Overview of National Qualification frameworks - Project-Nqf-Sqf

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Have you already identified any mislinkings between qualifications within the NQF and the EQF? Ifso, please describe briefly.Which strengths and which weaknesses do you see concerning the NQF? In what way do thesestrengths/weaknesses influence the referenceability to the EQF?• MBO-2 and HAVO/VWO have a the status of ‘start qualification’. This includes that theafter vmbo a pupil has to attain a mbo certificate at at least level 2 or a HAVO certificate.A student with a vmbo KB or vmbo GL/TL certificate may start in a mbo 3 or 4qualification. In the EQF/NLQF framework vmbo KB and mbo 2 are situated atEQF2/NLQF3. Vmbo GL/TL is situated at EQF2/ NLQF4. This implies the decision thatEQF2 will be the• One of the discussions in VET is that some level 4 qualifications tend to the level of theshort cycle. The discussion has been: how can this stated. What features make it a level 5qualification, what does it mean in inernational terms?• Another discussion is how to act in case of unbalance between countries? The NCP’sshould fulfill an important role in this.• In future the NLQF can be used as a instrument in the Adult Education Survey (AES)monitoring the results of Life Long Learning. A mentioned weakness of the AES is thefocus on training less than half a year. Formal learning and workplace learning isn’tincluded.• NLQF is seen as an instrument in LLL, like APL.The scaling of non formal learning in NLQF will make the qualifying results of nonformaleducation more visible. This effects the accessibility and the possibilities to moveon between formal and non formal education and training . It makes the education resultsmore visible for employers. And it will make the qualification results also more visible foremployees. Which can be stimulating. It’s can also be stimulating for people who havedifficulties with formal learning.NRTO (v/h PAEPON- the organisation which represents the non formal educationcentres): will perform at least three pilots in different sectors in the next years. In order togain recognition of sector specific sector certificates in the NLQF in an unambigious wayand to make visible the effects of non formal education on qualification results (f.i. raisinga level).(KIA advies 2011-2020)7
1 Structure and levels of NQFTemplate for an overview of NQFs in SpainWork package 3:Referenceability of National Qualification FrameworksFor countries that already have an NQF or plan to introduce an NQF:__ How many levels does/will the NQF have?5 Levels at the moment: 1_ Level 1: Competence in a reduced group of relatively simple work activities which correspondto normal processes with only a limited theoretical knowledge and practical capacitynecessary._ Level “: Competence in a group of well determined professional activities with the ability touse their own instruments and techniques, which mainly concern a work to be carried out ontheir own without supervision using these techniques. A knowledge is required of the basictechnical and scientific techniques of the activity and an ability to understand and apply theprocess._ Level 3: Competence in a group of professional activities which require expertise in diversetechniques and can be carried out independently. It includes responsibilities such as coordinataionand supervision of technical and specialized work. It requires the understandingof technical and scientific basics of activities and the assessment of the process factors andits economic repercussions._ Level 4: Competence in a wide range of complex professional activities carried out in a widevariety of contexts and which require connecting variables of a technical, scientific, economicor organizational nature in order to plan courses and to define or develop projects, processes,products or services._ Level 5:Competence in a wide range of professional activities of great complexity carried out ina variety of contexts which are often unpredictable and involve planning courses or ideas forproducts, processes or services. Very self sufficient. Frequent responsibility in delegatingresources, analysis, diagnostic, design, planning, task completion and assessment.__ What kind of descriptors are/will be used (learning outcomes, dimensions)?• Complexity, context and work relationships• Responsibility and self sufficiency• Scientific and technical knowledge required to do work activities.• Capacity to apply, design and assess__ Are the same descriptors used for all qualifications/sectors?Yes.1 Spanish NQF is not concluded yet and covers 2 major areas: VET and Higher Education. VET part of NQF is the only one alreadyconcluded an is current ruling the national VET system. Higher Education part is under construction.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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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
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4 Quality management / Quality assu
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__Planning and effective achievemen
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innovations in the assessment proce
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proposal”. Through the use of cre
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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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Overview of National Qualification frameworks - Project-Nqf-Sqf

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