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National Qualifications Frameworks and Recognition

National Qualifications Frameworks and Recognition. Istanbul, 16 September 2011 Jean-Philippe Restoueix. National Qualifications Frameworks. Compatibility Transparency Comparability < core elements of the Bologna Process itself. National framework closest to the operational reality

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National Qualifications Frameworks and Recognition

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  1. National Qualifications Frameworks and Recognition Istanbul, 16 September 2011 Jean-Philippe Restoueix

  2. National Qualifications Frameworks • Compatibility • Transparency • Comparability • < core elements of the Bologna Process itself

  3. National framework closest to the operational reality owned by national system ultimately determines what qualifications learners will earn describe the qualifications within a given education system and how they interlink Overarching framework facilitates movement between systems face of “Bologna qualifications” to the rest of the world provides the broad structure within which national qualifications frameworks will be developed (“outer limits” for diversity) FRAMEWORKS AND FRAMEWORK

  4. Bologna (QF-EHEA) Adopted 2005 47 countries Higher education only 3 levels with possibility for intermediate qualifications in national frameworks Overseen by BFUG and WG QFs National correspondents EQF Lifelong learning Adopted 2008 32 countries All levels of education in a lifelong learning perspective 8 levels Overseen by EQF Advisory Board and the European Commission National Coordination Points OVERACHING FRAMEWORKS

  5. Two overarching FrameworksQF EHEA Challenges • Level 5 • The qualifications to enter HE • Not only with the perspective of employability but answering to all missions of HE: • Personal development • Citizenship • Knowledge production • Employability

  6. Two overarching frameworksEQF Life Long Learning • All levels of education • Compatible with the Bologna framework : levels 6,7,8 • Short circle: level 5 • Challenges: • Recognition of informal/non formal education • Validation of NFE • Dialogue between VET and HEI (also for QF EHEA)

  7. Common features with recognition • Learning outcomes • Work load and learning paths • How to pass from one path to another ( for instance VET- HEI)

  8. NQF: a tool for recognition • NQF, generic not specific in terms of disciplines • Will not bring to automatic recognition • Recognition will remain a individual tak • The substantial differences will not disappear through NQF • Relationship NQF/study programs

  9. Challenges • To avoid discrepancies between QF which can give rise to misleading interpretation: • Vocabulary: “bachelor” in 5 years • Tendency to “over” estimate one’s own qualifications • How NQF will be living tools in continuous changes and adaptations • consequences for recognition

  10. Future steps • Importance in the QF development to reinforce the dialogue between NQF and recognition • The role of Quality Assurance both in terms of recognition and in terms of QF • Lisbon Recognition Convention Bureau will develop a subsidiary text on “QF and recognition practices” • The next ministerial Conference and the reports of the two WG: on recognition and on QF • To continue to offer spaces of exchange of good practices

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