http://blog.univ-provence.fr/blog/coordination-rgionale-paca petit texte ici Coordination Régionale PACA pcassuto 2013-05-23T03:31:56Z http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2013/05/17/permettre-l-l-vation-des-niveaux-de-qualification-dans-les-quartiers-prioritaires <a href="http://www.arftlv.org/" target="_blank" title="Page d'accueil de l'Agence R&eacute;gionale de la Formation"><img src="http://static.carif.org/arftlv/images/master_default/Logo_ARFtlv.gif" alt="Logo de l'Agence R&eacute;gionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes)" title="Le site de l'Agence R&eacute;gionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes)" width="91" height="49" align="left" /></a>Permettre l'&eacute;l&eacute;vation des niveaux de qualification dans les quartiers prioritaires en visant particuli&egrave;rement l'acc&egrave;s des jeunes &agrave; un premier niveau de qualification, tel est l'objectif prioritaire&nbsp; fix&eacute; par la nouvelle <a href="http://www.ville.gouv.fr/IMG/pdf/convention_emploi-ville.pdf" target="_blank" title="Convention d'objectifs pour les quartiers prioritaires 2013-2015">convention d'objectifs</a>&nbsp;interminist&eacute;rielle pour les quartiers prioritaires 2013-2015. <br /> Afin de renforcer les actions de soutien &agrave; l'emploi dans les quartiers pendant les trois prochaines ann&eacute;es, cinq objectifs op&eacute;rationnels sont fix&eacute;s: favoriser et accompagner les cr&eacute;ations d'entreprises par des r&eacute;sidents des quartiers prioritaires gr&acirc;ce &agrave; une plus forte mobilisation de l'accompagnement Nacre pour les demandeurs d'emploi; permettre l'&eacute;l&eacute;vation des niveaux de qualification dans les quartiers prioritaires en ciblant particuli&egrave;rement l'acc&egrave;s des jeunes &agrave; un premier niveau de qualification (en d&eacute;veloppant notamment l'alternance et les dispositifs de 2&egrave;me chance); offrir un accompagnement vers l'emploi sp&eacute;cifique qui passe par une augmentation du recours au contrat d'insertion dans la vie sociale et un renforcement des op&eacute;rations de parrainage; permettre aux habitants des Zus de b&eacute;n&eacute;ficier pleinement des leviers d'acc&egrave;s &agrave; l'emploi (emplois d'avenir, contrats uniques d'insertion); exp&eacute;rimenter les emplois francs comme un outil de lutte contre les discriminations. <strong><a href="http://www.arftlv.org/actualites/14339/Permettre_elevation_niveaux_qualification_dans_quartiers.aspx" target="_blank">Suite de l'article...</a></strong> <div> <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&amp;depth=1&amp;hl=en&amp;langpair=fr%7Cen&amp;rurl=translate.google.com&amp;u=http://www.arftlv.org/&amp;usg=ALkJrhhz3gsvKdn9oFFgBc7-vZAeeyIO5Q" target="_blank" title="Home of the Regional Agency Training"><img src="http://static.carif.org/arftlv/images/master_default/Logo_ARFtlv.gif" alt="Logo de l'Agence R&eacute;gionale de la Formation tout au long de la vie (ARFTLV Poitou-charentes)" title="The site of the Regional Agency for the Lifelong learning (ARFTLV Poitou-Charentes)" width="91" height="49" align="left" /></a> <span style="color: #ff0000"><strong><span class="notranslate">Allow higher levels of qualification in priority neighborhoods to particularly young people's access to a first qualification, such is the priority set by the new <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&amp;depth=1&amp;hl=en&amp;langpair=fr%7Cen&amp;rurl=translate.google.com&amp;u=http://www.ville.gouv.fr/IMG/pdf/convention_emploi-ville.pdf&amp;usg=ALkJrhggzLlU5FL3I-Q_xLOMSI3to54gEg" target="_blank" title="Convention objectives for priority neighborhoods 2013-2015">target agreement</a> for inter priority neighborhoods from 2013 to 2015.</span></strong><strong><span class="notranslate"> To strengthen measures to support employment in the areas over the next three years, five operational objectives are</span></strong><strong>. <a href="http://translate.google.com/translate?client=tmpg&amp;hl=en&amp;u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fqualification%2F2013%2F05%2F17%2Fpermettre-l-l-vation-des-niveaux-de-qualification-dans-les-quartiers-prioritaires&amp;langpair=fr|en" target="_blank">More</a>...</strong></span> </div> Qualification 2013-05-17T00:09:57Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2013/05/05/what-value-do-national-qualifications-add <strong><a href="http://www.etf.europa.eu/webatt.nsf/0/E1DA8129CC51B3F6C1257B09002D3F91/$file/INFORM_13_National%20qualifications%20frameworks.pdf" target="_blank"><img src="http://www.etf.europa.eu/webatt.nsf/0/A60E6935066CB1DCC1257B08005BB65A/$File/INFORM_13_National%20qualifications%20frameworks.png" alt="http://www.etf.europa.eu/webatt.nsf/0/A60E6935066CB1DCC1257B08005BB65A/$File/INFORM_13_National%20qualifications%20frameworks.png" width="69" height="98" align="left" /></a><a href="http://www.etf.europa.eu/webatt.nsf/0/E1DA8129CC51B3F6C1257B09002D3F91/$file/INFORM_13_National%20qualifications%20frameworks.pdf" target="_blank">INFORM</a><a href="http://www.etf.europa.eu/webatt.nsf/0/E1DA8129CC51B3F6C1257B09002D3F91/$file/INFORM_13_National%20qualifications%20frameworks.pdf" target="_blank"> - Issue 13 - National qualificat<strong>ions frameworks: contributing to better qualifications</strong></a><strong><br /> </strong></strong><strong>What value do national qualifications add?</strong><br /> An NQF has no value without qualifications inside it. The ETF believes that NQFs should lead to better qualifications that are more relevant to the labour market and flexible enough for holders to progress between qualifications or combine them from different fields. Developing and implementing an NQF requires both technical and social/ institutional processes. NQFs introduce a common language &ndash; of levels, outcomes, credits, award types and so on &ndash; among stakeholders, in particular employers, sectoral representatives and the education world (ministries, qualifications authorities, schools etc.). This leads to a shared understanding and acceptance of concepts and implementation, policies and strategies. The most important of these is the use of learning outcomes for level descriptors in the framework and the definition of individual qualifications in the different NQF levels. Level descriptors are usually generic, while those for individual qualifications are more specific. <br /> Outcomes tell us what is inside the qualification enhancing comprehension and transparency. This creates the basis of trust essential for the recognition and acceptance of individual qualifications. In an NQF, the levels typically share a common set of descriptors of the knowledge, skills and competences to be acquired by the learner. The same descriptors are used across general education, academic education, VET and adult learning qualifications, underscoring the relationship between them and allowing individuals, employers, qualifications authorities and training providers to compare and link qualifications offered by different institutions. In this way, NQFs help to illustrate potential learning pathways, enabling learners to choose and transfer between different types of qualifications at the same level (for example, between general, vocational and academic qualifications). They can also enable learners to progress to higher-level qualifications in the same field. Thus, NQFs can be a tool to help people manage their own careers.<br /> In most ETF partner countries, a qualification has traditionally been obtainable only by taking a formal training course. But now countries are using NQFs to develop systems to validate non-formal and informal learning, usually for the first time. NQFs apply the same assessment standards to obtaining a qualification, no matter how the learner acquired the knowledge and skills necessary to achieve it. So NQFs can support recognition of skills acquired informally and give a boost to learning beyond formal education, particularly for adults.<br /> NQFs are therefore lifelong learning instruments, linking general education, higher education and VET, defining learning pathways for individuals and encompassing systems and procedures to recognise skills acquired lifewide. Frameworks are also usually associated with quality assurance arrangements. To be included in an NQF and associated qualifications registers, qualifications must be validated against criteria and providers often have to be accredited to award the qualification. Assessments also have to be quality assured, or verified. In many ETF partner countries these are wholly new requirements, which should increase employer trust in qualifications. <br /> In most cases, NQFs are established by laws before real implementation begins. Where ministries lead, the ETF observes two general approaches. One is driven by a labour ministry with an employability agenda, involving sectors and social partners and focussing on occupational standards. The second is led by an education ministry or higher education community and focuses on education standards. Ministries traditionally dominate education and training policy and in most ETF partner countries, social partner engagement in education and training is weak. But NQFs can provide a platform for social dialogue. They are usually developed by a range of actors, including ministries, employers, trades unions, education authorities, VET agencies and individual experts all working collaboratively on the framework, occupational standards and qualifications, thus supporting labour market relevance. Indeed, in some cases, notably Russia and Ukraine, employers have initiated the NQF process and in Turkey sectors play a strong role in developing and awarding vocational qualifications. <br /> This wider stakeholder engagement is beginning to influence the design and content of curricula and qualifications. Traditionally ETF partner countries have used subject- or input-based curricula, but increasingly they are developing occupational standards to make vocational qualifications more relevant. Occupational standards &ndash; themselves a type of learning outcome &ndash; are normally developed by sectors or professional bodies and involve experts who practice the occupation. Basing qualifications on occupational standards and labour market demand, and linking them to higher-level qualifications and allowing for progression, raises their &ldquo;market value&rdquo;. Developing an NQF also deepens institutional capacity, especially in transition or developing countries. Some states establish new bodies such as qualifications authorities to design, construct and coordinate the framework. Others are starting to build different forms of sectoral organisations, while new quality assurance bodies are also emerging. The added value of NQFs is therefore in driving greater quality in qualifications and qualifications systems. Qualification 2013-05-05T00:34:16Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2013/05/05/a-qualifications-framework-as-a-common-reference <strong><a href="http://www.etf.europa.eu/webatt.nsf/0/E1DA8129CC51B3F6C1257B09002D3F91/$file/INFORM_13_National%20qualifications%20frameworks.pdf" target="_blank"><img src="http://www.etf.europa.eu/webatt.nsf/0/A60E6935066CB1DCC1257B08005BB65A/$File/INFORM_13_National%20qualifications%20frameworks.png" alt="http://www.etf.europa.eu/webatt.nsf/0/A60E6935066CB1DCC1257B08005BB65A/$File/INFORM_13_National%20qualifications%20frameworks.png" width="69" height="98" align="left" /></a><a href="http://www.etf.europa.eu/webatt.nsf/0/E1DA8129CC51B3F6C1257B09002D3F91/$file/INFORM_13_National%20qualifications%20frameworks.pdf" target="_blank">INFORM</a><a href="http://www.etf.europa.eu/webatt.nsf/0/E1DA8129CC51B3F6C1257B09002D3F91/$file/INFORM_13_National%20qualifications%20frameworks.pdf" target="_blank"> - Issue 13 - National qualifications frameworks: contributing to better qualifications</a><br /> </strong><strong>A qualifications framework as a common reference<br /> </strong>The ETF is coordinating a regional project to support international cooperation in qualifications development and recognition. Egypt, Jordan, Morocco and Tunisia are developing qualifications in two economic sectors - construction and tourism. Two occupations were selected for each sector: bricklayer and site supervisor, and waiter and hotel receptionist, respectively. To compare qualifications, the EQF is used as a common reference. Experts from each country were asked to (re)describe the qualifications for the occupations in terms of knowledge, skills and competences against the EQF descriptors, resulting in common profiles. The project demonstrates that a common reference tool (in this case the EQF) can support the development of relevant national qualifications. The project also shows that no single institution can do all the work required. Reliable information on national qualifications and the necessary expertise to develop occupational standards requires a range of stakeholders, including ministries, sectors, qualification authorities and the social partners.<strong><br /> Developing relevant qualifications</strong><br /> The Turkish NQF provides a platform for cooperation between the government and sectors to develop outcomes-based occupational standards followed by sectoral qualifications. National occupational standards ensure the relevance of qualifications for adult training, which was previously often unrecognised. The Vocational Qualifications Authority coordinates this new system, while sectors are in charge of developing standards and certification processes. Now, in the second stage, a Turkish qualifications framework for lifelong learning is being developed. It builds on the same principles of quality and relevance and links higher education developments, sectoral qualifications and general, vocational and teacher training qualifications issued under the responsibility of the Ministry of National Education.<strong><br /> Quality enhancement <br /> </strong>In Georgia, the NQF is an instrument for establishing a new approach to quality assurance in VET based on learning outcomes. The National Centre for Educational Quality Enhancement is in charge of quality-assuring the development of qualifications and their use in provision and assessment. It works with sectoral bodies as well as public and private providers. The Centre ensures that learning outcomes drive provision and accredited providers must use participatory self-assessment methods involving staff, students and external stakeholders to improve their efficiency. The new Georgian system requires the active involvement of the sectors and local companies working with providers. The Centre has also started developing recognition of prior learning through VET providers.<strong><br /> ETF partner countries</strong><br /> The worldwide surge in NQFs is not something that the ETF is observing without concern as they require considerable resources, capacity, expertise and time for development and implementation. The ETF does not advocate establishing NQFs indiscriminately; rather its position is to assist countries in finding fit-for-purpose solutions. Partner countries and regions differ in their socio-economic and demographic characteristics and in the types of qualifications needed. For example, some former Soviet states have retained large industrial conglomerates with highly specialised jobs, but younger people are now less inclined to train in narrow industrial occupations. In the southern Mediterranean, governments struggle to find decent jobs for a growing young workforce. Many people end up in informal subsistence jobs in agriculture or services. Qualified personnel are difficult to find in growth sectors such as tourism, construction or ICT. Traditional education and training systems struggle to address these and other problems, such as an oversupply of qualifications for which there is little demand on the labour market. Weak links between VET outcomes and labour market requirements leads employers to have little trust in qualifications. Qualifications systems also focus primarily on young people and offer few opportunities to facilitate and recognise lifelong learning. There are few nationally-accepted qualifications for adults. Validation of non-formal or informal learning is limited or nonexistent. VET also has a low status and accordingly students usually prefer higher education. Qualification 2013-05-05T00:30:10Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2013/05/05/what-are-national-qualifications-frameworks <strong><a href="http://www.etf.europa.eu/webatt.nsf/0/E1DA8129CC51B3F6C1257B09002D3F91/$file/INFORM_13_National%20qualifications%20frameworks.pdf" target="_blank"><img src="http://www.etf.europa.eu/webatt.nsf/0/A60E6935066CB1DCC1257B08005BB65A/$File/INFORM_13_National%20qualifications%20frameworks.png" alt="http://www.etf.europa.eu/webatt.nsf/0/A60E6935066CB1DCC1257B08005BB65A/$File/INFORM_13_National%20qualifications%20frameworks.png" width="69" height="98" align="left" /></a><a href="http://www.etf.europa.eu/webatt.nsf/0/E1DA8129CC51B3F6C1257B09002D3F91/$file/INFORM_13_National%20qualifications%20frameworks.pdf" target="_blank">INFORM</a><a href="http://www.etf.europa.eu/webatt.nsf/0/E1DA8129CC51B3F6C1257B09002D3F91/$file/INFORM_13_National%20qualifications%20frameworks.pdf" target="_blank"> - Issue 13 - National qualifications frameworks: contributing to better qualifications</a><br /> What are national qualifications frameworks?