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Qualification Frameworks
NUAS, Reykjavik, November 2009
Etelka Tamminen Dahl, University of Bergen
Kvalifikasjonsrammeverk og ENQA -standardene
1) The framework of qualifications for the European Higher Education Area, “Dublin descriptors”
2) European Qualifications Framework for LLL (EQF)
3) Nasjonale rammeverket for kvalifikasjoner
Norge
Danmark
Island
Finland
Sverige
4) Selvsertifisering
5) Standards and Guidelines for Quality Assurance in the European Higher Education Area
“In un giorno non si fé Roma”
Useful links
The Bologna Website
http://www.ond.vlaanderen.be/hogeronderwijs/bologna/
Qualification Frameworks
www.ond.vlaanderen.be/hogeronderwijs/bologna/qf/qf.asp
European University Association
www.Bolognaprocess.net
EU – ECTS User´s Guidewww.ec.europa.eu/education/lifelong-learning-policy/doc/ects/guide_en.pdf
Bologna – prosessen - ministermøtene
Høyere utdanning i Europa
Bologna, 1999 – 29 land
Praha, 2001
Berlin, 2003
Bergen, 2005 – 45 land
London, 2007 – 46 land
Leuven, 2009
Wien/Budapest 2010
Bukarest 2012
Kvalifikasjonsrammeverk – hva er det?
Systematisk beskrivelse av et utdanningssystem i nivåer (læringssystem)
Hvert nivå beskrives med kjennetegn som:
– Antall studiepoeng som kreves for nivået
– Læringsutbytte/-resultater/sluttkompetanse (ikke innsats)
– Studiemuligheter videre/evt yrkesutøvelse
ECTS Users´s Guide 2008
Final version 9.2.2009
ECTS and learning outcomes
Learning outcomes are verifiable statements of what
learners who have obtained a particular qualification, or
completed a programme or its components are expected
to know, understand and be able to do.
As such they emphasise the link between teaching,
learning and assessment.
Learning outcomes statements are typically characterised
by the use of active verbs expressing knowledge,
comprehension, synthesis and evaluation, etc
Terminologi
Norge
Læringsutbytte
”Slik begrepet brukes omfatter det både det som er foreskrevne mål for studentenes læring, samt resultatene av denne læringen slik det kan fanges opp gjennom eksamen og karaktersetting.” NIFU/STEP, Rapport 40/2007
Anbefaling:
- Læringsmål og læringsresultater
TerminologiKvalifikationsramme för videregående uddannelse
• uddannelsesmål
• læringsudbytte
Vidmid um adri menntun og prófgradur
* hafnivedmid
Tutkintojen ja muun osaamisen viitekehys
• osaamistavoite (ammattitaitovaatimus, ammattitutk.)
• osaamistulos, inlärningsresultat (fi.sv.)
Kvalifikasjonsrammeverk
• Læringsutbytte (læringsmål, læringsresultat)
Nationell referensram för examina
• lärandemål
• läranderesultat
Extract from the communiqué of Bologna ministers
responsible for Higher Education , 2005
We adopt the overarching framework for qualifications in
the European Higher Education Area, comprising three
cycles (including with national context, the possibility of
intermediate qualifications), generic descriptors for
each cycle based on learning outcomes and
competences, and, and credit ranges in the first and
second cycles. We commit ourselves to elaborating
national frameworks for qualifications compatible with
the overarching framework for qualifications in the EHEA
by 2010, and to having started the work on this by 2007.
We ask the Follow-up group to report on the
implementation and further development on the
overarching framework.
Ministerkonferansen i Bergen 2005
”Vi vedtar det overordnete rammeverket for kvalifikasjoner i
Det europeiske området for høyere utdanning, med tre
nivåer for grader (inkludert, i nasjonal sammenheng,
muligheten for kvalifikasjoner mellom gradsnivåene),
allmenne deskriptorer for hvert gradsnivå basert på
læringsutbytte og kompetanse, og et definert omfang av
studiepoeng for første og andre nivå. Vi forplikter oss
til å utarbeide nasjonale rammeverk for
kvalifikasjoner som er forenlige med det overordnete
rammeverket innen 2010, og til å ha begynt arbeidet
innen 2007.”
