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Bureau Zuidema

Measuring and Assessing Social Skills (MASS). A Leonardo de Vinci TOI project promoted by Angus College UK. Bureau Zuidema. Jolanda Botke Jolanda.botke@zuidema.nl. Postbus 127 3830 AC Leusden 033 – 434 58 00 www .zuidema.nl. Pauline Hupkes Pauline.hupkes@zuidema.nl. 1 april 2009.

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Bureau Zuidema

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  1. Measuring and Assessing Social Skills (MASS) A Leonardo de Vinci TOI project promoted by Angus College UK Bureau Zuidema Jolanda Botke Jolanda.botke@zuidema.nl Postbus 127 3830 AC Leusden 033 – 434 58 00 www.zuidema.nl Pauline Hupkes Pauline.hupkes@zuidema.nl 1 april 2009

  2. European Qualifications Framework (EQF) • The EQF acts as a translation device to make national qualifications more readable across Europe, promoting workers' and learners' mobility between countries and facilitating their lifelong learning. • The EQF aims to relate different countries' national qualifications systems to a common European reference framework. Individuals and employers will be able to use the EQF to better understand and compare the qualifications levels of different countries and different education and training systems.

  3. Why is this relevant for MASS? • So that partners know more about EQF and the timescale for implementing EQF in their country • So that partners know hat level on their national framework will the MASS soft skills be placed

  4. Shifting focus • The core of the EQF concerns eight reference levels describing what a learner knows, understands and is able to do – 'learning outcomes'. • Levels of national qualifications will be placed at one of the central reference levels, ranging from basic (Level 1) to advanced (Level 8). This will enable a much easier comparison between national qualifications and should also mean that people do not have to repeat their learning if they move to another country.

  5. Eight reference levels • The core element of the EQF is a set of eight reference levels describing: • what the learner knows; • what the learner understands; • what the learner is able to do, regardless of the system under which a particular qualification was awarded. • Unlike systems which guarantee academic recognition based on the duration of studies, the EQF covers learning as a whole, in particular learning which takes place outside formal education and training institutions.

  6. Formal, non-formal and informal learning • The EQF applies to all types of education, training and qualifications, from school education to academic, professional and vocational. This approach shifts the focus from the traditional system which emphasizes 'learning inputs', such as the length of a learning experience, or type of institution. It also encourages lifelong learning by promoting the validation of non-formal and informal learning.

  7. European aims… • In 2010 a system for comparing the national systems and the European framework is to be established in all participating States. In 2012, all new qualifications issued by EU post-secondary institutions will automatically refer to one of the EQF's eight qualification levels.

  8. Learning outcomes • Knowledge is theoretical or factual • Skills are cognitive and practical • Competence is about responsibility and autonomy

  9. http://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htmhttp://ec.europa.eu/education/lifelong-learning-policy/doc44_en.htm Leaflet in all European Languages

  10. National Qualifications and EQF

  11. While the number of countries having fully implemented an NQF is still low (Ireland, France, Malta and the UK), almost all EU and EEA countries are now signalling that they will introduce comprehensive, overarching NQFs covering all parts of their education, training and qualifications systems.

  12. Cedefop, September 2009

  13. Cedefop, September 2009

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