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The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
The European Qualifications Framework for lifelong learning, Jens Bjornaveld
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The European Qualifications Framework for lifelong learning, Jens Bjornaveld

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  • 1. The European Qualifications Framework for lifelong learning Kick-off training seminar for Bologna experts Madrid 30 June 2008 Jens Bjornavold
  • 2.
    • EQF – the political process
    • 22 April 2008; Formal signing of the EQF Recommendation by the Presidents of the European Parliament and the European Council
    • 2010; Countries invited to refer national qualifications levels to the EQF by 2010
    • 2010; Countries invited to introduce reference to EQF in certificates and diplomas by 2012
    • EQF is based on a Recommendation- therefore a voluntary process
  • 3.
    • What is EQF about?
    • The EQF is a translation grid for all qualifications
    • throughout Europe
    • EQF supports cross-border mobility by simplifying comparison of the content and profile of qualifications
    • EQF facilitates lifelong learning; enables linking and combination of qualifications from different institutions and sub-systems
    • Responds to the increasing diversity of qualifications in Europe
  • 4.
    • An overarching, meta-framework
    • EQF encompasses general, vocational and higher education and training
    • Covers the entire span of qualifications from end of compulsory school to highest level of professional and academic qualifications
    • the overarching character is critical to address progression between (for example) Vocational and academic education and training, initial and continuing training
  • 5.
    • Learning outcomes
    • - what a learner knows, understands or is able to do at the end of a learning process
    • Supports better matching between education and training
    • provisions and labour market needs
    • Facilitates validation of non-formal and informal learning
    • Increases transparency of qualifications
    • The shift to learning outcomes
    • a pre-condition for EQF
  • 6.
    • Learning outcomes;
    • knowledge, skills and competence
    • The 8 EQF-levels distinguished by
    • the complexity and depth of knowledge and
    • understanding
    • the degree of necessary support or instruction
    • the degree of integration and independence required
    • the range and complexity of practise/application
    • the degree of transparency and dynamics of situations
  • 7.
    • EQF and the shift to learning outcomes
    • EQF challenges countries to use learning outcomes when defining and describing qualifications;
    • EQF introduces a common language for comparing
    • qualifications.
    • A challenge;
    • A danger that countries will apply the learning outcomes
    • perspective in a non-coherent way;
    • How can the application of learning
    • outcomes be trusted?
  • 8.
    • The relationship between
    • EQF and EHEA
    • There’s a correspondence between the level descriptors of the short, first, second and third Bologna cycles with EQF levels 5-8;
    • There’s an ongoing work, through the EQF Advisory Group, to make sure that the criteria for self-certification within EHEA and EQF as far as possible corresponds ;
    • A range of EQF test and pilot projects have started, several looking into the relationship EHEA-EQF;
  • 9.
    • The relationship between
    • EQF and EHEA
    • The EQF is different from the EHEA by addressing a broader field and emphasising the overall coherence of qualifications systems (general, vocational and academic qualifications)
    • The EQF does not aim at a common structure of education and training – contrary to Bologna;
    • The EQF does not ask for structural changes at national level
  • 10.
    • The relationship between vocational and higher education and training
    • EQF provides an opportunity to clarify
    • how one sub-system of education and training relates to other parts of education and training (VET-HE);
    • how the role of sub-systems is changing;
    • how EQF can be seen as an opportunity to further
    • develop qualifications.
    • A challenge,
    • Should universities have a monopoly of levels 6-8?
  • 11.
    • Towards National Qualifications Frameworks
    • The EQF acts as a catalyst for the reform of national qualifications systems
    • The big majority of EU countries are now developing overarching NQFs – covering all levels of qualifications - in response to the EQF
    • Illustrates that EQF is seen as relevant
  • 12.
    • Towards overarching National Qualifications Frameworks
    • (situation spring 2008)
    • Having developed NQFs: France, Ireland, Malta, UK
    • Are developing NQF: Austria, Belgium, Bulgaria, Czech republic, Germany, Denmark, Estonia, Spain, Finland, Hungary, Italy, Lithuania, Luxembourg, Latvia, Netherlands, Poland, Portugal, Romania, Slovenia,
    • Slovakia, Turkey
    • Are considering NQFs: Greece, Iceland, Norway, Sweden
  • 13.  
  • 14.
    • EQF and the individual citizen
    • An opportunity to develop more user oriented qualifications systems
    • by focussing on learning outcomes
    • by opening up towards validation of prior learning
    • by clarifying learning pathways
    • A challenge as
    • institutions and sectors create barriers to learning by emphasising their own exclusivity
  • 15.
    • Conclusions
    • EQF is not about standardisation, it is about
    • creating a common reference point;
    • a common language able to bridge the
    • increasing diversity of qualifications in Europe
    • a common framework making co-operation possible,
    • an instrument to avoid fragmentation
  • 16.
    • EQF –
    • opportunities and challenges
    • An opportunity: EQF is an instrument facilitating European cooperation and national reform
    • A challenge: EQF will change nothing without active participation and strong commitment from all stakeholders
    • We need to make explicit main
    • opportunities and
    • challenges

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