Annexes to COM(2016)383 - European Qualifications Framework for lifelong learning - Main contents
Please note
This page contains a limited version of this dossier in the EU Monitor.
| dossier | COM(2016)383 - European Qualifications Framework for lifelong learning. |
|---|---|
| document | COM(2016)383  |
| date | May 22, 2017 |
Definitions
For the purposes of this recommendation, the following definitions apply:
| (a) | ‘qualification’ means a formal outcome of an assessment and validation process which is obtained when a competent authority determines that an individual has achieved learning outcomes to given standards; |
| (b) | ‘national qualifications system’ means all aspects of a Member State’s activity related to the recognition of learning and other mechanisms that link education and training to the labour market and civil society. That includes the development and implementation of institutional arrangements and processes relating to quality assurance, assessment and the award of qualifications. A national qualifications system may be composed of several subsystems and may include a national qualifications framework; |
| (c) | ‘national qualifications framework’ means an instrument for the classification of qualifications according to a set of criteria for specified levels of learning achieved, which aims at integrating and coordinating national qualifications subsystems and improve the transparency, access, progression and quality of qualifications in relation to the labour market and civil society; |
| (d) | ‘international qualification’ means a qualification awarded by a legally established international body (association, organisation, sector or company) or by a national body acting on behalf of an international body that is used in more than one country and that includes learning outcomes assessed with reference to standards established by an international body; |
| (e) | ‘learning outcomes’ means statements regarding what a learner knows, understands and is able to do on completion of a learning process, which are defined in terms of knowledge, skills and responsibility and autonomy; |
| (f) | ‘knowledge’ means the outcome of the assimilation of information through learning. Knowledge is the body of facts, principles, theories and practices that is related to a field of work or study. In the context of the EQF, knowledge is described as theoretical and/or factual; |
| (g) | ‘skills’ means the ability to apply knowledge and use know-how to complete tasks and solve problems. In the context of the EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) or practical (involving manual dexterity and the use of methods, materials, tools and instruments); |
| (h) | ‘responsibility and autonomy’ means the ability of the learner to apply knowledge and skills autonomously and with responsibility; |
| (i) | ‘competence’ means the proven ability to use knowledge, skills and personal, social and/or methodological abilities, in work or study situations and in professional and personal development; |
| (j) | ‘validation of non-formal and informal learning’ means the process of confirmation by a competent authority that an individual has acquired learning outcomes acquired in non-formal and informal learning settings measured against a relevant standard and consists of the following four distinct phases: identification through dialogue of particular experiences of an individual, documentation to make visible the individual’s experiences, a formal assessment of those experiences and certification of the results of the assessment which may lead to a partial or full qualification; |
| (k) | ‘formal recognition of learning outcomes’ means the process of granting official status by a competent authority to acquired learning outcomes for purposes of further studies or employment, through (i) the award of qualifications (certificates, diploma or titles); (ii) the validation of non-formal and informal learning; (iii) the grant of equivalence, credit or waivers; |
| (l) | ‘credit’ means confirmation that a part of a qualification, consisting of a coherent set of learning outcomes has been assessed and validated by a competent authority, according to an agreed standard; credit is awarded by competent authorities when the individual has achieved the defined learning outcomes, evidenced by appropriate assessments and can be expressed in a quantitative value (e.g. credits or credit points) demonstrating the estimated workload an individual typically needs for achieving related learning outcomes; |
| (m) | ‘credit systems’ means a transparency tool for facilitating the recognition of credit(s). These systems can comprise, inter alia, equivalences, exemptions, units/modules that can be accumulated and transferred, the autonomy of providers who can individualise pathways, and the validation of non-formal and informal learning; |
| (n) | ‘credit transfer’ means the process of allowing individuals who have accumulated credit in one context to have it valued and recognised in another context. |
ANNEX II
Descriptors defining levels in the European Qualifications Framework (EQF)
| Each of the 8 levels is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level in any system of qualifications. | |||
| Knowledge | Skills | Responsibility and autonomy | |
| In the context of EQF, knowledge is described as theoretical and/or factual. | In the context of EQF, skills are described as cognitive (involving the use of logical, intuitive and creative thinking) and practical (involving manual dexterity and the use of methods, materials, tools and instruments). | In the context of the EQF responsibility and autonomy is described as the ability of the learner to apply knowledge and skills autonomously and with responsibility | |
| Level 1 The learning outcomes relevant to Level 1 are | basic general knowledge | basic skills required to carry out simple tasks | work or study under direct supervision in a structured context |
| Level 2 The learning outcomes relevant to Level 2 are | basic factual knowledge of a field of work or study | basic cognitive and practical skills required to use relevant information in order to carry out tasks and to solve routine problems using simple rules and tools | work or study under supervision with some autonomy |
| Level 3 The learning outcomes relevant to Level 3 are | knowledge of facts, principles, processes and general concepts, in a field of work or study | a range of cognitive and practical skills required to accomplish tasks and solve problems by selecting and applying basic methods, tools, materials and information | take responsibility for completion of tasks in work or study adapt own behaviour to circumstances in solving problems |
