Building competences for the European labour market: Towards a European Qualifications Framework

1. Building competences for the European labour market: Towards a European Qualifications Framework New Dehli 28 November 2006 Jens Bjornavold European centre for development of vocational training (Cedefop)

2. Europe, the most competitive, knowledge-based society by 2010...!? The ambition (Lisbon Declaration 2000): Europe to become the most competitive, knowledge-based society in the world by 2010….. The mandate; Lisbon declaration opens up to closer co-operation between European countries in the field of education and training. • To renew and strengthen knowledge, skills and competences • To make better use of existing knowledge, skills and competences

3. Why is European co-operation necessary? Which obstacles have to be overcome? Cross-border transferof qualifications difficult;25 EU member states with different and partly incompatible education and training systems Barriers within countries; diverse and fragmented education and training systems create obstacles to combine qualifications from different systems (vocational and academic, initial and continuing…) Informal Learning; weak traditions as regards the recognition of knowledge, skills and competences acquired outside formal education and training

4. Consequences for individuals and the labour market; a waste of human resources, money and time An individual citizen moving from country to another risk having his/her qualifications under-valued Individual citizens are forced to unnecessary repeat learning when they move between education and training sub-systems (vocational and academic, initial and continuing education and training) Individual citizens are being valued according to their formal qualifications, not according to their overall competences based on experience from work etc.

5. Main strands of European cooperation • Cooperation in higher education (1999…) • Bachelor/Master/Doctor – European credit • transfer system – common quality assurance • system A European Qualifications Framework (2004…) • Cooperation in vocational education and • training (2002…) European credit transfer • system- common quality assurance system – • principles for recognition of experiences

6. Co-operation based on a shift in perspective; from learning input to learning outcome INPUT BASED + duration + type + location + programme + institution OUTCOME BASED What an individual is expected to know or be able to do at the end of a learning experience Towards Transparency Comparability Accountability

7. Learning Outcomes; a key to recognition, transfer and accumulation of knowledge, skills and competences LearningOutcomes Non-Formal Learning Informal Learning Formal Learning

8. Two cases… Recognition of learning taking place outside formal education and training (non-formal and informal learning) A European qualifications framework for lifelong learning (EQF)

9. Recognition of learning taking place outside formal education and training; at work, in leisure time, in the family etc.

10. Recognition of non-formal learning; from experimentation to implementation • Most EU members states have now (since mid 90s) • introduced systems for recognition of non-formal learning • France, Portugal, Finland, UK, Ireland, • Doesn’t matter how or where the learning took place; what matters is what you have learnt • Requires new assessment methods which are reliable, valid and credible

11. European principles (2004) for recognition and validation of non-formal learning • Validation must be voluntary • The privacy of individuals should be respected • Equal access and fair treatment should be guaranteed • Systems should contain mechanism for guidance and counselling of individuals • Systems should be underpinned by quality assurance. • The process, procedures and criteria for validation must be fair, transparent and underpinned by quality assurance. • Systems should respect the legitimate interests of stakeholders and seek a balanced participation. • The process of validation must be impartial and avoid conflicts of interest. • The professional competences of those who carry out assessments must be assured

12. The European Qualifications Framework (EQF) for lifelong learning

13. Main functions of the EQF Translation devicefor comparing qualifications Neutral reference pointand a system for placing and positioning of qualifications

14. EQF Level 8 Q NQF/NQS EQF Level 7 NQF/ NQS Q EQF Level 6 Q NQF/NQS EQF Level 5 NQF/ NQS Q NQF/NQS EQF Level 4 Q EQF Level 3 Q NQF/NQS Q NQF/ NQS EQF Level 2 EQF Level 1 Country A Country B

15. Eight EQF Levels covering the full span of qualifications from end of compulsory school to highest academic and professional qualifications Knowledge EachEQFReference Level Skills Competence

16. EQF - a mechanism for co-operation and coordination • EQF a mechanism for co-operation between countries. Formal adoption spring 2007 • National Qualifications Frameworks to be established at by 2010 • A European EQF coordination body to be established • All European certificates and diplomas to be referenced to the 8 EQF levels by 2011

17. Do we need an international rather than a European qualifications framework? • Do we need an “International Qualifications Framework”….? • Is it possible to envisage an international focus on learning outcomes…? • Is it possible to envisage international cooperation in the field of quality assurance...? • Can the EQF inspire a broader international approach? For example giving more emphasis to non-formal learning