Presentation on theme: "EUROPEAN UNION DG EDUCATION AND CULTURE"— Presentation transcript:
1 EUROPEAN UNION DG EDUCATION AND CULTURE Assessing Marketing South African Qualifications against the Official European Qualifications Framework (EQF) in a global perspectiveEUROPEAN UNION DG EDUCATION AND CULTUREAccrediting Marketing South African Qualifications against European Marketing Qualifications Standards (EMQF) standardsFrancis PETEL MC AEG Chairman CNCP member EU ExpertJohannesburg, nov 29 th 2006Durban, nov 30 th 2006Capetown, dec 1 st 2006
2 EUROPEAN QUALIFICATIONS FRAMEWORK EQFSOUTH AFRICAN MARKETING QUALIFICATIONSAssessing Marketing South African Qualifications against the Official European Qualifications Framework in a global perspective
3 EUROPEAN MARKETING QUALIFICATIONS FRAMEWORK EMQFSOUTH AFRICAN MARKETING QUALIFICATIONSAccrediting Marketing South African Qualifications against emqf standards
4 A coordinated initiative by EU and a European sectoral organisation EQFEuropean Qualifications FrameworkEMQFEuropean Marketing Qualifications Framework
5 One main issue for a global approach to qualifications A strong demand for comparabilityA huge diversity in frameworks, systems, and processesEuropean Union answer:TransparencyMutual trustEQF (and EMQF) proposalA translation deviceA quality process
6 Considering all relevant stakeholders Companies & professionalsNeed for identified competenciesNational frameworksSubsidiaritySectorsCommon agreement on occupational standardsProvidersA key role in the development of human capital
7 Developed through the Copenhagen process (dealing with VET) 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 perspectiveDeveloped 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)professional educationinitial and continuing educationlearning outcomeslifelong learninginformal and non formal learningdistance learningcompetences as building blocksnational and sectoral approachEuropean Qualifications framework 8 reference levelsGeneral educationMainly initial educationResourcesProgramsStaffingWorkloadYears as building blocksUniversity/academicOr higher education authorities approachBachelor >> Master >> DoctorateFulfilling the lisbon objectives: towards the knowledge society
9 How does EQF work? Translation device for comparing qualifications Neutral reference point based on learning outcomes
10 Country A Country B EQF Level 8 EQF Level 7 EQF Level 6 EQF Level 5 QualificationQualification
11 Each EQF Reference Level The Eight EQF LevelsKnowledgeEach EQF Reference LevelSkillsCompetences“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 EQFLearning OutcomesNon-Formal LearningInformal LearningFormal Learning
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.KnowledgeSkillsCompetenceIn 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 1The learning outcomes arebasic general knowledgebasic skills required to carry out simple taskswork or study under direct supervision in a structured contextLevel 2basic factual knowledge of a field of work or studybasic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and toolswork or study under supervision with some autonomyLevel 3knowledge 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 informationtake responsibility for completion of tasks in work or studyadapt 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.KnowledgeSkillsCompetenceLevel 4The learning outcomes arefactual and theoretical knowledge in broad contexts within a field of work or studya range of cognitive and practical skills required to generate solutions to specific problems in a field of work or studyexercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to changesupervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activitiesLevel 5comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledgea comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problemsexercise management and supervision in contexts of work or study activities where there is unpredictable changereview 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.KnowledgeSkillsCompetenceLevel 6The learning outcomes areadvanced knowledge of a field of work or study, involving a critical understanding of theories and principlesadvanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or studymanage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contextstake responsibility for managing professional development of individuals and groupsLevel 7highly 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 fieldsspecialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fieldsmanage and transform work or study contexts that are complex, unpredictable and require new strategic approachestake 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.KnowledgeSkillsCompetenceLevel 8The learning outcomes areknowledge at the most advanced frontier of a field of work or study and at the interface between fieldsthe 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 practicedemonstrate 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.KnowledgeSkillsCompetenceLevel 4The learning outcomes arefactual and theoretical knowledge in broad contexts within a field of work or studya range of cognitive and practical skills required to generate solutions to specific problems in a field of work or studyexercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to changesupervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activitiesLevel 5comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledgea comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problemsexercise management and supervision in contexts of work or study activities where there is unpredictable changereview and develop performance of self and others
19 Generic descriptors are included in the EQF, in terms of: Identification and comparison need both generic and specific descriptors:Each qualification should use commonly accepted descriptors, involving), as those included in the EQFGeneric 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 qualificationSpecific descriptors are identified through occupational mappings related to a family of functionsIn most European countries, as well as at European level, this is done by sectoral bodiesthese descriptors could appear for instance in the relevant part of the Certificate Supplement
21 From EQF to EMQF EMQF European Marketing Qualifications Framework A joint initiative by EU and a European sectoral organisationEMQFEuropean Marketing Qualifications FrameworkEQFEuropean Qualifications FrameworkEMQFEuropean Marketing Qualifications FrameworkEMQFEuropean 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:LEONARDO CERCOM & EMQF FUNCTIONAL AND OCCUPATIONAL MAPPINGTo identify the professional outcomes of a qualification
26 What is EMQF?It makes it possible for any local qualification having joined EMQF:EQF REFERENCE LEVELS DESCRIPTORSTo identify the reference level of a specific qualification
27 It makes it possible for any local qualification having joined EMQF: 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 standardsI 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 familyThe 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 qualificationPositions occupied by former trainees, survey on former trainees