The framework for qualifications for the European
Higher Education Area (Dublin descriptors)
Adopted by the Bologna Ministries in Bergen in May 2005
The framework of qualifications for the European Higher
Education Area
Three Levels/Cycles
Five strands:
1) Knowledge and understanding
2) Applying knowledge and understanding
3) Making judgements
4) Communications skills
5) Learning skills
Learning outcomes
”Learning outcomes:
Statement of what a learner is expectedto know, understand and/or be able to demonstrate at the end of a period of learning.”
(Bologna Working Group on Qualifications Framework)
The framework of qualifications for the European Higher
Education Area, adopted by the Bologna Ministers in Bergen in
2005Qualifications that signify completion of the first cycle are awarded to students who:
• Have demonstrated knowledge and understanding in a field of study that builds upon
their general secondary education, and is typically at a level that, whilst supported by
advanced textbooks, includes some aspects, that will be informed by knowledge of the
forefront of their field of study;
• Can apply their knowledge and understanding in a manner that indicates a
professional approach to their work or vocation, and have competences typically
demonstrated through devising and sustaining arguments and solving problems within
their field of study;
• Have the ability to gather and interpret relevant data (usually within their field of
study) to inform judgements that include reflection on relevant social, scientific or ethical
issues;
• Can communicate information, ideas, problems and solutions to both specialist and
non-specialist audiences;
• Have developed those learning skills that are necessary for them to continue to
undertake further study with a high degree of autonomy.
Qualifications that signify completion of the second cycle are
awarded to students who:
• Have demonstrated knowledge and understanding that is founded upon and extends and/or enhances that typically associated with the first cycle, and that provides a basis or opportunity for originality in developing and/or applying ideas, often within a research context;
• Can apply their knowledge and understanding, and problem solving abilitiesin a new or unfamiliar environments within broader (or multidisciplinary) context related to their field of study;
• Have the ability to integrate knowledge and handle complexity, and formulate judgements with incomplete or limited information, but that include reflecting on social and ethical responsibilities linked to the application of their knowledge and judgments;
• Can communicate their conclusions, and the knowledge and rationale underpinning these, to specialist and non-specialist audiences clearly and unambiguously;
• Have the learning skills to allow them to continue to study in a manner that may be largely self-directed or autonomous.
Qualifications that signify completion of the third cycle are
awarded to students who:• Have demonstrated a systematic understanding of a field of study and
mastery of the skills and methods of research associated with that field;
• Have demonstrated the ability to conceive, design, implement and adapt a substantial process of research associated with that field;
• Have made a contribution through original research that extends the frontier of knowledge by developing a substantial body of work, some of which merits national or international refereed publications;
• Are capable of critical analysis, evaluation and synthesis of new and complex ideas;
• Can communicate with the peers, the larger scholarly community and with society in general about their areas of expertise;
• Can be expected to be able to promote, within academic and professional context, technological, social or cultural advancement in knowledge based society.
18
Quality assurance
Standards and Guidelines for Quality Assurance in the European Higher Education Area – The ENQA-standards:
”Guidelines:
The quality assurance of programmes and awards are expected to include:
* development and publication of explicit intended learning outcomes”
Hvorfor?
Hvorfor rammeverk?
Studenter/kandidater
BEVISSTGJØRING
• Svar på hvilken (generell) kompetanse fullført utdanning gir
• Klar beskrivelse av kvalifikasjonenes innhold øker verdien av Diploma Supplement
• Forståelse av systemet
– Forutsigbarhet bør gi bedre muligheter å planlegge studiene
• Motivering for læring – klare mål
• Godkjenning av tidligere utdanning
• Muligheter for å søke arbeid i et utvidet arbeidsmarked
• Muligheter for avkortning (exemption) av studier (Accreditation of Prior learning; Accreditation of Prior Experiential Learning)
Hvorfor rammeverk?
