EQF: the progress of the implementation

1. EQF: the progress of the implementation European Conference, Tiptoe project Brussels 17 June 2010 Loukas Zahilas, Senior Expert, qualifications and learning outcomes loukas.zahilas@cedefop.europa.eu

2. Structural Challenges • Shift to a society in which the older segment of the workforce and the already elderly will form a new majority • Towards knowledge and skills intensive occupations • Better educated European citizens amongst youth and women but still high share of low skilled • Mismatches due wrong/unbalanced skills and competences 2 Loukas Zahilas

3. Thinking beyond recovery Impact on jobs and skills:More elderly and an older workforce Working age population will start decline from 2013 The only expected growth is amongst those aged over 50. The number of those aged over 65 in relation to those aged 15-64 will increase from 26% in 2008 to 38% by 2030 Changes in population and workforce 2010-2020 by age category (EU 27 + NO + CH) • Source: Cedefop, 2010 3 Loukas Zahilas

4. Demand for qualifications rising • Source: Cedefop, 2010 4 Loukas Zahilas

5. Qualifications; an old concept, a new role Our view on qualifications has developed considerably over the past few years. Qualifications are at the centre of the policy agenda and our understanding and use has changed significantly. We are gradually moving to a more developed view of the elements that make up a qualification 5 Loukas Zahilas

6. Qualifications as currencies • Qualifications are carriers of information for: • Individuals: qualifications signal personal, social and professional status • Employers: recruitment purposes • Education and training institutions: use qualifications as statements of quality • Qualifications can signal the level and value of specific learning experiences and learning outcomes 6 Loukas Zahilas

7. Inflated qualifications? Not only may the value of formal qualifications be inflated (higher qualifications are required for jobs at a lower level of knowledge, skills and competence), the value of alternative forms of learning may be systematically overlooked. 7 Loukas Zahilas

8. The relativity of value It is important to distinguish between the level and the quality of qualifications. The quality of qualifications should be assessed in relation to their purpose. The value of qualifications can also depend strongly on the frame of reference in an evolving labour market 8 Loukas Zahilas

9. EQF • After just 6 years we can say it is already a success; a lot have been achieved • Provides an opportunity for European cooperation and national reform • Meeting future challenges. The necessity to address a number of issues 9 Loukas Zahilas

10. Shift to Learning Outcomes • More & more countries use learning outcomes for qualifications frameworks, standards, curricula and assessment. • Broad agreement about how LO can • increase transparency and strengthen accountability ; • Introduce a common language enabling comparison of qualifications • Current challenges • Some sectors (general education) are lagging behind; • Some countries lack commitment or apply LO in a non-coherent way; 10 Loukas Zahilas

11. EQF and NQFs EQF has acted as a catalyst for NQF developments in Europe. The importance and priority attributed to NQFs across Europe is confirmed; All 31 countries are developing/introducing an NQF; A clear trend towards comprehensive NQFs covering all levels and types of qualifications; The ambitions and degree of integration/coherence vary between countries; The degree of involvement of stakeholders varies between countries – an important indicator for the future impact of the frameworks. Cedefop overviews NQF developments in: 27 EU member states, 2 EEA countries (IS, NO), 2 candidate countries (HR, TR) and covers a total of 34 frameworks (2 in Belgium, 3 in the UK) 11 Loukas Zahilas

12. GREENLAND ALASKA (USA) SWEDEN ICELAND RUSSIA FINLAND NORWAY CANADA ESTONIA LATVIA DENMARK LITHUANIA BELARUS REPULIC OFIRELAND UNITEDKINGDOM NETHERLANDS GERMANY POLAND BELGIUM CZECHREPUBLIC UKRAINE KAZAKHSTAN SLOVAKIA AUSTRIA MONGOLIA HUNGARY SWITZ. FRANCE ROMANIA ITALY UZBEKISTAN BULGARIA GEORGIA KYRGYZSTAN SPAIN NORTHKOREA PORTUGAL UNITED STATES of AMERICA GREECE TURKEY TURKMENISTAN TAHKISTAN CHINA SOUTHKOREA JAPAN SYRIA AFGHANISTAN IRAN IRAQ TUNISIA MOROCCO PAKISTAN ALGERIA NEPAL LIBYA EGYPT WESTERN SAHARA SAUDIARABIA MEXICO TAIWAN UAE INDIA OMAN VIETNAM MYANMAR CUBA MAURITANIA LAOS MALI NIGER CHAD THAILAND SUDAN YEMEN GUATEMALA HONDURAS SENEGAL PHILIPPINES NICARAGUA CAMBODIA BURKINA GUINEA NIGERIA COSTA RICA ETHIOPIA VENEZUELA GHANA PANAMA SRILANKA COTED’IVOIRE CENTRALAFRICAN REPUBLIC LIBERIA GUYANA CAMEROON FRENCHGUIANA MALAYSIA COLOMBIA SURINAME SOMALIA UGANDA KENYA CONGO GABON ECUADOR DEMOCRATICREPUBLIC OFCONGO TANZANIA PAPUANEW GUINEA INDONESIA BRAZIL PERU EQF the external dimension ANGOLA ZAMBIA BOLIVIA MOZAMBIQUE MADAGASCAR ZIMBABWE NAMIBIA BOTSWANA PARAGUAY AUSTRALIA REPUBLICOF SOUTHAFRICA URUGUAY CHILE ARGENTINA NEWZEALAND 12 Loukas Zahilas

13. Roles and functions of NQFs Most NQFs in Europe are presented as communication frameworks; Communication frameworks increase the transparency of the existing qualifications systems - they do not suggest to change them; In some countries communication frameworks represent a first step - in some cases opening up towards reforms; The reforming role of NQFs will depend on their ability to influence the way qualifications are designed and awarded; NQFs may operate according to different objectives and ambitions in different E&T sub-systems. 12 Loukas Zahilas

14. The Individual Citizen • An opportunity to develop more user oriented qualifications systems • by facilitating recognition of LLL and opening up towards validation of prior learning • by clarifying learning pathways & providing internationally recognisable levels for qualifications • A challenge as • More countries must reference to the EQF to make it a reality for individuals • EQF must be visible in certificates and diplomas • Issues of progression and transfer must be explicitly addressed 13 Loukas Zahilas

15. Recognition • EQF can facilitate recognition by • strengthening the transparency of qualifications; • strengthening cooperation and mutual trust • by establishing a common reference point for qualifications • Challenges • Coordination with established recognitions structures at national and European level (ENIC and NARIC) • Problematic relationship to the Directive (2005/36) on Recognition of Professional Qualifications; need to improve cooperation and links between the EQF and the Directive 14 Loukas Zahilas

16. Sectors EQF provides an opportunity, through its reference levels and descriptors, to clarify how to turn the EQF into a (common) reference point also for qualifications awarded by sectors and companies Challenge: How these qualifications can be referenced to the EQF? 16 Loukas Zahilas

17. Sectors … and the ostrich effect If an international sectoral organisation unilaterally aligns its qualifications to EQF levels, what action can be taken? And how can this be prevented? The body may of course act in full good faith to "show the relationship between international sectoral qualifications and national qualifications systems". On the other hand, deliberate attempts to self-declare EQF levels for given qualifications should be expected, not only from sectoral organisations, but indeed from single learning providers. 17 Loukas Zahilas

18. Cedefop 18 Thanks for your attention