European Commission, DG EAC – Unit A3 On the way to an European Qualification Framework EQF & ECVET BERLIN – 29-11-2006 European Commission, DG EAC – Unit A3

Why an EQF? 2

Problem Lack of communication and cooperation between education and training systems Barriers to lifelong learning and mobility Between Member States and between systems, e.g. between higher education and VET, between international sectors and national systems 3

Existing instruments Europass: description of an individual’s qualifications, so far without indication of levels Bologna process: Higher Education framework Directive 2005/36 for access to regulated professions 4

EQF: approach and objectives Increase transparency and portability of qualifications Create common reference framework as translation device between qualification systems and levels Cover all levels and forms of learning Look at learning outcomes 5

Why Learning outcomes? 6

Learning outcomes shifts focus from input to what a person knows and is able to do better match between needs of the labour market and education and training provision facilitates transfer and use of qualifications across different countries and education and training systems facilitates validation of non-formal and informal learning 7

Using EQF 8

Country A Country B EQF Level 8 NQF/ NQS EQF Level 7 EQF Level 6 9

Swedish post-secondary engineering education (Påbygnadsutbildning) = EQF Level 4 = Irish post secondary education at national level 6 (Advanced certificate) E Q F

Subsidiarity voluntary does not replace national systems or describe specific qualifications qualifications placed via national system

EQF: recommends that MS Use EQF as a reference tool Reference their levels to EQF by 2009 Reference new qualifications to EQF levels by 2011 Use learning outcomes approach Designate national EQF centre

EQF: Commission’s role Support MSs in cooperation, testing and guidance Establish EQF advisory group Report after 5yrs with possible review of Recommendation

EQF reference level descriptors Based on learning outcomes (knowledge, skills and competence) and not systems 8 levels covering all levels of academic and vocational qualifications Integrates Bologna descriptors (within learning outcomes of levels 5-8)

Where do we stand? Discussion in Council and EP Aim: Agreement under German presidency 2007 Leonardo da Vinci projects: test and develop EQF; develop national/sectoral frameworks

Who benefits? Main users will be qualification bodies Individuals and employers benefit because EQF Facilitates reading across systems Facilitates diverse learning pathways and access to lifelong learning Facilitates mobility for working or learning

Why ECVET? 17

ECVET is a political priority 18

ECVET will improve mobility 19

ECVET is a priority for lifelong learning 20

ECVET will improve transparency of qualifications 21

ECVET will improve mutual trust and cooperation 22

ECVET and EQF 23

Complementarities between ECVET and EQF Based on learning outcomes Centred on qualifications Emphasis on Lifelong Learning Focused on Mobility Transparency oriented 24

Complementarities between ECVET and EQF 8 COMMON REFERENCE LEVELS ECVET 25

Why is ECVET important for individuals? 26

Mr X has an opportunity for a learning period abroad Learning context B Learning context A Mr X has an opportunity for a learning period abroad Achieved learning outcomes 27

Mr X has an opportunity for a learning period abroad Learning context B Learning context A Mr X has an opportunity for a learning period abroad Mr X achieves L.O. 28

Learning context B Learning context A …and now Mr X wants to transfer “home” his new learning outcomes to include them for the qualification Achieved L.O. 29

Transfer Process Learning context B Learning context A Achieved L.O. 30

But it’s difficult, because of barriers… Learning context B Learning context A But it’s difficult, because of barriers… ? 31

But it’s difficult, because of barriers… No transparency No mutual trust No validation No accumulation of learning outcomes No recognition But it’s difficult, because of barriers… 32

ECVET would help remove those barriers 33

ECVET would mean Mr X can transfer “home” his new L.O. Learning context B Learning context A Because competent body A validates and recognises learning outcomes achieved in context B ECVET would mean Mr X can transfer “home” his new L.O. Achieved L.O. 34

Qualification context (A) Context A Qualification — The learning outcomes gained are accumulated and are now an integrated part of his qualification 35

What is ECVET? 36

ECVET Units Credit points Transfer process 37

ECVET Units Credit points Transfer process 38

Transcript of record Validation of L.O. Assessment of L.O. Learning context B Learning context A Transcript of record Validation of L.O. Recognition of L.O. Accumulation of L.O. Assessment of L.O. Credit for L.O. 39

ECVET Units Credit points Transfer process 40

The aim of the ECVET learning outcomes transfer process 41

A qualification is described in units of learning outcomes Knowledge Skills Competence Unit 42

The heart of ECVET: Units Qualification 43

The heart of ECVET: Units Qualification Unit Designed at national level by competent bodies. 44

ECVET Units Credit points Transfer process 45

ECVET Credit points indicate the relative weight of units: an example Qualification Unit 10 Points 50 Points 80 Pts 20 Points 46

Allocation of ECVET credit points To a qualification then to units Different approaches are possible Convention in the formal context 47

What is the role of the ‘competent bodies’? 48

Linking qualifications to ECVET: the role of the ‘competent bodies’ Commitment for linking qualifications to ECVET and decision on the adoption Design for processes: assessment, validation, transfer, accumulation and recognition Expression of Qualifications and units Allocation of Credit Points Establishment of partnerships/memoranda of understanding Regulation and quality assurance 49

Using ECVET: ‘Competent bodies’ and VET providers are involved in: Individual’s learning agreement Assessment of learning outcomes Award of credits Validation Transfer Recognition … 50

Roadmap towards ECVET 51

ECVET: procedure for 2006-2007 Launch the consultation (November 2006 - March 2007)* Conference in Germany June 2007 Preparation of the final proposal Adoption process Implementation in Member States *Consultation document on: http://ec.europa.eu/dgs/education_culture/consult/index_en.html 52

Linked slides 53

Transnational Credit transfer in Europe with ECVET B National and sectoral systems of credit A National credit system C More than one national system of credit H … ………… ECVET D System of credit with/without points G Credit systems for non-formal or informal learning E No system of credit F International sectoral credit system 54

The ECVET learning outcomes transfer process: system In the learning context A, Competent body or institution A In the learning context B, Competent body or institution B Assesses an individual’s learning outcomes Recognises learning outcomes as part of the qualification to be obtained Awards crédits to this person which are recorded in an… Validates crédits obtained and transferred by the individual Individual transcript of record 55

The ECVET learning outcomes transfer process: individual In the learning context A, In the learning context B, An individual achieves learning outcomes These learning outcomes are assessed Learning outcomes are recognised as a part of the qualification to be obtained Crédits are awarded. These credits are recorded in an… Credits are transferred and validated Individual transcript of record 56

ECVET is also for other types of mobility 57

« On the job » Learning context Formal Learning context Mr X wants to transfer new L.O. to include them for obtaining a qualification Learning outcome achieved by experience 58