Overview of National Qualification frameworks - Project-Nqf-Sqf

Another important question that is being looked into at present is connected to the legal status of theNQF. A working group dealing with legal aspects was set up at the Ministry of Education. It is workingout a proposal of whether and, if so, which legal framework should be given to the NQF. The proposalwill be presented at the next meeting of the NQF Steering Group in January 2011.The time schedule for the next steps in the NQF development process foresees that the proposedprocedure for classifying qualifications in the NQF (i.e. the criteria and procedure described in the abovementioned manual) will be tested in the first semester of 2011 (by “simulating “ classifications ofselected qualifications. The concrete procedure will also be decided at the next NQF Steering Groupmeeting.All qualifications – irrespective of the focus (general education qualifications and VET qualifications)and the learning context (for example initial VET or continuous VET) – will be classified to theNQF. Due to the complexity of the NQF development process and the fact that different ministries,departments and stakeholders need to be involved it was decided to work on the ‘formalqualification area’ (comprising qualifications that are based on legal regulations, i.e. laws,directives, etc.) and the ‘non-formal qualification area’ separately. Although, for qualifications fromboth areas, the same classification principles will apply in the end, the starting situation, regardingstakeholders in charge and governance principles, differs. Thus, working groups deal with thequestions attached to both areas separately.Other open questions and challenges include:- Communication between the different segments of the qualifications system;- Question whether and to which extent the NQF should be used to support national reforms;- Relation with EHEA (Bologna process): Good cooperation will be needed to establishconditions for better progression possibilities between different subsystems;- Allocation of qualifications to the NQF level - open questions, e.g. the issues of partialqualifications or parts of qualifications, how to understand and apply the principle of best fit(clear classification of existing qualifications is difficult in many cases because the genericdescriptors of the EQF are underdetermined and do not allow a perfect fit), procedures andoperational structures;- Can all qualifications of the same types be allocated to the same levels?- Questions relating to the learning outcomes approach in terms of concepts and sound assessmentmethodologies and tools. Central questions: how to balance outcome orientation and inputfactors? And: Are learning outcomes to be implemented in a coherent way across differentsubsystems (general, VET and HE)?- Integration of qualifications acquired in non-formal learning contexts and validation of nonformalin informal learning in the NQF development; issue of equivalences of qualificationsacquired in different learning contexts;- Further involvement of stakeholders to strengthen ownership and commitment (the need toengage and include education and training providers and universities); the challenge is to findagreements within a justifiable time period in view of the different interests and objectives.