EQF Pro 1 st Partner Meeting Lille, 28 March 2008, 9:30 16:30.

Save this PDF as:
Size: px
Start display at page:

Download "EQF Pro 1 st Partner Meeting Lille, 28 March 2008, 9:30 16:30."

Transcription

1 EQF Pro 1 st Partner Meeting Lille,, 9:30 16:30. Present: Michel Feutrie (MF); Danièle Pouliquen (DP), Maike Schansker (MS), Isabel Martins (IM), Joana Coutinho (JC), Doris Gomezlj (DG), Jean-Marie Dujardin (JMD), Francis Rogard (FR), Alain Nicolas (AN), Elena Poles (EP), Stanislaw Jerzy Rozwadowski (SJR), Lucian Cernusca (LC), Peter Lassey (PL), Tom Leney (TL) Apologized: Alexandre Kazantsev, Loreta Staskuniene Observer : Carme Royo, Sonja Moreau AGENDA: 1. Welcome and Introduction 2. Presentation of the project and partners 3. Presentation by each partner of the problematic emerging at levels 5 and 6 of the EQF in the perspective of the establishment of a National Qualification Framework in his/her country/institution 4. Short presentations of the qualifications selected by the partners and discussion 5. Discussion between partners on the workplan, timetable, products and tools grid for the project 6. Administrative and financial matters 1. Welcome and Introduction MF welcomed everybody and introduced the partners to the specificity of the EQF Pro project: It s a transversal project linked to key activity 1 ( EQF projects: actions to develop and test the European Qualifications Framework, including national and sectoral qualifications frameworks ) and we can consider it as crucial in this context. MF characterized the EQF as a combination of the logic from VET (levels 1-5) on the one hand and the logic emerging from HE or EHEA (BMD as levels 6-8) on the other. The risk of a rupture between level 5 and 6 seems clear. In addition, the different learning cultures at HE level will not facilitate the acceptation of a common system. MF underlined the interest of other European projects in the results of EQF Pro. Some have already noted their interest. DP thinks that EQF Pro will be invited to a Thematic meeting that the European Commission will organize very soon. 2. Presentation of the project and partners

2 After having distributed a set of documents which will help or illustrate certain aspects of the EQF theme, MF let the partners introduce themselves. He then pursued his introduction to the topic by elaborating a diagram of the EGF problematic (see Annex 1). Two conceptions are opposed in this diagram: The European Higher Education Area (EHEA) linked to the Bologna Process (BMD), ECTS, Diploma supplements and learning outcomes with the objective of mobility and 45 countries involved form the first one. As comprehensive framework, it aims to converge national systems, in order to allow this mobility. The second conception is the one of a European Qualifications Framework (8 levels), linked to ECVET and the Copenhagen- Process and 27 countries involved. This conception has chosen an open method of cooperation, EQF figuring as a translation device for the readability of NQF. The crucial point is the relationship between these two conceptions. For instance, by 2012, all diploma supplements will have to indicate the EQF level of the diploma achieved. The main element that our project will have to treat is the CONTINUITY: continuity in LLL, learning pathways without dead ends, continuity between different kinds of HE institutions We will have to analyse in each partner country, what are current difficulties to ensure this continuity or where potential difficulties could appear. We will have to identify real problems, find possible solutions and examine if good practices exist. These concrete problems and concrete solutions will hopefully lead to recommendations for the European Commission, that we will be able to disseminate. The partners AGREED to the following working method: a) Elaborating a state of the play or global survey of one sector (bank/insurance and/or IT) b) Focussing on specific cases by case studies of 2-4 qualifications in each country The continuity linked to the LLL perspective has to be our objective, when we will work at national (NQF) and European level (EQF). Two kinds of questions will always be present in our minds: a) the cultural question: What are barriers, blockages for continuity in this specific country? b) the technical question doing the case studies and treating with formal results It was AGREED that doing the different case studies, partners

3 have to adopt a micro approach at institution level as well as a Macro approach at national level, the two approaches being put into a European perspective by a transversal analysis. 3. Discussion between partners on the workplan, timetable, products and tools grid for the project As the background and the objectives of the EQF Pro project have been cleared, partners were able to discuss how to achieve these objectives more in detail. PL noted that professional bodies are very active in developing innovative things, especially in our 2 chosen sectors. JMD advanced the question of the resources for LLL programs. Proceeding to a short overview of the workpackages of EQF Pro, the partners AGREED, that two tools will have to be developed: 1. a grid or common scheme helping to describe the general situation and trying to identify possible obstacles (on institutional, legal, cultural or technical level) 2. a tool indicating how to select case studies in the 2 sectors, a grid to analyse these qualifications and to help partners in linking the formal description to our objectives The partners AGREED that a focus group in each institution with partners from outside the institution (social partners, employers, people from other HE institutions, professional bodies, chambers of commerce, employment institutions ) has to be founded as soon as possible. The objective is to confront the ideas of the project to these actors, who form an integral part of the learning culture of one country. The logical evolution of the EQF Pro project has been AGREED as follows: >Case studies and state of the play in each partner country Transversal analysis (all countries and sectors) Basis of a draft Report The transversal analysis will be presented as preliminary dissemination (WP 6) during an Open Seminar in May The objective will be to see the reaction of the stakeholders in the field. Three crucial moments during the project were defined: 1. The invitation by the EC to present the progress of the project ( Thematic meeting ). Date unknown. 2. The Open Seminar in May 2009

4 3. The Final Event in October 2009 to present the products/results of the project. The workplan has been designed as follows: April 08 August 08: WP 3 Preliminary Activities Establish the 2 grids/tools Create the Focus Group Identify possible Case Studies September 2008: Partner Meeting 2 September 08 February 09: WP 4 Research Analysis of the qualifications selected by partners - Case Studies - Discussions at national level January 2009: Partner Meeting 3 (Discussion on Case studies) March 09 April 09: Transversal Analysis May 2009: WP 6: Preliminary dissemination ( Open Seminar ) June 09 August 09: Preparation of dissemination tools September 2009: Partner Meeting 4 Oct 09: WP 7 Dissemination & recommendations (Final event) November 09 January 2010: Prepare Final Report EUCEN ALL ALL Presentation by each partner of the problematic emerging at levels 5 and 6 of the EQF in the perspective of the establishment of a National Qualification Framework in his/her country/institution AND Short presentations of the qualifications selected by the partners and discussion BELGIUM: JMD informed the partners about the current situation: In the banking and Finance sector, many programs and operators exist for levels 5 and 6. The Hautes écoles are delivering a professional Bachelor at level 6, for example. At level 5, institutions of Enseignement de promotion social

