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On the way to an European Qualification Framework EQF & ECVET BERLIN – 29-11-2006 European Commission, DG EAC – Unit A3.

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Presentation on theme: "On the way to an European Qualification Framework EQF & ECVET BERLIN – 29-11-2006 European Commission, DG EAC – Unit A3."— Presentation transcript:

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

2 Why an EQF? 22

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 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 33

4 Existing instruments Europass: description of an individuals qualifications, so far without indication of levels Bologna process: Higher Education framework Directive 2005/36 for access to regulated professions Europass: description of an individuals qualifications, so far without indication of levels Bologna process: Higher Education framework Directive 2005/36 for access to regulated professions 44

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 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 55

6 Why Learning outcomes? 66

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 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 77

8 Using EQF 88

9 99 EQF Level 1 EQF Level 2 EQF Level 3 EQF Level 4 EQF Level 5 EQF Level 6 EQF Level 7 EQF Level 8 Q Q Q Q NQ F/ NQ S Q Q Q Country A Country B

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

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

12 EQF: recommends that MS 1.Use EQF as a reference tool 2.Reference their levels to EQF by Reference new qualifications to EQF levels by Use learning outcomes approach 5.Designate national EQF centre 1.Use EQF as a reference tool 2.Reference their levels to EQF by Reference new qualifications to EQF levels by Use learning outcomes approach 5.Designate national EQF centre

13 EQF: Commissions role Support MSs in cooperation, testing and guidance Establish EQF advisory group Report after 5yrs with possible review of Recommendation 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) 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 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 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 priority 18

19 ECVET will improve mobility 19

20 ECVET is a priority for lifelong learning 20

21 ECVET will improve transparency of qualifications 21

22 ECVET will improve mutual trust and cooperation 22

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 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 27 Achieved learning outcomes

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

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

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

31 ? Learning context B Learning context A 31 But its difficult, because of barriers…

32 32 But its difficult, because of barriers… No transparencyNo transparency No mutual trustNo mutual trust No validationNo validation No accumulation of learning outcomesNo accumulation of learning outcomes No recognitionNo recognition

33 ECVET would help remove those barriers 33

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

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

36 What is ECVET? 36

37 Transfer process Units Credit points 37

38 Transfer process Units Credit points 38

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

40 Transfer process Units Credit points 40

41 The aim of the ECVET learning outcomes transfer process 41

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

43 Qualification The heart of ECVET: Units 43

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

45 Transfer process Units Credit points 45

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

47 Allocation of ECVET credit points To a qualification then to units Different approaches are possible Convention in the formal context 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 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: Individuals learning agreement Assessment of learning outcomes Award of credits Validation Transfer Recognition … Individuals 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 Launch the consultation (November March 2007)* Conference in Germany June 2007 Preparation of the final proposal Adoption process Implementation in Member States 52 *C onsultation document on: l

53 Linked slides 53

54 Transnational Credit transfer in Europe with ECVET A National credit system B National and sectoral systems of credit C More than one national system of credit E N o system of credit G Credit systems for non-formal or informal learning F International sectoral credit system ECVET D S ystem of credit with/without points H … ………… 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 individuals 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 mobility 57

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


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