METHODOLOGY. for EQF and ECVET-based training courses for organic food retailing

METHODOLOGY for EQF and ECVET-based training courses for organic food retailing ECVET-based training of trainers in organic food retailing to EcoQualify Quality Assurance System (ECVET-ECOQUALIFY) 2013-1-BG1-LEO05-08698/ 1

ECVET-BASED TRAINING OF TRAINERS IN ORGANIC RETAILING ACCORDING TO "ECO QUALIFY" QUALITY ASSURANCE SYSTEM /ECVET-ECOQUALIFY/ SUMMARY The main aim of the ECVET-EcoQualify project is to create a pilot training course for teachers/trainers and tutors/instructors in the field of organic food retailing. The course will offer learning tools, which will provide teachers with skills and abilities to design, plan and distribute ECVET and EQF-based training courses. The specific objectives of the project are: Translate and adapt of the EQF and ECVET for EcoQualify to NQF of partner countries; Analyze, compile and define didactics and methodologies for training of teachers/trainers and tutors in the organic food retailing sector, based on the E(co)-Qualify Quality Assurance System following the EQF and ECVET learning outcomes approach; Piloting the on-line training course and collect feedbacks for its improvement; Define of Community of Practice shared interests and manifest a common cooperation agreement among stakeholders of VET in organic retail sector in order to produce a market oriented training course. The main products of the project will be: Comprehensive and detailed methodology for EQF and ECVET-based training courses for organic food retailing according to the E(co)-Qualify Quality Assurance System ; Guidelines for VET institutions in organic retail sector; Training course and training materials (including e-learning); Social Network Platform for Community of Practice. In general, it is envisaged that the project activities will enhance the competence of VET trainers in organic retail sector, contributing to the establishment of generally accepted qualification and training standards. 2

The partnership involves 9 partners across 5 European countries (Austria, Bulgaria, Czech Republic, Germany, and Italy) and 1 country in accession (Turkey). The consortium consists of a selection of specialized organizations that cover various working fields of the project. The partnership includes collaboration of 2 universities (UARD in Bulgaria and Canakkale Onsekiz Mart University in Turkey), 3 adult education providers - Adrialand (Italy), FORUM Berufsbildung e.v. and Ökomarkt Hamburg and 1 adult education providers association - Educational Research Association (Turkey). Moreover, the project consortium consist of Institute Equalita from Germany, Zivy Venkov from the Czech Republic and The Organic Retailers Association (ORA) with a seat in Vienna, Austria. The UARD will coordinate and manage all the activity as project promoter and coordinator/contractor. 3

ECVET-BASED TRAINING OF TRAINERS IN ORGANIC FOOD RETAILING TO ECOQUALIFY QUALITY ASSURANCE SYSTEM (ECVET-ECOQUALIFY) Lifelong learning programme LEONARDO DA VINCI Transfer of innovation 2013-1-BG1-LEO05-08698 METHODOLOGY for EQF and ECVET-based training courses for organic food retailing 4

_Toc388967369 Table of Contents 1. Introduction...6 2. Comparison between Eco-Qualify and EQF... 10 2.1. European Qualifications Framework (EQF)... 10 2.2. Benefits of the EQF... 11 2.4 Benefits of ECVET... 14 2.5. ECVET and other European Instruments... 14 3. The RETAILER OF ORGANIC PRODUCTS and its 5 Professional Profiles... 18 4. Outline of the Methodology on ECVET... 25 5. NQF systems and strategies to contribute to their effectiveness... 28 5.1 National Qualification Framework in Bulgaria... 28 5.2. National Qualification Framework in Turkey... 32 5.3. National Qualification Framework in Italy... 38 5.4. National Qualification Framework in Austria... 45 5.5. National Qualification Framework in Germany... 52 5.6. National Qualification Framework in the Czech Republic... 58 5

1. Introduction Summary of the Transfer of Innovation Project Project objectives and strategy The transfer of innovation project s aim was to translate and adapt the EQF and ECVET for EcoQualify to the National Qualifications Frameworks of all partner countries involved. The main objective was to create a training course for teachers/trainers and tutors/instructors in the field of organic food retailing oriented to offer them the abilities needed, so that they would be able to design, plan and distribute ECVET and EQF-based training courses on their own accord, including e-learning. For this purpose firstly an appropriate methodology for EQF and ECVET-based training course for organic food retailing had to be devised. Changes in VET teacher/trainer s role had to be researched and laid out. Using a competencebased approach and focusing on the devising of learning outcomes were of major importance to the project partners. At the onset of their working process the partners jointly analyzed, compiled and defined didactics and methodologies for training teachers/trainers and tutors in the organic sector. Teaching in VET, using the competence-based approach and learning outcomes, is a priority in all EU countries. Besides, the implementation of new methodological and didactic approaches in VET demand considerable professional commitment and still need to be fully understood and introduced. The current project aims at introducing some new pedagogies in the field of organic retailing based on the experience and good practices of the German and Austrian participating institutions. The EcoQualify Quality Assurance System 1 with its widely accepted qualification standards was at the heart of all newly developed educational 1 ECO-Qualify is a comprehensive European Quality Assurance System for further education in the area of organic food retail. It offers a basis for meaningful assessment and certification systems and contributes to the alignment of different training and evaluation systems. 6

offers. Its qualification standards define the operational and the management level of a company with regard to the necessary knowledge, skills and competencies in the areas of product, operating and market. Besides, the EcoQualify Quality Assurance Systems outlines also the teachers qualifications. All training units had to be based on the EcoQualify Quality Assurance System. One major objective was to follow the EQF and ECVET learning outcomes approach. National versions of the learning outcomes were created and subsequently evaluated. Apart from this the consortium piloted and tested an on-line training course. It s members collected feedback from all users for its improvement. They established a Social Network Platform for Community of Practice and manifested a common cooperation agreement among stakeholders of VET in the organic retail sector. Subsequently a market oriented training course was shaped. Apart from this guidelines for VET institutions in the organic sector were created. Benefits and priorities The expanding organic retail sector will benefit from increasing the number of qualified workers and managers, respectively teachers/trainers who will teach them. Organic food retailing is characterized with a gap of well qualified teachers/trainers and tutors. The consortium acted in response to the recommendation of the European parliament to promote ECVET involving VET providers. The need of implementation of new methodological and didactic approaches and innovative training methods, including e-learning was a vital impulse for the consortium. The project results will enhance the competence of VET trainers in the organic retail sector, contributing to the establishment of generally accepted qualification and training standards. ECVET-EcoQualify addresses the priority titled: Support to initial and continuous training of VET teachers, trainers, tutors and VET institution 7

managers. The target group includes teachers and trainers, VET providers of services and trainers in the field of lifelong learning. The target sectors are education, agriculture, organic trade and retailing, ecological field and food safety. Main products of the Transfer of Innovation Project: A comprehensive and detailed methodology for EQF and ECVET-based training courses for organic food retailing according to the EcoQualify Quality Assurance System; Guidelines for VET institutions in organic sector; Training course and training materials for it (including e-learning); Social Network Platform for Community of Practice. Reworking of previous products developed in the project ECO-QUALIFY for EQF 1. Comparison table between Eco-Qualify and EQF The shared comparison table between Eco-Qualify and EQF settles a clear correspondence between learning outcomes forecast by Eco-qualify II and the 8 qualification levels established by the European Qualifications Framework for lifelong learning (2008/C 111/01) It presents the transfer of Eco-Qualify qualifications into the EQF system, comparing the Eco-Qualify knowledge, skills and competencies to the EQF levels. According to the professional profiles in the field of organic trade, this table is referring only to the first five of the eight EQF levels. Each level corresponds to a professional specific domain and is comparable with a single NQF level. Additionally the partners developed a comprehensive survey linking all knowledge, skills and competencies included in the Eco-Qualify learning framework to the EQF levels, with detailed descriptions of the learning outcomes according to the EQF 8

approach. 2. Outlines of methodology on EQVET units and credits attribution The Eco-Qualify qualifications credit system identifies corresponding learning units and credit points for each qualification level, with the purpose for making Eco- Qualify qualifications identifiable for implementation across Europe Outline of a methodology on EQVET units and credits attribution, leading to the integration of Eco-Qualify qualifications into ECVET. The strategy is a bottom-up approach (from the work and market sector to educational and training activities) assuring the transferability of the project results to other sectors where informal and non-formal knowledge is concerned. It identifies basic units and points able to establish a shared credits system for transferring recognized qualifications in different European countries vocational and educational contexts. The partners focused on the following approach: based on a two year learning process a total amount of 120 credit points was defined for the whole Eco-Qualify learning path and a percentage for each one of the five main learning levels was calculated, according to its importance, complexity and effort. 3. Description of the NQF systems in all participating countries For this part of the handbook the partners have collected information on the development of the NQF systems in their countries. Some are presenting strategies which they think useful for integrating ECO-QUALIFY qualifications into the NQFs, thus wishing to contribute to the effectiveness of the system. By compliling and integrating the EU texts into this handbook, the group intends to show how far each country has come with implementing and developing ECVET and EQF, what has been done and what is yet to be done. 9

2. Comparison between Eco-Qualify and EQF 2.1. European Qualifications Framework (EQF) The EQF is a common European reference framework which links countries qualifications systems together, acting as a translation device to make qualifications more readable and understandable across different countries and systems in Europe. It has two principal aims: to promote citizens mobility between countries and to facilitate their lifelong learning. The Recommendation of the European Parliament and of the Council on the establishment of the European Qualifications framework for lifelong learning (2008/C 111/01) 2 formally entered into force in April 2008. It sets 2010 as the recommended target date for countries to relate their national qualifications systems to the EQF, and 2012 for countries to ensure that individual qualification certificates bear a reference to the appropriate EQF level. The EQF will relate different countries national qualifications systems and frameworks together around a common European reference its eight reference levels. The levels span the full scale of qualifications, from basic (Level 1, for example school leaving certificates) to advanced (Level 8, for example Doctorate) levels. As an instrument for the promotion of lifelong learning, the EQF encompasses all levels of qualifications acquired in general, vocational as well as academic education and training. Additionally, the framework addresses qualifications acquired in initial and continuing education and training. The eight reference levels are described in terms of learning outcomes. The EQF recognises that Europe s education and training systems are so diverse that a shift to learning outcomes is necessary to make comparison and cooperation between countries and institutions possible. In the EQF a learning outcome is defined as a statement of what a learner knows, understands and is able to do on completion of a learning process. The EQF therefore emphasises the results of learning rather than focusing on 2 http://eurlex.europa.eu/lexuriserv/lexuriserv.do?uri=oj:c:2008:111:0001:0007:en:pdf 10

