1 EQF PRO INFORMATION PROVIDED BY NATIONAL GRIDS Belgique France Germany Lithuania Pol Portugal Romania Slovenia United Kingdom Russia Systems at work At level 5-6 Enseignement de promotion sociale 31500 students Brevet d enseigneme nt supérieur Some or actors try to enter at level 5 : IFAPME (Institute offering training for SMEs) for a specific programme dedicated to Chefs d entreprise or enterprise supervisor And also technical schools for ir upper certificates. At level 6 At level 5 re different types of institutions awarding DUT in Universities: Institutes of Technology BTS in schools Certificates awarded by different institutions from or ministries bodies (CQP) At level 6-7-8 awarded by, Gres Ecoles or Business Schools Different regulation concerning HE according to Länder Two main actors : Universities Fachhochschu len 3 years programme in Fachhoschule n. Vocational Programmes at level 5 in sectors or or institutions Recognition of prior learning mainly to shorten BA Accredited by The level 5 is under of vocational education These provide access to HE at or colleges Level 6 : university college level Colleges provide bachelors (3 years programme) Universities at level 6 provide 4 year Bachelor. In some cases, mainly in They are three types of HE pathways: The university one with licencjat, magister doctor The higher education one with licencjat ant title of inzynier The post one At level 5 apparently no Level 5 in system equivalent to a two year programme Potential level 5 by upper institutions, vocational training centres HEI providing technological specialisation courses And awarding a Technological specialisation diploma HE presents a binary system with offering research oriented polytechnics more oriented Polytechnics award degrees at levels 6 A Qualification framework for Higher Education covering levels 6-7-8 Descriptors based on learning Few Vocational Secondary High Schools provided in post systems to graduated students which could be considered as level 5 The level 5 is under of Ministry of Education. Universities provide two types of leading to a Bachelor ( academic 3-4 years 3 years) Higher Education (Ministry of HE, Science Technology) is provided by 3 main types of institutions:, colleges art music colleges. They are also Higher education is provided by three main types of institutions:, colleges institutions of higher education art music colleges The binary system ( polytechnics) has been abolished in 1992 Non-university level post technical education is provided by technical colleges, colleges of furr higher The HE system in Russia is based on 3 cycles : Bachelor no less than 4 years Diploma specialist no less than 5 years (traditional degree) And Master no less than 5 years Doctorate with two levels corresponding to two levels of sis They are 3 categories of institutions operating in HE : University Academy (
2 Belgique France Germany Lithuania Pol Portugal Romania Slovenia United Kingdom Hautes Ecoles State, ( 83000 accreditation bachelor) students agencies Professional Bachelor At level 6 Universities 67000 students Transition bachelors technological sciences a degree is awarded with one additional year after Bachelor High Schools (under Ministry of Education) providing 2 years post at level 6 CPU Centres are accredited to award till level 6, but not for HE education accredited independent colleges which offer a large number of courses leading to a vocational qualification. Russia educational programme for a specific type of activity) Institute (educational programme for a specific area of activity) In addition two types of post institutions: Colleges awarding of technicians (between 2 3.5 years) And Colleges awarding certificates of qualified worker One of objectives is to promote concept of applied studies providing practical skills competence required by labour market
3 Belgium France Germany Lithuania Pol Portugal Romania Slovenia UK Russia Role of State Qualifications awarded by Hautes Ecoles are accredited by Ministry of Education The Brevet of EPS is based on a legal decision from ministry of Education Quality assurance process Official are accredited by State or by CNCP All accredited by State or by CNCP or bodies are registered on same format in a national list, RNCP (Répertoire des certifications Professionnell es) accessible only by Internet The German qualification framework for HE has been adopted in 2005 at national level HE is placed under of Ler The coherence articulation between Ler is placed under of KMK (Kultusminister konferenz), sting conference of Länder ministers or senators responsible for education training, higher education research plus cultural affairs. The Federal Government is Accredit Creation of a Lithuanian Qualifications Office (2007) QA Preparation of stards Explanatory Dictionary of system terms was published in 2008 The Centre for Quality Assessment in HE is an independent public Agency that implement external quality assurance policy in research education in Lithuania. It was founded by Ministry Control of system Central council for HE describes conditions for issuing HE could approve or reject applications to establish new higher education institutions Accreditation Committee evaluates quality of teaching verifying compliance with requirements for highereducation degree for private institutions F HEIs are controlled by State Creation of a Catalogue of Qualifications Education training are under of Ministry of Education Validation And Registration of new HE in Register for awarded by Creation of a national agency ACPART in charge of developing, implementing, updating Qualifications Framework for HE Authorisation (for bachelors) accreditation of HE Education training are under of two Ministries: Ministry of Education Ministry of HE. QCA manages NQF database of accredited Joint Forum for higher levels for clarification of relations articulation between credit frameworks within a context Post system are regulated by a federal law. Universities are autonomous within this framework Accreditation of HEIs is carried out by State Certification Service on basis of applications of HEIs HEIs are accredited by State State monitoring every 5 years