</strong><br /> National qualifications frameworks or NQFs classify qualifications according to a hierarchy of levels in a grid structure. Each level is defined by a set of descriptors indicating the learning outcomes relevant to qualifications at that level, which vary in number according to national needs. Currently NQFs have 5, 7, 8, 10 and 12 levels. <br /> Qualifications in an NQF can be compared by individuals, employers and institutions. When different countries&rsquo; NQFs are linked internationally, qualifications can be compared, which in turn supports mobility. But the implications of establishing and using an NQF go well beyond simply classifying and comparing qualifications. <br /> Countries develop NQFs for many reasons. While many EU Member States use NQFs to coordinate their existing qualifications systems more efficiently, ETF partner countries use them to support wider national education and training reforms. These include bringing education and training closer to the labour market, developing relevant qualifications, creating progression routes linking vocational education and training (VET) with higher education, and working towards a greater recognition of qualifications within the country and abroad. <br /> NQFs are not new, but the recent surge in the number of countries developing them is remarkable for its speed and geographical coverage. Before 2000, only a handful of countries had NQFs. Now 142 countries worldwide have embarked on developing NQFs, including 27 of the ETF&rsquo;s 31 partner countries. NQFs are part of a wider search for international solutions in education and training. They are also an attempt to support mobility at a time when economies are increasingly integrated and interdependent, where technical specifications of products or services are becoming more unified and where labour migrates across borders. Qualification 2013-05-05T00:22:24Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2013/04/21/analysis-and-overview-of-nqf-developments-in-european-countries <a href="http://www.cedefop.europa.eu/EN/publications/21311.aspx" target="_blank"><img src="http://www.cedefop.europa.eu/EN/Images-ContentManagement/cover_6117_en_rdax_283x400.jpg" alt="http://www.cedefop.europa.eu/EN/Images-ContentManagement/cover_6117_en_rdax_283x400.jpg" width="99" height="138" align="left" /></a><strong>Analysis and overview of NQF developments in European countries. Annual report 2012 <br /> </strong>Cedefop&rsquo;s fourth annual report on developments in national qualification frameworks (NQFs) in Europe confirms that these frameworks are considered a key way of making qualifications easier to understand and compare within and between countries. It has also found that such frameworks are increasingly used to encourage changes in education and training. For instance, during 2012 some National Qualifications Frameworks opened up to include qualifications awarded outside the formal public system.<br /> Most of the 36 countries working together on the European Qualifications Framework &ndash; the 27 EU Member States, Croatia, the former Yugoslav Republic of Macedonia, Iceland, Liechtenstein, Montenegro, Norway, Serbia, Switzerland and Turkey have now agreed on the overall structure of their national frameworks. In addition to the fully operational frameworks in France, Ireland, Malta and the UK, ten more countries are now entering an early operational phase.<br /> The 2012 overview shows that NQFs increasingly interact with and link to arrangements for validating non-formal and informal learning. The recent (December) Council recommendation on the validation of non-formal and informal learning invites Member States to put in place validation arrangements which are linked to NQFs and in line with the EQF, by 2018.<br /> The progress made on NQFs has made it possible for more countries to complete their link to the EQF; 16 countries had linked their national qualifications levels to EQF levels by December 2012. <strong>Download <a href="http://www.cedefop.europa.eu/download-manager.aspx?id=21312&amp;lang=en&amp;type=publication" target="_blank">Analysis and overview of NQF developments in European countries</a>.<br /> <a href="http://www.cedefop.europa.eu/download-manager.aspx?id=21312&amp;lang=en&amp;type=publication" target="_blank">Foreword</a></strong><br /> This report, the fourth since Cedefop started its regular analysis of national qualifications frameworks (NQFs) development, covers 36 countries. Given that only Ireland, France and the UK (England, Northern Ireland, Scotland and Wales) had established frameworks prior to the adoption of the European qualifications framework (2008), the speed of developments has been remarkable<strong><a href="http://www.cedefop.europa.eu/download-manager.aspx?id=21312&amp;lang=en&amp;type=publication" target="_blank">...</a></strong><br /> This report supports EQF implementation at European and national levels and feeds directly into the referencing process, in which countries relate their national qualifications levels to the EQF. It also contributes directly to the strategic objectives and short-term deliverables 2011-14 set out in the Bruges communiqu&eacute;. Christian F. Lettmayr, Acting Director<strong><br /> <a href="http://www.cedefop.europa.eu/download-manager.aspx?id=21312&amp;lang=en&amp;type=publication" target="_blank">FRANCE</a><br /> Introduction</strong><br /> The setting up, in 2002, of the National Committee for Professional Certification (CNCP) and the national register of vocational qualifications (RNCP) signals the establishment of the French national qualifications framework. Supported by the system for validation of non-formal and informal learning (validation des acquis de l'experience), the French framework can be seen as belonging to the first generation of European qualifications frameworks. While more limited in scope than the new comprehensive NQFs now developing throughout Europe, in its focus on vocationally or professionally oriented qualifications, its regulatory role is strong and well established.<br /> A number of stakeholders consider the existing five-level structure dating back to 1969 to be in need of replacement, possibly by an eight-level structure more closely aligned with the EQF. This discussion has now been going on for a number of years, notably since 2009 when a note on the issue was submitted to the office of the Prime Minister. Partly due to the change of government in 2012, this reform has been further delayed and it is, for the moment, unclear when a new structure could be put in place.<br /> The framework was referenced to the EQF in October 2010, using the original five-level structure as reference point. A new referencing report will be submitted as soon as a revised structure is in place, possibly in the next one to two years.<br /> Main policy objectives<br /> The French NQF, as defined by the RNCP, covers all vocationally or professionally oriented qualifications, including all higher education qualifications with a vocational and professional orientation and purpose. The framework covers three main types of qualification:<br /> - those awarded by French ministries (in cooperation with the social partners through a CPC);<br /> - those awarded by training providers, chambers and ministries but where no CPC is in place;<br /> - those set up and awarded by social partners under their own responsibility.<br /> To be registered in the RNCP, a qualification should meet a number of requirements; aiming at national coherence and strengthening the overall quality and transparency of qualifications. All qualifications registered in the RNCP must be possible to acquire through validation of non-formal and informal learning. Registration signals that all stakeholders, as represented in the CNCP, underwrite the validity of a particular qualification. Registration is necessary for:<br /> - receiving funding;<br /> - financing validation of non-formal and informal learning;<br /> - exercising certain professions and occupations;<br /> - entering apprenticeship schemes.<br /> The French NQF has more limited scope than the comprehensive NQFs now being developed throughout Europe. Its focus is strictly on vocationally or professionally oriented qualifications and it does not include certain qualifications from general education, notably primary and lower secondary education (&gt;16) and general upper secondary qualifications (the General Baccalaureate).<br /> The French NQF is defined by its labour market focus. The framework responds to a situation where students increasingly find themselves without jobs after finishing education and training. Recent policy initiatives and reforms have emphasised the need to give higher priority to employability and having candidates better suited to the labour market. Universities have therefore been obliged to reformulate and clarify their qualifications also in terms of labour market relevance, in effect obliging them to use the same qualifications descriptors (skills, knowledge, competence) as other areas of education and training. This movement towards employability, and the obligations of universities to adapt, has been present in French policies since 2006.<br /> This also means that, while the learning outcomes approach is now increasingly being implemented for the qualifications forming part of the responsibility of the CNCP, this principle is only to a very limited extent applied for general education at primary, lower and upper secondary level.<a href="http://www.cedefop.europa.eu/download-manager.aspx?id=21312&amp;lang=en&amp;type=publication" target="_blank"><strong><br /> Stakeholder involvement and framework implementation</strong></a><br /> Belonging to the first generation of European frameworks, the French NQF is fully implemented and operational. It is a regulatory framework playing a key role in the overall governance of education and training systems, in particular as regards vocationally or professionally oriented qualifications. While emphasising the importance of transparency (for example by integrating the Europass tools), the framework directly influences access and progression in the system as well as funding and quality assurance issues. The number of qualifications covered by the CNCP has been steadily increasing in recent years.. A significant part of this growth was caused by vocationally and professionally oriented higher education qualifications, notably at EQF levels 5 and 6.<br /> The CNCP (which is aslo an EQF NCP) is a platform for cooperation between all ministries involved in design and award of qualifications (Ministries of Education, Higher Education, Labour, Social Affairs, Agriculture, Culture, Youth and Sports, Defence, Finance) and for the social partners and other relevant stakeholders (chambers, etc.) in coordinating the French qualifications system and framework. This broad involvement is seen as necessary (both for technical and administrative reasons) to capture the diversity of qualifications in France, but also for reasons of credibility and ownership. CNCP is also entitled to be informed about any vocational qualification created by social partners, even in cases where there is no intention to register them in the national register.<br /> The role of the CNCP as the &lsquo;gatekeeper&rsquo; of the French framework is important. No qualification can be included in the official register without the approval of the CNCP. The strength of the CNCP lies in its openness to public and private providers and awarding institutions. The procedures and criteria developed and applied by the CNCP for this purpose are of particular interest to those countries currently in the process of implementing new (and open) NQFs. Any institution (public or private) wanting to register a qualification must respond to the following main issues:<br /> - legal basis of the body (or network of bodies) awarding the qualification;<br /> - indication of procedures if the awarding institution discontinues its activity;<br /> - description of tasks addressed by the qualification;<br /> - link to ROME;<br /> - the competences (learning outcomes) related to these tasks;<br /> - competences (learning outcomes) to be assessed;<br /> - mode of assessment;<br /> - relationship to existing qualifications in France and abroad;<br /> - composition of the assessment jury;<br /> - link to validation.<br /> The French experiences since 2002 illustrate the need for NQFs to evolve continuously to stay relevant. One of the issues currently being addressed is the question of opening up to the development of qualifications at what would correspond to EQF level 2. Until now there has been agreement between public authorities and social partners that vocationally and professionally oriented qualifications (falling within the mandate of the CNCP) should only be developed and awarded from level 3 and upwards. This position has been defended by the trade unions in particular, fearing that an opening up to vocational qualifications at lower levels could threaten existing labour market agreements. The current crisis in the economy, with increasing youth unemployment, may lead to reconsideration of this approach. Technical work continues, looking at possible competence requirements for level 2 qualifications, using the experience of neighbouring countries like Luxembourg and Germany as reference point. It is expected that progress will be made in 2013, reflecting the current urgency attributed to this question.<a href="http://www.cedefop.europa.eu/download-manager.aspx?id=21312&amp;lang=en&amp;type=publication" target="_blank"><strong><br /> Level descriptors and learning outcomes</strong></a><br /> The original five-level structure introduced in 1969 was used as the basis for referencing the French framework to the EQF in 2010.<br /> The French qualification system has developed considerably since these levels were agreed in 1969 so the development and introduction of a more detailed structure of level descriptors is seen as necessary. In 2011, the national council on statistics (CNIS) commented on the need for a new level structure (CNCP, 2010) by stressing that it &lsquo;...would like to see these reflections lead to a new classification of certifications that take into account changes in the structure of qualifications and the links set up within European higher education.&rsquo;<br /> Although it is likely that a seven or eight-level structure will be chosen (based on technical work carried out so far), it is now unclear when a new draft structure could be presented. A particular issue is how the new structure will link to occupational standards, notably the national ROME and the international ISCO. The discussion is also closely related to the question of whether qualifications corresponding to EQF levels 1 and 2 will play any role in the future. This latter question is linked to labour agreements and negotiations on minimum wages and is particularly complicated.<a href="http://www.cedefop.europa.eu/download-manager.aspx?id=21312&amp;lang=en&amp;type=publication" target="_blank"><strong><br /> Table 10 Levels in the French national qualifications framework</strong></a><br /> In contrast to the use (to now) of the 1969 level structure as a basis for the French framework, there is a common policy on learning outcomes (expressed as &lsquo;competence&rsquo;) covering the entire (vocationally and professionally oriented) education and training system. This approach is broadly accepted within initial vocational education and training and gradually so by institutions operating at higher levels of education and training. The approach was strengthened by the 2002 Law on Validation of Non-formal and Informal Learning (VAE) and its emphasis on learning outcomes as the basis for awarding any kind of certified qualification.<br /> The learning outcomes approach has only been partially introduced in higher education. Traditionally, university qualifications have been input-based and very much focused on the knowledge and research aspect. The new law of August 2009 (Loi sur les responsabilit&eacute;s et libert&eacute;s des universit&eacute;s) creates the obligation for universities to set new services dedicated to employability. This law requires universities to improve their learning outcomes descriptions, both for employers and students.<br /> The learning outcomes descriptions form the basis on which higher education qualifications are approved by the CNCP, a process which has to be renewed every four years. The Ministry of Higher Education has now (September 2012) issued detailed criteria for writing learning outcomes for bachelor level (licences) divided into the following main areas:<br /> - common generic competence;<br /> - pre-professional competences;<br /> - transferable competences;<br /> - specific competences related to broad, disciplinary subject areas.<br /> There are also many interuniversity teams working on learning outcomes with the triple purpose of helping the implementation of the VAE, the registration of degrees in the RNCP, and employability of students. A systematic effort is now being made to support the introduction and use of a learning outcomes-based perspective, in particular addressing higher education. A nationwide process was initiated in 2009-10 and regional meetings have been/are being held explaining the rationale behind the learning outcomes approach.