National Qualifications National Qualifications Frameworks and RecognitionFrameworks and Recognition

Istanbul, 16 September 2011Istanbul, 16 September 2011

Jean-Philippe RestoueixJean-Philippe Restoueix

National Qualifications FrameworksNational Qualifications Frameworks

CompatibilityCompatibility TransparencyTransparency ComparabilityComparability

< core elements of the Bologna Process < core elements of the Bologna Process itselfitself

FRAMEWORKS AND FRAMEWORKS AND FRAMEWORKFRAMEWORK

National frameworkNational framework closest to the operational closest to the operational

realityreality owned by national systemowned by national system ultimately determines what ultimately determines what

qualifications learners will qualifications learners will earn earn

describe the qualifications describe the qualifications within a given education within a given education system and how they system and how they interlink interlink

Overarching frameworkOverarching framework facilitates movement facilitates movement

between systems between systems face of “Bologna face of “Bologna

qualifications” to the rest of qualifications” to the rest of the world the world

provides the broad provides the broad structure within which structure within which national qualifications national qualifications frameworks will be frameworks will be developed (“outer limits” developed (“outer limits” for diversity)for diversity)

OVERACHING FRAMEWORKSOVERACHING FRAMEWORKS

Bologna (QF-EHEA)Bologna (QF-EHEA) Adopted 2005Adopted 2005 47 countries47 countries Higher education onlyHigher education only 3 levels with possibility for 3 levels with possibility for

intermediate qualifications intermediate qualifications in national frameworksin national frameworks

Overseen by BFUG and Overseen by BFUG and WG QFsWG QFs

National correspondentsNational correspondents

EQF Lifelong learningEQF Lifelong learning Adopted 2008Adopted 2008 32 countries32 countries All levels of education in a All levels of education in a

lifelong learning lifelong learning perspectiveperspective

8 levels8 levels Overseen by EQF Overseen by EQF

Advisory Board and the Advisory Board and the European CommissionEuropean Commission

National Coordination National Coordination PointsPoints

Two overarching FrameworksTwo overarching FrameworksQF EHEAQF EHEA

ChallengesChallenges Level 5Level 5 The qualifications to enter HEThe qualifications to enter HE Not only with the perspective of employability but Not only with the perspective of employability but

answering to all missions of HE:answering to all missions of HE:– Personal developmentPersonal development– CitizenshipCitizenship– Knowledge productionKnowledge production– EmployabilityEmployability

Two overarching frameworksTwo overarching frameworksEQF Life Long LearningEQF Life Long Learning

All levels of educationAll levels of education Compatible with the Bologna framework : levels Compatible with the Bologna framework : levels

6,7,86,7,8 Short circle: level 5Short circle: level 5 Challenges:Challenges:

– Recognition of informal/non formal educationRecognition of informal/non formal education– Validation of NFEValidation of NFE– Dialogue between VET and HEIDialogue between VET and HEI

(also for QF EHEA)(also for QF EHEA)

Common features with recognitionCommon features with recognition

Learning outcomesLearning outcomes

Work load and learning pathsWork load and learning paths

How to pass from one path to another ( How to pass from one path to another ( for instance VET- HEI)for instance VET- HEI)

NQF: a tool for recognitionNQF: a tool for recognition

NQF, generic not specific in terms of NQF, generic not specific in terms of disciplinesdisciplines

Will not bring to automatic recognitionWill not bring to automatic recognition Recognition will remain a individual takRecognition will remain a individual tak The substantial differences will not The substantial differences will not

disappear through NQFdisappear through NQF Relationship NQF/study programs Relationship NQF/study programs

ChallengesChallenges

To avoid discrepancies between QF which To avoid discrepancies between QF which can give rise to misleading interpretation:can give rise to misleading interpretation:– Vocabulary: “bachelor” in 5 yearsVocabulary: “bachelor” in 5 years– Tendency to “over” estimate one’s own Tendency to “over” estimate one’s own

qualificationsqualifications

How NQF will be living tools in continuous How NQF will be living tools in continuous changes and adaptationschanges and adaptations– consequences for recognitionconsequences for recognition

Future stepsFuture steps

Importance in the QF development to reinforce the Importance in the QF development to reinforce the dialogue between NQF and recognitiondialogue between NQF and recognition

The role of Quality Assurance both in terms of The role of Quality Assurance both in terms of recognition and in terms of QFrecognition and in terms of QF

Lisbon Recognition Convention Bureau will Lisbon Recognition Convention Bureau will develop a subsidiary text on “QF and recognition develop a subsidiary text on “QF and recognition practices”practices”

The next ministerial Conference and the reports of The next ministerial Conference and the reports of the two WG: on recognition and on QFthe two WG: on recognition and on QF

To continue to offer spaces of exchange of good To continue to offer spaces of exchange of good practicespractices