Overview of National Qualification...

Overview of National Qualification frameworks

Deliverable: 8 Version: 1.0

WP: 3 Last update: 04.08.2011

Prepared by: Viktor Fleischer, Sigrid Nindl

With contributions from: Partner Country Short-name

P3 AT 3srl (workpackage leader)

P6 RO ACPART

P8 FR CREDIJ

P9 IT Politecnico

P11 MT Malta

P10 EL GSLLL (General Secretariat for Lifelong Learning)

P12 NL Kenniscentrum

P5 ES FLM

For further information on the project please consult: www.project-nqf-sqf.eu

For further information on the paper please contact: [email protected]; [email protected]

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein."

NQF-SQF: 1/2 Overview of National Qualification frameworks

"This project has been funded with support from the European Commission. This publication reflects the views only of the author, and the

Commission cannot be held responsible for any use which may be made of the information

contained therein."

prepared by 3s research laboratory

Short summary:

The way how National Qualification Frameworks are structured and designed predefine to a certain extent the way of referencing a NQF to the EQF. In order to provide for better comparability of qualifications, it makes therefore sense to investigate NQFs according to this criterion, and derive from this analysis suggestions of enhancement. Consequently, workpackage 3 of the project NQF – SQF explores at an early stage of the project the structure of different NQFs. Templates filled in by eight partners serve as basis for this report.

This report presenting the results of the NQF investigation is structured similar to the template sent to the partners: The template starts with questions referring to the structure of the NQFs: How many levels does/will the NQF have? What kind of descriptors are/will be used (learning outcomes, dimensions)? Are the same descriptors used for all qualifications/sectors? Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency, coherence), a focus on regulating the existing system (quality, accountability) or a focus on transforming system (new standards and new provision)?Are there already revisions of the NQF planned?

Secondly the sectors of the educational systems in the countries of the contributing partners are put up for discussion. This is followed by an examination of the referencing process onto the EQF asking the following questions: How are interfaces between the NQF and the EQF defined? How is it managed? How are learning outcomes from EQF accredited in the NQF? How are qualifications from an education abroad generally accredited? Who is responsible for those definitions and accreditation? What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within the formal education and training system for easing access to education abroad? What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessing learning outcomes from non-formal/informal learning, e.g.: access to education and training programmes, admission to exams to acquire formal qualifications/certificates/diplomas, access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full)?

Finally the methods of quality assurance used by each partner-country concerned are explained. Which forms of quality management / quality assurance do exist? Which measures are used to avoid mislinkings between the NQF and the EQF? Have you already identified any mislinkings between qualifications within the NQF and the EQF? If so, please describe briefly. Which strengths and which weaknesses do you see concerning the NQF? In what way do these strengths/weaknesses influence the referenceability to the EQF?

Within the course of workpackage 3, this overview on NQFs will be followed by a typology of NQFs based on the employability grid (workpackage 2) and a SWOT-analysis referring to the different systems of NQFs introduced in this report.




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1 Structure and levels of NQF......................................................................................................................................................... 3 1.1 NQF levels ..................................................................................................................................................................... 3 1.2 NQF typology ................................................................................................................................................................. 4 1.3. Descriptors.................................................................................................................................................................... 6 1.4 Revisions of the NQF and plans for further development .............................................................................................. 8

2 Segments of the educational system ............................................................................................................................................. 9 2.1 Romania......................................................................................................................................................................... 9 2.2 Greece ......................................................................................................................................................................... 10 2.3 France.......................................................................................................................................................................... 11 2.4 Austria .......................................................................................................................................................................... 12 2.5 The Netherlands........................................................................................................................................................... 15 2.6 Malta ............................................................................................................................................................................ 16 2.7 Italy .............................................................................................................................................................................. 17 2.8 Spain............................................................................................................................................................................ 18

2.9 Germany 19 3 Referencing the EQF ................................................................................................................................................................... 20

3.1 Interfaces to the EQF................................................................................................................................................... 20 3.2 Access to education abroad......................................................................................................................................... 30 3.3. Access to non-formal and informal learning................................................................................................................ 32

4 Quality management / Quality assurance .................................................................................................................................... 38 4.1 Forms of quality management and quality assurance.................................................................................................. 38 4.2 Strengths and weaknesses of the NQFs and their influences on the referenceability to the EQF............................... 42

Annexes...........................................................................................................................…………………………………..............45 Template form for deliverable 8 “Overview of National Qualification frameworks” Templates “Overview of National Qualification frameworks” filled in by the partners contributing to Workpackage 3

Overview of National Qualification frameworks in Austria Overview of National Qualification frameworks in Romania Overview of National Qualification frameworks in France Overview of National Qualification frameworks in Italy Overview of National Qualification frameworks in Malta Overview of National Qualification frameworks in Greece Overview of National Qualification frameworks in the Netherlands Overview of National Qualification frameworks in Spain




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1 Structure and levels of NQF 1.1 NQF levels An eight-level-structure can be found in Greece, Austria, Germany and Malta. In Austria levels 6 to 8 are divided into a ‘Bologna-strand’ and into a ‘non-Bologna-strand’. Bachelor-, Master- and PhD-degrees will be classified on the basis of the Dublin descriptors, while qualifications outside the Bologna architecture will follow the NQF descriptors. The number of levels is sufficiently distinctive and corresponds well to the main characteristics of the Austrian qualifications system. Also the Greek NQF is reflecting existing education and training systems in Greece. Also the NQF in the Netherlands will consist of 8 levels (and an additional entry level describing Education level 1): Figure 1 Schematic overview of the Dutch education sectors, and the EQF NLQF

Source www.nlqf.nl: Draft version NLQF March 2011, in progress by committee Leijnse The structure of the National Qualifications Framework for Higher Education in Romania is based on 3 levels of qualifications obtained upon completion of university studies: __Bachelor university studies, corresponding to level 6 of the European Qualifications Framework (EQF); __Master’s university studies, corresponding to EQF level 7; __Doctoral university studies, corresponding to EQF level 8. Spanish NQF is not concluded yet and covers 2 major areas: VET and Higher Education. VET part of NQF is the only one already concluded an is current ruling the national VET system and represented in the following levels. Higher Education part is under construction. __Level 1: Competence in a reduced group of relatively simple work activities which correspond to normal processes with only a limited theoretical knowledge and practical capacity necessary. _ _Level “: Competence in a group of well determined professional activities with the ability to use their own instruments and techniques, which mainly concern a work to be carried out on their own without supervision using these techniques. A knowledge is required of the basic technical and scientific techniques of the activity and an ability to understand and apply the process. __Level 3: Competence in a group of professional activities which require expertise in diverse techniques and can be carried out independently. It includes responsibilities such as co-ordinataion and supervision of technical and specialized work. It requires the understanding of technical and scientific basics of activities and the assessment of the process factors and its economic repercussions.




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__Level 4: Competence in a wide range of complex professional activities carried out in a wide variety of contexts and which require connecting variables of a technical, scientific, economic or 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 in a variety of contexts which are often unpredictable and involve planning courses or ideas for products, processes or services. Very self sufficient. Frequent responsibility in delegating resources, analysis, diagnostic, design, planning, task completion and assessment. But since 2002 a new classification is used for Higher Education with the 3 levels linked to degrees (in French Licence, master Doctorat) which are integrated to this grid. A project of a new integrative grid is in progress actually to be applied to the whole NQF. In France the NQF features 5 levels: Table 1 Levels of the French NQF LEVELS DEFINITIONS COMMENTS

V Staff occupying jobs normally requiring a level of training equivalent to that of brevet d'études professionnelles (BEP) or that of certificate d’aptitude professionnelle (CAP), and that of certificat de formation professionnelle des adultes (CFPA) (CFPA) of first degree .

This level corresponds to a full qualification for the exercise of a well-defined occupation with the ability to use instruments and related technology. This activity is mainly a work of performance which can be autonomous within the limits of the techniques which are linked to it.

IV Staff occupying jobs of control or highly skilled worker who can attest to a level equivalent to that of the Brevet Professional (BP), the brevet de technicien (BT), the bachelor's degree (general or technologic)

Qualification level IV requires more knowledge than the previous level. This activity involves mainly technical work which can be executed independently and / or the worker can have supervisory responsibilities (control) and coordination reponsabilities

III Staff occupying jobs that normally require the level of training of diploma of University Institutes of Technology (DUT) or brevet de technicien supérieur (BTS) or end of first cycle higher education.

Qualification Level III corresponds to the knowledge and ability of a higher level, without including the knowledge linked to the foundations of the scientific fields. The required skills and knowledge allow to ensure the responsibilities of design and / or supervision and / or management, with autonomy and independence

II Staff occupying jobs normally requiring a level comparable to that of a “licence” or “maitrise”

This level of qualification involves the scientific foundations of the profession, generally leading to autonomy in the exercise of this occupation

I Staff occupying jobs normally requiring a better level than the one concerning the “maitrise”.

In addition to a stated knowledge of the scientific basis of an occupation, qualification level I requires the mastery of design or research processes.

Source: CNCP (National commission for vocational certifications); (approuved decision from “permanent group for the vocational training and social promotion” (1969, march 21st) In Italy the structures of the NQF levels and level descriptors have not yet been defined, although there are components in place, e.g. in HE and more recently at upper secondary level. Italy uses a learning outcomes approach and the EQF level descriptors as a basis for further developments. The national coordination point is currently working on this topic. 1.2 NQF typology Speaking about the typology of the NQFs, coordination of the existing system is the aim in Austria, the Netherlands and Italy. A further regulation of the existing system is targeted in Greece, while transforming the systems seems to be the focus in




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Romania. Malta claims transparency and regulation to be the main aims of its Qualification framework. The Spanish NQF includes all the mentioned aims. The Austrian NQF will focus on transparency (of the qualifications system) and orientation and will not be an instrument of regulation. This means that there will be no entitlements linked with a level classification of a qualification – neither in terms of access to qualifications placed on higher levels, nor in terms of salary classification. The Italian NQF’s typology will have a focus on coordinating the existing systems, especially for what concern transparency and coherence of qualifications. At first the focus of the NQF in the Netherlands has been on describing the existing formal education in one fitting scheme with the aim of transparancy and coherence. It describes at each level the characteristics of the level in a similar way as the EQF, using the same vocabular, the description characterizes the level. The description has to fit general education, vocational and higher professional education and academic education and formal adult education. The descriptions have to match the characteristics of all these different kinds of education. In the description of the Higher Education the Dublin Descriptors are incorporated. The aim of the framework is to increase transparency national as well as international and to ensure cooperation of all stakeholders. The NLQF and EQF describe the levels of learning outcomes. After the NLQF has been formalized non formal education will get the opportunity to get linked to the NLQF by a to be designated procedure. Stakeholders of non formal education have participated in the round table conferences and have been able to advise on the drafts. In Greece it is agreed that the Hellenic Qualifications Framework will: __increase coherence and consistency of the national qualification system and reduce fragmentation of current subsystems __improve access and progression possibilities, eliminate dead ends and foster lifelong learning opportunities __develop coherent approaches and procedures to certification and quality assurance __cater the need of having a solid basis for the development of recognition for non-formal and informal learning The Romanian NQFHE is focused on restructuring and improving the higher education system and remapping the entire system according to the labour market requirements. __NQFHE is sole instrument to determine the qualifications structure and ensure national recognition as well as international comparability and compatibility of qualifications acquired within the higher education system. __Through the NQFHE all learning outcomes acquired within the higher education system (Bachelor, Master’s and Doctorate cycles) can be recognised, measured and related and coherence of certified qualifications and awards is ensured. The Malta Qualifications Framework (MQF) __gives a transparent value to general education qualifications and VET qualifications. General education qualifications and VET qualifications with the same MQF Level enjoy the same parity of esteem. The existing system of qualifications has been given a visible structure with benchmark qualifications placed in the different levels of the MQF. __The benchmark qualifications in the MQF are used as a measure which indicates the level of difficulty and the expected workload of any particular level. The MQF has a regulatory function as all level rated qualifications undergo a quality process. There are two different level 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 after the Malta Qualifications Recognition Information Centre (MQRIC) confirms that the qualification in question is mutually recognised. There are a number of standards which home-grown qualifications must satisfy, which have to be approved by MQC and by an independent evaluator representing a Designated Authority or an academic/professional expert if no such authority exists. In Spain all focuses are integrated in the system: __Coordinating the existing system (transparency, coherence): as NQF integrates both VET branch managed before separately by Ministry of Education and Ministry of Labour __Regulating the existing system (quality, accountability): as to implement NQF all qualifications were unified as far description, managment and review under an specific public Body created for this purpose: INCUAL. The National Institute for Qualifications (INCUAL) was created by the Royal Decree 375/1999, on 5 March. It is a technical instrument, with the capacity and independence of criteria, which supports the Vocational Training advisory board in order to reach objectives of the National Qualifications System and Vocational training.




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The Organic Law5/2002, for Qualifications and Vocational Training, attributes to INCUAL the responsibility for defining, developing and keeping the National Professional Qualifications Catalogue up to date together with the Module Catalogue for Vocational Training. The rector of the Institute is the General Advisor of Vocational Training, even though it depends organically on the General Secreatary for Education (Ministry for Education and Science), according to what is established in the Royal Decree 1553/2004, on 20 June __Focus on transforming system (new standards and new provision): as all qualifications were submitted to detailed review and new provisions and systems were established to recognized non-formal / informal education. A formal assessment and certification process defined at National Level was approved by the Central Government Ministry Council by end of July of 2009: The Real Decree 1224/2009 for Competences Acquired via Labour Experience Recognition. The process is oriented to recognize and to certify competences acquired by non formal education ways at a national level and is based on the NQF. 1.3. Descriptors The EQF descriptors, based on knowledge, skills and competences, and following the learning outcomes approach are used as basis for the NQF in Greece, Austria, Romania, Malta and in the Netherlands. In France and Italy NQF descriptors are rather close to EQF descriptors. In Austria the EQF referencing process will be closely linked to the process of allocating qualifications to the Austrian NQF. Austria will not develop its own descriptors but rather provide explanations/details/specifications to the EQF descriptors from the perspective of the Austrian qualification landscape. These explanations should make the EQF descriptors more ‘tangible’ and should facilitate the classification. Further more, ‘reference qualifications’ will be classified in order to better illustrate the requirements of a level (to illustrate the learning outcomes associated with each level – kind of ‘corner stones’ for allocating other qualifications). In Germany learning outcomes in the dimensions subject related competence (Fachkompetenz) and Personal Competence (Social Competence and Selfcompetence/Independence). The term Competence in the German QF is used in the sense of a comprehensive professional competence and not compatible with the term competence - as a dimension of qualification - used in the EQF. The Dutch framework consisting of 6 descriptors has been developed. The descriptors are: __Knowledge and judgements refers to the knowledge component __Skills – applying knowledge refers to skills __Skills – problem solving capacities refers to skills __Skills – learning capacities __Responsibility refers to the responsibility and competences __Communication In the framework each education level is described in connection with the EQF level. The charateristic key words in the description of knowledge, skills and competences were used as descriptors of the levels. The components Skills- learning capacities and communication don’t have a direct connection to the EQF, but are an essential part of Dutch education. The matching of higher education is based on the Bologna process and the Dublin discriptors are incorporated. In Romania level descriptors for HE have been already developed in line with QF-EHEA and EQF and approved. Each qualification is defined by means of learning outcomes expressed in terms of professional and transversal competences developed during the respective cycle of university studies. NQFHE capitalize on the descriptors of the overarching framework for qualifications in the European Higher Education Area for the Bachelor, Master’s and Doctorate levels. They are generic descriptors based on which both professional competences (descriptors from 1 to 5) and transversal competences (descriptors from 6 to 8) are analysed and described. The generic descriptors are explained through level descriptors for each learning outcome, for each type of competence and for each qualification level. __The level descriptors indicate expected activities, outcomes and performances for each qualification level. They allow for the description of qualifications and, at the same time, formulate the necessary landmarks for the assessment of the competences level. __There is already a Methodology on the development and implementation of NQFHE which was amended and finally approved by the Order of the Minister of Education in June 2009 which includes a NQFHE matrix reflecting an integrative approach of higher education qualifications and it provides two perspectives for the analysis: vertical and horizontal.




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Eight generic level descriptors have been identified: (a) Knowledge, understanding and use of specific languages; (b) Explanation and interpretation; (c) Application, transfer and problem-solving; (d) Critical and constructive reflection; (e) Creativity and innovation; (f) Autonomy and responsibility; (g) Social interaction; (h) Personal and professional development. A coherent use of the descriptors mentioned above for all national qualifications and sectors is the case in Greece. In Romania the descriptors have not been defined yet for other qualifications or sectors than the NQFHE. However all professional qualifications in Romania are expressed in terms of learning outcomes. For initial training programmes (IVET), the learning outcomes are described by the vocational training standards (SPP), and for adult training the learning outcomes are described by the occupational standards (SO). In Malta the level descriptors are based on a learning outcomes approach. The same level descriptors are used for all formal, informal and non-formal learning, and for general, vocational and academic and professional education. In Austria Bachelor-, Master- and PhD-degrees will be classified on the basis of the Dublin descriptors, while qualifications outside the Bologna architecture will follow the NQF descriptors as shown in the following figure: Figure 2 Desciptors used within and outside of Bologna architecture in Austria

Source: 3s In France the descriptors which have to be used in the NQF are very closed to the 3 EQF descriptors. But such descriptions are very new and though a great invest was done to escape from training programme, all the awarding bodies did not completely succeeded to reach such goal especially in universities area. : In theory the same descriptors are used for all qualifications/sectors, but actually there are no levels linked to sectoral qualifications. For all the qualifications the same grid is applied to provide information about the learning domains described in terms of 96 general academic and professional fields (NSF (Nomenclature des Spécialités de Formation) In the Italian QF for HE, Dublin descriptors are used nationally for three cycles agreed within the Bologna process. More specific descriptors are being defined for each programme by universities. Short cycle qualifications will be defined by subdescriptors taking into account differences in specific elements of qualifications (e.g. workload, length, access etc). re? Nothing has been decided about using the same descriptors for all qualifications/sectors. Probably, while the aim is to overcome diversities and develop a common and shared language, the same descriptors will be used for all qualification/sectors. For Spain the following descriptors are described: __Complexity, context and work relationships __Responsibility and self sufficiency __Scientific and technical knowledge required to do work activities. __Capacity to apply, design and assess




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1.4 Revisions of the NQF and plans for further development In Austria, the NQF development is still work in progress. Currently, the definition of criteria for the NQF classification, of the classification procedure and the NQF governance structure are being developed. The results of this work will enter into an NQF Manual. This Manual will provide support throughout the entire NQF classification process. Moreover, it will also give information on the main actors/bodies involved in NQF matters (governance structure) and stipulate their tasks. Another important question that is being looked into at present is connected to the legal status of the NQF. A working group dealing with legal aspects was set up at the Ministry of Education. It is working out a proposal of whether and, if so, which legal framework should be given to the NQF. The proposal will be presented at the next meeting of the NQF Steering Group in January 2011. The time schedule for the next steps in the NQF development process foresees that the proposed procedure for classifying qualifications in the NQF (i.e. the criteria and procedure described in the above mentioned manual) will be tested in the first semester of 2011 (by “simulating “ classifications of selected qualifications. The concrete procedure will also be decided at the next NQF Steering Group meeting. All qualifications – irrespective of the focus (general education qualifications and VET qualifications) and the learning context (for example initial VET or continuous VET) – will be classified to the NQF. Due to the complexity of the NQF development process and the fact that different ministries, departments and stakeholders need to be involved it was decided to work on the ‘formal qualification area’ (comprising qualifications that are based on legal regulations, i.e. laws, directives, etc.) and the ‘non-formal qualification area’ separately. Although, for qualifications from both areas, the same classification principles will apply in the end, the starting situation, regarding stakeholders in charge and governance principles, differs. Thus, working groups deal with the questions attached to both areas separately. Other open questions and challenges include: __Communication between the different segments of the qualifications system; __Question whether and to which extent the NQF should be used to support national reforms; __Relation with EHEA (Bologna process): Good cooperation will be needed to establish conditions for better progression possibilities between different subsystems; __Allocation of qualifications to the NQF level - open questions, e.g. the issues of partial qualifications or parts of qualifications, how to understand and apply the principle of best fit (clear classification of existing qualifications is difficult in many cases because the generic descriptors of the EQF are underdetermined and do not allow a perfect fit), procedures and operational structures; __Can all qualifications of the same types be allocated to the same levels? __Questions relating to the learning outcomes approach in terms of concepts and sound assessment methodologies and tools. Central questions: how to balance outcome orientation and input factors? And: Are learning outcomes to be implemented in a coherent way across different subsystems (general, VET and HE)? __Integration of qualifications acquired in non-formal learning contexts and validation of non-formal in informal learning in the NQF development; issue of equivalences of qualifications acquired in different learning contexts; __Further involvement of stakeholders to strengthen ownership and commitment (the need to engage and include education and training providers and universities); the challenge is to find agreements within a justifiable time period in view of the different interests and objectives. In France revisions of the NQF are planned. In the Netherlands the Minister of Education, Culture and Science has received the advise which had been asked. Now the parliament will discuss the policy response of the Minister and formalize the NLQF. It is expected that the linking with the EQF will be in the second part of 2011. In December 2010 the Malta Qualifications Council will launch a consultation document entitled: “Classifying Qualifications: A National Awards System Referenced to the Malta Qualifications Framework: a proposal”. The Council is proposing the shift from a National Qualifications Framework to a National Qualifications and Credit Framework whereby short courses with a minimum of four ECTS credits can be level rated to any of the levels from one to seven of the MQF. This proposal is the result of demand from students and public and private training providers including employers who believe that all learning must be valued in order to enhance Lifelong Learning.




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2 Segments of the educational system 2.1 Romania Figure 3 Organisation of the education system in Romania 2008/2009

Source: Eurydice, Organisation of the education system in Greece, Brussels, 20109 Currently, education in Romania is structured according to 5 levels of qualification which have as reference regulations of International Labour Office (ILO) – ISCO 88 COM, at EU level (Decision of European Council 85/368/EEC). Romania maintains this five-level system, although it is in the process of restructuring it to encompass all levels of educational achievement1. Pre-university education __pre-school education (nursery schools and kindergartens): addressing children from 3-6/7 years of age, includes the compulsory pre-primary class (preparatory group, 5-6-year-olds) __primary education: grades I – IV __secondary education:

__lower __Gymnasium (grades V – VIII) __Lower-secondary education – 1st cycle of high-school or School of Arts and Trades, grades IX – X, or vocational education

__upper __Upper-secondary education – 2nd cycle of high-school (grades IX – XII / XIII), preceded, as appropriate, by the completion year

Post-secondary education and training The pre-university education and the post-secondary education assure also the initial technical and vocational education and training (ITVET) organized in:

1. Lower-secondary education 2. Upper-secondary education

ITVET is organized through two training routes: The direct route, also called the technological high school, which includes: __the lower cycle, grades 9-10, leading to non-certifiable competences in three profile: natural resources and environmental protection, technical and services; __upper cycle, grades 11-12, leading to the award of qualifications level 3 (ISCED); The progressive route, called professional route, which includes:

1 This year (2010), the Romanian Government adopted a new Law of Education which was submitted to the Romanian Parliament in order to assume responsibility. This law is not yet in force, but it provides the Romanian education reform in accordance with the present needs of the Romanian society.




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__the lower cycle, grades 9-10, school of arts and trades, leading to the award of qualifications level 1 (ISCED); __grade 11, completion year, leading to the award of qualification certificate, level 2 (ISCED); this is at the same time a bridge to the next qualification level; __upper cycle, grades 12-13, organised in technological high schools, leading to the award of qualification certificate, level 3 (ISCED).

3. Post-secondary education - post high school – which is a specialised training route of 1-3 years duration, leading to the award of competence certificate, level 3 advanced (ISCED); - the foremen school is post high school education providing professional training of foremen for technical and vocational education and for economy; this leads to the award of competence certificate, level 3 advanced (ISCED).

Higher education University education Romanian higher education is structured on three cycles: __Bachelor - usually three years (except Medicine, Pharmacy, Law, Architecture etc.) __Master – two years __Doctorate – three years with the possibility of prolonging the duration by one year. __Post-university education

Adult Education Qualifications acquired outside the formal educational system are awarded upon completion of training programmes organised by training providers for IVET and CVET. 2.2 Greece Figure 4 Organisation of the education system in Greece 2009/2010

Source: Eurydice, Organisation of the education system in Greece, Brussels, 2010 General Education upper secondary education __Geniko Lykeio (High School) __EPAL (Vocational Lykeio / Technical Vocational Educational Lykeio) (see also Vocational Training) __EPAS (Vocational School / Technical Vocational Educational School) (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 Lifelong Learning) __Special Interest Gymnasio (e.g. Music Gymnasio)




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primary education __Dimotiko pre-primary education __Nypiagogeio Higher 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 (Training Centers) __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 non-formal) services (e.g. cultural institutions), as well as structures that provide general adult education services (e.g. Second Chance Schools) __Bodies that provide counseling services or bodies that provide vocational guidance __KPA (Centers for Promotion of Employment) __Public sector bodies and bodies of the wider public sector that provide non-formal education to the employees of the public and the wider public sector respectively (e.g. EKDDA), as well as bodies formed by professional associations and chambers that provide non-formal education to their members (e.g. IEKEMTEE AE) __Bodies which are formed by third level trade union organizations and employers who co-sign the national general collective occupational 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 Educational Lykeio) __EPAS (Vocational School / Technical Vocational Educational School) __EPAS – OAED (Manpower Employment Organisation) __IEK (Vocational Training Institutes) __KEK (Vocational Training Centres) 2.3 France Figure 5 Organisation of the education system in France 2009/2010

Source: Eurydice, Organisation of the education system in France, Brussels, 2010




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There are many systems of qualification in France if we consider that a qualification refers to the act which consists in evaluating the skills of an individual against a “standard” defining the nature of those skills, the criteria used to assess the possession of those skills, the methods of evaluation and the actors competent to evaluate. In 2002, the Law of January 17 allowed the creation of a National Vocational Qualifications Repertory (repertoire national des Certifications Professionnelles – RNCP) to make an official inventory of all the qualifications delivered in France corresponding to this definition. In addition, to be included in, the qualification must proposed certification process concerning formal, non formal or informal learning, and especially a specific procedure named « validation des acquis d’expérience » (VAE) for the non formal and informal learning recognition. Three kinds of qualifications are defined to be registered: __qualifications delivered by the ministry of Education and 6 other ministries which have specific committee composed by representatives of the State and the social partners in charge specifically of agriculture, culture (only for some qualifications), employment, health, social affairs, youth and sports) __qualifications delivered by sectoral branches and decided through a social partners agreement __qualifications delivered by other ministries, public or private institutions or chambers of commerce.