<br /> Initial vocational qualifications are defined according to the same logic as for higher education qualifications, in terms of skills, knowledge and competences. There are different forms of VET provision though, influencing the way learning outcomes are assessed, following four main approaches:<br /> - qualifications based on training modules, the learning outcomes of each module being assessed separately;<br /> - qualifications based on a two-block approach, theory and practical experience, the learning outcomes of the two blocks being assessed separately;<br /> - qualifications linked to a single, coherent block of learning outcomes/ competences requiring a holistic approach to assessment of learning outcomes;<br /> - qualifications based on units of learning outcomes, which can be assessed separately, and capitalised independently of any kind of learning process.<br /> All four operate using a learning outcomes/competence-based approach, though in different ways.<br /> The emphasis given to transparency is demonstrated by the way the French NQF actively uses the Europass certificate supplement. This format is seen as important for transparency reasons and as relevant at all levels, including higher education. The supplement has been strengthened as regards competence/learning outcomes. The main focus is on the three descriptor elements &ndash; knowledge, skills and competences &ndash; but the link to quality assurance and to validation of non-formal and informal learning is also addressed by the framework.<a href="http://www.cedefop.europa.eu/download-manager.aspx?id=21312&amp;lang=en&amp;type=publication" target="_blank"><strong><br /> Links to other instruments and policies</strong></a><br /> Validation of non-formal and informal learning is treated as an integrated part of the French NQF and any qualification approved by the CNCP must be possible to acquire also on the basis of validation of experiences. The extensive use of validation, both for access and exemption, can be seen as an effort to build bridges between education and employment and as a key element in promoting lifelong and life-wide learning. The centrality of validation in the French approach explains the relatively low priority given to the use of credit systems in France, illustrated by the moderate implementation of ECTS and ECVET.<a href="http://www.cedefop.europa.eu/download-manager.aspx?id=21312&amp;lang=en&amp;type=publication" target="_blank"><strong><br /> Referencing to the EQF</strong></a><br /> Work on referencing to the EQF has been going on since 2006 and a (preliminary) referencing report was presented to the EQF AG in October 2010. From the start the referencing process involved all ministries, social partners and other stakeholders (represented in the CNCP). The referencing work was also supported by the EQF test and pilot projects, notably the Leonardo da Vinci Net-testing project. The result of the referencing can be seen in the following table: <a href="http://www.cedefop.europa.eu/download-manager.aspx?id=21312&amp;lang=en&amp;type=publication" target="_blank">Table 11 Level correspondence established between the French qualifications framework and the EQF</a>.<br /> The referencing table shows the limitations of the five-level structure in terms of specificity and ability to reflect the diversity of qualifications covered by the French framework. This is exemplified by level 1 (highest) which covers both master and doctorate, and by level 5 (lowest) which covers all initial qualifications.<br /> The (lack) of lower level vocational/professional qualifications has posed a particular challenge. Looking at the qualifications covered by the current level 5, it could be argued (from learning outcomes) that this broad category of qualifications covers both levels 2 and 3 of the EQF. A political decision has been made, however, to refer all these qualifications to level 3 of the EQF. Several of the countries represented in the EQF AG expressed some concern regarding this decision. Members of the advisory group argued that the non-existence of lower level qualifications in the French framework (in a worst case scenario) could prevent migrants holding qualifications at EQF level 1 or 2 from entering the French labour market, given that equivalents officially do not exist in the French system. Debate on this issue is now also evident at national level in France.<br /> The timing for the presentation of an updated referencing report to the EQF AG is now uncertain and will depend on the revision of the level-structure and possibly on clarification of how to deal with the lower levels of vocational/professional qualifications.<a href="http://www.cedefop.europa.eu/download-manager.aspx?id=21312&amp;lang=en&amp;type=publication" target="_blank"><strong><br /> Important lessons and the way forward</strong></a><br /> The French NQF operates with less clear distinction between VET and higher education than many other European countries. This signals a wish to promote vocationally and professionally oriented qualifications at all levels. Since the 1970s, vocational courses and programmes have been an important and integrated part of traditional universities and professional bachelor and master degrees are common. Outside universities we find specialist technical and vocational schools offering courses and certificates at a high level. These schools are run by different ministries covering their respective subject areas (agriculture, health, etc.), or by chambers of commerce and industry. Ing&eacute;nieurs from these institutions or students in business schools hold qualifications at a high level, equivalent to those from universities with a master degree. The Ministry of Higher Education delivers the bachelor and master degrees and recognises the diplomas. This has an integrating effect on the diplomas awarded by other ministries such as culture or industry.<br /> In reality, the situation is less clear-cut. As the French qualifications framework is currently defined by those qualifications registered in the RNCP, important general education qualifications are left outside the framework. Compared to other European countries, addressing both professional and general qualifications, the integrating function and role of the French framework is lessened, in particular as a key-qualification like the general Baccalaureate is kept outside the framework.<br /> The introduction of a new level structure to replace the 1969 structure could help to move the French NQF further forward and strengthen comparability to other European NQFs.<strong><br /> Main sources of information Information is available on the website of the </strong><strong><a href="http://www.cncp.gouv.fr" target="_blank">National Committee for Professional Certification (CNCP)</a>. </strong> Qualification 2013-04-21T11:11:04Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2013/04/16/comprendre-la-structure-des-qualifications-professionnelles <em> <strong> </strong> </em> <div id="header_logo"> <a href="http://blogtfs.afpa1.host.privilis.com/" target="_blank"><img src="http://blogtfs.afpa1.host.privilis.com/wp-content/themes/default/images/bandeau_logo.gif" width="71" height="71" align="left" /></a> </div> <strong>Par Paul Santelmann, Responsable de la Prospective &agrave; l&rsquo;AFPA. </strong>Le d&eacute;calage entre le pilotage des fili&egrave;res de formation et le contenu des emplois s&rsquo;accentue. L&rsquo;ad&eacute;quation &laquo;&nbsp;fine&nbsp;&raquo; formation/emploi qui reposait sur une sp&eacute;cialisation pr&eacute;coce de la main d&rsquo;&oelig;uvre en p&eacute;riode de plein emploi a, depuis longtemps, perdu de sa pertinence. Il y a de moins en moins d&rsquo;ouvriers et d&rsquo;employ&eacute;s qui exercent un m&eacute;tier qui correspond &agrave; la sp&eacute;cialit&eacute; de leur formation professionnelle initiale. Mais plus largement la r&eacute;partition interne de l&rsquo;effort de formation professionnelle initiale et l&rsquo;&eacute;quilibre entre celle-ci et la formation continue traduit une dissociation qui p&eacute;nalise notamment les nouvelles g&eacute;n&eacute;rations. En caricaturant, les repr&eacute;sentations dominantes sous-estiment les comp&eacute;tences des ouvriers et des employ&eacute;s, sur-dimensionnent les connaissances des cadres et des professions intellectuelles sup&eacute;rieures et minorent l&rsquo;importance des professions interm&eacute;diaires. La nomenclature des cat&eacute;gories socio-professionnelles qui peine &agrave; traduire l&rsquo;acc&eacute;l&eacute;ration des transformations des contenus des emplois entretient ces repr&eacute;sentations. <a href="http://blogtfs.afpa1.host.privilis.com/?p=3203" target="_blank"><strong>Suite de l'article...</strong></a><br /> <span></span> <div> <em><strong> </strong></em> <div id="header_logo"> <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&amp;depth=1&amp;hl=en&amp;langpair=fr%7Cen&amp;rurl=translate.google.com&amp;u=http://blogtfs.afpa1.host.privilis.com/&amp;usg=ALkJrhhZmbkHFZhMeq2PfhISr6Rrgbl1UA" target="_blank"><img src="http://blogtfs.afpa1.host.privilis.com/wp-content/themes/default/images/bandeau_logo.gif" width="71" height="71" align="left" /></a> </div> <span style="color: #ff0000"><strong><span><span class="google-src-text" style="direction: ltr; text-align: left"><strong>B</strong></span><strong>y Paul Santelmann, Head of Foresight at the AFPA.</strong></span> <em></em><span><span class="google-src-text" style="direction: ltr; text-align: left"></span>The gap between the steering of training courses and job content increases.</span><span><span class="google-src-text" style="direction: ltr; text-align: left"></span>The adequacy &quot;fine&quot; training/employment based on an early specialization of labor in times of full employment has long since lost its relevance.</span> <span><span class="google-src-text" style="direction: ltr; text-align: left"></span>There are fewer workers and employees who have a job that corresponds to the specialty of their professional training</span>. <a href="http://translate.google.com/translate?client=tmpg&amp;hl=en&amp;u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fqualification%2F2013%2F04%2F16%2Fcomprendre-la-structure-des-qualifications-professionnelles&amp;langpair=fr|en" target="_blank">More</a>...</strong></span> </div> Qualification 2013-04-16T20:29:15Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2013/02/09/les-diff-rentes-dimensions-de-la-qualification-professionnelle <strong> </strong> <div id="header_logo"> <a href="http://blogtfs.afpa1.host.privilis.com/?p=3037" target="_blank"><img src="http://blogtfs.afpa1.host.privilis.com/wp-content/themes/default/images/bandeau_logo.gif" width="71" height="71" align="left" /></a> </div> <strong>Par Paul Santelmann, Responsable de la Prospective &agrave; l&rsquo;AFPA. </strong>Avec le ch&ocirc;mage de masse, la formation professionnelle a perdu beaucoup de ses rep&egrave;res&hellip; L&rsquo;ad&eacute;quation formation/emploi s&rsquo;est dilu&eacute;e au fil du temps et les ouvriers et employ&eacute;s, en majorit&eacute;, exercent d&eacute;sormais une activit&eacute; professionnelle qui a peu &agrave; voir avec le contenu de leurs dipl&ocirc;mes (pour ceux qui en ont&hellip;). Les sp&eacute;cialisations fines de l&rsquo;enseignement professionnel jouent un r&ocirc;le de plus en plus marginal dans les processus d&rsquo;embauche&hellip; Seuls l&rsquo;apprentissage artisanal et certains segments de la formation des adultes maintiennent des liens encore un peu solides entre les intitul&eacute;s de dipl&ocirc;mes et les emplois exerc&eacute;s&hellip; Comment interpr&eacute;ter cette situation?<br /> L&rsquo;acc&eacute;l&eacute;ration des transformations technologiques a fragilis&eacute; les conceptions qui faisaient des dipl&ocirc;mes professionnels une duplication des r&eacute;f&eacute;rentiels m&eacute;tiers sous l&rsquo;angle des techniques mobilis&eacute;es. D&eacute;sormais, pour les m&eacute;tiers de base c&rsquo;est l&rsquo;entreprise qui, dans la plupart des cas, assure l&rsquo;adaptation &agrave; l&rsquo;emploi sous l&rsquo;angle technique et organisationnel. Cette situation n&eacute;cessite un repositionnement des certificateurs et des op&eacute;rateurs de formation sur les dimensions plus transverses des qualifications professionnelles. <a href="http://blogtfs.afpa1.host.privilis.com/?p=3037" target="_blank"><strong>Suite de l'article...</strong></a><br /> <span></span> <div> <strong> </strong> <div id="header_logo"> <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&amp;depth=1&amp;hl=en&amp;langpair=fr%7Cen&amp;rurl=translate.google.com&amp;u=http://blogtfs.afpa1.host.privilis.com/%3Fp%3D3037&amp;usg=ALkJrhjjMLy3fL5oP_bMs1LiEAaEWrspEQ" target="_blank"><img src="http://blogtfs.afpa1.host.privilis.com/wp-content/themes/default/images/bandeau_logo.gif" width="71" height="71" align="left" /></a> </div> <span> <span style="color: #ff0000"><strong>By Paul Santelmann, Head of Foresight at the AFPA. With mass unemployment, vocational training has lost much of its landmarks... The training/job has been diluted over time and workers and employees, majority now exercise a professional activity that has little to do with the content of their diplomas (for those who...).</strong></span></span><span style="color: #ff0000"><strong> <span> Specializations fine vocational education play an increasingly marginal in the hiring process</span>. <a href="http://translate.google.com/translate?client=tmpg&amp;hl=en&amp;u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fqualification%2F2013%2F02%2F09%2Fles-diff-rentes-dimensions-de-la-qualification-professionnelle&amp;langpair=fr|en" target="_blank">More</a>...</strong></span> </div> Qualification 2013-02-09T11:10:43Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2012/12/28/transparence-des-qualifications-en-europe <a href="http://www.cncp.gouv.fr/" target="_blank"><img class="decoded" src="http://www.cncp.gouv.fr/webdav/site/cncp/shared/contents/images/logos/logo_cncp.gif" alt="http://www.cncp.gouv.fr/webdav/site/cncp/shared/contents/images/logos/logo_cncp.gif" width="97" height="62" align="left" /></a>Depuis la signature du premier trait&eacute; instituant la Communaut&eacute; europ&eacute;enne le principe de &quot;l'abolition, entre les &eacute;tats membres, des obstacles &agrave; la libre circulation des personnes&quot; (article 3) a &eacute;t&eacute; &eacute;tabli. Sa mise en &oelig;uvre a ainsi donn&eacute; lieu &agrave; de multiples directives et recommandations. Ce principe prend appui sur la qualification des personnes. La question de la reconnaissance de la qualification renvoie, en g&eacute;n&eacute;ral, &agrave; la possession de dipl&ocirc;mes titres ou certificats (ou certifications), mais aussi, &agrave; l'attestation d'une exp&eacute;rience personnelle ou professionnelle probante.<br /> Vous avez un projet de mobilit&eacute; &agrave; l' &eacute;tranger et vous cherchez des supports de lisibilit&eacute;. Pour favoriser la lisibilit&eacute; de vos acquis, 5 supports Europass ont &eacute;t&eacute; mis au point dans le cadre d'Europass:<strong><br /> </strong> <div class="bloc_contenu_droite"> <strong> <a class="external" href="http://europass.cedefop.europa.eu/fr/documents/curriculum-vitae" target="_blank" title="http://europass.cedefop.europa.eu/fr/documents/curriculum-vitae, nouvelle fen&ecirc;tre">Le CV europass</a> <br /> <a class="external" href="http://europass.cedefop.europa.eu/fr/documents/diploma-supplement" target="_blank" title="http://europass.cedefop.europa.eu/fr/documents/diploma-supplement, nouvelle fen&ecirc;tre">Le suppl&eacute;ment au dipl&ocirc;me</a> <br /> <a class="external" href="http://europass.cedefop.europa.eu/fr/documents/certificate-supplement" target="_blank" title="http://europass.cedefop.europa.eu/fr/documents/certificate-supplement, nouvelle fen&ecirc;tre">Le suppl&eacute;ment descriptif au certificat</a> <br /> <a class="external" href="http://europass.cedefop.europa.eu/fr/documents/europass-mobility" target="_blank" title="http://europass.cedefop.europa.eu/fr/documents/europass-mobility, nouvelle fen&ecirc;tre">L'Europass mobilit&eacute;</a> <br /> <a class="external" href="http://europass.cedefop.europa.eu/fr/documents/language-passport" target="_blank" title="http://europass.cedefop.europa.eu/fr/documents/language-passport, nouvelle fen&ecirc;tre">Passeport de langues</a> </strong><br /> </div> Contactez <strong>&laquo; l'<a href="http://www.europe-education-formation.fr/europass.php" target="_blank">agence Europe-Education-Formation France</a> &raquo;</strong>, qui est le Centre national Europass et le Point national de contact Europass-Mobilit&eacute;.<br /> <span style="color: #ff0000"><strong><span><span><span><span><span><span><span><span><span></span> </span></span></span></span></span></span></span></span></strong></span> <div> <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&amp;depth=1&amp;hl=en&amp;langpair=fr%7Cel&amp;rurl=translate.google.com&amp;u=http://www.cncp.gouv.fr/&amp;usg=ALkJrhguJkZE7bIBvfntQ294JyB2hRJ4gw" target="_blank"><img class="decoded" src="http://www.cncp.gouv.fr/webdav/site/cncp/shared/contents/images/logos/logo_cncp.gif" alt="http://www.cncp.gouv.fr/webdav/site/cncp/shared/contents/images/logos/logo_cncp.gif" width="97" height="62" align="left" /></a><span style="color: #ff0000"> <span> <strong>&Alpha;&pi;ό &tau;&eta;&nu; &upsilon;&pi;&omicron;&gamma;&rho;&alpha;&phi;ή &tau;&eta;&sigmaf; &pi;&rho;ώ&tau;&eta;&sigmaf; &Sigma;&upsilon;&nu;&theta;ή&kappa;&eta;&sigmaf; &gamma;&iota;&alpha; &tau;&eta;&nu; ί&delta;&rho;&upsilon;&sigma;&eta; &tau;&eta;&sigmaf; &Epsilon;&upsilon;&rho;&omega;&pi;&alpha;ϊ&kappa;ή&sigmaf; &Kappa;&omicron;&iota;&nu;ό&tau;&eta;&tau;&alpha;&sigmaf;, &tau;&eta;&nu; &alpha;&rho;&chi;ή &tau;&eta;&sigmaf; &laquo;&tau;&eta;&nu; &kappa;&alpha;&tau;ά&rho;&gamma;&eta;&sigma;&eta;, &mu;&epsilon;&tau;&alpha;&xi;ύ &tau;&omega;&nu; &kappa;&rho;&alpha;&tau;ώ&nu; &mu;&epsilon;&lambda;ώ&nu;, &tau;&omega;&nu; &epsilon;&mu;&pi;&omicron;&delta;ί&omega;&nu; &sigma;&tau;&eta;&nu; &epsilon;&lambda;&epsilon;ύ&theta;&epsilon;&rho;&eta; &kappa;&upsilon;&kappa;&lambda;&omicron;&phi;&omicron;&rho;ί&alpha; &tau;&omega;&nu; &pi;&rho;&omicron;&sigma;ώ&pi;&omega;&nu;&raquo; (ά&rho;&theta;&rho;&omicron; 3) &iota;&delta;&rho;ύ&theta;&eta;&kappa;&epsilon;.