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ecdc.europa.eu
…
Meta-frameworks of qualifications
Carlo Scatoli
European Commission, DG Education and Culture
GCC Qualifications going globalTowards internationally recognised qualifications frameworks in
the GCC countries
The European Qualifications Framework for lifelong
learning
Abu Dhabi, 5-6 April 2005
2
Qualifications
frameworksbring together
qualifications
and give them a structureconnecting
including
3
Qualifications
frameworks=> provide clarity about the relative
position of qualifications
* provide a way to compare qualifications
# ensure an integrated system for lifelong
learningSCQF,
HKQF,
NQF ZA,
NFQ IE,
DQR,
…
• provide a comprehensive profile of
competences acquired in the
country- allow bridges between education
and training subsystems~ help learners, employers,
institutions to make informed choices
National
4
A transnational qualifications
framework could bring togethernational qualifications
directlyConnecting including ordering
Is this TQF a
meta-
framework?
5
This “TQF” merges national
qualifications
frameworks and systems into a larger
qualifications frameworkIs that possible
without reforming
nQFS?Without
reforming the
national
education and
training
systems?
6
* a meta-framework
* to connect, but not to merge nor
reform…
…the national education
and training systems
…the national
qualifications systems
and frameworks
National
competenc
es
EU
initiative
The only option for the
European Qualifications
Framework for lifelong learning
7
A EU meta-framework –
How to get there?
Shared perception of the
need
WHY
The making of the EQF
Further facilitate mobility of
learners and workers
Agreement on the response
WHATMake qualifications more
transparent and readable
Agreement on the
instrument
HOW
Develop a European
meta-framework, making
qualifications easier to
understand throughout
Europe, adopting a
competence based
approach
Explicit political consensus
WHY, HOW, WHAT
8
the development of an open and flexible
European qualifications framework, founded on
transparency and mutual trust, which will
stand as a common reference covering
both VET and higher education, based mainly
on competencies and learning outcomes.
The making of the EQF
Political consensus – Education Council of 14 November
2004
European Council of 15-16 March 2005 (stressing
learning mobility) and 23-24 March 2006 (stressing
labour mobility)
Political consensus – Joint report on the education and
training strategy of 3 March 2004
9
The making of the EQF
Working group with experts from countries and
stakeholders – Nov 2004 - June 2006 15 meetings
Development of level descriptors based on learning
outcomesConference on qualifications frameworks in Europe,
Glasgow 22-23 September 2005
Conference on EQF, Budapest, 27-28 February 2006
Europe-wide consultation July – December 2005
125 contributions from national authorities and
stakeholders
Commission proposal of 5 September 2006
COM(2006)479
10
The making of the EQF
Smooth legislative process:
- no amendment to the levels descriptor
- amendments to stress the opportunity for easier
validation of non-formal learning
- political agreement in November 2007.
Recommendation of the European Parliament
and the Council of 23 April 2008
Preparatory implementation group with representatives
from national authorities and stakeholders – two
meetings in 2007
EQF is a voluntary initiative
11
A EU meta-framework –
What does it look like?
