1. European Commission, DG EAC – Unit A3
On the way to an European Qualification Framework EQF & ECVET BERLIN –
European Commission, DG EAC – Unit A3

2. Why an EQF? 2

3. Problem
Lack of communication and cooperation between education and training systems
Barriers to lifelong learning and mobility
Between Member States and between systems, e.g. between higher education and VET, between international sectors and national systems 3

4. Existing instruments
Europass: description of an individual’s qualifications, so far without indication of levels
Bologna process: Higher Education framework
Directive 2005/36 for access to regulated professions 4

5. EQF: approach and objectives
Increase transparency and portability of qualifications
Create common reference framework as translation device between qualification systems and levels
Cover all levels and forms of learning
Look at learning outcomes 5

6. Why Learning outcomes? 6

7. Learning outcomes
shifts focus from input to what a person knows and is able to do
better match between needs of the labour market and education and training provision
facilitates transfer and use of qualifications across different countries and education and training systems
facilitates validation of non-formal and informal learning 7

8. Using EQF 8

9. Country A Country B EQF Level 8 NQF/ NQS EQF Level 7 EQF Level 69

10. Swedish post-secondary engineering education (Påbygnadsutbildning) = EQF Level 4 = Irish post secondary education at national level 6 (Advanced certificate) E Q F

11. Subsidiarity voluntary
does not replace national systems or describe specific qualifications
qualifications placed via national system

12. EQF: recommends that MS
Use EQF as a reference tool
Reference their levels to EQF by 2009
Reference new qualifications to EQF levels by 2011
Use learning outcomes approach
Designate national EQF centre

13. EQF: Commission’s role
Support MSs in cooperation, testing and guidance
Establish EQF advisory group
Report after 5yrs with possible review of Recommendation

14. EQF reference level descriptors
Based on learning outcomes (knowledge, skills and competence) and not systems
8 levels covering all levels of academic and vocational qualifications
Integrates Bologna descriptors (within learning outcomes of levels 5-8)

15. Where do we stand? Discussion in Council and EP
Aim: Agreement under German presidency 2007
Leonardo da Vinci projects: test and develop EQF; develop national/sectoral frameworks

16. Who benefits? Main users will be qualification bodies
Individuals and employers benefit because EQF
Facilitates reading across systems
Facilitates diverse learning pathways and access to lifelong learning
Facilitates mobility for working or learning

17. Why ECVET? 17

18. ECVET is a political priority18

19. ECVET will improve mobility19

20. ECVET is a priority for lifelong learning20

21. ECVET will improve transparency of qualifications21

22. ECVET will improve mutual trust and cooperation22

23. ECVET and EQF 23

24. Complementarities between ECVET and EQF
Based on learning outcomes
Centred on qualifications
Emphasis on Lifelong Learning
Focused on Mobility
Transparency oriented 24

25. Complementarities between ECVET and EQF
8 COMMON REFERENCE LEVELS
ECVET 25

26. Why is ECVET important for individuals?26

27. Mr X has an opportunity for a learning period abroad
Learning context B
Learning context A
Mr X has an opportunity for a learning period abroad
Achieved learning outcomes 27

28. Mr X has an opportunity for a learning period abroad
Learning context B
Learning context A
Mr X has an opportunity for a learning period abroad
Mr X achieves L.O. 28

29. Learning context B
Learning context A
…and now Mr X wants to transfer “home” his new learning outcomes to include them for the qualification
Achieved L.O. 29

30. Transfer Process Learning context B Learning context A Achieved L.O.30

31. But it’s difficult, because of barriers…
Learning context B
Learning context A
But it’s difficult, because of barriers… ? 31

32. But it’s difficult, because of barriers…
No transparency
No mutual trust
No validation
No accumulation of learning outcomes
No recognition
But it’s difficult, because of barriers… 32

33. ECVET would help remove those barriers33

34. ECVET would mean Mr X can transfer “home” his new L.O.
Learning context B
Learning context A
Because competent body A validates and recognises learning outcomes achieved in context B
ECVET would mean Mr X can transfer “home” his new L.O.
Achieved L.O. 34

35. Qualification context (A) Context A Qualification—
The learning outcomes gained are accumulated and are now an integrated part of his qualification 35

36. What is ECVET? 36

37. ECVET
Units
Credit points
Transfer process 37

38. ECVET
Units
Credit points
Transfer process 38

39. Transcript of record Validation of L.O. Assessment of L.O.
Learning context B
Learning context A
Transcript of record
Validation of L.O.
Recognition of L.O.
Accumulation of L.O.
Assessment of L.O.
Credit for L.O. 39

40. ECVET
Units
Credit points
Transfer process 40

41. The aim of the ECVET learning outcomes transfer process41

42. A qualification is described in units of learning outcomes
Knowledge
Skills
Competence
Unit 42

43. The heart of ECVET: Units
Qualification 43

44. The heart of ECVET: Units
Qualification
Unit
Designed at national level by competent bodies. 44

45. ECVET
Units
Credit points
Transfer process 45

46. ECVET Credit points indicate the relative weight of units: an example
Qualification
Unit
10 Points
50 Points
80 Pts
20 Points 46

47. Allocation of ECVET credit points
To a qualification then to units
Different approaches are possible
Convention in the formal context 47

48. What is the role of the ‘competent bodies’?48

49. Linking qualifications to ECVET: the role of the ‘competent bodies’
Commitment for linking qualifications to ECVET and decision on the adoption
Design for processes: assessment, validation, transfer, accumulation and recognition
Expression of Qualifications and units
Allocation of Credit Points
Establishment of partnerships/memoranda of understanding
Regulation and quality assurance 49

50. Using ECVET: ‘Competent bodies’ and VET providers are involved in:
Individual’s learning agreement
Assessment of learning outcomes
Award of credits
Validation
Transfer
Recognition … 50

51. Roadmap towards ECVET 51

52. ECVET: procedure for
Launch the consultation (November March 2007)*
Conference in Germany June 2007
Preparation of the final proposal
Adoption process
Implementation in Member States
*Consultation document on: 52

53. Linked slides 53

54. Transnational Credit transfer in Europe with ECVET
B National and sectoral systems of credit
A National credit system
C More than one national system of credit
H … …………
ECVET
D System of credit with/without points
G Credit systems for non-formal or informal learning
E No system of credit
F International sectoral credit system 54

55. The ECVET learning outcomes transfer process: system
In the learning context A, Competent body or institution A
In the learning context B, Competent body or institution B
Assesses an individual’s learning outcomes
Recognises learning outcomes as part of the qualification to be obtained
Awards crédits to this person which are recorded in an…
Validates crédits obtained and transferred by the individual
Individual transcript of record 55

56. The ECVET learning outcomes transfer process: individual
In the learning context A,
In the learning context B,
An individual achieves learning outcomes
These learning outcomes are assessed
Learning outcomes are recognised as a part of the qualification to be obtained
Crédits are awarded. These credits are recorded in an…
Credits are transferred and validated
Individual transcript of record 56

57. ECVET is also for other types of mobility57

58. « On the job » Learning context Formal Learning context
Mr X wants to transfer new L.O. to include them for obtaining a qualification
Learning outcome achieved by experience 58