</strong></span><strong> <span> &Eta; &epsilon;&phi;&alpha;&rho;&mu;&omicron;&gamma;ή &tau;&omicron;&upsilon; έ&chi;&epsilon;&iota; &omicron;&delta;&eta;&gamma;ή&sigma;&epsilon;&iota; &sigma;&epsilon; &pi;&omicron;&lambda;&lambda;έ&sigmaf; &kappa;&alpha;&tau;&epsilon;&upsilon;&theta;&upsilon;&nu;&tau;ή&rho;&iota;&epsilon;&sigmaf; &gamma;&rho;&alpha;&mu;&mu;έ&sigmaf; &kappa;&alpha;&iota; &sigma;&upsilon;&sigma;&tau;ά&sigma;&epsilon;&iota;&sigmaf;.</span> <span> &Eta; &alpha;&rho;&chi;ή &alpha;&upsilon;&tau;ή &beta;&alpha;&sigma;ί&zeta;&epsilon;&tau;&alpha;&iota; &sigma;&tau;&eta;&nu; &alpha;&nu;&alpha;&gamma;&nu;ώ&rho;&iota;&sigma;&eta; &tau;&omega;&nu; &alpha;&nu;&theta;&rho;ώ&pi;&omega;&nu;</span><span><span><span><span><span><span><span><span><span>.</span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span><span style="font-family: Verdana"><span> <a href="http://translate.google.com/translate?client=tmpg&amp;hl=en&amp;u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fqualification%2F2012%2F12%2F28%2Ftransparence-des-qualifications-en-europe&amp;langpair=fr|el" target="_blank">&Pi;&epsilon;&rho;&iota;&sigma;&sigma;ό&tau;&epsilon;&rho;&alpha;</a>...</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></strong></span> </div> Europe Qualification 2012-12-28T10:35:07Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/lsh/2012/12/08/tuning-sqf-humanities-and-arts <a href="http://www.unideusto.org/tuningeu/component/content/article/315-humart-outcomes.html" target="_blank"><img src="http://www.unideusto.org/tuningeu/images/stories/HUMART/Front_Final_Report.jpg" alt="Final Report SQF HUMART" width="150" height="220" align="left" /></a> The HUMART project is a break through initiative to identify common denominators in the academic sectors/domains of Humanities and the Arts. The project is implemented in the context of the Bologna Process, the creation of one European Qualifications Framework and the subject area reference points developed by Tuning. Furthermore the project seeks to create European wide transparency with regard to the relation between higher education and secondary and vocational education and training. This will allow for improved recognition of formal, informal and non formal learning against clear internationally established reference points.<br /> At present the Higher Education sector is working with the two existing European Qualifications Frameworks.A Qualifications Framework is a common reference framework which links countries' qualifications systems, acting as a translation device to make qualifications more readable and understandable across different countries and systems in Europe. The Tuning HUMART project plans to bridge the European Qualifications Framework (EQF) for Life Long Learning (LLL) and the Qualifications Framework (QF) for the European Higher Education Area (EHEA) at the level of academic sectors/domains.<br /> A sector or domain is understood here as a combination of related fields of study which is based on more or less comparable learning profiles. Point of departure in this exercise are the reference points at subject area level as developed in the Tuning projects. The HUMART project seeks to develop a credit based sectoral qualifications framework to cover the levels 3 to 8 of the European Qualification Framework (EQF) for Life Long Learning (LLL). The work will build on a comparable project for the field of Social Sciences which has been completed in the year 2010.<br /> <strong>Objectives<br /> </strong> <div class="tuningeu-postcontent"> The main objective of the project is to find out whether it is possible to develop a credit points based &lsquo;overarching&rsquo; SQF for the Humanities and the (Fine and Applied) Arts which covers the levels 3 to 8 of the EQF for LLL. The HUMART project will build on the outcomes of the successful project the Tuning SQF for Social Sciences. <div class="tuningeu-article"> The most important objectives are the following: <ul> <li>&nbsp; <ul> <li>mapping of progression routes &ndash; on the basis of standardized questionnaire - regarding secondary general education and vocational education and training from the perspective of the sector as well as for each subject area involved. Identification of communalities and differences at national level; identification of entrance and exit points as well as entrance levels at levels 3 and 4 and possibly 5 on the basis of different learning routes taken;</li> <li>establishment of subject area based working groups for Literary Studies, Linguistics, Theology and Art History which are requested to develop their own reference points and level descriptors for the levels 3 to 8;</li> <li>preparation of subject area and sectoral level descriptors for the levels 3, 4 and 5 by the groups which already prepared the level 6 to 8 descriptors as part of the Tuning project, i.e. History, Architecture, Music, Dance and Theatre , Art and Design.</li> <li>identification of communalities and differences at subject area level with regard to all nine subject areas and preparation of sectoral descriptors for the levels 3 to 8. These descriptors should be written in such a way that both the Dublin descriptors and the descriptors of the EQF for LLL are covered;</li> <li>identification of (ECTS) credit ranges for the levels 3 to 5 as well as exploration of the link to the European Credit system for Vocational Education and Training (ECVET) initiative;</li> <li>identification of suggestions for fine tuning and bridging of the Bologna (Dublin) descriptors and the descriptors of the EQF for LLL;</li> <li>testing of the provisional and final results during the running period of the project by admission offices at institutional level as well as (national) entities specialized in the recognition of prior learning.</li> </ul> </li> </ul> <p> Cooperation is foreseen with ENIC-NARIC which has completed two succeeding projects &ndash; CoRe I and CoRe II &ndash; supported by the European Commission to test the Tuning descriptors for recognition purposes and to advise on the language used for formulating sets of competences/learning outcomes. As a result a joint brochure is published in January 2011 entitled A Tuning Guide to formulating Degree Programme Profiles; Including Programme Competences and Programme Learning Outcomes.<strong><br /> HUMART outcomes</strong><br /> The outcomes of the SQF Humanities and Arts (HUMART) project are now available on the website. You are welcome to comment on the documents. </p> </div> </div> <a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/final-report.html" target="_blank">SQF HUMART Final Report 2010-2011</a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/sqfs-for-the-creative.html" target="_blank"><br /> SQFs for the Creative and Performing Disciplines and the Humanities</a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/art-history.html" target="_blank"><br /> Reference Points for the Design and Delivery of Degree Programmes in Art History</a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/linguistics.html" target="_blank"><br /> Reference Points for the Design and Delivery of Degree Programmes in Linguistics</a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/literary-studies.html" target="_blank"><br /> Reference Points for the Design and Delivery of Degree Programmes in Literary Studies</a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/theology-and-religious-studies.html" target="_blank"><br /> Reference Points for the Design and Delivery of Degree Programmes in Theology and Religious Studies</a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/ects-and-ecvet.html" target="_blank"><br /> ECTS and ECVET: Comparisons and Contrasts</a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/architecture-level-desc.html" target="_blank"><br /> EQF Level Descriptors Architecture</a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/art-history-level-descr.html" target="_blank"><br /> EQF Level Descriptors Art History</a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/arts-level-descriptors.html" target="_blank"><br /> EQF&nbsp;Level Descriptors Visual and Performing Arts<br /> </a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/history-level-descript.html" target="_blank">EQF Level Descriptors History</a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/linguistics-level-descr.html" target="_blank"><br /> EQF Level Descriptors Linguistics</a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/literary-studies.html" target="_blank"><br /> EQF Level Descriptors Literary Studies</a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/music-level-descriptors.html" target="_blank"><br /> EQF Level Descriptors Music</a><a href="http://www.unideusto.org/tuningeu/sqf-humanities-and-arts/outcomes/theology-level-descriptors.html" target="_blank"><br /> EQF Level Descriptors Theology and Religious Studies</a>. Europe Qualification LSH 2012-12-08T01:03:47Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2012/11/29/the-european-qualifications-framework-eqf <div class="abstract"> <a href="http://ec.europa.eu/education/lifelong-learning-policy/eqf_en.htm" target="_blank"><img src="http://ec.europa.eu/wel/template-2012/images/logo/logo_en.gif" alt="European Commission logo" align="left" /></a>The European Qualifications Framework (EQF) acts as a translation device to make national qualifications more readable across Europe, promoting workers' and learners' mobility between countries and facilitating their lifelong learning. </div> <div class="shortContentText"> The EQF aims to relate different countries' national qualifications systems to a common European reference framework. Individuals and employers will be able to use the EQF to better understand and compare the qualifications levels of different countries and different education and training systems. Agreed upon by the European institutions in 2008, the EQF is being put in practice across Europe. It encourages countries to relate their national qualifications systems to the EQF so that all new qualifications issued from 2012 carry a reference to an appropriate EQF level. An EQF national coordination point has been designated for this purpose in each country.<br /> <strong>Shifting focus<br /> </strong>The core of the EQF concerns eight reference levels describing what a learner knows, understands and is able to do &ndash; 'learning outcomes'. Levels of national qualifications will be placed at one of the central reference levels, ranging from basic (Level 1) to advanced (Level 8). This will enable a much easier comparison between national qualifications and should also mean that people do not have to repeat their learning if they move to another country. The EQF applies to all types of education, training and qualifications, from school education to academic, professional and vocational. This approach shifts the focus from the traditional system which emphasises 'learning inputs', such as the length of a learning experience, or type of institution. It also encourages lifelong learning by promoting the validation of non-formal and informal learning. This reflects a wider shift within which the EQF is acting as a catalyst for reforms: most Member States are now developing their own National Qualifications Frameworks (NQFs) based on learning outcomes. Several countries (IE, MT, UK, FR and BE-Flanders) already have one in force.<br /> <strong>Easier comparison<br /> </strong>At present, an enterprise in France may hesitate to recruit a job applicant from, say, Sweden, because it does not understand the level of the qualifications presented by the Swedish candidate. But once the EQF is fully implemented, a Swedish person's certificates will bear a reference to an EQF reference level. The French authorities will have already decided where their own national certificates in the field concerned lie, so the French enterprise would use the EQF reference to get a better idea of how the Swedish qualification compares to French qualifications. An EQF advisory group brings together representatives from national authorities and other stakeholders to help with the implementation of the framework. Its work is complemented by the EU-wide Learning Outcomes Group which supports debate and peer learning on relevant issues, focusing on the development of national qualifications frameworks and the <a href="http://ec.europa.eu/education/lifelong-learning-policy/informal_en.htm" target="_blank" title="validation of non-formal and informal learning">validation of non-formal and informal learning</a>. The EQF initiative is closely related to the <a href="http://www.ehea.info/article-details.aspx?ArticleId=65" target="_blank" title="qualifications framework for the European Higher Education Area">qualifications framework for the European Higher Education Area</a>: the two frameworks are compatible and their implementation is coordinated.<br /> More information <ul> <li>Summary of the <a href="http://europa.eu/legislation_summaries/education_training_youth/vocational_training/c11104_en.htm" target="_blank" title="EU legislation establishing the European Qualifications Framework">EU legislation establishing the European Qualifications Framework</a> </li> <li>Legal text: Recommendation of the European Parliament and of the Council on the establishment of the European Qualifications Framework for lifelong learning (April 2008)<br /> <a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:BG:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_bg.gif" border="0" alt="български" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:CS:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_cs.gif" border="0" alt="Cestina" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:DA:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_da.gif" border="0" alt="Dansk" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:DE:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_de.gif" border="0" alt="Deutsch" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:EL:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_el.gif" border="0" alt="Ellinika" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:EN:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_en.gif" border="0" alt="English" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:ES:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_es.gif" border="0" alt="espa&ntilde;ol" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:ET:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_et.gif" border="0" alt="Eesti keel" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:FI:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_fi.gif" border="0" alt="Suomi" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:FR:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_fr.gif" border="0" alt="Fran&ccedil;ais" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:HU:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_hu.gif" border="0" alt="Magyar" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:IT:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_it.gif" border="0" alt="Italiano" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:LT:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_lt.gif" border="0" alt="Lietuviu kalba" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:LV:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_lv.gif" border="0" alt="Latviesu valoda" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:MT:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_mt.gif" border="0" alt="Malti" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:NL:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_nl.gif" border="0" alt="Nederlands" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:PL:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_pl.gif" border="0" alt="Polski" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:PT:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_pt.gif" border="0" alt="Portugu&ecirc;s" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:RO:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_ro.gif" border="0" alt="romana" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:SK:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_sk.gif" border="0" alt="slovenčina" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:SL:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_sl.gif" border="0" alt="slovensčina" width="18" height="13" /></a><a href="http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:C:2008:111:0001:0007:SV:PDF"><img src="http://ec.europa.eu/wel/images/languages/lang_sv.gif" border="0" alt="Svenska" width="18" height="13" /></a>(EU's Official Journal)<br /> <a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_bg.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_bg.gif" border="0" alt="български" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_cs.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_cs.gif" border="0" alt="Cestina" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_da.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_da.gif" border="0" alt="Dansk" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_de.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_de.gif" border="0" alt="Deutsch" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_el.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_el.gif" border="0" alt="Ellinika" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_en.