the need to put national qualifications frameworks in an international perspective
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The need to put national qualifications frameworks in an international perspective. Tirana 24 October 2007. Loukas Zahilas Cedefop , Project Manager [email protected]. Mobility for working and/or for learning: several processes . European education and training area. - PowerPoint PPT PresentationTRANSCRIPT
The need to put national qualifications frameworks in an
international perspectiveTirana 24 October 2007
Loukas Zahilas Cedefop, Project Manager
[email protected] Loukas Zahilas, Cedefop
Mobility for working and/or for learning: several processes
European education and training area
European qualifications area
Political cooperation processes
Sorbonne - Bologna - Bergen: European Higher education areaBruges 2001: lifelong learningCopenhagen 2002: cooperation in VET
Legibility of qualification for mobility of workers (UE internal market) Directive on recognition of qualification
Methodologies : four steps70’s : Equivalence 80’s : Correspondence90’s : Transparency
Lifelong Education and training
2000’s : References, tools and methods
Maastricht 2004, Helsinki 2006: EU and national development of cooperation
Technical cooperation processes
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Concrete results in European cooperation in VET in the fields
of Qualification and mobility Single framework for transparency of
qualifications and competences, EUROPASS European Qualifications Framework (EQF) Common Quality Assurance Framework for VET Common principles for validation of non-formal
and informal learning Strengthening policies, systems and practices
for lifelong guidance – Council recommendation Credit system for VET (ECVET) Directive on recognition of qualifications
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Validation of non-formal learning
Counselling & guidance
Quality assurance
Key competences
8 Common Reference
Levels
Tools for
citizens
• Europass
• Ploteus
• ECVET
National & Sectoral
Qualifications
EQF
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Focus on Learning Outcomes
EQF
LearningOutcomes
Non-Formal Learning Formal Learning
Info
rmal
Lea
rnin
g
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A requirement for opening up to lifelong and lifewide learning
INPUT BASED+ duration+ type + location+ programme+ institution OUTCOME BASED
What an individual isexpected to know or beable to do at the end ofa learning experience
Towards
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Where do we stand?
Discussion in Council and EP
Agreement under Portuguese presidency 2007
Leonardo da Vinci projects: test and develop EQF; develop national/sectoral frameworks
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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
EQF as a catalyst for national developments
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
Advantages of the EQF at national level
Countries asked to refer their national qualifications levels to the EQF by 2010Countries will have to refer their qualifications levels to the EQF through learning outcomesThe 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
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:
National Qualifications Frameworks and National Qualifications Systems
A national qualifications framework is an optional part of a National Qualifications SystemA national qualifications system embraces all structures and processes leading to the award of a qualificationNQS; frequently complex, non-transparent and fragmented; NQF aim at making levels explicit and provide transparency for access, transfer and progress
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
Overarching National Qualifications Frameworks in Europe (2)
All candidate and pre-accession countries are working on NQFs:
Croatia, fYRoMacedonia and Turkey, Albania, Bosnia and Herzegovina, Kosovo, Montenegro, Serbia
The influence of EQF on developments is clear
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
National Qualifications Frameworks developments outside Europe;
situation mid 2007
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
Common features in European NQF developments
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
How to achieve real comparability?The shift to learning outcomes
A realistic use of learning outcomes Is a condition for quality and mutual trust!
Are existing quality assurance approaches able to guarantee transparency and mutual trust?
How to quality assure
the referencing of levels certification procedures and standards?
How to achieve real comparability?Quality assurance
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
Challenge: EQF as a comprehensive, meta-framework
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?
Challenges; Credit transfer, validation and Europass
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
Conclusions
The EQF has become a driver for national reform! A momentum has been created
Mutual trust is a condition for keeping up this momentum and continue the implementation of the EQF at national level
Cedefop’s role
Cedefop is the European Union's agency to develop vocational education and training
Cedefop works closely with the European Commission, governments, employers and trade union representatives, as well as with researchers and practitioners.
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Cedefop’s role - EQF
Cedefop has contributed to the design and operation of the EQF. As part of the ad-hoc expert group working on the EQF Cedefop will continue to provide scientific expertise to the European Commission. Cedefop will also analyse and disseminate the findings of projects carried out in 2006 to test the EQF, focusing on the role of sectors, and help develop the ‘EQF handbook’ giving guidance on its implementation.
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Cedefop’s role - ECVET
Cedefop was also very actively involved – from the very start in 2002 – in developing the ECVET proposal. Cedefop played a key role by providing support and expertise to the Technical Working Group and also by launching two studies (European approaches to credit transfer systems in VET and European reference levels for education and training: promoting credit transfer and mutual trust) which have proven to be of great importance for the conceptual development of ECVET
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Cedefop’s role – Sectors
Cedefop will take forward the work on sectoral issues - and in particular on how to systematically build on the experiences gained from the EQF/ECVET test projects currently being supported by the Leonardo da Vinci programme. Cedefop will try to capture key tendencies at this level - in particular related to development of qualifications frameworks and internationalisation of qualifications.
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Cedefop
Thanks for your attention
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