All the segments of educational French system (VET for young people and adults, Higher Education, sectorial qualification…) are integrated in the NQF. 2.4 Austria Figure 6 Organisation of the education system in Austria 2008/2009

Source: Eurydice, Organisation of the education system in France, Brussels, 2009 Primary school (Grundschule) (ages 6 to 10) General secondary school (Hauptschule) (ages 10 to 14) __Within certain limits, each school may develop its own special profile (e.g. languages, music, art and design, sports, science, ecology, computer science, etc.). __In addition, there are special types with a sports or music and arts bias. Special school (Sonderschule) (ages 6 to 15) Special schools comprise eight grades, or nine if polytechnic schools or a career preparation year are taken into account. They comprise ten different branches. Students receive a basic education from specially trained teachers who use methods tailored to meet the child’s individual requirements; this schooling is designed to prepare the student for career training or further education. Polytechnic school (Polytechnische Schule) (ages 14 to 15)




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Polytechnic schools can be attended after the eighth school grade and comprise only one grade. In the ninth, or a voluntary tenth school year, students are prepared for later life and especially for a career with more in-depth general education classes, career orientation and basic vocational training. An orientation period at the start of the school year and career orientation as the basic goal of all courses create numerous opportunities for students to become familiar with working life. Model test “New Middle School” (Neue Mittelschule) The goal of models tests with the new middle school is to provide a joint school for all 10- to 14-year olds that is open to all students who have completed the fourth grade in primary school. Academic Secondary School (Allgemein bildende höhere Schule) The academic secondary school comprises a four-year lower level and a four-year upper level terminating in the Reifeprüfung (matriculation exam), which is an entrance exam for university, higher technical college, post-secondary college and academies. Special types: __Allgemeinbildende höhere Schulen (academic secondary schools) with an arts or sports bias and aptitude test __Aufbaugymnasium (language bias) and Aufbaurealgymnasium (science bias) (in some cases with transition stage; fifth to eighth form): __Gymnasium, Realgymnasium and Wirtschaftskundliches Realgymnasium für Berufstatige (science, mathematics or homeeconomics bias and schools for working people): evening or longdistance classes, duration eight semesters __AHS für sprachliche Minderheiten (academic secondary school for language minorities – Slovenian, Croatian, Hungarian) __Werkschulheim (trades and crafts bias): Academic secondary school offering training in a trade or craft, currently for carpentry, mechatronics and electronics (fi rst to ninth grade); located in Ebenau/Salzburg and the Vienna Evangelical Gymnasium. __Gymnasium and Realgymnasium with extensive foreign language instruction (in some cases pilot projects), e.g.: Theresianum, Europagymnasium, Realgymnasium with four required foreign languages (details available from provincial school boards) Compulsory Vocational Schools (Berufsbildende Pflichtschulen) In extra-occupational comprehensive courses, compulsory vocational schools teach apprentices basic theory while they train in their trade. They supplement and enhance incompany training and general education. Instruction at a vocational school may be organized in any of the following ways: throughout the year, i.e. at least one full school day or at least two half school days per week; this may either be based on the apprenticeship, i.e. at least eight weeks solid, or by time of year, i.e. an instruction block for a specific period of the year. The wide variety of organizational forms is the result of an agreement between industry and the school authorities and takes the requirements of individual sectors and regions into account. Close co-operation between all those involved in vocational training at different centres of learning is one of the key factors behind the success of the dual system. A modern vocational training requires close links between theory and practice, between tuition at a vocational school and industrial practice. Integrated vocational training is offered both as an apprenticeship with an extended period of training (extension for one or at most two years) and as career training, which leads to partial qualifications. With the partial qualification option, the student has the possibility of undergoing a specially-tailored training in which the individual skills and aptitude and the individual needs of the student can be met. The training location is the company or special independent training institutions as well as vocational colleges (obligation or right to attend a vocational college). Intermediate Technical and Vocational Schools (BMS or Berufsbildende mittlere Schulen) Students attend BMS for one to four years. Students at such colleges with a one- or two-year curriculum receive partial vocational training, whilst those at colleges with a three- or four-year curriculum receive full vocational training. After completing at least a three-year curriculum at a medium-level secondary technical and vocational college, students can take continuation courses (three years) to pass the Reife- and Diplomprüfung (matriculation and diploma exam). There are also special types of technical post matriculation courses for graduates of some four-year schools. The most important types of medium-level secondary technical and vocational colleges __Technische, gewerbliche and kunstgewerbliche Fachschulen (medium-level industrial, trade and crafts colleges; mostly fouryear courses) __Handelsschule (medium-level secondary commercial college; three-year courses) Other commercial colleges: two- or three-year clerical and electronic data processing colleges, and three-year training courses for schools for computer science specialists __Fachschule fur wirtschaftliche Berufe (medium-level secondary college for occupations in the food and beverage industry; threeyear courses) __Wirtschaftsschule (medium-level secondary home-economics college; one- or two-year courses) Fashion school (three-year courses)




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__Hotelfachschule, Tourismusfachschule, Gastgewerbefachschule (medium-level secondary colleges for hotel management, tourism, catering; three-year courses) __Fachschule für Sozialberufe (medium-level secondary college for social workers): three-year __Fachschule für Sozialberufe (school for social workers), Schule für Sozialdienste (school for social services, two years) __Land- und forstwirtschaftliche Fachschulen (medium-level secondary ag-ricultural and forestry colleges; length of training between two and four school years) __Schulen für Gesundheits- und Krankenpfl ege (schools for health and nursing services, age of admission 16 or 17). Secondary Technical and Vocational Colleges (BHS or Berufsbildende höhere Schulen) In addition to providing in-depth general education, over a period of fi ve years berufsbildende höhere Schulen (BHS) give students an advanced vocational train-ing, culminating in a Reife- or Diplomprüfung (matriculation or diploma exam). This entitles them to admission to university, higher technical colleges and post-secondary colleges. Universities and higher technical colleges are required by law to give students credit for specialized knowledge acquired by BHS graduates. Once they have worked in their fi eld for three years, graduates of most höhere technische and höhere Land- and forstwirtschaftliche Lehranstalten (higher-level secondary industrial, agricultural and forestry colleges) may apply to the Federal Ministry of Economics and Labour or the Federal Ministry of Agriculture, Forestry, Environment and Water Management for authorization to use the professional title of "lngenieur". The most important higher-level secondary technical and vocational colleges: __Höhere technische and gewerbliche Lehranstalten (higher-level secondary industrial and trade colleges) Höhere Lehranstalt für Mode, für künstlerische Gestaltung, für Produktmanagement und __Präsentation, Modedesign und Produktgestaltung (higher-level secondary college for fashion, artistic design, product management and presentation, fashion design and product design) __Höhere Lehranstalt für Tourismus (higher-level secondary college for tourism) __Handelsakademie (higher-level secondary commercial college) __Höhere Lehranstalt fur wirtschaftliche Berufe (higher-level secondary college for occupations in the food and beverage industry) __Höhere Lehranstalt für Land- und Forstwirtschaft: (higherlevel secondary college for agriculture and forestry) __Bildungsanstalt für Kindergartenpädagogik (kindergarten teacher-training college) __Bildungsanstalten for Sozialpädagogik (teacher-training colleges for social education) Educational Courses after Matriculation The qualification for admission is Reifeprüfung (matriculation exam), Berufsreifeprüfung (vocational matriculation examination) or an entrance examination. Kollegs (specialised post matriculation courses): These are two-year full-time (or two to three-year part-time) advanced level vocational courses equivalent to higher-level technical and vocational colleges. Post-secondary colleges __Training 1: Public and private post-secondary colleges train teachers for positions at primary schools (including pre-school), general secondary schools and special schools, as well as polytechnic colleges. __Training 2: Some public post-secondary colleges train teachers for positions at vocational colleges, for technical/trade areas of specialization, for the specializations of design and nutrition, and to teach information and communication at BMS or BHS colleges. __Training 3: The college of agricultural and environmental pedagogy offers training for positions at agricultural and forestry vocational colleges and technical colleges as well as for positions in agriculture and environmental studies at higher agricultural and forestry colleges. __Training 4: Private pedagogic colleges and several private institutions train religious instruction teachers (Catholic, Evangelical, Old Catholic, Orthodox, Eastern Orthodox, Islamic, Jewish) at compulsory schools Universities of Applied Sciences (Fachhochschulen) Scientifi cally grounded vocational training with a strong practical orientation (usually one semester of vocational experience). The following types of courses are currently offered: __Diplomstudien (diploma courses): generally last 8 semester (4 years) and conclude with the academic title of "Mag. (FH)” or “Dipl.-Ing.(FH)”. Diploma courses are gradually being replaced by Bachelor’s courses or continuation study on Master’s courses. __Bachelorstudien (bachelor’s degrees): generally last 6 semesters (3 years) and conclude with the academic title of “Bachelor”. In some subjects, particularly in the area of social work and health services, graduating also entitles you to practise the relevant vocation (e.g. social worker, physiotherapist). __Masterstudien (master’s degrees): are a continuation of bachelor's courses, and are designed primarily for the purpose of obtaining an additional scientifi c grounding; they generally last 4 semesters (2 years) and conclude with the academic title of "Master”.




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__Austrian technical universities currently offer training courses in the fi elds of design - art, technology, engineering, social sciences, economics, military/national defence, natural sciences and healthcare science. Technical university courses are also open to students with relevant vocational qualifi cations without matriculation (usually with an admission examination). University courses __Diplomstudien (diploma courses): __Bachelor’s and Master’s courses: __Doctoral courses: Schools for part-time students and tertiary education Adults who have already embarked upon careers or have concluded their vocational training have the possibility of obtaining relevant educational qualifications as part-time students taking evening classes. Part-time students can choose between academic secondary schools and medium- and higher-level secondary technical and vocational colleges, consolidation courses, specialised post matriculation courses and post-secondary colleges. Universities and technical universities also offer fur-ther education courses: the latter also offer technical university courses for parttime students. Adult education Academic and vocational courses and programmes are offered by institutes of adult education sponsored by the Ministry of Education, such as colleges of further education, vocational colleges, institutes for economic development, denominational institutions and a number of other regional non-profit institutions for adult education. One of the main purposes of adult education is to allow students to gain qualifications not obtained earlier by taking adult classes in the form of “second-chance education”. Institutions offering adult education give interested students the opportunity of attending courses in preparation for the matriculation examination, the school-leaving certificate, the university entrance examination or the vocational matriculation examination (in some instances examinations may be taken in stages). 2.5 The Netherlands Figure 7 Organisation of the education system in the Netherlands 2008/2009

Source: Eurydice, Organisation of the education system in France, Brussels, 2009 This scheme represents the Dutch Educational System as an continuous track. It can be discontinuous. Till 16 year there learning is obligatory. Till 18 years it’s obligatory to reach a start qualification. This is either a mbo qualification basisberoepsopleiding, havo or vwo. In isced terms at least ISCED level 3. Part of Life long learning is the option of discontinuous tracks. For instance with a VET qualification one has the option to enter the labour market and start working or in case of the dual pathway to stop education. And then enter the educational system some years or years later, either in full time education or in a part time or dual form.




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The next scheme shows the kind of choices that can be made in the educational system.

Dutch Educational System

The segments that are differentiated are: __General secundary Education, __VET (including Full time and dual vocational education (BOL &BBL) __Higher Education __Adult Education Non Formal education will also referenced to the NLQF. Positioning of vwo The committee Leynse advises to position VWO (general secondary pre university education) at NLQF/EQF level 5. This is another level than the ISCED classification. ISCED isn’t outcome based. The reason for positioning VWO at level 5 is the high quality of the Dutch VWO. But positioning VWO at level 5 doesn’t implicate that VWO is considered to be part of higher professional education. Non-Formal education will also referenced to the NLQF. This will be one of the tasks of the NCP NLQF. A procedure has to be designated for the referencing rules and procedure. 2.6 Malta Figure 8 Organisation of the education system in Malta 2006/2007




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Source: Eurydice, Organisation of the education system in France, Brussels, 2007 The Malta Qualifications Framework (MQF) has two learning pathways from Levels 1 to 5 with General Education on the left and Vocational Education and Training on the right. From Level 6 to Level 8 the dividing line between General Education and VET does not exist thus indicating that there is one Higher Education area in Malta. Academic degrees achieved from the University have the same parity of esteem as professional degrees achieved from the VET Institutes. Some of the VET courses operate the dual system and students benefit from hands-on experience in industry. Adults over twenty three years of age benefit from the maturity clause and can have access to University and any VET Institute following an aptitude test. The availability of part-time courses in public and private institutions encourage many adult learners to invest in their continuous professional development by taking on further and higher education while they work. In 2010 there was a rise in the demand for short courses for adult learners who can attend courses either during the day or in the evening in a number of subjects to achieve the Key Competences in MQF Levels 1 to 3. The Employment and Training Corporation and the Directorate for Lifelong Learning of the ministry of Education, Employment and the Family offers a number of qualifications to the unemployed as well as to those who are in employment but feel the need for up-skilling for job retention or for job mobility. 2.7 Italy Figure 9

Organisation of the education system in Italy 2008/2009

Source: Eurydice, Organisation of the education system in France, Brussels, 2009




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The education system includes the following at present: __Scuola dell'infanzia (non-compulsory) for children between 3 and 6 years of age. __First cycle of education (length: 8 years), organised in Primary Education for children between 6 and 11 years of age, which lasts 5 years, and Lower Secondary School for children between 11 and 14 years of age, lasting 3 years. __Second cycle of education consisting of two different pathways: the first is Upper Secondary School, which falls under the responsibility of the State, lasts 5 years and is addressed to students from 15 to 19 years of age. This level of education is provided by Licei, Technical Institutes, Art Institutes and Vocational Institutes. Vocational and Art Institutes also offer three-year courses. The second pathway is Initial Vocational Training (three-year courses) for students who have completed the first cycle of education and is organised by the Regions. __Post-secondary non-tertiary education, within the higher technical education and training system (Istruzione e Formazione Tecnica Superiore – IFTS), offers higher technical education and training pathways and courses provided by Higher Technical Institutes (Istituti Tecnici Superiori – ITS). __Higher education sector consisting of University and non-University Higher Education. The higher education system is divided into State and non-State establishments. 2.8 Spain Figure 10 Organisation of the education system in Spain 2009/2010

Source: Eurydice, Organisation of the education system in France, Brussels, 2010 The present Spanish Educational System is divided in a general regime (infant education, primary education , compulsory secondary education (ESO) ), baccalaureate, vocational training and University. Education is compulsory between the age of 6 and 16. Vocational training comprehends: Access through Secondary School (medium & higher degrees), or through continuous and occupational training ( provided by private and public organizations).




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2.9 Germany Figure 11 Organisation of the education system in Spain 2009/2010

Source: Eurydice, Organisation of the education system in Germany, Brussels, 2010 General Education : according to our federal system we have different types of schools (Grundschule (1.-4- Schuljahr) Hauptschule (5.-9.Schuljahr), Realschule (6.-10- Schuljahr, Übertritt nach 1. Jahr Hauptschule), Gymnasium (Übertritt nach 4. Klasse Grundschule oder 5. Klasse oder nach Beendingung der realschule mit Prüfung und Wiederholung der 10. Klasse) oder Gesamtschule) Berufsschule/Vocational school in combination with vacational education and training in companies VET system / dual System




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3 Referencing the EQF

3.1 Interfaces to the EQF As already mentioned, the EQF descriptors are used as a basis for the NQF in Austria, Malta… Plans for referencing the NQF to the EQF for the current year 2011 exist in Greece, Romania. In Italy the referencing process is on its way. In Romania the National Qualifications Authority, the National Agency for Quality Assurance in Higher Education and the National Agency for Quality Assurance for Pre-university Education (IVET) are working within their level of competence. The national steering group for referencing has yet to be decided. It is also planned to draw up the report on the referencing of the Austrian NQF to the EQF in the course of 2011. Key actors in the NQF development process are the Ministry of Education, Arts and Culture (bmukk) and the Ministry of Science and Research (bmwf). These ministries head the so-called NQF Steering Group, in which members of all ministries, the social partners and the Laender are represented. This group will also be the decision making body for the EQF referencing report. It is planned to discuss the draft Austrian EQF referencing report with the NQF Steering Group which compromises stakeholders from different sectors and different parts of the qualifications system. Key actors in the NQF development process are the Ministry of Education, Arts and Culture (bmukk) and the Ministry of Science and Research (bmwf). These ministries head the so-called NQF Steering Group, in which members of all ministries, the social partners and the Laender are represented. This group will also be the decision making body for the EQF referencing report. It is planned to discuss the draft Austrian EQF referencing report with the NQF Steering Group which compromises stakeholders from different sectors and different parts of the qualifications system. OeAD (Österreischischer Austauschdienst, Austrian agency for international cooperation in education and research) was designated the national coordination point (NCP) in March 2010. It will be responsible for developing a home page on NQF and should become the main information desk for citizens and institutions. One of the tasks of the NCP is to support the EQF referencing process; concrete activities have not been planned so far. The Austrian EQF referencing report will be presented as one report but it will be developed in two parts. The Austrian NQF will comprise of eight levels, with levels 6 to 8 being divided into a ‘Bologna-strand’ and into a ‘non-Bologna-strand’. Bachelor-, Master- and PhD-degrees will be classified on the basis of the Dublin descriptors, while qualifications outside the Bologna architecture will follow the NQF descriptors. Therefore the bmwf is responsible for preparing relevant information related to the ‘Bologna-strand’ and the bmukk will cover all other areas. Both ministries have commissioned external experts for writing the report and will coordinate the process together. The work has been supported by the EQF test and pilot projects, notably the Leonardo da Vinci ‘EQF-Ref: Referencing process – Examples and proposals. The definition of criteria for the NQF classification, of the classification procedure and the NQF governance structure will be published in an NQF Manual, which will be included in the Annex. The Manual address the following issues: How do qualifications have to be structured and described to be ‘NQF-classifiable’? __What information has to be provided when applying for classification? __What criteria have to be met for the classification on a particular level? __Which steps have to be taken when applying for classification? __Who are the stakeholders involved in the NQF process and what are their tasks? __Which implications does a classification have?

A template has been prepared for presenting qualifications that should be classified in the NQF. The proposed template asks for providing arguments for allocating a qualification to a certain level. The argumentation will have to be based on the EQF descriptors and the above mentioned Austrian explanations/details/specifications and could additionally be based on: __Relation to other qualifications from the same learning or working area or to similar qualifications already classified __International comparison (e.g. transnational agreements on mutual recognition of qualifications, European projects etc.)




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__Further „indicators“ (e.g. statistical information on status of qualification holders on the labour market or their income, ratio of self-employed persons, numbers of start-ups, sizes of enterprises, unemployment rate of holders of the qualification, results of graduate surveys, classifications used in collective agreements) In France the CNCP (National commission for vocational certifications) is the main actor : Created by the Social Modernization Act No. 2002-73 of January 17, 2002, the National Commission of professional certification is under the authority of the Minister responsible for vocational training. Its mission: __Inventory professional qualifications in the national directory of professional certifications : (RNCP) __Inform people and companies on qualifications and certifications listed in the RNCP and on the certifications recognized in the European community, __Ensure coherence, complementarity and renewal of diplomas and qualifications and their adaptation to changes in qualifications and work organization, __Give public advice before the creation of new professional qualifications to be registered in the RNCP, __Achieving public assessment of vocational qualification certificates, __Make recommendations to institutions elaborating new vocational certifications __Report any total or partial possible matches between certifications registered in the directory, and other certifications including European ones __Develop a new classification of levels of certification in relation to jobs. __Develop a new classification of levels of certification in relation to jobs. __Validate or propose levels of certifications on the NQF Under the authority of his President, the CNCP is works with a specialized committee, a permanent secretariat and a network of regional correspondents. It contributes to international work on transparency of qualifications. The Repertory (RNCP) thus represents a reference tool for all stakeholders involved in the employment-training relationship at a national and international level, both for the general public and for enterprises. All the vocational certifications listed in the RNCP must possess a level in the French list to enable a correspondence with the EQF to be established. The correspondence between the French list and the European framework is established using a conversion table elaborated by the members of the CNCP. For higher education certifications, the implementation of the LMD process is taken into account. For certifications issued in the name of the French State, each certifying legal authority (such as ministries...) is responsible for its positioning on the national level. For certification registered upon request, the CNCP proposes the level on NQF. The tools used as interfaces to the EQF in the Netherlands can be described as followed: __The assignment of the construction of the NLQF determined that the existing levels in vmbo, mbo, havo, vwo, higher education and adult education (the educational system) had to be described with one common language and that logical ranking or juxtapositioning should determine the amount of levels. __At first a conceptual framework was designed. The first conceptual publicized framework consisted of 10 levels. It was designed as a fundament for the NLQF and to test the NLQF. Experts of the designated educational sectors and stakeholders of all kind of education and labour market have contributed to the elaboration of this conceptual framework. After consultation rounds the conceptual framework was reduced to 8 levels. __The existing qualification levels were described in the chosen conceptual framework and then presented to stakeholders and discussed in round table conferences. __The advisory Committee has advised the Minister of Education, Culture and Science on the draft and the NCP NLQF. The Committee has made some revisions in the drafts they had to advise on. __At the moment three documents are available:

__Schematisch overzicht van de Nederlandse onderwijssectoren, NLQF en het EQF __A scheme of the Dutch educational sectors and the NLQF and EQF




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Niveaubeschrijvingen NLQF-EQF. A description of the context of the various education using the descriptors of the conceptual framework __Matrix met niveaubeschrijvingen NLQF. A generic scheme in which the 10 levels are placed next to each other and in which one can see the differences between each qualification and the NLQF level.

Figure 4

Descriptions of the levels of NLQF - EQF Niveaubeschrijvingen NLQF-EQF

Source: KCH template - www.NLQF.nl




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Figure 5 Matrix with level descriptions of the NLQF Matrix met niveaubeschrijvingen NLQF

Source: KCH template, derived from www.nlqf.nl




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Figure 6 Schema NLQF-EQF NLQF referencing EQF

Source: KCH : Advise of Committee NLQF-EQF (report version 1.0 May 2011) The Interfaces between the NQF and the EQF are defined as followed: See the first scheme. In the NLQF the designated levels Adult Education are scaled from EQF level 1-5. This matches with the

equivalent level of secondary education. The lowest level of Adult Education, Educatie 1 is scaled under the first EQF level, it’s a starting level. Vavo is adult education and within vavo students it’s possible to reach the vmbo, havo or vwo levels.

Vmbo has four educational levels. In the NLQF it is situated at EQF level 1 and 2. Vmbo KB en GL/TL are scaled at EQF 2. These students are allowed to enter MBO level 3 & 4 qualifications. Students with a vmbo BB certificate are allowed to enter a mbo 2 qualification. VWO gives entrance to University and is scaled at EQF level 5.

The aims of the NLQF are, in short: _increase transparency in the Dutch education _increase transparency between the European qualifications _increase the comparability of levels of qualifications _stimulate thinking in terms of learning outcomes as the building blocks of qualifications _stimulate life long learning for all _increase transparency of learning pathways _at the labour market increase understanding of the levels of qualifications _facilitate communication between the parties in education and labour market. Access to education abroad is also an important issue. In case of regulated professions the possibility of scaling of some VET

qualifications at level 5 can be important. A procedure will be developed in order to insure that this kind of qualifications will be properly levelled.




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A National Coordination Point (NCP NLQF) will be established. This Coordination Point will be responsible for the grading of qualifications both formal and non formal. For non-formal education an application procedure including an objection and appeal procedure has to be determined. In Germany the NQF is linked via the levels to the EQF only For the other questions a own study would be necessary because several instruments are in use but never used from all actors In Malta 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 qualifications that demonstrate the level of difficulty indicated in the European Qualifications Framework (EQF). The MQF and the EQF both have eight levels of difficulty defined in learning outcomes. They describe Knowledge, Skills and Competences that individuals should achieve at the end of a learning process. They indicate the level of autonomy and supervision needed in the lower levels and they indicate how the learner can act as a supervisor or manager of people or projects from Levels 4 upwards. The Malta Qualifications Council (MQC) is the National Contact Point (NCP) of the Malta Qualifications Framework (MQF) and the European Qualifications Framework for Lifelong Learning. Consultation meetings and events leading to the launching of the Malta Referencing Report (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 of foreign qualifications. The Malta Qualification Recognition Information Centre (MQRIC) which is a member of the NARIC-ENIC Network has a standard procedure to verify the quality of foreign qualifications which may or may not be offered in Malta. The MQRIC Officers check that the awarding institution is accredited, that the particular qualification is also accredited and check whether the qualification is level rated. Most of the foreign qualifications originate in the United Kingdom therefore the QCF Level is translated to the EQF Level and therefore to the MQF Level. There are however a number of sectoral qualifications which are accredited and internationally recognised but they are not level rated to the EQF. If the qualifications are awarded by institutions outside the United Kingdom, the MQRIC Officers refer to the NARIC-ENIC counterparts for information about institutions and specifically about qualifications. If qualifications are accredited by the country of origin and benefit from mutual recognition, these are level rated to the MQF and the EQF through a formal protocol between MQC and the education and training provider representing the foreign awarding body. Over 6000 qualifications are processed through this Office every year. In order to set up the EQF in Italy, the national authorities of each country have been requested to establish links between their own systems of qualifications and the Single Framework itself. Italy’s response to the request from Europe became concrete in 2007, when a committee for the construction of a national system of minimum professional, certification and training standards, promoted by the Minister of Labour, started work. The committee has the objective of defining a national standards system coherent with the setting up of the EQF. The committee members are the Ministry of Education, the Ministry of Universities and Research, the Regional Councils, the Independent Provincial Councils and social partners. Italy started preparing a common methodology, including a national learning outcomes approach, providing the basis for closer integration of the different parts of the qualification system. An inventory of regional standards of competences was prepared and methodology successfully tested in tourism and mechanical sector. Other sectors (e.g. chemical, food and agriculture) are about to be mapped with the same methodology. Some Regions adopted regional standards using the same methodology. Furthermore, currently the ISFOL is supporting the Ministry of Labour in creating a national database of job descriptions and standards (occupational and training standards) developed in Italy in recent years, which are clustered in 24 economic and professional areas. The development of the NQF in Italy is running a new evolution phase due to: __the progress of the national reforms in the field of education, VET system and the labour market;




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__a stronger dialogue among institutions and competent bodies on the implementation of the System (coherent with the EQF); __the EQF Recommendation commitments; __a concrete impulse in the activities of the “National Table/Committee”, launched in 2006 by the Ministry of Labour for the definition of the Italian NQS. In this new phase criteria and priorities settled are: __to preserve specific characteristics of sub-systems and regional frameworks; __to overcome diversities and develop a common and shared language (focused on learning outcomes); __to guarantee transparency, legibility and quality procedures; __to take into consideration European issues and deadlines; __to develop cooperation with other national agencies in EU involved in the definition of their NQFs. The “National Table/Committee” started to work on NFQ and it is still working on it. The “National Table/Committee” is promoted by the Italian Ministry of Labour and is composed by: Ministry of Labour, Ministry of Education, Employers Representatives, Trade Unions and Local Authorities (Regions, Autonomous Provinces). ISFOL at national level and Tecnostruttura at regional level, are the scientific and methodological bodies that support the Italian policy in this field. The Ministry of Education, University and Research and Ministry of Labour and Social Policies are leading the NQF development and implementation process in agreement with the Regions and Autonomous Provinces and the social partners. At the technical level, ISFOL (the national institute for development of vocational training) is involved in implementing the national methodologies and coordinates sectoral and professional expert groups involving social partners. The monitoring of the implementation of the NQF to prepare the referencing process to the EQF will be operated by the Ministry of Labour and the Ministry of Education, with the support of the NCP appointed at ISFOL. Figure 6 Interfaces of Italian NQF and EQF

Source: Italian template The concept of “qualification” has several meanings and different uses in Italy:

EQF

Training standard

ECVET

EQF

EEuurrooppaassss8 levels based on

learning outcomes

Professional standardsbased on competences

UE

ITALY

Key Competences

NQF

Standard for certification

Common principles of Validation

Citizen portfolio




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__it is the formal output of a learning and/or certification/validation process (titoli e qualifiche) such as: attestato di qualifica, diploma, laurea, etc…, delivered by a authorized institutions; __qualifica has always been used in the VET system, and its use in ED and HE needs an effort of adaptation; __it defines professions and levels (qualifica) in the national collective agreements; __it is independent from learning/training pathways, and can be reached through different pathways (school, university, VET and non-formal and informal contexts). The concept of validation/certification only recently has entered the Italian culture. It is a process that: __incorporates the processes of both assessment (“valutazione”) and certification; __refers mainly to qualifications acquired in Formal, Non-Formal and Informal contexts, assessed and recognized by authorized bodies with respects to predefined standards. Apart from different uses and difficulties, the Italian approach seems to be: __shifting from input to output of the learning process; __improving coherence with the EQF concepts in the sub-systems and especially in VET; __need to be supported by a homogeneous approach of a National Qualifications Framework. In Spain the main tool is the National Qualification Catalogue which qualifications therein are assigned specific levels ( NQF levels) and Spanish NQF levels are already defined and related to EQF levels. ( see frame next question). Spanish NQF is not concluded yet and covers 2 major areas: VET and Higher Education. VET part of NQF is the only one already concluded an is current ruling the national VET system. Higher Education part is under construction. At VET level of Spanish NQF , EQF levels are already related to NQF VET levels as follows: Figure 9

Relation between Spanish VET and EQF Source: Spanish template It is managed INCUAL – National Qualification Institute. The methodology used to refer NQF Levels to EQF levels is not disclosed to the broad public by INCUAL: Although this reference exists and is published, it is still pending of official legal approval. The legal approval will be obtained once the Higher Education part of the NQF is concluded.