30 EMQF 8 standardsII 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.
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 qualificationArguments for self attributed reference level or gradingResearch document showing evidence of EQF level
32 EMQF 8 standardsIII 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 qualificationElements of qualification rationale showing professional and learning outcomes orientationAll relevant documents listing expected learning outcomesExam papersExam regulations; passing regulations
34 EMQF 8 standardsIV 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 standardsAll relevant documents listing expected learningExam papers
39 V DELIVERY PROCESS TRANSPARENCY EMQF 8 standardsV DELIVERY PROCESS TRANSPARENCYProcess 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 applicantKey members of the Board and their CVsKey members and CVs of scientific panel (or other regulatory body inside the institution)Official documents indicating Board members, Boards statutes and by lawsOfficial documents indicating scientific panel members, statutes and by lawsInstitutional (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 OrganisationAnd mentioning:Official statute of the organisation delivering the qualification or backing the schoolName and full address of the certifying bodySpecificities of recognition (duration, restrictions, field of implementationNature, mode and range of controls being enforced byCompetent authority
41 Positioning of the certifications (priority, difference of scope, ...) can a candidate have direct access to qualification through validation of non formal or informal prior learning? Indicate main rulesshould 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 detailsDoes 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?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 updatedhas 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 possessedIn 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 candidatePositioning 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, Institutionalthe applicant:Organises final assessment, even though training has been performed by another institutionControls by chairing, participating or any other mean final assessments when organised by another certification institution, or the training institution itselfIs the designer of the training programs leading to the certificationSets entry regulation rules and controls students's enrolment at the entry of training programsenrols students himselfdelivers training programs leading to certification
42 EMQF 8 standards VI EQUAL ACCESS FOR ALL Candidates to qualification should be equally assessed towards learning outcomes.
43 Should normally cover the full range of learning outcomes VI EQUAL ACCESS FOR ALLExams, 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 outcomesShould provide equal opportunities to all candidatesApplicant 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 standardsVII 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 proceduresDescription of internal quality control concerning the above mentioned processName and address of external quality organisationDescribe the nature of control
46 EMQF 8 standardsVIII 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 requirementsDocument providing evidence of QCO compliance with EQF requirementsContract document with external quality control organisationLatest reports by QCO
49 Occupational mapping partners EMC membersEMC BoardOccupational mapping partnersAEG pool (Accreditation Expert Group)PQCAC (Accreditation Commitee)EMC Member countries will propose expert names to the PQC. The PQC will recommend a list of them to the Board that will endorse itAC is composed of PQC members, plus an additional EMC Board member and an EMC EU funded project participant when they are not represented inside PQCApplicant
50 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 ACReject, with reasonsReport 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 reportCase 3: Accreditation is granted after AC final recommendation for a period of five years, submitted to yearly mandatory reportCase 4: Accreditation is refused (applicant may submit an appeal, without any further fees.)Case 5: next AEG meeting takes final decisionreports 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 BoardMaintains & 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.EMC membersEMC BoardLEONARDO project partnersa negative answer is sent explaining reasons for refusal8Local Bodies express their interest in the qualification process by wri-ting to the PQC (deadline: normally 3 months prior to the annual AEG meeting).documentation is validated >> AC forwards it to AEG panel for final examinationPQC examines the request (condition: EMC member and general relevance of the application) and sends an application form to the local body.957aAEG panel (Accreditation Expert Group)AEG pool (Accreditation Expert Group)PQCAC (Accreditation Commitee)67bLocal 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)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.4AEG meets to decide upon the application. Applicant local body should attend in order to answer any final questions(3a)3Request for further information12(3b)Applicant