Lærestedene
• Verktøy for lærestedene i forbindelse med utarbeidelse av studieplaner – Bevisstgjøring i planleggingen
• Kan brukes som evalueringskriterier mot et studieprogram (verktøy for programsensor)
• Styrke institusjonenes arbeid med kvalitetssikringssystemene og kvalitetsutvikling
• Godkjenning av utenlandsk utdanning
• Tydeliggjøre lærestedets forpliktelser overfor studentene
• ”Lärarkollegiet kan öka samsynet” (NSHU)
Norge Nivåbeskrivelsene – 3 nivåer (syklus)
• Det norske nasjonale kvalifikasjonsrammeverket beskriver kunnskaper, ferdigheter og generell kompetanse det forventes at alle kandidater som har fullført utdanning på det aktuelle nivå skal ha.
• Ulike beskrivelser for de tre nivåene, men gyldig for alle kandidater uavhengig fagområde
• Kvalifikasjonsrammeverket er kumulativt – det forutsettes at læringsutbyttet for nivået under er oppnådd, dvs gjentas ikke på nivået etter
1. s
yk
lus
The Norwegian Qualification Framework for Higher Education - First cycle
Knowledge Skills General Competence
The candidate
-has broad knowledge of
important topics, theories,
issues, processes, tools and
methods within the academic
field
-is familiar with research and
development work in the field
- can update his/her knowledge
in the field
-has knowledge of the history,
traditions, distinctive character
and place in society of the
academic field
The candidate
-can apply academic knowledge and
relevant results of research and
development work to practical and
theoretical problems and make well-
founded choices
-can reflect upon his/her own academic
practice and adjust it under supervision
-can find, evaluate and refer to
information and scholarly subject matter
and present it in a manner that sheds
light on the problem
-masters relevant scholarly tools,
techniques and forms of communication
The candidate
-has insight into relevant
academic and professional ethical
issues
-can plan and carry out varied
assignments and projects over
time, alone or as part of a group,
and in accordance with ethical
requirements and principles
-can communicate important
academic subject matter such as
theories, problems and solutions,
both in writing and orally, as well
as through other relevant forms
of communication
-can exchange opinions and
experiences with others with a
background in the field, thereby
contributing to the development
of good practice
- is familiar with new thinking and
innovation processes
1. s
yk
lus
The Norwegian Qualification Framework for Higher Education Second Cycle
Knowledge Skills General Competence
The candidate
- has advanced knowledge
within the academic field and
specialized insight in a limited
area
- has thorough knowledge of the
scholarly or artistic theories and
methods in the field
- can apply knowledge to new
areas within the academic field
- can analyze academic
problems on the basis of the
history, traditions, distinctive
character and place in society of
the academic field
The candidate
- can analyze existing theories, methods
and interpretations in the field and work
independently on practical and
theoretical problems
- can use relevant methods for research
and scholarly and /or artistic
development work in an independent
manner
-can analyze and deal critically with
various sources of information and use
them to structure and formulate scholarly
arguments
- can carry out an independent, limited
research or development project under
supervision and in accordance with
applicable norms for research ethics
The candidate
-can analyze relevant academic,
professional and research ethical
problems
- can apply his/her knowledge and
skills in new areas in order to
carry out advanced assignments
and projects
- can communicate extensive
independent work and masters
language and terminology of the
academic field
- can communicate about
academic issues, analysis and
conclusions in the field, both with
specialists and the general public
- can contribute to new thinking
and innovation processes
1. s
yk
lus
The Norwegian Qualification Framework for Higher Education Third cycle
Knowledge Skills General Competence
The candidate
- is in the forefront of knowledge
within his/her academic field
and masters the field´s
philosophy of science and/or
artistic issues and methods
- can evaluate the expediency
and application of different
methods and processes in
research and scholarly and/or
artistic development projects
- can contribute to the
development of new knowledge,
new theories, methods,
interpretations and forms of
documentation in the field
The candidate
- can formulate problems, plan and carry
out research and scholarly and/or
artistic development work
- can carry out research and scholarly
and/or artistic research work of a high
international standard
- can handle complex academic issues
and challenge established knowledge
and practice in the field
The candidate
- can identify new relevant ethical
issues and carry out his/her
research with scholarly integrity
- can manage complex
interdisciplinary assignments and
projects
- can communicate research and
development work through
recognised Norwegian and
international channels
- can participate in debates in the
field in international forums
- can assess the need for, initiate
and practice innovation
Levels of thinking during the learning process – Benjamin Bloom
The Cognitive Domain
1) Knowledge (lowest level)
* describe, collect, define, describe, present, list, identify
2) Comprehension
* describe, discuss, explain, indicate, interpret, translate
3) Application
* apply, assess, prepare, produce, show, solve, use
4) Analysis
* break down, classify, criticise, investigate, point out
5) Synthesis
* assemble, combine, establish, formulate, generate, summarise
6) Evaluation (highest level)
* assess, criticise, compare, grade, measure, value
The affective domain (attitudes, feelings, values)
The psychomotor domain
Implementering i læreplaner
Undervisningsmetoder og vurderingsformer
Rekkefølge:
1. Læringsmålbeskrivelser
2. Beregning av arbeidsmengde for studentene
3. Valg av undervisningsmetoder (på hvilken måte
skal studenten oppnå læringsmålene)
3. Valg av vurderingsformer
Skal være i overensstemmelse med hverandre!