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At VET level of Spanish NQF , EQF levels are already related to NQF VET levels as shown previously. Although NQF Levels are already referenced to EQF levels, it is not in use yet in practical procedures by organizations, educational bodies and systems. Accreditation of Non University Studies: http://www.educacion.es/mecd/jsp/plantilla.jsp?id=64&area=titulos Only Qualifications/Competences obtained via formal education studies can be accredited by the current formal system ( Formal primary & secondary levels or similar). Accreditation of Non formal competences can be only recognized ( very recently) via The Real Decree 1224/2009 for Competences Acquired via Labour Experience Recognition. The process is oriented to recognize and to certify competences acquired by non formal education ways at a national level and is based on the NQF ( process described on the next topic). As this is a very recent system and it is under implementation, qualifications available to be recognized by the system varies a lot depending on the contry region stage of the system implementation. Accreditation of University Studies: It is not a straight forward process yet as EQF objectives are meant to be: There are 2 different processes: __Homologation: Formal recognition of University Studies that entitle the applicant to follow the formal studies at this level in Spain. Any graduates can apply for approval of foreign higher education diplomas obtained abroad. The approval granted in Spain official validity of higher education diplomas obtained abroad. An approved foreign degree has the same effects (academic or professional) of the Spanish academic degree or qualification which is homologous throughout the country. These effects occur from the date it is granted and issued the corresponding credentials. For the approval to specific titles, the current academic degrees and Bachelor's Degree competent Department of Qualifications and Recognition of Qualifications of the Ministry of Education. Approval of academic degrees and postgraduate (Masters and PhD) is the responsibility of Spanish University Rectors. In this ministry, you can request two types of approvals: · A Spanish university degree specifically included in the official university catalog that is current and fully implemented in at least one Spanish university. · The degree of Diploma or Degree. __Recognition: Formal recognition of University Studies that entitle the applicant to work in Spain in certain areas: example Architect, Psychologist etc Community rules of professional recognition is based on the articles of the Treaty establishing the European Community governing freedom of establishment and freedom to provide services. In order to give effect to this freedom, we have adopted a set of provisions implementing these provisions of the Treaty and set up a system of recognition of professional qualifications between the Member States of the Union. This specific legislation in Spain in the Royal Decree 1837/2008, of November 8 , Which is incorporated into Spanish law Directive 2005/36/EC European Parliament and the Council of 7 September 2005 and Directive 2006/100/EC the Council of 20 November 2006 concerning the recognition of professional qualifications, as well as certain aspects of the exercise of the legal profession. The effects of this recognition are exclusively professional, ie, lead to the authorization to practice a specific profession in the host State. The purpose of professional recognition of qualifications is the overcoming of obstacles, especially those dealing with qualifications, that citizens of a State can be found for access to exercise a professional activity in another. The main beneficiaries are therefore not professionals and students. This recognition of diplomas only applies to nationals · The 27 member states of the European Union: Germany, Austria, Belgium, Bulgaria, Cyprus, Denmark, Slovakia, Slovenia, Spain, Estonia, Finland, France, Greece, Hungary, Ireland, Italy, Latvia, Luxembourg, Lithuania, Malta, Netherlands Netherlands, Poland, Portugal, United Kingdom, Czech Republic, Romania, Sweden. · The 3 states signing the agreement on the European Economic Area: Norway, Iceland, Liechtenstein. · Switzerland, under a bilateral agreement with the European Union.




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The Ministry of Education, through the Department of Qualifications and Recognition of Qualifications, is the coordinating body in Spain for the implementation of Directive 2005/36/EC on the recognition of qualifications. Competencies for professional recognition are: A) In the General State Administration · Ministry of Foreign Affairs and Cooperation : Sworn. · Ministry of Defence: Ordnance Engineering, Naval Weapons Engineering, Construction and Electrical Engineering. · Ministry of Economy and Finance: Insurance Actuary, Agent and Customs agent, accountant, economist, Enabled Pensions. · Ministry of Education: Biologist, School Teaching, Primary School Primary School Teacher Secondary School, University Professor, Professor of Art Education, Professor of Language Education, Professor of Athletic Training, Vocational Teacher, Psychologist . · Ministry: Aeronautical Engineer, Civil Engineer, Canales y Puertos, Aeronautical Engineer in the relevant specialty, Public Works Engineering in the relevant specialty, Surveying Engineer, Cabin Crew. · Ministry of Industry, Tourism and Trade: Sales Agent, Industrial Property Agent, Gunner-Barrena, Diploma in Business and Commercial Professor, Physics, Industrial Engineering, Mining Engineering, Naval and Ocean Engineering, Telecommunication Engineering, Industrial Engineer in the relevant specialty, Engineer of Mines in the relevant specialty, Naval Engineer in the relevant specialty, Telecommunications Engineer in the relevant specialty, Perito Mercantil, Chemical, Technical, Business and Tourist Activities. · Home Office: Private Detective, Private Schools Director of Drivers, Security Director, Save the Country Private, Private Storage Field: Specialty wardens Maritime Security Chief, Professor Road Training, Security Guard, Security Guard: Guard Private security guards: Vigilante Explosives. · Ministry of Justice: Attorney, Attorney. · Ministry of Environment and Rural and Marine Affairs: Winemaker, geologist, agricultural engineer, Forestry Engineer, Agricultural Engineer in the relevant specialty, Forestry Engineer in the relevant fields. · Ministry of Planning Policy: Administrative Manager. · Ministry of Health and Social Policy: a biologist specializing in health sciences, Biochemical specialist in a specialty of Health Sciences, dentist, nurse responsible for general care, Nurse Specialist, Specialist Hospital Radiophysics, Pharmacist, Pharmacist Specialist, Physiotherapist, Speech Therapist, Midwife, Medical, Medical Specialist, Nutritionist / Dietitian, optometrist, podiatrist, psychologist specializing in Clinical Psychology, a Specialist Chemical Specialty Health Sciences, Occupational Therapist, Veterinarian. · Ministry of Housing, Architect, Technical Architect. · Ministry of Labour and Immigration: Social Degree, Graduate Diploma or Diploma in Social Relations. B) The authorities of the Autonomous Communities A relevant bodies of the Autonomous Communities their rightful recognition of the following professions: · Diver, Captain of Fishing Competition Sailor, Decorator, Draftsman, Tour Guide, Pressure Equipment Installer, Installer, Low Voltage Installer Heating & Air Conditioning, Plumbing, Gas Installer, refrigeration, installation electrician , Mechanical Naval Staff (Fisheries sector), Naval Mechanic (Fisheries sector), Coastal Skipper Versatile, Height Master (Fisheries sector), Patron of Litoral (Fisheries sector), Local Pattern Fishing, Wine Production Technician, Technical Specialist viticulture Care Technician Nursing Assistant, Pharmacy Technician, Technician in Pathology and Cytology, Senior Technical autoprosthesis, Dietetic Technician, Technician in Health Documentation Oral Hygiene Technician, Senior Technician in diagnostic imaging , Technician in the Clinical Diagnostic Laboratory, Higher Technical Orthoprosthetic, Dental Prosthetic Technician, Technician in Radiation Therapy, Environmental Health Technician, Technician in Prevention (Higher Level), Senior Technical Professional Risk Prevention (Intermediate Level) . Who is responsible for those definitions and accreditation? University Level: Public body General Subdirection of Titles/Diplomas and Qualifications Recognition ruled by Ministry of Education VET Level: Recognition based on the new system describe by The Real Decree 1224/2009 for Competences Acquired via Labour Experience Recognition: Regional VET Authority of each Autonomous Community.




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3.2 Access to education abroad Foreign awarding bodies are widely represented in Malta, so learners do not have to travel abroad to achieve a foreign qualification. Education and Training providers have to be officially licensed by the Ministry of Education, Employment and the Family. The University of Malta (1592) was one of the first Universities in Europe to introduce the European Credit System (ECTS) across all its faculties and centres with a few exceptions. The transparency of ECTS credits very much promoted by the Bologna Process not only gives students opportunities for Erasmus exchanges but also to study abroad following completion of their studies in Malta. Although ECVET is in its early stages in the local institutions and there are no programmes such as the ERASMUS for higher education students, opportunities for apprenticeship overseas do exist for VET students. Since the launching of the MQF in 2007 qualifications that are used as benchmarks in the MQF give a transparent value and visibility to qualifications thus enhancing mobility of students. The Government of Malta awards the following sponsorship schemes to encourage mobility of students: __Malta Government Scholarship Scheme (MGSS) – targets undergraduate and post-graduate students; __Strategic Educational Pathways Scholarships (STEPS) – targets post-graduate students only __Malta Arts Scholarships (MAS) – targeting students with any level of studies. In the Netherlands the National Reference Point (NRP) Netherlands is the contact point for those in search of information on vocational education in the Netherlands and other European countries. The Dutch Ministry of Education has appointed Colo and Nuffic for this task. Colo and Nuffic together represent the national structure for credential evaluation in the Netherlands. It is a close cooperation between Colo and Nuffic. Together they have established the Information Centre for Credential Evaluation. Colo is the association of national Centres of Expertise for Vocational Education, Training and the Labour Market. Colo is responsible for credential evaluations at the level of senior secondary vocational education (mbo), including adult education, and preparatory secondary vocational education (vmbo). Nuffic is the Netherlands Organization for International cooperation in higher education. Within the structure for credential evaluation Nuffic is responsible for evaluations on the level of general secondary education and higher education. The NRP based on the (EU) regulations and in close collobaration with the Ministry of Education is responsible for those accreditions and definitions. There are several legal regulations and measures/mechanisms/tools/methods/practices within the formal education and training system in the Netherlands for easing access to education abroad: NRP Netherlands is part of the European network of NRPs. The objective of this network is to increase the transparency of national qualifications, which will promote the study and employment mobility within the EU. The website (www.nlnrp.nl) is the first step for finding information on vocational education in the Netherlands. It may also serve as a stepping-stone for finding information on, and making contact with, European partner organizations. There will be established a NCP NLQF. This NCP will have a national as an international role. At both levels it’s role will be to establish confidence and trust. Speaking about access to education abroad, in Romania qualifications obtained abroad are recognised by the National Centre for Recognition and Equivalence of Diplomas, authority within Ministry of Education. Pre-university diplomas and certificates obtained abroad are recognised either or by applying knowledge tests/equivalence examinations/adaptation periods/study periods, depending on the differences between the Romanian and the respective foreign system. Higher education diplomas, certificates or scientific degrees obtained abroad are recognised after NCRED has acknowledged that the studies undertaken abroad are compatible with the study programme or qualifications in Romania, in terms of: __status of higher education institution issuing the diploma/certificate/degree __diploma level __number of study years/credits accumulated __study field __profile __specialisation __curriculum/ workload /Diploma Supplement




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__professional qualification (Diploma Supplement) In case of major differences, compensatory actions may be proposed. The Ministry of Education, Research, Youth and Sports, through the Agency of Loans and Scholarships manages various financing programs for stages of study or research abroad. The target group is the young people who intend to pursue bachelor university studies, master or PhD or postgraduate research/ specialization abroad and who meet the eligibility requirements for the type of scholarship they wish to apply for. The Agency of Loans and Scholarships manage the following types of scholarships for study or research abroad: __Scholarships established by GD. no. 697/1996, as amended by GD. no. 533/1998 __Scholarships offered by other countries under bilateral cooperation agreements or unilaterally __Scholarships for postgraduate and postdoctoral research and training "Vasile Parvan" at Rome's Accademia di Romania and Nicolae Iorga at Istituto Romeno di Ricerca e Humanistic Culture in Venice, established by GD no. 101/2002 __Scholarship for postgraduate study abroad "Theodor Aman" for the fine arts, established by GD no. 861/2003 __Scholarships "Titu Maiorescu" for stages of Master’s university studies / PhD or research abroad for training of specialists in fields of interest of the European Union, established by GD no. 1212/2008 __The special scholarship of the Government, established by Law no.15/ 2004 These scholarships are aimed at certain categories of people who are Romanian citizens and prove knowledge of foreign languages necessary for training. It can apply to those who benefit from these scholarships. Applicants benefiting from these scholarships can be those who: __belong to an educational or research institution under the Ministry of Education, Research, Youth and Sports, such as students from the XII grade, post-graduates, doctors, medical residents, holding teachers, researchers; __are established artists and members of the field in Romania (UAP) or staff employed in public institutions and authorities and other public institutions in Romania. The categories of persons who are eligible for a scholarship are specified in the Regulation for organizing and holding national stock exchange approved type (www.roburse.ro - Types scholarships). In Romania, there is also the National Agency for EU Programmes in Education and Training under the Ministry of Education, Research, Youth and Sports, which was designated as executing agency for the new community programs for Lifelong Learning, Youth in Action and Erasmus Mundus, thus facilitating access to the European alternatives and active lifelong learning of the education and training institutions and of the interested persons. In France there is no automatic accreditation except for some regulated profession or international agreement- Enic Naric is the referent structure which is involved in the process of recognition for individuals. The ENIC-NARIC France is the French information centre for the academic and professional qualifications referencing. __It draws up certificates of referencing of study levels for foreign qualifications __It provides information on the procedure for obtaining recognition of French qualifications abroad __It provides information on the procedures to follow in order to work in a regulated profession The recognition is linked to the purpose of the demand studying? working ? If studying Enic-Naric +each school or university decide to recognize (or not to recognize) the diploma that the student has shown in order to continue his studies. If working, the profession is regulated: __The ministry in charge of regulatory, through the transposition of Directive 2005/36, tells the worker the conditions that allow him to practice in France __The profession is not regulated: Each company decides to recognize (or not to recognize) the diploma Institutional actors (branches organizations, Regional councils…), National Leonardo Agency are the main institutional bodies who can fund mobility projects, easing access to education abroad.




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For what concerns legal regulations and measures for easing access to education abroad in Italy, actually, nothing has been done about that. Nevertheless, there is a strong dialogue among institutions and competent bodies on the implementation of the system. In Germany access to education abroad means to follow the national requirement or bilateral agreements. A lot of bilateral agreements are available. In Spain the Ministry of Education promotes a variety of programs for international studies via 2 areas of international programs: __Programs with Europe The Ministry of Education participates, cooperates and promotes activities for the research, development and promotion of learning throughout life (ALV / LLL), through the European Union itself, the European Commission and other institutions, from which to promote activities, meetings, forums and research work on issues such as recognition and validation of experience and prior learning, basic skills, quality of learning processes, teacher training, teaching methodologies and learning. The Government Body OAPEE is in charge for managing EU programs on Education area: Comenius, Erasmus, Leonardo Da Vinci, Grindivig, Study visits.The Autonomous Agency for European Educational Programmes is to manage the Spanish participation in the Lifelong Learning Programme (PAP) of the European Union. Programs with Iberoamerica Traditionally, the Ministry of Education participates, cooperates and promotes activities for the research, development and promotion of learning throughout life (ALV / LLL) in Latin America: __PAEB (programs to support and encourage the training of young people and adults, the ALV in general). __PREABOL (Bolivia). __PRODEPA (Paraguay). __RIEJA , Iberoamerican Network for Basic Education, Youth and Adults, which aims to bring together the contributions of all

Latin American countries and promote the education of young people and adults in the Latin American world. __Vulcan Project, which supports and encourages "entrepreneurial culture in popular culture centers in Honduras. __CLASSROOM MENTOR in Latin America: in non-formal training in online and distance. The offer from Mentor in Spain is repeated in some Latin American countries (Costa Rica, Paraguay ...) whose number is progressively increased through the relevant partnership agreements. 3.3. Access to non-formal and informal learning In France the following mechanisms of access to non-formal and informal learning are implemented: __VAE = validation of acquired skills (through experience)à any level to acquire directly part of or total diploma __VAP = validation of vocational skills (as a worker) à to acquire part of a diploma to get access to continuous training at University __DAEU = diploma to access studies at University (access to higher education without the “baccalauréat”). __admission to exams to acquire formal qualifications/certificates/diplomas; Candidature libre (free candidature at exams) __access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full). VAE = validation of acquired skills (through experience) By focusing on the validation of the learning outcomes through the deliverance of a "qualification", and no longer on training, the emphasis is now about the demonstration of the achievements of learning formal; non formal or informal after experience as well as after training. VAE provides all or part of a professional certification based on experience, as salaried employee, self-employed (craftsman, farmer ...) and/or volunteer (association, trade-unions...) and / or voluntary, or elective activity, if the targeted certification refers directly to the related experience.




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See: __www.wae.gouv.fr __http://www.education.gouv.fr/cid1106/la-validation-des-acquis-de-l-experience-vae.html __http://www.francevae.fr/ VAP = validation of vocational skills (as a worker, to validate part of a diploma to go on or get access to studies in “continuous training” at University) La Validation des Acquis Professionnels (VAP) : this procedure (under law of 1985) can give access to the preparation of a degree for which the lower-level qualification is not held by the candidate. DAEU (Diplôme d'accès aux études universitaires = diploma for access to University) Le D.A.E.U. gives the same rights as the baccalauréat, especially in terms of access to higher education.. The D.A.E.U. is for people who interrupted their studies without a baccalauréat diploma and who want to: __go to university (higher education training) in the purpose of getting back to work in a better context ; __acquire a degree enabling them to pass exams for which the baccalaureat is a pre-requisite, as they don’t get it __obtain a diploma certifying their level of general culture. In Romania National Adult Training Board (NATB) deals with CVT and IVET organised in non-formal or informal contexts. Thus, a person who was already initiated in a qualification may continue his/her training by following an improvement, specialisation or retraining course delivered by providers authorised by NATB. In compulsory education it was developed a system for the recognition of basic education within the frame of the “Second Chance” Programme2. Another option in such cases is to follow training courses by means of work-based apprenticeship to obtain a qualification 3 . Work-based apprenticeship includes either theoretical and practical training or only practical training4. Validation of informal and non-formal learning has to date mostly been available in non-academic sectors. Some efforts have been made to bridge VET and higher education. With regards to recognition of non-formal /informal learning (RNFIL), there is a practical guide for schools which might participate to this recognition as authorised centres for the assessment and certification of professional competences. This authorisation is granted by NATB, as authority for adult training. When schools start activating as assessment centres, those who want formal recognition of the competences they acquired in non-formal/informal contexts will undertake the assessment process leading to this certificate. In Italy the relationships between the State and the Regions concerning the governance and institutional issues are currently being discussed. On 17 February 2010, an important agreement between Ministry of Labour, Regions and Social Partners was signed in relation to the training policies to be jointly implemented through the current year. This agreement called Guidelines for Training in 2010 sees the national qualification system in a wider European context and underlines the key role to be played by a learning outcomes approach in aiding individual learning. Also, recognition of non-formal and informal learning has been mentioned within these guidelines as a strategic focus in the perspective of human capital competitiveness and lifelong learning aims. A concrete result of the development processes, on the way since 2006, is the recent reform in upper secondary education introducing new levels defined by learning outcomes and reflecting the EQF level descriptors. It introduces three main secondary school pathways: general (lycées), technical and vocational education pathway, leading to five-year diplomas and learning outcomes linked to the EQF. Moreover, the vocational education and training system managed by Regions will operate according to agreed national standards (consistent with the EQF levels). Three-year vocational qualifications and four-year vocational diplomas will be awarded. The implementation started in September 2010 and will continue up to 2013. Levels and level descriptors are seen as important for placing programmes in a more coherent way and to show progression routes between programmes. The Italian education and training system has introduced the learning outcomes approach at national and regional levels, with each subsystem having its own characteristics. The upper secondary education system has recently aligned qualifications and curricula to the EQF learning outcomes structures. In February 2010, the reform regulation of the upper secondary education system was adopted. In the vocational training system, where the Regions have the main responsibility, according to the reforms of the Italian Constitution (National Law No 3, October 2001, concerning Modifications of V Title of second part of Italian Constitution) an update of the local qualification system adopting the learning outcomes approach has been launched. 2 Regulation on the organisation and functioning of pre-university institutions, approved by Order of MERI no 4925/ 08.09.2005 3 Government Ordinance no 129/2000 on adult training 4 Law no 279/2005 on work-based apprenticeship




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Curricula will be redesigned according to EQF indicator and descriptors. Three-year vocational qualifications and a four-year vocational diploma will be awarded. The higher (non-academic) professional education and training pathway (IFTS) uses a national standard system based on competences since 2000. Moreover, after the Decree of 25 January 2008, the National Committee on IFTS agreed to update the standards to make them more coherent with the learning outcomes approach. There will be a regional supply of training courses in IFTS (one year) and a national supply of IFTS courses (two years). The one-year courses are already based on national standards of profiles and competence units of learning outcomes; however, they will be implemented in accordance with the local needs. The two-year courses will soon be based on learning outcomes standards. In academic education (universities) the policy-makers strengthened the need to align diplomas and certificates to the commitments of the Bologna process. In particular, the National Decree that reforms the academic system (first cycle, three years) and Laurea Magistrale (second cycle, two years) states that the new programmes have to be based on learning outcomes compatible with Dublin descriptors. The enterprises involved in the reform of the university system agreed on the learning outcomes approach, considering it very close to the labour market. In Austria the NQF development process is organised into three strands (Korridore): formal qualifications, qualifications acquired in non-formal learning (for example in adult education institutions outside the formal education and training system) and informal learning. The policy paper (Aufbau eines Nationalen Qualifikationsrahmens in Österreich – Schlussfolgerungen, Grundsatzentscheidungen und Maßnahmen nach Abschluss des NQR-Konsultationsverfahrens, prepared by the NQF project group of the Federal Ministry of Education, Arts and Culture and the Federal Ministry of Science and Research. 2009) suggests some steps for including non-formal qualifications in the NQF. A conceptual paper will be prepared and pilot projects carried out on how to describe these qualifications in the terms of learning outcomes. Discussion will start with all relevant stakeholders on linking validation and allocation of non-formal qualifications to the NQF and on establishing validation and quality assurance procedures. Possibilities for recognition of non-formal or informal learning outcomes in the VET system: There is no uniform legal framework and no explicit national strategy to regulate or coordinate validation and recognition of non- formal and informal learning in Austria. Austria’s current certification policy focuses on ‘external examination’: almost all qualifications (from the school system and dual system, but not university degrees) can be obtained without participating in the relevant programmes or courses, but not without passing the same exam (as ‘externals’) as required in the regular system. There are various possibilities to have non-formal or informal learning recognized in the Austrian VET system. Such examples include: Access to education and training programmes: __Persons who want to attend a secondary vocational school on a part-time basis while working, can enter in a later school year after an entry examination. __Along with graduates from various courses of study at universities, persons with relevant non-university training and professional experience are allowed access to CVET university courses. Admission to exams: __Exceptional admission to the apprenticeship examination: In addition to those who have completed an entire apprenticeship, people without formal training can take the final apprenticeship examination. The only requirement is that they are over 18 years old and have evidence of having acquired the corresponding vocational skills and knowledge in another form; for example, in practice (work experience) or in courses. __Since 2002, the master craftsperson examination (Meisterprüfung) is structured in modules with individual units allowed to credit knowledge, skills and competence gained through relevant professional work experience. However, the master craftsperson examination has no other requirement than being over 18 years old; it no longer needs evidence of formal training or work experience. _In theory, all subjects in all public schools (including VET schools) can be covered by ‘external examination’. __The IVET trainer examination is open to people over the age of 18. Awarding of the professional title Ingenieur: It is possible to grant the Ingenieur title that is awarded to graduates of VET colleges of engineering (HTL), based on professional experience of at least three years, which must include ‘specialist subject-oriented activities’ Possibilities for recognition of non-formal or informal learning outcomes in the HE system: The most recent report on the implementation of the Bologna process in Austria mentions two major goals in this context: global recognition of prior learning (recommendation in the 2004 University Act) and recognition of outcomes of non-formal and informal learning. The report mentions a ‘turnaround’ in some institutions (without naming them) that handle the recognition of




