EQFNewsletter April 2010[1]

8/3/2019 EQFNewsletter April 2010[1]

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Editorial 3Odile Quintin, Director-General for Educationand Culture, European Commission

EQF Implementation 4Progress since 2008

Referencing to EQF: 7Irish and Maltese experience

Development of National Quali cations 9Frameworks (NQFs) in Europe

The External Dimension of the European 10Quali cations Framework Developmentsin EU partner countries and beyond

Whats New 12

The views expressed in this Newsletter do not necessarily re ect the opinion or position of the European Commission, Cedefop or the European Training Foundation. TheCommission, Cedefop and the European Training Foundation cannot be held responsible for any use which may be made of the information contained herein.

EuropeanQualicationsFramework

EQF NEWSLETTER


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E Q F N E W S L E T T E R A P R I L 2 0 1 0

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Vous lisez le premier numro du Bulletin du CadreEuropen des Certi cations (CEC). Ce Bulletin estdestin informer tous les dcideurs, praticiens, ex-perts et parties prenantes qui d'occupent des certi ca-tions et des acquis des apprentissages dans le cadre dela mise en uvre du CEC au niveau national et eu-

ropen. Le Bulletin CEC sera publi trois fois par an.Dans lditorial du premier numro, Odile Quin-tin, Directeur gnral pour lEducation et la Cul-ture de la DG EAC souligne les dveloppements etprogrs importants enregistrs depuis ladoption dela recommandation relative au CEC en avril 2008.Elle salue le travail que font les pays en vue de lamise en oeuvre du CEC et les mesures nationalesconnexes qui placent d'ducation et formation toutau long de la vie au cur des systmes promeuventla mobilit de tous les citoyens travers lEurope.

Un article dcrit les plateformes europennes

qui soutiennent la mise en uvre du CEC (leGroupe consultatif pour le CEC et les Points decoordination nationaux) et prsente brivement cequimplique le processus de mise en relation avecle CEC. Aprs cet aperu europen, un article duCEDEFOP analyse le dveloppement de cadres

nationaux de certi cations, qui jouent un rle im-portant dans la mise en pratique du CEC. Au-deldes 32 pays qui participent au programme de travailEducation et formation 2010 ainsi qu son suc-cesseur pour 2020, lETF estime que plus de 100pays travers le monde procdent actuellement

llaboration ou la mise en uvre de cadres na-tionaux de certi cations et se rfrent au CEC pour concevoir leurs systmes de certi cations.

Au nom des deux premiers Etats membres ay-ant termin le processus de rfrencement de leurscadres nationaux de certi cations au CEC, le Con-seil de certi cations de Malte et lAutorit nation-ale irlandaise des certi cations prsentent un rapideaperu des processus de mise en relation dans leur pays respectif. Ils soulignent galement les princi-pales di cults rencontres par les parties prenantesau cours du processus. .

En n, le Bulletin CEC fournit des liens vers dessources dinformations dactualit, notamment lerapport sur la mise en relation des cadres de certi -cations du Royaume Uni au CEC et llaborationde cadres nationaux de certi cations en Grce eten Finlande.

Sie lesen die erste Ausgabe des EQR-Newsletters,der alle Entscheidungstrger, Akteure, Experten undInteressenvertreter, die sich im Rahmen der Umset-zung des Europischen Quali kationsrahmens (EQR)auf nationaler und europischer Ebene mit Quali ka-tionen und Lernergebnissen befassen, ber aktuelleEntwicklungen informieren soll. Der EQR-Newslet-ter wird knftig dreimal pro Jahr ver entlicht.

Zu Beginn dieser ersten Ausgabe berichtet OdileQuintin, Generaldirektorin fr Bildung und Kultur,DG EAC, ber die wichtigsten Neuerungen und

Fortschritte, die seit Annahme der EQR-Empfeh-lung im April 2008 erzielt wurden. Die einzelnenLnder leisten bei der Umsetzung des EQR guteArbeit und sind berdies um die Erarbeitung na-tionaler Manahmen bemht, die das lebenslangeLernen in den Bildungs- und Ausbildungssystemenverankern und die Mobilitt der Brger innerhalbEuropas frdern sollen.

Ein weiterer Artikel gibt einen berblick ber das EQR-Referenzverfahren und beschreibt einigeder Organe, die die Umsetzung des EQR unter-sttzen (die EQF Advisory Group und die nation-alen Koordinierungsstellen). In einem Artikel vonCEDEFOP wird ber die Einfhrung der national-

en Quali kationsrahmen berichtet, die einen wich-tigen Bestandteil des EQR bilden. Die EuropischeStiftung fr Berufsbildung (ETF) schtzt, dass auer den 32 Lndern, die am Arbeitsprogramm Allge-meine und beru iche Bildung 2010 und am Nach-folgeprogramm, dem strategischen Rahmen "ET2020" teilnehmen, derzeit ber 100 weitere Lnder einen nationalen Quali kationsrahmen umsetzenoder entwickeln und den EQR als Grundlage fr ihre Quali kationssysteme verwenden.

Malta und Irland sind zwei der ersten Mitglied-

staaten, die die Koppelung ihrer nationalen Quali-kationsrahmen an den EQR abgeschlossen haben.Im vorliegenden Newsletter beschreiben Vertreter des Malta Quali cations Council und der NationalQuali cations Authority of Ireland das Verfahrenaus der Sicht ihres jeweiligen Landes und berichtenber die Probleme, mit denen die Beteiligten kon-frontiert waren.

