1. Energy Efficiency Unit Training and Information Service
The European Qualification Framework based on Knowledge, skills and competences for the recognition of formal, non-formal and informal training and the Cedefop manual for the certification of learning outcomes
Prof. Anna Moreno
Energy Efficiency Unit Training and Information Service

2. Content
The European Qualification Framework (EQF) based on Knowledge, skill and competence
The EUROPASS, a way to freely move in EU
The formal, non-formal and informal education/training
The certification of learning outcomes

3. Content
The European Qualification Framework (EQF) based on Knowledge, skill and competence
The EUROPASS, a way to freely move in EU
The formal, non-formal and informal education/training
The certification of learning outcomes

4. The European Qualification Framework
The EQF is a common European reference framework which links countries’ qualifications systems together, acting as a translation device to make qualifications more readable and understandable across different countries and systems in Europe. It has two principal aims:
to promote citizens’ mobility between countries
to facilitate their lifelong learning.

5. The eight reference levels
The EQF will relate different countries’ national qualifications on the base of eight reference levels.
The levels span the full scale of qualifications, from basic (Level 1, for example school leaving certificates) to advanced (Level 8, for example Doctorates) levels.
As an instrument for the promotion of lifelong learning, the EQF encompasses all levels of qualifications acquired in general, vocational as well as academic education and training.
Additionally, the framework addresses qualifications acquired in initial and continuing education and training.

6. The focus on learning outcomes
The eight reference levels are described in terms of learning outcomes which is necessary to make comparison and cooperation between countries and institutions.
In the EQF a learning outcome is defined as a statement of what a learner knows, understands and is able to do on completion of a learning process.
The EQF therefore emphasises the results of learning rather than focusing on inputs such as length of study.
Learning outcomes are specified in three categories:
knowledge,
Skills,
competence.

7. The use of EQF for the internationalization
The EQF will support individual users as well as providers of education and training by increasing transparency of qualifications awarded outside the national systems, for example by sectors and multinational companies. The adoption of a common reference framework based on learning outcomes will facilitate the comparison and (potential) linking together of traditional qualifications awarded by national authorities and qualifications awarded by other stakeholders.
The EQF will thus help sectors and individuals take advantage of this growing internazionalisation of qualifications.

8. Transnational mobility of workers
The development and recognition of citizens‘ knowledge, skills and competence are crucial for the development of individuals, competitiveness, employment and social cohesion in the Community. Such development and recognition should facilitate transnational mobility for workers and learners and contribute to meeting the requirements of supply and demand in the European labour market The validation of non-formal and informal learning outcomes should be promoted

9. Other advantages of using EQF
EQF should contribute to modernising education and training systems, the interrelationship of education, training and employment and building bridges between formal, non-formal and informal learning, leading also to the validation of learning outcomes acquired through experience.
The European Qualifications Framework has to be used as a reference tool to compare the qualification levels of the different qualifications systems and to promote both lifelong learning and equal opportunities in the knowledge-based society, as well as the further integration of the labour market, while respecting the rich diversity of national education systems;

10. Some definitions
“learning outcomes” means statements of what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and competence;
“knowledge” means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. In the context of the European Qualifications Framework, knowledge is described as theoretical and/or factual;
“skills” means the ability to apply knowledge and use know-how to complete tasks and solve problems. In the context of the European Qualifications Framework, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments);
“competence” means the proven ability to use knowledge, skills and personal, social and/ or methodological abilities, in work or study situations and in professional and personal development. In the context of the European Qualifications Framework, competence is described in terms of responsibility and autonomy.

11. Description of the first three levels
knowledge
skill
Competence 1
basic general knowledge
basic skills required to carry out simple tasks
• work or study under direct supervision in a structured context 2
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 3
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

12. Description of level 4 level knowledge skill Competence 4
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

13. Description of level 5 level knowledge skill Competence 5
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

14. Description of level 6 level knowledge skill Competence 6
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

15. Description of level 7 level knowledge skill Competence 7
• 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 research
• critical 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

16. Description of level 8 level knowledge skill Competence 8
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

17. Content
The European Qualification Framework (EQF) based on Knowledge, skill and competence
The EUROPASS, a way to freely move in EU
The formal, non-formal and informal education/training
The certification of learning outcomes

18. The EUROPASS, a way to freely move in EU
Objective
to help citizens communicate their skills and qualifications effectively when looking for a job or training;
to help employers understand the skills and qualifications of the workforce;
to help education and training authorities define and communicate the content of curricula.

