1. Key issues for EU & EU member States in developing European/national qualification frameworks and systems (EQF/NQF/NQS) Michel Aribaud 01 February 2011

2. The EU Knowledge economy in 2020: Are we thinking enough ahead about the knowledge, skills and competences that we will need in ten years time? New Cedefop report 'Skills supply and demand in Europe: medium term forecast up to 2020'Cedefop report 'Skills supply and demand in Europe: medium term forecast up to 2020' 77 million jobs created during the coming decenium, of which 70 million for replacement of existing jobs 10 milion less jobs than forecasted in 2006 as a consequence of the present economic crisis in the EU The need for higher educated employees will increase from 29% now to 35%, with a negative effect on lower skilled jobs But the need for people with intermediate skills will remain stable at more or less 50% of the labour force

3. 1 - Increase consistency, credibility and relevance of qualifications 2 - Insure better transparency of qualifications for individuals and employers 3 - Increase currency of single qualifications 4 - Enlarge the range of learning forms to be recognised 5 – Put in place a national/external reference point for qualifications standards The top ten of EU MS questions: how to...?(1)

4. 6 - Clarify and facilitate learning pathways and progression 7 - Increase portability of qualifications/partial qualifications 8 - Design a platform for stakeholders for cooperation and commitment 9 - Reach greater coherence of national reforms policies 10 – Design a strong basis for international co- operation, understanding and comparison The top ten of EU MS questions: how to...? (2)

5. National/sectoral/… qualification systems National Qualification Frameworks Regional (European) Qualification Frameworks Solutions?

6. “A formal outcome of an assessment and validation process which is obtained when a competent ody determines that an individual has achieved learning outcomes to given standards” EQF Recommendation - 2008 What is a qualification?

7. An explicit reading code of: - Individuals’ Knowledge, Skills and Competences - Individuals’ employability (a currency on/for the labour market) - Individuals’ position in a given societal environment - Individuals’ position in a given education and training framework What else?

8. A governing and monitoring structure (competent institution) A practical organisition A qualifications offer A set of qualifications standards Additional processes: units system, credit system, RPL device… A set of processes and procedures regarding the acquisition/award of qualifications: - Processes for the assessment of learning achievements - Procedures for the validation of achieved learning outcomes - Recognition procedures What is a qualification system?

9. An instrument for the development and classification of qualifications (e.g. at national or sectoral level) according to a set of criteria (e.g. using descriptors) applicable to specified levels of learning outcomes. Cedefop - 2008 What is a National qualification framework?

10. An instrument which aims to integrate and coordinate national qualifications subsystems and improve the transparency, access, progression and quality of qualifications in relation to the labour market and civil society. Cedefop - 2010 What else?

11. A « metaframework » The EQF for lifelong learning is a common European reference framework which enables European countries to link their qualifications systems to one another. It is a translation device making qualifications more readable and understandable across different countries and systems in Europe. It will help learners and workers wishing to move between EU countries, change jobs or switch educational institutions. The EQF aims to contribute to creating a European workforce that is flexible and mobile. What is a regional Qualification Framework? Eg EQF

12. The core of the framework: the 8 EQF levels Relate system to system Enable reference to all learning Generic descriptors, not a blue print for NQFs Indicate the learning outcomes (knowledge, skills and competences) relevant to qualifications at that level in any system of qualifications What is the European Qualification Framework?

13. EQF Level 1 EQF Level 2 EQF Level 3 EQF Level 4 EQF Level 5 EQF Level 6 EQF Level 7 EQF Level 8 Country A Country B QA QB QC NQ F Q4 Q3 Q2 Q1 AQ F

14. Summary of some level EQF descriptors level 1 basic general knowledge & skills capacity to undertake simple tasks under direct supervision in structured environment. structured support needed for learning and development not occupation specific and are often sought by those with no qualification. level 3 broad general knowledge & specific practical & basic theoretical knowledge, capacity to carry out tasks under direction responsible for own learning but with limited experience of practice level 5 broad theoretical & practical knowledge, relevant to a particular field of learning or occupation. capacity to apply knowledge and skill in developing strategic solutions to well defined abstract and concrete problems. able to learn independently with experience of operational interaction in work or study including management of people and projects.

15. Qualifications and the Lifelong learning paradigm

16. “Traditional” Routes to Qualification Academic, school based learning context

17. “Traditional” Routes to Qualification Academic, school based learning context Qualification

18. Achieving Qualifications: a ‘LLL perspective’ for a ‘person centred framework ’ Lifelong Learning Pathway KSC 1 capital Formal Informal On the job Formal 1 : knowledge, skills, competences

19. “LLL” Routes to Qualification Or: Mixture of all the above learning context ‘On the job’ learning context All relevant life experience learning context Academic learning context

20. “LLL” Routes to Qualification Or: Mixture of all the above ‘On the job’ All relevant life experience Academic learning context Qualification Assessment & validation of learning outcomes

21. “LLL” Routes to Qualification Or: Mixture of all the above learning context ‘On the job’ learning context All relevant life experience learning context Academic learning context Qualification

22. Functions in NQS: a systemic approach Governance functions Policy decision process Quality assurance Support functions: - Information - Guidance - Documentaon and communication Monitoring the process Conception functions Design of qualifications Design of formal and non formal programmes Design of asessment and validation procedures Implementa- tion functions Carrying out the programme Assesment of learning outcomes Validation of learning outcomes Certification of learning outcomes