5 (social promotion) are delivering qualifications which would correspond to a French BTS (Brevet de Technicien Supérieur) after 2 years and courses organized on evenings and Saturdays. JMD indicated the cultural differences between a Bachelor obtained at a University and one obtained at a Haute Ecole. ROMANIA: LC explained that the BMD structure has been adopted in Romania, but that it is still in its first steps. In the University of Arad, you can get a Bachelor s degree by regular and distance learning, for example. This would take 3 years. A bachelor of science studies can be over 3 4 or 5 years, which makes it difficult to associate an European level. Master is bachelor +2 years. The identification of the level which is relevant for EQF will be therefore based on Learning outcomes. PORTUGAL: Universities and Polytechnics are the institutions delivering a Bachelor's degree (level 6). These are called Licenciaturas and take three or four years. Level 5 is delivered by Polytechnics and Universities and are called CETs - Cursos de Especializacao Tecnologica. These 2 institutions are generally separated, although it exist some joint organizations. The continuity between level 5 and 6 is at institution level. On a basis of a special application to a University or to a Polytechnics, level 5-graduates can continue their studies and obtain a Bachelor degree. FRANCE: After Secondary school (and the baccalauréat), students can reach level 5 by three different ways. A 2 years program at either a BTS branch of a lycée, either a technical college (DUT) either a University will allow students to obtain this level. We can say that the French system is rather open, you can easily switch from one type of education institution to another, continuity exists in most cases. UK: The High Schools in UK deliver levels 2 to 3 of the EQF. Universities are delivering levels 4 to 8. New foundation degree is also at level 5. The issues concern the qualifications provided outside university. The decision of the level is peer regulated. The vocational qualification system delivers up to level 3. Further Education Colleges are acting in behalf of Universities and are competing each other and with the Universities. Technology centres do not design courses but manage and provide these programs up to level 5.

6 SLOVENIA: In Slovenia old a new (BMD) programs are coexisting for the Moment. It s typical for the Slovenian education system, that professional and university studies are not sharply separated; both branches are coexisting at the same level at Universities, for example. In Slovenia, a ministry of Higher Education supervises levels of the EQF, both university programs and professional business programs. Slovenia also has elaborated an NQF. The EQF partners discuss extensively how to implement the EQF in practical terms, especially if in one qualification, the knowledge could be associated with one of the EQF levels, skills with another one and competence with another. GERMANY: MS presented an interesting study program of the University of Oldenburg, where the Chamber of Commerce and the University cooperate, the University granting the qualification Versicherungsfachwirt/in automatically with 48 ECTS in the context of RPL and offering a Bachelor of Business administration, also possible to obtain by distance learning. The competing situation between Universities and Fachhochschulen has currently been solved, both institutions delivering a level 6 degree. POLAND: In Poland, two ministries are responsible for education. The ministry of Education is competent for education from the Primary to the Matura (end of Secondary school); the ministry of National education is competent for education beyond secondary school. Polytechnics and Universities are at the same level. The Polish system has another philosophy of education, general and broad teaching are more important than specialized and professional studies. Practical exercices are something new for Polish students. All partners agreed that it would be useful to work on the two tools to elaborate. The group was splitted in 2 working groups: one for the guidelines for the partners to present the local and national situation; the other to work on the grid to present the case studies. Results of the first group are:

7 Grid for description of the state of the play of qualifications level 5 and 6 in sector bank/insurance and/or IT Macro-level enquiry Continuity L5-L6, barriers, good practices, Technical issues, cultural questions Variety of providers Brief the focus group: bridges, barriers for learners articulation of work practice/school learning system defined/operated by content, duration vs learning outcomes assessment process recognition of experiential learning, including job standards gaps between supplied/demanded learning outcomes teachers orientation culture converging/separated pathways and coherent/non coherent governance effects, impact on mobility trust and or quality assurance readability and secret gardens The second group sorted the following points out: GRID for a STUDY CASE of a QUALIFICATION (Draft) 1. Common data: What level is it? Who defines the level? Who assesses the level? 2. European description: Describes broadly the qualifications in terms of knowledge, skills and competences. What is the time input from the students? Is there any flexibility in the delivery? If yes, which one? What is the assessment process? 3. Access: What are the requirements to enter the qualification? 4. Progression path: What is the next step after a qualification? Is study available to move further? Is professional career available to move further? What are the criteria to move further?

8 5. Qualification Competitive Environment: What is/are the other competitor s qualification? Who provides the competitor s qualification? 6. Relation qualification/sector: What are the relations of the qualification with the sector? 6. Administrative and financial matters DP gave a short overview of financial and administrative matters. A Partner Agreement will be sent to all partners indicating the partner s budget and his own contribution. Partners will be able to send their first invoice the Financial Administrator in Barcelona once the Partner Agreement has been signed by both parties (Michel Feutrie for EUCEN and the legal representative of the partner institution for the partner). Partners will have to send a Report Form for each travel they do and a time sheet corresponding to the hours worked for the project every year. The next Partner meeting was scheduled on 8 and 9 September 2008, it will last one day and a half. ACTIONS PLAN Create a focus group in each country, associating partners from outside the University (social partners, employers, people from other HE institutions, professional bodies, chambers of commerce, employment institutions,...) ALL Identify possible Case studies ALL Establish one grid / tool helping to describe the general situation and trying to identify possible obstacles Establish one grid / tool helping to select case studies and a grid to analyse these qualifications EUCEN EUCEN

Minutes. EQF Pro 2nd Partner Meeting Barcelona, 8 September 2008 (14:00-19:00) and 9 September 2008 (9:30 15:00). AGENDA:

Minutes. EQF Pro 2nd Partner Meeting Barcelona, 8 September 2008 (14:00-19:00) and 9 September 2008 (9:30 15:00). AGENDA: Minutes EQF Pro 2nd Partner Meeting Barcelona, 8 September 2008 (14:00-19:00) and 9 September 2008 (9:30 15:00). Present: Michel Feutrie (MF); Joana Coutinho (JC), Doris Gomezlj (DG), Jean-Marie Dujardin

