Overview of National Qualification frameworks - Project-Nqf-Sqf

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Actually, in Italy, the NQF and the EQF are not yet completely developed, so there is nothing to report.__ Which strengths and which weaknesses do you see concerning the NQF? In what way do thesestrengths/weaknesses influence the referenceability to the EQF?The establishment of the NQF is a very important national issue to give individuals a transparent way toobtain qualifications and to progress in their careers. However, it is still very complex and ambitious.The law that reformed Title V of the Constitution (2001) made this process even more complicated inthe complexity of the relationships between the State and the Regions (some regions are working toestablish their own regional qualifications systems). This reform, combined with the autonomy ofseveral stakeholders (autonomy of the regional authorities in regulating training; autonomy ofuniversities and schools; autonomy of the enterprises in offering ‘qualifications’ in the workplace, etc.)created a difficult situation to manage.The stakeholders involved are aware of the fundamental importance of a national system that shouldconstitute the ‘real infrastructure’ for different educational and labour market policies.Language differences and use of coherent concepts across sectors and stakeholders cause somechallenges.Recently introduced education and training reforms gave an indication that Italian VET and HE systemsare increasingly being aligned with the European objectives on transparency and comparabilityexpressed by Bologna process and the EQF.Page 6/6
Template for an overview of NQFs in MaltaWork package 3:Referenceability of National Qualification Frameworks1 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?The Malta Qualifications Framework has eight levels and it was officially launched in June 2007.__ What kind of descriptors are/will be used (learning outcomes, dimensions)?The level descriptors are based on a learning outcomes approach.__ Are the same descriptors used for all qualifications/sectors?The same level descriptors are used for all formal, informal and non-formal learning, and forgeneral, vocational and academic and professional education.__ Define the NQF’s typology: (a) Does it have a focus on coordinating the existing system(transparency, coherence), (b) a focus on regulating the existing system (quality,accountability) or (c) a focus on transforming system (new standards and new provision)?(a) The Malta Qualifications Framework (MQF) gives a transparent value to general educationqualifications and VET qualifications. General education qualifications and VET qualificationswith the same MQF Level enjoy the same parity of esteem. The existing system ofqualifications has been given a visible structure with benchmark qualifications placed in thedifferent levels of the MQF.(b) The benchmark qualifications in the MQF are used as a measure which indicates the level ofdifficulty and the expected workload of any particular level. The MQF has a regulatoryfunction as all level rated qualifications undergo a quality process. There are two differentlevel rating processes, one for foreign qualifications and one for home-grown qualifications.The level-rating of qualifications that are awarded by a foreign awarding body takes place afterthe Malta Qualifications Recognition Information Centre (MQRIC) confirms that thequalification in question is mutually recognised. There are a number of standards which homegrownqualifications must satisfy, which have to be approved by MQC and by an independentevaluator representing a Designated Authority or an academic/professional expert if no suchauthority exists.__ Are there already revisions of the NQF planned?In December 2010 the Malta Qualifications Council will launch a consultation document entitled:“Classifying Qualifications: A National Awards System Referenced to the MaltaQualifications Framework: a proposal”. The Council is proposing the shift from a NationalQualifications Framework to a National Qualifications and Credit Framework whereby shortcourses with a minimum of four ECTS credits can be level rated to any of the levels from one toseven of the MQF. This proposal is the result of demand from students and public and privatetraining providers including employers who believe that all learning must be valued in order toenhance Lifelong Learning.Page 1/1
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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
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1.4 Revisions of the NQF and plans
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__the lower cycle, grades 9-10, sch
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There are many systems of qualifica
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__Hotelfachschule, Tourismusfachsch
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The next scheme shows the kind of c
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The education system includes the f
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3 Referencing the EQF3.1 Interfaces
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Niveaubeschrijvingen NLQF-EQF. A de
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Figure 6Schema NLQF-EQFNLQF referen
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__a stronger dialogue among institu
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At VET level of Spanish NQF , EQF l
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Page 49 and 50: 3 Referencing the EQF__ Which tools
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Page 95 and 96: qualification and the NLQF levelEdu
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Page 99 and 100: 1 Structure and levels of NQFTempla
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Overview of National Qualification frameworks - Project-Nqf-Sqf

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