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_en.gif" border="0" alt="English" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_es.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_es.gif" border="0" alt="espa&ntilde;ol" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_et.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_et.gif" border="0" alt="Eesti keel" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_fi.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_fi.gif" border="0" alt="Suomi" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_fr.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_fr.gif" border="0" alt="Fran&ccedil;ais" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_hu.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_hu.gif" border="0" alt="Magyar" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_it.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_it.gif" border="0" alt="italiano" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_lt.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_lt.gif" border="0" alt="Lietuviu kalba" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_lv.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_lv.gif" border="0" alt="Latviski" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_mt.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_mt.gif" border="0" alt="Malti" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_nl.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_nl.gif" border="0" alt="nederlands" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_pl.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_pl.gif" border="0" alt="Polski" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_pt.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_pt.gif" border="0" alt="Portugu&ecirc;s" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_ro.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_ro.gif" border="0" alt="romania" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_sk.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_sk.gif" border="0" alt="slovenčina" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_sl.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_sl.gif" border="0" alt="slovenscina" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/broch_sv.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_sv.gif" border="0" alt="Svenska" width="18" height="13" /></a>(Brochure) </li> <li>The European Qualifications Framework for Lifelong Learning (leaflet)<br /> <a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_bg.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_bg.gif" border="0" alt="български" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_cs.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_cs.gif" border="0" alt="Cestina" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_da.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_da.gif" border="0" alt="Dansk" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_de.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_de.gif" border="0" alt="Deutsch" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_el.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_el.gif" border="0" alt="Ellinika" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_en.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_en.gif" border="0" alt="English" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_es.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_es.gif" border="0" 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src="http://ec.europa.eu/wel/images/languages/lang_it.gif" border="0" alt="italiano" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_lt.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_lt.gif" border="0" alt="Lietuviu kalba" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_lv.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_lv.gif" border="0" alt="Latviski" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_mt.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_mt.gif" border="0" alt="Malti" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_nl.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_nl.gif" border="0" alt="nederlands" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_pl.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_pl.gif" border="0" alt="Polski" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_pt.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_pt.gif" border="0" alt="Portugu&ecirc;s" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_ro.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_ro.gif" border="0" alt="romania" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_sk.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_sk.gif" border="0" alt="slovenčina" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_sl.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_sl.gif" border="0" alt="slovenscina" width="18" height="13" /></a><a href="http://ec.europa.eu/education/pub/pdf/general/eqf/leaflet_sv.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_sv.gif" border="0" alt="Svenska" width="18" height="13" /></a> </li> <li>Criteria and procedures for referencing national qualifications levels to the EQF<br /> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/criteria_en.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_en.gif" border="0" alt="English" width="18" height="13" /></a> </li> </ul> <strong>EQF internet portal </strong> <ul> <li>Referencing the Lithuanian Qualifications Framework to the European Qualifications Framework for Lifelong Learning and the Qualifications Framework for the European Higher Education Area, <ul> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/lithuania_en.pdf" title="National Report 2012">National Report 2012</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/lithuania_lt.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_lt.gif" border="0" width="18" height="13" /></a> </li> </ul> </li> </ul> <ul> <li> <a href="http://ec.europa.eu/eqf/home_en.htm" target="_blank" title="Portal">Portal</a> dedicated to the implementation of the European Qualifications Framework for lifelong learning </li> </ul> <strong>Reports on the referencing of national qualifications frameworks to the EQF </strong> <ul> <li>Referencing the Lithuanian Qualifications Framework to the European Qualifications Framework for Lifelong Learning and the Qualifications Framework for the European Higher Education Area, <ul> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/lithuania_en.pdf" title="National Report 2012">National Report 2012 </a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/lithuania_lt.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_lt.gif" border="0" width="18" height="13" /></a> </li> </ul> </li> </ul> <ul> <li>Referencing of the Estonian Qualifications and Qualifications Framework to the European Qualifications Framework <ul> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/estonia_en.pdf" title="Report">Report</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> </ul> </li> </ul> <ul> <li>Referencing the Danish Qualifications Framework for Lifelong Learning to the European Qualifications Framework <ul> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/dkreport_en.pdf" title="Report">Report</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/dkannex_en.pdf" title="Annex: Self-certification report">Annex: Self-certification report</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> </ul> </li> </ul> <ul> <li>Referencing of the Latvian Education System to the European Qualifications Framework for Lifelong Learning and the Qualifications Framework for the European Higher Education Area <ul> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/latvia_en.pdf" title="Report">Report</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/latvia_lv.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_lv.gif" border="0" alt="Latviski" width="18" height="13" /></a> </li> </ul> </li> </ul> <ul> <li>The referencing document of the Dutch National Qualification Framework to the European Qualification Framework <ul> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/nederland_en.pdf" title="Report">Report</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> </ul> </li> </ul> <ul> <li>Referencing of the Irish National Framework of Qualifications (NFQ) to the European Qualifications Framework for Lifelong Learning. <ul> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/irelandreport_en.pdf" title="National Report">National Report</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> </ul> </li> </ul> <ul> <li>Referencing of the Malta Qualifications Framework (MQF) to the European Qualifications Framework (EQF) and the Qualifications Framework of the European Higher Education Area (QF/EHEA) <ul> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/maltareport_en.pdf" title="Report">Report</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> </ul> </li> </ul> <ul> <li>Referencing the Qualifications Frameworks of the United Kingdom to the European Qualifications Framework <ul> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/ukreport_en.pdf" title="Report">Report</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> </ul> </li> </ul> <ul> <li>R&eacute;f&eacute;rencement du cadre national de certification fran&ccedil;ais vers le cadre europ&eacute;en de certification pour la formation tout au long de la vie <ul> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/francereport_fr.pdf" title="Report">Report</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> </ul> </li> </ul> <strong>European Qualifications Framework Series </strong> <ul> <li>EQF Note 1: <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_en.pdf" title="Explaining the European Qualifications Framework for Lifelong Learning">Explaining the European Qualifications Framework for Lifelong Learning</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /> (brochure) <br /> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_bg.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_bg.gif" border="0" alt="български" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_cs.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_cs.gif" border="0" alt="Ce&scaron;tina" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_da.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_da.gif" border="0" alt="dansk" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_de.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_de.gif" border="0" alt="deutsch" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_el.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_el.gif" border="0" alt="ellinika" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_en.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_en.gif" border="0" alt="english" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_es.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_es.gif" border="0" alt="espanol" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_et.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_et.gif" border="0" alt="Eesti" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_fi.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_fi.gif" border="0" alt="suomi" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_fr.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_fr.gif" border="0" alt="fran&ccedil;ais" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_ga.pdf" target="_blank"><img src="http://ec.europa.eu/wel/images/languages/lang_ga.gif" border="0" alt="GA" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_hu.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_hu.gif" border="0" alt="Magyar" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_it.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_it.gif" border="0" alt="italiano" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_lt.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_lt.gif" border="0" alt="Lietuvi&scaron;kai" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_lv.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_lv.gif" border="0" alt="Latviski" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_mt.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_mt.gif" border="0" alt="maltese" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_nl.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_nl.gif" border="0" alt="nederlands" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_pl.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_pl.gif" border="0" alt="polski" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_pt.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_pt.gif" border="0" alt="portugues" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_ro.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_ro.gif" border="0" alt="romania" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_sk.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_sk.gif" border="0" alt="Slovencina" width="18" height="13" /></a><a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/brochexp_sl.pdf"><img src="http://ec.europa.eu/wel/images/languages/lang_sl.gif" border="0" alt="slovenscina" width="18" height="13" /></a> </li> <li>EQF Note 2: <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/note2_en.pdf" title="Added value of National Qualifications Frameworks in implementing the EQF">Added value of National Qualifications Frameworks in implementing the EQF</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> <li>EQF Note 3: <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/note3_en.pdf" title="Referencing National Qualifications Levels to the EQF">Referencing National Qualifications Levels to the EQF</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> <li>EQF Note 4: <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/note4_en.pdf" title="Using Learning Outcomes">Using Learning Outcomes</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> </ul> <strong>EQF Newsletter </strong> <ul> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/news4_en.pdf" title="EQF Newsletter - August 2011">EQF Newsletter - August 2011</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/news3_en.pdf" title="EQF Newsletter - October 2010">EQF Newsletter - October 2010</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/news2_en.pdf" title="EQF Newsletter - July 2010">EQF Newsletter - July 2010</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> <li> <a href="http://ec.europa.eu/education/lifelong-learning-policy/doc/eqf/news1_en.pdf" title="EQF Newsletter - April 2010">EQF Newsletter - April 2010</a> <img class="alIco" src="http://ec.europa.eu/wel/images/doc_icons/f_pdf_16.gif" border="0" /></li> </ul> </div> Qualification 2012-11-29T00:31:55Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2012/11/10/qualifications-frameworks-in-europe-an-instrument-for-transparency-and-change <a href="http://www.cedefop.europa.eu/EN/Files/9071_en.pdf" target="_blank"><img class="PubCover" src="http://www.cedefop.europa.eu/EN/Images-ContentManagement/cover_9071_en_rdax_283x400.jpg" alt="Publication cover" title="Publication cover" width="131" height="186" align="left" /></a><strong>Cedefop - Briefing note - </strong><strong><a href="http://www.cedefop.europa.eu/download-manager.aspx?id=20552&amp;lang=en&amp;type=publication" target="_blank">Qualifications frameworks in Europe: an instrument for transparency and change</a>.<br /> National qualifications frameworks are central to European objectives, but are becoming equally important for achieving national aims</strong><br /> Qualifications are increasingly important for finding a job and essential for building a career. How qualifications are classified and ranked is going through some major changes influenced by rapid development of national qualifications frameworks (NQFs) across Europe.<br /> Currently, 35 countries are developing 39 NQFs. Ireland, France and the UK used NQFs prior to 2005, but their development in other countries was stimulated by the European qualifications framework (EQF) as a way to compare qualifications between different countries. Although NQFs remain central to achieving this European objective, they are becoming increasingly important for countries to achieve their national aims...<strong><br /> Challenges ahead</strong><br /> Progress over the past few years provides a good basis for realising NQFs&rsquo; potential, but they need to be visible beyond the limited circle of policy-makers and experts involved in creating them. The following steps are crucial for NQFs to succeed.<br /> - Learning outcomes-based levels need to become visible to people. Including EQF and NQF levels in certificates and qualifications is a key step.<br /> - NQFs are increasingly becoming national structuring and planning instruments. This requires producing databases and guidance materials reflecting NQFs&rsquo; structures. This has been done with pre-2005 NQFs, but not yet with later ones.<br /> - NQFs must increasingly engage with and be more visible in the labour market (through assisting development of career pathways, certifying achievements acquired at work, guidance and links to sectoral frameworks).<br /> Although NQFs use learning outcomes, there are other current practices that use learning inputs to recognise qualifications. Networks of academic recognition centres (the European network of information centres (ENIC) and the National academic recognition information centres (NARIC) (4) which support learners and institutions on access to and progression in higher education. The EU&rsquo;s directive (2005/36) which addresses relationships between professional qualifications and occupations in the labour market is also based on learning inputs. The links between NQFs and these other approaches must be clarified and strengthened.