1. A learning outcomes approach in validating all forms of learning
NQF Inclusive
A learning outcomes approach in validating all forms of learning
Final Conference
8/09/2011

2. The Catalogue of Standards
Guidance to all those who are interested in trying out and/or implementing sectoral qualifications within the EQF (Levels 1 & 2)
general information about the learning outcomes approach and specific information about the definition of learning outcomes on EQF levels 1 and 2.
different methods for the validation of learning

3. The European Qualifications Framework
A Translation Device for comparing qualifications
A Reference Point based on learning outcomes
Incorporates qualifications acquired through all forms of learning
Facilitates access and progression

4. The EQF - A MECHANISM FOR PROGRESSION
Progression
Level of difficulty;
Level descriptors;
Towards LLL
knowledge
skills
Competences

5. Learning Outcomes
Learning Outcomes are statements that describe what a whole qualification represents in terms of the application of its components, namely knowledge, skills and competences. According to the definition of a NQF a learning outcome is what a learner understands and is capable of doing at the end of a learning process.

6. NQF Inclusive
Knowledge involves the understanding of basic,factual and theoretical information and is normally associated with formal learning and therefore with text books, with contact learning hours and as one progresses along the learning pathway one can engage in research, and participate in seminars and conferences. However, knowledge can also be obtained from informal and non-formal settings.

7. NQF Inclusive
Skills involve the application of the acquired knowledge and understanding in different contexts. A skill may not necessarily be the result of formal learning and knowledge as described above. It may be the result of repetitive work in an informal setup.

8. NQF Inclusive
Competences involve concepts such as whether one is competent to exercise the skills with or without supervision, with or without autonomy and with or without responsibility. At the end of 100 months of compulsory education one is expected to achieve the basic key competences which are fundamental for pursuing studies at a post-secondary level and for employability in low-skilled basic jobs.

9. Writing Learning Outcomes for the NQF Inclusive Project
Level Descriptors
Language (Action Verbs reflecting knowledge, skills and competences)
Consulting Industry as to achieve industry driven training courses
Consultation with interested stakeholders

10. Assessment Methods Presentation Debate Declarative Methods Interviews
Observation
Portfolio Method
Simulation and evidence extracted from real work environments
Tests and Examinations

12. NQF Inclusive
THANK YOU
Mr Richard Curmi - MQC