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European Qualifications Framework

Bologna Process and European Qualifications Framework (EQF) 15 April 2011, Stockholm NQF and Bologna Process Carita Blomqvist, Head of Unit Recognition and International Comparability of Qualifications Finnish National Board of Education.

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European Qualifications Framework

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  1. Bologna Process and European Qualifications Framework (EQF)15 April 2011, Stockholm NQF and Bologna Process Carita Blomqvist, Head of UnitRecognition and International Comparability of QualificationsFinnish National Board of Education

  2. Contents - Institutional level: EQF, HEQF (Bologna) and referencing/self-certification processes- Compatibility and co-operation- Challenges- Different solutions in Member States- Shift in focus from institutions to citizens- Situation in Finland

  3. European Qualifications Framework Adopted in 2008 as a Council and EP Recommendation 32 countries (EU/EEA + countries participating in the EU LLL programme) Characteristics: • Lifelong learning perspective – all qualification levels • Eight levels • Levels defined through learning outcomes (knowledge, skills, competence) • Promotion of validation of non-formal and informal learning • Close link to quality assurance

  4. European Qualifications Framework Implementation on national and European levels: National Coordination Points (work coordinated by the European Commission) Referencing of national levels to the EQF • criteria and procedures agreed in the EQF Advisory Group • overseen by EQF Advisory Group and the European Commission • referencing reports are published

  5. QF-EHEA/European Higher Education Area (Bologna) Adopted in 2005 by EHEA Education Ministers 47 countries participating in the Bologna Process, incl. all EU Member States • covers only higher education • three levels with possibility for intermediate qualifications in national frameworks • levels defined through learning outcomes

  6. QF-EHEA/European Higher Education Area (Bologna) Implementation on European level: national correspondents (work coordinated by the Council of Europe) Self-certification of compatibility between national framework and QF-EHEA • criteria and procedures • overseen by Bologna Follow-up Group and QF working group • reports are published

  7. Compatibility and co-operation Close co-operation between the two overarching frameworks between implementation bodies on European level • national level? EQF Recommendation states compatibility with the cycle descriptors of the QF-EHEA: • short cycle/EQF 5 • 1st cycle/EQF 6 • 2nd cycle/EQF 7 • 3rd cycle/EQF 8 Great importance of shared self-certification and referencing criteria and procedures.

  8. Common challenges – and opportunities • Learning outcomes (work to be carried out by educational institutions) • Link to quality assurance • Link to recognition of qualifications • Stakeholder involvement • Recognition of non-formal and informal learning • Transparency and credibility of referencing/self-certification • Co-operation and implementation on national level

  9. Different solutions in Member States • one overarching framework covering all levels of qualifications • separate frameworks for higher education and other qualification levels • common or separate descriptors for EQF levels 5/6-8 • referencing/self-certification: separate procedures or one procedure resulting in one or two reports

  10. Why are frameworks developed?Benefits for individual citizens • Help understand qualifications and how they are related • Value learning obtained in different ways (emphasis on learning outcomes) • Ease movement within and between systems: instruments to help people progress in learning and carry qualifications from one system to another.

  11. Why are frameworks developed?Benefits for individual citizens • Institutions dominate the development and definition of frameworks, not the users. • If frameworks become “battleground” for institutional interests, there is a risk individuals do not benefit from frameworks. • Diversity and inconsistency in the design of the QF (different levels, different descriptors etc.) will only diminish the benefits to an individual learner

  12. Situation in Finland • Government proposal for an Act on the National Framework of Qualifications and other learning • 8-level framework covering all levels of qualifications; levels 5-7 are not reserved solely for higher education qualifications • Learning outcomes and to which framework level descriptor they correspond (best fit) is decisive • Level 5: all specialist vocational qualifications and some vocational qualifications • Level 6: some specialist vocational qualifications

  13. Further information EQF http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm Bologna (QF-EHEA) http://www.ehea.info Council of Europe HE site http://www.coe.int/t/dg4/highereducation/Default_en.asp Finnish NQF: www.oph.fi/qualificationsframework

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