<br /> This illustrates the need for systematic monitoring and evaluation of NQF implementation, both qualitative and quantitative. Only a few countries have baseline data or are tracking destinations of qualification holders.<br /> If treated as an isolated initiative, outside mainstream policies and practices, NQFs will fail. The biggest danger is that countries &lsquo;forget&rsquo; their NQFs once they are referenced to the EQF, seriously undermining the EQF as a trusted European reference framework. Qualification 2012-11-10T00:32:49Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2012/10/27/checking-student-qualifications <a href="http://www.hefce.ac.uk/news/newsarchive/2012/name,75743,en.html" target="_blank"><img src="http://www.hefce.ac.uk/media/hefce/st/i/hefce80.gif" alt="HEFCE logo" align="left" /></a><strong>An online service has been launched to help employers check graduates&rsquo; qualifications and recognised degree-awarding bodies. <br /> </strong>The Higher Education Degree Datacheck (HEDD) can be used to check that a UK higher education provider existed and was approved by the UK Government at any given date going back to 1990. Every UK university and college is listed in the database to provide a check on degree awarding status.<br /> In response to a query, HEDD provides contact details&nbsp;to direct the user to the appropriate university or college records office. The service is also particularly useful for&nbsp;employers and&nbsp;postgraduate course providers&nbsp;who want to verify degree results, and can be used by graduates to request transcripts and replacement certificates.<br /> Three universities, Manchester, Sheffield Hallam and Essex, have signed up and submitted their student records to the HEDD service and several more are in the pipeline. Together they are generating around 350 enquiries per month. Over 90 per cent of the enquiries are from screening and recruitment agencies, with almost half of these from overseas. <br /> The main benefits of the service are fast and reliable verification, and improved efficiency. Universities using the system have reported a 50 per cent reduction in enquiry processing time as well as a positive effect on staff morale and productivity. The service reduces the burden of work on Registry teams by handling all customer service activity and providing automatic verification, where student data is available. Verification enquiries have been increasing significantly each year and cost English universities alone over &pound;2 million in Registry resources.<br /> Katie Britton, Verifications Manager at the University of Manchester, said: <blockquote> <p> &lsquo;Having HEDD has made a big impact on us &ndash; it&rsquo;s much more convenient and easy to use than our old processes were, and it&rsquo;s freed up so much time to spend on the other jobs we have to do.&rsquo; </p> </blockquote> <p> The service is one of several projects funded by HEFCE to support greater efficiency at universities and colleges and reduce costs over the medium term.<strong> </strong>The <a href="http://www.hedd.ac.uk/index.htm" target="_blank">HEDD web-site</a>&nbsp;provides more information, or contact <a href="mailto:s.mcgovern@prospects.ac.uk" target="_blank">s.mcgovern@prospects.ac.uk</a>.<br /> <strong>Notes</strong> </p> <div class="notes" id="notes"> <ol> <li>HEDD is run by Graduate Prospects, the trading arm of Higher Education Careers Services Unit, which works to improve careers education and advice for graduates of UK universities. Graduate Prospects provides a range of shared services to the HE sector. The HEDD team is working with stakeholders including BIS, the CBI and the NUS, who have formally endorsed the service.</li> <li>Further details about <a href="http://www.hefce.ac.uk/whatwedo/lgm/efficiency/shared/" target="_blank">HEFCE&rsquo;s shared services projects</a> are available here.</li> </ol> </div> Qualification 2012-10-27T02:12:23Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2012/10/20/improving-lifelong-learning-through-nqfs <p> <a href="http://www.ife.uzh.ch/veranstaltungen/vsdconference/Documentation.html" target="_blank"><img src="http://www.ife.uzh.ch/uzh/authoring/images/uzh_logo_d_pos_web_main.jpg" alt="uzh logo" width="231" height="80" align="left" /></a>Lifelong learning and national qualifications frameworks (NQFs) have emerged as key themes in international development cooperation. More attention is being paid to the adult learning sector and the transition of young adults to lifelong learning and the labour market, as it also involves social inclusion. At a conference attended by 120 participants, and organised by the Institute of Education, University of Zurich, on &ldquo;The role of the dual system and NQFs in international development cooperation&rdquo;, international and regional agencies and development partners reflected on their approaches to national qualifications frameworks and skills development. Ms. Madhu Singh from the UNESCO Institute for Lifelong Learning (UIL) highlighted &ldquo;UNESCO&rsquo;s work in promoting lifelong learning through National Qualifications Frameworks&rdquo;. Countries from the North and the South need to learn from each other; however this exchange should be about &lsquo;policy learning&rsquo; rather than &lsquo;policy transfer&rsquo;.<br /> The presentations of the conference and the panel discussions are available on the website of the Institute for Education, Zurich University: <a class="external-link-new-window" href="http://www.ife.uzh.ch/veranstaltungen/vsdconference/Documentation.html" target="_blank" title="Opens external link in new window">http://www.ife.uzh.ch/veranstaltungen/vsdconference/Documentation.html</a>.<a href="http://www.ife.uzh.ch/veranstaltungen/vsdconference/Documentation.html" target="_blank"><strong><br /> Institut f&uuml;r Erziehungswissenschaft &ndash; VSD-Conference</strong></a><br /> Here, you can find the presentations that were held during the conference: <br /> <a class="internal" href="http://www.ife.uzh.ch/veranstaltungen/vsdconference/Documentation/Day1.html" target="_blank">Day 1 / 13 September</a>.<br /> <a class="internal" href="http://www.ife.uzh.ch/veranstaltungen/vsdconference/Documentation/Day2.html" target="_blank">Day 2 / 14 September</a>. <br /> <a class="internal" href="http://www.ife.uzh.ch/veranstaltungen/vsdconference/Documentation/OpenForum.html" target="_blank">Open Forum</a>. </p> FTLV Qualification 2012-10-20T01:35:32Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2012/10/20/developing-a-qualifications-framework-for-central-america-sub-regional-workshop-of-the-alfa-puentes-project <p> &nbsp; </p> <p> <a href="http://www.eua.be/" target="_blank"><img src="http://www.eua.be/images/logo.jpg" alt="Logo" align="left" /></a> Vice-rectors for academic affairs of 40 Central American universities gathered at a workshop in Guatemala City from 8 to 9 October, to discuss the development and implementation of a regional qualifications framework for Central America.<br /> The workshop was led by the Central American University Association (<a href="http://www.csuca.org/">CSUCA</a>) and supported by EUA. It took place in the framework of the ALFA PUENTES project, which is co-funded by the European Commission. Coordinated by EUA, the project involves 23 Latin American and European university asssociations, and is dedicated to supporting higher education convergence and harmonisation processes and to strengthening the role of university associations in Latin America. <br /> The initiative for a qualifications framework for Central America is one of three sub-regional project strands of the ALFA PUENTES&nbsp;project and is driven by the CSUCA, an independent university organisation, in close collaboration with its 20 university members, and the national university associations of Costa Rica (<a href="http://www.conare.ac.cr/">CONARE</a>), Panama (<a href="http://www.consejo.ac.pa/">CRP</a>), Honduras (<a href="https://www.unah.edu.hn/">UNAH</a>) as well as Nicaragua and El Salvador. In the current phase, the project researchers are mapping and analysing the qualifications awarded in various disciplines at institutions in the region. In the next phase, generic descriptors will be developed for the qualifications framework (QF).<br /> This month&rsquo;s workshop was designed to promote the initiative to academic vice-rectors and to debate potential advantages and risks in developing such a framework. Practice was shared by European participants on both the European qualifications frameworks and national frameworks.<br /> Workshop participants were generally positive regarding the prospect of having a regional qualifications framework. Beyond its potential value for transborder mobility, it was seen as a possibility to enhance quality of learning, but also to stress the relevance of university education for society and the labour market. A QF was also welcomed as another building block in the Central American regional (higher education) harmonisation process, which is led by CSUCA, and has over the past decade resulted in joint approaches for quality assurance and study credits. The European case of a regional QF was perceived as inspiring and &ndash; given the diversity within Europe &ndash; also as proof that it should be feasible to come up with an agreement in Central America. A question addressed was also whether the present initiative could lay the ground for a larger regional framework for Latin America. But there were also some sceptical voices, regarding the inherent risk of bureaucratisation, and that a QF could become overly regulatory or limit academic freedom.<br /> In the course of the next months, CSUCA and partners will be designing a draft regional QF that will be shared with representatives of the academic community, of industry and national bodies.<em><a href="http://alfapuentes.org/portal"><br /> ALFA PUENTES</a>&nbsp;is a three-year EU-supported project that is driven by EUA, <a href="http://www.obreal.org/obreal/index.php">OBREAL</a>&nbsp;and more than 20 partners in Latin America and Europe (including some EUA collective members), all of which are national and regional university associations. It is co-funded by the European Commission Alfa Programme. </em> </p> Qualification 2012-10-20T01:00:04Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2012/10/02/expert-workshop-on-the-role-of-qualifications-in-governing-the-labour-market <a href="http://www.cedefop.europa.eu/" target="_blank"><img src="http://www.cedefop.europa.eu/EN/Images-UserInterface/bg_cedefopLogo.gif" alt="Cedefop - European Centre for the Development of Vocational Training" title="Cedefop - European Centre for the Development of Vocational Training" width="277" height="31" align="left" /></a><strong><span><span><span></span></span></span>The CHANGING ROLES OF QUALIFICATIONS IN GOVERNING THE LABOUR MARKET. Thessaloniki, 27-28 September 2012. <br /> The workshop is based on Cedefop&rsquo;s work on governance and international qualifications and will bring together researchers and representatives of sectors, the social partners, governments and other stakeholders from all over Europe. The workshop will provide an opportunity to participants to get an overview of current developments and actively debate their own roles and responsibilities.</strong><br /> In recent years, Cedefop has increasingly focussed its activities on the changing role of qualifications and on how VET systems are governed and interact with other parts of the education and training system and the labour market. The purpose of the workshop is to present Cedefop&rsquo;s work and discuss dynamic relationship between education and training and the labour market as well as areas that require future research. <strong>Download <span><span><span><a href="http://www.cedefop.europa.eu/download-manager.aspx?id=20468&amp;lang=en" target="_blank">Background Note</a></span></span></span>.<br /> Workshop background document, drafted by Loukas Zahilas, Cedefop</strong><br /> Modernising lifelong learning (LLL) and especially vocational education and training (VET) is important for Europe to recover from the current economic crisis. In this respect an important challenge to be addressed is how to better coordinate and govern education and training in order to ensure quality, relevance and inclusion.<br /> In recent years, Cedefop has increasingly focussed its activities on the changing role of qualifications and on how VET systems are governed and interact with other parts of the education and training system and the labour market. Using the insights gained through these activities Cedefop intends to launch a debate on VET governance in Europe.<br /> The study on the role of qualifications in governing occupations and professions, that will be presented in the event, builds on comparative data from a number of countries and occupational sectors and provides an overview over the different forms of regulation, how these are changing in the current economic and political situation &ndash; also due to technological and labour market developments &ndash; and discuss the implications for the VET system. Another study on the cooperation between education and training and the labour market, delivers insights on how VET standards are defined and renewed focusing on the conditions for improving the relevance of VET qualifications and for ensuring that the needs of the labour market are reflected in education and training provisions. A third study, that will be launched in 2012, will look into the character and diversity of partnerships of education and training providers - at national, regional and local level - and how they can facilitate access and progression in VET and between VET and HE.<br /> Parallel to this, Cedefop is working in the area of qualifications supporting developments related both to the European qualifications framework (EQF) and the European taxonomy on skills, competence, occupations and qualifications (ESCO). The work on international qualifications which is another theme presented in the workshop will provide a major contribution to the development of the ESCO qualifications pillar, with a particular reference to the direct link to the EQF and NQF developments.<br /> The purpose of the event is to present Cedefop&rsquo;s work on governance, and discuss the role of qualifications (with a specific interest to international) in the dynamic relationship between education and training and the labour market as well as areas that require future research.<br /> Qualifications play important roles in modern societies as carriers of information and value (currencies) and extensively influencing the way the occupations and professions are defined and regulated. By defining the minimum level of knowledge, skills and competence required by somebody holding a particular position, qualifications are used to regulate access to and conduct of an occupation or profession. Indirectly and/or directly they also define the status and/or entitlements of the existing members of the occupation or profession. Qualifications can thus be seen as an important instrument of governance, attributing substantial influence and power to those stakeholder(s) controlling them.<br /> There may be many reasons for using qualifications as regulatory instruments; health and safety reasons are probably the most common. The professional conduct of pilots and medical doctors may easily affect the lives of their passengers and patients and it is widely accepted that regulation is needed. In other areas where health and safety issues are less pronounced, concerns regarding the overall quality of products and services are common, frequently presented as being in the interest of consumers and customers. Sometimes we can observe that this concern for the general good is mixed with the more limited interests of particular stakeholders. This is an issue much discussed in relation to the (relative) monopoly of some public sector professions to regulate and control access to and conduct of particular tasks.<br /> The use of qualifications to govern occupations and professions is thus a highly politicised area with high levels of stakeholder involvement and potential conflict. This gate-keeping function has traditionally been upheld by national governments strictly regulating the award of qualifications through delegation to designated institutions and systems. This delegation of authority implies that professional associations (for example in medicine, psychology and aviation) and social partners (in vocational education and training) are given substantial influence over design and awarding of qualifications. This has been (and still is) the normal way of guaranteeing the value of a qualification &ndash; the way their currency is underwritten. The extent to which qualifications directly govern and regulate occupations and professions is demonstrated by the EU Directive on recognition of professional qualifications (2005/36). This Directive covers more than 800 professions which Member States regulate and which can be pursued only if certain professional qualifications have been acquired.<br /> Qualifications and the labour market<br /> In order to understand the way in which the relationship between qualifications and the labour market is changing, Cedefop carried out a study on the role of qualifications in governing the access to and practice within occupations and occupations. This study examined the situation in ten European countries and five sectors to come to an overarching view of the current state of affairs.