Overview of National Qualification frameworks - Project-Nqf-Sqf

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Responsibilities in work package 3Partner Country Short-name Role and tasks in WP 3P3- AT 3srl Coordinate WP activitiesDesigning and interpretingDeliver information about situation in home countryP6- RO ACPART Contribution to all elements of this workpackageResponsible for del. 11P8- FR CREDIJ Contribution to all elements of this workpackageP9- IT Politecnico Contribution to all elements of this workpackageP11- MT Malta Contribution to all elements of this workpackageP10 EL Yeppth Contribution to all elements of this workpackageP12- NL Kenniscentrum Contribution to all elements of this workpackagePlease answer the following questions: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?__ What kind of descriptors are/will be used (learning outcomes, dimensions)?__ Are the same descriptors used for 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?For 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.1 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 2/2
3 Referencing the EQF__ Which tools are used to create an interface to EQF?__ 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 abroadgenerally accredited? Who is responsible for those definitions and accreditation?__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within theformal education and training system for easing access to education abroad?Please describe those briefly.__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessinglearning outcomes from non-formal/informal learning? e.g.:__ access to education and training programmes;__ admission to exams to acquire formal qualifications/certificates/diplomas;__ access to other forms of validation or transfer of learning in order to obtain a formalqualification (partial or full).Please describe those briefly.4 Quality management / Quality assurance__ Which forms of quality management / quality assurance do exist? Which measures are used to avoidmislinkings between the NQF and the EQF?__ Have you already identified any mislinkings between qualifications within the NQF and the EQF? Ifso, please describe briefly.__ Which strengths and which weaknesses do you see concerning the NQF? In what way do thesestrengths/weaknesses influence the referenceability to the EQF?Page 3/3
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 and 44: innovations in the assessment proce
Page 45 and 46: proposal”. Through the use of cre
Page 47: 1. Template form for deliverable 8
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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Overview of National Qualification frameworks - Project-Nqf-Sqf

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