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prior learning in a reasonable and uncomplicated way. However, the report also states that overall awareness of the recognition of prior learning still needs to grow. A recently published study commissioned by Universities Austria represents an important step in this direction. This study discusses the political framework, various definitions and the selection processes at universities in order to prepare the ground for recommendations for APEL (accreditation of prior experiential learning) in universities. These recommendations include: the receiving institution should grant recognition; the students’ and graduates’ profiles should reflect and relate to the universities’ aims and tasks; the underlying philosophy of competence assessment should be made transparent; and theoretical and educational quality criteria should be met. This study mapped the recognition procedure and gave further recommendations (e.g. concerning the European perspective, the role of the European University Association, the application of validation for modules within a study course). The main challenge is seen in combining the complexity of the task and efficient handling of the process. (Source: Brandstetter, G. & Luomi-Messerer, K. 2010. European Inventory on Validation of Non-formal and Informal Learning 2010. Draft Country Report: Austria) Some examples are described below: Access: __At universities of applied sciences, informal learning in the form of work experience is relevant for skilled workers or graduates of vocational schools who want to get access to a study course without Reifeprüfung (upper secondary school leaving exam providing general entrance to HE). __Access to CVET university courses without Reifeprüfung (upper secondary school leaving exam providing general entrance to HE) can be granted to people who have relevant vocational training and long-term practice. External exams: __Universities of applied sciences have the possibility to offer specific programmes for people in employment taking into account their time resources in the organisation of programmes (evening and weekend provision). Professional practice, which is a mandatory part of the curriculum in the day form, can be waived if applicants can furnish proof of relevant professional activity. (Source: Tritscher-Archan, Sabine (ed.) (2009): VET in Europe. Country Report Austria. Report within the Framework of ReferNet Austria. Vienna, pp38.) __According to the requirements of the syllabus, it is possible to sit university course examinations, subject examinations (individual examinations on the material of a subject defined in the syllabus or curriculum) or a kommissionelle Gesamtprüfung (comprehensive examination before a commission) without previously attending a course. For subject examinations or comprehensive examinations before a commission it is not necessary to sit parts of the examination that are already covered by other examinations. Attendance is mandatory in courses that have an examination character (Source: Prokopp, M. & Luomi-Messerer, K. 2006. Accumulating, transferring and validating learning. Cedefop Theme 8). In the Netherlands the referencing of non formal education in NLQF will start after the formalizing of the NLQF and after establishing the procedures.. For Malta, different aspects have to be mentioned: __access to education and training programmes; The Malta Qualifications Council obliges all public and private education providers to give access to students who demonstrate achievement in informal and non-formal learning. The University of Malta and all VET Institutes in Malta have a maturity clause which gives access to adult learners over the age of twenty three. This however doesn’t give an automatic access the admissions board ask the applicants to sit for a formal assessment and sometimes some formal qualifications are also required to show that there is a sound academic background. The Employment and Training Corporation (ETC) has a system of trade testing so that following assessment adult learners achieve access to particular courses depending on their level of ability. Such an assessment is also available for admission to the Key Competences Courses at Levels 1 and 2 and on successful completion adult learners can further their education to the next MQF Level in one of the VET institutes or can proceed to the general education route by sitting for the Secondary Education Certificate (SEC) examinations. The MQF is by exit point and entry requirements are always at the discretion of the education and training providers concerned. __admission to exams to acquire formal qualifications/certificates/diplomas; A new Legal Notice on the Validation of Informal and Non-Formal Learning is being drafted so that there will be the proper setup to make a formal assessment of the informal and non-formal learning. Sector Skills Council will be established so that




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representatives of education and industry will make a formal assessment on the basis of Occupational Standards. The Trade Testing mechanism described above will be absorbed by the structure of the Sector Skills Council as there will be a single set of national occupational standards and one national Council per sector. __access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full). An innovative feature of the School Leaving Certificate which was launched in October 2009 is that the transcript will not only show a record of formal achievements, but it will also include a positive list of personal qualities, informal and non-formal learning. Thus at the end of compulsory education the learners will show the employer that the sixteen year old has achieved a holistic education. The School Leaving Certificate is referenced to a full MQF and EQF Level 1. All home-grown qualifications have an element of informal and non-formal learning as formal learning that takes place in class is complemented by hands-on learning. Home-grown qualifications can be either full or partial depending on the workload translated into ECTS/ ECVET credits. In Spain the very recent national system for Assessment/Validation/Evaluation and Accreditation (Certification) was established legally since July 2009 via Law Real Decree 1224/2009 . System Management is descentralized to each Region where regional competente bodies (Governemnt agencies linked to Education and Labour Ministries) will undertake the task of structuring and implementing the system. It will benefit from this system Workers and Students who will be able to validate their knowledge acquired by any means (formal and non formal/ informal education). Globally the system comprehends 3 parts: 1 – Previous Assessment 2 – Evaluation of Competences 3- Acreditation (Certification total or partial) & Registration of Professional Compence and/or Qualification. Note: A Qualification is comprised by a series of Competence Unities. Each competences unite corresponds to 1 training module and to 1 certificate. Example: Welding Qualification comprises 4 Competences Unities 1 Training Module finalized = 1 Competence unity acquired =1 Certificate obtained ( partial) 4 Training Module finalized = 4 Competence unity acquired = Final Certificate obtained ( total)

1 Certificate is a document issued by Ministry of Labour linked entities 1 Title is a document issued by Ministry of Education linked entities

1 Final Certificate obtained via Ministry of Labor entities = 1 Title obtained via Ministry of Education entities Table 2

Nonformal and informal learning in Spain

Assessment Evaluation Acreditation ( Certification Partial or Total)

WHEN Previous to Competences Evaluation Process

It takes place after Assessment in Oficial Centers for this purpose defined by Regional Bodies

Evaluation Positive Evaluation Negative

WHAT

Candidate Presents documental/verbal evidences of Competences in relation to the Qualification and the Competences Unities he wants obtain official recognition

Practical and theoretical evaluation of Competence unities related to certain Qualification

Candidate Obtains Oficial Recognition of his Knowledges and Skills

Canditade goes back to Assessment phase

WHY

Candidate wants to obtain a formal recognition of his knowledge ( certificate and/or title ( total or partial)) related to certain qualification. System needs to pre-assess its knowledge to provide orientation/guidance in relation to how to undertake the evaluation process

Candidate needs to demonstrate he has the knowledge and skills described at the National Qualification Catalogue in relation to a certain Qualification

Acreditation is necessary to issue oficial recognition & registration that candidate is Qualified in certain Qualification and to be recognized by Ministry of Labour and Ministry of Education linked entities throughout the territory.




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TOOLS Qualification Acreditation Call

Diferent methods:Job position observation, simulations, standard tests, personal interviews. Group of expert evaluators comprises Evaluation Comission. Evaluators and Candidate Guides. Necessary equipments & instalations to carry out the evaluation

An accreditation document is issued which contains separetly the Competences Unities recognized

Qualified Officers to undertake the candidate pre-assessment

An Accreditation is issued detailing the competences unities recognized. This document will provide later a Certificate ( partial/total - Ministry Labour Document) for each competence unity candidate approved. A Total Certificate is issued for the qualification where candidate proved to be competente in all competences unities evaluated.

Pre Assessment Positive

A Title ( total) is issued for the qualification where candidate proved to be competente in all competences unities evaluated. ( Ministry of Education Document.

Assessement Report issued + Candidate Documents sent to Evaluation Comission

Registration Process: Candidate Certifications ( total / partial ) and/ or Title is registrated in a State Central Database that can be accessed by either Ministry of Labour Agencies and Ministry of Education Agencies. This registration will allow both entities to recognize worker/student qualification/certification and will allow him to migrate between both educational systems being his knowledge convalidate automatically between them

Pre Assessment Negative

Assessement Report issued +Candidate informed about complementary training required and educational center where training is provided

Candidate wants to undertake evaluation anyway

Assessement Report issued + Candidate Documents sent to Evaluation Comission

Source: Spanish template




contained therein."


4 Quality management / Quality assurance 4.1 Forms of quality management and quality assurance Manifold and partly systematic quality efforts exist in the different segments of the Austrian qualifications system. Some are directly in line with European principles for quality assurance: ‘On the basis of wide public debate, a large number of projects and pilots since the mid-1990s, quality development and quality assurance have established themselves as key educational policy objectives in the school sector over the past five years. In line with the international trend, the focus in Austria has also shifted from central input control towards process and mainly output control. From this follow fundamental changes in the conception of control levels’ (Tritscher-Archan & Mayr [eds.] 2008, 35). Such initiatives include, for example, the initiative Quality in Schools (Q.I.S.) or the VET Quality Initiative (QIBB). Measures used to avoid mislinkings between the NQF and the EQF: The EQF referencing process will be closely linked to the process of allocating qualifications to the Austrian NQF. A methodological approach is being developed to support an objective and unambiguous classification of qualifications to the respective NQF levels. This approach will be presented in the “NQF Manual”. This Manual will provide support throughout the entire NQF classification process. Classifcation in the NQF is voluntary. For a qualification to be placed on the NQF it is necessary that the authority that governs this qualification (for example the Ministry of Education or the Ministry of Economics) applies for it.

Romanian Agency for Quality Assurance in Pre-university Education (ARACIP) was set up by Expeditious Ordinance no 75 / 2005; the Agency is responsible for the external evaluation of the quality of education provided by pre-university education institutions and by other education providers, as well as for the authorisation, accreditation and regular evaluation of pre-university education institutions. The same ordinance provided for the setting up of the National Agency for Quality Assurance in Higher Education - ARACIS whose mission is to perform external evaluation of the quality of education provided by higher education institutions and by other providers of initial and continuing education and training programmes specific to higher education. Quality assurance in education is learning outcomes-oriented. Quality in education is assured through the following processes:


"This project has been funded with support from the European Commission. This publication reflects the views only of the

author, and the Commission cannot be held responsible for any use which may be made of the information contained therein." prepared by 3s research laboratory

Figure 8 Matrix for NQF for Higher Education in Romania

Source: Romanian template


"This project has been funded with support from the European Commission. This publication reflects the views

only of the author, and the Commission cannot be held responsible for any use which may be made of the

information contained therein." prepared by 3s research laboratory

__Planning and effective achievement of expected learning outcomes; __Results monitoring; __Internal evaluation of results; __External evaluation of results; __Continuing improvement of results in education. A National Group for Quality Assurance was created to promote and develop specific instruments for quality assurance in vocational education and training (VET); GNAC intends to support the application at national level of the European Common Quality Assurance Framework in VET - CQAF. GNAC includes representatives of ARACIP, NCTVETD, NATB as well as of the two ministries involved in education and training policies: MERI and MLFPS which intend to adopt a national quality assurance framework. __Planning and effective achievement of expected learning outcomes; __Results monitoring; __Internal evaluation of results; __External evaluation of results; Continuing improvement of results in education. A National Group for Quality Assurance was created to promote and develop specific instruments for quality assurance in vocational education and training (VET); GNAC intends to support the application at national level of the European Common Quality Assurance Framework in VET - CQAF. GNAC includes representatives of ARACIP, NCTVETD, NATB as well as of the two ministries involved in education and training policies: MERI and MLFPS which intend to adopt a national quality assurance framework. Speaking about Malta, the level rating of qualifications to the MQF is considered as a quality assurance mechanism. Only foreign qualifications which are mutually recognised can be incorporated in a protocol where foreign awarding bodies are represented in Malta. Home-grown qualifications must satisfy number of standards by filling in a standard application form which includes the learning outcomes and has to be approved by MQC and by an independent evaluator representing a Designated Authority or an academic/professional expert if no such authority exists. When a protocol is signed between MQC and the public or private education and training providers the level rated qualifications are listed in the Malta Register of Regulated Qualifications which is available on the MQC website. This Register shall eventually evolve into a Database with the learning outcomes and details of all regulated qualifications. The level of difficulty of any home-grown qualification is confirmed after consulting the EQF and MQF level descriptors. In the Netherlands the process of referencing is carefully planned. It started with an advise how to develop and implement EQF in the Netherlands, including the pitfalls and the problem areas. This advise is the basis of the development, which started with the development of the conceptual framework. Experts from the educational sectors participated in the development of the conceptual framework. Consultation rounds and the possibility to comment on the draft are planned to avoid mislinkings. After the setting of the NLQF a National Coordination Point will be responsible for the scaling of qualifications. The National Table/Committee in Italy revealed the need of involve a Quality Reference Point to avoid mislinkings between the NQF and the EQF and for the link with the EU guidelines, but nothing has been yet developed. In Germany it is to early to answer this question – no activites are going on in this fields at the moment The levels of the formal qualifications of the DQR are consistent with the EQF. This means you cannot refer a training course in Volleyball to level 5 (this was an example showed by Malta) But as descriptors are hermeneutic categories the whole referencing process can not be proved (validated) in terms of validity and reliablity. In France the RNCP takes into account very carefully the quality of the process for construction of the certification and The methodology for drawing up vocational certifications and external analysis by outside organizations constitute the quality criteria for the register.





Certifications issued in the name of the French State The certifications produced by the ministries and created in accordance with the recommendations made by consultative bodies bringing together the organizations representing employers and employees are entitled to be listed in the RNCP. The diplomas and qualification documents for vocational purposes as issued by the French State and in its name are drawn up by consultative vocational committees that bring together all the social partners to create and update the various certifications They are made up of representatives of the employers, employees, public authorities and qualified persons, and they are divided up into the main fields of economic activity. Their members issue recommendations concerning the opportunity of creation, renovation or deletion of a diploma, and subsequently on the contents of the registers. Diplomas of higher education issued in the name of the French State The entitlement to registration concerning national diplomas of higher education stems from the fact that the French State guarantees them via the evaluation and approval procedures. The educational, training or diploma projects drawn up by the establishments are evaluated by various national bodies such as Agency for evaluation of research and higher education (AERES) and Engineering certification committee (CTI which are members of the ENQA, the European network for quality assurance in higher education. For private and sectoral certifications, there is a specific procedure of registration "on request".. In the French approach quality assurance about qualifications is based on two main axes: __coherence with the social and economic needs.. Qualitative and quantitative enquiries are done by specific institutions such as CEREQ in order to verify the real impact of the qualifications __coherence of engineering between the standards and the assessment procedures. That means that the combination of activities and competencies aimed by the qualification permits the definition of LO and the organization of assessment with appropriate criteria Quality of the French training system The French education system is highly centralised. The Ministries of Education and Agriculture recruits, appoints and allocates all staff (teaching, administrative and supervisory), decides on curricula, timetables, diplomas and examination procedures and all matters related to ensuring a suitable level of education. Private schools recruit directly their own staff but the curricula and examination procedures are supervised by the government. The school system is assessed by the regional director of education, recteurs. Administrative marks are given, which have an influence on the careers of those concerned. The school system itself is evaluated by general inspectorates, reporting directly to their Ministry, when the diplomas involved are governed by the Ministries of National Education and Agriculture. The general inspectors take part in evaluating the school system as a whole, in particular the secondary schools. The quality of the working conditions in enterprises in ensured by Labour inspectors, reporting to the ministry in charge of labour. Apprenticeship is evaluated by specific "apprenticeship inspectorates", inspecteurs de l'apprentissage,reporting directly to their regional authority. These inspectors have vocation to evaluation of management, educational methods, foundings. The quality of the working conditions in entreprises is ensured by Labor inspectors, reporting to the Ministry in charge of Labour. In the higher education system, a National Evaluation Committee (AERES) on Public Scientific, Cultural and Vocational Establishments, an independent authority, is responsible for examining and assessing all undertakings carried out by the universities, schools and teaching establishments governed by the Ministry in charge of Higher Education. It assess the quality of research and education, training for instructors, continuing training, personnel management, student admission and integration, integration into the local community, and national and international prestige. In Spain the assessment of the general educational system with regard to non university courses is carried out by the Ministry for Education and Science through the National Institute for Assessment and Quality of the Education System. (INECSE). The competencies in this organism is to evaluate the degree of adquisition of minimum teaching established by the different levels, cycles and levels in the education system; carry out research, studies and assessment of the system; assess the general reform of the system, such as the struchure, standard reached and results of the innovations introduced; develop a state system of pointers which allow for the assessment of the level of efficiency for the different courses and their centres; offer and exchange information with the educational Administrations to facilitate decision making; inform different sectors of society on the working and results of the educational system; publish and distribute the results of the assessments carried out, and inform on the





innovations in the assessment process. Also a proposal of initiatives and suggestions which could contribute to the improvement of the quality of teaching and state co-ordination in international studies. In 1995, instigated by the advisory boards of Universities, the National Assessment Plan of the University Standards was set up. Its objectives are to promote the institutional assessment of quality in the educational environment, research and university management organization; develop homogeneous methodologies and common basic criteria for the assessment of compatible quality with the practise in force in the European Union, and give objective information to society, as well as to the educational Administrations and the University advisory boards, which can serve as a base for making decisions. Non university education The assessment units in the different autonomous communities collaborate with INECSE in the different assessment activities of the Spanish educational system, these units are in charge of assessing the educational system in their area. The LOCE has established that the Ministry of Educationa and Science, through INECSE, and in collaboration with the Autonomous Communities, and within the general assessment framework of the educational system, will develop general assessments of diagnostics on areas and subjects. These assessments are carried out, in any case, in Primary and Compulsory Secondary Education and the basic material of the curricula will be discussed. For the moment the development of this measure has not been approved yet. Assessment of the educational centres is two-fold: internal assessment, carried out by the teachers themselves, and external evaluation, carried out by specialists in assessment, normally by Education Inspectors. In any case the Autonomous Communities are in charge of determining and getting a plan of action going in the management areas, all of which have the same objectives and basic characteristics. The norms indicate that the educational Administrations should develop plans to assess the educational public function, the function of Management and Education Inspection. The norm indicates that the educational Administration should develop plans to evaluate the function of the public education, management function and education inspection. University Education In 2001 the II Quality Plan of Universities was approved over a six year period with institutional assessment projects. The Plan adopts a mixed model of recognised assessment used in the international univsersity systems, which takes into consideration an internal revision process (self assessment) together with external assessment (assessment in pairs). The University Advisory Board develops an annual report in which the results of the Plan are collected globally. Some Autonomous Communities have created Assessment Agencies in the University which is coordinated with the National Assessment Plan. This is the case of Andalusia, with its own unit for the Quality of Andalusian Universities. (UCUA); Cataluña with the Quality Agency for the University System (AQ); the Quality Agency for the University System in Galicia, and in Castilla and León, the Agency for the Quality of the university system. On the other hand you have the assessment of the university professors, in which you must distinguish between the assessment of teaching and research. As an external mechanism of assessment of the quality of the university system, the Organic Law of Universities created a National Agency for Assessments and Credits(ANECA). The latter assesses both teaching and research, academic and management, as well as the services and university programmes. NQF The law 5/2002, June 19th of Qualifications and VET dedicated its chapter IV to quality and VET system evaluation. Th evaluation of the national system of VET aims to guarantee the efficacy of its actions and its adequacy to the labour market. Processess evaluation establishment and coordination is Central Government responsability, under previous consultation to the General Committe for VET without predjudice of regional competences. Romania implemented an institution concerned with assuring quality in higher education which is called ARACIS. 4.2 Strengths and weaknesses of the NQFs and their influences on the referenceability to the EQF Speaking about the NLQF in the Netherlands, the following strengths can be identified: __MBO-2 and HAVO/VWO have a the status of ‘start qualification’. This includes that the after 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 4 qualification. In the EQF/NLQF framework vmbo KB and mbo 2 are situated at EQF2/NLQF3. Vmbo GL/TL is situated at EQF2/ NLQF4. This implies the decision that EQF2 will be the __One of the discussions in VET is that some level 4 qualifications tend to the level of the short cycle. The discussion has been: how can this stated. What features make it a level 5 qualification, what does it mean in inernational terms? __Another discussion is how to act in case of unbalance between countries? The NCP’s should 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 the focus on training less than half a year. Formal learning and workplace learning isn’t included. __NLQF is seen as an instrument in LLL, like APL. The scaling of non formal learning in NLQF will make the qualifying results of non-formal education more visible. This effects the accessibility and the possibilities to move on between formal and non formal education and training . It makes the education results more visible for employers. And it will make the qualification results also more visible for employees. Which can be stimulating. It’s can also be stimulating for people who have difficulties with formal learning. NRTO (v/h PAEPON- the organisation which represents the non formal education centres): will perform at least three pilots in different sectors in the next years. In order to gain recognition of sector specific sector certificates in the NLQF in an unambigious way and to make visible the effects of non formal education on qualification results (f.i. raising a level). The strengths of the Austrian NQF are formulated as followed: __Development is based on a top-down and bottom-up approach. __Development process is coordinated by the Federal Ministry for Education, Arts and Culture (bm:ukk) and the Federal Ministry for Science and Research (bm:wf). __Stakeholder involvement in all phases of the NQF development: important strength of the Austrian NQF development process lies in its involvement and engagement of a broad range of stakeholders (representing all subsystems of education and training as well as the social partners); recognising different and sometimes conflicting views of the stakeholders on the role of the NQF. __Scientific expertise has been involved from the very beginning: consortium of external experts (representing higher, vocational and adult education), providing scientific expertise for the development of the NQF. __Intense discussions, increasing importance of orientation towards learning outcomes and the implementation of corresponding instruments (such as the educational and vocational standards) lead to a rethinking process at all levels and in all areas of the qualifications system. Malta gives the following strengths and weaknesses of its NQF: Strenghts: The fact that the level descriptors of the NQF are also referenced to the Qualifications Framework for the European Higher Education Area (QF-EHEA) and distinguish between the following types of skills makes the level descriptors more user-friendly and less generic: __Applying Knowledge and Understanding; __Communication Skills; __Judgmental Skills; and __Learning Skills This strength does not influence the reference capacity to the EQF as all the categories of Skills of the MQF are referenced to the Skills section of the EQF. Weakness: As originally launched in 2007 the MQF did not give qualifications a credit value to the level rated qualifications, thus this meant that only full qualifications can be referenced to the MQF. However, following demand from stakeholders particularly students and education and training providers including employers MQC felt that this need to acknowledge partial qualifications translated in ECTS credits should be addressed. Therefore this weakness was transformed into a challenge to give value to all learning and reduce the number of dead-end qualifications. In December 2010 the Malta Qualifications Council will launch a consultation document entitled: “Classifying Qualifications: A National Awards System Referenced to the Malta Qualifications Framework: a





proposal”. Through the use of credits persons with special needs particularly those with mental disability are motivated to achieve partial qualifications at MQF Levels 1 and 2. Through the use of ECTS and ECVET credits there will be more harmonisation in Education in Europe. Users of qualifications will be using the same language and the EQF will be functioning as a real bridge between the different education systems across Europe and beyond. __Have you already identified any mislinkings between qualifications within the NQF and the EQF? If so, please

describe briefly? __Which strengths and which weaknesses do you see concerning the NQF? In what way do these

strengths/weaknesses influence the? In Italy the establishment of the NQF is a very important national issue to give individuals a transparent way to obtain 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 in the complexity of the relationships between the State and the Regions (some regions are working to establish their own regional qualifications systems). This reform, combined with the autonomy of several stakeholders (autonomy of the regional authorities in regulating training; autonomy of universities 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 should constitute the ‘real infrastructure’ for different educational and labour market policies. Language differences and use of coherent concepts across sectors and stakeholders cause some challenges. Recently introduced education and training reforms gave an indication that Italian VET and HE systems are increasingly being aligned with the European objectives on transparency and comparability expressed by Bologna process and the EQF. Spain has the following main strengths: __Unification of VET system which run previously in 2 ways one ruled by Ministry of Education and other ruled by Ministry of Labour. Now both are referenced by a Unified national qualification catalogue and recognized each other qualifications pathways. __Permeability between formal VET education system, VET system ( non formal education) amd University System. Main weaknesses: __Central National Qualification Catalogue update is still slow in relation to changes of the labour market and technology. __NQF is not integrated in SQF __Homologation and Recognition at University Level is still a lengthy and bureaucracy process. In what way do these strengths/weaknesses influence the referenceability to the EQF? The fact that EQF is already referenced at NQF VET level is a very positive aspect since this part of NQF has been implemented quickly on daily educational procedures. However the usage of the EQF level itself as a mobility tool is rather poor or even inexistent at the moment. As far University level the process is not straightforward yet even among EU countries. This hinders one of the main targets of EQF: free movement of workforce throughout Europe. This hinders also the attraction and permanence of Talent in Europe, which is crucial for Economic Development and have positioning Europe behind United States, Canada and Australia.





Annexes

1. Template form for deliverable 8 “Overview of National Qualification frameworks”

2. Templates “Overview of National Qualification frameworks” filled in by the partners contributing to Workpackage 3: Overview of National Qualification frameworks in Austria Overview of National Qualification frameworks in Romania Overview of National Qualification frameworks in France Overview of National Qualification frameworks in Italy Overview of National Qualification frameworks in Malta Overview of National Qualification frameworks in Greece Overview of National Qualification frameworks in the Netherlands Overview of National Qualification frameworks in Spain

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1. Template form for deliverable 8 “Overview of National Qualification frameworks”

Template for an overview of NQFs

Work package 3: Referenceability of National Qualification Frameworks

Description of the Work package According to the reasons they were set up and to the historical changes they might have undergone, National Qualification Frameworks differ considerably in terms of objectives and types of design. In order to create Europe-wide mutual trust it is therefore crucial to describe the way of referencing National Qualification Frameworks to the EQF in a transparent way. If this is properly undertaken, this implies more than only delivering formally understandable descriptions of relationships. Descriptions of reference should enable to exclude mislinkings of qualifications to EQF-descriptors, thus preventing that learning results of qualifications from different countries are considered identical where this is not the case. This purpose can be more or less supported by the way how National Qualification Frameworks are structured and designed which, of course, predefines to a certain extent the way of referencing a NQF to the EQF. In order to provide for better comparability of qualifications, it makes therefore sense to investigate NQFs according to this criterion, and derive from this analysis suggestions of enhancement. Aims __investigating, how NQFs are structured and designed, particularly how they are referencing to the

EQF __3srl will collect the templates and will give a summarizing overview on the results __The results will be integrated into a typology of NQFs Deadlines for Deliverables Please finalize the template (max. 5 pages) until November 15th, 2010. Results will be sent out until January 20th, 2011. Feedback of the partners on the overview will then be requested until February 10th, 2011 Contact WP Leader: 3srl, Sigrid Nindl, +43/1/5850915-36, [email protected] 3srl, Viktor Fleischer, +43/1/5850915, [email protected] Methodology Desk research; if appropriate: expert interviews As basis for your research, the following document can be referred to: “The development of national qualifications frameworks in Europe” (Cedefop, August 2010) http://www.cedefop.europa.eu/EN/publications/16666.aspx (Members of the project “EQF Predict” partly also may take informations into account, which they provided via the template for WP2/Deliverable 12 in this project – if so, please actualize it.)

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Responsibilities in work package 3

Partner Country Short-name Role and tasks in WP 3 P3- AT 3srl Coordinate WP activities

Designing and interpreting Deliver information about situation in home country

P6- RO ACPART Contribution to all elements of this workpackage Responsible for del. 11

P8- FR CREDIJ Contribution to all elements of this workpackage P9- IT Politecnico Contribution to all elements of this workpackage P11- MT Malta Contribution to all elements of this workpackage P10 EL Yeppth Contribution to all elements of this workpackage P12- NL Kenniscentrum Contribution to all elements of this workpackage

Please answer the following questions: 1 Structure and levels of NQF For countries that already have an NQF or plan to introduce an NQF: __ How many levels does/will the NQF have? __ What kind of descriptors are/will be used (learning outcomes, dimensions)? __ Are the same descriptors used for all qualifications/sectors? __ Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency,

coherence), a focus on regulating the existing system (quality, accountability) or a focus on transforming system (new standards and new provision)?

__ Are there already revisions of the NQF planned? 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. General

Education, Vocational schools / dual system1, VET, Higher Education, Adult Education)? Please give a short survey in note form.

1 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two different sites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocational

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3 Referencing the EQF __ Which tools are used to create an interface to EQF? __ How are interfaces between the NQF and the EQF defined? How is it managed? How are learning

outcomes from EQF accredited in the NQF? How are qualifications from an education abroad generally accredited? Who is responsible for those definitions and accreditation?

__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within the

formal education and training system for easing access to education abroad? Please describe those briefly. __ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessing

learning outcomes from non-formal/informal learning? e.g.: __ access to education and training programmes; __ admission to exams to acquire formal qualifications/certificates/diplomas; __ access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).

Please describe those briefly. 4 Quality management / Quality assurance __ Which forms of quality management / quality assurance do exist? Which measures are used to avoid

mislinkings between the NQF and the EQF? __ Have you already identified any mislinkings between qualifications within the NQF and the EQF? If

so, please describe briefly. __ Which strengths and which weaknesses do you see concerning the NQF? In what way do these

strengths/weaknesses influence the referenceability to the EQF?