Nicht zuletzt enthlt der EQR-Newsletter Linkszu aktuellen Berichten wie zum Beispiel ber dieVerknpfung des britischen Quali kationsrahmensmit dem EQR sowie ber die Umsetzung der na-tionalen Quali kationsrahmen in Finnland undGriechenland.

Zusammenfassung

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EditorialOdile Quintin, Director-General for Education and Culture, European Commission

Almost two years have passed since the adoptionof the recommendation of the Council and theEuropean Parliament on the establishment of theEuropean Quali cations Framework for lifelonglearning (EQF) on 23 April 2008. We are well intothe implementation of the EQF. Indeed, 2010 is the

rst target date. By the end of this year countriesare invited to reference their national quali cationssystems to the EQF. They are doing it, and they aredoing more than that. All Member States - as wellas European Economic Area countries and candi-date countries - have decided and taken action toimplement this voluntary initiative, but they havealso engaged in the development of national quali-

cations frameworks based on learning outcomes.Countries acknowledge that the implementationof the EQF and related national measures are seenas levers for achieving such strategic objectives asmaking lifelong learning a reality in education andtraining systems and promoting mobility of all citi-zens throughout Europe. This potential of the EQFas a catalyst for reform and as a transparency tool isalso widely acknowledged beyond Europe.

However, what does the 2010 target mean inpractice - that national quali cations systems should

be referenced to the EQF? Within the EQF Advi-sory Group, where countries are represented alongwith European social partners and other stakehold-ers, a set of criteria have been de ned along whichcountries need to explain in a transparent way ina written report - to other countries how their na-

tional quali cations system is set up and how their national quali cations levels relate to those of theEQF. This referencing report is widely discussed inthe Advisory Group and published to be availablefor all citizens.Three countries have published their reports: Ire-land and Malta already in 2009, and the UnitedKingdom earlier this year. It is expected that someseven further countries will be able to nalise their referencing in 2010, while most of the others willneed 2011 to achieve this process. This still allowsall countries to indicate the appropriate EQF lev-el in each new quali cation they issue by 2012 -which is the second target date suggested by the

EQF Recommendation.Implementation is therefore progressing verywell. However, the success of the EQF as a toolfor citizens, organisations and institutions will de-pend on whether countries and stakeholders areacquainted with it and the underlying learning out-comes approach - and to what extent they bene tfrom it. Besides, the EQF will be crucial for the Eu-rope 2020 Strategy and for the implementation of the New Skills for News Jobs Agenda. The learningoutcomes approach promoted by the EQF lays the

ground for a competence-based common languageacross countries and sectors, as well as between edu-cation, training and the labour market.

For the EQF to become a shared, useful tooland for the learning outcomes approach to be fullyimplemented it is essential to widen the debate toinvolve all policy makers, experts, practitioners andstakeholders dealing with quali cations and learn-ing outcomes, disseminating information on relateddevelopments, enabling exchange on good practic-es and common challenges in Europe and beyond.This is done by the EQF National CoordinationPoints. Here, with the launching of the EQF News-letter, which will be published three times a year,the Commission aim to contribute to the further development of a quali cations and learning out-comes community in Europe, and, thus support na-tional and European discussions on the EQF.

Odile Quintin,Director-Generalfor Education andCulture, EuropeanCommission


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EQF Implementation Progress since 2008

In particular, the EQF Recommendation1 callson the Member States to:

Relate their national quali cations systemsor frameworks to the EQF by 2010, by refer-encing, in a transparent manner, their quali-

cation levels to the eight levels of the EQF; Ensure that by 2012 all new certi cates, di-

plomas and Europass documents issued by

the competent authorities contain a clear reference, by way of national quali cationssystems, to the appropriate EQF level;

Use an approach based on learning out-comes (what the learner knows, understands

While the referencing of national quali cationssystems and frameworks to the EQF is an autono-mous national process, coherence and transparencyare necessary to generate mutual trust between all

1 Recommendation of the European Parliament and of the Council on the establishment of the European Quali cationsFramework for lifelong learning:http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:EN:PDF

2 As of February 2010 ve meetings of the group have been held.

3 The ten criteria and procedures for referencing to the EQF can be found here: http://ec.europa.eu/education/li elong-learning-policy/doc/eq /ireland_en.pd

1. IntroductionAdopted in 2008 by the Council and the Euro-pean Parliament, the European Quali cationsFramework (EQF) is designed as a translation de-

vice between quali cation systems and frameworks,to improve the understanding, comparability andportability of quali cations across Europe. Its im-

plementation relies on the voluntary participationof countries (EU/EEA Member States and candi-date countries) that are invited to relate their na-

tional quali cations frameworks or systems to theeight reference levels of the EQF.

countries and stakeholders. For this purpose, theCommission established European platforms for cooperation and coordination in 2008.

2. Platforms supporting the implementationof the EQF

2.1 The EQF Advisory GroupThe remit of the EQF Advisory Group is to ensurethat the EQF is implemented in the most coher-ent and transparent way. It discusses challenges andprovides guidance to national authorities in their referencing to the EQF.

The EQF Advisory Group is composed of the

representatives of 32 participating countries andEuropean social partners (BusinessEurope, CEEP,UEAPME, ETUC) and other stakeholders (Euro-chambers, EUA, EUCIS-LLL, Public EmploymentServices), as well as the Council of Europe. Theparticipation of the Council of Europe is crucialfor the coordination of developments regardingthe Framework for Quali cations of the EuropeanHigher Education Area (QF-EHEA) and the EQF.The Advisory Group is chaired by the European

Commission and supported by Cedefop and theEuropean Training Foundation (ETF).

