Overview of National Qualification frameworks - Project-Nqf-Sqf

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certificate may start in a mbo 3 or 4 qualification. In the EQF/NLQF framework vmbo KB and mbo 2 are situated atEQF2/NLQF3. Vmbo GL/TL is situated at EQF2/ NLQF4. This implies the decision that EQF2 will be the__One of the discussions in VET is that some level 4 qualifications tend to the level of the short cycle. Thediscussion has been: how can this stated. What features make it a level 5 qualification, what does it mean ininernational terms?__Another discussion is how to act in case of unbalance between countries? The NCP’s should fulfill an importantrole in this.__In future the NLQF can be used as a instrument in the Adult Education Survey (AES) monitoring the results ofLife Long Learning. A mentioned weakness of the AES is the focus on training less than half a year. Formallearning and workplace learning isn’t included.__NLQF is seen as an instrument in LLL, like APL.The scaling of non formal learning in NLQF will make the qualifying results of non-formal education more visible.This effects the accessibility and the possibilities to move on between formal and non formal education andtraining . It makes the education results more visible for employers. And it will make the qualification results alsomore visible for employees. Which can be stimulating. It’s can also be stimulating for people who have difficultieswith formal learning.NRTO (v/h PAEPON- the organisation which represents the non formal education centres): will perform at leastthree pilots in different sectors in the next years. In order to gain recognition of sector specific sector certificates inthe NLQF in an unambigious way and to make visible the effects of non formal education on qualification results(f.i. raising a level).The strengths of the Austrian NQF are formulated as followed:__Development is based on a top-down and bottom-up approach.__Development process is coordinated by the Federal Ministry for Education, Arts and Culture (bm:ukk) and theFederal Ministry for Science and Research (bm:wf).__Stakeholder involvement in all phases of the NQF development: important strength of the Austrian NQFdevelopment process lies in its involvement and engagement of a broad range of stakeholders (representing allsubsystems of education and training as well as the social partners); recognising different and sometimesconflicting views of the stakeholders on the role of the NQF.__Scientific expertise has been involved from the very beginning: consortium of external experts (representinghigher, vocational and adult education), providing scientific expertise for the development of the NQF.__Intense discussions, increasing importance of orientation towards learning outcomes and the implementation ofcorresponding instruments (such as the educational and vocational standards) lead to a rethinking process at alllevels and in all areas of the qualifications system.Malta gives the following strengths and weaknesses of its NQF:Strenghts:The fact that the level descriptors of the NQF are also referenced to the Qualifications Framework for theEuropean Higher Education Area (QF-EHEA) and distinguish between the following types of skills makes the leveldescriptors more user-friendly and less generic:__Applying Knowledge and Understanding;__Communication Skills;__Judgmental Skills; and__Learning SkillsThis strength does not influence the reference capacity to the EQF as all the categories of Skills of the MQF arereferenced to the Skills section of the EQF.Weakness:As originally launched in 2007 the MQF did not give qualifications a credit value to the level rated qualifications,thus this meant that only full qualifications can be referenced to the MQF. However, following demand fromstakeholders particularly students and education and training providers including employers MQC felt that thisneed to acknowledge partial qualifications translated in ECTS credits should be addressed. Therefore thisweakness was transformed into a challenge to give value to all learning and reduce the number of dead-endqualifications. In December 2010 the Malta Qualifications Council will launch a consultation document entitled:“Classifying Qualifications: A National Awards System Referenced to the Malta Qualifications Framework: a"This project has been funded with support from theNQF-SQF:European Commission. This publication reflects the views43/44only of the author, and the Commission cannot be heldOverview of National Qualificationresponsible for any use which may be made of theprepared by 3s research laboratoryinformation contained therein."frameworks
proposal”. Through the use of credits persons with special needs particularly those with mental disability aremotivated to achieve partial qualifications at MQF Levels 1 and 2.Through the use of ECTS and ECVET credits there will be more harmonisation in Education in Europe. Users ofqualifications will be using the same language and the EQF will be functioning as a real bridge between thedifferent education systems across Europe and beyond.__Have you already identified any mislinkings between qualifications within the NQF and the EQF? If so, pleasedescribe briefly?__Which strengths and which weaknesses do you see concerning the NQF? In what way do thesestrengths/weaknesses influence the?In Italy the establishment of the NQF is a very important national issue to give individuals a transparent way toobtain qualifications and to progress in their careers. However, it is still very complex and ambitious. The law thatreformed Title V of the Constitution (2001) made this process even more complicated in the complexity of therelationships between the State and the Regions (some regions are working to establish their own regionalqualifications systems). This reform, combined with the autonomy of several stakeholders (autonomy of theregional authorities in regulating training; autonomy of universities and schools; autonomy of the enterprises inoffering ‘qualifications’ in the workplace, etc.) created a difficult situation to manage.The stakeholders involved are aware of the fundamental importance of a national system that should constitutethe ‘real infrastructure’ for different educational and labour market policies.Language differences and use of coherent concepts across sectors and stakeholders cause some challenges.Recently introduced education and training reforms gave an indication that Italian VET and HE systems areincreasingly being aligned with the European objectives on transparency and comparability expressed by Bolognaprocess and the EQF.Spain has the following main strengths:__Unification of VET system which run previously in 2 ways one ruled by Ministry of Education and other ruled byMinistry of Labour. Now both are referenced by a Unified national qualification catalogue and recognized eachother qualifications pathways.__Permeability between formal VET education system, VET system ( non formal education) amd UniversitySystem.Main weaknesses:__Central National Qualification Catalogue update is still slow in relation to changes of the labour market andtechnology.__NQF is not integrated in SQF__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 NQF hasbeen implemented quickly on daily educational procedures. However the usage of the EQF level itself as amobility 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 one of themain targets of EQF: free movement of workforce throughout Europe. This hinders also the attraction andpermanence of Talent in Europe, which is crucial for Economic Development and have positioning Europe behindUnited States, Canada and Australia."This project has been funded with support from theNQF-SQF:European Commission. This publication reflects the views44/45only of the author, and the Commission cannot be heldOverview of National Qualificationresponsible for any use which may be made of theprepared by 3s research laboratoryinformation contained therein."frameworks
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 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: innovations in the assessment proce
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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