Towards a European Qualifications Framework for Lifelong Learning Consultation Jens Bjornavold, European Commission, Directorate-General for Education and Culture

Functions of the EQF Neutral reference point based on learning outcomes Translation device for comparing qualifications Facilitates credit transfer and quality assurance Basis for sector qualification developments

The European Qualifications Framework Builds on Bologna and Copenhagen processes Covers all qualifications in lifelong learning Meets a clearly expressed demand Builds on work of a representative expert group Consultation on the basic form, not a final recommendatio n

Richness of lifelong learning School Universities Non-formal & Informal Adult Initial Vocational Training Formal Continuing Vocational Training On-the-job Cradle Grave Lifelong Learning

Lifelong Learning is important Social reasons Inclusive communities Active citizens Equal opportunities Economic reasons Lisbon Jobs & growth Innovation

The European Lifelong Learning Experience: Obstacles! within and between countries between education and training systems to use of acquired skills to new learning

Strong political mandate Member States & social partners support the development of a EQF European Council have asked for adoption by the end of 2006

The alternative to EQF: bilateral agreements?

Q Q Q Q Q Q Q Q Q QQ Q Q Q Q NQS SQS etc EQF Meta-framework

EQF Country A Country B Qualifications (A) Qualifications (B)

EQFCountry ACountry B Qualifications (A) Qualifications (B)

Example for using the EQF Swedish engineering qualification at post- secondary level (Påbygnads- utbildning) Qualified Swedish engineering worker wants to move to Ireland Swedish authorities have agreed that this matches EQF- level 4 Irish authorities agree that EQF level 4 matches best Irish framework of qualifications at level 6 (‘Advanced certificate’)

A basis for co-operation EQF implementation is voluntary Entails no legal obligations on Member States or sectors Fosters change by supporting and informing reform

What EQF is NOT! EQF no replacement for national/sectoral frameworks EQF NOT about harmonisation EQF CANNOT define new qualifications

The Main elements of the EQF

The Core of the EQF 8 Common Reference Levels

Learning outcomes Learning Outputs Inputs Traditional reference systems based on INPUTS EQF emphasis is on LEARNING OUTCOMES  neutral reference point

Focus on Learning Outcomes EQF Learning Outcomes Non-Formal Learning Formal Learning Informal Learning

Why focus on learning outcomes? EQF Learning Outcomes Knowledge-based economy Social reasons Labour market

The Eight EQF Levels Each EQF Reference Level KnowledgeSkills Wider personal and professional competences autonomy and responsibility learning competences social and communication competences professional and vocational competences

Using the EQF ESSENTIAL INFORMATION Table 1: Learning Outcomes Aimed at qualifications authorities, experts: makes translations between systems and frameworks possible SUPPORTING INFORMATION Table 2: Supporting Information Needs to be compiled and completed at national or sectoral level

Common Guiding Principles

EQF: Common Principles Common Principles Quality assurance Future agreement on key competences Validation of non-formal and informal learning Guidance and counselling

Principles for quality assurance Common QA principles a precondition for mutual trust and should build on agreements reached in: Bologna process Copenhagen process

Principles for validation of non-formal and informal learning Should guide and inform developments at national and sector level and address Individual entitlements Obligations of stakeholders Confidence and trust Credibility and legitimacy

EQF and individual citizens: The link to: qualifications and the role of supporting instruments

EQF: Support for Learners Credit transfer and accumulation system Europass framework for transparency of qualifications Ploteus internet portal for learning opportunities Support for Learners

Credit transfer and accumulation system Goal: to create an integrated credit transfer system at European level, meeting the needs of vocational and academic institutions Note: A separate Commission consultation is taking place on credit transfer

Credit transfer and accumulation system An integrated credit system should accommodate: diverse needs of lifelong learning (academic, vocational, etc.) links to EQF levels transfer and accumulation between institutions, systems and countries

Europass 1.Europass CV 2.Europass Language Passport 3.Europass Certificate Supplement 4.Europass Diploma Supplement 5.Europass Mobility Europass is a set of five documents that will increasingly link to the EQF. It consists of: Filled in by the individual Filled in and issued by the competent authorities

Ploteus Internet portal for learning opportunities Target groups: students, job seekers, workers, parents, guidance counsellors, teachers EQF common reference levels will determine portal’s content layout

Linking qualifications to the EQF: the role of national authorities Commitments to link national qualifications to EQF Learning outcome-based qualifications National Framework of Qualifications? Long term reform process

Linking qualifications to the EQF: the role of sectoral stakeholders Invite sectors to link sectoral qualifications to EQF Facilitate sectoral developments Facilitate link between national and sectoral qualifications Decentralisation and self-certification

Consultation Europe-wide consultation process from July to November 2005: 32 countries in ‘Education and Training 2010’ Bologna follow-up group European Social Partner organisations Education and training NGO’s Industry & sector organisations

Consultation — Results Input to drafting of Council and EP Recommendation in Spring 2006 Integrated Lifelong Learning Programme — support?

Summary 8 common reference levels (learning outcomes) Common principles support EQF levels and provide guidelines for cooperation A range of tools and instruments for individuals (e.g. credit transfer and accumulation) Commitment from national and sectoral bodies