Key issues for EU & EU member States in developing European/national qualification frameworks and systems (EQF/NQF/NQS)

Michel Aribaud 01 February 2011

The EU Knowledge economy in 2020:

Are we thinking enough ahead about the knowledge, skills and competences that

we will need in ten years time?

New Cedefop report 'Skills supply and demand in Europe: medium term forecast up to 2020'

• 77 million jobs created during the coming decenium, of which 70 million for replacement of existing jobs

• 10 milion less jobs than forecasted in 2006 as a consequence of the present economic crisis in the EU

• The need for higher educated employees will increase from 29% now to 35%, with a negative effect on lower skilled jobs

• But the need for people with intermediate skills will remain stable at more or less 50% of the labour force

1 - Increase consistency, credibility and relevance of qualifications2 - Insure better transparency of qualifications for individuals and employers3 - Increase currency of single qualifications4 - Enlarge the range of learning forms to be recognised5 – Put in place a national/external reference point for qualifications standards

The top ten of EU MS questions: how to...?(1)

6 - Clarify and facilitate learning pathways and progression7 - Increase portability of qualifications/partial qualifications8 - Design a platform for stakeholders for cooperation and commitment9 - Reach greater coherence of national reforms policies10 – Design a strong basis for international co-operation, understanding and comparison

The top ten of EU MS questions: how to...? (2)

• National/sectoral/… qualification systems

• National Qualification Frameworks

• Regional (European) Qualification Frameworks

Solutions?

• “A formal outcome of an assessment and validation process which is obtained when a competent ody determines that an individual has achieved learning outcomes to given standards”

EQF Recommendation - 2008

What is a qualification?

• An explicit reading code of:- Individuals’ Knowledge, Skills and Competences- Individuals’ employability(a currency on/for the labour market)- Individuals’ position in a given societal environment- Individuals’ position in a given education and training framework

What else?

• A governing and monitoring structure (competent institution)

• A practical organisition

• A qualifications offer

• A set of qualifications standards

• Additional processes: units system, credit system, RPL device…

• A set of processes and procedures regarding the acquisition/award of qualifications:

- Processes for the assessment of learning achievements- Procedures for the validation of achieved learning

outcomes- Recognition procedures

What is a qualification system?

• An instrument for the development and classification of qualifications (e.g. at national or sectoral level) according to a set of criteria (e.g. using descriptors) applicable to specified levels of learning outcomes.

Cedefop - 2008

What is a National qualification framework?

• An instrument which aims to integrate and coordinate national qualifications subsystems and improve the transparency, access, progression and quality of qualifications in relation to the labour market and civil society.

Cedefop - 2010

What else?

• A « metaframework »

• The EQF for lifelong learning is a common European reference framework which enables European countries to link their qualifications systems to one another.

• It is a translation device making qualifications more readable and understandable across different countries and systems in Europe.

• It will help learners and workers wishing to move between EU countries, change jobs or switch educational institutions.

• The EQF aims to contribute to creating a European workforce that is flexible and mobile.

What is a regional Qualification Framework?

Eg EQF

The core of the framework: the 8 EQF levels

• Relate system to system• Enable reference to all learning• Generic descriptors, not a blue print for NQFs • Indicate the learning outcomes (knowledge,

skills and competences) relevant to qualifications at that level in any system of qualifications

What is the European Qualification Framework?

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

QA

QB

QCNQF

NQF

NQFQ4

Q3

Q2

Q1

AQF

AQF

AQF

AQF

Summary of some level EQF descriptorslevel 1 basic general knowledge & skills capacity to undertake simple tasks under direct supervision in structured environment. structured support needed for learning and development not occupation specific and are often sought by those with no qualification.

level 3broad general knowledge & specific practical & basic theoretical knowledge, capacity to carry out tasks under directionresponsible for own learning but with limited experience of practice

level 5 broad theoretical & practical knowledge, relevant to a particular field of learning or occupation. capacity to apply knowledge and skill in developing strategic solutions to well defined abstract and concrete problems. able to learn independently with experience of operational interaction in work or study including management of people and projects.

Qualifications and the Lifelong learning paradigm

““Traditional” Routes to QualificationTraditional” Routes to Qualification

Academic, school based learning context

““Traditional” Routes to QualificationTraditional” Routes to Qualification

Academic, school based learning context

Qualification

Achieving Qualifications: a Achieving Qualifications: a ‘LLL perspective’ for a ‘person ‘LLL perspective’ for a ‘person

centred framework ’centred framework ’

Lifelong Learning Pathway

KSC1 capital

FormalInformal

On the job

Formal

1: knowledge, skills, competences

““LLL” Routes to QualificationLLL” Routes to Qualification

Or: Mixture of all the above learning context

‘On the job’ learning context

All relevant life experience learning context

Academic learning context

““LLL” Routes to QualificationLLL” Routes to Qualification

Or: Mixture of all the above

‘On the job’

All relevant life experience

Academic learning context

Qualification

Assessment & validation of learning outcomes

““LLL” Routes to QualificationLLL” Routes to Qualification

Or: Mixture of all the above learning context

‘On the job’ learning context

All relevant life experience learning context

Academic learning context

Qualification

Functions in NQS: a systemic approach

Governance functions

Policy decision process

Quality assurance

Support functions:- Information- Guidance- Documentaon and communication

Monitoring the process

Conception functions

Design of qualifications

Design of formal and non formal programmes

Design of asessment and validation procedures

Implementa-tion functions

Carrying out the programme

Assesment of learning outcomes

Validation of learning outcomes

Certification of learning outcomes

The national contexts of NQFs v. Q. Systems(1)

© Aribaud, adpated from Stackelberg

Qualifications providers/

awarding B.

