1. Bologna Process Development of Qualifications Frameworks Meeting of National correspondents Strasbourg, 9-10 November 2009

2. Developments in the European qualifications framework for lifelong learning
Carlo Scatoli DG Education and Culture

3. The European Qualifications Framework for lifelong learning
is a regional meta-framework
linking national qualifications frameworks or systems
through levels descriptors of learning outcomes
not related to a specific structure of the education and training systems.

4. The European Qualifications Framework for lifelong learning is
* a meta-framework
EU initiative
* to connect, but not to merge nor reform…
…the national qualifications systems and frameworks
National competences
…the national education and training systems

5. EQF : a meta-framework for mobility
EQF will make qualifications easier to understand, appreciate and compare, and possibly to recognise,
helping people move across countries and across sectors, in the European labour market and lifelong learning area.
Strong demand from social partners

6. EQF : a meta-framework for lifelong learning
EQF covers all levels of qualifications, facilitates gateways between subsystems of education and training, promotes validation of non formal learning.
EQF adopts and promotes the use of learning outcomes, a radical change of attitude in many education and training systems.

7. EQF – Learning outcomes
What a learner knows, understands or is able to do at the end of a learning process
The adoption of learning outcomes, as opposed to formal features to define qualifications, is essential for qualifications frameworks and meta-frameworks

8. EQF - Structure
A grid of descriptors defining 8 levels of qualification in terms of learning outcomes related to knowledge, skills, competence
All national qualifications should be related to these eight levels:
Intermediate levels are not an option.
National authorities can obviously set up NQF with more than eight levels – ex. Ireland – but they have to be put in relation with the eight EQF levels.
EHEA short cycle = EQF level 5.

9. EQF - Structure In the context of the EQF,
Knowledge is described as theoretical and/or factual
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).
Competence is described in terms of responsibility and autonomy.

10. Knowledge Skills Competence LEVE L 5 Example: EQF level 5
comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge
a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems
exercise management and supervision in contexts of work or study activities where there is unpredictable change
review and develop performance of self and others
Higher education short cycle (within the first cycle) :
have demonstrated knowledge and understanding in a field of study that builds upon general secondary education and is typically at a level supported by advanced textbooks; such knowledge provides an underpinning for a field of work or vocation, personal development, and further studies to complete the first cycle;
can apply their knowledge and understanding in occupational contexts;
have the ability to identify and use data to formulate responses to well-defined concrete and abstract problems;
can communicate about their understanding, skills and activities, with peers, supervisors and clients;
have the learning skills to undertake further studies with some autonomy

11. Knowledge Skills Competence LEVE L 6 Example: EQF level 6
advanced knowledge of a field of work or study, involving a critical understanding of theories and principles
advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study
- manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts
- take responsibility for managing professional development of individuals and groups
EHEA first cycle
have demonstrated knowledge and understanding in a field of study that builds upon and their general secondary education, and is typically at a level that, whilst supported by advanced textbooks, includes some aspects that will be informed by knowledge of the forefront of their field of study;
can apply their knowledge and understanding in a manner that indicates a professional approach to their work or vocation, and have competences2 typically demonstrated through devising and sustaining arguments and solving problems within their field of study;
have the ability to gather and interpret relevant data (usually within their field of study) to inform judgements that include reflection on relevant social, scientific or ethical issues;
can communicate information, ideas, problems and solutions to both specialist and non-specialist audiences;
have developed those learning skills that are necessary for them to continue to undertake further study with a high degree of autonomy.

12. The EQF process Member States are recommended to:
Relate their national qualifications systems to the EQF by by referencing, in a transparent manner, their qualifications levels to the EQF levels
By 2010 the process and methodologies should be available indicating how the national qualifications systems relate to the EQF.
It is likely that in a number of countries not every part of the NQF or of the various NQS is clearly referenced to the EQF.

13. The EQF process Member States are recommended to:
Ensure that all new qualification certificates, by 2012, contain a clear reference – by way of national qualification systems – to the appropriate EQF level
This deadline is more demanding, specifically referring to each and every individual qualification.