More information

EQF PRO INFORMATION PROVIDED BY NATIONAL GRIDS. Belgique France Germany Lithuania Poland Portugal Romania Slovenia United Kingdom

EQF PRO INFORMATION PROVIDED BY NATIONAL GRIDS. Belgique France Germany Lithuania Poland Portugal Romania Slovenia United Kingdom 1 EQF PRO INFORMATION PROVIDED BY NATIONAL GRIDS Belgique France Germany Lithuania Pol Portugal Romania Slovenia United Kingdom Russia Systems at work At level 5-6 Enseignement de promotion sociale 31500

More information

EAC/20/2007 Transversal programme Key Activity 1: Policy Cooperation and Innovation EQF PRO EUCEN

EAC/20/2007 Transversal programme Key Activity 1: Policy Cooperation and Innovation EQF PRO EUCEN LIFELONG LEARNING PROGRAMME 2007-2013 European Qualifications Framework (EQF) Projects EAC/20/2007 Transversal programme Key Activity 1: Policy Cooperation and Innovation EQF PRO EUCEN Section A: Project

More information

The European Qualifications Framework (EQF) an update

The European Qualifications Framework (EQF) an update The European Qualifications Framework (EQF) an update J. Bjornavold European centre for development of vocational training (Cedefop) Why an EQF? Problem Lack of communication and cooperation between education

More information

TOWARDS A NATIONAL QUALIFICATIONS FRAMEWORK FOR LIFELONG LEARNING

TOWARDS A NATIONAL QUALIFICATIONS FRAMEWORK FOR LIFELONG LEARNING TOWARDS A NATIONAL QUALIFICATIONS FRAMEWORK FOR LIFELONG LEARNING COUNCIL Ministry of Education, Youth and Employment COUNCIL 1 What governs this framework? Malta s s National Qualifications Framework

More information

EQF PRO GRID FOR MARCO LEVEL APPROACH (POLISH NATIONAL CONTEXT)

EQF PRO GRID FOR MARCO LEVEL APPROACH (POLISH NATIONAL CONTEXT) Jerzy Rozwadowski The West Pomeranian Business School Poland EQF PRO GRID FOR MARCO LEVEL APPROACH (POLISH NATIONAL CONTEXT) 1.Introduction In December 2006, the Polish Ministry of Science and Higher Education

More information

REVISED GRID FOR MICRO LEVEL APPROACH

REVISED GRID FOR MICRO LEVEL APPROACH Cover sheet Country: Sector: Level: FRANCE Bank EQF Level: 6 IT NQF Level: 2 Institution (private/state): Name of the study program: University of Versailles Saint Quentin en Yvelines (UVSQ) Public Institution

More information

Workshop 5:The Validation of Non-formal and Informal Learning Working Document Pr Françoise de Viron Université catholique de Louvain - Belgium

Workshop 5:The Validation of Non-formal and Informal Learning Working Document Pr Françoise de Viron Université catholique de Louvain - Belgium Workshop 5:The Validation of Non-formal and Informal Learning Working Document Pr Françoise de Viron Université catholique de Louvain - Belgium Terminology «Each country, sometimes each institution, has

More information

RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL

RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL 8.7.2009 Official Journal of the European Union C 155/11 RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL of 18 June 2009 on the establishment of a European Credit System for Vocational Education

More information

European lifelong learning, including VET, is extremely diverse and partly fragmented

European lifelong learning, including VET, is extremely diverse and partly fragmented ECVET and the links to other European lifelong learning initiatives Thessaloniki 12 February 2007 Jens Bjornavold European centre for development of vocational training (Cedefop) Lifelong learning in Europe;

More information

EUROPEAN UNION. Brussels, 18 June 2009 (OR. en) 2008/0070 (COD) LEX 1034 PE-CONS 3747/3/08 REV 3 EDUC 296 SOC 822 CODEC 1917

EUROPEAN UNION. Brussels, 18 June 2009 (OR. en) 2008/0070 (COD) LEX 1034 PE-CONS 3747/3/08 REV 3 EDUC 296 SOC 822 CODEC 1917 EUROPEAN UNION THE EUROPEAN PARLIAMT THE COUNCIL Brussels, 18 June 2009 (OR. en) 2008/0070 (COD) LEX 1034 PE-CONS 3747/3/08 REV 3 EDUC 296 SOC 822 CODEC 1917 EUROPEAN PARLIAMT AND COUNCIL RECOMMDATION

More information

BFUG FOLLOW-UP OF SEMINARS IN THE WORK PROGRAMME

BFUG FOLLOW-UP OF SEMINARS IN THE WORK PROGRAMME towards the european higher education area bologna process BFUG3 6 4 October 2004 BFUG FOLLOW-UP OF SEMINARS IN THE WORK PROGRAMME 1. BACKGROUND In the Board meeting on 13 September, the Secretariat was

More information

Meeting of the Standing Committee on Education & Training. Nicosia, 25 th October, Agenda

Meeting of the Standing Committee on Education & Training. Nicosia, 25 th October, Agenda ECCE Standing Committee on Education & Training 58 th ECCE General Assembly Chairman Prof. Iacint Manoliu Meeting of the Standing Committee on Education & Training Nicosia, 25 th October, 2013 Agenda 1.

More information

Professional and academic, opposite concepts? The French approach for filling the hypothetic gap

Professional and academic, opposite concepts? The French approach for filling the hypothetic gap Professional and academic, opposite concepts? The French approach for filling the hypothetic gap Dr. Jean-Marie FILLOQUE Former Vice-Rector for LLL and academic affairs of the University of Brest Former

More information

Approach to the vocational training in higher education in France in 2008

Approach to the vocational training in higher education in France in 2008 Approach to the vocational training in higher education in France in 2008 In France, any qualification is accessible as well after initial education, continuing education, including face to face or integrated

More information

ALLUME: PATHWAYS FOR LIFELONG LEARNING UNIVERSITIES? 1 IMPLEMENT: 2ND FULL PARTNER MEETING IN GRANADA, SPAIN 2

ALLUME: PATHWAYS FOR LIFELONG LEARNING UNIVERSITIES? 1 IMPLEMENT: 2ND FULL PARTNER MEETING IN GRANADA, SPAIN 2 September 2011 Issue 02/2011 TABLE OF CONTENTS ALLUME: PATHWAYS FOR LIFELONG LEARNING UNIVERSITIES? 1 IMPLEMENT: 2ND FULL PARTNER MEETING IN GRANADA, SPAIN 2 DIALOGUE: DEVELOPMENT OF SOCIAL NETWORKING