2. Templates “Overview of National Qualification frameworks” filled in by the partners contributing to Workpackage 3

Template for an overview of NQFs in Austria Work package 3:

Referenceability of National Qualification Frameworks 1 Structure and levels of NQF For countries that already have an NQF or plan to introduce an NQF: __ How many levels does/will the NQF have? The Austrian NQF will – according to current plans – be composed of eight levels, with levels 6 to 8 being divided into a ‘Bologna-strand’ and into a ‘non-Bologna-strand’. Bachelor-, Master- and PhD-degrees will be classified on the basis of the Dublin descriptors, while qualifications outside the Bologna architecture will follow the NQF descriptors. The number of levels is sufficiently distinctive and corresponds well to the main characteristics of the Austrian qualifications system. __ What kind of descriptors are/will be used (learning outcomes, dimensions)? The EQF descriptors, based on knowledge, skills and competence, will form the basis for the classification of qualifications to the Austrian NQF. Therefore, the EQF referencing process will be closely linked to the process of allocating qualifications to the Austrian NQF. Austria will not develop its own descriptors but rather provide explanations/details/specifications to the EQF descriptors from the perspective of the Austrian qualification landscape. These explanations should make the EQF descriptors more ‘tangible’ and should facilitate the classification. Further more, ‘reference qualifications’ will be classified in order to better illustrate the requirements of a level (to illustrate the learning outcomes associated with each level – kind of ‘corner stones’ for allocating other qualifications). Further information about the learning outcomes approach in Austria: Austria is moving to strengthen the learning outcome approach across education and training as it will be central to the positioning of qualifications onto the NQF. Many qualifications are already learning outcome oriented, but the approach has not been applied consistently across all sectors and institutions. Some current activities include: In 2005, the Federal Ministry of Education, Arts and Culture launched a project to develop educational standards for core subject areas in general education and in VET. The educational standards for VET schools and colleges define ‘content’ (subject and knowledge areas and topics with specified goals), ‘action’ (cognitive achievements required in the particular subjects) and personal and social competences related to the respective field. Four competences are described: (a) subject-matter competence; (b) methodological competence; (c) social competence (communication competence, competence to cooperate and interact); (d) personal competence (being able to steer own actions by self-motivation and self-control).

In March 2009, the General Directorate for VET of the Federal Ministry of Education, Arts and Culture started a project on “curriculum design – learning outcomes orientation” which aims to integrate educational standards in VET curricula. In apprenticeship (dual system), the training regulation is issued for each profile by the Federal Ministry of Economics. It consists of the occupational competence profile (Berufsprofil) with related activities and work descriptions, and job profile (Berufsbild) with knowledge and skills to be acquired by apprentices. The Lehrabschlussprüfung (final apprenticeship examination) is to assess whether the candidate has acquired the necessary skills and competences for entry to qualified work. It comprises a theoretical and a practical test. Master craftsperson examinations (for manual trade vocations) and examinations to prove the respective competence (for other regulated trades) are organised by the economic chambers in the Länder. In higher education a qualification profile, describing the expected learning outcomes (and definitions of learning outcomes) for each module, was introduced by the University Act (Universitätsgesetz) in 2002, but implementation differs between HE institutions. Universities of Applied Science offer practice oriented HE and are more oriented towards learning outcomes but have not implemented the approach systematically – a project has been commissioned to strengthen learning outcomes orientation in this area. __ Are the same descriptors used for all qualifications/sectors? Bachelor-, Master- and PhD-degrees will be classified on the basis of the Dublin descriptors, while qualifications outside the Bologna architecture will follow the NQF descriptors:

__ Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency,


The Austrian NQF will focus on transparency (of the qualifications system) and orientation and will not be an instrument of regulation. This means that there will be no entitlements linked with a level classification of a qualification – neither in terms of access to qualifications placed on higher levels, nor in terms of salary classification. __ Are there already revisions of the NQF planned? In Austria, the NQF development is still work in progress. Currently, the definition of criteria for the NQF classification, of the classification procedure and the NQF governance structure are being developed. The results of this work will enter into an NQF Manual. This Manual will provide support throughout the entire NQF classification process. Moreover, it will also give information on the main actors/bodies involved in NQF matters (governance structure) and stipulate their tasks.

Another important question that is being looked into at present is connected to the legal status of the NQF. A working group dealing with legal aspects was set up at the Ministry of Education. It is working out a proposal of whether and, if so, which legal framework should be given to the NQF. The proposal will be presented at the next meeting of the NQF Steering Group in January 2011. The time schedule for the next steps in the NQF development process foresees that the proposed procedure for classifying qualifications in the NQF (i.e. the criteria and procedure described in the above mentioned manual) will be tested in the first semester of 2011 (by “simulating “ classifications of selected qualifications. The concrete procedure will also be decided at the next NQF Steering Group meeting. All qualifications – irrespective of the focus (general education qualifications and VET qualifications)

and the learning context (for example initial VET or continuous VET) – will be classified to the NQF. Due to the complexity of the NQF development process and the fact that different ministries, departments and stakeholders need to be involved it was decided to work on the ‘formal qualification area’ (comprising qualifications that are based on legal regulations, i.e. laws, directives, etc.) and the ‘non-formal qualification area’ separately. Although, for qualifications from both areas, the same classification principles will apply in the end, the starting situation, regarding stakeholders in charge and governance principles, differs. Thus, working groups deal with the questions attached to both areas separately.

Other open questions and challenges include:

- Communication between the different segments of the qualifications system;

- Question whether and to which extent the NQF should be used to support national reforms;

- Relation with EHEA (Bologna process): Good cooperation will be needed to establish conditions for better progression possibilities between different subsystems;

- Allocation of qualifications to the NQF level - open questions, e.g. the issues of partial qualifications or parts of qualifications, how to understand and apply the principle of best fit (clear classification of existing qualifications is difficult in many cases because the generic descriptors of the EQF are underdetermined and do not allow a perfect fit), procedures and operational structures;

- Can all qualifications of the same types be allocated to the same levels?

- Questions relating to the learning outcomes approach in terms of concepts and sound assessment methodologies and tools. Central questions: how to balance outcome orientation and input factors? And: Are learning outcomes to be implemented in a coherent way across different subsystems (general, VET and HE)?

- Integration of qualifications acquired in non-formal learning contexts and validation of non-formal in informal learning in the NQF development; issue of equivalences of qualifications acquired in different learning contexts;

- Further involvement of stakeholders to strengthen ownership and commitment (the need to engage and include education and training providers and universities); the challenge is to find agreements within a justifiable time period in view of the different interests and objectives.

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. General


Primary school (Grundschule) (ages 6 to 10) General secondary school (Hauptschule) (ages 10 to 14) ● Within certain limits, each school may develop its own special profile (e.g. languages, music, art and design, sports, science, ecology, computer science, etc.). ● In addition, there are special types with a sports or music and arts bias. Special school (Sonderschule) (ages 6 to 15) Special schools comprise eight grades, or nine if polytechnic schools or a career preparation year are taken into account. They comprise ten different branches. Students receive a basic education from specially trained teachers who use methods tailored to meet the child’s individual requirements; this schooling is designed to prepare the student for career training or further education. Polytechnic school (Polytechnische Schule) (ages 14 to 15) Polytechnic schools can be attended after the eighth school grade and comprise only one grade. In the ninth, or a voluntary tenth school year, students are prepared for later life and especially for a career with more in-depth general education classes, career orientation and basic vocational training. An orientation period at the start of the school year and career orientation as the basic goal of all courses create numerous opportunities for students to become familiar with working life. Model test “New Middle School” (Neue Mittelschule) The goal of models tests with the new middle school is to provide a joint school for all 10- to 14-year olds that is open to all students who have completed the fourth grade in primary school. Academic Secondary School (Allgemein bildende höhere Schule) The academic secondary school comprises a four-year lower level and a four-year upper level terminating in the Reifeprüfung (matriculation exam), which is an entrance exam for university, higher technical college, post-secondary college and academies. Special types: ● Allgemeinbildende höhere Schulen (academic secondary schools) with an arts or sports bias and aptitude test ● Aufbaugymnasium (language bias) and Aufbaurealgymnasium (science bias) (in some cases with transition stage; fifth to eighth form): ● Gymnasium, Realgymnasium and Wirtschaftskundliches Realgymnasium für Berufstatige (science, mathematics or homeeconomics bias and schools for working people): evening or longdistance classes, duration eight semesters 1 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two different sites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocational school for apprentices [“Berufsschule”]. Thus, apprenticeship training is also referred to as “dual vocational training system” or as “dual system”.

● AHS für sprachliche Minderheiten (academic secondary school for language minorities – Slovenian, Croatian, Hungarian) ● Werkschulheim (trades and crafts bias): Academic secondary school offering training in a trade or craft, currently for carpentry, mechatronics and electronics (fi rst to ninth grade); located in Ebenau/Salzburg and the Vienna Evangelical Gymnasium. ● Gymnasium and Realgymnasium with extensive foreign language instruction (in some cases pilot projects), e.g.: Theresianum, Europagymnasium, Realgymnasium with four required foreign languages (details available from provincial school boards) Compulsory Vocational Schools (Berufsbildende Pflichtschulen) In extra-occupational comprehensive courses, compulsory vocational schools teach apprentices basic theory while they train in their trade. They supplement and enhance incompany training and general education. Instruction at a vocational school may be organized in any of the following ways: throughout the year, i.e. at least one full school day or at least two half school days per week; this may either be based on the apprenticeship, i.e. at least eight weeks solid, or by time of year, i.e. an instruction block for a specific period of the year. The wide variety of organizational forms is the result of an agreement between industry and the school authorities and takes the requirements of individual sectors and regions into account. Close co-operation between all those involved in vocational training at different centres of learning is one of the key factors behind the success of the dual system. A modern vocational training requires close links between theory and practice, between tuition at a vocational school and industrial practice. Integrated vocational training is offered both as an apprenticeship with an extended period of training (extension for one or at most two years) and as career training, which leads to partial qualifications. With the partial qualification option, the student has the possibility of undergoing a specially-tailored training in which the individual skills and aptitude and the individual needs of the student can be met. The training location is the company or special independent training institutions as well as vocational colleges (obligation or right to attend a vocational college). Intermediate Technical and Vocational Schools (BMS or Berufsbildende mittlere Schulen) Students attend BMS for one to four years. Students at such colleges with a one- or two-year curriculum receive partial vocational training, whilst those at colleges with a three- or four-year curriculum receive full vocational training. After completing at least a three-year curriculum at a medium-level secondary technical and vocational college, students can take continuation courses (three years) to pass the Reife- and Diplomprüfung (matriculation and diploma exam). There are also special types of technical post matriculation courses for graduates of some four-year schools. The most important types of medium-level secondary technical and vocational colleges ● Technische, gewerbliche and kunstgewerbliche Fachschulen (medium-level industrial, trade and crafts colleges; mostly fouryear courses) ● Handelsschule (medium-level secondary commercial college; three-year courses) ● Other commercial colleges: two- or three-year clerical and electronic data processing colleges, and three-year training courses for schools for computer science specialists ● Fachschule fur wirtschaftliche Berufe (medium-level secondary college for occupations in the food and beverage industry; threeyear courses) ● Wirtschaftsschule (medium-level secondary home-economics college; one- or two-year courses) ● Fashion school (three-year courses) ● Hotelfachschule, Tourismusfachschule, Gastgewerbefachschule (medium-level secondary colleges for hotel management, tourism, catering; three-year courses) ● Fachschule für Sozialberufe (medium-level secondary college for social workers): three-year Fachschule für Sozialberufe (school for social workers), Schule für Sozialdienste (school for social services, two years) ● Land- und forstwirtschaftliche Fachschulen (medium-level secondary ag-ricultural and forestry colleges; length of training between two and four school years) ● Schulen für Gesundheits- und Krankenpfl ege (schools for health and nursing services, age of admission 16 or 17).

Secondary Technical and Vocational Colleges (BHS or Berufsbildende höhere Schulen) In addition to providing in-depth general education, over a period of fi ve years berufsbildende höhere Schulen (BHS) give students an advanced vocational train-ing, culminating in a Reife- or Diplomprüfung (matriculation or diploma exam). This entitles them to admission to university, higher technical colleges and post-secondary colleges. Universities and higher technical colleges are required by law to give students credit for specialized knowledge acquired by BHS graduates. Once they have worked in their fi eld for three years, graduates of most höhere technische and höhere Land- and forstwirtschaftliche Lehranstalten (higher-level secondary industrial, agricultural and forestry colleges) may apply to the Federal Ministry of Economics and Labour or the Federal Ministry of Agriculture, Forestry, Environment and Water Management for authorization to use the professional title of "lngenieur". The most important higher-level secondary technical and vocational colleges: ● Höhere technische and gewerbliche Lehranstalten (higher-level secondary industrial and trade colleges) ● Höhere Lehranstalt für Mode, für künstlerische Gestaltung, für Produktmanagement und Präsentation, Modedesign und Produktgestaltung (higher-level secondary college for fashion, artistic design, product management and presentation, fashion design and product design) ● Höhere Lehranstalt für Tourismus (higher-level secondary college for tourism) ● Handelsakademie (higher-level secondary commercial college) ● Höhere Lehranstalt fur wirtschaftliche Berufe (higher-level secondary college for occupations in the food and beverage industry) ● Höhere Lehranstalt für Land- und Forstwirtschaft: (higherlevel secondary college for agriculture and forestry) ● Bildungsanstalt für Kindergartenpädagogik (kindergarten teacher-training college) ● Bildungsanstalten for Sozialpädagogik (teacher-training colleges for social education) Educational Courses after Matriculation The qualification for admission is Reifeprüfung (matriculation exam), Berufsreifeprüfung (vocational matriculation examination) or an entrance examination. Kollegs (specialised post matriculation courses): These are two-year full-time (or two to three-year part-time) advanced level vocational courses equivalent to higher-level technical and vocational colleges. Post-secondary colleges ● Training 1: Public and private post-secondary colleges train teachers for positions at primary schools (including pre-school), general secondary schools and special schools, as well as polytechnic colleges. ● Training 2: Some public post-secondary colleges train teachers for positions at vocational colleges, for technical/trade areas of specialization, for the specializations of design and nutrition, and to teach information and communication at BMS or BHS colleges. ● Training 3: The college of agricultural and environmental pedagogy offers training for positions at agricultural and forestry vocational colleges and technical colleges as well as for positions in agriculture and environmental studies at higher agricultural and forestry colleges. ● Training 4: Private pedagogic colleges and several private institutions train religious instruction teachers (Catholic, Evangelical, Old Catholic, Orthodox, Eastern Orthodox, Islamic, Jewish) at compulsory schools Universities of Applied Sciences (Fachhochschulen) Scientifi cally grounded vocational training with a strong practical orientation (usually one semester of vocational experience). The following types of courses are currently offered: ● Diplomstudien (diploma courses): generally last 8 semester (4 years) and conclude with the academic title of "Mag. (FH)” or “Dipl.-Ing.(FH)”. Diploma courses are gradually being replaced by Bachelor’s courses or continuation study on Master’s courses. ● Bachelorstudien (bachelor’s degrees): generally last 6 semesters (3 years) and conclude with the academic title of “Bachelor”. In some subjects, particularly in the area of social work and health services, graduating also entitles you to practise the relevant vocation (e.g. social worker, physiotherapist).

● Masterstudien (master’s degrees): are a continuation of bachelor's courses, and are designed primarily for the purpose of obtaining an additional scientifi c grounding; they generally last 4 semesters (2 years) and conclude with the academic title of "Master”. ● Austrian technical universities currently offer training courses in the fi elds of design - art, technology, engineering, social sciences, economics, military/national defence, natural sciences and healthcare science. Technical university courses are also open to students with relevant vocational qualifi cations without matriculation (usually with an admission examination). University courses ● Diplomstudien (diploma courses): ● Bachelor’s and Master’s courses: ● Doctoral courses: Schools for part-time students and tertiary education Adults who have already embarked upon careers or have concluded their vocational training have the possibility of obtaining relevant educational qualifications as part-time students taking evening classes. Part-time students can choose between academic secondary schools and medium- and higher-level secondary technical and vocational colleges, consolidation courses, specialised post matriculation courses and post-secondary colleges. Universities and technical universities also offer fur-ther education courses: the latter also offer technical university courses for parttime students. Adult education Academic and vocational courses and programmes are offered by institutes of adult education sponsored by the Ministry of Education, such as colleges of further education, vocational colleges, institutes for economic development, denominational institutions and a number of other regional non-profit institutions for adult education. One of the main purposes of adult education is to allow students to gain qualifications not obtained earlier by taking adult classes in the form of “second-chance education”. Institutions offering adult education give interested students the opportunity of attending courses in preparation for the matriculation examination, the school-leaving certifi cate, the university entrance examination or the vocational matriculation examination (in some instances examinations may be taken in stages). 3 Referencing the EQF __ Which tools are used to create an interface to EQF? The EQF descriptors will form the basis for the classification of qualifications to the Austrian NQF.

Therefore, the EQF referencing process will be closely linked to the process of allocating qualifications to the Austrian NQF.

__ How are interfaces between the NQF and the EQF defined? How is it managed? How are learning


It is planned to draw up the report on the referencing of the Austrian NQF to the EQF in the course of 2011. Key actors in the NQF development process are the Ministry of Education, Arts and Culture (bmukk) and the Ministry of Science and Research (bmwf). These ministries head the so-called NQF Steering Group, in which members of all ministries, the social partners and the Laender are represented. This group will also be the decision making body for the EQF referencing report. It is planned to discuss the draft Austrian EQF referencing report with the NQF Steering Group which compromises stakeholders from different sectors and different parts of the qualifications system.

OeAD (Österreischischer Austauschdienst, Austrian agency for international cooperation in education and research) was designated the national coordination point (NCP) in March 2010. It will be responsible for developing a home page on NQF and should become the main information desk for citizens and institutions. One of the tasks of the NCP is to support the EQF referencing process; concrete activities have not been planned so far. The Austrian EQF referencing report will be presented as one report but it will be developed in two parts. The Austrian NQF will comprise of eight levels, with levels 6 to 8 being divided into a ‘Bologna-strand’ and into a ‘non-Bologna-strand’. Bachelor-, Master- and PhD-degrees will be classified on the basis of the Dublin descriptors, while qualifications outside the Bologna architecture will follow the NQF descriptors. Therefore the bmwf is responsible for preparing relevant information related to the ‘Bologna-strand’ and the bmukk will cover all other areas. Both ministries have commissioned external experts for writing the report and will coordinate the process together. The work has been supported by the EQF test and pilot projects, notably the Leonardo da Vinci ‘EQF-Ref: Referencing process – Examples and proposals. The definition of criteria for the NQF classification, of the classification procedure and the NQF governance structure will be published in an NQF Manual, which will be included in the Annex. The Manual address the following issues:

- How do qualifications have to be structured and described to be ‘NQF-classifiable’? - What information has to be provided when applying for classification? - What criteria have to be met for the classification on a particular level? - Which steps have to be taken when applying for classification? - Who are the stakeholders involved in the NQF process and what are their tasks? - Which implications does a classification have?

A template has been prepared for presenting qualifications that should be classified in the NQF. The proposed template asks for providing arguments for allocating a qualification to a certain level. The argumentation will have to be based on the EQF descriptors and the above mentioned Austrian explanations/details/specifications and could additionally be based on:

- Relation to other qualifications from the same learning or working area or to similar qualifications already classified - International comparison (e.g. transnational agreements on mutual recognition of qualifications, European projects etc.) - Further „indicators“ (e.g. statistical information on status of qualification holders on the labour market or their income, ratio of self-employed persons, numbers of start-ups, sizes of enterprises, unemployment rate of holders of the qualification, results of graduate surveys, classifications used in collective agreements)


formal education and training system for easing access to education abroad? Please describe those briefly. __ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessing

learning outcomes from non-formal/informal learning? e.g.:

__ access to education and training programmes; __ admission to exams to acquire formal qualifications/certificates/diplomas; __ access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).

Please describe those briefly. The NQF development process is organised into three strands (Korridore): formal qualifications, qualifications acquired in non-formal learning (for example in adult education institutions outside the formal education and training system) and informal learning. The policy paper (Aufbau eines Nationalen Qualifikationsrahmens in Österreich – Schlussfolgerungen, Grundsatzentscheidungen und Maßnahmen nach Abschluss des NQR-Konsultationsverfahrens, prepared by the NQF project group of the Federal Ministry of Education, Arts and Culture and the Federal Ministry of Science and Research. 2009) suggests some steps for including non-formal qualifications in the NQF. A conceptual paper will be prepared and pilot projects carried out on how to describe these qualifications in the terms of learning outcomes. Discussion will start with all relevant stakeholders on linking validation and allocation of non-formal qualifications to the NQF and on establishing validation and quality assurance procedures. Possibilities for recognition of non-formal or informal learning outcomes in the VET system: There is no uniform legal framework and no explicit national strategy to regulate or coordinate validation and recognition of non- formal and informal learning in Austria. Austria’s current certification policy focuses on ‘external examination’: almost all qualifications (from the school system and dual system, but not university degrees) can be obtained without participating in the relevant programmes or courses, but not without passing the same exam (as ‘externals’) as required in the regular system. There are various possibilities to have non-formal or informal learning recognized in the Austrian VET system. Such examples include: Access to education and training programmes: _Persons who want to attend a secondary vocational school on a part-time basis while working, can enter in a later school year after an entry examination. _Along with graduates from various courses of study at universities, persons with relevant non-university training and professional experience are allowed access to CVET university courses. Admission to exams: _ Exceptional admission to the apprenticeship examination: In addition to those who have completed an entire apprenticeship, people without formal training can take the final apprenticeship examination. The only requirement is that they are over 18 years old and have evidence of having acquired the corresponding vocational skills and knowledge in another form; for example, in practice (work experience) or in courses. _Since 2002, the master craftsperson examination (Meisterprüfung) is structured in modules with individual units allowed to credit knowledge, skills and competence gained through relevant professional work experience. However, the master craftsperson examination has no other requirement than being over 18 years old; it no longer needs evidence of formal training or work experience. _In theory, all subjects in all public schools (including VET schools) can be covered by ‘external examination’. _The IVET trainer examination is open to people over the age of 18. Awarding of the professional title Ingenieur:

It is possible to grant the Ingenieur title that is awarded to graduates of VET colleges of engineering (HTL), based on professional experience of at least three years, which must include ‘specialist subject-oriented activities’ Possibilities for recognition of non-formal or informal learning outcomes in the HE system: The most recent report on the implementation of the Bologna process in Austria mentions two major goals in this context: global recognition of prior learning (recommendation in the 2004 University Act) and recognition of outcomes of non-formal and informal learning. The report mentions a ‘turnaround’ in some institutions (without naming them) that handle the recognition of prior learning in a reasonable and uncomplicated way. However, the report also states that overall awareness of the recognition of prior learning still needs to grow. A recently published study commissioned by Universities Austria represents an important step in this direction. This study discusses the political framework, various definitions and the selection processes at universities in order to prepare the ground for recommendations for APEL (accreditation of prior experiential learning) in universities. These recommendations include: the receiving institution should grant recognition; the students’ and graduates’ profiles should reflect and relate to the universities’ aims and tasks; the underlying philosophy of competence assessment should be made transparent; and theoretical and educational quality criteria should be met. This study mapped the recognition procedure and gave further recommendations (e.g. concerning the European perspective, the role of the European University Association, the application of validation for modules within a study course). The main challenge is seen in combining the complexity of the task and efficient handling of the process. (Source: Brandstetter, G. & Luomi-Messerer, K. 2010. European Inventory on Validation of Non-formal and Informal Learning 2010. Draft Country Report: Austria) Some examples are described below: Access: _At universities of applied sciences, informal learning in the form of work experience is relevant for skilled workers or graduates of vocational schools who want to get access to a study course without Reifeprüfung (upper secondary school leaving exam providing general entrance to HE). _Access to CVET university courses without Reifeprüfung (upper secondary school leaving exam providing general entrance to HE) can be granted to people who have relevant vocational training and long-term practice. External exams: _Universities of applied sciences have the possibility to offer specific programmes for people in employment taking into account their time resources in the organisation of programmes (evening and weekend provision). Professional practice, which is a mandatory part of the curriculum in the day form, can be waived if applicants can furnish proof of relevant professional activity. (Source: Tritscher-Archan, Sabine (ed.) (2009): VET in Europe. Country Report Austria. Report within the Framework of ReferNet Austria. Vienna, pp38.) _According to the requirements of the syllabus, it is possible to sit university course examinations, subject examinations (individual examinations on the material of a subject defined in the syllabus or curriculum) or a kommissionelle Gesamtprüfung (comprehensive examination before a commission) without previously attending a course. For subject examinations or comprehensive examinations before a commission it is not necessary to sit parts of the examination that are already covered by other examinations. Attendance is mandatory in courses that have an examination character (Source: Prokopp, M. & Luomi-Messerer, K. 2006. Accumulating, transferring and validating learning. Cedefop Theme 8).

4 Quality management / Quality assurance __ Which forms of quality management / quality assurance do exist? Which measures are used to avoid

mislinkings between the NQF and the EQF? Forms of quality management / quality assurance in the Austrian qualifications system: Manifold and partly systematic quality efforts exist in the different segments of the Austrian qualifications system. Some are directly in line with European principles for quality assurance: ‘On the basis of wide public debate, a large number of projects and pilots since the mid-1990s, quality development and quality assurance have established themselves as key educational policy objectives in the school sector over the past five years. In line with the international trend, the focus in Austria has also shifted from central input control towards process and mainly output control. From this follow fundamental changes in the conception of control levels’ (Tritscher-Archan & Mayr [eds.] 2008, 35). Such initiatives include, for example, the initiative Quality in Schools (Q.I.S.) or the VET Quality Initiative (QIBB). General Education: VET Higher Education CVET/Adult Education Measures used to avoid mislinkings between the NQF and the EQF: The EQF referencing process will be closely linked to the process of allocating qualifications to the Austrian NQF. A methodological approach is being developed to support an objective and unambiguous classification of qualifications to the respective NQF levels. This approach will be presented in the “NQF Manual”. This Manual will provide support throughout the entire NQF classification process. Classifcation in the NQF is voluntary. For a qualification to be placed on the NQF it is necessary that the authority that governs this qualification (for example the Ministry of Education or the Ministry of Economics) applies for it. __ Have you already identified any mislinkings between qualifications within the NQF and the EQF? If

so, please describe briefly. NQF development process is still ongoing: qualifications have not been classified in the NQF so far and

the NQF has not been referenced to the EQF so far. __ Which strengths and which weaknesses do you see concerning the NQF? In what way do these


- Development is based on a top-down and bottom-up approach.

- Development process is coordinated by the Federal Ministry for Education, Arts and Culture (bm:ukk) and the Federal Ministry for Science and Research (bm:wf)..

- Stakeholder involvement in all phases of the NQF development: important strength of the Austrian NQF development process lies in its involvement and engagement of a broad range of stakeholders (representing all subsystems of education and training as well as the social partners); recognising different and sometimes conflicting views of the stakeholders on the role of the NQF.

- Scientific expertise has been involved from the very beginning: consortium of external experts (representing higher, vocational and adult education), providing scientific expertise for the development of the NQF.

- Intense discussions, increasing importance of orientation towards learning outcomes and the implementation of corresponding instruments (such as the educational and vocational standards) lead to a rethinking process at all levels and in all areas of the qualifications system.