14. All Member States are now developing NQFs
The EQF process
It is not expressly recommended that Member States set up national qualifications frameworks
However, almost all MS have declared their intention to do so.
Approaches may differ quite substantially.
Approaches based on ET sectors or subsystems define series of qualification levels for one or more education and training subsystem (general, VET, HE, Adult).
Approaches that focus on the bridging function establish formal links between different education or training systems through a set of common levels covering all education sectors and possibly through overarching descriptors – as opposed to subsystem descriptors. (Scotland)
An integrating perspective aims at a single set of levels and descriptors covering all education and training sectors, each sector uses this set of levels and descriptors as its own framework.
All Member States are now developing NQFs

15. The EQF process Member States are recommended to:
Use an approach based on learning outcomes when defining and describing qualifications
Promote the validation of non formal and informal learning
Promote and apply principles of quality assurance in education and training
Specifically called for in the Rec.
Focus on VNFIL particularly in the EP.

16. EQF – Implementation
The EQF Advisory Group – set up by the Commission, provides coherence and transparency
The national coordination points – implementation bodies at national level

17. Many parties concerned
EQF – Implementation
The EQF Advisory Group:
Representatives of EUR-32 countries, Council of Europe (EHEA), social partners, stakeholders (Eurochambres, EUCIS-LLL, EUA)
Many parties concerned

18. The EQF implementation
Referencing – through a transparent methodology – is the first task of the national coordination points
In particular, the AG has agreed on a set of criteria and procedures for referencing national qualifications to the EQF

19. The EQF implementation
Referencing means to decide which EQF level is the closest to a given national level
The target is the best fit, rather than the full fit

20. The EQF implementation
Criteria and procedures in 10 points to ensure that the information made public - is validated by the competent authorities - is relevant and transparent - can be compared - generates trust
Close to the EHA criteria and procedures

21. The EQF implementation
The referencing process
Peer to peer review
EQF is a meta-framework
Common
criteria
Common
criteria
Mutual trust

22. The EQF implementation
The process of referencing national qualifications levels to the EQF
A national referencing report for each country
Criteria & Procedures 9 22 22

23. The process of referencing national qualifications levels to the EQF
The EQF implementation
The process of referencing national qualifications levels to the EQF
Irish report finalised and launched on 17 September 2009
Maltese report finalised and launched on 4 November
(Preparatory) work started in all other countries 23 23

24. EHEA Framework (Bologna)
Irish EQF referencing report
EQF levels
EHEA Framework (Bologna)
NFQ Levels
NFQ Major Award-types 1
Level 1 Certificate 2
Level 2 Certificate 3
Level 3 Certificate, Junior Certificate 4
Level 4 Certificate, Leaving Certificate 5
Level 5 Certificate, Leaving Certificate
Short Cycle within First Cycle 6
Advanced Certificate (FET award); Higher Certificate (HET award)
First Cycle 7
Ordinary Bachelors Degree 8
Honours Bachelor Degree, Higher Diploma
Second Cycle 9
Masters Degree, Post-Graduate Diploma
Third cycle 10
Doctoral Degree, Higher Doctorate 24 24

25. EQF MQF QF EHEA Maltese EQF and EHEA referencing report Referenced to
the
QF EHEA

26. Maltese EQF and EHEA referencing report
- 8 level system which captures the level descriptors of the EQF and the QF-EHEA
1 credit system across the framework
- One area of Higher Education representing academic and research degrees as well as Vocational and Professional Degrees. 26 26

27. 5 countries not yet able to estimate
The EQF implementation
16 countries referencing by 2009 or fully on schedule
10 countries referencing by still on schedule for 2012
5 countries not yet able to estimate
Very provisional information August 2009, next round (Dec 2009) more accurate 27 27

28. Estimate August 2009 2009 Ireland (EIRE) Malta (MT) Final report 2010
France (FR)
Belgie (BE)
Danmark (DK)
Eesti (EE)
Luxembourg (LU)
Italia (IT)
Nederland (NL)
Österreich (AT)
Portugal (PT)
Suomi (FI)
United Kingdom (UK)
Iceland (IS)
Croatia (HR)
Turkey (TR)
Final report2011
Ceska Republica (CZ)
Deutschland (DE)
Ellas (EL
España (ES)
Latvia (LV)
Polska PL
Slovenija (SI)
Slovensko (SK)
Sverige (SE)
Norway (NO)
Magyarorszag (HU)
Kypros (CY)
Lithuania (LT)
Romania (RO)
Bulgaria (BG) 28 28

29. The EQF context
All Member States are setting up (or revising) national qualifications frameworks with a lifelong learning perspective based on learning outcomes 29 29

30. The EQF context
Most are considering 8 levels, one 7 levels (Iceland) some 8 + entry level (UK-England) some 8 with one or two sublevels (Croatia, Slovenia – cf. Ireland)
Mapping by Cedefop August Next round EHEA national correspondents to be contacted 30 30

31. Thank you for your attention

32. EQF – Referencing criteria
1. The responsibilities and/or legal competence of all relevant national bodies involved in the referencing process, including the National Coordination Point, are clearly determined and published by the competent public authorities.
Clarity about actors and their role. Cf EHEA Crt 7.
EHEA Crt 7
The responsibilities of the domestic parties to the national framework are clearly determined and published.