The EQF Advisory Group meets several timesper year 2. Among the themes it has covered over the past two years have been:

A set of 10 criteria and procedures for refer-

encing national quali cation frameworks andsystems to the EQF3 (cf. in chapter 3 below); A structure for cooperation at European level

to ensure the transparency of the referencingprocess

The presentation and discussion of referencingreports

The promotion of quality assurance and mu-tual trust among countries in the context of the EQF

and is able to do) when de ning and de-scribing quali cations;

Promote and apply common principles of quality assurance when relating quali ca-tions in higher education and vocationaleducation and training within national qual-i cations systems to the EQF;

Designate National Coordination Points,which will be in charge of referencing na-tional quali cations levels to the EQF levelsin a transparent way, involving all relevantstakeholders in the process (cf. 2.2, below).
http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:EN:PDFhttp://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/ireland_en.pdfhttp://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/ireland_en.pdfhttp://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/ireland_en.pdfhttp://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/ireland_en.pdfhttp://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:EN:PDF


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Developments in sectoral quali cations The development of a common language be-

tween education and labour

In order to address speci c issues, the EQF Advi-sory Group may design a mandate for and delegatea sub-group to further explore a speci c topic. Thesub-group will produce a proposal for discussionand/or adoption by the EQF Advisory Group. Sofar, sub-groups have been working on developingthe referencing criteria, identifying challenges and

issues regarding quality assurance underpinning thereferencing process, and EQF related developmentsin sectors. The Learning Outcomes Group speci -cally supports discussions at national level on theuse of learning outcomes.

To ensure continuity between meetings and tocontribute to the planning of the agenda of meet-ings, the Advisory Group Bureau was set up. It iscomposed of Advisory Group representatives fromthe three presidency countries (previous, present,next) and two representatives of stakeholders.

2.2 The National Coordination PointsThe Recommendation calls for Member States todesignate National Coordination Points (NCPs)in order to support and guide the relationshipbetween national qualifications systems and theEQF. The NCPs have a two-fold mission. Onthe one hand, they are to ensure the quality and

transparency of the referencing process, and, onthe other hand, they should inform and promotethe use and understanding of the EQF withinthe countries.

The NCP list can be found at the back of thisnewsletter.

3. The referencing processReferencing means the process by which a level ina national quali cations framework or system is re-lated to one of the eight EQF levels. It is the resultof the national referencing processes which will intime enable the EQF to ful l its purpose to serve asa tool for recognition and mobility across Europe.

The success and use of theEQF depend on the quality andtransparency of the referencing process.

3.1 Quali cations, national quali cations frameworks and the EQFNational quali cation frameworks (NQFs) alreadyexist in some European countries. Since very re-cently this includes Belgium (Flanders), France, Ire-land, Malta and the UK. Most other countries par-ticipating in the EQF, as well as many others outsideEurope are also developing NQFs (as discussed in

the ETF article on page 10). NQFs enable coun-tries to assign a level to each quali cation withina coherent, comprehensive set of levels de ned inlearning outcomes (what learners should know, un-derstand and be able to do to hold a quali cationat that level).

3.2 Referencing national quali cations frameworks or systems tothe EQF

Referencing is coordinated by the NCP, which, inaccordance with national legislation and practice,

may need to bring together several national au-thorities. It is a national process, but participationof international experts is one of the agreed criteriaand procedures.

Those in charge of the referencing process ana-lyse the descriptors of the national quali cationframework or system and compare them to thelevel descriptors of the EQF, collecting evidence for national decisions to match levels. It is a challeng-ing task because national levels may be more or lessthan eight levels (for example, the Scottish Creditand Quali cations Framework has 12 levels). Evenif there are eight levels they may not automatically

correspond to the EQF levels (see gure 1 on thefollowing page).

Countries that have referenced to the EQF sofar (Ireland, Malta and the UK) have all under-taken extensive consultation with a wide range of stakeholders including awarding bodies, providers,employers, trade unions and chambers for example.The importance of this consultation process is be-ing continuously emphasised as a contribution tothe quality and legitimacy of the referencing proc-ess and the ownership of its results (see for exam-ple articles provided by the National Quali cationsAuthority of Ireland and the Malta Quali cationsCouncil on pages 7 and 8).


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3.3 The referencing report

Figure 1: Referencing national quali cations frameworks or systems to the EQF.

NQF - National quali cations frameworkNQS - National quali cations systemEQF - European quali cations framework

EQF Level 8

COUNTRY A COUNTRY B

EQF Level 7

EQF Level 6

EQF Level 5

EQF Level 4

EQF Level 3

EQF Level 2

EQF Level 1

QUALIFICATION

QUALIFICATION

QUALIFICATION

QUALIFICATION

QUALIFICATION

QUALIFICATION

QUALIFICATION

NQF/NQS

NQF/NQS

NQF/NQS

NQF/NQS

NQF/NQS

NQF/NQS

NQF/NQS

The immediate outcome of the referencing processis a referencing report which explains, in a trans-parent and easily understandable manner, the na-tional framework(s) or system and the argumentsbehind the decision to reference NQF levels to

3.4 The results of referencing The real world end-result of the referencing is astructure which allows a learner, an employer, anauthority, or an education and training institutionto weight a quali cation from another countryagainst a quali cation from ones own country thatthey are familiar with. This is done by using theEQF level of the foreign quali cation as a yard-stick. This matching will become possible as thereferencing will allow national authorities to indi-cate an EQF level to each new quali cation in thenational system.

speci c EQF levels. The report is presented to theEQF Advisory Group who discusses and commentson it with a view to improving its clarity and in-forms future referencing processes.

