Overview of National Qualification frameworks - Project-Nqf-Sqf

__ access to other forms of validation or transfer of learning in order to obtain a formalqualification (partial or full).Please describe those briefly.National Adult Training Board (NATB) deals with CVT and IVET organised in non-formalor informal contexts. Thus, a person who was already initiated in a qualification may continuehis/her training by following an improvement, specialisation or retraining course delivered byproviders authorised by NATB. In compulsory education it was developed a system for therecognition of basic education within the frame of the “Second Chance” Programme 5 . Anotheroption in such cases is to follow training courses by means of work-based apprenticeship toobtain a qualification 6 . Work-based apprenticeship includes either theoretical and practicaltraining or only practical training 7 .Validation of informal and non-formal learning has to date mostly been available in nonacademicsectors. Some efforts have been made to bridge VET and higher education.With regards to recognition of non-formal /informal learning (RNFIL), there is a practicalguide for schools which might participate to this recognition as authorised centres for theassessment and certification of professional competences. This authorisation is granted byNATB, as authority for adult training. When schools start activating as assessment centres, thosewho want formal recognition of the competences they acquired in non-formal/informal contextswill undertake the assessment process leading to this certificate.4 Quality management / Quality assurance__ Which forms of quality management / quality assurance do exist? Which measures areused to avoid mislinkings between the NQF and the EQF?__ Have you already identified any mislinkings between qualifications within the NQF andthe EQF? If so, please describe briefly.__ Which strengths and which weaknesses do you see concerning the NQF? In what way dothese strengths/weaknesses influence the referenceability to the EQF?Romanian Agency for Quality Assurance in Pre-university Education (ARACIP) wasset up by Expeditious Ordinance no 75 / 2005; the Agency is responsible for the externalevaluation of the quality of education provided by pre-university education institutions and byother education providers, as well as for the authorisation, accreditation and regular evaluation ofpre-university education institutions. The same ordinance provided for the setting up of theNational Agency for Quality Assurance in Higher Education - ARACIS whose mission is toperform external evaluation of the quality of education provided by higher education institutionsand by other providers of initial and continuing education and training programmes specific tohigher education. Quality assurance in education is learning outcomes-oriented. Quality ineducation is assured through the following processes:o Planning and effective achievement of expected learning outcomes;o Results monitoring;o Internal evaluation of results;o External evaluation of results;o Continuing improvement of results in education.5 Regulation on the organisation and functioning of pre-university institutions, approved by Order of MERI no 4925/08.09.20056 Government Ordinance no 129/2000 on adult training7 Law no 279/2005 on work-based apprenticeship