More information

WORK PROGRAMME FOR THE BOLOGNA FOLLOW-UP GROUP

WORK PROGRAMME FOR THE BOLOGNA FOLLOW-UP GROUP towards the european higher education area bologna process BFUG 2 3final 24 March 2004 WORK PROGRAMME 2003-2005 FOR THE BOLOGNA FOLLOW-UP GROUP 1. BACKGROUND In the communiqué from their Berlin Conference

More information

REVISED GRID FOR MICRO LEVEL APPROACH. IFAPME, Walloon Institute for Training in SME (public institution) Manager of IT networks

REVISED GRID FOR MICRO LEVEL APPROACH. IFAPME, Walloon Institute for Training in SME (public institution) Manager of IT networks Cover sheet Country: BELGIUM Sector: Level: EQF Level: 5 IT NQF Level: Institution (private/state): Name of the study program : Duration (in years/months): Credits IFAPME, Walloon Institute for Training

More information

The EQF in EU Education Policy, and. The added value of National Qualifications Frameworks (a UK perspective) Budapest, 21st October 2010

The EQF in EU Education Policy, and. The added value of National Qualifications Frameworks (a UK perspective) Budapest, 21st October 2010 The EQF in EU Education Policy, and The added value of National Qualifications Frameworks (a UK perspective) Budapest, 21st October 2010 Mike Coles Lifelong learning and the linking of education to the

More information

TEACHERS AND TRAINERS AT THE HEART OF INNOVATION AND VET REFORMS

TEACHERS AND TRAINERS AT THE HEART OF INNOVATION AND VET REFORMS TEACHERS AND TRAINERS AT THE HEART OF INNOVATION AND VET REFORMS Thessaloniki, 23-24 February 2009 João DELGADO joao.delgado@ec.europa.eu Head of Unit DG Education and Culture Lifelong Learning: Policies

More information

ANNEX 1: ECVET - Technical Specifications I - Glossary:

ANNEX 1: ECVET - Technical Specifications I - Glossary: ANNEX 1: ECVET - Technical Specifications I - Glossary: a) "Qualification": a formal outcome of an assessment and validation process which is obtained when a competent institution determines that an individual

More information

THE PRESENT STATE OF THE NATIONAL QUALIFICATIONS FRAMEWORK IN HIGHER EDUCATION IN ROMANIA

THE PRESENT STATE OF THE NATIONAL QUALIFICATIONS FRAMEWORK IN HIGHER EDUCATION IN ROMANIA THE PRESENT STATE OF THE NATIONAL QUALIFICATIONS FRAMEWORK IN HIGHER EDUCATION IN ROMANIA Sorin Eugen ZAHARIA Head of ACPART DUBLIN, the 6 th and 7 th of June, 2007 Objectives of the Qualification Framework

More information

BULGARIA European inventory on NQF 2014

BULGARIA European inventory on NQF 2014 BULGARIA European inventory on NQF 2014 Introduction The Bulgarian national qualifications framework for lifelong learning (BQF) was adopted by the council of ministers Decision No 96 of 2 February 2012.

More information

EUROPEAN PARLIAMENT COUNCIL

EUROPEAN PARLIAMENT COUNCIL 6.5.2008 C 111/1 I (Resolutions, recommendations and opinions) RECOMMDATIONS EUROPEAN PARLIAMT COUNCIL RECOMMDATION OF THE EUROPEAN PARLIAMT AND OF THE COUNCIL of 23 April 2008 on the establishment of

More information

The challenge of the ECVET implementation in Belgium

The challenge of the ECVET implementation in Belgium The challenge of the ECVET implementation in Belgium The role of social partners in implementing European tools and principles Working Group 2: The European tools and principles and the individual learner/employee

More information

REPORT FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT AND THE COUNCIL. Evaluation of the European Qualification Framework (EQF)

REPORT FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT AND THE COUNCIL. Evaluation of the European Qualification Framework (EQF) EUROPEAN COMMISSION Brussels, 19.12.2013 COM(2013) 897 final REPORT FROM THE COMMISSION TO THE EUROPEAN PARLIAMENT AND THE COUNCIL Evaluation of the European Qualification Framework (EQF) Implementation

More information

What is the Bologna Process all about an what implications does it have for our University?

What is the Bologna Process all about an what implications does it have for our University? What is the Bologna Process all about an what implications does it have for our University? 22 June 2010 Dr Declan Kennedy, Department of Education, University College Cork 1 The Bologna Process Bologna

More information

ECVET achievements and future developments. Looking towards higher qualifications levels

ECVET achievements and future developments. Looking towards higher qualifications levels ECVET achievements and future developments Looking towards higher qualifications levels Isabelle Le Mouillour Cedefop 21 January 2011 Nuclear ECVET workshop in Cordoba 0 Roadmap 1. The current state of

More information

EUROPEAN UNION 2006/0163 (COD) PE-CONS 3662/07

EUROPEAN UNION 2006/0163 (COD) PE-CONS 3662/07 EUROPEAN UNION THE EUROPEAN PARLIAMT THE COUNCIL Brussels, 29 January 2008 (OR. en) 2006/0163 (COD) PE-CONS 3662/07 EDUC 178 SOC 399 CODEC 1134 LEGISLATIVE ACTS AND OTHER INSTRUMTS Subject: RECOMMDATION

More information

REVISED GRID FOR MICRO LEVEL APPROACH

REVISED GRID FOR MICRO LEVEL APPROACH Cover sheet Country: Germany Sector: Level: Bank EQF Level: X IT NQF Level: _6 Institution (private/state): Name of the study program : Duration (in years/months): Credits Carl von Ossietzky Universität

More information

NEW CHALLENGES IN RECOGNITION Recognition of prior learning and recognition of European degrees outside

NEW CHALLENGES IN RECOGNITION Recognition of prior learning and recognition of European degrees outside Presentation of background document on APEL 10.00-10.30 Why is the recognition of prior experiential learning important and what are the national and institutional implications of this for lifelong learning?