The structure of the
EQFAn overarching framework of eight levels
• covering lifelong learning (general and
higher education, vocational training)
• defined through non-subject specific
descriptors in terms of learning
outcomes,
organised around
knowledge, skills, competence
(Very
much like
a national QF…)
12
Knowledge Skills Competence
L
E
V
E
L
5
comprehensive,
specialised,
factual and
theoretical
knowledge within
a field of work or
study and an
awareness of the
boundaries of
that knowledge
a comprehensive
range of
cognitive and
practical skills
required to
develop creative
solutions to
abstract
problems
exercise
management and
supervision in
contexts of work or
study activities
where there is
unpredictable
change
review and develop
performance of self
and others
The EQF level descriptors
(Very much like a national QF…)
13
Learning outcomes and
qualifications frameworks
What a learner knows, understands or is
able to do at the end of a learning process
The adoption of learning outcomes, as opposed to formal features to define qualifications, is essential for qualifications frameworks
Learning outcomes allow connecting qualifications
across sectors, systems (general education, vocational training, higher education) and considering non-formal learning
14
Learning outcomes and
qualifications frameworks
What a learner knows, understands or is
able to do at the end of a learning process
The adoption of learning outcomes, as opposed to formal features to define qualifications, is essential for qualifications meta-frameworks
Learning outcomes allow connecting qualifications
across sectors, systems (general education, vocational training, higher education),
national boundaries, considering non-formal learning and connecting frameworks
15
Qualifications
Framework=> provides clarity about the relative position
of qualifications throughout Europe
* provides a way to compare qualifications in
Europe# ensures an integrated reference system for
the European lifelong learning area• provide a comprehensive profile of
competences acquired throughout Europe- allow bridges between education and
training throughout Europe~ help learners, employers, institutions to
make informed choices throughout
Europe
The
European
EQF is a
meta-
framework
16
The EQF brings together
National qualifications
frameworks and systems
Connecting systems - but not including, nor ordering
themEQF is a
meta-
framework
A EU meta-framework –
What does it do?
17
The EQF brings togetherqualifications
Connecting, including and
ordering qualifications,
but not directly
by way of national systems
and gives them further
structure
EQF is a
meta-
framework
A EU meta-framework –
What does it do?
18
The EQF connects NQF/S
The EQF connects and
structures qualifications
(Not so abstract as it
sounds…)
That’s the action!
19
A EU meta-framework in action
Member States to relate NQS/F to the EQF
Implementing the
EQF
- to ensure that qualifications issued by competent
authorities are related, via the NQS, to the EQF
- to designate national coordination points
to coordinate this referencing process
ensuring a transparent methodology
informing and involving stakeholders
Countries may have more active bodies internally
but should speak with one voice to the others
20
A EU meta-framework in action
Coordinating the EQF
Commission to support Member States and in
particular
set up an EQF advisory group
to provide overall coherence and transparency of the
referencing processEQF advisory group
- Representatives of participating countries
- Representatives of social partners and other
stakeholders
- Representative of the European Higher Education Area
– EHEA (Council of Europe)
21
A EU meta-framework in action
Coordinating the EQF
EQF advisory group
• Plenary meetings (March and September 2008,
March, June, November 2009)
• Working groups on specific issues:
- criteria and procedures for the referencing
process
- mutual trust
- qualifications issued by sectoral organisations
- ICT support toolsEQF National Coordination Points
• Regular meetings of all NCP (March 2009, September
2009)
22
Peer to peer review
Common
criteria
Common
criteria
A EU meta-framework in action
Coordinating the EQFThe EQF advisory group has agreed on a set of
criteria and procedures for the referencing process
Mutual trust
EQF
is
a
meta-
frame
work
23
A EU meta-framework in action
Coordinating the EQF
Criteria and procedures in 10 points
to ensure that
the information made public
- is validated by the competent
authorities
- is relevant and transparent
- can be compared
- generates trust
24
A EU meta-framework in action
Coordinating the EQF
The EQF referencing criteria and
procedures have been developed
taking into account
and drawing upon
the EHEA qualifications framework
and its criteria and procedures for self-
certification
25
Meta-framework meets
meta-framework
The EHEA Framework is established
in the context of a process of
reform.
as a tool to support the reform of
the national higher education
systems
It requires national qualifications
frameworks to be established
A nationally
driven
process
Not a EU
initiative
26
Both EQF and EHEA QF are meta-
frameworks.
Their nature, purpose, objective, scope
overlap, but are not the same.Qualification
levelsEHEA
QF
EQF
Participating
countries
EHEA QF
EQF
Meta-framework meets
meta-framework
27
EHEA
International transparency
of qualifications
International academic
recognition of
qualifications
International mobility
of learners and graduates
Transparency and
comparability of
qualifications
Mobility of learners and
workers, across countries,
sectors, systems
Easier validation of non-
formal outcomes
EQF
Based on learning outcomes
Overlapping, but not the
same Different, but
compatible and
coordinated
Two European
meta-frameworks