1. European Qualifications Framework

2. EQF... an outstanding idea! 27 Member states with 27 education-systems and 493 Milion citizens know at last, what eachone has learned and we know the‚ know how‘ and the‚know that‘ of all! After many, many years of discussions and negotiations on skills and qualifications transparancy shall take place! Ultimatly we can show Europe what is the real value and impact of our degrees and certificates! It is not important anymore where learning took place, but what I actually know and can!

3. Main functions of the EQF Translation device For comparing qualifications Neutral reference point and a system for classifying qualifications levels

4. What is the EQF and what are its benefits? All countries have a qualifications system but a qualifications framework is a more systematic way of classifying qualifications, usually by a hierarchy of levels. Among the benefits are greater readability of qualifications and easier progression between levels. All countries have a qualifications system but a qualifications framework is a more systematic way of classifying qualifications, usually by a hierarchy of levels. Among the benefits are greater readability of qualifications and easier progression between levels. The EQF will relate different countries' national qualifications systems and frameworks together around a common European reference. In practice, it will function as a translation device making qualifications more readable. This will help learners and workers wishing to move between countries or change jobs or move educational institutions at home. The EQF will relate different countries' national qualifications systems and frameworks together around a common European reference. In practice, it will function as a translation device making qualifications more readable. This will help learners and workers wishing to move between countries or change jobs or move educational institutions at home.

5. EQF Level 1 EQF Level 2 EQF Level 3 EQF Level 4 EQF Level 5 EQF Level 6 EQF Level 7 EQF Level 8 MAIN FEATURES OF THE EQF 8 levels defined through learning outcomes – knowledge, skills and competence EQF has two main aims; to facilitate trans- national mobility and lifelong learning

7. Descriptors defining levels in the European Qualifications Framework Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. KnowledgeSkillsCompetence In the context of EQF, knowledge is described as theoretical and/or factual. In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments). In the context of EQF, competence is described in terms of responsibility and autonomy.

8. Working with level 3 or 4 of the EQF Level 3 The learning outcomes relevant to Level 3: Knowledge: Facts, principles, processes and general concepts, in a field of work or study. Skills: A range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information Competence: Take responsibility for completion of tasks in work or study adapt own behaviour to circumstances in solving problems

9. Working with level 3 or 4 of the EQF Level 4: The learning outcomes relevant to Level 4 Knowledge: Factual and theoretical knowledge in broad contexts within a field of work or study Skills: A range of cognitive and practical skills required to generate solutions to specific Competence: 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

10. EQF requires a (re) interpretation of national qualifications levels in terms of learning outcomes ‘Window dressing’ or a genuine effort to review national qualifications levels? How to achieve real comparability? The shift to learning outcomes The shift to learning outcomes requires objectivity and transparency to allow for mutual trust

11. Who is the EQF for? The primary users of the EQF will be bodies in charge of national and/or sectoral qualification systems and frameworks. Once they have related their respective systems to the EQF, the EQF will help individuals, employers and education and training providers compare individual qualifications from different countries and education and training systems. The primary users of the EQF will be bodies in charge of national and/or sectoral qualification systems and frameworks. Once they have related their respective systems to the EQF, the EQF will help individuals, employers and education and training providers compare individual qualifications from different countries and education and training systems.

12. Testing and implementing the EQF; Testing and implementing the EQF; EQUFAS project 1-11-2007—1-11-2009

13. EQUFAS

14. General information Experiences of the EQF in the Agricultural sector. Short title: EQUFAS Transfer of Innovation project EU Brussels applicant organisation: Wellantcollege, The Netherlands This project is about comparing the differences in qualification processes between the participants and to show the differences related to the competences within the agricultural sector

15. The outlines of this project Steering group of this project: André Huigens projectleader, The Netherlands Haana Zuba, Anu Vaagen, Estonia. Karl Friewald, Austria Pirkko Kivinen, Finland Paco Fernández, Spain Angela Tsiousi, Greece

