Overview of National Qualification frameworks - Project-Nqf-Sqf

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Short summary:The way how National Qualification Frameworks are structured and designed predefine to a certain extent the wayof referencing a NQF to the EQF. In order to provide for better comparability of qualifications, it makes thereforesense to investigate NQFs according to this criterion, and derive from this analysis suggestions of enhancement.Consequently, workpackage 3 of the project NQF – SQF explores at an early stage of the project the structure ofdifferent NQFs. Templates filled in by eight partners serve as basis for this report.This report presenting the results of the NQF investigation is structured similar to the template sent to the partners:The template starts with questions referring to the structure of the NQFs: How many levels does/will the NQFhave? What kind of descriptors are/will be used (learning outcomes, dimensions)? Are the same descriptors usedfor all qualifications/sectors? 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)?Are there already revisions of the NQF planned?Secondly the sectors of the educational systems in the countries of the contributing partners are put up fordiscussion. This is followed by an examination of the referencing process onto the EQF asking the followingquestions: How are interfaces between the NQF and the EQF defined? How is it managed? How are learningoutcomes from EQF accredited in the NQF? How are qualifications from an education abroad generallyaccredited? Who is responsible for those definitions and accreditation? What, if any, legal regulations andmeasures/mechanisms/tools/methods/practices exist within the formal education and training system for easingaccess to education abroad? What, if any, legal regulations and measures/mechanisms/tools/methods/practicesexist for accessing learning outcomes from non-formal/informal learning, e.g.: access to education and trainingprogrammes, admission to exams to acquire formal qualifications/certificates/diplomas, access to other forms ofvalidation or transfer of learning in order to obtain a formal qualification (partial or full)?Finally the methods of quality assurance used by each partner-country concerned are explained. Which forms ofquality management / quality assurance do exist? Which measures are used to avoid mislinkings between theNQF and the EQF? Have you already identified any mislinkings between qualifications within the NQF and theEQF? If so, please describe briefly. Which strengths and which weaknesses do you see concerning the NQF? Inwhat way do these strengths/weaknesses influence the referenceability to the EQF?Within the course of workpackage 3, this overview on NQFs will be followed by a typology of NQFs based on theemployability grid (workpackage 2) and a SWOT-analysis referring to the different systems of NQFs introduced inthis report.NQF-SQF:"This project has been funded with support from1/2Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."
1 Structure and levels of NQF......................................................................................................................................................... 31.1 NQF levels ..................................................................................................................................................................... 31.2 NQF typology ................................................................................................................................................................. 41.3. Descriptors.................................................................................................................................................................... 61.4 Revisions of the NQF and plans for further development .............................................................................................. 82 Segments of the educational system ............................................................................................................................................. 92.1 Romania......................................................................................................................................................................... 92.2 Greece ......................................................................................................................................................................... 102.3 France.......................................................................................................................................................................... 112.4 Austria.......................................................................................................................................................................... 122.5 The Netherlands........................................................................................................................................................... 152.6 Malta ............................................................................................................................................................................ 162.7 Italy .............................................................................................................................................................................. 172.8 Spain............................................................................................................................................................................ 182.9 Germany 193 Referencing the EQF ................................................................................................................................................................... 203.1 Interfaces to the EQF................................................................................................................................................... 203.2 Access to education abroad......................................................................................................................................... 303.3. Access to non-formal and informal learning................................................................................................................ 324 Quality management / Quality assurance .................................................................................................................................... 384.1 Forms of quality management and quality assurance.................................................................................................. 384.2 Strengths and weaknesses of the NQFs and their influences on the referenceability to the EQF............................... 42Annexes...........................................................................................................................…………………………………..............45Template form for deliverable 8 “Overview of National Qualification frameworks”Templates “Overview of National Qualification frameworks” filled in by the partners contributing to Workpackage 3Overview of National Qualification frameworks in AustriaOverview of National Qualification frameworks in RomaniaOverview of National Qualification frameworks in FranceOverview of National Qualification frameworks in ItalyOverview of National Qualification frameworks in MaltaOverview of National Qualification frameworks in GreeceOverview of National Qualification frameworks in the NetherlandsOverview of National Qualification frameworks in SpainNQF-SQF:"This project has been funded with support from2/3Overview of National Qualificationprepared by 3s research laboratoryframeworksthe European Commission. This publicationreflects the views only of the author, and theCommission cannot be held responsible for anyuse which may be made of the informationcontained therein."
Page 1: Overview of National Qualification
Page 5 and 6: __Level 4: Competence in a wide ran
Page 7 and 8: The Organic Law5/2002, for Qualific
Page 9 and 10: 1.4 Revisions of the NQF and plans
Page 11 and 12: __the lower cycle, grades 9-10, sch
Page 13 and 14: There are many systems of qualifica
Page 15 and 16: __Hotelfachschule, Tourismusfachsch
Page 17 and 18: The next scheme shows the kind of c
Page 19 and 20: The education system includes the f
Page 21 and 22: 3 Referencing the EQF3.1 Interfaces
Page 23 and 24: Niveaubeschrijvingen NLQF-EQF. A de
Page 25 and 26: Figure 6Schema NLQF-EQFNLQF referen
Page 27 and 28: __a stronger dialogue among institu
Page 29 and 30: At VET level of Spanish NQF , EQF l
Page 31 and 32: 3.2 Access to education abroadForei
Page 33 and 34: For what concerns legal regulations
Page 35 and 36: Curricula will be redesigned accord
Page 37 and 38: epresentatives of education and ind
Page 39 and 40: 4 Quality management / Quality assu
Page 41 and 42: __Planning and effective achievemen
Page 43 and 44: innovations in the assessment proce
Page 45 and 46: proposal”. Through the use of cre
Page 47 and 48: 1. Template form for deliverable 8
Page 49 and 50: 3 Referencing the EQF__ Which tools
Page 51 and 52: 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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It is possible to grant the Ingenie
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- Stakeholder involvement in all ph
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There is already a Methodology on t
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- upper cycle, grades 12-13, organi
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__ access to other forms of validat
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Annexe 1
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But since 2002 a new classification
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− Make recommendations to institu
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La Validation des Acquis Profession
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1 Structure and levels of NQFTempla
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Italy’s response to the request f
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The relationships between the State
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Template for an overview of NQFs in
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The Malta Qualifications Council (M
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The level rating of qualifications
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Template for an overview of NQFs in
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IDEKE (Institute for Continuing Adu
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1 Structure and levels of NQFFor co
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qualification and the NLQF levelEdu
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Colo and Nuffic. Together they have
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1 Structure and levels of NQFTempla
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Education is compulsory between the
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Recognition: Formal recognition of
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VET Level: Recognition based on the
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Diferent methods:Job positionobserv
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In 2001 the II Quality Plan of Univ
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1 Structure and levels of NQFFor co
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Page 5/5functional competence as we
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