Jens Bjornavold Loucas Zahilas André Huigens European centre for development of

1. European Qualifications Framework Jens Bjornavold Loucas Zahilas André Huigens European centre for development of vocational training (Cedefop)

2. Main functions of the EQF Translation devicefor comparing qualifications Neutral reference pointand a system for classifying qualifications levels

3. EQF Level 8 • MAIN FEATURES OF THE EQF • 8 levels defined through learning outcomes – knowledge, skills and competence • EQF has two main aims; to facilitate trans-national mobility and lifelong learning EQF Level 7 EQF Level 6 EQF Level 5 EQF Level 4 EQF Level 3 EQF Level 2 EQF Level 1

4. State of play; European level • Commission; adopted draft Recommendation • 5 September 2006 • Agreement in COREPER (Committee of Member States Permanent representatives) on EQF text 12 September 2007 • Final discussion in Parliament 24 September • Adoption by Parliament and Council November 2007

5. A key to implementation of the EQF - National Qualifications Framework: classificationof qualifications to levels of learning achieved. for integration and coordination of qualifications systems transparency, access, progression and quality of qualifications

6. National Qualifications Frameworks and National Qualifications Systems A national qualifications framework is an optional part of a National Qualifications System A national qualifications system embraces all structures and processes leading to the award of a qualification NQS; frequently complex, non-transparent and fragmented; NQF aim at making levels explicit and provide transparency for access, transfer and progress

7. Overarching National Qualifications Frameworks in Europe (1) Existing NQFs:Ireland, UK (England, Scotland and Wales), France, Malta Commitment and preparation: Austria, Belgium, Bulgaria, Croatia, Czech Republic, Germany, Hungary, Italy, Latvia, Portugal, Slovak Republic, Slovenia, Spain and Turkey Consideration: Denmark, Estonia, Lithuania, Luxembourg, the Netherlands, Norway, Poland, Romania and Sweden No preparation; Cyprus, Finland, Greece, Iceland

8. Overarching National Qualifications Frameworks in Europe (2) All candidate and pre-accession countries are working on NQFs: Croatia, former Yugoslav Republic of Macedonia and Turkey, Albania, Bosnia and Herzegovina, Kosovo, Montenegro, Serbia The influence of EQF on developments is clear

9. 2005-2007 EQF as a catalyst for national developments Clear demand and strong support from Member States EQF is seen as a relevant tool for cross-border mobility and for pursuing national lifelong learning strategies EQF - a driver and catalyst for national reform and development of overarching National Qualifications Frameworks

10. Advantages of the EQF at national level Introduces an international reference - important for individuals, education and training providers and employers Supporting LLL by integrating separate education and training systems Paves way for credit transfer Improves employers ability to judge profile and relevance of qualifications Enables peer learning between countries

11. The first and critical step; Referring national qualifications levels to the EQF Countries asked to refer their national qualifications levels to the EQF by 2010 Countries will have to refer their qualifications levels to the EQF through learning outcomes The principle of ‘best fit’ - how to make trusted decisions on the placing of national qualification levels

12. National Qualifications Frameworks developments outside Europe; situation mid 2007 Existing NQFs: New Zealand, Australia, South Africa Emerging NQFs in; Russia, Ukraine, Sri Lanka, Malaysia, Thailand, Namibia and Botswana International organisations like OECD and ILO are increasingly focussing on NQF as an instrument for reform

13. Common features in European NQF developments Learning outcomes are used as a basis for classifying and describing levels Quality assurance is a major concern Big majority of countries link NQFs to validation of non-formal learning Significant number of countries use 8 level structure A number of countries have established inventories of national qualifications

14. How to achieve real comparability? The shift to learning outcomes EQF requires a (re) interpretation of national qualifications levels in terms of learning outcomes ‘Window dressing’ or a genuine effort to review national qualifications levels? The shift to learning outcomes requires objectivity and transparency to allow for mutual trust

15. How to achieve real comparability? Quality assurance A realistic use of learning outcomes Is a condition for quality and mutual trust! Are existing quality assurance approaches able to guarantee transparency and mutual trust? How to quality assure • the referencing of levels • certification procedures and standards?