inputs such as length of study. Learning outcomes are specified in three categories as knowledge, skills and competence. This signals that qualifications in different combinations capture a broad scope of learning outcomes, including theoretical knowledge, practical and technical skills, and social competences where the ability to work with others will be crucial. 3 2.2. Benefits of the EQF The Recommendation will establish a common European reference which will link the various national qualifications systems together and facilitate greater communication between them. A network of independent but related and mutually understandable qualifications systems will thereby be created. Using learning outcomes as a common reference point, the Framework will facilitate comparison and transfer of qualifications between countries, systems and institutions and will therefore be relevant to a wide range of users, at European as well as at National level. Most European countries have decided to develop National Qualifications Frameworks reflecting and responding to the EQF. These developments are important to ensure that the European level cooperation process is properly anchored at National level. The rapid development of NQFs since 2004 demonstrates the need for increased transparency and comparability of qualifications at all levels and shows that the basic principles underpinning the EQF are broadly shared. This closer relationship between countries qualifications systems will have many beneficiaries: The EQF will support greater mobility of learners and workers. It will make it easier for learners to describe their broad level of competence to recruiters in other countries. This will help employers interpret the qualifications of applicants and so support labour market mobility in Europe. At a very practical level, from 2012 all new qualifications should bear a reference to the appropriate EQF level. The EQF will thus complement and 3 http://ec.europa.eu/education/pub/pdf/general/eqf/broch_en.pdf, DOI 10.2766/14352, European Communities, 2008, page 3 11

reinforce existing European mobility instruments such as Europass, Erasmus, and ECTS. The EQF should benefit individuals by increasing access to, and participation in, lifelong learning. By establishing a common reference point, the EQF will indicate how learning outcomes may be combined from different settings, for example formal study or work, and from different countries, and can thus contribute to reducing barriers between education and training providers e.g. between higher education and vocational education and training, which may operate in isolation from each other. This will promote progression so that learners do not have to repeat learning for example. The EQF can support individuals with extensive experience from work or other fields of activity by facilitating validation of non-formal and informal learning. The focus on learning outcomes will make it easier to assess whether learning outcomes acquired in these settings are equivalent in content and relevance to formal qualifications. The EQF will support individual users as well as providers of education and training by increasing transparency of qualifications awarded outside the national systems, for example by sectors and multinational companies. The adoption of a common reference framework based on learning outcomes will facilitate the comparison and (potential) linking together of traditional qualifications awarded by national authorities and qualifications awarded by other stakeholders. The EQF will thus help sectors and individuals take advantage of this growing internationalisation of qualifications. The EQF is an ambitious and far-reaching instrument which has implications for education and training systems, the labour market, industry and commerce and citizens. 4 4 http://ec.europa.eu/education/pub/pdf/general/eqf/broch_en.pdf, DOI 10.2766/14352, European Communities, 2008, page 4. 12

2.3. European Credit System for Vocational Education and Training The European Credit System for Vocational Education and Training (ECVET) is a European instrument to support lifelong learning, the mobility of European learners and the flexibility of learning pathways to achieve qualifications. Following its adoption by the European Parliament and by the Council (18 June 2009) 5, ECVET is now in a phase of progressive implementation. ECVET concepts and principles will be tested and introduced to ensure that conditions for the gradual application of ECVET to VET qualifications are in place across Europe by 2012. In this perspective, this document is designed to support and encourage projects, initiatives and experiments in ECVET at European, national and regional levels. It is based on the Recommendation of the European Parliament and of the Council (in particular its annexes). It enables the stakeholders concerned to become familiar with ECVET. The European Credit system for Vocational Education and Training (ECVET) is the new European instrument to promote mutual trust and mobility in vocational education and training. Developed by Member States in cooperation with the European Commission, ECVET has now been adopted by the European Parliament and the Council on 18 June 2009. The adoption and implementation of ECVET in the participating countries is voluntary. In the upcoming years, Participating Countries and the Commission will support a Europe-wide testing of this instrument with all stakeholders being invited to participate. ECVET is based on concepts and processes which are used in a systematic way to establish a common and user-friendly language for transparency, transfer and recognition of learning outcomes. Some of these concepts and processes are already embedded in many qualifications systems across Europe. 6 5 http://eurlex.europa.eu/lexuriserv/lexuriserv.do?uri=oj:c:2009:155:0011:0018:en:pdf. 6 http://ec.europa.eu/education/lifelong-learning-policy/doc/ecvet/faq_en.pdf, Dossier 2011.3115, ECVET Questions and answers, p. 1. 13

2.4 Benefits of ECVET ECVET s purpose is to enable recognition of learners achievements during periods of mobility by creating a structure, bringing a common language, and stimulating exchanges and mutual trust among VET providers and competent institutions across Europe. In the context of international mobility but also mobility within countries, ECVET aims to support recognition of learning outcomes without extending learners education and training pathways. ECVET contributes to making recognised mobility an integrated part of individuals learning pathways. It makes it easier for employers to understand qualify actions achieved abroad. It also improves the credibility of international education and training experience by identifying and documenting what the learner has achieved. ECVET supports flexibility of programmes and pathways to achieve qualifications, enhancing the opportunities for lifelong learning. It makes it easier to recognise the learning achievements that young people or adults have gained in other contexts - be it countries, institutions or systems (for example initial or continuous training) but also formal, non-formal, or informal ways of learning. By giving learners the possibility to undertake parts of their training abroad, VET providers can enrich the training provision, raise the attractiveness of training programmes and enhance their pan-european reputation. The improved possibilities for lifelong learning created by ECVET facilitate cooperation between VET providers and companies. This means that ECVET can strengthen the link between education and training and the labour market. 7 2.5. ECVET and other European Instruments European cooperation in education and training has amongst its objectives the development of common instruments to support lifelong learning and mobility. 7 http://ec.europa.eu/education/lifelong-learning-policy/doc/ecvet/flyer_en.pdf, page 2 14

These instruments were developed and should be implemented in synergy and mutually-reinforcing way. The testing and implementation of ECVET has important complementarities with the following European instruments: The European Qualifications Framework (EQF) and ECVET share the same approach to learning outcomes. EQF levels also provide a reference for ECVET. The Europass documents, namely the Europass Certificate Supplement and Europass Mobility, will integrate ECVET concepts to describe the qualifications and the achieved credit of each single learner. The European Quality Assurance Reference Framework will underpin the implementation of ECVET. European Credit Transfer and Accumulation System (ECTS) for higher education and ECVET will be complementary. The European principles for validation of non-formal and informal learning will benefit from the introduction of ECVET as it will facilitate the validation of non-formal and informal learning in view of achieving qualifications. 8 The ECVET key features and basic elements According to the technical specifications of ECVET, qualifications are described in terms of units of learning outcomes. The Recommendation on ECVET (2009) defines a unit of learning outcomes as a component of a qualification, consisting in a coherent set of knowledge, skills and competences that can be assessed and validated. A credit for learning outcomes on the other hand means a set of learning outcomes of an individual which have been assessed and which can be accumulated towards a qualification or transferred to other learning programmes or qualifications. This means that an assessed unit of learning outcomes leads to obtaining a credit of learning outcomes. The credits thus describe what knowledge, skills and competences a learner who successfully passed the unit gained. The ECVET points are a numerical representation of the overall weight of learning outcomes in a qualification and of the relative weight of units in 8 http://ec.europa.eu/education/lifelong-learning-policy/doc/ecvet/flyer_en.pdf, page 3 15

relation to the qualification. 9 There is a convention to which 60 ECVET credits points are attached to the learning outcomes expected to be achieved in one year of formal full time VET. The credit and ECVET points are thus different entities. While a credit is a set of knowledge, skills and competences the learner has achieved, ECVET points provide information about the weight of units within the qualification. The system is designed to enable the learner to collect credits for learning outcomes achieved through formal, informal as well as non-formal learning settings. Thus it creates the bases for assessment, validation and accumulation of learning outcomes of prior learning. ECVET credit points allocation ECVET points are allocated to a qualification as a whole and to its units. Allocation of ECVET points to a qualification is based on using an agreement according to which 60 points are allocated to the learning outcomes expected to be achieved in a year of formal full time VET. As specified in the Recommendation, for a given qualification, one formal learning context is taken as a reference and, on the basis of the convention the total number of points is assigned for that qualification. From this total, ECVET points are then allocated to each unit according to their relative weight within the qualification. The number of ECVET points expresses the relative weight/significance of a unit. According to the ECVET Recommendation, the allocation of ECVET points is subject to the following approaches or a combination of them: Different stakeholders value the different units which are part of the qualification according to the relative importance of the unit s learning outcomes for the labour market, for progression to other qualification levels or for social integration; The complexity, scope and volume of learning outcomes in the unit (i.e. the complexity, scope and volume of knowledge) in relation to the learning 9 The development of ECVET in Europe, CEDEFOP, Publications Office of the European Union, 2010,working paper number 10. 16

outcomes of the overall qualification. Skills and competences in the unit are evaluated with regard to their share in the overall skills and competences of the entire qualification; The effort necessary for a learner (estimation of the learners effort, workload or learning time needed) to achieve the unit s required learning outcomes; 14 Whichever method or combination of methods is chosen, the size of the unit should be reasonable too small units could lead to fragmentation without proper understanding, and too large ones could impair mobility. 10 10 http://ec.europa.eu/education/lifelong-learning-policy/doc/ecvet/brochrec_en.pdf 17

3. The RETAILER OF ORGANIC PRODUCTS and its 5 Professional Profiles The first point the partners agreed on is the overall Professional Qualification which is the ultimate goal of the learning paths we have been working around. On the basis of previous projects results and surveys, we believe that today in Europe a new Professional Qualification is stemming from the onward and upward growth of organic products market, the RETAILER OF ORGANIC PRODUCTS. It was precisely this Professional Qualification the aim of Eco-Qualify previous Leonardo da Vinci project, we capitalized inside the current project. A long and deepened discussion lets partners to individuate 5 Professional Profiles which represents the progressive professional development an initially non-skilled people should follow to attain the higher level of Knowledge, Skills and Competences that could make him as a professional Organic Shop Manager. This point is a very meaningful one, as it clearly shows that Organic Retail Sector is a new employment area where it is possible to build up a satisfactory, dynamic and motivating career, not yet taken into consideration by traditional education institutions like high school and universities. In the following Table 1, we present the general description, based on EQF criteria, of the five Professional Profiles building up the Professional Qualification of RETAILER OF ORGANIC PRODUCTS, namely: 1. General Agro-food Shop Beginner; 2. Organic Products Shop Junior Sales Assistant; 3. Organic Products Shop Sales Assistant; 4. Organic Products Shop Area Manager; 5. Organic Products Shop General Manager. 18