23. The national contexts of NQFs v. Q. Systems(1) © Aribaud, adpated from Stackelberg Qualifications providers/ awarding B. Learners/ «clients» One qualification provider/ awarding body Some qualification providers/awar- -ding bodies Several qualification providers/awar- -ding bodies One type of learners (e.g. IVET learners) Bilateral monopoly Multilateral monopsone Absolute monopsone Limited number of types of learners Multilateral monopoly Bilateral oligopoly Oligopsone All types of learners in a LLL perspective Absolute monopoly OligopolyPerfect competition

24. The national contexts of NQFs v. Q. Systems (2) © Aribaud, adpated from Stackelberg Qualifications providers/ awarding B. Learners/ «clients» One qualification provider/ awarding body Some qualification providers/awar- -ding bodies Several qualification providers/awar- -ding bodies One type of learners (e.g. IVET learners) One qualification system (QS) One competent institution (CI) Very limited number of QS Restricted number of CI Qualifications « restricted market » with some QS & CI Limited number of types of learners One or several QS One competent institution Limited number of QS Very limited number of CI Qualifications « semi-open market » with Numerous QS & CI All types of learners in a LLL perspective Several QS One competent institution Variety of QS Limited number of CI Qualifications « open market » «Infinity»of QS «Infinity»of CI

25. – Role of the NQF: - Regulation oriented or - Transparency oriented – Quality assurance process: - Prescriptive - Cooperative - Self-regulated Impact: Role of the NQF Quality assurance process

26. 1 – Structure of levels, based on learning outcomes 2 – Set of learning outcomes descriptors that refer to specific levels of K.S.C. 3 – Set of rules regarding how and by who qualifications are designed* 4 – Set of rules regarding the acquisition/award of qualifications** NQF features for transparency, coherence & consistency of qualifications

27. – Set of rules regarding how and by who qualifications are designed (Q.A.) - Involvement of relevant stakeholders (labour market and economic world, educ. World, …) - Qualifications related to occupational standards - Description based on learning outcomes - Assessment and validation standards – Set of rules regarding the acquisition/award of qualifications (Q.A.) - Assessment and validation processes, procedures and operators - Recognition procedures NQF features for transparency, coherence & consistency of qualifications

28. The shift to learning outcomes A well known definition: «Learning outcomes are statements of what a learner knows, understands or is able to do at the end of a learning process». (Source: EQF Recommendation, 2008) A common explanation Learning Outcomes are an alternative way to define and design education, training and qualifications. There is a shift from learning inputs, such as duration, type of education, location, programme, institution etc. to learning outcomes Occupational standards as a basis for designing learning outcomes

29. How are occupational standards going to be used?  HR tool in companies  Certifying skilled workers from abroad  Developing training programmes  National vocational qualifications  Curricula for initial vocational education  Assessment and certification … The sectoral approach: from occupational standards to LO and qualifications standards

30. Sectoral approach: from occupational standards to learning outcomes and qualifications standards (1) Finding OS are not only for learning OS have been at the basis of outcome based approach OS reflect language world of work, cover employment requirements, and sometimes learning requirements and or assessment requirements OS are the product of a demand-led approach OS can reflect tasks, activities, competences, that are job specific, job role specific, occupation specific, sector specific or training profile specific, Consequence OS need to be adapted for learning OS need to be developed with representatives from the world of work OS reflect different contexts and develop when contexts change

31. Sectoral approach: from occupational standards to learning outcomes (2) Finding LO can be derived from OS LO are meant for learning LO need to use a language bridging world of work and education, LO cover learning requirements, and often assessment requirements and/ or employment requirements Switch to LO approach is work in progress LO can be expressed in different terms (narrow or wide) Consequence Linking LO to OS ensures relevant LO for Labour Market But deriving LO from OS is often a translation or interpretation process Language of LO needs to be understandable and meaningful for all users Existing LOs are a product of an outcome based approach, but often still contain input elements and may therefore be difficult to compare LO are also defined by their context, including possible requirements for progression or mobility

32. The dynamics of qualifications: defining and renewing occupational and educational standards http://cedefop.europa.eu/EN/Files/5195_en.pdf Cross country study in 32 countries published by Cedefop in 2009 Two common trends can be observed: more countries are introducing outcome- based standards; more countries are institutionalising the participation of social partners in standard- setting procedures.

33. The Scottish Qualification Authority: http://www.sqa.org.uk/sqa/CCC_FirstPage.jsp The Scottish framework: http://www.scqf.org.uk/ The Irish qualification authority: http://www.nqai.ie/index.html The Irish framework: http://www.nfq.ie/nfq/en/ Solutions?

34. The spanish qualification system: http://www.educacion.es/educa/incual/ice_ncfp.html The Spanish qualification authority: http://www.educacion.es/educa/incual/ice_incual.html or http://www.educacion.es/educa/incual/ice_incual_ing.html The UK qualification authority: http://www.qcda.gov.uk/ Solutions? The UK qualification framework: http://www.qcda.gov.uk/

35. Solutions? The French qualification authority: http://www.cncp.gouv.fr/grand-public/presentationCNCP The French National Qualifications Register: http://www.cncp.gouv.fr/ The qualification database of French ministry of education: http://www2.cndp.fr/secondaire/ The EQF: www.ec.europa.eu/education/lifelong-learning- policy/doc50_en.htm ECVET projects www.ecvet-projects.eu