<br /> The main role of qualifications is that of an instrument of communication, signing a person&rsquo;s knowledge, skills and competences in a particular field and with regard to a specific occupation. By setting up functional qualification systems linked to trusted educational structures in which labour market relevance is guaranteed by using instruments such as occupational profiles set up by social partners, countries can facilitate the processes which lead to a good balance of qualitative and quantitative supply and demand of labour. In addition to this general system, qualifications are used as regulatory instruments. In a number of occupations, strict entry requirements are set to determine that only people who have acquired the specific qualification (including diplomas, certificates, and licenses) may work in this occupation. In these cases, qualifications are seen as necessary, though not always sufficient criteria for employers&rsquo; selection of employees at micro level and therefore do determine a minimum level of competence of all occupational practitioners. Where the license to practice is also connected to obligations with respect to continuing professional development, the qualifications connected to this aspect of the training can also play the role of ensuring the continued relevance of the skills present in the work force.<br /> Qualifications can only fulfil this role on the labour market if the institutional structure supporting them elicits trust amongst the end users. In some situations, qualifications are trusted to such an extent that the labour market actors actively support strong licensing systems, as they see these systems as providing the basis for a strong professional environment. In situations where the strict regulation is combined with weak institutional structures, qualifications might be seen as legally necessary, but practically irrelevant and requirements may be disregarded after all. In situations where the trust in qualifications is high however, strict licensing is not even necessary for micro level actors to acknowledge the importance of qualifications for assuring the quality of staff and services.<br /> Overall it can be said that there is no alternative to the use of qualifications in the specific role they play in translating occupational activities into learning outcomes and the other way around. Two reservations should however be added to this conclusions. Firstly, the role of qualifications as instruments of governance in contributing to the qualitative and quantitative balance of supply and demand in occupations and professions can, in all the different governance systems, only be of practical relevance when it is embedded in trusted institutional structures and used in conjunction with other instruments such as occupational profiles, learning outcomes and qualifications frameworks. Secondly, although qualifications can be identified as crucial practical linking pins between the different actors and essential conceptual connectors between educational and labour market, this does not mean that policy makers, social partner organisations or educational institutes actually classify them as such. Such a purposeful use of qualifications is possible, however not a necessary requirement for them to fulfil the role as communication vessel after all.<strong><br /> Working Group 1: &ldquo;Qualifications and the labour market&rdquo;</strong> will discuss these issues and will provide an opportunity for the participants to gain an overview of current Cedefop&rsquo;s work. The findings of the study on &ldquo;how qualifications govern occupations and professions&rdquo; will be presented followed by a report on the interim findings of the study on the &ldquo;cooperation between education and training and the labour market in renewing VET&rdquo;. The country example of Germany and the sectoral cases of welding and sports will provide additional input for the discussion on the future challenges and perspectives.<strong><br /> In particular the workshop will focus on the following questions:</strong><br /> - How important are qualifications in linking labour market and education, both as an instrument of governance and as actual currency on the ground?<br /> - How will the constant redefinition of occupational and professional content and requirements influence the use of qualifications by countries and sectors for regulation and governance?<br /> - Which models of governance of professions and occupations can be identified in the different countries and sectors and how can these be described in terms of principles and practical applications?<strong><br /> International qualifications</strong><br /> More and more qualifications &ndash; certificates and diplomas - are awarded at international level, outside national authorities&rsquo; jurisdiction. These &lsquo;non-State&rsquo; qualifications have been developed and awarded by a wide range of bodies, organisations and companies addressing various purposes. This trend goes against our traditional understanding of qualifications, as &lsquo;papers of value&rsquo; guaranteed by national authorities and can be seen as a direct reflection of globalisation of economies and labour markets.<br /> Cedefop&rsquo;s report on international qualifications is a first effort to increase transparency, notably by pointing to existing sources and clarifying the concepts to be used for mapping and analysis. Individuals need to be able to use their qualifications in more than one country and employers need to be able to judge the level of skills and competences held by potential employees. This trend is particularly visible in sectors like ICT and transport where international organisations, sectoral bodies as well as multinational companies already play a key role in defining and awarding qualifications and thus, in setting the requirements for skills and competences.<br /> Working on international qualifications is complicated considering the diversity and complexity of the concept. For the purposes of Cedefop&rsquo;s report an international qualification is a certificate, diploma, degree or title developed, awarded and recognised in more than one country. International qualifications can be issued in the framework of an international, national, regional or sectoral qualification system. There is big diversity in the companies, organisations and other bodies involved in developing and awarding international qualifications. Quality assurance is the crucial dimension regarding value and recognition by the labour market. Types of international qualifications become highly important when considering the effect of licensing and certification as licensing intervenes further in the market process.<br /> Discussion on the real value of international qualifications can be very complex due to different social, economic and sectoral elements. Flexibility and tailor-made solutions offered to the labour market is in many cases counterbalanced by complications created due to the many international certifications on offer. Geographical and institutional coverage are key points and will have to be considered for each qualification as, although coverage is frequently clearly indicated, in several sector-based certificates limited coverage exists in practical terms.<br /> What unites this extreme variety of qualifications is the fact that they are not restricted to a particular national system or territory. They are all &lsquo;non-state&rsquo; qualifications whose exchange value is defined outside the traditional national qualifications systems. This raises some key-questions and challenges relevant to policy-makers as well as to users &ndash; be these individual citizens or employers.<br /> An interesting general observation is that transparency of national qualifications is improving as it is becoming easier to review which qualifications exist, by whom they have been awarded and where they can be used. The reason is the introduction of national qualifications frameworks and the development of more sophisticated databases that have reduced some of the complexity traditionally faced by users. The opposite applies to international qualifications.<br /> Gaining importance of qualifications awarded outside national jurisdiction has increased intricacy and lack of transparency. There is currently no single institution or body, at national or international levels, with an overview of or fully understanding developments. For users, individuals or employers, the situation is deteriorating rather than improving. The situation points to a need to deepen mapping of international qualifications and gradually come up with a system making it easier for users to review developments.<br /> Quality issues are of fundamental importance as although in national qualifications quality is a central issue systematically involving a broad range of stakeholders and attracting considerable political attention, in international qualifications quality is still crucial but far more difficult to comprehend fully. While market forces are important (the role played by certificates from multinational companies is a direct reflection of their market position), individuals increasingly face a problem of how to distinguish &lsquo;rogue&rsquo; and &lsquo; fake&rsquo; qualifications from &lsquo;serious&rsquo; qualifications reflecting high levels of learning.<br /> While ISO and EN standards have played a role, future developments will require a much more systematic effort to understand and address quality of international qualifications. To some extent, those awarding qualifications must become more accountable and willing to be open about the processes leading to award of a certificate or diploma.<br /> Future work lies at the crossroads of transparency and quality. Overall relevance of international qualifications requires that they are trusted by potential users. This can only be achieved by systematically creating an overview of what exists and emerges, and by systematically addressing the need for accountability and openness regarding the process leading to a particular qualification. International and national qualifications are both value papers which require trust if they are to fulfil their roles in the labour market and society. Without this trust they will fail and in the worst case mislead individuals and employers.<strong><br /> Working Group 2: &ldquo;International qualifications&rdquo;</strong> will discuss these issues and will provide an opportunity for the participants to contribute to identifying future needs.<br /> The recent Cedefop&rsquo;s publication on &ldquo;international qualifications&rdquo; will be presented followed by presentations on the role of international qualifications in the context of ESCO and EQF. The cases of the welding and agriculture sector will provide input on the challenges and future perspectives.<strong><br /> In particular the workshop will focus on the following questions:</strong><br /> - Which are the necessary data-categories when developing an overview of what exists and emerges in the area of international qualifications?<br /> - Which are the quality issues related to the accountability and openness of the processes leading to international qualifications?<br /> - There is a strong relation between the type of international qualification and the sector, occupation or profession it relates to. Which can be the role of sectors in promoting the required trust and the labour market value? Qualification 2012-10-02T00:16:08Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2012/08/26/quality-assurance-and-qualifications-frameworks-exchanging-good-practice <p> <a href="http://www.enqa.eu/" target="_blank"><img class="rg_hi uh_hi" src="http://t0.gstatic.com/images?q=tbn:ANd9GcSPkImZXrFSeCrHzq68R-3RMYNZ2e-cPmoAwEKDVJBREtD2aCqT" width="179" height="101" align="left" /></a><strong>This report is based on the ENQA workshop &ldquo;Quality Assurance and Qualifications Frameworks: exchanging good practice&rdquo;, which took place in Dublin, Ireland, on 9-10 February 2012 and presents articles on themes such as the state of development of qualifications frameworks, the role of agencies in the self-certification process, and the meaning of qualifications frameworks in external quality assurance. </strong><br /> The theme of qualifications frameworks and their relation to quality assurance is gaining urgency in the European scene as more and more countries are completing their national qualifications frameworks and quality assurance agencies need to take important decisions on how to implement them. Some of the key features of the qualifications frameworks are the specification of learning outcomes, processes for assessing learners&rsquo; attainment of the expected outcomes, their relation to the ECTS, identification of transfer and progression routes, and recognition of prior learning. <strong>Download the report <a href="http://www.enqa.eu/files/enqa_wr_21.pdf" target="_blank">Quality Assurance and Qualifications Frameworks: Exchanging Good Practice</a>.<br /> Conclusions</strong><br /> Several current reforms in higher education are having a significant impact on quality assurance and the work of quality assurance agencies. Among these, the establishment and referencing to qualifications frameworks and the adoption of assessment methods focusing on student learning outcomes pose important challenges to the methods and processes used for internal and external quality assurance.<br /> The ENQA 2012 workshop on Quality Assurance and Qualifications Frameworks: exchanging good practice and these articles covered a wide range of issues related to qualifications frameworks, such as the state of art in their development and adoption, the role of agencies in the self-certification process, and the impact of qualifications frameworks on external quality assurance. In addition, a view from the stakeholder community was presented through an article outlining the use and importance of qualifications frameworks to the labour market and employers. Recognition of prior learning, assessment of learning outcomes, and learning outcomes in programme oriented quality assurance were also discussed in smaller working groups during the workshop.<br /> As the first article underlines, it is clear that while several changes have already taken place, we are still at the beginning of implementing qualifications frameworks. It is important to make sure that they are developed jointly with quality assurance, learning outcomes, and other recognition tools. At the same time, the article emphasises the importance of making sure that European, but especially national qualifications frameworks become more visible and better known, so as to bring real benefits to the end users, whether individuals, higher education institutions, academic staff, or employers.<br /> In terms of self-certification, the second author underlines that verification by selfcertification is a process in which each QA agency has a significant and obligatory role to play. The role of quality assurance is to demonstrate that programmes are based on intended learning outcomes and that qualifications are awarded on basis of achievement of these outcomes. If, however, we are to realise the objectives of the QF-EHEA in relation to transparency, mobility, and recognition, self-certification is only the first step. The Swedish case example presents a recently adopted approach to quality assurance. In line with the Bologna Process and the goal of increased employability of students, qualification descriptors were introduced and have become the tool in quality assurance of higher education in Sweden. Continuous reviewing in the coming years will help to develop best practice in implementing the new approach, and will be able to provide informed answers to questions such as: Can results of an academic study programme be measured? If yes: how can that be done? And is this European quality assurance of the 21st century?<br /> The system used in Denmark relies on the use of external examiners for the measurement of achieved learning outcomes. Discussions on the use of learning outcomes in programme based QA in the related working group brought up a number of different methods. A conclusion of the group&rsquo;s work was that if the scale of the potential small revolution brought about by learning outcomes based assessment is to be investigated seriously, the answer lies perhaps not in better measurement, but instead in finding new ways of stimulating ownership of the concept of learning outcomes itself. The working group on recognition of prior learning discussed different ways in which prior learning is used for entry into further study, achievement of credits, or for the award of an entire degree. It became clear that recognition of prior learning practices is politically sensitive and highly dependent on the national context. It was felt thus that agencies must explicitly assume this political dimension in order to define what role to play regarding recognition of prior learning processes in their own frameworks.