Table 1 - Comparison table of ECO QUALIFY levels to EQF EQF LEVEL 1: Professional Profile: General Agro-food Shop Beginner K: generalities about basic agro-food products S: ability to carry out simple tasks in shop C: operating under direct supervision and control Level 1 - The learning outcomes relevant to Level 1 are: K: basic general knowledge of products; S: basic skills required to carry out simple tasks inside the shop; C: work under direct supervision in a structured context. EQF LEVEL 2: Labour market sectoral skill need: Organic products Shop Junior Sales Assistant K: basic knowledge about organic products S: assisting sales personnel and serving customers C: not self-reliant in selling organic products; operating under supervision Level 2 - The learning outcomes relevant to Level 2 are: K: basic factual knowledge of organic products; S: basic cognitive and practical skills required to sell products and serve customers; C: work under supervision with some autonomy. EQF LEVEL 3: Professional Profile: Organic Products Shop Sales Assistant K: operational knowledge of selling organic products S: ability to sell organic products C: self-reliant in selling organic products under supervision of manager Level 3 - The learning outcomes relevant to Level 3 are: K: knowledge of facts, principles, processes and general concepts in organic productions; S: cognitive and practical skills required to sell organic products and to solve problems by selecting and applying basic methods, tools, materials and information; C: take responsibility for completion of tasks, adapting his own behaviour to circumstances in solving problems. EQF LEVEL 4: Professional Profile: Organic Products Shop Area Manager K: knowledge of general concepts in organic food selling S: ability to solve tasks related to shop management C: autonomy in taking responsibility for completion of tasks related to the management of specific products or areas of an organic products shop 19

Level 4 - The learning outcomes relevant to Level 4 are: K: factual and theoretical knowledge in broad contexts in managing the shop; S: a range of cognitive and practical skills required to generate solutions to specific problems inside the organic shop; C: exercise self-management within the guidelines of work, usually predictable, but subject to change; supervise the routine work of others, taking some responsibility for the evaluation and improvement of work. EQF LEVEL 5: Professional Profile: Organic roducts Shop General Manager K: factual and theoretical knowledge about organic product's market; S: wide range of cognitive and practical ability to absolve all the tasks related to organic food shop management; C: full autonomy in managing an organic products shop, supervising employees' activities and taking responsibility to evaluate and decide. Level 5 - The learning outcomes relevant to Level 5 are: K: comprehensive, specialised, factual and theoretical knowledge about organic products' market and awareness of the boundaries of that knowledge S: comprehensive range of cognitive and practical skills required to develop creative solutions to organic products' shop problems C: exercise management and supervision inside organic products' shop, where there is unpredictable change review, developing shop performance. At a first stage of our work, we linked the 5 above mentioned Professional Profiles to the training topics we had individuated and accurately described in the Eco-Qualify Manual, to verify if our way to integrate the them in the EQF could be really viable. The result of this analysis is shown in Table 2, where, in addition, the overall amounts of training hours are presented on the basis of the same Eco-Qualify Manual. It was a really useful preliminary step, for the reason that it let us focus on the Eco-Qualify training contents, suggesting a very effective approach to the further step, that is to say the complete reconsideration of the same contents in view of correctly pinpointing the ECVET Key Units and Learning Outcomes. 20

Table 2 Modules as coming from Eco-Qualify Manual Nr. TOPIC / MODULES TOF total hrs. Shop Beginner Junior Shop Assistant Shop Assistant Shop Area Manager Shop General Manager 1.0 Basic Knowledge Module I 344 104 240 1.0 Product Knowledge I Module II 192 192 2.0 Additional Qualifications 3.0 Business Competencies Module IIA 140 140 Module III 90 90 4.0 Product Knowledge II Module IV 142 142 5.0 Managing Level Module V 456 456 6.0 Marketing Management 112 112 Total 1476 104 432 282 546 112 Immediately after, we were able to deepen our analysis, breaking down the training contents in a more detailed way, trying to allocate the same contents to one or more of the above described EQF Levels. In so doing, we tried to remove possible redundancies, to simplify the global structure of teaching subjects and to correct possible lacks. The results of this work are shown in the following Table 3, where, on the right, we marked the contents pertaining to the one or more different EQF levels. 21

From now on, we were ready to effectively deal with the thorough description of Key Units and Learning Outcomes by Professional Profile, resorting to the Eco-Qualify teaching subjects, from one side, and, from the other, to this correspondence table. Table 3 Teaching Subjects Breakdown Table Teaching Subjects EQF levels 1 2 3 4 5 1. Organic Retail Basic Knowledge 1.1 Organic Agriculture x x x x x 1.2 Sustainable Economics 1.2.1 Fair Trade x x x 1.2.2 Environmental x x x Protection 1.2.3. Organic Food x x x Production 1.2.4. CRS x x 1.3 Handling of Merchandise 1.3.1. Goods Handling/ordering x x x 1.3.2. Goods Storage/Care x x x x x for Goods 1.3.3. Labelling & x x x Declarations 1.3.4. Goods display & Shop Layout x x x 1.4. Working Procedures 1.4.1. Quality Management x x 1.4.2. Protection & Safety at x x x x x Work 1.4.3. Hygiene in the shop x x x x x and HACCP 1.5. Communication in Retail 1.5.1. Communication Skills x x x x x 1.5.2. Sales Communication x x x 1.5.3. Customer Care x x x 1.5.4. Complaints Management x x 1.6 Information Technologies 1.6.1. ICT and Computer and Computer Science Science x x x x x 2. Product knowledge I - Fresh Products 2.1 Vegetables and Fruit x x x x x 2.2 Bread & Bakery Products x x x x x 2.3 Milk & Dairy Products x x x x x 2.4 Cheese x x x x x 2.5 Meat Products x x x x x 2.6 Fish x x x x x 3. Product knowledge II - Packed Products 3.1 Grocery dry Products x x x x 22

Teaching Subjects EQF levels 1 2 3 4 5 3.2. Cereal/grains and Cereal Products x x x x 3.3 Dry Fruit & Nuts x x x x 3.4 Seeds for Sprouting & x x x x Sprouts 3.5 Oil, Fat x x x x 3.6 Honey, sugar and x x x x sweeteners 3.7 Spreadable & Spicing x x x x Products 3.8 Beverages (alcoholic and x x x x non-alcoholic) 3.9 Coffee, Tea x x x x 3.10 Baby Food x x x x 3.11 Delicatessen x x x x 3.12 Frozen Products x x x x 3.13 Snacks & Sweets, x x x x 3.14 Semi-finished Products x x x x 4. Product knowledge III - Non-Food Products 4.1 Cosmetics x x x 4.2 Essential Oils x x x 4.3 Detergents & Washing x x x Agents 4.4 Household Utensils & x x x Grinders 4.5 Textiles x x x 4.6 Pet food x x x 5. Nutrition, dietetics, health food 5.1. Nutrition Knowledge x x x 5.2 Nutrition Related Diseases x x x 5.3 Healthy nutrition x x x 5.4 Nutrition in diseases and x x x Diets 5.5 Nutritional Supplements x x x 5.6 Herbs & Medicines x x x 6. Business Administration & Management 6.1 Business Philosophy & x x Values 6.2 Work Organization x x 6.3 Problem Solving x x 6.4 Recording x x 6.5 Goods Purchasing x x 6.6 Project Management x 6.7 Financial Resource x Management 6.8 HR Management x x 6.9 Labour Legislation x x 23

Teaching Subjects EQF levels 1 2 3 4 5 6.10 Legislative Basics on Retail x x 6.11 Accounting Auditing and x x Control 6.12 Investments & Finance x 7. Marketing 7.1 Marketing Principles and x Theories 7.2 Marketing Techniques x 7.3 Advertising Techniques and x Instruments 7.4 E-Commerce Strategies and x Tools 7.5 Web Based Marketing x 7.6 Customer Relationship x Management (CRM) 7.7 Markets and Distribution of Organic Products x 24

4. Outline of the Methodology on ECVET When deciding about the methodology of adopting and assigning units and credits in the multilateral partnership project, the partners used the official document Get to know ECVET better Questions and Answers, rev. February 2011, which proposes several possible choices. For the purposes of the project the bottom-up approach seemed to be the most appropriate. In fact, all organizations involved are either independent professionals or VET organizations. None of the partners had any difficulties in designing learning outcomes and naming related units. Thanks to encouraging results obtained revising the Eco-Qualify Training Contents structure, we have at our disposal 7 main groups of learning contents we could easily and directly assume as the natural basis for working out Key Units. By the same way, we could adopt the training components of each Key Unit, as examined in Table 3 as the path to follow to individuate and describe the correspondent Learning Outcomes. The working process was furthered by the fact that the group had previously assessed and listed all the learning contents in the previous project. The Eco- Qualify Quality Assurance System project results (LEONARDO PROJECT Nr DE/07/LLP-LdV/TOI/147068) proved to be a very sound basis for the work on this LEONARDO project. Following the reference units approach, as described on p. 66-67 of the above mentioned handbook, we assigned in a progressive way the 7 Key Units, so that, for instance, the basic Level 1 Professional Profiles contains only Key Unit 1 and 2, Level 2 Professional Profile Key Unit 1, 2 and 3, and so on. In so doing, it came evident that even the correspondent Learning Outcomes, stemming from the Training Contents structure, will be grouped by each Professional Profile in a very immediate and viable way. Now, it was possible, on the ground of Learning Outcomes number and level of difficult, to allocate hours and, consequently, the ECVET points, taking into 25

account the relative importance, the complexity and the effort needed by each unit. In order to achieve balance precision and flexibility, starting from an evaluation of 120 ECVET points for the overall process, corresponding to 1200 hours or 2 years of full-time learning activities, we established the following table, Table 4 Cross Table of EQF Levels, Professional Profiles and Key Units, where a combined overview of EQF Levels, Professional Profiles and Key Units is shown, in a progressing view, pointing out the accumulation and growth of competencies all along the learning process, from basic Level 1 at the bottom, to Level 5 at the top. Furthermore, the same Table will be particularly useful: a) when each partner will have to adapt this common Key Units and LOs both to its own teaching strategies and to the National Qualification Framework (NQF); b) as an overall structure stating the common criteria for credit transfer in the framework of the partnership (it was one of the two possible cases forecast by the EU handbook manual, see there, p. 26); c) as an easy and fast tool to simplify the mutual recognizing process, forecast by the Memorandum of Understanding (MoU) the partners will sign to collaborate in the future. It is worth highlighting that Key Unit 1 (Organic Retail Basic Knowledge) is a body of knowledge including cross-competencies that will be increased as learner will step from the lowest level to the highest one. As the case may be of Communication Skills, Safety at Work, Hygiene, ICT and Computer Science, and so on.. Consequently, it is now possible to describe in details, for each Professional Profile, the pertaining Learning Outcomes, to settle the minimum duration in hours, the ECVET points and to state their evaluation criteria. 26

27

5. NQF systems and strategies to contribute to their effectiveness On December 2013, 38 European Countries have built up National Coordination Points to implement EQF at national level: the 22 Countries out of them which presented their reports to the EU are listed here below: Year n. of reports 2009 2 2010 4 2011 4 2012 4 2013 8 22 Paesi Ireland Malta France United Kingdom and North Ireland U.K. Scotland U.K. - Galles Austria Belgium (Flamand) Denmark Portugal Estonia Latvia Lithuania The Netherlands Germany Belgium (French) Bulgaria Greece Iceland Italy Poland Slovenia In the following pages, we will examine the situation in the Countries of the Partners of this project.

