Overview of National Qualification frameworks - Project-Nqf-Sqf

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3- Homologation and Recognition at University Level is still a lengthy and bureaucracy process.In what way do these strengths/weaknesses influence the referenceability to the EQF?The fact that EQF is already referenced at NQF VET level is a very positive aspect since this part of NQFhas been implemented quickly on daily educational procedures. However the usage of the EQF levelitself as a mobility tool is rather poor or even inexistent at the moment.As far University level the process is not straightforward yet even among EU countries. This hinders oneof the main targets of EQF: free movement of workforce throughout Europe. This hinders also theattraction and permanence of Talent in Europe, which is crucial for Economic Development and havepositioning Europe behind United States, Canada and Australia.Page 12/12
1 Structure and levels of NQFFor countries that already have an NQF or plan to introduce an NQF:__ How many levels does/will the NQF have?The German NQF (DQR) has 8 levels__ What kind of descriptors are/will be used (learning outcomes, dimensions)?Learning outcomes in the dimensions subject related competence (Fachkompetenz) and PersonalCompetence (Social Competence and Selfcompetence/Independence). The term Competence in theGerman QF is used in the sense of a comprehensive professional competence and not compatiblewith the term competence - as a dimension of qualification - used in the EQF.__ Are the same descriptors used for all qualifications/sectors?No__ Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency,coherence), a focus on regulating the existing system (quality, accountability) or a focus ontransforming system (new standards and new provision)?Focus on coordinating__ Are there already revisions of the NQF planned?NoFor countries that don’t plan to introduce an NQF:__Are there plans to implement the EQF? If so, please describe.2 Segments of the educational system__ Which segments of the educational system are differentiated in your country (e.g. GeneralEducation, Vocational schools / dual system 1 , VET, Higher Education, Adult Education)? Pleasegive a short survey in note form.General Education : according to our federal system we have different types of schools (Grundschule(1.-4- Schuljahr) Hauptschule (5.-9.Schuljahr), Realschule (6.-10- Schuljahr, Übertritt nach 1. JahrHauptschule), Gymnasium (Übertritt nach 4. Klasse Grundschule oder 5. Klasse oder nach Beendingungder realschule mit Prüfung und Wiederholung der 10. Klasse) oder Gesamtschule)Berufsschule/Vocational school in combination with vacational education and training in companiesVET system / dual System (3 Referencing the EQF1 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two differentsites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocationalPage 3/5
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Overview of National Qualification
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1 Structure and levels of NQF......
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__Level 4: Competence in a wide ran
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The Organic Law5/2002, for Qualific
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1.4 Revisions of the NQF and plans
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__the lower cycle, grades 9-10, sch
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There are many systems of qualifica
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__Hotelfachschule, Tourismusfachsch
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The next scheme shows the kind of c
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The education system includes the f
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3 Referencing the EQF3.1 Interfaces
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Niveaubeschrijvingen NLQF-EQF. A de
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Figure 6Schema NLQF-EQFNLQF referen
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__a stronger dialogue among institu
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At VET level of Spanish NQF , EQF l
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3.2 Access to education abroadForei
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For what concerns legal regulations
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Curricula will be redesigned accord
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epresentatives of education and ind
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4 Quality management / Quality assu
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__Planning and effective achievemen
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innovations in the assessment proce
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proposal”. Through the use of cre
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1. Template form for deliverable 8
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3 Referencing the EQF__ Which tools
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In March 2009, the General Director
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For countries that don’t plan to
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Secondary Technical and Vocational
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OeAD (Österreischischer Austauschd
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Page 67 and 68: __ access to other forms of validat
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Page 71 and 72: But since 2002 a new classification
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Page 75 and 76: La Validation des Acquis Profession
Page 77 and 78: 1 Structure and levels of NQFTempla
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Page 81 and 82: The relationships between the State
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Page 85 and 86: The Malta Qualifications Council (M
Page 87 and 88: The level rating of qualifications
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Page 91 and 92: IDEKE (Institute for Continuing Adu
Page 93 and 94: 1 Structure and levels of NQFFor co
Page 95 and 96: qualification and the NLQF levelEdu
Page 97 and 98: Colo and Nuffic. Together they have
Page 99 and 100: 1 Structure and levels of NQFTempla
Page 101 and 102: Education is compulsory between the
Page 103 and 104: Recognition: Formal recognition of
Page 105 and 106: VET Level: Recognition based on the
Page 107 and 108: Diferent methods:Job positionobserv
Page 109: In 2001 the II Quality Plan of Univ
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Overview of National Qualification frameworks - Project-Nqf-Sqf

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