Undervisning og vurdering
Hvordan kan vi vite om studenten har nådd læringsmålene som vi beskriver i læreplanene og fagemnebeskrivelsene?
Læringsmålene skal kunne
- observeres
- vurderes/testes
- måles
Formulering i en studie/fagplan og i en emnebeskrivelse
om kunnskaper, ferdigheter og generell kompetanse
“Ved fullført bachelorprogram i økonomi og administrasjon skal kandidaten :
…
…
…”
Fem, seks beskrivelser på et generelt nivå
“Ved fullført emne skal kandidaten:
…
…
…”
Seks til åtte beskrivelser
30
Danmark
• Nasjonalt rammeverk since 2003, Kvalifikationsnøgle
Uddanningsmålene:
praktiske, akademiske og faglige kompetancer
• Implementert ved mange læresteder
Nytt kvalitetsråd i 2007
Akkrediteringsrådet ACE Denmark, akkredideterer
universitetsuddannelser
Danmark
• Ny dansk kvalifikasjonsramme, 1 July 2008, vedtatt av
Undervisningsministeriet, Videnskabsministeriet og Kulturministeriet
• Implementeres i Diploma Supplement 2010
Strands – Elementer - Områder:
Viden og forståelse: Videnfeltet, forståelses- og refleksionsnivå
Færdigheter: Typen af færdigheter; Vurdering og beslutning;
Formidling
Kompetencer: Handlingsrummet; Samarbejde og ansvar; Læring
Kvalifikasjonsnivåer
Kvalifikasjonstyper
Grader i Danmark
Grader på kort videregående niveau:
Erhversakademigraden (AK), 90 - 150 ECTS
VVU-graden (AU), 60 ECTS, v.uddannelse for voksne
Grader på bachelorniveau:
Professionsbachelorgraden, 180 – 240 ECTS
Bachelorgraden, 180 ECTS
Diplomgraden, 60 ECTS,viderutdannelse for voksne
Grader på kandidatniveau:
Kandidatgraden, 120 ECTS
Mastergraden, 60 ECTS, videreuddannelse for voksne
Grader på forskerniveau:
Ph.d.-graden, 180 ECTS
Island
The National Qualification Framework for Iceland - 2006
• Description of the structure of education and degrees at
higher education level based on learning outcomes
• Bachelor, Master and Candidatus, Doctorate degree
• As each cycle can cover different qualification objectives,
the cycles are divided into levels. It also includes
generic descriptions of learning outcomes and
competences
• The self certification process 2009
FinlandTutkintojen ja muun osaamisen kansallinen viitekehys,
Opetusministeriön työryhmämuistioita ja selvityksiä 2009:24
Forslag på høring
8 Nivåer, høyere utdanning 6 – 8
Strands – Elementer:
Tieto - Kunnskap
Työskentelytapa ja soveltaminen – Arbeidsmåte og
anvendelse
Vastuu, johtaminen, yrittäjyys – Ansvar, ledelse,
entreprenørskap
Arviointi – Evaluering
Elinikäisen oppimisen avaintaidot – Nøkkelkunnskaper for
livslang læring
Sverige
Nationell referensram för examina, reg. nr 12-1429-08
National qualifications framework for higher education in
Sweden – three cycles (entry requirements – qualitative
targets)
Grundnivå-Avancerad nivå-Forskarnivå (Three cycles)
Elementer - Strands:
Kunskap og forståelse - Knowledge and understanding
Färdighet och förmåga - Skills and abilities
Värderingsförmåga och förhållningssätt - Judgement
and approach
Sverige - högskoleförordninger
Examina på grundnivå
Generella examina
• Högskoleexamen, 120 högskolepoeng
• Kandidatexamen, 180 högskolepoeng
Konstnärliga examina
• Konstnärlig högskoleexamen, 120 högskolepoeng
• Konstnärlig kandidatexamen, 180 hogskolepoeng
Yrkesexamina
• Arbetsterapeutexamen,180
• Audionomexamen, 180
• Biomedicinsk analytikerexamen, 180
• Brandingenjörsexamen, 210
Sverige – Högskoleförordningen – grundnivå (forts.)