More information

State of play of EQF implementation in Montenegro Zora Bogicevic, Ministry of Education Rajko Kosovic, VET Center

State of play of EQF implementation in Montenegro Zora Bogicevic, Ministry of Education Rajko Kosovic, VET Center State of play of EQF implementation in Montenegro Zora Bogicevic, Ministry of Education Rajko Kosovic, VET Center XXV meeting of the EQF Advisory Group 4-6 June 2014, Brussels MONTENEGRIN QUALIFICATIONS

More information

COMMISSION OF THE EUROPEAN COMMUNITIES RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL

COMMISSION OF THE EUROPEAN COMMUNITIES RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL EN EN EN COMMISSION OF THE EUROPEAN COMMUNITIES Brussels, 9.4.2008 COM(2008) 180 final 2008/0070 (COD) RECOMMENDATION OF THE EUROPEAN PARLIAMENT AND OF THE COUNCIL on the establishment of the European

More information

EUROPEAN COMMISSION Directorate-General for Education and Culture. Principles and reference framework for implementation

EUROPEAN COMMISSION Directorate-General for Education and Culture. Principles and reference framework for implementation EUROPEAN COMMISSION Directorate-General for Education and Culture Vocational training Development of vocational training policy BRUSSELS 24 SEPTEMBER 2004 EUROPEAN CREDITS TRANSFERT SYSTEM FOR VOCATIONAL

More information

Vocational Education and Training (ECVET) us? Higher Education and Training Awards Council, Ireland

Vocational Education and Training (ECVET) us? Higher Education and Training Awards Council, Ireland European Credit system for Vocational Education and Training (ECVET) What is it and what does it mean for us? Bryan Maguire Higher Education and Training Awards Council, Ireland Eurashe, Malta, 8-9 May,

More information

2 Netinvet memorandum

2 Netinvet memorandum memo randum 2 Netinvet memorandum This memorandum describes the developments of the NETINVET network, the experience gained and the foreseen development. It also presents the challenges faced by participating

More information

Towards a European Area of Skills and Qualifications

Towards a European Area of Skills and Qualifications Towards a European Area of Skills and Qualifications Joint meeting of the European networks EUROPASS, EUROGUIDANCE and EQF NCPs, Brussels 6 November 2013 Progress of a decade in European cooperation in

More information

Development of Qualification Frameworks (QF) and Standards

Development of Qualification Frameworks (QF) and Standards Joint Communiqué of the First Meeting of Ministers for Education of the Member States of the European Union and of the Central Asian countries Riga, 25 26 June 2015 1. The First Meeting of Ministers for

More information

BELGIUM (French community) European inventory on NQF 2014

BELGIUM (French community) European inventory on NQF 2014 BELGIUM (French community) European inventory on NQF 2014 Due to the State s federal structure, Belgium is facing challenges of developing and implementing more than one national qualifications framework

More information

European Qualifications Framework; situation September 2007

European Qualifications Framework; situation September 2007 European Qualifications Framework; situation September 2007 Jens Bjornavold European centre for development of vocational training (Cedefop( Cedefop) 1 Main functions of the EQF Translation device for

More information

Credit & qualification developments in England

Credit & qualification developments in England Credit & qualification developments in England Jayne Mitchell, B.A., M.P.H., Ph.D. Assistant Director: Development and Enhancement Context and current policy developments Measuring and recording student

More information

Including non-formal sector qualifications in the NQF. French Solutions

Including non-formal sector qualifications in the NQF. French Solutions Including non-formal sector qualifications in the NQF French Solutions 1969 1972 1986 2002 2014 Genesis and Development of the French NQF Ever-present concerns for Employment Principles, tools and practices

More information

Understanding the relationships between credit systems & qualifications frameworks

Understanding the relationships between credit systems & qualifications frameworks ECVET Understanding the relationships between credit systems & qualifications frameworks QF-EHEA Isabelle Le Mouillour Roma, 18 February 2010 QF-LLL ECTS 0 Qualifications frameworks 1 QF-EHEA ECTS ECVET

More information

EQF-Ref. Wp3: EQF Referencing Process Exchange of Experience. National case study FINLAND. 23 November 2009 page 1 of 7

EQF-Ref. Wp3: EQF Referencing Process Exchange of Experience. National case study FINLAND. 23 November 2009 page 1 of 7 EQF-Ref Wp3: EQF Referencing Process Exchange of Experience National case study FINLAND The EQF-Ref project has been funded with support from the European. The content of this report does not necessarily

More information

BFUG11 4. Bologna Process. Stocktaking Report 2007

BFUG11 4. Bologna Process. Stocktaking Report 2007 BFUG11 4 Bologna Process Stocktaking Report 2007 Report presented by the Bologna Follow-up Group to the Ministerial Conference in London, May 2007 1 Bologna Follow-up Group Stocktaking Working Group 2005-2007

More information

To EQF Advisory Group European Commission. Dear members of the EQF AG,

To EQF Advisory Group European Commission. Dear members of the EQF AG, To EQF Advisory Group European Commission Dear members of the EQF AG, Thank you for the joint EQF AG/Cedefop/ETF/CoE note of February 2016 on the EQF Referencing Report of the Macedonian Qualifications

More information

QUALIFICATIONS FRAMEWORKS. Sjur Bergan Chair of the Coordination Group BFUG, Paris, October 14 15, 2008

QUALIFICATIONS FRAMEWORKS. Sjur Bergan Chair of the Coordination Group BFUG, Paris, October 14 15, 2008 QUALIFICATIONS FRAMEWORKS Sjur Bergan Chair of the Coordination Group BFUG, Paris, October 14 15, 2008 TERMS OF REFERENCE support the sharing of experience in the elaboration of national qualifications

More information

The continuing education courses for professionnals are all integrated in the university higher education change process (ECTS system).