33. EQF – Referencing criteria
2. There is a clear and demonstrable link between the qualifications levels in the national qualifications framework or system and the level descriptors of the European Qualifications Framework.
Cf. EHEA Crt 2.
EHEA Crt 2
There is a clear and demonstrable link between the qualifications in the national framework and the cycle qualification descriptors of the European framework.

34. EQF – Referencing criteria
3. The NQF or system and its qualifications are based on the principle and objective of learning outcomes and linked to arrangements for validation of non-formal and informal learning and, where these exist, to credit systems.
The learning outcomes approach is fundamental.
Cf. EHEA Crt 3
The EQF is not about recognition of study periods, but systems to this purpose need to be taken into account.
EHEA Crt 3
The national framework and its qualifications are demonstrably based on learning outcomes and the qualifications are linked to ECTS or ECTS compatible credits.

35. EQF – Referencing criteria
4. The procedures for inclusion of qualifications in the national qualifications framework or for describing the place of qualifications in the national qualification system are transparent.
Transparency is a fundamental requirement.
Cf. EHEA Crt 4. (EQF does not require NQF to be established.)
EHEA Crt 4
The procedures for inclusion of qualifications in the national framework are transparent.
(The EQF doesn’t require NQFs.)

36. EQF – Referencing criteria
5. The national quality assurance system(s) for education and training refer (s) to the national qualifications framework or system and are consistent with the relevant European principles and guidelines (as indicated in annex 3 of the Recommendation).
Cruciality of QA recognised through specific annex to the EQF Recommendation. Cf. EHEA Crt 5.
EHEA Crt 5
The national quality assurance system for higher education refer to the national framework of qualifications and are consistent with the Berlin Communiqué and any subsequent communiqué agreed by ministers in the Bologna Process.

37. EQF – Referencing criteria
6. The referencing process shall include the stated agreement of the relevant quality assurance bodies.
Completes and specifies EQF Crt 5. Cf. EHEA Prc 2.
EHEA Prc 2
The self-certification process shall include the stated agreement of the quality assurance bodies in the country in question recognised through the Bologna Process.

38. EQF – Referencing criteria
7. The referencing process shall involve international experts.
Possibly reflecting a variety of stakeholders – it is about generating mutual trust as well as about cooperation. Cf. EHEA Prc 3.
EHEA Prc 3
The self-certification process shall involve international experts.

39. EQF – Referencing criteria
8. The competent national body or bodies shall certify the referencing of the national qualifications framework or system with the EQF. One comprehensive report, setting out the referencing and the evidence supporting it shall be published by the competent national bodies, including the National Coordination Point, and shall address separately each of the criteria.
One country, one voice. Important to stress for an overarching framework. Cf. EHEA Prc 4.
EHEA Prc 4
The self-certification and the evidence supporting it shall be published and shall address separately each of the criteria set out.

40. EQF – Referencing criteria
9. The official EQF platform shall maintain a public listing of member states that have confirmed that they have completed the referencing process, including links to completed referencing reports.
The EQF platform will be managed centrally. Cf. EHEA Prc 5.
EHEA Prc 5
The ENIC and NARIC networks shall maintain a public listing of States that have confirmed that they have completed the self-certification process.

41. EQF – Referencing criteria
10. Following the referencing process, and in line with the timelines set in the Recommendation, all new qualification certificates, diplomas and Europass documents issued by the competent authorities contain a clear reference, by way of national qualifications systems, to the appropriate European Qualifications Framework level.
The process is achieved when the outcome indicated by the Recommendation is available – each single qualification is related to the EQF. Cf. EHEA Prc 6.
EHEA Prc 6
The completion of the self-certification process shall be noted on Diploma Supplements issued subsequently by showing the link between the national framework and the European framework.