• Dietistexamen, 180
• Folkhögskollärarexamen, 60
• Högskoleingenjörsexamen, 180
• Optikerexamen, 180
• Ortopedingenjörsexamen, 180
• Receptarieexamen,180
• Röntgensjuksköterskeexamen, 180
• Sjukgymnastexamen, 180
• Sjuksköterskeexamen, 180
• Sjöingenjörsexamen,180
• Sjökaptensexamen, 180
• Socionomexamen, 210
Sverige – Högskoleförordningen-grundnivå – forts.
• Studie- och yrkesvägledarexamen, 180
• Tandhygienistexamen, 120
• Tandteknikerexamen, 180
Sverige
Examina på avancerad nivå
Generella examina
• Magisterexamen, 60
• Masterexamen, 120
Konstnärliga examina
• Konstnärlig magisterexamen, 60
• Konstnärlig masterexamen, 120
Sverige, forts
Yrkesexamina
• Apotekarexamen, 300 högskolepoeng
• Arkitektexamen, 300
• Barnmorskeexamen, sjuksköterskeexamen+90
• Civilekonomexamen, 240
• Civilingenjörsexamen, 300
• Juristexamen, 270
• Logopedexamen, 240
• Läkarexamen, 330
• Psykologexamen, 300
• Psykoterapeutexamen, psykoexamen+90
• Sjukhusfysikerexamen, 300
• Specialistsjuksköterskeexamen, sjuksk.e.+60
Sverige - Högskoleförordningen
• Speciallärarexamen,lärarexamen 240+90
• Specialpedagogexamen, 240 +120
• Tandläkarexamen, 300
Examina på grundnivå eller avancerad nivå
• Lärarexamen 180,210,240,270,300,330
Sverige
Examina på forskarnivå
• Licentiatexamen /Upphör att gälla U:2010-01-01/
Doktorsexamen
Generella examina /Träder i kraft I:2010-01-01/
Licentiatexamen
• Doktorsexamen, 240
• Konstnärliga examina
• Konstnärlig licentiatexamen
Sverige – examina under andre departementer
• Agronom, 270 Hortonom, 300
• Jägmästarexamen, 300 Landsskapsarkitektexamen,300
• Veterinærexamen, 330 Djursjukvårdareexamen,120
• Hipplogexamen, 120 Landsskapsing.examen,180
• Lantmästareexamen, 120
• Officerexamen, 3 år Skogmästarexamen, 180
• Skogsteknikerexamen, 120
• Trädgårdsingenjörsexamen, 120
Selvsertifisering av det nasjonale rammeverket om det er
i overensstemmelse med det europeiske (forpliktelse i
Bolognaprosessen)
Selvsertifisering – Kriterier for verfiseringen
1) The national framework for higher education qualifications and the body or bodies responsible for its development are designated by the national ministry with responsibility for higher education.
2) There are clear demonstrable link between the qualifications in the national framework and the cycle qualification descriptors of the European framework.
3) The national framework and its qualifications are demonstrably based on learning outcomes and the qualifications are linked to ECTS or ECTS compatible credits.