| Level 4 The learning outcomes relevant to Level 4 are | factual and theoretical knowledge in broad contexts within a field of work or study | a range of cognitive and practical skills required to generate solutions to specific problems in a field of work or study | exercise self-management within the guidelines of work or study contexts that are usually predictable, but are subject to change supervise the routine work of others, taking some responsibility for the evaluation and improvement of work or study activities |
| Level 5 (*1) The learning outcomes relevant to Level 5 are | comprehensive, specialised, factual and theoretical knowledge within a field of work or study and an awareness of the boundaries of that knowledge | a comprehensive range of cognitive and practical skills required to develop creative solutions to abstract problems | exercise management and supervision in contexts of work or study activities where there is unpredictable change review and develop performance of self and others |
| Level 6 (*2) The learning outcomes relevant to Level 6 are | advanced knowledge of a field of work or study, involving a critical understanding of theories and principles | advanced skills, demonstrating mastery and innovation, required to solve complex and unpredictable problems in a specialised field of work or study | manage complex technical or professional activities or projects, taking responsibility for decision-making in unpredictable work or study contexts take responsibility for managing professional development of individuals and groups |
| Level 7 (*3) The learning outcomes relevant to Level 7 are | highly specialised knowledge, some of which is at the forefront of knowledge in a field of work or study, as the basis for original thinking and/or research critical awareness of knowledge issues in a field and at the interface between different fields | specialised problem-solving skills required in research and/or innovation in order to develop new knowledge and procedures and to integrate knowledge from different fields | manage and transform work or study contexts that are complex, unpredictable and require new strategic approaches take responsibility for contributing to professional knowledge and practice and/or for reviewing the strategic performance of teams |
| Level 8 (*4) The learning outcomes relevant to Level 8 are | knowledge at the most advanced frontier of a field of work or study and at the interface between fields | the most advanced and specialised skills and techniques, including synthesis and evaluation, required to solve critical problems in research and/or innovation and to extend and redefine existing knowledge or professional practice | demonstrate substantial authority, innovation, autonomy, scholarly and professional integrity and sustained commitment to the development of new ideas or processes at the forefront of work or study contexts including research |
| The Framework for Qualifications of the European Higher Education Area provides descriptors for three cycles agreed by the ministers responsible for higher education at their meeting in Bergen in May 2005 in the framework of the Bologna process. Each cycle descriptor offers a generic statement of typical expectations of achievements and abilities associated with qualifications that represent the end of that cycle. |
(*1) The descriptor for the short cycle developed by the Joint Quality Initiative as part of the Bologna process, (that can be within or linked to the first cycle), corresponds to the learning outcomes for EQF level 5.
(*2) The descriptor for the first cycle corresponds to the learning outcomes for EQF level 6.
(*3) The descriptor for the second cycle corresponds to the learning outcomes for EQF level 7.
(*4) The descriptor for the third cycle corresponds to the learning outcomes for EQF level 8.
ANNEX III
Criteria and procedures for referencing national qualifications frameworks or systems to the European Qualifications Framework (EQF)
| 1. | The responsibilities and/or legal competence of all relevant national bodies involved in the referencing process are clearly determined and published by the competent authorities. |
| 2. | There is a clear and demonstrable link between the qualifications levels in the national qualifications frameworks or systems and the level descriptors of the EQF. |
| 3. | The national qualifications frameworks or systems and their qualifications are based on the principle and objective of learning outcomes and related to arrangements for validation of non-formal and informal learning and, where appropriate, to credit systems. |
| 4. | The procedures for inclusion of qualifications in the national qualifications framework or for describing the place of qualifications in the national qualification system are transparent. |
| 5. | The national quality assurance system(s) for education and training refer(s) to the national qualifications frameworks or systems and are consistent with the principles on quality assurance as specified in Annex IV to this recommendation. |
| 6. | The referencing process shall include the stated agreement of the relevant quality assurance bodies that the referencing report is consistent with the relevant national quality assurance arrangements, provisions and practice. |
| 7. | The referencing process shall involve international experts and the referencing reports shall contain the written statement of at least two international experts from two different countries on the referencing process. |
| 8. | The competent authority or authorities shall certify the referencing of the national qualifications frameworks or systems with the EQF. One comprehensive report, setting out the referencing, and the evidence supporting it, shall be published by the competent authorities, including the EQF National Coordination Points, and shall address separately each of the criteria. The same report can be used for self-certification to the Qualifications Framework of the European Higher Education Area, in accordance with the self-certification criteria of the latter. |
| 9. | Within 6 months from having referenced or updated the referencing report, Member States and other participating countries shall publish the referencing report and provide relevant information for comparison purposes on the relevant European portal. |
| 10. | Further to the referencing process, all newly issued documents related to qualifications that are part of the national qualifications frameworks or systems (e.g. certificates, diplomas, certificate supplements, diploma supplements) and/or qualification registers issued by the competent authorities should contain a clear reference, by way of national qualifications frameworks or systems, to the appropriate EQF level. |
ANNEX IV
Quality assurance principles for qualifications that are part of national qualifications frameworks or systems referenced to the European Qualifications Framework (EQF)
All qualifications with an EQF level should be quality assured to enhance trust in their quality and level.
