On the way to an European Qualification Framework EQF & ECVET BERLIN – 29-11-2006

1. On the way to an European Qualification FrameworkEQF & ECVETBERLIN – 29-11-2006 European Commission, DG EAC – Unit A3

2. Why an EQF? 2

3. Problem • Lack of communication and cooperation between education and training systems • Barriers to lifelong learning and mobility • Between Member States and between systems, e.g. between higher education and VET, between international sectors and national systems 3

4. Existing instruments • Europass: description of an individual’s qualifications, so far without indication of levels • Bologna process: Higher Education framework • Directive 2005/36 for access to regulated professions 4

5. EQF: approach and objectives • Increase transparency and portability of qualifications • Create common reference framework as translation device between qualification systems and levels • Cover all levels and forms of learning • Look at learning outcomes 5

6. Why Learning outcomes? 6

7. Learning outcomes • shifts focus from input to what a person knows and is able to do • better match between needs of the labour market and education and training provision • facilitates transfer and use of qualifications across different countries and education and training systems • facilitates validation of non-formal and informal learning 7

8. Using EQF 8

9. 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 9

10. Swedish post-secondary engineering education (Påbygnadsutbildning)= EQF Level 4= Irish post secondary education at national level 6 (Advanced certificate) E Q F

11. Subsidiarity • voluntary • does not replace national systems or describe specific qualifications • qualifications placed via national system

12. EQF: recommends that MS • Use EQF as a reference tool • Reference their levels to EQF by 2009 • Reference new qualifications to EQF levels by 2011 • Use learning outcomes approach • Designate national EQF centre

13. EQF: Commission’s role • Support MSs in cooperation, testing and guidance • Establish EQF advisory group • Report after 5yrs with possible review of Recommendation

14. EQF reference level descriptors • Based on learning outcomes (knowledge, skills and competence) and not systems • 8 levels covering all levels of academic and vocational qualifications • Integrates Bologna descriptors (within learning outcomes of levels 5-8)

15. Where do we stand? • Discussion in Council and EP • Aim: Agreement under German presidency 2007 • Leonardo da Vinci projects: test and develop EQF; develop national/sectoral frameworks

16. Who benefits? Main users will be qualification bodies Individuals and employers benefit because EQF • Facilitates reading across systems • Facilitates diverse learning pathways and access to lifelong learning • Facilitates mobility for working or learning

17. Why ECVET? 17

18. ECVET is a political priority 18

19. ECVETwill improve mobility 19

20. ECVET is a priority forlifelong learning 20

21. ECVET will improvetransparencyof qualifications 21

22. ECVET will improvemutual trust and cooperation 22

23. ECVET and EQF 23

24. Complementarities between ECVET and EQF • Based on learning outcomes • Centred on qualifications • Emphasis on Lifelong Learning • Focused on Mobility • Transparency oriented 24

25. 8 COMMON REFERENCE LEVELS Complementarities between ECVET and EQF ECVET 25

26. Why is ECVET important for individuals? 26

27. Learning context B Learning context A Mr X has an opportunity for a learning period abroad Achieved learning outcomes 27

28. Learning context B Learning context A Mr X has an opportunity for a learning period abroad Mr X achieves L.O. 28

29. Learning context B Learning context A …and now Mr X wants to transfer “home” his new learning outcomes to include them for the qualification Achieved L.O. 29

30. Learning context B Learning context A Transfer Process Achieved L.O. 30

31. Learning context B Learning context A But it’s difficult, because of barriers… ? 31

32. No transparency • No mutual trust • No validation • No accumulation of learning outcomes • No recognition But it’s difficult, because of barriers… 32

33. ECVET would help remove those barriers 33

34. Learning context B Learning context A Because competent body A validates and recognises learning outcomes achieved in context B ECVET would mean Mr X can transfer “home” his new L.O. Achieved L.O. 34

35. Qualificationcontext (A) Context AQualification — The learning outcomes gained are accumulated and are now an integrated part of his qualification 35

36. What is ECVET? 36

37. ECVET Units Credit points Transfer process 37

38. ECVET Units Credit points Transfer process 38

39. Learning context B Learning context A Transcript of record Validation of L.O. Recognition of L.O. Accumulation of L.O. Assessment of L.O. Credit for L.O. 39

40. ECVET Units Credit points Transfer process 40

41. The aim of the ECVET learning outcomes transferprocess 41

42. Knowledge Skills Competence A qualification is described in units of learning outcomes Unit 42

43. The heart of ECVET: Units Qualification 43

44. Unit Unit Unit The heart of ECVET: Units Qualification Designed at national level by competent bodies. 44

45. ECVET Units Credit points Transfer process 45

46. Unit Unit Unit ECVET Creditpoints indicate the relative weight of units: an example Qualification 10 Points 50 Points 80 Pts 20 Points 46

47. Allocation of ECVET credit points • To a qualification then to units • Different approaches are possible • Convention in the formal context 47

48. What is the role of the ‘competent bodies’? 48

49. Linking qualifications to ECVET: the role of the ‘competent bodies’ • Commitment for linking qualifications to ECVET and decision on the adoption • Design for processes: assessment, validation, transfer, accumulation and recognition • Expression of Qualifications and units • Allocation of Credit Points • Establishment of partnerships/memoranda of understanding • Regulation and quality assurance 49

50. Using ECVET: ‘Competent bodies’ and VET providers are involved in: • Individual’s learning agreement • Assessment of learning outcomes • Award of credits • Validation • Transfer • Recognition • … 50