Template for an overview of NQFs in Romania Work package 3:

Referenceability of National Qualification Frameworks 1 Structure and levels of NQF For countries that already have an NQF or plan to introduce an NQF: __ How many levels does/will the NQF have?

Romania is among the EU member states which do not have yet a National Qualifications Framework, but are currently working on the development and implementation of such framework. An eight-level reference structure reflecting EQF will be proposed.

However, a National Qualifications Framework for Higher Education (NQFHE) is developed and defined within a strategic project coordinated by National Agency for Qualifications in Higher Education and Partnership with the Economic and Social Environment – ACPART1 called “Development of an Operational System of Qualifications in Higher Education in Romania – DOCIS” which started in November 2008 and will finish in October 2011.

The structure of the National Qualifications Framework for Higher Education is based on 3 levels of qualifications obtained upon completion of university studies:

- Bachelor university studies, corresponding to level 6 of the European Qualifications Framework (EQF);

- Master’s university studies, corresponding to EQF level 7; - Doctoral university studies, corresponding to EQF level 8.

__ What kind of descriptors are/will be used (learning outcomes, dimensions)?

Level descriptors are being developed, defined in terms of learning-outcomes that include components of knowledge, skills and competence.

Level descriptors for HE has been already developed in line with QF-EHEA and EQF and approved. Each qualification is defined by means of learning outcomes expressed in terms of professional and transversal competences developed during the respective cycle of university studies. NQFHE capitalize on the descriptors of the overarching framework for qualifications in the European Higher Education Area for the Bachelor, Master’s and Doctorate levels. They are generic descriptors based on which both professional competences (descriptors from 1 to 5) and transversal competences (descriptors from 6 to 8) are analysed and described.

The generic descriptors are explained through level descriptors for each learning outcome, for each type of competence and for each qualification level. The level descriptors indicate expected activities, outcomes and performances for each qualification level. They allow for the description of qualifications and, at the same time, formulate the necessary landmarks for the assessment of the competences level.

1 According to the Emergency Ordinance of the Government no. 74/ 2010 and the GD no. 885/ 2010, the National Agency for Qualifications in Higher Education and Partnership with Economic and Social Environment - ACPART is abolished and by the merging withTheTechnical Secretariat of the National Council for Qualifications and Adult Training became the Executive Unit of the National Council for Qualifications and Adult Training.

There is already a Methodology on the development and implementation of NQFHE which was amended and finally approved by the Order of the Minister of Education in June 20092 which includes a NQFHE matrix reflecting an integrative approach of higher education qualifications and it provides two perspectives for the analysis: vertical and horizontal (Annex 1).

Eight generic level descriptors have been identified: (a) Knowledge, understanding and use of specific languages; (b) Explanation and interpretation; (c) Application, transfer and problem-solving; (d) Critical and constructive reflection; (e) Creativity and innovation; (f) Autonomy and responsibility; (g) Social interaction; (h) Personal and professional development. __ Are the same descriptors used for all qualifications/sectors?

Except the NQFHE, there have not been defined yet the descriptors for the other qualifications or sectors, however all professional qualifications in Romania are expressed in terms of learning outcomes. For initial training programmes (IVET), the learning outcomes are described by the vocational training standards (SPP), and for adult training the learning outcomes are described by the occupational standards (SO). __ Define the NQF’s typology: Does it have a focus on coordinating the existing

system (transparency, coherence), a focus on regulating the existing system (quality, accountability) or a focus on transforming system (new standards and new provision)?

There are concerns for transparency and consistency in the NQF, but few things are really concrete, although in HE the process is quite advanced. The Romanian NQFHE is focused on restructuring and improving the higher education system

and remapping the entire system according to the labour market requirements. NQFHE is sole instrument to determine the qualifications structure and ensure national recognition as well as international comparability and compatibility of qualifications acquired within the higher education system. Through the NQFHE all learning outcomes acquired within the higher education system (Bachelor, Master’s and Doctorate cycles) can be recognised, measured and related and coherence of certified qualifications and awards is ensured. __ Are there already revisions of the NQF planned?

It is not the case for the NQF, but for HE, at the end of 2011, when the project DOCIS will finish, it is provided the first revision of the Methodology to achieve NQFHE.

For countries that don’t plan to introduce an NQF: __Are there plans to implement the EQF? If so, please describe. IT IS NOT THE CASE 2 Segments of the educational system 2 http://www.acpart.ro/uploads/Fisiere/OM_CNCIS.pdf

__ Which segments of the educational system are differentiated in your country (e.g.

General Education, Vocational schools / dual system3, VET, Higher Education, Adult Education)? Please give a short survey in note form.

Currently, education in Romania is structured according to 5 levels of qualification which

have as reference regulations of International Labour Office (ILO) – ISCO 88 COM, at EU level (Decision of European Council 85/368/EEC). Romania maintains this five-level system, although it is in the process of restructuring it to encompass all levels of educational achievement4. Current structure of the Romanian educational system includes.

A. Pre-university education - pre-school education (nursery schools and kindergartens): addressing children from 3-6/7

years of age, includes the compulsory pre-primary class (preparatory group, 5-6-year-olds)

- primary education: grades I – IV - secondary education:

lower ~ Gymnasium (grades V – VIII) ~ Lower-secondary education – 1st cycle of high-school or School of Arts and

Trades, grades IX – X, or vocational education upper

~ Upper-secondary education – 2nd cycle of high-school (grades IX – XII / XIII), preceded, as appropriate, by the completion year

B. Post-secondary education and training The pre-university education and the post-secondary education assure also the initial

technical and vocational education and training (ITVET) organized in: 1. Lower-secondary education 2. Upper-secondary education

ITVET is organized through two training routes: • The direct route, also called the technological high school, which includes:

- the lower cycle, grades 9-10, leading to non-certifiable competences in three profile: natural resources and environmental protection, technical and services;

- upper cycle, grades 11-12, leading to the award of qualifications level 3 (ISCED);

• The progressive route, called professional route, which includes: - the lower cycle, grades 9-10, school of arts and trades, leading to the award of

qualifications level 1 (ISCED); - grade 11, completion year, leading to the award of qualification certificate,

level 2 (ISCED); this is at the same time a bridge to the next qualification level;

3 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two different sites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocational school for apprentices [“Berufsschule”]. Thus, apprenticeship training is also referred to as “dual vocational training system” or as “dual system”. 4 This year (2010), the Romanian Government adopted a new Law of Education which was submitted to the Romanian Parliament in order to assume responsibility. This law is not yet in force, but it provides the Romanian education reform in accordance with the present needs of the Romanian society.

- upper cycle, grades 12-13, organised in technological high schools, leading to the award of qualification certificate, level 3 (ISCED).

3. Post-secondary education - post high school – which is a specialised training route of 1-3 years duration, leading to the award of competence certificate, level 3 advanced (ISCED); - the foremen school is post high school education providing professional training of foremen for technical and vocational education and for economy; this leads to the award of competence certificate, level 3 advanced (ISCED).

Higher education - University education Romanian higher education is structured on three cycles:

Bachelor - usually three years (except Medicine, Pharmacy, Law, Architecture etc.)

Master – two years Doctorate – three years with the possibility of prolonging the duration by one

year. - Post-university education Adult Education

Qualifications acquired outside the formal educational system are awarded upon completion of training programmes organised by training providers for IVET and CVET.

3 Referencing the EQF __ Which tools are used to create an interface to EQF? __ How are interfaces between the NQF and the EQF defined? How is it managed? How

are learning outcomes from EQF accredited in the NQF? The timing for the referencing to the EQF has yet to be fixed, but preparations have started.

The National Qualifications Authority, the National Agency for Quality Assurance in Higher Education and the National Agency for Quality Assurance for Pre-university Education (IVET) are working within their level of competence. The national steering group for referencing has yet to be decided. __How are qualifications from an education abroad generally accredited? Who is

responsible for those definitions and accreditation? Qualifications obtained abroad are recognised by the National Centre for Recognition

and Equivalence of Diplomas, authority within Ministry of Education. Pre-university diplomas and certificates obtained abroad are recognised either or by

applying knowledge tests/equivalence examinations/adaptation periods/study periods, depending on the differences between the Romanian and the respective foreign system.

Higher education diplomas, certificates or scientific degrees obtained abroad are recognised after NCRED has acknowledged that the studies undertaken abroad are compatible with the study programme or qualifications in Romania, in terms of:

• status of higher education institution issuing the diploma/certificate/degree • diploma level • number of study years/credits accumulated • study field • profile • specialisation

• curriculum/ workload /Diploma Supplement • professional qualification (Diploma Supplement)

In case of major differences, compensatory actions may be proposed. __ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist

within the formal education and training system for easing access to education abroad? Please describe those briefly.

The Ministry of Education, Research, Youth and Sports, through the Agency of Loans and Scholarships manages various financing programs for stages of study or research abroad. The target group is the young people who intend to pursue bachelor university studies, master or PhD or postgraduate research/ specialization abroad and who meet the eligibility requirements for the type of scholarship they wish to apply for. The Agency of Loans and Scholarships manage the following types of scholarships for study or research abroad:

o Scholarships established by GD. no. 697/1996, as amended by GD. no. 533/1998

o Scholarships offered by other countries under bilateral cooperation agreements or unilaterally

o Scholarships for postgraduate and postdoctoral research and training "Vasile Parvan" at Rome's Accademia di Romania and Nicolae Iorga at Istituto Romeno di Ricerca e Humanistic Culture in Venice, established by GD no. 101/2002

o Scholarship for postgraduate study abroad "Theodor Aman" for the fine arts, established by GD no. 861/2003

o Scholarships "Titu Maiorescu" for stages of Master’s university studies / PhD or research abroad for training of specialists in fields of interest of the European Union, established by GD no. 1212/2008

o The special scholarship of the Government, established by Law no.15/ 2004

These scholarships are aimed at certain categories of people who are Romanian citizens and prove knowledge of foreign languages necessary for training. It can apply to those who benefit from these scholarships. Applicants benefiting from these scholarships can be those who:

• belong to an educational or research institution under the Ministry of Education, Research, Youth and Sports, such as students from the XII grade, post-graduates, doctors, medical residents, holding teachers, researchers; • are established artists and members of the field in Romania (UAP) or staff employed in public institutions and authorities and other public institutions in Romania. The categories of persons who are eligible for a scholarship are specified in the Regulation for organizing and holding national stock exchange approved type (www.roburse.ro - Types scholarships).

In Romania, there is also the National Agency for EU Programmes in Education and Training under the Ministry of Education, Research, Youth and Sports, which was designated as executing agency for the new community programs for Lifelong Learning, Youth in Action and Erasmus Mundus, thus facilitating access to the European alternatives and active lifelong learning of the education and training institutions and of the interested persons.

___What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessing learning outcomes from non-formal/informal learning? e.g.:

__ access to education and training programmes; __ admission to exams to acquire formal qualifications/certificates/diplomas;

__ access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).

Please describe those briefly.

National Adult Training Board (NATB) deals with CVT and IVET organised in non-formal or informal contexts. Thus, a person who was already initiated in a qualification may continue his/her training by following an improvement, specialisation or retraining course delivered by providers authorised by NATB. In compulsory education it was developed a system for the recognition of basic education within the frame of the “Second Chance” Programme5. Another option in such cases is to follow training courses by means of work-based apprenticeship to obtain a qualification6. Work-based apprenticeship includes either theoretical and practical training or only practical training7.

Validation of informal and non-formal learning has to date mostly been available in non-academic sectors. Some efforts have been made to bridge VET and higher education.

With regards to recognition of non-formal /informal learning (RNFIL), there is a practical guide for schools which might participate to this recognition as authorised centres for the assessment and certification of professional competences. This authorisation is granted by NATB, as authority for adult training. When schools start activating as assessment centres, those who want formal recognition of the competences they acquired in non-formal/informal contexts will undertake the assessment process leading to this certificate. 4 Quality management / Quality assurance __ Which forms of quality management / quality assurance do exist? Which measures are

used to avoid mislinkings between the NQF and the EQF? __ Have you already identified any mislinkings between qualifications within the NQF and

the EQF? If so, please describe briefly. __ Which strengths and which weaknesses do you see concerning the NQF? In what way do

these strengths/weaknesses influence the referenceability to the EQF?

Romanian Agency for Quality Assurance in Pre-university Education (ARACIP) was set up by Expeditious Ordinance no 75 / 2005; the Agency is responsible for the external evaluation of the quality of education provided by pre-university education institutions and by other education providers, as well as for the authorisation, accreditation and regular evaluation of pre-university education institutions. The same ordinance provided for the setting up of the National Agency for Quality Assurance in Higher Education - ARACIS whose mission is to perform external evaluation of the quality of education provided by higher education institutions and by other providers of initial and continuing education and training programmes specific to higher education. Quality assurance in education is learning outcomes-oriented. Quality in education 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/ 08.09.2005 6 Government Ordinance no 129/2000 on adult training 7 Law no 279/2005 on work-based apprenticeship

A National Group for Quality Assurance was created to promote and develop specific instruments for quality assurance in vocational education and training (VET); GNAC intends to support the application at national level of the European Common Quality Assurance Framework in VET - CQAF. GNAC includes representatives of ARACIP, NCTVETD, NATB as well as of the two ministries involved in education and training policies: MERI and MLFPS which intend to adopt a national quality assurance framework.

Annexe 1

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Template for an overview of NQFs in France Work package 3:

Referenceability of National Qualification Frameworks 1 Structure and levels of NQF __How many levels does/will the NQF have? Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency, coherence), a focus on regulating the existing system (quality, accountability) or a focus on transforming system (new standards and new provision)? French NQF levels

(approuved decision from «permanent groupfor the vocational training and social promotion” (1969, march 21st )

LEVELS DEFINITIONS COMMENTS V Staff occupying jobs normally requiring a

level of training equivalent to that of brevet d'études professionnelles (BEP) or that of certificate d’aptitude professionnelle (CAP), and that of certificat de formation professionnelle des adultes (CFPA) (CFPA) of first degree .

This level corresponds to a full qualification for the exercise of a well-defined occupation with the ability to use instruments and related technology. This activity is mainly a work of performance which can be autonomous within the limits of the techniques which are linked to it.

IV Staff occupying jobs of control or highly skilled worker who can attest to a level equivalent to that of the Brevet Professional (BP), the brevet de technicien (BT), the bachelor's degree (general or technologic)

Qualification level IV requires more knowledge than the previous level. This activity involves mainly technical work which can be executed independently and / or the worker can have supervisory responsibilities (control) and coordination reponsabilities

III

Staff occupying jobs that normally require the level of training of diploma of University Institutes of Technology (DUT) or brevet de technicien supérieur (BTS) or end of first cycle higher education.

Qualification Level III corresponds to the knowledge and ability of a higher level, without including the knowledge linked to the foundations of the scientific fields. The required skills and knowledge allow to ensure the responsibilities of design and / or supervision and / or management, with autonomy and independence

II Staff occupying jobs normally requiring a level comparable to that of a “licence” or “maitrise”

This level of qualification involves the scientific foundations of the profession, generally leading to autonomy in the exercise of this occupation

I Staff occupying jobs normally requiring a better level than the one concerning the “maitrise”.

In addition to a stated knowledge of the scientific basis of an occupation, qualification level I requires the mastery of design or research processes.

Source CNCP (National commission for vocational certifications)

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But since 2002 a new classification is used for Higher Education with the 3 levels linked to degrees (in French Licence, master Doctorat) which are integrated to this grid. A project of a new integrative grid is in progress actually to be applied to the whole NQF. __ What kind of descriptors are/will be used (learning outcomes, dimensions)? The descriptors which have to be used in the NQF are very closed to the 3 EQF descriptors. But such descriptions are very new and though a great invest was done to escape from training programme, all the awarding bodies did not completely succeeded to reach such goal especially in universities area. : __ Are the same descriptors used for all qualifications/sectors? In theory yes, but there are no levels linked to sectoral qualifications. For all the qualifications the same grid is applied to provide information about the learning domains described in terms of 96 general academic and professional fields (NSF (Nomenclature des Spécialités de Formation) For countries that already have an NQF or plan to introduce an NQF: __ Are there already revisions of the NQF planned? If so, please describe. Yes

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2 Segments of the educational system __ Which segments of the educational system are differentiated in your country (e.g. General


There are many systems of qualification in France if we consider that a qualification refers to the act which consists in evaluating the skills of an individual against a “standard” defining the nature of those skills, the criteria used to assess the possession of those skills, the methods of evaluation and the actors competent to evaluate. In 2002, the Law of January 17 allowed the creation of a National Vocational Qualifications Repertory (repertoire national des Certifications Professionnelles – RNCP) to make an official inventory of all the qualifications delivered in France corresponding to this definition. In addition, to be included in, the qualification must proposed certification process concerning formal, non formal or informal learning, and especially a specific procedure named « validation des acquis d’expérience » (VAE) for the non formal and informal learning recognition. Three kinds of qualifications are defined to be registered:

- qualifications delivered by the ministry of Education and 6 other ministries which have specific committee composed by representatives of the State and the social partners in charge specifically of agriculture, culture (only for some qualifications), employment, health, social affairs, youth and sports)

- qualifications delivered by sectoral branches and decided through a social partners agreement - qualifications delivered by other ministries, public or private institutions or chambers of

commerce.

All the segments of educational French system (VET for young people and adults, Higher Education, sectorial qualification…) are integrated in the NQF. 3 Referencing the EQF __ Which tools are used to create an interface to EQF? The CNCP ‘National commission for vocational certifications) is the main actor : Created by the Social Modernization Act No. 2002-73 of January 17, 2002, the National Commission of professional certification is under the authority of the Minister responsible for vocational training. Its mission:

− Inventory professional qualifications in the national directory of professional certifications : (RNCP)

− Inform people and companies on qualifications and certifications listed in the RNCP and on the certifications recognized in the European community,

− Ensure coherence, complementarity and renewal of diplomas and qualifications and their adaptation to changes in qualifications and work organization,

− Give public advice before the creation of new professional qualifications to be registered in the RNCP,

− Achieving public assessment of vocational qualification certificates,

1 Dual system: In countries such as in Austria or Germany apprenticeship training takes places at two different sites: company-based training of apprentices is complemented by compulsory attendance of a part-time vocational school for apprentices [“Berufsschule”]. Thus, apprenticeship training is also referred to as “dual vocational training system” or as “dual system”.

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− Make recommendations to institutions elaborating new vocational certifications − Report any total or partial possible matches between certifications registered in the directory,

and other certifications including European ones − Develop a new classification of levels of certification in relation to jobs. − Develop a new classification of levels of certification in relation to jobs. − Validate or propose levels of certifications on the NQF

Under the authority of his President, the CNCP is works with a specialized committee, a permanent secretariat and a network of regional correspondents. It contributes to international work on transparency of qualifications. The Repertory (RNCP) thus represents a reference tool for all stakeholders involved in the employment-training relationship at a national and international level, both for the general public and for enterprises. __ How are interfaces between the NQF and the EQF defined? How is it managed?

All the vocational certifications listed in the RNCP must possess a level in the French list to enable a correspondence with the EQF to be established.

The correspondence between the French list and the European framework is established using a conversion table elaborated by the members of the CNCP. For higher education certifications, the implementation of the LMD process is taken into account

For certifications issued in the name of the French State, each certifying legal authority (such as ministries...) is responsible for its positioning on the national level. For certification registered upon request, the CNCP proposes the level on NQF. __ How are learning outcomes from EQF accredited in the NQF? There is No transcription from EQF to NQF (?) __ How are qualifications from an education abroad generally accredited? Who is responsible for

those definitions and accreditation There is no automatic accreditation except for some regulated profession or international agreement- Enic Naric is the referent structure which is involved in the process of recognition for individuals.

The ENIC-NARIC France is the French information centre for the academic and professional qualifications referencing.

− It draws up certificates of referencing of study levels for foreign qualifications − It provides information on the procedure for obtaining recognition of French qualifications

abroad − It provides information on the procedures to follow in order to work in a regulated profession

The recognition is linked to the purpose of the demand studying? working ? If studying Enic-Naric +each school or university decide to recognize (or not to recognize) the diploma that the student has shown in order to continue his studies.

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If working :

- The profession is regulated: The ministry in charge of regulatory, through the transposition of Directive 2005/36, tells the worker the conditions that allow him to practice in France

- The profession is not regulated: Each company decides to recognize (or not to recognize) the diploma

__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within the formal education and training system for easing access to education abroad? Please describe those briefly.

Institutional actors (branches organizations, Regional councils…), National Leonardo Agency are the main institutional bodies who can fund mobility projects, easing access to education abroad. __ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for

accessing learning outcomes from non-formal/informal learning? e.g.: __ access to education and training programmes;

VAE = validation of acquired skills (through experience) any level to acquire directly part of or

total diploma VAP = validation of vocational skills (as a worker) to acquire part of a diploma to get access to

continuous training at University DAEU = diploma to access studies at University (access to higher education without the “baccalauréat”).

__ admission to exams to acquire formal qualifications/certificates/diplomas;

Candidature libre (free candidature at exams) __ access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).

Please describe those briefly. VAE = validation of acquired skills (through experience) By focusing on the validation of the learning outcomes through the deliverance of a "qualification", and no longer on training, the emphasis is now about the demonstration of the achievements of learning formal; non formal or informal after experience as well as after training. VAE provides all or part of a professional certification based on experience, as salaried employee, self-employed (craftsman, farmer ...) and/or volunteer (association, trade-unions...) and / or voluntary, or elective activity, if the targeted certification refers directly to the related experience. See:

- www.wae.gouv.fr - http://www.education.gouv.fr/cid1106/la-validation-des-acquis-de-l-experience-vae.html - http://www.francevae.fr/

VAP = validation of vocational skills (as a worker, to validate part of a diploma to go on or get access

to studies in “continuous training” at University)

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La Validation des Acquis Professionnels (VAP) : this procedure (under law of 1985) can give access to the preparation of a degree for which the lower-level qualification is not held by the candidate. DAEU (Diplôme d'accès aux études universitaires = diploma for access to University) Le D.A.E.U. gives the same rights as the baccalauréat, especially in terms of access to higher education.. The D.A.E.U. is for people who interrupted their studies without a baccalauréat diploma and who want to:

- go to university (higher education training) in the purpose of getting back to work in a better context ;

- acquire a degree enabling them to pass exams for which the baccalaureat is a pre-requisite, as they don’t get it

- obtain a diploma certifying their level of general culture. 4 Quality management / Quality assurance __ Which forms of quality management / quality assurance do exist? Which measures are used to

avoid mislinkings between the NQF and the EQF? __ Have you already identified any mislinkings between qualifications within the NQF and the

EQF? If so, please describe briefly. __ Which strengths and which weaknesses do you see concerning the NQF? In what way do these


The RNCP takes into account very carefully the quality of the process for construction of the certification and The methodology for drawing up vocational certifications and external analysis by outside organizations constitute the quality criteria for the register.

Certifications issued in the name of the French State

The certifications produced by the ministries and created in accordance with the recommendations made by consultative bodies bringing together the organizations representing employers and employees are entitled to be listed in the RNCP. The diplomas and qualification documents for vocational purposes as issued by the French State and in its name are drawn up by consultative vocational committees that bring together all the social partners to create and update the various certifications They are made up of representatives of the employers, employees, public authorities and qualified persons, and they are divided up into the main fields of economic activity. Their members issue recommendations concerning the opportunity of creation, renovation or deletion of a diploma, and subsequently on the contents of the registers.

Diplomas of higher education issued in the name of the French State

The entitlement to registration concerning national diplomas of higher education stems from the fact that the French State guarantees them via the evaluation and approval procedures. The educational, training or diploma projects drawn up by the establishments are evaluated by various national bodies such as Agency for evaluation of research and higher education (AERES) and Engineering certification committee (CTI which are members of the ENQA, the European network for quality assurance in higher education.

For private and sectoral certifications, there is a specific procedure of registration "on request"..

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In the French approach quality assurance about qualifications is based on two main axes: - coherence with the social and economic needs.. Qualitative and quantitative enquiries are done

by specific institutions such as CEREQ in order to verify the real impact of the qualifications2 - coherence of engineering between the standards and the assessment procedures. That means that

the combination of activities and competencies aimed by the qualification permits the definition of LO and the organization of assessment with appropriate criteria

Quality of the French training system The French education system is highly centralised. The Ministries of Education and Agriculture recruits, appoints and allocates all staff (teaching, administrative and supervisory), decides on curricula, timetables, diplomas and examination procedures and all matters related to ensuring a suitable level of education. Private schools recruit directly their own staff but the curricula and examination procedures are supervised by the government. The school system is assessed by the regional director of education, recteurs Administrative marks are given, which have an influence on the careers of those concerned. The school system itself is evaluated by general inspectorates, reporting directly to their Ministry, when the diplomas involved are governed by the Ministries of National Education and Agriculture. The general inspectors take part in evaluating the school system as a whole, in particular the secondary schools. The quality of the working conditions in enterprises in ensured by Labour inspectors, reporting to the ministry in charge of labour. Apprenticeship is evaluated by specific "apprenticeship inspectorates", inspecteurs de l'apprentissage,reporting directly to their regional authority. These inspectors have vocation to evaluation of management, educational methods, foundings. The quality of the working conditions in entreprises is ensured by Labor inspectors, reporting to the Ministry in charge of Labour. In the higher education system, a National Evaluation Committee (AERES) on Public Scientific, Cultural and Vocational Establishments, an independent authority, is responsible for examining and assessing all undertakings carried out by the universities, schools and teaching establishments governed by the Ministry in charge of Higher Education. It assess the quality of research and education, training for instructors, continuing training, personnel management, student admission and integration, integration into the local community, and national and international prestige.

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Template for an overview of NQFs in Italy Work package 3:

Referenceability of National Qualification Frameworks 1 Structure and levels of NQF For countries that already have an NQF or plan to introduce an NQF: __ How many levels does/will the NQF have? The structures of the NQF levels and level descriptors have not yet been defined, although there are components in place, e.g. in HE and more recently at upper secondary level. Italy uses a learning outcomes approach and the EQF level descriptors as a basis for further developments. The national coordination point is currently working on this topic. __ What kind of descriptors are/will be used (learning outcomes, dimensions)? In the QF for HE, Dublin descriptors are used nationally for three cycles agreed within the Bologna process. More specific descriptors are being defined for each programme by universities. Short cycle qualifications will be defined by subdescriptors taking into account differences in specific elements of qualifications (e.g. workload, length, access etc). __ Are the same descriptors used for all qualifications/sectors? Nothing has been decided about that. Probably, while the aim is to overcome diversities and develop a common and shared language, the same descriptors will be used for all qualification/sectors. __ Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency,


The NQF’s typology will have a focus on coordinating the existing systems, especially for what concern transparency and coherence of qualifications. __ Are there already revisions of the NQF planned? Work is in progress. 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. General



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The education system includes the following at present: # Scuola dell'infanzia (non-compulsory) for children between 3 and 6 years of age. # First cycle of education (length: 8 years), organised in Primary Education for children between 6 and 11 years of age, which lasts 5 years, and Lower Secondary School for children between 11 and 14 years of age, lasting 3 years. # Second cycle of education consisting of two different pathways: the first is Upper Secondary School, which falls under the responsibility of the State, lasts 5 years and is addressed to students from 15 to 19 years of age. This level of education is provided by Licei, Technical Institutes, Art Institutes and Vocational Institutes. Vocational and Art Institutes also offer three-year courses. The second pathway is Initial Vocational Training (three-year courses) for students who have completed the first cycle of education and is organised by the Regions. # Post-secondary non-tertiary education, within the higher technical education and training system (Istruzione e Formazione Tecnica Superiore – IFTS), offers higher technical education and training pathways and courses provided by Higher Technical Institutes (Istituti Tecnici Superiori – ITS). # Higher education sector consisting of University and non-University Higher Education. The higher education system is divided into State and non-State establishments. 3 Referencing the EQF __ Which tools are used to create an interface to EQF? In order to set up the EQF, the national authorities of each country have been requested to establish links between their own systems of qualifications and the Single Framework itself.

school for apprentices [“Berufsschule”]. Thus, apprenticeship training is also referred to as “dual vocational training system” or as “dual system”.

