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EQF – NQF – SQF an introduction

EQF – NQF – SQF an introduction. EQF from theory to praxis Athens 26 November 2010 Loukas Zahilas, Senior Expert, Qualifications and Learning Outcomes. Europe in the time of crisis.

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EQF – NQF – SQF an introduction

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  1. EQF – NQF – SQF an introduction EQF from theory to praxis Athens 26 November 2010 Loukas Zahilas, Senior Expert, Qualifications and Learning Outcomes

  2. Europe in the time of crisis The route to lasting economic recovery and social cohesion passes through knowledge, skills and competences. Only on this basis can we encourage the intensified innovation and entrepreneurship needed in the coming years. Europe and the European countries need world class VET. Loukas Zahilas

  3. Demand for qualifications rising Despite the recession, Cedefop’s latest skill demand and supply forecast up to 2020,says that in Europe many of the 80 million job openings will be in services and in technical and professional occupations. This requires highly qualified employees and especially medium VET qualifications. Source: Cedefop, 2010 Loukas Zahilas

  4. Europe 2020 – VET challenges High employment rates require modern labour markets with highly skilled workers. Efficient labour markets must provide mobility for working and learning. Improving research and development requires more emphasis on creativity and innovation.For the EU to lead in green technologies, its workforce must acquire new skills and high levels of digital literacy. It must also develop entrepreneurs and entrepreneurial skills Loukas Zahilas

  5. Europe 2020 – VET challenges Europe’s targets to reduce poverty require investment in education and training to empower individuals through skills. Investment in keeping young people in education and training system is more effective than measures to reintegrate those who leave early. VET cannot do this alone. It must be part of a package of policy measures, family and other social support. Loukas Zahilas

  6. A new economic model It should be based on knowledge, low-carbon and high employment rates which leads to a comprehensive approach to learning which is both lifelong and life-wide The EC Communication, ‘A new impetus for European cooperation in VET to support the Europe 2020 strategy’ calls for flexible access to training and qualifications and a strategic approach to mobility. It proposes attracting more people into VET by improving its quality and efficiency and foresees by 2020 flexible learning pathways, greater mobility and the wider use and acceptance of recognition of non-formal and informal learning, including work-based learning. Loukas Zahilas

  7. Need for responses – need for frameworks By implementing the European tools and principles the Member States respond directly to the above challenges. As they promote using learning outcomes systematically, the European and national qualifications frameworks offer a common reference point for European and national cooperation which aims at reforming VET and lifelong learning. Loukas Zahilas

  8. Qualifications as carriers of information • 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 Loukas Zahilas

  9. Qualifications frameworks Qualifications frameworks are tools for comparing qualifications throughout Europe to support lifelong learning and educational and job mobility. This makes the prospect of a European labour market and learning area more of a reality for people. The EQF provides a structure of levels that make it possible to see how qualifications within and between countries relate to each other. Loukas Zahilas

  10. 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 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) Loukas Zahilas

  11. 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. 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 Loukas Zahilas

  13. 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; • How to address increasing need for mutual learning Loukas Zahilas

  14. 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 Loukas Zahilas

  15. Standards • Occupational • Educational • Certification • Access • to labour market • to further levels of education and training What goes beyond standards? Progression & transition Regulated professions Teaching and learning Guidance Learning environment Anticipation of skills needs / demand Quantitative approach NORMS and REGULATIONS DESIGN Qualitative approach Education and training practices

  16. Sectoral qualifications/ frameworks National education and training systems Labour market National qualifications/ frameworks International Sectoral qualifications/ frameworks EQF Loukas Zahilas

  17. Sectors – linking scnarios 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? Loukas Zahilas

  18. Case 1: Personal Services (hairdressing) EQF Hair project Referencing the European Hairdressing Certificate with the EQF consisted in testing the EQF learning outcomes against the same three types of learning outcomes in the European Hairdressing Certificates. Loukas Zahilas

  19. Case 2: Sport sector EDUCATION & TRAINING (VET and HE) E Q F 8 L E V E L S EMPLOYMENT NQF NQF NATIONAL QUALIFICATIONS SECTOR QUALIFICATIONS SECTOR QUALIFICATIONS SECTOR QUALIFICATION STANDARDS LABOUR MARKET REQUIREMENTS SECTOR EDUCATION STANDARDS Transparency / Transferability Alignment of National Qualification Systems (NQF) • Develop a European framework of activities, standard, occupations and related competences for the sports sector based on the EQF levels and descriptors; • Establish and strengthen relationships between National Qualifications Authorities and the sports sector; • Develop and disseminate the principles and mechanisms supporting the implementation of the EQF in the sector Loukas Zahilas

  20. Cedefop www.cedefop.europa.eu 20

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