Building competences for the Building competences for the European labour market: European labour market:

Towards a European Qualifications FrameworkTowards a European Qualifications Framework

New Dehli 28 November 2006New Dehli 28 November 2006

Jens BjornavoldJens Bjornavold

European centre for development of European centre for development of vocational training (Cedefop)vocational training (Cedefop)

Europe, the most competitive, knowledge-Europe, the most competitive, knowledge-based society by 2010...!? based society by 2010...!?

The ambition (Lisbon Declaration 2000): Europe to become the most competitive, knowledge-based society in the world by 2010…..

The mandate; Lisbon declaration opens up to closer co-operation between European countries in the field of education and training.

• To renew and strengthen knowledge, skills and competences

• To make better use of existing knowledge, skills and competences

Why is European co-operation necessary? Which Why is European co-operation necessary? Which obstacles have to be overcome? obstacles have to be overcome?

Cross-border transferCross-border transfer of qualifications difficultof qualifications difficult;; 25 EU member 25 EU member states with different and partly incompatible education and training states with different and partly incompatible education and training systemssystems

Barriers within countries; ; diverse and fragmented education and diverse and fragmented education and training systems create obstacles to combine qualifications from training systems create obstacles to combine qualifications from different systems (vocational and academic, initial and different systems (vocational and academic, initial and continuing…)continuing…)

Informal LearningInformal Learning; weak traditions as regards the recognition ; weak traditions as regards the recognition of knowledge, skills and competences acquired outside formal of knowledge, skills and competences acquired outside formal education and training education and training

Consequences for individuals and Consequences for individuals and the labour market; the labour market;

a waste of human resources, money and timea waste of human resources, money and time

An individual citizen moving from country to another risk having his/her qualifications under-valued

Individual citizens are forced to unnecessary repeat learning when they move between education and training sub-systems (vocational and academic, initial and continuing education and training)

Individual citizens are being valued according to their formal qualifications, not according to their overall competences based on experience from work etc.

Main strands of European cooperationMain strands of European cooperation

• Cooperation in higher education (1999…)Bachelor/Master/Doctor – European credittransfer system – common quality assurance system

• Cooperation in vocational education andtraining (2002…) European credit transfer system- common quality assurance system – principles for recognition of experiences

A European Qualifications

Framework(2004…)

Co-operation based on a shift in perspective; from Co-operation based on a shift in perspective; from learning input to learning outcomelearning input to learning outcome

INPUT BASED+ duration+ type + location+ programme+ institution

OUTCOME BASED

What an individual isexpected to know or beable to do at the end ofa learning experience

Towards

Transparency

Comparability Accountability

Learning Outcomes; a key to recognition, Learning Outcomes; a key to recognition, transfer and accumulation of knowledge, skills transfer and accumulation of knowledge, skills

and competencesand competences

LearningOutcomes

Non-Form

al Learning

Formal Learning

Info

rmal

Lea

rnin

g

Two cases…Two cases…

Recognition of learning taking place outside formal Recognition of learning taking place outside formal education and training (non-formal and informal learning)education and training (non-formal and informal learning)

A European qualifications framework for lifelong learning A European qualifications framework for lifelong learning (EQF)(EQF)

Recognition of learning taking place outside formal education and training; at work, in leisure time, in the family etc.

Recognition of non-formal learning; from Recognition of non-formal learning; from experimentation to implementationexperimentation to implementation

• Most EU members states have now (since mid 90s) • introduced systems for recognition of non-formal

learning

• France, Portugal, Finland, UK, Ireland,

• Doesn’t matter how or where the learning took place; what matters is what you have learnt

• Requires new assessment methods which are reliable, valid and credible

European principles (2004) for recognition and European principles (2004) for recognition and validation of non-formal learningvalidation of non-formal learning

• Validation must be voluntary • The privacy of individuals should be respected• Equal access and fair treatment should be guaranteed • Systems should contain mechanism for guidance and

counselling of individuals• Systems should be underpinned by quality assurance.• The process, procedures and criteria for validation must be fair,

transparent and underpinned by quality assurance.• Systems should respect the legitimate interests of stakeholders

and seek a balanced participation.• The process of validation must be impartial and avoid conflicts

of interest.• The professional competences of those who carry out

assessments must be assured

The European Qualifications Framework (EQF) for lifelong learning

Main functions of the EQFMain functions of the EQF

Neutral reference pointNeutral reference point and a system for

placing and positioning of qualifications

Translation deviceTranslation device for comparing qualifications

EQF Level 1EQF Level 1

EQF Level 2EQF Level 2

EQF Level 3EQF Level 3

EQF Level 4EQF Level 4

EQF Level 5EQF Level 5

EQF Level 6EQF Level 6

EQF Level 7EQF Level 7

EQF Level 8EQF Level 8

Country ACountry A Country BCountry B

Q

Q

Q

NQF/

NQS

NQF/

NQS

NQF/

NQS

Q

Q

Q

Q

NQF/

NQS

NQF/

NQS

NQF/

NQS

NQF/

NQS

Eight EQF Levels Eight EQF Levels

covering the full span of qualifications from end of compulsory covering the full span of qualifications from end of compulsory school to highest academic and professional qualificationsschool to highest academic and professional qualifications

EachEQF

Reference Level

Knowledge

Skills

Competence

EQF - a mechanism for co-operation and EQF - a mechanism for co-operation and coordinationcoordination

• EQF a mechanism for co-operation between countries. Formal adoption spring 2007

• National Qualifications Frameworks to be established at by 2010

• A European EQF coordination body to be established

• All European certificates and diplomas to be referenced to the 8 EQF levels by 2011

Do we need an international rather than a Do we need an international rather than a European qualifications framework?European qualifications framework?

• Do we need an “International Qualifications Framework”….?

• Is it possible to envisage an international focus on learning outcomes…?

• Is it possible to envisage international cooperation in the field of quality assurance...?

• Can the EQF inspire a broader international approach? For example giving more emphasis to non-formal learning