The continuing education courses for professionnals are all integrated in the university higher education change process (ECTS system). EQF Switzerland Introduction Switzerland has signed the Bologna Declaration in 1999. In 2003, a legal basis was adopted for the introduction of Bologna changes. Universities, Applied Universities and Universities

More information

Articulating qualifications frameworks, credit systems and validation for permeability in education and training

Articulating qualifications frameworks, credit systems and validation for permeability in education and training Articulating qualifications frameworks, credit systems and validation for permeability in education and training Isabelle Le Mouillour Cedefop Conference: Developing cooperation between VET, higher education

More information

Setting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training

Setting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training Setting the Scene: ECVET and ECTS the two transfer (and accumulation) systems for education and training Robert Wagenaar Director International Tuning Academy Content of presentation 1. Why having (a)

More information

Get to know ECVET better Questions and Answers

Get to know ECVET better Questions and Answers Get to know ECVET better Questions and Answers The European Credit System for Vocational Education and Training ECVET Get to know ECVET better Questions and Answers EUROPEAN COMMISION Education and Culture

More information

1. ECDEAST Workshop Kaunas, February 21st -22nd 2011 Bologna Process and Trends in European Engineering Education

1. ECDEAST Workshop Kaunas, February 21st -22nd 2011 Bologna Process and Trends in European Engineering Education 1. ECDEAST Workshop Kaunas, February 21st -22nd 2011 Bologna Process and Trends in European Engineering Education Günter Heitmann Technical University Berlin, SEFI 1. Need for continuous innovation in

More information

HUMAN CAPITAL MOBILITY OF A SKILLED WORKFORCE

HUMAN CAPITAL MOBILITY OF A SKILLED WORKFORCE HUMAN CAPITAL MOBILITY OF A SKILLED WORKFORCE Teodora Farcas Babes-Bolyai University, Romania teodora.farcas@econ.ubbcluj.ro Adriana Tiron-Tudor Babes-Bolyai University, Romania adriana.tiron.tudor@gmail.com

More information

Memorandum of Understanding Draft version for testing

Memorandum of Understanding Draft version for testing File code of the MoU Memorandum of Understanding Draft version for testing 1 A Memorandum of Understanding (MoU) is an agreement between competent institutions which sets the framework for credit transfer.

More information

INVITATION FOR PARTICIPATING IN: ANNUAL CONFERENCE + COMMUNITY MEETING / FEBRUARY 2015 IN AMSTERDAM

INVITATION FOR PARTICIPATING IN: ANNUAL CONFERENCE + COMMUNITY MEETING / FEBRUARY 2015 IN AMSTERDAM Newsletter 9a, 15 December 2014 INVITATION FOR PARTICIPATING IN: ANNUAL CONFERENCE + COMMUNITY MEETING / 12-13 FEBRUARY 2015 IN AMSTERDAM Almost a year ago we have informed you about the founding of CHAIN5,

More information

What is the added value of a Qualifications Framework? The experience of Malta.

What is the added value of a Qualifications Framework? The experience of Malta. Meeting The Latvian Qualifications Framework, Riga 2011 What is the added value of a Qualifications Framework? The experience of Malta. Dr James Calleja Chief Executive Malta Qualifications Council National

More information

The European Qualifications Framework: Added value and main challenges

The European Qualifications Framework: Added value and main challenges The European Qualifications Framework: Added value and main challenges Warszawa 24 November 2009 Jens Bjornavold, Cedefop 1 What is EQF about? The EQF is a common reference point - a translation grid -

More information

Synthesis of the inventory of teacher education and ECVET implementation (O1-A3) 31 January 2015

Synthesis of the inventory of teacher education and ECVET implementation (O1-A3) 31 January 2015 Synthesis of the inventory of teacher education and ECVET implementation (O1-A3) 31 January 2015 Countries involved: Belgium (French-speaking community), Bulgaria, Spain, France, Ireland (1) Preparation

More information

Shaping an ASEM Education Area. Conclusions by the Chair

Shaping an ASEM Education Area. Conclusions by the Chair 3 rd Asia-Europe Meeting of Ministers for Education (ASEMME3) Copenhagen, 9/10 May 2011 Shaping an ASEM Education Area Conclusions by the Chair The Third Meeting of the Ministers for Education of countries

More information

Response to the consultation on the European Area of Skills and Qualifications

Response to the consultation on the European Area of Skills and Qualifications European Commission Directorate General for Education and Culture A3 - Skills and qualifications Strategies; Multilingualism policy J 70 03/125 B-1049 Brussels Belgium EAC-EASQ-CONSULTATION-A3@ec.europa.eu

More information

Pro Networks: Supporting inter-sectoral networks in the integration of university drop-outs into vocational education and training

Pro Networks: Supporting inter-sectoral networks in the integration of university drop-outs into vocational education and training Pro Networks: Supporting inter-sectoral networks in the integration of university drop-outs into vocational education and training Counselling, dissemination and evaluation This project has been funded

More information

Commentary on EUR-ACE. Framework Standards for the Accreditation of Engineering Programmes. Introduction Terminology... 4

Commentary on EUR-ACE. Framework Standards for the Accreditation of Engineering Programmes. Introduction Terminology... 4 As approved by the ENAEE Administrative Council on 5 November 2008 Commentary on EUR-ACE Framework Standards for the Accreditation of Engineering Programmes Table of Contents Introduction... 2 1. Terminology...

More information

The impact of the Bologna Declaration on European engineering education TORBJÖRN HEDBERG 1

The impact of the Bologna Declaration on European engineering education TORBJÖRN HEDBERG 1 The impact of the Bologna Declaration on European engineering education TORBJÖRN HEDBERG 1 The Bologna Declaration will lead to fundamental changes of the architecture of European higher education. The

More information

English version. The agency , quai des Chartrons Bordeaux cedex e 2f.fr

English version. The agency , quai des Chartrons Bordeaux cedex e 2f.fr The agency English version 24-25, quai des Chartrons 33080 Bordeaux cedex 05 56 00 94 00 www.2e2f.fr Agence Europe Education Formation France 2e 2f.fr The agency The Europe-Education-Formation France agency

More information

The Referencing of the Irish National Framework of Qualifications to EQF

The Referencing of the Irish National Framework of Qualifications to EQF The Referencing of the Irish National Framework of Qualifications to EQF National Qualifications Frameworks in an International perspective Brussels 30 November 2009 Dr Jim Murray National Qualifications

More information

ASEAN QUALIFICATIONS REFERENCE FRAMEWORK. Concept Note No. 2 Learning outcomes and qualifications frameworks

ASEAN QUALIFICATIONS REFERENCE FRAMEWORK. Concept Note No. 2 Learning outcomes and qualifications frameworks ASEAN QUALIFICATIONS REFERENCE FRAMEWORK Concept Note No. 2 Learning outcomes and qualifications frameworks 1 This concept note 1 is the second in the ASEAN Qualifications Reference Framework (AQRF) Series.

