Overview of National Qualification frameworks - Project-Nqf-Sqf

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prior learning in a reasonable and uncomplicated way. However, the report also states that overall awareness of therecognition of prior learning still needs to grow. A recently published study commissioned by Universities Austria represents animportant step in this direction. This study discusses the political framework, various definitions and the selection processes atuniversities in order to prepare the ground for recommendations for APEL (accreditation of prior experiential learning) inuniversities. These recommendations include: the receiving institution should grant recognition; the students’ and graduates’profiles should reflect and relate to the universities’ aims and tasks; the underlying philosophy of competence assessmentshould be made transparent; and theoretical and educational quality criteria should be met. This study mapped the recognitionprocedure and gave further recommendations (e.g. concerning the European perspective, the role of the European UniversityAssociation, the application of validation for modules within a study course). The main challenge is seen in combining thecomplexity of the task and efficient handling of the process.(Source: Brandstetter, G. & Luomi-Messerer, K. 2010. European Inventory on Validation of Non-formal and Informal Learning2010. Draft Country Report: Austria)Some examples are described below:Access:__At universities of applied sciences, informal learning in the form of work experience is relevant for skilled workers orgraduates of vocational schools who want to get access to a study course without Reifeprüfung (upper secondary schoolleaving exam providing general entrance to HE).__Access to CVET university courses without Reifeprüfung (upper secondary school leaving exam providing general entranceto HE) can be granted to people who have relevant vocational training and long-term practice.External exams:__Universities of applied sciences have the possibility to offer specific programmes for people in employment taking intoaccount their time resources in the organisation of programmes (evening and weekend provision). Professional practice, whichis a mandatory part of the curriculum in the day form, can be waived if applicants can furnish proof of relevant professionalactivity. (Source: Tritscher-Archan, Sabine (ed.) (2009): VET in Europe. Country Report Austria. Report within the Frameworkof ReferNet Austria. Vienna, pp38.)__According to the requirements of the syllabus, it is possible to sit university course examinations, subject examinations(individual examinations on the material of a subject defined in the syllabus or curriculum) or a kommissionelle Gesamtprüfung(comprehensive examination before a commission) without previously attending a course. For subject examinations orcomprehensive examinations before a commission it is not necessary to sit parts of the examination that are already coveredby other examinations. Attendance is mandatory in courses that have an examination character (Source: Prokopp, M. & Luomi-Messerer, K. 2006. Accumulating, transferring and validating learning. Cedefop Theme 8).In the Netherlands the referencing of non formal education in NLQF will start after the formalizing of the NLQF and afterestablishing the procedures..For Malta, different aspects have to be mentioned:__access to education and training programmes;The Malta Qualifications Council obliges all public and private education providers to give access to students who demonstrateachievement in informal and non-formal learning.The University of Malta and all VET Institutes in Malta have a maturity clause which gives access to adult learners over the ageof twenty three. This however doesn’t give an automatic access the admissions board ask the applicants to sit for a formalassessment and sometimes some formal qualifications are also required to show that there is a sound academic background.The Employment and Training Corporation (ETC) has a system of trade testing so that following assessment adult learnersachieve access to particular courses depending on their level of ability. Such an assessment is also available for admission tothe Key Competences Courses at Levels 1 and 2 and on successful completion adult learners can further their education to thenext MQF Level in one of the VET institutes or can proceed to the general education route by sitting for the SecondaryEducation Certificate (SEC) examinations.The MQF is by exit point and entry requirements are always at the discretion of the education and training providers concerned.__admission to exams to acquire formal qualifications/certificates/diplomas;A new Legal Notice on the Validation of Informal and Non-Formal Learning is being drafted so that there will be the propersetup to make a formal assessment of the informal and non-formal learning. Sector Skills Council will be established so thatNQF-SQF:"This project has been funded with support from35/36Overview 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."