Besides the improved understanding of quali -cations abroad, there are national bene ts in under-taking the EQF referencing process. The referenc-ing process should bring together all stakeholdersin a discussion and decisions on issues regardingmaking explicit what is currently tacit in manyquali cations systems - for example, the relation-ship among national quali cations from di erentsub-systems and their levels. This has been one keymessage from countries that have already complet-ed the referencing exercise.

3.5 How far is this process as of todayReferencing to the EQF started last year (2009)with Ireland and Malta. At the beginning of 2010the UK also made public its referencing reports.More referencing reports are expected in 2010 andmost participating countries have announced their intention to reference to the EQF by 2011 or 2012.

Published referencing reports can be found here:Ireland: http://www.nqai.ie/documents/

EQFReferencingReport nalJune2009.pdf

Malta: http://www.mqc.gov.mt/referencingreport?l=1

UK: http://www.qcda.gov.uk/27193.aspx
http://www.nqai.ie/documents/EQFReferencingReportfinalJune2009.pdfhttp://www.nqai.ie/documents/EQFReferencingReportfinalJune2009.pdfhttp://www.mqc.gov.mt/referencingreport?l=1http://www.qcda.gov.uk/27193.aspxhttp://www.qcda.gov.uk/27193.aspxhttp://www.mqc.gov.mt/referencingreport?l=1http://www.nqai.ie/documents/EQFReferencingReportfinalJune2009.pdfhttp://www.nqai.ie/documents/EQFReferencingReportfinalJune2009.pdf


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Referencing the Irish NationalFramework of Quali cations to the EQFSean OReilly, National Quali cations Authority of Ireland 1

Ireland regards the implementation of the EuropeanQuali cations Framework (EQF) as an important

instrument to support mobility and lifelong learn-ing. The ability of the EQF to support portabilityof quali cations provides key bene ts to individualsholding quali cations recognised through the Na-tional Framework of Quali cations (NFQ later inthe text). It also provides additional encouragementfor stakeholders to engage with the national frame-work in order to achieve such bene ts.

The process to reference the Irish NFQ to theEQF was completed in June 2009. The NationalQuali cations Authority, as the designated NationalCoordination Point, convened a national SteeringCommittee to assist it in the process. The commit-tee included representatives of the national educa-tion and training sectors in addition to three inter-national experts.

Ireland veri ed the compatibility of levels 6 to10 of the Irish NFQ to the Framework for Quali-

cations of the European Higher Education Area(Bologna Process) in 2006. This experience in-formed the EQF referencing process and provideda model approach to this referencing which, in turn,simpli ed the work of the Steering Committee.

Consultation with a wide range of stakeholderswas an important part of the referencing process.

Consultation has played a key part of the develop-ment and implementation of the NFQ in Irelandand appropriate structures and processes are well es-tablished. These were utilised during the referenc-ing process to seek feedback but also to disseminategeneral information on the EQF to national stake-holders. Examples include a national seminar, pub-lication of draft reports on the Authority websiteand information bulletins which were sent to over 800 contacts2.

The international experts played a crucial rolein ensuring that the referencing report achieved

its core objective: that of helping to describe thenational education and training system to an inter-national audience. The challenge of describing thedi erent sectors, their distinct statutory quality as-surance arrangements and the di erent legal rela-tionships to the NFQ was noted by the SteeringCommittee and by the international members inparticular. This resulted in a speci c section beingadded to the referencing report. This section pro-vides an overview of the system but also refers toadditional information sources.

Two key issues of concern were identi ed dur ingthe referencing process by Ir ish stakeholders. Theseconcern the relationship of sectoral quali cations/frameworks to national quali cations systems andthe EQF; and the relationship of the EQF to Direc-tive 2005/36/EC on recognition of quali cationsrelated to regulated professions3. The rst issue par-ticularly relates to sectoral quali cations that tran-scend national boundaries. There is general supportthat such quali cations should be accommodatedin national quali cations frameworks and the EQFbut there is no clear view as yet as to how this mightbe achieved and particularly how external qualityassurance would apply. The second issue was raised

speci cally by organisations operating both withinthe domains of the Directive on recognition of quali cations related to regulated professions andthe EQF and concerned the perceived lack of clar-ity on how the Directive will relate to the EQF.

For more information on the Irish referencingto the EQF see the National Quali cations Au-thority of Ireland web-site where you can also ndthe referencing report:http://www.nqai.ie/in-terdev_eqf.html#ref

1 NQAI:http://www.nqai.ie/index.html 2 These Bulletins can be consulted on the NQAI web-site: http://www.nqai.ie/interdev_eq .html 3 For more information see the European Commission Internal Market web-site:

http://ec.europa.eu/internal_market/qualifcations/ uture_en.htm
http://www.nqai.ie/interdev_eqf.html#refhttp://www.nqai.ie/interdev_eqf.html#refhttp://www.nqai.ie/index.htmlhttp://www.nqai.ie/interdev_eqf.htmlhttp://ec.europa.eu/internal_market/qualifications/future_en.htmhttp://ec.europa.eu/internal_market/qualifications/future_en.htmhttp://www.nqai.ie/interdev_eqf.htmlhttp://www.nqai.ie/index.htmlhttp://www.nqai.ie/interdev_eqf.html#refhttp://www.nqai.ie/interdev_eqf.html#ref


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Education is one of the sectors in which Malta aimsto achieve excellence by 2015 as investment in hu-man resources is one of the identi ed priorities to-wards economic competitiveness and social cohe-sion and development. This sector is undergoing areform whereby the education system, new policiesand new institutions are integrating the Europeantools spearheaded by the Lisbon Strategy.