16. Project goals: To prepare and organise the implementation of a pilot project in six countries in the academic year 2008-2009, with teachers and students from various institutions; To prepare and organise the implementation of a pilot project in six countries in the academic year 2008-2009, with teachers and students from various institutions; Developing competences in the ’team thinking’ and ’team learning’ of students and teachers in the framework of their own personal development and in international relationships; Developing competences in the ’team thinking’ and ’team learning’ of students and teachers in the framework of their own personal development and in international relationships; To give a boost to a different form of education / a different way of learning; especially for the Netherlands in Life Long Learning To give a boost to a different form of education / a different way of learning; especially for the Netherlands in Life Long Learning To gain insight into the relationship between cultural differences and the way in which trade relations/export/labour, etc, to relate and EQF in the various countries. To gain insight into the relationship between cultural differences and the way in which trade relations/export/labour, etc, to relate and EQF in the various countries. This project addresses the practical feasibility of what the framework envisages. Is a comparison of qualifications possible if students in the various countries are trained in entirely different ways, taking cultural and language differences into consideration as well? The focus is at the Agricultural sector. This project addresses the practical feasibility of what the framework envisages. Is a comparison of qualifications possible if students in the various countries are trained in entirely different ways, taking cultural and language differences into consideration as well? The focus is at the Agricultural sector.

17. What are we going to do? Develop a common framework in 6 fields of agriculture Develop a common framework in 6 fields of agriculture Try out the practical use of EQF in VET on levels 3-4 Try out the practical use of EQF in VET on levels 3-4 Evaluate EQF related to the agricultural sector and disseminate a format Evaluate EQF related to the agricultural sector and disseminate a format Focus on competence-based learning and make people aware of new learning processes to achieve the aim Focus on competence-based learning and make people aware of new learning processes to achieve the aim Promote team work (team thinking and team learning) of students and teachers from 6 different countries Promote team work (team thinking and team learning) of students and teachers from 6 different countries Use outcomes of other projects, implement them and combine knowledge and experience to transfer as much innovation as possible Use outcomes of other projects, implement them and combine knowledge and experience to transfer as much innovation as possible Valorise EQF Valorise EQF

18. Why, When and How? WHY? To involve all stakeholders in a bottom-up approach To involve all stakeholders in a bottom-up approach To improve transparency, comparability, transfer and recognition To improve transparency, comparability, transfer and recognition To ease and increase mobility within the European labour market To ease and increase mobility within the European labour marketWHEN? Nov 2007 –Nov2009 Nov 2007 –Nov2009HOW? Meetings (teachers, experts) to prepare drafts (3 fields) Meetings (teachers, experts) to prepare drafts (3 fields) First 3-week Pilots in 3 countries (students, industry, teachers) to try out and evaluate (weeks 14-16 2008) First 3-week Pilots in 3 countries (students, industry, teachers) to try out and evaluate (weeks 14-16 2008) Meetings (teachers, experts) to prepare drafts (3 more fields) Meetings (teachers, experts) to prepare drafts (3 more fields) Second 3-week Pilots in 3 countries (students, industry, teachers) to try out and evaluate (weeks 37-39 2008) Second 3-week Pilots in 3 countries (students, industry, teachers) to try out and evaluate (weeks 37-39 2008) Meetings (teachers, experts) to reflect, adapt, improve, complete Meetings (teachers, experts) to reflect, adapt, improve, complete Third 3-10 week Pilots in 6 countries (students, industry, teachers) to try out and evaluate (spring and summer 2009) Third 3-10 week Pilots in 6 countries (students, industry, teachers) to try out and evaluate (spring and summer 2009) Meetings (teachers, experts) to finalise EQF Meetings (teachers, experts) to finalise EQF

19. 1 st week 1 day basic information 4 days work in companies Weekend Cultural Program 2nd week 1 day coaching 4 day-work in companies Weekend Cultural Program 3 rd week 4 days work in companies 1 day assessment2 assessors (one from the host country) PILOT ORGANISATION

20. Pilot data: 18 students, 3 or more from every partner country 18 students, 3 or more from every partner country 2 teachers of the host country, three weeks. 2 teachers of the host country, three weeks. 5 teachers, one of each partner country in the second week. 5 teachers, one of each partner country in the second week. The planning is for 12 pilots programs which gives the following data: The planning is for 12 pilots programs which gives the following data: 216 students involved, 36 of each partner country 216 students involved, 36 of each partner country 55 teachers are going abroad to visit the pilots in other countries, 11 per partner. 55 teachers are going abroad to visit the pilots in other countries, 11 per partner. Minimal 4 teachers are involved within the home country pilots, minimal two per pilot Minimal 4 teachers are involved within the home country pilots, minimal two per pilot

21. See for yourself !