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Italy’s response to the request from Europe became concrete in 2007, when a committee for the construction of a national system of minimum professional, certification and training standards, promoted by the Minister of Labour, started work. The committee has the objective of defining a national standards system coherent with the setting up of the EQF. The committee members are the Ministry of Education, the Ministry of Universities and Research, the Regional Councils, the Independent Provincial Councils and social partners. Italy started preparing a common methodology, including a national learning outcomes approach, providing the basis for closer integration of the different parts of the qualification system. An inventory of regional standards of competences was prepared and methodology successfully tested in tourism and mechanical sector. Other sectors (e.g. chemical, food and agriculture) are about to be mapped with the same methodology. Some Regions adopted regional standards using the same methodology. Furthermore, currently the ISFOL is supporting the Ministry of Labour in creating a national database of job descriptions and standards (occupational and training standards) developed in Italy in recent years, which are clustered in 24 economic and professional areas. __ How are interfaces between the NQF and the EQF defined? How is it managed? How are learning


The development of the NQF in Italy is running a new evolution phase due to: - the progress of the national reforms in the field of education, VET system and the labour market; - a stronger dialogue among institutions and competent bodies on the implementation of the System (coherent with the EQF); - the EQF Recommendation commitments; - a concrete impulse in the activities of the “National Table/Committee”, launched in 2006 by the Ministry of Labour for the definition of the Italian NQS. In this new phase criteria and priorities settled are: - to preserve specific characteristics of sub-systems and regional frameworks; - to overcome diversities and develop a common and shared language (focused on learning outcomes); - to guarantee transparency, legibility and quality procedures; - to take into consideration European issues and deadlines; - to develop cooperation with other national agencies in EU involved in the definition of their NQFs. The “National Table/Committee” started to work on NFQ and it is still working on it. The “National Table/Committee” is promoted by the Italian Ministry of Labour and is composed by: Ministry of Labour, Ministry of Education, Employers Representatives, Trade Unions and Local Authorities (Regions, Autonomous Provinces). ISFOL at national level and Tecnostruttura at regional level, are the scientific and methodological bodies that support the Italian policy in this field. The Ministry of Education, University and Research and Ministry of Labour and Social Policies are leading the NQF development and implementation process in agreement with the Regions and Autonomous Provinces and the social partners. At the technical level, ISFOL (the national institute for development of vocational training) is involved in implementing the national methodologies and coordinates sectoral and professional expert groups involving social partners. The monitoring of the implementation of the NQF to prepare the referencing process to the EQF will be operated by the Ministry of Labour and the Ministry of Education, with the support of the NCP appointed at ISFOL. The concept of “qualification” has several meanings and different uses in Italy: - it is the formal output of a learning and/or certification/validation process (titoli e qualifiche) such as: attestato di qualifica, diploma, laurea, etc…, delivered by a authorized institutions; - qualifica has always been used in the VET system, and its use in ED and HE needs an effort of adaptation; - it defines professions and levels (qualifica) in the national collective agreements;

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- it is independent from learning/training pathways, and can be reached through different pathways (school, university, VET and non-formal and informal contexts). The concept of validation/certification only recently has entered the Italian culture. It is a process that: - incorporates the processes of both assessment (“valutazione”) and certification; - refers mainly to qualifications acquired in Formal, Non-Formal and Informal contexts, assessed and recognized by authorized bodies with respects to predefined standards. Apart from different uses and difficulties, the Italian approach seems to be: - shifting from input to output of the learning process; - improving coherence with the EQF concepts in the sub-systems and especially in VET; - need to be supported by a homogeneous approach of a National Qualifications Framework.


formal education and training system for easing access to education abroad? Please describe those briefly. For what concerns legal regulations and measures for easing access to education abroad, actually, nothing has been done about that. Nevertheless, there is a strong dialogue among institutions and competent bodies on the implementation of the system. __ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessing

learning outcomes from non-formal/informal learning? e.g.: __ access to education and training programmes; __ admission to exams to acquire formal qualifications/certificates/diplomas; __ access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).


EQF

Training standard

ECVET

EQF

EEuurrooppaassss8 levels based on

learning outcomes

Professional standardsbased on competences

UE

ITALY

Key Competences

NQF

Standard for certification

Common principles of Validation

Citizen portfolio

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The relationships between the State and the Regions concerning the governance and institutional issues are currently being discussed. On 17 February 2010, an important agreement between Ministry of Labour, Regions and Social Partners was signed in relation to the training policies to be jointly implemented through the current year. This agreement called Guidelines for Training in 2010 sees the national qualification system in a wider European context and underlines the key role to be played by a learning outcomes approach in aiding individual learning. Also, recognition of non-formal and informal learning has been mentioned within these guidelines as a strategic focus in the perspective of human capital competitiveness and lifelong learning aims. A concrete result of the development processes, on the way since 2006, is the recent reform in upper secondary education introducing new levels defined by learning outcomes and reflecting the EQF level descriptors. It introduces three main secondary school pathways: general (lycées), technical and vocational education pathway, leading to five-year diplomas and learning outcomes linked to the EQF. Moreover, the vocational education and training system managed by Regions will operate according to agreed national standards (consistent with the EQF levels). Three-year vocational qualifications and four-year vocational diplomas will be awarded. The implementation started in September 2010 and will continue up to 2013. Levels and level descriptors are seen as important for placing programmes in a more coherent way and to show progression routes between programmes. The Italian education and training system has introduced the learning outcomes approach at national and regional levels, with each subsystem having its own characteristics. The upper secondary education system has recently aligned qualifications and curricula to the EQF learning outcomes structures. In February 2010, the reform regulation of the upper secondary education system was adopted. In the vocational training system, where the Regions have the main responsibility, according to the reforms of the Italian Constitution (National Law No 3, October 2001, concerning Modifications of V Title of second part of Italian Constitution) an update of the local qualification system adopting the learning outcomes approach has been launched. Curricula will be redesigned according to EQF indicator and descriptors. Three-year vocational qualifications and a four-year vocational diploma will be awarded. The higher (non-academic) professional education and training pathway (IFTS) uses a national standard system based on competences since 2000. Moreover, after the Decree of 25 January 2008, the National Committee on IFTS agreed to update the standards to make them more coherent with the learning outcomes approach. There will be a regional supply of training courses in IFTS (one year) and a national supply of IFTS courses (two years). The one-year courses are already based on national standards of profiles and competence units of learning outcomes; however, they will be implemented in accordance with the local needs. The two-year courses will soon be based on learning outcomes standards. In academic education (universities) the policy-makers strengthened the need to align diplomas and certificates to the commitments of the Bologna process. In particular, the National Decree that reforms the academic system (first cycle, three years) and Laurea Magistrale (second cycle, two years) states that the new programmes have to be based on learning outcomes compatible with Dublin descriptors. The enterprises involved in the reform of the university system agreed on the learning outcomes approach, considering it very close to the labour market. 4 Quality management / Quality assurance __ Which forms of quality management / quality assurance do exist? Which measures are used to avoid

mislinkings between the NQF and the EQF? The National Table/Committee revealed the need of involve a Quality Reference Point to avoid mislinkings between the NQF and the EQF and for the link with the EU guidelines, but nothing has been yet developed. __ Have you already identified any mislinkings between qualifications within the NQF and the EQF? If

so, please describe briefly.

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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 these

strengths/weaknesses influence the referenceability to the EQF? The establishment of the NQF is a very important national issue to give individuals a transparent way to obtain 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 in the complexity of the relationships between the State and the Regions (some regions are working to establish their own regional qualifications systems). This reform, combined with the autonomy of several stakeholders (autonomy of the regional authorities in regulating training; autonomy of universities 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 should constitute the ‘real infrastructure’ for different educational and labour market policies. Language differences and use of coherent concepts across sectors and stakeholders cause some challenges. Recently introduced education and training reforms gave an indication that Italian VET and HE systems are increasingly being aligned with the European objectives on transparency and comparability expressed by Bologna process and the EQF.

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Template for an overview of NQFs in Malta Work package 3:

Referenceability of National Qualification Frameworks 1 Structure and levels of NQF For 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 for

general, 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 education qualifications and VET qualifications. General education qualifications and VET qualifications with the same MQF Level enjoy the same parity of esteem. The existing system of qualifications has been given a visible structure with benchmark qualifications placed in the different levels of the MQF.

(b) The benchmark qualifications in the MQF are used as a measure which indicates the level of difficulty and the expected workload of any particular level. The MQF has a regulatory function as all level rated qualifications undergo a quality process. There are two different level 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 after

the Malta Qualifications Recognition Information Centre (MQRIC) confirms that the qualification in question is mutually recognised. There are a number of standards which home-grown qualifications must satisfy, which have to be approved by MQC and by an independent evaluator representing a Designated Authority or an academic/professional expert if no such authority 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 Malta Qualifications Framework: a proposal”. The Council is proposing the shift from a National Qualifications Framework to a National Qualifications and Credit Framework whereby short courses with a minimum of four ECTS credits can be level rated to any of the levels from one to seven of the MQF. This proposal is the result of demand from students and public and private training providers including employers who believe that all learning must be valued in order to enhance Lifelong Learning.

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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. General


The Malta Qualifications Framework (MQF) has two learning pathways from Levels 1 to 5 with General Education on the left and Vocational Education and Training on the right. From Level 6 to Level 8 the dividing line between General Education and VET does not exist thus indicating that there is one Higher Education area in Malta.

Academic degrees achieved from the University have the same parity of esteem as professional degrees achieved from the VET Institutes. Some of the VET courses operate the dual system and students benefit from hands-on experience in industry.

Adults over twenty three years of age benefit from the maturity clause and can have access to University and any VET Institute following an aptitude test. The availability of part-time courses in public and private institutions encourage many adult learners to invest in their continuous professional development by taking on further and higher education while they work. In 2010 there was a rise in the demand for short courses for adult learners who can attend courses either during the day or in the evening in a number of subjects to achieve the Key Competences in MQF Levels 1 to 3. The Employment and Training Corporation and the Directorate for Lifelong Learning of the ministry of Education, Employment and the Family offers a number of qualifications to the unemployed as well as to those who are in employment but 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 qualifications that 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 are

learning outcomes from EQF accredited in the NQF? How are qualifications from an education abroad generally accredited? Who is responsible for those definitions and accreditation?

The MQF and the EQF both have eight levels of difficulty defined in learning outcomes. They describe Knowledge, Skills and Competences that individuals should achieve at the end of a learning process. They indicate the level of autonomy and supervision needed in the lower levels and they indicate how the learner can act as a supervisor or manager of people or projects from Levels 4 upwards.


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The Malta Qualifications Council (MQC) is the National Contact Point (NCP) of the Malta Qualifications Framework (MQF) and the European Qualifications Framework for Lifelong Learning. Consultation meetings and events leading to the launching of the Malta Referencing Report (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 of foreign qualifications. The Malta Qualification Recognition Information Centre (MQRIC) which is a member of the NARIC-ENIC Network has a standard procedure to verify the quality of foreign qualifications which may or may not be offered in Malta. The MQRIC Officers check that the awarding institution is accredited, that the particular qualification is also accredited and check whether the qualification is level rated. Most of the foreign qualifications originate in the United Kingdom therefore the QCF Level is translated to the EQF Level and therefore to the MQF Level. There are however a number of sectoral qualifications which are accredited and internationally recognised but they are not level rated to the EQF. If the qualifications are awarded by institutions outside the United Kingdom, the MQRIC Officers refer to the NARIC-ENIC counterparts for information about institutions and specifically about qualifications. If qualifications are accredited by the country of origin and benefit from mutual recognition, these are level rated to the MQF and the EQF through a formal protocol between MQC and the education and training provider representing the foreign awarding body. Over 6000 qualifications are processed through this Office every year.

__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist

within 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 to achieve a foreign qualification. Education and Training providers have to be officially licensed by the Ministry of Education, Employment and the Family. The University of Malta (1592) was one of the first Universities in Europe to introduce the European Credit System (ECTS) across all its faculties and centres with a few exceptions. The transparency of ECTS credits very much promoted by the Bologna Process not only gives students opportunities for Erasmus exchanges but also to study abroad following completion of their studies in Malta. Although ECVET is in its early stages in the local institutions and there are no programmes such as the ERASMUS for higher education students, opportunities for apprenticeship overseas do exist for VET students. Since the launching of the MQF in 2007 qualifications that are used as benchmarks in the MQF give a transparent value and visibility to qualifications thus enhancing mobility of students. The Government of Malta awards the following sponsorship schemes to encourage mobility of students:

(a) Malta Government Scholarship Scheme (MGSS) – targets undergraduate and post-graduate students;

(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 for accessing learning outcomes from non-formal/informal learning? e.g.:

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__ access to education and training programmes; The Malta Qualifications Council obliges all public and private education providers to give access to students who demonstrate achievement in informal and non-formal learning. The University of Malta and all VET Institutes in Malta have a maturity clause which gives access to adult learners over the age of twenty three. This however doesn’t give an automatic access the admissions board ask the applicants to sit for a formal assessment and sometimes some formal qualifications are also required to show that there is a sound academic background. The Employment and Training Corporation (ETC) has a system of trade testing so that following assessment adult learners achieve access to particular courses depending on their level of ability. Such an assessment is also available for admission to the Key Competences Courses at Levels 1 and 2 and on successful completion adult learners can further their education to the next MQF Level in one of the VET institutes or can proceed to the general education route by sitting for the Secondary Education Certificate (SEC) examinations. The MQF is by exit point and entry requirements are always at the discretion of the education and training providers concerned. __ admission to exams to acquire formal qualifications/certificates/diplomas; A new Legal Notice on the Validation of Informal and Non-Formal Learning is being drafted so that there will be the proper setup to make a formal assessment of the informal and non-formal learning. Sector Skills Council will be established so that representatives of education and industry will make a formal assessment on the basis of Occupational Standards. The Trade Testing mechanism described above will be absorbed by the structure of the Sector Skills Council as there will be a single set of national occupational standards and one national Council per sector. __ access to other forms of validation or transfer of learning in order to obtain a formal qualification (partial or full).

Please describe those briefly. An innovative feature of the School Leaving Certificate which was launched in October 2009 is that

the transcript will not only show a record of formal achievements, but it will also include a positive list of personal qualities, informal and non-formal learning. Thus at the end of compulsory education the learners will show the employer that the sixteen year old has achieved a holistic education. The School Leaving Certificate is referenced to a full MQF and EQF Level 1.

All home-grown qualifications have an element of informal and non-formal learning as formal

learning that takes place in class is complemented by hands-on learning. Home-grown qualifications can be either full or partial depending on the workload translated into ECTS/ ECVET credits.

4 Quality management / Quality assurance __ Which forms of quality management / quality assurance do exist? Which measures are

used to avoid mislinkings between the NQF and the EQF?

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The level rating of qualifications to the MQF is considered as a quality assurance mechanism. Only foreign qualifications which are mutually recognised can be incorporated in a protocol where foreign awarding bodies are represented in Malta. Home-grown qualifications must satisfy number of standards by filling in a standard application form which includes the learning outcomes and has to be approved by MQC and by an independent evaluator representing a Designated Authority or an academic/professional expert if no such authority exists.

When a protocol is signed between MQC and the public or private education and training providers the level rated qualifications are listed in the Malta Register of Regulated Qualifications which is available on the MQC website. This Register shall eventually evolve into a Database with the learning outcomes and details of all regulated qualifications.

The level of difficulty of any home-grown qualification is confirmed after consulting the EQF and

MQF level descriptors. __ Have you already identified any mislinkings between qualifications within the NQF and

the EQF? If so, please describe briefly. NOT APPLICABLE __ Which strengths and which weaknesses do you see concerning the NQF? In what way do

these strengths/weaknesses influence the referenceability to the EQF? Strenghts: The fact that the level descriptors of the NQF are also referenced to the Qualifications Framework

for the European Higher Education Area (QF-EHEA) and distinguish between the following types of skills makes the level descriptors more user-friendly and less generic:

Applying Knowledge and Understanding; Communication Skills; Judgmental Skills; and Learning Skills This strength does not influence the reference capacity to the EQF as all the categories of Skills of

the MQF are referenced to the Skills section of the EQF. Weakness: As originally launched in 2007 the MQF did not give qualifications a credit value to the level rated

qualifications, thus this meant that only full qualifications can be referenced to the MQF. However, following demand from stakeholders particularly students and education and training

providers including employers MQC felt that this need to acknowledge partial qualifications translated in ECTS credits should be addressed. Therefore this weakness was transformed into a challenge to give value to all learning and reduce the number of dead-end qualifications. In December 2010 the Malta Qualifications Council will launch a consultation document entitled: “Classifying Qualifications: A National Awards System Referenced to the Malta Qualifications Framework: a proposal”. Through the use of credits persons with special needs particularly those with mental disability are motivated to achieve partial qualifications at MQF Levels 1 and 2.

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Through the use of ECTS and ECVET credits there will be more harmonisation in Education in Europe. Users of qualifications will be using the same language and the EQF will be functioning as a real bridge between the different education systems across Europe and beyond.

Template for an overview of NQFs in Greece Work package 3:

Referenceability of National Qualification Frameworks

10 December 2010

Work Package 3: Greece

Introduction

- Greece is in the process of developing a National Qualifications Framework, which will include all parts and levels of education, training and qualifications system.

- The Ministry of Education, Lifelong Learning and Religious Affairs monitors the development of the Hellenic Qualifications Framework, as well as co-ordinates the stakeholders such as the delegates of national and EC collective bodies, education and training bodies, social partners, chambers and so on.

- A working paper on Hellenic Qualifications Framework development was prepared by a high level committee and presented for open public consultation from March to September 2010. The comments received during the public consultation are available at the following web address: http://www.opengov.gr/ypepth/?p=43

- The new law on lifelong learning (Law 3879/2010) that was adopted in September 2010 among other issues provides the legal framework for the NQF implementation.

- The General Secretariat for Lifelong Learning of the Ministry of Education, Lifelong Learning and Religious Affairs is the National Coordination Point for NQF.

1. Structure and levels of the Hellenic Qualifications Framework Levels that the Hellenic Qualifications Framework will have

- According to the public consultation paper the Hellenic Qualifications Framework will be a comprehensive framework covering all parts and levels of education and training. An eight-level structure has been suggested reflecting existing education and training systems in Greece. The eight levels are described through learning outcomes (knowledge, skills and competences).

Descriptors that will be used

- The descriptors used define the levels of the Hellenic Qualifications Framework indicate the learning outcomes that correspond to the

qualifications required for each level are defined in terms of knowledge, skills and competences

Same descriptors used for all qualification/sectors?

- All the descriptors are defined in terms of knowledge, skills and competences

NQF’s typology It is agreed that the Hellenic Qualifications Framework will:

increase coherence and consistency of the national qualification system and reduce fragmentation of current subsystems improve access and progression possibilities, eliminate dead

ends and foster lifelong learning opportunities develop coherent approaches and procedures to certification

and quality assurance cater the need of having a solid basis for the development of

recognition for non-formal and informal learning 2. The Structure of the educational system in Greece General Education

- upper secondary education Geniko Lykeio (High School) EPAL (Vocational Lykeio / Technical Vocational Educational

Lykeio) (see also Vocational Training) EPAS (Vocational School / Technical Vocational Educational

School) (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 Lifelong

Learning) Special Interest Gymnasio (e.g. Music Gymnasio)

- primary education Dimotiko

- pre-primary education Nypiagogeio

Higher 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 (Training

Centers) 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 non-

formal) services (e.g. cultural institutions), as well as structures that provide general adult education services (e.g. Second Chance Schools) Bodies that provide counseling services or bodies that provide

vocational guidance KPA (Centers for Promotion of Employment) Public sector bodies and bodies of the wider public sector that

provide non-formal education to the employees of the public and the wider public sector respectively (e.g. EKDDA), as well as bodies formed by professional associations and chambers that provide non-formal education to their members (e.g. IEKEMTEE AE) Bodies which are formed by third level trade union organizations

and employers who co-sign the national general collective occupational 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 Educational Lykeio) EPAS (Vocational School / Technical Vocational Educational

School) EPAS – OAED (Manpower Employment Organisation) IEK (Vocational Training Institutes) KEK (Vocational Training Centres)

3. Referencing the EQF The referencing of the national qualifications system levels to the EQF should take place in 2011.

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Template for an overview of NQFs in the Netherlands Work package 3:

Referenceability of National Qualification Frameworks 1 Introduction: current status of the Dutch referencing process - NLQF

The Dutch Ministery of Education has developed the draft NLQF. This draft was presented to stakeholders at six round table conferences at several locations in the Netherlands in October 2010. The meetings were meant to inform stakeholders on the development process, the decions made, the outcomes, the following process and to reflect on the developed NLQF. Board members and directors of educational institutions in different sectors, heads of private educational institutions, regional directors of UWVs, labor representatives, industry and sector organizations were invited to join the conferences. Via a digital form one can still comment on the eloboration of the NLQF.

The next step is to set the conditions and procedures for the referencing of non-formal education. A commission will advise the Minister of Education, and then the Minister will set the NLQF. As foreseen the Minister of Education the adoption of the NLQF will be spring 2011, after which the NLQF will be presented to the European Commission. After the setting of the NLQF the connection between NLQF levels and EQF can be made. A National Coordination Point (NCP) will be installed. This NCP will have the responsibility for the scaling of all new and adjusted qualifications in the NLQF including formal and non formal qualifications.

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1 Structure and levels of NQF For countries that already have an NQF or plan to introduce an NQF: How many levels does/will the NQF have? The NLQF will consist of 10 levels. What kind of descriptors are/will be used (learning outcomes, dimensions)? A framework consisting of 6 descriptors has been developed. The descriptors are:

• Knowledge and judgements refers to the knowledge component • Skills – applying knowledge refers to skills • Skills – problem solving capacities refers to skills • Skills – learning capacities • Responsibility refers to the responsibility and competences • Communication In the framework each education level is described in connection with the EQF level. The charateristic key words in the description of knowledge, skills and competences were used as descriptors of the levels.

The components Skills- learning capacities and communication don’t have a direct connection to the EQF, but are an essential part of Dutch education. The matching of higher education is based on the Bologna process and the Dublin discriptors are incorporated. Are the same descriptors used for all qualifications/sectors? Yes, see explanation above Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency, coherence), a focus on regulating the existing system (quality, accountability) or a focus on transforming system (new standards and new provision)? The focus is on coordination the existing system with the aim of transparancy and coherence. It

describes at each level the characteristics of the level in a similar way as the EQF, using the same vocabular, the description tipifies the level. The descriptions match the language of the qualifications. In the description of the Higher Education Dublin Descriptors are incorporated.

Are there already revisions of the NQF planned? No - see the introduction 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

3

Which segments of the educational system are differentiated in your country? The segments that are differentiated are: • General secundary Education, • VET (including Full time and dual vocational education (BOL &BBL) • Higher Education • Adult Education Non Formal education will also referenced to the NLQF. 3 Referencing the EQF Which tools are used to create an interface to EQF?

• The assignment of the construction of the NLQF determined that the existing levels in vmbo, mbo, havo, vwo, higher education and adult education (the educational system) had to be described with one common language and that logical ranking or juxtapositioning should determine the amount of levels.

• At first a conceptual framework was designed. It was designed as a fundament for the NLQF and to test the NLQF. Experts of the designated educational sectors have contributed to the elaboration of this conceptual framework.

• The existing qualification levels were described in the chosen conceptual framework in the next step and in then in the described round table conferences presented to stakeholders.

• At the moment three documents are available: o Schematisch overzicht van de Nederlandse onderwijssectoren, NLQF en het

EQF A scheme of the Dutch educational sectors and the NLQF and EQF

o Niveaubeschrijvingen NLQF-EQF. A description of the context of the various education using the descriptors of the conceptual framework

o Matrix met niveaubeschrijvingen NLQF. A generic scheme in which the 10 levels are placed next to each other and in which one can see the differences between each

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qualification and the NLQF level

Educatie 1 en 2 = Adult Education Vmbo = prepatory vocational education (part of the secondary general education system) MBO = VET (BOL/BBL) HAVO/VWO = general secondary education HO = Higher professional education and Acedemic Non-formeel = Non formal education

Niveaubeschrijvingen NLQF-EQF

5

Matrix met niveaubeschrijvingen NLQF

How are interfaces between the NQF and the EQF defined? See the first scheme. In the NLQF Education (Adult education) is scaled at level 1 and 2. Level one has no equivalent in EQF. The lowest level, level 1 is scaled under the first EQF level. Vmbo has four educational levels. In the NLQF it is situated at level 2 to 4. Vmbo KB en GL/TL are scaled at EQF 2. These students are allowed to enter MBO level 3 & 4 qualifications. Students with a vmbo BB certificate are allowed to enter a mbo 2 qualification. How is it managed? No answer yet How are learning outcomes from EQF accredited in the NQF? ?

A National Coordination point, which will be implented, is responsible for the grading of qualifications both formal and non formal.

How are qualifications from an education abroad generally accredited?

The National Reference Point (NRP) Netherlands is the contact point for those in search of information on vocational education in the Netherlands and other European countries. The Dutch Ministry of Education has appointed Colo for this task. Colo and Nuffic together represent the national structure for credential evaluation in the Netherlands. It is a close cooperation between

6

Colo and Nuffic. Together they have established the Information Centre for Credential Evaluation. Colo is the association of national Centres of Expertise for Vocational Education, Training and the Labour Market. Colo is responsible for credential evaluations at the level of senior secondary vocational education (mbo), including adult education, and preparatory secondary vocational education (vmbo). Nuffic is the Netherlands Organization for International cooperation in higher education. Within the structure for credential evaluation Nuffic is responsible for evaluations on the level of general secondary education and higher education.

Who is responsible for those definitions and accreditation? The NRP based on the (EU) regulations and in close collobaration with the Ministry of Education. What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within the formal education and training system for easing access to education abroad? NRP Netherlands is part of the European network of NRPs. The objective of this network is to

increase the transparency of national qualifications, which will promote the study and employment mobility within the EU. The website (www.nlnrp.nl) is the first step for finding information on vocational education in the Netherlands. It may also serve as a stepping-stone for finding information on, and making contact with, European partner organizations.

What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessing learning outcomes from non-formal/informal learning? e.g.:


Please describe those briefly. The referencing of non formal education in NLQF has startes or will start soon. 4 Quality management / Quality assurance Which forms of quality management / quality assurance do exist? Which measures are used to avoid mislinkings between the NQF and the EQF? The process of referencing is carefully planned. It started with an advise how to develop and

implement EQF in the Netherlands, including the pitfalls and the problem areas. This advise is the basis of the development, which started with the development of the conceptual framework. Experts from the educational sectors participated in the development of the conceptual framework. Consultation rounds and the possibility to comment on the draft are planned to avoid mislinkings.