4) The procedures for inclusion of qualifications in the national framework are clear.
5) The national quality assurance systems for higher education refer to the national framework of qualifications and are consistent with the Berlin Communiqué and any subsequent communiqué agreed by ministers in the Bologna process.
6) The national framework and any alignments with the European framework are referenced in all Diploma Supplements
7) The responsibilities of the domestic parties to the national framework are clearly determined and published.
Selvsertifiseringen angående kompabilitet
1. The competent national body/bodies shall certify the compatibility
of the national framework with the European framework
2. The self-certification process shall include the stated agreement
of the quality assurance bodies in the country in question
recognised through the Bologna process.
3. The self-certification process shall involve international experts.
4. The self-certification and the evidence supporting it shall be
published and shall address separately each of the criteria set
out.
5. The ENIC and NARIC networks shall maintain a public listing of
States that have confirmed that they have completed the self-
certification process.
6. The completion of the self-certification process shall be noted on
Diploma Supplements issued subsequently by showing the link
between the national framework and the European framework.
European Qualification Framework for lifelong learning
Det europeiske kvalifikasjonsrammeverket for livslang læring
2008
8 nivåer fra avsluttet grunnskoleopplæring til høyeste akademisk nivå, både formelt oppnådde kvalifikasjoner og læringsutbytte oppnådd i arbeidslivet eller på annen måte
- beskriver nivåene (level) ved hjelp av læringsutbyttebeskrivelser innenfor tre læringsområder:
- teoretiske og/eller faktaorienterte kunnskaper
- kognitive (bruk av logisk, intuitiv og kreativ tenkning) og praktiske ferdigheter
- evne til å ta ansvar og være selvstendig, kompetanse
• Det anbefales at nasjonale kvalifikasjonsrammeverk relateres til EQF innen 2010 og at vitnemål som beskriver kvalifikasjoner bør ha referanse til et EQF – nivå fra 2012
Terminologi
Learning outcomes
“Learning outcomes” are statements of what a learner knows, understands and is able to do on completion of a learning process.” EQF
Learning outcomes
“The set of knowledge, skills and/or competences an individual has acquired and/or is able to demonstrate after completion of a learning process.” European guidelines for validating non-formal and informal learning - Høsten 2009
EQF Level 1
EQF Level 2
EQF Level 3
EQF Level 4
EQF Level 5
EQF Level 6
EQF Level 7
EQF Level 8
Qualification
Qualification
Qualification
Qualification
Country A Country B
Qualification
Qualification
Qualification
Swedish post-
secondary engineering
education
(Påbygnadsutbildning)
= EQF Level 4
= Irish post secondary
education at national
level 6 (Advanced
certificate)
E Q F
Knowledge
Level 1
The learning outcomes relevant to Level 1 are basic general knowledge
Level 2
The learning outcomes relevant to Level 2 are basic factual knowledge of
a field of work or study
Level 3
The learning outcomes relevant to Level 3 are knowledge of facts,
principles, processes and general concepts, in a field of work or study
Level 4
The learning outcomes relevant to Level 4 are factual and theoretical
knowledge in broad contexts within a field of work or study
Knowledge
Level 5
The learning outcomes relevant to Level 5 are comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge
Level 6
The learning outcomes relevant to Level 6 are advanced knowledge of a field of work or study involving a critical understanding of theories and principles
Level 7
The learning outcomes relevant to Level 7 are highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research
Critical awareness of knowledge issues in a field and at the interface between different fields
Level 8
The learning outcomes relevant to Level 8 are knowledge at the most advanced frontier of field of work or study and at the interface between fields
Skills
Level 1
The learning outcomes relevant to Level 1 are basic skills required to carry out simple tasks
Level 2
The learning outcomes relevant to Level 2 are basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools
Level 3
The learning outcomes relevant to Level 3 are a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information
Level 4
The learning outcomes relevant to Level 4 are a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study
Skills
Level 5
The learning outcomes relevant to Level 5 are a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems
Level 6
