Overview of National Qualification frameworks - Project-Nqf-Sqf

More documents

Recommendations

Info

For countries that don’t plan to introduce an NQF:__Are there plans to implement the EQF? If so, please describe.2 Segments of the educational system__ Which segments of the educational system are differentiated in your country (e.g. GeneralEducation, Vocational schools / dual system 1 , VET, Higher Education, Adult Education)?Please give a short survey in note form.The Malta Qualifications Framework (MQF) has two learning pathways from Levels 1 to 5 withGeneral Education on the left and Vocational Education and Training on the right. From Level6 to Level 8 the dividing line between General Education and VET does not exist thusindicating that there is one Higher Education area in Malta.Academic degrees achieved from the University have the same parity of esteem as professionaldegrees achieved from the VET Institutes. Some of the VET courses operate the dual systemand students benefit from hands-on experience in industry.Adults over twenty three years of age benefit from the maturity clause and can have access toUniversity and any VET Institute following an aptitude test. The availability of part-timecourses in public and private institutions encourage many adult learners to invest in theircontinuous professional development by taking on further and higher education while theywork. In 2010 there was a rise in the demand for short courses for adult learners who can attendcourses either during the day or in the evening in a number of subjects to achieve the KeyCompetences in MQF Levels 1 to 3. The Employment and Training Corporation and theDirectorate for Lifelong Learning of the ministry of Education, Employment and the Familyoffers a number of qualifications to the unemployed as well as to those who are in employmentbut feel the need for up-skilling for job retention or for job mobility.3 Referencing the EQF__ Which tools are used to create an interface to EQF?The Referencing Report linked the level descriptors of the MQF to those of the EQF and the QF-EHEA. The eight levels of the Malta Qualifications Framework (MQF) represent qualificationsthat demonstrate the level of difficulty indicated in the European Qualifications Framework(EQF).__ How are interfaces between the NQF and the EQF defined? How is it managed? How arelearning outcomes from EQF accredited in the NQF? How are qualifications from aneducation abroad generally accredited? Who is responsible for those definitions andaccreditation?The MQF and the EQF both have eight levels of difficulty defined in learning outcomes. Theydescribe Knowledge, Skills and Competences that individuals should achieve at the end of alearning process. They indicate the level of autonomy and supervision needed in the lowerlevels and they indicate how the learner can act as a supervisor or manager of people or projectsfrom Levels 4 upwards.1 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two differentsites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocationalschool for apprentices [“Berufsschule”]. Thus, apprenticeship training is also referred to as “dual vocationaltraining system” or as “dual system”.Page 2/2
The Malta Qualifications Council (MQC) is the National Contact Point (NCP) of the MaltaQualifications Framework (MQF) and the European Qualifications Framework for LifelongLearning. Consultation meetings and events leading to the launching of the Malta ReferencingReport (2007-2009) led to the engagement of all stakeholders in the referencing process.Within the Malta Qualifications Council there is a department which focuses on the recognition offoreign qualifications. The Malta Qualification Recognition Information Centre (MQRIC)which is a member of the NARIC-ENIC Network has a standard procedure to verify the qualityof foreign qualifications which may or may not be offered in Malta. The MQRIC Officerscheck that the awarding institution is accredited, that the particular qualification is alsoaccredited and check whether the qualification is level rated. Most of the foreign qualificationsoriginate in the United Kingdom therefore the QCF Level is translated to the EQF Level andtherefore to the MQF Level. There are however a number of sectoral qualifications which areaccredited and internationally recognised but they are not level rated to the EQF. If thequalifications are awarded by institutions outside the United Kingdom, the MQRIC Officersrefer to the NARIC-ENIC counterparts for information about institutions and specifically aboutqualifications. If qualifications are accredited by the country of origin and benefit from mutualrecognition, these are level rated to the MQF and the EQF through a formal protocol betweenMQC and the education and training provider representing the foreign awarding body. Over6000 qualifications are processed through this Office every year.__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices existwithin the formal education and training system for easing access to education abroad?Please describe those briefly.Foreign awarding bodies are widely represented in Malta, so learners do not have to travel abroad toachieve a foreign qualification. Education and Training providers have to be officially licensed bythe Ministry of Education, Employment and the Family.The University of Malta (1592) was one of the first Universities in Europe to introduce theEuropean Credit System (ECTS) across all its faculties and centres with a few exceptions. Thetransparency of ECTS credits very much promoted by the Bologna Process not only gives studentsopportunities for Erasmus exchanges but also to study abroad following completion of their studiesin Malta.Although ECVET is in its early stages in the local institutions and there are no programmes such asthe ERASMUS for higher education students, opportunities for apprenticeship overseas do exist forVET students.Since the launching of the MQF in 2007 qualifications that are used as benchmarks in the MQFgive a transparent value and visibility to qualifications thus enhancing mobility of students.The Government of Malta awards the following sponsorship schemes to encourage mobility ofstudents:(a) Malta Government Scholarship Scheme (MGSS) – targets undergraduate and post-graduatestudents;(b) Strategic Educational Pathways Scholarships (STEPS) – targets post-graduate students only(c) Malta Arts Scholarships (MAS) – targeting students with any level of studies.__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist foraccessing learning outcomes from non-formal/informal learning? e.g.:Page 3/3
Page 1 and 2:
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 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 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: Template for an overview of NQFs in
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
Page 111 and 112: 1 Structure and levels of NQFFor co
Page 113: Page 5/5functional competence as we
show all

Overview of National Qualification frameworks - Project-Nqf-Sqf

Create successful ePaper yourself

Delete template?

Save as template?