More information

PORTUGAL NATIONAL REPORT ON THE IMPLEMENTATION OF THE BOLOGNA PROCESS (AUGUST 2003)

PORTUGAL NATIONAL REPORT ON THE IMPLEMENTATION OF THE BOLOGNA PROCESS (AUGUST 2003) PORTUGAL NATIONAL REPORT ON THE IMPLEMENTATION OF THE BOLOGNA PROCESS (AUGUST 2003) Adoption of a system of comparable degrees, with two main cycles The current Portuguese system of degrees has a short

More information

Council of the European Union Brussels, 15 November 2018 (OR. en)

Council of the European Union Brussels, 15 November 2018 (OR. en) Council of the European Union Brussels, 15 November 2018 (OR. en) Interinstitutional File: 2018/0126(NLE) 13955/18 NOTE From: To: General Secretariat of the Council Council EDUC 407 JEUN 142 SOC 681 EMPL

More information

THE BOLOGNA PROCESS AND UNIVERSITY LIFELONG LEARNING: THE STATE OF PLAY AND FUTURE DIRECTIONS

THE BOLOGNA PROCESS AND UNIVERSITY LIFELONG LEARNING: THE STATE OF PLAY AND FUTURE DIRECTIONS THE BOLOGNA PROCESS AND UNIVERSITY LIFELONG LEARNING: THE STATE OF PLAY AND FUTURE DIRECTIONS Final Report: BeFlex Benchmarking Flexibility in the Bologna Reforms http://www.eucen.org/beflex.html The Bologna

More information

Erasmus Sector Skills Alliances. Felix Rohn European Commission, DG Employment Unit "VET, Apprenticeships and Adult learning"

Erasmus Sector Skills Alliances. Felix Rohn European Commission, DG Employment Unit VET, Apprenticeships and Adult learning Erasmus+ 2016 Sector Skills Alliances Felix Rohn European Commission, DG Employment Unit "VET, Apprenticeships and Adult learning" Three existing instruments with sectoral dimension Sector Skills Councils

More information

The EQF: 10 Years and what has happened in Ireland and in Europe. Bryan Maguire

The EQF: 10 Years and what has happened in Ireland and in Europe. Bryan Maguire The EQF: 10 Years and what has happened in Ireland and in Europe Bryan Maguire Director of Quality Assurance, QQI EQF Level 5 Forum, Dublin 12 June, 2018 QQI, an integrated agency for quality European

More information

The rationale for the Bologna Framework is to provide a mechanism to relate national frameworks to each other so as to enable:

The rationale for the Bologna Framework is to provide a mechanism to relate national frameworks to each other so as to enable: THE BOLOGNA FRAMEWORK AND NATIONAL QUALIFICATIONS FRAMEWORKS AN INTRODUCTION INTRODUCTION The Bologna Process was initiated in 1999. It now involves 46 countries. An important action line in the Process

More information

RPL and French Universities: a long maturation process and a very clear law

RPL and French Universities: a long maturation process and a very clear law RPL and French Universities: a long maturation process and a very clear law Jean-Marie FILLOQUE Vice-rector in charge of Life Long Learning University of Brest President of the French UCE Network France

More information

EQF NETWORK TESTING. Chapter 3. Reflections about the implementation of NQF s. Jean-Pierre Malarme Conseil de l Education et de la Formation Belgium

EQF NETWORK TESTING. Chapter 3. Reflections about the implementation of NQF s. Jean-Pierre Malarme Conseil de l Education et de la Formation Belgium Reflections about the implementation of NQF s Chapter 3 Jean-Pierre Malarme Conseil de l Education et de la Formation Belgium Analysis of national qualification systems and of the existing or in building

More information

THE IMPLEMENTATION OF A DOUBLE DEGREE IN POLAND AND ITS CONSEQUENCES FOR TEACHING QUANTITATIVE COURSES

THE IMPLEMENTATION OF A DOUBLE DEGREE IN POLAND AND ITS CONSEQUENCES FOR TEACHING QUANTITATIVE COURSES D I D A C T I C S O F M A T H E M A T I C S No. 12 (16) 2015 THE IMPLEMENTATION OF A DOUBLE DEGREE IN POLAND AND ITS CONSEQUENCES FOR TEACHING QUANTITATIVE COURSES Abstract. The Bologna process has created

More information

Implementation of new National Qualification System in Belarus (NQS) in Belarus - next steps

Implementation of new National Qualification System in Belarus (NQS) in Belarus - next steps Implementation of new National Qualification System in Belarus (NQS) in Belarus - next steps Seminar, Minsk 25-26 May 22016 THE INTERNATIONAL CONTEXT: The European Higher Education Area (EHEA) - the challenges

More information

eucen and the World of VET 1

eucen and the World of VET 1 eucen and the World of VET 1 Page 1 There is momentum for HEI/VET cooperation Current trends challenge the educational systems in a fundamental way. Globalisation and digitalisation demand committed efforts

More information

ECTS implementation: guidelines, problems and solutions

ECTS implementation: guidelines, problems and solutions ECTS implementation: guidelines, problems and solutions Dr. Sandra Kraze BA School of Business and Finance, Latvia sandra.kraze@ba.lv The benefits of ECTS credits ECTS was created to enhance the transparency

More information

FRANCE European inventory on NQF 2016

FRANCE European inventory on NQF 2016 FRANCE European inventory on NQF 2016 Introduction and context The setting up, in 2002, of the National committee on vocational qualifications (Commission nationale de la certification professionnelle

More information

PORTUGAL European inventory on NQF 2016

PORTUGAL European inventory on NQF 2016 PORTUGAL European inventory on NQF 2016 Introduction and context The Portuguese education and training system has undergone a number of major reforms, starting in 2007 with the Agenda for the reform of

More information

KNOWLEGDE ALLIANCE IN AIR TRANSPORT (KAAT)

KNOWLEGDE ALLIANCE IN AIR TRANSPORT (KAAT) KNOWLEGDE ALLIANCE IN AIR TRANSPORT (KAAT) Project leader : University Politehnica of Bucharest Project manager: Sorin Eugen Zaharia {sorin.zaharia@gmail.com } 1. Project relevance 2. Aims and objectives

