NQF in ROMANIA Mihai Iacob, Lucian Voinea Helsinki, Mihai Iacob, Lucian Voinea Helsinki,

Steps towards establishing NQF  The Tripartite Agreement regarding NQF;  The establishment of Sectoral Committees (23 were established)  The consultation process regarding EQF was finalised in December 2005 and Romania decided to develop a NQF correlated with EQF  The decision to nominate NATB as NQA, through a memorandum signed by the ministries of labour and education, which was approved by the prime minister;  Modification of the legal framework of NATB’s functioning in order to grant it the statute of NQA;

NQF in Romania The National Qualifications Framework contributes to assuring the quality of vocational training system, being based on national standards, used equally to training and evaluation of competences, regardless the context in which they were acquired. The National Qualifications Framework contributes to assuring the quality of vocational training system, being based on national standards, used equally to training and evaluation of competences, regardless the context in which they were acquired. Standards are elaborated by specialists, then they are subject to analysis, on content and methodology, being then validated by sectoral committees. Standards are elaborated by specialists, then they are subject to analysis, on content and methodology, being then validated by sectoral committees.

Vision on NQF A set of reference levels t NQF correlated with EQF, based on the consensus of the main stakeholders Romania taking part in all related developments, such as: quality assurance in all education and training systems, prior learning validation, counselling and guidance, key competences, ECVET/ECTS, Europass, etc. A coherent methodological framework developed Responsibilities clearly defined Institutional arrangements operational at national and sectoral level Full involvement of the social partners in development and implementation of NQF ensured A coherent National Qualification Framework (including IVET, CVT, HE, apprenticeship at the workplace) developed hat describe the types of competences/learning outcomes for the various qualifications A set of instruments that allow for the implementation and use of transferable credits in the perspective of LLL A set of principles and common procedures for the development and implementation of qualifications A set of reference levels t NQF correlated with EQF, based on the consensus of the main stakeholders Romania taking part in all related developments, such as: quality assurance in all education and training systems, prior learning validation, counselling and guidance, key competences, ECVET/ECTS, Europass, etc. A coherent methodological framework developed Responsibilities clearly defined Institutional arrangements operational at national and sectoral level Full involvement of the social partners in development and implementation of NQF ensured A coherent National Qualification Framework (including IVET, CVT, HE, apprenticeship at the workplace) developed hat describe the types of competences/learning outcomes for the various qualifications A set of instruments that allow for the implementation and use of transferable credits in the perspective of LLL A set of principles and common procedures for the development and implementation of qualifications

Institutions responsible National Qualifications Authority, which is NATB (National Adult Training Board) Authority for Qualifications in Higher Education, which is ACPART (National Agency for Qualifications in Higher Education and Partnership with the Economic and Social Environment) National Center for the Development of VET National Qualifications Authority, which is NATB (National Adult Training Board) Authority for Qualifications in Higher Education, which is ACPART (National Agency for Qualifications in Higher Education and Partnership with the Economic and Social Environment) National Center for the Development of VET

NATB attributions o Development of the methodological framework for NQF: o Set of reference levels for the type of competences needed for different qualifications (RO: 5 levels) o Set of common procedures and principles for the qualifications and training programs development o The management of the National Registry for Qualifications o The coordination of the sectoral committees o Quality assurance within CVT (training providers, centers for competences assessment) o Development of methodologies for recognition and validation of the prior learning (competences achieved also in non formal and informal learning contexts). o Development of the methodological framework for NQF: o Set of reference levels for the type of competences needed for different qualifications (RO: 5 levels) o Set of common procedures and principles for the qualifications and training programs development o The management of the National Registry for Qualifications o The coordination of the sectoral committees o Quality assurance within CVT (training providers, centers for competences assessment) o Development of methodologies for recognition and validation of the prior learning (competences achieved also in non formal and informal learning contexts).

