Overview of National Qualification frameworks - Project-Nqf-Sqf

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- All the descriptors are defined in terms of knowledge, skills andcompetencesNQF’s typologyIt is agreed that the Hellenic Qualifications Framework will: increase coherence and consistency of the nationalqualification system and reduce fragmentation of currentsubsystems improve access and progression possibilities, eliminate deadends and foster lifelong learning opportunities develop coherent approaches and procedures to certificationand quality assurance cater the need of having a solid basis for the development ofrecognition for non-formal and informal learning2. The Structure of the educational system in GreeceGeneral Education- upper secondary education Geniko Lykeio (High School) EPAL (Vocational Lykeio / Technical Vocational EducationalLykeio) (see also Vocational Training) EPAS (Vocational School / Technical Vocational EducationalSchool) (see also Vocational Training) Special Interest Lykeio (e.g. Music Lykeio)- lower secondary education Gymnasio (junior high school) Second-chance Schools (see also National Network for LifelongLearning) Special Interest Gymnasio (e.g. Music Gymnasio)- primary education Dimotiko- pre-primary education NypiagogeioHigher Education Universities TEI (Technological Educational Institutes) ASPAITE (School of Pedagogical and Technological Education) EAP (Open University)National Network for Lifelong Learning (Law 3879/2010)Bodies that provide life long learning services: IEK (Vocational Training Institutes, see also Vocational Training) KEK (Vocational Training Centers, see also Vocational Training) KEME (Centers of post-secondary education and EES (TrainingCenters) The rest of public and private vocational training centers
IDEKE (Institute for Continuing Adult Education) EIN (National Youth Foundation) Bodies that provide general adult education (formal and nonformal)services (e.g. cultural institutions), as well as structuresthat provide general adult education services (e.g. SecondChance Schools) Bodies that provide counseling services or bodies that providevocational guidance KPA (Centers for Promotion of Employment) Public sector bodies and bodies of the wider public sector thatprovide non-formal education to the employees of the publicand the wider public sector respectively (e.g. EKDDA), as well asbodies formed by professional associations and chambers thatprovide non-formal education to their members (e.g. IEKEMTEEAE) Bodies which are formed by third level trade union organizationsand employers who co-sign the national general collectiveoccupational agreement and provide lifelong learning services Bodies that provide informal learning (e.g. NGOs)Vocational Training (initial and continuing vocational training) EPAL (Vocational Lykeio / Technical Vocational EducationalLykeio) EPAS (Vocational School / Technical Vocational EducationalSchool) EPAS – OAED (Manpower Employment Organisation) IEK (Vocational Training Institutes) KEK (Vocational Training Centres)3. Referencing the EQFThe referencing of the national qualifications system levels to the EQFshould take place in 2011.
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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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3.2 Access to education abroadForei
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For what concerns legal regulations
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Curricula will be redesigned accord
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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 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: Template for an overview of NQFs in
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
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Overview of National Qualification frameworks - Project-Nqf-Sqf

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