More information

REVISED GRID FOR MICRO LEVEL APPROACH

REVISED GRID FOR MICRO LEVEL APPROACH Cover sheet Country: Sector: Level: FRANCE Bank EQF Level: 6 IT NQF Level: II Institution (private / state): Name of the study program: Training Centre for the Banking Industry (Apprenticeship Training

More information

Towards a European Area of Skills and Qualifications

Towards a European Area of Skills and Qualifications Towards a European Area of Skills and Qualifications European social dialogue committee Brussels, February 2014 When moving to a new job or to further learning, whether within or across borders, learners

More information

Level 5 and European qualifications frameworks. Bryan Maguire. Director of Quality Assurance, QQI Associate degree congress, Almere 8 November, 2018

Level 5 and European qualifications frameworks. Bryan Maguire. Director of Quality Assurance, QQI Associate degree congress, Almere 8 November, 2018 Level 5 and European qualifications frameworks Bryan Maguire Director of Quality Assurance, QQI Associate degree congress, Almere 8 November, 2018 QQI, an integrated agency for quality bmaguire@qqi.ie

More information

Portugal. Introduction to higher education D9E425/5414/FHEQCommitteeReportFinal30MAIO2012.pdf

Portugal. Introduction to higher education D9E425/5414/FHEQCommitteeReportFinal30MAIO2012.pdf Portugal Introduction to higher education Total enrolments in higher education of 20-year-olds have increased by 15% over the last three years (2005-2008), reaching about 35% of this age-group (compared

More information

Quality Assurance Challenges for Inclusion of "Non-formal Education Qualifications" into NQFs

Quality Assurance Challenges for Inclusion of Non-formal Education Qualifications into NQFs Level 3 Volume 14 Issue 1 Article 5 2018 Quality Assurance Challenges for Inclusion of "Non-formal Education Qualifications" into NQFs Dzelalija Mile University of Split Ivana Carev University of Split

More information

EUROPE S NEW HIGHER EDUCATION LANDSCAPE

EUROPE S NEW HIGHER EDUCATION LANDSCAPE EUROPE S NEW HIGHER EDUCATION LANDSCAPE How the Bologna Process is shaping the future of higher education in 46 European countries European higher education is currently going through a major transformation

More information

PEP goes local Regional ECVET workshops

PEP goes local Regional ECVET workshops 20 12 PEP goes local Regional ECVET workshops European Vocational Training Association 1 This publication is produced with subsidy from the European Commission s Education and culture DG. This publication

More information

D.3.3. Operational guidelines for the allocation of ECVET credits. EUCoopC. PROJECT Nr.: LLP IT-LEONARDO-LMP

D.3.3. Operational guidelines for the allocation of ECVET credits. EUCoopC. PROJECT Nr.: LLP IT-LEONARDO-LMP EUCoopC PROJECT Nr.: 527301-LLP-1-2012-1-IT-LEONARDO-LMP MULTILATERAL PROJECTS FOR DEVELOPMENT OF INNOVATION D.3.3. Operational guidelines for the allocation of ECVET credits Workpackage 3 Designing process

More information

Introduction to Qualifications Frameworks

Introduction to Qualifications Frameworks Analysis of international experience in national and European Qualifications Framework issues Introduction to Qualifications Frameworks Dr Mike Coles Moscow 10 October 2006 National qualifications frameworks

More information

The learning outcomes based qualifications framework as a reform tools; experience from Croatia

The learning outcomes based qualifications framework as a reform tools; experience from Croatia The learning outcomes based qualifications framework as a reform tools; experience from Croatia Prof. Dr. Mile Dzelalija University of Split, Faculty of Science, Croatia Conference on the EQF: supporting

More information

ESTONIA European inventory on NQF 2014

ESTONIA European inventory on NQF 2014 ESTONIA European inventory on NQF 2014 Introduction Estonia is implementing a comprehensive national qualifications framework (NQF) for lifelong learning, the Estonian qualifications framework (EstQF),

More information

National Framework of Qualifications in Ireland

National Framework of Qualifications in Ireland European Lifelong Learning Policy Short track studies on good practices National Framework of Qualifications in Ireland Mats Persson, Halmstad University LLL-RADAR Regional Arrangements for Dissemination

More information

Memorandum of Understanding Draft version

Memorandum of Understanding Draft version Memorandum of Understanding Draft version File code of the Memorandum of Understanding (optional) text here 1. Objectives of the Memorandum of Understanding The Memorandum of Understanding 1 (MoU) forms

More information

ECVET The Past and Present Alexandra Costa Artur

ECVET The Past and Present Alexandra Costa Artur ECVET The Past and Present Alexandra Costa Artur Tallin 29 November 2013 European policy context European Context European Context! Individuals perspective ECVET, ECTS NQF/EQF Validating NFIL On the job

More information

Section 1. How to place a stronger focus on higher and more relevant skills

Section 1. How to place a stronger focus on higher and more relevant skills General remarks Position paper of Department of Education and Training (Flemish Ministry of Education and Training), Flemish Community of Belgium 1. This position paper has been formulated by an internal

More information

NQF Development in Poland

NQF Development in Poland NQF Development in Poland Prepared by members of the NQF Team at the Educational Research Institute (IBE): Agnieszka Chłoń Domińczak Horacy Dębowski Stanisław Sławiński 1 1 Work on the Polish NQF and its

More information

ECVET PROJECTS in Omnia. Sirje Hassinen

ECVET PROJECTS in Omnia. Sirje Hassinen ECVET PROJECTS in Omnia Sirje Hassinen sirje.hassinen@omnia.fi 13.12.2011 EQF and NQF The European Qualifications Framework for Lifelong learning EQF The 8 EQF reference levels and their descriptors Based

More information

Vocational qualifications and competences

Vocational qualifications and competences Vocational qualifications and competences Transparency and recognition Jens Bjørnåvold A European Qualifications Framework The Joint Interim report of the Commission and Council, March 2004, states that:

More information

European Vocational Education and training VET policy update

European Vocational Education and training VET policy update European Vocational Education and training VET policy update Joao SANTOS Deputy Head of Unit European Commission, Presentation for the ECVET Network Meeting 2018 Thessaloniki, Greece, 11 October 2018 Directorate

More information