19. EUROPASS tasks
To remove obstacles to mobility due to a lack of transparency of vocational qualifications;
To stimulate dialogue on existing initiatives, instruments and institutions;
To encourage the implementation of existing political solutions;
To consider new initiatives.

20. Three documents for three initiatives
The Diploma Supplement was created jointly by the European Commission, Council of Europe and Unesco, for use by higher education institutions throughout Europe and elsewhere to complement the degrees they award. The design and the use of the DS are closely linked to the European Credit Transfer System.
The Europass Language Passport is part of the European Language Portfolio, developed by the Council of Europe, in which citizens can record their language skills on the basis of the Common European Framework of Reference for Languages (CEFR).
Europass Mobility a document recording work placement experiences abroad, as part of an education or training initiative. Europass Mobility has a wider scope, as it can also record experiences other than placements, such as academic periods abroad.

21. Content
The European Qualification Framework (EQF) based on Knowledge, skill and competence
The EUROPASS, a way to freely move in EU
The formal, non-formal and informal education/training
The certification of learning outcomes

22. Formal, non-formal and informal learning
Formal learning Learning that occurs in an organised and structured environment (e.g. in an education or training institution or on the job) and is explicitly designated as learning (in terms of objectives, time or resources). Formal learning is intentional from the learner’s point of view. It typically leads to validation and certification.
Non‑formal learning Learning which is embedded in planned activities not always explicitly designated as learning (in terms of learning objectives, learning time or learning support), but which contain an important learning element. Non‑formal learning is intentional from the learner’s point of view.
Informal learning Learning resulting from daily activities related to work, family or leisure. It is not organised or structured in terms of objectives, time or learning support. Informal learning is mostly unintentional from the learner’s perspective.

23. Some non-formal courses

24. Non-formal courses

25. Informal learning

26. Some definitions
Lifelong learning All learning activity undertaken throughout life, and which results in improving knowledge, know‑how, skills competences and/or qualifications for personal, social and/or professional reasons.
Life-wide learning Learning, either formal, non‑formal or informal, that takes place across the full range of life activities (personal, social or professional) and at any stage.
Validation the term validation of learning outcomes is understood as: The confirmation by a competent body that learning outcomes (knowledge, skills and/or competences) acquired by an individual in a formal, non‑formal or informal setting have been assessed against predefined criteria and are compliant with the requirements of a validation standard. Validation typically leads to certification.

27. Different perspectives
The national perspective
Validation of non‑formal and informal learning should be seen as an integral part of the national qualifications system.
The formative approach to assessment is important as it draws attention to the ‘identification’ of knowledge, skills and competences
The organisational perspective
Formal education, enterprises, adult education providers and voluntary organisations are key stakeholders in providing opportunities to validate non‑formal and informal learning.
The individual perspective
The centre of the validation process is the individual
Everyone should have access to validation and the emphasis on motivation to engage in the process

28. Some key words/aspects
Individual entitlements
Identifying and validating non‑formal and informal learning should, in principle, be a voluntary matter for the individual. There should be equal access and equal and fair treatment for all individuals. The privacy and rights of the individual are to be respected.
Stakeholder obligations
Stakeholders, should establish, in accordance with their rights, responsibilities and competences, systems and approaches for identifying and validating non‑formal and informal learning. These should include appropriate quality assurance mechanisms. Stakeholders should provide guidance, counselling and information about these systems and approaches to individuals.
Confidence and trust
The processes, procedures and criteria for identifying and validating non‑formal and informal learning must be fair, transparent and underpinned by quality assurance mechanisms.
Credibility and legitimacy
Systems and approaches for identifying and validating non‑formal and informal learning should respect the legitimate interests and ensure the balanced participation of the relevant stakeholders

29. The structure of validation procedures
The validation process
Orienting the individual
Assessing the individual
Debate
Declarative methods
Interview
Observation
Portfolio method
Presentation
Simulation and evidence extracted from work
Tests and examinations
Auditing the process

30. The fundamental principles underpinning validation
Validation must be voluntary.
The privacy of individuals should be respected.
Equal access and fair treatment should be guaranteed.
Stakeholders should be involved in establishing systems for validation.
Systems should contain mechanisms for guidance and counselling of individuals.
Systems should be underpinned by quality assurance.
The process, procedures and criteria for validation must be fair, transparent and underpinned by quality assurance.
Systems should respect the legitimate interests of stakeholders and seek balanced participation.
The process of validation must be impartial and avoid conflicts of interest.
The professional competences of those who carry out assessments must be assured.

