change jobs or move educational institutions at home.

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Who is the EQF for?

• The primary users of the EQF will be bodies in charge of national and/or sectoral qualification systems and frameworks. Once they have related their respective systems to the EQF, the EQF will help individuals, employers and education and training providers compare individual qualifications from different countries and education and training systems.

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Why does the EQF use learning outcomes?

• The EQF uses 8 reference levels based on learning outcomes (defined in terms of knowledge, skills and competences). The EQF shifts the focus from input (lengths of a learning experience, type of institution) to what a person holding a particular qualification actually knows and is able to do. Shifting the focus to learning outcomes

• supports a better match between the needs of the labour market (for knowledge, skills and competences) and education and training provision

• facilitates the validation of non-formal and informal learning• facilitates the transfer and use of qualifications across different

countries and education and training systems.• It also recognises that Europe's education systems are so diverse

that comparisons based on inputs, say length of study, are impracticable.

• The use of learning outcomes is part of a wider shift in this direction already underway in many European education and training systems.

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How can individuals benefit from the EQF?

• For individuals, the European Qualifications Framework will:

• make it easier to describe their broad level of competence to recruiters in other countries;

• make it simpler to read across from one qualification system to another, e.g. when looking for further education and training opportunities.

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How can the EQF benefit industry and commerce?

• It is a key aim of the EQF to contribute to creating a truly European workforce that is mobile and flexible. For employers, the EQF will make it easier to interpret the qualifications of foreign applicants.

• The EQF will support labour market mobility in Europe both between and within countries and sectors by simplifying comparisons between qualifications and enabling a better match between supply and demand for knowledge, skills and competences.

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Is the EQF relevant to labour market needs?

• The EQF is certainly relevant to the labour market. Indeed, the descriptors for the 8 reference levels - the core of the EQF - were drafted in close cooperation with representatives of the European social partners, as well as the Member States. This followed their and indeed other labour market actors' contributions to the public consultation process during the second half of 2005. Social partners will also remain involved in implementing the EQF.

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What levels and what types of education does the EQF cover?

• As an instrument for the promotion of lifelong learning, the EQF encompasses general and adult education, vocational education and training as well as higher education. The eight levels cover the entire span of qualifications from those achieved at the end of compulsory education to those awarded at the highest level of academic and professional or vocational education and training. Each level should in principle be attainable by way of a variety of education and career paths.

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What do countries have to do? What are

the deadlines for implementation?• It's a voluntary framework, so there are no formal legal

obligations on the countries. But the Commission is naturally pleased that most countries are already developing a national qualifications framework (NQF). Some countries - Ireland, the UK, France, and Malta - already have NQFs. But countries can also relate their systems to the EQF where they don't intend to establish a framework per se .

• 2010 is the recommended target date for countries to relate their qualifications systems to the EQF, 2012 for them to ensure that individual qualification certificates bear a reference to the appropriate EQF level.

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Testing and implementing the EQF;

EQUFAS project1-11-2007—1-11-2009