After the setting of the NLQF a National Coordination Point will be responsible for the scaling of qualifications.

7

Have you already identified any mislinkings between qualifications within the NQF and the EQF? If so, please describe briefly. Which strengths and which weaknesses do you see concerning the NQF? In what way do these strengths/weaknesses influence the referenceability to the EQF?

• MBO-2 and HAVO/VWO have a the status of ‘start qualification’. This includes that the after 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 4 qualification. In the EQF/NLQF framework vmbo KB and mbo 2 are situated at EQF2/NLQF3. Vmbo GL/TL is situated at EQF2/ NLQF4. This implies the decision that EQF2 will be the

• One of the discussions in VET is that some level 4 qualifications tend to the level of the short cycle. The discussion has been: how can this stated. What features make it a level 5 qualification, what does it mean in inernational terms?

• Another discussion is how to act in case of unbalance between countries? The NCP’s should 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 the focus on training less than half a year. Formal learning and workplace learning isn’t included.

• NLQF is seen as an instrument in LLL, like APL. The scaling of non formal learning in NLQF will make the qualifying results of non-formal education more visible. This effects the accessibility and the possibilities to move on between formal and non formal education and training . It makes the education results more visible for employers. And it will make the qualification results also more visible for employees. Which can be stimulating. It’s can also be stimulating for people who have difficulties with formal learning. NRTO (v/h PAEPON- the organisation which represents the non formal education centres): will perform at least three pilots in different sectors in the next years. In order to gain recognition of sector specific sector certificates in the NLQF in an unambigious way and to make visible the effects of non formal education on qualification results (f.i. raising a level). (KIA advies 2011-2020)

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Template for an overview of NQFs in Spain Work package 3:

Referenceability of National Qualification Frameworks 1 Structure and levels of NQF For 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 correspond

to normal processes with only a limited theoretical knowledge and practical capacity necessary.

_ Level “: Competence in a group of well determined professional activities with the ability to use their own instruments and techniques, which mainly concern a work to be carried out on their own without supervision using these techniques. A knowledge is required of the basic technical and scientific techniques of the activity and an ability to understand and apply the process.

_ Level 3: Competence in a group of professional activities which require expertise in diverse techniques and can be carried out independently. It includes responsibilities such as co-ordinataion and supervision of technical and specialized work. It requires the understanding of technical and scientific basics of activities and the assessment of the process factors and its economic repercussions.

_ Level 4: Competence in a wide range of complex professional activities carried out in a wide variety of contexts and which require connecting variables of a technical, scientific, economic or 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 in a variety of contexts which are often unpredictable and involve planning courses or ideas for products, processes or services. Very self sufficient. Frequent responsibility in delegating resources, 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 already concluded an is current ruling the national VET system. Higher Education part is under construction.

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__ Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency, coherence), a focus on regulating the existing system (quality, accountability) or a focus on transforming system (new standards and new provision)?

All focus are integrated in the Typology: 1- Coordinating the existing system (transparency, coherence): as NQF integrates both VET branch

managed before separately by Ministry of Education and Ministry of Labour 2- Regulating the existing system (quality, accountability): as to implement NQF all qualifications

were unified as far description, managment and review under an specific public Body created for this purpose: INCUAL. The National Institute for Qualifications (INCUAL) was created by the Royal Decree 375/1999, on 5 March. It is a technical instrument, with the capacity and independence of criteria, which supports the Vocational Training advisory board in order to reach objectives of the National Qualifications System and Vocational training. The Organic Law5/2002, for Qualifications and Vocational Training, attributes to INCUAL the responsibility for defining, developing and keeping the National Professional Qualifications Catalogue up to date together with the Module Catalogue for Vocational Training. The rector of the Institute is the General Advisor of Vocational Training, even though it depends organically on the General Secreatary for Education (Ministry for Education and Science), according to what is established in the Royal Decree 1553/2004, on 20 June

3- Focus on transforming system (new standards and new provision): as all qualifications were submitted to detailed review and new provisions and systems were established to recognized non-formal / informal education. A formal assessment and certification process defined at National Level was approved by the Central Government Ministry Council by end of July of 2009: The Real Decree 1224/2009 for Competences Acquired via Labour Experience Recognition. The process is oriented to recognize and to certify competences acquired by non formal education ways at a national level and is based on the NQF.

__ Are there already revisions of the NQF planned? NO. NQF-VET is of recent conclusion. For countries that don’t plan to introduce an NQF: __Are there plans to implement the EQF? If so, please describe. Not applicable. 2 Segments of the educational system __ Which segments of the educational system are differentiated in your country (e.g. General Education,

Vocational schools / dual system2, VET, Higher Education, Adult Education)? Please give a short survey in note form.

The present Spanish Educational System is divided in a general regime (infant education, primary education , compulsory secondary education (ESO) ) , baccalaureate, vocational training and University.


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Education is compulsory between the age of 6 and 16. Vocational training comprehends: Access through Secondary School (medium & higher degrees), or through continuous and occupational training ( provided by private and public organizations).

3 Referencing the EQF __ Which tools are used to create an interface to EQF? The main tool is the National Qualification Catalogue which qualifications therein are assigned specific

levels ( NQF levels) and Spanish NQF levels are already defined and related to EQF levels. ( see frame next question).

__ How are interfaces between the NQF and the EQF defined? Spanish NQF is not concluded yet and covers 2 major areas: VET and Higher Education. VET part of

NQF is the only one already concluded an is current ruling the national VET system. Higher Education part is under construction.

At VET level of Spanish NQF , EQF levels are already related to NQF VET levels as follows:

How is it managed? It is managed INCUAL – National Qualification Institute. The methodology used to refer NQF Levels to

EQF levels is not disclosed to the broad public by INCUAL: Although this reference exists and is published, it is still pending of official legal approval. The legal approval will be obtained once the Higher Education part of the NQF is concluded.

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How are learning outcomes from EQF accredited in the NQF? At VET level of Spanish NQF , EQF levels are already related to NQF VET levels as shown previously. Although NQF Levels are already referenced to EQF levels, it is not in use yet in practical procedures by organizations, educational bodies and systems. How are qualifications from an education abroad generally accredited? Accreditation of Non University Studies: http://www.educacion.es/mecd/jsp/plantilla.jsp?id=64&area=titulos Only Qualifications/Competences obtained via formal education studies can be accredited by the current

formal system ( Formal primary & secondary levels or similar). Accreditation of Non formal competences can be only recognized ( very recently) via The Real Decree

1224/2009 for Competences Acquired via Labour Experience Recognition. The process is oriented to recognize and to certify competences acquired by non formal education ways at a national level and is based on the NQF ( process described on the next topic). As this is a very recent system and it is under implementation, qualifications available to be recognized by the system varies a lot depending on the contry region stage of the system implementation.

Accreditation of University Studies: It is not a straight forward process yet as EQF objectives are meant to be: There are 2 different processes: Homologation: Formal recognition of University Studies that entitle the applicant to follow the formal

studies at this level in Spain.

Any graduates can apply for approval of foreign higher education diplomas obtained abroad. The approval granted in Spain official validity of higher education diplomas obtained abroad. An approved foreign degree has the same effects (academic or professional) of the Spanish academic degree or qualification which is homologous throughout the country. These effects occur from the date it is granted and issued the corresponding credentials. For the approval to specific titles, the current academic degrees and Bachelor's Degree competent Department of Qualifications and Recognition of Qualifications of the Ministry of Education. Approval of academic degrees and postgraduate (Masters and PhD) is the responsibility of Spanish University Rectors. In this ministry, you can request two types of approvals:

• A Spanish university degree specifically included in the official university catalog that is current and fully implemented in at least one Spanish university.

• The degree of Diploma or Degree.

Page 5/5

Recognition: Formal recognition of University Studies that entitle the applicant to work in Spain in certain areas: example Architect, Psychologist etc

Community rules of professional recognition is based on the articles of the Treaty establishing the European Community governing freedom of establishment and freedom to provide services. In order to give effect to this freedom, we have adopted a set of provisions implementing these provisions of the Treaty and set up a system of recognition of professional qualifications between the Member States of the Union. This specific legislation in Spain in the Royal Decree 1837/2008, of November 8 , Which is incorporated into Spanish law Directive 2005/36/EC European Parliament and the Council of 7 September 2005 and Directive 2006/100/EC the Council of 20 November 2006 concerning the recognition of professional qualifications, as well as certain aspects of the exercise of the legal profession.

The effects of this recognition are exclusively professional, ie, lead to the authorization to practice a specific profession in the host State.

The purpose of professional recognition of qualifications is the overcoming of obstacles, especially those dealing with qualifications, that citizens of a State can be found for access to exercise a professional activity in another. The main beneficiaries are therefore not professionals and students.

This recognition of diplomas only applies to nationals

• The 27 member states of the European Union: Germany, Austria, Belgium, Bulgaria, Cyprus, Denmark, Slovakia, Slovenia, Spain, Estonia, Finland, France, Greece, Hungary, Ireland, Italy, Latvia, Luxembourg, Lithuania, Malta, Netherlands Netherlands, Poland, Portugal, United Kingdom, Czech Republic, Romania, Sweden.

• The 3 states signing the agreement on the European Economic Area: Norway, Iceland, Liechtenstein.

• Switzerland, under a bilateral agreement with the European Union.

The Ministry of Education, through the Department of Qualifications and Recognition of Qualifications, is the coordinating body in Spain for the implementation of Directive 2005/36/EC on the recognition of qualifications.

Competencies for professional recognition are:

A) In the General State Administration

• Ministry of Foreign Affairs and Cooperation : Sworn. • Ministry of Defence: Ordnance Engineering, Naval Weapons Engineering, Construction and

Electrical Engineering. • Ministry of Economy and Finance: Insurance Actuary, Agent and Customs agent, accountant,

economist, Enabled Pensions. • Ministry of Education: Biologist, School Teaching, Primary School Primary School

Teacher Secondary School, University Professor, Professor of Art Education, Professor of Language Education, Professor of Athletic Training, Vocational Teacher, Psychologist .

• Ministry: Aeronautical Engineer, Civil Engineer, Canales y Puertos, Aeronautical Engineer in the relevant specialty, Public Works Engineering in the relevant specialty, Surveying Engineer, Cabin Crew.

Page 6/6

• Ministry of Industry, Tourism and Trade: Sales Agent, Industrial Property Agent, Gunner-Barrena, Diploma in Business and Commercial Professor, Physics, Industrial Engineering, Mining Engineering, Naval and Ocean Engineering, Telecommunication Engineering, Industrial Engineer in the relevant specialty, Engineer of Mines in the relevant specialty, Naval Engineer in the relevant specialty, Telecommunications Engineer in the relevant specialty, Perito Mercantil, Chemical, Technical, Business and Tourist Activities.

• Home Office: Private Detective, Private Schools Director of Drivers, Security Director, Save the Country Private, Private Storage Field: Specialty wardens Maritime Security Chief, Professor Road Training, Security Guard, Security Guard: Guard Private security guards: Vigilante Explosives.

• Ministry of Justice: Attorney, Attorney. • Ministry of Environment and Rural and Marine Affairs: Winemaker, geologist, agricultural

engineer, Forestry Engineer, Agricultural Engineer in the relevant specialty, Forestry Engineer in the relevant fields.

• Ministry of Planning Policy: Administrative Manager. • Ministry of Health and Social Policy: a biologist specializing in health sciences, Biochemical

specialist in a specialty of Health Sciences, dentist, nurse responsible for general care, Nurse Specialist, Specialist Hospital Radiophysics, Pharmacist, Pharmacist Specialist, Physiotherapist, Speech Therapist, Midwife, Medical, Medical Specialist, Nutritionist / Dietitian, optometrist, podiatrist, psychologist specializing in Clinical Psychology, a Specialist Chemical Specialty Health Sciences, Occupational Therapist, Veterinarian.

• Ministry of Housing, Architect, Technical Architect. • Ministry of Labour and Immigration: Social Degree, Graduate Diploma or Diploma in Social

Relations.

B) The authorities of the Autonomous Communities

A relevant bodies of the Autonomous Communities their rightful recognition of the following professions:

• Diver, Captain of Fishing Competition Sailor, Decorator, Draftsman, Tour Guide, Pressure Equipment Installer, Installer, Low Voltage Installer Heating & Air Conditioning, Plumbing, Gas Installer, refrigeration, installation electrician , Mechanical Naval Staff (Fisheries sector), Naval Mechanic (Fisheries sector), Coastal Skipper Versatile, Height Master (Fisheries sector), Patron of Litoral (Fisheries sector), Local Pattern Fishing, Wine Production Technician, Technical Specialist viticulture Care Technician Nursing Assistant, Pharmacy Technician, Technician in Pathology and Cytology, Senior Technical autoprosthesis, Dietetic Technician, Technician in Health Documentation Oral Hygiene Technician, Senior Technician in diagnostic imaging , Technician in the Clinical Diagnostic Laboratory, Higher Technical Orthoprosthetic, Dental Prosthetic Technician, Technician in Radiation Therapy, Environmental Health Technician, Technician in Prevention (Higher Level), Senior Technical Professional Risk Prevention (Intermediate Level) .

Who is responsible for those definitions and accreditation? University Level: Public body General Subdirection of Titles/Diplomas and Qualifications Recognition

ruled by Ministry of Education

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VET Level: Recognition based on the new system describe by The Real Decree 1224/2009 for Competences Acquired via Labour Experience Recognition: Regional VET Authority of each Autonomous Community.


formal education and training system for easing access to education abroad? Please describe those briefly. The Ministry of Education promotes a variety of programs for international studies via 2 areas of international programs: Programs with Europe

The Ministry of Education participates, cooperates and promotes activities for the research, development and promotion of learning throughout life (ALV / LLL), through the European Union itself, the European Commission and other institutions, from which to promote activities, meetings, forums and research work on issues such as recognition and validation of experience and prior learning, basic skills, quality of learning processes, teacher training, teaching methodologies and learning.

The Government Body OAPEE is in charge for managing EU programs on Education area: Comenius, Erasmus, Leonardo Da Vinci, Grindivig, Study visits.The Autonomous Agency for European Educational Programmes is to manage the Spanish participation in the Lifelong Learning Programme (PAP) of the European Union.

Programs with Iberoamerica

Traditionally, the Ministry of Education participates, cooperates and promotes activities for the research, development and promotion of learning throughout life (ALV / LLL) in Latin America:

• PAEB (programs to support and encourage the training of young people and adults, the ALV in general). o PREABOL (Bolivia). o PRODEPA (Paraguay).

• RIEJA , Iberoamerican Network for Basic Education, Youth and Adults, which aims to bring together the contributions of all Latin American countries and promote the education of young people and adults in the Latin American world.

• Vulcan Project, which supports and encourages "entrepreneurial culture in popular culture centers in Honduras.

• CLASSROOM MENTOR in Latin America: in non-formal training in online and distance. The offer from Mentor in Spain is repeated in some Latin American countries (Costa Rica, Paraguay ...) whose number is progressively increased through the relevant partnership agreements.

__ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessing learning outcomes from non-formal/informal learning? e.g.:



Page 8/8

The very recent national system for Assessment/Validation/Evaluation and Accreditation (Certification) was established legally since July 2009 via Law Real Decree 1224/2009 . System Management is descentralized to each Region where regional competente bodies (Governemnt agencies linked to Education and Labour Ministries) will undertake the task of structuring and implementing the system. It will benefit from this system Workers and Students who will be able to validate their knowledge acquired by any means (formal and non formal/ informal education). Globally the system comprehends 3 parts: 1 – Previous Assessment 2 – Evaluation of Competences 3- Acreditation (Certification total or partial) & Registration of Professional Compence and/or Qualification. Note: A Qualification is comprised by a series of Competence Unities. Each competences unite corresponds to 1 training module and to 1 certificate. Example: Welding Qualification comprises 4 Competences Unities 1 Training Module finalized = 1 Competence unity acquired =1 Certificate obtained ( partial) 4 Training Module finalized = 4 Competence unity acquired = Final Certificate obtained ( total)

1 Certificate is a document issued by Ministry of Labour linked entities 1 Title is a document issued by Ministry of Education linked entities

1 Final Certificate obtained via Ministry of Labor entities = 1 Title obtained via Ministry of Education

entities

Assessment Evaluation Acreditation ( Certification Partial or Total)

WHEN Previous to Competences

Evaluation Process

It takes place after Assessment

in Oficial Centers for this

purpose defined by Regional

Bodies

Evaluation Positive Evaluation Negative

WHAT

Candidate Presents

documental/verbal

evidences of Competences

in relation to the

Qualification and the

Competences Unities he

wants obtain official

recognition

Practical and theoretical

evaluation of Competence

unities related to certain

Qualification

Candidate Obtains Oficial Recognition of his

Knowledges and Skills

Canditade goes back to

Assessment phase

WHY

Candidate wants to obtain

a formal recognition of his

knowledge ( certificate

and/or title ( total or partial))

related to certain

qualification. System needs

to pre-assess its knowledge

to provide

orientation/guidance in

relation to how to undertake

the evaluation process

Candidate needs to

demonstrate he has the

knowledge and skills described

at the National Qualification

Catalogue in relation to a certain

Qualification

Acreditation is necessary to issue oficial

recognition & registration that candidate is

Qualified in certain Qualification and to be

recognized by Ministry of Labour and Ministry

of Education linked entities throughout the

territory.

Page 9/9

TOOLS Qualification Acreditation

Call

Diferent methods:Job position

observation, simulations,

standard tests, personal

interviews. Group of expert

evaluators comprises Evaluation

Comission. Evaluators and

Candidate Guides. Necessary

equipments & instalations to

carry out the evaluation

An accreditation document is issued which

contains separetly the Competences Unities

recognized

Qualified Officers to

undertake the candidate

pre-assessment

An Accreditation is issued detailing the

competences unities recognized. This

document will provide later a Certificate (

partial/total - Ministry Labour Document) for

each competence unity candidate approved.

A Total Certificate is issued for the

qualification where candidate proved to be

competente in all competences unities

evaluated.

Pre Assessment Positive

A Title ( total) is issued for the qualification

where candidate proved to be competente in

all competences unities evaluated. ( Ministry

of Education Document.

Assessement Report

issued + Candidate

Documents sent to

Evaluation Comission

Registration Process: Candidate Certifications

( total / partial ) and/ or Title is registrated in a

State Central Database that can be accessed

by either Ministry of Labour Agencies and

Ministry of Education Agencies. This

registration will allow both entities to

recognize worker/student

qualification/certification and will allow him to

migrate between both educational systems

being his knowledge convalidate

automatically between them

Pre Assessment Negative

Assessement Report

issued +Candidate

informed about

complementary training

required and educational

center where training is

provided

Candidate wants to undertake evaluation anyway

Assessement Report

issued + Candidate

Documents sent to

Evaluation Comission

Page 10/10

4 Quality management / Quality assurance __ Which forms of quality management / quality assurance do exist? Quality management / quality assurance The assessment of the general educational system with regard to non university courses is carried out by the Ministry for Education and Science through the National Institute for Assessment and Quality of the Education System. (INECSE). The competencies in this organism is to evaluate the degree of adquisition of minimum teaching established by the different levels, cycles and levels in the education system; carry out research, studies and assessment of the system; assess the general reform of the system, such as the struchure, standard reached and results of the innovations introduced; develop a state system of pointers which allow for the assessment of the level of efficiency for the different courses and their centres; offer and exchange information with the educational Administrations to facilitate decision making; inform different sectors of society on the working and results of the educational system; publish and distribute the results of the assessments carried out, and inform on the innovations in the assessment process. Also a proposal of initiatives and suggestions which could contribute to the improvement of the quality of teaching and state co-ordination in international studies. In 1995, instigated by the advisory boards of Universities, the National Assessment Plan of the University Standards was set up. Its objectives are to promote the institutional assessment of quality in the educational environment, research and university management organization; develop homogeneous methodologies and common basic criteria for the assessment of compatible quality with the practise in force in the European Union, and give objective information to society, as well as to the educational Administrations and the University advisory boards, which can serve as a base for making decisions. Non university education The assessment units in the different autonomous communities collaborate with INECSE in the different assessment activities of the Spanish educational system, these units are in charge of assessing the educational system in their area. The LOCE has established that the Ministry of Educationa and Science, through INECSE, and in collaboration with the Autonomous Communities, and within the general assessment framework of the educational system, will develop general assessments of diagnostics on areas and subjects. These assessments are carried out, in any case, in Primary and Compulsory Secondary Education and the basic material of the curricula will be discussed. For the moment the development of this measure has not been approved yet. Assessment of the educational centres is two-fold: internal assessment, carried out by the teachers themselves, and external evaluation, carried out by specialists in assessment, normally by Education Inspectors. In any case the Autonomous Communities are in charge of determining and getting a plan of action going in the management areas, all of which have the same objectives and basic characteristics. The norms indicate that the educational Administrations should develop plans to assess the educational public function, the function of Management and Education Inspection. The norm indicates that the educational Administration should develop plans to evaluate the function of the public education, management function and education inspection. University Education

Page 11/11

In 2001 the II Quality Plan of Universities was approved over a six year period with institutional assessment projects. The Plan adopts a mixed model of recognised assessment used in the international univsersity systems, which takes into consideration an internal revision process (self assessment) together with external assessment (assessment in pairs). The University Advisory Board develops an annual report in which the results of the Plan are collected globally. Some Autonomous Communities have created Assessment Agencies in the University which is coordinated with the National Assessment Plan. This is the case of Andalusia, with its own unit for the Quality of Andalusian Universities. (UCUA); Cataluña with the Quality Agency for the University System (AQ); the Quality Agency for the University System in Galicia, and in Castilla and León, the Agency for the Quality of the university system. On the other hand you have the assessment of the university professors, in which you must distinguish between the assessment of teaching and research. As an external mechanism of assessment of the quality of the university system, the Organic Law of Universities created a National Agency for Assessments and Credits(ANECA). The latter assesses both teaching and research, academic and management, as well as the services and university programmes. NQF The law 5/2002, June 19th of Qualifications and VET dedicated its chapter IV to quality and VET system evaluation. Th evaluation of the national system of VET aims to guarantee the efficacy of its actions and its adequacy to the labour market. Processess evaluation establishment and coordination is Central Government responsability, under previous consultation to the General Committe for VET without predjudice of regional competences. Which measures are used to avoid mislinkings between the NQF and the EQF? There is no such specific measures put in place at the moment. __ Have you already identified any mislinkings between qualifications within the NQF and the EQF? If so,

please describe briefly. There is no such specific measures put in place at the moment. __ Which strengths and which weaknesses do you see concerning the NQF? Main strengths:

1- Unification of VET system which run previously in 2 ways one ruled by Ministry of Education and other ruled by Ministry of Labour. Now both are referenced by a Unified national qualification catalogue and recognized each other qualifications pathways.

2- Permeability between formal VET education system, VET system ( non formal education) amd

University System. Main weaknesses: 1- Central National Qualification Catalogue update is still slow in relation to changes of the labour market

and technology.

2- NQF is not integrated in SQF

Page 12/12

3- Homologation and Recognition at University Level is still a lengthy and bureaucracy process.

In what way do these strengths/weaknesses influence the referenceability to the EQF? The fact that EQF is already referenced at NQF VET level is a very positive aspect since this part of NQF

has been implemented quickly on daily educational procedures. However the usage of the EQF level itself as a mobility tool is rather poor or even inexistent at the moment.

As far University level the process is not straightforward yet even among EU countries. This hinders one

of the main targets of EQF: free movement of workforce throughout Europe. This hinders also the attraction and permanence of Talent in Europe, which is crucial for Economic Development and have positioning Europe behind United States, Canada and Australia.

Page 3/5

1 Structure and levels of NQF For countries that already have an NQF or plan to introduce an NQF: __ How many levels does/will the NQF have? The German NQF (DQR) has 8 levels __ What kind of descriptors are/will be used (learning outcomes, dimensions)? Learning outcomes in the dimensions subject related competence (Fachkompetenz) and Personal

Competence (Social Competence and Selfcompetence/Independence). The term Competence in the German QF is used in the sense of a comprehensive professional competence and not compatible with the term competence - as a dimension of qualification - used in the EQF.

__ Are the same descriptors used for all qualifications/sectors? No __ Define the NQF’s typology: Does it have a focus on coordinating the existing system (transparency,


Focus on coordinating __ Are there already revisions of the NQF planned? No 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. General


General Education : according to our federal system we have different types of schools (Grundschule (1.-4- Schuljahr) Hauptschule (5.-9.Schuljahr), Realschule (6.-10- Schuljahr, Übertritt nach 1. Jahr Hauptschule), Gymnasium (Übertritt nach 4. Klasse Grundschule oder 5. Klasse oder nach Beendingung der realschule mit Prüfung und Wiederholung der 10. Klasse) oder Gesamtschule) Berufsschule/Vocational school in combination with vacational education and training in companies VET system / dual System ( 3 Referencing the EQF


Page 4/5

__ Which tools are used to create an interface to EQF? Nothing in planning yet __ How are interfaces between the NQF and the EQF defined? How is it managed? How are learning


The NQF is linked via the levels to the EQF only For the other questions a own study would be necessary because several instruments are in use but never

used from all actors __ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist within the

formal education and training system for easing access to education abroad? Please describe those briefly. Access to education abroad means to follow the national requirement or bilateral agreements. A lot of bilateral agreements are available __ What, if any, legal regulations and measures/mechanisms/tools/methods/practices exist for accessing

learning outcomes from non-formal/informal learning? e.g.: At the moment under deep discussion –it is expected to have solutions available in approx half year


Please describe those briefly. What is expected??? 4 Quality management / Quality assurance __ Which forms of quality management / quality assurance do exist? Which measures are used to avoid

mislinkings between the NQF and the EQF? To early to answer this question – no activites are going on in this fields at the moment The levels of the formal qualifications of the DQR are consistent with the EQF. This means you cannot refer a training course in Volleyball to level 5 (this was an example showed by Malta) But as descriptors are hermeneutic categories the whole referencing process can not be proved (validated) in terms of validity and reliablity. __ Have you already identified any mislinkings between qualifications within the NQF and the EQF? If

so, please describe briefly. There is no systematic and valide study available for answering this question __ Which strengths and which weaknesses do you see concerning the NQF? In what way do these

strengths/weaknesses influence the referenceability to the EQF? (guess, I answered this question already in the other questionnaire: I can only name strengths and

weaknesses when I know the measure; strengths and weaknesses concerning what ? What may appear as a strength from one perspective may appear as a weakness from an other point of view – from my point of view the EQF cannot be the measurement; second, problems of a proper referencing result mainly in inadequate or deficient descriptors in the EQF and not in inadequate descriptors of sectorframeworks or domain specific frameworks or NQFs; so there are many

Page 5/5

functional competence as well as social competence descriptors in sectoral frameworks and in parts of the German NQF not being addressed in the EQF. But this incompatibility, influencing the referenceability negatively - cannot be considered as a weakness of the sectoral frameworks or the NQFs. From my point of view the EQF is not a metaframework. Metaframework means a framework of frameworks. The EQF doesn’t fulfill this claim, because he doesn’t cover all categories and descriptors of frameworks. The establishment of an metaframework would presuppose that the frameworks having to be considered already exist. A metaframework as well as for example a metaevaluation is always the second step. In other words a metaframework hast to be capable to address and to refer to the other frameworks and not in reverse order.

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