31. Effective practice: the national perspective
Validation of non‑formal and informal learning should be seen as an integral part of the national qualifications system.
The formative approach to assessment is important as it draws attention to the ‘identification’ of knowledge, skills and competences
Summative validation needs to have a clearly defined and unambiguous link to the standards used in the national qualifications system (or framework).
The entitlement to validation could be considered in cases where non‑formal and informal learning is seen as a normal route to a qualification, parallel to formal education and training.
The development of NQF could be used as an opportunity to integrate validation systematically into qualifications systems.
The introduction of validation as an integral part of a NQF prove access to, progression within and transfer of qualifications.
The sustainability and coherence of NQF validation should be supported by regular cost‑benefit analysis.

32. Effective practice: the organizational perspective
Formal education, enterprises, adult education providers and voluntary organisations are key stakeholders in providing opportunities to validate non‑formal and informal learning.
Validating non‑formal and informal learning poses challenges to formal education in terms of the range of learning that can be validated and how this process can be integrated into the formal curriculum and its assessment.
There are major advantages for enterprises in setting up systems to document the knowledge, skills and competences of employees. Enterprises need to balance their legitimate interests as employers with the legitimate interests of individual employees.
The adult education sector is a major contributor to non‑formal and informal learning and its further development should be supported by systematic development of formative and summative validation.
The third (or voluntary) sector offers a wide range of personalised learning opportunities that are highly valued in other settings. Validation should be used to make visible and value the outcomes of this learning, as well as assist their transfer to other settings.
The functions of the different bodies involved in validation require coordination through an institutional framework.
The institutional route to validation and certification should not lead to certificates that are seen as of different status on the basis of the route taken to achieve them.

33. Effective practice: the individual
The centre of the validation process is the individual
The activities of other agencies involved in validation should be considered in the light of their impact on the individual.
Everyone should have access to validation and the emphasis on motivation to engage in the process is particularly important.
The multiple stage process of validation offers individuals many opportunities for deciding about the future direction of their validation. Decision‑making should be supported by information, advice and guidance.

34. Effective practice: validation process structure
The three processes of:
orientation,
assessment ,
external audit
can be used to evaluate existing validation procedures and support the development of new validation procedures.

35. Effective practice: the methods
Methods of validating non‑formal and informal learning are essentially the same tools that are used in assessing formal learning.
When used for validation, tools have to be adopted, combined and applied in a way which reflects the individual specificity and non‑standardised character of non‑formal and informal learning.
Tools for assessment of learning need to be fit‑for‑purpose.

36. Effective practice: validation practitioners
Effective operation of validation processes depends fundamentally on professional input by counsellors, assessors and validation process administrators. The preparation and continuous training of these people is critically important.
Networking that enables experience sharing and the full functioning of a community of practice should be a part of a development programme for practitioners.
Interaction between practitioners in a single validation process is likely to lead to more efficient and effective practices that support individuals seeking validation.

37. The structure of validation procedures for non-formal and informal learning
The validation process
Orienting the individual
Assessing the individual
Debate
Declarative methods
Interview
Observation
Portfolio method
Presentation
Simulation and evidence extracted from work
Tests and examinations
Auditing the process

38. Effective practice: the methods
Methods of validating non‑formal and informal learning are essentially the same tools that are used in assessing formal learning.
When used for validation, tools have to be adopted, combined and applied in a way which reflects the individual specificity and non‑standardised character of non‑formal and informal learning.
Tools for assessment of learning need to be fit‑for‑purpose.

39. Qualification/certification process
The process has to be under a certification body control
Requirements
Education
Work experience
Qualification
Specific training
Working experience in teh specific sector
Evaluation of knowledge and skill
Certification
Evaluation of competences
Public register
Maintenance
Updating
Lack of complains
New examination after a few years

40. Qualification of trainers
Qualification and certification of trainers
Qualification of trainers
1. VERIFICATION OF REQUIREMENTS
2. SPECIFIC TRAINING
Certification examination
3. FINAL EXAMINATION
Interview to verify the existence of the required knowledge, skill and competence of the trainee +
Practical test consisting in providing lectures with the presence of an evaluator
Multiple answer test +
Education degree
Third party declaration
Knowledge requirements
Qualified training course
Final examination
Degree >90/100
Skill requirements +
Training course
Competence requirements

41. Conclusion
Gandhi use to say: speed matters when going in different directions!
So… let go slow in the same direction than going fast in opposite direction
The Italian writer Bufalino says:
Fra imbecilli che vogliono cambiare tutto e mascalzoni che non vogliono cambiare niente, com'è difficile scegliere!
It is very hard to choose between idiots who wants to change everything and rascals who do not want to change anything

42. Contacts Anna Moreno Tel. + 39 06 3048 6474
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