NCDVET The Center was established with the aim of coordinating the reform within the VET sector Main attributions: Policies and strategies on VET VET qualifications VET curriculum Coordination of the personnel involved in VET Involvement in specific projects

Sectoral Committees working with the NATB 1. Agriculture, fishing and fishing industry, hunting 2. Environment 3. Mining and quarrying of energy-production materials, Energy 4. Manufacture of chemicals and petroleum products 5. Manufacture of equipment: electrical, electronics, automatics, informatics 6. Manufacture of basic metals, fabricated metal products, non-metallic mineral products 7. Manufacture of machinery and equipment, fine mechanics 8. Forestry and wood processing (furniture), manufacture of paper and paper products 9. Manufacture of materials for construction (cement), glass, fine ceramics 10. Construction 11. Food industry, beverages and tobacco 12. Light industry (textiles and products, leather and products) 13. Transport 14. Post and telecommunications 15. Mass-media, Publishing and printing 16. Retail trade 17. Financial intermediation, banking, insurance 18. Public administration and services 19. Tourism, hotels, restaurants 20. Education and professional training, Research-Development, Culture, Sports 21. Health, sanitation, social services 22. Crafts and traditional arts 23. Other industries and services 1. Agriculture, fishing and fishing industry, hunting 2. Environment 3. Mining and quarrying of energy-production materials, Energy 4. Manufacture of chemicals and petroleum products 5. Manufacture of equipment: electrical, electronics, automatics, informatics 6. Manufacture of basic metals, fabricated metal products, non-metallic mineral products 7. Manufacture of machinery and equipment, fine mechanics 8. Forestry and wood processing (furniture), manufacture of paper and paper products 9. Manufacture of materials for construction (cement), glass, fine ceramics 10. Construction 11. Food industry, beverages and tobacco 12. Light industry (textiles and products, leather and products) 13. Transport 14. Post and telecommunications 15. Mass-media, Publishing and printing 16. Retail trade 17. Financial intermediation, banking, insurance 18. Public administration and services 19. Tourism, hotels, restaurants 20. Education and professional training, Research-Development, Culture, Sports 21. Health, sanitation, social services 22. Crafts and traditional arts 23. Other industries and services

The five levels of qualifications Level 1 –application in the professional activity of knowledge from different domains, activity characterised by routine and predictable work tasks; Education: compulsory education and professional training Level 2 - application of knowledge in a certain professional activity, with non-routine work tasks, that suppose responsibility and team work; Education: compulsory education and professional qualification. Level 3 - application of knowledge in an extensive area of the professional activity, with diverse and complex work tasks that exclude routine. Work tasks suppose decision taking, responsibility and, sometimes, team work with co-ordination attributions; Education: technological or vocational high school; post high school education Level 4 - application of knowledge in an extensive area of the professional activity, with diverse and complex work tasks, characterised by a significant degree of personal responsibilities, of co-ordination of the activity and allocation of the resources needed in order to efficiently carry out the respective professional activities; Education: post secondary technical training in HE Level 5 - use of knowledge in especially diverse contexts of the professional activity, complex and unpredictable. This level is characterised by independent decision taking, high personal responsibility, tasks related to co-ordination of the staff activity, allocation of the resources, analysis, diagnosis, foreseeing, planning, execution and control activities. Education: university and post university level Level 1 –application in the professional activity of knowledge from different domains, activity characterised by routine and predictable work tasks; Education: compulsory education and professional training Level 2 - application of knowledge in a certain professional activity, with non-routine work tasks, that suppose responsibility and team work; Education: compulsory education and professional qualification. Level 3 - application of knowledge in an extensive area of the professional activity, with diverse and complex work tasks that exclude routine. Work tasks suppose decision taking, responsibility and, sometimes, team work with co-ordination attributions; Education: technological or vocational high school; post high school education Level 4 - application of knowledge in an extensive area of the professional activity, with diverse and complex work tasks, characterised by a significant degree of personal responsibilities, of co-ordination of the activity and allocation of the resources needed in order to efficiently carry out the respective professional activities; Education: post secondary technical training in HE Level 5 - use of knowledge in especially diverse contexts of the professional activity, complex and unpredictable. This level is characterised by independent decision taking, high personal responsibility, tasks related to co-ordination of the staff activity, allocation of the resources, analysis, diagnosis, foreseeing, planning, execution and control activities. Education: university and post university level

GradeEducational LevelNQF level Long duration HE5 Short duration HE4 Post High School Education3+ 13Technical High School General/Vocational/Technical High School2 9-10General High School1 5-8Gymnasium 1-4Primary Preschool