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 labour market Subsidiarity in education and training, Open method of coordination (soft law, benchmarking, best practice and peer learning) Employment, markets and trade are key areas of intervention. European cooperation in education and training for the period up to 2020 should be established in the context of a strategic framework spanning education and training systems as a whole in a lifelong learning perspective. Indeed, lifelong learning should be regarded as a fundamental principle underpinning the entire framework, which is designed to cover learning in all contexts - whether formal, non-formal or informal - and at all levels: from early childhood education and schools through to higher education, vocational education and training and adult learning. (Council of the European Union, 2009, p. 3).
Lifelong learning Concerned with permeability of different education and training systems, vertical or horizontal progression. Enhanced participation, stimulating demand and ensuring provision is adapted to the needs of individuals and other users of qualifications. Lifelong learning will impact on how learning is delivered and raise the demand for recognition of learning throughout life, and for more flexible validation and certification systems.
What do we see? Strengthening policies, systems and practices for lifelong learning such as: Framework for transparency of qualifications and competences (EUROPASS) Quality Assurance Frameworks for HE and VET (ENQA, EQAVET) European Credit system for VET (ECVET) Common principles for validation of non-formal and informal learning (new Recommendation soon) European Area of Higher Education or Bologna (FQEAHE) European Qualifications Framework (EQF) European Skills, Competences and Occupations taxonomy (ESCO)
EQF for individual citizens NOT a grid of levels and descriptors in isolation BUT An instrument for policy and practice that needs commitment and ownership of all stakeholders interlinked with - and promoting synergies between - LLL policy measures validation, credit systems, quality assurance, guidance, recognition, and the European transparency tools ECVET, ECTS, EQAVET, ESG, Europass, ESCO
Main functions of the EQF Translation device for comparing qualifications Neutral reference point and a system for classifying qualifications levels
MAIN FEATURES OF THE EQF 8 levels defined through learning outcomes knowledge, skills and competence EQF has two main aims; to facilitate transnational mobility and lifelong learning EQF Level 8 EQF Level 7 EQF Level 6 EQF Level 5 EQF Level 4 EQF Level 3 EQF Level 2 EQF Level 1
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Associated functions Encourages the use of learning outcomes All levels are accessible from any kind of learning Requires quality assurance procedures to be explicit Involves all stakeholders in referencing process Facilitates the validation of non formal and informal learning
Implementing the EQF Countries have agreed to ensure that qualifications issued by competent authorities are related, via the NQS, to the EQF 32 countries (EU, EEA, candidate countries) are committed to developing national qualifications frameworks based on learning outcomes and linking them to the EQF: (26 countries by the end of 2011) Countries have agreed to designate national coordination points to coordinate this referencing process ensuring a transparent methodology informing and involving stakeholders Countries may have several competent bodies internally but should speak with one voice to other countries
Some potential effects of the EQF NQF developments Lifelong learning integrating functions Sectoral qualifications Stimulating work on learning outcomes Referencing and quality assurance Validation of non-formal learning Inventories of national qualifications
Current and future work at EU level Disseminate good practice in referencing Use NCPs as a route to development funding Develop further guidance material, e.g. on best fit Promote the use of learning outcomes Work on quality assurance of EQF procedures Strengthen the relationship between EHEA and EQF Work systematically on the sectoral issue Develop common internet based platform for EQF Provide Communications (such as the newsletter) Work on taxonomies of occupational standards
The added value of National Qualifications Frameworks (a UK perspective)
Credit and Qualifications Framework (QCF) Four Frameworks Credit and Qualifications Framework for Wales (CQFW) Scottish Qualifications and Credit Framework (SCQF) SCQF - Scotland QCF & FHEQ Northern Ireland QCF & FHEQ - England Framework for Higher Education Qualifications (FHEQ) QCF & CQFW & FHEQ - Wales
A long evolution of NQFs Pragmatism rather than principles (but learning outcomes) Clear stages of development (qualification types, sectoral frameworks, inclusive frameworks, credit) Different sets of levels Sectors operating separately and together (alignment) Varied regulation No laws Value clearly developing over time (funding and entitlement) National identity
Key ideas for the UK Qualifications that better meet the needs of individuals and employers (choice, content, structure, size, evaluation methods) Qualifications that allow all people to participate in recognised learning (entry points, evaluation methods, units) High skills for more people recognised through qualifications Fit for purpose quality assurance for qualifications a managed market and a free market Qualifications that support lifelong learning
Qualifications system reforms Whole system reform Credit and qualifications framework Transversal skills recognition Foundation learning tier Mainstream school qualifications GCSE and A level Extended projects School-work qualifications Apprenticeships Diplomas Work related learning Occupational qualifications Sector qualifications strategy Recognising employer training Foundation degrees
What benefits can we expect from an NQF? Increased consistency of qualifications (levels of learning outcomes, units) Transparency for individuals and employers (an image and a map) Increased currency of single qualifications (status through national recognition and association) A broader range of learning forms are recognised (key competences) A national/external reference point for qualifications standards (regulation) Clarification of learning pathways and progression (levels and qualification types) Increased portability of qualifications (credits and exemptions) A platform for stakeholders for strengthening cooperation and commitment (a language and a forum) Greater coherence of national reform policies (funding, new qualifications)) A stronger basis for international co-operation, understanding and comparison (referencing to other frameworks)
The UK Frameworks and the EQF
Implementation can take a long time