16. Challenge: EQF as a comprehensive, meta-framework EQF is a comprehensive meta-framework addressing the links between sub-systems (for example HE and VET) How to ensure, at European and national level, an integrated LLL approach breaking down barriers between systems

17. Challenges; Credit transfer, validation and Europass • How to integrate credit transfer and EQF • One integrated European system? • Why is there a limited development of national credit transfer schemes? How can validation of non-formal and informal learning be promoted by the EQF? Europass; how can it support the EQF?

18. European support to national implementation • EQF pre- Implementation group (32 countries) March 2007 • Following formal adoption of EQF, a European advisory group will be set up • Cluster on Recognition of learning outcomes; focus on National Qualifications Frameworks and validation • EQF test and pilot projects; 12 projects launched January 2007 • New call for proposals published 25 May 2007 • Guidelines for implementation being prepared • EQF implementation conference February 2008

19. Conclusions • The EQF has become a driver for national reform! A momentum has been created • A national reform pressure – aiming at efficiency and equity- EQF/NQF can facilitate these reforms • EQF responds to international competition and mobility • Mutual trust is a condition for successful implementation of the EQF

20. What is the EQF and what are its benefits? • All countries have a qualifications system but a qualifications framework is a more systematic way of classifying qualifications, usually by a hierarchy of levels. Among the benefits are greater readability of qualifications and easier progression between levels. • The EQF will relate different countries' national qualifications systems and frameworks together around a common European reference. In practice, it will function as a translation device making qualifications more readable. This will help learners and workers wishing to move between countries or change jobs or move educational institutions at home.

21. Who is the EQF for? • The primary users of the EQF will be bodies in charge of national and/or sectoral qualification systems and frameworks. Once they have related their respective systems to the EQF, the EQF will help individuals, employers and education and training providers compare individual qualifications from different countries and education and training systems.

22. Why does the EQF use learning outcomes? • The EQF uses 8 reference levels based on learning outcomes (defined in terms of knowledge, skills and competences). The EQF shifts the focus from input (lengths of a learning experience, type of institution) to what a person holding a particular qualification actually knows and is able to do. Shifting the focus to learning outcomes • supports a better match between the needs of the labour market (for knowledge, skills and competences) and education and training provision • facilitates the validation of non-formal and informal learning • facilitates the transfer and use of qualifications across different countries and education and training systems. • It also recognises that Europe's education systems are so diverse that comparisons based on inputs, say length of study, are impracticable. • The use of learning outcomes is part of a wider shift in this direction already underway in many European education and training systems.

23. How can individuals benefit from the EQF? • For individuals, the European Qualifications Framework will: • make it easier to describe their broad level of competence to recruiters in other countries; • make it simpler to read across from one qualification system to another, e.g. when looking for further education and training opportunities.

24. How can the EQF benefit industry and commerce? • It is a key aim of the EQF to contribute to creating a truly European workforce that is mobile and flexible. For employers, the EQF will make it easier to interpret the qualifications of foreign applicants. • The EQF will support labour market mobility in Europe both between and within countries and sectors by simplifying comparisons between qualifications and enabling a better match between supply and demand for knowledge, skills and competences.

25. Is the EQF relevant to labour market needs? • The EQF is certainly relevant to the labour market. Indeed, the descriptors for the 8 reference levels - the core of the EQF - were drafted in close cooperation with representatives of the European social partners, as well as the Member States. This followed their and indeed other labour market actors' contributions to the public consultation process during the second half of 2005. Social partners will also remain involved in implementing the EQF.

26. What levels and what types of education does the EQF cover? • As an instrument for the promotion of lifelong learning, the EQF encompasses general and adult education, vocational education and training as well as higher education. The eight levels cover the entire span of qualifications from those achieved at the end of compulsory education to those awarded at the highest level of academic and professional or vocational education and training. Each level should in principle be attainable by way of a variety of education and career paths.

27. What do countries have to do? What are the deadlines for implementation? • It's a voluntary framework, so there are no formal legal obligations on the countries. But the Commission is naturally pleased that most countries are already developing a national qualifications framework (NQF). Some countries - Ireland, the UK, France, and Malta - already have NQFs. But countries can also relate their systems to the EQF where they don't intend to establish a framework per se . • 2010 is the recommended target date for countries to relate their qualifications systems to the EQF, 2012 for them to ensure that individual qualification certificates bear a reference to the appropriate EQF level.

28. Testing and implementing the EQF; EQUFAS project 1-11-2007—1-11-2009