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Slovenian Qualification Framework developments and ECVET

Slovenian Qualification Framework developments and ECVET. Bled, 17. 9. 2013. Mr Elido Bandelj, director. Nature and scope of the SQF . Philosophy : framework of communication Purpose : to achieve transparency and recognisability of qualifications in Slovenia and the EU,

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Slovenian Qualification Framework developments and ECVET

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  1. SlovenianQualificationFrameworkdevelopmentsand ECVET Bled, 17. 9. 2013 Mr Elido Bandelj, director

  2. Nature and scope of the SQF Philosophy:framework of communication Purpose: • to achieve transparency and recognisability of qualifications in Slovenia and the EU, • to support lifelong learning; • to connect and coordinate Slovenian qualifications subsystems; • To improve accessibility and quality of qualifications with regard to the labour market and civil society. t →builds on formerreformsunderwaysince1996 .

  3. Startingpointandstructure Starting points: • sectorallegislation, • KLASIUS (amandatory national standard used in the recording, collection, processing, analysisof statistical/analytical data), • EQF Structure: comprehensive framework 10 levels & 3 categories of LOs: knowledge, skills and competences (combination of EQF logic & the logic of national educational programmesand qualifications – typical programmes/qualifications were analysed when developing LO descriptors) .

  4. 3 categoriesofqualifications Educationalqualifications: obtained after successfully completing publicly approved formaleducational programmes(e.g. school leaving certificate, final examination certificate, general matura certificate, first-cycle diploma…); National vocational qualifications: obtainedafterassessment and validation (s.c. certification) ofvocational competences(NVQ certificates); Supplementary qualifications:obtainedafterassessment and validationofproffesional or transferablecompetencesthatexpand person‘s knowledge, skills and competences for life and work (eg. certificate in projectmanagement) • .

  5. Qualifications in the SQF • .

  6. LO in the SQF The SQF links two concepts: Thetraditional 'inputconcept’ or educationalactivity/programmesconcepttied to legal acts which, for each programme type and associated qualification, define its purpose, objectivesand position in the education system, and also rights in the sense of the transitions / employmentit enables The learning outcomes concept, introduced at the system level by the SQF, defines more transparently therelationships between programmes and qualifications in the sense of their difficulty and complexity • .

  7. Learning outcomes in formal and non-formal settings After 1996: a gradual shift to learning outcomes; However: the term learningoutcomehas not been used; Elementaryand general uppersecondaryeducation: learningobjectives & (minimum andbasic) standardsofknowledge; integrationofkeycompeteneces; Uppersecondaryandhigher VET: occupationalstandardsandlearningobjectives; integrationofkeycompetences; Highereducation: learningaims; general andsubject-specificcompetences. • .

  8. … KNOWLEDGE: is the result of learning and the assimilation of concepts, principles, theories and practices. Acquisition of knowledge takes place in various settings: in the educational process, at work and in the context of private and social life. SKILLS:the term refers to cognitive skills (e.g. the use of logical, intuitive and creative thinking) and/or practical skills (e.g. manual, creative skills, use of materials, tools and instruments). COMPETENCES: relate to the ability to use and integrate knowledge and skills in educational, professional and personal situations. We distinguish between generic and vocationally specific competences. Competences are classified in the SQF in terms of complexity, autonomy and responsibility. LEVEL DESCRIPTORS – anexample:

  9. Criteria and procedures for inclusion of qualifications inthe SQF A proposal for the inclusion of educational qualifications into SQF is preparedby: public institutionscompetent to proposestate-approved education programmes to the Expert Council for adoption (defines the level of SQF for the individual qualification); highereducationinstitutions in application for accreditation of study programmes (QAAHE defines the level of SQF for the individual qualification); A proposal for the inclusion of NVQinto SQF is prepared by the publicinstitutionscompetent to proposeNVQsto the Expert Council for adoption (defines the level of SQF for the individual qualification). Following adoption of the EQ or NVQ, the EQF NCPpublishes the details in the register of SQF qualifications. • .

  10. … The placing of individual types of qualifications in the SQF is based on two foundations: initially, all types of qualifications were placed in the framework in accordance with sectorallegislationand KLASIUS. KLASIUS is a mandatorynationalstandard and is used to classifyeducationandtrainingactivitiesandthe results of education and training the suitability of the classification was also checked from the point of view of the conformity of qualificationswith learning outcomes at individual qualification levels. • .

  11. Quality assurance in the SQF Linked to the accreditationandquality assurance processes: ONLY ACCREDITED QUALIFICATIONS WILL BE INCLUDED IN SQF Accreditation procedures currently only exist for two types of qualifications: those obtained within the formal education system (educational qualification); outside the formal education system, these procedures only exist for national vocational qualifications; Proceduresfor the accreditation of supplementary qualifications are currently being developed and aretherefore not included in the framework in this phase.

  12. … The quality of the SQF depends on two global factors: on the quality of the proceduresand processes that are directly tied to the preparation of the SQF and its application and development; publicconsultations which involved all keystakeholders participation of foreign and domestic experts preparation of legal basis for SQF (MinistryofEducation) register of SQF qualifications (EQF NCP) accredited qualifications in the SQF (Expert Councils,QAAHE) qualityassuranceinstitutions (QAAHE, NEI, NIVET, NIAE) on the quality of the national system of education and qualifications itself; dependent on established, high-qualityaccreditation procedures and systems of quality assurance accreditationprocedures and quality assurance systems together provide integrated oversight of the qualityof the education system and the quality of its outcomes • .

  13. Accreditationproceduresandsystemof QA in Slovenia Input level: legally determined processesofaccreditation of: education / training providers, education / training programmes andqualifications, assessorsofvocationalcompetences. Formallydeterminedassessmentregulations. Broadlydefinedandoutcomeorientedcurricula (VET: based on occupationalstandards), definedteachers‘ levelofeducation… 2. Theprocesslevel: • introductionofnewprogrammes is externallysupported, • Thequalityofprocessesandoutcomes is regularlymonitored • .

  14. … 3. Theoutputlevel: • Externalnationaltesting is carriedout at elementaryeducationanduppersecondaryeducationlevels • Thesystemofevaluations (tertiarylevel) andself-evaluation (primary to uppersecondarylevel) is developed: Thequalityassurancesystem in VET is structuredfollowing Quality Assurance Reference Framework for VET Thequalityassurancesystemfor HE: Qualityaasuranceagencyfor HE followsEuropeanstandardsandguidelines • .

  15. Methodology used to link SQF levels to the EQF levels Three-stage methodological analysis Structural comparison of the two frameworks: two frameworks arecomparableandsimilar in structure but some differences between them do exist (10 levels, connection of LO with EA) 2. Conceptual comparison of the two frameworks: the same three concepts in SQF/EQFcorrespond but within SQF emphasis on national ES and labour market 3. Comparisonof SQF and EQF descriptors: SQF level 1 → EQF level 1 SQF level 2 → EQF level 2 (SQF is slightly more demanding) SQF level 3 → EQF level 3 SQF levels 4 and 5 →EQF level 4,best fit principle SQF level 6 → EQF level 5 SQF level 7 → EQF level 6 SQF level 8 → EQF level 7 SQF level9→ EQF level 8, best fit principle SQF level 10 → EQF level 8 • .

  16. Referencing SQF levels to EQF • .

  17. Complementarities between EQF and ECVET Communication instruments Based on learning outcomes Centered on qualifications Emphasis on Lifelong Learning Focused on Mobility Transparency oriented

  18. Thank you for yourattention For more information: http://www.nok.si/ elido.bandelj@cpi.si

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