EQF Referencing - Process and Report Some considerations

1. EQF Referencing - Process and Report Some considerations Karin Luomi-Messerer 3s Prague 11 March 2011

2. EQF referencing report Purpose Presentation of the result of the referencing process: linking national qualifications levels to the EQF levels – required to use the EQF as translation device Other purposes? e.g. reflecting own system, preparing reforms Target group EQF Advisory Group, qualifications / qualifications frameworks, referencing experts, national stakeholders...? 3s Unternehmensberatung GmbH, www.3s.co.at

3. EQF referencing report Transparency Explanation of decisions, description of procedures and methodology applied Evidence To justify the decisions - to enhance transparency and credibility Trust Also addressing challenges and possible conflicts in the referencing process 3s Unternehmensberatung GmbH, www.3s.co.at

4. Criterion 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. 3s Unternehmensberatung GmbH, www.3s.co.at

5. Criterion 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. 3s Unternehmensberatung GmbH, www.3s.co.at

6. ”Best fit” principle Approaches ___Technical analysis: textual/linguistic comparison of descriptors ___Social approach: how are qualifications regarded in a country – current practice in relation to implicit levels; stakeholder consensus/consultation; empirical research, analyses How to conceptualize “best fit” and balance these different approaches in case of different outcomes? Evidence/reason for decision has to be made explicit – transparency! 3s Unternehmensberatung GmbH, www.3s.co.at

7. ”Best fit” principle - challenges Learning outcomes (How) are qualifications classified that currently are only partly oriented towards learning outcomes (see also Criterion 3)? Differences between descriptions and reality? Types of qualifications Are qualifications of the same types allocated to the same levels? “Best fit” principle – common understanding? Levels have to be understood as corridors and not as exact lines. Qualifications might include learning outcomes from different levels –the “centre of gravity” has to be identified. Different dimensions of learning outcomes may be emphasized in qualifications placed at the same level. 3s Unternehmensberatung GmbH, www.3s.co.at

8. Evidence Empirical evidence/indicators Of particular relevance when LO descriptions are not available or the existing documents are not sufficient. What kind of information is relevant and can be accepted (“valid evidence”)? (For example, statistical information on status of qualification holders on the labour market or income of holders of a qualification?) Values Kind of evidence used in the classification process reflects implicit or explicit values connected with the classification of qualifications. 3s Unternehmensberatung GmbH, www.3s.co.at

9. Thank you very much for your attention! Contact: Karin Luomi-Messerer luomi-messerer@3s.co.at 3s Wiedner Hauptstraße 18 1040 Vienna Austria 3s Unternehmensberatung GmbH, www.3s.co.at