5.1 National Qualification Framework in Bulgaria MAIN NATIONAL GOALS FOR THE EQF AND ECVET IMPLEMENTATION IN BULGARIA To reform the existing VET system. To build up a coherent national VET system comprising all EU-instruments (EQF, ECVET, ECTS, EQARF, Europass) To enhance the transnational VET mobility of the individuals EXISTING PREREQUISITES FOR EQF and ECVET IMPLEMENTATION IN THE BULGARIAN NATIONAL VET-SYSTEM 9 levels of the Bulgarian NQF The National VET system has 4 levels which are compatible to the EQFlevels; The List of professions for VET Each qualification from the List has its definite level I, II, III or IV and definite vocational area, with the respective codes The National VET Standards are learning outcomes oriented since 2007 - Each qualification is divided in competences and each competence could be specific for the particular qualification or common for several qualifications In the VET Standards, the competences are structured in two groups: - General professional competences - Specific competences for the specialization The assessment of the learning outcomes achieved is made on the basis of criteria and indicators for assessment, which are a part of the National Examination Program for the acquisition of a vocational qualification for a profession IMPORTANT NATIONAL INITIATIVES A National Framework Agreement for VET-cooperation between the relevant ministries, the six nationally represented employers organizations and 29

the trade unions was signed in 2009. In 2010 proposals were made from the Ministry of education, youth and science (MEYS) for updating the VET Act in order to create the necessary conditions for the implementation of European tools for VET. Setting Working Groups on a national level for the preparation of proposals for improving the legal regulations in the areas of the vocational education, training, guidance and employment with respect to the successful implementation of EU tools for VET. THE NATIONAL QUALIFICATIONS FRAMEWORK WAS APPROVED BY THE BULGARIAN GOVERNMENT In the beginning of February, the Bulgarian government adopted a National Qualifications Framework in Bulgaria. This is done in pursuance of the recommendation of the European Parliament and Council establishing a European Qualifications Framework (EQF) for lifelong learning. Development of National Qualifications Frameworks in individual countries will 30

understandably correlate their qualification levels to the corresponding EQF levels, thus helping to improve the readability of qualifications in Europe, to foster mobility of students and workers and recognition of qualifications, promote the quality of training and validation and recognition of formal and informal learning. National Qualifications Framework (NQF) covers the entire education system and all its qualifications. It includes nine levels, incl. zero (preparatory) level. Levels from 1st to 4th match the stages of training and qualifications in the school education system (general and vocational). Level 5 covers training in the college post-secondary education for the acquisition of the fourth degree of professional qualification. Levels of 6th to 8th intended for qualifications acquired in higher education - educational degrees: Professional bachelor", "Bachelor," and "Master" and educational and scientific degree "Doctor". All these levels are based on results-oriented learning approach and are described in: knowledge (theoretical and/or factual), skills (cognitive and practical) and competence (personal and professional). By government decision, the Minister of Education, Youth and Science has designated authority for maintenance and updating of NQF. The National Agency for Vocational Education and Training was supported and approved as a National Coordination Point for implementing the European Credit System for Vocational Education and Training (ECVET). In the recommendation of the European Parliament and the Council of 18 June 2009 about the establishment of European Credit System for Vocational Education and Training (ECVET) the Member States were invited to take actions for phasing and implementation of European Credit System for Vocational Education and training. Implementation phases include preparation for the introduction of credit system for VET in 2012, and its gradual implementation of the first evaluation in 2014, full implementation of ECVET in 31

the long run for qualifications in VET at all levels of European Qualifications Framework (EQF). One of the prerequisites for the successful preparation and implementation of credit system for VET is the institutional infrastructure to facilitate the development process and improve the coordination of the implementation of ECVET at national and European level. This is the suggested logo of the BG ECVET (not approved yet) By letter /Ref. 0303-24 from 06.06.2012/ signed by Prof. Sergei Ignatov - Minister of Education and Science has requested the support of the Ministry of Education and Science National Agency for Vocational Education and Training to coordinate activities in the preparation and implementation of European credit System for VET (ECVET). Fixing the National Agency as an institution that will work with other competent institutions to achieve implementation of synchronized proliferation activities and support for implementation of ECVET at national level. As a National Coordination Point National Agency will assist in ensuring consistency of approach and guidelines for development, testing and implementation of ECVET at national, regional and sectoral level. There is a national experts group for coordination of the activities and issues related to the implementation of the ECVET into the national VET. Assoc. Prof. Mariana Ivanova (who is a partner in the EQF Project) is a member of this group. 11 11 Information based on: The development of national qualifications frameworks in Europe (September 2009), Luxembourg: Publications Office of the European Union, 2009. 32

5.2. National Qualification Framework in Turkey A comprehensive NQF (Turkish qualifications framework, TQF) is being developed in Turkey. It aims to bring together a national vocational qualification system (NVQS), led by the vocational qualifications Authority, a qualifications framework for higher education, developed in the Bologna process, and integrate them with the qualifications awarded by Ministry of National Education. Draft level descriptors for a comprehensive framework have been prepared. The Vocational Qualifications Authority (VQA) was accepted in 2006 (Date: 07.10.2006 Legal Gazete No: 26312, Law No: 5544). This was the most important legal stage for developing a national vocational qualification system of labour market oriented qualifications. Through this law, a tripartite Vocational Qualifications Authority was established in 2006, coordinated by the Ministry of Labour and Social Security with a wider range of stakeholders, including the Ministry of National Education. Its main objective was to develop the national vocational qualification system and framework, based on occupational standards and with strong sectoral involvement. According to the law amendment (Date: 02.11.2011 Legal Gazete: 28130), the NQF is defined as Principles of qualification designed in compliance with the EQF; and gained through vocational, general and academic education and training programmes including primary, secondary and higher education as well as other learning routes. By this definition it is clearer that NQF (TQF) is a comprehensive framework, comprising all qualifications from all learning paths. Another new law article determines the scope of the qualifications to be included in the NQF (TQF) as all quality assured qualifications are to be incorporated. The main challenge is to link these qualification systems and processes in a coherent and comprehensive national qualifications framework. Developments 33

of national standards and cooperation and coordination among the Vocational Qualifications Authority, Ministry of National Education and the Council of Higher Education is crucial to development of a more coherent national qualification system. Main policy objectives Setting up a national qualification system and national qualifications framework is seen as an important instrument to support national reforms in education and qualifications. According to government programme documents, including the action plan for the strengthening of relationship between education and employment, one of the main objectives of creating an NQF is to reduce mismatches and increase effective employment and training programmes. Compared to EU Member States, employment in Turkey is still low, especially among women; at 23.8% (2008) this is well below the lowest EU performers (ETF (2010) ( 1). Also, educational attainment of the population is still low compared to EU Member States. The VET system is undergoing major reform with substantial EU support; development of occupational standards, which are the basis for validating nonformal learning, is under way. Educational standards, defined by the Ministry of National Education, are different from those used in the system of vocational qualifications, under the remit of the Vocational Qualifications Authority (European Commission et al., 2010, Turkey, p. 1). However, they are increasingly being used for reform of VET standards and curricula. After the process of aligning national curricula with occupational standards and the quality assurance of training institutions is completed, schools will be allowed not only to issue the school certificate, but also a secondary level vocational qualification (European Commission et al., 2010, Turkey, p. 1). The following policy objectives are addressed by developing the NQF: to strengthen the relationship between education and training and employment; to develop national standards based on learning outcomes; 34

to encourage quality assurance in training and education; to provide qualifications for vertical and horizontal transfers and develop national and international comparability platforms; to ensure access to learning, advances in learning, and recognition and comparability of learning; to support lifelong learning. 12 National Qualification Framework for Higher Education in Turkey The National Qualifications Framework (NQF) in Turkey was started to be accomplished by the Council of Higher Education (CoHE) after Ministerial Summit held within Bologna Process in 2005 in Bergen deciding on the composition of national qualifications frameworks. On April 28th 2006, Members of the first Commission of Qualifications for Higher Education was founded on the Decision of CoHE, including higher education institutions representatives and continued its studies until February 4th, 2008. As a result of works done between these dates, the commission defined NQF for higher education according to the knowledge, skills and competencies to be gained minimally at the end of each degree of higher education (associate's, bachelor's, master's and doctoral degrees) mostly using the level descriptors within Qualifications Framework for European Higher Education Area (QF- EHEA). Within this framework, it presented the first outline of "National Qualifications Framework for Higher Education in Turkey", which were expressed as learning outcomes, for the relevant stakeholders' ideas and contributions. On July 7th, 2008, Commission members were renewed by the CoHE for the purpose of continuing NQF works with a wider spectrum. Besides, working groups for Qualifications for Higher Art Education and Higher Vocational Education were founded on 2009, thanks to the participation of experienced academicians of different universities and disciplines to support the Commission's works. Commission and Working Group prepared "Interim Report of NQF-HETR" in 12 http://www.myk.gov.tr 35