epresentatives of education and industry will make a formal assessment on the basis of Occupational Standards. The TradeTesting mechanism described above will be absorbed by the structure of the Sector Skills Council as there will be a single setof national occupational standards and one national Council per sector.__access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).An innovative feature of the School Leaving Certificate which was launched in October 2009 is that the transcript will not onlyshow a record of formal achievements, but it will also include a positive list of personal qualities, informal and non-formallearning. Thus at the end of compulsory education the learners will show the employer that the sixteen year old has achieved aholistic education. The School Leaving Certificate is referenced to a full MQF and EQF Level 1.All home-grown qualifications have an element of informal and non-formal learning as formal learning that takes place in classis complemented by hands-on learning. Home-grown qualifications can be either full or partial depending on the workloadtranslated into ECTS/ ECVET credits.In Spain the very recent national system for Assessment/Validation/Evaluation and Accreditation (Certification) wasestablished legally since July 2009 via Law Real Decree 1224/2009 .System Management is descentralized to each Region where regional competente bodies (Governemnt agencies linked toEducation and Labour Ministries) will undertake the task of structuring and implementing the system.It will benefit from this system Workers and Students who will be able to validate their knowledge acquired by any means(formal and non formal/ informal education). Globally the system comprehends 3 parts:1 – Previous Assessment2 – Evaluation of Competences3- Acreditation (Certification total or partial) & Registration of Professional Compence and/or Qualification.Note: A Qualification is comprised by a series of Competence Unities. Each competences unite corresponds to 1 trainingmodule and to 1 certificate. Example:Welding Qualification comprises 4 Competences Unities1 Training Module finalized = 1 Competence unity acquired =1 Certificate obtained ( partial)4 Training Module finalized = 4 Competence unity acquired = Final Certificate obtained ( total)1 Certificate is a document issued by Ministry of Labour linked entities1 Title is a document issued by Ministry of Education linked entities1 Final Certificate obtained via Ministry of Labor entities = 1 Title obtained via Ministry of Education entitiesTable 2Nonformal and informal learning in SpainAssessmentEvaluationAcreditation ( Certification Partial orTotal)WHENWHATWHYPrevious to Competences EvaluationProcessCandidate Presents documental/verbalevidences of Competences in relation tothe Qualification and the CompetencesUnities he wants obtain officialrecognitionCandidate wants to obtain a formalrecognition of his knowledge ( certificateand/or title ( total or partial)) related tocertain qualification. System needs topre-assess its knowledge to provideorientation/guidance in relation to how toundertake the evaluation processIt takes place after Assessmentin Oficial Centers for thispurpose defined by RegionalBodiesPractical and theoreticalevaluation of Competenceunities related to certainQualificationCandidate needs todemonstrate he has theknowledge and skills describedat the National QualificationCatalogue in relation to acertain QualificationEvaluation PositiveCandidate Obtains OficialRecognition of hisKnowledges and SkillsAcreditation is necessary toissue oficial recognition &registration that candidate isQualified in certainQualification and to berecognized by Ministry ofLabour and Ministry ofEducation linked entitiesthroughout the territory.EvaluationNegativeCanditadegoes back toAssessmentphaseNQF-SQF:"This project has been funded with support from36/37Overview 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 and 2: Overview of National Qualification
Page 3 and 4: 1 Structure and levels of NQF......
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: Curricula will be redesigned accord
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
Page 53 and 54: For countries that don’t plan to
Page 55 and 56: Secondary Technical and Vocational
Page 57 and 58: OeAD (Österreischischer Austauschd
Page 59 and 60: It is possible to grant the Ingenie
Page 61 and 62: - Stakeholder involvement in all ph
Page 63 and 64: There is already a Methodology on t
Page 65 and 66: - upper cycle, grades 12-13, organi
Page 67 and 68: __ access to other forms of validat
Page 69 and 70: Annexe 1
Page 71 and 72: But since 2002 a new classification
Page 73 and 74: − Make recommendations to institu
Page 75 and 76: La Validation des Acquis Profession
Page 77 and 78: 1 Structure and levels of NQFTempla
Page 79 and 80: Italy’s response to the request f
Page 81 and 82: The relationships between the State
Page 83 and 84: Template for an overview of NQFs in
Page 85 and 86: The Malta Qualifications Council (M
Page 87 and 88:
The level rating of qualifications
Page 89 and 90:
Template for an overview of NQFs in
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 and 110:
In 2001 the II Quality Plan of Univ
Page 111 and 112:
1 Structure and levels of NQFFor co
Page 113:
Page 5/5functional competence as we
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