Overview of National Qualification frameworks - Project-Nqf-Sqf

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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?Forms of quality management / quality assurance in the Austrian qualifications system:Manifold and partly systematic quality efforts exist in the different segments of the Austrianqualifications system. Some are directly in line with European principles for quality assurance: ‘On thebasis of wide public debate, a large number of projects and pilots since the mid-1990s, qualitydevelopment and quality assurance have established themselves as key educational policy objectives inthe school sector over the past five years. In line with the international trend, the focus in Austria hasalso shifted from central input control towards process and mainly output control. From this followfundamental changes in the conception of control levels’ (Tritscher-Archan & Mayr [eds.] 2008, 35).Such initiatives include, for example, the initiative Quality in Schools (Q.I.S.) or the VET QualityInitiative (QIBB).General Education:VETHigher EducationCVET/Adult EducationMeasures used to avoid mislinkings between the NQF and the EQF:The EQF referencing process will be closely linked to the process of allocating qualifications to theAustrian NQF. A methodological approach is being developed to support an objective and unambiguousclassification of qualifications to the respective NQF levels. This approach will be presented in the“NQF Manual”. This Manual will provide support throughout the entire NQF classification process.Classifcation in the NQF is voluntary. For a qualification to be placed on the NQF it is necessary thatthe authority that governs this qualification (for example the Ministry of Education or the Ministry ofEconomics) applies for it.__ Have you already identified any mislinkings between qualifications within the NQF and the EQF? Ifso, please describe briefly.NQF development process is still ongoing: qualifications have not been classified in the NQF so far andthe NQF has not been referenced to the EQF so far.__ Which strengths and which weaknesses do you see concerning the NQF? In what way do thesestrengths/weaknesses influence the referenceability to the EQF?- 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 the Federal Ministry for Science and Research (bm:wf)..
- Stakeholder involvement in all phases of the NQF development: important strength of theAustrian NQF development process lies in its involvement and engagement of a broad range ofstakeholders (representing all subsystems of education and training as well as the socialpartners); recognising different and sometimes conflicting views of the stakeholders on the roleof the NQF.- Scientific expertise has been involved from the very beginning: consortium of external experts(representing higher, vocational and adult education), providing scientific expertise for thedevelopment of the NQF.- Intense discussions, increasing importance of orientation towards learning outcomes and theimplementation of corresponding instruments (such as the educational and vocational standards)lead to a rethinking process at all levels and in all areas of the qualifications system.
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Overview of National Qualification
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1 Structure and levels of NQF......
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__Level 4: Competence in a wide ran
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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
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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: It is possible to grant the Ingenie
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
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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
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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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