January, 2009 and presented it both to the certain groups of stakeholders and to the whole public opinion via the website of Council of Higher Education. Afterwards, the Commission and the Working Group carried out the works summarized below aimed at composition of NQF-HETR in accordance with the ideas of the stakeholders. The application of the framework at pre-determined institutions as pilot scheme was planned to be finished by June 2011 and its application at all institutions is supposed to be finished by the end of 2012. It was pre-planned that the qualifications given by higher education institutions should be included in NQF-HETR within national quality assurance system between the years of 2010-2015 and that the documentation of the compatibility of the framework with European Upper Qualifications Framework should be completed between the years of 2010-2012. At present, all higher education institutions have accomplished their leaning outcomes under the NQF. Design of NQF-HETR The Commission for National Qualifications and the Working Group has concentrated on the design and level identifiers of NQF-HETR. In this context, the following points mentioned below are completed about the design of NQF- HETR taking into consideration some points such as the structure of Turkish Higher Education, its levels and degrees for each level, general elements to be included in the design of NQF and finally the stakeholders' opinions. Levels of NQF-HETR Current structure of Turkish Higher Education is already compatible with the 3 cycle system (Bachelor's, Master's and Doctoral) provided within Bologna Process. In addition, "short-cycle (Short cycle-qf-ehea and 5. Level-EQF- LLL)", which was set forth in European Upper Qualifications Framework and is mentioned as interim qualifications are provided as "associate's degree" in Turkish Higher Education System. As a result, it is thought to be appropriate that NQF-HETR can be defined with 4 (four) cycles including associate's, bachelor's, master's and doctoral degrees with its current design. Educational qualifications profiles for each NQF-HETR level Each level of Turkish Higher Education System has qualifications that can be 36

defined with different learning outcomes. Classification of these cycles (qualifications groups) that differ in learning outcomes for each higher education levels is given below. Turkish Higher Education System Levels and Qualifications of Different Learning Outcomes for Each Level are presented in the following table: HIGHER EDUCATION LEVELS Doctorate QF-EHEA: 3. Level EQF-LLL : 8. Level Master's QF-EHEA: 2. Level EQF-LLL : 7. Level Bachelor's QF-EHEA :1.Level EQF-LLL :6.Level Associate's QF-EHEA : Short cycle EQF-LLL : 5. Level AWARDED DEGREE /QUALIFICATIONS Doctorate Master's with thesis Undergraduate (Faculty programmes) Associate's Proficiency in medicine (Among the bachelor's degree programmes) Competence in art Master's without thesis Undergraduate (Higher school and Conservatoire programmes) Associate's (Vocational higher schools-myo) Defining of these qualifications groups in NQF-HETR with different profiles and their degrees is important for the transparency and comprehensibility of NQF- HETR. The commission and the Working Group put 3 different opinions forward about how the qualifications with these different learning outcomes in NQF- HETR will take place and how they will be defined and presented these to the stakeholders' views along with the "Interim Report for National Qualifications Framework for Higher Education in Turkey". In accordance with the opinions of stakeholders, it was first decided that NQF- HETR, because of its levels, should be composed of 3 (three) different higher education qualifications with different qualifications as well. The current associate's, bachelor's, master's and doctoral degree qualifications (profiles) within Higher Education system shown in Table 3 are classified as (1) academic based higher education qualifications, (2) vocational education based qualifications and (3) art education based qualifications according to their learning outcomes. Later throughout the process, it was realized thanks to the studies of working groups formed for each field of study that qualifications for art education can be included within higher education qualifications. So, the profiles for qualifications within NQF-HETR were thought to be appropriately 37

classified as (1) Qualifications for Higher Education and (2) Qualifications for Vocational Higher Education. These are shown below. Qualifications' Profiles for NQF-HETR Levels 1. Academically-oriented associate's degree educational programmes which are related to or within undergraduate programmes. 2. Vocationally-oriented associate's degree educational programmes which are related to or within undergraduate programmes. 3. Vocationally-oriented associate's degree educational programmes of Vocational Higher Schools 4. Academically-oriented programmes 5. Vocationally-oriented bachelor's degree programmes 6. Academically-oriented master's degree programmes with or without thesis 7. Vocationally-oriented master's degree programmes with thesis or without thesis 8. Doctoral programmes Degrees for each level and/or profile of NQF-HETR (diplomas) Types of degrees for each level within higher education system in Turkey are certain and these are; Associate's degree: associate's degree within bachelor's degree programmes, Bachelor's degree: faculty, higher school and conservatoire undergraduate degree programmes, Master's degree: master's with or without thesis 38

Doctoral degree: doctorate, proficiency in medicine and doctorate in art. Credit (ECTS) and Student Workload for each level of NQF-HETR Total education time of each degree (associate's, bachelor's, master's and doctorate) within NQF-HETR and periods of student work load are presented in the following table: Total Credit (ECTS) and Student Workload Periods for each level of NQF-HETR* 8.LEVEL NQF-HETR LEVELS (DOCTORATE) 7.LEVEL (MASTER'S) 6.LEVEL (BACHELOR'S) DURATION (Year) TOTAL ECTS CREDITS (Year x 60 ECTS) 3-4 180-240 1,5-2 90-120 TOTAL STUDENT WORKLOAD (Hour) (1 ECTS = 25-30 hours) 4.500-5.400 6000-7.200 2.250-2.700 3.000-3.600 4 240 6.000-7.200 5.LEVEL (ASSOCIATE'S) 2 120 3.000-3.600 * An academic year is calculated grounded on 60 ECTS and 1500-1800 hours of workload. General level identifiers used to identify these levels and definition of NQF-HETR It is thought to be appropriate that EQF-LLL (European Qualifications Framework- Life Long Learning) which is in accordance with QF-EHEA and is proposed by European Parliament and Council of Europe can be chosen as the main framework that will be used to reference NQF-HETR Levels with European Qualifications Framework Levels. As a result, the level descriptors to be used for NQF-HETR have been decided to be in accordance with the level identifiers of EQF-LLL. One of the most important reasons of this choice is the flexibility that EQF-LLL has about the correlation of higher education qualifications along with the primary and secondary education qualifications within lifelong learning that will be developed in time to the qualifications that are informal and are based on experience. Another reason is that vocational education is an important part of Turkish Higher Education System along with vocational high schools and higher schools giving education for a specific type of vocation and that EQF-LLL includes this, as well. In this way, it has become a common point that a 39

National Qualifications Framework can be prepared in which all the current qualifications in Turkish Educational System can be related to the qualifications that will be developed in time entirely. 13 13 http://tyyc.yok.gov.tr 40

5.3. National Qualification Framework in Italy 5.3.1 The Italian Referencing Process to EQF Following the 23 April 2008 EU Recommendation about the European Qualification Framework (EQF), all European Countries has been asked to identify the appropriate correlation of national qualifications and certifications to the eight levels defined by EQF. By 31 december 2010, every EU Member had to relate its national vocational and educational system to EQF, identifying in a clear way its qualification levels and developing its own National Qualification Frameworks (NQF) in compliance with national rules and practices. By the end of 2012, all EU Countries have to: adopt measures to assure that any certification concerning qualifications, diploma and Europass documents, provided by the competent authority, appropriately refers to the EQF levels; use an approach based on Learning Outcomes (LO) to describe qualifications and diploma, promoting the recognition of nonformal/informal learnings; apply Quality Assurance criteria in educational and learning systems; identify National Coordination Points, related to the national main stakeholders, to develop a referencing (it.: referenziazione) process, to enhance quality and transparency of qualifications. Just to do that, in the last months, the Italian Authorities took the following steps: building up of a technical group to draw up a first draft of Primo Rapporto Italiano di Referenziazione delle Qualificazioni al Quadro Europeo EQF (First Italian Report on Referencing Qualifications to EQF); first draw and sharing of the Report (December 2011); meetings to present the first draft to the Regions and Social Partners 41

(January-July 2012); meetings with Italian Government and Central Administration offices (including European Affairs Department; Ministry of Education; Ministry of Labour; Isfol; etc.) to define referencing criteria of professions regulated by the law (January-July 2012); Public consultation about the Report first draft (June 2012); Report Revision following consultations (July 2012); So far, this Process has been duly accomplished, so that on 12 July 2012 the Primo Rapporto Italiano di Referenziazione delle Qualificazioni al Quadro Europeo EQF (First Italian Report on how to refer Professional qualifications to the EQF) has been published and the public consultation has been opened lasting till 17 August 2012. On 20 th December 2012 it has been approved an Agreement among State and Regions about the adoption of the above mentioned First Italian Report. As consequence, they stated that, starting on 1 st January 2014, all Professional Qualification Certificates must include a specific reference to EQF levels. On 29 th May 2013, the same Report has been presented to the EU Advisory Group, so that further suggestions and information will be included in the Second Report. So far, a new phase started: the National Coordination Point, namely the Italian Institute for the Development of Workers Training (ISFOL) has been entrusted with the dissemination of the First Report contents and results, so that they could be applied on the field, in two main directions, depending from the specific structure of the Italian regulations of Professional Qualifications: Regional Professional qualifications referencing to EQF; National recognized and regulated Professions referencing to EQF. The main aims of this second referencing phase are to build up the National Certification System of Qualifications, ecompassing the National Inventory of Qualifications, which will include, together with the EQF levels, the ATECO and CP (5 digits) classifications as well. Due to the importance of the First Italian Report, we will now see it more in details. 42

5.3.2 The First Italian Report on Referencing Qualifications to EQF The Italian Report is a very wide and articulate document, providing an effective overview of the current Italian educational and vocational training system. It consists of the following parts: Section 1 Lifelong Learning System Description The main players of Italian Education and Training Systems are: Ministero dell'istruzione Università e Ricerca (Education, University and Research Ministry), entrusted with the definition of general principles and main levels of the education system; Ministero del Lavoro e delle Politiche Sociali (Labour and Social Policy Ministry), defining vocational training broad criteria; Regions and autonomous Provinces, having exclusive jurisdiction over vocational training offer, including planning, delivering and managing of activities; Social Partners, especially involved in the designing of vocational training courses for workers and entrepreneurs, apprenticeship and professional qualifications. These main actors collaborate to the proper running of a very complex system, worked out by quite a century of historical elaboration and recently updated by the introduction of several new laws, not yet fully integrated. The Italian education system consists of the following main components: mandatory education, so called I ciclo (first cycle: 7-14 years); second level, II ciclo (second cycle: 15-19 years); higher education I ciclo (first cycle) of three years (basic level degree); higher education II ciclo (second cycle) of two further years (degree); higher education III ciclo (third cycle) of three further years (PhD; masters, etc.); Higher Technical Education and Training (IFTS); Vocational and Educational Training (VET); 43