The process to give Maltas quali cations an in-ternational dimension goes back to 2005 when Le-gal Notice 347 established the Malta Quali cationsCouncil (MQC). MQCs primary objective was tosteer the development of the Malta Quali cationsFramework (MQF), which was eventually launchedin June 2007 and to act as the EQF National Co-ordination Point. Consultation with stakeholdersincluding student representatives, public and pri-vate training providers and social partners was in-strumental in shaping the MQF and its referencingto the European Quali cations Framework (EQF)and the Framework for Quali cations of the Euro-pean Higher Education Area (QF-EHEA).

The Referencing Report for further consulta-tion was published and o cially launched by the

Minister of Education in November 2009.From a Maltese perspective, the quali cationsframework serves as a catalyst for change, innova-tion and the establishment of a national networkof stakeholders involved in training and education,industry and businesses and the welfare of workers,

young people and adult learners. For the rst timein the history of education in Malta, the frameworkof quali cations brought di erent people aroundthe same table to discuss one common concern: therelevancy of education and training to employabil-ity. In Malta, stakeholders of education and employ-ment were brought together not only through theconsultation process on the quali cations frame-work but also under the Ministry of Education,Employment and the Family. Following this experi-ence, more and more people in Malta are looking ateducation from a di erent perspective namely, that

it relates not only to ones own personal enrich-ment but that it should equip individuals with theknowledge, skills and competences needed in todayand tomorrows labour market.

A second important challenge which is beingmet is that of reform and innovation. The MaltaQuali cations Framework (MQF) has spearheadeda number of reforms such as the introduction of a new School Leaving Certi cate which coversall formal, informal and non-formal learning; theaccelerated process to adopt the European CreditTransfer System across all courses in higher edu-cation; the introduction of the ECVET system invocational and professional training; the design andpublication of occupational standards related to vo-cational quali cations and lately the design of anAwards system that matches the level descriptors of the Malta Quali cations Framework. A further on-going challenge which followed the setting of theMQF has been the process to validate informal andnon-formal learning and to classify such learningwith the MQF. A policy document was launched in2008 and since then various stakeholders activitieson a national level have been organized to ensure

that the process is transparent and meets the stand-ards and criteria established by the various businesssectors and education. Furthermore, during 2010, anew legislation will be enacted to quality assure allpublic and private training provision, align quali -cations to the MQF and set standards for licensingand accreditation of all further and higher educa-tion institutions and programmes. The added valueof the MQF has undoubtedly been that it acted asa wake-up call to policy-makers on issues related toquality, standards and employability.

More information on the Malta Quali cationsFramework can be found onwww.mqc.gov.mt

The referencing report can be accessed here:h t t p : / / w w w . m q c . g o v . m t /referencingreport?l=1

The Referencing Process: A European and International value to Maltas Quali cations

Dr James Calleja and Doris Mangion, Malta Quali cations Council
http://www.mqc.gov.mt/http://www.mqc.gov.mt/referencingreport?l=1http://www.mqc.gov.mt/referencingreport?l=1http://www.mqc.gov.mt/referencingreport?l=1http://www.mqc.gov.mt/referencingreport?l=1http://www.mqc.gov.mt/referencingreport?l=1http://www.mqc.gov.mt/


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Development of National Quali cationsFrameworks (NQFs) in EuropeSlava Pevec Grm and Jens Bjornavold, Cedefop

tween 8 and 12 levels. Levels are de ned in terms of learning outcomes. Many countries use EQF level

descriptors (along with Dublin descriptors usedthe Framework for Quali cations of the EuropeanHigher Education Area) as a starting point for thedevelopment of more detailed level descriptors thatsuit national needs, circumstances and goals. Somecountries (such as Malta, Finland and Slovenia)emphasise key competences in their level descrip-tors (learning to learn, communication and socialskills, entrepreneurship and judgment skills). Ger-many uses the term competence as an overarchingconcept (in line with its tradition), distinguishingprofessional and personal competence. The devel-opment of level descriptors is currently taking placein many countries.

One of the important characteristics of the cur-rent developments is that the NQFs provide a plat-form for dialogue and consensus-building amongvarious stakeholders from di erent education andtraining sub-systems, the labour market and the so-cial partners. In most cases the national ministriesof education coordinate the process, in close co-operation with ministries of higher education andresearch (where they are separate ministries) andministries of labour for example. Other ministriesmay also be involved (economy, health, labour, re-

gional development), re ecting the fact that manydi erent bodies award quali cations.Despite the rapid development of NQFs across

Europe, the process is facing a range of challenges.NQFs are not only technical instruments; they alsohave a political and social dimension. As such, theyneed to engage a broad range of stakeholders fromdi erent elds and at di erent levels, includingeducation and training providers. In many coun-tries, the relationship between higher educationand vocational education and training is now beingdiscussed and quali cations and quali cations levelsrenegotiated on the basis of the learning outcomesapproach. Cedefops mapping exercise showed thatthe learning outcomes approach is already inte-grated in many current reforms a ecting varioussub-systems of education and training in Member States. But its successful implementation in insti-tutions which will require opening up nationalquali cation systems to learning that occurs outsideformal systems, will remain a major challenge for the coming years.

http://www.cedefop.europa.eu/EN/

One of the important dimensions of the imple-mentation of the European Quali cations Frame-

work (EQF) is the development of national quali-cations frameworks (NQFs). As Cedefops 2009mapping of NQFs developments show (availableat http://www.cedefop.europa.eu/EN/pub-lications/5030.aspx ), policy-makers see them asa tool to help link national quali cations levels tothe EQF. But they are also increasingly perceivedas an instrument for national reforms. Member States view fragmented national quali cation sys-tems with concern; they see that comprehensiveNQFs can support the implementation of morecoherent lifelong learning policies and practices, re-move barr iers between institutions and sub-systemsof education and training (for example, vocationaleducation and training, general education, higher education and adult learning) and facilitate access,transfer and progression. NQFs can also take intoaccount, and thus make visible, the whole learn-ing landscape, including learning outside the for-mal education and training system. Member Statesperceive NQF development as a long-term process,and emphasise a pragmatic step-by-step approach.