The learning outcomes relevant to Level 6 are advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study
Level 7
The learning outcomes relevant to Level 7 are specialised problem – solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields
Level 8
The learning outcomes relevant to Level 8 are the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice
Competence
Level 1
The learning outcomes relevant to Level 1 are work or study under direct supervision in a structured context
Level 2
The learning outcomes relevant to Level 2 are work or study under supervision with some autonomy
Level 3
The learning outcomes relevant to Level 3 are take responsibility for completion of tasks in work or study
adapt own behaviour to circumstances in solving problems
Level 4
The learning outcomes relevant to Level 4 are exercise self – management within the guidelines of work or study contexts that are usually predictable, but are subject to change
Competence
supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities
Level 5
The learning outcomes relevant to Level 5 are exercise management and supervision in contexts of work or study activities where there is unpredictable change
review and develop performance of self and others
Level 6
The learning outcomes relevant to Level 6 are manage complex technical or professional activities or projects, taking responsibility for decision – making in unpredictable work or study contexts
take responsibility for managing professional development of individuals and groups
Competence
Level 7
The learning outcomes relevant to Level 7 are manage and transform work or
study contexts that are complex, unpredictable and require new strategic
approaches
take responsibility for contributing to professional knowledge and practice
and/or for reviewing the strategic performance of teams
Level 8
The learning outcomes relevant to Level 8 are demonstrate substantial authority,
innovation, autonomy, scholarly or professional integrity and sustained
commitment to the development of new ideas or processes at the forefront of
work or study contexts including research
- forvalte komplekse
tekniske eller faglige
aktiviteter eller
prosjekter, og kunne ta
beslutninger i
uforutsette arbeids-
eller studiesituasjoner
- ta medansvar for den
faglige utvikling av
enkeltpersoner eller
grupper
- avanserte ferdigheter,
som viser profesjonalitet og
nytenking og som kreves
for å løse komplekse og
uforutsette problemer
innenfor et spesialisert
arbeidsområde eller
studium.
- avansert kunnskap
innenfor et
arbeidsområde eller
studium som krever
kritisk forståelse av
teorier og prinsipper
Relevant læringsutbytte
for nivå 6
utøve ledelse og
veiledning i forbindelse
med arbeid eller
studier, også i
uforutsette situasjoner
- vurdere og utvikle
egne og andres
prestasjoner
- et allsidig sett kognitive og
praktiske ferdigheter som
kreves for å utvikle kreative
løsninger på abstrakte
problemer
- allsidig, spesialisert,
faktuell og teoretisk
kunnskap innenfor et
arbeidsområde eller
studium og bevissthet
om grensene for denne
kunnskapen.
Relevant læringsutbytte
for nivå 5
Kompetanse(evne til å ta ansvar og
være selvstendig)
Ferdigheter(kognitive og praktiske)
Kunnskaper(teoretiske og/eller
faktaorientert)
European Qualification Framework for lifelong learning
The EQF encourages countries to relate their
qualifications systems or frameworks to the EQF
by 2010 and to ensure that all new qualifications
issued from 2012 carry a reference to the
appropriate EQF level.
http://ec.europa.eu/education/lifelong-learning-
policy/doc44_en.htm
Credits for Vocational Training
European Credit System for Vocational Education and Training – 10.4.2008
“ECVET is fully compatible with both the European credit system in higher education
and national systems in vocational education and training. The Commission’s
proposal takes the form of a recommendation, now submitted for approval to the
European Parliament and the Council. Member States would eventually adopt it on a
voluntary basis and implement it according to their own rules.”
Kilder - Lähteitä
Ny dansk kvalifikationsramme for videgående uddannelse, Referencegruppen om en ny dansk kvalifikasjonsramme for videregående uddannelser, Maj 2007
ACE Denmark
National qualifications framework for higher education in Sweden, Reg.no. 12-149-08, H-verket, 2008-10
Kvalitetsutvärdering för lärande, Högskoleverkets förslag till nya kvalitetsutvärderingar för högskoleutbildningar. Rapport 2009:25R
Tutkintojen ja muun osaamisen kansallinen viitekehys (En nationell referansram för examina och övriga kunskaper), Opetusministeriön työryhmämuistoita ja selvityksiä 2009:24
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