Apprenticeship; Lifelong Learning / Adult Education; Private Offer of Vocational, Educational and Lifelong Learning Training; System of Professions regulated by national laws. This is the visual representation of the system as a whole: It is worth noting that Section 1 also provides meaningful information about qualification recognition and validation innovative practices introduced by some Italian Regions, especially related to the VET field. Section 2 Qualifications Recognition in the Italian Educational and Vocational Training System The main educational and professional qualifications stemming from such a complex system are described in this section, where they are classified in three main groups: qualifications coming from the educational and vocational training system: in this case, certifications and diploma are provided by Schools, Universities and Regions (for vocational training); qualifications coming from the professional system: in this case, 44

certifications are provided by Ministries competent in the different professional domains (e.g.: Health Ministry for medical professionals); qualifications coming from private bodies, a quite new but very relevant source of competence certification. Section 3 Referencing of Italian Qualifications to the EQF From our point of view, this is the most important part of the Report, as it deals with the comparison of the Italian main qualifications to the EQF. It starts from the already known ten Criteria and procedures for referencing national qualifications levels to the EQF worked out by the EQF Advisory Group of the European Commission, made up of National Authorities and other relevant stakeholders. The Italian Report groups these criteria in two categories: a) process criteria, including: 1. The responsibilities and/or legal competence of all relevant national bodies involved in the referencing process, including the National Coordination Point, are clearly determined and published by the competent public authorities. 6. The referencing process shall include the stated agreement of the relevant quality assurance bodies. 7. The referencing process shall involve international experts. 8. The competent national body or bodies shall certify the referencing of the national qualifications framework or system with the EQF. One comprehensive report, setting out the referencing and the evidence supporting it shall be published by the competent national bodies, including the National Coordination Point, and shall address separately each of the criteria. 9. The official EQF platform shall maintain a public listing of member states that have confirmed that they have completed the referencing process, including links to completed referencing reports. 10. Following the referencing process, and in line with the timelines set in the Recommendation, all new qualification certificates, diplomas and Europass documents issued by the competent authorities contain a clear reference, by way of national qualifications systems, to the appropriate European Qualifications Framework level. 45

b) technical criteria, including: 2. There is a clear and demonstrable link between the qualifications levels in the national qualifications framework or system and the level descriptors of the European Qualifications Framework. 3. The national qualifications framework or system and its qualifications are based on the principle and objective of learning outcomes and linked to arrangements for validation of non-formal and informal learning and, where these exist, to credit systems. 4. The procedures for inclusion of qualifications in the national qualifications framework or for describing the place of qualifications in the national qualification system are transparent. 5. The national quality assurance system(s) for education and training refer (s) to the national qualifications framework or system and are consistent with the relevant European principles and guidelines (as indicated in annex 3 of the Recommendation). On the ground of criteria 2, 3 and 5, defined as key criteria by the Report, a comparison table for the main Italian public qualifications, i.e. the qualifications certified by Public Authorities, like Ministries and Regions, is presented. In the meantime, the Competent Authorities (Ministry of Education, Ministry of Labour and Regions) established a National Plan for Quality Assurance in Education, complying with the EU Reccomandation of 2009 EQAVET, based on the following main principles: to promote the habit of continous improvement of quality; to promote the evaluation (auto-evaluation and external evaluation); to involve all the stakeholders; to check satisfaction level of users and stakeholders (trainers, families, enterprises, etc.); to make public, knowledge of information and results. 46

Table 1. Comparison table of Italian Public Qualifications' System to EQF (levels 1-6) 47

Table 2. Comparison table of Italian Public Qualifications' System to EQF (levels 6-8) 48

Especially relevant for our project is the detailed description of a vocational training qualification (Building Industry Operator) included in the Report, as a sample of the practical application of Learning Outcome method. The most important qualifications have been defined in a Repertorio Nazionale dell offerta di Istruzione e Formazione professionale (National Repertory of Education and Vocational Training Offer), established by the State-Regions Agreement of July 27, 2011. Section 4 Enclosed Documents In this last Section, the Report presents specific forms, synthetically describing the required Konwledge, Skills and Competencies for the main Italian State recognized qualifications. 5.3.3 How to fit Eco-Qualify to EQF Qualifications into the Italian NQF? The first current difficulty we could come across is that, due to the economic crisis, the national law framework is quickly changing, so that it is not easy to foresee possible further evolutions of the Italian labor system as a whole. The second main difficulty we could infer from the Report is that it does not take into consideration bottom-up processes: but, it is possible that in the next few months, new suggestions will be proposed about the need of adopting such a kind of approach. In the meantime, the most viable way to connect the Qualifications identified by our project is probably to ask the National Coordination Point, i.e. ISFOL for information about an appropriate way to let our qualifications been recognized. Then, we could act at Regional level, starting from Marche Region, where we are operating since more than 15 years in VET sector. We could undertake the following steps to meet our goal: to ask Marche Region for information about the devised procedure to let our qualifications recognized; 49

to involve, if possible, Social Partners at the same level to promote our initiative; to apply, if necessary, all the needed changes and modifications to comply with the Regional procedure, informing our project Partners about. At this moment, it is not easy to estimate how much time this way should request: on the basis of previous experiences, we will evaluate it in not less than one year. In conclusion, it is worth noting that it is under construction a new European web portal specifically devoted to relate each other the national qualifications of the European Countries pertaining to the same EQF level (see: http://ec.europa.eu/eqf/home_it.htm). This portal will be connected to the PLOTEUS web portal, including the formal learning opportunities to attain qualifications all over Europe. Last but not least, the EU ESCO project intends to relate EQF qualifications to Ploteus and EURES portal, which try to coordinate job offers and applications for jobs at European level. 50

5.4. National Qualification Framework in Austria Introduction Austria has designed a comprehensive national qualifications framework, which will be implemented gradually, through a step-by-step approach. Currently, the NQF includes qualifications awarded in higher education, selected reference qualifications from VET and a qualification from a prevocational programme. This selection of reference qualifications serves an illustrative purpose and does not include any qualifications from general education. The decision on how to include qualifications such as the Reifeprüfung certificate from AHS schools (upper secondary school leaving certificate from general education) into the NQF still needs to be taken. The NQF has been under development since January 2007. The first factfinding phase (February to October 2007) was supported by a broad consultation process. Its outcomes fed into a report (Konsolidierung der Stellungnahme zum Konsultationspapier), which identified a number of open questions (16) and was used by the Federal Ministry of Education, Arts and Culture and the Federal Ministry of Science and Research to prepare a policy paper (October 2009 (17), outlining the strategy for implementing the NQF. With the adoption of the NQF position paper by the Council of Ministers in late 2009, the Austrian NQF was officially launched. A research-based approach and a broad range of stakeholders involved in the development are key characteristics of NQF development. Another is that levels 6-8 are open to VET qualifications acquired outside the Bologna strand. A Y-structure was adopted, allowing for two sets of descriptors (for higher education and VET) to coexist at these levels (18). Dublin descriptors are used for qualifications related to Bologna cycles (BA, MA, Doctorate) and awarded by higher education institutions (i.e. universities, universities of applied sciences (Fachhochschulen) and university colleges for teacher education (Pädagogische Hochschulen). VET qualifications and qualifications from adult learning ( non-bologna strand) will be allocated based on NQF descriptors and additional criteria. 51

Responsibilities for design and award of qualifications are allocated to different stakeholders and providers. A step-by step implementation strategy was adopted to ensure a comprehensive NQF. The overall process was structured into three corridors: corridor one aims to assign qualifications from the formal education system, based on national legislation and awarded by the State; corridor two focuses on the assignment of qualifications from the non-formal sector (e.g. occupation-specific and company based CVET); and corridor three aims to develop approaches to validating learning outcomes acquired though informal learning. One of the main issues to be resolved within corridor one is inclusion of general education and the respective school leaving certificates in the NQF. Main policy objectives The main objective of the NQF is to map all officially recognised national qualifications, present them in relation to each other, and to make implicit levels of the qualification system explicit, nationally as well as internationally. It will have no regulatory functions. The specific objectives of NQF are to: - assist referencing of Austrian qualifications to the EQF and thus strengthen understanding of these qualifications internationally; - make qualifications easier to understand and compare for Austrian citizens; - improve permeability between VET and higher education by developing new pathways and opening new progression possibilities; - reinforce the use of learning outcomes in standard-setting, curricula and assessment; - support lifelong learning and enable stronger links between adult learning and formal education and training; - recognise a broader range of learning forms (including non-formal and informal learning). The NQF plays an important part in implementing a strategy of lifelong learning (BMUKK, 2011) (19) that includes and assigns to all contexts of learning (formal, non-formal and informal) the same value (European 52

Commission et al., 2010, Austria) (20). Some suggestions have been made on how to include non-formal qualifications in the NQF, for example by setting up bodies responsible for qualifications (21). This issue is still under discussion. Methodologies and responsibilities are being developed for linking validation and allocation of non-formal qualifications to the NQF. This marks an important stepping stone towards an inclusive NQF. One of the objectives of the NQF is to strengthen the linkages between different subsystems by making apparent existing pathways/developing new pathways and opening up new progression possibilities: improved counselling is an important element of this. Austria has a relatively high share of people with migration background in the labour force and in education. Raising their education outcomes, qualifications levels and increasing equal opportunities remains one of the main policy challenges and is a focus of the current reforms (Europan Commission, 2011) (22). Stakeholder involvement and framework implementation From the beginning, the Austrian approach has been characterised by active stakeholder involvement, but also occasional conflicting views on the role of the NQF. Two ministries, the Federal Ministry of Education, Arts and Culture and the Federal Ministry of Science and Research are in charge of the process. However, the General Directorate for Vocational Education and Training of the Federal Ministry of Education, Arts and Culture is the driving force behind the process. It has initiated and is coordinating NQF development and implementation, cooperating with the Federal Ministry of Science and Research, which is in charge of higher education. A national NQF steering group was set up in February 2007. This includes 23 members representing all the main stakeholders (all relevant ministries, social partners and Länder) responsible for qualifications design and award. The main task of this group is to coordinate the NQF implementation, referencing to the EQF, and ensure that the framework reflects the interests of stakeholders. One important topic of discussion was on opening up levels 6-8 of the NQF for nontraditional higher education qualification, with VET stakeholders on one side and higher education on the other. Consensus was achieved. 53