In ve European countries (Belgium (Flanders),France, Ireland, Malta and UK) NQFs are in place.All other Member States aim to or are in the proc-

ess of developing a comprehensive NQF, whichclearly indicates the support for the EQF. Compre-hensive NQFs will cover a broad range of quali ca-tions from di erent sub-systems of education andtraining. The main role of the new generation of NQFs is to support communication and transpar-ency, for example to clarify relationships verticallyand horizontally and between di erent types of quali cations, certi cates and diplomas. Increasingthe transparency of quali cations is seen as a pre-requisite for:

valuing di erent types of knowledge, skills andcompetences (including non-formal and infor-mal learning),

developing new learning pathways, motivating individuals to learn throughout

their lives and creating a better supply of learning opportuni-

ties.

Most European countries have proposed or adopt-ed eight-level frameworks, though some earlier frameworks, e.g. in England, Wales and NorthernIreland, Scotland and Ireland, have adopted be-
http://www.cedefop.europa.eu/EN/http://www.cedefop.europa.eu/EN/publications/5030.aspxhttp://www.cedefop.europa.eu/EN/publications/5030.aspxhttp://www.cedefop.europa.eu/EN/publications/5030.aspxhttp://www.cedefop.europa.eu/EN/publications/5030.aspxhttp://www.cedefop.europa.eu/EN/


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The External Dimension of theEuropean Quali cations Framework Developments in EU Partner Countries and Beyond Arjen De and Borhene Chakroun, European Training Foundation (ETF)

The European Quali cations Framework (EQF) isnot only a reference for the 32 countries participat-ing in the Education and Training 2010 Work Pro-gramme and its 2020 follow-up that are representedin the EQF Advisory Group. Countries world-wideare looking at the EQF as a reference for their quali-

cations systems. The European Training Foundation(ETF) estimates that 100 countries world-wide are

currently developing or implementing national quali-cations frameworks. Moreover, a substantial number

of these countries are involved in so-called regionalor transnational frameworks that have been establishedto link the quali cations frameworks and systems of a number of countries (see Figure 2 below). Manyof these countries and transnational frameworks aremaking reference to the EQF in one way or another.

Figure 2: The world map below provides an overview of the current developments.

The countries not directly involved in the EQF im-plementation process but that are closely followingEQF developments can be basically grouped intothree categories:

1. Industrialised countries that seek cooperationwith Europe;

2. Partner countries around Europe with whichEurope is developing special relationships,including candidate countries and potentialcandidate countries, the Eastern Partnershipcountries in Eastern Europe, the Mediterra-

nean countries in North Africa and the MiddleEast and nally countries in Central Asia.

3. Other countries in Southern Asia, Sub-SaharanAfrica and Latin America where the EU is pro-viding assistance to education and labour mar-ket reforms.

In this article the focus is on current developmentsin partner countries. The developments beyondthese countries will be covered in an upcoming is-sue of the EQF newsletter.

LEGEND:Dark blue: Countries with fully functional quali cations frameworksRed: Countries that are developing quali cations frameworksLight blue: Countries that have introduced competency based training systemsTransparent green: Regional or transnational quali cations frameworks under developmentTransparent blue: Mutual recognition sectoral arrangements of the ASEAN (the Association of Southeast Asian

Nations)Transparent orange: Prospective Gulf Cooperation Countries regional framework (in principle agreed but not under

development yet)Not indicated: the Virtual University for the Small and Island States of the Commonwealth Transnational(transparent color) Quali cations Framework (small states all over the world)


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Progress on NQF developmentsin partner countries and links toEQF and Bologna ProcessThis section outlines ndings from the recent in-ventory of progress on NQF developments in part-ner countries that was presented to the EQF Advi-sory Group in February 2010.

In order to analyse progress across countriesthese were clustered into di erent groups. In total23 out of the 29 partner countries are now consid-ering, developing or are currently in the process of implementing quali cations frameworks:

Lebanon, Belarus and the Republic of Moldovaare exploring what the implications of a quali-

cations framework are for their education andtraining reforms and developing early concepts.

In Azerbaijan, Tajikistan, Serbia, Bosnia andHerzegovina and Kazakhstan a quali cationsframework is a clear policy objective, support-

ed by programmes and donor funded projectsand national policy documents, but the con-cepts and objectives still need ne-tuning.

In the Former Yugoslav Republic of Macedo-nia, Ukraine, Kyrgyzstan, Morocco, Jordan, andEgypt the vision for a quali cations frameworkhas been set and agreed. It is now clear whatNQF developments are planned, and the rststeps towards design have been made, includingdraft legislation.

Montenegro, Armenia, Russia, Tunisia andCroatia are at an advanced stage of the designof their frameworks and have identi ed levels,quali cation types, implementation mecha-nisms and will start with testing these new fea-tures.