<br /> The working group discussing the assessment of learning outcomes concluded that there is a need to analyse the assessment of learning outcomes paying attention to the legal framework and academic context. In addition, the maturity of the higher education system as a whole, and the degree of implementation of other &lsquo;Bologna tools&rsquo;, such as qualifications frameworks, play a significant role in the process. The group felt a need to focus on the quality assurance of the assessment procedures of learning outcomes through checking the assessment practices used by programmes to assess different learning outcomes. The participants agreed that the focus of such assessment should be on the programme learning outcomes, not on the achievement of individual student.<br /> Overall, the main conclusion of the workshop and of this publication is that there is great benefit in sharing and comparing national practices, and learning from good practice at the level of quality assurance agencies. However, the national political and legal context, as well as the degree of implementation of the Bologna reforms, has a significant impact on the way in which agencies can and should react and relate to the implementation of qualifications frameworks. Coordinating efforts in developing and implementing qualifications frameworks and other Bologna reforms is important to ensure a successful consolidation of the European Higher Education Area. In addition, all relevant actors should make efforts to ensure that information on the role and purpose of qualifications frameworks and learning outcomes-based assessment is provided to all interested parties, including employers, so that student employability can be improved, mobility facilitated, and recognition of non-formal and informal learning further developed. <strong>Download the report <a href="http://www.enqa.eu/files/enqa_wr_21.pdf" target="_blank">Quality Assurance and Qualifications Frameworks: Exchanging Good Practice</a>.</strong> </p> Qualité Qualification 2012-08-26T18:18:44Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2012/08/10/international-qualifications-what-they-mean-for-citizens <a href="http://www.cedefop.europa.eu/EN/news/20291.aspx" target="_blank"><img src="http://www.cedefop.europa.eu/EN/Images-ContentManagement/cover_4116_en_international_qualifications_rdax_285x400_rdax_89x125.jpg" alt="http://www.cedefop.europa.eu/EN/Images-ContentManagement/cover_4116_en_international_qualifications_rdax_285x400_rdax_89x125.jpg" align="left" /></a>A new Cedefop study opens a discussion on international qualifications: what they are, how they are managed, and how they may affect national qualifications and standards as well as the common EU tools for vocational education and training. <br /> Not all diplomas and certificates are awarded by public authorities within a national education and training system. International qualifications, awarded by social partner organisations or multinational companies, now cover fields as diverse as construction, ICT, welding, sports, transport, financial services and hairdressing. <br /> So what does this trend mean for education and training standards and for the wider recognition of qualifications? <br /> Cedefop&rsquo;s study aims to launch the discussion on international qualifications, whose reach and popularity affect two European initiatives: the European qualifications framework (EQF) and the European classification of skills/competences, qualifications and occupations (ESCO). <strong><a href="http://www.cedefop.europa.eu/EN/publications/20265.aspx" target="_blank" title="Internal link">Download publication</a>.</strong> Qualification 2012-08-10T09:51:12Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2012/08/10/enic-naric-workshop-recognition-of-qualifications-from-joint-programmes <div> <a href="http://www.ecaconsortium.net/main/events/detail/enic-naric-workshop/21" target="_blank"><img src="http://www.ecaconsortium.net/images/logo.jpg" alt="http://www.ecaconsortium.net/images/logo.jpg" width="309" height="74" align="left" /></a><strong>ENIC-NARIC Workshop - Recognition of qualifications from joint programmes. 09 November 2012 - Universitat Pompeu Fabra (Campus de la Ciutadella, Edifici Roger de Ll&uacute;ria, </strong><strong>Ramon Trias Fargas, 25-27, 08005 Barcelona).</strong><br /> This workshop is <em>only </em>for representatives of ENIC-NARICs and explores recognition issues related to qualifications awarded by joint programmes. The organisers will reimburse the costs of one participant per ENIC-NARIC. (See below for more information)<br /> The goal of the workshop is to come to <strong>guidelines &amp; good practices for higher education institutions when awarding joint degrees<strong>.</strong></strong><br /> During the workshop there will be a presentation of how higher education institutions deal with awarding joint degrees (design &amp; administration) and how they deal with recognition issues.<br /> The workshop offers ENIC-NARICs an opportunity to further exchange ENIC-NARIC experiences and to discuss a draft recommendation for higher education institutions. This recommendation should enable institutions to facilitate the recognition of their qualifications. <strong><a href="http://www.ecaconsortium.net/main/events/registration/enic-naric-workshop/21">Registration</a>. <a href="http://www.ecaconsortium.net/main/events/travelguide/enic-naric-workshop/21">Travel guide</a>. <a href="http://www.ecaconsortium.net/main/events/yourhost/enic-naric-workshop/21">Your hosts</a>.</strong><br /> <strong>Programme<br /> Morning</strong><br /> 08:30 Registration at venue - Edifici Roger de Ll&uacute;ria, Ramon Trias Fargas 25-27, 08005 Barcelona<br /> 09:00&nbsp; Welcome &amp; Introduction: NN, AQU Catalunya (JOQAR Project Partner), Hanna Reczulska, JOQAR Recognition Group, ENIC-NARIC Poland.<br /> <strong>09:20&nbsp; The Current State of Play</strong><br /> The JOQAR Project: Axel Aerden, JOQAR Steering Group, NVAO &amp; ECA<br /> Recommendation on the Recognition of Joint degrees: Carita Blomqvist, President of the Lisbon Recognition Convention Committee [TBC]<br /> The EAR Manual: Qualifications awarded by joint programmes: Jenneke Lokhoff, JOQAR Recogntion Group, Nuffic<strong><br /> 11:00&nbsp;&nbsp; Parallel workshops - Towards a common ground on what we think is essential when dealing with joint degrees.</strong><br /> Workshop 1: Moderator: Peder de Thurah Toft (International Education Denmark)<br /> Workshop 2: Moderator: Tatsiana Zahorskaya (UK NARIC)<br /> Workshop 3: Moderator: Jenneke Lokhoff (Nuffic)<strong><br /> Afternoon</strong><br /> 13:30&nbsp; Results of the workshops - Plenary presentation and questions. Moderator: Inger Bruun &amp; Peder de Thurah Toft (International Education Denmark) - Plenary discussion on the draft of the recommendations. Moderator: Jenneke Lokhoff (Nuffic)<br /> 15:00&nbsp; Conclusion, way forward and closure of the meeting: Erwin Malfroy (Ministry of Education, Flanders)<br /> </div> Qualification 2012-08-10T03:00:19Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2012/07/28/international-qualifications <a href="http://www.cedefop.europa.eu/EN/publications/20265.aspx" target="_blank"><img class="PubCover" src="http://www.cedefop.europa.eu/EN/Images-ContentManagement/cover_4116_en_rdax_285x400.jpg" alt="Publication cover" title="Publication cover" width="201" height="283" align="left" /></a><strong>An increasing number of qualifications &ndash; certificates and diplomas &ndash; are awarded at international level, outside the jurisdiction of national authorities.</strong> These &lsquo;non-State&rsquo; qualifications have been developed and are awarded by a wide range of bodies, organisations and companies addressing various purposes.&nbsp; What unites this extreme variety of qualifications is that they are not restricted to a particular national system or territory. They are all qualifications whose exchange value is defined outside traditional national qualifications systems. This raises some key questions and challenges for policy-makers as well as users &ndash; be they individual citizens or employers. This report is a first effort to increase transparency in this field, notably by pointing to existing sources and clarifying the concepts to be used for mapping and analysis.<strong> Download <a href="http://www.cedefop.europa.eu/EN/Files/4116_en.pdf" target="_blank">International qualifications</a>.</strong><br /> Many and very diverse qualifications, diplomas, certificates and licences are awarded outside the jurisdiction of public authorities, including by multinational companies, so there is a need to analyse further the character and typology of these qualifications, their credibility and value on the labour market, both for individuals and employers.<br /> While international qualifications can be of relevance for the labour market they are also important in national and European perspectives as they promote common trust and cooperation at operational level. International qualifications feed in the context of the development and implementation of two European initiatives; the European qualifications framework (EQF) and the European classification of skills/competences, qualifications and occupations (ESCO).<br /> The EQF 2008 recommendation also specifies the need to increase transparency of qualifications awarded at international level, a challenge still not addressed systematically by the EQF. On the other hand, international qualifications are part of ESCO work in the qualifications pillar illustrating how awards influence the right to access and practise an occupation or task.<br /> From experience gained from EQF/NQF (national qualifications framework) developments and ESCO work we observe there is high complexity in purpose, type, coverage, currency and competent bodies involved. This booklet is a first attempt to work on a typology of international qualifications, to present examples from various sectors and occupations, and finally to contribute to their better understanding to provide a basis for future EQF and ESCO developments. Christian F. Lettmayr, Acting Director of Cedefop.<strong> Download <a href="http://www.cedefop.europa.eu/EN/Files/4116_en.pdf" target="_blank">International qualifications</a>.</strong> Qualification 2012-07-28T21:49:54Z pcassuto http://blog.univ-provence.fr/blog/coordination-rgionale-paca/mtiers/2012/07/08/126-observatoires-des-m-tiers-et-des-qualifications <div id="header_logo"> <a href="#more-2476" target="_blank"><img src="http://blogtfs.afpa1.host.privilis.com/wp-content/themes/default/images/bandeau_logo.gif" align="left" /></a> </div> <strong>Par Paul Santelmann, Responsable de la Prospective &agrave; l&rsquo;AFPA. </strong>Le CEREQ vient de publier une &eacute;tude (BREF n&deg; 297-2, mars 2012) sur les observatoires prospectifs des m&eacute;tiers et des qualifications (OPMQ). Sous l&rsquo;impulsion des accords interprofessionnels de 2003 et de 2009 relatifs &agrave; la formation les branches professionnelles ont mis en place ces entit&eacute;s suppos&eacute;es, selon le CEREQ, illustrer la &laquo; vitalit&eacute;&raquo;&nbsp; de la n&eacute;gociation collective et contribuer &agrave; &laquo; l&rsquo;enjeu de la s&eacute;curisation des parcours&raquo; &hellip; Une constellation de 126 micro-observatoires nationaux s&rsquo;est ainsi mise en place, certains mono-branches, d&rsquo;autres multiprofessionnels avec des p&eacute;rim&egrave;tres d&rsquo;observation allant d&rsquo;une dizaine d&rsquo;entreprises pour 1000 emplois &agrave; 450 000 entreprises pour 1 million et demi d&rsquo;emplois!<br /> La moiti&eacute; de ces observatoires fonctionne avec un demi &eacute;quivalent temps plein (ETP) au plus et un budget annuel inf&eacute;rieur &agrave; 50 000 euros. 20 % des OPMQ s&rsquo;appuient sur une &eacute;quipe d&eacute;di&eacute;e oscillant entre 1 et 5 personnes et des budgets plus cons&eacute;quents pouvant atteindre 2 millions d&rsquo;euros. On peut estimer que ces OPMQ mobilisent environ 200 personnes dot&eacute;es d&rsquo;instruments prospectifs &agrave; g&eacute;om&eacute;trie variable. On peut regretter que le CEREQ ne publie pas le budget global et les effectifs de ces 126 OPMQ&hellip; Un annuaire 2011 des OPMQ a, par ailleurs, &eacute;t&eacute; coproduit par le CEREQ et le CPNFP et fait &eacute;tat de la grande vari&eacute;t&eacute; des champs professionnels observ&eacute;s. Le lien entre les OPCA et les OPMQ est &eacute;galement analys&eacute; par le CEREQ sans que l&rsquo;on puisse en mesurer les cons&eacute;quences op&eacute;rationnelles&hellip;<br /> Cette approche kal&eacute;idoscopique des m&eacute;tiers et des qualifications r&eacute;pond-t-elle &agrave; la compr&eacute;hension des mutations des m&eacute;tiers et des secteurs d&rsquo;activit&eacute; ? On ne peut &ecirc;tre que dubitatif devant une telle dispersion des moyens consacr&eacute;s &agrave; un chantier qualitatif n&eacute;cessaire pour compl&eacute;ter les approches macro&eacute;conomiques et statistiques de l&rsquo;emploi. En fait, les sp&eacute;cificit&eacute;s sectorielles ont trop souvent contribu&eacute; &agrave; une fuite en avant inflationniste dans les descriptions des besoins en qualification, en niveau de dipl&ocirc;me et en crit&egrave;res d&rsquo;embauche. Si chaque branche est l&eacute;gitimement port&eacute;e &agrave; trouver des crit&egrave;res d&rsquo;attractivit&eacute;, il n&rsquo;est pas certain que cette r&eacute;ponse soit la plus pertinente. Ce sont les politiques salariales, statutaires et de conditions de travail qui d&eacute;finissent l&rsquo;image d&rsquo;une branche ou d&rsquo;une entreprise. Par contre l&rsquo;&eacute;cart entre ces crit&egrave;res et l&rsquo;exigence en termes de niveau de formation n&rsquo;est pas tenable&hellip;<br /> Si l&rsquo;anticipation en mati&egrave;re d&rsquo;emploi et de formation professionnelle est fortement conditionn&eacute;e par l&rsquo;appr&eacute;ciation des contenus de qualification, cette investigation ne peut pas &ecirc;tre seulement men&eacute;e en tuyaux d&rsquo;orgue, branche par branche, m&eacute;tiers par m&eacute;tiers&hellip; Il est d&eacute;terminant d&rsquo;avoir une traduction plus transverse et plus intersectorielle des &eacute;volutions. Or ce sont les caract&eacute;ristiques <strong>locales</strong> du tissu &eacute;conomique, du march&eacute; de l&rsquo;emploi, des mobilit&eacute;s et de la structure de l&rsquo;appareil de formation qui permettent d&rsquo;&eacute;tablir des sc&eacute;narios r&eacute;alistes en mati&egrave;re d&rsquo;accompagnement des politiques du travail. Ce besoin explique en partie le poids des OPCA interprofessionnels dans le p&eacute;rim&egrave;tre de rattachement des OPMQ, l&rsquo;Agefos PME en regroupant 27 et OPCALIA en regroupant 10&hellip; Cette situation ne r&eacute;sout cependant pas la question des modalit&eacute;s de mutualisation des travaux des OPMQ et des OREF qui avaient initialement en charge la question de la relation emploi/formation dans les r&eacute;gions&hellip;<strong><br /> Voir aussi <a href="http://blog.univ-provence.fr/blog/coordination-rgionale-paca/observatoire/2011/12/14/126-observatoires-prospectifs-des-m-tiers-et-des-qualifications-ont-t-recens-s" target="_blank">126 Observatoires Prospectifs des M&eacute;tiers et des Qualifications ont &eacute;t&eacute; recens&eacute;s</a>, <a href="http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2012/04/08/observatoires-prospectifs-des-m-tiers-et-des-qualifications" target="_blank">Observatoires Prospectifs des M&eacute;tiers et des Qualifications</a>.</strong><br /> <span></span> <div> <div id="header_logo"> <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&amp;hl=en&amp;langpair=fr%7Cen&amp;rurl=translate.google.com&amp;u=http://blog.univ-provence.fr/blog/coordination-rgionale-paca/mtiers/2012/07/08/126-observatoires-des-m-tiers-et-des-qualifications&amp;usg=ALkJrhjph9N900AmonOAWw005hspgbG2gA#more-2476" target="_blank"><img src="http://blogtfs.afpa1.host.privilis.com/wp-content/themes/default/images/bandeau_logo.gif" align="left" /></a> </div> <span style="color: #ff0000"><strong><span> <strong>By Paul Santelmann, Head of Forecasting at the AFPA.</strong> CEREQ just published a study (BRIEF No. 297-2, March 2012) on observatories looking for jobs and qualifications (OPMQ).</span> <span> Spurred interprofessional agreements of 2003 and 2009 on training professional sectors have set up these entities assumed, according CEREQ, illustrate the &quot;vitality&quot; of collective bargaining and contribute to &quot;the challenge of securing of course&quot;. A constellation of 126 micro-national observatories is well established, some mono-branches, with other multiprofessional perimeters observations up to a dozen companies in 1000 to 450,000 jobs companies for one and a half million jobs!</span> <span><strong>See also <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&amp;hl=en&amp;langpair=fr%7Cen&amp;rurl=translate.google.com&amp;u=http://blog.univ-provence.fr/blog/coordination-rgionale-paca/observatoire/2011/12/14/126-observatoires-prospectifs-des-m-tiers-et-des-qualifications-ont-t-recens-s&amp;usg=ALkJrhiyxg6po3p8Okayt9vWua2EWjJnXQ" target="_blank">126-Looking Observatories Trades and Skills have been identified</a>, <a href="http://translate.googleusercontent.com/translate_c?client=tmpg&amp;hl=en&amp;langpair=fr%7Cen&amp;rurl=translate.google.com&amp;u=http://blog.univ-provence.fr/blog/coordination-rgionale-paca/qualification/2012/04/08/observatoires-prospectifs-des-m-tiers-et-des-qualifications&amp;usg=ALkJrhhlEvh_bxuylcFozpNN-AvfVedk7g" target="_blank">Looking Observatories Trades and Skills</a></strong></span>. <a href="http://translate.google.com/translate?client=tmpg&amp;hl=en&amp;u=http%3A%2F%2Fblog.univ-provence.fr%2Fblog%2Fcoordination-rgionale-paca%2Fmtiers%2F2012%2F07%2F08%2F126-observatoires-des-m-tiers-et-des-qualifications&amp;langpair=fr|en" target="_blank">More</a>...</strong></span> </div> Qualification Métiers 2012-07-08T12:29:27Z pcassuto