In accordance with national circumstances and taking into account sectoral differences quality assurance of qualifications with an EQF level should (1) (2):
| 1. | address the design of qualifications as well as application of the learning outcomes approach; |
| 2. | ensure valid and reliable assessment according to agreed and transparent learning outcomes-based standards and address the process of certification; |
| 3. | consist of feedback mechanisms and procedures for continuous improvement; |
| 4. | involve all relevant stakeholders at all stages of the process; |
| 5. | be composed of consistent evaluation methods, associating self-assessment and external review; |
| 6. | be an integral part of the internal management, including sub-contracted activities, of bodies issuing qualifications with an EQF level; |
| 7. | be based on clear and measurable objectives, standards and guidelines; |
| 8. | be supported by appropriate resources; |
| 9. | include a regular review of existing external monitoring bodies or agencies, carrying out quality assurance; |
| 10. | include the electronic accessibility of evaluation results. |
(1) These common principles are fully compatible with the European Standards and Guidelines (ESG) for Quality Assurance in the European Higher Education Area and with European Quality Assurance in VET (EQAVET).
(2) Depending on national circumstances, these principles may not apply to general education.
ANNEX V
Principles for credit systems related to national qualifications frameworks or systems referenced to the European Qualifications Framework (EQF) (1)
The EQF and national qualifications frameworks or systems, by using the learning outcomes approach, should better support individuals when moving (i) between various levels of education and training; (ii) within and between sectors of education and training; (iii) between education and training and the labour market; and (iv) within and across borders. Without prejudice to national decisions to (i) make use of credit systems; and (ii) relate them to national qualifications frameworks or systems, different credit systems, where appropriate, should work together with national qualifications frameworks or systems to support transitions and facilitate progression. To this aim, credit systems related to national qualifications frameworks or systems where appropriate, should respect the following principles:
| 1. | Credit systems should support flexible learning pathways, for the benefit of individual learners. |
| 2. | When designing and developing qualifications, the learning outcomes approach should be systematically used to facilitate the transfer of (components of) qualifications and progression in learning. |
| 3. | Credit systems should facilitate transfer of learning outcomes and progression of learners across institutional and national borders. |
| 4. | Credit systems should be underpinned by explicit and transparent quality assurance. |
| 5. | The credit acquired by an individual should be documented, expressing the acquired learning outcomes, the name of the competent credit awarding institution and, where relevant, the related credit value. |
| 6. | Systems for credit transfer and accumulation should seek synergies with arrangements for validation of prior learning, working together to facilitate and promote transfer and progression. |
| 7. | Credit systems should be developed and improved through cooperation between stakeholders at the appropriate national and Union levels. |
(1) These common principles are fully compatible with the European Credit Transfer and Accumulation System (ECTS) and the European Credit system for Vocational Education and Training (ECVET).
ANNEX VI
Elements for data fields for the electronic publication of information on qualifications with an EQF level
| DATA | Required/Optional | ||
| Title of the qualification | Required | ||
| Field (*1) | Required | ||
| Country/Region (code) | Required | ||
| EQF Level | Required | ||
| Description of the qualification (*3) | Either | Knowledge | Required |
| Skills | Required | ||
| Responsibility and autonomy | Required | ||
| Or | Open text field describing what the learner is expected to know, understand and able to do | Required | |
| Awarding body or competent authority (*2) | Required | ||
| Credit points/notional workload needed to achieve the learning outcomes | Optional | ||
| Internal quality assurance processes | Optional | ||
| External quality assurance/regulatory body | Optional | ||
| Further information on the qualification | Optional | ||
| Source of information | Optional | ||
| Link to relevant supplements | Optional | ||
| URL of the qualification | Optional | ||
| Information language (code) | Optional | ||
| Entry requirements | Optional | ||
| Expiry date (if relevant) | Optional | ||
| Ways to acquire qualification | Optional | ||
| Relationship to occupations or occupational fields | Optional |
(*1) ISCED FoET2013
(*2) The minimum required information on the awarding body or the competent authority should facilitate to find information about it, which would include its name, or if applicable the name of the group of awarding bodies or competent authorities, completed with a URL or contact information.
(*3) This description shall consist of open text fields, with no prescribed use of standard terminology and no obligation for the Member States to translate the description into other EU languages.