4 responsible for in-company, non-school VET of Education Science of Republic of Lithuania as an expert institution by Romanian Agency for Quality in HE
5 Belgium France Germany Lithuania Pol Portugal Romania Slovenia UK Russia Role of Bodies Companies Involvement in of Involvement in of participation in process of accreditation Influence VET, even at HE level The training partners in economy are industry, commerce, agriculture, liberal professions, public administrations, health services, over 900 intercompany training venues In general y complain upon employability More more involved Contribution to elaboration of stards Participation in evaluation at end of vocational education training They are very active at level 5 Very few incentives coming from employers, not interested to discuss with Small influence Feeling from that y are producing for nothing Non official cooperation with bodies Involved in construction of Register ACPART involves representative s of economic social world Very little interest few incentives are coming from employers. Generally, y are not interested in discussing dealing with They are rarely involved in of new study. However, study include placements in companies for students Based on partnerships UK Commission for Employment Skills (UKCES) as a single, employer-led board providing direct independent advice to Ministers Non official cooperation with bodies Role of social partners Involvement in of Involvement in of participation in process of accreditation Social partners are relevant in IHE VET, In HE y are represented in Boards of HE. In VET y are strongly They are well involved in some sectors. But in general HE complains with lack of contribution of social partners Involved in construction of ACPART methodology Trade unions are active in some sectors. They have more influence in VET.
influencing, de pending of topic 6
7 Belgium France Germany Lithuania Pol Portugal Romania Slovenia UK Russia Level of implementati on of NQF Still in progress Tensions at level 6-7-8 educational authorities accepting to rank only awarded by HEIs (Flers has a different position, y accept ) There is already a NQF in France (5 levels) Currently discussions on updating according to EQF Work has now begun on a process of developing a Qualifications Framework A draft an agreement exist, but not finally approved NQF has been set up in 2007, but has not been legally approved 8 levels but based on Lithuanian situation referred later to EQF Not yet A NQF working group has been created Not yet Priority has been done to HE The process must end in 2010 Not yet. discussions at this moment A kind of system is currently developed from level 1 to level 6. But are not involved in it (only High Schools) There are already NQF in Engl, Wales Scotl No national qualification framework in perspective Some limited experiments Universities are aware that trade unions bodies companies should be involved in implementatio n of a NQF. A NQF working group is going to be created
8 framework NQF structure is in High schools EPS at level 5 are involved since sept. 2008 structure is in HE Not linked to current NQF structure is in HE Open question on how to share levels 5 6 between HE highly qualified VET structure is partly in HE LMD is in place LMD is in place in principle since 2006 but re is still confusion in degrees awarded Adoption of ECTS The only framework available for HE is framework Descriptors used for framework are linked with general specific competences used in NQF structure is in High Schools For now, re is no evidence about positive results of ECTS focuses more on workload than on learning. Diploma Supplement is used UK already had a twocycle system in place. The three-year Bachelor degree followed by one year Master's ('3 + 1') results in a minimum of four years study The UK approach, however, focuses on of study, rar than workload Russia has decided to establish its HE system in accordance with process A plan has been designed to integrate Russian HE system into European educational community before 2010 Experiment of ECTS of Diploma supplement
9 Belgium France Germany Lithuania Pol Portugal Romania Slovenia UK Russia Perception of key issues In principle bridges between levels 5 6 exist (no legal barriers, transparency) Some difficulties tensions in practice (difference of culture Difference in objectives content between DUT BTS Continuity more or less working according to The licence professionnell e as key element of system There is some reluctance for acceptance of training certificates The position of HE is to recognise part of se to shorten duration of studies The KMK recommends up to 50% Bridges seem working Transferability exists is quite good Each qualification is described in terms of skills learning In principle bridges between levels 5 6 exist (no legal barriers, transparency) Transferability exists is quite good. This provides to students huge flexibility in passing through different study. Transfer recognition based on partnerships Good articulation between level 5 & 6 generally Trends A movement towards learning A movement towards learning (diploma supplement, RNCP) Tension between ECTS ECVET Mutual trust QA Learning issue Accreditation for each programme Recognition of The objectives are more focused on capabilities. Competences not on consideration The concept of learning needs a new approach which will require changes in education training contents, in assessment The concept of learning needs a new approach which will require changes in education training contents, in assessment
10 prior learning access to HE examination stards examination stards Accreditation for each programme Problem: no Quality Assurance Agency for moment
11 Belgium France Germany Lithuania Pol Portugal Romania Slovenia UK Russia Remarks Differences with Flers? Debate between 2 ministries Federal government Länder have to cooperate in order to represent German position in EU context The national project is going on. The aim is to develop a NQF to prepare directives for Government Silent partner Will use a Tempus project to gar required information