The Austrian NQF was formally launched through the adoption of the position paper by the Councils of Ministers in 2009. Three sets of criteria for linking qualifications to the NQF levels have been developed: (a) qualifications must meet existing formal requirements (for example related to assessment procedures and proof of qualification); (b) the assignment of a qualification to a level is made on the basis of the level descriptors; (c) a detailed description of the qualification, using an agreed template, has to be submitted (including qualitative and quantitative data about the qualification). Based on this classification, a final decision is made on levelling. Submission for registration is, however, voluntary. Allocation criteria and procedures were tested intensively in 2011 but those for allocation did not yield the expected results. A revised model is now being discussed which will clarify procedures, competent bodies and their responsibilities. Currently, the NCP s main role is to support the development and implementation of the NQF in Austria, develop an NQF information system, including NQF register, and become the main information desk for citizens and institutions. It is envisaged to create a legal basis for the NQF, which will clarify responsibilities and allocation procedures. Level descriptors and learning outcomes The NQF has eight levels. The decision on number of levels was based on the broad consultation process and a study, providing information on an existing implicit hierarchy in the national qualification system, using statistical educational research and statistical frameworks (EQF Ref, 2011, p. 46) (25). Level descriptors are defined as knowledge, skills and competence. Reference qualifications are used to illustrate the level of learning outcomes. Through the implementation of the NQF, Austria is strengthening the learning outcome approach across education and training: this is seen as central to the positioning of qualifications onto the NQF. Many qualifications are already learning outcome oriented, but the approach has not been applied consistently 54

across all sectors and institutions. Several initiatives are supposed to strengthen learning outcomes orientation. In 2005, the Federal Ministry of Education, Arts and Culture launched a project to develop educational standards for core subject areas in general education (Hubert et al., 2006) (26) and in VET (27). Educational standards for VET schools and colleges define content (subject and knowledge areas and topics with specified goals), action (cognitive achievements required in the particular subjects), and personal and social competences related to the specific field. In March 2009, the General Directorate for VET of the Federal Ministry of Education, Arts and Culture started a project (curriculum design learning outcomes orientation) which aims to integrate educational standards in VET curricula. In addition, Austria is preparing a competence-oriented and standardised Reifeprüfung to be administered in general and vocational upper secondary education. In apprenticeship (dual system), a training regulation is issued for each profile by the Federal Ministry of Economics. It consists of the occupational competence profile (Berufsprofil) with related activities and work descriptions, and job profile (Berufsbild) with knowledge and skills to be acquired by apprentices. In higher education a qualification profile, describing the expected learning outcomes (and definitions of learning outcomes) for each module, was introduced by the University Act (Universitätsgesetz) in 2002, but implementation differs across higher education institutions. Links to other instruments and policies Austria is preparing for participation in the European credit system for vocational education and training (ECVET) by conducting studies and participating in international projects. The current strategy foresees using ECVET to support transnational mobility. It is not planned to link the NQF with 55

the credit system (Federal Ministry of Education, Arts and Culture and Federal Ministry of Science and Research, 2012) (28). The European credit transfer and accumulation system (ECTS) has been implemented in higher education. Austria is also active in the implementation of the EQAVET Recommendation. The Ministry of Education has introduced a comprehensive quality management system through the VET quality initiative (QIBB) in which nearly all Austrian VET schools and colleges participate (on a voluntary basis). This approach links results/standards with input/process dimensions. The initiative is in line with the main objectives, guiding principles and priorities of the EQAVET recommendation. The NQF policy paper and the recently adopted strategy for lifelong learning (BMUKK, 2011) (29) place high importance on general demand for integrating non-formally and informally acquired learning outcomes in the NQF. Work to develop strategies and tools to include non-formally acquired qualifications and learning outcomes developed though informal learning is continuing. A working group is currently elaborating procedures for including learning outcomes acquired outside formal education. Proposals are already available, but no decisions have been taken yet. Social partners, who are also owners of the main adult training providers, play an important role. Referencing to the EQF Austria referenced its national qualifications levels to the EQF and self-certified to QF-EHEA in June 2012, preparing one comprehensive report. Important lessons and future plans First, one strength of Austrian NQF development is the involvement and engagement of a broad range of stakeholders, representing all subsystems of education and training as well as the social partners. This broad process has made it clear that stakeholders hold different and sometimes conflicting views on the role of the NQF. Second, Austria sees the NQF as a translation device to make qualifications 56

transparent and comparable as well as a tool to improve validation of nonformal learning. It will not have regulatory functions. Implementing the NQF is closely related to strengthening the learning outcomes orientation in education and training, e.g. by revising VET curricula. NQF levels will also be explicitly mentioned in curricula and training profiles. Third, the NQF has been designed to be comprehensive. This is underlined by the following principles: the adopted Y-structure of the NQF; the working structure of three corridors (see above); the long-term inclusion of general education; and methodologies being developed for inclusion of non-formal and informal learning (Federal Ministry of Education, Arts and Culture and Federal Ministry of Science and Research, 2012) (30). Main sources of information The Austrian NCP was set up as an organisational entity at OeAD (Österreichischer Austauschdienst, Austrian agency for international cooperation in education and research). http://www.oead.at/nqr [accessed 12.3.2013]. 57

5.5. National Qualification Framework in Germany A comprehensive national qualifications framework for lifelong learning based on learning outcomes (Deutscher Qualifikationsrahmen, DQR) is currently being developed in Germany. It will include qualifications obtained in general education, higher education and vocational education and training. In the first phase, only full formal qualifications will be referenced to the DQR. In a later phase, informally and non-formally acquired competences will also be included. The preparations for the framework started in 2007. Following extensive preparatory work, a proposal for a German NQF was published in February 2009 (54). This proposal provides the basis for an extensive testing phase to be followed by full scale implementation. The current (2009-10) piloting stage uses qualifications from selected sectors (IT, metal, health and the trade sector) as testing ground to link exemplarily qualifications to the level of DQR. The main aim is to verify that the matrix and level indicators are suitable and usable. Stakeholders and experts from school-based and work-based VET, continuing education and training, general education, HE, trade unions and employers collaborate in testing the NQF proposal. An NQF for the higher education sector (related to QF-EHEA) was established in 2005 and put in place since then. In January 2010, the self-referencing report of the NQF for HE to be compatible with the QF-EHEA was published (55). The relationships and links between the NQF for HE and NQF for lifelong learning are currently being discussed in Germany. The NQF for HE is likely to remain the main reference for higher education as its descriptors are more detailed than the descriptors in the proposed NQF for LLL and it is designed to suit the specific needs of HE. QF for HE has a strong emphasis on knowledge component and development of competences such as responsible citizenship, cultural awareness etc. However, the envisaged NQF for LLL aims at integrating all areas of learning. Rationale and the main policy objectives 58

The work on the DQR responds to the EQF initiative. An important objective of it is to allow for a transparent referencing of qualifications acquired in Germany to the EQF and to use it as tool to improve opportunities for German citizen in the European labour market. Another important objective is to map all obtainable qualifications, present them in relation to each other, and make them easily understood and comparable. These two main objectives have been translated into the following detailed aims. The DQR is expected to: (a) increase transparency in the German qualification system; (b) promote reliability, transfer opportunities and quality assurance; (c) improve the visibility of the equivalence and differences between qualifications; (d) aid recognition of German qualifications elsewhere in Europe; (e) support the mobility of learners and employees between Germany and other European countries and within Germany; (f) increase the skills orientation of qualifications; (g) reinforce the learning outcomes orientation of qualification processes; (h) improve opportunities for validation and recognition of non-formal and informal learning; (i) foster and enhance access and participation in lifelong learning. Involvement of stakeholders A national steering group (Bund-Länder-Koordinierungsgruppe) was jointly established by the Federal Ministry of Education and Research and the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Republic of Germany at the beginning of 2007. This coordination group has appointed a working group Arbeitskreis DQR which comprises stakeholders from higher education, school education, VET, social partners, public institutions from education and the labour market as well as researchers and practitioners. Decisions are based on consensus and each of the members works closely with their respective constituent institutions and organisations. On behalf of the Federal Ministry of Education and Research (BMBF) a DQR Büro (DQR office) has been set up to provide technical and administrative 59

support to the process. Levels and descriptors An eight-level structure has been proposed to cover all main types of German qualifications. Level descriptors describe competences required to obtain a qualification. The draft DQR differentiates between two categories of competence: professional and personal. The table shows the components used for describing levels in the DQR. The term competence lies at the heart of the DQR and signals readiness to use knowledge, skills and personal, social and methodological competences in work or study situations and for occupational and personal development. Competence is understood in this sense as action skills (see below). Structure of requirements Professional competence Personal competence Knowledge Skills Social competence Self-competence Depth and breadth Instrumental and Team/leadership Autonomy/responsibility, systemic skills, skills, involvement reflectiveness judgment and communication and learning competence Descriptors are expressed as alternatives, e.g. field of study or work and specialised field of study or field of occupational activity. The table of level descriptors (DQR matrix) and a glossary are included in proposal of DQR. Use of learning outcomes The shift to learning outcomes is supported by all major stakeholders. One important aim of the DQR is to support further use of learning outcomes in standardsetting, curricula and assessment. Learning outcomes are expressed in the various formulations of standards of Kompetenz that have been developed in particular for VET, where a concept of 60

Handlungskompetenz (action skills) has gradually assumed a key role in qualifications definition, alongside clear input requirements about place, duration and content of learning. The action skills are described in terms of a typology of competences: Fachkompetenz (professional competence), Personalkompetenz (personal) and Sozialkompetenz (social). In general education no specific action skills for qualifications are provided. Curricula are often not written with a specific focus on learning outcomes. The recently introduced national Bildungsstandards could be taken as a first attempt to define a minimum set of learning outcomes for school subjects for primary education (Hauptschule), the intermediate leaving certificate (Realschule) and for the upper secondary school leaving certificate (Abitur). In higher education, the shift to learning outcomes took place in a broader sense when introducing bachelor and master studies in recent years. Module handbooks are defined in terms of learning outcomes. DQR also aims at improving opportunities for recognising informally acquired learning outcomes and strengthening lifelong learning. Model and research projects have been running to support further development. Referencing to the EQF The joint steering committee set up by the Federal Government and the Länder in 2007 is in charge of the referencing process, advised and coordinated by the DQR Büro. The draft referencing report is expected to be prepared by 2010 and the final report is to be submitted by 2011. Lessons learned and the way forward The development of the DQR is embedded in the broader context of reforms in Germany to strengthen the outcome-based orientation of German education and training system. It is also linked to initiatives to support permeability between VET and HE, e.g. the ANCOM initiative involves all relevant stakeholders from VET and HE to support recognition of learning outcomes. The development of the DQR is also characterised by a comprehensive vision and a coherent set of level descriptors, spanning all levels of education and training. This approach makes it possible to identify and better understand the 61

similarities and differences between qualifications in different parts of the education and training system. Because it refers to the level and type of learning outcome, this approach can make it possible to judge whether, for example, a VET qualification can form a basis for a HE qualification. To develop a permeable system with better horizontal and vertical progression possibilities is at the heart of DQR developments. The NQF development is also characterised by a strong and broad involvement of stakeholders from all subsystems of education and training (general education, school and work-based VET, HE), stakeholders from the labour market, ministries and Länder. 14 How to fit Eco-Qualify to EQF Qualifications into the German NQF? Currently FORUM Berufsbildung is part of a consortium establishing the German Zusatzqualifikation Fachberater Naturkost und Reformwaren. Together with partners in vocational and educational training in the field of organic food retail, (all of them are part of NATURKOST-AKADEMIE) and together with the big German food producers association BNN, the REFORMHAUSAKADEMIE and big organic food supermarket chains (e.g. Bio Company), and with Institut equalita they are working on vocational training levels for the German market according to our project results. The German chambers of commerce also are involved. In many German cities they will issue a certificate for participants. During the working process with the German IHKs and many important stakeholders in the field FORUM was constantly referring to our EU-project, already using the results and competences they derived from their work with the European partners. Talks with the national authorities are yet to be arranged, first contacts have been made already. They will present the results of this project and ideally the results will help to further the development of the German NQF and ECVET. In two other LENOARDO-projects, FORUM is currently devising a curriculum for organic food processors and an E-learning platform for organic retailers in the 14 The development of national qualifications frameworks in Europe (September 2009), Luxembourg: Publications Office of the European Union, 2009 62

