Overview of National Qualification frameworks - Project-Nqf-Sqf

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● AHS für sprachliche Minderheiten (academic secondary school for language minorities – Slovenian,Croatian, Hungarian)● Werkschulheim (trades and crafts bias): Academic secondary school offering training in a trade orcraft, currently for carpentry, mechatronics and electronics (fi rst to ninth grade); located inEbenau/Salzburg and the Vienna Evangelical Gymnasium.● Gymnasium and Realgymnasium with extensive foreign language instruction (in some cases pilotprojects), e.g.: Theresianum, Europagymnasium, Realgymnasium with four required foreign languages(details available from provincial school boards)Compulsory Vocational Schools (Berufsbildende Pflichtschulen)In extra-occupational comprehensive courses, compulsory vocational schools teach apprentices basictheory while they train in their trade. They supplement and enhance incompany training and generaleducation. Instruction at a vocational school may be organized in any of the following ways: throughoutthe year, i.e. at least one full school day or at least two half school days per week; this may either bebased on the apprenticeship, i.e. at least eight weeks solid, or by time of year, i.e. an instruction blockfor a specific period of the year. The wide variety of organizational forms is the result of an agreementbetween industry and the school authorities and takes the requirements of individual sectors and regionsinto account. Close co-operation between all those involved in vocational training at different centres oflearning is one of the key factors behind the success of the dual system. A modern vocational trainingrequires close links between theory and practice, between tuition at a vocational school and industrialpractice.Integrated vocational training is offered both as an apprenticeship with an extended period of training(extension for one or at most two years) and as career training, which leads to partial qualifications.With the partial qualification option, the student has the possibility of undergoing a specially-tailoredtraining in which the individual skills and aptitude and the individual needs of the student can be met.The training location is the company or special independent training institutions as well as vocationalcolleges (obligation or right to attend a vocational college).Intermediate Technical and Vocational Schools (BMS or Berufsbildende mittlere Schulen)Students attend BMS for one to four years. Students at such colleges with a one- or two-year curriculumreceive partial vocational training, whilst those at colleges with a three- or four-year curriculum receivefull vocational training. After completing at least a three-year curriculum at a medium-level secondarytechnical and vocational college, students can take continuation courses (three years) to pass the ReifeandDiplomprüfung (matriculation and diploma exam). There are also special types of technical postmatriculation courses for graduates of some four-year schools.The most important types of medium-level secondary technical and vocational colleges● Technische, gewerbliche and kunstgewerbliche Fachschulen (medium-level industrial, trade and craftscolleges; mostly fouryear courses)● Handelsschule (medium-level secondary commercial college; three-year courses)● Other commercial colleges: two- or three-year clerical and electronic data processing colleges, andthree-year training courses for schools for computer science specialists● Fachschule fur wirtschaftliche Berufe (medium-level secondary college for occupations in the foodand beverage industry; threeyear courses)● Wirtschaftsschule (medium-level secondary home-economics college; one- or two-year courses)● Fashion school (three-year courses)● Hotelfachschule, Tourismusfachschule, Gastgewerbefachschule (medium-level secondary colleges forhotel management, tourism, catering; three-year courses)● Fachschule für Sozialberufe (medium-level secondary college for social workers): three-yearFachschule für Sozialberufe (school for social workers), Schule für Sozialdienste (school for socialservices, two years)● Land- und forstwirtschaftliche Fachschulen (medium-level secondary ag-ricultural and forestrycolleges; length of training between two and four school years)● Schulen für Gesundheits- und Krankenpfl ege (schools for health and nursing services, age ofadmission 16 or 17).
Secondary Technical and Vocational Colleges (BHS or Berufsbildende höhere Schulen)In addition to providing in-depth general education, over a period of fi ve years berufsbildende höhereSchulen (BHS) give students an advanced vocational train-ing, culminating in a Reife- orDiplomprüfung (matriculation or diploma exam). This entitles them to admission to university, highertechnical colleges and post-secondary colleges. Universities and higher technical colleges are requiredby law to give students credit for specialized knowledge acquired by BHS graduates.Once they have worked in their fi eld for three years, graduates of most höhere technische and höhereLand- and forstwirtschaftliche Lehranstalten (higher-level secondary industrial, agricultural and forestrycolleges) may apply to the Federal Ministry of Economics and Labour or the Federal Ministry ofAgriculture, Forestry, Environment and Water Management for authorization to use the professionaltitle of "lngenieur".The most important higher-level secondary technical and vocational colleges:● Höhere technische and gewerbliche Lehranstalten (higher-level secondary industrial and tradecolleges)● Höhere Lehranstalt für Mode, für künstlerische Gestaltung, für Produktmanagement und Präsentation,Modedesign und Produktgestaltung (higher-level secondary college for fashion, artistic design, productmanagement and presentation, fashion design and product design)● Höhere Lehranstalt für Tourismus (higher-level secondary college for tourism)● Handelsakademie (higher-level secondary commercial college)● Höhere Lehranstalt fur wirtschaftliche Berufe (higher-level secondary college for occupations in thefood and beverage industry)● Höhere Lehranstalt für Land- und Forstwirtschaft: (higherlevel secondary college for agriculture andforestry)● Bildungsanstalt für Kindergartenpädagogik (kindergarten teacher-training college)● Bildungsanstalten for Sozialpädagogik (teacher-training colleges for social education)Educational Courses after MatriculationThe qualification for admission is Reifeprüfung (matriculation exam), Berufsreifeprüfung (vocationalmatriculation examination) or an entrance examination.Kollegs (specialised post matriculation courses): These are two-year full-time (or two to three-yearpart-time) advanced level vocational courses equivalent to higher-level technical and vocationalcolleges.Post-secondary colleges● Training 1: Public and private post-secondary colleges train teachers for positions at primary schools(including pre-school), general secondary schools and special schools, as well as polytechnic colleges.● Training 2: Some public post-secondary colleges train teachers for positions at vocational colleges,for technical/trade areas of specialization, for the specializations of design and nutrition, and to teachinformation and communication at BMS or BHS colleges.● Training 3: The college of agricultural and environmental pedagogy offers training for positions atagricultural and forestry vocational colleges and technical colleges as well as for positions in agricultureand environmental studies at higher agricultural and forestry colleges.● Training 4: Private pedagogic colleges and several private institutions train religious instructionteachers (Catholic, Evangelical, Old Catholic, Orthodox, Eastern Orthodox, Islamic, Jewish) atcompulsory schoolsUniversities of Applied Sciences (Fachhochschulen)Scientifi cally grounded vocational training with a strong practical orientation (usually one semester ofvocational experience). The following types of courses are currently offered:● Diplomstudien (diploma courses): generally last 8 semester (4 years) and conclude with the academictitle of "Mag. (FH)” or “Dipl.-Ing.(FH)”. Diploma courses are gradually being replaced by Bachelor’scourses or continuation study on Master’s courses.● Bachelorstudien (bachelor’s degrees): generally last 6 semesters (3 years) and conclude with theacademic title of “Bachelor”. In some subjects, particularly in the area of social work and healthservices, graduating also entitles you to practise the relevant vocation (e.g. social worker,physiotherapist).
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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 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: For countries that don’t plan to
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
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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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