Georgia, Kosovo (as de ned by UNSC regu-lation 1244), and Turkey are in the process of early implementation. They have establishednew regulatory institutions to coordinate their frameworks, These countries have adopted lawsand are developing their rst new quali ca-tions.

Frameworks have been legislated by new lawsin Bosnia and Herzegovina, Serbia, Kyrgyzstan,

Montenegro, Croatia, Tunisia, Turkey andGeorgia.

References to EHEA QF and EQFThere are strong links to the Bologna Process andto the EQF in almost all partner countries.

Albania, Turkey, Egypt, Kosovo (United NationalSecurity Council Resolution 1244) all propose touse the EQF levels as their national levels; whileCroatia, Former Yugoslav Republic of Macedo-nia, Bosnia and Herzegovina, Serbia, Montenegro,Georgia, Ukraine, Kyrgyzstan, Armenia, Moroccohave accepted or are developing 8 levels.

Less strong links exist in Tunisia (agreed 7 levels), Jordan (proposed 7 levels) and Russia (proposed 9levels), but discussions continue in each of thesecountries to move to 8 levels.

No levels have yet been agreed in Azerbaijan,Belarus, the Republic of Moldova, Lebanon, Kaza-khstan, and Tajikistan. However, there is an overalltrend towards eight levels.

Croatia, Turkey and the Former Yugoslav Re-public of Macedonia are participating or at least are

eligible for the EQF process. But ten partner coun-tries in the Balkans, Eastern Europe and the Cauca-sus, who are members of the Council of Europe, aredirectly involved in the Bologna Process but not inthe EQF implementation. Of these, six have never-theless already agreed or established comprehensivenational quali cations frameworks. In Bosnia andHerzegovina and Serbia a higher education frame-work will be established rst. In Turkey parallel de-velopments are on-going. But these countries arenow also moving towards comprehensive frame-works. Moreover, Kosovo (United National Secu-

rity Council Resolution 1244) is de facto preparingfor aligning its NQF to both the Framework for Quali cations of the European Higher EducationArea (QF-EHEA) and the EQF. There is thereforea predominant trend towards comprehensive frame-works aligned to the EQF.

References to the EQF are also appearing inbilateral cooperation arrangements of EuropeanUnion with several countries (Morocco, Turkey,Caucasus Countries). Only Belarus, Tajikistan andLebanon make no reference to the EQF so far.

The above mentioned references to the EQFimply that there are expectations to link partner countries NQFs to the EQF at a certain stage of development: an issue that will need to be addressedin the coming years.


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Whats New

The EQF Newsletter presents newsand articles ondevelopments relatedto the implementationof the EuropeanQuali cationsFramework. Thisnewsletter is producedby GHK Consulting onbehalf of the EuropeanCommission.

Finnish National Quali cationsFramework DevelopmentIn summer 2009 the Finnish Committee for thepreparation of the national quali cations frame-work (NQF) prepared a report analysing the Finn-ish quali cations system in view of an NQF devel-opment. The English version of this report is nowavailable online:http://www.oph. /mobility/quali cations_frameworks .

Amongst other issues the report outlines thebasic principles for a Finnish NQF and provides aproposal for the framework structure as well as itsgovernance (principles for placement of quali ca-tions on levels) and administration (maintenance,updating and further development). The report alsocontains a summary of quality assurance approachesin the Finnish quali cations sub-systems (generaleducation, vocational education and training andhigher education) and a re ection on future devel-opments and possible expansion of the proposedquali cations framework.

This Finnish NQF proposal is currently in theprocess of consultation.

Development of the NationalQuali cations Framework in GreeceThe launch of the consultation on the development

of a national quali cations framework (NQF) inGreece took place on 25 February 2010 through aconference gathering representatives from all stake-holders. Minister of Education, Lifelong Learningand Religious A airs - Anna Diamantopoulou il-lustrated the rationale behind the development of the proposal for the Greek NQF. This was then pre-sented in further detail by the Secretary General for Lifelong Learning - Efthimios Bakas and was fol-lowed by an extensive discussion with the audience.

It is proposed that the Greek NQF will be com-posed of 8 quali cations levels accommodating alltypes and levels of quali cations in the country.Further information on the proposal and the con-

sultation can be found on the website of the Minis-try of Education, Lifelong Learning and ReligiousA airs atwww.opengov.gr/ypepth/

Referencing of the Quali cationsFrameworks of the UK to theEuropean Quali cationsFramework (EQF)26-27 April 2010 EdinburghFollowing the referencing of the UK quali cationsframeworks to the European Quali cations Fram-work (EQF), the National Coordination Pointsin the UK: the Welsh Assembly Government; theQuali cations and Credit Framework (QCF); theScottish Credit and Quali cations Framework(SCQF), will be holding an international confer-ence to mark the occasion. The conference will in-vite stakeholders to share their experiences and willinclude representatives from the higher and further education sectors; economic sectors and awardingorganisations together with presentations from Eu-ropean partners that will include an internationalperspective.

The UK referencing report can be found athttp://www.qcda.gov.uk/docs/QFUK_

Joint_Report_140pp.pdf

EQF Notes - Added value of NQFs.The European Commission, in cooperation withCedefop and the European Training Foundationpublishes a series of EQF Notes to support debateand action related to the implementation of theEuropean Quali cations Framework for LifelongLearning (EQF) at national and European level.

