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1. Towards a National Qualification Framework in RomaniaZoica VladutNational Centre for the Development of the Vocational Education and Training November 2008

2. After the consultation process on EQF (finalised in December 2005), Romania decided to develop a NQF correlated with EQF • “Romania is supporting EQF and is ready to implement it on volunteer basis. We are aware of the preparatory work we have to do to this respect but actions to be taken are already part of our long term action plan.” • Rationale • Facilitating the comparability of Romanian NQF with other NQFs • Improving transparency, quality and relevance of Romanian qualifications • Enabling more progression and mobility • between different learning systems through the recognition of prior learning • between different working areas (including migration) through the transparency of competences

3. Vision on NQF • NQF correlated with EQF, based on the consensus of the main stakeholders • EQF terminology adopted • Romania taking part in all related developments, such as: quality assurance in all education and training systems, prior learning validation, counselling and guidance, key competences, ECVET/ECTS, Europass, etc. • A coherent methodological framework developed (for qualifications’ development, validation, and certification) • Responsibilities clearly defined • Legislation adapted • Institutional arrangements operational at national and sectoral level • Full involvement of the social partners in development and implementation of NQF ensured • A coherent National Qualification Framework (including IVET, CVT, HE, apprenticeship at the workplace) developed • Sustainable development

4. Content of NQF • National reference levels (8 in principle – VET: 1-5; HE: 6-8) • Each level defined by a set of descriptors indicating the learning outcomes relevant to the award of a qualification (knowledge, skills,competences – autonomy and responsibility) • Coherent and transparent national qualifications correlated to European reference levels developedand introduced in the National Register for Qualifications • Principles of QA in education and training • Information and guidance on qualifications • Participation of all relevant stakeholders • National Coordination Point

6. Qualifications - VET • VET qualifications are learning outcomes based • A qualification is described through learning units • A learning unit consists of a coherent set of learning outcomes • Key competences are based on the 8 domains of Key competences for LLL and provide a common ground to build general working capacities • A qualification can be linked/associated with one or more occupations • A qualification is requested tu ensure employability on long term and career progress • Different sets of qualifications – achieved: • both through IVET and CVT • only through CVT (usually associated with one occupation)

7. Instruments to build a qualification in VET • Occupational analysis for the identification of occupational area • Occupational Standard (OS) – a document which describes the competences units related to one occupation; • used for prior learning validation, but also for qualification within formal CVT and apprenticeship • Training Standard (TS) – a document which describes the learningoutcomes related to a qualification linked with one or more occupations • developed for IVET • applied within IVET, but also within formal CVT, assessment of prior learning and apprenticeship

8. Qualifications - HE • University studies organised in 3 cycles: Bachelor degree, Master degree, Doctorate studies according to Bologna Process and follow-up documents; • Establishment of National Agency for Qualifications in Higher Education and Partnership with Economic and Social Environment – ACPART • Designing and implementing the National Register of Qualifications for HE (NRQ-HE) by means of the submissionof the standardized forms and their methodological guide to all accredited/authorised state and private universities to be completed • Qualification Profiles represent the reference standards for HE– a Qualification Profile is described in the Specialisation Form for each of the specialisations within various fields of study • OS are occasionally developed and applied by universities

9. Credits – LLL perspective • In a LLL perspective, the vertical progression and horizontal mobility should be facilitated by recognition of credits accumulated in various learning systems • IVET, CVT, HE should be based on compatible or at least transparent credit allocation and transfer systems • Recognition/transferability of credits between different learning systems is conditioned by: • Consensus building – active partnership between different decision makers and stakeholders • Common QA principles implemented within different learning systems

10. Quality Assurance in E&T • State of the art • Different QA approaches in: • Education system (IVET and HE included) – Law on the QA in education, recently implemented within the educational institutions promoting CQARF principles – specific methodologies and instruments (self assessment, external evaluation) developed • Formal CVT, apprenticeship – standard system for authorisation of the training providers, based on inputs standards and indicators • Validation of non formal/informal learning – approach close to CQARF principles • Responsibilities clearly defined and specific institutions in place • National Reference Point – set up as a steering group to assure the consistency of QA measures and the implementation of the QAF in VET – link between national level and European level (representatives in ENQA-VET)

11. Quality Assurance in E&T • Steps to be taken • QA seen as a system ensuring the relevance and transparencyof the NQF • QA dealing with: • the content of qualifications in terms of learning outcomes relevant for the labour market; • the provision of E&T programmes; • the assessment and certification of learning outcomes • QA framework for E&T built at national level • A set of QA principles and mechanisms adopted by the relevant stakeholders – taking into consideration the impact of Law on QA, ensuring the compatibility with CQARF in VET and Standards and Guidelines for QA in HE

12. Institutional arrangements • National Authority for Qualifications- the existing National Adult Training Board - a tripartite body including representatives of employers, trade unions and government • Main attributions: • Ensuring NQF methodological framework at national level • Management of National Register of Qualifications (NRQ) for all qualification levels • Coordination of Sectorial Committees, 23 sectors • Cooperation with NCDTVET (attributions in qualifications’ development inIVET) • Cooperation with ACPART- National Agency for Qualifications in HE (attributions in qualifications’ development in HE)

13. Institutional responsibilities • The consensus-buildingin policy development regarding NQF is a socialand politicalprocess, as well as a technical one • A large consultation base ensures the coherence of the NQF design and implementation and thetrust between various parties who will use the qualifications • Policy development is the result of the consensus based decision of the Government and Social Partners (SPs) – main role in case of Government belongs to MoERY and MoLFEO • Technical points of view are formulated by institutions currently involved in managing the existing qualification system and in implementing the process of reform in E&T under the Copenhagen and Bologna Processes (NCDVET, NATB/NAQ, ACPART, NAE) • A crucial role have the sectoral committees (SCs), as representatives of the employers and business sector, trade unions, professional bodies, regulation bodies etc. – SCs are directly involved in the development and validation of qualifications • Relevant stakeholders may include also: providers of E&T, learners and students, teachers and trainers

14. Institutional responsibilities • Steps to be taken • NATB/NAQ – methodological framework, format of qualifications and structure of NQR defined, with the consultation of ACPART, NCDTVET and other stakeholders • SCs established as legal bodies • Needed human resources trained – EU support through Phare Programme, ETF, ESF and bilateral projects • Activity of the SCs co-financed by the Government and SPs – a dedicated fund for E&T could be a solution • Development of qualifications –by interested bodies (sectors, awarding bodies) and validated by the SCs – new qualifications and priorities for qualifications development approved by SCs – EU support through Phare Programme, ESF, other projects • NQR containing validated qualifications • NQR managed by NAQ

15. Conclusions …and recommendations • Specific solutions based on different experiences • Transparency • Need of coherence • Orientation towards target groups • Clear objectives • Team working • Consensus building • Sectorial approach • Sense of ownership Thank you!