EU. After already having transferred some of the project results into other projects, they are very positive about being able to link even more working results within the EU, perhaps even worldwide. FORUM has several partners in China, India and Africa. Together with the other European project partners, the German Naturkostakademie, BNN and Reformhausakademie they hope to strengthen European organic food retail with sound educational initiatives. Institute equalita and Ökomarkt Hamburg (which is part of FORUM) will help and further this process. 63

5.6. National Qualification Framework in the Czech Republic Introduction The Czech Republic has yet to decide whether to develop a comprehensive NQF. However, partial frameworks for vocational qualifications and for tertiary education qualifications have been developed and are now operational. The proposed descriptors for primary and secondary education may also be seen as pointing in this direction; the question now being discussed is whether an overarching framework can help to coordinate and bridge these separate developments. The latest preliminary surveys among various stakeholders are supportive of developing a comprehensive NQF as a tool for communication, mutual cooperation and improving the quality of education and training in general. Work on the framework for vocational qualifications started in 2005, based on the Act on the Verification and Recognition of Further Education Results (2006), which is also the legal framework for recognition and validation of nonformal an informal learning. Both processes are closely related. The core of the framework is the publicly accessible national register of qualifications (NSK). A framework for tertiary qualifications has been designed under the Q-RAM project, initiated in 2009. Main policy objectives The interlinked development of a framework and a register for vocational qualifications has been a cornerstone in the national strategy for lifelong learning (Ministry of Education, Youth and Sports, 2007). Aiming at improving access to lifelong learning and creating a more permeable education and training system, the main elements of this strategy, reflecting identified and agreed needs, are: 64

- creating a system to recognise and validate learning outcomes, irrespective of the way they were achieved; - making the whole system more transparent and understandable for all stakeholders, e.g. learners and employers, employees, training providers; - linking initial and continuing education; - systematically involving all stakeholders in vocational education and training and in developing national qualifications; - responding to European initiatives such as making qualifications more transparent and supporting the mobility of learners and workers; - supporting disadvantaged groups and people with low qualification levels. Another important issue is to open up different pathways to qualifications and to increase flexibility in the qualifications system. Complete vocational qualifications in the register for vocational qualifications are broadly comparable and compatible with qualifications acquired in initial VET, opening up both ways of acquiring qualifications (formal and non-formal learning). Also, one can acquire vocational (formerly called partial) qualifications listed in the register and build a complete qualification step-by-step. Exams can be taken for all vocational qualifications of a given complete qualification but to achieve complete qualification (attaining a level of education) it is necessary to pass the final exam. This makes final exams based on qualification standards a bridge between the two systems. The focus is more on vocational (formerly called partial) qualifications, because these aid employment and can address relatively quickly shortages of certain qualifications in the labour market. Developments in VET and higher education to some extent pursued through projects have not been coordinated or connected. This leaves a number of questions and challenges for the development of shared concepts and the design of a structure which could provide the basis for a future comprehensive national qualifications framework. This challenge is accentuated by the fact that the idea of a comprehensive framework is not yet well understood among 65

the broader public. Stakeholder involvement and framework implementation The framework for vocational qualifications is fully operational. More than 60 000 applicants have been awarded qualification certificates (their competences validated). The Act on the Verification and Recognition of Further Education Results, which came into force in 2007, sets out the basic responsibilities, powers and rights of all stakeholders in developing and awarding vocational qualifications. The Ministry of Education, Youth and Sports (MEYS) coordinates the activities of the central administrative authorities (ministries) and approves, modifies and issues the list of vocational and complete vocational qualifications. It supports the activities of the National Qualifications Council. This in turn including all stakeholders acts as an advisory body to the Ministry of Education, Youth and Sports (MEYS) in the area of qualifications. Sector councils are in charge of developing qualification and assessment standards of the NSK up to level 7; most qualifications are, however, placed at levels 2 to 4. At higher levels they define only specialised supplemental qualifications, not those awarded by higher education institutions (bachelor, master and PhD degrees) (European Commission et al., 2010, Czech Republic, p. 3). Opening up higher levels (up to level 7) for qualifications awarded outside higher education institutions is seen as an important means of supporting lifelong learning. The national coordination point has played an important role in referencing Czech qualifications to the EQF: it leads the discussion on establishing the comprehensive national qualifications framework and provides and disseminates information on European tools. Level descriptors and use of learning outcomes The framework and register for vocational qualifications consists of eight levels. Level descriptors reflect the complexity of work activities. A national meeting identified a need for modification and broadening of NSK descriptors but a decision can be taken only after the results of the Q-RAM project are 66

published, which will feed into these developments. In the tertiary education system the framework will consist of two layers. The first layer will be generic descriptors for each level of qualifications, compatible with the overarching framework for EHEA and also with the EQF descriptors. These descriptors cover four levels, corresponding to levels 5 to 8 in the EQF, and cover short cycle (no qualifications at this level currently in the system), bachelor, master and doctoral degrees. A set of level descriptors for primary and secondary education (EQF level 1 to 4) has also been drafted, based on core curricula. In this proposal, descriptors are grouped into three categories; knowledge, specific study and work skills, and transferable skills. Discussion on the need, scope and goals of the comprehensive qualifications framework between all education sectors continues (64). The learning outcomes approach is widely used in the Czech education system, although applied and interpreted slightly differently across levels and subsystems. Core curricula for primary and secondary education emphasise key competences and their practical use. Expected learning outcomes are defined in terms of activities, i.e. tasks students should be able to perform. The Education Act, which came into force in 2005, regulates curriculum reform at primary and secondary level, emphasising learning outcomes and strengthening social partner influence in VET. Key competences (e.g. ICT skills, learning to learn, problem-solving) have become very important. Modularisation of courses was introduced to improve transferability between various pathways in initial and continuous education, but it has not yet been implemented in most schools (Cedefop Refernet, Czech Republic, 2010). A competence-based and learning outcomes oriented approach is shared by VET and higher education and has broad political support. This is documented and confirmed by the curriculum reform of vocational education (including relevant methodologies) and by the Act on the Verification and Recognition of Results of Further Education. IVET framework curricula are increasingly being aligned with competences defined in the NSK. The majority of standards for levels 4 and higher, however, are still being drafted. In the project Q-RAM (on the development of a qualifications framework for 67

HE), the learning outcomes approach has been crucial in developing generic descriptors and subject-specific benchmarks and will be further promoted in specific study programmes. A pilot study tested the subject specific benchmarks within this project in 2011. Links to other instruments and policies Europass, ECVET and EQAVET are closely coordinated with the EQF implementation, because all these instruments are implemented and promoted within one institution. Policy objectives linked to the ECVET are to support domestic and international mobility and transparency of qualifications (connection of qualifications in NSK with the credit system ECVET is planned) (66). Pilot projects are underway. The NQF and register of vocational qualifications and the system being developed for validating non-formal and informal learning are closely related. The legal framework for recognising non-formal and informal learning and the register of vocational qualifications is the Act on the Verification and Recognition of Further Education Results. The act also establishes the NSK, which is based on the framework for vocational qualifications. Validation and recognition procedures are carried out according to the qualifications and assessment standards included in the national register of qualifications. Currently, only qualifications included in the NSK register can be acquired though validation of non-formal and informal learning. Referencing to the EQF The Czech Republic referenced its formal qualifications to EQF levels in December 2011. The qualifications referenced are those awarded in lower and upper secondary education, in higher education and in continuing education (under the Act 179/2006 on the Verification and Recognition of Further Education Results). Higher education qualifications are linked to the EQF, but not yet self-certified against the QF-EHEA. The Czech Republic intends to selfcertify its higher education framework against the QF-EHEA at a later stage, following the completion of a project in 2012. 68

Important lessons and future plans An important topic of discussion will be the development towards a more comprehensive overarching national qualifications framework with a coherent set of level descriptors, which will bring together subframeworks for vocational qualifications, for higher education and lower and upper secondary education. Explicit levels would make more transparent the links to the EQF levels. Discussions have started, but no decisions have been taken yet. Main sources of information The National Institute for Education (NUV) is the EQF NCP, which manages the operational agenda and creates proposals of the NCP for referencing qualifications levels to the EQF. http://www.nuov.cz. A register of all approved qualification and assessment standards is available at http://www.narodni-kvalifikace.cz/. Source: Analysis and overview of NQF developments in European countries, Annual report 2012 69

Project Coordinator University of Agribusiness and Rural Development /UARD/ BULGARIA The project coordinator is the University of Agribusiness and Rural development in Plovdiv, Bulgaria. It was founded in 1992 by a decision of Bulgarian Government and accredited by National Agency of evaluation and accreditation to the Council of Ministers as Higher School Agricultural College. Following more than 20 years of successful development and a number of accreditation procedures, now the University of Agribusiness and Rural Development is the biggest private university in Bulgaria with more than 6500 students. The university provides education and training in 6 Bachelor specialties and 10 Master programs in the field of agribusiness and rural development. Project Coordinator: Mariana Ivanova mivanova@uard.bg 78 Dunav Blvd. 4003 Plovdiv, BULGARIA + 35932960356 http://www.uard.bg Project Partners Organic Retailers Association /ORA/ AUSTRIA International Umbrella Association for Organic Retailers and Stakeholders of this branch. Main focus is know-how transfer, professional qualification and education. ORA offers support in capacity building for emerging national and international organic markets through consulting, training and lobbying. ORA also is the Internal Body for OR Issues in IFOAM. Tom Václavík office@o-r-a.org AT-1070 Wien, Seidengasse 33-35/13 +43-1-907631325 www.o-r-a.org Zivy venkov CZECH REPUBLIC Zivy venkov is a non-profit organisation, assisting SMEs and local entrepreneurial and marketing initiatives, mainly in rural areas, to enhance the development of production, processing and marketing of organic food products. Zivy venkov assists in education and training, project and business development, marketing and management. www.zivyvenkov.cz Dana Václavíková info@zivyvenkov.cz Vinohradska 261 66434 Moravske Kninice + 541263456 FORUM Berufsbildung e.v. GERMANY FORUM Berufsbildung e.v. is an independent, nonprofit making educational institution offering further education, vocational trainings and seminars in many different business areas, e.g. organic organic food retail, social welfare, business economics, and computer literacy. www.forum-berufsbildung.de Dr. Helmut Riethmüller Charlottenstr. 2 10969 Berlin + 49 30 259008 254 70