Learners/ «clients»

One qualification provider/awarding body

Some qualification providers/awar--ding bodies

Several qualification providers/awar--ding bodies

One type of learners (e.g. IVET learners)

Bilateral monopoly

Multilateral monopsone

Absolute monopsone

Limited number of types of learners

Multilateralmonopoly

Bilateral oligopoly

Oligopsone

All types of learners in a LLL perspective

Absolute monopoly

Oligopoly Perfect competition

The national contexts of NQFs v. Q. Systems (2)

© Aribaud, adpated from Stackelberg Qualifications providers/

awarding B.

Learners/ «clients»

One qualification provider/awarding body

Some qualification providers/awar--ding bodies

Several qualification providers/awar--ding bodies

One type of learners (e.g. IVET learners)

One qualification system (QS)One competent institution (CI)

Very limited number of QSRestricted number of CI

Qualifications « restricted market »with some QS & CI

Limited number of types of learners

One or several QS One competent institution

Limited number of QSVery limited number of CI

Qualifications « semi-open market » withNumerous QS & CI

All types of learners in a LLL perspective

Several QS One competent institution

Variety of QSLimited number of CI

Qualifications « open market »«Infinity»of QS«Infinity»of CI

– Role of the NQF:- Regulation orientedor- Transparency oriented

– Quality assurance process:- Prescriptive - Cooperative- Self-regulated

Impact:Role of the NQF

Quality assurance process

1 – Structure of levels, based on learning outcomes2 – Set of learning outcomes descriptors that refer to specific levels of K.S.C. 3 – Set of rules regarding how and by who qualifications are designed*4 – Set of rules regarding the acquisition/award of qualifications**

NQF features for transparency, coherence & consistency of

qualifications

– Set of rules regarding how and by who qualifications are designed (Q.A.) - Involvement of relevant stakeholders(labour market and economic world, educ. World, …) - Qualifications related to occupational standards- Description based on learning outcomes- Assessment and validation standards

– Set of rules regarding the acquisition/award of qualifications (Q.A.) - Assessment and validation processes, procedures and operators- Recognition procedures

NQF features for transparency, coherence & consistency of

qualifications

The shift to learning outcomes

A well known definition:«Learning outcomes are statements of what a learner knows, understands or is able to do at the end of a learning process».(Source: EQF Recommendation, 2008)

A common explanationLearning Outcomes are an alternative way to define and design education, training and qualifications. There is a shift from learning inputs, such as duration, type of education, location, programme, institution etc. to learning outcomes

Occupational standards as a basis for designing learning outcomes

How are occupational standards going to be used? HR tool in companies Certifying skilled workers from abroad Developing training programmes National vocational qualifications Curricula for initial vocational education Assessment and certification

…

The sectoral approach: from occupational standards to LO and

qualifications standards

Sectoral approach:from occupational standards to

learning outcomes and qualifications standards (1)Finding

• OS are not only for learning• OS have been at the basis of outcome

based approach• OS reflect language world of work, cover

employment requirements, and sometimes learning requirements and or assessment requirements

• OS are the product of a demand-led approach

• OS can reflect tasks, activities, competences, that are job specific, job role specific, occupation specific, sector specific or training profile specific,

Consequence

• OS need to be adapted for learning

• OS need to be developed with representatives from the world of work

• OS reflect different contexts and develop when contexts change

Sectoral approach:from occupational standards to

learning outcomes (2)

Finding• LO can be derived from OS• LO are meant for learning• LO need to use a language bridging

world of work and education, • LO cover learning requirements, and

often assessment requirements and/ or employment requirements

• Switch to LO approach is work in progress

• LO can be expressed in different terms (narrow or wide)

Consequence• Linking LO to OS ensures relevant LO

for Labour Market• But deriving LO from OS is often a

translation or interpretation process• Language of LO needs to be

understandable and meaningful for all users

• Existing LOs are a product of an outcome based approach, but often still contain input elements and may therefore be difficult to compare

• LO are also defined by their context, including possible requirements for

progression or mobility

The dynamics of qualifications: defining and renewing occupational and

educational standards

http://cedefop.europa.eu/EN/Files/5195_en.pdf

Cross country study in 32 countries published by Cedefop in 2009

Two common trends can be observed:

• more countries are introducing outcome-based standards;

• more countries are institutionalising the participation of social partners in standard-setting procedures.

The Scottish Qualification Authority:http://www.sqa.org.uk/sqa/CCC_FirstPage.jsp

The Scottish framework: http://www.scqf.org.uk/

The Irish qualification authority: http://www.nqai.ie/index.html

The Irish framework:http://www.nfq.ie/nfq/en/

Solutions?

The spanish qualification system:http://www.educacion.es/educa/incual/ice_ncfp.html

The Spanish qualification authority:http://www.educacion.es/educa/incual/ice_incual.htmlorhttp://www.educacion.es/educa/incual/ice_incual_ing.html

The UK qualification authority:http://www.qcda.gov.uk/

Solutions?

The UK qualification framework:http://www.qcda.gov.uk/

Solutions?

The French qualification authority:http://www.cncp.gouv.fr/grand-public/presentationCNCP

The French National Qualifications Register:http://www.cncp.gouv.fr/

The qualification database of French ministry of education:http://www2.cndp.fr/secondaire/

The EQF: www.ec.europa.eu/education/lifelong-learning-policy/doc50_en.htm

ECVET projectswww.ecvet-projects.eu