EQF Note 1: Explaining the European Quali ca-tions Framework for Lifelong Learning was publishedin June 2008 for the launching event of the im-plementation of the EQF. EQF Note 1 informedstakeholders about the general context of the es-tablishment of the EQF in the form of questions

and answers.The Commission has now published the secondnote in the European Quali cations FrameworkSeries:Added Value of National Quali cations Frame-works in Implementing the EQF . This note is targetedat policy makers and quali cations experts and aimsto support the design and implementation of na-tional quali cations frameworks (NQFs) as tools for implementing the EQF at national level. EQF Note2 is available at:http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/note2_en.pdf


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The next issue of the EQF Newsletter will be publishedin Summer 2010. If you would like to subscribe to theEQF Newsletter, please register by sending an emailto the following email address:

[email protected]

Please forward any commentsor suggestions regarding theEQF Newsletter to the sameemail address.
http://www.oph.fi/mobility/qualifications_frameworkshttp://www.oph.fi/mobility/qualifications_frameworkshttp://www.opengov.gr/ypepth/http://http//www.qcda.gov.uk/27193.aspxhttp://http//www.qcda.gov.uk/27193.aspxhttp://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/note2_en.pdfhttp://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/note2_en.pdfmailto:eac-eqf-newsletter%40ec.europa.eu?subject=Please%20subscribe%20me%20to%20the%20EQF%20Newslettermailto:eac-eqf-newsletter%40ec.europa.eu?subject=Please%20subscribe%20me%20to%20the%20EQF%20Newsletterhttp://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/note2_en.pdfhttp://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/note2_en.pdfhttp://http//www.qcda.gov.uk/27193.aspxhttp://http//www.qcda.gov.uk/27193.aspxhttp://www.opengov.gr/ypepth/http://www.oph.fi/mobility/qualifications_frameworkshttp://www.oph.fi/mobility/qualifications_frameworks


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Country National Coordination Point Address

AT OeAD GmbH-National Agentur Lebenslanges Lernen Schreyvogelstrasse 21010 Wien-Austria

BE-FR Service Francophone des Metiers et des Qualifications SFMQ Rue Lavale, 11080 BruxellesBE-FL Agency for Quality Assurance in Education and Training Koning Albert II-laan 15 (lokaal 2B17)

B-1210 BrusselsBG Ministry of Education, Youth and Science 2A Kniaz Dondukov blvd., 1000 Sofia, BulgariaCZ National Institute of Technical and Vocational Education Weilova 1271/6, 102 00 Praha 10, Czech

RepublicDE Bundesministerium fr Bildung und Forschung Hannoversche Str. 28-30

10115 Berlin, DeutschlandDK Danish Agency for International Education Fiolstraede 44,

1171 Kbenhavn, DenmarkEE Estonian Qualification Authority Mustame tee 16, 10617 Tallinn, EstoniaEL General Secretariat for Lifelong Learning 37, A.Papandreou str. Maroussi, Office 3127, PC

15180, ATHENSES Ministry of Education C/General Oraa 55

ES - 28006 MadridFI Finnish National Board of EducationMinistry of Education

P.O.Box 380 FI-00531 Helsinki

FR Commission Nationale de Certification Professionnelle immeuble les Boromes 21 avenue du stade de France93217 St Denis la Plaine, France

HR Vlada Republike Hrvatske Markov trg 2, 10000 Zagreb, Croatia

HU Ministry of Education and Culture 10-14. Szalay u., Budapest, 1055Hungary

IE National Qualifications Authority Jervis House, Jervis Street, Dublin 1, IRELANDIS Ministry of Education, Science and Culture Slvhlsgtu 4,

150 Reykjavk, IcelandIT ISFOL Via GB Morgagni 33

00161 Roma, Italy

LT Methodological Centre for Vocational Education andTraining Gelezinio Vilko str. 12, LT-01112 VilniusLU Ministre de l'Education nationale et de la Formation

professionnelle29, rue Aldringen, L-2926 Luxembourg

LV Academic Information Center Valnu 2 LV 1050 Riga, LatviaMT Malta Qualifications Council

Ministry of Education, Culture, Youth and Sport16/18 Tower PromenadeS LC 1019 Sta Lucia, Malta

NL Ministry of Education, Culture and Science PO BOx 16375, 2500 BJ The Hague, TheNetherlands

NO Ministry of Education and Research Box 8119, NO-0032 Oslo, NorwayPL Ministry of National Education Wesolowskiego, 16

PL - 04-691 WarsawPT National Agency for Qualifications Avenida 24 de Julho, n 138, 1399-026 LisboaSE Swedish National Agency for Higher Vocational

Education

Box 145, 721 05 Vsteras

Ingenjr Bts gata 19,722 12 Vsters

SwedenSI Institute for Vocational Education and Training Ob eleznici 16, 1000 LjubljanaSK Ministry of Education of the Slovak Republic Stromova 1; LLL Department; 813 30 Bratislava;

Slovak RepublicTR Vocational Qualifications Authority of Turkey Atatrk Bulvari 227

Kat 9-10-11 KavaklidereANKARA - Turkey

UK - WalesWelsh Assembly Government

Cathays ParkCardiff CF10 3NQ

UK -Scotland

Scottish Credit and Qualifications FrameworkPartnership

39 St Vincent Place, G1 2ER, Glasgow, UK

UK -England and

NorthernIreland

Qualifications and Curriculum Development Agency andCouncil for the Curriculum, Examinations andAssessment of Northern Ireland jointly

83 Piccadilly, London W1J8QA

E Q F N E W S L E T T E R A P R I L 2 0 1 0 Annex: National Coordination Points

Documents

EQFNewsletter April 2010[1]