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Francis PETEL MC AEG Chairman CNCP member EU Expert Assessing Marketing South African Qualifications against the Official European Qualifications Framework.

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Presentation on theme: "Francis PETEL MC AEG Chairman CNCP member EU Expert Assessing Marketing South African Qualifications against the Official European Qualifications Framework."— Presentation transcript:

1 Francis PETEL MC AEG Chairman CNCP member EU Expert 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 Johannesburg, nov 29 th 2006 Durban, nov 30 th 2006 Capetown, dec 1 st 2006

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

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

4 EMQF European Marketing Qualifications Framework A coordinated initiative by EU and a European sectoral organisation EQF European 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: TransparencyMutual trust EQF (and EMQF) proposal A translation deviceA quality process

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

7 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) General education Mainly initial education Resources Programs Staffing Workload Years as building blocks University/academic Or higher education authorities approach Bachelor >> Master >> Doctorate 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

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

10 EQF Level 1 EQF Level 2 EQF Level 3 EQF Level 4 EQF Level 5 EQF Level 6 EQF Level 7 EQF Level 8 Qualification Country A Country B Qualification

11 The Eight EQF Levels Each EQF Reference Level Knowledge 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 Formal Learning Informal 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. KnowledgeSkillsCompetence 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 knowledgebasic skills required to carry out simple tasks work or study under direct supervision in a structured context Level 2 The learning outcomes are 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 The learning outcomes are 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. KnowledgeSkillsCompetence 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 The learning outcomes are 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. KnowledgeSkillsCompetence 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 The learning outcomes are 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. KnowledgeSkillsCompetence 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. KnowledgeSkillsCompetence 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 The learning outcomes are 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 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 EMQF European Marketing Qualifications Framework From EQF to EMQF A joint initiative by EU and a European sectoral organisation 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: To identify the professional outcomes of a qualification LEONARDO CERCOM & EMQF FUNCTIONAL AND OCCUPATIONAL MAPPING

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

27 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 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. EMQF 8 standards

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

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39 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 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 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 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 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?

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

43 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 EMC Board Occupational mapping partners EMC members AEG pool (Accreditation Expert Group) PQC AC (Accreditation Commitee) Applicant 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

50 EMC Board LEONARDO project partners EMC members AEG panel (Accreditation Expert Group) PQC AC (Accreditation Commitee) Applicant 12 3 (3a) (3b) a 8 7b 9 AEG pool (Accreditation Expert Group) 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). PQC examines the request (condition: EMC member and general relevance of the application) and sends an application form to the local body. 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) Request for further information documentation is validated >> AC forwards it to AEG panel for final examination AEG meets to decide upon the application. Applicant local body should attend in order to answer any final questions 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. a negative answer is sent explaining reasons for refusal 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. 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

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

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


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