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EQF descriptors and the QF - EHEA descriptors

EQF descriptors and the QF - EHEA descriptors. Mike Coles Leiden, 5 October 2006. Functions of the EQF. Translation device for comparing qualifications. Neutral reference point based on learning outcomes. A meta framework. EQF Level 8. Q. NQF/ NQS. EQF Level 7. NQF/ NQS. Q.

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EQF descriptors and the QF - EHEA descriptors

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  1. EQF descriptorsand the QF - EHEA descriptors Mike Coles Leiden, 5 October 2006

  2. Functions of the EQF Translation devicefor comparing qualifications Neutral reference pointbased on learning outcomes A meta framework

  3. EQF Level 8 Q NQF/NQS EQF Level 7 NQF/ NQS Q EQF Level 6 Q NQF/NQS EQF Level 5 NQF/ NQS Q NQF/NQS EQF Level 4 Q EQF Level 3 Q NQF/NQS Q NQF/ NQS EQF Level 2 EQF Level 1 Country A Country B

  4. The Main elements of the EQF

  5. The Eight EQF Levels Knowledge EachEQFReference Level Skills Competences

  6. Focus on Learning Outcomes EQF LearningOutcomes Non-Formal Learning Informal Learning Formal Learning

  7. EQF concepts • Knowledge is theoretical or factual • Skills are cognitive and practical • Competence is about responsibility and autonomy • The descriptors are ‘read across’ • Each level assumes learning at the lower levels • Each new higher level introduces a new dimension of learning • Higher levels draw directly on EHEA descriptors

  8. Areas of similarity • Metaframeworks and interaction with local provision • Non mandatory • Use of levels (cycles) and descriptors • Broad scope of learning covered • Common view of dimensions of progression (knowledge, skills (application) and professional conduct • The use of the concept of ‘best fit’ to determine level • The association with a quality assurance process • Highly consultative development process

  9. Areas of difference • Scope - ages - learning – institutions • Coordination v articulation • The complexity in the sub systems to which the frameworks relate (NQS and VET in particular) • The generality of the descriptors • The stregnth of the focus of learning outcomes • The link to periods of learning • The volume of learning that constitutes a reasonable reference to a level • The strength of reference to other international qualifications frameworks • The source of the pressure for development

  10. Issues • The higher levels of the EQF are dominated by HE learning. What is the right balance with other (non HE) learning? • Are the purposes of the two frameworks the same? • Can the frameworks co-exist and complement one another? • How can the transparency of QS be enhanced through these two frameworks? • Language: is it possible to share understandings of words and phrases over different contexts? • The key competences - where do they fit?

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